Planned Parenthood - Argumentative free essay sample

3 Steps to Acing Your Upcoming Group Interview You’ve been approached in for a board meet. Perhaps you’re threatened. Perhaps frightened. Possibly you’re not even sure you comprehend what that really involves. Whatever your degree of fear, here are three simple strides to traversing your board meet tranquilly and in one piece. Stage 1: BEFOREYou reserve the privilege to ask who will be on your board. Do this. At that point inquire about each board part as well as could be expected. You’ll have the option to make sense of a considerable amount and get ready better for what each may be generally quick to ask you. What does this specific gathering of individuals educate you regarding what the organization is attempting to assess?You can likewise ask to what extent (generally) the meeting should last. This will give you a nice sentiment for what amount to and fro conversation will be conceivable, how much space you’ll be given to pose inquiries, to what extent your answers can be, etc.Step 2: DURING Treat every individual on the board like an individual not simply one more anonymous face. This isn't an indifferent divider asking you inquiries. Every questioner on your board is another chance to make a human association and persuade that a lot more individuals in the organization what an extraordinary fit you would be.Be sure to observe everybody’s name as they are presented. Record every one if that causes you recall. When responding to questions, talk straightforwardly to the person who asked, yet then attempt to widen your answer out to cause the remainder of the board to feel remembered for the discussion.Step 3: AFTERYou’ve took in their names and put forth an attempt to interface with each board part presently thank every single one of them earnestly withâ solid eye to eye connection and a quality handshake. From that point forward, it’s the typical post-meet follow-up methodology. Be that as it may, recall that you have to keep in touch with one card to say thanks for each board part. It appears to be a torment, however it’s these little contacts that will help set you apart.The board talk with: 6 hints for previously, during, and after

women in the work place essays

Universalism versus Particularism is an idea sent by Fons Trompenaars, a Dutch creator. Fundamentally, this measurement inquires as to whether which is increasingly essential to you, rules or connections. The Universalist, or rule-based, approach is generally: â€Å"What is acceptable and right can be characterized and ALWAYS applies. † In particularistic societies, far more prominent consideration is given to the commitments of connections and one of a kind conditions. Universalism versus Particularism demonstrates how a general public applies rules of ethics and morals. In a Universal society, for example, the U. S. , rules and agreements are created which can apply in any circumstance. For instance, take the instance of attempting to go across the road at the red light. In a very standard based society like the U. S. , you will in any case be grimaced at regardless of whether there is no traffic. It will in general suggest uniformity as in all people, or residents, falling under the standard ought to be dealt with the equivalent. Despite what might be expected, in Asian social orders like Taiwan, where particularist decisions center around the excellent idea of conditions, it is probably going to approve of one on the off chance that it is his/her siblings or companions that abuse the traffic rule. These individuals are not â€Å"citizens†, however their â€Å"friends† or â€Å"brothers†. This distinction presumably clarifies why there have been troubles in executing a legal framework that is valid in our nation. Solid universalist societies utilize the court to intercede clashes. The more all inclusive a nation is the more prominent is the need to secure reality. Worldwide working organizations think almost certain in a universalistic manner. At the point when universalistic specialists consent to an agreement identifying with a high worth arrangement there are consistently attorneys required to guarantee that everything about accurately referenced and ensured by a section. On the off chance that one gathering would break a piece of the submitted bargain it is conceivable to draw the outcomes and sue the partner. In particularisticic societies lawful agreements don’t just stay faithful to their commitments something is recorded on paper. More than that they trust, depend and put stock in the business relationship which was develop in the time before the agreement was examined. Chinese representatives trust particularly on connections between the accomplices and exacting guidelines/definitions would presumably irritate/affront the accomplice since they would get the possibility that they aren’t trustful and are con artist. The significance of connections again strength be painstakingly thought of and considered particularly from universalistic societies when managing particularistic societies. Chinese attempt to keep the agreements ambiguous and not very tied. It may happen that Chinese specialists will in any case attempt to haggle a while later even the agreement was at that point marked/shut and concurred from all locales. In dealings Chinese will invest a ton of energy in working up a relationship with their colleagues so the genuine exchange will be toward the finish of the gathering time. While Americans managing Chinese, Americans frequently attempt to close arrangements as quick as could be expected under the circumstances. In any case, because of the Chinese method to make bargains the Americans may submit a bigger number of points of interest than previously suspected just to surge forward and close an arrangement. This can be a preferred position for particularistic societies. Universalist societies center typically more around rules than on connections. For example American workers contend hard for better employment positions and to move up in the progressive system and win more cash. They do this without thinking about associates and the relationship with them. In examination, particularistic societies like China center vigorously around connections. When working with/overseeing particularistic, universalists should construct casual systems and make private understandings just as they should attempt to search for reasonableness in working together by treating and looking on cases each as a particular one. Particularistic societies evade unbending or normalized frameworks to oversee across societies. They rather want to leave some space for changes which may happen later on process. A few generalizations state that Germans are gifted to fabricate framework and Americans are incredible to create and design new items/thoughts. At the point when markets turned out to be increasingly individual and explicit the USA came into issue with their method of large scale manufacturing and mass promoting. Particularly in rivalry with particularistic nations likes France who is orientated on individual and altered items.

Some Things You Need to Know About Online Writing Help

Some Things You Need to Know About Online Writing HelpBefore you start your search for online writing help, there are a few things that you should know. You need to understand that most online companies offer free services, but you must determine if the writing assistance that they provide is free because they want you to sign up. This is just a ploy by those companies to sell more writing services. It's best to take their word for it and not sign up, since it can be easy to get scammed out of money.Some online companies charge you for some of the writing services you get for free. For example, the student of writing college will charge you for an online class preparation. There are also free online tutoring services that some individuals make a lot of money with.If you are looking for tutors on the Internet, it is important to keep in mind that you cannot find a quality online tutor without experience. You will not find a more experienced tutor than an online tutor who has been work ing with students for years. You need to ask for referrals from people who have used a specific online tutor.You will find that some online tutors will not require you to pay any fees unless you come up with your own individual way of paying them. You will find that these tutors are there to help you out and to teach you as well.Some writers online will charge you a fee for each piece of writing you want to submit for consideration. These writers do not write articles but instead they will submit your work to other writing websites or print magazines. You will want to check with your specific program about the price for submitting works to some of the larger online writing journals.Another advantage to writing online is that you will be able to be focused on a topic and focus on specific types of writings that you have always wanted to do. This can be done while maintaining your daily life.Remember that online writing has many advantages over traditional writing. If you are looking for a great way to earn extra income, it is possible to take the advantage of this emerging writing medium to work from home while you continue to get quality written work. Just be sure to follow all the rules and regulations of each site you choose before you begin your research and you should be fine.

The Government Authority Of The United States - 1558 Words

When one looks at federalism throughout the United States, do most think that it is still relevant to this day? Some think that it has remained consistent since the passing of the Constitution. But some people in today’s society think that the government authority that is supposed to be shared between the national and local governments is starting to be overpowered by federal law and local and state governments are not getting the rights promised to them years ago when the Constitution was passed. The reality in today’s society is that apart from military affairs and international diplomacy, most â€Å"national† laws, policies, and programs are shaped, administered, or funded in whole or in part through a complex, and often contentious system of federal-state relations. The arguments of the antifederalists are beginning to come through, that even though states still have some flexibility in implementing policies, it is overall the federal government that has the final say. The federal government has taken over many places in which used to be governed over by that states, such as social welfare policy, education, health care, and a minimum wage (Wilson, DiIulio, Bose, 2011). A big debate in recent years over whether it should be regulated by federal or state law is the debate over gun control throughout the United States. The debate over gun control in the United States today relates to the debate over federalism because of different cases in recent history relating to gunShow MoreRelatedAnalysis Of Forest Mcdonad s States Rights And The Union1101 Words   |  5 PagesIn Forest McDonad’s States Rights and the Union: Imperium in the Imperio, 1776-1876, he simply begins the book by stating the main problem that the United States faced during the first one hundred years of existence: the state and national government authority were not easily separated. Before the time period of which McDonald analyzes, the people of the future country, the United States, lived in England, where the line between state and national government authority was clear. McDonald mentionsRead MoreGovernment Power and Authorities1111 Words   |  5 PagesIdentify the Major Sources of State and Federal authorities explicit to the Constitution, and explain why the division of powers architecture was important to the Framers. Federalism is the division of Governmental powers and authorities between the State and Federal Governments. Separation of Powers is not actually labeled or defined within the constitution. However, the Framers of the constitution found â€Å"to avoid tyranny, a separation or division of authority must exist† (Feldmeier HallRead MoreThe No Child Left Behind Act895 Words   |  4 PagesChild Left Behind Act? The article â€Å"Do states have the right to ignore federal laws that they do not want to follow,† have followers that disagree that states need more authority to avoid the federal government from commanding policies they go up against; the Tenth Amendment presents a constitutional foundation for affirming that power. Today, opponents dispute, that federal power has decreased to weak levels, threatening individual liberties and making state rights that much more vital as an necessaryRead MorePrinciples Of The Nation s Constitution And The Bill Of Rights1413 Word s   |  6 Pages Introduction In any government, there are the governing principles which help in governing the nation. These principles are used as a basis for governance in the nation. The principles are clearly defined in the nation’s constitution and the bill of rights. The important principles give people a sense of national identity of belonging to a certain nation, hold the people together and allow the government to function competently. In American government, there are fundamental principles which haveRead MoreThe United States Vs. United Kingdom1256 Words   |  6 PagesThe United States and the United Kingdom have both become industrialized democracies, however by saying that it may seem as though they have many similarities which is true, but there are many more differences in the political systems they use and the way the states are governed. Just because United States and the United Kingdom share these similarities and differences in their Presidential System, and the formation of their dem ocracies, the United States is viewed by far as a much weaker state dueRead MoreHow Roosevelt And His New Deal Prolonged The Great Depression1395 Words   |  6 PagesHow Roosevelt And His New Deal Prolonged The Great Depression The traditional view of Franklin D. Roosevelt is that he motivated and helped the United States during the â€Å"Great Depression† and was a great president, however, as time has passed, economist historians have begun analyzing Roosevelt’s presidency. Many have concluded that he did not help America during the Great Depression but instead amplified and prolonged the depression. Jim Powell wrote about FDR economic policies and did an excellentRead MoreThe Threat Of The United States854 Words   |  4 Pagescontrol further. This of great concern to the United States government as ISIL is a direct threat to our interests in the region and to the homeland. They have killed three Americans this year with the possibility of publicly killing the other American hostages they hold. These killings are a direct attack on the United States and cannot be ignored. In addition, there are Americans in their ranks that heighten the threat ISIS poses to the United States. With access to US passports and the abilityRead MoreThe United States1379 Words   |  6 PagesThe various States that are members of the United States of America are not united on the principle of unrestricted submission to the General Government. But this covenant, under the style and title of the constitution for the United States and its amendments, is the General Government for special purposes (Kentucky, 1). The General Assembly of Virginia expressly articulated an unchangeable declaration to look after and protect the US Constitution and Establishment against all invasions of foreignRead MoreThe Treaty Of Guadalupe Hidalgo Essay1672 Words   |  7 Pagesofficially ended the war between Mexico and the United States. Even though it happened over 168 years ago, its legacy persists, because the treaty redefined the border and the border region. Under the terms of the treaty, Mexicans who suddenly found themselves living in the United States choose either Mexican citizenship, in which ca se they would have to relocate south of the new border, or to stay where they were and become citizens of the United States. About 80 percent—a total of seventy-five thousandRead MoreThe Constitution Of The United States756 Words   |  4 PagesPromulgation and Legislation in the U.S. Constitution: The federal system of government of the United States is based on its constitution. The Constitution grants all authority to the federal government except the power that is delegated to the states. Each state in the United States has its own constitution, local government, statute, and courts. The Constitution of the United States sets the judiciary of the federal government and defines the extent of the federal court’s power. The federal court

