Exploring the Concept of Satire in A Modest Proposal by...

â€Å"A Modest Proposal† by Jonathan Swift, and â€Å"Top of the Food Chain† by T. Coraghessan Boyle, both are short stories that explore the concept of satire. Satire can be defined as a kind of writing that ridicules human weakness, vice, of folly in order to bring about social reform. It is a kind of writing to bring about change to society. Even though both are short stories, they easily get the faults of society across to its readers. In â€Å"A Modest Proposal,† Swift is offering an outrageous solution to the problems of human misery. He proposes that people should start eating babies, and using them for everything that they are worth on a daily basis. Swift creates a pamphlet and states six reasons as to why this is a brilliant idea. He states that money wouldn’t be wasted on food, the number of Catholics would be reduced, it would be great inducement to marriages, there would be more food so the economy would increase, poor tenants would have money for their landlords, and it would be an improvement for the tavern business. Swift wants everyone to know how badly the Irish people are being treated by the English. He wants to change the reader’s point of view through this sarcastic satirical pamphlet. The authors’ purpose of â€Å"A Modest Proposal,† is to try to change society. Swift is trying to reform the British official’s involvement in Ireland. People are dying, and nothing is being done about it. He is trying to shock readers with a twisted story, but also bring about change

A Dolls House Nora Perceived By Other Characters Essay

A Dolls House: Nora Perceived by Other Characters In the Victorian age many woman were thought of as mere objects. Most woman has no real social status and were not allowed to express themselves freely. A Dolls House, a play by Henrik Ibsen, has brought controversy to the conclusion in which Nora leaves her family. Nora perceived in many different ways is the catalyst that forces Nora to leave her family. Many people had found it difficult to understand how Nora could dessert her husband and children. In the Victorian Age it was not only unheard of to walk out on your loved ones but unethical as well. There are many incidents that inch by inch helps Nora come to the conclusion that she must leave her home and family. As†¦show more content†¦Christine tries to point out to Nora that there are more important things in life to worry about besides money. quot;Christine, a woman who has been forced to live in a hard world starts out patronizing Noraquot; (Rogers 83). She believes Nora is living in a dream world, one that nothing can go wrong, instead of living in the real world where everything is not always so perfect. Christine understands that Nora has led a sheltered life for she was always taken care of, first by her husband and then by Torvald. Nora has never had her freedom like Christine; she always depended upon someone else. Christine on the other hand never really had life easy. quot;She had to marry a man she did not love for the sake of money - in other words she too had her doll housequot; (Hornby 99). For most of her life, Christine was responsible for someone. She never had the luxury of depending upon anyone and therefore became more cynical of the world. As Christine gets better acquainted with Nora she begins to realize that Nora is not what she seems; Instead her true inner feelings and thoughts are smothered by Torvalds domineering views. When Nora tells Christine about the money she borrowed, Christine does not understand because a woman is not allowed by law to borrow money. Nora answers quot;humming and smiling with an air of mystery, Couldnt I? Why not?quot; (Ibsen 12). Christine is shocked at this information and can not believe thatShow MoreRelatedHenrik Ibsens A Dolls House1529 Words   |  7 PagesNora and Christina Switch Henrik Ibsens A Dolls House questions the gender roles of women in society through its characters, namely Nora Helmer and Christina Linden, before and after marriage. What are gender roles exactly? Gender roles are the combination is specific gender stereotypes that consist of the perceptions of the society of what an ideal male/female should act like (Lindsey and Christy). This paper aims to question whether the gender roles of Nora Helmer and Christina Linden of HenrikRead MoreTheatrical Realism : Realism And Realism1228 Words   |  5 Pagesromanticism the realists tended to downplay plot in favor of character and to concentrate on middle-class life and preoccupation, avoiding larger, more dramatic issues Unlike naturalism, it does not focus on the scientific laws that control life, but the specific actions and their characteristics Characteristics: objective free will often optimistic settings in the everyday world ordinary events everyday characters the individual is perceived as a person with depth, bility to make ethical choice andRead MoreHenrik Ibsen s A Doll s House1302 Words   |  6 Pages A Doll s House by Norwegian playwright Henrik Ibsen is a play about the story of Nora Helmer, a childish woman who once borrowed money from a worker named Krogstad for the sole purpose of saving the life of her husband, Torvald Helmer. Her husband treated her like a child throughout their entire marriage due to his gender superiority and due to this treatment she leaves him at the end of the play. Most people view Nora Helmer as a feminist heroine due to her ability to stand up and break free fromRead MoreA Doll’s House: Nora Essay896 Words   |  4 PagesWhen the door slams at the end of â€Å"A Doll’s House† by Henry Ibsen, No one would not believe the woman walking out of her house is the same one who appeared at the beginning of the play. The main character in this play is Nora. Nora goes through a complete t ransformation, changing from a child like and dependant woman to a self strong woman pushing to become independent. Ibsen portrays the roles of society in the Victorian times in this play. Throughout her whole life, Nora’s husband and fatherRead MoreA Doll s House By Henrik Isben Essay1226 Words   |  5 PagesA Doll’s House was published in Norway in 1879 by Henrik Isben. He is known as the father of Modern Theatre. He is also referred as the father of realism. The play is very interesting because of the funny dialogue, Ibsen s view of the place of ladies in the public eye and the unique characters. The main characters of the play is Nora Helmer and her husband Torvald Helmer. Imagine what it would be like to live in a doll s home? It s a house in which you are controlled and have no energy to settleRead MoreA Doll s House Review Essay1338 Words   |  6 Pages A Doll’s House Review A Doll’s House was published in Norway in 1879 by Henrik Isben. He is known as the father of Modern Theatre. He is also referred as the father of realism. The play is very interesting because of the funny dialogue, the unique characters, and Ibsen s view of the place of ladies in the public eye. The main characters of the play is Nora Helmer and her husband Torvald Helmer. Imagine what it would be like to live in a doll s home? It s a house in which you are controlledRead MoreCharacter Development And Character Transformation In A Dolls House820 Words   |  4 Pageswe interact with others in it. In A Doll’s House, the story centers on Nora’s character development while she faces the challenges of adulthood and the weight of its responsibility. Nora’s dynamic personality is shaped by her sheltered upbringing, her relationship with her husband Torvald, and the outcome of Torvald discovering the truth about the money given to save his life. Nora grew up with a father that only showed his appreciation when she did his bidding. He would buy Nora gifts and referRead MoreA Doll‚Äà ´s House by Henrik Ibsen1004 Words   |  5 PagesDana Schrenker O’Connor April 20, 2010 A Doll’s House A Doll’s House by Henrik Ibsen, is a play about a woman who realizes that she is worth more than she has been given credit. Her whole life she was treated like a little doll; too fragile to do anything serious, too frail to be troubled with real business. She was the wife, mother and homemaker. The only things she was perceived as capable of were running the home, raising the children and looking pretty. This wasRead MoreA Feminist Criticism A Doll s House1372 Words   |  6 PagesBarros 1 Diane Barros English 102 A1W November 11,2014 A Feminist Criticism A Doll House A Doll’s House, written by Henrik Ibsen examines the controversial point of persuasion of love and marriage that emphasis marital vows and women’s roles, during the nineteenth century. Where feminism lurks throughout the entire play. Through this play, I shall show you what I perceived what the writer Ibsen presumption of the equivalence among men and woman, and the idea of feminism. Where Women haveRead MoreA Doll s House By Henrik Ibsen1216 Words   |  5 PagesDoll’s House,† Ibsen introduces multiple varying levels of freedom between his characters. Each character has strict restrictions on the freedom they experience throughout the play and these are a direct result from their environmental circumstances. The most obvious difference in freedom stems from gender roles and the freedom a man may experience verse a woman’s allowed freedom. Other factors affecting different characters freedom come from criminal circumstances affecting how a character must

