Book Review on Who Moved My Cheese

Book Review on Who Moved My Cheese I thoroughly enjoyed reading Who Moved My Cheese? book by Spencer Johnson. Johnson does an excellent job of simplifying the complexities of the change process through the use of four fictional characters. I believe the author intentionally chose to use two mice and two â€Å"little people† in the parable about change. The mice, Sniff and Scurry, deal with change rather simplistically. Being animals, the mice are more adaptable to change and react to the loss of the â€Å"cheese† instinctively. They â€Å"keep their running shoes around their neck†, waste no time analyzing the cause of their loss, and immediately go in search of a new cheese. On the other hand, the â€Å"little people†, Hem and Haw, are about the size of the mice but possess human traits. Such traits as intelligence and emotions complicate their responses to change. Hem and Haw react emotionally to the loss of the â€Å"cheese† and waste valuable time analyzing their loss instead of going in search of a new â€Å"cheese†. Haw eventually moves beyond his emotions and uses his intellect to successfully face and overcome the sudden change. However, Hem’s paralyzing fear of change prevents him from successfully overcoming the loss of the â€Å"cheese† and eventually leads to his untimely death. It is through the characters’ responses to change or the â€Å"moving of the cheese† that many leadership qualities can be identified. I have chosen to identify the qualities in reference to their implications for an educational leader such as a school principal. Like Sniff, the leader of a school must view change positively, realizing that change is inevitable and occurs naturally over time. As principal, one must stay on the cutting edge of change by keeping abreast of the latest educational information through reading, attending conferences, networking, etc. Once change appears to be on the horizon, then it is time to â€Å"scurry† into action. The principal must not react to change impulsively but should be prepared with a plan of action in order to provide guidance toward the intended goal. Like Scurry, the principal and faculty must understand that the path to change will be filled with obstacles or setbacks. They must not become discourage by these obstacles and should continue to find new paths that will allow them to successfully find a new â€Å"cheese†. The energy and positive attitudes of faculty members who resemble Scurry should be utilized to assist the principal in leading the school successfully through the â€Å"maze† toward change. Haw epitomizes the human reaction to change. From Haw’s reaction, one can clearly see the change process evolving. As a principal, having an understanding of the change process, realizing that this cycle is natural, and knowing that everyone will uniquely experience the stages of change will be beneficial. Like Haw and Hem, the principal and faculty must realize that when faced with sudden change the initial reaction will be fear of the unknown. This reaction leads one to deny the need for change, take change as a personal attack, and over-analyze the causes for the change. But like Haw, we must get beyond this stage if we are to successfully change. As principal, one must realize that a more immediate acceptance of change will result in an easier transition to change. Therefore, it is important for the leader of a school and the faculty to view change as a way of gaining something rather than losing something; as a better solution not something worse; and as what is right rat her than what is wrong. Once Haw accepted that change was necessary, he took on much of the same qualities as Scurry. He found his â€Å"running shoes† and set out in search of a new â€Å"cheese†. Unlike Scurry, Haw became discouraged and anticipated going back into his comfort zone each time he was confronted with an obstacle in the â€Å"maze†. Although Haw returned several times, his positive vision of the goal and the realization that he would starve forced him to set out again in search of the new â€Å"cheese†. The principal, along with the faculty, must realize that the second stage of change will be comparable to a roller coaster. It will begin with a burst of energy and be slowed by each obstacle along the way. However, the principal must be the engineer that places the faculty back on track and provides a new boost of energy. The final stage of change occurs when the goal is realized. Like Haw, as one begins to taste the successes of change, he/she realizes that it was not as fearful as one first expected and begins moving quicker toward making the change a reality. For the principal, this will be the easiest part of the change process because the reality of change will occur naturally. Throughout the change process, it is important for the principal and the faculty to remain optimistic and confident and to have a sense of humor. In concluding, the principal must realize that not everyone will accept change and continue through the change process successfully. Like Hem, there may be people on the faculty that are paralyzed by their own fear of the unknown and will never get past the emotional stage. They will continue to take change personally and spend all of their time and energy analyzing why change is not needed, the causes of the change, and waiting for the â€Å"old cheese† to return. As an educational leader, acting like Hem would be â€Å"professional suicide†. For faculty members representative of Hem, it would be important to provide these individuals with many opportunities to understand the reasons for the change; to help them understand that their fear and emotions are a natural part of the change process; and to help them see that the refusal to change will lead to ineffective teaching practices and ultimately their â€Å"untimely death† professionally.