Essay The Burr Conspiracy - 948 Words

The Burr Conspiracy I. Introduction The events surrounding the â€Å"Burr Conspiracy† were among the first tests of the effectiveness of the United States democracy. II. Aaron Burr Aaron Burr was born in Newark New Jersey on February 6, 1756, and Burr was educated at what is now Princeton University. Burr joined the Continental Army in 1775, and rose to the rank of Lieutenant Colonel. Burr was appointed attorney general of New York in 1789 and served as a United States senator from 1791 to 1797 (Onager CD-ROM). In the Election of 1800, Aaron Burr was the running mate of Republican candidate Thomas Jefferson. Although Burr was running for vice-president, he received as many votes as Jefferson did, and the House of†¦show more content†¦In 1789, George Washington appointed Hamilton as the first Secretary of Treasury. As the Secretary of Treasury, Alexander Hamilton devised plans that funded national debts, assumed the states’ Revolutionary War debts, and established the First National Bank of the United States. Hamilton also influenced many key Federalists in the House of Representatives to make Thomas Jefferson president in th e Election of 1800, and was killed in a duel in 1804. IV. Thomas Jefferson Thomas Jefferson was born in Shadwell, Virginia in 1743. Jefferson studied law at the College of William and Mary and became a moderately- successful lawyer. Jefferson served in the House of Burgesses from 1768 to 1775. Jefferson took an active part in the American Revolution. Jefferson wrote a list of grievances known as the Summary of the View of the Rights of British America, he was a Virginian delegate in the First Continental Congress, and wrote the Declaration of Independence. Jefferson became the Governor of Virginia in 1779, and wrote the Notes on the State of Virginia in 1785. Jefferson became a delegate in France in 1785. After Jefferson’s return to America he became the Secretary of State. Jefferson became the vice-president in 1796 and became the President of the United States in the Election of 1800. Jefferson was re-elected in 1804, and the â€Å"Burr Conspiracy† took place during Jefferson’s second term. V. Election of 1800 In the Election of 1800, President JohnShow MoreRelatedAaron Burrs Disgrace in the Burr Conspiracy Essay786 Words   |  4 PagesAaron Burr had been Vice President during the ï ¬ rst administration of Thomas Jefferson. In the summer of 1804, Burr killed his rival Alexander Hamilton in a duel, an event that effectively ended Burr’s career in national politics. Three years later, he was on trial, charged with the capital crime of treason by the government headed by Jefferson, his former partner in political ofï ¬ ce. Presiding over the trial was John Marshall, Chief Justice of the United States. Finally, there was James WilkinsonRead MoreAaron Burr Jr. Was An American Politician1596 Words   |  7 PagesAaron Burr Jr. was an American politician, on the Democratic-Republican Party. He was the third Vice President of the United States, serving during President Thomas Jefferson s first term. Nearing the end of his term as Vice President, Burr ran for the governorship of New York, but lost. Blaming Hamilton and eager to defend his honor, he challenged Hamilton to a duel. Hamilton accepted, and the face-off took place; it ended when Burr shot Hamilton to death. Burr fled to New York and New JerseyRead More Aaron Burr Essay1004 Words   |  5 Pages AARON BURR nbsp;nbsp;nbsp;nbsp;nbsp; Although Aaron Burr, b. Newark, N.J., Feb. 6, 1756, fought in the American Revolution and became an important political figure, serving a term (1801-05) as vice-president of the United States, he is best remembered today for having killed Alexander Hamilton in a duel. The son of a president of the College of New Jersey (now Princeton University) and the grandson of another (Jonathan Edwards), Burr could trace his ancestry back to the earliest Puritans. HeRead MoreThomas Jefferson Was A Visionary2077 Words   |  9 Pageseasily one of the most influential founding fathers. What if he was never in power? What if he was never president? What if Alexander Hamilton endorsed Aaron Burr instead of Jefferson in the election of 1800? What is Burr was the third president of the United States? Thomas Jefferson being president was like a catalyst for change in America if Burr would have taken over the United States would not be as strong as it is today. Thomas Jefferson had revolutionary thoughts about education, government, farmingRead MoreEssay on Review of These United States: The Questions of Our Past1303 Words   |  6 Pagesthe information was too personal and unneeded. In a short stint on Aaron Burr in the Wilkinson-Burr Conspiracy he mentioned how Burr though descended from a long line of Puritan ministers, Burr was a compulsive womanizer, a reckless pleasure seeker, and a cynic, driven by ambition and the desire to win fame and glory (203). This passage, though interesting and informative, rendered no real connection to the conspiracy or his actions that were addressed. Once again the reader avoids a heroicRead MoreAnalysis Of Aaron Burr s The Duel With Alexander Hamilton 1697 Words   |  7 Pagesoccurred, but Aaron Burr was the current Vice President of the United States of America taking part in an event that led to the death of Alexander Hamilton. Hamilton himself was one of the most powerful figures in the Fed eralist Party and was so well known within the party that his advocates believed that he emulated the political energy of George Washington, so the death of Hamilton was a shock to the party and to the nation. Now before this duel occurred, Hamilton and Burr both had their reasonsRead MoreAlexander Hamilton And The United States Government1031 Words   |  5 PagesThey wanted to create their own confederacy in the north by breaking apart from the south. Hamilton believed Vice President Aaron Burr was also a part of the conspiracy to dissolve the unity of the country. Hamilton created many rifts in Burr’s way as he tried to gain more political power and influence. Burr finally got tired of Hamilton and challenged him to a duel. â€Å"Burr fired first. His bullet entered Hamilton’s right side and shattered his spinal column.†(Schlesinger, Jr. 14) The duel resulted inRead MoreThomas Jefferson Was The Second President Of The United States Of America1671 Words    |  7 Pageselected third president of the United States in 1800 and ran as a Democratic-Republican. He ran against Aaron Burr a man people would regard as a mysterious and mercurial man and someone even Hamilton, Jefferson s strongest rival, described as â€Å"the most unfit man in the United States for the office of president† and basically secured Jefferson the presidency. During the election, Jefferson and Burr received the same number of electoral votes which caused the election to be given the House of RepresentativesRead MoreEssay on John Adams1466 Words   |  6 Pagesphilosophies to align into separate parties, even though the Federalists never considered themselves to be a party (Wood, 1992). Hamilton tried to by-pass Adams by nominating Carolinian Thomas Pickney (Ferling, 1992). He had instigated a similar conspiracy to keep Adams from defeating Washington in the second national election, as Adams had discovered (DeCarolis, 1995). In spite of the divided Federalists, Adams defeated Thomas Jefferson by three electoral votes. He became the second president andRead More My Friend Hamilton -Who I shot Essay6642 Words   |  27 PagesA Historiographical Discussion of the Duel Between Aaron Burr and The duel between Aaron Burr and Alexander Hamilton holds a significant relevance in American history and should be examined within the context of early American culture and politics. The recent historiography of the incident provides us with a complex, evolving web of conflicting interpretations. Since the day of this tragic duel, contemporaries and historians have puzzled over why these two prominent American statesmen

