Memo to training manager Essay Example | Topics and Well Written Essays - 1000 words

Update to preparing administrator - Essay Example As uncovered from the Encyclopedia of Business and Finance, universal advertising â€Å"occurs when firms plan and direct exchanges across global fringes so as to fulfill the destinations of the two customers and the firm† (1). Clearly, as a worldwide association where our tasks have been extending in different nations everywhere throughout the world, the techniques that were recently applied in our residential markets are not adequate and relevant in worldwide settings. In like manner, â€Å"unique natural factors that should be investigated by firm directors before going worldwide incorporate exchange frameworks, monetary conditions, political-legitimate frameworks, and social conditions† (Encyclopedia of Business and Finance 1). These variables are large scale natural factors that encroach on the presentation of worldwide associations as they sway the host countries’ tasks. For example, exchange frameworks incorporate â€Å"regulations and limitations incorporate taxes, amounts, embargoes, trade controls, and nontariff exchange barriers† (Encyclopedia of Business and Finance 1). Financial components consider â€Å"industrial structure and salary dispersion. Mechanical structure alludes to how all around built up a countrys foundation is, while salary dissemination alludes to how pay is circulated among its citizens† (Encyclopedia of Business and Finance 1). Politico-lawful elements consider the overarching government structure, laws, strategies and guidelines, status of soundness and looming dangers. At long last, and similarly significant are social factors that incorporate nature with the language, customs and conventions, qualities, and measurements that influence rehearsing business in have nations. Much the same as some other target for preparing and improvement programs, a specific preparing for IM would plan and upgrade the aptitudes, information and capacities of all staff on exchanging inside universal extension. As underscored in Education

The movie 13th Warrior Review Example | Topics and Well Written Essays - 1250 words

The thirteenth Warrior - Movie Review Example There are additionally references to the Cain executing Abel â€Å"this miserable being had seemingly perpetual in the place that is known for beasts since the Creator give them out a role as related of Cain.â For that slaughtering of Abel the unceasing Lord took vengeance.†( Heaney, 165).â Beowulf has taken 12 men to his last battle, much the same as Jesus had twelve supporters at the table during the Last Supper.â Probably, the creator was attempting to risk Beowulf with Jesus.â Beowulf went to murder the winged serpent so as to stop killings on honest, much the same as Jesus has relinquished himself to offer salvation to the entire human kind.â  The same components of Christianity can be followed in the film â€Å"13th Warrior†, in any case, with some differences.â For instance, the film begins with Arab meeting with his kin to go on a quest.â This Arab is the storyteller of the story, and, along these lines, he is Muslim, not Christian.â However, t hose Christianity components referenced over (twelve individuals, reference to one God very few) still remain.â Such distinction in speaking to religion is somewhat befuddling, in light of the fact that it is accepted that Muslim religion has a place with the Pagan.â The Vikings (individuals from the Arab’s blast) appeared in the film were the piece of the way of life as indicated by which there are various Gods and they live on Mount Olympus.â The closeness among Arab and Beowulf is that them two trust in one God.  From the opposite side, referencing of the trolls, mammoths battling monsters and mythical beings which are bounty in the sonnet, are not part of the Christianity (Beowulf, 164).. In addition, the referencing to the symbols is additionally part of the Paganism. These Pagan images and animals are likewise present in the film. Along these lines, the delineation of Pagan religion in the sonnet and in the film is the equivalent. Another topic canvassed in the sonnet is the customary burial service of that time. Both the film and sonnet start with the burial service of the lord which is portrayed clearly. As it is written in Beowulf, the warrior and lord are set a buoy with all the assets and afterward the pontoon is determined to fire. â€Å"13th Warrior† presents this scene precisely the equivalent. Thereafter the incredible blowout comes to praise the passing of the old ruler and the life of the new ruler. It is an exceptionally fascinating authentic custom to make the festival of the king’s passing and life of new ruler at one day. It appears that bliss and distress remain at one line. Further, the character of Beowulf is portrayed diversely in the sonnet contrasted with the film. For instance, Beowulf has driven his warriors in the quest for magnificence (not as a result of his longing to be acceptable) and chose to help the town simply because this demonstration will include acclaim in his life. In the film, it is introduced in an unexpected way: the warriors went to the town so as to diminish trouble and therefore they have offered their help. In any case, the fearlessness of these warriors is similarly evaluated in the film and in the sonnet: not a solitary individual rested

Styles Of Leadership From Different Books Provided - 2200 Words

Report On Styles Of Leadership From The Different Books Provided For Reading (Book Review Sample) Content: Leadership:Name:University Name:Course:Instructor:Date:The Principal, Three Keys to Maximizing Impact by Michael FullanIn this book, The Principal, Three Keys to Maximizing Impact Fullan provides explicit concepts for successful implementation of change. The principles outlined in this book are geared towards enhancing the students outcome through educational leadership. This book suggests collaborative leadership between principals, teachers, and students to impact positively on the overall outcomes of students. For example, Fullan points out those principals must lead by example, and work closely with teachers to set quality teaching standards. Fullan provides an in-depth analysis of the roles of principals in various educational settings, and how their actions influence the overall success of both students and teachers.The implementation of the three keys suggested by Fullan requires expansion of the traditional duties of the principal in learning institutions. The three keys to maximizing impact brought forward by Fullan includes, leading learning, principals role as the system player and becoming a change agent (Fullan, 2014). Fullan regards the element of leading learning as the chief catalyst in the implementation process. The key to maximizing impact emphasizes coordinated teamwork and accountability. The principals must work in close collaboration with teachers and students to implement the necessary reforms.Leadership EmphasesFullan points out that the traditional, autocratic leadership approach exercised by principals is outdated and irrelevant in the digital era. He suggests transformational leadership that serves the best interest of students such as adoption of collaborative leadership in the learning institutions. Fullan regards principals as the primary change agents in schools; he insists on collaboration between administrators and teachers to maximize the impact (Fullan, 2014). The first key proposal by Fullan is leading learni ng; it implies that school heads are responsible for shaping the entire learning environment. Fullan argues that greater impact is achieved when principals engage teachers to achieve a common objective.In essence, the principal and teachers must brainstorm together to formulate solutions to alleviate existing crisis. The second key to maximizing impact highlights the role of directors as system players. Principals must set up a benchmark of quality to help teachers compare their teaching standards with those of other schools. The third key highlights the role of principals as change agents; that is, the principals are responsible for initiating change in schools by incorporating technology and innovation to enhance learning (Fullan, 2014). To achieve this, the principal must possess certain leadership traits such as collaboration, innovation, and trust.This book has influenced my vision of educational leadership by providing a more explicit understanding of the process of change im plementation. Given the prevailing dynamics in learning, new strategies must be formulated to enhance learning in the digital revolution. The concept of leading learning resonates with my vision the most. Predominantly, I believe that collaborative leadership is more productive than the repressive one. The highlight of leading learning is teamwork; providing an environment that allows every member to contribute positively towards problem-solving. To make a greater impact in learning, the principal must direct teachers in ways that enable them to acquire substantial knowledge about decision-making.This book stresses the need for principals to oversee the learning process while at the same time gaining new insights to maximize the impact. This involves a collaborative effort between principals and teachers. The principal must organize study groups made up of teachers to brainstorm different areas that need to be changed (Fullan, 2014). The advantages of this kind of educational leader ship include quicker problem solving and better decision making. After reading this book, I acquired substantial knowledge on how to speed up the implementation process for change.Drive by Daniel PinkIn this book, Pink emphasizes the need to adopt new methods of motivating employees to improve their productivity. He points out that the rewards and punishments system is outdated and no longer effective in regulating the employees conduct. Pink notes that various factors motivate different people, and thus the human resource managers must understand this fact before recruiting workers (Pink, 2011). This book identifies an individuals purpose as the primary driving force for success. Chapter one of the book covers the rise and fall of motivation. In this chapter, Pink evaluates how motivation has been achieved in the past. He notes that the rewards and punishments system might be efficient in getting the work done, but fails to enhance quality. This kind of motivation has minimal impac t on innovation and ingenuity. Intrinsic motivation yields better results, especially in innovation (Pink, 2011).Application of rewards and punishments in a business organization promotes cheating and other unethical conducts. This is evident in situations where employees do not enjoy what they do but only work for the paycheck. This has devastating effects on productivity and overall performance of the particular organization. Pink identifies two types of employees behavior that influence their motivation. He categorizes them as type 1 and type X. Type 1 represents intrinsic behavior while type X represents extrinsic behavior. Purpose and freedom motivate individuals in type 1, but rewards such as promotions motivate persons in type X. Pink points out that type 1 employees are more productive than type X; they are more confident and enjoy their work, which enhances their interpersonal relationships (Pink, 2011). The last chapters propose new methods of motivating employees by integ rating elements such as autonomy, mastery, and purpose.Leadership EmphasesThis book is centered on motivation. It emphasizes the need for leaders to identify the motivating force behind every worker to increase productivity. Pink advises leaders to delegate a certain degree of autonomy to their employees; this enables employees to acquire a sense of belonging to the individual organization. Employees who portray the intrinsic behavior work best under minimal supervision since they are usually self-driven (Pink, 2011). This means that employers should promote freedom in the workplace, to help employees exercise a certain degree of control in their undertakings. Pink believes that collaborative leadership is more effective in problem solving and decision-making. This kind of leadership promotes interdependency in the organization and better relations between the management and employees. Pink argues that the best method to propel the organization forward is ensuring freedom and engag ing all stakeholders in the decision-making processes.How this Book has influenced my Vision of Educational LeadershipThis book has changed my vision of educational leadership by providing unambiguous concepts on the relationship between motivation and productivity. Every leader needs to be conversant with the key motivating factors that influence employees performance. This book has provided me with a clear understanding of the dos and dont of the classical rewards and punishments system. Pink provides a comprehensible description of human motivation and its consequences. His motivation concept is applicable in a wide range of settings such as family and school. The primary motivation is powered by biological needs such as food and shelter.This kind of motivation is responsive to the rewards and punishments system. Pink points out employees are more productive when they follow their real purpose. Employees who support their purpose are hardworking and persistent in the end. Pink al so provides leadership strategies to help establish a type X workforce. This will enable employees to enjoy their work thereby improving productivity and relationships. The development of intrinsic motivation enables employees to enhance both their personal and professional skills (Pink, 2011). Although Pinks motivation concepts are realistic, implementing them in the organization is not easy since some employees prefer to work for the paycheck.Educational Leadership: A Bridge to Improved Practice by Cunningham and CordeiroThis book has focused on the role of principals as change agents in the learning institutions. The authors point out that principals are the main system players, and that their actions influence the entire learning process. This book presents a broad range of principles on effective administration of learning institutions. It also provides an in-depth analysis of technology and its impact on education. The book advocates for collaborative leadership that engages a ll stakeholders in decision-making.Major concepts of management are brought forward in several chapters. It provides insights on the role of principals in areas such as administration and stewardship. The authors focus on cultural diversity in schools and its impact on the learning outcome. Administrators are encouraged to identify cultural diversity to enhance learning. Cultural diversity impacts negatively on the language learning process, for instance, non-natives are unable to master the foreign language effortlessly (Cunningham Cordeiro, 2013).This book provides principals with different approaches to managing diversity.Leadership EmphasesThis book covers a broad range of leadership concepts and theories. It emphasizes the need to establish explicit value system in schools. It a...