British Popular Culture and The Music That Followed †Music Essay

British Popular Culture and The Music That Followed – Music Essay Free Online Research Papers British Popular Culture and The Music That Followed Music Essay I’m going to comment on the British pop culture of the 60’s and 70’s using as examples two of the most famous songs of the Beatles: Help! and Imagine. I am going to comment on those texts at the same time I place them into the historical and social context of the time. Firstly, it is important to consider how it all began. The mid-1950’s was a difficult period for Britain as well as for most of European countries. Britain was still trying to recover itself from the problems the war brought about. This was a grey time , with British youth consoling themselves with their dreams and with imitations of the images which they saw on the cinema of life for kids in America(good cars, good clothes and a lot of money). At the same time they could hear the latest Rock ‘N Roll coming front he States. In a word, British youth culture was totally dominated at that time by American trends and styles. The British music industry in the 50’s was almost exclusively an American imported product. It was controlled from London by middle-aged men totally out of touch with the needs and wants of the youth audience. Out of this atmosphere a uniquely ‘British’ musical trend did emerge late in the 50’s. This was called ‘Skiffle’: â€Å"kind of folk music played by a small group, mainly with rhythmic accompaniment to singing guitarist†. The accompaniment was, more often than not, a washboard, and the material performed was normally of traditional US origin. Apart from that, from London and the South there came acts such as Adam Faith, Marty Wilde, Johnny Layton and Tommy Steel. In the provincial cities the seeds were being sewn for a world-wide musical and cultural revolution. In ports such as Liverpool, there had developed a music culture fiercely independent from London. By the early 60’s in these cities a large and highly competitive band scene emerged, in which hundred of local bands performed the latest imported songs to get the attention of the young audiences, hungry for anything authentic and new. In 1962 there were many great groups in this scene but the audiences decides that The Beatles were number one. The first song Help! was written in 1965 by John Lennon and Paul McCartney. The lead vocal was the first. This song was number one in Britain for 9 weeks from 14th August 1965. The other one Imagine was written by the same authors in 1971 and the lead vocal was again John Lennon. This one was number one for 2 weeks from 30th October 1971. Both texts have similarities but also differences, mainly because they are written with some years of difference and that means a process of maturation on the authors. I’m going to comment on the first text in an isolated way and then I will start with the second one, and at the same time, I will establish the comparison between both. Help!, as I have mention before, was written in1965. By that year there were in Britain several problems, such as the crisis arising in 1964.This crisis which lasts till the 70’s was the cause of political and economical problems: the decline of productivity, the increasing pressure of Trade Unions, the balance of paymentsThere was also the question of the war, though in those years Britain was not involved in any war (except for the undeclared Cold War) it was important the question of re-armament. That problem was followed by the reaction of people who was against nuclear weapons and manifested it trough several demonstrations: the Ban-the-Bomb marches. For all these reasons they could be saying â€Å"Help!†. The song goes on â€Å"I need somebody† but â€Å"not just anybody† that is, it could be applying to the fact that very few years ago, and in some way still in those years, Britain was somehow dependent on America. That situation came from the â€Å"Marshall Aid Program†, financed by America to help the UK and other European nations to recover after the war. In that way, Britain was at the mercy of America in some questions and this was felt as a threat. So, with â€Å"not just anybody† he could be referring to the Americans, he needs help but from his context , from the people who is in the same situation as himself. It could also be interpreted as a protest against the situation of unemployment, because of the continuous decline of industry and the dramatic raise of people working in services. If it is so, in the second stanza he means that now everything has changed since in the former years there were not those types of problems. In the 50’s there were almost full employment due to the necessity of reconstructing the country after the war. Thus, in that period the authors doesn’t need that kind of help because unemployment was not a problem. All those interpretation could be acceptable when analysing the two first paragraphs isolated, but when I arrived to the last sentence of the second paragraph and go on reading, I came to the conclusion that what the author is really referring to is the new situation of young people in Britain in those years. I mean, the youth of Britain had started to get an increased spending power and independence in the early 60’s. They had started to get better jobs and they could afford even a motorcycle. For that reason the authors could be saying â€Å"I’ve changed my mind and opened up the doors†. I interpreted this sentence in the way that because of the different role of the youth in society they had also to change their own point of view and to open their minds to the new possibilities that are presenting for them at that moment. Because of the same reason they are saying â€Å"get my feet back on the ground†: the situation is much better for them but things co uld change again, so is important to have in mind this and to maintain the feet on the ground. With this change in the standard of living of young people and thanks to music bands such as The Beatles, Britain became the centre of the music, fashion and pop worlds, and for a few years everyone wanted to film in Britain too. It was full of creativity and optimism which was totally contrary to the mood of the country a few years previously. The song could be referring to that fact too. The song continues with this topic since it says: â€Å"my life has changed in so many ways† and then started to explain some negative sides of that situation(the next three lines)Now he’s independent but independence is not always good. With this, it could also be referring to the fact that Britain has no more power over the colonies, it is no more an Empire, so it is â€Å"independent† in a way (though now it is more dependent on America). The lost of the colonies meant a great shock for most of the British population who had to become accustomed to the idea of not being an Empire any more. Because of that reason they could be saying â€Å"I feel so insecure† or â€Å"When I was youngerBut now these days are gone , I’m not so self assured†. Then â€Å"Now I fond I have changed my mind and opened up the doors† : people are forgetting that and trying to continue with their lives though in a very different way. Imagine has many differences with the previous text. It is completely immerse in the hippie culture that was arising in England as an influence of the US. This song became almost an hymn for those activist, above all, against war. These groups started to appear around 1965. In that way it is a point in common with Help! because it deals with the youth of those times though in a different way: it talks about subcultures. Those subcultures were mainly against the traditional culture and they stood out because of their clothes. The first stanza of this song has to do with religion. It explains how a world without those beliefs and distinctions would be better. At that time religion seems to be insignificant as a part of British identity. People started to believe less in God, and the song says that it is good. The second paragraph deals with wars. It remembers the period of the two world wars where a great amount of countries were confronted and where too much people died. It emphasises again the no necessity of religion which could also be a cause to fight. At that time there was the problem of the Cold War, and it is difficult to remember a time without any war in the world, it is almost a dream: â€Å"Imagine all the people living life in peace†. That was one of the main aims of the hippies, to fight against war. The third paragraph puts its emphasis in the question of money and the social classes. In the 60’s/ 70’s social classes did not seem to be so clearly distinguished thanks to the Welfare State, although there were obvious social differences according to the criteria of money. The song â€Å"imagines† a world without social distinctions, it is an idealistic point of view very close to the idea of Utopia. The world would be â€Å" A brotherhood of man† without discriminations caused by differences of social status, race or gender. People could â€Å"share the world† without fighting for it. To conclude the song, it goes to the central idea: the subculture of the hippies. It is saying that those ideas are not coming from the mind of a single person but many people share that way of thinking. The last two lines are inviting us to join that movement and to live as they want: in peace. Both songs have in common that they talk about the youth. But they have different perspectives since when the first one was written all this movement was beginning to consolidate while in the early 70’s it was already developing in a great way. Help! is questioning the past and whether the future will be better in the way that things are changing. With Imagine things are more clear and there are whole youth subcultures with his own ideologies to try to change the world or to try to make it clear that they are against the way it works. In conclusion, it all has to do with a process of maturation of both authors who felt that things were beginning to change but who still had not clear what position thy should take till a few years later, when things were more clearly defined. Research Papers on British Popular Culture and The Music That Followed - Music EssayHip-Hop is ArtWhere Wild and West MeetQuebec and CanadaAppeasement Policy Towards the Outbreak of World War 2Bringing Democracy to AfricaAssess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of IndiaCanaanite Influence on the Early Israelite Religion19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social and

