Project Implementation, Control, and Termination Paper Roofing Project Essay

Project Implementation, Control, and Termination Paper Roofing Project - Essay Example This will involve the planning and discussion about the project major steps and operations. In this report, I will provide a review and adjust the previously established constrains and plans. This report will present the detailed evaluation of the triple constraints and their proper settlement for the project working and handling. This project is initiated by the Adams family for the restoration of farmhouse and its roof. This farmhouse roof is a historical place and Adams family has decided to restore the project through the assistance of the Michigan Historical Society. Michigan Historical Society is an association that directs for the rehabilitation and restoration of the old places. Here this project report is aimed to provide a deep insight into the old farmhouse roof restoration project and its controlling. Adams family has started a project for the restoration of their old farmhouse and its roof. This project involves the Michigan Historical Society who has agreed to assist in maintaining the property upon completion of the restoration project. Michigan Historical Society is society that facilitates the better preservation of the old places. Michigan Historical Society will work with our development and construction team for the handling of this project. This section of the repot covers the basic reasons and aims that are established by the Adams family and Michigan Historical Society regarding the restoration of the farmhouse to its original splendor. They have established the main goal on the subject of the preserving old roof 80% to the authentic structural design. Successful completion of this project will allow the Adams family to appreciate family tradition and actively take part in their heritage now and in future years. This project will restore the farmhouse to its original splendor. This project will also preserve 80% of the authentic structural design of the old work on the farmhouse.

