Essay on National Government’s Education Policies and Federalism

Paper on National Government’s Education Policies and Federalism Paper on National Government’s Education Policies and Federalism Paper on National Government’s Education Policies and FederalismThe expanding job of the national government in the guideline and improvement of instructive arrangements has a questionable impact. From one viewpoint, the administrative government’s training approaches add to the better financing of instruction establishments and projects in any case, then again, the issue of the successful utilization of bureaucratic assets emerges in light of the fact that the government can't be as productive as neighborhood specialists and open to figure out which instructive needs to support right now. Subsequently, the expansion job of the government in instruction strategies opens new instructive chances in any case, then again, it raises the issue of the successful utilization of administrative assets and regard to federalist standards of the US majority rule government and state.In actuality, the bureaucratic government’s training approaches are powerful as long as new in structive projects are made and bolstered by the government. The national government adds to the more extensive inclusion of state funded training and bureaucratic help of government funded schools (Levin-Waldman, 2012). In any case, the utilization of assets gave by the national government is less compelling contrasted with the state and nearby level in light of the fact that the central government can't generally comprehend and address issues of explicit state funded schools. In such manner, even restricted monetary assets provided by neighborhood and state governments could be utilized all the more viably to address explicit issues of every open school.Thus, the expanded job of the government in training approaches difficulties customary federalist standards and standards. The government endeavors to step up to the plate and lead in subsidizing and, in this manner, improvement of instruction strategies. In any case, such arrangements are less powerful than conventional federalist approaches with the more extensive association of the nearby specialists on the grounds that the government can't oversee government funded training as adequately as neighborhood and state specialists.

Outline and evaluate Bruce and Young’s theory of face recognition Essay

The face acknowledgment model created by Bruce and Young has eight key parts and it proposes how we process natural and new faces, including outward appearances. The chart underneath shows how these parts are interconnected. Basic encoding is the place facial highlights and articulations are encoded. This data is interpreted simultaneously, down two distinct pathways, to different units. One being appearance investigation, where the enthusiastic condition of the individual is appeared by facial highlights. By utilizing facial discourse investigation we can process sound-related data. This was appeared by McGurk (1976) who made two video cuts, one with lip developments demonstrating ‘Ba’ and other showing ‘Fa’. The two clasps had the sound ‘Ba’ played over the clasp. Be that as it may, members heard two unique sounds, one heard ‘Fa’ the other ‘Ba’. This proposes visual and sound-related data function as one. Different units incorporate Face Recognition Units (FRUs) and Person Identity Nodes (PINs) where our past information on faces is put away. The subjective framework contains all extra data, for instance it considers your environmental factors, and who you are probably going to see there. fMRI checks done by Kanwisher et al. (1997) indicated that the fusiform gyrus in the cerebrum was more dynamic in face acknowledgment than object acknowledgment, this recommends and supports that face acknowledgment includes a different preparing instrument. This model recommends that we procedure natural and new faces in an unexpected way. That we procedure recognizable faces utilizing; auxiliary encoding, FRUs, PINs and Name Generation. Be that as it may, we utilize basic encoding, demeanor investigation, facial discourse examination and direct visual preparing to process new faces. Be that as it may, there is proof by Young et al. recommending that twofold affiliation is poor. He contemplated 34 mind harmed men, discovering there was just feeble proof for any distinction between perceiving recognizable and new faces. An issue with this examination and the model itself, is the utilization of cerebrum harmed patients to demonstrate it works. This is on the grounds that there is just a little example size so it is difficult to sum up to the more extensive populace. It is likewise indistinct on the off chance that it is simply the mind injury that causes the outcome and on the off chance that it is the equivalent for sound individuals. There was an investigation done by Young, Hay, and Ellis (1985) that utilizations individuals with no clinical issues. They requested that individuals keep a journal record of issues they encountered in face acknowledgment. They discovered individuals never revealed putting a name to a face while knowing nothing else about that individual. This backings the model as it proposes that we can't think about a person’s name except if we know other logical data about them. Prosopagnosia is where an individual can't perceive natural countenances, however just the highlights, not the entire face. The condition negates the model as it proposes that the procedure are in all probability not independent. As most patients had extreme issues with outward appearance just as facial personality, this proposes they are handled independently. The model can likewise be viewed as reductionist, as it just gives an ambiguous portrayal of what the psychological framework does. In any case, there is look into that supports the idea that there are two are discrete ways for preparing face acknowledgment and outward appearance. One being Humphreys, Avidan, and Behrmann (2007) who considered three members with formative prosopagnosia. Each of the three had poor capacity to perceive faces, yet their capacity to perceive outward appearances was like that of solid people. An investigation that proposes that units of face acknowledgment are independent is Bruyer et al. (1983). Who explored a patient incapable to perceive recognizable appearances, however who could comprehend their outward appearances, which infers that outward appearance investigation and name age is independently handled. This backings Bruce and Young’s thought of discrete units. Further help for discrete segments of face acknowledgment was appeared by Campbell et al. (1986). They found a prosopagnosic who couldn't perceive recognizable faces or distinguish their outward appearances, anyway they could perform discourse examination. This investigation proposed that facial discourse examination is a different unit of face acknowledgment.

Best Business Schools For Becoming An Entrepreneur (USA)

