9 Myths That Can Sabotage Your Career in Your 20s -TheJobNetwork

9 Myths That Can Sabotage Your Career in Your 20s -TheJobNetwork You’re in your 20s and hoping to set yourself up for a lifetime of success. Trouble is, the media portrays you as a useless wanderer, unable to move past adolescence, and not able to get it done as older generations have. But none of this is true. Here are 9 of the most common myths you hear about changing careers in your 20s, and how you can start working against them to get yourself on track. 1. Your twenties don’t matterStop thinking of your twenties as a practice ground for your real work life, which will begin at 30. The choices you make now can have an impact, positive and negative, on your professional future. Don’t delay starting your life and career by someone else’s arbitrary calendar of when you can and cannot be serious about things. Start being the person you want to be when you grow up now and get a head start.2. You need to find your perfect career firstYou don’t actually have to hold out for your absolute dream job. It’s okay- crucial even- to take jobs that are less than ideal but which have the benefit of being a good stepping stone for you. Can a job lead to a better opportunity down the road? Can it build a valuable skill relevant to your dream career? Can it give you necessary, if unorthodox, experience that will help you in your path? Consider taking some of these, rather than waiting indefinitely for the golden ring.3. You can do anything you want to doNope, not if you don’t have the right skills or experience. Make sure to be honest with yourself about your particular strengths and weaknesses before setting your goals. That way you won’t spend the next few years of your life laboring over the impossible. You can do anything you want, provided it’s also something you are capable of doing.4. Work isn’t supposed to feel like workYeah, yeah, you’re supposed to do what you love and love what you do. But the fact remains that even one’s dream job is still, at t he end of the day, a job. If you follow your passion and find work that is really meaningful to you, that’s fantastic. Most people don’t get that in a lifetime. But that doesn’t mean it won’t sometimes feel like work, because it is. The sooner you prepare yourself for this, the better off you’ll be.5. You can pursue your dream job laterWhile this is true, and going after what you really want is always an option, it never hurts to start making the moves and taking the risks now, when you don’t have mortgages or family to hinder you.6. If you don’t like your job, you should quitContrary to popular opinion, it is time to start being responsible with your decisions. Before you make any rash decisions because you just don’t like something, think first about whether you can financially handle such a leap. And second, examine why you don’t like your job. Figure out why you wanted that job originally, what you do like about it, what could change to make it better for you, and only after answering those questions should you think about where else you should look.7. Run from all bad bossesBad bosses can be toxic and make your work life unbearable. But they can also be an extremely valuable learning experience. If this is a really good position for you, consider sticking it out. Get what you can from your current job, and mine it for everything you can to use in your next job, with your next employer.8. Job hopping is badMore and more, the stigma around job hopping has disappeared. This is the time in your life when it is okay to try new things and new positions and new fields. Just remember to try to keep some coherent factors similar across the different jobs you take. And always keep in mind how you will answer the question, â€Å"How have you spent the last five years?† Keep a close hold on your narrative arc, and you’ll be fine.9. Twentysomethings are entitledYou’re not necessarily n arcissistic or entitled, you’re just inexperienced. As long as you keep moving forward, trying to develop yourself and your career, you can just ignore these voices- in your head or in the media- and go after the life and work you want.

Discussion of Internet File-Sharing

Discussion of Internet File-Sharing Internet file sharing is a problem that has developed through the years as the Internet matures. Computer owners can now put a DVD in their computer and distribute it across the internet. In response to this type of "sharing," record companies have sued, claiming that consumers are "stealing." Neither word is correct in that situation because sharing is giving away part of a whole and stealing is taking the whole of something. This calls for a new response to the distribution of materials such as music, videos and software through data-based means.Programs such as Napster and Kazaa, are ridiculed for illegally giving away music and other digitized items. The conflict lies in the technology that allows a computer to send copies of songs to other computers on the internet. The record companies say that this allows people to steal their product from them. However, when a user downloads a song and enjoys it, the record company still owns the song and still has in its care each and every copy of the song it produced.English: Former EMI Distribution Centre, Hermes Cl...The record company loses nothing when another song is download.The record industry will tell you otherwise. It has claim losses in the millions due to file sharing. However, the record industry should not fear file sharing. With the majority of the nation on dial up, there are only small percentage of people who have enough bandwidth or time to download music. An even smaller percentage download videos and software. If these were the only factors that affected internet file sharing, it might remain stable as it is. Unfortunately, the latest updates to the software have eliminated the ability of the computer to share. This is extremely detrimental to the network. When everyone uploads, everyone can download. Hence the importance of uploading.The refreshing...

The Poisoning Needle Essay Example | Topics and Well Written Essays - 500 words

The Poisoning Needle - Essay Example ter 1987, a similar unanticipated and unexpected accident happened in a range of restaurants in Canada located around the Prince Edward Island (Larner 2008, 203). In a matter of few hours, hundreds of people became severely ill after eating the cultured blue mussels in the restaurants. It was not an ordinary food poisoning accident. It was much more than that as it caused short-term memory loss in many of the victims. Symptoms were far more serious and diversified than what are caused by food poisoning. â€Å"Vomiting, cramps, diarrhea, and incapacitating headaches were followed by confusion, loss of memory, disorientation, and (in severe cases) seizures and coma† (Senese 2010). The accident caused death of three elderly victims. It was the result of a strange syndrome that was named â€Å"amnesic shellfish poisoning.† There was a strong need to identify the cause of accident in order to prevent further accidents of the like. Therefore, the Department of Fisheries and Ocean (DFO), Canada quickly formed a team of chemists and marine biologists to carry out the research and identify the toxic agent (gov.pe.ca 2004). It was a very cumbersome job, as the team was entitled to identify a toxic agent from among thousands of chemicals present in the blue mussels and to top it all, they were unaware of the properties of the strange toxic agent as they were yet to be found. A strategy based on the divide-and-discard process was adopted to identify the toxic agent. The experiment was conducted over mice and the samples causing the mice to display strange behavior were collected and processed further. The staged and organized process adopted by the team to identify the toxic agent is shown in the figure below: Presence of the same domoic acid in the small fish eaten by the birds gone crazy in 1961 and in the blue mussels consumed by people in 1987 caused two of the strangest accidents in the history. After an extensive research, it was found that domoic acid was present in a

