Conflict in Romeo and Juliet Essay

The play that I have studied is Romeo and Juliet by William Shakespeare. Act three, scene one, the climax of this play, is a scene where much conflict occurs. This scene opens with two of Romeo’s friends, Benvolio and Mercutio, talking. Tension and suspense is established when Benvolio says, ‘The day is hot, the Capulets abroad, And, if we meet, we shall not ‘scape a brawl’ The ‘fiery Tybalt’ enters looking for Romeo. He felt that Romeo had insulted him by going to the Capulet masked ball and he wanted to exact his revenge. Mercutio deliberately insults him and draws his sword. Just as Benvolio tries to calm them down, Romeo enters. Tybalt tries to incite Romeo into fighting by insulting him: ‘Romeo, the love I bear thee can afford/ No better term than this, – thou art a villain. ‘ Romeo resists Tybalt’s challenge because he is now related by marriage to him. Mercutio is embarrassed by Romeo’s inaction and he challenges Tybalt. As Romeo tries to stop the fight Mercutio is mortally wounded by Tybalt. As Mercutio dies he says, ‘A plague o’ both your houses! / They have made worms’ meet of me. ‘ Romeo realises he is partially responsible for his friend’s death and his anger leads him to kill Tybalt. He then realises he is ‘fortune’s fool’ and flees the place. The Prince of Verona arrives and decides to exile Romeo from the city. What are the underlying causes of conflict in this scene? The main cause of the conflict in this scene arises ‘From ancient grudge’ between two major families in Verona – the Capulets and the Montagues. The feud is so strong that the play opens with their servants fighting. Indeed, the rift is so strong that the Prince of Verona is prompted to announce, ‘If ever you disturb our streets again/ Your lives will pay the forfeit of the peace. ‘ Another cause of the conflict is the mercurial nature of Tybalt. He saw Romeo’s appearance at the Capulet masked ball as an insult and was determined to challenge Romeo. Mercutio also contributed to the conflict. He was very quick to engage in a quarrel with Tybalt and condemned Romeo for avoiding conflict, ‘O calm, dishonourable, vile submission! ‘ Finally Romeo has much internal conflict in this scene. He is being challenged and insulted by Tybalt but feels he cannot retaliate because he is now secretly married to Juliet, Tybalt’s cousin. It is clear there is much conflict in this scene and many reasons for it – this conflict adds greatly to our enjoyment of the play.

Miss Essay

A simple break in the chain of infection by always using the Standard Infection Control Precautions (SICPs) can save the NHS thousands of pounds every year not to mention saving patients’ lives. Cleanliness Champions have been put in place to make sure Standard Infection Control Precautions are implemented within health care settings. MRSA (Meticillin-resistant Staphylococcus Aureus) is one example of the staphylococcus family common bacteria (BBC Health–MRSA). There are many strains of MRSA and many people carry it in their throat, nose and skin folds. MRSA is an infectious agent and can live on the body for example in eczema, varicose and decubitus ulcers, this acts like a reservoir providing ideal conditions for the MRSA to lie in skin folds and in wounds. For the bacteria to exit the portal it can simple be spread from skin to skin contact. To break the chain of infection the patient should wash their hands. However, not practising good hygiene gives the bacteria a means of transmission. The bacteria will wait for a portal of entry; this could be another patient touching contaminated skin. There have been a number of campaigns to eradicate the transmission of MRSA, and one of them is from the World Health Organisation â€Å"Save lives clean your hands†. This campaign is for Health Care workers to assess within their own departments how often hand hygiene is being carried out by their colleagues (WHO 2012). Hand hygiene is considered one of the most effective measures in reducing and preventing the incidence of avoidable illness, in particular HAI. All staff within health care settings should be aware of this and perform hand hygiene effectively and in a timely fashion (Health Protection Scotland (HPS) May 2009). There are three main types of hand hygiene. Social Hand Hygiene which involves using soap and water. Hygienic Hand Hygiene is using antiseptic hand cleansers from a soap dispenser and then there is Surgical Scrub which involves scrubbing the hands and forearms with antiseptic cleansers. Each hand decontamination process uses a seven step technique. The 5 moments for hand hygiene guidelines explain when hand hygiene should be used (WHO 2009). PPE (Personal Protective Equipment) can also be used to protect against HAIs. PPE consists of gloves, aprons, face masks and goggles. When dealing with potential infections a risk assessment should be done before dealing with the threat of the infection being transmitted. The risk assessment should include whether or not you may need to wear gloves or aprons. Eye protection should be used for theatre staff due to a huge potential of blood splashes. Sharps include needles, scalpels, stitch cutters, glass ampoules and any sharp instrument. The main hazards of a sharps injury are hepatitis B, hepatitis C and HIV. (Royal College of Nursing 2005). All sharps must be handled and used with a great deal of care and disposed of according to the Standard Infection Control Precautions (SICPs). If there has been an incident of a needle stick injury it must be reported and documented as required. All in all the Cleanliness Champions programme will help Health Care workers understand the importance of Infection control and hopefully it will create new generation of Nurses who will be vigilant to how important hand hygiene is. References BBC Health – MRSA (2012), What is MRSA, [On-line], Available: http://www. bbc. co. uk/health/physical_health/conditions/mrsa. shtml [17 March 2012] Health Protection Scotland (HPS) (May 2009), National Hand Hygiene NHS Campaign Compliance with Hand Hygiene – Audit Report Health Protection Scotla nd (Report): Available: http://www. hps. scot. nhs. uk/haiic/ic/ nationalhandhygienecampaign. aspx [17 March 2012] Royal College of Nursing, (2005). Good Practice in Infection Prevention and Control, Guidance for Nursing Staff, Vol. 1, pp. 7-8 WHO (2009) WHO Guidelines on Hand Hygiene in Health care: a summary, [Online] Available: http://whqlibdoc. who. int/hq/2009/WHO_IER_PSP_2009. 07_eng. pdf WHO (2012), Your action Plan for Hand Hygiene Improvement Template, Action Plan for WHO Framework, Inadequate/Basic Results, [On-line], Available: http://www. who. int/gpsc/5may/EN_PSP_GPSC1_5May_2012/en/index. html [17 March 2012]a

Explain the Function of Assessments in Learning and Development

GROUP C – KNOWLEDGE BASED UNDERSTAND THE PRINCIPLES AND REQUIREMENTS OF ASSESSMENT 1. 1 EXPLAIN THE FUNCTION OF ASSESSMENT IN LEARNING AND DEVELOPMENT Assessment can be used for many different purposes, including to identify students’ needs, plan and adapt courses, check that learning is taking place, motivate students, acknowledge learning and measure results. Assessment is used for various purposes. * Assessment for learning: where assessment helps teachers gain insight into what students understand in order to plan and guide instruction, and provide helpful feedback to students. Assessment as learning: where students develop an awareness of how they learn and use that awareness to adjust and advance their learning, taking responsibility for their learning. * Assessment of learning: where assessment informs students and teachers, as well as the broader educational community, of achievement at a certain point in time in order to celebrate success and support continued progress. Assessment must be planned with its purpose in mind. Assessment for, as and of learning all have a role to play in supporting and improving student learning, and must be appropriately balanced.The most important part of assessment is the interpretation and use of the information that is gathered for its intended purpose. Research and experience show that student learning is best supported when * Instruction and assessment are based on clear learning goals * Instruction and assessment are differentiated according to student learning needs * Students are involved in the learning process (they understand the learning goal and the criteria for quality work, receive and use descriptive feedback, and take steps to adjust their performance) Assessment is carried out to ensure that learning has taken place.If you do not assess the student you cannot assess their knowledge and skills in their learning area. The student needs guidance to understand what it is they have to learn, if they are doing well and how they may improve. Assessment is essential for this to happen. Assessment encourages students to ask questions on anything they have not fully understood and allows them to build on their strengths and learn from mistakes by listening to the assessor’s feedback.It is important that assessments are both valid and reliable. Validity relates to the question – does the assessment measure what it claims or appears to measure and can we make judgements based on the results of the assessment? The assessment must form a fair and balanced representation of the area of knowledge being assessed. Reliability relates to the accuracy of the marks or grades that result from the completion of the assessment.The results would need to be the same if the assessment was carried out by another person or directed to a similar student. In addition to being valid and reliable, assessments should also be: * Authentic – based on the candidate’s own work * Current – Still relevant/able to be completed at the time of the assessment * Sufficient – covering all the required elements. Word Count: 456

ExxonMobil Essay Example | Topics and Well Written Essays - 3250 words

ExxonMobil - Essay Example In 38 countries Exxon has its exploration and production utilities and in 23 countries they have the production operation. The company has 38 refineries around the world. Close to 90% chemical business of Exxon is ranked first or second in the world, and they are the market leader in this field. ExxonMobil has invested $5 billion over the last five years in technological up-gradation (About Us, n.d.) Upstream In petroleum industry upstream indicates operation like search, recovery and production of crude oil and natural gas. This sector is also known as Exploration and Production sector. Under this division ExxonMobil have the following units- Earning from the upper stream as in 2008 was recorded $35.4 billion. The return on average capital in 2008 was 54% and earning per oil-equivalent barrel was $24.67. The total liquid production and the natural production which was available for sale was 3.9 million oil equivalent per day. The upstream capital and exploration spending was $19.7 billion. The graph indicates that the earnings from the upper division have been increasing constantly. In the year 2007, the earnings were $26497 million which further increased to $35402 by the year 2008. This indicates a sharp rise of 33.61%. This was possible because of the fact that the company managed to increase their production by 3.2 billion barrel oil equivalent per year through out the last five years. The finding and the resource acquisition cost has been gone to $0.66 per barrel which might go high in the coming years. If this happens then the company’s cost of production will go high leading resulting lower earnings in the future. The portfolio of ExxonMobil is one of the largest in the world which includes several units situated in the highly diversified region like extreme deep water heavy oil/oil sand, unconventional gas, arctic, liquefied natural gas, acid on sour