Drama free essay sample

It derived from the Greek verb dran, meaning â€Å"to act† or â€Å"to do†, refers to actions or deeds as they are performed in theatrical setting for the benefit of a body spectators. More limited than the related concept of theater, which also comprehends such forms as opera and dance, the term drama refers essentially to dramatic literature—the text composed by playwrights to be spoken in a theater. Because the heritages of Indian, Chinese, Japanese, and African drama have had little influence on one another and even less on the theaters of the English-speaking world. On the stage it combines many arts those of the author, director, actor, designer, and others. Dramatic performance involves an intricate process of rehearsal based upon imagery inherent in the dramatic text. A playwright first invents a drama out of mental imagery. The dramatic text presents the drama as a range of verbal imagery. The language of drama can range between great extremes: on the one hand, an intensely theatrical and ritualistic manner; and on the other, an almost exact reproduction of real life. A dramatic monologue is a type of lyrical poem or narrative piece that has a person speaking to a select listener and revealing his character in a dramatic situation. Ancient Drama The origins of Western drama can be traced to the celebratory music of the 6th century BC Attica, the Greek region centered on Athens. Although accounts of this period are sketchy, it appears that the poet Thespis developed a new musical form in which he impersonated a single character and engaged a chorus of singer-dancers in dialogue. As the first composer and soloist in this new form, which came to be known as Tragedy, Thespis can be considered both the first dramatist and the first actor. He soon had imitators, and in 534 BC a contest in tragedy was instituted at an Athenian festival held in honor of Dionysius, the God of wine, fertility, and revelry. This soon became an annual event in Athens and eventually at festivals throughout the Hellenic world. Of the hundreds of works produced by Greek tragic playwrights, only 32 plays by the three major innovators in this new art form survive. Aeschylus created the possibility of developing conflict between characters by introducing a second actor into the format. His seven surviving plays, three of which constitute the only extant trilogy, the Oresteia are richly ambiguous inquiries into the paradoxical relationship between humans and the cosmos, in which people are made answerable for their acts, yet recognize that these acts are determined by the gods. Medieval Drama Medieval drama, when it emerged hundreds of years later, was a new creation rather than a rebirth, the drama of earlier times having had almost no influence on it. The reason for this creation came from a quarter that had traditionally opposed any form of theater: the Christian church. In the Easter service, and later in the Christmas service, bits of chanted dialogue, called tropes, were interpolated into the liturgy. Priests, impersonating biblical figures, acted out minuscule scenes from the holiday stories. Eventually, these playlets grew more elaborate and abandoned the inside of the church for the church steps and the adjacent marketplace. Secular elements crept in as the artisan guilds took responsibility for these performances; although the glorification of God and the redemption of humanity remained prime concerns, the celebration of local industry was not neglected. Restoration and 18th-Century Drama The theaters established in the wake of Charles IIs return from exile in France and the Restoration of the monarchy in England (1660) were intended primarily to serve the needs of a socially, politically, and aesthetically homogeneous class. At first they relied on the pre-Civil War repertoire; before long, however, they felt called upon to bring these plays into line with their more refined, French-influenced sensibilities. The themes, language, and dramaturgy of Shakespeares plays were now considered out of date, so that during the next two centuries the works of Englands greatest dramatist were never produced intact. Owing much to Moliere, the English comedy of manners was typically a witty, brittle satire of current mores, especially of relations between the sexes. 19th Century Drama and the Romantic Rebellion In its purest form, Romanticism concentrated on the spiritual, which would allow humankind to transcend the limitations of the physical world and body and find an ideal truth. Subject matter was drawn from nature and natural man (such as the supposedly untouched Native American). Perhaps one of the best examples of Romantic drama is Faust (Part I, 1808; Part II, 1832) by the German playwright Johann Wolfgang von Goethe. Based on the classic legend of the man who sells his soul to the devil, this play of epic proportions depicts humankinds attempt to master all knowledge and power in its constant struggle with the universe. The Romantics focused on emotion rather than rationality, drew their examples from a study of the real world rather than the ideal, and glorified the idea of the artist as a mad genius unfettered by rules. Romanticism thus gave rise to a vast array of dramatic literature and production that was often undisciplined and that often substituted emotional manipulation for substantial ideas. Romanticism first appeared in Germany, a country with little native theatre other than rustic farces before the 18th century. By the 1820s Romanticism dominated the theatre of most of Europe. Many of the ideas and practices of Romanticism were evident in the late 18th-century Sturm und Drang movement of Germany led by Goethe and the dramatist Friedrich Schiller. These plays had no single style but were generally strongly emotional, and, in their experimentation with form, laid the groundwork for the rejection of Neo-Classicism. The Modern Drama From the time of the Renaissance on, theatre seemed to be striving for total realism, or at least for the illusion of reality. As it reached that goal in the late 19th century, a multifaceted, anti-realistic reaction erupted. Avant-garde Precursors of Modern Theatre Many movements generally lumped together as the avant-garde, attempted to suggest alternatives to the realistic drama and production. The various theoreticians felt that Naturalism presented only superficial and thus limited or surface reality-that a greater truth or reality could be found in the spiritual or the unconscious. Others felt that theatre had lost touch with its origins and had no meaning for modern society other than as a form of entertainment. Paralleling modern art movements, they turned to symbol, abstraction, and ritual in an attempt to revitalize the theatre. Although realism continues to be dominant in contemporary theatre, television and film now better serve its earlier functions. The originator of many antirealist ideas was the German opera composer Richard Wagner. He believed that the job of the playwright/composer was to create myths. In so doing, Wagner felt, the creator of drama was portraying an ideal world in which the audience shared a communal experience, perhaps as the ancients had done. He sought to depict the soul state, or inner being, of characters rather than their superficial, realistic aspects. Furthermore, Wagner was unhappy with the lack of unity among the individual arts that constituted the drama. He proposed the Gesamtkunstwerk, the total art work, in which all dramatic elements are unified, preferably under the control of a single artistic creator. Types of Drama Symbolist Drama The in the 1880s first adopted Wagners ideas. The Symbolists called for detheatricalizing the theatre, meaning stripping away all the technological and scenic encumbrances of the 19th century and replacing them with a spirituality that was to come from the text and the acting. The texts were laden with symbolic imagery not easily construed-rather they were suggestive. The general mood of the plays was slow and dream-like. The intention was to evoke an unconscious response rather than an intellectual one and to depict the non-rational aspects of characters and events. The Symbolist plays of Maurice Maeterlinck of Belgium and Paul Claudel of France, popular in the 1890s and early 20th century, are seldom performed today. Strong Symbolist elements can be found, however, in the plays of Chekhov and the late works of Ibsen and Strindberg. Symbolist influences are also evident in the works of such later playwrights as the Americans Eugene ONeill and Tennessee Williams and the Englishman Harold Pinter, pro-founder of theatre of silence. Also influenced by Wagner and the Symbolists were the Swiss scenic theorist Adolphe Appia and the English designer Edward Henry Gordon Craig, whose turn-of-the-century innovations shaped much of 20th-century scenic and lighting design. They both reacted against the realistic painted settings of the day, proposing instead suggestive or abstract settings that would create, through light and scenic elements, more of a mood or feeling than an illusion of a real place. In 1896 a Symbolist theatre in Paris produced Alfred Jarrys Ubu roi, for its time a shocking, bizarre play. Modelled vaguely on Macbeth, the play depicts puppet-like characters in a world devoid of decency. The play is filled with scatological humor and language. It was perhaps most significant for its shock value and its destruction of virtually all-contemporaneous theatrical norms and taboos. Ubu roi freed the theatre for exploration in any direction the author wished to go. It also served as the model and inspiration for future avant-garde dramatic movements and the absurdist drama of the 1950s. Expressionist Drama The Expressionist movement was popular in the 1910s and 1920s, largely in Germany. It explored the more violent, grotesque aspects of the human psyche, creating a nightmare world onstage. Scenographically, distortion and exaggeration and a suggestive use of light and shadow typify Expressionism. Stock types replaced individualized characters or allegorical figures, much as in the morality plays, and plots often revolved around the salvation of humankind. Other movements of the first half of the century, such as Futurism, Dada, and Surrealism, sought to bring new artistic and scientific ideas into theatre. Contemporary Drama Although pure Naturalism was never very popular after World War I, drama in a realist style continued to dominate the commercial theatre, especially in the United States. Even there, however, psychological realism seemed to be the goal, and non-realistic scenic and dramatic devices were employed to achieve this end. The plays of Arthur Miller and Tennessee Williams, for instance, use memory scenes, dream sequences, purely symbolic characters, projections, and the like. Even ONeills later works-ostensibly realistic plays such as Long Days Journey into Night (produced 1956)-incorporate poetic dialogue and a carefully orchestrated background of sounds to soften the hard-edged realism. Scenery was almost always suggestive rather than realistic. European drama was not much influenced by psychological realism but was more concerned with plays of ideas, as evidenced in the works of the Italian dramatist Luigi Pirandello, the French playwrights Jean Anouilh and Jean Giraudoux, and the Belgian playwright Michel de Ghelderode. In England in the 1950s John Osbornes Look Back in Anger (1956) became a rallying point for the post-war angry young men; a Vietnam trilogy of the early 1970s, by the American playwright David Rabe, expressed the anger and frustration of many towards the war in Vietnam. Under the influence of Brecht, many post-war German playwrights wrote documentary dramas that, based on historical incidents, explored