The Voice by Thomas Hardy Essay Example For Students

The Voice by Thomas Hardy Essay Thomas Hardys poem The Voice is a short, four-stanza poem with an alternating rhythm scheme, the first and third, and second and fourth line of each stanza rhyming. The subject if the poem is a man remembering his lost love. As he walks around the places he went with her, remembering her, he imagines that he can hear her voice, before realising he is alone. The poem has a lonely, elegiac feel, and Hardy uses many linguistic techniques to achieve this. The poem is entirely written in the first person, making it feel very personal, and the first three stanzas are directed to the lost love herself. This demonstrates that the speaker is alone and lonely; choosing to speak to a ghost and revel in fantasies of hearing her voice, rather than interacting with other people. He repeatedly uses the word you to refer to her, which reinforces the subject of his obsession. In the first stanza, the speaker looks back at his relationship. We will write a custom essay on The Voice by Thomas Hardy specifically for you for only $16.38 $13.9/page Order now He dwells on his loss, using alliteration in the first line, much missed, to refer to his feelings for her; and on his imaginings of her, shown by the use of repetition in the phrase, how you call to me, call to me. However it is not the actual woman he can hear calling to him, but a fantasy of how their relationship was when they were first together and happy, or when our day was fair. In the second stanza he asks a question, Can it be you I hear? which may be a rhetorical question, or may literally be aimed at the voice he imagines he hears. He makes a demand of the voice, going from an interrogative statement to an imperative one, before being carried away as he reminisces about their past. He repeats the idea of his memory or fantasy of her being the way she was when they first met, the second stanzas as I knew you then, echoing the first stanzas the one who was all to me, as at first. He gives more weight to his memories and helps makes them more real to the reader by adding specific details, such as the fact she would wait for him at the town, and using the adjective air-blue to describe his lost loves dress. The use of the word air, while it can be used simply to describe a shade of blue, also evokes a feeling of impermanence and ghostly spirit; perhaps Hardy is comparing the airy colour of her dress to the airy spirit he is feeling around him. In the third stanza, halfway through the poem, the speaker comes back to reality, breaking his dream state by talking about more prosaic, real-life things: is it only a breeze? However this rhetorical question could again be aimed either at himself, or at his loves fading memory or ghostly presence. He personifies the breeze with the adjective listless, which adds to the generally mournful air. He wonders about the breeze, describing its passage over the wet mead, which serves the dual purpose of bringing the speaker back to reality as he slowly lets go of his illusion, while the adjective wet adds to the generally depressing air and forms a contrast to his description of the happy days of their early relationship as fair, a word that can indicate both happiness and good weather. As the speaker returns from his reverie into the real world, he shows how the illusion of his love is slipping away with the metaphoric imagery of her being ever dissolved to wan wistlessness. The alliteration of wan wistlessness reinforces the sense of loss that accompanies this idea of her slipping away from his mind and his memories as time passes. In the fourth and last stanza, the speaker is he was in the beginning, alone, trying to move on with his life, or as he puts it, faltering forward. .u3792b0176a24795fe4876cc5d85e8810 , .u3792b0176a24795fe4876cc5d85e8810 .postImageUrl , .u3792b0176a24795fe4876cc5d85e8810 .centered-text-area { min-height: 80px; position: relative; } .u3792b0176a24795fe4876cc5d85e8810 , .u3792b0176a24795fe4876cc5d85e8810:hover , .u3792b0176a24795fe4876cc5d85e8810:visited , .u3792b0176a24795fe4876cc5d85e8810:active { border:0!important; } .u3792b0176a24795fe4876cc5d85e8810 .clearfix:after { content: ""; display: table; clear: both; } .u3792b0176a24795fe4876cc5d85e8810 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3792b0176a24795fe4876cc5d85e8810:active , .u3792b0176a24795fe4876cc5d85e8810:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3792b0176a24795fe4876cc5d85e8810 .centered-text-area { width: 100%; position: relative ; } .u3792b0176a24795fe4876cc5d85e8810 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3792b0176a24795fe4876cc5d85e8810 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3792b0176a24795fe4876cc5d85e8810 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3792b0176a24795fe4876cc5d85e8810:hover .ctaButton { background-color: #34495E!important; } .u3792b0176a24795fe4876cc5d85e8810 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3792b0176a24795fe4876cc5d85e8810 .u3792b0176a24795fe4876cc5d85e8810-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3792b0176a24795fe4876cc5d85e8810:after { content: ""; display: block; clear: both; } READ: There is a famous statement thatthere is an old quarrel between philosophy and poetry EssayThis alliteration is by equal measures hopeful and despondent; it suggests he is trying to move on with his life, but is doing so hesitantly and unwillingly. He again uses descriptions of his physical surroundings to show the developing loss of his dream world: the leaves are falling, and the adjective oozing is used to describe the wind, a device that has the same affect as the use of wet mead in the third stanza. Oozing thin is also somewhat onomatopoeic and suggests that the wind is creeping or flowing like water, but slowly, perhaps hardly there, perhaps given the next sentence, I hear the woman calling carrying the aura of the speakers lost love. He no longer attempts to speak to her, referring to her in the third person as simply the woman. And thus even as the speaker returns to the real world, attempting to move forward with his life and assign his ghosts to the past, he still feels her presence there, calling to him.