The Yellow Wallpaper, By Charlotte Perkins Gilman And A...

Unaccustomed The short stories, â€Å"The Yellow Wallpaper,† written by Charlotte Perkins Gilman and â€Å"A Rose for Emily,† written by William Faulkner, have a lot in common regarding the main characters. Each narrative focuses on the lifestyle and behavior of a bizarre woman who has been kept away for a certain period of time. One could argue that these women were not initially deranged, though something must have occurred to send them on such a downward spiral. The main characters in each account, Jane and Miss Emily, endure situations in their lives which prove to be crucial in the development of their mental illness, and being isolated gradually causes their illness to escalate. Jane and Miss Emily both face a monumental change in their lives, which results in the conclusion that mental illness is the cause of their strange behavior. The women face profoundly different catastrophes; however, each occurrence involves their families. In Charlotte Perkins Gilman†™s â€Å"The Yellow Wallpaper,† during an exchange between John and Jane, John explains, â€Å"I beg of you, for my sake and for our child’s sake, as well as for your own, that you will never for one instant let that idea enter your mind!† (Gilman 137). Jane gives birth to a little baby boy, which is when her life takes a turn for the worse. Jane begins showing unusual, if not utterly insane, behavior, as well as depression and anxiety, which is a result of her post-partum depression. In William Faulkner’s, â€Å"A Rose for Emily,† heShow MoreRelatedAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaper†Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and fee lings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreWilliam Faulkner s A Rose For Emily And Charlotte Perkins Gilman s The Yellow Wallpaper1466 Words   |  6 PagesThe women in William Faulkner’s A Rose for Emily and Charlotte Perkins Gilman’s The Yellow Wallpaper are troubled protagonists that have been neglected, isolated, and pushed to the point of insanity. There are many contributing factors to their decent into psychosis. Both women have lost their ability to function in society due to their obsessive behavior and the controlling men in their lives. 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Both the women in these stories feel they can’t be complete without a dominant male role in their life or that it was forced upon th em. However, they both find a way out of this over powering rule through insanity, as some people see it. In the time the stories were based and written, women were not supposed to be sophisticated or intelligent, and were over taken by their emotions. The men believedRead MoreShort Story Comparison1241 Words   |  5 PagesScales 1! Katrina Scales David Miles ENC-1102 16 July 2015 A Yellow Rose It is likely that after reading short stories The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner, any sensible reader will feel disturbed in at least the slightest. Both texts contain neurotic women of unsound mind who have deathly obsessions. 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As a result, both characters experience oppression by overbearing male influences and are physically and emotionally isolated. â€Å"A Rose for Emily† and â€Å"The Yellow Wallpaper† take place inRead MoreWhat Is The Similarities Between The Yellow Wallpaper And A Rose For Emily1184 Words   |  5 Pages Charlotte Perkins Gilman’s, The Yellow Wallpaper and William Faulkner’s A Rose for Emily are two psychological short stories that followed the lives of two very misunderstood women. Each story had many similarities, which showed the inequalities that women had faced in the early 20th century. Charlotte Perkins Gilman’s, The Yellow Wallpaper and William Faulkner’s A Rose for Emily  are two disparate works that explore, and show the ultimate struggles that a woman faced in the time period that they

Different Aspects Of School Involvement Towards Health And...

Different aspects of school involvement towards health and wellness has long been thought to influence students. Research argues that health promoting lifestyle activities maintain or improve individual’s health and wellness (reference). Researchers suggest that health promotion includes a process of empowerment of the community to act on the improvement of their life and health qualities (research) A closer look into a healthy lifestyle begins at childhood. Healthy lunches promote physical activity and healthy diets. School lunches need to have nutritional value and a well-balanced nutrition scale including fruits, grains, vegetables, protein and dairy. Recess enhances health and academic benefits. Recess involves more than just stimulating indoor activities, but also simply thirty minutes of exercise outside. Moreover, the healthy lifestyle needs promotion by an authoritative figure or institution. Many students rely on teachers, principals, nurses, etc. to teach them the es sentials of health because parents may lack the knowledge to do so. In a school setting, health promotion entails providing students with educational courses, activities, school lunches, and recess. All of these factors contribute immensely to the balance of a student’s life. Control must be given to the student to allow them to improve their health and cause a rise in awareness. The purpose of this study evaluates the methods that public and private middle schools in the Athens metro area distributeShow MoreRelatedThe Importance Of Change In Health815 Words   |  4 PagesWhen it comes to our health, university students are notorious for becoming complacent with routine examinations that further translate to later on in their lives. 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Unique Challenges Facing Teenage Immigrants free essay sample

