Hockey Cross Country Comparison Essay

Hockey and Cross country are two completely different sports in many aspects for example one is played on ice and is very physical and the other you are running on dry ground and all you do is run. But in many aspects these two sports have more in common than most people would think. These two sports in some aspects are polar opposes but having played them both I can say they are very similar. First off they both require extremely high levels of physical endurance and strength. Hockey requires you to have physical strength, quickness, and hand eye coordination. As cross country requires physical strength as well, but it also requires you to put your mind over your body, this means that no matter what kind of physical pain you may be in you have to block out the pain and keep running. Now most people think that cross country is not a team sport and only individuals run cross country right? Well they are very wrong cross country is just as much of a team sport as hockey. In cross country you rely on your team mates to place well in their race to score points just as a hockey player would in hockey. Both hockey and cross country require immense amounts of training. Hockey you have to train your hand eye coordination as well as having good vision and being physically strong. Cross country you must train your endurance you must have massive amounts of stamina as well as mental strength. Cross country you need a strong core and legs and stamina, but hockey requires you to be strong in every muscle group. Hockey is a physical sport that requires you to be able to block out pain after a big hit or a player takes a puck where they don’t have any padding.

Research Task: Antony Gormley

Year 11 Research Task Antony Gormley Examine the relationship between artists, the artworks they create and their intended audiences. â€Å"Field† – Antony Gormley â€Å"Waste Man† – Antony Gormley â€Å"Still Falling† – Antony Gormley Antony Gormley was born in London in 1950, his artistic career has spanned over forty years and some of his best known works include â€Å"Field†, â€Å"Waste Man† and â€Å"Still Falling†. The majority of Gormley’s sculptures include the human form, he claims this is â€Å"an attempt to materialise the place at the other side of appearance where we all live†.Gormley was raised in an upper-class Roman Catholic family; he was the oldest of seven children to a German mother and an Irish father. Between 1968 and 1979, Gormley attended Ampleforth College, Trinity College, Central Saint Martins College of Art and Design and the Slade School of Fine Art. He also travelled throughout India and Sri Lanka. In 1981, Gormley hosted his first solo exhibition at the Whitechapel Art Gallery. Debatably Gormley’s most famous project, his â€Å"Field† series has created much controversy and roused much interest in the art-making community.Originally an instalment consisting of approximately 35,000 terracotta figures, â€Å"Field† was constructed by sixty members of a family of brick makers. Each figure is between eight centimetres and twenty six centimetres tall and has two hollow eyes designed to stare at the viewer. Each figure is placed on the floor of the display room and arranged so that they appear to be looking straight at the viewer. Since the first display of â€Å"Field† (which drew a lot of media attention), the figures have been set up in many different galleries.Each time the installation is moved it changes slightly, as each figure again has to be individually placed. Since the first â€Å"Field† attracted so much attentio n, Gormley has recreated it many times in many different locations. He has since constructed â€Å"Amazonian Field†, â€Å"Field for the British Isles†, â€Å"European Field†, â€Å"Asian Field† and â€Å"Field for the Art Gallery of New South Wales†. All in all, more than 529,000 figures have been constructed. Gormley claims that the series of artworks represent the future generations and hose who will inherit the earth. The figures gaze up at the viewer with hollow, questioning eyes, as if asking the viewer to consider the impact that our species has on the world around it. Gormley says â€Å"We have the ability to foul the nest for ourselves and every other species, or do something about it†. Many people had a negative reaction to the â€Å"Field† series, claiming that Gormley had to right to claim them as his own work because they were constructed by family members and villagers, because of this, many figures have been stolen in p rotest. Field† is Gormley’s response to an issue that he felt very passionately about, and the arrangement of the figures clearly demonstrates how he intends to interact with the audience. His instalment gives the viewer the sense of being stared at by thousands of miniscule eyes. â€Å"Waste Man† was constructed in the summer of 2006. This massive sculpture stood over sixty three feet tall and eight feet wide. â€Å"Waste Man† was a community project, built by the people of Margate, UK. It was part of a series of works that utilised Gormley’s obsession with the idea of a community coming together to create an artwork.Gormley collected thirty tons of waste by convincing members of the local community to donate household waste and old furniture and by enlisting the help of a local disposal service. Sadly, many members of the community thought that the idea of a massive sculpture was unnecessary, and so they pillaged the mound of waste for their own w inter fires. The project took six weeks to complete, Fort a wooden frame was created, the frame was ten filled with large items of furniture and any remaining gaps were boarded up or stuffed with smaller waste objects, such as toilet seats, doors and picture frames.The final product was a colossal man raising his arm in the air, with a large rectangular hole in his chest, around the area where a heart would be on a regular person. Due to the fact that â€Å"Waste Man† was built in the poorer area of Margate, and due also to the huge community effort that went into constructing â€Å"Waste Man† came to symbolise the forgotten in the community, and the overwhelming nature of human spirit, those â€Å"who had been dispossessed or refused a place, standing up defiantly to be recognised†.It is speculated that Gormley was suggesting that even the poor and supposedly ‘unimportant’ people of Margate still had the right to a voice and the right to be heard. This idea was taken even further when â€Å"Waste Man† was burned, making it impossible to be ignored, and further demonstrating the refusal of the lower class to continue on without being heard. â€Å"Waste Man† was about more than creating art, â€Å"Waste Man† was Gormley’s way of making a statement, a symbol of the repressed people in our society and a refusal to sit idly by while people’s voices are going unheard. Still Falling† is the title of an early Gormley artwork. Created in 1983, â€Å"Still Falling† is a sculpture that has been carved into the side of a cliff. The image is that of a human, falling head-first down the cliff. Despite the position of the human, it seems quite peaceful, with its arms casually draped against its body. There is a suggestion that the figure isn’t so much â€Å"falling† as â€Å"gliding†. The figure is quite possibly a reflection of Gormley’s beliefs. After travelling t hrough India and Sri Lanka, Gormley became a devout Buddhist, and many Buddhist beliefs can be interpreted form the falling figure.The figure gives a positive feeling, a feeling of being at peace with its decent and not being worried by the sharp rocks beneath it. If the figure is indeed a representation of Gormley’s Buddhist beliefs, it could be suggested that the paleness of the stone around the figure represents the â€Å"Shining light of enlightenment†, enlightenment being an ultimate goal in Buddhism. It has been suggested that the figure will never stop falling, as it has become one with nature, and the area around it is embracing this fact and keeping it safe.This is implied by the fact that the area that the angel is sculpture into is a slightly concave bowl shape, giving the feeling of safety and welcome. â€Å"Still Falling† represents Gormley’s attempt at imagination triumphing over common sense. While looking at the artwork, logically it is ea sy to realise that the figure will never all because it is carved into stone, but it has been carved with such grace and elegance that the viewer is tempted to believe that it’s natural surroundings are so welcoming of the angelic figure that they would never let it fall. Still Falling† continues Gormley’s fascination with group projects, an enormous team of specialists was required to etch the figure into the mountainside, and Gormley refused to use any modern technology, so the project took twice as much time and effort as it might have, due to the use of blocks and wedges. Gormley believed that this would bring his small community of stonemasons together, from the joy of creating art together in a pure sense. The setting of â€Å"Still Falling† has a lot of significance for Gormley. It was created at ToutQuarry Sculpture Park, which is a [ark that was created especially for artists and sculptors to make their mark on nature. The park is part man mad, an d part nature. This appeals to Gormley’s belief that â€Å"Nature is a blank canvas waiting for people to work with it rather than against it†. The intended audience for â€Å"Still Falling† is really all of London, as he created it solely to make the city more beautiful. Gormley seems to have a fascination with community projects and bringing people together, this is often reflected in his work, as are his spiritual beliefs and his ideas of how society should work.