Who is special enough for special education essays

Who is special enough for special education essays Have you ever wanted to be smarter? Wished that you had all the gifts and abilities that are associated with being a super human genius? Coveted the inconceivable abilities of masterminds such as Galileo and Einstein? Throughout the history of man it has been these kinds of great minds that deviate from the current method of thinking, in turn creating new lines of reason and more holistic understandings of the world around us. We label them gifted and talented but they are truly our inventors, our leaders, our Mozarts and Michelangelos. In spite of this they are at risk for extinction. Presently, the sociocultural surrounding in which our children grow do not cater to the needs of these gifted. Their cognitive abilities deviate from norm just as the mentally retarded, yet they are rarely viewed as deviants who need special attention. More often, they are viewed as better off than the majority to begin with and, consequently, are expected to develop to their fullest potential without much help. But just as athletes must constantly condition their muscles, so must the gifted condition their minds. Although all states are required to comply with the federal mandate of the Individuals with Disabilities Act (1991), providing special education and services to the lower end deviants of the intelligence curve, no federal law protects the other end of the curve. The lack of a mandate, which would provide an appropriate, and nourishing learning environment for the gifted has severe implications on their cognitive and psychosocial development. Not once in the Individuals with Disabilities Act is the word gifted ever mentioned. Not one paragraph is dedicated to their benefit. Luckily, 33 states have opted on their own to require their school boards to create some form of gifted and talented programs. The problem is that little over half of these state programs necessitate teacher endorseme...

Panama Canal - History and Overview

Panama Canal - History and Overview The 48 mile-long (77 km) international waterway known as the Panama Canal allows ships to pass between the Atlantic Ocean and Pacific Ocean, saving about 8000 miles (12,875 km) from a journey around the southern tip of South America, Cape Horn. History of the Panama Canal The new Panamanian government authorized French businessman Philippe Bunau-Varilla, to negotiate a treaty with the United States. The Hay-Bunau-Varilla Treaty allowed the U.S. to build the Panama Canal and provided for perpetual control of a zone five-miles wide on either side of the canal. Although the French had attempted construction of a canal in the 1880s, the Panama Canal was successfully built from 1904 to 1914. Once the canal was complete the U.S. held a swath of land running the approximately 50 miles across the isthmus of Panama. The division of the country of Panama into two parts by the U.S. territory of the Canal Zone caused tension throughout the twentieth century. Additionally, the self-contained Canal Zone (the official name for the U.S. territory in Panama) contributed little to the Panamanian economy. The residents of the Canal Zone were primarily U.S. citizens and West Indians who worked in the Zone and on the canal. Anger flared in the 1960s and led to anti-American riots. The U.S. and Panamanian governments began to work together to solve the territorial issue. In 1977, U.S. President Jimmy Carter signed a treaty which agreed to return 60% of the Canal Zone to Panama in 1979. The canal and remaining territory, known as the Canal Area, was returned to Panama at noon (local Panama time) on December 31, 1999. Additionally, from 1979 to 1999, a bi-national transitional Panama Canal Commission ran the canal, with an American leader for the first decade and a Panamanian administrator for the second. The transition at the end of 1999 was very smooth, for over 90% of the canal employees were Panamanian by 1996. The 1977 treaty established the canal as a neutral international waterway and even in times of war any vessel is guaranteed safe passage. After the 1999 hand-over, the U.S. and Panama jointly shared duties in defending the canal. Operation of the Panama Canal It takes approximately fifteen hours to traverse the canal through its three sets of locks (about half the time is spent waiting due to traffic). Ships passing through the canal from the Atlantic Ocean to the Pacific Ocean actually move from the northwest to the southeast, due to the east-west orientation of the Isthmus of Panama. Panama Canal Expansion In September, 2007 work began on a $5.2 billion project to expand the Panama Canal. Expected to be complete in 2014, the Panama Canal expansion project will allow ships double the size of current Panamax to pass through the canal, dramatically increasing the amount of goods that can pass through the canal.