Family and Domestic Violence Strategy-Free-Samples for Students

Question: Discuss about the Family and Domestic Violence Strategy 2016-2019. Answer: Overview of the Policy Domestic violence is conducting violence, threatening or an intended to cause the family or the members of the house to be fearful. It includes physical violence, sexual abuse, financial abuse, emotional abuse, stalking, deprivation of liberty, serious negligence towards dependencies, and damage to property, verbal abuse, cultural abuse, spiritual abuse and exposing a child to these behaviours (Mulayim, Jackson Lai, 2016). In 2011, council of Australian Government endorsed The National Plan to reduce violence against Women and their children 2010-2022 to acknowledge that further action was required urgently in three identified fields. Those are: National Domestic Violence Order of DVO national law model Maintaining the national standard to ensure the guilt in violence should get the same standard judgement across the nation. New strategies to keep women safe from cyber-abuse. The department of human services is responsible for delivering all the health, social and welfare services and organises campaigns for the government of Australia. Their vision is to excellence in the provision of government services to every Australian and mission is to connect all the Australians to the services they need which they outlined in their strategic plan for 2015-2019 along with four other strategic themes to underpin their activities (Ogbo et al., 2017). Those are to support the ministries and the government in reducing violence ensuring support for the people, enhancing the capabilities of the staffs to provide the best services to the people, working with the government and nongovernment stakeholders to support people struggling with family and domestic violence, to develop innovative approach to improve and transform services and systems. The term family and domestic violence has been used in this case because of the reason that violent behaviours are not necessarily limited to the family members connected by marriage, instead they can also include current or past relationship where people were dating or living together, relationship involving carers where care is provided to older peoples (Hunter et al., 2016). Family and domestic violence can affect people belonging to any background, but in researches, it is found that some groups or individuals are more vulnerable that includes Torres Strait Islander Australians, women culturally and linguistically from diverse backgrounds especially immigrants, people with disabilities and belonging to the LGBT community. The department will always protect the privacy of the victims who have disclosed domestic violence issues. This strategy is inclusive of five principles. Principle 1: Family and aggressive behaviour at home are never worthy - Family and abusive behaviour at home is inadmissible in any shape. Our first need when reacting to influenced clients and staff will be their security and prosperity (Lundqvist, 2016). We will give a steady administration condition to customers and a protected working environment for staff who have been influenced by family and aggressive behaviour at home. Principle 2: We abstain from setting fault - The obligation regarding family or aggressive behaviour at home dependably lies with the individual who utilises savagery. We will refrain from placing fault or a heavy weight of verification on the person influenced by family and abusive behaviour at home. Principle 3: We react consciously - Family and abusive behaviour at home is horrible and sabotaging and can be hard to unveil. We will respond with deference and affect an ability to clients and staff influenced by family and abusive behaviour at home and will enable them to settle on educated choices to free of pressure. Principle 4: We offer help - We will keep on building the attitudes of staff to perceive and react to family and abusive behaviour at home. We will provide support to clients influenced by family and aggressive behaviour at home, regardless of whether they are in danger of, encountering or individuals who utilise viciousness. We will bolster contrasts, including sex, sexuality, culture, age, capacity and foundation. Principle 5: We work cooperatively - We will work cooperatively with government and non-government segments and will share our way to deal with decrease the effect of family and abusive behaviour at home. Effect of the Policy Majority of the people would think positively about domestic violence strategy and agree that it violence in any form is not acceptable. Rather, they should get punishments for this kind of behaviour according to the law and it is fair concerning the mental and emotional health of the victim and well upbringing of the children with protection from the abusive partners (Ranstorp et al., 2016). Gender discrimination is the main reason behind domestic violence where in most cases males tends to believe they are superior than females and thus they suppresses the voice of the women. The problems and difficulties that make a man depressed or spark the anger and they take revenge for those small thinks by mistreating their women thinking that they are weak. Dealing with diverse group of people was the biggest challenge before implementation of this law. However, the law succeeded to reach the diverse group of people through its dedicated channels. Now, availability of help in a range of different languages developed a new national platform where people who were detached from the mainstream society received the help that they needed. People of the Torres Strait Island who were linguistically and culturally different from other Australians got support also in the remote locations, earlier who were absolutely left behind. Implementation of these strict rules to protect the victims also reduced the number of crimes targeting women or olds at some point. Regularly engagement with the local people and national community support helped the victims to get assistance quickly like never before (Othman, Goddard Piterman, 2014). Domestic Violence when tends to take place for a long period of time it badly affect the victims mental health too, also it causes negative changes in behaviour of the victims, Whereas this support system helped the victims to deal with situation along with rehabilitate them for their future. Along them all the positive changes that this strategy made, there are some loopholes remained within this law. The more powerfully it condemns and takes action against when women and old are the target of the violence (Fisher, 2013). However, men are also prone to face the violence from their other counterpart that is not given more concern in this case. Misuse of this law is also another negative effect in this case where in some case it is seen that women filed wrong accusation on men when they are not satisfied with their behaviour or something that they want (Lundqvist, 2016). When the men do not accept or agree with the women in any important matter that is related to the future of the women, the women tend to misuse this law to get benefits out of it. There are some negative and positive effects of this strategy, one of the most positive changes that it made in the society is that earlier the victims could not share their problems publicly for getting the desired solution, but now seeing one people raising voice against the violence others also get the emotional courage to raise their voice against whatever being happened with them. Problems, issues, benefits of the policy The problem regarding this strategy is that it more effectively condemns domestic violence and provides support for the victims to deal with the situation. In addition, making a better peaceful future for them but it does not give much effort on how the person who is the guilt in the violence should be treated or what punishment should be given to them (Roberts, Chamberlain Delfabbro, 2015). Different ethnic groups living in Australia are also getting benefits from this strategy but where the ratio of violence is at its height there no action is being taken or those societies are not given any support to improve their mentality, as long as people does not change their mentality violence is not going to decrease (Fisher, 2013). Aboriginal and Torres Strait Islander women experience both far higher rates and more severe forms of family violence compared to other women (Lundqvist, 2016). Acknowledge that family savagery is not a common part of Aboriginal or Torres Strait Islander societies. Family savagery is a major issue for some Aboriginal and Torres Strait Islander people group around the country. Native and Torres Strait Islander individuals are in the vicinity of two and five times more probable than different Australians to encounter brutality as casualties are or guilty parties are. Native and Torres Strait Islander ladies are five times as liable to endure physical manhandle, and three times as prone to encounter sexual savagery, at that point other Australian women in the earlier year. Native and Torres Strait Islander women are 35 times more likely to be hospitalised because of family viciousness related strikes than other Australian women (Goodey, 2017). As per the Australian Productivity Commission, Aboriginal and Torres Strait Islander ladies are twice as liable to bite the dust as a result of family brutality contrasted with other Australian women. Family viciousness is a noteworthy supporter of kids being expelled from their families. Native and Torres Strait Islander children are more than nine times as prone to be on care and assurance requests and ten times more inclined to be in out of home care than non-Aboriginal and Torres Strait Islander youngsters (Jones, 2016). Without intercession, the cost of brutality executed against Aboriginal and Torres Strait Islander ladies is assessed to be $2.2 billion out of 2021-22, incorporating costs related with torment, enduring, sudden passing and well-being costs. Family brutality is an altogether under-revealed wrongdoing. Native and Torres Strait Islander women have brought down announcing rates than non-Aboriginal and Torres Strait Islander women have and are known to confront appropriate and extra boundaries to detailing (Schnetler, 2015). Native and Torres Strait Islander women are five times more inclined to be casualties of manslaughter than other Australian women are. More than half (55%) of these murders are related to family violence. Critical reception response The Queensland Government is additionally making a move to end political and family savagery using the methodologies by the administration of Australia. The Domestic and Family Violence Prevention Strategy 2016-2019 is a vehicle to drive change over all segments of the Queensland people group (Stubbs and Wangmann, 2017). It sets the direction for collaborative action to end domestic and family violence in Queensland, encouraging partnerships between the government, community and business. The Strategy outlines a shared vision and a set of principles to guide action across the administration and the community, including a staged 10-year plan on how we will get there. Our reforms, outlined in the Strategy, will recognise the victims perspective, prioritise their safety, and reduce the onus on them to take action or leave their home (Walby et al., 2017). We will focus on educating frontline professionals to help them recognise and respond to domestic and family violence, creating safe communities and workplaces that support victims, providing efficient services that efficiently wrap around the victim, and ensuring our legal system supports victims and holds perpetrators to account (Wendt, Chung Elder, 2015). The Strategy also continues to build on the productive work already being done by the community services sector to address domestic and family violence. It covers a three year period from July 2016 to June 2019, continuing the essential work of implementing the recommendations of the landmark Not Now, Not Ever: Putting an end to domestic and family violence in Queensland report (Dural, 2016). The next three years will see enhanced action through new signature initiatives that will form the foundation for transformation. This includes the roll out of specialist domestic and family violence courts, integrated service responses with specialist teams to prioritise victims and their safety, and cultural transformation through communication and engagement program to help change attitudes and behaviours of Queenslanders toward domestic and family violence (Costa et al., 2015). The Queensland Government has demonstrated its commitment to this second action plan, announcing in the 2016-17 Budget a record $198.2 million over five years to tackle domestic and family in Queensland. This conveys add up to subsidising to date to execute the admini stration's reaction to the Not Now, Not Ever answer to $233.8 million more than five years. Current position on the policy The year 2017 saw the development of government's financial plan for the family and aggressive behaviour at home to bring activities and manage the issue consistently. Although for several year the federal government of Australia was negligent towards funding in this issue more seriously but now the national housing and homeless agreement will secure the long term funding for womens refuge that will begin in 2018 (Cooke, 2017). Along with that the government also supported announcing comprehensive review of the family law system to make sure that domestic violence perpetrators are no given right to do cross-questioning on their victims in their family court. It is better to be understood that this will now be legislated and specialist units will be set up in the family court, these are victories for victims escaping violence. On the other hand, funding is also done to increase support and provide legal services for the groups who are most at the risk. The national leaders has always said that family violence is a national emergency but they have not invested much that was needed for the victims. According to the experts, an urgent injection of four billion dollar is required to deal with this most vital crisis (Chappell Curtin, 2013). A continuing fight is needed to keep the family violence on the national level agenda so that the maximum supports services are taken from the global audience that will ensure safety for all people who will be able to stay safe escaping the danger from their home References Chappell, L., Curtin, J. (2013). Does federalism matter? Evaluating state architecture and family and domestic violence policy in Australia and New Zealand.Publius: The Journal of Federalism,43(1), 24-43. Cooke, L. (2017). Pathology of Patriarchy and Family Inequalities. Costa, B. M., Kaestle, C. E., Walker, A., Curtis, A., Day, A., Toumbourou, J. W., Miller, P. (2015). Longitudinal predictors of domestic violence perpetration and victimization: A systematic review.Aggression and violent behavior,24, 261-272. Dural, S. (2016).The violence against women policy of the AKP government and the diyanet(Master's thesis). Fisher, C. (2013). Changed and changing gender and family roles and domestic violence in African refugee background communities post-settlement in Perth, Australia.Violence Against Women,19(7), 833-847. Goodey, J. (2017). Violence Against Women: Placing Evidence From a European UnionWide Survey in a Policy Context.Journal of Interpersonal Violence,32(12), 1760-1791. Hunter, T., Botfield, J. R., Estoesta, J., Markham, P., Robertson, S., McGeechan, K. (2016). Experience of domestic violence routine screening in Family Planning NSW clinics.Sexual health,14(2), 155-163. Jones, I. (2016). De-escalating Interventions for Troubled Adolescents. Lundqvist, E. (2016). Intervening Religious and Cultural Based Violence Against Children in Indonesia: A Theortical Analysis. Mulayim, S., Jackson, M., Lai, M. (2016). 10 Domestic violence in Australia.Domestic Violence in International Context,27, 165. Ogbo, F. A., Eastwood, J., Page, A., Arora, A., McKenzie, A., Jalaludin, B., ... Chaves, K. (2017). Prevalence and determinants of cessation of exclusive breastfeeding in the early postnatal period in Sydney, Australia.International breastfeeding journal,12(1), 16. Othman, S., Goddard, C., Piterman, L. (2014). Victims barriers to discussing domestic violence in clinical consultations: A qualitative enquiry.Journal of interpersonal violence,29(8), 1497-1513. Ranstorp, M., Gustafsson, L., Hyllengren, P., Ahlin, F. (2016). Preventing and Countering Violent Extremism. Roberts, D., Chamberlain, P., Delfabbro, P. (2015). Women's experiences of the processes associated with the family court of Australia in the context of domestic violence: A thematic analysis.Psychiatry, Psychology and Law,22(4), 599-615. Schnetler, J. (2015). Strategic direction of the Criminal Justice System 2015-2019: summation of official strategic documentation.Acta Criminologica: Southern African Journal of Criminology,2015(Special Edition 4), 8-21. Stubbs, J., Wangmann, J. (2017). Australian Perspectives on Domestic Violence. InGlobal Responses to Domestic Violence(pp. 167-188). Springer, Cham. Walby, S., Towers, J., Balderston, S., Corradi, C., Francis, B., Heiskanen, M., ... Stckl, H. (2017).The concept and measurement of violence against women and men(p. 192). Policy Press. Wendt, S., Chung, D., Elder, A. (2015). Understanding the effect of social and geographical isolation on women's ability to seek help following domestic and family violence: A research project.Parity,28(9), 75.

