Tuesday, December 10, 2019

Willy and the Poor Boys by Creedence Clearwater Revival free essay sample

Creedence Clearwater Revival was a rock and roll style group that started in 1959, originally as just the would be lead singer and guitarist John Fogerty, bassist Stu Cook, and drummer Doug Clifford. The group played at school dances, fairs, and other small gigs in their early years. The group later had an addition of John Fogerty’s brother Tom Fogerty, a rhythm guitarist and singer, creating the four man group The Blue Velvets. A few years later after a few name changes, the group became Creedence Clearwater Revival. The album Willy and the Poor Boys came out in 1969 with ten songs total in it. There are two instrumentals and eight lyrical additions. When compared to other previous albums, critics at Rollingstone say that Willy and the Poor Boys is the best. I haven’t listened to all their other albums, but I enjoyed Willy and the Poor Boys more than a previous album, Bayou Country. We will write a custom essay sample on Willy and the Poor Boys by Creedence Clearwater Revival or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Willy and the Poor Boys opens with the song Down on the Corner, which is a song about a fictional group of kids called Willy and the Poor Boys playing music. The tune is catchy and is a pretty upbeat song. The next song is It Came out of The Sky which tells a story about a man who saw an object fall out of the sky. The song continues with different groups reacting in different ways, like Hollywood creating a film about it and the Vatican saying that the Lord has come. The song looks at the different ways people react to events in this world. The repetitive music and fun lyrics make this song pretty catchy and was a lot of fun to listen to. The third song in the album is what could be considered to be a cover of a song by Leadbelly called Cotton Fields. The song is three repeated lines put into different orders, telling the story of recalling living in the cotton fields in Louisiana. The sixth song in the album is Fortunate Son. This song is pretty exciting and upbeat. The song has been associated with the Vietnam War because the lyrics seemed like they could represent the soldiers fighting the war for all the â€Å"fortunate ones† as Fogerty names them. The next song is Don’t Look Now, which I feel talks about how all of us think we are above doing things that are needed to be done, like coal mining and other jobs that are vital to keep everything moving. The song is sung softly, which makes me feel like Fogerty is singing almost like he regrets being in the position he is in. Midnight Special, the next song, follows the life of a prisoner who is hoping for the Midnight Special to shine on him. And while I have no trustworthy sources, I saw that the Midnight Special was supposedly a story that if a light was shone on you through your cell window, you would get out of prison soon. Due to the lyrics, I feel that this is pretty close to the correct definition. The final song in the album is called Effigy. The word effigy can have two meanings, either as a representation of something, usually as a monument, or as a crude representation of someone disliked. I think that Creedence meant to use the second definition as the title of their song. The song itself is about a land burning up with everything being destroyed by the fire. I feel that the band may be referring to the South, which has gone through a lot, and yet is viewed as a terrible place due to things they have done in the past. The album Willy and the Poor Boys is full of great music and is one that I really enjoyed. Creedence Clearwater Revival is could be considered an old band, but is definitely one worth listening to.