Unique Challenges Facing Teenage Immigrants BY Tiffany925 America was founded as a nation of immigrants. With the exception of Native Americans, who predate recorded history, Americans are descendants of people born elsewhere. Over the past 500 years, millions of people from different countries have come to the United States seeking freedom, peace, and the opportunity promised by the American Dream. Between the fifteenth and eighteenth centuries people came to America seeking everything from greater physical space to freedom from political or religious persecution. During this era there were also thousands of Africans rriving to America in chains. They were sold as slaves to plantation owners. In the twentieth century millions of Europeans sailed to America seeking better opportunities. Although many laws have been implemented throughout the years to regulate entrance to this country, people continue to come in great numbers seeking similar dreams. In fact, over one million immigrants enter the United States each year (PBS, 2009). Passig describes the four main difficulties experienced by immigrants upon entrance to the U. S. as the language barrier, social difficulties, emotional imbalance, and mental difficulties. Most immigrants are not fluent in the English language. This heightens their feelings of loneliness and alienation. The added pressures of learning a new language and deciphering Americas behavioral patterns and social norms can pose many emotional and mental difficulties for immigrants. Passigs research suggests that the ages between 11 and 22 years are not optimal for coping with these difficulties. It is believed that teen immigrants have more difficulty coping with immigration than adults because they are simultaneously coping with the physiological and psychological changes resulting rom age-related development (Passig, Eden, Heled, 2007). According to the U. S. Census Bureau, around 400,000 people try to enter the United States illegally each year. Of this group, about 10 percent are minors. Many endure hardships Teen Immigrants 1 coming to America. A 19-year-old high school student who emigrated from Mexico described his illegal Journey to the U. S. in an interview published in The Grady Journal: l walked a ton and we suffered because there was no water and it was very hot, A man who came with the group died on the way, but when we crossed the border I was happy. My American dream had become reality. (2009). A 16-year-old student also interviewed in The Grady Journal shared her familys experience working with coyotes to come to America from Mexico when she was eleven years old. Coyotes are American citizens that charge money to bring foreigners into the U. S. Coyotes have been known to drop immigrants off in the middle of nowhere, keeping their money and leaving them to die. The student described walking through the desert four days. She also said the coyotes were bad to her family and did not even provide them with water to drink. She recalled feeling sad, scared and orthless during her. However, she considered herself and her family members to be lucky to have survived the Journey since thousands of immigrants have died while the U. S. and later struggle to fit in toa new culture (2009). Regardless of their method of Journey to the U. S. , teen immigrants face a wide range of acceptance, rejection and disregard. They leave behind friends, family and all aspects of life in their native countries in the hopes of making better lives for themselves in America. For many immigrant youths, the transition to high school is the most challenging of their obstacles. Besides learning a new language, immigrant teenagers have to make friends, and adjust to the different technology that is used in American schools. Many immigrant teens also struggle with conflicts posed by their parents desire for them to remain faithful to native cultural traditions and their individual desires to acclimate to the cultural traditions of American teens (Sridhar, 2008). For many teenage immigrants, American schools are their first experience with formal education. In most developing countries poverty and cultural tradition limit the opportunities of female youths to obtain a formal education. Many families, especially those with many children, can not afford the incidental expenses associated with educating their children. The cost of voluntary contributions, uniforms, books, and bus fares can make even free education expensive. When the costs are weighed against the limited opportunities for educated females to obtain paying Jobs, most families choose to keep daughters at home. There she is able to contribute to the household by cleaning, cooking, collecting wood and water, and looking after younger children. According to the UNICEF League Table of Girls Out of School, the percentage of primary school age girls out of school in the region of Sub- Saharan Africa is as high as ninety- four percent, with a regional average of fifty percent. The regional average of Middle East and North Africa, as well as, Asia and Pacific is twenty-two percent. When these numbers are compared to the seven percent regional averages of the Americas rand Europe, it is clear to see the disparity amongst nations (UNICEF, nd). In a January New York Times article, Jennifer Medina discusses the educational impacts of teenage immigrants in New York City schools. Medina estimates that of the 150,000 non- English speaking students in the city, more than 15,000 have had little or no formal schooling, and are often illiterate in their native languages. Stephanie Grasso, an English teacher in the South Bronx, explained to Medina that many immigrant teens have not learned do not have a notion of what it means to be a student. In addition to the expected challenges immigrants face, these children have the added disadvantage of having to learn how to be a student how to ask questions and understand things for themselves (Medina, 2009). The State of New York has established a formal classification for teenage immigrants new to the educational experience Students with Interrupted Formal Education. Statistics from New York Citys Department of Education show a fifty percent increase in the number of Students with Interrupted Formal Education over the past ten years. In 2007, the graduation rate of these students was a mere twenty-nine percent against the citys overall sixty-two percent average. A study was performed during this same timeframe, through which Elaine Klein, a linguistics professor at City University of New York, followed ninety-eight Students with Interrupted Formal Education. Within twelve months, Professor Klein reported that only forty- eight of the students had countries, left school for unskilled Jobs, or disappeared. The State of New York does not offer any additional financing for Students with Interrupted Formal Education. In 2008 New York City provided $2. 5 million to fifty-three schools with a large population of these students; however, this only equated to $165 dollars extra per student. As a result of these limited resources and the negative impact these hildren have on school ratings, many school administrators are allowing these children to fall through the cracks. A principal at a Queens high school was quoted as saying Look, you have to understand my position: what this group does for my school is bring down my numbers (Medina, 2009). With many administrators adopting a similar attitude to that expressed by the Queens principal, many are left to ponder the question of who is going to serve these children. To address this issue, Norma Vega, a New York City social worker and former principal, established Ellis Prep School. Ellis is an acronym for English Language Learners and International Support. In addition to the States standard per-pupil funding, Ms. Vega was able to secure a four year, $200,000 grant from the Institute for Student Achievement, and $76,000 from New York City. In addition to teachers, Ms. Vegas staff includes academic coaches to sit at students sides in class to walk them through lessons. Ellis students are organized into small groups, compiled in such a way as to provide newer students the benefit of working with more experienced students on which they can rely for explanations and translations. The Ellis curriculum includes English, math, history, science, and electives including violin and dance. Ellis has the same graduation requirements as other high schools. Although it is too soon to report on the success of Ellis academic program, Ms. Vega is confident that it will better serve Students with Interrupted Formal Education than the traditional public school system. Ms. Vega has said, If they were all sent to regular high schools, they would simply be lost (Medina, 2009). Interviews with teenage immigrants prove that aside from all the obstacles they face, teen mmigrants find plenty to be happy about