Social work Essay Example | Topics and Well Written Essays - 4000 words

Social work - Essay Example Firstly, it must be assessed whether the person really needs help. Secondly, observation of the circumstances must be made with regard to the person needing help. Further if the person assessed turns out to be a disabled person such person is entitled to additional benefits in regards to Section 47 (2) of the National Health Services and the Community Care Act 1990. The Carers and Disabled Children Act 2000 states, â€Å"carers aged 16 or over are eligible for an assessment of their ability to provide and continue to provide care where: The carer does not provide or intend to provide the care under a contract or as a volunteer for a voluntary organization; they provide or intend to provide a substantial amount of care on a regular basis for another individual aged 18 or over; the local authority is satisfied that the person cared for is someone for whom it may provide or arrange for the provision of community care services; and the carer asks the local authority to conduct an assessment† (Department of Health, 2010, p. 16) In the current case the daughter of Mrs. A had voluntarily undertaken the responsibility of her disabled mother who is aged over 18 years off course and the daughter is 34 years old (above 16 years). Hence under the Carers and Disabled Children Act 2000, Mrs. A’s daughter is liable to assessment by the local authority. The psychotherapist in this case at last decides to send social services to take care of this state of depression. If assessment proves that she was not capable of taking care of her mother then some social worker or an organization should interfere. In this regard, an assessment needs to be made on the amount of care given by the carers to the patients. It must also be seen that the person being cared for falls under the category of Section 47 of the National Health Services and the Community Care Act 1990 in regards to the nature of circumstances, which has compelled such patients to receive

Organizational Srtucture Shapes Corporate Culture and Influences Essay

Organizational Srtucture Shapes Corporate Culture and Influences Organizational Change - Essay Example For example, formal, even bureaucratic as opposed to liberal or lenient relations. Structure also includes the allocation of power in an organisation, whether concentrated in the hands of a few people or there is sharing of power and decision making at all levels. Organisational culture can be understood as a â€Å"the shared set of assumptions, beliefs, values and behavioural patterns of a group, that guide that group’s perceptions, judgments, and actions† (Levin 2000, p.83). Its significance is related to its ability to influence the activities of members and the functioning of the organization without particular control measures (Awal, Rongione, Klinger et al 2006). Poole and Van de Ven (2004, p.xi) define organizational change as a â€Å"difference in form, quality, or state over time in an organizational entity† which may differ from an individual’s job, a work group, an organisational subunit, or the overall organisation. Change may be planned, unpla nned, incremental, radical, recurrent, or unprecedented. Thesis Statement: The purpose of this paper is to critically discuss the extent to which an organisation’s structure shapes its culture, and impacts its ability to transform itself. Different Management Styles: Effects on Organisational Performance Over recent years, the role of present-day managers has become increasingly empowered, with a more networking, consensus-seeking approach (Reigle 2001). Different management styles have their distinctive effects on organisational performance, and the effectiveness of organisations. Management style pertains to â€Å"how the leader approaches opportunities, what he or she chooses to emphasize, to defer and to delegate to others† (Krause 2007, p.19), based on managers’ traits. Research evidence indicates transformational style as the most beneficial for driving safety and for creating a high performance culture. According to Early and Davenport (2010, p.59), †Å"transformational leadership and transactional leadership are very different styles of leadership, but they are not mutually exclusive and can be complementary if employed correctly†. Additionally, an individual can have and develop skills required to be both a transactional and transformational leader. Transformational managers invoke colleagues and followers to view their work from new perspectives; they generate awareness of the mission or vision of the team and organization; managers guide employees to achieve their highest levels of potential; motivate colleagues to work for the larger interest of the group and the organization. This leadership style attempts to engage the employees’ creativity and loyalty, thus achieving a higher level of commitment and effort from employees. Tranformational behaviors include idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation. Idealized influence is the leaders’ sharin g of vision and sense of mission with employees, and the proposal of radical, innovative solutions to critical problems (Early & Davenport 2010). Transactional leadership occurs when a leader â€Å"rewards or disciplines a follower depending on the adequacy of the follower’s performance† (Early & Davenport 2010, p.59). Transactional leadership is closely associated with traditional models and strategies employed in leadership theory. In

Assessing Popper's critique of Marx's historicism as well as limited Essay - 1

Assessing Popper's critique of Marx's historicism as well as limited defense of one or more of one or more of Marx's doctrines - Essay Example According to Popper, the main Marxist doctrines that contributed to the failure by the Australian social democrats to prevent the rise of fascism and the eventual collapse of parliamentary democracy is the Marxist historical doctrine of pseudo-scientific historical materialism. Popper was particularly traumatized by the failure of the democratic parties in Austria to prevent the takeover of Austrian politics by fascism between the 1920s and the 1930s. Popper argued that the communist economic system, which were manifested through fatal ambiguity, passivity and vanguardist politics, and social engineering contributed to the collapse of the parliamentary democracy. In addition, Popper attributed economic historicism and communism to the decline of the Austrian social democracy and the rise of fascism. For example, according to Popper, economic historicism based on Marxist doctrines encouraged the skeptism of the socialist on their ability to reverse historical trends and this significantly weakened their resolve to fight fascism (Hacohen 328). Finally Popper suggested that Marxism led to Austrian social democracy into a dead end by creating real problems that tended to displace another. The social democracy, which Marx promoted, failed to demonstrate feasible economic alternative that reflected market capitalism and totalitarian command economy according to Karl Popper (. The Marx’s ideologies that were inherent in the Austrian socialism committed the country into grave errors. For example, he suggested that Marxism not only failed to provide the Austrian and German socialists with guidelines of sharing political power with the non-socialists thereby resulting in disastrous consequences to their struggle against fascism (Hacohen 327). According to Popper, some of the defensible Marxist doctrines included Marxists critique of psychologism as well as Marx arguments of the autonomy of sociology and

The nature and purpose of World War II propaganda posters used in the Essay

The nature and purpose of World War II propaganda posters used in the US prior to and during US involvement in the war - Essay Example This is why the government had to use all means to persuade them to support its cause in the Second World War and this was done through the propagandists. The American propagandists struggled hard to persuade Americans to fully support the war to the end and ensure that the US emerges victorious. They used different forms of media to pass their message to the masses with the common objective being the fomentation of hatred to the enemy and backing the allied forces. They sold war bonds and encouraged Americans to work hard to produce more so that the soldiers could be well supplied with the basic needs and weapons. This paper focuses on the purpose of World War II propaganda posters that were used prior to and during the US involvement in the war. Snow (2010) asserts that the United States employed the use of posters more than any other media of broadcasting in spreading the war propaganda. In fact it produced the highest number of posters compared to the other countries that took part in the Second World War. These posters had different themes which are as follows: Recruitment, secrecy, conservation, home efforts and production. Their placement was done strategically in areas that didn’t have paid advertisements like in schools, railroad stations, restaurants, post offices and retail stores. Apartment buildings and windows of private homes also played a role as they were used for the smaller posters. These are locations that no other media of propaganda could be used but the message had to be passed to the Americans nonetheless. The government delegated the duty of producing and distributing these posters to the Office of War Information (OWI) Bureau of Graphics. The common feature of the messages circulated in these p osters was positivity as they emphasized tradition, duty and patriotism throughout the campaign (Figure 2). There was need to step up the production process and conserve materials for the war effort because this was a very strong weapon that the allied forces relied on. Figure 3 was used a lot and it was among the first posters to be used by the American propagandists. Its message to the Americans was that the threat of the Nazi is close home than they are aware of. The dark Nazi swastika is looming over a group of innocent patriotic American children who are not even aware of what is going on. Americans were being persuaded that through buying the bonds and making their contributions to the war efforts, the fate of these innocent children could be changed as they could be saved from such evils. The viewers are being urged to buy the bonds because the government was just emerging from depression and did not have the money to stage war on multiple fronts (Jowett & O'Donnell, 2006). T hey were therefore being urged to help the government fight this war through their contributions as it was geared towards bringing peace to America. This poster was very vital during the early days of the war but its use declined in the course of the war when it became apparent that the Nazi threat was on the brink of elimination; financial help was therefore not required at this time. Figure 4 displays an image showing a man dying because someone talked; enemies had send spies to the United States therefore people had to be very cautious with what they say to people they don’t trust. The American government believed that a small leakage of information to the Germans would be terrible news to the Americans as the

The Abuses Faced by Children in the United Kingdom Essay

The Abuses Faced by Children in the United Kingdom - Essay Example This research will begin with the statement that the story of Victoria Climbie may simply be seen as the story of two cruel adults, one innocent child, and a breach of trust of savage, unimaginable proportions. Entrusted by her parents in the Ivory Coast to her great aunt Marie Therese Kouao so that she could be given a better life in the United Kingdom, little Victoria instead found herself in the hands of sadists --- Kouao and her boyfriend Carl Manning. When she died on 25 February 2000, she had 128 separate injuries on her body, cigarette burns, scars where she had been hit by a bike chain and hammer blows to her toes. The investigation also disclosed that she was forced to sleep in the bin liner in the bath. And yet, it is also the story of institutions that have failed our children, a bureaucracy that has neglected the most vulnerable members of our society, and individual officials whose individual omissions have resulted in collective negligence. In the hearings subsequent to the death of Victoria Climbie, it was discovered that she was seen by dozens of social workers, medical practitioners, and police officers but all of them failed to either detect signs of abuse or failed to act on them until it was too late. The inquiry revealed that there were as many as 12 opportunities were the authorities could have intervened but failed to. For example, when Dr. Mary Schwartz, a pediatrician, looked at Climbie’s cuts wounds, she dismissed it as scabies and sent her back home to her abusers. Police officer Karen Jones refused to inspect the home of the Kouao and Manning, where Climbie lived, because she was afraid she would catch scabies from the furniture. Bickering and backstabbing the child protection service in the Haringey area had also contributed to the failure to provide immediate and adequate response to the abuse. Despite a major tell-tale sign, i.e., Victoria was not enrolled in school, which is one of the indicators that an abuse could be taking place, social workers took the word of Manning and Kouao at face value and did not probe any further. Though Victoria’s abusers were eventually sent to jail and sentenced to life imprisonment, the hard questions still remain. How could this kind of abuse – so horrible and grotesque – to a child of tender years have gone undetected? Is the system so decrepit, so shot full of holes that despite many warning signs and many opportunities to save Victoria’s life, she still ended up battered and dead, with 128 injuries on her frail body? And perhaps the most troubling question of all: could this happen again? Dare we allow this to happen again? In response to the widespread shock and indignation resulting from the completely avoidable death of the eight-year-old child, an inquiry was conducted, headed by Lord Laming, who called the Victoria Climbie affair â€Å"the worse case of neglect (he) has ever heard of.† Notably, Laming found that the legislative framework was intrinsically sound,, the problem was mainly one of implementation. Health secretary Alan Milburn said, â€Å""Victoria's death was a tragedy. It is vital that all agencies dealing with children learn the lesson from this terrible case.† The Laming report came up with several recommendations, including the following (Batty, 2003):  · The creation of a children and families board chaired by a senior government minister to coordinate policies and initiatives that have a bearing on the wellbeing of children and families.  · A national agency for children and families, led by a children’s commissioner, should be established to ensure local services meet national standards for child protection and implement reforms.  · Committees for children and families should be established by councils, with members drawn from social services, education, housing, the NHS and the police.  · New local management boards – chaired by council chief executives with members from the police, health, social services,

