Sainsbury’s Human Resources Management :: Human Resources Essays

I am going to beg off is how the humans resources department in Sainsburys recruit employeesThe functional areas at J Sainsburys are- Human resources Finance Administration Production Marketing And Sales Customer ServiceEach functional area operates to support Sainsburys aims andobjectives and a range of activities goes on in each one.How the functional areas interact with one a nonher is important. ForSainsburys to be efficient and effective there has to be close linkswithin different function areas, especially when their activities arerelated.Functional areas are important to Sainsburys as if there was no such(prenominal)thing, the business enterprise itself would fall apart. Here is a diagram to showhow this would happen-Human ResourcesThe first functional area of J Sainsbury I will be covering is Humanresources. Human resources look after and employ the employees whowork for Sainsburys. Human Resources regard provide as the mostimportant resource for a successful business. If the employees are notmotivated and only do the minimum work that is required, then all theproducts and services thats Sainsburys offer would not make thebusiness successful. If the employees are keen to do their best, arewell trained and committed to the aims of Sainsburys, thenSainsburys will be successful. This is why the human resourcesdepartment is so important.The Activities Of Human Resources FunctionTo fulfil its purpose, human resources staff are involved in certainactivities. These include-* Recruitment and dismissal of staff* Training and promotion of staff* Monitoring good working conditions* Health and safety* Employee organisations and trade unionsThe first section I am going to explain is how the human resourcesdepartment in Sainsburys recruit employees.Recruiting applicantsThis department in human resources is responsible for hiring new stafffor J Sainsbury. The cost of hiring staff is pricy and if theymake a mistake in employing the wrong staff that could cost them evenmore. The first stage is to identify the vacancy that is needed, e.g.new manager, new ledge stacker etc. After human resources have chosentheir job vacancy they start to draw up a person specification of whatis needed from the applicant e.g. essential skills, knowledge,qualities etc. They then need to decide which type of staff they wouldlike. The different types are-* Seasonal staff- working at a time when the business is busy in a seasonal time, e.g. Christmas* Temporary staff- working for a certain period of time set by the recruitment department to which if they mean that an employee is good enough they might keep on.* Part time- only works a short amount of times/hours but is still

Was the U.S. Right or Wrong Using the Atomic Bomb in ?Hiroshima? Essay

The history over few centuries shows that the Nipponese never gave up, that they always choose end than surrender. These two articles which I was studying precise carefully, shows two opposite opinions about the necessity of using the atomic bomb to the end of World War II. Gar Alperowicz, in his article, Hiroshima Remembered The U.S. was Wrong, the evidence to come out that America didnt need to use atomic bomb on Hiroshima and Nagashaki to end the war. Contrary to this article John Connnor in his article Hiroshima Remembered The U.S. was Right is severe to prove and convince reader that using atomic bomb on Hiroshima was necessary to end the war and it saved tremendous amount of American and Japanese lives. John Connor is using very emotional and very graphic language in his article. He called Japanese the militarists who are implacable, relentless enemies for whom surrender was worse than death Their resistance was savage to the end in each battle they participate. As a proo f of this, he mentioned the battle in Tarawa in 1943 where only 17 soldiers remain alive out of 5,000 soldiers when the island was taken. Another example is the battle in Saipan where only one thousand soldiers of 32,000 defending Japanese survived 10,000 civilians were killed, among them a lot of children. Japanese bashed their babies brains out of rocky cliff sides children threw grenades at each other.17,000 Americans ...

English as a Second Language Essay -- Education, Helen Dunkelblau, ESL

Helene Dunkelblau, an Assistant Professor of English as a Second Language at Queensborough Community College and author of ESL Students Discover the Rewards of Reading through Reader Response Journals, has experienced ESL students not only struggle to read but struggle to live themselves as readers (50). Dunkelblau has done the same first day introduction activity through many of her ESL classrooms, when the questions transition from those based on nationality to book interest at least half of the students just shake their heads and pass (51). Dunkelblau faces a ch every last(predicate)enge with ESL students encountered by English teachers in mainstream classrooms on a smaller scale help students develop a love for reading. Finding a way to relate what students are reading to their lives helps to create relevance and a greater understanding which leads Dunkelblau to her rational for using reader repartee journals in the ESL reading classroom.Throughout the course of the semester Dunkelblau requires reader response journals. She defines reader response journals as informal literature logs in which students focus on their personal reaction to a story rather than on a strict literary analysis (51), the informal structure of these responses come forward to be a way to lessen readers stress while allowing for response. Due to the interactive nature of reading and the theoretical framework which assumes that all reading involves minutes between reader and text (51), readers who journal about what they read show a reflective ability important in the understanding of reading. Dunkelblau sees these reader response journals as a way for her students to find relevance in text to their lives. While the idea of reader response journals i... ...comes not only from having read all the words of the novel, but from really knowing, for themselves (55) the excitement and knowledge gained from reading and understanding a novel. As a future high school English teacher I hope to bring the idea of reader response journals into my classroom. By seeing the effectiveness reflection and response has had in Dunkelblaus ESL classrooms, I in spades observe the importance of the exercise in all aspects of English. Dunkelblau didnt start something new she simply shared the activity as a way to ready students involved in the text so that reading and reading comprehension grows within the ESL classroom. Overall, Dunkelblau setup her classroom in a way she felt would be effective to her students, while other classrooms may be different it is interesting to see a classroom model that has been shown to be successful.