Major textual analysis project Essay Example Essay Example

Major textual analysis project Essay Example Paper Major textual analysis project Essay Introduction Major textual analysis project Major textual analysis project Major textual analysis project Major Textual Analysis Project Introduction The Almighty Johnsons is a New Zealand TV Series that airs in Australia’s TV3. The show pursues the life of a student named Axl Johnson who, on the day of his 21st birthday, discovers that his family members are reincarnated Norse gods of old. However, his family members do not have full powers until Axl has been reincarnated as Odin. To ensure that their family survives, Odin has to locate the whereabouts of the reincarnation of Odin’s wife, Frigg. Matters are further complicated by the fact that they are not the only Gods in Exile, in New Zealand. The first episode of the whole series is one of interest. It portrays the life of a young man who has been ushered in into the world of responsibility. Axl, at the age of 21, is given the burden of a god whose power can sustain those of his family members (Griffin and Lang). This can be assumed as the typical life experience of everyone who becomes of age. For some, like Axl, respo nsibility is thrust upon them when they become adults. Some readily accept the challenges with excitement not knowing what lies ahead. Others deny the fact that they have become of age and refuse to take responsibility. Though Axl is skeptical at first, he accepts his role as the reincarnate of the Norse go Odin. The question is how real life experiences of young adults have been portrayed in the series. In this sense, the question of how similar the Norse myth is to it portrayal in the Almighty Johnsons and are there any similarities between the modern culture and ancient Nordic cultures for the myth to appeal to both. Context The various ways in which the screen text was produced and circulated can be viewed in various ways. The series has been produced within a social context that is defined by television. South Pacific pictures, is a television production company that made use of the popularity of television to produce the screen text, Almighty Johnsons. Television seems to be a ttracting more people every day. Television is mostly watched by young people who are attracted to genres such as have been presented by Almighty Johnson (Hammond and Mazdon 21). One of the things that have increased television popularity is the fact that as the society grows, jobs are becoming less available. It is commonplace to find graduates with no jobs and therefore, they are drawn to watching television on a regular basis. Perhaps the production is aimed at this group of young men and women to take initiative and map out the course of their futures. Institutional context in this regard refers to the social context within which the screen text has been produced. In this case, television has played an important role in delivering the intended meaning. The discursive context refers to the conversations that take place in society and how these conversations shape thought in society and the world. Television has been considered one of the most crucial aspects of society. It then f ollows that whatever airs in the television, people are going to discuss (Fisherkeller 56). The Almighty Johnsons is thought of as being humorous. This assessment tells a lot the social context within which the screen text was produced. It seems to suggest that people do not want to take life seriously. The humorous concept it seems has been used to encourage audiences to embrace the concept of gods in the modern world. Rumors to cancel the show, for example, were not taken lightly with people on twitter asserting that the show had to continue into the third season. This just goes to show the importance that has been attached with the continuation of the show by the fan base. The central idea behind the plot is the interaction of gods in modern society. The plot also revolves around Axl Johnson’s quest to marry the goddess Frigg so that his family members’ powers can be fully realized. If this does not happen, then disaster befalls the family and they will not survive. This representation is more of the daily challenges that young men and women go through every day such as dealing with siblings, love, disappointment and how one fits into the world. What role are they supposed to play? The Almighty Johnsons, as much as it is geared toward achieving humorous effects, it also provides people with an engaging dramatic experience. The dramas of life include concepts such as love, rivalry, conflict among other difficulties that are characteristic of everyday life. The screen text also takes the audience to a world of fantasy that is all about gods and their destiny. The fantasy is plays into the minds of youth and people in general who have the desire to achieve greatness yet they never know where to begin. Axl has provided is a classic example of current youth who hope to be enlightened about the path they are supposed to take. Since this does not happen in real life, the audiences live through the character of Axl Johnson and others in their quest to find their purpose in the world. The fantasy genre has also been influenced by other programs on television. There seems to be a frantic about the fantasy genre today. It has become the norm that one may find motion pictures and television series having zombies, vampires, super powered individuals among other fantasy traits (Hammond and Mazdon 39). The appeal of fantasy is that, for the period one is watching these fantasy programs, one is made to believe that there is a slight chance that such things take place. It is accurate to conclude that the Almighty Johnsons provide a multi faceted approach where it provides the audience with aspects of drama, humor and fantasy as a marketing strategy. It has taken advantage of the appeal that fantasy and science fiction has on television audiences to sell its concept. The cultural context of the screen text is based on a modern life that has been integrated with the cultural context of the Norse gods. While Axl Johnson and his brothers lea d a normal life in the world, they have to abide by the rules of Norse gods. For example, as a rule, Norse female gods and male gods do not get along as a rule. This is an ancient archetype of gender relations where men and women are considered different in terms of the roles they play in society. Women have always been seen as the inferior sex, and in this regard, they have withstood the worst of male brutality. This relationship between the Norse deities is an example of women asserting their independence something that has been increasingly visible in the world today. This also gives evidence to the fact that even in ancient times, women have always fought for their independence and equality. The social context of the screen, despite the deity concept, portrays the problems that people face everyday. For example, the screen text reveals social truths such as divorce, betrayal, destiny among other social concepts. The most important thing that comes out in this screen text is the fact the obvious us of intertextuality. This is where the creators of The Almighty Johnson’s have used a previous text in the past to come up with their own constructions. Intertextuality in this case has been the transference of the contents ancient Nordic poetry about Norse deity and applying the same concept in a modern context through the Almighty Johnsons (Allen 27). The assumption is that while the Nordic poetry is important, it may not appeal to the current society. In this case, the creators recreate a story about the Norse gods and goddesses by incorporating themes that are relevant to our current experiences. Analysis In episode one of the first season of The Almighty Johnsons, Axl has been presented with the idea that he is the vessel of Odin, a Norse god in ancient Germanic mythology (Griffin and Lang). One crucial scene is when his brothers gather around in the forest to tell him who he is. He is reluctant to believe what his brothers are telling him. This may be because the idea of incarnation may be a farfetched idea. However, he is finally convinced, and he accepts the challenge. One of the reasons he agrees is to becoming Odin’s incarnate is the fact that he will be responsible for the continued survival of his brothers. What is clear is that it presents issues around accepting responsibility of avoiding it all together (chaos or order). Chaos will erupt if Odin does not accept his destiny and save his brothers. However, his acceptance of this responsibility where he has to find Frigg, he will be able to save his family. Another significant issue is the fact that he has been given this responsibility at the age of 21 and right on his birthday. This is significant especially because culture dictates that a man or woman will get to the age in which he or she will have to take up some responsibility. In the past, this was also the practice. This practice has survived the many generations. When Axl takes the sword of Odin, he is stru ck by lightening and this marks his incarnation the beginning of his quest toward his destiny. People begin life when they have reached a certain mark in life. In western culture, this is always through education, where after attaining a degree, one embarks on a path chosen for them in pursuit of happiness. Either way, Axl journey is a replica of the structures inherent in society. Mythology studies myth. Myth is usually a story that has significant implications to a particular culture. However, myth can be assigned a different attribute in which myth may refer to the way symbols have been ordered so that constructions appear natural. It is therefore essential to interrogate the relevance of myth in this society. The relevance of myth in the Almighty Johnsons is partly because of enhancing plot, but it also, myth has been used to enhance a certain message that is relevant to the society within which the screen text has been produced. The issue of myth here has been achieved by prese nting symbols to give an understanding of the world within which we live. The myth of a defined destiny is revealed in the person of Axl Johnson, his brothers, and other gods and goddesses whose paths have chosen. The similarity between the ancient Norse myth and the myth as presented by the screen is obvious. All portray lives as being directed by a being higher that they can comprehend. This remains a part of western culture where people believe that order is brought by all being right in the world. If this order is tampered with, then chaos is inevitable. Conclusion There is a significant relationship between ancient mythologies. This can be explained by the fact that despite the use of an old mythological story from a dead civilization can still apply in the modern context. Further still, it is evident that the desire to pursue one’s destiny is a persistent archetype in the art that has survived to this day. If art is the portrayal of society, then The Almighty Johnsons h as portrayed human beings as still desiring the divine intervention in life. The fantasy appeal of the screen text goes to show just this. It is also crucial to recognize the fact that screen text has been used to present the challenges that young people go through everyday such as the difficulties one faces in life such as dealing with siblings, the decision about one’s future among other issues. The Almighty Johnsons in this regard has been a useful tool in assessing the relevance of myth in life in now and in the past. Major textual analysis project Essay Thank you for reading this Sample! We will write a custom essay sample on Major textual analysis project Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Major textual analysis project Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Major textual analysis project Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Devoloping an Effective Message

Devoloping an Effective Message Free Online Research Papers THE OBJECTIVE: Encourage participants to take action and meet specific Health Care goals, and get them to comply with in a set amount of time. MOTIVATE PARTICIPANTS: Display notes, notices, messages, charts, and posters in advance of the meeting. Set up time to work with the participants who have small changes to be made in advance; in order to change the amount of people you need to target. Get them to take action by incorporating personal illustrations and examples based specifically on the Health Care Plan/ Plans; use account information of a fictitious employee and a power point presentation, to determine the current asset allocation strategy. Present age-based asset allocation models for purpose of comparison, show them that time is important here, â€Å"the sooner you† â€Å"the more you get†- always helps to motivate someone; get them to take action to review their current plans and take on new ones if necessary. Targeted messaging increases readership and improves responsiveness. Get the ones who do not plan to take any changes on to leave early. Cover the small facts first, this will help get the employee’s who are making small changes out of the way so you can deal, only with the participants who have the complex changes; making your job much easier to do and to get your points across faster(993/present, n.d.). TEN WAYS TO GET YOUR MESSAGE ACROSS (Marketing, n.d.): Think of getting your message across as a play or a show of sorts, follow the movie strategy. 1. PLAY TO THE BALCONY: project to the back row and everyone will hear you. 2. LEARN YOUR LINES: create your message clearly and concisely, explain how you plan to meet everyone’s needs. Be humorous; this shows your audience that you are human and puts you on their level. 3. ENTER SMILING: make your Health Care materials user friendly to avoid confusing people, maintain a friendly tone, and show them they can trust you to solve their problems/ miss-understandings with the new plan. 4. PUT YOUR BEST FOOT FORWARD: step out with confidence, create a positive impression; show them the new plan can be explained in a short period of time and this will relax your audience; make them more open to the information you are sending them. 5. BECOME A QUICK STUDY: you don’t have much time, so do your homework before your meeting. Learn as much as possible about the new changes in the Health Care Plan; and learn what part you could play in solving any problems; your preparation will help your credibility. 6. BE A TRIPLE THREAT: deliver quality, service, and price; it is imperative to provide all three. These move their attitude towards a boring subject; into numbers and show them the winning numbers first (the ones that they win for applying themselves in a timely manner). 7. ALWAYS LEAVE THEM WANTING MORE: give them the up side of the Health Care Plan’s changes. Show them who win’s by up-dating their old plan. Once you’ve finished These projects, suggest an opening for questions- and – answers; let them go over what they need to know. This will also get the â€Å"Ball Rolling†; once you’ve done that everyone will follow thru with getting changes taking place faster. They will appreciate that you are proactive and take their needs in earnest. 8. WIRK WITH A GOOD DIRECTOR: pass out Health Care Plan, worksheets, so when you go over the basics (Maybe in a power point presentation), they can fill in their own figures, in other words â€Å"Do the Math for them†. 9. GET TOP BILLING: Leave open time to work with employee’s, on a one on one basis. Be ready to help them when/where needed, such as a name or phone number they can get in touch with to help out with any problems they may encounter. 10. MAKE SURE OF YOUR DATES: be sure to repeat the importance of the time span involved. Be sure everyone knows the exact time span by emphasizing the dead line several times during your meeting. Tell them over and over the DATE DUE. This not only makes the audience feel pepped-up, but also leaves them wanting to do the right thing in a timely manner. If it is possible with-in your company; offer some type of reward for complying in a timely manner. The best thing to remember is to get the so called Dead-Beats, out of your way before you even start your meeting. In other words people can influence other people: if you have employee’s who do not plan on taking on the new Health Care Plan, they will ask all the wrong questions on purpose and run down what you are trying to accomplish with the employee’s you are trying to help understand the major changes. REFERENCE PAGE Marketing, (n.d.), retrieved March 4. 2008, from resource Web Site: sbnonline.com/Local/Article/1274/82/0/Marketing_from_the_footlights.aspx 993/present, (n.d.), retrieved March 4, 2008. From resource Web Site: http://gbr.pepperdine.edu/993/present.html Research Papers on Devoloping an Effective MessageAnalysis of Ebay Expanding into AsiaWhere Wild and West MeetIncorporating Risk and Uncertainty Factor in CapitalThe Project Managment Office SystemResearch Process Part OneOpen Architechture a white paperInfluences of Socio-Economic Status of Married MalesRiordan Manufacturing Production PlanTwilight of the UAWBook Review on The Autobiography of Malcolm X