Latinos in Television Essay Example | Topics and Well Written Essays - 500 words

Latinos in Television - Essay Example Television has become one of the highest paying careers in the 21st century. As individuals become more engrossed in a demanding and intensive 21st Century lifestyle, entertainment is held in high regard. Technological advancements accord television a global audience that translates into considerable revenue annually. Sofia Vergara is currently the highest paid TV actor, earning $6 million in 2013. She earns $175,000 an episode. Cameron Diaz and Zoe Saldana are also two of the highest paid actors in Hollywood, having earned $34 million and $11 million respectively in 2013.Animated TV shows are a huge part of the film industry, especially in Hollywood. Such films have come to be loved and followed by many all over the world, creating a huge audience for the films and TV shows. In recent times, animated shows and films have had a positive portrayal of Latinos. Characters such as Disney hit Gabriella are an example of such portrayals of Latinos.The Spanish language is the symbol of Lati no heritage and culture. This language has reached a huge global audience through the emergence of numerous Spanish TV channels. Most of the global show in sports and entertainment are offered in numerous channels, Spanish and Portuguese are one of the main languages offered.In conclusion, Latinos have received a positive reception by global TV audience. This can be seen by the fact that the highest paid TV actor is of Latin origin, with numerous positive portrayals of Latinos in animated films and shows.

The Role of Business Communication Essay Example for Free

The Role of Business Communication Essay The role of business communication to the profitability of the organization Communication is an integral part of an organization. Communication is required not only for good human relations but also for a successful business. Communication seeks to fulfill the basic functions such as to inform, to persuade and to promote goodwill. Communication involves sharing information, ideas, thoughts, opinions and plans between various parts of an organization. Therefore just giving directives without expecting a response is naive as it requires the attachment of some meaning to the message sent or received. In a large organization communicating effectively still proves to be a difficult task as communication sometimes takes place over a number of channels and so retaining the basic meaning is literally challenging. Communication seeks to inform individuals so that they are more aware of what is necessary in order to perform a task or to function within the organization. Information such as work ethics, production, benefits, safety regulations and training are just some of the things that employees are informed of maintain successful operation of the organizations. This will also help in the decision making process as employees will act on the best information available to them. Likewise, communication helps in persuading individuals to perform at a level that they would not ordinarily do. Managers often use open communication to influence others to perform the tasks required to achieve organizational goals. This open communication allows individuals to freely share mutual experiences, preferences, likes and dislikes. It also enables managers to create a climate for motivation, that is, a manager’s ability to influence the desired behaviour for performance depends on his ability to effectively communicate with his direct reports and staff at all levels. Communication also enables people to learn how they are doing at their jobs and how performance is being measured, as this is the heart of employee performance appraisals. Communication is necessary to attain managerial function. One such function is promoting good will. Many companies dedicate a whole department for this purpose while others just has one individual. Companies tend to be vigilant this area due to the tax benefits as well as a means of advertising as this goodwill helps in protecting their corporate image. By doing so they advertise a lot, give a way grant, gifts and other benefits to needy persons and shelters in and around their communities as well as on a national scale. For example Bank of Nova Scotia, Sandals and Courts just to name a few. Many managers have come to realize that having an open and effective communication can help in accomplishing organizational goals and objectives. Employees who are properly informed and are able to express themselves without having to go through the chain of command will be more motivated to produce. Both organizational and personal goals can be achieved.

World War Two Essay Example for Free

World War Two Essay After World War Two, the United States government faced a problem. Against Soviet pressure in Asia, Africa, and Latin America, it wanted to convince the world, especially new nations emerging from colonialism, of America’s moral leadership. Often, it found that its most exasperating opponents were some of its own people. The Unites States was profoundly racially segregated. In many states, blacks were legally relegated to separate and profoundly unequal schools. Businesses followed social or legal rules which barred or degraded blacks. Courts often functioned with a callousness and brutality of authoritarian regimes. In Cold War Civil Rights, Mary Dudziak shows how international needs prompted the United States to respond to its racial problems. In America’s long struggle to deal with race, leaders had often brought foreign influence to bear. Frederick Douglass had appealed for help in England, arguing that the whole human family needed to address this problem. 1 During World War I, the war to make the world safe for democracy, black leaders had sought to make America safe for Americans, but to little avail. World War Two marked the turning point. Fighting against regimes that spouted racist ideologies while still segregating its armed forces, America found it had to confront its own moral dilemma (pp. 7-8. ), especially as this dilemma took on strategic implications: Axis propaganda mocked the notion that non-whites could expect justice from racist America. (Pp. 8-9. ) While some voices were raised, the problem went largely ignored. America had not yet committed itself to the ideals that it had sacrificed so much to secure for others. (Pp. 9-11) The Cold War hobbled the use of foreign influence to aid the civil rights effort. Anyone airing domestic issues overseas might now be linked, often wrongly, to communist agitation. (P. 12) Still, a space remained, in which civil rights was driven by international concerns. America found it had to project an increasingly detailed image abroad. International pressures forced the United States to show itself confronting its racial problems. Often, this meant that international concerns drove the federal government and major social and political leaders to deal with domestic racial issues. (Pp. 13-14) Inherently, national leaders in international affairs were thrust into prominence in civil rights struggles. Professor Dudziak points out that her emphasis on the roles of leaders â€Å"should not be seen as an effort to privilege a top-down focus as ‘the’ story of civil rights history. † (P. 14) The vignette with which she opens the book illustrates how leaders were involved. In 1958, a black handyman in Marion, Alabama was charged with stealing less than two dollars in change from a white woman. Charged solely with robbery, he was convicted by an all-white jury and sentence to death. The case caused an outcry around the world. American businessmen overseas feared losing substantial market leverage if the death sentence was carried out. From around the globe, the United States heard calls to overturn the sentence. In the American government, this international pressure was focused on the American official charged with such concerns, the Secretary of State. John Foster Dulles probably did not care about a black handyman from Alabama, but he could not ignore the dispatches pouring in from American consular offices. He telegraphed the governor of Alabama, and the governor reported himself ready to respond to the outpouring of interest in the case. The sentence was quickly commuted. (Pp. 3-6) Turning to the story of how international pressure and domestic race relations shaped one another, Dudziak combine colorful details with a command of the big picture. She begins with Truman, who came to office facing racial concerns. Southern whites fought to defend a way of life threatened by the changes the war had wrought. (Pp. 19-23) Eventually, his reelection effort forced Truman to press the civil rights issue. Hoping he would win voters from the Republicans and the Progressives, Truman’s advisors urged him to speak out on civil rights. His advisors gambled that this would attract black voters, and reasoned that the south would stay safely Democratic. (Pp. 24-25) Accepting this advice, Truman called for civil rights measures that he knew he could not get through Congress. (Pp. 25-26) To his chagrin, southern Democrats bolted and formed their own party, but the strategy worked. Truman carried critical states, polling better among blacks than Roosevelt had done four years earlier. (P. 26) Truman’s key issue was the Cold War, and Truman found that America’s enemies made racial relations a major story. How could the United States claim that to be a model for emerging nations when America was so segregated? Throughout the world, the news media stressed racial issues. A California court decision striking down an antimiscegenation law was widely reported in the Philippines. (Pp. 32-33) American race problems were constant news in India. (P. 32) Communists focused on race issues, trying to embarrass the United States. (Pp. 38-39)2 And America embarrassed itself internationally when foreign diplomats were barred from various facilities. 3 To beat the bad foreign coverage, the United States tried to tell its own story. (Pp. 44-46) As Dudziak shows, some efforts foundered because the world did not share America’s zeal for anti-communism. Pp. 54-60) Even people the government wanted to enlist in its efforts sometimes balked. Sadly, blacks who failed to meet expectations established and enforced by zealous officials often faced serious pressure, as shown by the cases of Paul Robseon (pp. 61-62), Louis Armstrong (pp. 66-67), and Josephine Baker (pp. 67-77). President Truman desegregated the American military. Frustrated that Congress would do nothing on civil rights, Truman used his executive authority to order the military to integrate. (Pp. 82-90) Important as this action was, Dudziak argues that Truman made an even greater contribution by supporting the efforts of the NAACP’s legal attacks on desegregation. Through its briefs amicus curea and other arguments, the government pushed back the color line, often by showing the courts how important these cases were to American international prestige. (Pp. 82-114)4 President Eisenhower was frankly reluctant to endorse the great legal case of Brown v. Board. But in September 1957, he had to decide if Arkansas was part of the United States. Orville Faubus called out the Arkansas national guard. In naked defiance of the Supreme Court, he ordered that blacks be kept out of Little Rock’s schools. He argued that tensions were so high that if the schools were forced to integrate, violence would follow. To protect the black students, he would keep them segregated. (P. 116) As Eisenhower knew, the world was watching Little Rock, and America’s prestige stood in the balance. Huge teams of correspondents from around the world reported each steps of the strange dance of Washington and Arkansas. (Pp. 115-44) After tolerating three weeks of stalling, Eisenhower acted. The 82nd Airborne Division, with fixed bayonets, surrounded Central High School and escorted nine black student inside. (P. 129) Just nine days later, American prestige took another blow: the Soviets launched Sputnik. (P. 145) Roused, the United States dealt with both problems using a single tactic: decisive action. Space programs were accelerated, and the government moved ahead in Arkansas. (Pp. 145-46) On the legal front, the Supreme Court ruled that the rights of blacks could not be sacrificed to whites who would use violence or the threat of violence to hold them back. (Pp. 146-47)5 John Kennedy came to office as an activist. Unfortunately, he failed to grasp the need for activity in the field of civil rights. Hoping to concentrate on international relations, he was embarrassed and felt undercut by the Freedom Riders trying to desegregate buses in the south embarrassing. (P. 158) Initially he largely placated southern Democrats. (P. 156) Slowly, however, he learned with newly formed African nations, American standing required pressing civil rights. (Pp. 162-63) Kennedy did act decisively when riots broke out at the University of Mississippi , and much of the world applauded. (Pp 163-66) Still, African diplomats continued to face embarrassments in traveling to and from Washington. (Pp. 152-54, 1167-69) In 1963, Birmingham. Alabama police used brutal tactics to try to suppress civil right marches. Television images of police brutality (pp. 169-70) raised cries, especially in Africa, that racists were barring all legal change. As Kennedy pressured Alabama, the world applauded. (Pp. 175-78) Feeling the impatience of civil rights activists at home and abroad, in May 1963, Kennedy tried to change the American legal system, which faced new defiance from southerners even as he realized that under traditional American law, the federal government was powerless to act in many civil rights matter. He appeared before a joint session of Congress and called for of bold civil rights laws. (P. 180) This speech galvanized the civil rights movement at home and abroad. (Pp. 181-83) Throughout the world people praised this new initiative. (Pp. / 185-86) At home, the civil rights movement made the first great march on Washington. Even as new problems arose, it seemed that Kennedy was ready to deal with them. (Pp. 198-99) In the wake of Kennedy’s assassination, Lyndon Johnson pressed new civil rights measures through Congress, giving the federal government sweeping powers to enforce civil rights. (Pp. 203-20) Simultaneously, the federal courts abolished travel restrictions that had limited Americans’ rights to travel overseas. (P. 220) One American who traveled during this period was Martin Luther King, going to Norway to accept the 1964 Nobel peace prize. (Pp. 222-26)6 When Dr. King returned to lead marches from Selma, Alabama, he had a firm and supportive governmental response, communist criticism of American civil rights faltered. (Pp. 234-39 But even then, the civil rights movement was destroying itself. Urban riots brought violence and despair rather than movement. Dr. King was assassinated. Robert Kennedy was assassinated. The United States fought a war in Vietnam in which its overwhelmingly non-Asian army seemed totally oblivious to the issues of occupying an Asian nation. (Pp. 242-48) The story that Dudziak tells in this book is important to American history. Civil rights and world events did one another during this period. Now, with globalization and the Internet making the entire world essentially local, America needs to consider this period, learn from it, and learn how to apply those lessons to the present. ENDNOTES