The Passive Voice Essay Sample free essay sample

Introduction The English linguistic communication offers its talkers a assortment of agencies to show actions and emotions. In order to carry through this. the talker by and large must use verbs. Fortunately the linguistic communication offers a rich array of verbs from which to take. but larning all of the tenses. voices and abnormalities of these verbs can be disputing. On hard verb construct for pupils to maestro is that of the active and inactive voices. Basically. the English linguistic communication consists of two chief voices: the passive and the active voice. The active voice is by and large preferred in vivid authorship. while the inactive voice is reserved for more rare occasions. The term voice. harmonizing to Pollack. refers to the relationship between the topic and the verb in a sentence ( 163 ) . In active voice buildings. the topic of the sentence acts upon an object through an active voice verb. In inactive voice buildings the topic receives the action of the verb instead than moving on it. We will write a custom essay sample on The Passive Voice Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The rational of this paper is to analyse the inactive voice by presenting general utilizations of it. so discoursing the signifiers of it. and reasoning with the significance of the passive when used alternatively of the active voice. General Uses of the Passive Voice Passive voice is distinguished from active voice by the focal point. or intending. of the sentence. The active voice focal points on the topic. or who is making the action. The inactive voice focal points on the action itself – what happened? ( Pollack 164 ) . For illustration. a sentence reads as follows: The male child threw the ball. This sentence is in active voice because the male child. the topic. is the agent of action. the 1 that performs the action of the verb which is ‘to throw. ’ . The male child here is emphasized. as opposed to. state. the miss or the adult male. If the sentence were to be converted to inactive voice. it would read as follows: The ball was thrown by the male child. In this sentence the ball is the topic. but alternatively of being the agent of the action. the ball is the receiving system of the action. After all. the ball didn’t throw anything. Here. the focal point is on the fact that the ball was thrown instead than possibly kicked or rolled. The purpose of the author or talker. so. is of import in taking to utilize the inactive voice. How to Form the Passive Voice The inactive voice is formed by uniting some signifier of the verb ‘to be’ with a past participial. When organizing the present tense. the author would utilize am. is or are with the past participial ( ‘am formed’ . ‘is formed’ or ‘are formed’ ) . to organize the past tense. the author would utilize was or were plus the past participial ( ‘was formed’ or ‘were formed’ ) . Finally the hereafter passive is formed by utilizing the word will + be + the past participial. as in ‘will be formed’ . For illustration: Active voicePassive Voice The president forms a commission. The commission is formed by the president. The president formed a commission. The commission was formed by the president. The president will organize a commission. The commission will be formed by the president. A 2nd manner to organize the inactive voice is to utilize the verb ‘to get’ with the past participial. Harmonizing to Riggenbach and Samuda. this â€Å"get passive† is more informal than the â€Å"be passive† and frequently used more in conversation. The undermentioned illustrations show the difference: John’s Canis familiaris was scratched by his cat. John’s Canis familiaris got scratched by his cat. The 2nd sentence is more informal than the first. The writers go on to observe that the â€Å"get-passive† may frequently except the concluding prepositional phrase. Meaning of the Passive Voice and When a Writer Chooses to Use It. Other times. the author may deliberately utilize the inactive voice to avoid calling an agent of action. He may prefer to stay nonsubjective and let the reader to find the agent for himself. or he may merely non cognize who the agent is. For illustration. the undermentioned sentence can be interpreted both ways: The ball was thrown into the room. Harmonizing to the first account. the author may be purposefully keep backing the information in order to make suspense or coerce the reader to find the â€Å"thrower† for himself. Or. the individuality of the â€Å"thrower† may non be known at all. doing it impossible to make an active voice sentence without the usage of the vague capable â€Å"one† or â€Å"someone† ( Deakins. Perry and Viscount 235 ) . One common mistake in an wrong usage of the inactive voice is to merely utilize it when there is no demand. If for illustration. the author presents the undermentioned sentence: The ball was thrown by the male child. the concluding prepositional phrase. which Werner calls the by + agent phrase. tells the individuality of the throwster. In this instance. this sentence can easy be converted to active voice. It is by and large considered hapless manner to overdrive the inactive voice. so the author should maintain his usage of it merely to those grounds presented above. Some common inactive voice verbs include based. connected. covered. filled. formed. known. involved. located. made up or of. related. and used for and to. Wilson summarizes the five chief grounds to utilize the inactive voice: First. as discussed earlier. if the author wants to stress the receiving system of an action instead than the agent. he should utilize the active voice. For illustration. if the author wants to stress that the ball was thrown instead than a shoe. he might compose the undermentioned sentence: The ball was thrown into the crowd by the male child. To compose this in active voice would be to concentrate onwhothrew the ball. instead than on the ball itself. Second. the author may desire to take the accent off from the agent of action. This is known as atruncated inactive voicein which the agent of action is dropped from the sentence all together. The writer suggests utilizing the abbreviated inactive voice of the agent is unimportant or irrelevant as good. An illustration may be for the inactive voice sentence above. Its abbreviated inactive voice would be The ball was thrown into the crowd. Here. it is apparent that cipher truly knows who threw the ball into the crowd or that it doesn’t affair for the significance of the authorship. Third. as mentioned above. sometimes the writer does non desire to uncover the agent. This may happen for a assortment of grounds. including the desire to avoid duty or the desire to stay nonsubjective as an writer. Fourth. the usage of the inactive voice may be necessary to make smooth and unstable passages between sentences. Sometimes the active voice may make an awkward interruption in the flow of the sentence which consequences in a break of the flow of the piece of composing. Finally. and likewise. the writer may desire to keep a consistent point of position. and this may be managed merely by utilizing the inactive voice. Decision Great authors are able to develop their ain personal sense of manner. In making so. they must larn even the niceties of linguistic communication which include the usage of the active and inactive voice. Learning when and how to utilize this peculiar verb building is instrumental in taking any writer’s written look to the following degree. PASSIVE VOICE HANDOUT What is the inactive voice? The inactive voice is formed by utilizing a signifier of the verb ‘to be’ plus a past participial to demo an action. In this instance. the action is non performed BY the topic but UPON the topic. Examples Active: The male child bounced the ball. Passive voice: The ball was bounced by the male child. Trouble Musca volitanss when utilizing the inactive voice! You know you are overdriving the inactive voice when you find yourself adding a batch of â€Å"by† phrases. For illustration: The ball was bouncedby the male child The Meleagris gallopavo was eatenby the kids. Both of these sentences clearly give an action ( bounciness and eat ) and an agent of the action ( male child and kids ) . Therefore. they could both be written more compactly in the active voice. The male child bounced the ball. The kids ate the Meleagris gallopavo. Helpful Tips for utilizing the inactive voice! For illustration: The ball was bounced. (It doesn’t affair WHO bounced the ball or cipher truly knows WHO bounced the ball. ) For illustration: The ball was bounced. ( The BALL instead than the BEANBAG was bounced. ) For illustration: The ball was bounced. ( We don’t want to state who bounced the ball because it hurt person or because we want to maintain it a secret until the terminal of the story. ) For illustration: The ball was bounced. ( There can be many illustrations for this ; fundamentally. the flow of the words that come before and follow the sentence can assist you find if inactive voice is appropriate. ) SAMPLE EXERCISE ONE – REWRITE EACH ACTIVE VOICE SENTENCE INTO THE ACTIVE VOICE. SAMPLE EXERCISE TWO – TELL WHETHER EACH USE OF THE PASSIVE VOICE BELOW IS ACCEPTABLE OR NOT ACCEPTABLE. Rewrite THE NON-ACCEPTABLE USES INTO ACTIVE VOICE. Plants Cited Riggenbach. Heidi. and Virginia Samuda.Grammar Dimentions.Boston: Heinle A ; Heinle Publishers. 1993. Deakins. Alice H. . Kate Parry. and Robert R. Viscount.The Tapestry Grammar.Boston: Heinle A ; Heinle Publishers. 1994. Pollock. Carroll Washington.Communicate What You Mean. New jersey: Prentice Hall. Inc. . 1982. Werner. Patricia K. .A Content-Based Grammar. New york: The McGraw-Hill Companies. Inc. . 1996. Wilbers. Stephen. Sometimes the inactive voice is better than the active. Minneapolis Star Tribune: October 27. 1995