the moral obligations of individuals to themselves and to society. An example is The Deputy (1963), by Rolf Hochhuth, which deals with Pope Pius XIIs silence during World War II. Many playwrights of the 1960s and 1970s-Sam Shepard in the United States, Peter Handke in Austria, Tom Stoppard in England-built plays around language: language as a game, language as sound, language as a barrier, language as a reflection of society. In their plays, dialogue frequently cannot be read simply as a rational exchange of information. Many playwrights also mirrored societys frustration with a seemingly uncontrollable, self-destructive world. In all lands where the drama flourishes, the only constant factor today is what has always been constant: change. The most significant writers are still those who seek to redefine the basic premises of the art of drama. Elements of Drama Character Most simply a character is one of the persons who appears in the play, one of the dramatis personae (literally, the persons of the play). In another sense of the term, the treatment of the character is the basic part of the playwrights work. Conventions of the period and the authors personal vision will affect the treatment of character. Most plays contain major characters and minor characters. The delineation and development of major characters is essential to the play; the conflict between Hamlet and Claudius depends upon the character of each. A minor character like Marcellus serves a specific function, to inform Hamlet of the appearance of his fathers ghost. Once, that is done, he can depart in peace, for we need not know what sort of person he is or what happens to him. The distinction between major and minor characters is one of degree, as the character of Horatio might illustrate. Another common term in drama is protagonist. Etymologically, it means the first contestant. In the Greek drama, where the term arose, all the parts were played by one, two, or three actors (the more actors, the later the play), and the best actor, who got the principal part(s), was the protagonist. The second best actor was called the euteragonist. Ideally, the term protagonist should be used only for the principal character. Several other characters can be defined by their relation to the protagonist. The antagonist is his principal rival in the conflict set forth in the play. A foil is a character who defines certain characteristics in the protagonist by exhibiting opposite traits or the same traits in a greater or lesser degree. A confidant (e) provides a ready ear to which the protagonist can address certain remarks which should be heard by the audience but not by the other characters. (This photo: Fat Amy of â€Å"Pitch Perfect. †) Another type of character is the stereotype or stock character, a character who reappears in various forms in many plays. Comedy is particularly a fruitful source of such figures, including the miles glorious or boastful soldier (a man who claims great valor but proves to be a coward when tested), the irascible old man (the source of elements in the character of Polonius), the witty servant, the coquette, the prude, the fop, and others. A group of actors who function as a unit, called a chorus, was a characteristic feature of the Greek tragedy. The members of the chorus shared a common identity, such as Asian Bacchantes or old men of Thebes. The choragos (leader of the chorus) sometimes spoke and acted separately. In some of the plays, the chorus participated directly in the action; in others they were restricted in observing the action and commenting on it. The chorus also separated the individual sins by singing and dancing choral odes, though just what the singing and dancing were like is uncertain. Plot The interest generated by the plot varies for different kinds of plays. The plot is usually structured with acts and scenes. Open conflict plays: rely on the suspense of a struggle in which the hero, through perhaps fight against all odds, is not doomed. Dramatic thesis: foreshadowing, in the form of ominous hints or symbolic incidents, conditions the audience to expect certain logical developments. Coincidence: sudden reversal of fortune plays depict climatic ironies or misunderstandings. Dramatic irony: the fulfilment of a plan, action, or expectation in a surprising way, often opposite of what was intended. Theme The plot has been called the body of a play and the theme has been called its soul. Most plays have a conflict of some kind between individuals, between man and society, man and some superior force or man and himself. The events that this conflict provokes make up the plot. One of the first items of interest is the playwright quotes treatment of the plot and what them he would draw from it. The same plots have been and will be used many times; it is the treatment that supplies each effort with originality or artistic worth. Shakespeare is said to have borrowed all but one of his stories, but he presented them so much better than any of the previous authors that he is not seriously criticized for the borrowing. The treatment of theme is equally varied. Dialogue Dialogue provides the substance of a play. Each word uttered by the character furthers the business of the play, contributes to its effect as a whole. Therefore, a sense of DECORUM must be established by the characters and what is said is appropriate to the role and situation of a character. Also the exposition of the play often falls on the dialogue of the characters. Remember exposition establishes the relationships, tensions or conflicts from which later plot developments derive. Convention For interpretation the Greeks relied on the CHORUS, a body of onlookers, usually citizens or elders, whose comments on the play reflected reactions common to the community. These plays were written in metered verse arranged in elaborate stanzas. This required intense attention from the audience. English Drama: Minor characters play an important role in providing information and guiding interpretation. The confidant, a friend or servant, listens to the complaints, plans and reminiscences of a major character. Minor characters casually comment among themselves on major characters and plot development. Extended SOLILOQUY enables a major character to reveal his thoughts in much greater detail than in natural dialogue. ASIDES, remarks made to the audience but not heard by those on the stage, are common. Realism: Toward the end of the nineteenth century, realistic depiction of everyday life entered the genre of drama, whereas the characters may be unconventional and their thoughts turbulent and fantasy-ridden. Contemporary: Experimentation seems to be the key word here. A NARRATOR replaces the messenger, the chorus and the confidant. FLASHBACKS often substitute for narration. Many contemporary playwrights have abandoned recognizable setting, chronological sequence and characterization through dialogue. Genre Genre is a term that describes works of literature according to their shared thematic or structural characteristics. The attempt to classify literature in this way was initiated by Aristotle in the Poetics, where he distinguishes tragedy, epic, and comedy and recognizes even more fundamental distinctions between drama, epic, and lyric poetry. Classical genre theory, established by Aristotle and reinforced by Horace, is regulative and prescriptive, attempting to maintain rigid boundaries that correspond to social differences. Thus, tragedy and epic are concerned exclusively with the affairs of the nobility, comedy with the middle or lower classes. Audience It is the act or chance of hearing; a reception by a great person; the person to hear. Playhouse, script, actors, mise en scene, audience are inseparable parts of the theatre. The concept of drama put forward in this book insists that the audience have an indispensable role to play. If in the theatre there is no interaction between stage and audience, the play is dead, bad or non-existent: the audience, like the customer, is always right. Every man, women, or child who has expressed an opinion concerning a dramatic performance has, in a sense, proclaim himself to be a critic. Whether his reaction has been good or bad, his opinion will have some effect on the thinking of those who have heard or read his comment, and what have been said will become a part of the productions history. The statement may have been inadvertent, biased, unfair, without thought or foundation, but once spoken or repeated, it cease to be just an opinion and is accepted as a fact. Who has not heard, accepted, repeated, and been affected by such generalization as: â€Å"They say it’s terrible! † or â€Å"They say it’s terrific! † Stagecraft The stage creates its effects in spite of, and in part because of, definite physical limitations. Setting and action tend to be suggestive rather than panoramic or colossal. Both setting and action may be little more than hints for the spectator to fill out. Philippine drama Philippine drama can be classified into different forms and genres, with the most popular being the teleserye. The teleserye is a television form of melodramatic serialized fiction. It is rooted from two words: tele, which is short for television, and serye, a term for series. Teleserye is now used as the generic term for most Filipino soap operas on television, Teleseryes share some characteristics and have similar roots with classic soap operas and telenovelas, yet the teleserye has evolved into a genre with its own unique characteristics, often working as a reflection of the social realism of the Filipinos. Teleseryes are aired in prime-time five days a week, and often replays during weekends. They attract a broad audience which crosses age and gender lines, and they command the highest advertising rates in Philippine television. They last anywhere from three months to a year, or even longer, depending on its rating. The Philippines are home to several types of television dramas. The most popular type is the teledrama, which is also known as teleserye. The teleserye is a form of melodramatic serial fiction which shares many characteristics with the American soap opera. Teleseryes generally run for three months to a year, or even longer, with five episodes airing per week. These series air in prime-time (as opposed to soap operas in the United States, which generally air in the daytime) and they attract both a male and female viewing audience of all age groups. Consequently, they garner the highest advertising rates of any type of program currently airing on Philippine television. Like American soap operas, teleseryes used to air in the daytime instead of in the evenings. The shift in programming was caused by a Mexican telenovela called Marimar, which aired in prime time, becoming wildly popular in the late 1990s. A program called Pangako sa Yo was first official teleserye. It ran for two seasons, and had a total of 480 episodes. The plot of the series centers around two lovers named Amor Powers and Eduardo Buenavista. Eduardos mother is strongly opposed to the two being together because Amor is a lowly maid. This theme is very common in Philippine teleserye series, which are often centered on love stories especially ones where a wealthy or affluent person falls for someone from the other side of the tracks. Other famous teleserye series include Adik Sa Yo, Ang Babaeng Hinugot Sa Aking Tadyang, and Dahil May Isang Ikaw. The type of popular drama that airs in the Philippines is called an anthology. This genre of drama usually has only one episode shown per week, and anthology series are generally intended to run for only one series. The longest running Philippine anthology is Maalaala Mo Kaya, which has been on the air since 1991, and is still producing new episodes.