Bullying and School Essay Example for Free

Bullying and School Essay Bullying has become one of the most serious issues facing our schools today. We’ve all heard the sad tales of children, some as young as 11, committing suicide because they could no longer deal with the bullying they experienced in school. In July 2008, the U.S. Congress began work on legislation for H.R. 2262, the Safe School Improvement Act, which would require schools to collect data, establish disciplinary guidelines and develop a system for registering complaints to combat bullying in our schools. However, as school counselors we can’t wait for laws to be passed to take action. We need to make a difference now. I started my quest to stop bullying at Midway Elementary School in Midway, Utah, six years ago. I attended conferences, read books and studied various programs. I learned a lot about the statistics and issues but little about specifically what to do. So I began taking steps to develop a program that would help my school and others combat school bullying. In my search for knowledge I discovered a fascinating study by Dr. Kenneth Merrell from the University of Oregon on the effectiveness of school bullying intervention programs. The study results showed that bully intervention programs, especially those aimed specifically at bullies, were effective in raising the level of awareness among students and staff but did little to reduce bullying behaviors. Merrell, along with others, recommend a schoolwide comprehensive approach to bully prevention. According to the U.S. Department of Health and Human Services, programs cracking down on individual bullies rarely work, but when there is a sch oolwide commitment to end bullying, it can be reduced by up to 50 percent. Program Framework As my program evolved over the years I identified four hallmarks of a successful schoolwide bully prevention program. Lead to systemic change: Successful programs bring about systemic change. The factors contributing to bullying in any school environment are complex and nebulous. The only way to have an impact on these critical factors is to cast a wide net. There must be change at all levels in the school environment and in the community. You are literally changing the culture of the entire school. You need to utilize all existing programs and resources such as comprehensive school counseling programs, positive behavior interventions and supports, character education, the parent-teacher organization, schoolwide discipline programs, grade-level teams or professional learning communities and more. Garner commitment from all: Schoolwide bully prevention programs require commitment from all stakeholders. Although your school may have a small team to oversee the bully prevention program, collaboration among administrators, school counselors, teachers, students, parents, secretaries, custodians, lunch workers, librarians, bus drivers, etc. is essential for success. Teach comprehensive strategies and skills: Effective programs are comprehensive. Teaching students about specific issues related to bullying is only one aspect of an effective schoolwide program. There are many supporting concepts and social skills you also need to address, such as conflict resolution, tattling vs. reporting, respect, accepting differences, teasing, cliques, relational aggression, cooperation and more. Effective data analysis will help you identify many of these specific needs. Continue year after year: Many times schools will bring in a pre-packaged bully prevention program, have a big anti-bullying campaign, raise a lot of awareness and then call it good. Effective bully prevention programs are not a one-shot deal. Effective prevention programs are nonstop. They require intervention, data to assess the program’s effectiveness and components, and ongoing specific targeted interventions for bullies, their victims and the bystander population. Key Components Eight key components, best implemented sequentially, have led to the success of Midway Elementary’s bully prevention program. Administrative support: An extremely important aspect of starting a bully prevention program is soliciting the support of your school administrators. Without strong and effective leadership, systemic change is difficult. As leaders in the school, administrators should become experts on bullying issues. They should form a bully prevention team and identify a go-getter staff member to lead this team. The administrators need to develop an anti-bullying code of conduct and communicate it to all stakeholders, especially students. Most importantly, administrators should establish the tone and expectations for students and staff and outline clear and consistent consequences for students who violate the anti-bullying code of conduct. Consequences should be based on a level system for first and subsequent offenses. It is important to follow district guidelines when establishing the level system. School administrators should utilize a behavior referral system to provide valuable data. The behavior referral system should include specific information that will help provide meaningful data to identify areas of concern and needs. Administrators should involve parents of both victims and bullies, especially for repeat offenders, to discuss concerns, outline consequences and form a strategic plan to stop the bullying behaviors. Schoolwide positive behavior interventions and supports program: If your school doesn’t have a PBIS program, I would highly recommend implementing one. Use the PBIS program to establish clear schoolwide rules. The rules should be specific to location, taught to all students and posted throughout the school. Introduce desired behaviors, clearly teach them and then model them. Once you’ve taught the behaviors, reinforce student compliance using a variety of incentive programs. Use data to measure the effectiveness of your program and to identify ongoing areas of concern. Data: I use two types of data, behavioral referral data and surveys given to students, parents and staff. Data can provide baseline information, measure the effectiveness of your program, discover areas of concern and identify chronic bullies and their victims. Online surveys will help gather subjective data to assess stakeholders’ level of concern, to measure student awareness and knowledge, to solicit input from staff members and to assess parent perspectives and concerns. Office behavior referral data provide objective data for analysis. Behavior referral forms or systems should include information directly related to bullying. By regularly reviewing these data, you can identify types of bullying, locations, repeat offenders and victims. Upon identifying specific problems, bully prevention team members should develop a plan of action to deal with the issues. Staff training: All staff members should receive training to include definitions of bullying, types of bullying, effects of bullying on victims, school code of conduct and expectations, legal liability based on state law and, most importantly, how to intervene when they witness bullying incidents or a student reports it to them. Make sure your staff training includes teachers, administrators, specialists, secretaries, lunch staff, custodians, aides and bus drivers. Student awareness and education: Give all students a basic introductory lesson including definitions for bullying, types of bullying with examples, school code of conduct and expectations, what to do when they are bullied or how to help others as bystanders. Students need to learn about the importance of speaking up and supporting each other with the skills they learn. Establish a common language for discussing bullying issues, and post it in every classroom and in key locations throughout the school. Critical social skills training: Once you’ve taught them the basics, students need additional information and skills to increase their level of awareness and to deal with bullying issues. At Midway Elementary, we’ve spent time on topics such as tattling vs. reporting, conflict resolution, teasing, relational aggression/cliques, cooperation, caring, respect and any other topics that come out of the stakeholder surveys or behavior referral data. Develop classroom guidance lessons to specifically address these needs, and teach students the skills and knowledge necessary to reduce the problem. Targeted interventions for bullies and victims: Data analysis will help you identify chronic bullies and their victims. These students most likely will need highly targeted interventions and supports. When it comes to intervention for bullies there is no silver bullet. The factors contributing to the reasons why children bully others are complex and often almost impossible to identify. Research also suggests that interventions such as out-of-school suspension, peer mediation and group counseling for bullies aren’t effective. Effective interventions include individual counseling/education on issues such as developing empathy; perspective taking; social skills training; anger management; conflict resolution; and identification of psychological disorders such as ADHD, depression and anxiety. Teaching bullies pro-social leadership roles and opportunities for self-competence and success may also be useful. Behavioral strategies such as behavior contracts, check-in/check-out programs, parent meetings, etc. may also be required to facilitate change. It is also important to provide intervention for repeat victims, especially chronic victims. Interventions may include providing an adult advocate, individual or group counseling, social skills training, peer support, structured recess, etc. You may need to refer some students to outside help for more therapeutic interventions to address self-esteem issues, depression and anxiety. Program generalization: Once you’ve taught pro-social behaviors in the classroom, you need to generalize these newly acquired behaviors to various conditions and situations. An effective PBIS program is a great way to teach, model and reinforce desired behaviors. Give appropriate incentives to students who demonstrate the desired behaviors along with verbal praise providing specific examples of why the student is being rewarded. Other program generalization ideas may include: * Posters placed in key locations throughout the school to remind students and staff about the bullying code of conduct and a schoolwide common language. * Buttons worn by both students and staff as a symbol of the school’s commitment to stop bullying. * Student â€Å"spotlight† programs to celebrate students who are positive role models. * Assemblies and student pledges to kick off the school year and to promote school commitment or unity. * Parent and community education via parent/teacher conferences, parent newsletters, school Web sites, community newspaper articles, PTA and community council meetings. School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, â€Å"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.† Parents can play a central role to preventing bullying and stopping it when it happens. Here are a few things you can do. * Teach kids to solve problems without using violence and praise them when they do. * Give children positive feedback when they behave well to help their build self-esteem. Help give them the self-confidence to stand up for what they believe in. * Ask your children about their day and listen to them talk about school, social events, their classmates, and any problems they have. * Take bullying seriously. Many kids are embarrassed to say they have been bullied. You may only have one chance to step in and help. * If you see any bullying, stop it right away, even if your child is the one doing the bullying. * Encourage your child to help others who need it. * Dont bully your children or bully others in front of them. Many times kids who are bullied at home reactby bullying other kids. If your children see you hit, ridicule, or gossip about someone else, they are also more likely to do so themselves. * Support bully prevention programs in your childs school. If your school doesnt have one, consider starting one with other parents, teachers, and concerned adults. When Your Child Is Bullied Many kids are embarrassed to be bullied and may not tell their parents or another adult right away. If your child comes to you and asks for help with a bully, take it seriously. Many times, if kids arent taken seriously the first time they ask for help, they dont ask again. Even if your child doesnt turn to you for help, you can watch for these warning signs that he or she is being bullied. Kids who are bullied often experience * Withdrawal * A loss of friends * A drop in grades * A loss of interest in activities he or she previously enjoyed * Torn clothing * Bruises * A need for extra money or supplies If you think your child is being bullied or if your child has told you that he or she is being bullied, you can help. Parents are often the best resource to build a childs self-confidence and teach him or her how to best solve problems. Here are a few ways you can help * Talk to your childs teacher about it instead of confronting the bullys parents. If the teacher doesnt act to stop the bullying, talk to the principal. * Teach your child nonviolent ways to deal with bullies, like walking away, playing with friends, or talking it out. * Help your child act with self-confidence. With him or her, practice walking upright, looking people inthe eye, and speaking clearly. * Dont encourage your child to fight. This could lead to him or her getting hurt, getting in trouble, and beginning more serious problems with the bully. * Involve your child in activities outside of school. This way he or she can make friends in a different social circle. Some children seem to be bullied all the time, while others rarely get picked on. Why do some kids seem to attract all of the bullies? Kids who are bullied often * Are different from other kids, whether by size, race, sexually, or have different interests * Seem weak, either physically or emotionally * Are insecure * Want approval * Wont tell on their bullies When Your Child Is a Bully Its hard for any parent to believe that their child is a bully, but sometimes it happens. But just because your child bullies doesnt mean that he or she will bully forever. Parents are one of the best resources to help their child stop bullying and start interacting positively with their classmates. Your child may bully if, he or she * Lacks empathy and doesnt sympathize with others * Values aggression * Likes to be in charge * Is an arrogant winner and a sore loser * Often fights often with brothers and sisters * Is impulsive What you can do to stop your child from bullying * Take it seriously. Dont treat bullying as a passing phase. Even if youre not worried about long-lasting effects on your child, another child is being hurt. * Talk to your child to find out why he or she is bullying. Often, children bully when they feel sad, angry, lonely, or insecure and many times major changes at home or school may bring on these feelings. * Help build empathy for others and talk to your child about how it feels to be bullied. * Ask a teacher or a school counselor if your child is facing any problems at school, such as if your child is struggling with a particular subject or has difficulty making friends. Ask them for advice on how you and your child can work through the problem. * Ask yourself if someone at home is bullying your child. Often, kids who bully are bullied themselvesby a parent, family member, or another adult. http://www.ncpc.org/topics/bullying/what-parents-can-do How can parents help to prevent bullying at their childs school? * Talk with and listen to your kids every day. Research shows that approximately half the children who have been bullied never tell their parents about it. Children are often too ashamed of themselves to tell anyone; sometimes they feel that no one can help, not even their parents.1 * Spend time at school and recess. Research shows that 67% of bullying happens when adults are not present. Whether you can volunteer once a week or once a month, you can make a real difference just by showing up. * Be a good example of kindness and leadership. Your kids learn a lot about power relationships from watching you. Any time you speak to another person in a hurtful or abusive way, you’re teaching your child that bullying is ok. * Learn the signs. If you suspect that your child might be bullied, talk with your child’s teacher or find ways to observe his or her peer interactions to determine whether or not your suspicions might be correct. * Create healthy anti-bullying habits early. Help develop anti-bullying and anti-victimization habits early in your children, as early as kindergarten. Coach your children what not to do hitting, pushing, teasing, being mean to others. Equally if not more importantly, teach your children what to do kindness, empathy, fair play, and turn-taking are critical skills for good peer relations. * Help your child’s school address bullying effectively. Whether your children have been bullied or not, you should know what their school is doing to address bullying. Research shows that â€Å"zero-tolerance† policies aren’t effective. What works better are ongoing educational programs that help create a healthy social climate in the school. * Establish household rules about bullying. Your children need to hear from you explicitly that it’s not normal, okay, or tolerable for them to bully, to be bullied, or to stand by and watch other kids be bullied. If your child is bullying, you can help him or her find other ways to exert their personal power, status, and leadership at school. Work with your child, his or her teachers, and the principal to implement a kindness plan at school. * Teach your child how to be a good witness. Children can often effectively diffuse a bullying situation by yelling â€Å"Stop! You’re bullying!† Must bullies stop within 10 seconds when someone tells him or her to stop. * Spread the word that bullying should not be a normal part of childhood. Some adults hesitate to act when they observe or hear about bullying because they think of bullying as a typical phase of childhood that must be endured. It is important for everyone to understand that all forms of bullying physical, verbal, social (gossip, rumors, exclusion from the group), and cyberbullying are NOT a normal part of childhood. * Adults (teachers and parent volunteers) in the classroom should be aware of class social structures. Which children typically affiliate together? Which children are leaders and socially influential? Which children are socially marginalized? Purposefully pairing and grouping children so that children who bully and those who are victims can work together helps to prevent bullying outside the classroom.

The Unfair Treatment of Women Essay -- No Name Woman Gender Discrimina

The Unfair Treatment of Women My mother has always promoted sisterhood and support for women. Growing up, I was taught that women, although we can do anything we want to do, need a support system, because we are traditionally the underdogs, and we should not accept being treated unfairly. My mother likes to tell a story about how, when she was a girl, she told her dad that she had decided to become a lawyer when she grew up. In response to her proclamation, my grandfather, an attorney himself, asked, "Isn’t that an awfully expensive education for a girl?" My mother was involved in her education throughout high school. The number of opportunities presented to her while growing up and in her education, however, did not even come close to the number of opportunities presented to her male counterparts. In her yearbook, she is pictured among the Future Teachers of America, the only organization offered in her high school that relates to furthering the education of its young female students. The male students were also able to join that club, as well as Future Farmers of America, Future Lawyers of America, and Future Businessmen of America. She was also the Associated Student Body Treasurer—quite a feat, considering that it was unthinkable for a girl to run for President. Girls didn’t play sports, they cheered for the guys who did. My mother attended MIT Sloan School for Business, and in her class of 32, there was only one other woman. A certified management accountant with an M.B.A. from MIT, my mom has been rejected from job s on the basis of her gender. In interviews, she’s been told by companies that they don’t want a woman in the position, and that the average matriculation time for women in management was 23 months. My mo... ...tional ways, which her brothers, now among the barbarians, could fumble without detection." So if women had the power to carry on traditional values, then why did they not try to change anything? What privileges did Chinese women have that they wanted to hold on to, even in the United States, where they did not have to tolerate being treated so unequally? I do not know about Chinese culture, and I am sure that there are reasons that such an unfair tradition of gender inequality could have survived for so long, even after the Chinese immigrated to America. However, with the upbringing that I have had, I found it sad and frustrating to read about the acceptance of unjust treatment of women in Chinese culture. Women seemed to hold their own social status down with their silence and by attacking other women, such as Kingston’s aunt, whom they know are not to blame.