Dance Essay Example | Topics and Well Written Essays - 1250 words

Dance - Essay Example a communicator, does not seem to have come all that from the time when grunts and gesticulations were the main ways of getting message across.†Ã‚ ¹ He opines that in our day to day life we mostly lean heavily on indirect gestures and charades. HDoubler in the introduction of his classic book Dance says that the basis of unrest is the necessity to live and the unrest is the activity that has a purpose, â€Å"working toward the restoration of harmony with environment or self as the case may be.†  ² The history of dance reveals that in prehistoric era it was unintentional movement to please gods and the performer had no idea that he was creating art. The movements were rhythmical sometimes whirling to go beyond the ego and to become one with the whole. Dance was the media to express the pent up feeling, emotions and beliefs. ³ The changes the people experienced through out the life span had also been the subject matter in primitive cultures. Changes of seasons and the changes that came about on the winning or loosing wars were all expressed in dances. With the development of cultures two kinds of dance emerged: social dances and magical and religious dances. â€Å"The medicine men of primitive cultures, whose power to invoke the assistance of a god were feared and respected, are considered by many to be the first choreographers, or composers of formal dances.†4. Christine Loma is of the view that existing theatrical aesthetic ignores the social context of dance; the existing aesthetic gives importance to form and content. She refutes the common theory of aesthetic and instead brings out the more ‘appropriate aesthetic’, as she suggests, which emphasizes context and intent instead of form and content. To her the role of community dance, be it ceremonial or ritual, is to reconcile past, present and future. In giving more importance to celebrations â€Å"we emphasize the relationship of self and community. We all are bearers of our community experience as individual

Lab dispersal time Report Example | Topics and Well Written Essays - 1000 words

Dispersal time - Lab Report Example Animal activity is one of the primary agents bringing seeds to the surface of the soil and burying them. It is, therefore, a profound factor that affects the seed bank contribution to plant recruitment. Also, Earthworms, among animal species are recognized as crucial predators and dispersers of seeds. Seed dispersal is the motion of seeds away from the parent plant. Plants rely on a variety of vectors (living or nonliving) for dispersal (Murray, 2011). The type of the vector responsible for the dispersal of a particular seed is suited to by the general seed characteristics. Common modes of dispersal include gravity, wind, animal, water and ballistic. A particular seed may be acted upon by more than one vector, depending on the conditions and seed type. Exposed seeds on surfaces of soils are vulnerable to extreme contents of moisture and temperature, thus compromising the viability of seeds. In addition, they are easily detected by predators (Hirsch, 2012) Researchers have established that secondary dispersal is a critical characteristic that influences seed survival (Lal, 2002). Secondary dispersal can be defined as the movement of seeds across, and into, the soil (Forget, 2005). When seeds are placed on soil columns, some will penetrate to deeper levels than others, and some will disperse throughout the soil column. In addition to morphology, the role a facilitator species plays affects dispersal. In this case, an earthworm is the facilitator species. The facilitator species activity has a substantial impact on the soil seed bank dynamics and hence on the possibility of plant recruitment in an ecosystem at large (Allessio, Thomas, & Simpson, 2012). Milkweed, buckthorn, sumac and burdock seeds have different morphological features; Milkweed (Asclepias spp.) seeds are shiny, silky seeds which have snow- white fluffs. They are contained in con-shaped seedpods which crack open when dry to disperse the