The Implications of Globalization and Technology on Negotiation

Requisitos para viajar sin visa a EE.UU. como turista

Requisitos para viajar sin visa a EE.UU. como turista Cada aà ±o, millones de turistas viajan sin visa a Estados Unidos porque tienen un pasaporte de uno de los 38 paà ­ses incluidos en el Programa de Exencià ³n de Visados (VWP, por sus siglas en inglà ©s). En este artà ­culo se informa sobre quà © paà ­ses estn incluidos en esa lista, los casos de doble nacionalidad, cules son los requisitos, quà © es la autorizacià ³n para viajar o ESTA, tambià ©n mal llamada visa electrà ³nica, cul es su costo y, finalmente, cules son las ventajas y los inconvenientes de ingresar sin visa a ingresar con visa de turista B2. Paà ­ses en Programa de Exencià ³n de Visas y doble nacionalidad En la actualidad,  38 paà ­ses estn incluidos en el Programa de Exencià ³n de Visados, casi todos europeos o asiticos. Esta regla general tiene una excepcià ³n y es que si los ciudadanos de esos paà ­ses tienen doble nacionalidad con Irn, Irak, Siria o Sudn entonces no pueden beneficiarse de ese programa. De todos los paà ­ses hispanohablantes, solamente los ciudadanos de Espaà ±a y Chile pueden beneficiarse de este programa para viajar sin visa a Estados Unidos.  Es suficiente con tener pasaporte chileno o espaà ±ol, aunque se resida habitualmente en otro paà ­s. En el caso de personas con doble nacionalidad, cuando uno de los pasaportes est incluido en el listado del VWP puede utilizarse cualquiera de ellos para ingresar a EE.UU. Si se elige el que permite viajar sin visa, es necesario que a su titular no se le hubiera negado o cancelado previamente una visa a EE.UU. solicitada con el otro pasaporte. Por ejemplo, una mujer colombiana nacida en Colombia pero que tiene un pasaporte italiano porque su padre tenà ­a esa nacionalidad y se la transmitià ³ a la hija puede ingresar a EE.UU. con el pasaporte colombiano con visa de turista o con pasaporte italiano y la ESTA. Sin embargo, si esa misma mujer solicità ³ una visa con el pasaporte colombiano y le fue negada, no puede ingresar con ESTA y pasaporte italiano. Es obligatorio que solicite y obtenga la aprobacià ³n de una visa B2. Sin ella, no podr viajar a Estados Unidos como turista. Las autoridades estadounidenses saben que se trata de la misma persona con pasaportes de dos paà ­ses diferentes por las huellas digitales. Se toman a todo solicitante de visa y tambià ©n a los turistas extranjeros en los pasos de control migratorio y el sistema informtico encuentra la coincidencia. Requisitos para viajar sin visa a EE.UU. Adems de tener un pasaporte de un paà ­s incluido en el listado del VWP, es necesario cumplir otros requisitos. En primer lugar, por aplicacià ³n de la Ley de Mejora del Programa de Exencià ³n de Visas y Prevencià ³n de Viaje Terrorista de 2015, es condicià ³n fundamental para viajar a EE.UU. sin visa no haber viajado a Irn, Irak, Libia, Siria, Somalia, Sudn o Yemen en fecha del 1 de marzo de 2011 o posteriormente. La à ºnica excepcià ³n son los diplomticos o miembros de ejà ©rcitos que hubieran estado en esos paà ­ses por razones de su trabajo. Otro requisito es que el pasaporte debe ser digitalizado con un chip integrado que pueda leer una computadora y con fecha de expiracià ³n de al menos seis meses ms que el dà ­a previsto de finalizacià ³n del viaje a EE.UU., si bien hay excepciones a este requisito para algunos paà ­ses. Asimismo, es imprescindible que cada persona que viaja tenga su propio pasaporte. En otras palabras, nià ±os y bebà ©s deben tener su propio documento y no estar incluidos en el pasaporte del padre o de la madre. Si se quiere llegar a un puesto migratorio de EE.UU. por avià ³n de là ­nea regular o barco, debe llenarse por internet antes de viajar el formulario ESTA, que significa Sistema Electrà ³nico de Autorizacià ³n para Viajar. Adems, se debe tener ticket de regreso. Por el contrario, si se llega en avià ³n o barco privado es obligatorio solicitar a la embajada o consulado una visa de turista. Si se llega por una frontera terrestre no es necesario solicitar autorizacià ³n electrà ³nica. Al llegar allà ­ debe completarse un documento que se conoce como  I-94 registro de ingreso y salida. Otro requisito a cumplir es que el propà ³sito del viaje debe ser turismo, negocios, visitar amigos o familiares, recibir tratamiento mà ©dico o participar en una feria o conferencia. Bajo ningà ºn concepto se puede trabajar. Por ejemplo, los periodistas que tengan la intencià ³n de cubrir un evento debern pedir el correspondiente visado. Tampoco es legal buscar trabajo cuando se tiene situacià ³n de turista. Tampoco se puede estudiar, a menos que se trate de una actividad a tiempo parcial por menos de 19 horas a la semana. Por otro lado, es posible casarse en situacià ³n de turista pero para evitar problemas se recomienda seguir unas directrices de precaucià ³n. Finalmente, es imprescindible no ser inelegible o inadmisible para ingresar a EE.UU. y que, por otra parte, son los mismos requisitos que se exigen a todos los que solicitan visas no inmigrante en un consulado americano. Esas son dos grandes categorà ­as incluyen diversas situaciones como, por ejemplo, haber estado previamente en EE.UU. ms tiempo que el autorizado, carecer de lazos econà ³micos, familiares y sociales fuertes en el paà ­s de residencia habitual, etc. Las causas de inelegibilidad o inadmisibilidad pueden dar lugar a que el oficial migratorio en el puerto de entrada (aeropuerto, puerto o frontera terrestre) niegue la entrada a EE.UU. Ventajas de viajar sin visa frente a obligacià ³n de obtener visa de turista B2 La posibilidad de viajar sin visa es, en primer lugar, ms cà ³modo ya que supone que no se deben obtener los documentos obligatorios y de apoyo que se presentan en el consulado o embajada de Estados Unidos durante el trmite de la entrevista para obtener la visa de turista B2. Otra ventaja es que es un proceso es ms rpido, ya que no hay que esperar a la entrevista ni programar una maà ±ana de tiempo dedicada a presentarse en el consulado y, dependiendo del paà ­s, tambià ©n a un Centro de Apoyo CAS o ACS. Adems, viajar sin visa es ms barato. En estos momentos la visa de turista tiene un costo de $160 por persona, que se puede incrementar en algunos paà ­ses en cumplimiento de leyes de reciprocidad. Esa cantidad nunca se recupera, aunque la visa sea negada. Por el contrario, la autorizacià ³n para viajar que se conoce como ESTA tiene un costo de $14 y si es rechazada el solicitante obtendr un reembolso de $10 con lo que el costo es de $4 para esos supuestos. Adems, la ESTA la puede solicitarla cualquier turista que cumple todos los requisitos del VWP desde su casa sin necesidad de presentar documentacià ³n o acudir a una entrevista en un consulado. Cabe destacar que no es necesario solicitar la ESTA si se llega a una frontera de Estados Unidos por và ­a terrestre. Autorizacià ³n de viaje ESTA vs. visa electrà ³nica y tiempo mximo de estancia en USA Es comà ºn llamarle visa electrà ³nica a la ESTA, pero no es correcto. No es una visa y, al no ser una visa, no se puede bajo ningà ºn concepto extender el tiempo mximo autorizado de presencia en EE.UU. Tampoco se puede cambiar por otra visa como, por ejemplo, la de turista, por la misma razà ³n, porque la ESTA no es una visa. Y lo mismo aplica a los que ingresan con pasaporte de un paà ­s incluido en el listado de los VWP y sin ESTA porque llegan a travà ©s de una frontera terrestre. Un ingreso a EE.UU. sin visa bajo este programa tiene una estancia mxima de 90 dà ­as. A los tres meses hay que salir del paà ­s. No hay posibilidad de prà ³rroga. Si durante la estancia en Estados Unidos, el turista visita brevemente Bermudas, Canad o Mà ©xico, al regresar se podr entrar, pero no se alargar el tiempo de estancia que seguir siendo el mismo que correspondà ­a a la primera entrada. Cabe destacar que ss muy comà ºn que justo antes de acabar los tres meses la persona extranjera salga a Bermudas, Mà ©xico o Canad por un periodo corto de tiempo, con el fin de lograr un nuevo permiso de estancia en Estados Unidos por otros tres meses. En el momento que regresa puede suceder que el oficial de Inmigracià ³n le deje entrar, sin conceder ms dà ­as extras. Sin embargo, tambià ©n puede que  no le permita regresar a Estados Unidos. La razà ³n es clara: se est vulnerando el espà ­ritu de las leyes migratorias de EE.UU. Si quiere prolongar su estancia en Estados Unidos deber salir del paà ­s conseguir la visa apropiada en una embajada o consulado americano. Finalmente, es recomendable  este test de respuestas mà ºltiples sobre la ESTA y sobre viajar sin visa para asegurar los conocimientos que aplican a esta situacià ³n y evitar problemas migratorios en EE.UU. Puntos Claves: viajar sin visa a Estados Unidos Las personas con un pasaporte incluido en el listado del Programa de Exencià ³n de Visados (VWP) pueden viajar sin visas a Estados Unidos como turistas, para tratamiento mà ©dico, reuniones de negocios, etc.En la actualidad, 38 paà ­ses estn incluidos en el VWP, entre ellos Chile y Espaà ±a. La mayorà ­a de los otros paà ­ses son europeos y asiticos.No pueden viajar sin visa bajo este programa las personas que han visitado Irn, Irk, Siria, Somalia, Sudn, Libia o Yemen con fecha de 1 de marzo de 2011 o posteriormente. Ests excluidos de esta regla militares y diplomticos que viajaron por razà ³n de sus viajes.Si se llega a EE.UU. por barco o avià ³n regular, debe solicitarse con autoridad una autorizacià ³n para viajar conocida como ESTA. No es necesaria si se llega por tierra. Si se llega en avià ³n o barco privado no se puede viajar con ESTA y es imprescindible solicitar una visa de turista.La estancia mxima de estancia en EE.UU. cuando se viaja bajo este programa es de 90 dà ­as. Este es un artà ­culo informativo. No es asesorà ­a legal.