Education Essay

â€Å"Education isn’t †¦. putting knowledge into souls that lack it, like putting sight into blind eyes†¦. The power to learn is present in everyone’s soul and †¦. the instrument with which each learns is like an eye that cannot be turned around from darkness to light without turning the whole body†¦. Education is the craft concerned with doing this very thing, this turning around, and with how the soul can most easily and effectively be made to do it†¦.. Education takes for granted that sight is there but that it isn’t turned the right way or looking where it ought to look, and it tries to redirect it appropriately. [518c-518d] This passage is from Plato, Republic VII, that talks about the education in particular. Plato emphasizes the description of education mainly of what it is and what it is not. In the first reading of this passage, you might experience getting confuse from the reality of what is education and the side of education not seen by man. At first, the reader might consider the viewpoints in this passage as unified to form a single thought or otherwise, to direct two different emphases in one unified thought. Singular thoughts perceiving contradictions and judgment may also arise. The intrinsic factor revolving in this passage is the value embedded in the word education. During the times of famous philosophers, Socrates and Plato, wisdom is indeed as valuable as gold. The value of human intellect is far more than the value of a castle. That is how they give importance in achieving wisdom. Education is everything for them. There are various points that identify the meaning of Plato’s Education that is being addressed not only to Socrates but also to the reader itself. Analyzing the passage reveals two opposing ideas embedded in this Plato’s perspective. Let us try to examine the passage, piece by piece. â€Å"Education takes for granted that sight is there†¦Ã¢â‚¬  In this part, Plato emphasizes two different terms particularly Education and Sight. Education is an important aspect in our society. According to the book, The Westminster Dictionary of Christian Spirituality, written by Wakefield (1983), the passage in Plato’s The Republic 518d reveals that an object of education is the moral-intellectual â€Å"turning of the soul. † The Christians are using this passage in order to imbue justification in their religious belief of renewed life. As for the Christians, they believe that acceptance of the Lord Jesus Christ can renew your life provided you are willing and humble enough to confess all your sins. This belief requires education for you to be aware of such existence. As the term implies, education can cause â€Å"turning of the soul. † Awareness is the fundamental gift that education brings to a person, hence revealing to the person the things he or she needs to know (p. 96). The term sight refers directly to what can the eyes perceive. It is the sensorial and physical perspective of what education is. As the saying implies, To see is to Believe. † The beginning of wisdom is not by seeing but by believing. The sight can only help you see what is physically present however, it does not reveal to you the principles, fundamentals and concepts that are indeed invisible to our eyes. Not everything is feasible to the eyes. The world may be present just the way it is seen by our naked eyes, however think of those things not yet revealed to us: those things that all the while we thought myths, stories and legends. Are these things false, human imagination, or only made up by the playful minds of our ancestors? Or, truth?  The contradicting concepts of sight and awareness through education collide in the case of material truth versus assuming truth. According to the passage, provides truth based on not only perceivable substances or materials but also those things that are unperceivable by any of our sensations. However, sight provides truth based on the material presence, actual existence and capacity to be perceived by the senses. This, however, is taken for granted by education. It pierces right into those things that are existing and reveals those things that are existing yet, not existing to the eyes. But that it isn’t turned the right way†¦Ã¢â‚¬  The word â€Å"that† pertains to education and not the sight. Education in this viewpoint is being redirected, not by sight nor any other means indicated. There are no mentioned evident factors that facilitate the redirection of education. In fact, this is ironic in the first statement. As analyzed in the first statement, education brings forth awareness however; in the next parts, it becomes redirected. If this is the case, then confusion is now present. If logic is applied then this means education is bringing in a redirected awareness. This condition manifests in some points of our lives. We thought that awareness brought by education is already the true and final awareness; however, in the end, we end up realizing that beliefs of ours are misconceptions. These are wrong beliefs that all the while we thought the right thing to follow. We move in this passage of redirected awareness. The next passage follows up, â€Å"Or looking where it ought to look †¦Ã¢â‚¬  In this phrase, the situation of education becomes quite changing. Education is likened to a person who can look back to the place that the person should be. In this case, awareness occurs in awareness as education realizes its direction. Education produces realization and this realization helps awareness to be redirected† is a complete statement of Irony if logic is applied. There are evident situation in which this case manifests in our lives. These conditions are those things that we do yet, we realize that we are not supposed to do this. However, out of pressing circumstances, we are forced to do such action, and the only thing that we can do is to look back and think about the things that we are suppose to do. Education’s awareness does not always fulfill its purpose of deviating our way. It helps us realize because we are aware but realizing is different from redirecting. In this phase, what we know is right. It is not anymore misconception because we know and we have justified its truth. The only problem is we do not put into action those things that we know. Lastly, â€Å"and it tries to redirect it appropriately†¦Ã¢â‚¬  It is the start of redirection. In this phase, truth, realization and decision making finally occurs. Education decides to bring about the reality of what is really happening and negating the influence of wrong directions. In the latter phases, first, truth is not present and other factors as well. Second, truth is already present as well as realization however, redirection is not yet beginning. In this phase, it is the start of new life. Education really means â€Å"turning of the soul. † The process that involves is very delicate and evident as well. The conditions in this phase occur in our lives. There are cases wherein we realize the truth of the situation, and then proceeds in the identification of those influencing factors that provided the wrong truth. After finding them, we analyze and provide solutions to correct this misconception source. The product of this correction, however, does not produce perfection of actions. Misconception is corrected by the reality of truth. However, truth varies from people to people’s perception and opinion. This condition might place a person into bondage of so-called truth. Again, we can consider this as misconception, however another case occurs wherein we become aware of the truth yet we cannot escape the misconceptions entangling our mobility. If we identify these entangling factors and decide in ourselves to be free from these entrapments, then we are indeed moving, redirecting and becoming appropriate. Education in the passe shows a man’s cycle of being trapped from wrong truth and turning out from this trap. This condition brings the ideal and right truths however, in the end it is still human beings. We hold our own lives. We hold our decisions. We hold our future. Awareness is their waiting to be heard and waiting to be perceived. Therefore, suffering from misconception is not always an excuse as well us ignorance, hence the saying â€Å"ignorance does not excuse any person from the law† is indeed true. It is our part to do the â€Å"turning of soul. † Education is not everything. By having the right education and our actions joint together is considered the fulfillment of everything we ought to do. Plato is in the end is right about his passage.