Education system essay Essay Example for Free

Education system essay Essay From the articles I have read, it seems as though parents, teachers, and the education system continue to blame one another for poor student performance in school and on state tests. However, I believe that each of these groups plays a key role in student success or failure. School administration and board members seem to be completely oblivious to the real reasons students perform poorly and parents lack involvment in their childrens schooling and education at home. I do believe that income does play a key role in education, however, I dont agree with it. Schools in low income neighborhoods dont recieve the proper funding to provide students with the materials they need to be successful in school, but the students dont score high enough on state tests to earn the school money for these materials; its a lose lose situation (Barbanel, 2002). For these issues, I believe the lack of government involvment and recognition is the cause of student failure. Despite all these factors, students should also be held accountable for being successful in school. Even if schools recieve proper funding, materials, and training, it is ultimately up to the student to stay motivated to succeed. From personal experience, I found that it was much easier to stay motivated in classes that I felt engaged in. The classes that teachers made a connection with me in and really knew their stuff were always the classes I had a higher success rate in. I think teacher involvement is a huge deal in school, it makes a student want to go to school, and feel like they belong rather than just going because they have to. Recently, Maine and fourty-four other states have adopted the new Common Core standards that will make academic standards even higher for kids in grades K-12 (Gallagher, 2013). The purpose of these standards is to increase critical thinking skills and teach students to solve problems on their own. Common Core is designed to allow teachers to be facilitators and students to take responsiblity for their own education. However, as positive and ecouraging as Common Core sounds, experts say that a drop as high as 40% will be seen in the new testing in 2015 (Gallagher, 2013). ____________________________________________________________ BARBANEL, J. (2002, March 31). Elementary and Middle School Report Cards. Retrieved from The New York Times: http://ethemes.pearsoncmg.com/0205405940/article_06/index.html Ghallagher, N. K. (2013, July 7). Back-to-school means facing tougher academic standards this fall | The Kennebec Journal, Augusta, ME. Retrieved from http://www.kjonline.com/news/test-scores-likely-to-drop-under-new-standards_2013-07-20.html

Shakespeares Othello - Loving Desdemona :: Othello essays

Loving Desdemona  Ã‚        Ã‚  Ã‚   William Shakespeare, in his tragic drama Othello, creates a most exquisite character in the person of Desdemona. Her many virtues clearly require that she be given detailed consideration by every Christian member of the audience.    David Bevington in William Shakespeare: Four Tragedies describes the depth of virtue within this tragic heroine:    We believe her [Desdemona] when she says that she does not even know what it means to be unfaithful; the word â€Å"whore† is not in her vocabulary. She is defenseless against the charges brought against her because she does not even comprehend them, cannot believe that anyone would imagine such things. Her love, both erotic and chaste, is of that transcendent wholesomeness common to several late Shakespearean heroines [. . .]. Her â€Å"preferring† Othello to her father, like Cordelia’s placing her duty to a husband before that to a father, is not ungrateful but natural and proper. (221)    Blanche Coles in Shakespeare’s Four Giants interprets the protagonist’s very meaningful four-word greeting to Desdemona which he utters upon disembarking in Cyprus:    Othello’s four words, â€Å"O, my soul’s joy,† tell us that this beautiful Venetian girl has brought great joy, felicity, bliss to the very depths of his soul. This exquisitely beautiful love that has come to a thoughtful, earnest man is indescribably impressive. For him it is   heaven on earth. And all the while, almost within arm’s length, stands Iago, the embodiment of evil, like the serpent in the Garden of Eden. (87)    In Act 1 Scene1, Iago persuades the rejected suitor of Desdemona, Roderigo, to accompany him to the home of Brabantio, Desdemona’s father, in the middle of the night. Once there the two awaken him with loud shouts about his daughter’s elopement with Othello. In response to Iago’s vulgar descriptions of Desdemona’s involvement with the general, Brabantio arises from bed and, with Roderigo’s help, gathers a search party to go and find Desdemona and bring her home. The father’s attitude is that life without his Desdemona will be much worse than before:    It is too true an evil: gone she is;   Ã‚  Ã‚  Ã‚   And what's to come of my despised time   Ã‚  Ã‚  Ã‚   Is nought but bitterness. (1.1)    So obviously the senator has great respect for his daughter, or at least for the comforts which she has afforded him up the beginning of the play.