Best Business Schools For Becoming An Entrepreneur (USA) Though a budding entrepreneur does not require a degree to start a business venture, the chances of success are greater for those who do take up one or more degrees. Proof for this comes from a 2008 study of more than 500 tech startups which revealed that college graduates secured two times the number of employees and average revenue than their counterparts who didn’t go through college. What’s more, entrepreneurship degrees help students gain knowledge in areas such as accounting, management, finance, economics, marketing and ethics. © Shutterstock.com | ImageFlowThis article takes a comparative look at 10 of the nation’s best business schools to go to for exemplary education in the field of entrepreneurship. We will look at 1) what kinds of degrees are suitable for entrepreneurs, 2) criteria for choosing a business school, and 3) top business schools in the US for becoming an entrepreneur.WHAT KINDS OF DEGREES ARE SUITABLE FOR ENTREPRENEURS?Multiple business school powerhouses currently offer graduate and even undergraduate programs in entrepreneurship. Degrees suitable for entrepreneurs and offered at universities, colleges or business schools are chiefly of four kinds â€" Bachelor Degree, Master’s Degree, Associate Degree and Doctorate Degree. The duration of a Bachelor’s Degree program is usually 4 years and of a Master’s Degree program is 2 years. Students can usually earn an associate’s degree in entrepreneurship within two years. A doctoral degree is typically attainable within four to six years for a holder of a Master’s Degree in entrepreneurship. It goes without saying that part-time students would require more time than their regular counterparts to earn a degree.While the MBA is still a useful degree for prospective entrepreneurs, it is losing out in importance as an entrepreneurship degree in favor of a Master’s in Entrepreneurship.What They Dont Teach in Business School about Entrepreneurship CRITERIA FOR CHOOSING A BUSINESS SCHOOLOwing to the many different business schools and course options available, young men or women looking to take up an MBA program with entrepreneurship as focus may find themselves in a fix about choosing right. Given below are 4 factors that make a particular business school preferable to others:Entrepreneurship as a concentration or official track â€" This feature means that the school takes the business aspect of entrepreneurship more seriously in their curriculum than schools which don’t have it as a designated area of study.Both p art-time and full-time faculty specializing in entrepreneurship â€" This provides for a more balanced setting than that in schools with only part-time faculty or only full-time faculty.The faculty can offer some assistance towards your business idea â€" If the prospective student enrolls in the program with an idea in mind for a service or product he wishes to launch, he would obviously appreciate it if the business school could help in some way to realize that business idea.There should be experiential learning â€" Entrepreneurship is not something that can be learnt merely through textbooks and exams. A certain degree of experiential learning is required. A venture competition is one example.TOP BUSINESS SCHOOLS IN THE US FOR BECOMING AN ENTREPRENEUR1.  Babson College Short description of the program for entrepreneurshipSituated in Wellesley, Massachusetts, Babson’s F.W. Olin Graduate School of Business has an MBA program characterized by a unified curriculum offered through fou r different streams â€" Two Year, One Year, Fast Track and Evening. Apart from the MBA degree, Babson College offers an MSM degree in Entrepreneurial Leadership and an MS in Accounting degree. The chief degree concentrations available are Finance, Healthcare Administration, Investment Banking, International Business and Marketing.Duration of the programThe duration of the various programs is as follows: Two year MBA: 24 months One year MBA: 12 months Evening: Average of 42 months MSM Degree in Entrepreneurial Leadership: 9 months MS in Accounting: 12 monthsWhat makes this program uniqueThe business school integrates entrepreneurial skills with extensive functional business knowledge across disciplines with the intention of developing graduates possessing a unique ability to make a difference in the world. There is a focus on Entrepreneurial Thought and Action, as well as dedication to people, planet, and profits.Enrollment costsThe estimated costs for enrolling in an undergraduate p rogram at Babson’s inclusive of tuition with laptop computer, room, meal plan, Federal Direct Loan expenses and personal expenses   is $62,440 (average). The average total estimated expenses for a one-year MBA is $ 106,582, two-year MBA is $149,088 (for a two-year degree starting in September 2014), MSM in Entrepreneurial Leadership is $69,524 (excluding meals, visas and health insurance) and for a Blended Learning MBA ($81,400). Expenses for an Evening MBA are billed on a per credit basis â€" Fall 2014 to Summer 2015 Tuition ($1,550 per credit)Famous entrepreneurs coming from this business schoolSome examples of famous entrepreneurs from this business school are Bob Davis (founder of Lycos Inc.), Michael Bastian (founder of Michael Bastian), and Alberto Perlman (co-founder of Zumba).2.  University of Michigan Short description of the program for entrepreneurshipThe University of Michigan has two entrepreneurship centers namely “College of Engineering Center for Entrepreneurship ” and “Samuel Zell and Robert H. Lurie Institute for Entrepreneurial Studies” and its business school called “Stephen M. Ross School of Business” through which it offers courses suitable for entrepreneurs.College of Engineering Center for Entrepreneurship offers a Program in Entrepreneurship (PIE) with core subjects such as “Economics of Entrepreneurship,” “Clean Tech Entrepreneurship,” “Financing Research Commercialization Practicum” and “Entrepreneurship in the Information Industry.” The College of Engineering and Ross School of Business jointly offer a Master of Entrepreneurship degree. In addition to these, the Ross School of Business offers many elective courses with entrepreneurial emphases. MBA programs of various types are available at the University of Michigan.Duration of the programThe Master of Entrepreneurship degree is of 1 year duration. MBA programs range in duration from 16 months to 4 years. Full-time and weekend MBA’s have a duration of two years, Global MBA of 16 months, Executive MBA of 21 months and evening MBA of 3 to 4 years.What makes this program uniqueThe University of Michigan’s entrepreneurial courses incorporate specialized topics such as urban entrepreneurship and turnaround management.Enrollment costsFull-year in-state and out-of-state tuition and fees for the Master of Entrepreneurship program is $40,000 and $56,000 respectively.Famous entrepreneurs coming from this business schoolNotable among the former students of the University of Michigan are these entrepreneurs â€" Larry Page (co-founder of Google), Jerry Murrell (founder of Five Guys Burgers and Fries), and David Barger (co-founder of JetBlue Airways).3.  Harvard University Short description of the program for entrepreneurshipHarvard University has graduate courses for entrepreneurs available through the Harvard Business School (business school) and Arthur Rock Center for Entrepreneurship (entrepreneurship center). The Harvard Business Schoo l offers an MBA program for potential entrepreneurs. This school also offers doctoral programs in areas such as Accounting Management, Management and Technology Operations Management.Duration of the programThe duration of the MBA program is 2 years. Doctoral programs can take 4 to 5 years to complete (including at least two years in residence).What makes this program uniqueThe first year incorporates a compulsory course entitled “The Entrepreneurial Manager” while the second year has more than 30 entrepreneurial elective courses of three broad kinds Entrepreneurship: a historical perspective;  Entrepreneurial business creation and management; and Entrepreneurship in specific contexts.Enrollment costs$56,175 is the cost for in-state tuition and fees.Famous entrepreneurs coming from this business schoolSome big names in the entrepreneurial industry who previously studied at Harvard University are: Salman Khan (founder of the Khan Academy), Hayley Barna and Katia Beauchamp (foun ders of Birchbox), and Scott McNealy (co-founder of Sun Microsystems).4.  University of Houston Short description of the program for entrepreneurshipThe University of Houston offers undergraduate and graduate courses to benefit budding entrepreneurs through its Wolff Center for Entrepreneurship (entrepreneurship center) and C.T. Bauer College of Business (business school).The Cyvia and Melvyn Wolff Center for Entrepreneurship offers a Bachelor in Business Administration (BBA) in Entrepreneurship that covers four semesters. A certificate program called CEC (Corporate Entrepreneurship Certificate) is also available to undergraduates looking to enter the field of entrepreneurship.  C.T. Bauer offers an Executive MBA program for which elective courses in entrepreneurship and corporate entrepreneurship may be taken. Other graduate MBA programs available at the Bauer College of Business are Full-time MBA and Professional MBA.Duration of the programThe BBA in Entrepreneurship covers four semesters. The full-time MBA is of 18 to 22 months’ duration and the Professional MBA is of 22 months’ duration.What makes this program uniqueThe college’s entrepreneurship students have access to a comprehensive and complete program that includes a lockstep program comprising six courses in addition to a number of enrichment activities to go side by side with academic instruction.Enrollment costsTuition and fees for the full-time and professional MBA degrees is $40,000.Famous entrepreneurs coming from this business schoolProminent entrepreneurs who studied at the University of Houston include John Moores (co-founder of BMC) and Rod Canion (co-founder of Compaq Computer Corporation).5.  