Monday, December 2, 2019

Norma Rae- a Leadership Analysis Essay Example

Norma Rae- a Leadership Analysis Essay â€Å"If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation. † Abigail Adams (www. wisdomquotes. com) The above stated lines very truly represent the spirit of Norma Rae and the power of women. The quotation highlights the two main points shown in the film; the strength and determination of women and the idea of equal representation for all. The film portrays the transformation of an oppressed woman, who was destined to be a follower, into a charismatic leader who bought about changes that benefited more than just a few. Norma Rae is based on the life of Crystal Lee Sutton. Crystal Lee Sutton, (formerly Crystal Lee Jordan) is an American union organizer and advocate who gained fame during the early 1970s. She was fired from her job at the J. P. Stevens plant in Roanoke Rapids, North Carolina for trying to unionize its employees. She made $2. 65 an hour folding towels. The Amalgamated Clothing and Textile Workers Union won the right to represent the workers at the plant on August 28, 1974. Jordan later became a paid organizer for the ACTWU. (Source Wikipedia. com). The Film The concept of â€Å"The Other† has always been an intriguing one. It deals with the issues related to the far-off, mysterious, different ones; perhaps one from the minority group. â€Å"The Other†, is a personification of the under-dog; a reflection of an unresolved mystery of a vastly discriminated against, seemingly alien sect which ought to be oppressed due to its timid, distant, less understood and submissive profile (Clemens et al, 2000). We will write a custom essay sample on Norma Rae- a Leadership Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Norma Rae- a Leadership Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Norma Rae- a Leadership Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And, speaking of our 1979 movie, Norma Rae’s protagonist, a dull, ordinary-looking, lost in the hum-drum life of a mill-worker, she appears to be destined to a lifetime of ‘despondent drudgery’ (Clemens et al, 2000). Norma Rae comes across as an ordinary worker who must follow the O. P. Henley Textile Mill timings and just do her job without any questions asked. Her destiny appears to be one of a diligent slave, living life mechanically. Norma Rae (played by Sally Field) is a â€Å"slice of life† movie (Clemens et al, 2000). It is based on the real life incident of Crystal Lee Sutton who radically transformed into a rebel with a cause and successfully demonstrated that power is not based on title or status; it comes by connecting with people and standing up for what you believe in (Goleman et al, 2002). The movie clearly sends out the message that a strong will, determination and energy can surely move mountains. It substantiates the bonding between a mentor and his protegee, the importance of such a symbiotic relationship and how the follower can become a leader too by synergizing bonds (Bass et al, 1994). It is a live commentary on the inherent leadership potential lying latent in all of us and how circumstances possess the capacity to change us into a grand phenomenon which we are generally used to applauding from the far-off sidelines (Crainer, 1996). An aspect of such a pro-worker movie which surely cannot be ignored is its symbolism and a prevalence of a terribly melancholic strain of music which sets the stage for a dull, brooding watching of an environment which is pretty low in energy and confidence, with no markings of any kind of a positive vibration or a victory in sight. The film begins with the machine in the mill doing its job and still shots from Ms. Rae’s life from being an infant to a sad woman, one amongst the 800 mill-workers; a cog in the cotton mill machinery who is not living life, but simply surviving. This over-bearing scenario takes us back to the 1936 dark satire, Modern Times, where our little tramp, Charlie Chaplin enacting the role of a worker signals the harsh reality of workers being a replaceable part in the industrial set-up and the organization being the dominating entity. Workers are portrayed as being machines themselves making machines in unceasing eight hour shifts and trying to come to terms with this machine age. (Clemens et al, 2000) In such pathetic working conditions with short breaks in-between work, no windows, slave drivers, appalling sounds and a whimsical management system enters our lady, Norma Rae. To begin with, she is a ball of raw energy. She is a rebel without a cause, an anger-stricken, and directionless unharnessed youth of the age who fearlessly confronts the management. The bosses try to tame her by offering a raise and buying her out. At first, she plays into their hands, but realizes a very important lesson of life that to find strength, one must be with the people; in unity lies the greatest potent power. She is street-smart enough to comprehend that having power within the group is far more valuable than just a position of power outside. In a way, this throws light upon the potency of the plebeians and their collective power. To balance out this compassion-authority equation of Norma and for a successful revolution to take place, in walks Reuben Warshofsky (played by Ron Leibman), an experienced outsider, an urban union leader who knows the laws and the legal system and just needs an insider to legitimize and expedite his goals from within. Mr. Warshofsky does for the workers by bringing in Norma Rae what perhaps, the consultants A. T. Kearney did with the company insiders for Walmart (Clemens et al, 2000). The pushy outsider, Reuben works as the fulcrum on which Norma’s newly found identity exists. With his polishing, she slowly transforms into a confident individual with her full potential, waging a war with conviction and full-throttled energy. Interestingly enough, in this teacher-student relationship, â€Å"reverse-mentoring† (Bass et al, 1994) also happens. The disciple or a bright protegee as in this case, guides her mentor too. An example in point would be when Norma asks Reuben to simplify the flier as it is too complicated for the workers to understand. This symbiotic conventional mentor-protegee bond develops into a fruitful partnership where these two recruit workers, spread awareness and overcome obstacles together. His authority and knowledge to deal with situations acts as a boon too, especially when he gets the notice rightly positioned on the notice-board. Reuben, true to his namesake, Mentor from the Greek classic, Odyssey guides and proves to be an intellectual friend to Norma as Mentor is to Odysseus’ son, Telemachus. As the nineteenth century thinker, Thomas Carlyle very aptly stated in his study of leaders, On Heroes and Hero-Worship that – â€Å"Most humans are as kindling, waiting for the match to