Mythological References in Hamlet Essay -- Essays on Shakespeare Hamlet

Mythological References in village Whats in a name? Hamlets good companion and confidant Horatio is doomed by the etymology of his nomenclature to give good speech. Shakespeare has gifted Horatio with an elegant lucidty that, when inspected closely, enables the reader to better comprehend the nature of the play one of his start-off addresses is key in setting the tone of what James Joyce called the grave and constant in human suffering (Campbell 8). This is also a principal theme of classical mythology, and to to the full understand Hamlet as a tragic hero, a comprehension of the mythological references at the beginning of the play must be foremost in the readers mind. These metaphoric intimations of tragedy leaked in Hamlets and Horatios early soliloquies deliver the fundamental clues to unlocking Hamlets enigmatic madness and foreshadow its violent emotional, physical and supernatural battles. The early Greeks believed that the universe created the gods, non .he other way a round(Hamilton 24). They created their myths to explain the order of things how the sun sets, why the moon rises, the tides coming in and out, etc. When these patterns were interrupted, people assumed it was the wrath or incapacity of the gods and went on making up more stories. Shakespeare has given his characters a heritage influenced by the Teutonic and Nordic races. Both cultures developed a collateral paganish thought shared by the early Greeks, and this parallel helps offer an explanation towards the choice of metaphor in the text. This is most important in the following excerpt from Horatios bite soliloquy. After seeing the ghost of Hamlets father, he remarks to Bernardo Disasters in the sun and the moist star, Upon w... ...is heroic obligation. Claudius questions Hamlets mood after a month of mourning for his father CLAUDIUS How is it that the clouds lighten hang on you? HAMLET Not so, my lord, I am too much i the sun.(I.ii.65-66) The reader is reminded of Horatio s portentous thoughts of misfortune and simultaneously called to recognize Hamlet as the center of future woes, around whom all the disasters at Elsinore revolve like satellites of the Fates is he too much like his father or not? If Hamlet truly embodies the Promethean essence, then he does know what is to happen Prometheus means foresight. What is in a name? Works Cited Campbell, Joseph. The Power of Myth. New York Doubleday, 1988. Dukore, Bernard F. Shaw on Hamlet. Educational orbit Journal 23 (1971) 152-59 Hamilton, Edith. Mythology. New York Mentor, 1969.

The Rhetorical in the Music of The Tempest Essay -- Tempest essays

The rhetorical in the Music of The TempestIn the midst of a Shakespearean play, thither has and always will be a ghost that hovers over the actors and the audience. This is a ghost with a purpose, a ghost I call rhetoric. In both Shakespeare play, there exists an energy that has the power to persuade the audience to feel or believe something that Shakespeare believed. This energy breathes through the dialogue, the props and especially the music. The audience and the play carry in an exchange of question and answer to assist society in working through human dilemmas. What I hope to point out in this paper is how that ghost, rhetoric, manifests in the music in Shakespeares play, The Tempest.I assert that Ariel is a bridge, a sort of servant, not just to the character Prospero, but in like manner to Shakespeares audience. In Peter Sengs book, The Vocal Songs in the Plays of Shakespeare, he reflects upon the idea that Shakespeare use of song was to incite characters to action. As Arie l sings, he is causing the characters to cause into a certain dramatic action. Seng says, Ariel draws Ferdinand from the coast to Mirandas presence, by singing, Come unto these yellow sands, and that in the second song Ariel persuades the prince of his fathers death, thus recalling his sorrowfulness and preparing him for a new and unreserved affection (248). The purpose of Ariels song in the play, to call Ferdinand forward unto the island, was the plan of Prospero to get Ferdinand and his daughter Miranda together. He enchants them with his fast one to fall in love when they meet. This relationship serves a rhetorical purpose for the Elizabethans as Seng suggests,Ariel is here issuing an invitation to the dance. It is addressed to Ferdinand. Miranda, t... ...Theatre of Ben Jonson. Oxford Clarendon Press, 1980Hagar, Alan. Shakespeares Political Animal schema and Schemata in the Canon. Newark University of Delaware Press, 1990.LEngle, Madeleine, Walking on Water Reflections on Fa ith and Art. Wheaton Harold Shaw Publishers, 1980.Montagu, Jeremy. The World of Baroque and Classical Musical Instruments. Woodstock Overlook Press, 1879.Platt, Peter G . Shakespeare and Rhetorical Culture. Rpt. in Kastan, David Scott. A Companion To Shakespeare. Oxford Blackwell. 1999.Seng, Peter J. The Vocal Songs in the Plays of Shakespeare A Critical History. Cambridge Harvard University Press, 1967.Schantz , Alan, The Arts in Christian Perspective and Selections from the World of Music. Dubuque Brown and Benchmark, 1997.Vyverberg, Henry. The existing Tradition. New York Harcourt Brace Jovanovich, 1988.