Rule of Law within the United Kingdom Constitution Research Paper

Rule of Law within the United Kingdom Constitution - Research Paper Example Dicey posited the following propositions. Firstly, no man could be punished or lawfully interfered with by the authorities except for breaches of the law. In other words, all government actions must be authorized by law. Secondly, no man is above the law and everyone, regardless of rank, is subject to the ordinary laws of the land. Thirdly, there is no need for a bill of rights because the general principle of the constitution is the result of judicial decisions determining the rights of the private person. Criticized by many for the undue haste in its passage, with concerns of political pressure being raised, the law in its original form contained passages that human rights groups deemed to be violative of established human rights principles. Amidst the outrage surrounding the 911 attacks, the Anti-Terror Law was heralded as a measure to combat the worldwide phenomenon of terrorism and to arrest its spread and development. Legal scholars and free speech advocates, however, unite in condemning the law for trampling constitutionally-protected liberties. There is also the possibility that the law might give rise to or at least encourage racial profiling, particularly the provisions on the prescription of terrorist organizations. It might further alienate minority groups and exacerbate the political violence by radicalizing "moderate" groups.Human rights advocates scored a victory when the Law Lords ruled that a provision in the Law allowing the indefinite detention of foreign terrorist s uspects was contrary to human rights principles. Lord Nicholls of Birkenhead, in his ruling, said: "Indefinite imprisonment without charge or trial is anathema in any country which observes the rule of law." This decision was reached when nine detainees lodged their appeal before the Court. However, concerns on free speech and freedom of association still remain.Notwithstanding these concerns, valid though that they may be, this paper will argue that the rule of law is still very much flourishing in the United Kingdom.  

Inclusionary Practices in Science Classrooms Research Paper

Inclusionary Practices in Science Classrooms - Research Paper Example There they are given additional help and special instruction in the classroom. Full inclusion is one where there is no segregation between general and special students, and they work together (Hub Pages). Richard Lange, is a gifted expert, and he talks about his experience and about the international gifted programs. He talks about his visit to Taipei, Taiwan, where he saw that these students had to take extensive rigorous placement tests in order to get them admitted in these schools. These schools have large focus on science and laboratory experiments at an early age. When inclusive practices are cultivated in schools, the school academics must make sure that the teachers they hire have a focus on disabled students beyond that they have on normal students. The way instructions are given is an important factor, as it can serve as solid foundation for inclusive classroom (Dukes & Dukes) However, there are a lot of challenges that comes across in inclusive classrooms. The teacher has to be more inclusive and identify challenges by providing practical activities, ideas and approaches (Inclusive Science). One obstacle which everyone comes across is the common attitude of teachers. It has been observed that the attitude of general student teachers is different towards the disabled students. Their idea of inclusion and acceptability differs in respect to the two types. This eventually leads to a creation of ‘yours not mine’ sort of an hostile environment between both the students and the staff. A second obstacle is that most of the time the leaders are unable to recognize the needs of the inclusive classrooms, and therefore, due to this lack of support from the staff and administrators, success is unlikely (Green). Science has been considered as the most valuable subject to be taught to the disabled students. Mostly general student teachers have training pertaining to teaching students with disabilities. Special student teachers