ignite them. † (Clemens et al, 2000). Hence, this 1970s pro-worker movie laced with its moments of black humour and symbolism is not the story of â€Å"the other† being side-tracked. On the contrary, it is a tale of successful, mutually beneficial mentoring which leads to a victorious union. It’s a case study of understanding how leadership skills can be developed and the undeniable importance of communication and being a people’s person. However, the origin of it all lies in appreciating one’s self-worth and rising against the unfavourable tide with determination and well-structured lanning (Pierce et al, 2008). It all boils down to strategic planning amidst adverse circumstances and making the latter in fact, the stepping stones. Norma Rae mirrors the greatest good of the greatest number doctrine of ethics. It is an inspirational movie which stirs one to action. From a morose beginning, the movie traverses an extensive journey and leaves the audience with an inspiring encouragement to revolu tionize one’s hostile environment into one of collective conquest. The Director’s Perspective The director has depicted three distinct leadership styles. The first being that of Norma Rae, which is of a leader being created, situational leadership and the fact that leadership is not gender specific (Jackson et al, 2008). The second style being portrayed is that of Reuben, which is of a charismatic, transformational leader (Jackson et al, 2008). The third style is that of the management of O. P. Henley Textile Mill, which is totally autocratic, authoritarian and they treat the workers more like machines (Yeo, 2006). Alongside the director has presented a perfect illustration of the Mentor-Protegee relationship (Jackson et al, 2008) in the form of Norma and Reuben. Analysing Leadership This movie depicts various perspectives of leadership and looks at leadership styles of the Protagonist (Norma Rae) and her Mentor (Reuben). The main leadership paradigms illustrated in the film are- -Leaders can be created or Leadership as a Process -Contingency Theory of Leadership and Situational Leadership -Transformational Leadership -Mentor-Protegee Relationship -Ethical Leadership -The Gender Perspective of Leadership Leaders Are Created The most important mark that Norma Rae makes is that leaders can be created (Jackson et al, 2008). It shatters the common myth that leaders are born and cannot be made (Grint, 2005). From the film it’s very clear that proper guidance and mentorship along with situational factors can ignite the flame of leadership, in an individual who has never demonstrated any leadership potential (Howell et al, 2006). Historically also it has proven that guidance and mentorship have resulted in the creation of great leaders. One such example lies in Indian History; Chanakya mentored Chandragupta Maurya, who went on to establish the great Mauryan Empire and is considered to be one of the best rulers Indian History has witnessed. A similar example is also seen in Greek History; wherein Aristotle trained Alexander (www. wikipedia. com). In the words of Prof. Warren Bennis, â€Å"The most dangerous myth is that leaders are born-that there is a genetic factor to leadership. This myth asserts that people simply have charismatic qualities or not. Thats nonsense; in fact the opposite is true. And the way we become leaders is by learning about leadership through life and job experiences, not university degrees. Leadership is nurtured with on-the-job education and role models. People learn to be leaders through difficult experiences and when they face adversity. They learn through the pain and agony of having to come up with hard answers. Leadership doesnt come from genes. It doesnt come from reading or listening to lectures. It comes from the hard earned experience in the arena rather than watching from the balcony. †(Zenger et al, 2003) Similar to the film, a typical example of leaders being created out of ordinary people is of U. S. Marines. Most of the recruits come from troubled home or are users of drugs etc. They’ve often not attended college. Most of the usual parameters associated with success and leadership are absent. But the U. S. Marine training program converts them into amazing leaders. (Zenger et al, 2003) The movie also challenges the universal applicability of the Traits Theory of Leadership. Traits Theories differentiate between leaders and non leaders on the basis of personal qualities and traits (Robbins et al, 2007). The protagonist does not possess the traits or qualities typically associated with leadership. Norma lacks the basic charisma that has conventionally been perceived to be the most important leadership quality (Robbins et al, 2007). Despite that, based on Reuben’s guidance, circumstantial conditions and her determination, Norma metamorphosized into a leader who managed to achieve for her followers (co-workers), something that was considered impossible. Situational Leadership Another concept very clearly demonstrated in the movie is of Situational Leadership or the Contingency Theory of Leadership. As per this concept the leadership style is contingent to situations and circumstances (Howell et al, 2006). In other words, there is no one best style of leadership. The style to be used depends on the readiness level of the people the leader is trying to influence (Pierce et al, 2008). In Norma’s scenario it was her realisation of the gloomy situation the workers were in, that propelled her to take charge of the situation and lead them to form a union. The concept or situational leadership is very clearly illustrated in the most powerful scene of the movie. After getting fired from her job in the mill, Norma scribbles the word Union on a piece of cardboard and holds it up in the middle of the mill. As a result of this action, for the first time all the workers come together and show solidarity towards their leader by switching off their machines and bringing the mill to a total halt. By holding up the word union Norma for the first time takes up the leadership role and manages to garner full support and participation of all the followers (i. . the mill workers). It’s the power of silence that pulls them together. Without uttering a single word or displaying any oratory skills Ms. Rae converts all the workers into her followers, by arousing an eager want in those around her by portraying the idea from their perspective (Halpern et al, 2003). This incident also shatters a common myth that one has to be a good orator to garner a following and be a leader (Halpern et al, 2003). Transformational Leadership â€Å"Leadership should be born out of the understanding of the needs of those who would be affected by it. Marian Anderson (www. betterworld. net) This is primarily Reuben’s style of Leadership. Transformational Leadership occurs when the leader take a