Property Law Assessment 1 Formal Legal Advice Essay

Property Law Assessment 1 Formal Legal Advice - Essay Example On his bed, he realises minimal chances of survival and calls for a meeting. He gives Sonya a cheque worth  £100,000 on his own current account and note meant to transfer ownership of his shares of the house to her. The main issue in this scenario is the gifts that Leo gives to Sonya. The transfer of ownership depends on whether Leo dies. An issue may arise where Leo recovers from the disease and Sonya is not ready to surrender the gifts (Lorberbaum, 2001, p. 46). 2 4. He gives Sharon the key to his tin box under his bed telling her the contents belonged to her. The main issue in this scenario is the transfer of the gifts that Leo gives to Sharon. The transfer of the property will not be possible if Leo recovers, and he gives since he realizes minimal chances of survival.3 5. He gave Ben his accountant’s business card, telling him to contact him and get ownership of all his share certificates, sell them and give the proceeds to Leo’s students in equal shares Siam (Legal International, 2001). An issue might arise concerning the authority to transfer ownership of share certificates. Ben must be convinced that Leo has approved the transfer.4 6. Leo recovers from the illness. A part of the roof falls on him on leaving for his first walk since the infection, and he dies instantly. The main issue in this scenario is the death of Leo. It is accidental, therefore, all the gifts that he had given out succeeds. 7. Ben arranges to sell the shares and spend the proceeds on a holiday. The main issue in the scenario is the sale of shares. Ben arranges to surrender his shareholding in the house which is possible since he is the legal owner of the house.5 2. The property concerning this scenario falls under estates. Donatio mortis causa is a method through which ownership of property passes without the need to comply with the formalities of Wills Acts when death occurs. The courts develop and extend the doctrine on a case-by-case basis. This results in the

Globalization and Labor Issues Essay Example | Topics and Well Written Essays - 500 words - 1

Globalization and Labor Issues - Essay Example On the other end, the developing world has made considerable improvement in cutting its poverty rate by a half. According to the most recent statistics, 21% of individuals living in the developing nations lived below or at $1.25 per day. That is down from 43% in 1990 and 52% in the year 1981. This is an indication that 1.22 billion individuals lived on less than $1.25 each day in 2010, in comparison to 1.91 billion in 1990, and approximately 1.94 billion people in 1981. However, there is a widening gap between the poor and the rich, and those who are capable of accessing opportunities. From the information, it is clear that the developing world is doing a considerable job in reducing its poverty line2. In regards to GDP, it does not mean that a nation with a good GDP have the best living standards. For instance, there are individuals living in poverty in the United States and other nations of the world including both the developed and developing nations. There is a huge deal of inconsistency among the areas of the world which concern with trends in unemployment. In addition, there is a general division between developing and developed regions. For instance, unemployment rates in the European Union region and Developed Economies remain above the historical levels (8.6% in 2012 compared to an average of 6.9% between 1998 and 2007). On the other hand, in developing nations, unemployment rates are below average compared to the decade before the crisis. The main reason for this divide is that the developing economies have considerably outdone developed economies in period of recovery in terms of their economic growth3. There is proof that stimulus packages implemented in the developing nations to mitigate the effects of the crisis were directed towards addressing weaknesses of the labor market. In contrast, the limited effectiveness of monetary and fiscal measures

