The RSC Production of Beauty and the Beast Free Essays

When viewing the Royal Shakespeare Company’s creation of â€Å"Beauty and the Beast† I saw a few parts of the creation that I discovered especially noteworthy. One such viewpoint was the utilization of lighting and shadows in front of an audience. Spotlights and floodlights were the primary kinds of lighting utilized. We will compose a custom exposition test on The RSC Production of Beauty and the Beast or then again any comparable theme just for you Request Now In a considerable lot of the scenes that didn't happen in the Beast’s house, a generally brilliant yellowy-orange light filled the stage appearing there was nothing especially significant or mysterious about these scenes/As soon as the audience’s consideration was required to be centered around a specific character, lights would grow dim and a spotlight set on the character. One such case of this was when Mama passes on and Beauty sang a performance part. In the Beast’s house, lighting was taking to an a lot darker level, mirroring the mystical and baffling attributes of the house. When specific utilization of lighting in the house was extremely viable, the utilization of various hued lights when Beauty and the Beast were eating dinner. At the point when the dishes were put on the floor, caught entryways underneath them were opened with the goal that floor lights could flood through the translucent dishes, giving the impact of various mysterious nourishments. One bowl lit up red, to which Beauty reacted with â€Å"Oh! Strawberries!† at that point, as Beauty set the cover back down, the shade of the lighting changed to blue and afterward to green. Simultaneously, the stage was gradually loading up with dry ice, which had lights from better places sparkling into it. This dry ice gave the mystical side that the scene required, and the shading in it included significantly more puzzle and enchantment. Another powerful utilization of lighting was the mirror ball in the room/lobby of mirrors. This reflected onto the crowd and caused them to feel progressively associated with the scene. The music utilized in the creation included a profundity of air, causing slight distress when in the Beast’s home, and a miserable, enthusiastic atmosphere at the passing of Beauty’s mother. In the Beast’s house, a man on the overhang sang notes rather that words, upheld by eastern, marginally oriental instruments. These instruments had the capacity to make a bizarre, yet by one way or another inviting air feel clear in the Beast’s house †something that was significant in understanding both the setting and the character of the Beast. The music that played during the move in which the mother played the pony was sharp and practically fierce, reflecting the developments of the pony. At a certain point, the melody utilized huge wooden sticks to blast off the floor as a method of support up the music and including a more grounded beat, potentially shadowing the horse’s hooves as it ran. When Beauty’s mother kicked the bucket, she sat on the floor and sang a great French tune that was rehashed at specific focuses in the play. Some other time redundancy was utilized was the point at which a lady on the overhang more than once sang the word â€Å"Beauty†¦ Beauty†¦ Beauty†¦Ã¢â‚¬  when Beauty sat alone on the stage. Both of these instances of redundancy make a somewhat frightful, and yet quieting environment, which caused me to feel fairly uncomfortable in the crowd. The set, albeit rather oversimplified, was profoundly successful, and extremely representative now and again. It started with a tight cotton sheet with the front of a Parisian style house painted on. Two workbenches were at either side of the ‘door’. This sheet was pulled down, uncovering the family remaining on more seats, this season of various statures; the guardians were in the center, on the most elevated of the seats, the young men were remaining on the right, marginally lower and the young ladies were on the left and were at the least level. At the point when the family lost their riches the seats were removed and the background pulled up, leaving a vacant stage. A column of coat holders descended from the roof and every relative hung up their costly dress. This demonstrated it was the finish of a time, and that they needed to proceed onward. The holders going up, rather that just in reverse or to the sides, demonstrated that the existence the family once had was presently out of their scope and they had no chance to get of hitting it up. This is a creative and knife method of demonstrating the misfortune. A swing at that point descended and the family climbed onto. It swung to and fro and as a method of representing the family how the family needed to move far away, to the oppressed bungalow in the open country. Having the family on the swing gave time for us to perceive how every one of the characters were responding to the change, I think this helped the crowd to comprehend the characters on an increasingly close to home level. At the point when the family got off the swing, it was onto a luxurious earthy colored sheet of material that was snared onto the edges of the stage, around 0.75m off the ground at the back, however gradually slanting down to meet the floor at the front of the stage. This was utilized to represent the mud close to the bungalow †an indication of how fundamental what they really had was. The theme had slithered underneath the texture and when the family remained on the mud, they utilized their arms and heads to make shapes to show the mud and gloopiness. A fter a period, the family set down in the ‘mud’ and the tune sat up, supporting the give in their arms a role as a method of demonstrating acknowledgment from the family and the wide open this is the way things would have been. At the point when this was disposed of, a house collapsed up from the floor that pre-owned two boards from the floor as the rooftop and thing, what resembled wooden, boards for the dividers. This utilization of slim materials for the house was an immediate image of the family’s circumstance and, in spite of the fact that the house was straightforward, it had a specific fantasy bungalow like look about it. The Beast’s castle was unquestionably more indulgent and amazing than the family’s cabin. At the point when the dad previously went into the house huge bamboo sticks bowed down from the roof, with lights inside. This gave a striking, marginally forcing access to the castle and prompted a roundabout entryway at the rear of the phase that was passed out, causing a buzz of secret and interest. At the point when Beauty went into the castle, and we saw her room, the swing that had conveyed to the family to the field had now transformed into a four banner bed, with pink spreads, which swung to help loosen up Beauty and cause her to feel increasingly welcome. As it swung, the crowd could see that Beauty was warming to the royal residence, which is something we had not seen before this scene. At a certain point in the play, when the Beast was feeling especially low, he ascended a stepping stool on the back mass of the stage and crept into a little compartment, just large enough for himself. The way that he was totally alone in there demonstrates that he needed to be cut off from development, potentially on the grounds that he didn't feel commendable enough to associate with people in his brute state, anyway the compartment was above everything so it was representative of how he was the incomparable pioneer of his royal residence and had generally control. This assisted with giving us a knowledge into the character’s emotions at that point, which helps our comprehension. As though to show a section of time, when Beauty got back to the nation bungalow the house has increased another story and large fans embellished with painted roses were encompassing the house. The general perspective on the house gave a shimmering, cheerful fantasy impact and indicated that the family were presently increasingly agreeable in the house, that they had settled in and were picking up from the experience. The last viewpoint I have decided to take a gander at it the outfit plans. At the very beginning, all the relatives were in white, costly looking outfits †clearly an indication of their status and demonstrating that they are acceptable individuals. At the point when the family needed to hang up their garments, they remained in the underpants they had on for some time, until after they had shown up in the wide open when they put on plain overalls. These overalls may have been an indication that, in spite of the fact that they were not best satisfied with being stuck in the open country, they knew that they had no way out and were happy to work for their cash. Magnificence didn't put on something else, and for the sum of the play, she wore a plain †however pretty †white dress. The witch, who was played by a similar on-screen character as who played Mama, wore an extreme ball outfit that was shimmering and dim, with an enormous crown that indicated she was a significant character in the story. The dress was extremely dim, as you would expect a witch’s apparel to be, anyway when the light hit it on the money it sparkled a great deal, which demonstrated to be lighter, which is something that is maybe depicted in her character. The Beast was wearing earthy colored clothes that had traces of a goldy material in them. Now and again, when the light hit the texture spot on, a minuscule fix shone gold and shimmering. This shrouded shading shows the character of the Beast well ~ we know he doesn’t like what his identity is, or what he is, however we can't get away from the way that he is of power and high status. He wore a paw on his one hand and make up that made the physical parts of the character. At the point when he turned into a man, the clothes were expelled and he wore straightforward stockings with a chiffon type robe that flaunted his muscles and body shape, underscoring the way that he was a legitimate man. At the point when Beauty got back late on in the play the family were wearing brilliant attire that looked far less excellent †this indicated they had acknowledged their life and lost all feeling of significance of appearance since they had discovered genuine bliss in the open country. A large number of the various models above give us a superior understanding into a character, or a spot †for instance, the Beast gave us that he felt disconnected and alone at one point in the play basically by moving into a compartment just large enough for him. The parts of the pla