Brigham Young University (BYU) Short description of the program for entrepreneurshipBrigham Young University provides both undergraduate and graduate entrepreneurship programs through its Rollins Center for Entrepreneurship Technology (entrepreneurship center) and Marriott School of Management (business school). Entrepreneurial programs include Executive MBA and Executive MPA, MACC (Master of Accountancy) and MISM (Masters of Information Systems Management).Duration of the programProgram durations are as follows:Executive MBA: 2 years Executive MPA: 3 years MACC: 5years MISM: 5 yearsThe duration of the last two degrees includes undergraduate years.What makes this program uniqueBYU’s entrepreneurial programs are characterized by unique features such as the following:Utah county where the school is located in is a hotbed for both entrepreneurship in general as well as startups in the technology realm, in particularTraining to create complete leaders by educating through the mind, spirit and heart (aim of MBA program in Marriott School of Management)The presence of a tech-savvy, entrepreneurial faculty that comprehends research, theory and managerial practice (at Rollins Center for Entrepreneurship technology)Enrollment costsIn-state tuition and fees for the Brigham Youn g University is $11,280.Famous entrepreneurs coming from this business schoolFamous entrepreneurs who studied at this university are Ben Zimmer and Dave Bateman (co-founders of Property Solutions International) and Jonathan C. Coon (co-founder of 1-800 contacts).6.  Stanford University Short description of the program for entrepreneurshipEntrepreneurial programs are available at the university’s Stanford Graduate School of Business with its Center for Entrepreneurial Studies. Programs on offer include MBA or Masters of Business Administration (which freshers can also apply) and MSx or Stanford Master of Science in Management (which accepts only experienced leaders). In addition, online certificate courses are available covering a diversity of topics pertinent to entrepreneurs, innovators and intrapreneurs.Duration of the programThe duration of the MBA program is 21 months and that of the MSx program is 12 months.What makes this program uniqueStudents of business and entrepreneuria l programs at the Stanford Graduate School of Business have access to world-class schools pertaining to several realms (earth sciences, humanities, business, medicine, engineering, law and education) on a single campus. This means they have exposure to greater inspiration, multiplicity and ideas. In addition, class sizes are smaller than those in some other top-ranking schools.Enrollment costsIn-state and out-of-state tuition and fees to enroll at the Stanford University is $59,550.Famous entrepreneurs coming from this business schoolSome examples of the University’s ex-students who have become highly successful entrepreneurs are: Reed Hastings (founder of Netflix), Jawed Karim (the co-founder of YouTube), Brian Acton (the co-founder of What’sApp), and Reid Hoffman (founder of LinkedIn).7.  Massachusetts Institute of Technology (MIT) Short description of the program for entrepreneurshipThe Massachusetts Institute of Technology offers undergraduate and graduate courses for aspiri ng entrepreneurs through its Sloan School of Management (business school) and the Martin Trust Center for MIT Entrepreneurship (entrepreneurship center).   The courses include distinctive degree and non-degree academic offerings.Some of the management/entrepreneurial programs programs offered at MIT Sloan are MBA, Executive MBA, Leaders for Global Operations (on completion, students get a masters degree in both engineering and business administration) and PhD program. Courses at the Martin Trust Center are organized into a curriculum having four key categories namely Foundation Subjects, Industry Focus, Entrepreneurial Skill Sets and Other Entrepreneurship Electives.Duration of the programThe duration of various management/entrepreneurial programs are given below: MBA: 2 years Executive MBA: 20 months Leaders for Global Operations: 2 yearsWhat makes this program uniqueMIT’s motto is mens et manus (mind and hand). So, both within and without the classroom, MIT’s entrepreneurial p rograms are a combination of academic and practitioner mentalities.Enrollment costsThe tuition rates vary with course. For example, the tuition rate for an MBA at MIT Sloan is $63,750 for the year 2014-2015. If the rates for a computer, books and supplies, medical insurance, transportation, housing and food are included, the average expected expenditure is $96, 014.Famous entrepreneurs coming from this business schoolSome big names in the entrepreneurial world studied at MIT. The list includes Amar Bose (founder of Bose Corporation), Helen Grenier, and Colin Angle (founders of iRobot) and Jonah Peretti (founder of BuzzFeed and co-founder of The Huffington Post).8.  University of Southern California Short description of the program for entrepreneurshipThe University of Southern California’s Marshall School of Business offers a wide array of undergraduate and graduate degree programs for prospective business owners. Master’s degrees include the Master of Business Taxation for Work ing Professionals and the MBA for Professionals and Managers (Part-Time). Key concentrations of the other Masters’ degrees include Entrepreneurship, Finance, Accounting, Healthcare Administration, Investment Banking, Supply Chain Management and Organizational Behavior. Dual degree programs are also available such as MD/MBA and JD/MBA.Duration of the programMost Master’s degree programs have durations of either 1 or 2 years. However there are variations. Master of Business Taxation for Working Professionals: 2.5 years MBA for Professionals and Managers: 3 yearsWhat makes this program uniqueThe Marshall curriculum is about increasing academic flexibility while keeping to a thorough core business program. Students are offered a firm foundation in business fundamentals and participate in global experiential learning opportunities, selecting an area of comprehensive business study and taking up study in a facet outside business.Enrollment costsIn-state and out-of-state tuition and fe es for the University of South California’s academics and programs is $50,495.Famous entrepreneurs coming from this business schoolFamous University of South California alumni in the realm of entrepreneurship are: Marc Benioff (Founder of Salesforce.com), Paul Orfalea (founder of Kinko’s), and Andrew Viterbi (co-founder of Qualcomm).9.  Rice University Short description of the program for entrepreneurshipRice University’s courses for budding entrepreneurs delivered through its Jesse H. Jones School of Business aim at developing inventive and principled thought-leaders in international communities. With its main campus in Houston, the school offers MBA degree programs. Entrepreneurship is one of the key concentrations. Other key concentrations are Accounting, Finance, Healthcare Administration, Marketing and International Business. The school also offers dual degrees â€" MS/MBA and MD/MBA. Apart from these, Rice University offers the Rice University Education Entrepreneurship p rogram (REEP) which targets highly motivated educators dedicated to heading public schools.Duration of the programThe MBA programs are of 22 months’ duration.What makes this program uniqueRice University’s entrepreneurial programs are marked by strong foundations in finance, marketing, accounting, organizational behavior and management with excellence in entrepreneurship, energy and healthcare. A distinctive feature of the business school’s educational efforts for budding entrepreneurs is the Rice Business Plan Competition (RBPC) which has the reputation of being the world’s biggest and richest intercollegiate business plan competition.Enrollment costsIn-state and out-of-state tuition and fees for the Jones School/Rice MBA comes to approximately $48,500.Famous entrepreneurs coming from this business schoolNotable entrepreneurs from this business school include the billionaire and venture capitalist John Doerr who made original investments available in Google, Netscape, Compa q, Coursera, Amazon.com and Sun Microsystems; and the former CEO of Halliburton â€" Mr. Thomas H. Cruishank.10. University of North Carolina (UNC), Chapel Hill Short description of the program for entrepreneurshipGraduate and undergraduate programs with entrepreneurship or entrepreneurship-related concentrations are available through the University of North Carolina’s business school called “Kenan-Flagler Business School” and its entrepreneurship center called “Kenan-Flagler Center for Entrepreneurial Studies.”The MBA programs at UNC are offered as full time, online, weekend, evening and OneMBA (global program) “Entrepreneurship” is available as a concentration for the full-time and online MBA and “Strategy and Entrepreneurship” is available as one of the concentrations for the Executive MBA (weekend, evening and One MBA) respectively.Duration of the programMBA program durations are as follows: Full-time: 21 months Weekend: 20 months Evening: 24 months OneMBA: 21 m onthsWhat makes this program uniqueThe University of North Carolina’s curriculum for the entrepreneurship enrichment is unique among many top business schools with respect to its extensiveness. The curriculum provides the training, analytical skills and experiential opportunities to support creators of new ventures, those who invest in venture capital and private equity, managers of entrepreneurial firms with considerable growth and certain advisers to entrepreneurial firms (such as a future board member).Enrollment CostsIn-state tuition and fees amount to $31,510 while out-of-state tuition and fees amount to $52,915.Famous entrepreneurs coming from this business schoolSome well-known entrepreneurs who are the alumni of the University of North Carolina are: Jason Kilar (founder of Hulu) and Ryan Allis (co-founder of iContact).By comparing key points of different leading business schools in the US for entrepreneurship, your task of making the right choice of school becomes easier.