visionary position and inspires others to follow. The essence of transformational leadership lies making the followers understand the goals and inspire them to achieve them (Bass et al, 1994). In the film it’s not just Norma who displays Leadership Traits. Her Mentor Reuben has far greater Leadership abilities and his strength lies in the fact that he inspires other to come forward and realise their potential. He follows the principle of Leadership Development. Reuben knows exactly how to use the three processes of leadership development, i. e. , assessment, challenge and support (Howell et al, 2006). He makes people realise their strengths and weaknesses; challenges them to develop their capabilities and encourages them to move forward and take the lead. A transformational leader has to have a very good understanding of the psychology of his followers to inspirationally motivate them and intellectually stimulate them (Pierce et al, 2008). Reuben is an expert at Inspirational Motivation. He makes Norma and the workers understand the fact that a union is essential for them and thus sets the ball rolling. Norma takes the lead and spreads awareness amongst the workers. Norma’s leadership style is also heavily inspired by Reuben so she is also a Transformational Leader to a great extent. Ethical Leadership Ethical leadership considers not only the leader but also his followers, the situation that they face, the leader’s processes and skills, and the outcomes that result (Jackson et al, 2008). It’s concerned with knowing your core values and having the courage to live them in all parts of your life in service of the common good (Center for Ethical Leadership). This again is very much Reuben’s style of leading. He is very sure of his belief in justice for the workers and based on that he influences Norma and others to take the initiative and form a union. Norma also fits into the role of being an ethical leader to the mill workers perfectly. The Gender Perspective â€Å"Over the centuries femininity has been stereotyped as dependent, submissive and conforming and hence women have been seen as lacking in leadership qualities. The male bias is reflected in the false conception of leadership as mere command or control. As leadership comes properly to be seen as a process of leaders engaging and mobilising the human needs of followers, women will be more readily recognised as leaders and men will change their leadership styles. † James MacGregor Burns (Heller, 1982) One of the most common myths about leadership is that it is gender specific and only men make good leaders (Heller, 1982). The male centred society has usually associated women with certain typical roles; such as taking care of the house, children etc. Leadership has always been related with men. This film attacks this mindset also. Norma’s husband complains to her that she’s only associated with the union work and is ignoring her household and kids. This incident totally reflects on his mind set that women should primarily take care of the house. But the truth is that women are capable of multi tasking and doing far more than men. Leadership is beyond gender and in fact women make better leaders. Women have certain characteristics that give them an edge over men in being leaders, like- empathy, and a caring attitude (Heller, 1982). Norma proves it to all that women can work, earn, and take care of the house as well as lead. Traditionally women have not been perceived as leaders and were never allowed to lead. Hence another mark that Norma Rae makes is that women who were not associated with leadership can be taught and developed to be good leaders. Conclusion Norma Rae does not depict the existence of a great leader or someone who had a big following. In fact, Norma didn’t even have any followers as seen from a conventional view. Yet, she achieved and benefited many; depicting a very interesting, different and a subtle style of leadership. She along with Reuben, achieved her goal of establishing a union, yet allowed the workers to believe that it was their effort and their achievement. The following lines sum up the leadership of Norma Rae very aptly. â€Å"A leader is best when people barely know he/she exists, not so good when people obey and acclaim him/her, worse when they despise him/her. But of a good leader who talks little when his/her work is done, his/her aim fulfilled, they will say, We did it ourselves. † Lao Tzu (Pierce et al, 2008) References Bass, B. M. (1990), Bass Stogdills Handbook of Leadership: Theory, Research Mangerial Applications. New York, Free Press Bass, B. M. and Avolio, B. J. (1994), Improving Organisational Effectiveness Through Transformational Leadership. London: Sage Clemens, J. and Wolff, M. (2000). Movies to Manage By. McGraw-Hill Crainer, S. (1996) Leaders on Leadership. Northants: The Institute of Management Ethical Leadership. Center for Ethical Leadership. Available from: http://www. ethicalleadership. org/philosophies/ethical-leadership (Accessed on : 1 March 2009) Goleman, D. , Boyatzis, R. and McKee, A. (2004), Primal Leadership: Learning to Lead with Emotional Intelligence. Boston: Harvard Business School Press. Grint, K. (2005). Leadership: Limits and Possibilities. Hampshire: Palgrave Macmillan Halpern, B. L. and Lubar, K. (2003). Leadership Presence. New York: Gotham Books Heider, J. (1993). The Tao of Leadership. Cambridge : Gower Heller, T. (1982) Women and Men as Leaders. USA: Praeger Hogan, R. and Kaiser,R. B. (2004). What We Know About Leadership. Review of General Psychology Howell, J. P. and Costley, D. L. (2006) Understanding Behaviours for Effective Leadership. New Jersey: Pearson-Prentice Hall Jackson, B. and Parry, K. (2008). A Very Short, Fairly Interesting and Reasonably Cheap Book About Studying Leadership. London: Sage. Katz, J. H. and Miller, F. A. (1996). Coaching Leaders Through Culture Change. Consulting Psychology Journal, 48. Kotter, J. (1990), A Force for Change, How Leadership Differs from Management. New York, Free Press McCall, M. W. (1993), Developing Leadership. San Fransisco :Jossey-Bass. Pierce, J. L. and Newstrom J. W. (2008) Leaders and the Leadership Process. Singapore: McGraw Hill Robbins, S. P. and Judge, T. A. (2007), Organizational Behaviour. London: Pearson-Prentice Hall Welsch, J. R. and Adams, J. Q. (2005) Multicultural Films. Greenwood Publishing Yeo, R. K. (2006). Developing tomorrow’s leaders: why their worldviews of today matter? INDUSTRIAL AND COMMERCIAL TRAINING, 38 (2) Yukl, G. (1998). Leadership In Organisations. NJ: Prentice-Hall Zenger, J. H. and Folkman, (2003) The Handbook for Leaders. McGraw-Hill Women Quotes. Available from: http://www. wisdomquotes. com/cat_women. html (Accessed on : 23 February 2009) http://www. betterworld. net/quotes/leadership-quotes. htm (Accessed on : 23 February 2009) www. wikipedia. com