Irony and Social Commentary in Pride and Prejudice Essay -- Jane Auste

Incongruity and social editorial in â€Å"Pride and Prejudice† Like some other society, nineteenth-century England had a lot of fashionable blockheads and groveling bloodsuckers, hot-blooded darlings and loquacious, tattling ladies. While hardly any individuals show these failings with deserting, scarcely any break their pollute out and out. In the novel â€Å"Pride and Prejudice,† the creator Jane Austen mocks these cases of †not social evils†rather, undesirable social idiosyncrasies, by means of a most cautious utilization of incongruity in the discoursed and considerations of a portion of her most superb characters. The fundamental character enjoying this valuable item is Mr. Bennet, whom Austen considers significant enough that a dangerously sharp mind shapes a fundamental piece of his character. The incongruity is mainly displayed in two different ways: a general vibe that outcomes from a regular utilization of ironical language (with respect to case, the unremitting utilization of direct opposite in the discussions) and brief yet thought assaults by Mr. Bennet against all types of silliness †innocuous or something else. All the predictable idiosyncrasies influenced by the individuals in his general public just as the social commitments that make them become the objective of Mr. Bennet’s analysis. In any case, unmistakably Mr. Bennet is a lot of a piece of the general public that he so promptly detests. That he continues ridiculing it is the thing that makes his ripostes so overflowing with ambiguity. The epic contains a huge cluster of discussions between various characters; these discussions are, with regards to the style that won in that period, very detailed, without a doubt now and again to the point of repetitiveness. Austen depicts a disposition of unflagging fatigue in Mr. Bennet when gone up against with such discourses, through his perpetual unexpected asides. T... ...eaning in these apparently harmless words, for the previous infers prostitution and the last †a disreputable pregnancy with an unwanted youngster. Given the venomous character of such reasonably typical tattle †even among the probably ‘respectable’ provincial working class †’tis no wonder that Austen rallies against such a destructive type of pointlessness. Austen thusly utilizes the troublesome apparatus of incongruity to extraordinary impact in depicting the stupidity †both hurtful and innocuous †which harrows a great many people. In doing as such, she viably conveys social discourse apparently to address these deformities in character of her individual Englishmen. En route, the peruser is wonderfully engaged by the fools possessing â€Å"Pride and Prejudice† just as the characters that continue upbraiding it, in a way that is on occasion more ridiculous than ironical. 6

Blog Archive CBS Dean to Step Down, Continuing the Flood of B-School Dean Resignations

Blog Archive CBS Dean to Step Down, Continuing the Flood of B-School Dean Resignations Glenn Hubbard Glenn Hubbard, who has served as the dean of Columbia Business School (CBS) since 2004, will step down from his position at the end of the 2018â€"2019 academic year. Columbia University President Lee Bollinger announced the news in a university-wide email last week, describing Hubbard’s tenure at CBS as “a historic period.” Hubbard will return to teaching at the school in July 2019, and a committee will commence the search for a new dean shortly. Hubbard joins a long list of deans at top-ranked business schools who have stepped down from their position within the past year or so. Edward A. “Ted” Snyder, who joined the Yale School of Management as dean in 2011, will conclude his tenure at the end of the current academic year. At the Haas School of Business at the University of California, Berkeley, Richard Lyons announced his departure in June 2017 after two terms as dean. Berkeley alumna Ann E. Harrison, who is a professor at the Wharton School of the University of Pennsylvania, will replace Lyons in January 2019. The Johnson Graduate School of Management at Cornell University named L. Joseph Thomas interim dean recently, after the abrupt January resignation of Soumitra Dutta, who had served as dean since 2016. Similarly, the Kellogg School of Management at Northwestern University named Professor Kathleen M. Hagerty interim dean in July, replacing Sally Blount, who stepped down from her position as dean this past August. The NYU Stern School of Business also appointed a new dean to step in at the beginning of 2018, and the UCLA Anderson School of Management named an interim dean in May. Share ThisTweet Berkeley-Haas Columbia University (Columbia Business School) Cornell University (Johnson) New York University (Stern) News Northwestern University (Kellogg) University of California Los Angeles (Anderson) Yale University (School of Management)

Magic Rocks Crystal Growing Kit Review

Compare Prices Magic Rocks are a classic instant crystal growing kit. You pour a magic solution over magic rocks and a fanciful crystal garden starts growing as you watch. Are Magic Rocks worth trying? Heres my review of the Magic Rocks kit. What You Get What You Need There are different Magic Rock kits on the market. Some of them only include the Magic Rocks and the Magic Solution. I bought a kit that included a plastic display tank and some decorations. If you dont get a kit that includes a display tank, you will need a small plastic or glass bowl (a small fishbowl works). For any kit, you will need: room temperature water (~70 °F)measuring cupplastic spoon or wooden stick My Experience with Magic Rocks I grew Magic Rocks when I was a kid. I still think they are fun. They arent a fool-proof project, though. Success depends on one thing: following the directions! Read the directions before beginning this project. The exact instructions will depend on your kit, but they go something like this: Read the instructions.Mix the Magic Solution with the amount of water indicated in the instructions. Be sure the water is room temperature and not hold/cold. Mix the solution well (this is important).Place half of the Magic Rocks on the bottom of the display tank. The rocks should not touch each other or the sides of the tank.Pour in the diluted Magic Solution. If any of the rocks were disturbed, use ​a  plastic spoon or wooden stick to put them back in place. Do not use your finger!Set the container somewhere where it wont get bumped. This location should have a stable temperature and should be out of reach of young children and pets.Look! The crystals start growing immediately. Its pretty cool.About 6 hours later, add the other half of the Magic Rocks. Try to avoid landing them on each other or against the side of the container.After another 6 hours, carefully dump the Magic Solution down the drain. Flush this solution away with lots of water to be sure no one will acciden tally touch it.Gently fill the tank with clean room-temperature water. If the water is cloudy, you can replace the water a couple more times to cleanse the tank.At this point, your Magic Rocks are complete. You can top off the display tank with water to keep the crystal garden as long as you like. What I Liked and Didnt Like About Magic Rocks What I Liked Instant gratification. Crystals begin to grow as soon as you add the Magic Solution to the Magic Rocks. You dont have to wait around for something to happen.The crystal garden is beautiful. Nothing looks quite the same.The project is easy.You can keep your creation indefinitely. What I Didnt Like Magic Rocks are not non-toxic. The ingredients are harmful if swallowed, plus they are a skin and eye irritant. That makes them unsuitable for very young children. Keep them away from pets, too. It is safe to rinse the materials down the drain, but clean-up is a little more critical than with non-toxic projects.You can get poor results if you dont adhere to the instructions. If the rocks are too close together, your crystals will look flat and uninteresting. If your water is too warm or too cold your crystals will be too spindly to support themselves or will be stunted.The instructions dont explain the science behind how Magic Rocks work. In case you are wondering, you arent really growing crystals in this project. You are precipitating colored metal salts. Its still awesome. The Bottom Line Magic Rocks have been around since the 1940s and are still around today because this project is a lot of fun, is easy to do, and makes an interesting chemical garden. I might hold off on playing with Magic Rocks if I had very young children in the house (recommended age is 10), but otherwise, I think they are great. You could make your own Magic Rocks, but most kits are inexpensive. Magic Rocks are a memorable science project. Compare Prices

Bilingual-Bicultural Approach in Schools - Free Essay Example

Sample details Pages: 2 Words: 463 Downloads: 4 Date added: 2019/10/30 Category Education Essay Level High school Tags: Bilingual Education Essay Did you like this example? An educational philosophy known as, Bilingual-Bicultural approach in ASL and English, began to emerge in schools during the late 1980s in the United States and in other countries such as Denmark (Hansen, 1994) and Sweden (Svartholm, 2010). The ASL/English bilingual-bicultural approach aim to support academic success and provide education to DHH students that emphasizes various language abilities. In other words, this model promotes the development of ASL as a medium for acquiring English literacy skills (Hoffmeister Caldwell, 2014). Don’t waste time! Our writers will create an original "Bilingual-Bicultural Approach in Schools" essay for you Create order Bilingualâ€Å"bicultural philosophy argues that acquiring sign language as their first language can influence acquisition of reading skills. Cummins (1981) proposes a theory of Linguistic Interdependence which also argues that acquiring sign language as a first language can influence acquisition of reading skills as many literature show there is a correlation between ASL and English skills (Hermans, Knoors, Ormel, Verhoeven, 2008; Hoffmeister, 2000; Padden Ramsey, 1998, 2000; Strong Prinz, 1997; Israelite et al., 1992; Rodda, Cumming, Fewer, 1993). Lange, Lane-Outlaw, Lange, and Sherwood (2013) examined DHH students whom were exposed to the model for at least 4 years and compared academic growth, using the Northwest Evaluation Associations Measure of Academic Progress Literacy assessment, among a nationally normed group consisting mostly hearing students. They found that students who attended Bi-Bi school for approximately 8 years caught up and outperformed the comparison group consisting of mostly hearing students. Similarly, Geeslin (2007) found that reading comprehensions and language subtests scores of DHH students between ages 13 to 18 years old significantly improved when their school introduced the bilingual approach as opposed to before school switched to the bilingual model. Several other additional studies have also shown support for bilingual programs promoting literacy growth and achievement in DHH students (Hrastinski Wilbur, 2016; Knoors Marschark, 2012; Mayer Akamatsu, 2003; Mayer Leigh, 2010). Current study In the current study, DHH students in our sample are educated in curricular areas using the ASL/English bilingual model. While other studies limited the inclusion criteria such as students must have had exposure to bilingual model for a minimum amount of years, this study will compare variability of students length of time they attended the bilingual school. The school psychology team, over the years, have stored all academic assessments and school records in their archrivals. For researchers, an archival database like this offers a unique method for studying and collecting secondary data. This study will use archrival longitudinal data to investigate progress of DHH students academic achievements, particularly in the Measures of Academic Progress (MAP) in English literacy. The MAP is a research-based assessment system administered to nearly 10 million students from more than 7,400 school systems (MAP fact sheet PDF). These assessments are important for teachers because they can trac k growth in basic skills and see where students strengths and weaknesses are in specific subject areas. Teachers use these assessment reports to help them develop instruction plans.