Interpretations of Winston Churchill

Interpretations of Winston Churchill Evaluate two or more competing interpretations of Winston Churchill. Winston Churchill has become an icon of modern history, and is probably the most celebrated Prime Minister or the twentieth century. It was not until he was 65, however, that Churchill achieved his popularity and fame, and it was almost wholly the result of the end of the Second World War. Without this, the popular impression of Churchill would fall a long way short of what it is today. Churchill is remembered by most, of course, as a great national hero; a war leader who delivered Great Britain, and the rest of the world, from the threat of Nazi Germany advancing inexorably to extend the Third Reich. There were many other aspects to Churchill’s life, however, of which it was the culmination only, in victory, that secured his historical legacy. As is to be expected with someone as successful and popular as Churchill, the man has attracted a great many academics to research into and report on Churchill’s life (between fifty and one hundred in the estimate of Roy Jenkins[ 1]). These various interpretations are many, and each one must be considered in the context of the time and societal circumstances in which it was written. As with all history, (especially biography,) one must evaluate such works sceptically, trying to discern the biographer’s own views and prejudices, and those of the society which produced the biographer. What each work tells us about Churchill must be cross-referenced with other accounts, and with impartial accounts of events in which Churchill was involved. This essay will focus on four key biographies of Churchill; Addison’s Churchill, the Unexpected Hero, and Jenkins’ recent Churchill primarily, as well as Gilbert’s Churchill, a Life, and Ponting’s Churchill. When one considers the various biographies of Churchill that the post-War years have yielded, it is fair to say that there are discernable patterns. An increasing scepticism in the historiography is an example of such a trend. It seems accurate to describe the later biographies of Churchill as less laudatory and unquestioningly praising towards Churchill than, say, Jenkins’ recent biography. This, in its stated mission, sets out to reconsider the wholly celebratory nature of some earlier biographies. Jenkins introduces his magisterial work with the assertion that Churchill was ‘many faceted, idiosyncratic and unpredictable†¦Ã¢â‚¬â„¢[2] The work is not, however, hagiographical; indeed from the outset, Jenkins’ esteem and fondness of Churchill (albeit based upon a very brief series of encounters in the early 1940s) is obvious. â€Å"I was aware of witnessing something unique, but also remote and unpredictable.†[3] As a whole work, however, Jenkinsâ€℠¢ is more thorough than anything that has gone before. It is a dense, academic and politically charged work, obviously written by an insider of the political world from its clear understanding and appreciation of the main passion of Churchill’s life; politics. Churchill was, after all, in the House of Commons for over sixty years. The other major work which will be considered is somewhat less academic, and more populist in its structure and style. Addison covers the life of Churchill from his birth through his early years as a journalist and soldier, through his early parliamentary career and later premiership and his last years in less than 250 pages. While this remains a convincing and thorough biography, it is by no means as comprehensive as the project undertaken by Jenkins. What of the content of these two books, however? How do their respective authors present Churchill? It has already been mentioned that Jenkins has sought to adopt a holistic approach which is relatively free of unquestioning praise. Addison’s is, perhaps, more preoccupied with the popular appeal of Churchill, and as such, it is less sceptical of certain aspects of Churchill’s life. This is, however, to be expected, as rather than present a fully comprehensive account of the whole of Churchill’s life, this account s eeks to assess the reasons for the man’s ascendancy to national hero. The tone of the work is established in the Prologue, which states that Churchill ‘won two great victories in the Second World War. The first was a victory over Nazi Germany. The second was a victory over the many sceptics who, for decades, had derided his judgement, denied his claims to greatness, and excluded him from 10 Downing Street on the grounds that he was sure to be a danger to King and Country.†[4] The first appropriate period to consider in Churchill’s life covers the years from his birth in 1874 up until 1901. Both begin with a brief account of the birth of Churchill and of his family history; that he was the grandson of the seventh Duke of Marlborough and his mother was an American named Clara, the daughter of a New York financier. This was the period that saw Churchill attend Harrow School, an adolescence which, according to Addison, was ‘overshadowed by the physical and mental decline of Lord Randolph [Churchill’s aristocratic Tory minister father].’[5] Gilbert offers an early insight into what he later considers to be one of the principal driving forces of Churchill, when he remarks that to the young Winston, the death of his father provided ‘yet further proof that the Churchills died young.’[6] Throughout Gilbert’s work, this driving force features heavily in causing Churchill to pursue his goals first in the journalistic fi eld, and later in politics. When considering Gilbert’s interpretation of Churchill’s life and achievements, it is also important to consider the esteem with which he held Churchill. It should be remembered that prior to writing his biography of Churchill, Gilberts continued Churchill’s life work (in another field from politics) in completing, in six volumes, an historical work which had been started by Randolph Churchill. This is surely significant, firstly in the level of understanding of Churchill such an undertaking would have afforded Gilbert, but also as a sign of the reverence with which Churchill was held. According to Addison, the ‘official biography’ is ‘sometimes said to perpetuate the Churchill myth and it is true that Randolph Churchill’s volumes were partisan.†[7] It is this very partisanship that one must be aware of and vigilant about in considering biographies generally, and in particular when it comes to one with such an awesome accompanying reputation. Gilbert’s work, although in places stricken with this identified partisanship, on the whole offers a record of the events of Churchill’s life, in which evidence is collected from a huge variety of sources, including Churchill’s own papers, private correspondence held at the Marlborough seat of Blenheim Palace, and other more official evidence such as parliamentary records and reports and Churchill’s own journalistic offerings and speeches. Gilbert’s biographical work is unique in that it generally forms attachments to the evidential, or chronicled record which he helped to produce. Again, and as Addison points out, from a reading of Gilbert’s work in these volumes, it is clear ‘that his admiration for Churchill is profound’.[8] Gilbert’s sympathy with Churchill, and indeed his contempt for those who sought to sully the name and reputation of Churchill, is obvious from various parts of his writings. One such person was Field Marshall Alanbrooke, who was one of Churchill’s most successful, and trusted generals (when he was General Alan Brooke). According to Jenkins, Churchill ‘succeeded in angering Alan Brooke at a staff conference on 9 September [1944].’[9] Later, various diarists, foremost amongst whom was Brooke, began complaining about Churchill’s ‘ramblings’. These were characteristic of his ‘long rather than decisive meetings’ that members of the government and the forces became increasingly frustrated about.[10] Although the relationship had been tense and often problematic between the two, Alanbrooke (as he now was) recorded in his diary that during his farewell in 1945, ‘it was a very sad and very moving little meeting at which I found myself unable to say much for fear of breaking down.’[11] The purpose of this is to show that despite their differences, it seems unlikely that Alanbrooke harboured any ill- feeling towards Churchill that would colour his memoirs. According to Gilbert, however, it was the publication of Alanbrooke’s diaries that did much to harm the image of Churchill. ‘No single book’, Gilbert writes, referring to the diaries as edited by Arthur Bryant, ‘gave a more distorted picture of Churchill’s war leadership, or would provide for many years to come so much material for critical, hostile, and ill-informed portrayals of Churchill in the war years.’[12] This is not to disparage Gilbert’s work with the taint of one-sidedness, however, as the work, vast as it is, is generally free of value judgements or even a coherent doctrine as to the character of Churchill. For this; a more personal and judgemental view of Churchill, one must turn to the works of Jenkins and of Ponting. It is clear from the introduction of Ponting’s unashamedly revisionist work that he seeks to challenge the ‘Churchill myth’, which Gilbert is perhaps more instrumental in moulding, or at least perpetuating. The central thesis in Ponting’s work, as stated in his introduction, is that the Churchill myth was in fact largely the result of Churchill’s own writing; that Churchill managed successfully to shape the way in which he would be seen by the succeeding generation by his own artful and indeed self-promoting work.