Question is in the instruction part Essay Example | Topics and Well Written Essays - 2250 words

Question is in the instruction part - Essay Example In this essay we will consider the extent to which this statement is true, basing on the modern filming of Shakespeare's plays, with especial emphasis on Romeo + Juliet directed by Baz Luhrmann. Nowadays, Hollywood is experiencing a real 'boom' of using classical works with purely pragmatic aims - i.e. for transferring them to the modern environment, and these films are oriented predominantly at teenagers and young people. In Gil Junger's Ten Things I Hate About You (1999), the plot of Taming of the Shrew is used, with the names of main characters preserved, yet Shakespeare is not mentioned as a source text in the film's titles. Same as in Philip Spink's Ronnie and Julie (1997), here only the basic lines of the plot are preserved, and both films are just teenage comedies. It can easily be noticed that in new screen versions of Shakespearean plays, the characters are 'moving' in time and space; however they do not seem to lose their up-to-datedness, and it can be presumed that the playwright of the 16th century managed to depict the life situations and problems that are still topical nowadays, and that whereas the world around us has changed by means of technical and cultural progress, the human soul remained just the same as four hundred years ago. So, is the thesis of the 'progress of humanity' just a myth What is there beyond the urge of film directors to create new and new versions of the old works How do these new motion pictures influence our perception of Shakespeare, and, vice versa, how Shakespeare's image of a famous playwright influences our attitude to the ideas conveyed by the modern films based on his plots Let us try to penetrate into the world of Shakespearean characters that have been 'transferred' to the modern environment. B) William Shakespeare vs modern filming of his plays: is the playwright's image being 'exploited' 1. 'Shakespeare's boom' in cinematography: a concise overview In the 80-90s years of the last century, there has appeared a whole bulk of new films based on Shakespeare's plays. As a rule, they did not go beyond the limits of traditional interpretations: in 1989, an English actor Kenneth Branagh directed Henry V that won an Oscar, European Film Award and quite a few other awards; then success came to Branagh's films Much Ado About Nothing (1993), Hamlet (1996) and As You Like It (2006). There have been multiple attempts of filming Hamlet, Prince of Denmark - i.e. Franco Zeffirelli, who is commonly acknowledged to be the author of the best screen version of Romeo and Juliet (1968) and who had also screened The Taming of the Shrew (1967) and Otello (1986), presented his version of Hamlet in 1991 with Mel Gibson playing the main male part, however his film was evaluated as very boring. Not particularly new was Oliver Parker's Othello (1995) in terms of interpretation of Shakespearean plot and ideas. In 1991, Peter Greenaway came up with a quite original interpretation of Shakespeare's Tempest - Prospero's Books. Quite free is considered Branagh's

A Voyage to America Essay Example | Topics and Well Written Essays - 500 words

A Voyage to America - Essay Example The south had an agriculturally sustaining economy that made a majority of the profit off the growth and sale of cash crops. Some of the cash crops that were sold were tobacco, sugar, and cotton (cotton was the most profitable of all the crops). In order to fuel the massive agricultural economy, both unskilled labor as well as slaves was used in order to harvest the crops. As a result, I would be able to gain employment on a farm or plantation to work either in exchange for living conditions or for a portion of the crops that I can sell for profit. In addition, depending on the governor of the territory, land was given for Englishmen to develop in exchange for a percentage of the profit that was made from the sales of crops. Owning land means that I would have power, therefore by working for the crown, I would be gaining status through the owning of land, but also profit by the sale of cash crops. In addition, the religious tolerance in the south was more lenient than that of the North. The Puritans who followed a strict, non-semantic view of religion colonized the Northern colonies. Therefore, religious conformity was expected and religious tolerance was at a minimum. In addition, the south had citizens that were loyal to the crown. Thus, the system of government in the south was more traditional as well as represented one of the oldest ruling bodies in the thirteen colonies. The south represented the best alternative for those in England that were not wealthy and did not have the skills to be profitable in other parts of the new world. The sale of cash crops provided economic stability that would extend even past the original thirteen colonies all the way through the civil war. Unlike other portions of the colony, the south offered opportunities that were better due to the style of government and the cultural forces that were at

Passover Research Paper Example | Topics and Well Written Essays - 1500 words

Passover - Research Paper Example The words uttered by God show the essence of Passover, the Passover recipe and acts. The Israelites were commanded by Yahweh to consume roasted meat, along with bitter greens and unleavened bread with haste, sandals on their feet, their cloaks tucked into their belts, and staffs on their hands (Exodus 12: 8-13). According to Murray, the Passover was a celebration, to commemorate God’s mighty acts of salvation for his chosen people (p.4). The word Passover has consequently, the very same meaning with the Egyptian term for â€Å"spreading the wings over and protecting." The Passover feast outlined the sacrificial act that Jesus performed with his death, redeeming mankind. In reference to the Passover during the period of the Israelites, the theme of redemption is clearly shown in our everyday life when faced with trying moments. As a young man, Moses fled Egypt in disgrace under a death penalty for killing an Egyptian. When God summoned him to lead the Israelites out of Egypt, he had been away from Egypt’s culture and sophistication for forty years. Moses was to go back to Egypt and confront the successor to the Pharaoh with the words: â€Å"let my people go" (Exodus 5:1-5). To save His people from Egypt, God chose a man who was, in many mannerisms, similar an Egyptian. Moses was born an Israelite, but he grew up adulthood in the house of Pharaoh’s daughter. His Hebrew mother raised him; however, he was tutored worldly wisdom from Egyptian teachers. He was chosen by God to deliver Israelites to show all people that the Lord makes a distinction between Egyptians and Israelites (Exodus 11-7). Moses heeded Yahweh’s command and went to Egypt to plea for the release of the Jews. Pharaoh completely refused to let the Israelites go, the Lord showed his might by bringing down judgment on Egypt’s false gods. Via Moses, he turned water into blood, showing the Egyptians that he was greater than the Nile that the

Organizational Leadership: The Journey

Organizational Leadership: The Journey Before I started writing this paper I put a lot of thought into leadership and what it really meant. I took this graduate level class for personal and professional development. Over the weeks I feel that the premise of this course was that leaders could be developed. A common belief that is perceived by many is that leaders are born and not made. As I have grown in my career it is becoming more obvious that effectiveness as a leader depends less on some naturally born trait and much more on developing learned principles that we can follow. Leadership is a term that has multiple meanings. What is implied in defining leadership is that it is a never ending journey for anyone who wants to motivate and inspire people. Leadership is defined as: the ability to influence a group toward the achievement of a vision or set of goals. (Robbins and Judge, 2009). Leadership is often considered the most important factor in determining organizational success due to the importance of guiding employees towards a common organizational goal. Despite the development of several theories and models the acceptance of one single theory that totally clarifies the implementation and performance of effective leadership has not been universally adopted. We should consider leadership theories and individually evaluate the contributing factors of each to effective leadership within our organization and environment. Early leadership theories were developed under the contingency model which considers how situational factors alter the effectiveness of particular leaderà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s behavior and style of leadership. The most recognized theory is Fiedlers contingency theory. This theory contrasts situational influence and leader traits / effectiveness through a scale known as the Least Preferred Co-Worker Scale (LPC). After the development of contingency theory we learned from Robbins Judge of a more modern theory of transformational leadership. Transformational leadership is concerned with processes that change and transform individuals and organizations. The shared process between leaders and followers is determined by the leaders ability to produce emotional intelligence and stimulate the higher collection of employee needs. It is through this ability that leaders acquire trust, admiration, loyalty and respect from their followers, therefore motivating them to accomplish more than what is expected. The fundamental nature of transformational leadership is empowering followers and developing them to reach their full potential. Transformational and transactional leadership tends to co-exist rather than be mutually exclusive. The best leaders combine both to produce performance in an organization to the next level. Some personality traits lead people naturally into leadership roles; this is considered the trait theory. A crisis or important event may cause a person to rise to the occasion which brings out extraordinary leadership qualities in an ordinary person. This is referred to the great event theory. People can choose to become leaders by learning leadership skills and promoting a higher visionary perspective with transformational leadership. Leadership Interviews Leader Interview #1 (A): John Adams, Chief Operating Officer of Advanced Systems Design Peer Interview #2 (B): Samantha Cobb, Call Center Manager Question 1: What is your definition of leadership? A. I believe leadership is defined by a vision. I feel leadership and management are different. A leader needs to introduce the organizations values and to promote a long term vision. Their values should be focused towards the employees with a goal to lead by setting an example. B. A strong leader should be seen as someone people see as available, approachable, and fosters trust. They must support their employees and providing direction. Question 2: What is your viewpoint on leadership? A. Leadership is made up of several core values. These include having a vision for your team, the desire to learn and grow, being accessible and unbiased are important keys to effectively transform an organization. There are many variables to my perspective on leadership, however there are certain leadership principles and qualities that are very important and primarily where I focus. B. My viewpoint is that leadership is collaborative, we must all work together to achieve the shared goals of the company. I also want to contribute to each employeeà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s learning process and successes. A leader must inspire their team. Question 3: What is your leadership style? A. My style is to take the goals and objectives of the business and align my team to work together to meet those targets. I define the vision. I do not follow a rigid style or framework. There needs to be flexibility within the group to change and adapt as needed. My style flows down to how we incorporate our delivery of services and interact with clients. B. I see myself as more of an informal leader. I do not seek to control my employees and I purposely step back to allow people to do their job and learn. I believe in giving my employees or team members as many opportunities as possible. I am extremely good at delegating tasks and encourage independence. I have found people work better when they are given freedom. I am adamant about employees being open and honest. If there has been a mistake, let it be known. I feel my employees are comfortable in approaching me as needed. Question 4: What are the strengths of your leadership style? A. Because my style is flexible, people tend to feel comfortable coming to me. I do my best to be personable while still maintaining a professional standpoint within the organization. I believe that my employees and team members work with me in a collaborative mission. B. In my experience, people do not want to be controlled. They fail under constant scrutiny and pressure. Too much control fosters a negative atmosphere. My casual leadership style has always been successful. Question 5: What hinders effective leadership? A. Lack of credibility will destroy a persons ability to be an effective leader. When the teams trust is broken, the leader will have to work extremely hard to return to their position. Inflexibility can destroy the leaderà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s relationship with the team. There needs to be a consistent flow of new ideas, leaders must take advantage of opportunities, and explore ways to invoke continuous transformation. B. A leader who cannot communicate effectively will fail in their role. Without communication, leadership does not exist. A leader can have great ideas but unless they are shared within the organization then they are just thoughts. Leadership is also destroyed by a negative attitude and isolation. Personal Reflection Synopsis of Interviews Question 1: What is your definition of leadership? The individuals were aware of how leadership impacted their organizations. Each used leadership as a motivating factor in providing guidance to their respective employees. Question 2: What is your viewpoint on leadership? Leaders need to posses an authentic reflection about their personal leadership approach. To effectively share their leadership viewpoint they need to share their vision and communicate this with employees so that the philosophy fundamentals permeate within the organization. Both interviews discuss the priority of teamwork and the importance of reflection or self actualization. Question 3: What is your leadership style? Leaders with a transformational style emphasis vision, flexibility, and adaptability. Leaders operate at different levels of the organization which reflects on their leadership style and organizational perspective. Question 4: What are the strengths of your leadership style? Structure and consideration are two approaches that measure strengths in specific leadership styles. Leaders are concerned about the needs of their employees. They assist employees with problems and provide guidance. Question 5: What hinders effective leadership? Leaders need to have traits that are respected like trust and credibility. They also need to be positive, communicative, and flexible so that they are open to new ideas. Leadership and Self Assessment à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Peer Focused In my initial personal assessment on leadership style and potential, I assessed myself with three peer co-workers. Their feedback was somewhat inline with my own personal self reflection with my leadership abilities. Some of the feedback that I received was that I tend to be more of a manager than a leader in my current position. As a manager I spend a lot of time focusing on planning and resource allocations for specific projects, thus more transactional. To further develop my leadership I need to take a step back and look at creating a compelling vision for the future, utilize my influence in the organization, and developing strategies for producing the changes needed to achieve that vision (more transformational). In my peer discussions on leadership delivery, I tend to use a more autocratic style. What I need to strive for is a more democratic style where I delegate responsibility to others, and encourage more group participation so that I can push my influence down further within the employee ranks. Reflecting on my leadership style it is important to recognize that a universal leadership style cannot be used with all employees. A leader must look at the specific relationship between a leader and each individual employee. I recognized that a leader with a single/universally applied leadership style is inefficient and unsuccessful. In Robbins and Judge the authors allude to many situations where a combination of theories would be the preferred leadership style. For example transactional and transformational worked best when they were combined as a leadership approach. A leader is far more effective if they are a flexible leader who has the capability to use different approaches with each employee depending on different conditions. A good leader helps employees understand the larger perspective in which they are operating within the organization. The relationship the leader has with employees will determine how effective the leader will become in influencing organizational transfo rmation.