Exploring The Power And Purpose Behind Choice Writing

Topic Title: Exploring the Power and Purpose Behind Choice Writing in Kindergarten 2. WHY: Post Title: Working With Young Writers: Examining Best Practices Message: Kids using the Writing Workshop approach learn and refine specific skills they apply during independent workshop time. When teaching to support and develop independent writers, we want kids to build enduring connections that they can apply when they write†¦beyond the workshop. We want them to own understandings of conventions and the potential of written text and use their skills when writing to communicate and think. Self-selected and self-driven writing opportunities create the space for this sort of application. Research shows that skills taught, practiced, and tested in†¦show more content†¦CCSS.ELA-LITERACY.L.K.2.A Capitalize the first word in a sentence and the pronoun I CCSS.ELA-LITERACY.L.K.2.B Recognize and name end punctuation. CCSS.ELA-LITERACY.L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes). CCSS.ELA-LITERACY.L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ISTE Standards: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Communicate information and ideas effectively to multiple audiences using a variety of media and formats Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression 3. What: Inviting kids to write during choice time and spare moments Message: Young students in the classroom can use their choice time/free time to write, paint, and design. Many students choose to write about thematic studies, others gravitate toward journal writing, and some want to capture moments from field trips or retell favorite pieces

Workplace Health Medicare

Question: Discuss about the Workplace Healthfor Medicare. Answer: Introduction As a small healthcare organization, yet an emerging one in the industry, Medicare has emerged to be an organization that has gained much popularity in Australia. However, it has been observed that the organization does not have an effective management of the health and security policies at workplace that is not only demotivating the employees, but has been highly responsible for the potential risks of injuries of the workers and the ill health condition of the same. Hence, the organization has decided to take up necessary steps required for the adoption and the effective management of the workplace health and safety policies at Medicare. First of all, while formulating the workplace policies of the organization, the health and safety policies as dictated by the Occupational Health and Safety (OHS) will be taken into consideration. The Workplace Health and Safety Act of Australia mandate the importance of the business leaders to ensure a series of workplace safety policies that ensure the health and well-being of the employees (Swift et al., 2014). The regulations of the WHS authorities will be first of all taken into consideration, for identifying and assessing the workplace hazards of Medicare, such as noise, machinery or even manual handling. After identifying the risks, and evaluating the obligations of the organization towards the well-being of its employees, the risk policies will be formulated. Next, the formulated risk policies will be communicated with the respective stakeholders that will primarily consist of the investors and the employees working under each department of the organization. As far as the inv estors and the managerial group of stakeholders are concerned, periodical meetings and interactive sessions will be arranged for communicating the importance of a healthcare organization to comply with the WHS Act of 2004 (Talbot, 2016). These meetings and interactive session will help in encouraging the active and enthusiastic participation of the stakeholders, especially the investors, in the implementation of the workplace procedures. Again, once the formulated policies for assessing and eliminating workplace risks are being approved for implementation by the higher authority, the next step should be to communicate the policies to the respective employees. Hence, group sessions as well as rounds of practical demonstration will be organized for creating awareness among the employees regarding the potential risks at workplace, and the means of avoiding the same. It is not sufficient to make the employees aware about the policies to be implemented, it is also important to check their level of comprehension by asking them about the implication of the risk policies or asking them to identify the important equipments. Once the workplace health and safety records are being collected, the records must be properly filed as well as arranged for ensuring convenient access in future. The workplace health and safety records may be stored locally in a specific file or folder, or may be stored electronically in the form of a hardcopy, but wherever these are stored, the records must follow a sequential numeric or alphabetical series for storage (Reese, 2015). As per the legal requirements of the WHS records handling guidelines, the records will be stored or granted access. The workplace health and safety policies must be regularly reviewed so as to ensure that the policies are effectively followed at workplace, as well as to incorporate new policies for newly identified risks. For reviewing the policies, the health and safety representatives should be asked to participate in a one-to-one session, whereby they may be asked whether all the control measures are working properly, or if the introduction of new methods, equipments or chemicals has made the job of the employees safer (Mogensen, 2015). In case the risks, especially the serious ones are still found to occur, the control measures of the same will be reviewed ad re-formulated. A mix of the consultation and participative methods for the identification of the health and safety requirements at the workplace should be adopted. First of all, as part of the consultation program, the organization should arrange seminars and workshops consisting of risk analysts and volunteers making the employees aware regarding the nature or impact of the potential risks at workplace. The toolbox talks will be the most effective here. On the other hand, as part of the participative method of consultation, the organization will consider the idea of sending regular newsletters via emails to make the employees aware about the existent policies of occupational safety, and asking them to provide suggestions on improving the same. For the effective resolution of workplace policies raised through consultation, Medicare must ensure that a particular health and workplace representative be chosen for resolving the risk or a hazard as soon as it is reported to occur. For the effective resolution of the hazard, the representative must understand the number of the employees affected by the risks, or who is responsible for overseeing the hazard (Bahr, 2014). The occupational health and safety plan is an integral part of the occupational health policies of the organization, and the same is being given as follows: The organization intends to identify and assess the impact of the occupational health risks, so as to ensure maximum well-being of the employees The health and safety policies intend to safeguard the lives of the stakeholders from any kind of potential risk or hazard at workplace, and must be strictly followed Medicare offers periodical training sessions to its employees for encouraging the personal development of the employees and the employees are expected to participate All the employees should follow the rules of the Workplace Safety Handbooks, as handed out to them on their joining date (Carayon et al., 2015). The information regarding the feedback should be communicated from the consultation to the employees, and hence the co-operation among the managers and the employees should be promoted. Once the views of the employees regarding the workplace health and safety are being considered, the managers should communicate back to the staffs regarding the decisions being made and the reason behind the same. In order to ensure that the record keeping is being done in a proper way the responsibility is to be assigned to a highly skilled manager or senior administrative officer, so that the records can be properly maintained as well as retained. For identifying the implications of the proposed changes, the workplace guidelines must be evaluated. Besides, a survey should be conducted on the employees to analyze the response of the employees regarding the workplace health and safety policies. The required knowledge and skills of the experts must involve a deep understanding of the hazard identification and elimination procedures, and a clear understanding of the WHS codes of workplace safety. It is important to train the employees of Medicare about the methods of identifying and analyzing the risks and hazards at workplace. The employees will have to compulsorily participate in the intensive training sessions that will help them understand the health risk assessment science in a comprehensive way (Qasim et al., 2014). Besides, the training sessions will also help to enlighten the students regarding the potential health consequences of each of the workplace hazards and the ways of resolving the risks. In the process of identifying and analyzing the risks, each of the stakeholders should be encouraged to participate. First of all, the investors must come up to invest in the important areas (such as the purchase of new equipments or preventive measures so that it can involve workplace risks, and may affect the well-being of the employees (Vieria et al., 2015). Again, the employees should be well-trained so that they can learn how to identify and eliminate potential risks. Again, since the process of upgrading the risk assessing skills of the employees is a two-way process, the managers should also be involved for motivating the employees. Reference List: Bahr, N. J. (2014).System safety engineering and risk assessment: a practical approach. CRC Press. Carayon, P., Hancock, P., Leveson, N., Noy, I., Sznelwar, L., Van Hootegem, G. (2015). Advancing a sociotechnical systems approach to workplace safetydeveloping the conceptual framework.Ergonomics,58(4), 548-564. Dickson-Swift, V., Fox, C., Marshall, K., Welch, N., Willis, J. (2014). What really improves employee health and wellbeing: Findings from regional Australian workplaces.International Journal of Workplace Health Management,7(3), 138-155. Forouzanfar, M. H., Alexander, L., Anderson, H. R., Bachman, V. F., Biryukov, S., Brauer, M., ... Cohen, A. (2015). GBD 2013 Risk Factors Collaborators. Global, regional, and national comparative risk assessment of 79 behavioural, environmental and occupational, and metabolic risks or clusters of risks in 188 countries, 1990-2013: a systematic analysis for the Global Burden of Disease Study 2013.Lancet,386(10010), 2287-323. Lim, S. S., Vos, T., Flaxman, A. D., Danaei, G., Shibuya, K., Adair-Rohani, H., ... Aryee, M. (2013). A comparative risk assessment of burden of disease and injury attributable to 67 risk factors and risk factor clusters in 21 regions, 19902010: a systematic analysis for the Global Burden of Disease Study 2010.The lancet,380(9859), 2224-2260. Mogensen, V. (2015).Worker safety under siege: labor, capital, and the politics of workplace safety in a deregulated world. Routledge. Qasim, M., Bashir, A., Anees, M. M., Ghani, M. U., Khalid, M., Hanan, F., Malik, J. (2014). Occupational Health, Safety and Risk Analysis in Large Scale Industry of Lahore.Bulletin of Energy Economics (BEE),2(4), 113-118. Reese, C. D. (2015).Occupational health and safety management: a practical approach. CRC press. Talbot, A. (2016). Work Health and Safety Act v Australian Border Force Act: Immigration detention workers caught in the crossfire.Precedent (Sydney, NSW), (135), 22. Vieira, E. M. A., da Silva, L. B., Silva, J. M. N. (2015). Analysis of occupational risks: A systematic review from Bayesian Networks tools.Occupational Safety and Hygiene III, 39.