Influence of Television on the Behaviour and Attitude of People Essay

Influence of Television on the Behaviour and Attitude of People - Essay Example As the discussion outlines the socially aware people realized that we have been colonized by a veritable ruler and our daily life has been monitored in accordance with the discretions of this box. They started to attribute the abrupt change in attitude and behaviour to the television. Television has played a revolutionary role as a mass medium to disseminate information at a much faster pace as compared to other forms of media. This helps in speeding up the learning process at an early age. It is only due to the television that we are better informed about the harder facts of life. The unique way of presenting information makes it more acceptable to the viewers. The informative television shows give us a detail picture of the incidents and give us the insight of the people residing in even the remotest corner of the world. National Geographic channel, for instance, enlightens its viewers with their well-researched shows on wildlife and various expeditions undertaken all around the wo rld. Television bridges the age-differences and helps its viewers to get complete exposure to the outside world. Even the young viewers get complete thrill of venturing on an Amazon safari through television triggering their imaginative mind for their better.  Television, as an audio-visual medium presents its subjects through powerful visual images which directly speak to the viewers. The images offer a great deal of information and have an enormous potential to shape the reality of the viewers.  

Discuss the offences and punishments arising out of Military Service Essay

Discuss the offences and punishments arising out of Military Service in Malta - Essay Example force’s and friendly aircrafts or when commanded to carry out operations in the air but fails to do so effectively shall be liable to life sentences or any other punishment provided by the Forces Act. However, if such intentional acts can not be proved, the individual may be convicted and imprisoned or given lesser penalties (Laws of Malta, 2003). Communication with the enemy and any such dangerous disclosures through intentional and unauthorized issuance of intelligence to enemies faces up to a life sentence or any other punishment in the act. ... In addition, a soldier becoming a prisoner of war through disobedience or willful neglect of duty or failing to take opportunity to rejoin forces or preventing/ discouraging other prisoners of war from taking steps to return to forces shall be open to imprisonment or any less punishment in this act (Malta, 1988). Offences regarding sentries or guards on duty (that is, one posted to patrol or is a member of a guard/ other party on patrol for purposes of preventing/ controlling access to or egress from any premises or of regulatory traffic), included drunkenness, sleeping at post or leaving assigned post. If anyone under military law uses force against such a guard on duty to achieve an objective shall be guilty against the said article. However, if offence is committed when one is not on active duty, he/ she must not be imprisoned fro more than two years. Looting offences included stealing from or the intent to steal from person wounded or killed in military operations or any property left exposed and unprotected after operations or anything left behind by the enemy with punishments ranging from imprisonment or any less punishment in the act. Mutiny by persons subject to military law by inciting another person or is themselves involved in threats of use of violence in order to avoid military duty is punishable on conviction for up to a life sentence or any other less punishment in the act. It involves the participation of at least two persons subject to military law to overthrow or resist authority, hamper conduction of military duty or to disobey authority in any way that causes deterioration of discipline in the forces. Failure to suppress, report without hesitation or prevent perceived

How Seattle Transform Itself by Edward Glaesor Essay

How Seattle Transform Itself by Edward Glaesor - Essay Example The Seattle region is growing faster than other metropolitan areas in the United States of America. During the early part of the 20th century Seattle’s economy was mostly based on the transportation industry. One of biggest companies in the air transportation industry, Boeing, has its corporate headquarters located in Seattle. In the 1950’s more than half of all jobs in Seattle were provided by Boeing.   Another industry that provided many jobs for the people of Seattle was the lumber industry.The author states that the economic model used by Seattle in the 21st century changed a lot since the early part of the 20th century. The key element that differentiates Seattle from other cities in the United States is that Seattle concentrated its efforts in creating an economy based on knowledge. The focus on education helped Seattle because it led to a flurry of innovations that led to the founding of some of the most innovative and successful companies in America. Companies such as Amazon, Starbucks, and Microsoft were founded in Seattle. The author is correct in his assertion that smart people look for each other and they learn from their interaction. Seattle is also home to one of most prestigious universities in America, University of Washington. The percentage of people with college degrees in Seattle is 56%. This figure is very large considering that only about 33% of the US population has a college degree. Seattle is a very attractive region for investors because it has a high population of educated workers.

Essay on Contemporary Comparison Example | Topics and Well Written Essays - 1500 words

On Contemporary Comparison - Essay Example The onset of Islam as a religion led to many getting and understanding its vision of establishing itself as a formidable spiritual ground alongside other religions. This began with the creation of Islamic based civilization in the Middle East, the Persian states and later in the Turkish states. The 13th century saw the joining of Africa and Asia as major forces of Islamic traditions. Unlike many other religions, Islam came up and provided a neutral ground for its followers. It did not discriminate in terms of race or color. This led to the creation of a strong, unshakable and one minded group of followers. It also gave all its believers the chance to further their knowledge in any field whatsoever just as long as this knowledge did not in any way interfere with the spiritual standpoint of Islam. It also allowed for those not incorporated into the Islamic religion to participate in any intellectual exercise so long as it benefited the whole community. Those who embraced Islam had a ch ance to further their civilization after the rise of Islam. Such groups such as the Persians who were advanced in their ways of living and trade advanced further after they embraced Islam. After the death of its founder Prophet Mohammed, Abu Bakr became the first caliph. He was the leader of Islamic religion for two years then Umar took over. Umar enabled Islamic religion to capture more grounds and get more followers in the east as well as the west therefore bringing the Persian region, Egypt and Syria under its fold. He advocated for the other religions as well. This was evident when he led the march of Muslim followers into Jerusalem to demand the security of Christian strongholds. He also saw the creation of a financial set up to cater of Muslims finances. Afterwards Uthman took over leadership and is highly credited to have made copies of the Holy Quran and distributed them across the world where Muslims were. During the Umayyad caliphate the capital of Islam was in Damascus bu t this was moved to Baghdad by the Abbasids. This saw the transformation of Baghdad into a strong political stronghold of the entire world. The Abbasids were in a leadership position for a little over 500 years whereby afterwards they began loosing the sense of authority they wielded thus remaining with only symbolic influence. The sultans wielded the military authority. During the reign of Abbasids several empires came into existence for instance the Fatimid’s and the Mamluks who had vast authority in Egypt and the Palestine. This reign saw the many crusades that the Pope advocated for and that got vast support from leaders in Europe. The Pope’s greatest motivation for such crusades was majorly to reclaim the holy land of Jerusalem that had transformed from a Christianity stronghold to an Islamic stronghold. This was possible in the beginning and some parts that had shifted to Islam were transformed to Christianity such as some regions in Syria, although this did not last under the reign of the decorated Muslim ruler Saladin who reclaimed these regions and saw to the downfall of the crusaders. During the time when the Abbasids came to power, one prince who belonged to the former leadership of Umayyad made a get away and went to Spain where he established Umayyad leadership. This became the onset of Islam in Spain for the next two centuries until the downfall of t

Reflection5 Assignment Example | Topics and Well Written Essays - 250 words

Reflection5 - Assignment Example Mentalese is the global grammar that is found in all languages. In order to master language, all a child needs is to code the details of their native language(s) to the innate mental language (Clark et al., 45). Since mentalese has the ability to combine noun and verb phrases, a child is able to master language(s) by identifying the verb and noun phrases found in their native language. Consequently, the children are able to identify the grammatical patterns and structure of their native language. However, nurture also plays a very important part in learning language, especially in terms of understanding the sentence structure. The period between birth and six years represents a crucial period for language development and is referred to as the automatic acquisition stage. From six years to puberty, further acquisition of language can be acquired but will be impaired. The first few months after a child is born represent a time when the brain develops synaptic connections that are necessary for grasping information and other skills. However, as people grow older, the synaptic connections are lost and that is why it is difficult for adults to learn new languages. But while the ability to learn new languages wears off, other systems like the reproduction system are developed. Therefore, the reason why language is innate, is because while babies are faced with many linguistic challenges when they are born, they automatically manage to learn their mother tongue. Additionally they lack the necessary linguistic stimulus to learn a language but still learn it. Simply, there is a poverty of