The Importance of Action Research

Introduction Professional development and action research are both very significant in the teaching profession. Worthwhile and effective professional developments are always being sought by principles, supervisors and even specialists.Advertising We will write a custom essay sample on The Importance of Action Research specifically for you for only $16.05 $11/page Learn More In order to improve their service delivery, teachers are usually prompted to attend in-service meetings, conferences and even workshops. Some of these activities are usually frustrating and time consuming. There is great need therefore for teachers to impact their professional development which in the long run impacts on their proficiency. An action plan is particularly significant in a situation whereby things are not running are expected or there is a need in the change of strategy.[1] Practical solutions might be very much needed in such cases. Action research therefore ensures tha t a practical solution into whatever social situation is found. By using action research the tutor understands the situation deeply besides finding the most practical solution to it. It involves a teacher’s research into his/her own actions and possible actions to be undertaken in order to improve the same. Action research is significant in ensuring that a viable solution to any situation is found. It is common for a one person’s solution working to the disadvantage of others especially if the solution is from outside, hence the need for action research. It gives insight into the past situation, the present as well as the future projections concerning the situation at hand. Action research enables the teacher not only to practice but also improve the situation under which the practice is done. It is very vital in ensuring social change. The teacher is therefore able to be empowered professionally as he/she is made to understand the workplace well. It is a significant t ool in ensuring that the teacher understands his/her practice, ways of improving the same, enable him/her understands the ways in which the person is able to understand changes from outside and enable one to improve the practice through changing the outside. Literature Review Inquiry based learning has been in place for a long time and it is based on asking questions and finding possible solutions to the same (French, 2005, p.2). Action research usually ensures that teachers are constantly informed of any changes that occur particularly those involving their techniques of service delivery hence ensuring that the learning are kept abreast with the changing times as well as methods of learning like cooperative learning.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Action research has been found out to be the most effective way of ensuring the development of teachers in their profession. The paper ex amines the reactions of school teachers to the issue of action research. Professional Development Professional development is very vital in the improvement of a tutors craft or teaching practice and it is significant in improving the learning environment. It focuses on the basic practices that are vital in education. It ensures the development of skills, practice as well as knowledge all of which are very important in the learning process. Action research is vital for the improvement of a learning institution. It is able to help the teacher in ensuring effective teacher development. Teachers are meant to believe that they are performing very important work hence no need to burnout as they act as moral educators. Any form of teacher development should be aimed at uplifting as well as inspiring those involved in it. It should be geared towards ensuring higher performance among the learners as well as improving collaboration and teamwork.[2] Several published lists which are aimed at h ighlighting professional development. These have been compiled by researchers and other organizations like the Education Testing Services as well as the department of education. There have been numerous debates concerning what professional development involves. The common ground for all these arguments however lies in the fact that it involves the enhancement of leadership capabilities, enhancing effective time management, enhancing thinking skills as well as effective use of resources.[3] Reflective Practices Action research has a lot to do with reflection. This involves being attentive to knowledge and believes. It dates back to the days of Buddha and Plato. It goes beyond examination and thinking. It is an active process that aims at gaining deeper understanding as well as ensuring improvement. Reflection can be defined as an out-of-body experience whereby an analysis of the actions is made and they are viewed in the thinking as well as decision-making context. It is governed by intention which implies that it is not passive. Teachers therefore need to use reflection while trying to improve the student’s contextual learning as well as during the adapting process, the application as well as their evaluation of their knowledge.[4]Advertising We will write a custom essay sample on The Importance of Action Research specifically for you for only $16.05 $11/page Learn More Reflection can be in various forms for instance, on-line chats or discussion groups. It helps in bringing out different perspectives and various solutions to a given issue. It is crucial in narrowing down the gap that exists between theory and practice. The major reflection types include technical, practical as well as critical analysis. Technical reflection for instance mainly deals with the ensuring of the attainment of goals and it puts a lot of emphasis on efficiency. Practical reflection on the other hand mainly focuses on the attainment of goals and th e means or strategies involved in the attainment of the same. Here effectiveness as well as goal justification is significant. In critical reflection, the goals and the means to the same are analyzed in accordance with the justice or morality context. The purpose and growth are put into account in this case. Reflection practices are able to fit into more of these types at the same time. Many models have been suggested over the effective professional development in the past some of which are short-term while others are long-term. Action research is just one of them. Action Research in Professional Development Action Research can be termed as the study of the learning environment like the school or classroom with the intention of improving the teaching. It is scientific and systematic, involving inquiry and contextual professional development. The process is reflective and it is usually motivated by growth and improvement in teaching. There are various steps involved in action researc h. They basically involve the identification of the problem, determining the needs or methods of data collection, collection and analysis of data, creation of an action plan, description of the use of the findings, report as well as the future plan. The process is usually cyclical. The steps are vital in ensuring professionalism, completeness as well as validity of the action research. It usually requires regular observation.[5] Reflections Most teachers when asked about action research have observed that it is usually very significant in ensuring professional or even professional growth. It helps them in becoming role models and in impacting their colleagues. They become agents of change and change their modes of giving instructions hence, witnessing general improvement in their service delivery. They in the process become credible teachers. Teachers who have been consulted seem to be sure of the fact that action research aids in boosting their confidence and hence improving their efficiency in service delivery. They are able to redesign the way they issue the instructions.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More They become empowered and hence are able effectively deliver their talents, and come up with creative ideas that help them to meet the needs of the learners. They are able to implement programs or even acquire others skills. Most of them after doing action research they are in a position to develop greater autonomy, they develop problem solving skills and they are able to effectively use data from their respective classrooms. Action research is very vital in ensuring that the respective goals are accomplished. Action research enables the teachers to be the authors of their own research. They participate in the creation as well as accomplishment of their own goals and this drives them towards the accomplishment of the same. They take part in the setting of goals for development.[6] One of the teachers consulted observed that significant transformation was observed in his communication with the colleagues after action research occurred. The conversations from colleagues turned from po lite talks to comprehensive conversations. The dialogues become helpful and the relationship with the other teachers was greatly enhanced. Collaboration and teamwork was greatly boosted. Action research helps the teacher to turn from the traditional methods of teaching to those methods that are modern and effective hence ensuring the satisfaction of the needs of the students. It is therefore very important in ensuring professional development for the teachers. Studies have proved that action research is very vital in the overall improvement in the performance of a school on a long-term basis.[7] There are some teachers who have no idea about action research yet indulge in other activities that are geared towards ensuring professional development some of which include routine reflection by the teachers. A study done on two teachers Mary and Rita showed that even some of the qualified teachers from college have no idea about action research although some of them might have the knowled ge of some of its elements like data collection as well as methods of analysis. This greatly influences their service delivery. Some of them like Rita have an experience of many years in the teaching profession with the desire for professional development yet they might have no idea about action research. Most of the reflection done by them is informal and it might not necessarily be directed towards ensuring that their goals are met and the needs of the students are met as well. They do it unconsciously. Analysis of the Situation Teachers who do not employ action research in their teaching are less likely to meet the desired goals in their teaching and they might not be able to witness professional development. Some of them might encounter challenges which could be solved by carrying out action research, but because of ignorance, they might not be in a position to effectively tackle the problem. The reflective practices carried out by most of them can only be effective if it is cou pled with action research. According to the training done, it is quite evident that the action research process is systematic and it has to be carried out using the appropriate procedures and techniques like coming up with a research plan, outlining research questions, setting timeline with the intention of reviewing the information, implementing the action research project data collection as well as analysis and the sharing of the same. Action research might in some cases involve experimenting of the possible solutions to the existing problem. In Mary’s case for instance, she had to try motivational tactics in trying to make her students handle their assignments and hand them in at the appropriate time. She tried the tactic of rewarding the students who handed in all their assignments on time. Action research is very vital in determining those factors that might greatly influence the attitudes of the students and hence in the long run affect their performance. The teacher mi ght for instance be forced to adapt new tactics while teaching so as to ensure effectiveness in the long run. When effectively done, action research is able to turn the teaching process from a cumbersome and tedious activity to an enjoyable one. It is therefore an important vehicle of change.[8] Action research is vital in clearing out any confusing issues that might emerge in the teaching process. Questions are formulated and answers to the same are formulated. Discussions might be held in some cases so as to enhance clarity of the issues at hand. Frequent meetings held while carrying out the action process are vital in offering encouragement, excitement as well as mentorship opportunities to the participants. Interviews are usually crucial in the process of data collection. A reflection held at the end of the process is also significant. Action research is vital in enhancing accountability, awareness as well as ensuring that the teaching is done in a systematic manner. It enhances sharing and professionalism of the teacher. Awareness Action research helps the teachers in being reflective. Through reflection, they are able to know whether there past practices or lessons were effective. It enables the researcher to rely on facts rather than trial and error. Its process of discovery is structured and one has to rely on facts from the experiment rather than depending on his/her memory. These facts can be kept for future reference as well as improvement. The formal steps carried out during the action plan are very significant especially when one is informing his/her colleagues about the same. The data collected is usually important. Action research helps the teacher to reflect on his/her teaching process and enable the person to avoid prejudgments or depending on making guesses. It helps in avoiding wrong and misguided judgments. This is vital for every teacher. It helps one to be more serous, reflective and attentive. It enables one to one to look at the results and make an analysis of the same without depending on assumptions.[9] One is able to get the actual concept of what is going on rather than relying on his/her impression of what is going on. The reflective practices are particularly significant in the teaching process. One is able to get substantive evidence of whatever is occurring rather than relying on abstract concept. It is important in establishing a connection between the teacher and the student. The teacher becomes attentive to whatever happens within the classroom rather than brushing everything else aside. It helps in eliminating biases as the teacher is able to depend on facts rather than speculations. By carrying out action research, the teacher comes up with specific solutions to improving the teaching as well as ensuring the overall improvement in the performances of the students. The action research has formal and systematic processes which ensure that ideas and results that come up during the reflection are not lost or forgotten. The process ensures that the issue at hand is kept on the mind the possible solutions formulated as opposed to mere reflection which only involves the thoughts which are likely to be forgotten within a short time. It helps the teacher in changing his/her perceptions about the occurrences within the classroom. It helps in bringing out abstract questions or concepts into ones that can be substantiated or concrete.[10] Approach The process is systematic hence making it easy to follow. In some cases, training is usually done for better results to be realized. The approach is organized and well structured. Through this, the attention of the teacher is usually focused on a particular issue or occurrence within the classroom hence a more specific solution is formulated. One is able to track whatever is going on rather than wish that things happened in a different way. All the activities are therefore carried out in an organized manner. In action research, one is able to come up with a plan for specific activities to be undertaken and the procedures of how to achieve the same are clearly outlined. Having due dates is very important in ensuring that activities are done within the stipulated time. One is able to set goals to be attained and track the same.[11] The findings are recorded and this is vital for future references. One may go back to the records and refer as opposed to plain reflection where one thinks of an idea and the same remains within ones mind. It is a formal process that leaved nothing to chance. One records not only the findings but the impressions as well. Given that the process is structured, the teacher is forced to adapt structure as well and the work is there organized. Whenever a step is accomplished, one feels that some task has been accomplished. Recommendations For professional development particularly in the teaching profession, an action research is necessary: The decisions made have to be based on the findings deduced from action research and not on abstract concepts.[12] One needs to keep a record of whatever findings he/she comes up with from the action research. One need to structure his/her lessons based on concrete information and data rather than relying on abstract ideas and guesses or personal judgments. One needs to be formal and follow the whole procedure of action research in a systematic manner. Every finding must be substantiated and where possible, it should be accompanied by an experiment so as to verify the same. Findings need to be coupled with the appropriate evidences. The process has to be objective and it should not be guided by biases, prejudgments or personal judgments. It has to be accompanied by data or statistical evidences. Opinions about professionalism should be based on findings from action research. This is because research is involved in the process and the arguments are presented and backed by substantive evidence. Generalities need to be avoided. The facts need to be specific and nothing should be left to chance. Accountability must be enhanced in the process. The procedures need to be followed to the later and the appropriate findings put down and in the cases where they need to communicated to others, they need to be communicated accurately. In the cases where the participant is not well versed with the process, it might be a good idea to undergo the appropriate training before undertaking the process. Conclusions must be drawn from the data collected and not merely depended on speculations. The participants need to keep strict timelines so as to ensure that the whole process is done within the set time. Conclusion Action research is the most appropriate method in ensuring professional development. It is differs from the regular practice of reflection as it is more concrete and it is accompanied by statistical evidence.[13] It is vital in enhancing professionalism and sharing among the teachers.[14] Action research is vital in enhancing the reflective teaching process as it enhances awareness. The process is more systematic than mere reflection and it enhances accountability. It raises the consciousness of the participants to the reflection process. It is formal, scientific, timely and more specific as opposed to the abstract reflective process. By carrying out action research, one ensures that the needs of the students are met though the adoption of the most appropriate teaching practices. It helps to boost the confidence of teacher and hence enabling him/her to effectively carry out his/her duties.[15] The concrete evidence from the action research is important in avoiding the trial-and -error approach or overdependence on mere assumptions. The systematic approach adopted is usually necessary in enhancing professionalism. The process involves the outlining of a concrete plan which is followed in the process and the fact that findings are written down is vital for future references. Action research is therefore a wort hwhile process. Bibliography Bernstein, Richard.   Praxis and Action. London: Duckworth, 1971. Black, Cheryl. â€Å"Issues regarding the facilitation of teacher research.† Reflective Practice  6, No. 1 (2005): pp. 107-122 Buber, Martin. Between Man and Man. London:Trubner Burke, Aaron. â€Å"Teaching: Retrospect and Prospect.† Oideas 39, no. 6 (1999): pp. 5-254. Co. Ltd., 1947. Caughlan, Saidomar. â€Å"Considering Pastoral Power: A commentary on Aaron Schutz’s Rethinking Domination and Resistance: Challenging Postmodernism†Ã‚  Educational Researcher 34, no. 2 (2005): pp. 14-16. Habermas, Jurgen. The Inclusion of the Other: Studies in Political  Theory. Oxford: Oxford University Press, 2002. Hill, Dave. Marxism against Postmodernism in Educational Theory. London: Lexington Books, 2002. Holquist, Michael. Dialogism Bakhtin and his world. London: Routledge, 1990. Ilyenkov, Evaild. The Dialectics of the Abstract and the Concrete in Marx’s Capit al. Moscow: Progress Publishers, 1982. Ilyenkov, Evald. Dialectical Logic. Moscow: Progress Publishers,1977. Lyotard, Francois. The Postmodern Condition: A report on Knowledge. Manchester: Manchester University Press, 1986. Marshall, John. â€Å"Living Systemic Thinking. Exploring quality in first-person action research.† Action Research 2, no. 3(2004): pp. 309-329. Marshall, John. â€Å"Living Life as Inquiry.† Systemic Practice and Action Research 12, no. 2 (1999): pp 155-171. McNiff, Jean. You and Your Action Research Project. London: Routledge, 2003. McNiff, Jean. Whitehead, Jack. Action Research for Teachers, London: David Fulton. 2005. Footnotes Burke, Aaron. â€Å"Teaching: Retrospect and Prospect.† Oideas 39, no. 6 (1999): pp. 5-254. Bernstein, Richard.   Praxis and Action. London: Duckworth, 1971. Marshall, Joan. â€Å"Living Life as Inquiry.† Systemic Practice and Action Research 12, no. 2 (1999): pp 155-171. Black, Cheryl. â€Å"Issues reg arding the facilitation of teacher research.† Reflective Practice 6, No. 1 (2005): pp. 107-122 Buber, Martin. Between Man and Man. London:Trubner Co. Ltd., 1947. Caughlan, Saidomar. â€Å"Considering Pastoral Power: A commentary on Aaron Schutz’s Rethinking Domination and Resistance: Challenging Postmodernism† Educational Researcher 34, no. 2 (2005): pp. 14-16. Habermas, Jurgen. The Inclusion of the Other: Studies in Political Theory. Oxford: Oxford University Press, 2002. Holquist, Michael. Dialogism Bakhtin and his world. London: Routledge, 1990. Hill, Dave. Marxism against Postmodernism in Educational Theory. London: Lexington Books, 2002. McNiff, Jean. Whitehead, Jack. Action Research for Teachers, London: David Fulton. 2005. Marshall, John. â€Å"Living Systemic Thinking. Exploring quality in first-person action research.† Action Research 2, no. 3(2004): pp. 309- 329. Ilyenkov, Evaild. The Dialectics of the Abstract and the Concrete in Marx’s Capital. Moscow: Progress Publishers, 1982. McNiff, Jean. You and Your Action Research Project. London: Routledge, 2003. Lyotard, Francois. The Postmodern Condition: A report on Knowledge. Manchester: Manchester University Press, 1986. Ilyenkov, Evaild. Dialectical Logic. Moscow: Progress Publishers,1977. 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Free Essays on A Victim Of Environment