A Brief History of New York City

New York City is one of the most famous metropolises in the world. It is not only a huge business hub, but also an American cultural symbol for opportunity, hard work, energy, and eclecticism. But have you ever wondered about the history of this great city? If you have, you will enjoy the following paragraphs on New York City’s prehistory, European settlement, and modern development. Native Americans were the first inhabitants of the area of New York City. The Lenape people were the main residents in this land, and they spoke the Algonquian language (Kraft, Herbert). These people used the waterways in their surroundings for fishing, hunting trips, trade, and even war. In fact, many of the main trails of the Lenape are now major thoroughfares in New York, such as Broadway (Foote, Thelma Wills). Before European settlers came, the Lenape had agriculture, developed hunting techniques, and were managing their resources with ease. They even were harvesting large amounts of fish and shellfish (Kurlansky, Mark). According to estimates, there were around 80 settlements of the Lenape with a population of approximately 5,000 when European settlers came (Stanford Web Archive Timeline). Italian voyager Giovanni da Verrazzano was the first European to visit the area, which was in 1524 (Morison, Samuel Eliot). But he did not stay for long, and it was not until 1609 when English employee of the Dutch East India Company, Henry Hudson, was looking for a westerly passage to Asia and instead found a fine spot for beaver pelts. Hudson’s report about the beaver population of the New York City area prompted the Dutch to create trading colonies there (Sandler, Corey). Through 1624-1625, the founding of the first Dutch fur trading post was where what is now Lower Manhattan (New York City Department of Parks Recreation). In 1626, the creation of Fort Amsterdam was initiated. Through the bringing of African slaves to the settlement, construction improved and blossomed, but there was animosity between the Native Americans and the settlers. In February of 1643, there was the Pavonia Massacre in the area known as present-day Jersey City, but a peace treaty was eventually mad e on August 29th of 1645 (Ellis, Edward Robb). Shorty after, in 1652, the colony was granted self-governance. However, Dutch rule was short lived. The English took over the colony, renaming it â€Å"New York† in honor of the Duke of York in 1664 (Homberger, Eric). It became a colony of the Kingdom of England and subsequently of Great Britain. In the hands of the British, New York burgeoned into a full-scale city. From 1678 to 1694, 384 houses grew to 983, with a mix of African (slaves and free), Dutch, English, Welsh, Scottish, and Irish people (Harris, Leslie M). Unfortunately, through war and massacre, the population of the Lenape shrunk to about 200. On the other hand, the slave trade under British rule continued to boost manpower and also Africans and Caribbeans acted as servants within homes. With the introduction of the Stamp Act and other taxation measures created by the British government, the colonists became agitated under oppression. Official resistance to British authority began in 1765 with The Stamp Act Congress, and it eventually resulted in the American Revolution starting in the same year. The Revolution lasted until 1783 under the leadership of General George Washington with the aid of France and other countries. The 13 colonies built the Continental Army, and through much tribulation, were able to drive out the British Army from New York and the other colonies. Serving as the first constitution of America, the Articles of Confederation was made in 1785 by Congress in New York City, and by 1798, New York City became the national capital of the United States according to the new United States Constitution. You can say this was the true start of the modern New York City. From a relatively peaceful Native American settlement of the Lenape people to American rule, New York City has had a bloody, tumultuous history of banner-changing, massacres, mass fires, slavery, and revolt. Now the focal point of American urban culture and business, one can easily forget what it came from. References Kraft, Herbert. The Lenape: Archaeology, history, and ethnography (New Jersey Historical Society v 21, 1986). Foote, Thelma Wills (2004). Black and White Manhattan: The History of Racial Formation in Colonial New York. New York: Oxford University Press. p. 25. ISBN 0-19-516537-3. Kurlansky, Mark. The Big Oyster: History on the Half Shell, New York: Ballantine Books, 2006. Gotham Center for New York City History. Archived 2008-12-29 at the Stanford Web Archive Timeline 1700–1800. Morison, Samuel Eliot (1971). The European Discovery of America. Volume 1: The Northern Voyages. Oxford, U.K.: Oxford University Press. p. 490. ISBN 978-0195082715. Sandler, Corey (2007). Henry Hudson Dreams and Obsession. Citadel Press. ISBN 978-0-8065-2739-0. Battery Park.† New York City Department of Parks Recreation. Retrieved on September 13, 2008.† Nycgovparks.org. Retrieved 2010-10-04. Ellis, Edward Robb (1966). The Epic of New York City. Old Town Books. pp. 37–40. Homberger, Eric (2005). The Historical Atlas of New York City: A Visual Celebration of 400 Years of New York Citys History. Owl Books. p. 34. ISBN 0-8050-7842-8. Harris, Leslie M. (2003). In the Shadow of Slavery: African Americans in New York City, 1626-1863. The University of Chicago Press. p. 14. ISBN 978-0226317731.

Power politics and the interaction among states Essay

Power politics and the interaction among states - Essay Example E-government has become a reality in most leading economies around the world including the USA, UK and most of the members of the European Union. Realism Realism is the school of thought that favors power politics and came up in the aftermath of World War II. Foreign policy makers and scholars rely on realism to provide a platform for analyzing and understanding the political climate of the world. The role of power in world politics came to the forefront after the conquest of the world by Nazism. The Second World War was believed to have been caused by various premises of idealism including ideas of collective security. Idealism may have had a great hand in world politics, especially in formation of the UN, but it was superseded by realism. Countries of the world held the idea that the only way to attain peace was through military action and war. Realism is based on several basic assumptions. These include that states are primary and most important entities in politics of the world. The other assumption is that states are unitary rational factors in world politics. The last assumption is that states seek power as their primary means and end. The assumptions are important in settling various international relations problems in the world. Some schools of thoughts hold that politics is a non-violent struggle for power. According to them, all policies enacted by politicians seek to gain, retain or increase power. Naturally, states are at the most advantageous position to exercise power and therefore, they are the most important entities in power. Military capability of a country is one of the most important measures of power. Analysts and realists hold the principles that since states are the most important entities in international relations, their power can be exercised through interstate relations. States act through their governments which act in a rational manner pursing national interests in an environment characterized by anarchy. Governments have a set of p rinciples and goals that they strive to achieve through various policies. In the ‘70s, various scholars challenged the concept of realism. Multinational corporations are non-state actors in international relations and during this era, they emerged as strong influences on international policies of various states. International organized groups such as the UN came up during this period. The scholars found that states cannot be held as the central most important players in politics. MNC have a great influence on politics. There were important changes in the structure of international systems in the second half of the twentieth century. Changes in technology used in transport and communication had an important impact on global politics. Increased independence of states led to a greater level of interstate relations. New issues emerged in the economic, social and political arenas of most countries. The state-centric assumption of realism came under criticism in the 1971 essay by Ro bert Keohane and Joseph Nye. Their essay recognized the importance of transnational interaction. According to them, nongovernmental actors have a great role to play in interactions between states. Their conclusion invalidated the claim that the state was the single most important player in politics. They suggested further research into various actors in politics (Keohane & Nye, 1971). Richard Mansbach and John Vasquez also advanced the theory of non-state actors. Their study concentrated on