Harsh Parenting during Adolescence Research Paper

Harsh Parenting during Adolescence - Research Paper Example More often than not these social constraints are enforced and reinforced by parents. (Choudhury, Blakemore and Charman) A variety of reasons are prescribed for parental control including (but not limited to) the rebellious attitude of teenagers, the parent’s desire to make the individual more conforming to their ideals and ideologies and the need to make the individual more compliant to social norms and values. These objectives are met by parents in a variety of ways. The relationship between teenagers and parents is generally a rocky one. In order to exert their influence, parents may resort to physical and emotional coercion. (Kelley) Such parental behaviour is seen to affect adolescent growth and their adult behaviour negatively. Most adolescents with coercive parents are known to develop aggressive symptoms later in life. This aggression may be emotional or physical and may continue throughout an adult’s life unabated. (Pedersen) Though the effects of parental contr ol on adolescent behaviour are well documented but the immediate outcomes have been historically overlooked. Parents exerting themselves on children encourage the growth of individuals who are seeking chances to overthrow the established regime of parental control. The results are often disastrous such as school shootouts such as the Columbine massacre. Moreover, teenagers may resort to joining gangs or resort to drug use in order to exert their independence. It remains notable here that all forms of parental control result in deviant social behaviour. Therefore it can be hypothesised that excessive parental control during adolescence can lead to an increase in deviant behaviour in society. This text attempts to analyse such a relationship through secondary research. Literature Review Numerous studies have been conducted in order to clarify the connection between parental exertion and resulting adolescent behaviour. Various perspectives and aspects have been covered through these st udies. This text was prepared by reviewing a few instrumental studies and their results which are discussed below. The distinction between physiological control and behavioural control for human beings has long been established firmly. (Baumrind) Baumrind’s study was conducted over a fourteen weeks period where he observed three different groups of children. The behaviour of each group was markedly different. One group was composed of energetic and friendly children while another group was composed of conflicted children who were irritable. The last group was composed of impulsive and aggressive children. The parents of these children were interviewed to discern the distinct patterns of parenting. There is an overwhelming tendency to combine these two aspects of human control and to study their effects together. Such an approach is hardly considered feasible as it tends to coalesce related aspects so that they are not distinctly recognisable anymore. For example the psycholog ical effects of beatings on a child who is being cajoled psychologically as well cannot be distinctly related. The typological approach developed by Baumrind is highly helpful in this regard as it delineates categorical distinctions to psychologically and behaviourally controlling parents. For example, authoritative parents are represented as being warm and accepting. Such parents tend to establish strict behavioural guidelines but promote psychological

West European Studies Essay Example for Free

West European Studies Essay 1. The three-fold divisions of learning by Augustine were: ? Physical- he related it to the working of nature, and posited that there was a cause to all things- the principle of cause-effect. ? Education- the acquisition of knowledge followed some rules, i. e. the methodology of science and procedures used in scientific studies and systematic experimentations ? Practice- Augustine argued that life had some meaning and an end, which people sought in their daily lives through actions and practicing of ideologies and principles. 2. The seven liberal arts outlined by Martianus Capella were: a) The Trivium which comprised of;   Grammar Rhetoric   Logic/dialectic b) The Quadrivium which included; Arithmetic   Geometry   Music   Astronomy Grammar taught one how to write words and understand their meaning. Music signified the cardinal virtues of temperance, prudence, fortitude and justice. Logic was necessary to help individuals distinguish right from wrong so as to avoid evil deeds. Rhetoric was the art of effective use of language to speak eloquently. Geometry was useful in measuring space, distance such as fields and cities. Arithmetic was significant as it aided in assigning numerical values- counting objects. Lastly, astronomy was used to foretell luck or misfortune- it was an essential art in predicting the future. 3. According to St. Augustine, pagan learning was reliant on logic and skeptical criticism of scripture. It appealed to observable evidence and to those things that are physically provable. St. Augustine taught that Christians should shun those elements, which undermined their faith by challenging beliefs that could not be substantiated with physical evidence, e. g. the existence of God. By appealing to logic, therefore, pagan learning dismissed the spiritual aspect of life to which Christianity was intimately connected. Nonetheless, he recognized the significant of logic and reason in a Christian’s life. He observed that the scripture was given by God’s inspiration for correction and reproof of character. Thus, to understand its teachings, believers ought to examine its contents critically to make correct interpretations. At the same time, logic reflected the logical and orderliness of God’s nature, represented by the order he perfected in His creation. Similarly, logical reasoning makes a significant contribution to the ordering of life in the world. Without logic, there would be chaos and conflicts among men. Reason appeals to the common sense that compels people to observe basic rules and obligations. 4. Hugh of St. Victor outlined four types of philosophy in his quaternary of the arts. The first three are concerned with human character, as they shape people into better mortal beings. They include: ? Truth, which is derived from theoretical philosophy- through abstract reasoning and contemplations that leads to insights about acceptable principles Practical philosophy which leads to good virtues that guides human conduct ? Mechanical philosophy which reliefs men from physical burdens ? Logic enables men to make clear and realistic conclusions concerning the preceding three philosophies. 5. The seven mechanical arts as defined by Hugh of St. Victor are: ? Fabric- it is necessary as man is essentially naked, lacking in the fur that is endowed to wild animals ? Armaments- necessitated due to man’s innate weakness for his lack of defensive mechanisms such as the teeth and claws of animals. Commerce- it is necessary to reconcile the world’s nations that have become divided by selfish aspirations. It leads to international relations and diplomacy that calms wars, enhances peaceful negotiations and achieves the greatest good of individual possessions.   Agriculture- it is a compensation of hard labor, what Hugh called the ‘brow’s sweat’ that goes back to Adam’s time, when the ground was cursed such that he had to sweat for a living.   Hunting was a skill necessary to help man get food by preying on wild animals Theatrics- the sooth the mind through laughter, and by providing relaxation and refreshment to a tired spirit; probably after a day’s work. 6. The four senses of scripture of St. Gregory the Great are: literal sense, allegorical sense, moral/tropological sense and the anagogical sense. a) Literal sense- it reveals the plain facts about events or things. For instance, the creation of Adam as explained in the Book of Genesis is a literal understanding of scripture, since the events happened just the way they are stated. b) Allegorical sense- it goes beyond what is plainly stated, to arrive at a meaning that is both metaphorical and symbolic. For instance, the creation of Eve from Adam’s rib symbolizes the subordinate role that a woman plays in her relation to man. This is exemplified in the family unit where the man is the head of the household. Similarly, it symbolizes the significance of marriage, since a woman, with her one rib taken from Adam, is considered incomplete. Consequently, she must seek completeness by uniting with her source- Adam/man. c) Moral sense- it derives from the Greek word â€Å"trepein,† which means ‘to turn. ’ In scriptural interpretation, it refers to the act of ‘turning’ ideas, principles and divine teachings into deeds. It is reflected in an individual’s life through good deeds to all people. In the scripture, the parables of Jesus were reflections on the moral conduct of men. For instance, the parable about the Good Samaritan represents real life situations where Christians are called upon to help those in need, and not to be like the uncaring Levite who walked past the robbed man on his way to Jericho. d) Anagogical sense- it refers to the interpretation of scripture teaching within the wider context of eternity. It attaches a universal meaning to divine concepts, which transcends all boundaries of space and time. For instance, the reference to the Lord’s feast in Mathew 22 signifies the eternal happiness to be enjoyed by the save in heaven. Likewise, the new Jerusalem refers to God’s City, the kingdom that shall reign forever after the second coming.