Compare and Contrast Hrm and Ir Essay

Introduction There are various conceptions existing in the aspects of definition, academic boundaries and major functions of the fields of human resource management (HRM) and industrial relations (IR). The essay critically discusses the comparison and contrast on the key features of Human Resource Management and Industrial Relations in academic fields. On the base of review of the origins and transition of the tow subjects the paper will explore the general accepted definitions of the HRM and IR respectively. It will then go on to lay out theoretical dimensions of the two subjects, and looks at significant characteristics of HRM and IR. The last part assesses comparison and contrast between the two fields in the light of historical perspectives and literature review. Definition Transition of Human Resource Management The HRM terminology stems from the USA subsequences of human relations movement. In the counterpart, since the first British book on HRM published in the late 1980s, which was notably known as New Perspectives on Human Resource Management (Storey 1989), there have been a large volume of published studies investigating the definition of HRM in diverse standing and approaches. Ackers (2003) provided a general term on the definition of HRM, ‘HRM refers to all those activities associated with the management of work and people in firms and in other formal orgaisations. Although it is conceptualised by involving the entire breadth of HRM studies, it should be embodied to specific nature and pattern of the subject. Sisson (1990) sees HRM of four aspects of employment practice: an integration of HR policies with business planning; a shift in responsibility for HR issues form personnel specialists to line managers; a shift from the collectivism of management and, finally, an emphasis on commitment has further understanding of HRM. According to the classic work edited by Storey J (2007), HRM is defined as a distinctive approach to employment management which seeks to achieve competitive advantage through the strategic deployment of a highly committed and capable workforce, using an integrated array of culture,  structural and personnel techniques, which is a comprehensive understanding of HRM. Definition of Industrial Relations There is little doubt that Industrial Relations has become a subject of scholarly analysis since the end of the nineteenth century, when Sidney and Beatrice Webb (1984) couple published their classic series studies of the regulation of employment in Britain. Flanders (1965, 10) suggested, ‘The study of industrial relations may therefore be described as a study of the institutions of job regulation’, which prevailed for a time is beyond satisfaction of the academic study at present. The view that IR is the study of processes of control over work relations, and among these processes, those involving collective worker organization and action are of particular concern is more adaptable to generalise specific and precisely for the subject. (Hyman, 1975) Basic Theory of Human Resource Management In 1990, the launch of two influential journals, Human Resource Management Journal, edited by Keith Sisson at Warwick University, the International Journal of Human Resource Management, edited by Michael Poole at Cardiff facilitates the emergence of courses and models in HRM in universities and colleges. A large and growing body of literature has sprung up amongst which two notable theories is predominant leading, Fombrun et al’s (1984) matching model and the Harvard framework. Matching model focused on the connection between organizational strategy and HRM, in the meanwhile Frombrun et al divided HRM into four integral parts – selection, development, appraisal and reward stressing the significance of efficiency of work performance enhancement. Some commentators have even utilized the terms ‘high commitment’ policies to substitute for HRM (Marchington, 2005). On the other hand, the Harvard framework (Beer et al, 1985) involve six basic components with a broader expand from the inside out , that is, situational factors, stakeholder interests, policy choices, outcomes, long-term consequences and a feedback loop. However, neither of the models pays close attention to the respects of employment relationship. John Storey’s (2007) model is worth considering framework in HRM studies. Four key elements are summarized as foundational structure of HRM, that is Beliefs and assumptions, strategic  qualities, critical role of managers and key levers which activate HRM as an essentially tool and techniques for use by practitioners. However, many HR functions these days struggle to get beyond the roles of administration and employee champion, and are seen as reactive rather than strategically proactive partners for the top management. In addition, HR organisations also have difficulty in proving how their activities and processes add value to t he company. Only in recent years have HR scholars and professionals focused on developing models that can measure the value added by HR. Basic Research Interest of Industrial Relations Colling et al (2010) comment that Academic industrial relations is now outdated’ either the problem of the ‘human factor’ in work have all been solved, or they are better addressed by new approaches such as ‘human resource management’ or ‘organisational behaviour’, however, in the statement by the British Universities Industrial Relations Association (BUIRA), they strongly disagree the claim. During the initiative academic research in IR, predominant focus upon collective institutions and processes which embody trade unions, collective bargaining and strikes are the mainstream scope of IR study. Compared with the origin IR, modern IR emphasized on the experience of work, both individual and collective, and with all sources of the rules that govern the employment relationship. Therefore, IR was widely regarded as having two major subdivisions within it. The first dealt with the management of labour, the second with collective bargaining and methods of workforce governance (Russell Sage Foundation, 1919). By many accounts, industrial relations today is in crisis. In academia, its traditional positions are threatened on one side by the dominance of mainstream economics and organizational behavior, and on the other by postmodernism. The importance of work, however, is stronger than ever, and the lessons of industrial relations remain vital. Comparison and contrast of Human Resource Management and Industrial Relations The interrelation between HRM and IR is complicated. In one sense HRM was  considered as a subfield of IR in the early 1960s for majority of scholars, afterwards in prevailing contemporary conception HRM has largely been regarded as a separate subject underlying distinguish perspectives and divergent points of the field. However, HRM and IR do share some commonalities in matters of concern focusing on employment and workplace issues and recognition of the humanness of labour. Moreover, it is common to combine the two academic fields as one integral course named HRM and IR in contemporary university and college teaching. By contrast, John Storey (2007) proposes twenty-five dimensions to differentiate HRM and IR with the same key element in Storey’s model (Table 1.1). Furthermore, from the research interest differentials, it can be concluded that HRM largely takes an ‘internal’ perspective on employment problem emphasizing the solution to labour issues, while IR basically has an external view focusing on the workers’ and community’s solutions. The goal and function is not the same between the two fields. HRM’s primary goal is organizational effectiveness and takes a instrumental approach to promoting employee interests; IR’ aim is a combination of organizational effectiveness and employee well-being as well as employee’s interests priorities. HR assumes conflict not inevitable and can be minimized by management; IR sees conflicts as inevitable requiring third-party intervention. HRM and IR are distinguished in various respects with different standpoints and approaches. Generally, IR provides a multi-layer discernment of employment relationships, interconnections between the workplace, the company, the sector, the national regulatory framework in the light of multi-disciplinary approach involving sociology, political science, economics, history and law. Frequently, HRM teaching accepts management’s objectives uncritically, concentrates on activities at company level without exploring the societal and institutional environment, and has its disciplinary basis primarily in psychology and organizational sociology rather than the social sciences more broadly. Despite of the inevitable irreconcilable antagonisms between the two subjects, there is a closely link of HR and IR providing a complementary foundation of the exchange and development of the employment issues. Conclusion The essay discusses the definition of HRM and IR and significant features  in academic fields largely through an historical analysis of the two fields’ respective origins and development. HRM and IR fields are distinguished by numerous differences in their approach to research and practice. However, scholar on both sides have to give greater recognition to the fact that the different assumptions separating HRM and IR are only specialized tools for investigation and do not represent a full or universalistic explanatory model for studying the employment relationship for more explicitly research perspectives. Reference Ackers, P. and Willkinson, A. 2003. Understanding Work and Employment, Oxford University Press Bach, S(ed), 2005, Managing Human Resources, 4th edition, Balckwell Publishing Boxall, P and Purcell, J, 2008, Strategy and HRM, 2nd edition, Palgrave Bruce E.K, 2001,Human resources and industrial relations Commonalities and differences, Human Resource Review, 11(2001) 339-374 BUIRA 2008. What’s the point of Industrial Relations? A statement by the British Universities Industrial Relations Association Colling, T. and Terry, M. 2010. ‘Work , the employment relationship and the field of Industrial Relations’, in Colling, T and Terry, M (eds), Industrial Relations: theory and practice (3rd ed), Chinchester:Wiley, 3-25 Guest, D. (1987) ‘Human resource management and industrial relations’, Journal of Management Studies, 24(5), September: 503-521 Hyman, R. 1975. A Marxist Introduction to Industrial Relations. Basingsotoke: MacMillan. Paul Edwards edit , Industria l Relations Theory & Practice in Britain, Blackwell Publishers Ltd, 1995 Marchington. M and Wikinson. A, 2005, Human Resource at work, 3th editon, CIPD, London Miller, P. (1987) ‘Strategic industrial relations and human resource management – distinction, definition and recognition’, Journal of Management Studies, 24(4) July:347-361 Sisson, K. (1990) ‘Introducing the Human Resource Management Journal’, Human Resource Management Journal, 1(1):1-11 Strorey, J(ed), 2007, HRM : A critical text. 3rd edition, Routledge Redman, T . Wilkinson. A, 2001, Contemporary Human Resource Management, Financial Times