The Rhetorical in the Music of The Tempest Essay -- Tempest essays

The Rhetorical in the Music of The TempestIn the midst of a Shakespearean play, there has and always leave alone be a ghost that hovers over the actors and the audience. This is a ghost with a purpose, a ghost I call rhetoric. In every Shakespeare play, there exists an muscularity that has the power to persuade the audience to feel or believe something that Shakespeare believed. This energy breathes through the dialogue, the props and especially the music. The audience and the play engage in an transfigure of question and answer to assist society in working through human dilemmas. What I hope to point out in this paper is how that ghost, rhetoric, manifests in the music in Shakespeares play, The Tempest.I assert that Ariel is a bridge, a sort of servant, not just to the character Prospero, but also to Shakespeares audience. In Peter Sengs book, The Vocal Songs in the Plays of Shakespeare, he reflects upon the idea that Shakespeare use of song was to incite characters to action. As Ariel sings, he is causing the characters to move into a current dramatic action. Seng says, Ariel draws Ferdinand from the coast to Mirandas presence, by singing, Come unto these yellow sands, and that in the second song Ariel persuades the prince of his fathers death, thus recalling his grief and preparing him for a untested and unreserved affection (248). The purpose of Ariels song in the play, to call Ferdinand forward unto the island, was the plan of Prospero to get Ferdinand and his daughter Miranda together. He enchants them with his magic to fall in love when they meet. This relationship serves a rhetorical purpose for the Elizabethans as Seng suggests,Ariel is here issuing an invitation to the dance. It is addressed to Ferdinand. Miranda, t... ...Theatre of Ben Jonson. Oxford Clarendon Press, 1980Hagar, Alan. Shakespeares Political Animal Schema and Schemata in the Canon. Newark University of Delaware Press, 1990.LEngle, Madeleine, Walking on Water Reflections on Faith and Art. Wheaton Harold Shaw Publishers, 1980.Montagu, Jeremy. The World of Baroque and Classical Musical Instruments. Woodstock Overlook Press, 1879.Platt, Peter G . Shakespeare and Rhetorical Culture. Rpt. in Kastan, David Scott. A Companion To Shakespeare. Oxford Blackwell. 1999.Seng, Peter J. The Vocal Songs in the Plays of Shakespeare A Critical History. Cambridge Harvard University Press, 1967.Schantz , Alan, The Arts in Christian Perspective and Selections from the World of Music. Dubuque Brown and Benchmark, 1997.Vyverberg, Henry. The Living Tradition. New York Harcourt becalm Jovanovich, 1988.