[13] It is not usually the prerogative of statesmen to shape future generations’ views of themselves; this being left to later historians and scholars. If Ponting’s theory is correct, it would make Churchill one of the few successful statesmen to have achieved this, obviously prior to his death. The two major prong s of Ponting’s attack are firstly that Churchill was not in fact the brilliant wartime leader that popular perception imagines, and secondly that his popularity was not in fact as high as has been assumed. His bases for these revisionist claims are official papers that have been released in recent years. Although revisionist history is always going to offend and upset those of the old school by its very nature of, in Ponting’s case, sheer iconoclasm, but in this case, one cannot avoid the impression that Ponting is not so much blazing a trail to a more truthful and less fanciful perception of Churchill, as he is simply inaccurate. Ponting reconsiders the pre-War years of Churchill’s political career. He claims that Churchill was opposed to democracy and social progress.[14] This is an unlikely character trait of Churchill, for whom one of the principal motivations for one of his most famous pre-War decisions, the 1925 return to the Gold Standard, was the ‘paradox of unemployment amidst dearth †¦ I would rather see Finance less proud and Industry more content.’[15] As well as this, it was Churchill who pioneered the system of national insurance during his time at the Treasury (something which he and Lloyd George had started prior to the First World War) . This was a policy which, although not redistributive as certain forms of taxation might have been, certainly improved the lot of many of the more unfortunate elements in inter-war British society. Ponting goes on to suggest that Churchill harboured racial prejudices.[16] This may well be accurate, but it is presented by Ponting in a misleading way; a way which neglects the wider contemporary social attitudes of the early twentieth century. While it is never forgivable to view any race or creed as in any way inferior, Churchill was not guilty of this in the way that Ponting suggests. It was more an opinion of racial differences and idiosyncrasies than any judgement as to the relative merit of different races. As Addison remarks, such views were characteristic of the time without any attendant racism, amongst the foremost social reformers.[17] Indeed there is supportive argument for Ponting’s assessment to be found in other biographies of Churchill. One such example is John Charmley’s revisionist work which suggests that Churchill’s treatment of the Poles in the last months of the war revealed racial prejudices. He accuses Churchill of both weakness in this respect, and of hypocrisy, for his earlier criticism of Chamberlain’s similar treatment of the Czechs.[18] The most striking evidence that Ponting is erroneous in this assessment of Churchill is to be found in Churchill’s view of the European Jews who were increasingly under threat during his early parliamentary career. Indeed it was Churchill’s perceived sympathy for the Jews in the wake of such atrocities as Kristallnacht in November 1938 that strengthened Churchill’s position as against Neville Chamberlain.[19] Earlier in Churchill’s career, he had fought vehemently to defeat the restrictive Aliens Bill of 1904, which was unfavourable to the Jews. Jenkins suggests, however, that although this was a brave and commendable battle to be undertaken by Churchill, his motivation was less that of a sense of equality and concern for the well-being of the Jewish population, than the political expedient of appeasing a large and powerful political lobby in his constituency. ‘†¦It could be cynically alleged that the vigour with which Churchill opposed (and hel ped to kill) a restrictive Aliens Bill in the session of 1904 was not unconnected with the fact that this was exactly when he alighted on Manchester North-West [where the Jewish lobby was so strong].’[20] While this may well be so, it does not make it the case that Churchill harboured anything other than deep resentment of the Nazi views as to the inferiority of the Jewish race and non-white populations. Ponting’s criticisms of Churchill are obvious, and pervade much of his work. Gilbert, on the other hand, is generally more praising and less critical throughout his work; he is not, after all, seeking to debunk the so-called Churchill myth. Gilbert’s work, however, is not free from criticism. The most striking is, perhaps, his assessment that Churchill had a great and significant character weakness that he allowed to control him at vital stages throughout his career. This weakness was an almost-obsessive desire to be at the centre of affairs, and to be seen to be there in the public perception. He was, then, a courtier of public opinion (which is of course to be expected from a politician) but Gilbert seems to suggest that it led to an inefficient and sometimes disastrous management style that may have been avoided had Churchill been more willing, for example, to delegate.[21] A significant advantage which biographers such as Gilbert and Jenkins have over those such as Ponting is that they actually met, and in the case of Gilbert at least, knew considerably, their subject. Gilbert was in fact something of an insider in the life of Churchill which affords him an insight which Ponting and other later biographers could not emulate. Examples of this intimate contact abound throughout Gilbert’s work, such as the conversations which he had with Churchill’s wife Clementine. One such conversation is occurred when Clementine told Gilbert of how in the immediate aftermath of Churchill’s downfall in 1915, ‘I thought he would die of grief’.[22] Gilbert’s is an insight which comes from first-hand interviews with those who knew and were close with Churchill (although not always on good terms). A further example is the interview which Gilbert conducts with General Sir Edward Spears, who accompanied Churchill on many journeys and w ho recalled on one occasion during the First World War when Churchill was at the Admiralty, how the French commanders had not taken Churchill’s suggestions about the development of the tank seriously, remarking ‘Wouldn’t it be simpler to flood Artois and get your fleet here?’[23] It is this first-hand knowledge and experience which puts Gilbert’s work (as well as, to a lesser extent, Jenkins’) above the likes of Ponting’s. Gilbert’s work is not, however, free from potentially controversial statements. Surely fully aware of the impact on the historical debate of such assertions, he states, for example, that on the eve of the Munich agreement, which saw Neville Chamberlain (then Prime Minister and of whom Churchill was a stern critic) announced that he was seeking agreement from the third Reich leadership that no further advances would be made, in the words of Jenkins, ‘the whole House †¦ rose to its feet and sent Chamberlain off in a splurge of goodwill.’[24] Jenkins suggests that it was the ‘almost solitary exception of Harold Nicolson’, the House supported Chamberlain. Gilbert states that neither Churchill, nor his fellow Members Eden or Amery stood to applaud Chamberlain as he set off on his mission.[25] It is, of course no secret that Churchill opposed Chamberlain’s policy of appeasement of Hitler, but small facts like this are potentially controversial w hen one considers the general atmosphere in England on the eve of the War; an attitude that everything possible should be done to avoid another conflict so soon after the devastation and destruction of the Great War. With the notable exception of Ponting’s iconoclastic work, the overwhelming thesis in the various biographies of Churchill is one of praise and respect for Churchill. This is not wholly the product of his achievements at the head of the Government during the War, but also due to his achievements before the Second World War. The formative years in the making of the Churchill myth were undoubtedly the war years, as is evidenced by the fact that their presence in any biography is disproportionately large compared to any other period of his life. The chapter covering the war years in Addison’s book is titled ‘The Making of a Hero’.[26] The overwhelming sense from all of the biographies is that once the authors have been exposed to their subject, the result is an almost awe-like reverence for him. The concluding pages of Jenkins perhaps best summarise this pervasive attitude: ‘I now put Churchill, with all his idiosyncrasies, his indulgences, his occasiona l childishness, but also his genius, his tenacity and his persistent ability, right or wrong, successful or unsuccessful, to be larger than life, as the greatest human being ever to occupy 10 Downing Street.’[27] BIOGRAPHY Addison, P., Churchill, the Unexpected Hero (Oxford, 2005) Danchev and Todman (Eds), War Diaries, 1939-1945: Field Marshall Lord Alanbrooke Gilbert, M., Churchill: a Life (Pimlico, 2000) Jenkins, R., Churchill (MacMillan, 2001) Ponting, C., Winston Churchill (Sinclair-Stevenson, 1994) Footnotes [1] Jenkins, R., Churchill (MacMillan, 2001), pxiii [2] Jenkins, p3 [3] Jenkins, pxiii [4] Addison, P., Churchill, the Unexpected Hero (Oxford, 2005), p1 [5] Addison, p13 [6] Gilbert, C., Churchill: a Life (Pimlico, 2000), p49 [7] Addison, p251 [8] Addison, p252 [9] Jenkins, p754 [10] Ibid, p774 [11] Danchev and Todman (Eds), War Diaries, 1939-1945: Field Marshall Lord Alanbrooke, p712 [12] Gilbert, p1232 [13] Ponting, C., Winston Churchill (Sinclair-Stevenson, 1994), pp10-15 [14] Ponting, pp300-325 [15] Quoted in Addison, p114 [16] See, for example, Ponting, p375 [17] Addison, p252 [18] Quoted in Jenkins, p779 [19] See Jenkins, p537 [20] Jenkins, p108 [21] See, for example, Gilbert, p30 [22] Gilbert, vol III, p457 [23] Gilbert, vol III. p625 [24] Jenkins, p525 [25] Gilbert, vol V, pp986-987 [26] Addison, chapter 6 [27] Jenkins, p912