English controlled assessment Essay

English controlled assessment Essay English controlled assessment Essay The Other Guys Movie Review While billed as a comedy, there are curiously few laughs in Will Ferrell’s latest big screen outing in which he teams up with Mark Wahlberg to play a nerdy police detective. It certainly delivers a few chortles; it’s just that there aren’t nearly enough of them. Still, after a string of largely mirth-free months at the multiplex, this might well be a late entry as one of the comedies of the summer. The guys of the title are desk-bound detectives Allen (Ferrell) and Terry (Wahlberg), who spend their days pushing paper while the NYPDs star cops (played by Samuel L Jackson and Dwayne Johnson) collar the criminals and grab the glory. But when the dream team come a cropper, the two backroom boys think it’s their time to shine as they go after corrupt billionaire Ershon (Steve Coogan).There haven’t been many decent cop comedies lately see Rush Hour 3 and Cop Out and The Other Guys is better than expected, although it’s still as uneven as the Manhattan skyline. With Ferrell playing the well-meaning but clueless yin to Wahlbergs near-sociopathic yang, they bother under My eyes awake, after a gruesome night of bombshells and gunshots. Rushed onto look out, I reflect upon my short time in this horrific war. Tracing every movement that I saw my tedious eyes started to ache. After 7 bland minutes, a distinct object arose from the sky. As the object glided towards me, I distinguished the feared logo onside of a small aircraft, the immaculate aircraft had a silver lining around the cross sign. Running throughout my body adrenaline soared throughout my body, I bellowed throughout the flanks ‘Gas attack, Ring the bells’. The adrenaline was seeking through my nerves and my hands trembled as I placed the mask upon my face......... The sudden noise of the hissing ran through my skull....... repelling off my cranium and spreading through my spine the thick yellow substance lurked throughout my body. As I stare into my brothers eyes I feel the thick gas cling onto my lungs. Lying not knowing my fate, my life cycle ran throughout my mind. Sprinting through muddy puddles ....Laying in the

The B Word essays

The 'B' Word essays Boredom! Almost everyone has been plagued by it at one time or another. And let's just face it, being bored is a pain! You waste valuable time trying to think of fun things to do, then you start to become cranky, and then you get crankier and crankier until you eventually start to feel depressed. According to an article in USA Today,it is estimated that there are currently 10,000,000 Americans suffering from depression.? Now before you get on your high horse and demand to hear why there is a correlation between Prozac and boredom, a different article in USA Today states thatBoredom is an early stage of depression and depression is an worldwide phenomenon, that is why boredom is a natural epidemic and problem.? The Boring Institute states that we get bored becauseour brains require exercise. They demand that we keep them active. However, those who do not actively use their minds are doomed to experience long periods of boredom. In the end, your brain tires of your body and plunges the bored person into a state of depression, robbing them of the ability to cope.? In 1983, James D. Orcutt, a member of the Florida State University's sociology faculty began his speech at a sociology convention stating:For a phenomenon that has been labeled the 'most prevalent American disease? and ranking among thefive principal possibilities of world destruction?, boredom has received remarkably little attention as a topic for empirical research.? That's pretty impressive. A phenomenon that is virtually endemic in American and could lead to world destruction and yet few people, particularly whose job it is to examine such things, have in fact paid very little attention to it. Boredom has been linked to many other problems in our society. People are plagued with eating disorders that spurred from being bored. Surveys also blame boredom for causing teenagers to drink, smoke, and use illegal drugs. Studies have even linked crimes and murders to boredom. F...

University of Alabama in Huntsville Admissions

University of Alabama in Huntsville Admissions University of Alabama in Huntsville Description: The University of Alabama in Huntsville ranks highly among public universities in the south. UAH prides itself on the depth of its research initiatives, and the school has partnerships with NASA, the U.S. Army, Pratt Whitney, and other organizations. Engineering is particularly strong at the University of Alabama in Huntsville, and the school wins high marks for the number of female engineers it graduates. Students can choose from 30 Bachelors degree programs through the universitys five colleges: Business, Liberal Arts, Engineering, Nursing and Science. Professional fields in business, engineering and nursing are most popular with undergraduates. Academics are supported by a 16 to 1 student / faculty ratio. On the athletic front, the UAH Chargers compete in the NCAA Division II Gulf South Conference. The university fields seven mens and seven womens intercollegiate teams. Mens ice hockey competes at the Division I level. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): UAH Acceptance Rate: 76%Test Scores 25th / 75th PercentileSAT Critical Reading: 520 / 660SAT Math: 540 / 680SAT Writing: - / -What these SAT numbers meanCompare Alabama SAT scoresACT Composite: 25  / 31ACT English: 24 / 33ACT Math: 23  / 29What these ACT numbers meanCompare Alabama ACT scores Enrollment (2015): Total Enrollment: 7,866  (6,013 undergraduates)Gender Breakdown: 57% Male / 43% Female79% Full-time Costs (2016 - 17): Tuition and Fees: $9,842 (in-state); $20,612 (out-of-state)Books: $1,688  (why so much?)Room and Board: $9,603Other Expenses: $3,578Total Cost: $24,711  (in-state); $35,481 (out-of-state) University of Alabama in Huntsville Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 93%Percentage of New Students Receiving Types of AidGrants: 87%Loans: 41%Average Amount of AidGrants: $10,197Loans: $6,247 Academic Programs: Most Popular Majors:  Art, Biology, Business Administration, Computer Science, Electrical Engineering, Management Information Systems, Mechanical Engineering, NursingWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Retention and Graduation Rates: First Year Student Retention (full-time students): 83%Transfer Out Rate: 30%4-Year Graduation Rate: 15%6-Year Graduation Rate: 49% Intercollegiate Athletic Programs: Mens Sports:  Track and Field, Baseball, Ice Hockey, Soccer, Basketball, TennisWomens Sports:  Basketball, Track and Field, Soccer, Softball, Volleyball, Tennis Data Source: National Center for Educational Statistics If You Like University of Alabama, You May Also Like These Schools: Auburn University: Profile | GPA-SAT-ACT GraphTroy University: Profile  Alabama A M University: Profile  Alabama State University: Profile | GPA-SAT-ACT GraphJacksonville State University: Profile  Samford University: Profile | GPA-SAT-ACT GraphStillman College: Profile  Miles College: Profile  Georgia State University: Profile | GPA-SAT-ACT GraphUniversity of West Alabama: Profile  Tennessee State University: Profile   University of Alabama in Huntsville Mission Statement: mission statement from  uah.edu/about/mission The University of Alabama in Huntsville is a research-intensive, internationally recognized technological university serving Alabama and beyond. Our mission is to explore, discover, create, and communicate knowledge, while educating individuals in leadership, innovation, critical thinking, and civic responsibility and inspiring a passion for learning.

IS theories, are they emerged in IS disciplines or adopted from other Article

IS theories, are they emerged in IS disciplines or adopted from other disciplines - Article Example The field of Information System is dependent on knowledge and information concerning a world made up of physical systems, designed artifacts and human behavior (Gregory and Dennis, 2005, p.3). However, it is essential to ensure that only relevant knowledge is theorized, and in an integrated manner. Ideas may be retrieved from diverse disciplines; however this has to be done with an aim of focusing on the nature of information system and its uniqueness. A theory, according to Merriam-Webster (2004), can be said to be a hypothesis that is developed for the sake of an investigation. A discipline, on the other hand, may be referred to as a branch of learning or institution. This, however, does not mean that the disciplines are confined to only their areas of study. This supposition therefore means that Information Systems is by nature â€Å"single†. This, however, is not the case as Information System is regarded as â€Å"pluralistic† field. This is because it draws its kno wledge from other, different and more reputable disciplines. Some form of control should be established in each field to avoid cases where there’s no agreed upon area of teaching, practice or research. Such a case would result in incoherence and, low status for the discipline. A balance should be established to avoid total control or general incoherence of the discipline. Scoping Information System Applications in IT are now revolutionizing the way in which firms conduct their daily operations. Such changes have allowed researchers to contribute significantly towards helping the organizations to embrace thes changes. The Organization for Economic Cooperation and Development (OECD) states that, the advances and changes in Information and Communication Technology (ICT) are revolutionizing economic activities just like electricity, steam engine or the railways in the past (OECD, 2001). The progress made in computer technologies has today led to the rise of diverse areas of appli cation. This has, therefore, contributed to an increase in the role of IS while expanding its scope. This makes ICT technologies present in numerous and diverse areas such as governments, health sector, etc. According to Avison and Fitzgerald (2003, p. xi), information systems are â€Å"†¦ the effective design, delivery, use and impact of information technology in the organizations and society†. This definition touches on one of the significant aspects of IS, that is the creation of IT applications. It also identifies the fact that a broader attention rather than just technology applies in ICT applications. IS discipline has moved from it technology centered focus to other areas that include management, technology, social and organization. Information System is not entirely about technology nor is it a management field like put by Webster and Watson (2002). Information system is distinguishable from these disciplines due to the incorporation of artifacts in machine-human systems. According to Lee: â€Å"Research in the information systems field examines more than just the technological system, or just the social system, or even the two side by side; in addition, it investigates the phenomena that emerge when the two interact.† (2001, p. iii) This, therefore, goes to show that information system is the discipline that combines the knowledge of humans with that of physical objects. One can draw relations between Information System