The Growth and Importance of English Essay Example for Free

The Growth and Importance of English Essay The definition of a global language, is a language which has been given a specific place within countries and communities around the world, even in places where there are very few native speakers of this language. Although English is not the most widely spoken language in the world in terms of the number of native speakers there are many more native Chinese speakers than native English speakers it is described as a global language and Chinese is not. This is because there are few other communities in the world that give Chinese, be it Mandarin or Cantonese, a particular use or function, probably due to the fact that its alphabet is so different from that which is used in the majority of the rest of the world. It is impossible to know exactly how many English speakers there are in the world, but according to estimates, there are more than 350 million native English speakers and more than 400 million speakers of English as a second, or foreign, language. These figures are especially impressive considering the fact that this mass popularity only came about in approximately the last three centuries. The English languages influence spans across the globe and is more influential in the world of media, communication, business and government than any other, even in certain countries where English is used, or regarded, as a minority language. It is the language of maritime communication and international air traffic control and is acknowledged as the language of popular culture primarily in the entertainment fields of cinema and music. The English languages earliest origins are from the Germanic language group. This group began as a common language about 3,000 years ago. Many different European languages developed from this Germanic group, depending on which part of this sector the region of the Elbe river they were closer to. For example, North Germanic evolved into the modern Scandinavian languages of Swedish, Danish, Norwegian and Icelandic; and East Germanic, which was adopted by Southeast European countries. West Germanic, however, is the language from which English developed, along with German, Dutch and Flemish. This West Germanic language first came over to Britain in the 5th Century when Germanic peoples from Jutland (the Jutes) and Denmark (the Saxons) invaded. They forced the original inhabitants the Celts to the outskirts of Britain Scotland, Wales, Cornwall and Ireland. It is for this reason that the a lot of the original Celtic language still remains in the Scottish, Irish and Welsh languages. The Germanic invaders language was almost identical to Modern Frisian, the language which is now referred to as Old English. Depending on where in Britain the Jutes and the Saxons settled, new dialects emerged. The most prominent of these being Northumbrian in the North of England, Mercian in the Midlands, West Saxon in the South and West, and Kentish in the Southeast. Around two hundred years later, during the 8th Century, the Vikings invaded Britain from Scandinavia. As with the original Germanic invaders, they brought with them a new language dimension Old Norse. This language however, was itself descended from North Germanic and so was very similar to the Old English which was being spoken in England. As the language spoken throughout Scandinavia at the time was mostly understandable by the Anglo-Saxons, they brought, with relative ease, many new words to the language of England, especially to the Northern regions. In 1066, the Duke of Normandy, William the Conqueror, did as name suggests, and invaded and conquered England, and its Anglo-Saxon inhabitants. As with the Viking invasion two hundred and fifty years previously, the new rulers of England brought with them a specific addition to the language. However, also like the Vikings, the language spoken by the Normans had descended from the Germanic group and was called Anglo-Norman. However, it was in fact a French dialect which had simply been influenced by Germanic language features. It therefore was unlike the languages which had been brought to England during the previous two conquests, as it featured Latin based lexis and grammar, but with a basic Germanic heredity. Although Old English had already been remotely influenced by Latin during the Roman occupation of Britain during the 7th Century, the language of England now properly incorporated distinct Latinate linguistic features. The mixture of these two languages French and Old English came to be known as Middle English. The French dimension began to slowly dilute itself however, when the original Norman rulers lost ownership of Normandy when it was conquered by the French King in 1204, and therefore lost contact with the province they had once owned, and focused on their main land England. The Middle English language remained more or less the same for several centuries (apart from inevitable lexical developments) until the late 1400s, when a great invention revolutionised the English language and became the last major factor in the development of Modern English. This ground-breaking device was the printing press, which was created by William Caxton in 1476. It made such a significant impact because, for the first time ever, the English language could be written and produced in mass amounts relatively easily. This meant that news could be spread quicker and with less difficulty, as bulletins, leaflets and books could be produced in large quantities at a lower price, as writing was no longer done by hand and therefore took a lot less time. As books were now cheaper, the literacy rate rose and the masses began to educate themselves. Reading was therefore no longer reserved for the nobility. This also meant, however, that the English language had to be standardised for everyone to be able to read it with the same facility. The dialect of London, where the first printing press and most of the future publishing houses were located, therefore became the standard way of writing. Spelling and grammar rules were fixed and the Middle English dialect, finally became the standardised language that we know it to be today. This was later confirmed in 1604, when the first ever English language dictionary was published. So, now that English had more or less fully developed itself, how did it, instead of other, ancient languages such as Latin, Greek, Arabic and Chinese grow to become so powerful and overtake these well-established languages in between Shakespeares era and the 20th Century? The first reason is the exploration and colonisation of distant countries and areas around the world by Britain who, at the height of its empires rule (late 19th and early 20th Century), ruled over 1/3 of the world. The British explorers travelled far and wide, conquering regions and establishing English as their primary language, as a means of exerting a civilising influence on countries within the empire, and in order to demonstrate their superiority. Many of these colonies, most of which have since become independent, still use English as their principal or official language, for example the United States, Australia, New Zealand, Hong Kong, Singapore, Nigeria, the Philippines, and Malaysia. This is due to the fact that many of these countries have numerous different regional dialects, for example in India (which utilises English as its official language) a census recorded over 200 different mother tongues even though the Indian constitution recognises only 18 official Indian langu ages. The colonisation of the United States in particular made a great impact upon the use of English as a global language. As early as during the 1750s, renowned philosopher and writer David Hume rightly stated that, Our solid and increasing establishments in America promise a superior stability and duration to the English language. This is because during the 1800s, England was firmly establishing itself as the workshop of the world, and with the onset of the Industrial Revolution, during which, England paved the way for the