Analysis Of Sir Gawain And The Green Knight - 1374 Words

The language of symbols plays a major role in medieval poetry â€Å"Sir Gawain and the Green Knight† is no exception. The use of symbolism gives a writer the ability to draw important connections between items in their story and the audience. The poet behind â€Å"Sir Gawain and the Green Knight† gives the reader a detailed description of the pentagram, his most important symbol, in order to form the key understanding of this poem. The narrator compares knightly ideals such as integrity, focus, and strength with the reality of Gawain’s life. The focus of this poet is to educate the public and to remind the reader that virtues are necessary in order to create a functioning society. By introducing the pentagram, the author of â€Å"Sir Gawain and the Green Knight dehumanize Gawain in order to teach others the negative effects of turning from your virtues. Throughout history, great writers have hinted as to what their readers should pay close attention to. The a uthor of SGGK is not subtle when it comes to discussing the pentangle. This symbol of the pentangle, a five-pointed, star-shaped figure made by extending the sides of a regular pentagon until they meet, first appears before Gawain leaves to find the Green Knight, Arthur s court ``showed forth the shield, that shone all red / With the pentangle portrayed in purest gold (28. 619-20). Gawain wears this star ``formed of five points on ``his worthy arms, and his ``coat in view because it carries a special significanceShow MoreRelatedAn Analysis Of Sir Gawain And The Green Knight Essay2387 Words   |  10 Pagesthe fourteenth century poem, Sir Gawain and the Green Knight. The poem opens with allusions to Greek and Roman history and eventually sets the story on Christmas in Camelot with King Arthur and his knights of the round table. Gawain, King Arthur’s nephew and a knight in Sir Gawain and the Green Knight, faces trials and temptations that one would typically expect fro m a knight of the round table. Through careful and juxtaposed analysis of Sir Gawain and the Green Knight and articles by reputable authorsRead MoreEssay Analysis of Sir Gawain and the Green Knight1050 Words   |  5 PagesAnalysis of Sir Gawain and the Green Knight In Sir Gawain and the Green Knight, after Gawain ventures â€Å"into a forest fastness, fearsome and wild† (Norton, 311), he prays that he will be able to find â€Å"harborage† on Christmas Eve (Norton, 312). It is the middle of winter, and Gawain has been traveling in search of the Green Knight whose head he has cut off. After he prays and signs himself three times, Gawain finds a magical castle in the midst of a winter forest. He rides to the castle and is grantedRead More A Character Analysis of Sir Gawain as Presented In Sir Gawain and The Green Knight1426 Words   |  6 PagesA Character Analysis of Sir Gawain as Presented In Sir Gawain and The Green Knight In Sir Gawain and The Green Knight, the character of Sir Gawain is skillfully brought to life by the unknown author. Through the eyes of numerous characters in the poem, we see Gawain as a noble knight who is the epitome of chivalry; he is loyal, honest and above all, courteous. As the story progresses, Gawain is subjected to a number of tests of character, some known and some unknown. These tests tell us a greatRead MoreAnalysis Of Sir Gawain And The Green Knight955 Words   |  4 Pagesthe classic medieval poem Sir Gawain and the Green Knight that is used to form a more captivating story and construct a deeper meaning to the plot. The color green certainly is a prominent color in the poem, especially with the Green Knight, who is literally green from head to toe. The Green Knight makes quite the entrance on his horse as he rides into Camelot disrupting King Arthur and his knight’s New Year’s Feast. The Green Knight has come to find out if the Knights of the Round Tab le are as loyalRead MoreAnalysis Of Sir Gawain And The Green Knight940 Words   |  4 Pages In Sir Gawain and the Green Knight, the men and women appear to have different roles in the society. The men attempt to live a more noble life while emasculating the power of the women. Throughout the poem, women display hints of their potential through manipulation and trickery, traits that are uneasily recognized by men as growing power. Morgan la Fay manipulates the Lord Bercilak to assume the role of the Green Knight, and she uses him for revenge against Queen Guenevere. She engineered a planRead MoreAnalysis Of Sir Gawain And The Green Knight1054 Words   |  5 PagesIn his book The Discarded Image C.S. Lewis states that â€Å"the Middle Ages depended predominantly on books†¦reading was one way of the total culture.† To illustrate, imagine a young heroic knight, holding his sword in one hand and his shield in another. Standing in confidence, with a determined look upon his face before confronting his next challenge. Bravery is found in many interesting stories throughout the medieval ages. It is defined by Oxford Dictionaries as â€Å"courageous behavior or character† (OxfordRead MoreAnalysis Of Sir Gawain And The Green Knight846 Words   |  4 PagesAnd Sir Gawain and the Green Knight is not an exception to the rule. The poem uses imagery, juxtaposition of scenes, and the action of the chara cters to present the numerous themes to the reader and the presentation is done throughout the work. In Sir Gawain and the Green Knight, the idea that in the world, there are man-made and natural rules that one must follow but in times, the two rules come in conflict with each other. By analyzing the two games played by Sir Gawain and the Green Knight, theRead MoreAnalysis Of Sir Gawain And The Green Knight1199 Words   |  5 Pagesfrequently depicted as a knight in shining armor, an image that originates from age-old literature such as the fourteenth-century Sir Gawain and the Green Knight. In such literary works, the heroic knight has several virtuosic character traits: friendship, chastity, generosity, courtesy, and piety; however, he must also endure a quest in which his virtues are tested. In Sir Gawain and the Green Knight, three obstacles challenge the hero Gawain’s morals, including the Green Knight, the seductress, andRead MoreAnalysis of Sir Gawain and the Green K night866 Words   |  3 Pagesâ€Å"Sir Gawain and the Green Knight† is the classic tale of a knight of the round table who takes up the challenge of the mysterious Green Knight. The poem begins with the Green Knight’s sudden arrival and his declaration of his proposition: a knight may strike him, and then a year and one day from then he will return the blow. This tale is most well-known for dealing with the themes of a knight’s code of chivalry, loyalty, resisting temptation, and keeping one’s word. While the whole poem is full ofRead More Sir Gawain and the Green Knight: An Analysis of Parallel Scenes636 Words   |  3 PagesSir Gawain and the Green Knight: An Analysis of Parallel Scenes The anonymous author of Sir Gawain and the Green Knight was supposedly the first to have originated the alternation of temptation and hunting scenes, which both contribute importantly to the effectiveness of the poem (Benson 57). The two narratives are obviously meant to be read as complementary. Therefore, the parallel juxtaposition of seemingly unrelated episodes is the basic characteristic of the narrative. The narrative

Essay on Visually Appealing Films 300, Rise of an Empire

300, Rise of an Empire Honestly, the film looks visually appealing. The sequel hasn’t lost sight of what makes this franchise great, so it just enhances the visuals by making it sharper and the camera transitions smoother. But the story isn’t nearly as captivating. The film centers on Themistocles and Artemisia I of Caria, as well as Xerxes I of Persia. The Battle of Artemisia was a naval engagement, at the same time with the battle of Thermopylae, and was fought between an alliance of Greek city-states and the Persian Empire in September 480 BC, in the straits between the mainland and the northern tip of the island of Euboea. It is a follow-up to the 2006 film 300, taking place before, during, and after the events of that film. The cast†¦show more content†¦Rom’s government was not very organized and Rome’s leaders had expensive lifestyle. Wars were occurring in the empire the government simply minted more coins to support it. This was a bad decision and caused inflati on. Another economic reason why the Roman Empire fell was because of taxes. The poor now made up a large percentage of the Roman population. The four factors that influenced Rom’s control over the Mediterranean Sea were leadership and government, overall attitude, military, and location. Each of these factors has a number of aspects to ascertain and dispute. The most important factor in making Rome such a successful culture is the unique government and ideal leaders of the Roman Empire. Rome had a masterful government. It was composed of plebeians and patricians. Rome was organized in an almost democratic government with excellent leaders. I actually think the most effective about this movie trailer is fast pacing and war music that get you all excited and make it so interesting that you want to follow the second part. But at the beginning the trailer started with really slow pacing and voice over character, which is sounds pretty dope to start a action movie. The Spartans were not as good as the movie portrays them to be. Greeks, including the Spartans, conquered neighboring areas to acquire more land and to build their slave labor force. Many of the Greek soldiers, who fought with the Spartan elite at the Battle of