New labour’s rights policies on inclusive education and rights Essay

To realize advantages and shortcomings of inclusive education in practice we have to consider as well whether children’s rights are observed within the context of inclusion as well as to analyse the main provisions of legislative instruments and governmental documents regarding this sphere. This will give us a better insight of what forces act in the process of transition to inclusive education intensively promoted by New Labour government and what effect they have upon children-recipients. Internationally, the UN Convention on the Rights of a Child has established a near global consensus concerning the minimum necessary rights for children: rights to provision, protection and participation – the 3 â€Å"Ps† (Pugh 2005, p. 4). The UK does not stand apart in international processes of providing all children, including the most vulnerable children wit SEN, with the opportunity to exercise these rights. Many observers admit that the election and re-election of more ‘children friendly’ New Labour governments in 1997 and 2001 resulted in significant political development for children’s rights, as an extensive range of new policies and laws affecting the lives of children both directly and indirectly have been promulgated (Foley et al. 2003, p. 38). They include Health Action Zones, The Children’s Taskforce, The Children’s National Service Framework, The National Childcare Strategy, Early Years and Development and Child Care Partnerships, Quality Protects, Removing Barriers to Achievement, Sure Start, Every Child Matters etc. (Pugh 2005, p. 1). Besides, a very important document was adopted in 2001 – a new statutory guidance from New Labour Government â€Å"Inclusive Schooling: Children with Special Educational Needs† (DfES 2001) which sets out the main principles of inclusive education: – with the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education; – an inclusive education service offers excellence and choice and incorporates the views of parents and children; – the interests of children must be safeguarded; – schools, local education authorities and others should actively seek to remove barriers to learning and participation; – all children should have access to an appropriate education that affords them the opportunity to achieve their personal potential; – mainstream education will not always be right for every child all of the time. Equally, just because mainstream education may not be right at a particular stage it does not prevent the child from being included successfully at a later stage. This document stipulates that schools’ and local education authorities’ ability to refuse a mainstream place for a child with special educational needs is severely restricted. They are able to refuse a mainstream school place to a child if it would be incompatible with the efficient education of others; however, reasonable steps must be taken to prevent that incompatibility (DfES 2001). The Green Paper Every Child Matters further illustrates New Labour’s commitment to reform services delivered to children, especially those with SEN, with the purpose to provide all of them with the opportunity to be healthy, to stay safe, to have high academic attainments, to participate in life of community, enjoy and develop, and to achieve financial well-being. The focus of this document is on early intervention, removing the barriers to learning – both physical and social, preventative work and integrated services for children (DFES 2003). The latter provision reasonably stresses importance of transagency collaboration and coordination to achieve better quality of services delivered to children in need. The use of collaborative teaming among professionals, agencies, the child, and family members, the use of the curriculum that focuses on the interactions between the pupil and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth integration of the child in mainstream school are the most important components of this cooperation (Cheminais 2006, p.19). A crucial motif in such policies is the idea of equal worth and recognition for people deemed to be disadvantaged, marginalised and excluded. Notions of children locked in cycles of personal and social deprivation, excluded, but also self-excluding, emotionally damaged and lacking confidence and skills permeate these initiatives (Rieser 2000, p. 148). These legal instruments, in actual fact, established broad social investment programmes focusing on attaining such major outcomes for all children, including those with SEN, as to assure them to be healthy, to live in safe environment, to improve their academic achievements, to participate in full measure in social life, enjoy and develop, and to attain financial well-being (DFES 2003). The government has raised family incomes by introducing a national minimum wage and through policies such as the working families’ tax credit (Pugh 2005, p.8). The establishment of a Cabinet Committee on Children and Young People’s Services, and a Children and Young People’s Unit in the Department for Education and Skills (DfES), with a remit to develop a cross-departmental approach to policy as well as administering the Children Fund with ? 450 million to help to alleviate child poverty and social exclusion (DfES 2003), offer further testament to government commitments to children. The introduction of the National Childcare Strategy and Quality Protects with its strong recommendation that local authorities appoint a Children’s Rights Officer for looked after children, combined with the establishment of the Social Exclusion Unit and a number of community initiatives such as Sure Start designed to help preschool children, have increased assistance to children and their families, especially in severely disadvantaged areas (Pugh 2005). But any review of the Labour government’s record must include brickbats alongside bouquets. New Labour has reduced the number of children in poverty in recent years but the figures remain substantial for a country which ranks among the seven most industrialised nations in the world (Corbett 2001, p. 67). Young people under the age of 22, moreover, are exempted from the adult minimum wage of ? 4. 10 (Rieser 2000, p. 154). The centralisation of education, the imposition of national curricula and league tables and the privatising of certain aspects of education, are unlikely to promote children’s participation rights or provide them with a voice in the running of their ‘inclusive’ schools. Perhaps most significantly, New Labour’s election has regressed into a populist and authoritarian series of measures, such as curfews and electronic tagging. The Home Office, moreover, encouraged public perceptions of young people as unruly, out of control and requiring policies which stress containment (Robertson 2003). Indeed, children must be subject to the necessary guidance and discipline of adults, but they have to be partners in this process – not just passive recipients, if we talk about real inclusive schooling. In actual fact, legally, the paternalistic notion that the ‘best interests of the child’ must be protected has increasingly come to be supplemented by the principle that children have a right to express their views and have their wishes taken into account in legal decisions which concern them (Cheminais 2006, p. 23). In particular, the Children Act 2004 carefully straddles the divide between protectionist or paternalist and participatory rights. Its guiding principle is that the child’s welfare is paramount, but the legislation also supports the principle that, where possible and appropriate, the ascertainable wishes and feelings of the child concerned should inform decisions (HMSO 2004, Part 2). In truth the judiciary continue to interpret this latter requirement conservatively falling back on paternalistic assumptions of children’s incompetence (Robertson 2003). Thus, it comes as no surprise that Armstrong (2005, p.138) argues that â€Å"a transformatory agenda [of New Labour government] may be characterized by the rhetoric of change rather than by any substantive transformation of values and practices†. Moreover, contradicting to its own declared values concerning inclusive education New Labour government sees special schools at the front position of the wider education agenda and emphasises the need to recognise and value their contribution within a framework of inclusion (DfES 2003). It is obvious that continuation of segregated special schools is contravening human rights – real inclusion cannot happen in the special school. As recent studies on the trends in the UK educational system show that he formalisation of relationships in education has been encouraged by the growing tendency towards extending the scope of bureaucratic intervention in the everyday life of schools (Atkinson et al. 2002). Increasingly, every aspect of education is subjected to rule-making and regulated through inspection and auditing. As a result of a highly centralised system of education managed by an interventionist bureaucracy little is left to chance (Foley et al. 2003, p. 112). It has been noted that even primary school teachers are allowed little initiative to exercise their professional judgment. The national curriculum dominates the classroom and teachers’ activity is regulated by the need to respond to the demands of standardised tests and inspections (Thomas & Vaughan 2004, p. 63). The expansion of bureaucratic control is justified on the grounds that it ensures the maintenance of standards of education (Armstrong 2005, p.141). While the impact of the standardisation of teaching on the quality of education is debatable, its consequences on the relationship between the different parties – teachers, students, local authorities, parents – are strikingly clear. New Labour government declared that its top priority is raising educational standards – it is a great target, but what is troubling that the government’s purpose has also been clearly signalled – education is valued less for its intrinsic qualities of self-development and more for its contribution to creating a new kind of society (Armstrong 2005, p.136). In that way, future prosperity of the UK rests with its capacity to develop and harness the skills required to be a significant player in the new knowledge-based international economy. Here it is evident that New Labour government sees the role of education explicitly in terms of social engineering. It means that the inclusion agenda in the UK has a moral and rhetorical appeal, while its conceptual vagueness can be seen after closer analysis. Conclusion. The conducted study demonstrated that there are no simple solutions to the task of inclusive thinking, relations and practice, that here is no room for complacency in the pursuit of understanding and implementing inclusive education. Without a doubt, inclusion can make great contribution to maximising the participation of all learners and the removal of discriminatory and exclusionary assumptions and practices in schools. Fortunately, recently society has shifted from a sentimental approach to disability to one which concerns entitlement. Inclusive education theorists and practitioners have moved distinctly on from a preoccupation with mere physical location in a school or college and a campaigning for civil rights issues. Physical access and disability rights continue to be ongoing struggles and theoretical concerns but the overriding practical priority in schools is that of coping with difficult behaviour and with learning difficulties. Here it is important not to see inclusion as the concern of special educators but of concern to all those involved in the school or college settings. While the earlier integration focus tended to be on physical access and specialist resources, inclusive education implies a shared responsibility and a joint concern. In such a way, now SEN is at the core of educational agenda, and it is seen as the business of mainstream schools to address basic skills and to meet individual needs. If successfully implemented inclusive schooling can give the opportunity for children with a disability to participate fully in all the educational, employment, consumer, leisure, community and domestic activities that characterize everyday society. But to advance an agenda for inclusion and to make the ideals represented in New Labour government policies a meaningful reality in schools, the society has much to do. Our study proves rightfulness of Armstrong’ arguments that even if being ambitious and extensive New Labour’s policies promulgating inclusive education do not yielded in practical results for children with SEN. To date they remain in many aspects just a declaration of what changes in education would be implemented, but the rhetoric of change has not been followed by substantive transformation of values and practices towards inclusion. Many children come to school with problems. Recognition of this and sensitivity to it is part of inclusive education as we revealed in our study. A responsive school climate, which views problems as challenges and not obstacles, is a key factor in successful movement to really inclusive education. The focus in it has to be on institutional systems, attitudes, flexibility and responsiveness rather than on the special needs child. In order to provide such a highly developed level of inclusiveness, schools have to be willing to work consistently on improving and adapting both their curriculum and social climate. It has to be a school which relates to individual needs, institutional resources and to community values. Today inclusion in school settings, for all the political rhetoric, remains the cause of a good deal of anxiety with the vast majority of teachers, parents and children. To work to advance an agenda for inclusion, in the target-driven and achievement-oriented market place that education has become, requires placing emphasis on breaking down the barriers which create exclusion. It means that we have to work on the attainment of a more inclusive society, which is not solely the responsibility of teachers in schools, and which is most likely to be achieved only when we will be able to develop a more equitable educational system. References Ainscow, M. , Booth, T. , Dyson, A. , with Farrell, P. , Frankham, J. , Gallannaugh, F. , Howes, A. & Smith, R. 2006, Improving Schools, Developing Inclusion, Routledge, London. HMSO 2004, The Children Act 2004, HMSO, London. Armstrong, D. 2005, ‘Reinventing ‘Inclusion’: New Labour and the Cultural Politics of Special Education’, Oxford Review of Education, vol. 31, no. 1, pp. 135–151. Atkinson, T. , Cantillon, B. , Marlier, E. , & Nolan, B. 2002, Social Indicators: The EU and Social Inclusion, Oxford University Press, Oxford. Booth, T. , & Ainscow, M. 1998, ‘From Them to Us: Setting up the Study’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 1-20. Booth, T. , Ainscow, M. , & Dyson, A. 1998, ‘England: Inclusion and Exclusion in a Competitive System’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 193-225. Clark, C. , Dyson, A.& Millward, A. 1998, ‘Introducing the Issue of Theorising’, in Theorising Special Education, eds. C. Clark, A. Dyson & A. Millward, Routledge, London, pp. 1-6. Cheminais, R. 2006, Every Child Matters: New Role for SENCOs, David Fulton Publishers, London. Clough, P. , & Corbett, J. 2000, Theories of Inclusive Education: A Students’ Guide, Chapman, London. Corbett, J. 2001, Supporting Inclusive Education: A Connective Pedagogy, RoutledgeFalmer, London. DfES 2001, Inclusive Schooling: Children with Special Educational Needs, DfES Publications, Nottingham. DfES 2003, Every Child Matters, DfES Publications, London. Farrell, M. 2006, Celebrating the Special School, David Fulton Publishers, London. Foley, P. , Parton, N. , Roche, J. & Tucker, S. 2003, ‘Contradictory and Convergent Trends in Law and Policy Affecting Children in England’, in Hearing the Voices of Children: Social Policy for a New Century, eds. C. Hallett & A. Prout, Routledge, London, pp. 106-120. Mittler, P. 2000, Working Towards Inclusive Education: Social Contexts, David Fulton Publishers, London. Pugh, R. , 2005. Whose Children? The State and Child Welfare [online]. Phoenix, Arizona State University. Available from: http://www. asu.edu/xed/lectures/images/Pugh05. pdf [Accessed 25 April 2007]. Rieser, R. 2000, ‘Special Educational Needs or Inclusive Education: The Challenge of Disability Discrimination in Schooling’, in Education, Equality and Human Rights, ed. M. Cole, Falmer Press, London, pp. 141-161. Rose, R. 2003, ‘Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion’, in Strategies to Promote Inclusive Practice, eds. R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 7-17. Robertson, C. 2003, ‘Towards Inclusive Therapy: Policies and the Transformation of Practice’, in Strategies to Promote Inclusive Practice, eds.R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 97-116. Skrtic, T. M. 1995, ‘Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change’, in Disability and Democracy: Reconstructing (Special) Education for Postmodernity, ed. T. M. Skrtic, Teachers College Press, New York, pp. 190-232. Thomas, G. , & Loxley, A. 2001, Deconstructing Special Education and Constructing Inclusion, Open University Press, Buckingham. Thomas, G. , & Vaughan, M. 2004, Inclusive Education: Readings and Reflections, Open University Press, London.