Service Value Assessment Essay Example | Topics and Well Written Essays - 750 words

Service Value Assessment - Essay Example Authors who carried out studies concerning service  value  indicated their interest in the aspects and techniques used to determine the value of service in hotels. Moreover, there was recognition of the natural characters of services like heterogeneity, concurrently, expiring and indefinable, on the hospitality business, and other features such as seasonal requirements and  inaccurate  values.  This discovery led to some difficulties in defining and measuring the value of service (Salazar, Costa & Rita 383). For instance, assessment of  quality  values such as being good,  caring  and  courteous  may have  diverse  analysis  depending on the client. It can as well be a  demanding  activity, involving the development of an organizational tradition, which involves  daring  people to  perform  better than they already are, and acknowledging and rewarding when they do so. According to these writers, listening is one of the features that are  fund amental  to  service  value improvement. Furthermore, there is a  climax  phase  of  time  where  order  is higher, like depart or  high  period, which makes yet more complex, to  convey  a  reliable  level  of value. Spending money in a manner that will not  develop  the  service  is one of the most  regular  mistakes industries  make. ... Research from clients displays the strengths and limitations of a firm. Researches from non-clients  inform  us about rivals’ performance, and this can be utilized as a set of assessment (Salazar, Costa & Rita 384). Anticipations  better  fulfilled by rivals  signify  the  way  of action to  follow. An  outstanding  service is a  beneficial  policy, since it will  involve  more customers, extra  business  with real clients, fewer customers lost, a bigger  separation  from rivals’ prices and fewer errors resulting in conveying once more the  service. Advantages that  occur  from value include customer fulfillment. Better value reinforces the  business’ competitiveness by  better  status, more recurring  business  and few  invisible  customers lost. Another advantage is efficiency and profitability. Reduction of wasted resources as a result of lack of  value  will enable the  business  to  spare  expenses and improvements in operations. Human resources whereby members of staff that  give  expert  services will have a  constructive  approach toward work  atmosphere  and better presentations. One author disagrees that segregation through value guards the  company  from rivals by improving loyalty, reducing their responsiveness to price and evading other competitive powers that  decrease  price/cost borders. This study took place in three parts: in the first phase, two forms  were experimented  in the Portuguese hospitality  division- SERVQUAL having  straight  formulation and SERVPERF. A  reliable  model  was utilized, and 532 questionnaires  were gathered  in thirty two hotels. The  evaluation  was determined  using the  fortitude  coefficient from the weakening form that connected

How native American were treated Personal Statement

How native American were treated - Personal Statement Example rrently is not much different from how they were treated centuries ago except that discrimination is more discreet now, but every bit as alive as it was back in the day. I feel that the presentation had so many different aspects which are worth discussing and exploring further in detail. It challenged many conventional beliefs in an attempt to expose the reality. For example, the presenter asserted that Christopher Columbus should not be considered a noble figure because of his questionable reputation. This was a big blow to me because great reverence and prestige has always been associated with the name of Columbus. It is widely believed that he was the first ever person to discover the Americas laying foundation for what was to become the United States of America. In contrast to this conventional idea, the presentation accused Columbus of tyranny, imprisonment, lying, and terrorism. It was claimed that on grounds of bad reputation of Christopher Columbus, the Native Americans do not acknowledge and celebrate the Columbus Day. Only the Natives are familiar with the real story of Christopher Columbus and how he played a role in persecuting and elimi nating millions of native people. This real story is masked and decorated with fake embellishments to mislead people and make them believe in the nobleness of whites. This tradition of eliminating the voice of the Natives has survived over the years despite changing times. The presentation was delivered in an attempt to get the voice of the Natives registered and spread awareness about reality. When Christopher Columbus first landed in America, he encountered the Natives. He wrongly began to call them Indians like other Spanish people. This term is still used for the Natives despite the fact that they find it highly offensive. Also, as a way to pay respect to the Natives’ account, people in America should begin to acknowledge this reality that Columbus was not the first European explorer to set foot here. The

Sexuality among Individuals with Disability Research Paper

Sexuality among Individuals with Disability - Research Paper Example It is important to note that the lives of individuals with intellectual disability occur within various social systems that interact, including peer systems, work systems, family systems, school systems, legal systems, and community systems. Thus, it is vital to understand the mores and norms that may influence sexual identity development of such individuals through providing them with or mitigating opportunities for such development. According to Dukes and McGuire (2009), the attitudes that the surrounding individuals may have in relation to the sexual expression of individuals with intellectual disability is a measure of inclusiveness and openness of the community to such individuals(McGuire, Daly, & Smyth, 2007). As such, communities that are more inclusive will tend to have a more positive attitude towards such expression of the intellectually disabled as they are allowing them the same platform of judgment as the rest of the members of the society. It is clear from research that most caregivers are still overshadowed with attitudes when dealing with the sexual expression of the intellectually disabled individuals. Case in point, in the explorative study conducted by Isler, Beytut, Tas and Conk (2009), in which the concerns, opinions, knowledge and attitudes of parents of children having intellectual disabilities, it was clear that such parents have great concern regarding their children’s sexuality. It is important to note that most young people and children are shaped by the beliefs.

Jean-Louis Baudry and Christian Metz Essay Example | Topics and Well Written Essays - 2500 words

Jean-Louis Baudry and Christian Metz - Essay Example Beginning with Jean-Pierre Oudarts article "La suture," (Oudart 1969, 35-47) the writers associated with Cahiers du Cinema first introduced suture into film theory. In the mid-70s, the concept began to play a major role in the theoretical discussions in Britain and North America, with the result that psychoanalytical studies of the viewing subject have proliferated. In my reading of Wings of Desire, I borrow from several theoreticians of suture, including some who have been at odds with each other concerning the scope and consequence of this concept. Although my reading of Wings of Desire certainly owes much to the French scholars, claims I make concerning Wenders film run counter to the original polemical thrust of their work. For them, suture denotes the operation by which cinema encloses the subject in ideology. Their analysis bears primarily on dominant Hollywood cinema, and they restrict the scope of the suture to the ideological effacement of the cinematic code. They are reduct ive as well with respect to the semiotic system of suturing, posting at times the shot/reverse-shot system or point-of-view cutting as the fundamental cinematic articulation of suture. Other French film theoreticians who complement a general semiotics of cinema with Lacanian notions of the subject and signification, such as Christian Metz and Jean-Louis Baudry, have avoided such a rigid application of suture to the cinematic apparatus and, nevertheless, have arrived at the even more pessimistic conclusion that cinema itself functions as a support and instrument of ideology. (Metz 1974, 39-47) Anglo-American film scholars have expanded on these psychoanalytical theories of cinema without sharing their negative assessment of the basic cinematic apparatus. (MacCabe 1977, 48-76)

William Caslon typeface analysis Term Paper Example | Topics and Well Written Essays - 500 words

William Caslon typeface analysis - Term Paper Example The process of type founding by William Caslon constituted four separate tasks. The first stage in this intricate step was punch cutting which involved carving the mirror image of a character, letter or figure in relief. This process was done on the end of shank annealed steal that was later tempered. The second process in production of type entailed chasing which involved ornamenting metal by tools and a hammer crafted for indenting. Following this process was casting which entailed placing the matrix in mold hand and consequently the chamber mold was realigned to fit the dimensions of the cast character. The eventual pieces were designed to be a three dimensional product of the character cast from the punch. The final operation consisted of dressing the type which included type press preparation such as breaking off the jet and filing off mold protrusions. It is of importance to note that the Caslon types symbolized functionality, strength and presence of legibility. Calson proceeded to cut very many non-Latin types such as Armenian, Coptic, Arabic, Greek and Hebrew. Some of the notable fonts by William Caslon included the ; Big Caslon, Caslon Graphique, Caslon Old Face, ITC Caslon no. 224, ITC Founders Caslon, ITC Founder’s Caslon Ornaments. The fonts designed by Caslon exhibited a modelling delicacy and a design variety that was not evident in the Dutch types. One of the distinct differences between the Caslon types and Dutch types was monotony. In effect, the Caslon types were less monotonous compared to the Dutch types which were characteristically monotonous. To this end, the smaller size Caslon letters when analyzed were not perfect individually. However, their mass effect was agreeable. The Caslon Old style no. 471 is regarded as the metal version that is considerably related to William Caslon’s originals. Furthermore, the Caslon Old style Italics and Romans are produced from the original