American Indians Free Essays

American Indians is a term that is used to refer to people whose have Indian roots but are American citizen or live in America. This citizenship is a result of early migrations of people from their mother land in search of greener fields in the United States. However, these people were not appreciated by indigenous Americans in the 18th century since they were seen be inferior compared to indigenous Americans. We will write a custom essay sample on American Indians or any similar topic only for you Order Now Short essay 1 The long term study preferred by social cultural anthropologist can be the most effective in deciding someone’s culture. This is because a long term study would address changes that occur in long period of time in a society. Cultures do change with time and so along time study could be used in solving this. This experience that is gotten in the field makes the anthropologists come into direct contact with the issues in the society and this makes them write exactly what is on the since they experience it themselves. It’s worthy noting that this approach is totally different from that used by a journalist or a historian. Historians and journalists do not get into that direct contact with the society and so they do not get the real idea like the anthropologists. Journalist’s historians do not spend much time studying the cultures of a particular society and in most cases they study or rely on the findings of other people. Short essay 2 According to Horseman the new racial ideology of the 19th century are racial ideologies that are supported by the principles of free democratic republicanism other than innate superiority of the American Anglo-Saxon group of people who were of Caucasian race. The previous ideologies placed American Anglo-Saxons a class above other races and they believed that they were destined to bring good governance, commercial prosperity as well as Christianity to America and to the world at large. This meant that the other races were inferior and they were reduced to a subordinate status failure to which they were faced with a possibility of racial extinction. This new racial ideology was very different from the earlier Euro-American view of Indians. Previously, both American and Europeans took some races to be superior to others for different reasons. These reasons included biblical theories and they followed these theories despite their inconsistencies and their contradictions since they believed that they had a special continental and world mission to accomplish as a race. Both Americans and Europeans both shared a belief in the political and individual freedoms as well as a need for uniqueness in language and racial origins unlike the new racial ideology which advocated for free democratic republicanism. In the 19th and 20th century, these views towards American Indians did not change either since they were subject to enslavement. At this time, many social scientists thought that native people were inferior to the Native Americans and so were subject to them and they went ahead to provide the much needed scientific proof for racial distinctions. During this time also, many government officials too felt that it was the descendant of the Anglo-Saxons who played great roles in the establishment of free government and hence the justification for their superiority altitude. Due to this, the government passed policies that bound the immigrants to conform to the prevailing political, economic and social systems . These new polices from the American government led to the justification of sufferings and deaths of blacks, Mexicans and even Indians since any feelings of guilty which would come afterwards could be assuaged by assumptions of both historical and scientific inevitability. The general public also felt that Americans were the people who were destined to shape the destiny of the world and the other races were inferior and were doomed to permanent subordination or risk facing extinction. Lastly it’s worthy noting that the representation of native people held by social scientists, early anthropologists, the U. S. government, and the American public are not contradictory since they seem to place them high above all the other races in all aspects of life. Short essay 3 The Indian country is today faced with an uphill task of determining who true Indians are and who are not. This task has not been easy since it has been surrounded by a lot of controversies. Many criteria’s have been proposed as the best to apply when determining who the true Indians are. First, there are those who believe that the true measure of how Indian one is through the amount of ‘Indian blood’ in them. This criteria has been largely criticized since some people argue that there no true measure of the Indian blood that is present in someone since there are people who are born of one Asian parent while the other parent is from anther ethnic group. Secondly, there are others who believe that the true marker of a true Indian identity should be genealogy, private property and competence in civilization. This group of people argues that the true evidence of a true Indian should be based mostly on shared history between a person and other people who are known to be of an Indian background. Social ties with people from Indian or who have Indian blood in them could be acceptable as a true claim to one being an Indian. This means that one needed to trace his ancestors and prove that his roots are Indian by tracing his ancestors. Attachment to Indian culture was proposed to be criteria too for determining who true Indian was. This required someone to be aware of all cultural believes and behaviors of the Indian people. Early practices like hunting and others were argued to be very effective criteria for identifying who real Indians were. The ability to communicate in traditional Indian language was also advocated for by the people who shared this view. This controversy in the best criteria for separating true Indians and fake ones has been a big challenge to the Indian country since there still need for identifying who the true Indians. The American government is responsible for determining whether one is an American Indian or a Native American. The blood quantum criterion is used by the American government in the administration of Indian schools and land allotments. In census reports, this method of separating Indians and non Indians is applied. The society also can decide who a true Indian is through the application of cultural believes of indigenous Indians as well as their life styles. Scholars have not been left behind either and they too can use their knowledge and principles to differentiate between the two. The federal government of America uses several methods in determining whether someone is a Native American or not. Blood quantum is one of these criteria’s and it applies the idea of determining how much of American blood a person has in their body. In America, there is a settlement that is set aside for people of Indian origin. Any new person who may claim to be an Indian must have a proof of relationship with the already settled Indians in this land allocated to people of Indian backgrounds. The ability of some one to speak in Indian language and display cultural practices of Indians are acceptable by the federal government as true claims for an Indian. These criteria’s that are used by the government are not very different from those used by Native Americans in determining who a true Indian is. To begin with, the native communities look mostly at the cultural connection between a person and the community in question. This criterion requires someone to practice Indian cultural practices and have some ties with well known Indian families. Physical appearances as well as the ability to communicate in Indian languages are used too. Non-native Americans on their side, identify the native ones by the kind of lifestyles they lead. The language they communicate in as well as their accent too. This identity of ones race is very important in many ways. First, it’s used by the federal government in allocation of many services like education and social welfare. All these efforts in trying to determine who true Indians are pits at risk the identity of persons who are of a mixed ancestry because it makes them feel that they belong nowhere. All socialcultural anthropologies ideas have not offered any solution to solve this problem. People may have mixed ancestry hence making it hard to pick out their true identity. References 1. Deloria, Vine (1969) Custer Died for Your Sins: an Indian Manifesto, New York: Macmillan. 2. Calloway, Colin G. , (1995) The American Revolution in Indian Country: Crisis and Diversity in Native American Communities ,Cambridge University Press 3. O’Donnell, James, (1973) Southern Indians in the American Revolution ,University of Tennessee Press 4. Hirschfelder, Arlene B. ; Byler, Mary G. ; Dorris, Michael (1983) Guide to research on North American Indians, American Library Association 5. Johnston, Eric F. (2003). The Life of the Native American. Atlanta, Tradewinds Press 6. Jones, Peter N. (2005 Respect for the Ancestors: American Indian Cultural Affiliation in the American West, Boulder, CO: Bauu Press 7. Nichols, Roger L. (1998) Indians in the United States Canada, A Comparative History, University of Nebraska Press 8. Snipp, C. M. (1989). American Indians: The first of this land, New York: Russell Sage Foundation. 9. Sturtevant, William C. (Ed. ). (1978) Handbook of North American Indians , Smithsonian Institution 10. Tiller, Veronica E (1992) Discover Indian Reservations USA: A Visitors’ Welcome Guide. Council Publications, Denver, Colorado How to cite American Indians, Papers

John Proctor vs Arthur Dimmesdale free essay sample

The sixth commandment states, Thou shall not commit adultery. This is something that both John Proctor from The Crucible and Arthur Dimmesdale from The Scarlet  Letter  committed. John Proctors partner in crime is Abigail Williams and Arthur Dimmesdales is Hester Prynne. The big difference between these two men is that John accepts his sin and Arthur does not. They both  share  the same sin, but they lived two different but similar lives. Since they both were Puritans and people that the town looked up to. The most glaring difference between John and Arthur is the fact that John isnt a holy man. Hell, he doesn’t even attend church on Sundays. But this doesn’t change the fact that he completely regrets his crime of adultery. I think it might affect John a lot more than Arthur because he already has a significant other. This makes the sin more personal for John in that regard. We will write a custom essay sample on John Proctor vs Arthur Dimmesdale or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Johns reason for not being a holy man (which was a big deal for the time) can be traced to 2 things. 1: Him being a farmer makes his life revolve around the randomness of the weather and the brutality of nature. The corruptness of the religious members of the town. An example is all of the witch accusations that are completely ridiculous and the priest asking the townspeople for money instead of preaching god. Johns personality is also completely different. He is entirely confident in himself (sometimes appearing arrogant) but believes he is right all of the time. This is one of the factors why the townspeople look up to him. But also one of the reasons the townspeople turned against him so fast when he admitted to adultery. Arthur Dimmesdale is as holy as you can get. He is a famous minister that gets transferred to the town of the scarlet letter and is respected by everyone. He eventually commits adultery with Hester Prynne which tears him up inside because it goes against everything he knows. He then beats himself up over it the entire book going as far as mutilating himself as punishment. Now that I mention it maybe Arthur regrets it more. Think about it, he gets punished for having a thing with the only woman he ever loved. Also it breaks all the rules in his lifestyle. Challenging his very means of living. He even gets a child out of this mistake. Pearl, who is a constant reminder of what he did. Arthurs personality is definitely a lot weaker than Johns. He is an incredibly weak man after the affair. Leaving as a shell of his former self. He is in so much guilt over what happened that he starts losing his own sense of reality at one point. Arthur is also incredibly susceptible to Rogers tricks in the book making him a weak man. Now that you know the differences between the characters lets talk about how they accept their sin. John is pushed to the point where he has no other choice but to confess to the town that he had an affair with Abigail Williams. John is 100% strong in his decision though. He gives Abigail a cold shoulder on his way to his death telling her that it was a mistake and that he never loved her. But he tells his wife that hes sorry for everything and that he loves her. In my humble opinion I think Proctor went out in pride. Accepting what he did and taking it like a man. Arthur†¦not so much. He knows hes dying so he decides to let the town know the truth by showing the A carved on his chest to the entire town. This literally takes the burden off his chest but dies immediately after. This shows that he couldn’t take the guilt and that’s what killed him. Revealing it was too much for him. This was my comparison of characters in Puritan society stories and I favored John Proctor over Arthur Dimmesdale. They are both good analysiss of the human condition and really made me think. Just remember that†¦. A person that never made a mistake never tried anything new. Albert Einstein