Analysis of Fire and Ice by Robert Forst free essay sample

This article tries to analyze the unique features in structure, words, phonology, syntax and rhetoric in the poem of 40-Love by British poet Roger McGough in order to have a deeper understanding of the content and form of a poem. Keywords: McGough, 40-Love, Love, Style 1. Introduction It is well known that in a variety of literary genres, the form of poetry has been stressed most. Efforts have been exerted on the skillful combination of rhythm and structure to create numerous great works all over the world. Modern American poet E. E. Cummings (1884-1962) is a good case in point. He is famous for odd style, novel and unique form in the poetic world. His â€Å"l (a† has been regarded as the â€Å"the most elegant and beautiful structure of the literature created by Cummings†. (Kennedy, 1980). Therefore, his poems are renowned as â€Å"poem picture† or â€Å"visual poetry†, or the concrete poetry that we are quite familiar with. We will write a custom essay sample on Analysis of Fire and Ice by Robert Forst or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The features of it is that vivid visual images of words coming from irregular syllables, letters, punctuation, syntax, format and print strengthen the internal imagination of poetry, deepen the artistic conception, convey and enrich the connotation. (Abrams, 2005). Coincidentally, besides E. E. Cummings, contemporary British poet Roger McGough (1937- ) is another master in writing concrete poems. His 40-Love can be considered as one of the greatest concrete poems. McGough is the second of the three in Liverpool Group. The other two are Henry Adrian Henri and Patan Brian Patten. McGough, born in 1937, 5 years younger than Henry, is always in naughty mentality. His poems are full of secular fun and display more profound life from the perspective of a child. This article, from the viewpoint of stylistics, analyzes the features of structure, words, phonology, syntax and rhetoric in the poem of â€Å"40-Love† in order to gain a eeper understanding of this poem. 2. Stylistic Analysis Greek poet Simonides once said, â€Å"Poetry is the picture with sound while the pictures are the silent poems. † (Zhu, 2005). That is to say, the content of a poem must be combined with its form to achieve its perfection, namely, the combination of form and spirit, what we often cheris h. Here we will try to find how Mcgough do it in his â€Å"40-Love†. The poem tells that a middle-aged couple is playing tennis. Then they go home. But the net is still between them. It reflects the gap between middle-aged couples. I will quote the poem here to help to explain my opinion. 40-Love (Peng, 2000) middle couple tenwhen game and go the 118 aged playing nis the ends they home net Asian Social Science will be tween 2. 1 Structure still be – them June, 2009 As a whole, the poem has a total of 20 words. But the two words â€Å"tennis† and â€Å"between† are separated by hyphens to be symmetric in structure. The words in the poem are set in two sequences, like two sides of the couple. The middle blank or empty is like a net to separate the two. There are only two words in each line to symbolize the bouts of the ball. The title of 40-love, the top of the net, is right on the top of the poem, signifying the scoreboard. This poem looks like a tennis court with a net being used to separate the words. It is like a tennis game. This side serves and the other side hits back. Many bouts form the poem. The invisible net is like the barrier between the middle-aged couple. Even if they finish the tennis game, they still have the net, which still exists invisibly. However, it is this net that they can depend on to handle their marriage and have the responsibilities not to break the rules. There is a net in tennis and there are rules to obey. With the net, there are more difficulty and more interests. So, accordingly, more training and attention is a must. Imagining that, when playing tennis with no net or rules, people would feel difficult to last their games for longer period. In addition, only the letter of L of Love in the title is capitalized and the rest is de-capitalized, which shows that, to some extent, the couple has not been in the pursuit of the perfect details again, because love between the middle-aged couple has faded away. Furthermore, there is no punctuation in the whole poem, indicating that life of marriage is closed and uninteresting. Since there is no end, gap appears. 2. 2 Words The poet pays special attention to the words in the poem. First of all, the title â€Å"40-Love† one of interests embodied in the poem. The figure of 40 stands for the age of middle-aged people. And 40-Love is a scoring term in tennis. Tennis scoring is love, 15, 30 and 45 in sequence. Love here means zero. Three goals scores 40. No goals, no score. Thus, the title is of pun with two meanings. One refers to be 40-year-old love and the other is 3:0. Whether 40-year-old love is vain or not depends on attitudes of the two parties. Let come to two words of â€Å"middle† and â€Å"aged† in the first line. â€Å"Middle-aged† means people are in their midlife. The poet deliberately separates it to achieve the reunification of form and others. It also symbolizes that middle-aged husband and wife can not be integrated again. The two important words of â€Å"tennis† and â€Å"between† are placed in two vertical columns to get a metaphorical meaning that there is an invisible net in the emotional world of the man and the woman. They are not intimate any longer. Game in the fifth line can be referred as either play game or sport. The scoring in tennis competition is more complex. Tennis game has games and sets. In a game, those who win 15, 30 and 45 will get one point. And the player who gets 6 points will win one set. In the poem, the couple does not finish even one game and go home since they have a dee p estrangement. â€Å"Still† in the ninth line shows that the middle-aged husband and wife have ineffable anguish and can not get rid of their unpleasantness and gain relaxed though they make concessions as far as possible. 2. Phonology Words in the poem are basically monosyllabic. They are mechanical and boring to read and easy to suggest that the life of the couple is dull and lack of amenities. From the perspective of phonology, the short vowel such as /i/, is used for many times in the poem to leave the pressing impression to the readers to realize the urgent emotional crisis of the middle-aged couple. But there is slowness in the urgency. The diphthong /ei/ and / u/ are employed to slow down the speech rate and demonstrate that the middle-aged people have become calm and unhurried when dealing with things. Especially, the long vowel / i: / in â€Å"tween in the last line leaves enough time for the middle-aged couple in crisis to think over the issue. In addition, there are rhymes in the poem, such as, middle and couple, ten and when, game and they, go and home, will and still. Rhymes here give the readers boredom, and symbolize the dull life of the middle-aged couple. Moreover, the alliterations of be and be-, tween and them, make the two words close and imply that the middle-aged husband and wife still have the ties that can not be cut off although there is a gap between them. 2. Syntax For the convenience of analysis, I rearrange the order of the whole poem: middle aged couple playing ten-nis when the game ends and they go home the net will still be be-tween them. First of all, from the angle of tense, the plain and flat present tense, used from the beginning to the right end of the poem, indicates the dull or prosaic marriage life of the middle-aged couple. Nevertheless, â€Å"pla ying† is used unconventionally. If â€Å"plays† is used here, readers will know that the couple play tennis often rather than occasionally. There will be not much gap between them. Playing indicates that there is absence of regular communication between the husband and wife. It stresses that it is just at this moment that they are playing tennis. In sentence structure, there is a time adverb â€Å"when† to combine the sentence. As usual, however, there is no conjunction of â€Å"and† between the main clause and the subordinate clause. Thus â€Å"and† is added here to deliberately create a loose state, suggesting that there is no close contact between the husband and wife. And there should be an adversative conjunction of â€Å"but† in front of the next sentence â€Å"the net will still be be-tween them†. As we 119 Vol. 5, No. 6 Asian Social Science all know, an adversative conjunction word usually give people an unexpected, rising and falling impression. The word but is omitted here to inevitably imply that life of the middle-aged couple is no longer full of ups and downs, great happiness or sadness. 2. 5 figure of speech Poets often use figure of speech because, as Emily Dickinson once said, the mission of a poet is to speak the truth, but to put it in an implicit way in order to seize the readers interest and stimulate their imagination. In the poem of 40-love, the poet employs the figure of speech, e. g. metaphor. On the one hand, in form, the blank along the net is like a net to suggest the gap between the middle-aged couple. On the other hand, everyday life is like playing games. Everybody hit the ball to the others. Such routine game results in no passion at last. Moreover, in my opinion, the writing technique of understatement is employed in this poem. The tone of the whole poem is calm, without any fluctuating. However, it is the deliberate understatement that discloses the theme of the poem incisively and vividly. . Conclusion This poem written by McGouph with unique style has rich connotation in its unique form. In this poem with perfect combination of the spirit and form, the emotional gap of the middle-aged couple can be discerned and expressed by the stylistic techniques in the structure, words, phonology, syntax and figure of speech. In Mending Wall, a poem written by American poet Robert Frost, the neigh bor is intransigence and stubborn. Even at the last line of the poem, he still murmurs that good fences make good neighbors (GU, 2005). Every couple, therefore, especially the middle-aged couples, should pull the fence between them down, believing good communication makes good couples†. References Abrams, M H. (2005). A Glossary of Literary Terms. Beijing: Foreign language Teaching and Reasearch Press. Gu, Zhengkun. (2005). Treasury of Appreciating English Poems, Volume of Poetry. Kennedy, Richard S. (1980). Dreams in the Mirror: A Biography of EE Cummings. New York: Liveright. Peng, Yu. (2000). Two Concrete Poems. College English. Zhu, Guangqian. (2005). Poetics. Shanghai Century Publishing Group. 120