Functions of Management

Week One Individual Paper: Functions of Management Vicky L. Minik MGT/330 January 13, 2013 Dr. Kathleen Dominick Week One Individual Paper: Functions of Management The four functions of management planning, organizing, leading, and controlling will impact greatly organizational success because no matter what type of organization it is for instance it can be retail, food, labor, construction, military, or service industries like hospitals, police, or even nonprofit organizations they all follow the four functions of management to get the job done effectively and efficiently.Without one of the four functions correctly carried out management will have failed and production or service will experience negative outcomes significantly. Management’s functions are to achieve goals through working with and through people (Management Innovations, 2008). Each of the four management functions are valuable, and one cannot function without the other. Managers must create a detailed action pl an toward a specific goal. Determining what the organization goals are and how to achieve them, management can begin planning towards the intended objective.Setting aims and following up on the execution of the plan is a critical step in the planning process. Ensuring that the plan is both effective and efficient must be included in the initial plan. In some situations involving the employees in the planning process will empower them to get the task completed. Organizing is usually the second step in a manager’s responsibilities of his or her functions. Knowing how many people and what resources are needed for the completion of the organizations target goal is critical to the success of the company.A manager will determine how to delegate or distribute task and position employees according to the plan. Possessing all the necessary resources so that the employees can accomplish their jobs is a process in organizing for the success of the company. Without an organized workplace a manager will face negative outcomes in reaching the planned task and will reflect in job performance. The next step is leading and is accomplished by communicating, motivating, and encouraging employees toward productivity.Leading and managing is not the same thing contrary to popular belief. Leading is the influencing of people so that they will contribute to organization and group goals; it has to do predominantly with the interpersonal aspect of managing (Olum, July). A manager manages employees making sure that tasks are completed on time and policies are followed and adhered to. Employees see managers as one that will motivate and guide them to assist them to reach the firm’s goals. In an ideal situation a manager is also a leader.Managers who want to lead effectively need to discover what motivates their employees and what inspires them to reach the organization objectives. Controlling is the fourth and final step in the process in which the manager evaluates and mon itors the results of the accomplished goal and its effectiveness and efficiency. Managers need to pay close attention to cost incurred while fulfilling the plan. If resources are not available because of lacking funds, the organization goal cannot be accomplished.Paying attention to the performance as well as the cost, making adjustment accordingly will assist in the company in making a profit that in turn aids the employees with job satisfaction and security. An effective manager will share this information with their employees to enhance and build trust through involvement. Being a manager involves different tasks that vary. Planning, organizing, leading, and controlling are four of the main functions that must be performed in any management position.Management is a balancing act of many diverse workings and a good manager will maintain the balance and keep employees motivated to reach the organizations goals. A manager who administers the four functions properly will be the reaso n why the organization will have success. References Management Innovations. (December 03, 2008). Define Management & Its Functions. Retrieved from http://managementinnovations. wordpress. com/2008/12/03/define-management-its-functions Olum, Y. (July 12, 2004). Modern Management Theories and Practices. Retrieved from http://upan1. un. org/intradoc/groups/public/document/AAPAM/UNPAN025765pdf. Functions of Management Week One Individual Paper: Functions of Management Vicky L. Minik MGT/330 January 13, 2013 Dr. Kathleen Dominick Week One Individual Paper: Functions of Management The four functions of management planning, organizing, leading, and controlling will impact greatly organizational success because no matter what type of organization it is for instance it can be retail, food, labor, construction, military, or service industries like hospitals, police, or even nonprofit organizations they all follow the four functions of management to get the job done effectively and efficiently.Without one of the four functions correctly carried out management will have failed and production or service will experience negative outcomes significantly. Management’s functions are to achieve goals through working with and through people (Management Innovations, 2008). Each of the four management functions are valuable, and one cannot function without the other. Managers must create a detailed action pl an toward a specific goal. Determining what the organization goals are and how to achieve them, management can begin planning towards the intended objective.Setting aims and following up on the execution of the plan is a critical step in the planning process. Ensuring that the plan is both effective and efficient must be included in the initial plan. In some situations involving the employees in the planning process will empower them to get the task completed. Organizing is usually the second step in a manager’s responsibilities of his or her functions. Knowing how many people and what resources are needed for the completion of the organizations target goal is critical to the success of the company.A manager will determine how to delegate or distribute task and position employees according to the plan. Possessing all the necessary resources so that the employees can accomplish their jobs is a process in organizing for the success of the company. Without an organized workplace a manager will face negative outcomes in reaching the planned task and will reflect in job performance. The next step is leading and is accomplished by communicating, motivating, and