Schedule Recovery Essay Example | Topics and Well Written Essays - 500 words

Schedule Recovery - Essay Example The flight routes are of the same time length and as such flight swapping has no effect on the amount of fuel cost or maintenance operation per flight time. Both aircrafts travel the same hours as previously scheduled. Aircraft A will be in SCL at the end of the recovery period instead of being in ALX while Aircraft B will be in ALX at the end of the recovery period rather than in SCL. Aircraft swapping as a recovery option also requires crew to swap. The one of the two crews assigned to each flight has to swap as the other one remains with the aircraft. Flight swapping calls for the reserve crew to be called to fill in the gap created (Belobaba, Odoni, Barnhart 265). The crew now assigned to WA 1269 will end up in ATL at the end of the recovery period on flight WA 1276. The three crew remaining will be assigned to flight WA 1270 and at the end of the recovery period they will end up back in SCL on flight WA 1280. Passenger disruption is minimized in this schedule. The affected flight 1269 results in zero passenger disruptions. Flight WA 1270 will have to be delayed for 20 minutes before departure arriving in PHX at 1500h. As a result, there is 20 minutes arrival delay. Although the flight is delayed, the passenger to ALX will not be affected as the next flight WA 1280 will be ready for departure as scheduled at 1600h. The connecting passengers on flight WA 1270 but on a different airline have a chance of misconnecting. Deadheading costs of crew members that find themselves in one position rather than in the usual position. This crew, although, not flying the plane are still considered on duty and have to be paid for this flight. This cost is affected by the place of residence of the crew. Compensation cost of passengers by the airline affects those passengers that have connections to different locations, but with a different airline network. This cost is influenced by the number of passengers who are connecting with different

Interview Essay - Peter Clauss -- Interview Essays

Interview Essay - Peter Clauss Peter Clauss was born March 21, 1935, in what was then, East Germany. Growing up he worked in hotel restaurants; this was where he learned his trade. Instead of attending the regular school system he learned the skills that he would need later on in life in the restaurant. Today Peter enjoys attending the opera, theater, concerts and plays. It is these places where he finds most of his happiness in life. What is your definition of happiness? "Not to have any worries or as few worries as possible." Has your definition changed over the years? "Yes." "This year I changed a lot, it's a whole process." Who or what do you turn to when you are unhappy? "Music or books, but especially music. Music isn't for some people, but it is for me. For example, Beethoven and Bach put all this philosophy and emotion in their music." What makes you unhappy? "Cruelty towards animals makes me unhappy. And stupidity or stupid attitudes. I try to stay away from that, you know if someone says you're stupid, I just forget it and walk away." How do other people's attitudes affect your happiness? "It doesn't affect me because if they are unhappy, then I just stay away from them. When I am going out with my friends and they bring along one of their friends, that is fine, because if their friends are good to them, then they are friends of mine. So other people's attitudes really don't affect me." How did your childhood influence your sense of happiness? "I grew up in Germany, I know a little bit about the Nazi's. The war ended in 1945 when I was 10 years old, so I know a little bit, but not much. My mother was an apprentice and was employed by Jews. She always said that they were such wonderful people.... ...rmany and their communistic views." Are you pleased with yourself? "Oh yes, very. Absolutely couldn't be better." Religion? "I gave up religion. Religion is kind of superstitious; especially if you are young, they kind of corrupt you. God is like a baked potato and every church puts a different topping on it to make it more appealing. But really all it is, is don't do any bad things like the basics. In religion you are always waiting for something, its like gimme gimme, and then if it doesn't come, its like, how can you do this to me?" If you could give a piece of advice for achieving happiness what would it be? "I would say listen to music, because music to me is like religion. If you educate your five senses, then you will have a happy life." Peter was a very friendly person. I enjoyed the time I had learning about his life, and I wish him the best. Interview Essay - Peter Clauss -- Interview Essays Interview Essay - Peter Clauss Peter Clauss was born March 21, 1935, in what was then, East Germany. Growing up he worked in hotel restaurants; this was where he learned his trade. Instead of attending the regular school system he learned the skills that he would need later on in life in the restaurant. Today Peter enjoys attending the opera, theater, concerts and plays. It is these places where he finds most of his happiness in life. What is your definition of happiness? "Not to have any worries or as few worries as possible." Has your definition changed over the years? "Yes." "This year I changed a lot, it's a whole process." Who or what do you turn to when you are unhappy? "Music or books, but especially music. Music isn't for some people, but it is for me. For example, Beethoven and Bach put all this philosophy and emotion in their music." What makes you unhappy? "Cruelty towards animals makes me unhappy. And stupidity or stupid attitudes. I try to stay away from that, you know if someone says you're stupid, I just forget it and walk away." How do other people's attitudes affect your happiness? "It doesn't affect me because if they are unhappy, then I just stay away from them. When I am going out with my friends and they bring along one of their friends, that is fine, because if their friends are good to them, then they are friends of mine. So other people's attitudes really don't affect me." How did your childhood influence your sense of happiness? "I grew up in Germany, I know a little bit about the Nazi's. The war ended in 1945 when I was 10 years old, so I know a little bit, but not much. My mother was an apprentice and was employed by Jews. She always said that they were such wonderful people.... ...rmany and their communistic views." Are you pleased with yourself? "Oh yes, very. Absolutely couldn't be better." Religion? "I gave up religion. Religion is kind of superstitious; especially if you are young, they kind of corrupt you. God is like a baked potato and every church puts a different topping on it to make it more appealing. But really all it is, is don't do any bad things like the basics. In religion you are always waiting for something, its like gimme gimme, and then if it doesn't come, its like, how can you do this to me?" If you could give a piece of advice for achieving happiness what would it be? "I would say listen to music, because music to me is like religion. If you educate your five senses, then you will have a happy life." Peter was a very friendly person. I enjoyed the time I had learning about his life, and I wish him the best.