Italian Christmas Traditions and Customs

Italian Christmas Traditions and Customs During Christmastime, one readily observable difference between Italy and the United States, for instance, is the lack of crass commercialism that threatens to swallow up and completely secularize the holiday. For instance, instead of writing letters to Santa Claus asking for presents (or, in the digital age,  e-mailing Santa Claus), Italian children write letters to tell their parents how much they love them. The letter is normally placed under their fathers plate and read after Christmas Eve dinner has been finished. Italians have also adopted some of the  northern European traditions  as well. Nowadays, especially in northern Italy, a fair number of families decorate an evergreen tree in their home. Here are some other rituals, customs, and traditions practiced by Italians during the Christmas holidays: Ceppo: The  ceppo  is a wooden frame several feet high designed in a pyramid shape. This frame supports several tiers of shelves, often with a manger scene on the bottom followed by small gifts of fruit, candy, and presents on the shelves above. The Tree of Light, as it is also know, is entirely decorated with colored paper, gilt pinecones, and miniature colored pennants. Small candles are fastened to the tapering sides and a star or small doll is hung at the apex. Urn of Fate: An old tradition in Italy calls for each member of the family to take turns drawing a wrapped gift out of a large ornamental bowl until all the presents are distributed. Zampognari and Pifferai: In Rome and surrounding areas bagpipers and flute players, in traditional colorful costumes of sheepskin vests, knee-high breeches, white stockings and long dark cloaks, travel from their homes in the Abruzzi mountains to entertain crowds of people at religious shrines. La Befana:  Kindly old witch  who brings children toys on the Feast of the Epiphany, January 6. According to the legend of la Befana, the Three Wise Men stopped at her hut to ask directions on their way to Bethlehem and to invite her to join them. She refused, and later a shepherd asked her to join him in paying respect to the Christ Child. Again she refused, and when night fell she saw a great light in the skies. La Befana thought perhaps she should have gone with the Three Wise Men, so she gathered some toys that had belonged to her own child, who had died, and ran to find the kings and the shepherd. But la Befana could not find them or the stable. Now, each year she looks for the Christ Child. Since she cannot find him, she leaves gifts for the children of Italy and pieces of coal (nowadays  carbone dolce, a rock candy that looks remarkably like coal) for the bad ones. Holiday Season: On the Italian holiday calendar December 25 isnt the only special day. Throughout December and January there are a number of religious holidays to mark the season. DECEMBER 6: La Festa di San Nicola - The festival in honor of St. Nicholas, the patron saint of shepherds, is celebrated in towns such as Pollutri with the lighting of fires under enormous cauldrons, in which  fave  (broad beans) are cooked, then eaten ceremoniously. DECEMBER 8: LImmacolata Concezione - celebration of the Immaculate Conception DECEMBER 13: La Festa di Santa Lucia - St. Lucys Day DECEMBER 24: La Vigilia di Natale - Christmas Eve DECEMBER 25: Natale - Christmas DECEMBER 26: La Festa di Santo Stefano - St. Stephens Day marks the announcement of the birth of Jesus and the arrival of the Three Wise Men DECEMBER 31: La Festa di San Silvestro - New Years Eve JANUARY 1: Il Capodanno - New Years Day JANUARY 6: La Festa dellEpifania - The Epiphany

Using the Spanish Verb Hacer

Using the Spanish Verb Hacer Hacer is one of the most versatile verbs in the Spanish language, and it is used in a wide range of expressions that youll use daily. Although it is often said to mean to make or to do, in context it can refer to almost any activity as well as the act of becoming. Except as a simple question ( ¿hace? can mean something like will that do? and  ¿quà © haces? means what are you doing? or what are you making?), hacer very seldom stands alone. It is almost always followed by a noun. Key Takeaways Although  hacer  often is translated as to make or to do, it can be used in many other ways, including time and weather expressions.The reflexive form  hacerse  can also mean to become or to turn into.Hacer  is irregular in nearly all its forms. Uses for Hacer Here are some of the most common uses of hacer: To indicate the making or creation of something: A number of translations of the verb can be used in English depending on what is being made. Vamos a hacer una pgina web. (Were going to design a web page.)Hizo una casa grande en Chicago. (He built a large house in Chicago.)Hice un libro sobre mi tà ­a. (I wrote a book about my aunt.)El rbol hace sombra. (The tree provides shade.) As a general verb meaning to do: Hacer can refer to an activity in general, or it can replace a verb used earlier. No hizo nada. (She didnt do anything.)Yo comà ­a mucho y à ©l hacà ­a el mismo. (I ate a lot and he did the same.)Haz lo que digo, no lo que hago. (Do what I say, not what I do.)Hice mal en no estudiar. (I did wrong not to study.) As part of an expression or idiom indicating an act of some kind:  ¿Quieres hacer una pregunta? (Do you want to ask a question?)El acto terrorista le hizo daà ±o a mucha gente. (The terrorist act hurt a lot of people.)Hizo pedazos el comprobante. (He tore the receipt into pieces.) In weather terms: Typically, weather terms use a third-person singular form of hacer followed by a noun. Hace frà ­o. (Its cold.)Hacà ­a viento por todas partes. (It was windy everywhere.) In time expressions: Typically, hace is followed by a period of time to indicate how long ago something happened or started. El dà ³lar cae a niveles de hace dos aà ±os. (The dollar is falling to levels of two years ago.)Este virus se descubrià ³ hace poco tiempo. (This virus was discovered a short time ago.)La tengo desde hace tres dà ­as y estoy muy contento con ella. (I have had it since three days ago and am very happy with it.) To show causation: In some cases, hacer is used similarly to the English make to indicate why sometime happened. Ella me hace feliz. (She makes me happy.)Eso me hizo sentir mal. (That made me feel bad.) To indicate the act of becoming: The reflexive form hacerse is often used to indicate change. Se hace ms feliz. (Hes becoming happier.)Me hice hindà º. (I became a Hindu.)Se hicieron amigos. (They became friends.) In various impersonal expressions: In some cases, hacer can become the equivalent of to be. Hace un dà ­a esplà ©ndido. (Its a terrific day.)Voy si hace falta. (Im going if its necessary.)Hay gente que hace carrera sin talento. (There are people who are successful without talent.) To indicate the taking of a role: The role can be deliberate or not. Hizo el papel estelar en El Barbero de Sevilla. (He had the starring role in The Barber of Seville.)Hacà ­a el tonto con perfeccià ³n. (He played the perfect fool.)Hizo como que no entendà ­a nada. (She acted as if she understood nothing.) To indicate how something seems: The reflexive form is sometimes used in this way. Piorno se hace simptico por su acento caribeà ±o. (Piorno seems friendly because of his Caribbean accent.)Las horas se hacà ­an muy largas. (The hours seemed very long.) Conjugation of Hacer Like most much-used verbs, hacers conjugation is highly irregular. Here are the conjugations of the irregular indicative forms, with irregular conjugations in boldface: Present: yo hago, tà º haces, à ©l/ella/usted hace, hay (impersonal), nosotros/nosotras hacemos, vosotros/vosotras hacà ©is, ellos/ellas/ustedes hacen. Preterite: yo hice, tà º hiciste, à ©l/ella/usted hizo, hay nosotros/nosotras hicimos, vosotros/vosotras hicisteis, ellos/ellas/ustedes hicieron. Future: yo harà ©, tà º harà ©s, à ©l/ella/usted har, nosotros/nosotras haremos, vosotros/vosotras harà ©is, ellos/ellas/ustedes harn. Conditional: yo harà ­a, tà º harà ­as, à ©l/ella/usted harà ­a, nosotros/nosotras harà ­amos, vosotros/vosotras harà ­ais, ellos/ellas/ustedes harà ­an.

A theroretical written paper ( discuss Howard Gardner's intelligence Essay

A theroretical written paper ( discuss Howard Gardner's intelligence theory. How could the teacher implement the theory to ensure that all pupils needs are addressed - Essay Example The hands-on experience is gained as a teacher heightened my interest in the acquisition of language, the development of learning modes and revolution of teaching methodology. Thus stated, this paper purposes to discuss the Gardner’s multiple intelligent theory and explore its applications in the classroom environment as well as out of class in a general bid to assist students acquire effective learning strategies and implement them effectively for the achievement of lifelong learning. Vocational students have been observed to have a lower motivation for learning the language. This has resulted into them being less prepared and competent in learning the English language. Even though the author observed that some of her students had inherent and different talents in other various fields for example story- telling, singing or painting, these students were considered to be dumb because of their failure in academics. From the author’s view derived from the teaching experience, she identified a linkage between the basic concepts stipulated in the multiple intelligence theory and the needs of her students’. In addition, these strategies were instrumental in the boosting of the confidence and self-esteem as well as the interest in language learning amongst these students. In his theory, Gardner stipulated that there exists a minimum of seven basic intelligences. These intelligences are named below as Verbal/Linguistic Intelligence, Musical Intelligence, Visual/Spatial Intelligence, Intrapersonal Intelligence, Logical/Mathematical Intelligence, Interpersonal Intelligence, and lastly Bodily/Kinaesthetic Intelligence. Gardner came up with an eighth intelligence in the year 1996 and labelled it the naturalist intelligence. In developing this eighth intelligence, in his own words, he stated that â€Å"it is not if you are smart, but how you are smart† (Gardner, 1983). A criterion has been developed by Gardner in