USS Hornet (CV-8) in World War II

USS Hornet (CV-8) in World War II USS Hornet (CV-8) was a Yorktown-class aircraft carrier that entered service with the U.S. Navy in 1941. The last ship of its class, Hornet earned famed in April 1942 when Lieutenant Colonel Jimmy Doolittle launched his famed raid on Japan from the carriers deck. Less than two months later, it took part in the stunning American victory at the Battle of Midway. Ordered south in the summer of 1942, Hornet commenced operations to aid Allied forces during the Battle of Guadalcanal. In September, the carrier was lost at the Battle of Santa Cruz after sustaining several bomb and torpedo hits. Its name was carried on by a new USS Hornet (CV-12) which joined the fleet in November 1943. Construction Commissioning The third and final Yorktown-class aircraft carrier, USS Hornet was ordered on March 30, 1939. Construction began at the Newport News Shipbuilding Company that September. As work progressed, World War II commenced in Europe though the United States elected to remain neutral. Launched on December 14, 1940, Hornet was sponsored by Annie Reid Knox, wife of Secretary of the Navy Frank Knox. Workers completed the ship later the following year and on October 20, 1941, Hornet was commissioned with Captain Marc A. Mitscher in command. Over the next five weeks, the carrier conducted training exercises off the Chesapeake Bay. USS Hornet (CV-8) underway in Hampton Roads, VA, October 1941. National Archives and Record Administration   World War II Begins With the Japanese attack on Pearl Harbor on December 7, Hornet returned to Norfolk and in January had its anti-aircraft armament substantially upgraded. Remaining in the Atlantic, the carrier conducted tests on February 2 to determine if a B-25 Mitchell medium bomber could fly from the ship. Though the crew was perplexed, the tests proved successful. On March 4, Hornet departed Norfolk with orders to sail for San Francisco, CA. Transiting the Panama Canal, the carrier arrived at Naval Air Station, Alameda on March 20. While there, sixteen U.S. Army Air Forces B-25s were loaded onto Hornets flight deck. USS Hornet (CV-8) Nation: United StatesType: Aircraft CarrierShipyard: Newport News Shipbuilding Drydock CompanyLaid Down: September 25, 1939Launched: December 14, 1940Commissioned: October 20, 1941Fate: Sunk October 26, 1942SpecificationsDisplacement: 26,932 tonsLength: 827 ft., 5 in.Beam: 114 ft.Draft: 28 ft.Propulsion: 4 Ãâ€" Parsons geared steam turbines, 9 Ãâ€" Babcock Wilcox boilers, 4 Ãâ€" shaftsSpeed: 32.5 knotsRange: 14,400 nautical miles at 15 knotsComplement: 2,919 menArmament8 Ãâ€" 5 in. dual purpose guns, 20 Ãâ€" 1.1 in., 32 Ãâ€" 20 mm anti-aircraft cannonsAircraft90 aircraft Doolittle Raid Receiving sealed orders, Mitscher put to sea on April 2 before informing the crew that the bombers, led by Lieutenant Colonel Jimmie Doolittle, were intended for a strike on Japan. Steaming across the Pacific, Hornet united with Vice Admiral William Halseys Task Force 16 which was centered on the carrier USS Enterprise (CV-6). With Enterprises aircraft providing cover, the combined force approached Japan. On April 18, the American force was spotted by the Japanese vessel No. 23 Nitto Maru. Though the enemy vessel was quickly destroyed by the cruiser USS Nashville, Halsey and Doolittle were concerned that it had sent a warning to Japan. B-25 takes off from USS Hornet (CV-8). National Archives Records Administration Still 170 miles short of their intended launch point, Doolittle met with Mitscher, Hornets commander, to discuss the situation. Emerging from the meeting, the two men decided to launch the bombers early. Leading the raid, Doolittle took off first at 8:20 a.m. and was followed by the rest of his men. Reaching Japan, the raiders successfully struck their targets before flying on to China. Due to the early departure, none possessed the fuel to reach their intended landing strips and all were forced to bail out or ditch. Having launched Doolittles bombers, Hornet and TF 16 immediately turned and steamed for Pearl Harbor. Midway After a brief stop in Hawaii, the two carriers departed on April 30 and moved south to support USS Yorktown (CV-5) and USS Lexington (CV-2) during the Battle of the Coral Sea. Unable to reach the area in time, they diverted towards Nauru and Banaba before returning to Pearl Harbor on May 26. As before, the time in port was short as the Commander-in-Chief of the Pacific Fleet, Admiral Chester W. Nimitz ordered both Hornet and Enterprise to block a Japanese advance against Midway. Under the guidance of Rear Admiral Raymond Spruance, the two carriers were later joined by Yorktown. With the beginning of the Battle of Midway on June 4, all three American carriers launched strikes against the four carriers of Vice Admiral Chuichi Nagumos First Air Fleet. Locating the Japanese carriers, the American TBD Devastator torpedo bombers began attacking. Lacking escorts, they suffered heavily and Hornets VT-8 lost all fifteen of its aircraft. The sole survivor of the squadron was Ensign George Gay who was rescued after the battle. With the battle progressing, Hornets dive bombers failed to find the Japanese, though their compatriots from the other two carriers did with stunning results. In the course of the fighting, Yorktowns and Enterprises dive bombers succeeded in sinking all four Japanese carriers. That afternoon, Hornets aircraft attacked the supporting Japanese vessels but with little effect. Two days later, they aided in sinking the heavy cruiser Mikuma and badly damaging the heavy cruiser Mogami. Returning to port, Hornet spent much of the next two months being overhauled. This saw the carriers anti-aircraft defenses further augmented and the installation of a new radar set. Departing Pearl Harbor on August 17, Hornet sailed for the Solomon Islands to aid in the Battle of Guadalcanal. Battle of Santa Cruz Arriving in the area, Hornet supported Allied operations and in late September briefly was the only operational American carrier in the Pacific after the loss of USS Wasp (CV-7) and damage to USS Saratoga (CV-3) and Enterprise. Joined by a repaired Enterprise on October 24, Hornet moved to strike a Japanese force approaching Guadalcanal. Two days later saw the carrier engaged in the Battle of Santa Cruz. In the course of the action, Hornets aircraft inflicted severe damage on the carrier Shokaku and heavy cruiser Chikuma USS Hornet under attack during the Battle of Santa Cruz, 1942. US Naval History Heritage Command These successes were offset when Hornet was struck by three bombs and two torpedoes. On fire and dead in the water, Hornets crew began a massive damage control operation which saw the fires brought under control by 10:00 a.m. As Enterprise was also damaged, it began to withdraw from the area. In an effort to save Hornet, the carrier was taken under tow by the heavy cruiser USS Northampton. Only making five knots, the two ships came under attack from Japanese aircraft and Hornet was hit by another torpedo. Unable to save the carrier, Captain Charles P. Mason ordered abandon ship. After attempts to scuttle the burning ship failed, the destroyers USS Anderson and USS Mustin moved in and fired over 400 five-inch rounds and nine torpedoes into Hornet. Still refusing to sink, Hornet was finally finished off after midnight by four torpedoes from the Japanese destroyers Makigumo and Akigumo which had arrived in the area. The last U.S. fleet carrier lost to enemy action during the war, Hornet had only been commission one year and seven days.