Human Resource Information Systems Essay Example for Free

Human Resource Information Systems Essay 1. â€Å"Suggest how HR professionals can use online recruiting to more effectively support recruitment activities while reducing organizational costs.† Retaining and acquiring talent with high qualities is crucial to an organization’s success. â€Å"As the economy and job market heats up, so has the market for corporate recruiting and recruiting service and consultants† (Bersin, 2013). Therefore, the labor force becomes more competitive and available skills become more diverse, HR professionals need to be more selective when choosing the right candidate. Poor decisions made by recruiters can result into negative effects for the company. Another thing that can impact an organization as well as an employee’s morale is high training and development cost. For this reason alone, many companies have turned to e-Recruiting. â€Å"Online recruiting involves less human interaction, reaches a much broader audience, files records electronically, and provides selection tools electronically† (Friend, 2014). Companies can conduct everything online while spending less money sending all employees to a training session or meeting off-site. Just by conducting meetings, training, etc. online saves the company a lot of money. For example, new hires really make up the majority of the cost because they need to be trained in every aspect of the job they are taking on. Also, training occurs with other employees besides new hires when a new product or service surfaces within the company. All employees need to learn about the new products or services in order to promote them to their clients. Online recruiting comes in handy since it’s a real money saver by having employees do everything online via internet instead of meeting each time for different things. Online recruiting is not only cost effective but it’s quick and easy to do. HR professionals can posts job postings anywhere there is an internet  connection and receive responses just as quickly. Online recruiting can become very convenient. 2. â€Å"Recommend four (4) strategies to mitigate the unintended consequences associated with e-Recruiting.† Four strategies to mitigate the unintended consequences associated with e-Recruiting include: Ensuring consistent high customer satisfaction online and maintaining consistent high service When e-recruiting, recruit and select applicants who appear to have out-going personalities that fit within the organizational culture This can be determined from likes/dislikes Express that training and incentives will be provided in order to encourage loyalty, motivation, and focus on doing whatever it may be to meet the needs of the customer, and create Create a consistent set of HR practices that work together to create a culture of customer service. A strategy is not always planned and HR professionals usually have to adopt this strategic plan. Maintaining excellent service and high customer satisfaction is a good look for the company. Also, it’s a great strategy to have to meet all the needs of the customers to ensure their returned business and for them to spread the good comments about the company to their family, friends, and co-workers. The last strategy to mitigate the unintended consequences is for HR to get their practices to work together for the good of the company. HR needs to put a process in place that will be successful and beneficial to the employees and the company. 3. â€Å"Propose one (1) approach in which online recruitment can help ensure the employee’s psychological contracts are fulfilled.† According to Kavanagh, Thite, Johnson (2012), psychological contract fulfillment, employee satisfaction, and retention rates are three other important goals of the recruitment process. The employees’ beliefs about the obligations and promises between them and their companies are what the psychological contract refers to. It’s going to be important to explore the extent to which online recruitment can help ensure that employees’ psychological contracts are fulfilled. Information that is collected and distributed during the recruitment process shapes the expectancy that leads to psychological contract fulfillment, which directly affects employee satisfaction and retention rates. The numerous expectations that shape the psychological contract include the work role, such as job performance; social relations, such as co-wo rker and customer interactions; economic  rewards (raises, monetary incentives), and company culture. According to Heneman and Judge (2006), one approach to use to ensure psychological contracts are filled is a realistic recruitment message. 4. â€Å"Suggest three (3) strategies you would use to attract high-quality candidates and members of diverse groups using an e-Recruitment approach.† One strategy to use to attract candidates would be through social media. Examples of social media would be Facebook, Twitter, Instagram, and even email such as Hotmail, Yahoo, and Google, etc. Today’s world is very technical savvy and most people now use the internet for everything, these medias would be perfect for announcing job vacancies and announcements. For example, when I used to work for State Farm I made a Facebook page for the company and promoted different products and services that we offered. Another strategy I would use is at the end of applicants completing their work history, etc. before submitting to the job, a series of detailed questions would be asked that relates to specific job in which they are applying for such as years of experience performing that particular job, and skill competencies, etc., this would eliminate applicants that don’t have the necessary experience and skills and alleviate unwanted applications. One last strategy I would use to determine diverse groups is have the applicant fill out an optional survey informing of their race, gender, etc. The survey if completed or not would not have an impact on whether or not the applicant is interviewed and the applicant would also be informed of this as well. This would only be for survey purpose that will allow the organization to see if and how many people from diverse backgrounds are applying. 5. â€Å"Take a stand on whether or not the attributes of a Website (attractiveness, quality, and ease of use) would affect your motivation to apply for a job at that company. Justify your position with specific examples from two (2) business Websites that you are familiar with.† In my opinion, I find that when applying for positions the company’s attractive quality and ease of use website is very important. This lets me know that the company takes pride in their name and what to make an impression on the candidates that are applying. Even though they are the ones that are hiring, they need employees to work as well as a candidate needs a job. The first impression is a lasting impression, and if I’m impressed with the Website then chances are I’m going to be impressed with the company and would want to work for them. Two websites that I’m  familiar with are www.indeed.com and www.careerbuilder.com. I used these two websites frequently because they always have up to date posts on their websites every day and have a variety of positions available. Both sites are colorful, and allow you to type in key words related to the job of interest along with the city and state. Next, it will display jobs related to the key words that are entered. The jobs that are displayed list the job title, company name, and a brief description of the job that includes the range in job salary, for some. Both search engines are easy to navigate, the content of the information is relevant to what I’m looking for. Also, usability is a plus, because they both allow you to receive job alerts, creat user accounts, and answer frequently asked questions. 6. â€Å"Propose four (4) security controls you would put into place to prevent unauthorized access to data and unauthorized disclosure of data when using e-Recruiting systems.† One security control I would use is each applicant would have to set up their own personal username and access code. This should ease the mind of the applicant, because this is information that only the applicant would use and have access to. Next, I would design a security control that is time sensitive and require the user to sign back in if the computer is idled for a certain amount of it the user spends too much time in one area without moving on to the next area. Third, I would use an online security system that would prevent hackers and unauthorized access to applicant’s information. â€Å"The last security control that I might put in place would be some type of software where you have to answer personal related questions about your past that only that specific person would know† (Zeidner, 2007). For example, a multiple choice question might pop up and ask which of the following are related to you and the employee that is trying to gain access would have to answer the question correctly. According to Kavanagh et al, I would develop privacy protection policies that (1) restrict access to data, (2) restrict disclosure of data, and (3) ensure that only job-relevant data are collected for decision-making purposes. Everyone has to be careful nowadays, because hacking into computers is just as easy as breaking into a house nowadays. References Bersin, J. (2013, May 23). Corporate Recruiting Explodes: A New Breed of Service Provders. Retrieved from Forbes: http://www.forbes.com/sites/joshbersin/2013/05/23/corporate-recruitment-transformed-new-breed-of-service-providers/ Friend, L. (2014). Advantages of Online Recruiting. Retrieved from Chron: http://smallbusiness.chron.com/advantages-online-recruiting-3093.html Heneman, H.G., Judge, T. A. (2006). Staffing Organizations (5th ed). Boston: McGraw Hill (nd). Introduction to Online Recruitment. HRM: Guide Human Resource Management. Retrieved from: http://www.hrmguide.co.uk/recruitment/introduction_to_online_recruitement.htm Kavanagh, M. J., Thite, M., Johnson, R. D. (2012). Human Resource Information Systems (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. Zeidner, R. (2007, December 1). HR Magazine: Making Online Recruiting More Secure. Retrieved from SHRM: http://www.shrm.org/Publications/hrmagazine/EditorialContent/Pages/1207hrtech.aspx