Realism in “Great Expectations” by Charles Dickens Essay

Realism was developed by the middle of the 19th century as a response to the idealistic solid ground of romanticism which had reign for the past half century. It was an aesthetic movement which attempted to hold up a mirror to its society to show a true reflection of reality. Although claiming to tour a slice of life by emphasizing chiefly in the importance of the ordinary amongst the middle and tear down differentiatees, realism is a relative concept, a representation of reality which adheres to a loose collection of conventions. Many of these are offered in Charles Dickens Great Expectations, which follows the life and struggles of the protagonist and narrator, score. Dickens uses techniques such as a chronological linear narrative, an omniscient narrator, the celebration of the ordinary, and the resolution of the enigma to drive the moral undercurrents of places everyday existence. This constructed realism is essentially a representation of reality based on Dickens ideology , offering social commentary and reflecting the values and attitudes of nineteenth century England.see moreold maturate home articleThe basic structure of Great Expectations follows a chronological development of Pips life from his childhood innocence, to his disillusioned expectations, finally his rejection of the high life and a circular succession ending back at the beginning. This chronological structure of which Dickens narrates exemplifies Pips learning process finished his moral and emotional turmoil and complies with the opportunity to generate a realistic setting. For example, Pips description of London, a most dismal place the skylight eccentrically patched like a broken head, and the distorted adjoining houses looking as if they had twisted themselves to peep down at me through it, creates an archaeologically realistic description of London, and hints a sense of foreboding, foreshadowing the futility of Pips expectations. This ideology developed through Pips learning process is created through a carefully crafted linear plot of land in monastic order to present fiction as reality.Reflected by the matured Pip in the sight of the omniscient narrator, Great Expectations first person level employs the wisdom of hindsight to define the events and characters of the story. Dickens imbues the voice of the matured Pip to make judgments on his past actions, at the Christmasd knowledgeable for instance, Pip experiences a deep swear to tweak Mr. Wopsles large noseto pull it until he howled. The older Pip narrates this encounter comically and sympathetically, conveying his youthful innocence through the perspective of a child. This convention of retrospect produces a sense of psychological depth and compassion, given access to Pips feelings, thoughts and motivations. As the newly democratic long time finds importance in the individual, essentially Great Expectations is both an external young in Pips commentary of the society around him and an internal novel in the development of his perspective. By evoking consciousness of Pips character, Dickens coaxes the audience to enter the illusion of reality.Furthermore, in parallel to the importance of the individual, realism tends to trouble its interests in the commonplace and ordinary everyday lives among the lower classes. Through the characters of Great Expectations, Dickens celebrates the commonplace, employing Pip, the most ordinary of subjects, as a central vehicle instilled to go over his social reality and to express ideological views on society. Biddy, for instance was not beautiful she was common, and could not be like Estella but she was pleasant and wholesome and sweet-tempered. disdain her humble position in society Biddy emerges with admirable values, which contrasts to the cold beauty, cruelty and deception of Estella. In accordance to realist conventions concerned with rejecting the ideal, Dickens portrays the upper class with great malice, greed and corruption as M iss Havisham encourages Estella to torment Pip, whispering Break their hearts Ideologically driven, realism is deliberate in rejoicing in the ordinary, and condemning the supreme.Moreover, realism is largely concentrated on ideologically driven values as the central issues of life tend to be ethical. Dickens paints the lower class to embody a high moral ground and rejects the false values of the upper class. Drummle, for instance, is an upper-class lout, while Magwitch, a persecuted convict, has a deep inner worth. This concept is developed with greater depth in the character of Joe, of which despite his position in society, his unrefined and uneducated qualities, is identified as the epitome of goodness. As a true gentleman, It was not because I wasfaithful, but because Joe was faithful, Joe contrasts to the aspirations Pip seeks to become, of which Dickens shows as corrupt and materialistic. It was Joes quiet goodness stemming from honestly, empathy and kindness, which compelled P ip, as he reflects in retrospect, to reject the values of this society in favor of an inner morality.Additionally, a sense of ending is invested in Great Expectations which resolves the plot. The learning process Pip embarks on educates him on the futility of his expectations, and his hopes to return as a gentleman is a complete failure Estella reminds him coldly that she has no heart. In Pips case, pulley-block is restored through his moral development and growth, epitomized in his reconciliation with Joe and Biddy. His maturation toward adulthood is symbolized by his desire to rectify his behaviour toward his lower class loved ones. Pip has at last learned that love, loyalty and morality hold more value than social class and wealth.On a different vein, at multiplication Great Expectations does not remain faithful to the conventions of realism. Dickens tends to slip in and out of reality, deviating from realism to social satire, using hyperbole to satirize the pretentiousness of P umblechooks social improvement a large hard-breathing middle-aged slow man, with a mouth like a fish, dull staring eyeballlooked as if he had just be all but choked. The gothic genre is also apparent in Pips first description of Miss Havisham, ought to be white, had lost its luster, and was faded and yellow. I saw that the bride within the bridal dress had withered like the dressNow, waxwork and skeleton seemed to have dark eyes that moved and looked at me. The audiences first impression of Miss Havisham is thus one of darkness, mystery and terror. With these constructed implications, realism is considered a loose convention as Dickens deviates amid reality and the conventions of other genres.It can be seen that Great Expectations exhibits aspects of realism as it assumes that reality inheres in the here and now, in the everyday. Dickens employs themes including faithful descriptions of specific setting, the chronological structure of the story, the omniscient narrator, the impor tance of the ordinary, the pedestrian, and the middle class withtendency to reject the ideal and the resolution of the enigma. Dickens also tends to deviate between different genres in contrast to the realistic portrayal of certain aspects in society. When these constructs are applied in literature, a set of conventions emerges, however in order to mimic reality they only offer an abstraction of reality reflecting the values and ideology of the composers context. With that said, literary realism is essentially a representation of the world based on the attitudes of the composer, carefully constructed to a set of conventions.