A person bored and fed up with his dreary life of school, home, and monotonous jobs, Paul allowed his environments to dictate his feelings and behavior. The settings in â€Å"Paul's Case† reveal aspects of Paul's character and events in his life. The author, Willa Cather, uses the mood and climate of the settings around Paul to determine his feelings and desires. Paul’s life can be best described using his major dwellings: life on Cordelia Street (including school), the theater, and New York. It is the transition of these settings that Cather uses to ultimately reach the climax of the story, in which Paul commits suicide. Cordelia street would be his beginning, the theater his doorway, and New York his downfall. In Paul’s mind living the life of the theater and luxury was supreme achievement. Life began for Paul on Cordelia Street. It represents the bland part of Paul’s life that he is trying to escape, â€Å"all of whom were as exactly alike as their homes, and of a piece with the monotony in which they lived† (145). Paul detested the middle class setting in which he lived. He despised his own family and was sickened by the aura of his room. To Paul his street was generic and had no character, he always appeared to believe himself to be above his neighbors. His neighbors and family all appeared to be the same and to Paul lived a boring and uneventful life. Not just the street itself, but also the school setting reflect Paul’s feelings and behavior. The school building is described as having "bare floors and naked walls," and as being inhabited by "prosy men who never wore frock coats or violets in their button-holes" (149) Paul created an illusion that he was not destined for the dreary settings of his school. This illusion accounts for his peculiar light-heartedness towards school. Working as an usher at the Carnegie Theater, Paul developed his love of luxury and artificial beauty. Paul worked there, not becaus... Free Essays on A Victim Of Environment Free Essays on A Victim Of Environment A person bored and fed up with his dreary life of school, home, and monotonous jobs, Paul allowed his environments to dictate his feelings and behavior. The settings in â€Å"Paul's Case† reveal aspects of Paul's character and events in his life. The author, Willa Cather, uses the mood and climate of the settings around Paul to determine his feelings and desires. Paul’s life can be best described using his major dwellings: life on Cordelia Street (including school), the theater, and New York. It is the transition of these settings that Cather uses to ultimately reach the climax of the story, in which Paul commits suicide. Cordelia street would be his beginning, the theater his doorway, and New York his downfall. In Paul’s mind living the life of the theater and luxury was supreme achievement. Life began for Paul on Cordelia Street. It represents the bland part of Paul’s life that he is trying to escape, â€Å"all of whom were as exactly alike as their homes, and of a piece with the monotony in which they lived† (145). Paul detested the middle class setting in which he lived. He despised his own family and was sickened by the aura of his room. To Paul his street was generic and had no character, he always appeared to believe himself to be above his neighbors. His neighbors and family all appeared to be the same and to Paul lived a boring and uneventful life. Not just the street itself, but also the school setting reflect Paul’s feelings and behavior. The school building is described as having "bare floors and naked walls," and as being inhabited by "prosy men who never wore frock coats or violets in their button-holes" (149) Paul created an illusion that he was not destined for the dreary settings of his school. This illusion accounts for his peculiar light-heartedness towards school. Working as an usher at the Carnegie Theater, Paul developed his love of luxury and artificial beauty. Paul worked there, not becaus...