A Short Time in the Life of a Teacher

I begin the week by getting up. This is the part I hate the most. I wake up, my breath stinks, my hair covers my face like a mop and I look like I have been run over a few times! No problem, I'll soon sort that out! My alarm clock shocks me into a conscious state – it is horrible; it reminds me of the school fire alarm and it is just as loud too! So, not only am I very wide awake but I am dying of a cardiac arrest! Yes, it's Monday morning and no, it is not a terrible dream; so I throw off my covers and crawl out of bed. My room is small but snug. I like it like that. The terracotta walls are warm, the bed is a fresh white and my dressing table is a lovely pale wood, which is very hard to come by. I like things to be minimalist and tidy, there is nothing lying on the floor and my dressing table consists of a mirror and hairbrush, I'm not one for make-up. As my eyes adjust to the light, I can already tell that it is a pleasant day, the room has a stimulating feeling to it, which is different to any other day, where the sky is overcast and the sea is crashing over the wall outside of my window. I get washed, run downstairs and cram all that wonderful work that I did last night into my bag. Then I throw on my leathers, jump onto my Honda VTR 1000 sp-2 (the most amazing motorbike in the world!) and I'm off! I have a bit of a passion for motor bikes, I always have. When I was younger I used to cycle to school. I always wanted a motor bike but I was obviously too young at the age of fifteen and when I got to eighteen, the bike was too expensive to insure. Now I have my bike and I am the biker chic of the century, to be honest, I feel very superior to the people I whiz past when I am on my bike and they are sitting in their dreary cars! It takes me half an hour in the morning with all the traffic, I can weave in and around all the cars but I still have to wait at the traffic lights, which seem to change red every time I come close to them! There are a lot of people on their bikes in the morning, I do not know why there are so many, I recognise everyone and they all know who I am. Every day I wave or nod to the same people and they return the gesture. It is a friendly feeling when you live in such a small place. Before I know it, I am at school. I take my black helmet off and stare up at the massive building. It is ugly on the outside but at least it has a story to tell; that is what I like about old buildings, they always have a great history to them. I park my bike by the side of the huge granite stairs that I have to trundle up before I can get to the doorway. When I arrive at the giant door I turn the handle and the door swings open on its own accord, it is so heavy that I have to use all my weight to close it again. Once it is closed I lean against it, facing the inside of the school and breathe in the air which has not yet been moved by any one except for the school cat and the janitor. No one is here; seven thirty in the morning is a bit too early for most of the students and staff. Most of them will still be in bed until eight o'clock! I like the school when it is empty; it has a nice feeling to it. I sometimes imagine that it is my house and that I live here all alone, that it is my mansion. The illusion is broken when the janitor strolls past me, â€Å"Good morning Taisie!† He remarks cheerily. John has been here since six this morning; I cringe to think what time he has to rise! My form room is on the second floor, so I spring up the staircase that leads from the main entrance. I love the staircases here. The banisters are intricately designed with beautiful patterns and the deep red mahogany shines as the light bounces off it from the tremendous chandelier that hangs from the ceiling. The stairs twist upwards to the second floor. I walk down the corridor and take in the wonderful feeling of the quiet school; in an hour there will be young ladies screaming down the hallway laughing and gossiping about what they did on Friday night. Now, the only sound I can hear is that of my feet padding down the stone pathway. The walls echo at every sound I make but the feeling of being totally alone is welcomed. My door has a solid brass handle; it is freezing cold and my hands seem to invite the refreshing feeling of something cool after wearing black leather gloves. As I twist the handle and open the door, the hinges creek. I feel a blast of hot air as the box that is my classroom gasps for a breath. It is always hot in my room but that is the price I have to pay for having a classroom that over looks the tennis courts and swimming pool. I do not mind though, I spent most of my time in the drama studio, English is the subject I teach less of at the moment. I dump my pack on the floor and run off to the staff changing room to exchange my leather gear for my trousers, shirt and Jacket (not forgetting about my shoes but did you really want to know that?). After I have organised my books and plan for the day, I force myself to go to the staff room. I hate the staff room. Don't get me wrong, I like to socialise with all my colleagues but sometimes I can have more of an intelligent conversation with my pupils. I feel that I am the only member of staff who actually cares about my students. I am fed up of listening to an assemblage of adults who think that they are far superior to the rest of the adult community just because they are teachers. I sometimes wonder if any of them care about the students' welfare – after all, they're â€Å"just part of the job.† When I was at college, I wanted to help. All the way through school, I wanted to change the way people thought about teachers but now I realise that I am fighting a losing battle. I am the only one who does not expect the â€Å"ladies† to be perfect. I think about their future, I treat them as individuals and talk about them in a positive way, I want to help them and not just treat them as â€Å"another case I have to deal with every day.† They are not just a student body, they are individuals and I am fed up of my colleagues always seeing the bad side of the pupils, how is that going to help them? Although I said that I am fighting a losing battle, I live in hope. I still treat them as individuals or young adults and I realise that they are actually people, not just part of the job, even if no one else does. ‘ And this is for your form Taisie' The deputy head, Sharyn Tinton, shoves a wadge of paper into my hand with rules and regulations plastered all over them – the usual – no jewellery, no body piercing, no blah, blah, blah. The girls already know what not to wear and what is appropriate; I am tired of hearing it over and over! Me telling the students to take their nose piercing out is not going to make any difference whatsoever. That does not mean to say that I do not tell them off if they do have it visible but I think, â€Å"what you don't know, won't hurt you!† ‘ I have to go to arrange my class for their form assembly, Sharyn.' ‘Alright then, scurry off to your class!' Scoffed Sharyn, she cannot stand the fact that I might actually care about my form! And â€Å"Scurry off† – what on earth's that suppose to mean – god give me strength! I decide to take the long way to my form room, which means I have to walk half way around the school but I need time to clear my head. I have to keep a positive attitude; I don't want to end up like Sharyn Tinton. ‘ Miss. Holcroft?' Yes, I am a Miss. I am not married and I do not have any children. I am a twenty seven-year old single teacher. I enjoy the freedom but at times I get depressed and I wish I could go home to someone besides my cat that would give me a hug and tell me that everything would turn out okay. Instead, I am going to grow old on my own, with no children and no husband; I'll be the cat woman†¦. ‘ Miss. Holcroft!' ‘Yes Lara?' A familiar voice. Lara always has an excuse. Even when she hands her work in on time, she has to elaborate on how her printer made the lines uneven. Maybe it is a compulsive disorder, I wouldn't know, I never did psychology! ‘ I handed in my essay but I've just realised that I never wrote a conclusion!' ‘ Lara, don't worry, I'll read it through and you can write a conclusion for next Wednesday, is that alright by you?' ‘Yes thank you Miss.' And she skips down the corridor, pleased that she has managed to make yet another thing wrong with her work! It is strange, I see so many different personalities and every single one is a pleasure to work with! Essay. English Essay. GCSE course work essay, which means more marking, which means more staying after school – late! I have now come to the locker room, which happens to be the only one that is in the corridor. All the other ones have their own rooms, why my forms one has to be in the corridor, I don't know! As I stroll past the bright orange and grey lockers, a girl passes me quickly. I know who she is, she's in my English and Drama classes; we seem to get along just fine but when it comes to passing her in the corridor, she is a different person. She keeps her eyes glued to the floor and swerves as far away from me as possible. I do not know why she does it but I know it is not personal because she does it to every member of staff – especially the male teachers. I do wonder about her sometimes. I'll speak to her after Drama†¦ maybe. As I get closer to my form room I can hear laughing and screaming and I can guess where it is coming from, so I rush to my door. ‘ ALRIGHT CLASS, SETTLE DOWN!' I have to raise my voice several decibels to compete with the racket that manages to come out of twenty-four pupils' mouths. ‘ Morning Miss.!' They all announce in unison. I never asked them to say good morning but they always do! ‘ Unfortunately guys, I'm going to have to lecture you all about behaviour, uniform and monthly events.' Several groans from the class ‘ As you can all see, I have a wadge of paper to get through so for your benefit, as well as mine, you should all keep quiet – that way I can speed through this in no time. But first thing's first – register!' I skim through the names, I know them in order by heart now and the routine is the same every day.' Kelly, Sam, Fiona, Laura†¦ I haven't seen her. Oh, there you are, hiding at the back of the class – put that brain fryer away! Katie, Sam†¦' And it goes on, they do not need to answer, I know who is there already and if I have not seen them, then they have to tell me. As far as absences go, I never have any. Late marks on the other hand, are a different story! â€Å"Now for the lecture, which I know you are all going to love!' And I trundle through the piles and piles of paper that Sharyn gave me. I look around the classroom as I speak and all I can see are tired, bored faces. They all know what I am going to say before it even comes out of my mouth†¦ ‘ Litter is not acceptable in the canteen area, or anywhere else for that matter – Becky, quiet – school jackets must be worn at all times outside of school, you made them make fitted ones instead of blazers, now wear them!' ‘And what if I cycle?' Marie shouts at the top of her voice. ‘You wrap the jacket about your head like a turban when you cycle! What do you think Marie, you have already asked me that before! I know it's a Monday morning but try to get your brain in gear before the day starts!' ‘If she has one!' Becky interrupts and the whole class laughs, including Marie. ‘Okay, I won't bring it then?' ‘Actually, keep it in your locker just in case Miss. Tinton decides to walk us all down to the church suddenly, like last week. If it is in your locker, you will always be prepared for her little â€Å"surprises†.' ‘ And finally; your shoes have to be FLAT. Yuck, I know but you just have to like it or lump it. Think about it ladies. If you lot look dressed up with belts as skirts – not saying any of you do – and platform shoes for school, you will look the same when you go out at the weekend and what's the point in that?' A young lady at the back of the class shoots her hand up in the air. ‘ Yes Sarah?' ‘Can I go to the loo please?' ‘You can†¦ but you may not!' Sarah sits there with her eyes crossed as the rest of the form laugh. One of the girls next to her is kind enough to explain what my last sentence just indicated and when she finally comprehends, she slides back into her chair, her face as red as a tomato! ‘Seen as you said ‘please', you may go to the loo. Just remember what to say next time!' As soon as Sarah runs out the classroom, the form bursts into fits of laughter. ‘I'm glad to see that you're all awake now. Does anyone have anything valuable that they wish to say?' ‘Georgina loves Simon!' Screams Becky and the