Wednesday, November 27, 2019

William Faulkner Essays - William Faulkner, Sartoris, Free Essays

William Faulkner Essays - William Faulkner, Sartoris, Free Essays William Faulkner William Faulkner: His Life and Achievements William Faulkner is viewed by many as Americas greatest writer of prose fiction. He was born in New Albany, Mississippi where he lived a life filled with good times and bad times. However, despite bad times he would become known as a poet, a short story writer, and finally one of the greatest contemporary novelist of his time. William Faulkners accomplishments resulted not only from his love and devotion of writing, but also from family, friends, and certain uncontrollable events. William Faulkners life is an astonishing accomplishment; however, it is crucial to explore his life prior to his fixated writing career. In 1905, Faulkner entered the first grade at a tender age of eight, and immediately showed signs of talent. He not only drew an explicitly detailed drawing of a locomotive, but he soon became an honour-roll student: His report card would show no grades below Perfect or Excellent (Blotner 21). Throughout his early education he wou ld work conscientiously at reading, spelling, writing, and arithmetic; however, he especially enjoyed drawing. His deportment at school was very high, but it was not as high as it was at home. When Faulkner got promoted to third grade, skipping the second grade, he was asked by his teacher what he wanted to be when he grew up, and he replied, I want to be a writer just like my great granddaddy (Blotner 23). At last, (in 1914) Faulkner took interest in poetry, but no one in Oxford could tell him what to do with his poems. Meanwhile, Faulkner, who is very talkative, would always entertain Katrina Carter and Estelle Oldham by telling them vividly imagined stories. Eventually, Faulkner grew very fond of Estelle in fact, if he heard her voice he would deliberately attempt to be spotted by Katrina in hopes that she asks him to join her. Estelle soon became the sole inspirer and recipient of Faulkners earlier poems. Coincidentally, a gentleman named Phil Stone would fall in love with Estel les friend, Katrina. As a result, Katrina had told Stone about Faulkner and his poetry. So one afternoon, Stone walked to Faulkners home to get acquainted, and during his visit he received several written verses from Faulkner poetry collections: Anybody could have seen that he (Faulkner) had talentit was perfectly obvious (Blotner 44). Stone not only became Faulkners close friend, but also a mentor to the young writer at the beginning of his career. Stone immediately gave the potential poet encouragement, advice, and models for his study of literature. For example, Stone would give practice drills in punctuation, as well as lecture Faulkner on goals and grammars. Meanwhile, Faulkners main interest in school became athletics such as football and baseball, thus his grades started to deteriorate: Bill showed absolutely no interest in the education being offeredHe gazed out the windows, and answered the simplest questions with I dont know (Blotner 39). Eventually, he would quit both ath letics and school altogether. In 1919, his first literary work was acknowledged and published in The New Republic. The poem is a forty-line verse with a French title that acknowledges the influence of the French Symbolist, LApres-Midi dun Faune. In September, Faulkner would enroll in the University of Mississippi, and during his academic years it did not deter him from writing more poems. The Mississippian, the student paper, published Landing in Luck by Faulkner- the story is a nine-page short story created from his direct experience in the Royal Air Force flight training in 1916. He has also written several other poems such as Cathay, which is published in the Oxford Eagle and Sapphic, which is published in The Mississippian. During the summer, Faulkner became a house painter in Oxford, and in the beginning of autumn he enrolled in the University of Mississippi; however, his early pattern of school started to take toll. Faulkner began to cut classes and finally just stopped going. Although, this time he participated in a drama club called The Marionettes, and began to publish book reviews in The Mississippian. In the summer of 1921, Faulkner decided to take a trip to New York to receive some professional instructions from editors and critics, since Stone was