Public and Government approach in mosquito control programs Essay

Public and Government approach in mosquito control programs - Essay Example It will discuss the effectiveness of the programs, their advantages and disadvantages with regard to how they are implemented. It will also outline the prevalence rates of mosquito born diseases in Queensland especially with reference to Ross River Virus and others. Finally, it will provide some recommendations on how the programs can be designed and who to include in implementation process making them more efficient in future. Mosquito control programs in Queensland have been developed in the past and are still being developed to eradicate mosquitoes in homesteads, houses, hospitals and other public places. The programs are drafted and implemented by the Queensland authorities together with health care providers, local councils and the public in general. The problem has however been the rate at which members of the public are accepting and adopting these programs. The communities do not appreciate these programs and they instead use their own knowledge on how they can control and manage mosquitoes in their homes. They have resorted to buying treated nets, repellents and other pesticides to keep mosquitoes off. The programs from the government although being taken in are a second fiddle especially considering the fact that people don’t take them seriously Surveillance of any disease is the first line of defence against the disease2. In the recent years, there have been many cases of ‘imported diseases’ to Queensland especially from Asia and Africa. This is a setback against the fighting against the spread of mosquito-borne diseases. Various groups are currently promoting the idea of disease surveillance in Queensland. A group based in the area by the name Tropical Population Health Networks Communicable Diseases Control Centre is working with communities and local government officials to make sure that all immigrants do not ‘infect’ the mosquitoes in Queensland

Falstaffs Influence on Prince Hal in I Henry IV :: Henry IV Henry V Essays

Falstaff's Influence on Prince Hal in I Henry IV   Ã‚  Ã‚   In Shakespearean histories, there is always one individual who influences the major character and considerably advances the plot.   In I Henry IV by William Shakespeare, Falstaff is such a character.   Sir John Falstaff is perhaps the most complex comic character ever invented.   He carries a dignified presence in the mind's eye; and in him,   we recognize our internal admiration and jealousy of the rebellious dual personality that we all secretly wish for. The multi-faceted Falstaff, in comic revolt against law and order, in his role as father figure to Prince Hal, and ultimately, in his natural ability to discern and adapt to any situation, emerges as the most complex and paradoxical character in drama.      Ã‚  Ã‚  Ã‚  Ã‚   Frequently, in literature, the sun represents royalty, or in this case the king, who strives to uphold law and order.   Rhetorically, the moon, symbolizes instability, not only because it does not remain the same size to one's eyes as time passes, but because it reigns the ebb and flow of the tides. Therefore, as a knight guided by moonlight, Falstaff is a dissenter against law and order.   This conclusion finds support in his witty tautologies and epithets. Falstaff is invariably aware that Hal will one day become king, and when that happens, robbers will be honored in England by   "Let[ting] us be indulgence Diana's foresters, gentlemen of the shade, monions of the moon; and let[ting] men say we be men of good government, being governed as the sea is, by our novle and chaste mistress the moon, under whose countenance we steal" (I, ii, 25-30). Falstaff's final dismissal of law and order culminates with a comic plea to the prince, urging him to have nothing to do with "old father antic the law?   Do not thou, when thou art King, hang a thief" (I, ii, 62-63).   We see a similar epithet in the next act, "send him packing" (II, iv, 301), in which Falstaff again denounces responsibility, law, and order.   Despite his lack of care for order and responsibility, the rebel dormant in readers applauds Falstaff's defiance of the establishment of his defense.   Falstaff seems to appeal to the average reader, for he relates to them, just as a twentieth-century American