invention of technological wonders, America gained speed in the race for economic power. With the invention, in the early 1900s, of steam technology, came the real breakthrough in the globalisation of the English language, as the press became mechanised and so news about British and American technological developments travelled further, and more frequently, to the colonies by the new railways and steamships. The news of these miraculous inventions now reached the rest of the world with such haste, and international markets soon realised that if they wanted to make a significant impact during the Industrial Revolution, they had to improve their knowledge of what technology was being invented. As much of this technology came from England and America, the directions about how to use the machinery were written in  English and so foreign traders had to learn English, or at least have enough capability to ensure basic understanding. In fact, it has been stated that when all of the industrial and scientific developments from America are added to those from Britain, it can be calculated that over half of the significant technological yield of the Industrial Revolution was written in English. These technological advancements that were being made had widespread linguistic consequences. New terminology used to describe the industrial and scientific developments was invented, and rapidly became part of the English language, adding thousands of words to the already growing lexicon. These newly improved modes of transportation (steamships) also helped the expansion of English, as travel and exploration became easier. New lands were being discovered and so the English language was able to spread even further. For example, in 1769, British explorer James Cook discovered Australia and by 1790, Britain had already set up its first penal colony in Sydney, in order to relieve the pressure on the overcrowded English prisons. It became the destination for British convicts who had been declared criminally incurable. However, the convicts thrived and began farming, which built up a reasonable economy. The population increased, and eventually Australia was no longer regarded as the island made up solely of prisoners, and it became an economically developed continent with English as its mother tongue. Slavery was also a way of spreading the English language. During the 1700s, Westerners began to take Africans from their native land, which had already almost entirely been colonised by the Europeans, and exported them back to their own countries as a means of free labour. Even once they had been shipped abroad, their captors were worried that they would band together and revolt against them. The way in which they decided to stop this from happening was by grouping up the slaves by what language they spoke. Those who were from the same parts of Africa or who spoke the same language or dialect were separated. They were now helpless they could not communicate with each other in order to rise against their new masters, which was  exactly what their owners wanted. However, in order to be able to get these slaves to work for them, the Westerners had to teach them their own language. As many slaves were transported to America in particular, they were taught how to speak English. This language became their only means of communication with not only their masters, but with each other as well. The English language was thus expanded even further. It was also from this that the black vernacular of today developed itself. Although during the first half of the 19th Century (the beginning of the Industrial Revolution) new transport systems were developed (as mentioned above) and vastly improved communications between countries and continents, the real breakthroughs came in the second half of the century. This was the invention of the telegraph and then the telephone by Alexander Graham Bell, which made interpersonal contact across countries almost instantaneous. These means of communication greatly helped the growth of the English language, because they are widely regarded as two of the most influential developments of the century, and were either patented, developed or created by an American. By the end of the 19th Century therefore, America had overtaken Britain, as well as everyone else, as the worlds fastest growing economy. By the early 20th Century, Britain and the United States were known for their economic imperialism they together invested more money than any other country in the world and were known as the global economic trade capitals. The rest of the world could see how much money these two countries were making and therefore wanted to join them, however, like with the Industrial Revolution, to do so, they had to learn the economic language, which at this point in history, was most definitely English. David Crystal states that If the metaphor money talks has any meaning at all, those were the days when it was shouting loudly and the language in which it was shouting was chiefly English. Today English is incredibly wide-spread and it is constantly expanding. The main reason for this, in my opinion, is because of the media. The first medium through which English is, and was, spread is through newspapers.  Everybody needs to know what is going on, in not only their country, but abroad as well. Newspapers are the main publication which are indispensable, because no matter what scientific or technological developments are created, the world will still need this type of information delivered through this simple and cost-effective medium. This is why the fact that five thousand newspapers, more than half of the newspapers published in the world, are published in English, is so important to the constant growth of the English language. Television and cinema are other forms of media which greatly helped English get to the position it has reached today. The technology of this industry was first developed in Europe and America during the 19th Century, and by 1900, Britain and France were leading the way in the art of filmmaking. The First World War stopped them in their tracks however, which gave America the chance to gain dominance within the field. Feature films were developed, and the actors became stars across the world, thus solidifying Americas control over the film industry, which it still maintains today. Their industry is the largest and richest, and therefore the films which are produced, are sent off all around the world where they are subtitled (or dubbed). Through watching these movies, people abroad are learning the English language, whilst being entertained. The same can be said of the power which American television has over the world, and its obvious benefits. For example, two hundred and fifty million Chinese people (more than the population of the United States itself) are learning English on TV. Popular culture, in particular pop music, also affected and is still affecting the growth and spread of the English language. The phonograph the first machine which could ever record and reproduce sound, was invented in America in 1877 by American, Thomas A. Edison. Most of the significant technological developments made in the record industry therefore took place in America. The invention of LP disks and records was obviously not the beginning of music, but it gave music the ability to travel across the world without the composer or artist having to travel themselves. It therefore  allowed other countries to experience foreign music, especially American music, which was increasingly popular because of its often fast-paced beat which was ideal for dancing, which symbolised the carefree notion which Europe, during the First World War, craved. In conclusion, the English languages label of global language is one which is entirely founded. It has proved its dominance all around the world, its power has spanned many centuries, and today, with the internet the means of communication of the future recording 94% of its sites as being written in English, it is safe to say that it will continue to do so for many future generations.