Saturday, November 23, 2019

French Webquest

French Webquest Language classes are as fun or as boring as the teacher and students make them. Grammar drills, vocabulary tests, and pronunciation labs are the basis of many successful language classes, but its also good to incorporate some creative interaction, and projects can be just the thing.A webquest is an interesting project for French classes or for independent studiers looking to spice up their self-instruction. This project is perfect as a long-term activity for intermediate and advanced students, though it can also be adapted for beginners.ProjectResearch various topics related to French, to be shared as a paper, website, and/or oral presentationInstructions Decide whether students will work individually or in groupsReview my list of potential subjects, below, and decide whether students will choose their own topic(s) or be assignedExplain the purpose of a webquest: to gather information via the internet that will be shared in whatever format(s) the teacher chooses. If a website is desired, consider having students use the PowerPoint templates provided on Abouts Presentation Software site, which are accompanied by detailed, step-by-step instructionsExplain about plagiarism and the importance of citing sources. For example, students are welcome to link to any of the material on this or other websites, but should not copy text to their own sites or in their papers.Pass out a list of required/optional sections, the desired length, and any other guidelinesStudents do the webquest, then write up reports, create websites, and/or prepare oral presentationsAfter all presentations, students could write a summary or comparison of other presentatio ns TopicsTopic(s) can be assigned by the teacher or chosen by the students. Each student or group can do an in-depth study of one topic, such as the Acadà ©mie franà §aise, or a comparison of two or more topics, such as the difference between the Acadà ©mie franà §aise and the Alliance franà §aise. Or they might choose several topics and just answer a few questions about each of them. Here are some possible topics, with a few basic questions to consider - the teacher and/or students should use this just as a starting point. Acadà ©mie franà §aise: What is this organization? When was it created? Has its purpose changed over time?Alliance franà §aise: What is this organization? When was it created? Has its purpose changed over time?Celebrations and Holidays: What are some important holidays in France and other French-speaking countries? How do they compare to your countrys holidays?Differences between French and English: What are some key differences?Fluency: What is fluency? Why is it hard to define?French in English: How has French influenced English?French-Speaking Celebrities: Choose several celebrities and explain why they speak FrenchFrench Gestures: Are any similar to those in your country? Are any the same gesture with a different meaning?Introduction to French: How did French evolve? What languages is it related to?Jobs Using French: What kind of work is speaking French useful for?Living Working in France: How can a person live and work in France?Moroccan Culture: What are some interesting as pects of Moroccan culture? Is there anything shocking?La Nà ©gritude: What is Nà ©gritude? How and where did it evolve? Who were the trois pà ¨res? Who were some other key participants?Register: What are the various French registers? Provide examples of words in each oneThe Rude French: Are the French rude? Why or why not? Where does this stereotype come from?Spanish vs French: How are they similar/different? Is one easier than the other?Translation and Interpretation : What is the difference? How are they similar?Verlan: What is it?What is French? Facts and Figures: Where is French spoken? By how many people?What Is the Best Way to Learn French?: Compare and contrast the various methodsWhy learn French: How can it help you? Notes The collective webquests will offer an extensive collection of material about French, which can be shared with other teachers, parents, and potential students.

Thursday, November 21, 2019

E-commerce, Distance Selling Regulations Essay Example | Topics and Well Written Essays - 1000 words

E-commerce, Distance Selling Regulations - Essay Example This exclusion has been implemented by the Distance Selling Regulation 5 (1) (f).3.Auctions are not however excluded from the scope of the E-commerce Directive 2000/31/EC. 4. It seems therefore, that for purposes of the Sale of Goods Act 1979, an internet auction may be regarded as an 'auction', so that the consumer protection provisions apply to business sellers in internet auctions.5 The effect of this definition is that sellers of goods have to comply with the implied terms in sections 12 (title), 13 (sale by description), 14 (implied terms about quality and fitness) and 15 (sale by sample). According to Section 14(2) of the Sale of Goods Act 1979 " Where the seller sells goods in the course of a business, there is an implied term that the goods supplied under the contract are of satisfactory quality." Many issues arise in this context for example whether the provider of an auction platform is liable for the goods sold on his platform if they are not of satisfactory quality.What if the consumer is unable to locate the seller of the goodsHere Regulation 19 of the Electronic Commerce (EC Directive) Regulations 2002 would apply if the online provider merely hosted the website and would be immune to criminal liability where had no actual knowledge that the goods being sold on his website were not of satisfactory quality. The online provider would also be immune against civil liability where the auction provider does not have actual knowledge of the unlawful activities or information . So for example an auction provider would not be liable in damages for a goods which were defective unless he had actual or constructive knowledge of this problem.However the position would change if the Auction service provider has received sufficiently precise notice about the defective goods and does n ot stop advertising them.6 Also where a business seller engages in unfair commercial practices on an auction platform towards consumer sellers, Regulation 19 would not stop the Office of Fair Trading from taking enforcement action against the provider of the auction platform.The auction provider will also be subject to the Unfair Contract Terms Act 1977 and the Unfair Terms in Consumer Contracts Regulations 1999. Consumer to Consumer Transactions Last but not the least Section 14 does not apply to consumer to consumer sales although the advent of online bidding has increased the complications caused by such transactions. For example the EBay system has blurred the difference between sellers and buyers with its simplified selling arrangement. ________________________________________________________________ Critically consider the application of the Distance Selling Regulations in the context of contracts made using e-mail or through a web-page. This question requires the discussion of the UK Consumer Protection (Distance Selling) Regulations which came into force on 31 October 2000 and implemented