Healthy Cell Phone Essay

Teenagers and The Over Use of Cell Phones The use of cell phones should be banned for teenagers. Similar to the legal age of purchasing alcohol and tobacco, the same law should be enforced when it comes to the use of cell phones among teenagers. Although the thought of this may sound insane to most adolescence, it maybe the solution to limiting and promoting healthy cell phone use amongst todays youth. The following solution would also be in their best interest without them even realizing it. The over use of cell phones by teenagers will have a negative effect on their academic, social, and mental development. Teenagers who use their cellphones very often will have their academic progress negatively affected due to being distracted. It is not a rare occurrence for teenagers to have their phones with them while they are in class, but that is mainly because many of them do not realize the impact it is having on their grades. Researchers, Christian M. End, Shaye Worthman, Mary Bridget Matthews, and Katharina Wetterau at Xavier University did a study about the impact of cell phone rings on academic performance. After completing the study they said, â€Å"Findings indicated that cell phone rings during a video presentation impaired academic performance. Specifically, participants in the ringing condition performed worse on disrupted test items and were less likely to have recorded pertinent test information† (End, Worthman, Matthews, & Wetterau, 2010, p. 55-57). The study shows that Just the ringer on a cell phone alone can have an impact on how a student takes notes. However, not everyone thinks that cell phones are a bad idea. Authors Kevin Thomas and Blanche Obannon wrote an article titled ‘Cell Phones In The Classroom: Preservice Teachers’ Perceptions’, which talks about cell phone use in the class room and how it would be beneficial to students. Mentioning that by 201 5 two-thirds of all suggest that this can be a positive thing with the use of tools provided by cell phones for content creation, student centered learning, authentic learning, differentiation of instruction, assessment, and reflection (Thomas ; Obannon, 2013). Given that cell phones can be used as a tool to better educate; it still would not be a good idea because studies prove that a ringer alone can distract a student. Also that text messages and social media cites such a Facebook and Twitter will also be a distraction away from school work. If students were openly able to utilize their cell hones while in class this would cause a distraction and decrease in their grades. A teenager who pays more attention to their phone while in school can cause them to not be academically successful. When a teenager depends solely on communicating through their cell phone it will cause them to have a difficult time with face-to-face interactions. Many teens would prefer to send a text message or make a phone call to their friend in the next room rather than Just walking over and talking to them. Not only does this encourage laziness but it also affects their social skills. An Article in the Washington Post by Masuma Ahuja called ‘Teens are spending more time consuming social media, on mobile devices’, which talks about teens spending a long amount of time on social media and how it effects their social skills. Ahuja says, â€Å"Teens spend so much time interacting with each other on social networks and phones that they are growing less comfortable with in-person interactions and not developing essential social skills† (Ahuja, 2013). It is clear that teenagers who prefer talking on a cell phone, sending a Facebook message or sending a text message are more likely to have trouble in a social setting. Cell phones have also made a great impact with the way families interact with one another. It causes teenagers to subconsciously disrespect their parents by using their cellphones while at the dinner table or picking up a phone call while being spoken to by their parents. An article called ‘The Cell Phone as an Agent of Social Change’ written by Abu Sadat Nurulla from the University of Alberta talks about the effect that cellphones have on the way youth interact with family and their peers. Nurulla says that cell phones cannot solve ongoing child and parent communication issues, such as quality and flow of communication (Nurulla, p. 1). Although a teenager having a cell phone may help with keeping in touch with their parents for emergencies, but it does not otherwise benefit the relationship due. Teenagers seem to not be aware of the effect of being overly indulged with communicating on cell phones; it can seriously hinder their ability to socialize because they are use to sitting behind a phone. Teenagers over dependence and use of their cell phone can lead to depression. Something as minor as falling asleep with their phone beside them can cause lack of sleep due to the phone going off in the middle of the night, which will cause lack of leep and could lead to the teenager having a bad day. An article called â€Å"How Mobile Phones Affect Sleep’ in the Huffington Post talks about how mobile phones affect a good nights sleep, while making reference to a study funded by a major mobile phone maker. It says, â€Å"People exposed to major radiation took longer to fall asleep and spent less time in deep sleep† (Huffington Post, 2013). So it is clear that cell phones can be linked to teens not sleeping well at night. Also in the Medical Post an about a study done to link the over use of cell phones by teen to depression. The tudy showed that compared to teens in the lower scoring group than the group of adolescence that used their phones more often had significantly higher scores in the depression inventory scale and interpersonal anxiety scale, as well as scoring low on the self-esteem scale (Hodges, 2006). These results reflect that teenagers are very likely to suffer from depression if they continue to spend too much time in their cell phones. Depression and lack of sleep will lead to severe mental issues if not sustained at an early stage. Youth today are overly dependent on cell phones. So dependent that many of hem seem to be out of touch with reality. Due to the mental, social, and academic effects of cell phones, teenagers are being sent down the wrong path. These three aspects are very important to human development as a whole. They are more critical at the adolescent stage, where teenagers should be attempting to reach their full potential without the distraction of cell phones. A teenager should be able to sleep well in order to go to school, be attentive, and be able to socialize with their peers and teachers without the interruption of receiving a text message or a phone call.