Case study: Emotions in the workplace

Case study: Emotions in the workplace Emotions are essential to humans as they permeate almost every aspect of our lives insofar as they guide our behaviour to fit with contextual demands. Emotions also motivate change and facilitate learning. They inform us when to fight or flight and serve as fundamental social functions. (Gross, 1999). As emotions are fundamental social functions, all emotional events are situations that are relevant to a persons well being. The type of event varies according to their valence (positive versus negative) and according to the strength of subjective feelings and physical reactions that they elicit in a person. There has been a number of studies that focus on the components and the importance of emotions. Existing research however lacks the events that cause emotional experiences. This research will focus on understanding the events that and the type of emotional experiences this will cause. Components of Emotions Emotion which is a term used widely in everyday language, constitutes a hypothetical construct, i.e., a conceptual and operational definition of an underlying phenomenon that constitutes the object of theory and research. Most modern emotion theorists have adopted a componential approach to emotion, suggesting that an emotion episode consists of coordinated changes in several components. Most of the theories in the field of recognise that emotion and cognition are intertwined. But emotion is not simply a cognitive process (Frijda, 1988) It is actually recognised as being: a psychological construct consisting of several aspects of components: a) the component of cognitive appraisal or evaluation of stimuli and situations, b) the physiological component of acitivation or arousal, c) the component of motor expression, d) the motivational component, including behaviour intentions or behaviour readiness, and c) the component of motor expression, d) the motivational component, including behaviour intentions or behaviour readiness and e) the component of subjective feeling state. (Scherer, 1984). Psychological arousal: This can be defined as physiological changes such as temperature sensations, respiratory and cardiovascular accelerations and decelerations, trembling muscle spasms, as well as feelings of constrictions in internal organs, are frequently part of emotion descriptions. (Ekman et al., 1983; Frijda, 1986; Stemmler, 2004). These neurophysiological changes in emotional episodes are generally attributed to (1) th emotion eliciting event disturbing ongoing homeostatic regulation and the smooth behavioural coordination, and (2) the preparation of appropriate adaptive responses (e.g., producing the necessary energy for appropriate actions such as fight or flight). Motor Expression: Facial and vocal expression, as well as gestures and posture during emotion episodes are generally considered to be central motor components of emotion (Ekman, 1984,1992; Izard, 1971). Darwin (1872/1998) conceptualized expression rudiments of formerly adaptive behaviours (e.g., clenching ones teeth as a rudiment of a biting response). In response, emotion researchers have highlighted the communicative functions of emotion expressions, informing others of an individuals reaction and its corresponding behaviour patterns. (Ekman, 1992; Frijda, 1986; Scherer, 1984; Tomkins, 1962). Subjective Feeling Individuals verbally report a multitude of qualitatively different feelings, using a rich emotion vocabulary. These internal sensations, often considered as necessarily conscious experiences, constitute irreducible qualities of feeling unique to the specific emotional experience of a particular individual (Frijda, 1986; Lazarus, 1991; Ortony Turner, 1990). The feeling component of emotion can be conceptualized as a reflection of all changes in components during an emotion episode, i.e., the results of event appraisal, motivational change, and proprioceptive feedback from motor expression and physiological reactions. It is important to define differentially the concepts in this fashion, as the tendency to use emotion (the process as a whole) and feeling (one of its components) as a synonyms results in confusion. (Scherer, 2000) Behaviour Preparation Emotion theories of an explicitly componential persuasion have explicitly postulated a motivational function of emotional responses in the form of behaviour preparation or action tendencies (Frijda, 1986: Scherer, 1984). Emotions interrupt ongoing goal-directed behaviour and produce action tendencies that are specifically adapted to dealing with the environmental contingency that has elicited the emotional response. Importantly this component of emotion generally prepares a general behaviour readiness as well as several alternative action tendencies allowing the organism to choose according to context and strategic considerations. Cognitive processes Emotions also have a cognitive component. This component consists of the appraisal processes that drive the coordinated changes in the components described above. Proponents of appraisal theories of emotion suggest that emotional reactions are determined by the subjective evaluation of events with respect to their significance for the well-being and goal attainment of individuals. (Scherer, 2004) In addition, emotions often have strong effects on perceptual and cognitive processes such as attention, thinking, memory, problem solving, judgement, decision making and the like. (Dalgleish et al. 1999) Furthermore it is important to understand the valence of emotions, hence various researchers have done research on everyday emotional experiences e.g. Boucher, Brandstatter Eliasz, Oately Duncan, Scherer Tannenbaum, Scherer, as well as Wallbott, Summerfield. This research has shown that the most frequent occurring emotional events are generally associated with relationships with other people (eg. Partner, family, friends), work-related situations, attainment of personal goals and life changes. Positive emotional events may include birth of a child, receiving a present, attending a concert or getting a job. Negative emotional events encompass critical situations, such as arguing with a close friend, learning that a family member is ill etc. (Scherer, 2004). Emotions link structure and agency, meaning that they are the link between social structure and social acting. (Barbalet, 2002). A widely held view in contemporary emotion psychology is that emotions or at least a core subset of emotions, are organised patterns of more or less specific cognitive, experimental, behavioural (action-related), expressive, and physiological components. This assumption which is frequently motivated by the hypotheses about the evoluntary origin and biological function of emotions is the common denominator of syndrome theories of emotion and it is shared by authors of otherwise fairly different theoretical persuasions. (Ekman, 1992; Izard 1977) This has an impact on how emotions can either distort individuals perceptions by imparing judgement and biasing information retrieval, or they can improve the accuracy of individuals perceptions by highlighting what is important and what is at stake. (Seo Barrett, 2007). In studies of escalation of commitment, emotions appeare to have a direct influence on the decision of whether to persist or withdraw from a failing situation. An example of this can be demonstrated by Wong and Kwong (2006) where it was demonstrated that the desire to escape the unpleasant emotions people during a decision-making dilemma can lead to de-escalation of commitment. In contrast, a study by Wong and Kwong (2007) found that the possibility of feeling regret can cause people to increase escalation of commitment. The importance of emotions in the workplace Organisations involve complex relationships that are interdependent often competitive and compulsory. Employees must often interact with a range of people not necessarily of their choosing. A hierarchical relationships normally characterises most organisations which includes status differences that are primarily caused by an emotional response. ( Tiedens, 2001) In organisations, employees learn what is expected and what is acceptable by means of social norms (Bettenhausen Murnighan, 1991; Chatman Barsade, 1995; Salancik Pfeffer, 1978). One type of organisation norm involves the emotions expressed by employees in the workplace (Kelly Barsade, 2001; Rafaeli Worline, 2001). Though almost all situations have implicit expectations concerning which emotions are appropriate or inappropriate to express (Ekman, 1973), employees frequently display certain emotions in the workplace in reaction to organisational-specific situations or events (Ashforth Humphrey, 1995; Martin, Knopoff Beckman, 1998) and as a way of fulfilling their work roles (Hochchild, 1983; Rafaeli Sutton, 1991; Sutton, 1991; Van Maanent Kunda, 1989). There is consistent evidence that the expression of certain emotions or at least of some specific response components for example, anger, fear, enjoyment, sadness and disgust the infamous basic emotions is distinctive and universal among the human species. (Ekman, 1993). The expression of other emotions, sometimes dubbed social or self-conscious emotions, such as shame, guilt, grief or embarrassment, does not seem to be universal, although patterns of expression are highly consistent within a socio-cultural setting. It seems patterns of expression are highly consistent within a socio-cultural setting. It seems that in whatever way the different expressions of these emotions may have evolved, as long as individuals stay in the cultural or social structure setting they were socialized in, they are on the safe side when it comes to interpreting emotion expressions. Thus, emotion expressions are a potent signaling device capable of conveying clues that allow the mutual attribution of un derlying feeling states. Moreover, emotion expressions also allow the inference of other corresponding mental states that are constituent for the emotion expressed. These attributions function as mechanisms that reduce social complexity and intercept double contingency circuits. They furthermore allow forseeing the consequences of an emotion for individual behaviour, the course of interaction, and the overall group behaviour. (Hortsmann 2003). This explains the reason why emotion expression may influence decision making. This is done by shaping individuals beliefs about the social environment (Baron, 1992). An emotion can be like a perceptual lens to determine what is potentially threatening to an individual in a particular situation hence determining a belief about the social environment. As the decision making is context is marked by uncertainty, decision makers behaviour is likely to be strongly influenced by cues in the social environment (Taylor, 