Tuesday, November 19, 2019

United States Department of Lapor ( organazation theory) Essay - 1

United States Department of Lapor ( organazation theory) - Essay Example Primarily, helping the community is a virtue that cannot be overlooked but it involves a number of external stakeholders. For example, the construction of buildings such as hospitals and schools requires the approval of the government. It is in such an environment that the foundation operates in its daily activities. Belinda gates have three major trustees who are in charge of controlling, planning, organizing and coordinating activities. The media comprise the external environment, and it plays a vital role in informing the public of the foundation’s progress. In addition, it creates an avenue for criticism which is significant for the foundation. Financial registrations, legal issues are challenges that affect the foundation, thus hindering its progress(Fernando, 2011). The Belinda gates foundation operates under the open system where it interacts freely with its environment. This is achieved by delivering services that are community driven and directly influence people’s lives. This system facilitates sustained growth as the organization easily adapts to new environments. In addition, its survival is guaranteed through serving its environment from which it gains support(Wise,

Sunday, November 17, 2019

Teaching And Learning Activities Essay Example for Free

Teaching And Learning Activities Essay Introduction There are many teaching and learning activities which are used to achieve lesson plan aims and objectives. The choice will depend upon a number of factors, such as the domain and level of objective. For example, the most appropriate activities to learn a motor skill is through demonstration and individual practice whereas to gain knowledge and understanding a lecture, group debate and question and answer sessions activities are more appropriate (Reese and Walker p137). Reese and Walker (pg 140) states that Honey and Mumford (1986) published the manual of learning styles which identified four main learning styles: Activists whom, enjoy the present, like the immediate experience and respond to short term issues Reflectors whom, prefer to think about things and explore all aspects before coming to a conclusion. Theorists whom, like principles, theories, models and systems. Pragmatists whom look for new ideas and are keen to experiment We as teachers therefore need to think about what teaching strategies the students prefer, particular in a class which consists of a mixture of activists, reflectors, theorist and pragmatists. The group size is another important factor to consider when choosing a learning activity. Different strategies/ activities are more appropriate for different group size. At one extreme a group may consist of only one student. In such circumstances methods such as projects or assignments, and tutoring may be more suitable whereas for small groups of between 5 and 20 students, a discussion method is suitable. A group between 10 and 20 the approach often adopted is what is traditionally called classroom teaching (Reese and Walker pg 137) which consists of a mixture of methods. Groups greater than 20 students, suitable strategies could be lecture and demonstration. Generally, students learn in different ways: an approach that is appropriate to one student may not be appropriate for another. Some people learn better in a group through the interaction with both the teacher and other students. We must therefore realise the importance of varying learning activities for our students (Reese and Walker, pg 138). The aims and objectives of this assignment are to: a) Review the range of teaching and learning activities available to promote open access and widening participation. Review the range of resources available within the organisation for a selected curriculum area b) Prepare, use and evaluate one of teaching and learning activities and resources. c) Evaluate one of the activities selected. d) Analyse the strengths and challenges of the selected resource and how it has supported learning. Teaching and Learning Activities As discussed by Petty (pg 15) there are two approaches to guide the choice of activities, the mnemonic EDUCARE (table 1.1) and CIA (table 1.2). Educare is a suitable guide when learning is focused on acquiring specific skills whereas CIA is a more indirect approach to arranging corrected practise if learning is not focused on acquiring specific skills. EDUCARE E Explanation, student needs to understand why the skill is required D Doing-Detail via demonstration or case study, for example U Use, practise skill C Check and correct practise A Aide-memoire, student requires reminder- for example notes, handout R Review and reuse, of earlier work so that old learning is not forgotten E Evaluation. Table 1.1 (Petty, pg15) CIA C Content, Clarify topic content to an appropriate depth and breadth I Ideas, Determine contents main: concepts, factors, evidence, viewpoints etc A Activities, Create questions and activities where students must reason with the key ideas Table 1.1 (Petty, pg 357) I apply both approaches depending on the subject area, in some instances EDUCARE may be a more suitable guide for a topic in chemistry whereas CIA is suitable for a topic in biology. For the training aspect of my job the CIA approach is more appropriate because the trainees teaching are not acquiring specific skills. My current role at Thermo Electron Corporation involves training clients on how utilise sophisticated equipments and teach chemistry classes and assist biology classes voluntarily at St Helens College. The training sessions runs for 2 days 09:00 to 16:30 every three months. The number of clients range between 5 and 12 with different scientific backgrounds and various levels of experience with the equipments. The next training session will be on April 25th and 26th for 8 clients. The total number of training hours is 15. I have a training manual from the former trainer which I follow for each training session. The training sessions involves audio, visual and kinaesthetic teaching styles. I use OHP, handouts and demonstrations. The organic chemistry and physiology course duration is 16 weeks (from January 2006 to May 2006). The chemistry are 3 hours in the evenings, 5 students in total of mixed gender, aged 16-19, and all students are currently employed by United Utilities and come on the course on day release basis from their employers. Their main reason for being on the course is for qualification purposes to improve career prospects and the recommendation by their employer. The physiology classes are 3 hours per week, 18 students