Critically analyse the requirements for protecting the shape of a Essay

Critically analyse the requirements for protecting the shape of a product as a registered trademark and as a registered design u - Essay Example Critically Analyse the Requirements for Protecting the Shape of a Product as a Registered Trademark and as a Registered Design under EU Law By Student Name Course Institute Date Introduction Intellectual property rights protection and enforcement are usually left to national laws of the EU member states. However, as a result of the common market principles, the EU has increasingly harmonized intellectual property protection and enforcement. ... n the Regulation relative to the Community designs as they have direct effect in the Community whereas Directives provide the content that Member states are required to implement into law.11 However, since a number of important cases were decided under the EC Directive on the harmonization of trademarks, the EC Directive and Regulation will be discussed relative to the EU’s trade mark law and protection of shapes. This paper will be divided into two main parts. The first main part of this paper will discuss and analyse the EC Regulation and Directive and case law relative to the registered protection of shapes as a registered design. The second main part of this paper will discuss and analyse EC Regulation and Directive and case law relative to the registered protection of shapes as a registered. The Requirements for Protection of Shapes as Registered Design By definition a design is a â€Å"legal instrument† that provides protection for â€Å"creations that take the f orm of the external shape of products or of parts of products†.12 However, in order to be a registered design and to be accorded Community protection, the shape must be â€Å"new† and have â€Å"individual character†.13 Even where the shape is new and has individual character, and forms part of a design, it must be â€Å"visible during normal use†.14 Normal use is defined as â€Å"use by the end user,† and does not include â€Å"maintenance, servicing or repair work†.15 The visibility rule is obviously meant to ensure that any part of the design or any shape to which protection is sought as a registered design, must be seen by those who use the product. After all, one of the main functions of intellectual property protection is to prevent imitations and free riding off the reputation and labour of another.16

Transforming the Enterprise with IT Phase 2 Individial Project Essay

Transforming the Enterprise with IT Phase 2 Individial Project - Essay Example Every single second we came across new technology, new inventions and of course innovations i.e. existing with new add-ons. This was the basic introduction. Let’s turn the pages to enterprise. What is an enterprise? Or in others words define ‘enterprise’? Quite a puzzling question. But the only answer is- â€Å"Enterprise may be defined as the place where all the W’s are fully sorted and compatible with each other i.e. What, How, Where, Who, When and Why and some groups of Visionary, Owner, Designer, Builder, Implementer and Worker are brought up together to give a holistic view of enterprise.† Now let us walk to the way of IT (Information Technology), an ace up your sleeve. â€Å"Information technology has ballooned to encompass many aspects of computing and technology, and the term is more recognizable than ever before. The information technology umbrella can be quite large, covering many fields. IT professionals perform a variety of duties that range from installing applications to designing complex computer networks and information databases. A few of the duties that IT professionals perform may include data management, networking, engineering computer hardware, database and software design, as well as the management and administration of entire systems.† IT can be best viewed as the â€Å"use of computers for designing, developing, implementing, supporting and managing information system.† Enterprise is like a container (tumbler) which holds the IT in it .It is a shell (enterprise) in which pearl (IT) is safe, growing and increasing day-by-day and the hardware& software used is its shine. This would result in e-business (online business), B2B (business to business), B2C (business to customers) and B2E (business to employees) solutions. The main key to success of any organization is business intelligence. One should have a thorough knowledge of business intelligence. But