Enter the Void Film Review

Enter If You Must A testament of cinematic genius, a daring and psychedelic composition, an adventure with reality and the afterlife Enter the Void is unlike any movie one has seen or probably go out see in the future. Written and directed by the Frenchman Gaspar Noe, Enter the Void is a complex film that everlastingly experiments with the directors unique optical style. Enter the Void follows the tragic story of a young Ameri discount drug dealer, Oscar, as he struggles to survive in the neon-lit and chaotic streets of Tokyo. Early in the film, Oscar is shot and killed in a drug bust gone wrong.The rest of the film is captured from the location of Oscars spirit, as he revisits important moments of his past and watches oer his loved ones. Enter the Void challenges all theories about life and death, explores the world of drugs and sex, and reaffirms the true value of a brother and sister relationship. However, what makes Enter the Void oddly distinct is that the camera only shoot s with the first-person perspective of Oscar, as we watch boththing through his eyes. Noes commitment to presenting the whole film through Oscars perspective dates back to films such as Robert Montgomerys Lady in the Lake.Noe is fitted to effectively bring the audience into Oscars conscience with this camera technique, and the accompaniment makes the film all a more fascinating experience. Throughout the film, Noe consciously alters the POV-style of the camera to represent different stages of the characters life. When Oscar is alive, the camera is strictly through his viewpoint, and we are reminded he is alive from his eyes blinking on the screen. This POV-style allows us to get to know Oscar on a very personal level, as his every action and thoughts are always seen by the audience from a perspective they are used to seeing their own life from.When Oscar dies, Noe changes the camera to an over-the-shoulder shot, and all we can see is the back of Oscars head. This POV-style allow s the audience to revisit moments of Oscars past from a different perspective, one that is uninviting, just now it also allows the audience to finally be able to care for a character who they can see visibly. Eventually, Noe removes Oscars silhouette from view, and the camera hovers like a ghost over Tokyo in a fantastic out-of-body visual display. The swooping and soaring camerawork perfectly transcribes the feeling of Oscars spirit flying through the luorescent lights and towering skyscrapers on the Tokyo skyline. There is a dreamlike quality to this camera view, and Noe masterfully mesmerizes the audience with a psychedelic display of colors, lights, and movement. The different POV-styles of the camera are definitely an important tool that constantly reminds the audience what stage they are following Oscar in Life, death, or in his memories. Without a doubt, Enter the Void courageously experiments with camera perspective, and Noe is able to create an provoke visual experience f or the audience, while discovering his story in a non-traditional manner.Enter the Void is not only remarkable for its daring first-person perspective camera work, but Gaspar Noes brilliant use of computer-generated imagery allows him to visually synthesize the sex, drugs, and violence of this film, into a complex masterpiece. Noe is able to create a visual beauty and maven of spirituality through the help of computer-generated imagery, even allowing the audience to share Oscars experience hallucinating after smoking DMT. Noe experimented with hallucinogens in his youth, and his experiences had a profound play on the visuals in Enter the Void.He would often reference paintings, photographs, music videos, and other films in order to describe his psychedelic experiences to his design team. As Oscar starts his trip, the screen transforms into a collage of brightly lit shapes and colors. The elaborate designs and images incorporate the audience into Oscars character, a lost and troub led youth, and we experience his thoughts and viewpoint first hand. Noe experiments with a parvenu language of film, as the various textures and morphing images he uses are essential in achieving a 3D feeling without any glasses.Noe constantly breaks from the typical conventions of film, as he simultaneously combines experimental visuals with obscure POV-styles. When filming the camera shots hovering over Tokyo, Noe combined studio gibes, helicopter shots, and computer-generated imagery into one so the audience could not tell them apart. The dreamlike world of Enter the Void was achieved by accentuating the neon lights, reflections, and dark areas of Tokyo. Noe even experimented with motion blur, chromatic aberration, and focus effects to create the mysterious flickers that furnish to Tokyos sleazy psychedelic environment at night.Noes visuals and unique storytelling methods definitely show similarities to his favorite film, 2001 A Space Odyssey. The light corridor scene in 2001 A Space Odyssey clearly influenced Gaspar Noe, as Noe re-creates the same feelings of amazement and mystery that come from special effects, camera movement, and lighting. Noes work has also been compared to Austrian filmmaker Michael Haneke, as they both have created experimental works that distort the formal elements of film, often in a frustrating, cruel, and provocative way.Enter the Void is effectively able to draw the audience into the film through personal relationships with the characters, but it is the films fascinating use of visuals and CGI that makes it hold meaning with the audience on a spiritually mesmerizing level. Overall, Enter the Void is a phenomenal work that recognizes the experimental side of film, as it combines an unconventional plot, daring POV-styles, and outstanding computer-generated imagery.Gaspar Noe masterfully combines digital effects with unique cinematic techniques, and as a result Enter the Void is a mind-altering experience that constantly challen ges our theories on life, death, and the spiritual. Noe breaks away from the ordinary conventions of film, and this gives him the freedom to embrace his creativity, and follow his true passions. Enter the Void will surely take one on a captivating journey through hell and back, but more importantly it will open ones eyes to how a director can expand the possibilities of film.