Behaviour For Learning And Management Of Students Education Essay

, 1999 cited in EPPI ) . This has been met by the outlooks set by the TTA via the Qualifying to learn, the new criterions and demands for Qualified Teacher Status ( QTS ) ( TTA,2002 ) . B4L is a construct that has been developed through a reappraisal of effectual behaviour direction schemes. It has been identified that B4L is a consequence of battalion of influences and non simply the desire of a scholar to misconduct and unwillingness to larn. It is of import to place the theoretical rules behind the manner in which scholars manifest themselves in footings of behavior, as identified in the principle for the EPPI systemic reappraisal of how theories explain larning behavior in school context. Behaviour for larning ( B4L ) identifies the nexus between pupils societal behavior and behavior and the manner in which they learn. The schools policy clearly states high outlooks of pupils, â€Å" We expect pupils to reflect this in their visual aspect, attitudes and behavior. We know we are modeling the citizens of the hereafter and will promote them to care for one another, be unfastened, just, honest and merely. We want them to hold a sense of pride in being portion of our school community. † ( School Aims, Staff enchiridion ) . Further to this the school s vision is to raise accomplishment by developing a civilization where ‘learning is at the bosom of the school community ‘ . To accomplish this vision the school identifies whole school precedences for 2010/2011 including bettering behavior and attending. It besides stated that the school will concentrate on integrating SEAL pattern in the schoolroom, which has been identified as an of import key in developing scholar ‘s emotional intelligence ( Coleman, 1996 ) supplying scholars with the accomplishment set to supervise and better their behavior independently. It was clearly identified in the School Development Plan that Behaviour for larning needed to be addressed ( appendix 1 ) . This was farther reinforced as a high precedence country during staff meetings and subsequent correspondence from the Head Teacher ( Appendix 1a ) , which focused on current issues in lessons and the demand to better B4L. Two cardinal issues that arose were the usage of nomadic phones within lessons and consistence of countenances ( Appendix 1a ) . It is interesting to observe that these both encompass the instructor and the scholar. It is refering to observe that usage of nomadic phones within lessons is being flagged as a B4L issue and non a mark of detachment. Intelligibly there is a close nexus between the quality of acquisition, instruction and behavior, and hence raises the inquiry can behaviour be improved through bettering the quality of larning A ; learning? The school clearly identifies that there is a demand to reenforce their school policies on beha vior for acquisition. Through initial observation it was interesting to observe the degree of behavioral issues happening both in and out of lessons. It poses the inquiry is this a school being pro-active in pull offing behavior for larning or re-active to behaviour that had non been managed systematically? This survey will concentrate on the schools current policy on behavior for larning and how this is implemented on a day-to-day footing. Through a reappraisal of the schools current policy and issues this survey will trust to propose future recommendations to better behavior for acquisition. Recent national policy has moved off from a punitory system where pupils were punished for making something incorrect ‘reactive ‘ and are now working towards understanding what causes scholars to be off undertaking and show unwanted behaviour ‘pro-active ‘ . With the recent development of particular educational demands designation and proviso it is no longer acceptable to react in a punitory manner. National policy now promotes the inclusion of a greater diverseness of scholars in schools irrespective of degree of accomplishment or societal behavior ( Department for Education A ; Employment ( DfEE ) , 1999 ) . It is of import for schools to recognize this and develop schemes to advance B4L as over 20 % of SEN proviso are scholars with societal emotional and behavioral upset ( SEBD ) ( Department for Children, Schools A ; Families, 2008 ) . SEBD scholars by nature can expose unwanted behavior unless managed in a positive manner, and would it non be deemed una cceptable from an instruction professional ‘s position for a scholar predisposed to expose hapless behavior as the consequence of a recognized upset, to fall victim to punitory actions. It is hence of import for schools to hold a well-structured B4L policy that coincides with the SEN policy. Communication between the SEN section and the remainder of the school is besides indispensable. ( back up with research ) excessively many lessons lack challenge and make non take sufficient history of pupils ‘ single capablenesss or promote independent acquisition. Besides, quality of marker and feedback by and large varies well across the school. However, a little minority of parents expressed positions that the school ‘s communicating with parents could be better, and besides that pupils ‘ behavior was non ever every bit good as it should be. Inspectors found behavior to be satisfactory overall, but variable. In general, pupils have a high respect for their school, bask their instruction and appreciate the assortment of chances on offer to them, both within the course of study and beyond. They are developing a good scope of personal accomplishments that are fixing them good for their instruction and employment after school. Ensure that lesson activities systematically challenge pupils of all ability groups to do better advancement and develop their independent acquisition accomplishments, particularly at Key Stage 4. Behaviour in lessons is satisfactory, although someinstances of students being excessively rambunctious were seen during the review. However, there is by and large non plenty truly disputing learning across the school to guarantee that pupils make systematically good advancement in their acquisition and therefore develop the assurance and ability to work independently. Where learning is less effectual, be aftering does non take sufficient history of pupils ‘ different capablenesss and get downing points, and is excessively teacher-directed. Teachers do supply some clear, detailed and utile written feedback, but this is inconsistent across the school and does non ever give specific advice about what pupils need to make to better their work – a job which persists since the last review. Behaviour For Learning And Management Of Students Education Essay , 1999 cited in EPPI ) . This has been met by the outlooks set by the TTA via the Qualifying to learn, the new criterions and demands for Qualified Teacher Status ( QTS ) ( TTA,2002 ) . B4L is a construct that has been developed through a reappraisal of effectual behaviour direction schemes. It has been identified that B4L is a consequence of battalion of influences and non simply the desire of a scholar to misconduct and unwillingness to larn. It is of import to place the theoretical rules behind the manner in which scholars manifest themselves in footings of behavior, as identified in the principle for the EPPI systemic reappraisal of how theories explain larning behavior in school context. Behaviour for larning ( B4L ) identifies the nexus between pupils societal behavior and behavior and the manner in which they learn. The schools policy clearly states high outlooks of pupils, â€Å" We expect pupils to reflect this in their visual aspect, attitudes and behavior. We know we are modeling the citizens of the hereafter and will promote them to care for one another, be unfastened, just, honest and merely. We want them to hold a sense of pride in being portion of our school community. † ( School Aims, Staff enchiridion ) . Further to this the school s vision is to raise accomplishment by developing a civilization where ‘learning is at the bosom of the school community ‘ . To accomplish this vision the school identifies whole school precedences for 2010/2011 including bettering behavior and attending. It besides stated that the school will concentrate on integrating SEAL pattern in the schoolroom, which has been identified as an of import key in developing scholar ‘s emotional intelligence ( Coleman, 1996 ) supplying scholars with the accomplishment set to supervise and better their behavior independently. It was clearly identified in the School Development Plan that Behaviour for larning needed to be addressed ( appendix 1 ) . This was farther reinforced as a high precedence country during staff meetings and subsequent correspondence from the Head Teacher ( Appendix 1a ) , which focused on current issues in lessons and the demand to better B4L. Two cardinal issues that arose were the usage of nomadic phones within lessons and consistence of countenances ( Appendix 1a ) . It is interesting to observe that these both encompass the instructor and the scholar. It is refering to observe that usage of nomadic phones within lessons is being flagged as a B4L issue and non a mark of detachment. Intelligibly there is a close nexus between the quality of acquisition, instruction and behavior, and hence raises the inquiry can behaviour be improved through bettering the quality of larning A ; learning? The school clearly identifies that there is a demand to reenforce their school policies on beha vior for acquisition. Through initial observation it was interesting to observe the degree of behavioral issues happening both in and out of lessons. It poses the inquiry is this a school being pro-active in pull offing behavior for larning or re-active to behaviour that had non been managed systematically? This survey will concentrate on the schools current policy on behavior for larning and how this is implemented on a day-to-day footing. Through a reappraisal of the schools current policy and issues this survey will trust to propose future recommendations to better behavior for acquisition. Recent national policy has moved off from a punitory system where pupils were punished for making something incorrect ‘reactive ‘ and are now working towards understanding what causes scholars to be off undertaking and show unwanted behaviour ‘pro-active ‘ . With the recent development of particular educational demands designation and proviso it is no longer acceptable to react in a punitory manner. National policy now promotes the inclusion of a greater diverseness of scholars in schools irrespective of degree of accomplishment or societal behavior ( Department for Education A ; Employment ( DfEE ) , 1999 ) . It is of import for schools to recognize this and develop schemes to advance B4L as over 20 % of SEN proviso are scholars with societal emotional and behavioral upset ( SEBD ) ( Department for Children, Schools A ; Families, 2008 ) . SEBD scholars by nature can expose unwanted behavior unless managed in a positive manner, and would it non be deemed una cceptable from an instruction professional ‘s position for a scholar predisposed to expose hapless behavior as the consequence of a recognized upset, to fall victim to punitory actions. It is hence of import for schools to hold a well-structured B4L policy that coincides with the SEN policy. Communication between the SEN section and the remainder of the school is besides indispensable. ( back up with research ) excessively many lessons lack challenge and make non take sufficient history of pupils ‘ single capablenesss or promote independent acquisition. Besides, quality of marker and feedback by and large varies well across the school. However, a little minority of parents expressed positions that the school ‘s communicating with parents could be better, and besides that pupils ‘ behavior was non ever every bit good as it should be. Inspectors found behavior to be satisfactory overall, but variable. In general, pupils have a high respect for their school, bask their instruction and appreciate the assortment of chances on offer to them, both within the course of study and beyond. They are developing a good scope of personal accomplishments that are fixing them good for their instruction and employment after school. Ensure that lesson activities systematically challenge pupils of all ability groups to do better advancement and develop their independent acquisition accomplishments, particularly at Key Stage 4. Behaviour in lessons is satisfactory, although someinstances of students being excessively rambunctious were seen during the review. However, there is by and large non plenty truly disputing learning across the school to guarantee that pupils make systematically good advancement in their acquisition and therefore develop the assurance and ability to work independently. Where learning is less effectual, be aftering does non take sufficient history of pupils ‘ different capablenesss and get downing points, and is excessively teacher-directed. Teachers do supply some clear, detailed and utile written feedback, but this is inconsistent across the school and does non ever give specific advice about what pupils need to make to better their work – a job which persists since the last review.