1979). Through experience one will be able to understand and display certain emotion expressions. This is as a result of individuals being able to shape employees beliefs about what is expected, what is acceptable, and the possible consequences of things going wrong. In this way, emotion expression norms have a direct influence on decision making behaviour. These norms help influence beliefs about the social environment. It has been further proven that individuals are more sensitive to negative cues than to positive ones (Rozin Royzman, 2001). Further negative cues elicit stronger affective and behavioural reactions than do positive ones (Cacioppo, Gardner, Berntson, 1999). Experience and expression of negative emotions drive people to avoid situations that could lead to negative outcomes, such as threats and failure (Carver, 2001; Higgens, 1997). Based on above some it is in can be deduced that employees learn what is acceptable by means of social norms (Bettenhausen Murinighan, 1991; Chatman Barsade, 1995; Salancik Pfeffer, 1978). Though almost all situations have implicit expectations concerning which emotions are appropriate or inappropriate to express (Ekman, 1973), employees frequently display certain emotions in the workplace in relation to organization-specific situations or events (Ashforth Humphrey, 1995; Martin, Knopoff Beckman, 1998) and as a way of fulfilling their roles (Hoschchild, 1983; Rafaeli Sutton, 1991; Van Maanen Kunda, 1989). Therefore we can deduce that emotion expression may influence organizational decision making by shaping individuals beliefs about the social environment (Baron, 1992). Beliefs concerning emotions expressed in the workplace can affect decision making behaviour by acting as a perceptual lens to determine what is salient to an individual in a particular situation (Lazarus Folkman, 1984). Organizational decision making often occurs in the context of ambiguous cues (Bronckner, 1992; Staw, 1997) Organisational decision making often occurs in the context of complex and ambigious cues (Brockner, 1992; Staw, 1997). Because the decision making context is marked by uncertainty, decision makers behaviour is likely to be strongly influenced by cues in the social environment (Taylor, 1979). Coworkers emotion expressions can shape employees beliefs about what is expected, what is acceptable, and the possible consequences of things going wrong. In this way, emotion expression norms do not have a direct influence on decision making. Rather norms influence individuals beliefs about the social environment. Emotional fit will help an employee keep his/her emotional resources at optimum levels. The deviation between the activation levels of affective trait and emotional climate will make the workplace emotionally draining environment for the employee. (Gardner and Cummings, 1988). An important topic in the psychology of emotions is whether an emotional experience and reactions result from innate biological patterns or whether such reactions and experiences are culturally determined. Charles Darwin (1872) was one of the most influential in this discussion, arguing for innate emotion programmes and using an intriguing multitude of research tools now common in cross cultural psychology, such as observations and questionnaires. Other theories of emotion including Tomkins (1962/1963), Izard (1977) and Ekman (1984), followed his line of reasoning and succeeded in demonstrating cross-cultural equivalents of facial expression patterns for some fundamental emotions. On one hand, cultural relativists like Birdwhistell (1970), have proposed that emotional experiences and reactions differ depending on cultural factors. These include the following aspects namely: the nature of the emotion eliciting the situation (in particular psychological symptoms, nonverbal reactions li ke facial or vocal expressions, subjective experiences or feeling state of a person and the regulation attempts used to control or manage the situation and the emotional reactions (Wallbott and Scherer, 1985,pp 763-764). That is, in order to address the question of universality versus cultural specificity of emotion, one has to demonstrate conclusively that situations eliciting specific emotions are the same across cultures, that reactions and symptom patterns accompanying emotional experiences are universal, and that control and coping attempts used to regulate emotional experience are the same worldwide. The above demonstrates the importance of having an emotional fit as well as the importance of emotions in the workplace. Emotions are seen as one of the basic functions of the human psyche and therefore play a central role in psychology (Salovey Mayer, 1990), especially in work and organisational psychology, both in theoretical and applied settings. Emotions exist in everyday workplaces and they impact on peoples performance. Because this impact can sometimes be detrimental, a belief in relegating emotions behind the rule of logic and reason is deeply engrained in modern managers psyche. In truth, this belief goes all the way back to the teachings of Plato who saw logic as the path to objective truth, while emotions were simply irrational temptations to be avoided. This belief was entrenched in the principles of scientific management developed by Frederick Taylor in the early 20th century, and continues to permeate modern society (Kapp, 2000). Emotion has represented a tantalizing subject for social inquiry because it appears to tell us about our true selves : the self that , after all the thinking an d the interacting are done, feeling the welling up of rage , the tender pangs of love , the black emptiness of despair. (Boellstorff Lindquist , 2004). The function of emotion evolves into a process that not only permits the evaluation of the consequences of another behaviour but also aids in the prediction of anothers emotional behaviour. (Darwin, 2005). Being as we spend most of our time at work, it is important to understand the impact that emotions will have on our fit to an organisation emotionally, the link between emotion and climate of an organization as well as copying responses to an exhausting environment. Emotional fit will help an employee keep his /her emotional resources at optimum levels. The deviation between activation levels of affective trait and emotional climate will make the workplace an emotionally draining environment for the employee. This proposition is line with the activation theory. Activation theory holds that every individual has characteristic level of activation that he/she is motivated to maintain in his/her environment. Assuming that emotional climate has an influence on employees affective experiences at work and considering the strongly intertwined relationship between activation and emotion, it is plausible to argue that the emotional climate of a workplace comprises a force that can influence the experienced activation level of employees in the workplace. (Maslach, 1982). When there is an emotional fit, as a copying response to the exhausting impact of the workplace, the employee will attempt to emotionally detach himself/herself from other people and develop a depersonalized response to them (Cordes and Dougherty, 1993). This tendency will be reflected in the way the employee expresses emotions whilst interacting with others at work. Specifically, when there is a misfit between an employees affective trait and the emotional climate of his/her workplace, the employee will engage in surface acting while interacting with others, which refers to altering ones displayed emotions to be able to express the desired behaviours at work (Hochschild, 1983). Supporting this argument, prior research has suggested that surface acting can be utilized by employees as a way of buffering themselves from emotional exhaustion. (Conrad and Witte, 1994) When an employees emotional resources are depleted as a result of emotional misfit, this will increase his/her tendency to psychologically and physically withdraw from work. From an employees intention to get back to his/her characteristics level of activation altered by the impact of emotional climate. When the work environment becomes psychologically uncomfortable, the employees often try to psychologically withdraw from the work environment by engaging in a number of non work related activities, such as daydreaming and spending time on personal matters (Lehman and Simpson, 1992). When there is an emotional misfit, the employees task performance will decrease because the excessive amount of tension and stress experienced by the emotionally exhausted employee (Maslach and Jackson, 1981) hinders his/her cognitive and attention capacity to perform his/her task effectively. (Eysenck, 1983). Emotional exhaustion has also been considered to result in lower level of self-efficacy expectations (Brief and Aldag, 1981) and reduced sense of personal adequacy, both of which are elements of task performance. (Maslach, 1982). We can thus assume that the expression of emotions in organisational life can have important consequences for the person displaying the emotion as well as for the person who is the target of this display. (Rafaeli Sutton, 1989). The impact of culture on emotions According to Frijda and Mesquita (1995), cultural influences on the emotions process are mediated to a larger extent by the significance an emotion has for an individual. Frijda and Mesquita distinguished among three aspects of emotion that are culturally influences. Frijda and Mesquita distinguished three aspects of emotion that are culturally influenced. First they are considered social consequences of emotions that regulates social expression and suppression of emotions. Second they stressed the importance of norms for experiencing different emotions. Thirdly they discussed social- cohesive function of emotions. Several ethnographic emotions, particularly in how the expressions of emotions is valued. There are strong cultural difference in display rules (Ekman Friesan, 1969; Izard, 1980) that are learning when going through the socialisation process (Saarni, 1999). There are also cultural differences in the norms for experiencing different emotions. (Hoschild, 1093). This would be relevant to the discussion regarding social norms that describe how people should feel in specific situations, eg., on a wedding day or at a funeral. In addition to the situational feeling rules, norms for the experience of emotions can also be present in a society in the form of generalized expectations. This means that the emotions can differ in their desirability and perceived appropriateness across situations. The emotion climate of nations can be characterized by generalized norms for experiencing different emotions an the fact that these norms are subject to historical change. (Stearns, 1994; Stearns Lewis, 1998).