Jean-Louis Baudry and Christian Metz Essay Example | Topics and Well Written Essays - 2500 words

Jean-Louis Baudry and Christian Metz - Essay Example Beginning with Jean-Pierre Oudarts article "La suture," (Oudart 1969, 35-47) the writers associated with Cahiers du Cinema first introduced suture into film theory. In the mid-70s, the concept began to play a major role in the theoretical discussions in Britain and North America, with the result that psychoanalytical studies of the viewing subject have proliferated. In my reading of Wings of Desire, I borrow from several theoreticians of suture, including some who have been at odds with each other concerning the scope and consequence of this concept. Although my reading of Wings of Desire certainly owes much to the French scholars, claims I make concerning Wenders film run counter to the original polemical thrust of their work. For them, suture denotes the operation by which cinema encloses the subject in ideology. Their analysis bears primarily on dominant Hollywood cinema, and they restrict the scope of the suture to the ideological effacement of the cinematic code. They are reduct ive as well with respect to the semiotic system of suturing, posting at times the shot/reverse-shot system or point-of-view cutting as the fundamental cinematic articulation of suture. Other French film theoreticians who complement a general semiotics of cinema with Lacanian notions of the subject and signification, such as Christian Metz and Jean-Louis Baudry, have avoided such a rigid application of suture to the cinematic apparatus and, nevertheless, have arrived at the even more pessimistic conclusion that cinema itself functions as a support and instrument of ideology. (Metz 1974, 39-47) Anglo-American film scholars have expanded on these psychoanalytical theories of cinema without sharing their negative assessment of the basic cinematic apparatus. (MacCabe 1977, 48-76)

Hunger in America by Richard Mitchell Essay Example | Topics and Well Written Essays - 250 words

Hunger in America by Richard Mitchell - Essay Example It is not their fault given that they are â€Å"mentally ill† thus advocating critical thinking as the cure for fundamental literalism will not help. It is like asking a physically challenged person to run. 2. Response Bill Barnhart’s son did not have cheerios and grape juice for his last meal. In my understanding, the story of Bill Barnhart is an allegorical one, which is given to show that reading (cheerios and grape juice) for fundamental literalist (hungry people) does not provide a solution to their problem (hunger). The hunger from which Bill Barnhart’s son suffered from is the mindless, non-attentive, non-judicious and non-reflective reading of language. Eating the meal made of cheerios and grape juice was supposed to relieve him his hunger, rather he died after eating. Thus the meal of cheerios and grape juice should be taken as the medicine that fundamental literalists take when they are hungry. It is therefore not true (False) that Bill Barnhart’ s son took cheerios and grape juice for supper.

Followed - creative writing Essay Example for Free

Followed creative writing Essay The streets of London enclosed this humble infant. Unaware of where he is; where his mummy is, he continued to patrol the distant streets. The exhaustion of the young boy is unbearable to think of. Although unfamiliar with his surroundings he continued to walk, crying with anticipation: where is he? Freddy had been visiting London for the first time with his adorable mum. They got on so well. His mum was a rather rounded figure with big blue eyes and elongated eyelashes to balance her silhouette. She was a comical woman always entertaining her companions. Never a dull moment when she was around. Freddy loved her with all his heart and hoped he was just dreaming. Freddy and his mum were visiting sights in London, but he wasnt happy with this. He despised it, the thought of walking around all day long; looking at tedious buildings that all appeared identical made him aggravated; what was the point? Live life while you can! is what his mum used to say to him. Whats the point spending a beautiful Sunday morning indoors while you can be outdoors, celebrating the beauty of our capital city! Nothing could ever bring her down even Freddys bad behaviour. He thought it would just be about influential buildings, powerful statues and overcrowded town centres! But more was to come When they first arrived, Freddy was being rather disrespectful; mocking fellow tourists, giving his mum the cold shoulder and even locking himself in the cafi bathroom! But his mum understood, she always did. Freddy walked and walked, not enjoying the scenery; with hope he would soon find somewhere appealing. As he continued to trek, he noticed the reflection of a daunting old man on the trunk of a passing car. The reflection seemed lifeless yet full of hatred and anger. His long black slimy hair wrapped across his large forehead with blue eyes just visible beneath it. He was wearing a long black leather jacket almost touching the floor with a large shiny object poking out from the inside pocket. He could see his full length jacket flapping from side to side as it harmonized with the rhythm his walk. He appeared to be a tall man with big broad shoulders yet with a petite frame. His image seemed worthy of that of a monster. Freddy stopped. Looked for his mum, she was nowhere to be seen. He peered over his right shoulder, to what seemed like his worst nightmare. Hastily attempting to rush through a crowd of passing pedestrians trying to get away as quickly as possible. But suddenly he tripped to found himself landing on the rotting pavement. His pulse now increasing as if his heart was being snatched out of his chest then receiving a brutal punch to the whole in which was left. Blood was rushing from his head to his toes and back and forth, back and forth. Quickly rising to his feet he continues to run, running faster and faster, trying to find somewhere to hide. Scared that if he stops, the old man would catch him, torture him, hurt him, the thought was unbearable. The poor little boy was petrified, trembling with fear, looking for somewhere to escape to. He glimpsed behind his shoulder and to his surprise the man had gone. What just happened? Freddy distraughtly thought to himself. Was it a hallucination caused by his mums disappearance, or was it real, was that man really there? Freddy now tried to stay in places where people were around, but his racing mind couldnt shoot nasty thoughts out his head. He wanted his mum to be there so desperately, she; his best friend, he needed her now. I need to find her! he thought to himself. But where was he to start? He was in a city he did not know his way round of and eventually remembered his mum saying that if something happened and she wasnt around then to meet her just off Oxford street at a cafi called Donmarche. Quick! I have to get there now! Rapidly gazing behind the peculiar cardboard box he was hidden behind, he checked both ways to make sure that the man wasnt around, once left, once right, and again just to be sure. Once he had the reassurance he wasnt around, his legs where already in motion trying to get back to his original destination. After a few moments of none stop running, he heard a familiar sound from behind. Turning round slowly to see if he could see it, he noticed a shadow upon the wall. A shadow with large broad shoulders but yet with a petite frame, a shadow of extreme familiarity but not that of good familiarity but that of a horrific familiarity already experienced by Freddy. Freddys immediate reaction was to run, but that of the gaze coming from the man is too strong to pull away from. The contact between the two if disrupt able and yet strangely comforting, but only for the fact that his eyes are big and blue with beautiful elongated eyelashes, just like those, that stare at him daily with love and care. After a moment of bewilder ness he hears a screaming voice coming from the bottom of the road, he peers over the mans right shoulder to see a rather rounded figure running up the road. Elation fills Freddys heart. His shoulders start to relax and the view of his adorable mum makes him feel at once comforted. He and his mum spend hours, it seems, in an embrace, but eventually realising that the man is standing behind him he turns and quickly tells his mum about what has happened. She just stands there and laughs! Freddy darling, I brought you to London to meet your uncle! Say hello to uncle Fred! Freddy doesnt reply. He looks up at his mum in complete awe but eventually pulls them both into an embrace with a sigh of relief.