encouraging employees toward productivity.Leading and managing is not the same thing contrary to popular belief. Leading is the influencing of people so that they will contribute to organization and group goals; it has to do predominantly with the interpersonal aspect of managing (Olum, July). A manager manages employees making sure that tasks are completed on time and policies are followed and adhered to. Employees see managers as one that will motivate and guide them to assist them to reach the firm’s goals. In an ideal situation a manager is also a leader.Managers who want to lead effectively need to discover what motivates their employees and what inspires them to reach the organization objectives. Controlling is the fourth and final step in the process in which the manager evaluates and mon itors the results of the accomplished goal and its effectiveness and efficiency. Managers need to pay close attention to cost incurred while fulfilling the plan. If resources are not available because of lacking funds, the organization goal cannot be accomplished.Paying attention to the performance as well as the cost, making adjustment accordingly will assist in the company in making a profit that in turn aids the employees with job satisfaction and security. An effective manager will share this information with their employees to enhance and build trust through involvement. Being a manager involves different tasks that vary. Planning, organizing, leading, and controlling are four of the main functions that must be performed in any management position.Management is a balancing act of many diverse workings and a good manager will maintain the balance and keep employees motivated to reach the organizations goals. A manager who administers the four functions properly will be the reaso n why the organization will have success. References Management Innovations. (December 03, 2008). Define Management & Its Functions. Retrieved from http://managementinnovations. wordpress. com/2008/12/03/define-management-its-functions Olum, Y. (July 12, 2004). Modern Management Theories and Practices. Retrieved from http://upan1. un. org/intradoc/groups/public/document/AAPAM/UNPAN025765pdf. Functions of Management Week One Individual Paper: Functions of Management Vicky L. Minik MGT/330 January 13, 2013 Dr. Kathleen Dominick Week One Individual Paper: Functions of Management The four functions of management planning, organizing, leading, and controlling will impact greatly organizational success because no matter what type of organization it is for instance it can be retail, food, labor, construction, military, or service industries like hospitals, police, or even nonprofit organizations they all follow the four functions of management to get the job done effectively and efficiently.Without one of the four functions correctly carried out management will have failed and production or service will experience negative outcomes significantly. Management’s functions are to achieve goals through working with and through people (Management Innovations, 2008). Each of the four management functions are valuable, and one cannot function without the other. Managers must create a detailed action pl an toward a specific goal. Determining what the organization goals are and how to achieve them, management can begin planning towards the intended objective.Setting aims and following up on the execution of the plan is a critical step in the planning process. Ensuring that the plan is both effective and efficient must be included in the initial plan. In some situations involving the employees in the planning process will empower them to get the task completed. Organizing is usually the second step in a manager’s responsibilities of his or her functions. Knowing how many people and what resources are needed for the completion of the organizations target goal is critical to the success of the company.A manager will determine how to delegate or distribute task and position employees according to the plan. Possessing all the necessary resources so that the employees can accomplish their jobs is a process in organizing for the success of the company. Without an organized workplace a manager will face negative outcomes in reaching the planned task and will reflect in job performance. The next step is leading and is accomplished by communicating, motivating, and encouraging employees toward productivity.Leading and managing is not the same thing contrary to popular belief. Leading is the influencing of people so that they will contribute to organization and group goals; it has to do predominantly with the interpersonal aspect of managing (Olum, July). A manager manages employees making sure that tasks are completed on time and policies are followed and adhered to. Employees see managers as one that will motivate and guide them to assist them to reach the firm’s goals. In an ideal situation a manager is also a leader.Managers who want to lead effectively need to discover what motivates their employees and what inspires them to reach the organization objectives. Controlling is the fourth and final step in the process in which the manager evaluates and mon itors the results of the accomplished goal and its effectiveness and efficiency. Managers need to pay close attention to cost incurred while fulfilling the plan. If resources are not available because of lacking funds, the organization goal cannot be accomplished.Paying attention to the performance as well as the cost, making adjustment accordingly will assist in the company in making a profit that in turn aids the employees with job satisfaction and security. An effective manager will share this information with their employees to enhance and build trust through involvement. Being a manager involves different tasks that vary. Planning, organizing, leading, and controlling are four of the main functions that must be performed in any management position.Management is a balancing act of many diverse workings and a good manager will maintain the balance and keep employees motivated to reach the organizations goals. A manager who administers the four functions properly will be the reaso n why the organization will have success. References Management Innovations. (December 03, 2008). Define Management & Its Functions. Retrieved from http://managementinnovations. wordpress. com/2008/12/03/define-management-its-functions Olum, Y. (July 12, 2004). Modern Management Theories and Practices. Retrieved from http://upan1. un. org/intradoc/groups/public/document/AAPAM/UNPAN025765pdf.