Learning English Through Videogames

Learning English Through Videogames This paper presents a study of the viewpoints on video game playing toward second/foreign language learning among ESL/EFL students in Xalapa, Veracruz. The results showed that students insights on playing video games aimed at foreign language learning were positive. This paper also made a comparison with factors such as gender and years of playing that support these insights. The results indicated that types of games and English proficiency have strong influences on students perceptions. This papers purpose is to present several of the latest theories in videogame studies and new media literacies, in addition to theories of language learning. Several examples are shown of how computer video games and web applications such as The Sims 2, Grim Fandango, jumpcut, Apple imovie, Windows movie maker and others could radically change the way in which we approach language learning and instruction. Introduction The role of technology as an alternative tool for instruction of English foreign language learners increases as educators recognize its possibilities to create both independent and collaborative learning environments in which students can acquire, immerse and practice a new language (Butler-Pascoe, 1997). Through the use of the Internet, word processors, video games multimedia, and practice programs, students can engage in individualized instruction designed to meet their specific needs and participate in cooperative projects that will foster communication with peers in their classrooms and throughout the global community. This research focuses on the potential of video games as a powerful tool for foreign language instruction and acquisition. This is a very important topic for many reasons, the least of which is that so many people do not really understand this medium and regard it in the worst possible manner. What many outsiders of the video game culture do not understand is that video games can be an expressive and interesting medium that can easily compete with the best that other mediums have to offer, and, like any type of expressive medium before them, video games have gone through a harsh trial by those who are bigoted, uninformed and prejudiced against this medium. This paper provides a great opportunity to explain why computers and video games can take an important part in language learning, and why therein we have an extraordinary opportunity to educate, not only our children but the population at large through video games. Video games can provide the ability to shape events, environments and positions in a way which is not feasible through any other medium. According to Larson (1999) and Li (1999), the transactional nature and the pedagogical relevance of some state-of-the-art videogame-based interactive technologies make videogames a viable vehicle for foreign language learning. This thesis aims to reach the following objectives: 1. to make the reader aware of new learning strategies and possibilities for all types of learners; 2. to discover students views on the feasibility of videogames for language learning and instruction; 3. to suggest a new range of activities that can be performed in a classroom using videogames. This thesis firstly discusses findings from various research studies, as well as current language teaching methodologies, in order to explain how video games can contribute to language acquisition by evaluating several video game genres and emphasizing that virtual pet, simulation and RPG (Role playing games) are beneficial for language acquisition. It also provides various sample activities that can be performed in the ESL classroom using video games in their own right. Secondly, the context and participants are presented as well as a research instrument, after which the data is analyzed and given an interpretation and finally pedagogical implications are presented. Chapter 1: Literature review This chapter firstly attempts to explain why videogames can be suitable for learning a language based on several studies that are described next. Secondly, it also outlines how videogames are slowly being incorporated into the field of education. Thirdly, it provides the readers with an overview on videogames and modding and finally how teachers can benefit their lessons from modding and how it can be used in the ESL/EFL classroom. 1. Videogames and Research Using video games to educate has long been a much thought-of goal, yet rarely an achieved one. Although video games may not yet be able to educate users in a content area effectively, language learners may benefit from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of control game players expect. Very little research has specifically targeted language acquisition through video games; however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language. Interestingly, in one study Hulstijn Laufer (2001) found that language acquisition may hinge on the level of involvement in a task, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textual language. Another study done by Prensky (2006) suggests that videogames allow learners to analyze and decode language at their own pace. During game play learners may use one input channel to decode the other because videogame players have a great deal of control over the game play (various in-game choices can be made, games can be paused, actions can be repeated, and conversations can sometimes be initiated at the players own beck and call. Dornyei Clement (2001, p.399) claimed that one of the main premises for using video games to educate has been to harness learners motivation. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in another study performed by Prensky (2004) who found out that one of the most difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too strenuous for some players cognitive abilities. Nevertheless, Brett (2001) emphasizes in his research that the natural repetition which is present in video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and creates more opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the same vocabulary or grammar, making acquisition more difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure. Furthermore, Crawford (2003, p.261) made a stunning discovery in his research when he stated that a videogame provides players with a useful kinesthetic link to its language resulting in players having to give a total physical response to actions prompted. Total Physical Response (TPR) activities are used in order to connect the language item whether, vocabulary or grammar, to a physical action, hopefully making the language easier to grasp, which is quite similar in videogames where players perform on-screen actions that may serve to link the language they learn to their native language. 2. Video Games and Education Video games evoke different emotions in people. Some might perceive them as nothing more than a tool of entertainment, while others might consider them useless and tools of bad influence. Academics, such as Gee (2005, p.13), will say that video games are a new form of interactive media worthy of academic multidisciplinary study regardless of what videogames may be, it is a well-known fact that they are a distinct yet entertaining way for youngsters to spend their time. It comes as no surprise that many educators and teachers are trying to add video games to their lessons and curricula design both to catch and retain the attention of students, not to mention to enhance the course content and likability. Many business, medicine, and law schools in northern Europe are implementing video games such as Kristens Cookies, Dexter and Objection as part of their curricula, whilst other schools introduce more commercially known titles, for example Brain Age and Trauma Center to their science and math courses. According to Hoggs research (2006) carried out in some European universities, students motivation and therefore grades, have soared exponentially as opposed to slump since the implementation of video games in their curricula. Video games have become increasingly widespread in their use, both as a hobby and as an educational tool. ESL teachers should be no exception and be able to make use of this technology to help students in teaching grammar points as much as in developing students speaking ability. 3. Video Games and Modding For over twenty years there have been many attempts at designing educational software with all of them resulting in failure and thus a sense of hopelessness prevailed through much of the educational software community. Fortunately, the emergence of new models have made education and entertainment games stop competing with one another. If we look at todays entertainment video games, many will be nothing like the games prevalent in the late 90s when educators and game developers first teamed up in an attempt to insert artificial learning moments inside games. Back then, in-game worlds were relatively fixed and did not have much depth whatsoever, enabling the player only to play out the action of a pre-programmed story. Today, nonetheless, according to Hansson (2005) games are presumably more open-ended, with many of them encouraging players to take an active role in the construction of the game itself through the use of various mod tools. The term mod means modification, in videogame terms mod refers to a user made add-on to an already existing game. For example, one of 2007s best selling video games, The Sims 2 does not determine any explicit goal or winning outcome. Rather, the game presents itself as an open-ended virtual doll house in which users play out and share stories with one another should they choose to. As a result of the enormous flexibility of this game, thousands of players created content add-ons or game modifications now available for free on the web. Surprisingly enough, so far, little has been attempted by educators to use the extensive mod tools available for The Sims 2 to implement learning content in a way that naturally integrates with the in-game experience (Goldfayn, 2006). However, mod tools provide full access to all the language data used in all the different international versions of a game. This allows curriculum designers to easily manipulate popular video games to create opportunities for foreign language learning. Johnson,( 2005, p.191) claims that for most educational disciplines, the main rule when choosing a video game to be modded is that the closer the original contents of the game are to the educational discipline involved, the smoother the process will be. Most people play video games nowadays and everyone seems to work on a computer, so learning a foreign language through video games can be as viable as learning it through traditional classroom instruction. For example, in order to make a game like Civilization III relevant to a history classroom, one simply needs to edit a few maps, scenarios and variables; while a game like The Sims 2 actually does have a distinct similarity between the contents of the game and the contents of an introductory language textbook (parts of the body, furnishing the house, finding a job/professions, emotions, etc), the fact that almost all games use language in one way or another allows a far wider range of games to be modded for usage in foreign language learning than other educational disciplines. 4. Modding in ESL There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. What is described here is the use of modifying, or modding, existing games as a means to learn English. A case of game modding in classroom settings is described to illustrate skills learned by students as a result of modding existing games, in this case the game which was modded is The Sims 2. Below are some examples of how you can mod a videogame to suit your needs as a teacher as well as your students. These are two sample activities that have been put into practice by teachers such as Mylene Catel, (http://www.mylenejcatel.com/) who have put an enormous amount of effort into this. Simply by playing the modded version of the game (The Sims 2), students are gradually exposed to heavy amounts of reading practice in the foreign language. However, designing specific reading comprehension tasks helps the teacher assess learning better. Next, I describe an activity which can be performed using the previously mentioned game: Step 1. Students write a description of their favorite imaginary landscape in the foreign language including any number of specific details (There is a pristine water creek, there are many leafy trees in which birds gather to chirp, There is a family having a picnic nestled under the trees , etc). Step 1.5. The teacher helps correct any mistakes in the students descriptions. Step 2. Students randomly exchange their descriptions with one another via the game. Step 3. Use the cheat mode to give students unlimited money. Step 4. Students avail themselves of a mod tool given by the teacher and create the landscape outlined in their description. Step 4.5. The teacher assesses how many of the specific details students correctly incorporated into their creations. Step 5. Students once again exchange their finished descriptions. Step 6. Students verbally describe to one another their creation. Students try to discern which landscape is the one they originally designed. Chapter 2: Methodology This research was conducted in order to determine whether playing videogames plays a significant role in the personal development and learning of a second language. It weighs the pros and cons of using this medium for learning and expresses what videogames are suitable for learning English and what videogames can enhance students reading, listening and speaking skills. I opted to obtain the view of language students from different schools. Specifically, students aged 18-25 from 2 schools within Xalapa were selected for this task, 10th semester students of the teaching area from the English B.A of the Universidad Veracruzana and advanced level students from Bristol Institute as informants from December 2007 to April 2008. Selected participants answered a questionnaire about the role of videogames in ESL/EFL learning. In order to determine whether videogames play an important role in learning English more efficiently, a total of 20 respondents were asked to participate, 10 of them were from the Universidad Veracruzana and the other 10 were Bristol students. Instrument. A questionnaire was administered to collect as much data as possible. The questionnaire consisted of 10 open-ended questions of which five questions had to do with the participants learning English through videogames and the other five questions had to do with the participants views on whether or not videogames have enhanced their learning and comprehension of a foreign language. To achieve pertinent information, certain inclusion criteria were imposed. The participants chosen had to be students who had been studying English for at least 4 years. This qualification ensured the participants understanding the nature of this questionnaire and its use for teaching English, making the questionnaire items easy for them to understand. My questionnaire which was administered to both populations was based on the following criteria: How much English and how well these students had learnt it by using videogames. The types of games they preferred in their learning process and how such games had helped acquiring their skills in English. Procedure. The administration of the questionnaire to the U.V student population was done when I was studying 10th semester of the English B.A. Therefore, the questionnaire was administered to my classmates at that time. However, to administer my questionnaire to the Bristol student population I had to ask for permission to the school principal, and after granting such, I was able to administer it, all in all both populations seemed to have no problems or questions at the time they answered it. Chapter 3: Results and Discussion In this chapter, I will present all data gathered from the questionnaire related to my research questions I administered to several students as well as charts representing the analysis of what was said in each question. The questions will be divided in two sections according to my research questions How do students learn English through videogames? What type of games do students play in their learning process and how they help? Analysis of questions 1, 2,3,4,5 of the questionnaire refer to section one. 1. Is vocabulary, rather than syntax, more easily and consistently acquired from video games? Out of the 20 students who answered this question 16 students said that vocabulary was best learned through this medium while 4 thought that syntax was the one best acquired. From these answers it can be inferred that these students mostly learn vocabulary, and syntactical patterns from games. Nonetheless, the focus of what is to be learned will fall into what the students needs are. From my perspective students also benefit from learning pronunciation subconsciously because speech is present in most games. 2. What grammatical patterns or chunks of language do you usually learn from videogames? Out of the twenty students who answered this question, eleven answered that they usually learn phrasal verbs and idioms from videogames while the other nine students said they revise through videogames grammatical patterns such as reported speech and conditionals. From these answers it can be inferred that for these students videogames help best as an aid to learn phrasal verbs and fixed expressions while others use them as revising materials. 3. Do video games help language learners actually acquire language, or do they serve more as a linguistic priming or practicing device? Out of the twenty students who answered this question twelve believed that videogames help language acquisition whereas the remaining eight believed they just serve as a practicing device From these answers it can be assumed that videogames can serve as both a learning tool and a practicing device for these students. However, as a teacher you should have in mind the reason why you will employ them. 4. Can language be acquired more effectively (more quickly and be retained longer) through video games than through other media? From twenty students who answered this question seventeen agreed on their learning being quicker, more effective and easier to retain through videogames. However, another three said videogames had no benefit for them. From these answers it can be assumed that for these students videogames are the perfect medium that can enable them to learn faster by learning the language subconsciously through something they might find entertaining because videogames lower their affective filter. 5. Do students retain lexical or syntactic language studied through video games longer than identical language studied through traditional classroom and self-study activities? Out of the 20 students who were asked this question, 14 answered that they thought retention was easier and lasted longer for them through videogames whilst other 6 claimed they benefitted more from traditional classroom instruction. From these answers it can be inferred that even though for these students retention is generally easier through videogames due to their interaction capabilities with players, how well students retain language patterns through either way will depend on what type of memory they possess. Analysis of questions 6, 7, 8,9,10 of the questionnaire refer to section two 6. Which genres of games are the most useful for language learners? The answer to this question was a bit variant since out of the twenty students fourteen considered themselves to be advanced learners while six considered themselves to be upper-intermediate learners. Therefore the advanced students claimed that the most useful game genres for them were Role playing games (RPGs) and action/adventure games as they can employ various decoding strategies. While the remaining six said that in their view the most useful game genres were sports videogames because they can benefit from the repetition patterns present in these games From these answers it can be inferred that videogames can cater for every mood and personality and can certainly aid these students in their learning process. However, which game genre is most useful to them depends on their language level. Bristol students often resort to playing RPGs because of their language level while some teaching area students of the English B.A in the Universidad Veracruzana opted for sports games as their games of choice because they feel they benefit more from the language patterns present in such games. 7. Does the learners language level make a difference? Out of the 20 students who answered this question 19 believed that the language level of a learner made a difference in understanding while just 1 student believed that the level did not matter From these answers it can be assumed that the level of a learner will play a crucial part in taking full advantage of the videogame approach toward language learning. For example advanced students are always eager to play RPGs which are more complicated than other game genres while intermediate or basic students try to look for games in which actions can be describe more than once. 8. Do voice recognition games force native and non-native speakers to modify their pronunciation in unnatural ways? From twenty students who answered the question thirteen said that voice recognition games were a valuable tool to help their pronunciation subconsciously while the remaining seven said their pronunciation could only be improved through direct interaction with an English native environment which leads to demonstrate that these few students have a conservative way of thinking. From the answers of these students it can be inferred that voice recognition games are just as good as interacting within an English speaking environment since the pronunciation used in such games is usually done by native English speakers. 9. Do language learners benefit from having their actions described by a sports video game? All twenty students who answered this question said they did benefit from this approach because it was quite practical. From these answers it can be assumed that videogames can come as a new refreshing approach toward language instruction that students would really appreciate since both males and females showed much interest in sports videogames 10. How long would it take a learner to acquire a language through a video game rather than through classroom instruction or self-study textbook? All students had different views on this particular question. Eleven believed you could learn English through this medium in one year while another four believed you could learn it in six months time, two more students said in a few weeks and yet another three claimed the time you learn it was entirely up to the learner. From the answers given by these students it can be inferred that theres no agreement on a learning curve. According to these students how fast students learn the language depends on other factors such as motivation and what kind of learners they are. Conclusion: In these data most of these students claim that they can learn a language using videogame classroom instruction. According to them not only is it a refreshing new approach but it is also quite beneficial for vocabulary acquisition and the subconscious learning of pronunciation. However, a teacher should always keep in mind the objective as to why they will use videogames. Chapter 4: Pedagogical Implications In this chapter, I provide some examples of how videogames can be exploited to design many immersion activities for the ESL/EFL classroom. This chapter is organized into the following sections: RPGs, RPGs and the ESL classroom, elements of literature, debates on cultures, portfolios, character analysis, oral presentations, quizzes/tests and suggested games for classroom use. 1. Role Playing Games Not all video games can be considered classroom-safe. Many video games, while being visually stunning games in their own right, may either be too violent or too devoid of content to be used in an ESL classroom. There is, however, one genre of video games that is ideal for the ESL classroom: Role Playing Games (RPGs) (Goldfayn, 2006). Traditionally, role plays are associated with a person pretending to be someone else. This is exactly what a RPG is. In RPGs, players take control of a character and embark on chilling journeys similar to those told in Edgar Allan Poes horror novels or heart-pounding adventures like those told in Jules Verne stories. According to Din (2002) students become exposed to long hours of in-game dialogue, as well as substantial amounts of written text while being immersed in a quest, perhaps one to save a kingdom, slay a demon or vampire, or save the world. As players retrieve information by interacting with other characters, they advance through the game with the purpose of reaching a final goal and objective just like in any lesson plan. 2. RPGs in the ESL Classroom If there were to be any kind of video games in an ESL classroom, it would be RPGs. In a video game ESL classroom session, the students will play through the game. During this play time the students become exposed to English language dialogue with various accents, which undoubtedly helps students develop their aural skills. RPGs also help them develop their reading skills, as the game will not continue unless the players, in this case students, meet certain requirements which are communicated to them through either spoken communication or written dialogue. Truly, exposure to a language or text does not create bilingual students; it is just not enough. That is why the teacher should plan certain activities to encourage students to share the experiences they just had playing the game and some other complementary activities to reinforce what they learned in the game. 3. Elements of Literature (writing activity) Every story, just like every game, has an introduction, action development, a climax, descending action, and an ending. Many stories, just like many games, have flashbacks, foreshadowing, and personification. It is always advisable to give students a brief introduction regarding these elements, so that they may be familiar with them when they run into them while playing through a game. 4. Cultural Debates (oral activity) The majority of RPGs have good stories, and all good stories have a setting. Before students get round to playing a game, the teacher should survey students knowledge of other cultures. Getting the students to start a debate on the similarities and differences in their culture or on different cultures in general is always a good way to start. You may begin the class by asking the students what they know about other cultures, a discussion on the Mayan culture, Feudal Japan or the American civil war usually get the students in a talkative and lively mood, as they can bring forth experiences they have had throughout their lives whether these be by watching movies, reading books or personal experiences. After the discussion, the teacher explains to students they are about to play a video game that has elements of different cultures in its world. The teacher should then provide a little information on the game and its characters, so that the students do not feel completely lost when they begin. 5. The Portfolios A portfolio is a collection of evidence that represents achievement and learning within a module/course or programme of study. The portfolio is a tool that can be used once a week, after playing the game. The student would have to write a short summary of what happened in the game as well as comment on the events from the game that they liked or disliked most. If students are at an advanced level they could be asked to comment on some of the more abstract concepts that appear in the game, such as love, friendship, and parenthood. Once the students have finished the game, they could be asked to write an entry regarding the elements of literature in the video game they played. Their writings would have to include short summaries of the events that happened in the game, so they would sort those events into the introduction, the rising action, the climax, the descending action, and the resolution of the game. Some games have open endings and require the players to fill in the gaps with t heir imagination. In case of such games, a good entry to ask the students for would be one in which they will have to account for what they think happened after the game ended. 6. Character Analysis (oral activity) Students can be asked to analyze their favorite character from the game. Starting with a drawing of the character, intermediate or beginner students could discuss how the character looks, speaks, and acts, while higher level students could discuss their characters behavior, thoughts, and purposes. The student should always say what their chosen characters stand for (for example, Alex from Lunar: the Silver Star for the Playstation could be seen as someone who represents friendship, love, and heroism). This would be a great opportunity to teach students to empathize by asking them questions like how would you have felt during this specific event in the game, had you been the character? 7. Oral Presentations Another course of action is having students make short oral presentations on characters, themes, or plot segments of the game. If there is enough time and resources, the whole class could put together a play about an event or events from the game. 8. Quizzes / Tests A quiz or a test about a video game would be conducted in the same way a quiz or test about a short story or novel would be done.