A Rose For Emily - In Memory Of Emily Grierson Essay -- essays researc

In the short story  ¡Ã‚ §A Rose for Emily, ¡Ã‚ ¨ (1930) William Faulkner presents Miss Emily ¡Ã‚ ¦s instable state of mind through a missed sequence of events. Faulkner arranges the story in fractured time and then introduces characters who contribute to the development of Miss Emily ¡Ã‚ ¦s personality. The theme of isolation is also presented by Faulkner ¡Ã‚ ¦s descriptive words and symbolic images. Faulkner uses anachronism to illustrate Miss Emily ¡Ã‚ ¦s confused mind. The story is split into five sections. The first section begins with Miss Emily ¡Ã‚ ¦s funeral and moves on to her past. Faulkner first recaptures the dispensation of Miss Emily ¡Ã‚ ¦s taxes in 1894, he continues by illustrating Miss Emily ¡Ã‚ ¦s nature no to accepts new concepts. When the  ¡Ã‚ §next generation, with its more modern ideas ¡Ã‚ ¨ comes along, Miss Emily refuses to accept them (1009). Miss Emily ¡Ã‚ ¦s mixed feeling about the past is reflected in the structure of the story. Unlike most stories, the narrator does not continue the plot with the next chronological event rather presents one that happened two years earlier. This switch once again mirrors Miss Emily ¡Ã‚ ¦s unclear state of mind. The story ¡Ã‚ ¦s disjointed time frame not only reflects a puzzled memory but it also suggests Miss Emily ¡Ã‚ ¦s unwillingness to move along with time. While the reader reads through time and expects the story to be in sequence, Faulkner deliberately switches the time back and forth to emphasize Miss Emily ¡Ã‚ ¦s desire to stay in past. After the author introduces the character of Miss Emily, he goes back even further into the past to explain why Miss Emily possesses her unique personality. He also contributes to the development of Miss Emily ¡Ã‚ ¦s personality through the introduction of her father, Homer Barron, and Miss Emily ¡Ã‚ ¦s great aunt who all influence her maturity and experience of life. The primary figure in Miss Emily ¡Ã‚ ¦s life is her father. Faulkner uses this relationship to reveal Miss Emily ¡Ã‚ ¦s reserved nature. Because her father is an upper class figure, some of his ways of thinking has  ¡Ã‚ §thwarted [Miss Emily ¡Ã‚ ¦s] life ¡Ã‚ ¨ (1013). Miss Emily has always been kept in confined environments that only her father knows what she will do. The event of her father ¡Ã‚ ¦s death is a shock to Miss Emily because the guidance of her father is gone. This explains Miss Emily ¡Ã‚ ¦s behavior after her father ¡Ã‚ ¦s death as well as her reaction to another ... ...ulkner ¡Ã‚ ¦s short story  ¡Ã‚ §A Rose for Emily ¡Ã‚ ¨ uses many literary devices such as plot to emphasize the theme of mixed memory. While most stores are written in chronological order, this story is broken up into characters to build up Miss Emily ¡Ã‚ ¦s personality both externally and internally. While Faulkner uses Miss Emily ¡Ã‚ ¦s father and homer Barron to affect miss Emily in her environment, Faulkner also old lady Wyatt to suggest the possible inheritance of this unexplainable behavior from her family. Descriptive words are another big part of the story since Faulkner uses them to describe the themes of old age and isolation. While  ¡Ã‚ §coquettish decay ¡Ã‚ ¨ and  ¡Ã‚ §tarnished gold head ¡Ã‚ ¨ is used to compare old to new,  ¡Ã‚ §noblesse oblique ¡Ã‚ ¨ is used to reflect Miss Emily ¡Ã‚ ¦s past. Not only does Faulkner use descriptive words to describe Miss Emily, but he also uses symbolism. Throughout the story, Faulkner uses the description of Miss Emily ¡Ã‚ ¦s house to refer to Miss Emily herself. Miss Emily ¡Ã‚ ¦s once normal behavior and deterioration is captured in the house ¡Ã‚ ¦s old-fashioned look and the decayed look. Faulkner uses all these literary devices to present the themes of mixed memory, old age and isolation.