Effective Teaching Essays -- Education

Introduction â€Å"Those that can, do. Those that can’t, teach†. This simple proverb from George Bernard Shaw’s â€Å"Man and Superman† is often quoted in modern times, denigrating the hard work of teachers from preparatory grades right through to the highest academic institutions. While it is true that almost anyone can teach in the true definition of the word, being an effective teacher is a much harder proposition. A truly effective teacher has a wide pedagogical skill set, along with the knowledge of when to apply it, an awareness of their students in terms of their needs and abilities and an understanding of the curriculum and its aims. This essay will review some of the critical prerequisites of an effective teacher. Student Foundations The foundation of effective teaching comes from having an understanding of the â€Å"Facets of a Student† (Whitton, Barker, Nosworthy, Sinclair, Nanlohy, 2010 p.108) as these external factors play a major role in how a student learns. When planning an effective lesson, the content cannot be considered in academic isolation. The interpretation and implementation of the curriculum must take into account the unique combination of the class: their age, gender, socio-economic climate, cultural/religious beliefs and ideals. The teacher must also consider the overall student body in regards to the number of students, their learning styles and their abilities. Lyons refers to this as the â€Å"Ecological Perspective... to remind us that when dealing with children, the individual with his/her immediate environment is also influenced by a broader more complex environment† (Lyons, 2011 p.41). Failure to recognise critical facets can lead to a student having a negative net result from a lesson. An example ... ...ons are used towards the end of each activity, to help relate the activity to the student's everyday experiences and for social constructivism and scaffolding. Conclusion As outlined in this essay, there are a variety of skill sets that help make a teacher more effective. Each skill on its own provides new value to each lesson, but it is when these skills combine into a lesson that a teacher truly becomes effective and stands above those that meet the more literal definitions of a teacher. Works Cited Colburn, A. (2000). Constructivism: Science educations "grand unifying theory". The Clearing House, 74(1), 9-12. http://search.proquest.com/docview/196881181?accountid=10382 Davies, P. (Producer) & Whitehouse, K. (Presenter). (2012). Knowledge & understanding of the world [Video File]. Retrieved from: http://www.schoolsworld.tv/node/2065?terms=644