bell rings. ‘Good morning class.' ‘Good morning Miss.' And they're gone. * My morning starts with Drama – just the lesson I need to wake the students (and myself) up. Drama is my subject; Drama is the subject. I have been doing Drama, theatre studies and degrees in the performing arts all my life and now, I am teaching it. I am head of the Drama Department. My year nine class is preparing for their play. They chose it; they were fed up of my â€Å"morbid† plays. But I think that it brings out the true potential of the students. Anger and sorrow are the two easiest (in my opinion) emotions to perform well. The girls seem to think other wise. They have chosen ‘Alice in Wonderland', which, I must admit, is a wonderful story for both adults and children – so well written. Luckily the class arrives five minutes late, at least I have some time to get all my things in order. A goblin seems to have rushed about my office and thrown all my lesson plans around and messed up my whole week! They all sit in a circle and immediately start talking about â€Å"stuff†. I don't know why they always sit down because I always ask them to stand right up again! Scanning the class, I can see that every one is here. It is strange that at the age of 14, the girls are still in their little groups. It saddens me to think that there is always one girl who gets left out. I can't see anything wrong with her. She is mature, sensible†¦ I see, she's mature! This lot is very giggly; they sit in their little groups plaiting each other's hair and singing. There is one group in the middle of the class. I can tell and have also been informed that this is the â€Å"cool† group. In my opinion, they are not cool at all. They are the cockiest, rudest pick of the bunch. I can't remember when they last handed their homework in. They refuse to enjoy doing anything that involves any one whom is not in their group. In the near left corner are the â€Å"geeks†. They look extremely studious, only one of them wears glasses but at this school, like many others, the length of your skirt decides your â€Å"class†. The â€Å"geeks† have decent length skirts – which obviously makes them really â€Å"sad†. Then, in the near right corner are the people who are â€Å"semi-geeks†, â€Å"gliders† or â€Å"sailors† (who make up these STUPID names?) They are the people, who are friendly to everyone, don't always have perfect homework but hand it in most of the time and don't fit into any extreme gr oup. Then there is one girl, who always sits in the far-left corner of the room, reading her book and not hurting anyone. She is quiet and lacks in self-confidence, mainly because of her past with bullying and the fact that everyone rejects her because she likes to read (don't ask). She is the mature one, the girl who is very knowledgeable but no one finds out – not even the rest of the staff – because they don't have time for her or they don't like the length of her skirt. It'll never change; it was the same when I was at school! ‘Stand up please' And I begin the lesson. A whole hour of drama. I warm them up, get them to run about screaming (I know this makes them feel silly but hey!) and finally sit down and watch them do their play, shouting ‘No, no, no. You don't laugh when you are crying, you do it like this!' And I fling myself into their world of make believe showing them how to do it. I told the girls whom they were going to play and when I told them that Danielle (the quiet young lady who sits in the far-left corner) was going to be Alice they threw a tiff. Not after class but right in front of Danielle. ‘It's alright Miss. Holcroft, I'll just be a tree or something if no one wants me to do it.' She whispered. I had comments such as ‘She can't act!' and ‘ She's too fat to be Alice.' Not only can Danielle act; she is FAR from fat. In fact, she dances eight times a week and is the most skeletal young girl I have seen in a while, I know she used to be a bit heavier but they obviously just kept her nickname. They are now coming to realise that Danielle can act and is very good at it too. I think they are a bit jealous to be honest. They are doing well and need little direction from me but when things start to slow down; I'll jump into the scene and throw my ideas around the set for them to catch if they wish. Danielle just stands there. I know she has good ideas, I've seen her writing them down and sticking them in her school diary but she is too nervous to say anything. I get frustrated standing there watching her brain working over and over and yet, she stands there, expressionless. There's nothing much I can do in class and I don't want to frighten her off by asking her to stay behind in front of the class but I so want her to say what she is thinking, I want to know why she avoids people in the corridors, why she reads and reads. Why am I so†¦aggravated? This is why we are not allowed to care; we have to â€Å"get on with our job†. But the girls in this school are people just like us teachers, just younger. If one of my colleagues were doing the same, it would not be considered strange for me to try to help. But the moment we try to help a student with anything other than work, we are told we are getting too close. It's all a big circle though. It will affect their work if it gets worse and I want to stop it before it gets to that stage. How? After half an hour of watching them I get out strips of paper and write comments on them, of what I think of their work. I do not usually do this but I have an idea. Every one has to improve projection and develop character but there are little things that people are just not doing right. So, I write them on bits of paper and the students don't get embarrassed, I'm seeing if it changes the way they act. Genius. Everyone starts to walk out of the class, Danielle at the back and I say, ‘Oh, Danielle, can you help me with something in my office, I would just like you to take something to Mr. O'Hara as well.' No one turns around, no one cares and no one laughs. Good. I did not plan to speak to her, it just came out of my mouth, now I have to decide on what I am going to say to her (this is where improvisation skills come in handy!) When all but one have left the class I sit down on one of the black bean bags that sits in the far left corner of the class. Danielle is standing there reading her book. So now what do I say? ‘Danielle, your acting is really coming on, what do you think of the play so far?' Now she'll tell me what she's thinking. ‘S'fine.' She manages to say without looking up. It was not a rude comment, but I could not read any expression in her voice. I need to feed her a longer line. ‘How do you think we could improve the play? I'm sure you have some ideas, I can see you thinking when someone suggests something that you don't approve with†¦' ‘Can you?' She looks up ‘Sorry, I don't mean to I just†¦' ‘Danielle, don't apologise, I think they give the most stupid suggestions too, you and I both know that putting a brown paper bag over someone's face is not going to work as a mask!' Relief spreads over me as I actually see a smile spread across her face and she giggles. I rarely see her smile, if ever and when she does, I know it means something, I don't know what. I just know. I sit there for fifteen minutes, talking to her about how we could improve the play and I found out that she thinks of the same things as me and spots the same tiny mistakes that people make. She told me that she gave up suggesting things because people ignored her whatever the idea and relied on me to say what she was thinking. I promised her I would suggest that the class does the things Danielle pointed out and I also promised that I would not mention her name and we would see how they reacted to them. She smiled. I returned the gesture. And she went to her next lesson. That was not hard, and I received a smile! When I connect with a student, it is what makes the job worth while, not when I make one cry (Sharyn Tinton†¦.) Next period is a break for me, which gives me time to sort out all my lesson plans. I only teach three lessons today, which means I have lots of free time to mark essays and drama assignments. How exciting. Marking has to be the worst thing about teaching. The reason everyone loves leaving school when they are eighteen is because there will be no more homework when they get a job and of course, they are leaving school. Well. For me, it is different, I am still at school and I still have homework and I still hate homework! The free period passes quickly and I have to come out of my little drama office to teach another lesson. This time it is year eleven's. Are they still in their groups? Yes. Is there one person left out writing in her diary? Yes. Does everyone hate her? No. This is the difference. In year nine, they reject the out cast ignore her and hate her; in year eleven, they just reject her and ignore her, when they all have to work together, they can have a descent conversation with her but she does not respond so they give up. Why does she not respond? I think it is because she is fed up – fed up of people being so two faced. I would not know. GCSE drama, a great subject to be doing a GCSE in but what the students don't realise is that it is not a â€Å"dos† subject. Instead of teaching this lesson, I decide to lecture them on tardiness, forgetfulness and respect. They all sit there with long faces probably thinking oh just SHUT UP! But I don't mind – one of the student's talks to her friend and I send her out, I believe in giving people chances, but I have had so many complaints from group members about their peers not participating that I just blew it. None of them have ever seen me shout before, so I think it was very effective. No one talked as they walked out the class and I had several of them come up to me and apologise! Success! Lunch break. Or should I say, sit in my English â€Å"box† and mark homework to give to my next class. English homework is the worst. I sometimes wish I had been a maths teacher, all one has to do it get it right or wrong and if the answer is wrong, the teacher just puts a cross by it! English is a different matter entirely. I have to read every single word looking for spelling mistakes, grammar mistakes and punctuation errors. Then I have to see if they have the content sorted out. I have to look for references to Shakespeare and the title etc. The list goes on! Before I know it, the bell has rung and I have a full classroom. Year nines. I have already had some of them this morning for Drama and it is interesting to see how they have changed from the morning to the afternoon – they have not! In the morning they are not quite awake yet and in the afternoon they are starting to fall asleep! I have pushed all the desks to the edges of the room – this lesson we are having a discussion. I have bought beanbags and cushions and put them in a circle and instead of teaching this lesson, I am sitting listening and taking part. The discussion is about Shakespeare's (oh whoopdeedoo) play The Merchant of Venice. The class has to take a side a) I feel sympathy for Shylock and b) I don't! The discussion goes well, with all members taking part in the discussion, no one talks while someone else is talking and it is a relaxed lesson with no pressure to perform well. Danielle actually smiles, everyone gives their homework in and I even receive a card from someone! I'll open it when I get home. I pack my belongings and work into my backpack and go to the loo's where I leave my clothes in a locker. I exchange my uniform for my leathers and close the door to the shower rooms. Walking down the corridor, I see happy students running around and collecting their possessions to take home with them. I walk down the stairs and meet the cat at the bottom. Stroking him with my one uncovered hand I tell him I'll see him tomorrow and seven thirty and I stand up. The huge, heavy door is already open, so I don't have to open it. I look at the lawn outside of the school and the students catching a lift home. As I walk down the stairs, I receive many goodbyes and smiles. I jump onto my Honda VTR 1000 sp-2 and just as I am about to put on my helmet I hear someone shout, â€Å"BYE MISS HOLCROFT!† It's Danielle! â€Å"Good bye Danielle!† I reply, put on my helmet, turn on the engine and zoom off! I arrive home half hour an later and switch some music on – classical, my favourite! Change into my dance pants and tee shirt, sit down, get my book from my bag and I open it. As I do so, something falls out of it; it is the card I found on my desk this afternoon. I open the card and it reads: Dear Miss Holcroft, HAPPY BIRTHDAY! Love Danielle xx Some one remembered.