Jainism vs. Sikhism Worksheet Essay

1. Ahimsa- nonviolence belief means extremely gentle or harmless. This is the core belief in Jainism. It includes avoiding occupations that may harm other living animals including insects, using items made from animals such as leather and feathers. 1. Have allowed for the religion to develop military defense. Because on the early Gurus was murdered as a martyr the military or body guard sect was formed. These soldiers are known as the Khalsa. 2. Non-Lying- Jains must practice telling truths. This means avoiding exaggeration and falsehoods. Nonstealing- It is practicing the basic concept of not taking any possession that is not one. Items must be giving freely. This is caused by desire and wanting to inflict pain on others. 2. Sikhs are allowed to eat meat and do not have a diet system as strict as other Hindu religions. 3. Rejects the belief in a creator, instead believe that the universe was created by natural forces in motion 3. Sikhs believe that the universe was created by one God. This one God is the divine entity in their monotheism religion. 4. Chastity- For monks and nuns it is complete celibacy. For Jains outside the order it means to perform monogamy with one’s spouse. Sex outside this can lead to blind passion and an attachment to the physical world. 4. Sikhism is the combination of two religions forming. The Islamic and Hindu religions molded together as many ideas were shared. For example the belief in one God. 5. Nonattachment- Believe that human form bonds with family, possessions such as homes and money, land etc. Jains believe that these attachments can control a person. Practice to limit these possession in not possible to eliminate them. 5. Sikhs believe in reincarnation and karma. This is one of the few fundamental areas that Sikhs adopted from Hinduism. Part 2 Respond to the following questions in 150 to 200 words: 1. What do you think is the most important similarity and which is the most important difference? Use specifics to support your answer. The most important difference is that of the creation of the universe. Jains regret the idea that the universe was created by one creator. Rather they believe that the universe was created out of natural forces in motion. And that they forces are constantly changing. Sikhs on the other hand believe that the universe was created by one God. This one God is the divine entity in their monotheism religion. This helps to formulate the understanding in each religions core beliefs. â€Å"Regardless of their difference, both religions stress the importance of the individual’s struggle to purify the self, to act morally, and to do good to others,† Malloy (2013). The most  important similarity is that of karma and reincarnation. These basic principals have been adopted from Hinduism. It represents the main mantra that life on this plane must be lived in the path of righteous. By doing onto others and acting selfless these two religions are formed under one basic principal: to achieve the ultimate goal of life on the highest existence level. 2. Consider the following statement: Sallekhana (â€Å"holy death†) violates the Jain principle of ahimsa because it is an act of violence against oneself. Using examples from Ch. 5 of your text, what points might a follower of Jainism make to argue against this statement? Ahimsa is defined by â€Å"Merriam-Webster† (2015) as â€Å"the Hindu and Buddhist doctrine of refraining from harming any living being.† Ahimsa is actually much more than this, it entails a lifetime of practice and includes being as gentle and harmless as can be. It involves in restraining in any act of violence. The Jains uphold this belief with the highest regard and understand that it takes much more than harming other living being but also from harming oneself. The concept of Jains is to achieve freedom of spirit. â€Å"Jains do accept ending one’s own life, but we must understand the practice form the Jain point of view and within the context. Jains see all life as a preparation for the liberation of the spirit(jiva) from the body, and when a person is sufficiently evolved spiritually, that person can make the e final choice to no longer create more karma† Malloy(2013). The Jains believe in nonattachment to earthly possessions, and therefore one can find honor is ending one’s life. Sallekhana or holy death is â€Å"the most highly esteemed method, however, is self-starvation,† Malloy (2012.) There by withholding from food the Jains are becoming more selfless and freeing his or her spirit from the earthly plane and achieving a high level of karma. References: Merriam-Webster. (2015). Retrieved from http://www.merriam-webster.com/dictionary/religion Molloy, M. (2012). Experiencing the World’s Religions. Tradition, Challenge, and Change (6th ed.)Chapter 5. Retrieved from https://newclassroom3.phoenix.edu/Classroom

On what grounds have Liberals defended democracy

Liberals, no matter classical or modern, believe in small state. As Thomas Paine put it: â€Å"Government, even in its best state, is but a necessary evil†. This concept links nicely with the idea of democracy, which literally means â€Å"rule by people†. Liberals have defended democracy on the grounds that people must have a way of protecting themselves against the government and its actions.This type of democracy is also referred to as protective democracy. Moreover, democracy opens an ability for people to choose. In a pure democracy, for instance, people would vote on every occasion ND policy, hence the core liberal idea of individualism would flourish in its fullest. However, in modern society it is practically impossible to have pure democracy, so we have to resort to participatory democracy.This still support the idea of individualism, as each vote counts towards the end result. Moreover, democracy improves political participation as people know that their voices will be heard. It also encourages political education in order to make the best choice of the candidate, which links with the idea of reason and the core period in liberalism's history of enlightenment.By being rational and self-seeking, individuals will want the best for themselves, hence they will seek to vote for the candidate that suits their needs and beliefs best, In order to do so, they will have to read, debate or learn about them by other means, which will increase the overall Intelligence of Individuals and therefore help them achieve their full potential, which Is what modern liberals believe is the main function of the government. Talking about modern liberalism, they have also defended democracy on the grounds that It promotes pluralism In our society.Democracy gives many competing groups, such as political parties or pressure groups, a political voice, which connects those to the political system and hence maintains political stability. Stability Is further promoted I n terms of Individuals: they all have a vote, and even If their candidate looses the election, a rational Individual will understand that the candidate who won had the majority support. In conclusion, liberals have defended democracy as It adheres to their core principles of Individualism and reason, as well as their view of the role of the government. ICC will increase the overall intelligence of individuals and therefore help them achieve their full potential, which is what modern liberals believe is the main defended democracy on the grounds that it promotes pluralism in our society. Maintains political stability. Stability is further promoted in terms of individuals: they all have a vote, and even if their candidate looses the election, a rational individual liberals have defended democracy as it adheres to their core principles of individualism and reason, as well as their view of the role of the government.