Multi-faceted character Essay

In Shakespeare’s â€Å"The Tempest†, Prospero has been represented variously as a good, caring man or as a manipulating, devious â€Å"puppeteer†. Compare and contrast how he has been represented and make your conclusion as to what kind of character Prospero actually is. A-Prospero, the protagonist of Shakespeare’s â€Å"Tempest†, has been variously presented as a kind, wise man as well as an uncaring, power hungry tyrant. A very real and multifaceted character with plenty of grey shades, Prospero has been seen as some as a manifestation of the play writer himself. I believe that, although Prospero has his faults, all his seemingly callous actions are directed towards a happy ending for every one. The best side of his personality is reserved for his daughter, Miranda. Though he is, at times, domineering towards her – (â€Å"Hence! Hang not on my garments! â€Å") – he loves her deeply. He tells her that he done ‘nothing but in care of her’, and all his actions are for her benefit ad to secure her future. He calls her a ‘cherubin’ and uses various terms of endearment for her – ‘wench’ – which bring out his love for her. However, Prospero also ‘meddles’ a lot with his daughter’s emotions. She is led to fall in love with Ferdinand, and Prospero’s comments, â€Å"It goes on, I see† shows that the relationship is all part of his master plan. He spies on her clandestine meeting with Ferdinand, and he is, often, a puppet master and she is his puppet, docile and obedient. This underlines the control he has over her, and his lust for power, but he is redeemed by the fact that he is doing it all for her good, after all, ‘the end justifies the means’. His test for Ferdinand is because Elizabethan romantic convention holds that a man’s love must be proved to be true through feats of tests. Towards his estranged brother, Antonio, and his companions, Prospero is less kind. He subjects them to mental torture by conjuring a violent tempest, leading them to believe they are ship wrecked. He is portrayed as a master puppeteer manipulating his puppets as he watches the company blunder about the island. But however sinister his attitude was, the fact remained that Prospero instructed Ariel to keep them ‘unharmed’. His frequent praise of Gonzalo, ‘honest old lord’ shows the audience that he does not really intend any malice. He did not want to use physical violence, even though it could be justified by the cruel actions of Antonio. Even though Antonio is a thoroughly ‘bad’ character, Prospero’s lack of violence redeems him to the audience. At the end of the play, Prospero forgives all his misdeed that had taken place and it is this forgiveness that labels him as a kind wise man. The only time Prospero shows a truly ugly side to his character is when he deals with Caliban. He hurls epithets such as ‘tortoise’ and ‘earth’ to him and inflicts him with ‘cramps’ and ‘side stitches’. Caliban terror on seeing Stephano shows the fear instilled in him by Prospero’s spirits. Prospero’s actions towards Caliban are also, however, justified. Caliban’s attempted rape of Miranda and his repulsive desire to ‘people the island with Calibans’ rightly earns a harsh punishment from Prospero. The only unjustified act of Prospero is that he seems to put too much stock by Caliban’s birth and appearance. He calls him a ‘freckled whelp’, ‘hag born’. But even here, the prevailing Elizabethan belief was that anyone so misshapen was evil and deserved to be treated as such. Towards his other servant, the ‘airy’ and ‘light’ Ariel, Prospero is much kinder. He frequently calls her a ‘brave spirit’ and ‘my tricksy Ariel’, using possessive pronouns to signal acceptance and pride. The only time he is angry with Ariel is when the spirit demand its freedom, just when Prospero’s master plan is about to unfold. He is understandably angry: she is the key to a plan he has waited twelve years to operate and it is an opportunity not be given again. Prospero is a man who is multi-faceted and perhaps that is why he is so human. Though he has shades of grey, he is essentially a good man, who has been usurped of his dukedom. Shakespeare realised that Prospero was dealing with great evil, and could not afford to be too good and therefore nai ve. He had to be written as a firm, stern man who knew what he wanted and how to achieve it. Prospero may have manipulated his daughter, but only to restore her future and her status. He is callous to Ariel, but promises to set it free. He leads the company all over the island, but reunites them in the end. ‘All’s well that ends well’ and Prospero delivers, restoring his dukedom, marrying the lovers and ensuring happy endings.