in total, mixed gender and age ranges 16-19. Most are straight from secondary school others are repeating the units. I currently assist the tutor to set-up practical session. The teaching and learning activities (particularly in a classroom environment) that I use in order to promote open access and encourage participation include Ice-breakers, group activities (games, quizzes), brainstorming sessions and discussions. The ice-breakers and informal introductions allows learners to know each other and usually reveal what the learners bring to the group; such as, questions, experience (good or bad, personal and academic), and varied levels of knowledge of the subject. The activities I use more frequently are group activities. I split the group into 2 or 3 group (depending on activity and the no. of attendees) to carry out matching card games, electronic games or to partake in a quiz. Matching cards game. The maximum number of students on the evening organic chemistry course is five, for this reason they all work in a group. I prepare two sets of cards, one set with question and the other set with answers. During the lesions the students are told to arrange the seating so as to work in a team. They are then presented with the cards are given a period of time in which to complete the task. Electronic games. The students work individually. Prior to the lesson I research subject-related game on the internet. The last game found had a game show type theme, who wants to be a millionaire type format. The more questions you answer correctly the closer the chances of winning à ¯Ã‚ ¿Ã‚ ½1Million! Class Quiz The class is arranged again in a game show setting, split into two groups. The team that gives the highest number of answers correctly wins the game. These activities prove favourable for the students, it makes the learning process fun and interesting, at the same time encouraging teamwork and participation. The group activities also gives me the opportunity to observe social interaction; study learners relationship with one another; gain an insight to their character and; identify confident, reluctant, dominant and quieter characters. I would definitely reuse this method as it is a very effective learning method. Although the activities have proven successful there are areas of improvement. Such introducing more different types of games; setting tasks so that at the right level for all students; setting different tasks for different students; stretching activities for students/groups whom finish early; check students work by moving systematically round the class; looking over their shoulders and possibly; asking students to self-check or peer-check. For tasks such as the Matching cards game it ensures that no one is completing the tasks incorrectly, and would allow the tutor to manage the tasks more effectively (Petty, pg 170). Resources A resource, as defined by Reece and Walker is a support to teaching strategies which assists learning. The resources I often use to present materials and teach are WB, handouts, OHP, and the Internet. Aside the Whiteboard, the resource I use most often are handouts (see attached example of my lesson plan). The handouts are distributed at the start of the lesson. The handouts are combinations of worksheets and information handouts. They include text, Q A sections and diagrams from the internet or/and textbooks relevant to the topic for that session. The worksheets (incomplete handouts) have gaps which the students are expected to fill-in during the lesson and on occasions complete for homework The source of diagrams and texts are always referenced, for copy-write purposes and to encourage the student do own research/study. The diagrams are colourful illustrations; and the text is often printed on coloured paper in order to differentiate between different aspects. The students are talked through the handouts and asked to answer the questions or fill-in the gaps individually (occasionally in groups). I find this resource a very effective visual aid for learning; it is simple, to the point and interesting. The main advantages of visual aids as discussed by Petty are; they gain attention; they add variety and interest; they aid conceptualisation, many ideas are understood visually rather than verbally; they aid memory, I find that the students find visual information easier to remember than verbal information and lastly; they show you care, going to trouble of preparing visual aids shows students you take their learning seriously. The resources weakness on the other-hand is that the learner tends not to read the handouts that are why it is good practice to include incomplete handouts at the start of the lesson. Completion of the handout can form the focus of the learning (Reece and Walker pg 212). I evaluate the chosen aid by asking my students their opinion about the suitability and whether they assisted learning. The feedback is generally positive, especially about the bright coloured papers! Teaching methods Petty (1998 pg 121) states that in order to make an informed choice of teaching method and in order to be adaptable and have a variety of activities for lesson planning, the teacher must know what teaching methods are available; what are the strengths and weaknesses of these methods; what purpose each of them can serve and; how each should be used in practice. I choose resources that are best suited to my teaching methods. Depending on the topic my methods can include one or more of the following; audio, visual, activities, demonstrations and discussions. For example the white board, handouts and cards are resources best suited for brainstorming/discussion and group activities. According to Reese and Walker (pg 138) we as teachers need to consider how to provide the experiences so as to make learning as easy and quick to possible. Two possible approaches are; to design a teaching programme where the content is carefully derived from an analysis of the students personal, social/or vocational needs, and which is implemented by the tutor in controlled and organised manner; the second approach starts from the experience of the student. It then depends upon the student identifying and accepting a need to learn. The teaching methods which allow this second approach to be implemented will be project work derived from students current experience, discussions, activities designed to provide opportunities for specific learning outcomes, and the learning of specific problem-solving techniques. Reference Petty, G. Teaching Today, second edition, 1998, pages 121-166 and 315-333. Reece, I. and Walker, S. Teaching, Training and Learning. A practical guide, fourth edition, 2000, pages 6, 49-57, 531-533.