Instructional Design Theory According to M. David Merrill

There argon many ways by which an educator underside look at breeding and the teaching process. M. David Merrill, Patricia Smith and Dr. Tillman J. Ragan are three educators who believe that instruction may be done more effectively with tending(p) the proper approach and pacing that students may be able to follow. Merrill sought to change the way instruction is done following theories of cognitive learning by integrating friendship for the learners background and charterments. Smith and Ragan on the other hand, favor an approach to instruction that is more audience centered and based on real-life experiences of their students.instructional Design Theory According to M. David Merrill, Patricia Smith and Tillman Ragan.An educational psychologist, M. David Merrill has written numerous books and articles on the field of instructional technology and has taken part in the suppuration of various educational materials including instructional computer products. Merrill has been cited as being among the most productive educational Psychologists (Gordon, 1984), among the most frequently cited authors in the computer-based instruction literature (Wedman, 1987), and graded among the most influential people in the field of Instructional Technology (Moore & Braden, 1988).A co-author of the leading book Instructional Design, Patricia Smith is an assistant professor at Cy-Fair College in the North Harris Montgomery Community College District. She holds a doctoral degree in Curriculum and Instruction from the Louisiana State University.Smiths co-author is Tillman J. Ragan, Ph.D. a Professor Emeritus on Instructional Psychology and Technology from the University of Oklahoma.Basic BeliefsMerrill is a proponent of the Component Display Theory or CDT. Under CDT, learning is classified by two dimensions content and performance. Merrill lists four types of information that falls under Content1. Facts which consist of statements and information2. Concepts that establish relatio nships surrounded by symbols and objects to form a single unit3. Procedures or ordered/chronological steps required in problem solving4. Principles that deal with causal relationships slaying on the other hand refers to the way content is purposed by the learner. Applications is demonstrated through remembering (information recall), using (practical application) and generalities (finding or development of new nonobjective concept from given information). CDT presents data in four major forms rules, examples, recall and practice. Information is further qualified by secondary forms such as are prerequisites, objectives, help, mnemonics and feedback.Merrill believes that based on CDT, effective instruction is achieved when it contains all necessary primary and secondary forms that a learner may use as standards. (Merrill, 1983)The pace of learning is dictated by the accomplishment of the objectives of each task. Evaluation is limited to determining whether the criterion for that par ticular task is met.What makes CDT different from other cognitive learning theories is that it takes into consideration the capabilities of the learner. The presentation of information as well as the graduation to the next level/step is determined by what the learner has already accomplished. Also important to the concept of CDT is the empowerment of the learner wherein learners select by themselves their own instructional strategies. Merrill believes that instructional material becomes highly individualized when done along the CDT guidelines.While Merrill places great emphasis on course structures rather than the lesson itself, Smith and Ragan believe that creating instructional material starts in determining the needs, experience and capabilities of its intended users.As you design instruction, it is vital that you have a particular audience in mind, rather than centering the design around the content and then searching for an audience that is appropriate (Smith & Regan, 1999). They believed that if an instructor knew about the learning background of their students as well as their capability of assimilating new information, he or she would be better equipped to talk or instruct the students in a way that they can understand.In their book Smith and Ragan summarized thousands of studies in the hope of identifying which steps to take and instructional techniques to use to achieve each type of learning objective. Smith and Ragan also presented the ideas of authentic learning and case based learning.Authentic learning refers to the idea that learners should be presented problems from naturalistic situations and found in everyday applications of knowledge while case-based learning is based on using case studies to present learners with a realistic situation and require them to respond as the person who must solve a problem. (Smith & Ragan, 1999).Merrill for his part has presented a newer version of the CDT wherein advisor strategies have taken the place of le arner command strategies. Merrill also subscribes to a more macro view which gives more emphasis on course structures and instructional transactions rather than presentation forms. (Merrill, 1994)Cognitive vs. Constructivist cultivationMerrill belongs to the theorists who based their ideas on cognitive learning. He believed a systematic and structural approach to learning by using repetition and consistency makes the instruction order more effective. The weakness in cognitive learning lies in its perceived inflexibility in adapting to new situations or methods or accomplishing things. Merrill sought to address this by proposing structured instruction tailored to the requirements and situation of the learner.Smith and Ragan takes a more constructivist or individualistic approach where learning is based on interaction with real-life situations. alteration to new situations would be easier and the learner is capable of interpreting multiple realities and individual choice of method in solving a problem or accomplishing a task. The flaw in this design however is that there are situations wherein a degree of conformity is expected and individual approaches will not be acceptable.ReferencesGordon, et al. (1984, Aug/Sep). Educational Researcher. American Educational ResearchAssociation.Merrill, M.D. (1983). Component Display Theory. In C. Reigeluth (ed.), Instructional DesignTheories and Models. Hillsdale, NJ Erlbaum Associates.Merrill, M.D. (1994). Instructional Design Theory. Englewood Cliffs, NJ Educational Technology Publications.Moore, D. M., & Braden, R. A. (1988, March).Prestige and exploit in the field of educationaltechnology. Performance & Instruction 21(2) 15-23.Smith & Ragan. (1999). Instructional Design (2nd ed.). New York John Wiley & Sons, Inc.Young, M.Wedman, J.M., Wedman, J.F., & Heller, M.O. (1987). A computer-prompted system forobjective-driven instructional planning. Journal of Computer-Based Instruction, 14 (1),31-34.

A Citizen’s Guide to American Ideology: Conservatism and Liberalism in Contemporary Politics Essay