The Monster of Nightmares and the Unknown Professor Ramos Blog

The Monster of Nightmares and the Unknown The monster I am covering is Cthulhu. Out of all of the monsters I have seen if I had to put him on a grading scale I would give him an â€Å"A†. He is a monster that is hard to understand because he is very rarely directly referenced in anything; even his name is rarely uttered by anyone. He is described as â€Å"The Thing cannot be described- there is no language for such abysms of shrieking and immemorial lunacy, such eldritch contradictions of all matter, force, and cosmic order.† (Lovecraft 3) in his original story where he appears but since then he has taken on a new shape. He is said to look like a giant green humanoid creature with a squid like head, tentacles making up his mouth, wings on his back, a long tail, and claws. Cthulhu He is considered to be one of â€Å"The Old Ones† (Lovecraft 2) a being of nightmares and unimaginable power and knowledge; a god in his own right. Even when he is in his eternal slumber her can alters peoples dreams, and make them see horrific unthinkable things. He wants to use people against themselves, using a person’s curiosity against them as they seek out the source of the dreams and horrible visions. He is also known to shift reality by giving people ancient artifacts about the old ones and even having mind melting creatures stand in the wake of anyone that opposite him or his cults. His ultimate goal is to be released into the universe so that he can do as he pleases again, with no one to stop him. Once released everyone can only hope that they are so insignificant that he will not destroy our planet. â€Å"We are like ants to him, our only hope is that he does not notice us so that we can keep living our insignificant lives.† (Gildark) He is also said to know so much that if you ever got the chance to ask him a question your brain would literally explode before he ever finished answering you. With the better understanding of how the monster looks and how he acts, I can explain how Cthulhu is a grade â€Å"A† monster. Cthulhu came to be through a short horror tale written by the writer Howard Phillips Lovecraft in the magazine called Weird Tales in the year 1928. Lovecraft would go on to write many more horrific monsters and tales that would become very famous in literature. Cthulhu represents the fear of the unknown in culture, but he can also represent the fear of the uncontrollable. He serves the culture by showing us we can’t let the fear of the unknown consume us and drive us mad. We have to keep moving forward with our lives and make it the best we can with what we have. Cthulhu is able to meet the criteria of a lot, if not all, of the monster theories that are stated by Cohen. Some of the bigger theories he meets the criteria of in my opinion are â€Å"†¦thesis 2, The Monster Always Escapes†¦ thesis 3, The Monster is the Harbinger of a Category Crisis†¦ and thesis 7, The Monster Stands at the Threshold of Becoming† (Cohen) Starting with thesis 2 he is one of the monsters that always escapes which goes perfectly with everything he represents. He is the fear of the unknown and if he is left to his own devises there is no telling what he can do with his god like strength and power. Another reason to why he always escapes is because there has never been a single way to even stop Cthulhu in the first place, which some may see as a flaw to a monster but again in my opinion fits very well with the intent behind the monster, you can not stop the unknown, you can only stave it off by staying in bubble. Now on to thesis 3. Whenever Cthulhu shows up or even his name is uttered, the crisis has already started. When the monster is in his slumber like state, he can still affect the minds of people and make weird things happen, which makes people go crazy. He doesn’t even have to physically intervein to cause a crisis to start happening, but once he does, then the crisis has really started. Lastly thesis 7, I have been referencing this through the whole paper, what makes him the scariest is because you have no idea what he will do next, he brings back our fears of the unknown, and the monster itself can’t be scary, it was never described to us in the original book, not well at least. We are scared of what our mind makes of him. Now, to compare the Cthulhu written by H.P. Lovecraft to the newer Cthulhu that was in the movie â€Å"Cthulhu†, the older Cthulhu written by H.P. Lovecraft had a very ominous feel to him making him an indescribable and unspeakable creature from the depths of the unknown ocean with the tangibility of a living being and the power of a god made for a very scary monster in itself. With these words alone fear can be stricken into the hearts of many people as their minds race to try to imagine such a monstrosity and what would happen if he was unleashed onto the world. The newer version of him in the movie â€Å"Cthulhu† he is given a face which I feel really takes away from the phycological horror that comes with the H.P. Lovecraft monster, but in the same stroke you are also able to see the monsters powers in action as mass amounts of people and monsters murder and cause insanity in the name of Cthulhu. Structures are toppled, laws thrown out the window, and empathy for one another completely gone as the beast makes everyone lose their mind just by the mere thought of him being an actual living being in the universe. With both of them having their strengths and weaknesses I still believe that the original Cthulhu is a much better monster than new Cthulhu, because humans will always be afraid of the unknown and the uncontrollable, while the new Cthulhu is uncontrollable he has been given a body and face so he is no longer the unknown. Humans’ biggest fear is not the monster itself because there is always a way to beat the monster, but the fear of what the monster really is. â€Å"You are not afraid of the dark, you are afraid of what might be in the dark.† Is something I have heard growing up and that statement stands true. With everything I have touch on about the original Cthulhu I have no doubt in my mind that he is a grade â€Å"A† monster. He represents our fear of the unknown, something we can never get away from no matter how hard we could try, no way to kill it, and no way to make it go away. Even if you think you are out of his grasps he always has a way of showing back up. When I think of truly petrifying monsters he is the first name I think of because he is the one that makes you think about just how scary he is. So if you have never heard of him, I highly suggest acquainting yourself with him, you will be in for a very scary treat. Works Cited Chambers Harrap, Una McGovern Cthulhu. Chambers Dictionary of Literary Characters, 1st edition, 2004. Credo Reference, Accessed 18 Jul. 2019. This will be one of my scholarly sources. It is the definition and description of Cthulhu. This is a great source to use as a clear definition of what the monster is. This can be used in a multitude of ways to explain how he fits into monster theory and just in general clear things up. Cohen, Jeffrey Jerome. Monster Culture: Seven Theses. From Monster Theory: Reading Culture. Minneapolis: University of Minnesota Press, 1996. 3-25. This is the clip out of a book talks about monster culture and how monsters are shaped in the form of fears and worries of the cultures that made the monster. It gives a better look into monsters and is a great tool to pick monsters apart with. I will be using this to show how well Cthulhu was made to be a monster of his time and how he became so popular. Gildark, Dan, director. Cthulhu. Regent Releasing, 2007. This is the most recent film featuring the story of Cthulhu. The story shows Russ coming back for his grandmothers funeral. He is kind of tied into a creepy cult without ever knowing much about it. He digs deeper to find out the weird happenings that have been going on in the town for years ranging from missing people to just creepy happenings that cant be explained. I will be using this as a more modern adaption of Cthulhu to show what has changed about him, or even if he carries different meanings now then when he did back when he was made. Lovecraft, Howard Phillips. â€Å"The Call of Cthulhu.† Weird Tales, Feb. 1928. This is the short story where Cthulhu first originated. It talks of a man looking through his Grand-Uncle’s research after his odd death. His Uncle talks about odd ancient writings that he had come across and an ever living cult called â€Å"The Cthulhu Cult† that worshipped a god-like being with horrible powers. The main character’s curiosity gets the better of him and goes to seek out more and ends up getting more information than he could ever wish for. I am going to use this in my paper as a main source because this is the first time Cthulhu has shown up in history and he makes for the perfect monster of his time. Lovecraft, H(oward) P(hillips). Chambers Biographical Dictionary, Liam Rodger, and Joan Bakewell, Chambers Harrap, 9th edition, 2011. Credo Reference, Accessed 18 Jul. 2019. This will be one of my scholarly sources. This is a Biography of H.P. Lovecraft the creator of the monster Cthulhu. I will use this source to show the times that Lovecraft grew up in and why he made the monster the way he did. I will also use this to reference the culture and environment the monster was made for.