History of Still-Life :: Visual Arts Paintings Art

History of Still-Life Flanders C16- Installed quite religious and common settings into the pieces, the extremely detailed oil on canvas works were often home to kitchen-like objects and utensils. Different foods such as cabbages, fish and hares were used especially to capture reflection from the surrounding light, thus creating a very real, almost touchable effect. Drink glasses were layered repeatedly to produce a realistic transparency; yet another method in generating such detailed realism in the piece. Dutch C17-In this period, the artists had not completely cast off and thrown away any such relation to religion; they just concentrated sorely on the idea of symbolism and reflection of light. To a modern-day viewer, the still-life would appear to be an assortment of strange objects placed on a wooden table. But to the seventeenth- century Dutch observer, the paintings conveyed the theme of vanitas: objects that symbolized the vanity of worldly things and the brevity of life. The skull and bones refer to death, the books and writing instruments to excessive pride through learning, and the fragile glass goblet of wine to temporary pleasure. A golden cup on its side would suggest immoderate wealth, and a man smoking a pipe displays idleness. The obsessive layering of oil paints by the artists was their way of creating accuracy and perfection. As modern day people have found, the pigments suspended in the oil paints, which have lasted until current years have slowly turned brown, and therefore have demanded attention in the form of cleaning. France C18-19- Adopting basically the same principle of painting, although lesser applied, Jean Simà ©on Chardin, a self taught artist situated in Paris acquired his acclaimed reputation as still life’s foremost artist. Self-taught, his thick, rather textured technique suited every middle and capital class (bourgeoisie (who made the French revolution and Impressionism)) household. Many pieces were minuscule, and all his pieces showed off his skills as an artist. Elevating to look at such as â€Å"The Jar of Apricot† and â€Å"The Ray† (1758), the depth and use of reflections were mesmerising and peaceful. Paris turn of C20-This was the phase when artists really started to adopt new styles to express there ideas. Braque, Picasso, Cezanne, Picasso and Matisse were the fore founders, innovating cubism, block colours, experimental studio time, and a different way of perceiving art by twisting the laws of perspective. Now artists would churn out many more pieces, for now, no longer would apiece take months and months to complete. Particular pieces of the above artists’ work include: â€Å"Lemons against a Fleur De Lys background† (Matisse-1943), â€Å"Still Life with a Chair Caning† (Picasso 1911-12), and â€Å"Still-life with a Plaster Cupid† (Cezanne-1895).