Banduras social learning theory Essay

Our study is based on the theory of operant conditioning and Bandura’s social learning theory. Operant conditioning states that learning happens through association, and we believe that car advertises are trying to make their target population associate buying their car with a desired characteristic/traits/lifestyles e.g. having a lot of female attention. Skinner described the ABC model of operant conditioning, which includes an antecedent, behaviour and a consequence. Bandura for his theory stated that learning can only occur if the four criteria (attention, retention, reproduction and motivation) were met. From looking at YouTube adverts we found that smaller cars had a tendency to have more feminine themes whereas larger cars tended to have more masculine themes.  Aim  To whether there is a difference between gender and the size of cars they drive.  Alternative Hypothesis:  Males will have a higher tendency to drive large cars while females will have a higher tendency to drive smaller cars  Null Hypothesis:  There will be no difference in gender and the size of the car they drive, and any difference will be due to chance. METHOD:  Design:  This is an independent group design and a quasi experiment as each participant can only be in either the male or the female category. We will gather our data by tallying, as our study will only include nominal data. This is useful as tallying is easy to analyse and draw up conclusions from. We are only looking at the gender of the driver and the type/size of their cars, so our data is quantitative. This is a non-participant naturalistic overt observation. Seeing as our results are nominal, this is an independent group design and the hypothesis predicts a difference. We will try our best to operationalise our variables by tallying the cars for the same period of time and by collecting data in different locations throughout Maidstone. Our IV will be the gender and how dependent variable (DV) will be the size of the cars. To make it easier to see the driver or the car, we will be collecting our data by a set of traffic lights, and tallying in the correct sections.  Participants  All of our participants will be over 17, as this is the legal minimum driving age. We will be using opportunity sampling as only those driving at the time of the study will take part in the study. Apparatus  Pen, paper and clipboard   Procedure  1. A table was draw up to collect results in (a copy can be found in appendix)  2. Researchers decided time and place of when they will be getting results  3. Researches went to location, stood by the nearest traffic light and collect results  4. Next lesson, the results were pooled  5. Adjustments were made  6. Carried out inertial test using chi-squared test  Control:  Pilot study was not to include family and sports cars as they are marketed differently and tend to be gender neutral. We increased our ecological validity by carrying out the experiment in different places in Maidstone. Ethics We followed most of the ethical guidelines by: ensuring that no participants were harmed physically or psychology and that the results were anonymous. Participants were not given fully-informed consent and were not debriefed as this would be too time consuming, but if a participant was to ask about our study they would have been told the true aim of the study and having their results omitted if they want to.We will accept our null hypothesis and reject our alternative hypothesis because our observed value (1.34) of chi-squared is lower than the critical value(3.841) and this means our results aren’t significant. Therefore the probability of our results being due to chance equal p

Investigation the Importance of Surface Area to Volume Ratio

Investigation the Importance of Surface Area to Volume Ratio BackgroundCells rely on the diffusion process to gain nutrients and to dispel waste. Because of this, the surface area to volume ratio of cells is very important. As a object becomes smaller, its surface area to volume ratio becomes greater allowing fast diffusion for cells. Though as a object becomes larger, it's surface area to volume ratio becomes smaller and diffusion would no longer be effective for cells as the process would take too long. This is why there is a limit to the size of cells.Research QuestionHow does the surface area to volume ratio effect the time it takes for a object to diffuse?HypothesisThe higher the surface area to volume ratio is, the faster the agar jelly will become clear.VariablesFor this experiment, the independent variable was the surface area to volume ratio of the cubes while the dependent variable was the time it took for the cube to become transparent.Image d'un dodà ©caà ¨dreThe controlled variables were the type and concentration of the acid, t he indicator (phenolphthalein), the process of how acid was added to the beaker, the use of the stopwatch as well as how much of the cubes were covered with acid.MaterialsAgar jelly containing:- 0.1 M NaOH- Phenolphthalein0.1 M H2SO4100 ml or 250 ml beakerCeramic tilePlastic spoonKnifeGloveStopwatchMethodOnce all materials were gathered, the glove was put on and a 2 cm x 2 cm x 2 cm, 1 cm x 1 cm x 1 cm or 0.5 cm x 0.5 cm x 0.5 cm cube was cut with the knife of the ceramic tile. After, the cube was transferred into the beaker using the spoon. The 0.1 M H2SO4 was then added to the beaker until it just covered the agar jelly (See Figure 1). The stopwatch was then started. The agar jelly was observed until it...