Group Dynamics and Leadership Essay

Abstract: Why are some teams successful and others unsuccessful? What criteria or attributes are needed for success? Contemporary teaching and learning practice over the past few years in higher education institutions has seen a proliferation of open-ended constructivist learning designs that incorporate collaboration. This has promoted the need for identifying essential attributes needed for successful teamwork. This study reviews the literature with a view of identifying a framework that educators can use to help promote effective teamwork in their classes. A case study is used to investigate two teams of final year multimedia students completing a project-based unit, in which teamwork was an essential ingredient and immersed in an authentic context. Attributes gleaned from the literature for successful teamwork was used to compare the two diverse teams. Keywords: Teamwork, higher education, authentic environment Introduction With the shift from a predominately instructivist to constructivist pedagogy the need for tertiary educators to use a variety of teaching strategies and methods is becoming increasingly important. Learning designs need to incorporate student-centred team based learning pedagogy such as project-based, case-based, inquiry-based and problem-based scenarios (Oliver, 2001). Students need to be immersed in learning environments that promote real learning in real contexts. Teams and teamwork help to promote deep learning that occurs through interaction, problem solving, dialogue, cooperation and collaboration (Johnson & Johnson, 1995). These learning designs promote the construction of knowledge as they are embedded in a social experience with a team environment (Vygotsky, 1978). Effective teamwork can affect the successful delivery and implementation of these learning designs. Tertiary educators cannot assume students will the knowledge, understanding and skills needed to create and contribute to a synergistic team environment. Through a review of the literature, this paper identifies a range of attributes considered necessary for successful teamwork. These are then used to compare two contrasting teams with a view of confirming their validity through a case study. Research has provided a number of attributes required for successful teamwork. Many of these attributes have been consistently identified in the literature. Table 1 provides a summary of literature on the successful attributes needed for effective teamwork as follows: †¢ Commitment to team success and shared goals – team members are committed to the success of the team and their shared goals for the project. Successful teams are motivated, engaged and aim to achieve at the highest level; †¢ Interdependence – team members need to create an environment where together they can contribute far more than as individuals. A positive interdependent team environment brings out the best in each person enabling the team to achieve their goals at a far superior level (Johnson & Johnson, 1995, 1999). Individuals promote and encourage their fellow team members to achieve, contribute, and learn; †¢ Interpersonal Skills includes the ability to discuss issues openly with team members, be honest, trustworthy, supportive and show respect and commitment to the team and to its individuals. Fostering a caring work environment is important including the ability to work effectively with other team members; †¢ Open Communication and positive feedback – actively listening to the concerns and needs of team members and valuing their contribution and expressing this helps to create an effective work environment. Team members should be willing to give and receive constructive criticism and provide authentic feedback; †¢ Appropriate team composition is essential in the creation of a successful team. Team members need to be fully aware of their specific team role and understand what is expected of them in terms of their contribution to the team and the project; and †¢ Commitment to team processes, leadership & accountability – team members need to be accountable for their contribution to the team and the project. They need to be aware of team processes, best practice and new ideas. Effective leadership is essential for team success including shared decision-making and problem solving. Case Study Final year students enrolled in the Interactive Multimedia course at Edith Cowan University are required to develop skills and expertise in managing the design and development of client web sites. The unit IMM 3228/4228 – â€Å"Project Management Methodologies†, uses teams of  four or five students to utilise their specialist skills to meet a â€Å"real need† for an industry client. Team roles include programmers, graphic designers and project managers. There were 82 students (20 teams) completing this unit. The aim was to have students experience project management issues that occur when dealing with â€Å"real† clients in â€Å"real† projects and was heavily focused on teamwork and problem solving. The environment was based on the learning principles of authenticity, self-regulation and reflection (Luca & Oliver, 2001). Features included student contracts, journals (for self/peer assessment & reflection), â€Å"Conference Centre† for problem solving, bulletin boards, time management tools, syllabus and assessment materials, lecture notes, legal/QA templates, relevant URL’s, web sites and assignments developed by previous students and a student details database. Within this setting, two teams were selected for investigation. One team was highly successful in developing a quality product, and collaborated in a highly successful manner. Another team, experienced severe team problems, which caused it to become dysfunctional and had to be split. Data was collected on both of these teams from focus groups sessions, interviews and questionnaires that were recorded and transcribed for analysis. A summary of the results is discussed below with reference to key attributes needed for successful teamwork as outlined in   participants understand their purpose and share their goals – the co mbination achieves mission (Francis & Young, 1979) members must share a strong common goal (Kets De Vries, 1999) groups provide each member of the team with prestige and recognition (Scarnati, 2001) successful teams are motivated to succeed (Bradley & Frederic, 1997) there is strong team commitment to succeed (Critchley & Casey, 1986) members have strong shared values and beliefs (Kets De Vries, 1999) engaged in and satisfied with their work (Wageman, 1997) creation of a team atmosphere that is informal, relaxed, comfortable and non-judgemental (Harris & Harris, 1996) †¢ promote group cohesion (Bradley & Frederic, 1997) †¢ people enjoy regular interaction with individuals who have similar interests and goals (Scarnati, 2001). Interdependence †¢ one cannot succeed unless the other members of the group succeed (Smith, 1996) †¢ together the group can deliver more than the individuals who compromise it could do in isolation (Francis & Young, 1979) †¢ team members must work together effectively to produce successful systems (Bradley & Frederic, 1997) †¢ team members interact to help each other accomplish the task and promote one another’s success (Smith, 1996) †¢ team members build on the capabilities of their fellows – the combinations energised through synergy (Francis & Young, 1979) †¢ team members must take an interest in both the group and each individuals achievement (Harris & Harris, 1996) †¢ team members must never be fully self-directed or completely independent (Johnson, Heimann, & O’Neill, 2000) †¢ teams are often empowered to accomplish tasks not available to individuals (Scarnati, 2001) †¢ Individuals experience a wide range of new ideas and skills when interacting with team members (Scarnati, 2001) †¢ team members learn together so that they can subsequently perform better as individuals (Smith, 1996) Successful Team This team of students was highly successful in developing a quality product, as well as being highly collaborative. Their journal entries continually reflected positive comments about other team members, and at no stage during the semester was there a request or requirement to transfer marks from one team member to another. Team meetings were always friendly, and at no stage were team issues discussed as being problematic. The team always focused on the project and how the process of development could be improved by exploring expectations of the tutor, client and end users. An analysis of the data collected from this team indicated that they showed the attributes needed for successful teamwork. In almost all of their responses in interviews, focus group meetings and questionnaires it was evident that this team was committed to: Commitment to team success and shared goals – the team was highly focused on delivering a quality product, and not pre-occupied by personal issues that might have interrupted this objective. They facilitated and nurtured positive, cooperative-working relationships based upon the focus of developing a quality final product that would impress their client tutor, peers and end users. The whole team was strongly motivated to out-perform other teams and shared a strong common goal of wanting to develop a product that would support their chances of gaining employment at the end of the course. This was evident in almost all of their responses; Interdependence – the team members felt that they had a responsibility towards the other members of the team and that the success of the project was based upon each team member’s contribution. Team members were always happy to help peers when they were experiencing difficulties. The team would proactively brainstorm problems individuals team members were having and offer assistance if needed; Interpersonal skills – the team recognised that team members had different personalities and experienced problems at different stages. They showed consideration for each other, respected and supported others in difficult times. Open communication and positive feedback – the team recognised that it was a â€Å"healthy thing† to discuss problems or difficult issues and try to offer constructive help/criticism in trying to resolve these. They strongly valued open dialogue that enabled team members to express their concerns in a non-defensive manner. They were open and truthful about all aspects of the project; Appropriate team composition – this team was proactive in selecting their team members well in advance for this unit. They had carefully considered the skills needed for each team member, and also the type of personality for each team member. These were carefully discussed and considered by two team members four months before the unit commenced; Commitment to team processes, leadership & accountability – team members were all aware of the importance of everyone’s role within the team and the process used by the team to plan and track the timing and quality of required tasks. The project manager was well respected by the team, and always consulted the team before making any major decisions. Also, the team had a number of quality assurance procedures which helped monitor activities as well as individual team members’ accountabilities; Unsuccessful Team Another team of students experienced severe team problems, which caused it to become dysfunctional and had to be split. At the first peer assessment session, marks were transferred between team members, as it was perceived that some team members weren’t contributing. Even though agreement was made at this meeting that marks should be transferred, and suggestions were made about how to improve the situation, resentment amongst team members escalated. This was clearly evident from the comments being made through the confidential on-line journal entries each week. The tutor had several meetings with the project manager and individuals to help try to resolve issues, but to no avail. At one of the team meetings a serious disagreement occurred, in which one of the team members verbally berated another, from which point there was no reconciliation. After this altercation, team members felt they could no longer work together, so even though they would experience a heavier workload, they unanimously agreed to split and form two separate teams. An analysis of the responses given by the successful team indicated that this team had a strong awareness of the attributes needed for successful teamwork. Comparing responses from this team against the key attributes needed for successful teams shown in Table 1, it was evident that this team was not congruent with these criteria: Commitment to team success and shared goals – one team member was highly motivated to achieve a high quality product, though two others were content with merely just gaining a pass i.e. they were happy to put in minimal effort. This mismatch of expectations caused many problems and frustration for team members early in the semester; Interdependence – two team members were highly competitive in this team that negated the development of a synergistic team environment. They were highly focused on our own tasks, and were not interested in helping others who may have been having problems. If others weren’t performing, then the attitude was that peer assessment should be applied, rather than trying to support and help the individual. This caused a lack of team cohesion and cooperation, a feeling of disempowerment, and resulting in the eventual split of the team; Interpersonal skills – the team showed little consideration for each other and gave almost no support for others in difficult times. Team members seemed unaware and very surprised that they had upset other team members by their comments. They seemed to have not detected they were hurting others feelings by their comments and the approaches taken to solve team problems; Open communication and positive feedback – comments made by team members indicated that peers were inconsiderate of their situation and problems, and were not inclined to discuss problems, as they would only attract criticism and negative feedback. This resulted in team members not communicating freely or discussing their problems that had potentially damaging effect on the team; Appropriate team composition– this team was formed haphazardly. Three of the original team members had a quick discussion in the class and decided to make a team, and another team member arrived a week later, so the team agreed to accept them in their team, as they needed to make a team of four. Expectations and skill were not carefully considered; Commitment to team processes, leadership & accountability – the project manager happened to be the youngest in the team, and didn’t command the respect needed. Team members often complained about team meetings being a waste of time, and also of team members being late or contributing effectively. One team member felt that he was not included in decision-making and did not receive all communication regarding the progress and development of the project from the project manager. The overall management of this team was perceived to be ineffective by most of the team members; Summary and Conclusions This study compared how well two teams performed by comparing attributes identified for successful teamwork, as shown in Table 1. From the results it is evident that these attributes played an important role in determining the success of these teams. The results show a compelling relationship between how the teams embraced these six attributes, and how successful the team was in collaborating and developing a quality product. The results from this study indicate that these key attributes need to be carefully considered by both tutors and students when teamwork activities are proposed. Further research needs to be considered on how best to implement these strategies in a methodological fashion to ensure tutors and students acknowledge and understand the importance of how to implement each attribute i.e. a template outlining implications for best practice when designing and implementing constructivist learning designs which incorporate teamwork activities. References Bradley, J. H., & Frederic, J. H. (1997). The effect of personality type on team performance. Journal of Management Development, 16(5), p. 337-353. Critchley, B., & Case, D. (1986). Teambuilding – At what price and at whose cost? In A.Mumford (Ed.) Handbook of Management Development. Gower Publishing Company Limited, University Press Cambridge Fisher, S. G., Hunter, T. A., & Macrosson, W. D. K. (1997). Team or group? Managers’ perceptions of the differences. Journal of Managerial Psychology, 12(4), 232-242. Flynn, G. (1997). How do you know if your work teams work? Workforce, 76 (5), May p. 7 Francis, D., & Young, D. (1979). Improving Work Groups. San Diego, California: University Associates. Harris, P. R., & Harris, K. G. (1996). Managing effectively through teams. Team Performance Management: An International Journal, 2(3), 23-36. Johnson, D. W., & Johnson, R. T. (1995). Social Interdependence – Cooperative Learning in Education. In B. Bunker & J. Z. Rubin (Eds.), Conflict, Cooperation, and Justice (pp. 205-251). San Francisco: JosseyBass Publishers. Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, competitive, and individualistic learning ( 5th ed.). Needham Heights: Massachusetts: Allyn and Bacon. Johnson, P. R., Heimann, V. L., & O’Neill, K. (2000). The wolf pack: team dynamics for the 21st century. Journal of Workplace Learning: Employee Counselling Today, 12(4), 159-164. Kets De Vries, M.F.R. (1999) High-performance teams: Lessons from the Pygmies. Organisational Dynamics, Winter, p. 66-77. Luca, J., & Tarricone, P. (2001). Does emotional intelligence affect successful teamwork? Proceedings of the th 18 Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education at the ASCILITE, p. 367 – 376, Melbourne: University of Melbourne. Luca, J., & Oliver, R. (2001). Developing Generic Skills through On-line Courses. Paper presented at the EdMedia 2001, Tampere, Finland. Oliver, R. (2001). Developing e-learning environments that support knowledge construction in higher education. Presented at the 2nd International We-B Conference, p. 407 – 416. Perth, Western Australia. Parker, G. M. (1990). Team Players and Teamwork. San Francisco, CA: Jossey-Bass. Scarnati, J. T. (2001). On becoming a team player. Team Performance Management: An International Journal, 7(1/2), 5-10. Smith, K. (1996). Cooperative Learning: make groupwork work. New Directions for Teaching and Learning, 67, Fall, pp. 71-82. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. Wageman, R. (1997). Critical success factors for creating superb self-managing teams. Organsiational Dynamics, 26 (1), Summer, 49-62.

Social And Cultural Implications Of Internet Essay

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