Nicolas Poussin Essay -- essays research papers fc

Nicolas Poussin 1594-1665 Pictori philosopho (Blunt, 3), â€Å"Painter-philosopher† was a name given to Nicolas Poussin by Serous d’ Agincourt in 1782. Agincourt later found out that the name Pictori philosopho had already been given to the German artist Anton Raphael Mengas.   Ã‚  Ã‚  Ã‚  Ã‚  Nicolas Poussin was born in 1594 in the town of Les Andelys on the Seine. He came from a nobel family that was ruined by religious wars according to Giovanni Pietro Bellori. No actual proof of this has been established his father Jean Poussin was said to have had some descent of the hierarchy. His mother was the daughter of an alderman. His father served in the military under the command of Charles IX, Henry III, and Henry IV were he came home with a small holding and led the life of a peasent. Education in Les Andelys was not that of high caliber top notch schooling, but early biographers report that Poussin learned Latin. The visit of a painter to Les Andelys by the name of Quentin Varin greatly affected Poussin in the early years of his life. The affect of Varin’s short visit to Les Andelys so greatly affected Poussin that he left home that same year. â€Å"He crept secretly out of the house without the knowledge of his parents.†(Blunt, 13) Upon departure of his home in Les Andelys he traveled to the province capital of Rouen. Once in Rouen he studied for several years under Noel Jouvenet who lived in Rouen at the time. According to biographer Bellori, Poussin arrived in Paris, France in the year 1612, at the latest 1613.   Ã‚  Ã‚  Ã‚  Ã‚  There is not much information on the time of Poussin’s life that he left Rouen and the time that he arrived in Paris. Once in Paris he met a man from Poitou who offered his home to Poussin and treated him with great kindness. Poussin was set to decorate his chateau, but due to the interference of a mother-in-law the project was hung out to dry. This left Poussin, â€Å"The young artist found himself without money and three hundred miles from Paris.† (Blunt, 13) He then began the long trek to Paris on foot; he supported himself by painting in small towns that he passed through. He arrived in Paris so ill that he returned to Les Andelys, where he spent a year recovering from his illness. After a years rest Poussin returned to Paris where he built a name for himself as a reputable artist. He made many friends w... ...craments, and especially subjects that refer to baptism (Hibbard, 45).   Ã‚  Ã‚  Ã‚  Ã‚  Poussin believed that virtue and wisdom could be taught to mankind through painting. When he died in 1665, every artist and every lover of painting in Rome revered him. Among the great painters who were most inspired by Poussin’s work was Cezanne, the famous post-impressionist. If Poussin looks back to Raphael and Ancient Rome he points forward to Ingres and Picasso. Poussin painted pictures of total perfection, but those same paintings touch our hearts with their poetry. Works Cited Arikha, Avigdor. Nicolas Poussin, The Rape of the Sabines. Houston: Museum of Fine   Ã‚  Ã‚  Ã‚  Ã‚  Arts, 1983. Blunt, Anthony. Nicolas Poussin, New York: Bollinger Foundation. 1967. Carrier, David. Poussin’s Paintings. University Park: The Pennsylvannia State   Ã‚  Ã‚  Ã‚  Ã‚  University. 1993. Hibbard, Howard. Poussin: The Holy Family on the Steps. London: Penguin Books Ltd.   Ã‚  Ã‚  Ã‚  Ã‚  1974. Oberhuber, Konrad. Poussin The Early Year in Rome. New York: Hudson Hills Press.   Ã‚  Ã‚  Ã‚  Ã‚  1988

My Brother and I :: Example Personal Narratives

My Brother and I My brother and I did not have a great adult relationship. Due to his hurtful teasing of me when we were teenagers and some very hurtful things he said to me the day of our mother's funeral, we had not communicated well in the four years since her death. In May, 2000, my father and I spent four days with my brother, sister-in-law and their two daughters. When I spoke with my brother on his birthday a month earlier, I asked if he and I could have some "alone time" when Daddy and I visited the following month. My brother said we could find time alone. That time came the evening before Daddy and I left to return home. My brother and I settled on the screened-in porch. I was about to read a letter I had written him, outlining my reaction to what he had said to me in 1996 and giving him the necessary background information he needed to know BEFORE he spoke to me the way he did. He offered to read the letter himself. I gladly let him. I had no idea how he would respond to the letter. After many drafts, it stated exactly what I needed and wanted to say to him. I had no expectations at all about the route this conversation would take. I told myself I was capable of handling anything that came up for discussion. My brother's first comment was, "Well, I will have to change some perceptions I have had about you." I was flattered and thanked him. He said he would always be my brother and would always say what he felt. He launched into some observations he had made about me in the four days we had been there...I acknowledged them and said my goals for the summer was to actively address those observations and make necessary changes. (I am proud to say I have achieved the major goal of weight loss and plan to keep it off.) I made some observations of my own and assured my brother that, contrary to his beliefs, I was not dependent on our father back home. (Our father lives about ten minutes away. He is 75, in fairly good health and does help me on occasion) I also made some observations of my own and expressed concerns I had about my brother.

Socrates as “Eros”