Proposal for An Advanced Art Project :: Artist Papers

Proposal for An Advanced Art Project First off, I need to propose my theme that will encompass the majority of my art works in my stated media. Out of painting, print making and sculpture, I am choosing to work with the latter for two main reasons. One, I'm not that great at capturing visual ideas on the somewhat two- dimensional surface of paper or canvas. Adding to that I thought that sculpture would allow me to have a greater release of creativity as my work can explode into the third dimension with many added features. After pondering upon ideas for a theme, I hit upon four major factors that I want to incorporate within my work. Firstly, I want it to make a definite immediate visual contact with the viewer through use of thought provoking forms and features. Next, I may wish at times to incorporate audible stimuli to further draw the viewer into my work. Thirdly, I want some interaction of the sculpture with the viewer, so that they can make a more intimate contact with the piece through tactile and kinesthetic action, so that they thus may "get into it" more and begin to experience some of the passion & feeling that I put into my work as it is thus conveyed to and impressed upon them. As a title theme for my year's work I have come up with "Multifaceted Interactive Involvement With The Electro- Magnetic Spectrum." This includes many different forms of radiation, light and waves. I am also integrating sound to give an added flair. Some practical project examples that I intend to carry through and actually construct can be found in ideas 11 and 12. As my topic theme is fairly limiting, this is quite challenging, but great, as it allows me to create many different forms of work, all tied in to a common specific point. I thought it also might be interesting though if I deviated slightly from the main theme and as a secondary little theme chose something to do with the people in the class surrounding me. There are six in total, including myself and the teacher. There are six sides on a cube and this gave rise to idea for a project. The final result of this co-relates to idea number 9. Soon after, idea 10 followed as I got to thinking about the "average" student of art. This can also include the Proposal for An Advanced Art Project :: Artist Papers Proposal for An Advanced Art Project First off, I need to propose my theme that will encompass the majority of my art works in my stated media. Out of painting, print making and sculpture, I am choosing to work with the latter for two main reasons. One, I'm not that great at capturing visual ideas on the somewhat two- dimensional surface of paper or canvas. Adding to that I thought that sculpture would allow me to have a greater release of creativity as my work can explode into the third dimension with many added features. After pondering upon ideas for a theme, I hit upon four major factors that I want to incorporate within my work. Firstly, I want it to make a definite immediate visual contact with the viewer through use of thought provoking forms and features. Next, I may wish at times to incorporate audible stimuli to further draw the viewer into my work. Thirdly, I want some interaction of the sculpture with the viewer, so that they can make a more intimate contact with the piece through tactile and kinesthetic action, so that they thus may "get into it" more and begin to experience some of the passion & feeling that I put into my work as it is thus conveyed to and impressed upon them. As a title theme for my year's work I have come up with "Multifaceted Interactive Involvement With The Electro- Magnetic Spectrum." This includes many different forms of radiation, light and waves. I am also integrating sound to give an added flair. Some practical project examples that I intend to carry through and actually construct can be found in ideas 11 and 12. As my topic theme is fairly limiting, this is quite challenging, but great, as it allows me to create many different forms of work, all tied in to a common specific point. I thought it also might be interesting though if I deviated slightly from the main theme and as a secondary little theme chose something to do with the people in the class surrounding me. There are six in total, including myself and the teacher. There are six sides on a cube and this gave rise to idea for a project. The final result of this co-relates to idea number 9. Soon after, idea 10 followed as I got to thinking about the "average" student of art. This can also include the

Organising tour for Signed Act :: essays research papers

In order to organise a tour for a signed act, it takes the efforts of management, the record company, agent and promoter. Although each have their individual responsibilities and ways of working it is required of them to work together as a team in order to make a tour possible, or even for just one gig. They each contribute an essential part of the process and organisational strategies and without co-operation of each unit organising a tour would be practically impossible. Disagreements could cause much of an inconvenience and the music industry being so large with so many people disagreements are not uncommon as everyone has their own opinion. Compromise is perhaps the only key, therefore working with open minded people makes it much easier. Often the job descriptions of each unit intersect and are hard to define, which can sometimes be helpful as different people can do the same job from different angles, however it can also get confusing and cause problems often being the result of communicational breakdowns. In this essay we shall study what each unit does and how they work together looking at the advantages and disadvantages of certain aspects and perhaps discuss ways in which the system could be improved. Management The management company works with the artist more so than anyone else. They play a dominant role in their interaction with people in the music industry (agents, promoters, record labels). Their own interaction with the artist is direct and they often have a freindly relationship with the artist. I spoke to an unsigned rock band with a management contract to find out exactly what they do for them. Their management company were an established music company who create music for adverts and therefore have knowledge and contacts within the industry. They provide the band with financial backing for equipment, recording sessions and any other finances to support the band. They also act as an agent for the band and book gigs by contacting promoters and promoters also often contact them. Their relationship with the band is very friendly and are on terms were they both work for each other. Their management push and motivate the band to work as hard as they can to improve their material and perhaps influence it to be what a record company might want to hear. They are usually responsible for any exposure the band receive, for example interviews, airtime, music journals etc.