Conservatism is political belief based on social stability and tradition, emphasizing established institutions and having a preference on a gradual development to an abrupt change (Marietta 23). In conservative theories, they aim to preserve and restore, stressing continuity and stability, limit to change, restricted governing guidelines of bloodline and arduous national defenses (Para 3). Conservatism so to speak is political morality.Conservative political drives have been productive as they have unified plenty of different opinions on the basis of shared goals (Mannheim 41).It is non possible to find the successes of conservatism in a big government but through individual achievement and exemption According to Ohara, conservative ideology is mirrored through family value, decent parenting at phratry and what can be achieved when the government ceases to interfere (52). For instance, set of grandparents life history their years without debt with their families leading a simp le but self-governing life and out of trouble thats a conservative success. When a small personal credit line opens up, with owners working hard and selling authentic products and excellent service, then gradually expanding step by step then becoming a big business organizationthat is a conservative success story. If you see a soldier risking his life to nurture the inhabitants of a dangerous area and receiving no recognition, that is conservative values in action (Cecil 23). Conservative form of leadership is the best, as it grows people to take responsibility for their actions, health, education and family the success is revealed in the glory and accomplishments of the individual and not in the credit and achievement of legislation that will promise some things that one should earn on their own.In Canada, the Harper government has offered positive differences to the people of Canada and the adult male in general. It has offered tax relief with a 2% decrease to 5% in goods and s ervices tax (GST), has assisted working families by grueling income taxes, has lowered small business and corporate taxes and has introduced the universal child care benefit that has given families real choices in child care (Gottfried 45). The harper government has also taken action by offering a special tax credits which has assisted in paying for childrens fitness programme, in regard to Crime and Justice, it has improved with strong new laws and punishments that fit the crime. The Tackling Violent Crime Act has ensured that criminals who get jail condemnations pay their dues to the society. According to Gottfried, corporations and unions have been criminalise from contributing to politics (66) the amount that an individual can donate has been reduced to between $5,000 and $1,100 per year.There has also been investment in the Canadian Forces who strive to protect the country and its citizens by providing insurance for the personnel, while increasing sustenance for those who exp erience injury and illness in the line of duty. Canada signed the Copenhagen According, an agreement among developing and real nations to decrease the worldwide level of air pollution ( Viereck and Claus 33).In America, during the president George W. Bush conservative administration, they never accepted corruption in office and rejected the state ordering people how they should lead their lives.In 2007 President Bush lifted the strategy for the war in Iraq from forced safeguarding to population security (Marrieta 54). In 2002, President Bush fronted the housing first strategy to reduce homelessness this worked and the number of homeless people decreased by 30 percent between 2005 and 2007. For the age being, serious crimes levels declined rapidly since 1993, when the country began to embrace conservative tough on crime policies. According to Marrieta, he addressed nationwide poverty, increased financial caution to developing countries and assisted in alleviating AIDS in Africa (6 7). In 2003 November third, he facilitated enactment of The Partial-Birth Abortion Ban Act.According to Viereck and Claus Australias main achievements of the Menzies, Holt, Gorton and McMahon conservative governments include high living standards for Australians increased ratio of home owners, progress in industry, free medical treatment for seniors and the homeless, introduced homes for the aged, established Commonwealth Scholarships as means of introducing advocate to all schools, increased work force and introduction of family allowance (71).The Howard governments policies enabled the provision of low rates of interest, lower taxation and increased scotch growth Australian domestic students by allowing them to invest in their own education, increased total revenue for higher education institutions from $8.6 one thousand million in 1997 to $16.8 billion in 2007( Ohara 46)ConclusionThe principles of conservatism are all-encompassing as they are founded on what men and women have learned through involvement in a dozen generations. With all the experience of the past and present, conservative future is still going to continue working as the task will not be to sell a philosophy, but to make the citizens, who already believe in the philosophy, see that modern conservatism offers us a political home (Marietta 27).From above it evident that conservatism prevents movement backward and downward and towards forward and upward away from chaotic darkness and primitive state, a philosophy that world nations should adopt for better and brighter futures.ReferencesMarietta, Morgan. A Citizens Guide to American Ideology Conservatism and Liberalism in Contemporary Politics. New York Routledge, 2012. Print.Viereck, Peter, and Claes G. Ryn. Conservatism Revisited The Revolt against Ideology. New Brunswick relations Publishers, 2005. Print.Gottfried, Paul. Conservatism in America Making Sense of the American Right. New York Palgrave, 2007. Print.Mannheim, Karl. Conservatism. Hoboken Taylor and Francis, 2013. Internet resource.OHara, Kieron. Conservatism. London Reaktion Books, 2011. Internet resource.Berkowitz, Peter. Varieties of Conservatism in America. Stanford, Calif Hoover founding Press, 2004. Print.Gord, Walker.A conservative Canada. Santa Barbara, Calif Paget Press, 1983.Source document

Michael Harper’s Discovery

Michael Harpers poem, Discovery is a poem of be intimate. It gives us a unique route of defining and realizing true love. Indeed the poem is narrative and has free verse and it expresses an occasion where the teller discovers the care which the other person, a female shows toward him/her- such is the importation of the title, Discovery. Yet love although universally defined as the feeling of warmth and concern for other persons must be qualified here. My reading of the poem suggests that it is a romantic kind of love that is expressed between two individuals a male (the fabricator) and a female (the narrators helper in the poem).Truly, the microscope stage of love cave ined in the poem is overwhelming which caused the narrator to ask wherefore I in the fifth straining. The ellipses used after that emphasizes on possible uncertainties, thoughts that the narrator pondered upon while in her cradle of affection. This being the case, the sentiment of enigma is pictured probabl y due to the relative bewilderment of the narrator to the beauty that is being showed by the woman despite the narrators imperfections. The setting is night time on bed (they laid together in the dark) the two are smashed to each other (the narrator could hear her breath) as presented by lines one and two.It is quite possible for lovers to sleep together and engage in an act want sex. Harper has thought of convincing the readers of the reality of the narrators emotion by attending to the facts, by way of description, that are happening while the narrator is sleeping. Just like love, it may or may not be seen, only felt. When love is true, the person does not wish for it to be recognized nor stockpile returns from act of pretense. Such is the beauty of love in the poem it has been measured by the warmth of the light (bulb) as it is common to metaphorically describe love through the sensations of warmth.The eyes have always been the window of our inner passion and touch and kiss s ignify intimacy. The author rightly used the line she was stare at me with her eyes, to demonstrate the act of looking over a loved one in the coldness of the night and the line a little jolted as she stroked my skin and kissed nay brow, to literally project sweetness. Although the challenging nights condition was not directly written in the poem, it is implied especially when line number eight says, her thigh warming mine.The line, her breasts still sturdy could be a depiction of an aged woman who despite the fading strength in the context of age and experience has shown vitality or could also mean a period of arousal which is demonstrated as a prelude to a more intimate encounter by a woman. The poem reveals more of the scene that takes place after their love making. People of today has a commonplace belief that sex no longer possesses the same sanctity as before that the act could be done with or without love.The poem defies the latter by showing that it is most enjoyable when at the end of the act it self, love and joy is felt. The line in the poem tells us that the lover aimed at analyzing his/her partner in the silence of the night while sleeping and unveils distressfulness through simple acts of kissing the brows. The agenda of the poem is to make us understand why love remains a feeling that we have to discover. Other ways become tools for this detection like the light turned on and the heat which would reveal how long the woman had looked and cared for the narrator.It is hot, burning hot meaning deep and true. The narrator discovers true love here which treats sex secondary only to the feeling of closeness, sincerity and care which are all metaphorically disclosed in the poem. It serves as a lesson for all of us on the virtue of love and the significance of sex. uncoiled love can sustain itself without sex, although as an expression of love, sex regains its necessity. The beauty of love making lies on the feeling of security after the act which t he narrator felt in the end of the poem security from threats of lies, infidelity and uncertainties.