Preparing a Dynamic Lesson Plan in Education

Preparing a Dynamic Lesson Plan in Education A lesson plan is a detailed description of the individual lessons that a teacher plans to teach on a given day. A lesson plan is developed by a teacher to guide instruction throughout the day. It is a method of planning and preparation. A lesson plan traditionally includes the name of the lesson, the date of the lesson, the objective the lesson focuses on, the materials that will be used, and a summary of all the activities that will be used. Furthermore, lesson plans provide a terrific set of guidelines for substitute teachers. Lesson Plans Are the Foundation of Teaching Lesson plans are the teachers equivalent of a blueprint for a construction project. Unlike construction, where there is an architect, construction manager, and a myriad of construction workers involved, there is often only one teacher. They design lessons with a purpose and then use them to carry out the instruction to construct skilled, knowledgeable students. Lesson plans guide the daily, weekly, monthly, and yearly instruction within a classroom. Dynamic lesson planning is time-consuming, but effective teachers will tell you that it lays the foundation for student success.   Teachers who fail to put in the proper time to plan accordingly short change themselves and their students. The time invested in lesson planning is well worth any investment as students are more engaged, classroom management is improved, and student learning naturally increases.   Lesson planning is most effective when it is focused on the short-term while always being mindfully aware of the long term.   Lesson planning must be sequential in building skills. Primary skills must be introduced first while eventually building to more complex skills.   In addition, teachers should keep a tiered checklist allowing them to keep track of what skills have been introduced to give them guidance and direction. Lesson planning must be focused and tied to district and/or state standards. Standards simply give teachers a general idea of what is supposed to be taught. They are very broad in nature. Lessons plans must be more specialized, targeting specific skills, but also including the methodology for how those skills are introduced and taught.   In lesson planning, how you teach the skills is as important to plan as the skills themselves. Lesson planning can serve as a running checklist for teachers to keep track of what and when standards and skills have been taught. Many teachers keep lesson plans organized in a binder or a digital portfolio that they are able to access and review at any time.   A lesson plan should be an ever-shifting document that teacher is always looking to improve upon.   No lesson plan should be viewed as perfect, but instead as something that can always be better. Key Components of a Lesson Plan 1. Objectives - The objectives are the specific goals that the teacher wants students to obtain from the lesson. 2. Introduction/Attention Grabber - Every lesson should start with a component that introduces the topic in such a way that the audience is drawn in and wants more. 3. Delivery - This describes how the lesson will be taught and includes the specific skills students need to learn. 4. Guided Practice - Practice problems worked out with assistance from the teacher. 5. Independent Practice - Problems a student does on their own with little to no assistance. 6. Required Materials/Equipment - A list of materials and/or the technology needed to complete the lesson. 7. Assessment/Extension Activities - How the objectives will be assessed and a list of additional activities to continue to build on the stated objectives. Lesson planning can take on a whole new life when.......... teachers include opportunities for differentiated instruction. Varying instruction according to strengths and weaknesses is essential in todays classroom. Teachers must account for this in their planning to ensure that each student is getting what they need to grow.teachers create lessons plans that include cross-curricular themes. Components such as math and science may be taught in conjunction with one another. Art or music elements may be included in an English lesson. A central theme, such as weather may be used to across all content and curriculum.teachers work together to create lesson plans as a team.   The melding of the minds can make lesson plans more effective and can save time for everyone involved.

Fictional and Fictitious

Fictional and Fictitious Fictional and Fictitious Fictional and Fictitious By Maeve Maddox Websters Unabridged Dictionary gives the same definition for both fictional and fictitious: of, relating to, characterized by, or suggestive of fiction. Fiction, of course, is anything untrue, whether its a lie or a novel. Websters gives six definitions for fiction, among them: 1 : the act of creating something imaginary : a fabrication of the mind 2 a : an intentional fabrication : a convenient assumption that overlooks known facts in order to achieve an immediate goal b : an unfounded, invented, or deceitful statement 3 a : fictitious literature (as novels, tales, romances) b : a work of fiction; especially : NOVEL Making a distinction between fictional and fictitious, however, is both useful and customary. Fictional tends to be used in talking about fiction in the sense of creative writing: Alice in Wonderland is a fictional character created by the mathematician Charles Dodgson. Fictitious tends to carry a negative connotation and is used to denote fiction associated with dishonesty: The man used a fictitious resumà © to obtain the job. We praise Ken Follett for writing a fictional account of the building of a cathedral, but we condemn a journalist who incorporates fictitious elements in a news story. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Slang Terms for MoneyAt Your DisposalWhat Is the Meaning of "Hack?"

MediSys_Case_Assignment Case Study Example | Topics and Well Written Essays - 500 words

MediSys_Case_Assignment - Case Study Example Common resources include public resources required by IntensCare team, but are prone exhaustion. 3. The president of the company has the rights of accessing all the information regarding the product being developed. The president can withdraw resources and exclude parts of the product that they consider unsuitable. 6.a) All members of the organization have chances of contributing towards decision making. The president recognizes that all members of the organization have chances to contribute towards decision-making and parallel development environment (Donnellon and Margolis 3). iii) Art Beaumont-He is the president and adopts a bureaucratic leadership style evidenced by the way he functionally organized the company when he was hired. He said that the management style of the company had become more of a command and control and emphasize on technical excellence (Donnellon and Margolis 3) iv) Aaron Garson-He is teamwork oriented and democratic. When he had an idea about patient monitoring system, he invited his friend Peter Fisher in the sales department and the two invited another friend from the software design. v) Bret O’Brien-He is democratic. He emailed other team members when he sensed a problem with fitting data displays and battery units into the customer size specs marketing provided (Donnellon and Margolis

A Key Role of Culture Essay Example | Topics and Well Written Essays - 1000 words

A Key Role of Culture - Essay Example The following sections examine the importance of national culture in the business context.How People See Themselves: In some countries people are viewed as basically honest and trust worthy where as in others as suspicion and distrust. This may result from the way people see themselves. They assume others are like them; they set certain schemas about different people. For example, it took Mc Donald’s a year to realize that Hindus in India does not eat beef, this hamper their sales initially until they get shifted to lamb meatEthical Decision Making: Society continues to be apprehensive about the impact of ethics on decision making. The increased globalization of today's business suggests that more emphasis should be given to the potential impact of culture on ethical decisions. Understanding of cross-cultural ethical differences is quite important in today’s world because the ethical standards are variable in different cultures.Individualism versus Collectivism: Individ ualism refers to people regarding themselves as individual like USA, Canada, Britain etc, while collectivism refers to people regarding themselves as a part of a group like Japan, China, Israel etc. The differences between the two reflect in many ways, such as in hiring practice. In countries where individualism is important, job applicants are evaluated on the basis of personal, educational and professional achievement where as in group oriented societies applicants are evaluated on the basis of trustworthiness, loyalty.