The Major Hickory Species in North America

The Major Hickory Species in North America Trees in the genus Carya (from Ancient Greek for nut) are commonly known as hickory. The worldwide hickory genus includes 17–19 species of deciduous trees with pinnately compound leaves and large nuts. North America has the overwhelming edge on the  number of native hickory species, with a dozen or so (11–12 in the United States, one in Mexico), while there are five or six species from China and Indochina. The hickory tree, along with the oaks, dominates the hardwood forests of eastern North America. Identifying the Common Hickories There are six species of Carya that make up the most common hickories found in North America. They come from three major groups called shagbark (which has shaggy bark), pignut (which rarely has shaggy bark), and the pecan group. The shaggy bark is a clear identifier to separate the shagbark group from the pignut group, though some older hickories have slightly scaly bark. Hickories have a nutritious nut meat that is covered by a very hard shell, which is in turn covered by a splitting husk shell (as opposed to a larger walnut that drops with a complete husk cover). This fruit is located at the twig tips in clusters of three to five. Search for them for under a tree to help in identification. They have branching flowering catkins  just below the emerging new leaf umbrella-like dome in spring. Not all are eaten by humans. The leaves of hickory are mostly alternately placed along the twig, in contrast to a similar-looking ash tree leaf that is in an opposite arrangement. The hickory leaf is always  pinnately  compound,  and the individual leaflets can be  finely serrated or toothed. Identification While Dormant Hickory twigs have tan,  five-sided or angled soft centers called piths,  which are a major identifier. The trees bark is variable along species lines and not helpful except for loose, flaky bark on the shagbark hickory group. The trees fruit is a nut, and splitting husks are often visible under a dormant tree. Most hickory species have stout twigs with large terminal buds. Growing North American Hickory Species These large, long-lived, slow-growing deciduous trees are known for being good shade trees and feature golden color in the fall. They are difficult to transplant because of their long taproot and might be hard to find in nurseries. Their bark is a range of gray colors, whether they have shaggy bark or not, and youll find them in USDA Zones 4–9, though the pecan is found in Zones 5–9. Fruit drops from late summer into autumn. Shagbark hickory tree. Roger Smith/Getty Images Shagbark hickory, Carya ovata, is as you would imagine, a tree with shaggy bark that peels away in big pieces. Their mature height is 60–80 feet tall, with a 30–50-foot width. Leaves are  8 to 14 inches long, with five to seven leaflets  These trees are tolerant of a wide range of conditions, such as drought, acidic or alkaline soil, but do need a well-drained, large location free from salty soil. The round nut has a four-sectioned husk. Shellbark Hickory bark: Carya laciniosa. DEA/C.SAPPA/Getty Images The shellbark hickory, Carya laciniosa, is a shaggy gray-bark species. This hickory grows up to 75–100 feet tall with a 50–75-foot width. Its not tolerant of alkaline soils or drought conditions, salt spray or salty soils and needs a big area of well-draining soil. Its best grown in moist soils. Leaves are in clusters of seven to nine leaflets. Oval nuts have a five- to six-sectioned husk and are the largest of the hickory species. Carya tomentosa, Mockernut hickory. Gary Ombler/Getty Images The mockernut hickory, Carya tomentosa, reaches 50–60 feet tall and 20–30 feet wide. Its tolerant of drought but not poor drainage and is best in slightly acidic soil, as its intolerant of alkaline soils and salt in the soil. Its leaves are alternate, compound leaves with seven to nine leaflets that are hairy on the underside and the stalk; the largest will be the terminal leaf.  Its nuts ripen in fall and have four sections. Pignut hickory tree. Stan Osolinski/Getty Images The pignut hickory, Carya glabra, is a dark-gray tree that extends to 50–60 feet in height with a spread of 25–35 feet. It does well in a variety of soils. It moderately tolerates salty soil and hangs in there through drought, but it doesnt do well in areas of poor drainage. As the tree ages, the bark may appear slightly shaggy. Its alternate, compound leaves are 8 to 12 inches long with five to seven leaflets, with the one on the end being the largest. The bitter nuts are pear-shaped and have four ridges on the husks, which do not easily come off of the nut. Carya Illinoensis (Pecan tree), tree with yellow leaves in park. Dorling Kindersley/Getty Images The pecan tree, Carya illinoinensis, contains the sweetest nuts of all the hickory trees and is one of the most important native North American nut trees, though it can be a messy tree to grow due to leaf and fruit drop. It grows 70–100 feet tall with a spread of 40–75 feet. Its tolerant of acidic soils and only moderately tolerant of alkaline soils. Itll handle some poor drainage all right but not drought, salt spray, or salty soil. The bark is brownish black, and leaves are 18–24 inches long, containing nine to 17 narrow, long leaflets with a hook shape near each tip. Nuts are cylindrical. Carya cordiformis (Butternut hickory), green-leaved tree.   James Young/Getty Images The bitternut hickory, Carya cordiformis, also commonly called the swamp hickory, loves moist conditions and hates drought and poor drainage, though it can be found in some drier landscapes in addition to its typical low, wet conditions. It needs a large area to grow and can reach 50–70 feet high and 40–50 feet wide when mature. It prefers acidic soil but can tolerate alkaline. It can handle some salt spray but not salty soil. Leaves contain seven to 11 long, narrow leaflets. It grows bitter nuts that, although not poisonous, to humans are more of the inedible variety due to their taste. The nuts are about an inch long and have four-sectioned, thin husks. To identify the tree in winter, look for its bright yellow buds.

Hobbes and Rousseau essays

Hobbes and Rousseau essays When comparing Hobbes and Rousseaus state of nature one must be aware of not only what the conditions are for each philosophers realm of savagery. Each has a different setting, different time frame, and different abundance of resources. Where Rousseau sees a world much like the Garden of Eden, Hobbes is much more brutal and cold. Rousseau had a specific time frame in mind; prehistory, where as Hobbes had no specific time frame. One of the few things they do have in common is that neither claim to be more than models, theoretical attempts to describe what life was like prior to civilization. The most important parts of these settings are the psychological compositions of the people living in each respective state. Hobbes argues that natural man has three inherent instincts which cause him to quarrel: competition, diffidence, and the want for glory. Rousseau believes we have two more tranquil instincts: pity and self love. The only thing his savage would need is nourishment and sex. Th e main difference that causes these drastically different models is not the removal of man from civilization, but the removal of civilization from man in Rousseaus. Hobbes model has men thrashing about madly trying to get the material comforts society had offered him while Rousseaus has men without any desires past satiating his biological requirements. The only thing that is the equal are the people to each other in each scenario. Equality, Hobbes writes, is what causes these horrid conditions because everyone wants the same things and wants all of it. However if self interest is also one of our main desires we would avoid that which would bring conflict and when struggles arise the absence of the concept of dignity would give no physical need to win a fight. Hobbes ignores the biologically instilled notion of retreat and that self interest does not always equal avarice. Rousseaus the ...

The Twentieth Century Essay Example | Topics and Well Written Essays - 500 words

The Twentieth Century - Essay Example Not only does Kathe continue to teach art, she also explores different forms of art such as sketching, sculptures and self portraits. After spending a life dedicated to art, Kathe passes away just before the end of the war in 1945. Answer – Kathe’s prints and her drawings allow viewers to feel the emotion that she was portraying. Many of her pieces have a strong feeling and an apparent view of what she is trying to convey. Manu of Kathe’s prints and drawings capture real life situations. Her self -portraits are very satisfying and capture what many may have been feeling during that time. Her drawings are an exact match as to what was happening in the early 1900’s, as they show war, fear and sadness that many felt. Although a large portion of her work focuses on sadness in life, her art that shows life’s happiness is able to capture life’s most treasured moments. Many sculptures and drawings radiate life, happiness and joy. Answer- Although many of Kollwitz’s art are breathtaking, the piece that I have the strongest reaction to is the Mà ¼tter, 1919. This drawing seems to represent a lot of feeling. Each person in the drawing has their own expression. The expression is different for each individual but still portrays the same message. Some elements in the piece that allow me to have such a strong reaction are the way the adults are holding the children. They have a look of determination as well as fear while they protect their children. I respond to the piece so greatly as it represents what many families were going through during that era and it is an interpretation of real life. 1. Engage Pollock’s statement that â€Å"the modern painter cannot express this age †¦ in the old forms of the Renaissance or any other past culture.† What in this picture speaks specifically to mid-twentieth-century American culture? Answer- The statement made by Jackson is an accurate statement and example of why Jackson has taken on a