Esther Rodulfa PHL-1010H-LD01 09/18/12 Socrates as eros? Truly, love takes on many different forms. Love, for many centuries, has been given many different names. It also serves different functions. To distinguish a specific type of love, one of them is called eros. How love as eros can be defined is based upon the utilization of a specific writer’s perspective. Numerous published written works may account for the definition of eros. In this Essay, Plato’s perception of love as eros will be described. Furthermore, how and why Socrates, of â€Å"The Apology† by Plato, embodies Plato’s definition of eros will be shown.This embodiment will be based off Plato’s eros as poor being, eros as an intermediary between God and men, and eros as resemblance of the â€Å"god of Plenty†, eros’ father (Needleman 15 – 17). According to Plato’s â€Å"Symposium†, eros has always been in need or poor (Needleman 16). Socrates embodimen t of this description of eros can be seen in Plato’s â€Å"The Apology†, where Socrates â€Å"remain in infinite poverty† (Plato 509) as a result of his commitment to his god through convicting Athenians of the condition of their souls and lives.Most of his time, Socrates converses with people and asks them questions pertaining their lifestyle. Due to this he does not have enough time to make earnings for himself. In return, some of his listeners put in time to hear him out and take on his advices (Plato 509). This even more takes time off from Socrates. Although others perceive this as Socrates teaching the Athenians with a charge, not one witness testified of Socrates’ activity of charging fees from anyone (Plato 519), which proves his disinterest in obtaining monetary wealth that contributes to his impoverishment.It can be suggested that Socrates does not spend great deal of time in obtaining monetary wealth or pleasure (Plato 519) due to this commitme nt. He places more priority on his care for Athenians than tending for his own health. His full dedication and sacrifice for others’ good sake contribute to his condition of being poor. Other than this, after Socrates was charged guilty, he had to offer an alternative penalty for himself. However, he said â€Å"I have no money to pay† (Plato 526) if ever his alternative penalty was to pay a fine.It can be implied from this Socrates’ deep poverty condition due to his inability to pay his freedom from the unjust guilty charges pressed against him. Since the death punishment upon him is too great, Socrates would need so much money to annul this punishment; but as he said, he does not have any means of doing so due to his poverty. Another definition of eros, as Plato defines it, is an intermediary between God and men. By intermediary, it means that eros â€Å"interprets†¦between gods and men† (Needleman 15).He also delivers â€Å"to men the commands of the gods† (Needleman 15). Thus he brings connection between god and men. Socrates in â€Å"The Apology† embodies these characteristics in few ways. During Socrates trial, he admits that he has been â€Å"commanded by god† (Plato 521) to rebuke the Athenians of their foolish ways and reach an epiphany of their lives wasted on money and fulfilling selfish evil desires. He also says that he occasionally receives â€Å"signal from God† (Plato 529) whenever a wrong impulse is about move him.Since all he desires is fulfilling the right and just actions, he fully depends on the divine voice he claims to hear so the message of god will definitely reach the Athenians. In doing so, he will accomplish the god’s commanded upon him. However, it seems that the Athenians do not desire moral living as commanded by the god Socrates’ follows. Nevertheless, Socrates stays on his task and does not give into discouragement as he serves his intermediary role. More over, Socrates emphasizes to the Athenians that â€Å"I am really the one given to you by God† (Plato 519).How he affirmed this is through his denial of self; denial of own pleasures, denial of health, and denial of own interest throughout his life for the sake of the Athenians virtue. Doubtlessly, denying or depriving self of fulfilling own selfish desires is difficult as human live for own selfish ends. Also, these selfish desires seems built-in to humans. Humans have natural tendencies to act according to what he or she desires, in spite of it being selfish and sometimes evil.In the Athenian society, which Socrates describes as a â€Å"big thoroughbred horse† (Plato 518) due to its riches, wealth, and greatness, it can be inferred that some of its citizens posses this riches and wealth, and for those who do not may have great desires for earning such wealth and power to, again, meet own selfish ends. However, Socrates differs from this in this that he never craved f or wealth and richness, which makes him extraordinary and approve his claim as sent by the god to the Athenians.And, this confirms he embodies eros as the intermediary between god and men. Moreover, Plato also defines eros through eros’ inheritance of his father’s, god of plenty, characteristics (Needleman 16). These characteristics include eros being bold, being â€Å"terrible as an enchanter†, who interlace interest or curiosity, â€Å"keen in pursuit of wisdom†, and a â€Å"philosopher at all times† (Needleman 16). Socrates in â€Å"The Apology† displays these characteristics in many ways. Socrates’ boldness emanated from his audacious and specific address towards the Athenian citizens and officials.He sought out other well known citizens of great power and are known to have â€Å"highest reputation† (Plato 508) and cross-examined them to measure their wisdom. In particular, he approached poets and concluded that â€Å"no w isdom enabled them to compose† (Plato 508) and they resemble diviners and oracles by not â€Å"understanding anything of what they say† (Plato 508). As a poet whose passion is literature and is known for eloquence, creativity, and gift of poetic thoughts, for Socrates to make a claim of a poet’s void composition renders great offense on the poet’s part, and all the more proves Socrates’ boldness.Moreover, Socrates claims he cannot be damaged by either Meletos or Anytos’ proposed death punishment to Socrates for he thought â€Å"the eternal law forbids a better man to be hurt by worse† (Plato 518). By this, he referred the better man as himself and the worse as either Meletos or Anytos. Apparently, these men have some power as they represent those people who may have been offended by Socrates. Yet Socrates boldly acknowledges them as worse than himself. Other than this, Socrates honestly claims that he exposes and hinders â€Å"the man y unjust and illegal doings† (Plato 519) of the Athenian state.Certainly, the Athenians would totally dislike Socrates for admitting these deeds of his yet he carelessly and publicly declares this during the trial. Beside this, Socrates fully declares that the Athens’ lives are wrong (Plato 528) and ending his life would not stop any reproach to come upon them. His confidence on this matter can also stir up more irritation among the crowd but he still bravely announced this. From each examples Socrates gave during his trial, he was aware of the risks yet due to his audacity, he was able to get across his message to the Athenians.Other than his boldness, Socrates also embodies eros as someone who is â€Å"terrible as an enchanter† and who interlace the curiosity and interest of his audience (Needleman 16). He achieves this through his talent of clever wordings and phrases to connect to and capture attention of the Athenians. Socrates often used phrases such as â⠂¬Å"I beg and pray you most earnestly† (Plato 503), â€Å"I appeal to most of you to bear me out† (Plato 505), â€Å"don’t make an uproar, gentlemen, remain quiet as I begged you, hear me without uproar at what I have to say† (Plato 507) and many others.Through these, he can captivate their attention and hinder a possible uproar among them so he can clearly deliver his message to them. For a crowd of 501 people, it will be difficult to counteract uproar if it arises. But it turns out that Socrates had the situation under control while he delivered his speech on his trial day. This reflects his strong enchanting abilities, just like eros. Socrates also has a talent of stirring up interest of those that he speaks to.Although some citizens of Athens have been offended by Socrates’ conviction, some of them were actually â€Å"delighted to hear people being cross-examined† (Plato 509) and that some of them chose to imitate Socrates’ ways of making people, who thinks they have wisdom, realize that they have no wisdom at all. Furthermore, Socrates embodies eros through their resemblance in â€Å"keen pursuit of wisdom† and being a â€Å"philosopher at all times† (Needleman 16). As he was going about cross-examining people, he â€Å"approached the craftsmen† (Plato 508). He has no knowledge of being crafty.But since he loves gaining knowledge, whatever it may be, he continued his talk with them since he knew he would learn something that has â€Å"much of real value† (Plato 508). Going further his trial, Socrates assures the citizens that he will â€Å"never cease being a philosopher† (Plato 517) and that he will continue giving advice and cross-examining and testing those who think they possess wisdom. Even if this costs him his life on the line, Socrates will insist in doing these to anyone he comes across with. After the jury finally approves his death punishment, Socrates found the decision favorable because he will have the hance to cross-examine and investigate those who have deceased, including Troy, Odysseus, and Sisyphos, of whether they are wise or not (Plato 530). Socrates perceives this as his â€Å"infinity of happiness† (Plato 530) if he does meet these great men and other numerous men and women because in the second life, he believes he will gain immortality, and he can infinitely live as a philosopher there. Surely, Socrates has strong desires for gaining knowledge and for living all his life as a philosopher. In conclusion, although there are many ways in which love can be defined, Plato’s definition of eros has been utilized.The definition for this eros love refers to eros being a poor being, eros being the mediator between god and men, and eros being a resemblance of the god of Plenty’s characteristics. In analyzing Socrates of â€Å"The Apology†, we can see how he embodies Plato’s definition of eros and the re asons for this embodiment in many ways. Definitely, Socrates’ personify eros of Plato. Works Cited Page Needleman, Jacob. The Heart of Philosophy. 1st ed. New York: Tarcher/Penguin, 2003. 15-17. Print. Plato, . â€Å"The Apology. † Trans. W. H. D. Rouse  Great Dialogues Of Plato. New York: Signet Classics, 2008. 502-531. Print.

Are Asians higher performing than Caucasians

Asian Americans are portrayed in the spotlight of being more successful in both school and the work field than Caucasian Americans. They are raised upon higher standards than children of Caucasian parents and tend to excelled in all aspects of life. With the high expectations placed on them by their parents and peers, Asian Americans tend to be pushed harder to be more prosperous in life. The stereotype of Asians doing better in school, being held to higher standards with their parents, and more success in life, is supported through the evidence of grade point averages and observers of Asian American families.Asian students in high school tend to earn better grades than most Caucasian students. Asian American students try to push themselves in school by taking higher level courses than required by the school. With those harder classes, students of the Asian American race on average spend more time studying and doing homework than students of the Caucasian race. Working in the homewor k room of an afterschool program, I help children with homework and see what they are working on. Many of the Asian children in the afterschool program have extra homework that they receive from a class they  take at night called Kumon.Kumon is a class that children take to help increase their success in school by learning higher level math and English than what is taught at their public school. Siddha, one of the Asian kindergarteners at the Williams Martial Arts and Fitness after school program takes Kumon classes. He is successfully reading small sentences and doing addition and subtraction problems at the level of a second grader, if not a little bit higher.Children of Asian parents usually have less of a choice when it comes to extracurricular activities and their social life. Asian parents typically make their children spend more time studying and doing schoolwork and do not allow them to spend much time with friends outside of school. Aside from school, most of the extracur ricular activities done by Asian Americans are more focus on intelligence and knowledge rather than enjoyment and socializing.Many Asian American children learn to play the piano or violin as supposed to participating in sports such as soccer or basketball. Asian parents tend to instill better morals in their children as supposed to those instilled in Caucasian children. According to the article from USA Today, â€Å"Study: Asian Americans value hard work, family† more Caucasian children are born to unwed woman then Asian American children.The hard work of Asian Americans is typically shown through a more successful and enjoyable life after completing their education. The article from USA Today stated, â€Å"Asians as a whole have a median household income of $66,000 (half make more, half less) compared with the U.S. median of $49,800.† With that being said, Indians (still considered Asian Americans) make the highest median household income based on race at $88,000 per year.These statistics show the success in school results in higher paying jobs after college than people of the Caucasian race. Asian Americans set themselves up for more success in life through their work ethic and doing everything to the best of their abilities and household income is just one example of how they succeed in life more than the average Caucasian American.All of the examples used in explaining the stereotypes of Asians are all connected through good work ethic instilled by their parents. Yes, they tend to get higher grades, but they also are taught to spend more time studying and are put into knowledge enhancing extracurricular activities. All of these combined lead to a happier and overall more successful life because they put in the hard work to get higher up into the career world and continue to work hard to keep their position.

An Incident That Changed My Life Essay

I admire a lot of people but the person I admire the most is my sister Rufaro .She has come to be the most important person in my life. There is no reason for me to live without her by my side. Rufaro is a nurse. She loves to help other because she says it was always her dream ever since she was a child. She works hard and she likes to learn something new every day. She leads a wonderful family life; she is always cheerful and happy. My sister has now been married for about 5 years and is a great mother to all her three children .She takes care of her family and still manages to find time for us. I just do not know where she gets that strength from. I admire her because she is very intelligent, ambitious and she has many goals in her life. My sister has a great enthusiasm about life that it becomes infectious when she is around other people .She also is a wonderful counselor and friend, very patient, sensitive and warm-hearted. She knows answers to almost every question, even those very silly ones. She is wise, patient and, sensible; she even helps others to solve their problems. She is also great fun to be with as she has a great sense of humor. Believe me; everybody who knows her says that about her. Even though Rufaro is younger than me in age, she is very important to me, because she teaches me to be a better person every day. She is an example to me and I love her for many more reasons. She always wants the best for our family .I wish everybody could have a person like Rufaro in their lives. Read more:Â  Essay About A Book That Changed My Life