How to cut the cowardly language and say what you mean

How to cut the cowardly language and say what you mean Cut the cowardly language Cowardly writing is the linguistic equivalent of your unreliable ex. It avoids committing. It leads you astray. It wastes your time. And it evades all entreaties to be straightforward or say what it really thinks. You can recognise it by its long sentences, convoluted structure and overuse of words and phrases such as ‘clearly’, ‘it may be assumed that’ and ‘there is evidence that’, with no verifiable evidence in sight. These vague, deceptive or empty proclamations are also known as ‘hedges’ or ‘weasel words’ (so called because of weasels’ habit of sucking the insides out of eggs, leaving a shell that still looks full). Linguistics professor Ken Hyland defines hedging as ‘any linguistic means used to indicate either a) a lack of complete commitment to the truth value of an accompanying proposition, or b) a desire not to express that commitment categorically.’ Â  The hedging writer distances themselves from their own content, either out of insecurity or a lack of knowledge: ‘it may be believed that’ is a big, frightened step away from ‘I believe that’. Come out, come out So why do people hide behind woolly wording? Well, because actually saying something can be scary. It puts you at risk: of being questioned, proved wrong, or held accountable. Long, overly complex sentences and unnecessary jargon are often a sign that someone’s trying to hide something – perhaps the fact that they don’t know what they’re talking about. And even if they do know, it’s going to look to the reader like they don’t or that they’re a bit shifty. Editor Patrick Neylan lives up to his Twitter handle @AngrySubEditor on the subject of cowardice in language, and the causes behind it. ‘Usually [the writer’s] only goal is to have written To have been understood is a worry. To have inspired action in others is terrifying.’ Pull the wool Of course, the whole point of writing is to inform and inspire, not confound. And if your writing goal is to persuade or encourage your reader to take action, you’re more likely to achieve this if you are clear and sound authoritative. So here’s how to pull the wool from your writing – and therefore your readers’ eyes: Start by knowing what you actually want to say: do your research, plan, and structure logically. Ask yourself the all-important questions: who, where, why, what, how – and how much does it cost? And dont start writing until youre firm on the answers. Avoid the temptation to cover your back. Never mind ‘it could be said that’: are you saying it or not? Be direct – don’t qualify everything with ‘possibly’s and ‘perhaps’s (unless you’re making the point that something is uncertain): state facts, reference them, and note their implications. Use the most direct words possible to make the relation between things clear, eg ‘because’ not ‘due to the fact that’. Favour simple sentence structure (subject-verb-object) wherever possible, eg ‘Prices have fallen.’ Remove words and phrases that add nothing but ink. For example, ‘consensus of opinion’ (just ‘consensus or ‘opinion’ will do), ‘as is explained below’ (are you explaining it twice?), ‘as the case may be’, and ‘at the overall level’. Speaking of inspiration, we could all do with some. Consider then, these wise words from Chinese artist and political activist Ai Weiwei,: ‘Say what you need to say plainly, and then take responsibility for it.’ Or, with @AngrySubEditor’s tough love approach: ‘(Wo)man up; say what you’ve got to say, say it briefly, then shut up.’ Image credit: Elena Yakusheva / Shutterstock

The Domestic Violence, Crime and Victims Act Essay

The Domestic Violence, Crime and Victims Act - Essay Example These points of law will be discussed later. In the scenario presented we will discuss whether under the DVVA Maureen and Dan are likely to be convicted for causing or allowing the death of a child. The law states that in order to be guilty of the offence four criteria must be met. As Valerie was thrown against the wall and later died of brain damage at the hospital, we can reasonably infer that the medical findings will conclusively prove these injuries and therefore, her death, were a result of an unlawful act. The person or persons committing this act must according to subsections (i) and (ii), be members of the same household as Valerie and have had frequent contact with her. Maureen, Valerie's mother, was the leasee of the flat in which the victim resided and as her biological parent and raising the child it is obvious that both of these criteria were met. Dan, although not the biological father, he does reside and had been residing in the same residence at the time of the offence. Further he was assisting Maureen with rent payments. While cohabitating as husband and wife, a reasonable person would infer that Dan had frequent contact with Valerie as well. ... The person or persons committing this act must according to subsections (i) and (ii), be members of the same household as Valerie and have had frequent contact with her. Maureen, Valerie's mother, was the leasee of the flat in which the victim resided and as her biological parent and raising the child it is obvious that both of these criteria were met. Dan, although not the biological father, he does reside and had been residing in the same residence at the time of the offence. Further he was assisting Maureen with rent payments. While cohabitating as husband and wife, a reasonable person would infer that Dan had frequent contact with Valerie as well. At the time of Valerie's death, both Dan and Maureen were residing together and did have frequent contact with the victim. According to the Children and Young Persons Act 1993 and as further defined in the Children Act 1989.1 Although not the biological parent by nature of the relationship Dan did have a responsibility for Valerie. As explained further in LAWCOM 282 "A person who is presumed to be responsible for a child or young person by virtue of subsection (1)(a) shall not be taken to have ceased to be responsible for him by reason only that he does not have care of him"2 When the police arrived at the flat Dan stated he was sleeping woke to find Maureen standing over Valerie screaming. Maureen recounted that Valerie had been sleeping and she was in the bath at the time of the offence. Upon hearing the commotion when Dan awoke Valerie from her sleep causing the child to cry after which Dan picked up the child and threw her against Maureen, according to her statement to the police, rushed from the bathroom to find the child lying on the floor. Although each had in this