Bread Givers essays

Bread Givers essays What it means to be an immigrant? In the Bread Givers, by Anzia Yezierska, tells the story of life as an immigrant in the Untied States, particularly immigrant women's pursuit of the American Dream. For many immigrants, the U.S. was the key to a better life, a life free of economic depression and religious oppression. America was a fantasy to all immigrants. The Jewish immigrants used historical analogies to describe sites of Jewish suffering in distinction to America as a place of freedom, opportunity, and promise. In the narratives that Jewish Americans tell about their collective past in the United States, the Lower East Side functions not just as a particular neighborhood where many Jews lived for some period of time but as exemplary of the Jewish experience in America. They came to America and found instead the Lower East Side, a warren of crowded, dirty, and mean streets. In this slum, these impoverished Jewish immigrants re-created the culture of Eastern Europe, thick with the smells, sounds, tastes, and noises of life in the "Old World." Lower East Side served as some kind of transitional zone for the Jewish immigrants. In that neighborhood, they underwent an ordeal of cultural reeducation as they learned to be free. The Lower East Side served as a middle ground where the Jewish immigrants dwelled among themselves while waiting for permission to enter the real America. It served as their narrow bridge between slavery and freedom, between the their homeland and the promised land of Ameri ca. Jewish immigrants in America, like any other immigrants, faced many obstacles. Their lives were ran thought by the recurrent themes of oppression, constriction, and danger, on one hand, followed by the expansiveness of liberation, on the other. Immigrants had to adjust to industrial labor, unfamiliar languages, and city life. Clinging to their national identities and religions. Jewish immigrants worked long and hard, to strongly ...

Public Health Essay Example | Topics and Well Written Essays - 500 words - 3

Public Health - Essay Example The initiative was to provide good sanitation and reduces cases of mortality and morbidity causes by infectious diseases in major cities and areas inhabited by population with lower living standards. The term was also used in 19th century when epidemiologist John Snow realised that the outbreak of infectious diseases such as cholera was a result of environment. He pointed out that the water pump in London town contributed to cholera outbreak and closing it will be solution (Turnock, 2008). Based on the definition of public health, it requires different aspects to be achieved so as to accomplish its meaning. Some of the aspects underlined in the definition of public health are prevention of diseases, prolonging life and promotion of health and efficiency. This is done through education, control of infectious diseases, providing information to the population on maintenance of personal hygiene and management and development of health facilities to assist in provision of healthcare (Turnock 2008). Studying public health is significant to the country and population in general. Studying provides a clear path in tackling complex issues relating to healthcare such as provision of accessible services, control of infectious diseases, and reduction of environmental hazards, curb issues of drug and substance abuse and violence. Studying of the subjects provide an opportunity to specialize in different fields. Additionally, it integrates different professionals such as journalists, teachers, environmentalist, scientist and attorneys working together to provide a safe environment and improve health. Study provides an opportunity to serve local, national and international population (Turnock 2008). United States more of their budget on health issues than any other country in the world. Based on 2004 studies, U.S. per-capita spending was $ 6096. This is double that of Canada which was at

Cathay Pacific Analysis Essay Example | Topics and Well Written Essays - 1000 words

Cathay Pacific Analysis - Essay Example ines industry, with heavy commercial business in terms of passengers and cargo movements along the globe, and conversely, economic slowdowns and recession casts its gloom over the airlines industry in terms of empty seats and unused cargo capacities. This is precisely what has happened in the case of Cathay Pacific which was a victim of the East Asian Crisis way back in 1997, which resulted in massive falls in local currencies as against the harder ones. Thus the depreciation in currencies caused heavier debts in terms of reeling fuel costs, interest payment and debt repayments, that provided acceleration of crisis that left many airlines in virtual doldrums and staggering losses. 2. Stiff competition offered by smaller, no frills airlines, which are alarmingly lower on ticket fares and yet maintain excellent levels of service, causing high levels of passenger migration. Larger airlines, with heavy overheads, operating costs and bureaucratic attitudes, cannot match these smaller airlines in terms of fares and benefits offered. 3. In the case of Cathay Pacific, it is seen that they have not been able to successfully hedge fuel costs, as a result of which, their woes are compounded. With oil prices fluctuated from $140/barrel at one point of time to just $45/barrel at another time, it became increasingly difficult for airlines to reasonably predict and hedge fuel prices, resulting in heavy losses. â€Å"The fall in fuel prices, though welcome, caused unrealised mark to market losses of HK$7.6 billion on our fuel hedging contracts for the period 2009-2011 which were entered into in order to give a degree of certainty as to future fuel prices and protection against price increases.† (Cathay Pacific Airways Limited. 2008). 4. During the Asian currency crisis sparked off by the fall in the Thai baht during 1997, the tourist traffic in this part of East Asia virtually collapsed. Nearly 85% of tour bookings were cancelled or postponed, and nearly 40% fall in tourism