Present Problems in Garments sector in Bangladesh Essay

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The Importance Of Motivation In The Language Classroom Education Essay

Motivation is one of the biggest thrusts of larning a 2nd linguistic communication and it is a cardinal portion of what a instructor faces every twenty-four hours. The English course of study for primary and secondary school clearly states that it is a instructor ‘s duty to heighten and excite each and every pupil ‘s will to larn and to turn. ‘Being able to promote pupils and derive support from co-workers and parents is an built-in portion of the function of MFL instructors. ‘ ( Teaching Agency, 2012 ) The MFL topic has n't played such an of import function in the National Curriculum in the yesteryear that might be due that taking a linguistic communication as a GCSE topic is and was non mandatory. What is the EBC? ‘The EBacc was introduced as a public presentation step in the 2010 public presentation tabular arraies. The step recognises where students have secured a ‘C ‘ class or better in GCSEs or accredited international GCSEs ( iGCSEs ) across a nucleus of topics – English, mathematics, two scientific disciplines, history or geographics and a linguistic communication ( including Modern Foreign Languages ( MFL ) or ancient linguistic communications ) . ‘ ( Sam Clemens, 2011 ) However, surveies found that with the debut of the new English Baccalaureate Certificates ( EBCs ) pupils ‘ motive to larn a linguistic communication could alter. It seems to me that at the students do non see the intent for larning a linguistic communication as the general premise is â€Å" every one speaks English † ‘For many in the UK, English is their first and lone linguistic communication. On evidences of functionality, why would they desire to acquire their caputs around the grammar, vocabulary and literature of aliens? They comfort themselves with the belief that â€Å" everyone speaks English † – when that ‘s non true of 75 % of the universe ‘s population. ‘ ( The Observer, Sunday 26 June 2011 ) This paper will research motive in the secondary school category room with the focal point specifically on larning a 2nd linguistic communication, L2. First I will research what is meant by Motivation, I believe it is utterly of import that the reader understand what is meant with the term motive as this term is examined throughout this research paper. The 2nd portion of the essay will analyse motivational factors and motivational jobs. It will look at what motivates human existences and what does non actuate them. This is valuable as it is portion of a instructor ‘s tool box if he/she wants to act upon their pupils ‘ motive. In decision this essay will look at motivational schemes a instructor can use to act upon pupils ‘ motive.What is meant with the term Motivation?To reply the inquiry of what is motive 1 has to detect that the squad is really various. The Latin verb â€Å" motivus † , a signifier of movere which means to travel and as a consequence is rel ated to the importance of motive. Generally Motivation is described as end orientated behavior. A definition of the word motive might be â€Å" factors within a human being or other animate being that arouse and direct goal-oriented behavior † ( britannica.com, Motivation ) . Gardner and Masgoret put forward that Motivation refers to ‘goal-directed behavior ( californium, Heckhausen, 1991 ) , and when one is trying to mensurate motive, attending, can be directed toward a Numberss of characteristics of the person. ‘ ( Gardner and Masgoret, 2003 ) A broad scope of literature has been written on that subject and there are many different thoughts out at that place on what Motivates people and pupils ‘ . Every homo being has different committedness demands. Those need differ from single to single as everybody has their single desires to actuate themselves. Depending on how motivated we are, it can find the attempt we put into our work and hence increase the criterion of the productiveness. Motivation has been contemplated as one of the most of import constituents lending to linguistic communication larning success. Research over the last decennaries has over and over once more underlined the of import place of motive in successful linguistic communication acquisition. ( Gardner & A ; Lambert, Deci and Ryan, Ushioda, Dornyei ) . Two of the taking theories covering with 2nd linguistic communication acquisition were proposed by Stephen Krashen and J.H. Schumann. Krashen ‘s thought was that linguistic communication acquisition is a subconscious and natural procedure during which the scholar improves with real-life pattern. â€Å" Grammar-translation violates about every constituent of the Input Hypothesis, and it is hence predicted that this method will hold the consequence of seting the pupil â€Å" on the defensive † ( Stephen D Krashen, P 129, 1982 ) While Schumann ‘s socialization theoretical account high spots an integration of the scholars ‘ mark linguistic communication, civilization and community. Harmonizing to Schumann the scholar regards the TL talkers as a mention group whose life manner and values he consciously or unconsciously desires to follow. ( Schumann, P 340, 1986 ) Both theories can be applied in the schoolroom for a positive consequence.What does Motivation intend for the linguistic communication schoolroom?I believe it is highly of import to understand how motive works in the schoolroom. There are endless processs instructors use to carry through coveted effects from their pupils, but there are overall forms these motivational tools follow. In ordination for instructors to convey with their pupils, they must place with their demands on an idiosyncratic footing. This purpose is matching to Maslow ‘s Hierarchy of Needs, which states basic demands must be met to obtain rich motive. These demands, in go uping order, are as follows: Physiological Needs, Safety and Security Needs, Love and Belongingness Needs, Self-Worth and Self-Esteem Needs, the Need to Know and Understand, Aesthetic Needs, the Need for Self-Actualization ( D. Martin and K. Joomis, Constructing Teachers: A Constructivist Approach to Introducing Education, pp. 72-75.1997 ) . The most of import point about Maslow theory is for pupils to hold a educational end and that acquisition is taking topographic point. Another of import factor is to do this freshly gained cognition and information purposeful every bit good as meaningful to pupils so that it may be retained. Besides pupils should see the intent for retaining the cognition and how they could utilize it throughout their lives. An indispensable factor involved in run intoing these ends is motive. If the pupils are unmotivated in one manner or another, it is likely that barely any acquisition will take topographic point or it is really likely that cognition will non be retained. This theory had a great impact on educational constructions. In his ulterior old ages, Maslow realised that an environmental stipulation of stimulation, or challenge, was needed to actuate persons. Maslow ‘s first demand of physiological satisfactoriness is really basic. This inquiry merely asks if pupils are in a comfy and safe environing for their acquisition. In apparent English, are pupils hungry, excessively cold, excessively hot and is the environment exciting to larn in? If a pupil ‘s physical surrounding does non fit decently with the pupil ‘s demand, he/she will non be encouraged to larn or to make any higher demand. Similarly, if pupils do non experience safe ( via the 2nd demand, security ) , they will non be able to concentrate larning something. Consistent outlooks and the accepting and non-judgmental attitude of the instructors can besides bring forth pupils who feel secured and confident in their instructors. On the juncture that a pupil feels threatened by another pupil or by the instructor, he/she may non come on every bit good as hoped. Furthermore in many instances, he/she reverts from the instruction instead than reacting to it. In order to decrease feelings of menace, a instructor can attest feelings of protection and love, which is the 3rd hierarchical demand. The demand for the sense of love and belonging in pupils are of import either in the teacher-student relationships or in the student-student relationships. A instructor ‘s personality should be empathic, considerate and interested in the persons, patient, carnival, holding positive attitude and being good hearer. Teachers who have these features will supply the pupils with more assurance and accordingly students will be able to larn and better better in their surveies. With respect to the pupil to student relationships instructors should promote peer tutoring or category meetings. By holding good relationships with instructors and equals, pupils will hold fulfilled their demand to belong, and besides have the feeling of being cared and loved. In Maslow ‘s 4th demand, respect, a instructor must be careful non to overload on both unfavorable judgment and congratulations. Students must experience as if they deserve congratulations in order for them to absorb difficult work with congratulations. Teachers besides should non bury that unfavorable judgment, even when applied right, can damage students ‘ feelings and can make a deficiency of motive. Students must experience the demand of self-respect and to be respected by the others. Teachers should get down develop new cognition based on the background cognition, they besides have to assist to guarantee success ( scaffolding ) and to gait instructions to suit single demands. Teachers should besides concentrate on the person ‘s strengths and assets when be aftering lessons and transporting them out. To fulfill the following demand of understanding and cognition, the instructors should let the pupils ‘ clip to research countries of wonder and to supply lessons that are intellectually disputing. By utilizing the find attack subjects, the pupils can larn to be independent and larn from assorted angles. By acquiring involved intellectually, the pupils can fulfill their demand to carry through their demand to research, discover and work out new things. Teachers must besides be careful to asseverate authorization ; nevertheless, they must besides esteem pupils for their attempts. The demand for aesthetic is besides really of import for the pupils. By forming schoolroom stuffs in a neat and appealing manner, the pupils will be attracted to larn about the things related to the stuffs. Pleasing, good maintained and fresh smelling schoolrooms with attractive wall hangings can make stableness in the pupils who will experience comfy to analyze in such surrounding. The highest demand in the Maslow ‘s hierarchy of demands is the demand for self realization. Teachers anticipating the pupils to make their best will force the pupils to use their ain potency and at the same clip to fulfill their ain demand of self fulfillment. By giving the pupils freedom to research and detect on their ain, the instructors are able to do larning more meaningful for the pupils A pupil who fails to accomplish any of the old four demands may non be motivated to go on in the academic scene because of the intensions of defeat and misgivings in the instruction system. While Maslow ‘s hierarchy makes sense from a sociology point of position, there are defects in his theory. When Maslow undertook his research he did n't take 3rd universe states in consideration. There frequently safety is non given or their might non even experience comfy with in their environment, nevertheless, acquisition is still taking topographic point, as pupils are motivated by other factors. Thus might be hope of a better life, being cognizant that geting a 2nd linguistic communication will let them to go forth their milieus one twenty-four hours. Even in the UK as informant and my first school arrangement the first basic demand of Physiological Need was non fulfilled. Their some pupils came to school