Social Work Management in Youth and Communities

Social Work Management in Youth and Communities 1.0: Introduction Youth work in the community, which is mainly performed by specially trained youth workers who work with youth at risk in group homes and community centres demands a high level of managerial skills blend with the skill in social work as argued by Mark Krueger (2000)[1]. The fact that the youth work is a non-profit approach makes it clear that the established management concepts were successful in profit-based organization need necessarily prove effective when deployed. In this report an overview of the theories embracing the management and social work with regards to youth and community work is presented to the reader. The report also demonstrates relevant examples from my previous experience in order to justify that the author of this report is ready to perform as an autonomous and reflective practitioner in the area of youth and community work. Furthermore, the report also presents a critical analysis on the British Social policies and the European Union perspective. A brief review on the global view on the youth work is also presented before concluding the report. 2.0: Overview of the theoretical concepts embracing youth and community work with examples This section commences with the overview on the management and historical content that reflects upon the youth work is presented to the reader. This is then followed by the analysis of the information and control system where the importance of the planning and information management is presented to the reader. The section is then concluded with an overview on the human resource management concepts embracing the youth work. 2.1: Management and historical content Peter F. Druker (1990)[2] says that management in the non-profit context is not only about effective performance and development but mainly embraces the idea of value addition to the society. The fact that the non-profit organizations are increasing in number with the support from government and public as argued by Robert F. Ashcraft (2000)[3]. This is not only because of the fact that the non-profit organizations are focused upon charity and fund raising but also involves the development of people at risk. The youth at risk development, which is of interest in this report, was given high level of importance only since the dawn of the twenty-first century even though it was emphasised by many researchers as early as 1978 by Paul Osterman (1978)[4]. As stated before, youth work in the community is a non-profit approach where the aim is to provide support and development to the youth at risk. This makes it clear that the nature of the work involved is varied and hence management skills that embrace the social work and value addition are essential than the effective performance managers who fair well in the profit-based organizations. Furthermore, it is also interesting to note that the youth work is not always about the social work to revive youth in danger but also to provide value-added service to the community in order to develop the youth of the nation through imparting culture and discipline. Alongside, it is also an intriguing fact that even through the youth work is a non-profit approach, the investment involved with the setting up and the running costs of the community work are relatively high with negligible or no income being generated. The support by the government and the local city council being the major source of the support financially, the management skills of the youth workers should not only embrace the efficient cost management methods but also focus upon developing the effective relationship strategy with the community in order to involve the neighbourhood to support the community work morally or even financially as argued by Mark Krueger (2000). The fact that youth work is predominantly involves the counselling, teaching and caring for the youth who come to the youth shelter having been abused, or in need of respite from home. In these cases the managerial skills of the youth worker should be more empathetic than focusing upon the development. The soft skills of the management like patience, proactive management to support people in need are the essential elements of management that should be demonstrated by a youth worker as argued by Mark Schoenhals (1998)[5]. This justifies that the effective management in the social work context is not about performance but mainly about the deployment of the soft skills to support the youth in need. Alongside it is also essential to mention that the youth worker’s management skills should not only reflect upon the development of the youth but also to focus upon the entire neighbourhood the youth worker is working at as argued by Mark Krueger (2000)[6]. The fact that the youth worker predominantly working in a volatile environment (i.e.) an unstable work place like the temporary youth shelter, working with the parents, foster parents etc as identified by Mark Krueger (2000) makes it clear that the youth worker management skills should be versatile to accommodate the changes in the environment effectively. The author’s experience from working with the Coventry Youth service has justified the aforementioned argument where the author gained experience of working with the Asian community youth in Hill-fields are of Coventry. Alongside, the student development programme conducted at Binley area which was focused upon the development of the youth through working with the parents and foster parents of the youth is another justification that the versatile management skills that embrace the soft skills is essential for the successful development of the youth work. It is also critical to state here that the author who led the youth development programme at Binley with a team of six youth workers accomplished the goals of the project (provide support and development opportunity to the youth in the community through working with their parents or foster parents) through the efficient deployment of the management skills discussed above. 2.2: Information and Control system Information and control in the youth work is a critical element in order to achieve the goal of providing development services to the youth. This is mainly because of the fact that the youth worker having to face a varied environment requires accurate and comprehensive information so as to effectively deploy the development plan. Mark Krueger (2000) argues that the information is a vital element for the successful planning of the development plan in a give youth and community work scenario. This is not only because of the need to effectively deploy the resources but also to accomplish the goal of the youth work that is projected for the day. Alongside, it is also essential to note that the control over the youth work is essential in order to accomplish the set goals of the project on hand without wastage of time and resources. Sara Banks (1998)[7] argues that the youth work in a community should be deployed in a controlled manner reflecting upon the ethical conduct and code of ethics mainly because of the fact that the youth work itself involves the deployment of self-discipline and control by the youth worker who strives to set an example of himself to the youth community he/she targeting to reform or protect. The fact that the control in the youth work is not the control of the youth but the stages of the programme being deployed makes it a critical that the information gathered is accurate and effective in nature. The information being the vital ingredient for the deployment of a plan in the youth work as argued by Sara Banks (1998) further justifies that the youth work should comprise effective background research on the community targeted prior to planning. Sara Banks (198) further argues that the information research and the planning can be accomplished effectively and successfully deployed through closely working with the city council and the local community centres by which the youth worker enjoys higher level of support and help from the community. Sara Banks (1998) also state that stating the objective of the youth work for a particular project is the critical element for the successful planning itself. This is also justified by the arguments of Abraham Daniel (1999)[8] who says that the objective of the youth work is the main element that attracts the community to participate in the youth development programme by the youth workers. Apart from the objective setting the factors of planning and evaluation are essential in order to deploy the resources since the plan of the youth work devised can be accomplished only through the effective evaluation of the information and plan in the light of the needs in the community targeted. The youth work participated by the author at Shotton in North Wales where the major barrier was the language because of the predominant Welsh population in the community. Alongside the cultural differences faced by the author and his team members along with the language barrier was overcome only through the effective information research on the community and closely working with the city council. The objective of the work being the rehabilitation of the youth who were under drug abuse was effectively planned through the effective information gathering on the activities of the youth in the community as well as the involvement of the local community centres to support the planning of the project. Furthermore, it is also essential to mention that the author who was the team member during the deployment of this project was given the opportunity of planning the work along with the team leader. It was clearly evident from the experience gained that the efficient planning is an essential el ement for the successful deployment of the youth work on hand. Alongside, the work at Shotton also provided valuable experience on the development of the controls around the project and the targets to meet in order to effectively accomplish the revival of the youth from drug abuse in the community. Since the project was initially misinterpreted as a rehabilitation project than support to the community, the marketing and communication of the project objective as a supporting element to develop the youth in the neighbourhood rather than a rehabilitation school. The process of working closely with the local community centres and the city council was highly supportive to achieve the confidence and support from the parents and foster parents of the youth. This is synonymous to the arguments of Philip Kotler and Kevin Lane Keller (2005)[9] who argue that the marketing communication is the vital tool for successfully reaching the target customers both in case of the profit-based and non-profit organizations. The discussions cited above comprise a vital example for the critical nature of the information and control in the youth work. 2.3: Human Resource management in youth work Human resource in any kind of work is indispensable in nature as argued by Derek Torrington and Laura Hall (2003)[10]. This is apparently because of the fact that the effective performance of the personnel involved in the project is the kindling element for accomplishing the project goals. This is also evident from the arguments of Michael Armstrong (2003)[11] who emphasises the fact that the human resource especially in a non-profit scenario is the foundation pillar for the entire project itself. The fact that the motivation and encouragement in the youth work or in any other form of social work is only through the effective leadership skills of the team leader who has to consider that the motivation is purely moral in nature and does not always include financial benefits. This apparently means that the leadership skills of the manager managing the project should be exemplary and must also demonstrate flexibility along with the authority and control. This is essential because of the volatile nature of the community work and the continuous changes that can affect the performance of the team members in involved in the community work. Andrew Rothwell and John Arnold (2005)[12] argue that the human resource management in a non-profit scenario and mainly the performance management are dependent upon the level of authority and control exercised by the manager in deploying the resources. This is also because of the fact that the results are not easily measurable in case of youth and community work, which makes it critical to understand that the performance of the youth workers is predominantly dependant upon their adherence to the controls and effectiveness in deploying the plan. Alongside, the authority element as argued by Mark Krueger (2000) is also an element of management and influence among the team members mainly because of the fact that the managers in the youth and community work do not have direct supervisory control over the team members since they work in a dispersed nature within the community under consideration itself. This makes it clear that the effective management can be accomplished only through the effective exercise of the authority. Furthermore, the fact that the youth workers and the youth with whom they work comprise the overall project plan makes it a complex job to effectively manage the youth worker to demonstrate self-discipline and character so as to set an example in the youth community they work. This being an essential element for the success of the youth and community work project is the major element that attributes to the human resource management by the managers in the youth work. Unlike the profit-based organization the non-profit approach with the need to demonstrate empathy and maintain effective relationship with the community makes it further critical for the managers to deploy a structured approach to the management of the youth and social work as argued by Peter F Druker (1990). A structured approach will not only enhance the performance of the youth workers but also help accomplish the objectives of the project effectively. This is also evident from the need to effectively organize the resources in order to accomplish the objectives as well as establish effective relationship with the community. The fact that the relationship with the community can be effectively nurtured through the structured deployment of the project by the managers emphasises the importance of the structured approach and performance management in youth and community work. The learning development project by the author and his team members at Tividale, in Dudley port at Birmingham is a classical example for the aforementioned discussions. The author being the team leader not only faced the language and cultural barriers but also a level of non-cooperation by certain community centres. Since the population in the target community was of diverse origin the need for a structured approach was essential to accomplish the planning and information research stages itself. This is not only because of the structured deployment but also through the effective deployment of the human resource (i.e.) management of the team members. The team had an inherent advantage of inclusion and diversity since the members were of different origin working for the same goal. This was effectively utilised to liaise with the community centres and gather required information and involvement to the project. The management of the members through the exercise of authority for example t he emphasis on working for target by the author was the factor that contributed to the effective performance among the team members. Furthermore, the planning and deployment of the project through allocating each team member a team of youth and an attached community centre also proved successful to the youth work as well as motivating to the youth worker. The effective planning process, which provided effective management as well as accomplishment of the targets within the time frame agreed, helped to the success of the project greatly. From the above discussions it is clear that the author of the report has strived to demonstrate a clear understanding of the management theoretical concepts with examples from this experience gained through fieldwork. In the next section a critical analysis on the big picture of the British Youth policies and comparison to that of the European Union and a global perspective is presented to the reader. 3.0: The big picture The British youth policies as argued by John A. Calhoun (2002)[13] is predominantly rehabilitation based (i.e.) the use of law and order to accomplish the youth development can be seen in the system. Although the youth development in the UK embraces the welfare of the youth, the stringent laws present on the Binge drinking and other anti-social activities that results in cash penalties and even imprisonment makes the youth policy a little overstated in the UK. Bill Katz (2004)[14] further argues that the policies adhered in the UK is not only the critical element for the successful deployment of youth and community work in the society but also establishes the need to establish trust among the public in order to gain their co-operation. The British youth policies in general even through as stringent laws is focused upon the overall development of the youth community in the UK in order to present an effective and sustainable environment for the future. This approach of the government is necessary because of the increasing diversity in the population in the UK. The interesting fact that the diversity in the UK population has not tarnished the support by the community to government’s strive to youth development but is also against the use of force and law against youth accused for anti-social activities. The need for self-discipline and control in the society as stated by John A Calhoun (2002) makes it clear that the need to use force when necessary to accomplish the aforementioned is inevitable. Furthermore, an insight into the Greater Manchester Metropolitan Police report (2004)[15] makes it clear that the use of force is the last used method to control anti-social behaviour by the youth involved in anti-social behaviour. This further makes it clear that youth policy both at the local and national level use force to control anti-social behaviour of youth as a last sought method rather than using it in the first instance. This justifies the youth policy of the nation, which is focused upon the development of youth and protection from abuse whilst exercising force when involved in anti-social behaviour. The youth policy proposed by the European Union is similar to the approach of UK except for the emphasis on the use of force on youth. The policy not only reflects upon the need to provide development and support to the youth but also emphasises upon the restricted use of force in by the authorities. Since the approach of European Union embraces the member states it is thus essential to emphasise upon the restriction on the use of force. This is because of the varied nature of the exercise of law and order across European Union member states thus making it essential to prevent the use of force on the youth. It is also intriguing to note that not only the western countries are involved in the youth development and support but also the countries in the Far East like China and India. The Chinese government approach to youth development as a critical element for the economic growth of the nation makes it clear that the Far eastern countries have realised the importance of youth development in order to sustain the economic growth of their nation. 4.0: Conclusion Thus to conclude this report, it is clear that the management of youth and community work by the youth workers and managers is a challenging role that requires versatile people skills blended with effective management and planning. The overview on the theoretical concepts and the examples has revealed the author’s understanding and knowledge in managing youth and community work. The overview on the big picture detailing the British youth policy and the European Union has also justified the extent of research conducted in order to establish as an autonomous and reflective practitioner in the area of youth and community work by the author. 5.0: References Books Derek Torrington and Laura Hall (2003), Personnel Management HRM in Action, UK: Prentice Hall Michael Armstrong and Tina Stephens (2003) A handbook of employee reward management and practice, London Kogan Page Peter F. Druker (1990), Managing the non-profit organization: practices and principles, London: Butterworth-Heinemann Philip Kotler and Kevin Lane Keller (2005), Marketing Management 12e, Prentice Hall India Journals and reports Abraham Daniel (1999), ESTABLISHMENT OF INDUSTRIAL CO-OPERATIVE UNITS. Annals of Public Cooperative Economics, Vol. 42 Issue 2, p169 Andrew Rothwell and John Arnold (2005), How HR professionals rate continuing professional development Human Resource Management Journal, 2005, Vol. 15 Issue 3, p18-32 Bill Katz (2004), Youth Policy: The Monthly Report on National Youth Program and Issues. Library Journal, 4/1/89, Vol. 114 Issue 6, p119-119 Greater Manchester Metropolitan Police (2004), Performance Statistics John A. Calhoun (2002), Claiming youth: A new paradigm in youth policy. New Directions for Philanthropic Fundraising, Winter2002, Vol. 2002 Issue 38, p67-80 Mark Krueger (2000), Presence, Fear, Curiosity, and Other Themes in Community Youth Work. Applied Developmental Science, 2000 Supplement 1, Vol. 4. Mark Krueger (2000), Presence, Fear, Curiosity, and Other Themes in Community Youth Work Applied Developmental Science, Jun2000 Supplement 1, Vol. 4 Issue 3, p21-27 Mark Schoenhals (1998), The Educational and Personal Consequences of Adolescent Employment. Social Forces, Dec98, Vol. 77 Issue 2, p723-762 Paul Osterman (1978), Youth, Work, and Unemployment. May/Jun78, Vol. 21 Issue 2 Robert F. Ashcraft (2000), Where Youth Work Preparation Meets Higher Education: Perspectives From an American Humanics Campus Program. Applied Developmental Science, 2000 Supplement 1, Vol. 4 Sara Banks (1998), Codes of Ethics and Ethical Conduct: A View from the Caring Professions. Public Money Management, Jan-Mar98, Vol. 18 Issue 1, p27 Footnotes [1] Mark Krueger (2000), Presence, Fear, Curiosity, and Other Themes in Community Youth Work. Applied Developmental Science, 2000 Supplement 1, Vol. 4. [2] Peter F. Druker (1990), Managing the non-profit organization : practices and principles, London: Butterworth-Heinemann [3] Robert F. Ashcraft (2000), Where Youth Work Preparation Meets Higher Education: Perspectives From an American Humanics Campus Program. Applied Developmental Science, 2000 Supplement 1, Vol. 4 [4] Paul Osterman (1978), Youth, Work, and Unemployment. May/Jun78, Vol. 21 Issue 2 [5] Mark Schoenhals (1998), The Educational and Personal Consequences of Adolescent Employment.. Social Forces, Dec98, Vol. 77 Issue 2, p723-762 [6] Mark Krueger (2000), Presence, Fear, Curiosity, and Other Themes in Community Youth Work Applied Developmental Science, Jun2000 Supplement 1, Vol. 4 Issue 3, p21-27 [7] Sara Banks (1998), Codes of Ethics and Ethical Conduct: A View from the Caring Professions. Public Money Management, Jan-Mar98, Vol. 18 Issue 1, p27 [8] Abraham Daniel (1999), ESTABLISHMENT OF INDUSTRIAL CO-OPERATIVE UNITS. Annals of Public Cooperative Economics, Vol. 42 Issue 2, p169 [9] Philip Kotler and Kevin Lane Keller (2005), Marketing Management 12e, Prentice Hall India [10] Derek Torrington and Laura Hall (2003), Personnel Management HRM in Action, UK: Prentice Hall [11] Michael Armstrong and Tina Stephens (2003) A handbook of employee reward management and practice, London Kogan Page [12] Andrew Rothwell and John Arnold (2005), How HR professionals rate continuing professional development Human Resource Management Journal, 2005, Vol. 15 Issue 3, p18-32 [13] John A. Calhoun (2002), Claiming youth: A new paradigm in youth policy. New Directions for Philanthropic Fundraising, Winter2002, Vol. 2002 Issue 38, p67-80 [14] Bill Katz (2004), Youth Policy : The Monthly Report on National Youth Program and Issues. Library Journal, 4/1/89, Vol. 114 Issue 6, p119-119 [15] Greater Manchester Metropolitan Police (2004), Performance Statistics