Brain Drain and Brain Gain In Asia (India, South Korea, China) Research Paper

Brain Drain and Brain Gain In Asia (India, South Korea, China) - Research Paper Example However, a different trend was noted towards the turn of the millennium where many immigrants from these Asian countries embarked on a reverse mode to their countries of origin (Lien & Wang 156-157). In this regard, the return channel of the immigrants meant substantial brain gain for the developing countries and absence channel for the western countries. It has been noted that professionals from China and India who have acquired higher education in the western countries are increasingly been forced back to their homelands. This is as a result of the economic instability and changing immigration laws in the western countries such as the United States. On the other hand, it is plausible that about 55% of Indian immigrants and about 80% of their Chinese counterparts return to their homelands due to the availability of equal business and employment opportunities back home. On a specific basis, about 30% of these immigrants have returned home due to increased job security. In addition, 2 8% have been attracted back by brighter future prospects, and 25% have been attracted by enhanced education systems and options. Furthermore, about 12% of the immigrants have cited attractive employment packages as their major reasons for opting back to the motherland (Paldam 458). Within the Asia-Pacific region, immigration and emigration of professionals and skilled workers has become as a pivotal point for some of the world’s economic movers including China and India. It has been noted that some of the major reasons that initially contributed to the movement of professionals from India and China included shortage of skilled labor, changing demographic patterns and rising costs of living. It is noteworthy that enhanced social, economic, political, and educational environment in the Asian region are churning new opportunities for migrant students, talented individuals, and skilled labor (Paldam

David Fincher's Seven Film Analysis Essay Example | Topics and Well Written Essays - 3000 words

David Fincher's Seven Film Analysis - Essay Example The essay will initially explain how Seven can be regarded as what Hardy (97, 301) describes as a ‘neo-noir’ film, whilst also fitting into the New-brutality film category, in order to present a chronological narrative structure. It will then go on to discuss aspects of narrative which bridge these two categories and examine the narrative structure the film follows. Finally, it will focus on the neo-noir protagonist and demonstrate how characterization in the film draws heavily from this genre. There is a close and very important relationship between narrative, characterization, and mise-en-scene in any film. As Bordwell & Thompson (02, 75) explain ‘we should strive to make our interpretations precise by seeing how each films thematic meanings are suggested by the films total system. In a film, both explicit and implicit meanings depend closely on the relations between narrative and style’. It is, therefore, only when the film is taken as a whole that its fu ll array of meanings emerges. Gilles Deleuze argues that the classic Hollywood film is hallmarked by ‘action-images’. These action-images are, as he explains ‘the relation between [milieux and modes of behavior] and all the varieties of this relation. It is this model which produced the universal triumph of the American cinema.’ (Deleuze, 86, 141) In Deleuze’s definition of a standard Hollywood film, the character is acted upon by the milieu or the circumstances in which he finds himself. He is presented with a situation to which he reacts in order to modify the milieu or his relationship to it. He must, therefore, find what Deleuze (86,141) describes as a ‘new way of being’ or alternatively adopt his current way of being to meet the demands of the situation with which he is presented.  

Georger Washington Essay -- Presidents England Farms Papers

George Washington The king of England, George III, was fond of farming. His favorite diversion was to ride about his lands, chatting with the tenants about the crops. "Farmer George," he called himself. His arch-opponent, George Washington, had the same fondness for farming. He too enjoyed riding about his lands and talking about the crops. Indeed there was nothing else he enjoyed quite so much. But there the likeness ceased. And among the many other matters that differentiated George Washington from George III, none was more striking than his greater dignity and reserve. George Washington would never have taken the liberty of calling himself "farmer George," nor would he have allowed anyone else to do so. Even his close friends took care to keep their distance, and those who forgot to were apt to be brought up sharp. A familiar anecdote, through perhaps apocryphal, well illustrates Washington's customary posture toward himself and toward others. During the meeting of the Constitutional Convention in Philadelphia a group of Washington's friends were remarking on his extraordinarily reserved and remote manner, even among his most intimate acquaintances. Gouverneur Morris, who was always full of boldness and wit, had the nerve to disagree. He could be as familiar with Washington, he said, as with any of his other friends. Alexander Hamilton called his bluff by offering to provide a supper and wine for a dozen of them if Morris would, at the next reception Washington gave, simply walk up to him, gently slap him on the shoulder, and say, "My dear General, how happy I am to see you look so well." On the appointed evening a substantial number were already present when Morris arrived, walked up to Washington, bowed, shook hands, an... ...im in the election that elevated Jefferson to the presidency. But he need not have feared. The republic did survive and long preserved the aloofness from foreign quarrels that he had prescribed for it. His honor survived with it, and posterity has preserved his image in all the aloofness that he prescribed for himself. Although the mass of citizens have learned to look upon most of their other historical heroes with an affectionate familiarity, they have not presumed to do so with Washington. The good judgment that he was sure they possessed has prevented a posthumous repetition of the folly perpetrated by Gouverneur Morris. Americans honor the father of their country from a respectful distance. And that is surely the way Washington would have wanted it. --from Edmund S. Morgan, The Meaning of Independence (Charlottesville: University Press of Virginia, 1976) Georger Washington Essay -- Presidents England Farms Papers George Washington The king of England, George III, was fond of farming. His favorite diversion was to ride about his lands, chatting with the tenants about the crops. "Farmer George," he called himself. His arch-opponent, George Washington, had the same fondness for farming. He too enjoyed riding about his lands and talking about the crops. Indeed there was nothing else he enjoyed quite so much. But there the likeness ceased. And among the many other matters that differentiated George Washington from George III, none was more striking than his greater dignity and reserve. George Washington would never have taken the liberty of calling himself "farmer George," nor would he have allowed anyone else to do so. Even his close friends took care to keep their distance, and those who forgot to were apt to be brought up sharp. A familiar anecdote, through perhaps apocryphal, well illustrates Washington's customary posture toward himself and toward others. During the meeting of the Constitutional Convention in Philadelphia a group of Washington's friends were remarking on his extraordinarily reserved and remote manner, even among his most intimate acquaintances. Gouverneur Morris, who was always full of boldness and wit, had the nerve to disagree. He could be as familiar with Washington, he said, as with any of his other friends. Alexander Hamilton called his bluff by offering to provide a supper and wine for a dozen of them if Morris would, at the next reception Washington gave, simply walk up to him, gently slap him on the shoulder, and say, "My dear General, how happy I am to see you look so well." On the appointed evening a substantial number were already present when Morris arrived, walked up to Washington, bowed, shook hands, an... ...im in the election that elevated Jefferson to the presidency. But he need not have feared. The republic did survive and long preserved the aloofness from foreign quarrels that he had prescribed for it. His honor survived with it, and posterity has preserved his image in all the aloofness that he prescribed for himself. Although the mass of citizens have learned to look upon most of their other historical heroes with an affectionate familiarity, they have not presumed to do so with Washington. The good judgment that he was sure they possessed has prevented a posthumous repetition of the folly perpetrated by Gouverneur Morris. Americans honor the father of their country from a respectful distance. And that is surely the way Washington would have wanted it. --from Edmund S. Morgan, The Meaning of Independence (Charlottesville: University Press of Virginia, 1976)