without holding had breakfast in the forenoon. The environment they had to larn in was non in my point of you educational exciting as Windowss could be closed or opened. Therefore, frequently pupils were to hot or excessively cold. However and this is of import to indicate out larning took topographic point. Therefore, the inquiry arouses why is that so if the first demand was n't f ulfilled why did n't pupils make a higher degree anyhow? As mentioned before a broad scope of literature has been written on Motivation and there are many different thoughts out at that place on what Motivates pupils ‘ . Every pupil has different demands. Those need differ from single to single as everybody has their single desires to actuate themselves. Gardner and Lambert ( 1959, 1972 ) have done radical work to look at the nature of motive specifically to linguistic communication surveies. Gardner high spots in a paper from 2007 ‘that Motivation to larn a 2nd linguistic communication is non a simple concept. It can non be measured by one graduated table ; possibly the whole scope of motive can non be assessed by even three or four graduated tables. It decidedly can non be assessed by simply inquiring persons to give grounds for why they think larning a linguistic communication is of import to them. ‘ ( Gardner, 2007 ) In 1982 Gardner and Lambert ( 1972:3 ) defined two different types of motive: 1 ) A Instrumental motive: the desire to larn a linguistic communication because it would carry through certain useful ends, such as acquiring aA occupation, go throughing an scrutiny, etc. 2 ) A Integrative motive: Gardner ‘s position is based on that the ‘ integratively motivated pupil is one who is motivated to larn the 2nd linguistic communication, has an openness to designation with the other linguistic communication community, and has a favourable attitude towards the acquisition state of affairs. ‘ ( Gardner and Masgoret, 2003 ) Differentiations have been made in the literature between ‘integrative † and ‘instrumental ‘ motive. However, Penny suggests ( 2005:276 ) that, research since so has cast uncertainty on the application of this claim to foreign linguistic communication scholars in general.A In any instance, at least one other survey has indicated that it may be impossible in pattern to separate between the two. An alternate differentiation, perchance more utile for instructors, is that between ‘intrinsic ‘ motive ( the impulse to prosecute in the acquisition activity for its ain interest ) and ‘extrinsic ‘ ( motive that is derived from external inducements ) . A Human existences in general are so different from each other. This does n't merely use to people but to pupils besides. Different pupils get motivated by different factors, therefore might be motivated per se or extrinsically. Up to a certain age pupils tend to acquire motivated by the possibility of having a dainty. Those dainty could be in the signifier of Sweets or more often used as witnessed by myself merit spines. When I was a kid within the German instruction system we would have small casts in the signifier of bees in the dorsum of our prep journal. We besides received classs from the first twelvemonth ahead. This besides was extremely actuating. Even so it merely extrinsically motivated us as pupils until we saw the intent of acquisition and our motive changed into intrinsic motive. We both types of motive I can see flaws. What happens if no wages system is introduces with in the schoolroom environment through classs, Sweets or virtues spines will larn still take topographic point? And on the other manus how do you actuate a kid to prosecute in larning for its ain interest? Captured within extrinsic and intrinsic motive are the thoughts of positive and negative support. These incentives are normally used in schoolrooms in order to arouse a desire to accomplish in pupils. Positive support is a manner of adding a enjoyable experience to a pupils head in order to prosecute that student. Praise is a common signifier of this ; a instructor who decently utilizes congratulations commends the student for his or her peculiar piece of work, non personal qualities that make the work particular. However, a instructor must be every bit sensitive to different civilizations as to the bulk civilization. Hitz and Driscoll ( 1989 ) point out that pupils from different socioeconomic categories, ability degrees, and genders may non react in the same manner to praise and may do pupils experience less worthy if they do non invariably receive congratulations. Self-government Theory Deci and Ryan ( 1985 ) introduced self-government theory and claimed that motive has three orientations viz. amotivation, extrinsic, and intrinsic. Amotivation takes topographic point when pupils do non value the activity that they are making, do non experience competent, and do non believe that the activity will profit them or take to a desired result ( Deci & A ; Ryan, 2000 ) . Extrinsic and intrinsic orientations are distinguished by whether the wages received is external such as having good classs or avoiding penalty, or internal, such as enjoyment and satisfaction in making a certain activity ( Dornyei, 1994 ) . When pupils are motivated because of a wages or effects that they will have for making or non making an activity, they are said to be extrinsically motivated. Deci and Ryan ( 2000 ) put extrinsic motive into four ordinances harmonizing to their degree of orientation toward self-government. External ordinance is the least self-determined extrinsic motive. Students who are externally regulated are those who do an activity due to an external wages or other considerations. The following degree is introjected ordinance. Students in this degree of extrinsic motive do non bask making an activity but they have a system of wages and penalty that is internally governed. The 3rd degree is identified ordinance where pupils are more self-determined. Students in this degree are engaged in an activity because they perceived that the activity is valuable to them. Finally, the most self-determined of extrinsic motive is integrated ordinance. This ordinance is performed by pupils who do non merely make the activity because the societal value says it is of value to them, but they do it because they themselves value the activity. This orientation resembles Do rnyeiaˆYs ideal ego ( 2005 ) in that all the properties that one would wish to possess can work as a really powerful incentive. It is besides really similar to intrinsic motive, yet at this phase pupils do non needfully bask making the undertakings. In some state of affairss, nevertheless, congratulations is non appropriate to supervise and modify pupils? behaviors. In general, behavior and attitude are highly of import aspects in the kingdom of motive, and instructors must be cognizant of agencies to halt behavior that is harmful to his, or other pupils larning. In some instances, the usage of negative support is appropriate. The construct of negative support is hard to learn and larn because the word negative confuses the significance, but the construct refers to beef up [ ing ] a behavior because a negative status is stopped or avoided as a effect of the behaviour. ? ( Levine, 1999 ) . In the schoolroom, this would be warning a pupil to halt a riotous behavior, such as researching inappropriate web sites on the Internet. Rather than utilize a wages to corrupt pupils to remain on undertaking, instructors can take away a positive force to take away the negative action. Many pupils are motivated by the chance of delighting the instructor, hence avoiding negative support, which can be abashing to a pupil. These general forms of motive are utile in the schoolroom, but instructors must besides be cognizant of a altering society in order to provide to pupils demands. In today ‘s universe where 10 twelvemonth olds can easy pull strings through the cyberspace, instructors must he trained in ways to use engineering in a schoolroom scene Autonomy Ushioda ( 2001 ) claimed that liberty is the demand to experience volitional. It is the province in which pupils perceive themselves as holding some picks in making a certain undertaking including a pick non to make the undertaking. Autonomy is one of the metacognitive elements that are needed in motivational behavior when acquisition. It is an attitude towards larning where pupils are responsible for their ain acquisition. It has been closely tied with the fulfillment of one ‘s demands that creates intrinsic motive ( Deci & A ; Ryan, 1985 ) . Dickinson ( 1995 ) argued that it leads to a better and more effectual accomplishment. Dornyei and Csizer ( 1998 ) listed advancing studentsaˆY liberty as one of the Ten Commandment that instructors have to maintain in head in heightening studentsaˆY motive. Motivational Schemes Last, Dornyei and Csizer ( 1998:215 ) performed an extended study where they investigated how 200 Magyar instructors of English worked with actuating their pupils during category. They came up with 10 of the most used schemes and these can be seen as a concise overview of what has antecedently been presented: 1. â€Å" Set a personal illustration with your ain behavior † . If the instructor acts as he/she would desire the pupils to move, the opportunities are greater that they really will so by demoing that the topic is merriment, interesting and of import this attitude might be transmitted to the pupils. 2. â€Å" Create a pleasant, relaxed atmosphere in the schoolroom † . If the ambiance is pleasant, the pupils are more likely to hold the bravery to show themselves in a 2nd linguistic communication, something which can frequently experience intimidating for many. 3. â€Å" Present the undertakings decently † If the undertakings are presented decently the pupils are less likely to happen content and assignments to be confounding and thereby lose motive to work because they do non understand what to make. 4. â€Å" Develop a good relationship with the scholars † . If the instructor has a good relationship with the pupils, they are more likely to experience comfy and unafraid during category. This will so increase the opportunities of the pupils experiencing motivated to larn the topic. 5. â€Å" Increase the scholars ‘ lingual assurance † . If the pupils ‘ assurance is increased, they are more likely to experience it is deserving their while to analyze and larn. Without assurance, the pupils tend to believe that it does non count whether they study or non, they will non win in the terminal anyhow. 6. â€Å" Make the linguistic communication classes interesting † . If the content of the English categories are perceived as interesting by the pupils, they are more likely to desire to larn it. 7. â€Å" Promote scholar liberty † . If the pupils learn how to work by themselves during category and to win after holding taken charge of an assignment themselves, this might do them see that they accomplished this by themselves and thereby actuate them to go on acquisition. 8. â€Å" Personalize the acquisition procedure † . If the acquisition procedure is personalized, which in this instance refers to the utilizing of relevant stuff and the integrating of the pupils ‘ ain personalities in the content of the topic, the pupils are more likely to encompass what is to be learned. 9. â€Å" Increase the scholars ‘ goal-orientedness † . If the instructor helps the pupils to put ends for themselves of what they want to carry through and larn, it becomes easier for the pupils to concretize how they need to travel about it in order to make the end. This manner, a end does non resemble an unsurmountable obstruction which might interfere with the pupils ‘ motive to larn an L2. 10. â€Å" Familiarize scholars with the mark linguistic communication civilization † . If the pupils know about the English states and their civilizations, the pupils ‘ attitudes towards the linguistic communication might better and thereby rendering the linguistic communication more interesting and actuating to larn.