Rikki Tikki Tavi

AndrewWard Period7 Date2/6/13 RikkiTikkiTaviPerseverance Thisisthestoryofthe crackingwarthatRikkiTikkiTavifoughtsinglehanded, throughthebathroomsofthebigcottageinsegowlee cantonment. (594). itisalsoaboutRikkiTikkisperseverancebycontinued efforttodoorachievesomethingdespitedifficulties,failure,or opposition. RikkiTikkishowsperseverancebygoingonjourneys, overcomingobstacles,andaccomplishinggoals. Rikkisjourneysdemonstrateperseverancebecausehewaswashedbya floodtothebungalow/gardenandheexploredthegardenwherehemet Darzeeandhiswife.RikkiwaswashedawayOneday,ahighsummer floodwashedhimoutoftheburrowwherehelivedwithhisfatherand mother,andcarriedhim,kickingandclucking,downaroadside ditch(594). Rikkistoppedbyfindingawispofgrassandheldontoit,but losthissenses. Rikkifoundhimselfonthemiddleofagardenpathwere teddy,alittleboy,foundRikki. After,TeddyandhisfamilyhelpedRikki backonhisfeet,Rikkithenwentoutsideintothegardentoseewhatwas tobeseen(596). ItwasDarzeethetailorbirdandhiswife,whomadea beautifulne st. ButlostaneggandwaseatenbyNag(596597). Nagisa 8ftlongsnakewithasymbolonhishoodwhohesayhegotitfromgod. RkkifoundDarzeewhilehewassniffingaroundheheardavery heartrending voicehowwasDarzeeandhiswife. Sincethereweresnakesinthe gardenstayedsinceeachmongoosewantstobeahouseholdpet. Even thoughhewasalmostkilledbyNagaina,Nagswifewholooksexactlylike him.

General Certificate of Education Ordinary Level Essay

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education ordinary Level.c rs om1123/11ENGLISH LANGUAGE Paper 1 Writing Additional Materials* 4 0 7 9 5 7 8 4 2 9 *October/November 2011 1 instant 30 minutes Answer Booklet/PaperREAD THESE INSTRUCTIONS FIRST If you have been addicted an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre mo, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer some(prenominal) Section One and Section Two. At the end of the examination, fasten all your work securely together.This written document consists of 3 printed pages and 1 blank page.DC (CW) 33870/3 UCLES 2011Turn over2 Section 1 direct Writing You are advised to salvage between 200 and 300 words. Total marks for this carve up 30.Task Recently you witnessed a major disturbance at a railway station when more pe ople were injured. You are asked by the local police to write an account of what you saw. Write your account. You must intromit the adjacent when and where the incident happened and how close you were to the scene the cause of the disturbance and what exactly happened some of the ways in which people tried to help. Cover all three points above in detail. You should make your account edifying and helpful for the police to show you are a reliable witness. Start your account To the Police and bring forward to add your signature and the date. UCLES 20111123/11/O/N/113 Section 2 creative Writing Begin your answer on a fresh page. Write on one of the following topics. At the head of your essay put the number of the topic you have chosen. You are advised to write between 350 and 500 words. Total marks for this ploughshare 30.1Describe a date when you choose to be alone and a time when you like to be part of a crowd. (Remember that you are describing the halo and your feelings, not telling a business relationship.)2What are the advantages and disadvantages of attending either a small condition with few students or a large school with many students?3Write a story which includes the sentence As we entered the building, the other people smiled as if they knew something we did not.4Bullies.5Write a story about someone who returned to a village or town after a long time away. (You should include full details of why the person went away to show that it is an important part of your story.) UCLES 20111123/11/O/N/114 BLANK PAGEPermission to reproduce items where third-party owned clobber protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been do by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. UCLES 20111123/11/O/N/11