Essay --

Trading education to fish for their lives/ Choosing shores over schools Kumar*, 16 is among the many children in Pamban village of Rameshwaram who forego education and venture into the sea to earn a living for their families. While key decisions about sharing of waters between Indian and Sri Lankan fishermen are awaited, the fishing hamlet of Anthoniar Nagar in Rameshwaram has children as young as 11 years accompanying fishermen in their country boats. At four feet tall, Kumar* is small for his age. After his father abandoned the family, he dropped out of school in class VIII and turned breadwinner of his family. â€Å"Nobody forced us to go fishing,† he said and introduced his friend Joseph*, a soft-spoken skinny boy of 11 who was almost a foot taller than him. Kumar* claimed that Joseph* willingly went fishing with his father to provide for his family of seven. â€Å"It’s been three years since I went to school,† said Joseph*. He said that the Indian Navy caught boats with children in them and that yet they went about 50-60 feet deep. â€Å"I don’t go to school but at least I earn for my fam...

Reaction Report

When choosing a partner we are putting ourselves on what would be called a marketplace for relationships. People usually will marry within there ethnic group, nationality or social group. This is Endogamy also called in-marriage, custom enjoining one to marry within one’s own group. The penalties for transgressing endogamous restrictions have varied greatly among cultures and have ranged from death to mild disapproval. Endogamy has been common among extant and historical aristocracies, religious groups, ethnic groups, and social classes.People who are exogamies are also called out-marriage out of certain groups. This custom is enjoining a marriage outside one’s own group. Exogamy is usually defined through kinship rather than ethnicity, religion, or class. It is most common among groups that reckon descent through either the father or the mother alone. Such lineages may in turn be grouped into clans or moieties. These are most often the locus of exogamy; marrying a memb er of one’s own clan or moiety typically constitutes a form of incest. Exogamy does not guarantee hat spouses have no genetic relationship.In many exogamous cultures, cross-cousins are viewed as ideal marriage partners. In Homogamy chooses a mate who’s personal and group characteristics that are similar to our own. The notion is we like people who are like ourselves, and we tend to stay with those who carry the same personalities, interests, and ideals for the future. In terms of mate choice we do not prefer mates who carry opposites in gender roles, either: a couple with an equal definition and division of gender and sex characteristics tend to have longer, happier unions.With heterogamy it may refer to a marriage between two individuals that differ in a certain criterion, and is contrasted with homogamy for a marriage or union between partners that match according to that criterion. Heterogamy and homogamy are also used to describe marriage or union between people of unlike and like sex (or gender) respectively. The last thing is The Reiss's Wheel Theory of Love is another interesting sociological theory proposed by Sociologist Ira Reiss and his associates.It was a theory that created research on the subject of love for decades. The Reiss's Wheel Theory of Love states that there are four stages of love which are: (1) rapport; (2) self-revelation; (3) mutual dependency; and (4) personality need fulfillment. Stage 1 people build a rapport with each other that may cause a spark. Stage 2 is the self revelation stage that helps couples grow closer. Stage 3 a couple becomes closer and more intimate to each other.Stage 4 is the last stage, if couples develop this stage they will begin to experience personality nee fulfillment. Partners will start to confide with each other. In every section communication is a key point to having a strong open relationship. There are new listening skills, learn how to trust and keep the relationship open and honest. Wh ether you use verbal or non-verbal communication to express how you feel. Communication will bill build a stronger relation ship.

Analysis Of The Epic Of Gilgamesh - 975 Words

In the Epic of Gilgamesh, a book written millenniums ago, is the story of a two-thirds god and one third man named Gilgamesh who is devoted to the self-improvement of full god. Even though Gilgamesh knows immortality is impossible he continues to seek the self- improvement eternal life because the god within him conflicts with his humanity. Since Gilgamesh has two-thirds god in him, he gets everything he desires except immortality. Due to the fact that it was the one thing he couldn t have, Gilgamesh sets his mind towards trying to obtain everlasting life for his self-improvement mission. He was very devoted to his goals. His mom understood this when she asked â€Å"oh shamash, why did you give this restless heart to gilgamesh, my son; why did you give it?† (74). Gilgamesh is on a journey to achieve what he desires. Gilgamesh believes since he is this great, two-thirds god, king that he cannot die like a normal human despite his part human. These human characteristics are the only thing holding him back in his life. Therefore, he wants to live forever like a god because he wants to self-improve to equal status with the gods. He does not want to be limited to these human attributes. Even though the father of the gods as given you kingship, such is your destiny, everlasting life is not your destiny Gilgamesh wanted more (70). He believed his life was greater than some simple fate. He dreamed of being on the same level as the gods in everything. He knew only the gods liveShow MoreRelatedThe Epic Of Gilgamesh And Analysis1436 Words   |  6 Pages The Epic of Gilgamesh –Summary and analysis Introduction The Epic of Gilgamesh is an excerpt of the original text of the Epic listed in the Sources of the Western Tradition, 5th edition, by Perry, Peden and Von Laue (2003). 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