The Relational Properties Approach to a Theory of Interpretation :: Gadamer Philosophy Philosophical Essays

The Relational Properties Approach to a Theory of Interpretation ABSTRACT: This paper reexamines the central thesis of Gadamer’s theory of interpretation that objectivity is not a suitable ideal for understanding a text, historical event or cultural phenomenon because there exists no one correct interpretation of such phenomena. Because Gadamer fails to make clear the grounds for this claim, I consider three possible arguments. The first, predominant in the secondary literature, is built on the premise that we cannot surpass our historically situated prejudgments. I reject this argument as insufficient. I also reject a second argument concerning the heuristics of understanding. I then articulate a third argument that the object of understanding changes according to the conditions under which it is grasped. I appeal to the notion of relational properties to make sense of this claim and to defend it against two objections: (i) that it conflates meaning and significance; and (ii) that it is saddled with an indefensible relativism. Gadamer's theory of philosophical hermeneutics amounts to a sustained argument for a view that one might call "anti-objectivism" or "interpretive pluralism." (1) This view holds that in understanding a text, historical event, cultural phenomenon or perhaps anything at all, objectivity is not a suitable ideal because there does not exist any one correct interpretation of the phenomenon under investigation. In Gadamer's words, "understanding is not merely a reproductive but always a productive activity as well" (G 280; E 296); it is a "fusion of horizons" of the past and present, objective and subjective (G 289; E 306). At the same time, Gadamer wants to steer clear of an "anything-goes" relativism. In other words, in Gadamer's view, understanding is a process that invites and even demands a plurality of interpretations, but not at the expense of giving up criteria that distinguish right ones from wrong ones. What exactly are Gadamer's grounds for denying the existence of a uniquely correct interpretation of a text, object, or event? I begin by showing the inadequacy of two arguments for his position. I then turn to a third more promising argument that objectivity is not possible because the object of understanding is not determinate, but rather constituted anew by each act of understanding. My goal in this paper is to provide a fuller justification for the third argument and thereby defend Gadamer's position. I do so by reformulating this third argument in terms of relational properties so as to establish that the knower's situatedness plays, as Gadamer himself insists, a positive, constitutive role in the process of understanding. The Relational Properties Approach to a Theory of Interpretation :: Gadamer Philosophy Philosophical Essays The Relational Properties Approach to a Theory of Interpretation ABSTRACT: This paper reexamines the central thesis of Gadamer’s theory of interpretation that objectivity is not a suitable ideal for understanding a text, historical event or cultural phenomenon because there exists no one correct interpretation of such phenomena. Because Gadamer fails to make clear the grounds for this claim, I consider three possible arguments. The first, predominant in the secondary literature, is built on the premise that we cannot surpass our historically situated prejudgments. I reject this argument as insufficient. I also reject a second argument concerning the heuristics of understanding. I then articulate a third argument that the object of understanding changes according to the conditions under which it is grasped. I appeal to the notion of relational properties to make sense of this claim and to defend it against two objections: (i) that it conflates meaning and significance; and (ii) that it is saddled with an indefensible relativism. Gadamer's theory of philosophical hermeneutics amounts to a sustained argument for a view that one might call "anti-objectivism" or "interpretive pluralism." (1) This view holds that in understanding a text, historical event, cultural phenomenon or perhaps anything at all, objectivity is not a suitable ideal because there does not exist any one correct interpretation of the phenomenon under investigation. In Gadamer's words, "understanding is not merely a reproductive but always a productive activity as well" (G 280; E 296); it is a "fusion of horizons" of the past and present, objective and subjective (G 289; E 306). At the same time, Gadamer wants to steer clear of an "anything-goes" relativism. In other words, in Gadamer's view, understanding is a process that invites and even demands a plurality of interpretations, but not at the expense of giving up criteria that distinguish right ones from wrong ones. What exactly are Gadamer's grounds for denying the existence of a uniquely correct interpretation of a text, object, or event? I begin by showing the inadequacy of two arguments for his position. I then turn to a third more promising argument that objectivity is not possible because the object of understanding is not determinate, but rather constituted anew by each act of understanding. My goal in this paper is to provide a fuller justification for the third argument and thereby defend Gadamer's position. I do so by reformulating this third argument in terms of relational properties so as to establish that the knower's situatedness plays, as Gadamer himself insists, a positive, constitutive role in the process of understanding.

Dialogue - Diverted Attention :: Dialogue Conversation Essays

Dialogue - Diverted Attention "Her hands are like icicles on the horizon," he said and took a drag of coffee. She nodded blankly at him, barely registering the observations that swayed his tongue and flavored his mouth. "Do you see how she’s shaking?" he asked, not taking his eyes off the porcelain doll ordering dinner across the room. He fumbled down distractedly to the table, found his plate, and devoured a fry in the half-reflective way that dressed all his actions. To this, she murmured a vague, "mm hmm†¦.† It was enough of a reply to fill the empty space he controlled over the table, but still enough to be noncommittal and inattentive. She reached through the maze of their cups and plates to spear a french-fry on his plate. She shifted her weight. The chair rocked under her, threatening her already uncertain balance and attempted grace in one blow. She shifted the feet of the chair, hoping to find some sort of equilibrium, but again the seat rocked under her, still precarious. "Look at the angles to her face," he went on, working his words around mouthfuls. His eyes never wavered in their stiff critical stare of wonderment and interest. "There’s just something about her that screams vulnerability." "Hmm." She swallowed the hot, gritty remains of her tea. Her cup clunked as it hit the table, jolting the settled objects, but his attention never strayed from the Raphael-wonder. She picked up her croissant, then lowered it back to her plate seeing the tanned lines of her knuckles holding her fingers in place. She turned her palm up and followed the trained lines that traced her destiny. "You really have to wonder about people like that," he continued in the silence. "How they think, how they feel, how they see the world. Don’t you ever just wish you could go up and introduce yourself to a stranger and learn their entire life’s story?" She repossessed her croissant and took a voice-saving mouthful, nodding her head disjointedly in case he possessed the consciousness to glance at her tongue-trapped tangle on the other side of the table. She sneakily slid her feet out of her shoes and flexed her toes in their freedom under the tablecloth tiered table. The ache retched in her bones and her thoughts drowned in the haze of mid-stride wonderment, but not before the emptiness and pain of dismissal.

Environmental Stressors Essay

The objective of the authors was to identify the psychosocial and environmental factors which young people who receive special education are associated with. The authors conducted a research in Public schools located in Minnesota with the aim of testing the psychosocial and environmental factors between people who have attended special education and those who have not. The total number of adolescents who participated in the research was 121848. The findings revealed that the adolescents who had attended special education experienced higher levels of psychosocial and environmental problems compared to adolescents who had not. This paper aims at analyzing the article â€Å"Environmental stressors and emotional status of adolescents who have been in special eduction classes† by Iris Wagman and Michael Resnick. Introduction. There has been an increase in the number of young people who receive special education, in recent days. This has been attributed to the increase in cases of physical and mental health disability. In the article being analyzed, the authors begin by giving statistics on the number of children who receive special education. They put this figure at ten percent of all children aged between six and seventeen, with another 750000 children being at risk of developing similar disabilities. According to Borowsky and Resnick (1998), bbetween 1976 and 1994, the number of adolescents who receive special education has risen from 3. 7 million to 5. 4 million. Funding for this education has also increased to $2. 32 billion from $373 million in a similar period. The high number of children who suffer from these disorders necessitates the need to improve the welfare of disabled people. Literature review. The authors intend to investigate the difference in psychosocial and environmental factors experienced by adolescents who attend special schools in comparison to those who do not. As has been stated, this was necessitated by the large number of children who experience developmental disability. The increase in the number of students who attend special schools followed the passage of the Handicapped Children Act in 1975, which empowered the disabled children to access appropriate and free education. However, there is limited information on the outcome of special education on these students. This is due to the reason that most surveys that have been carried out in the past have ignored them. Most researches which have been carried out have focused on the welfare of young adults who have received special education. These studies have proved that most of them acquire employment after finishing high school and other training programs. Further studies of children with learning disorders have revealed that there is an association between child neglect and abuse, and learning impairment. However, the extent to which psychosocial and environmental factors which young people who receive special education experience has not been conclusively researched. This is the major reason why the researchers carried out the research on the subject. Methods and procedures. In obtaining the data, all public schools in Minnesota participated, with the exception of one school. A questionnaire was given to 131000 students in public schools in grade six, nine and twelve. About 3% of the surveys had questionable accuracy and were thus excluded. According to Borowsky and Resnick (1998), the questionnaire had a completion time of about an hour, and was designed at the reading level of fifth graders. The questionnaire was given with parental consent, and the students were also allowed to ignore any questions they did not wish to answer. This is commendable, since flexibility enabled the students to be comfortable with the questionnaire. This survey is carried out after every three years, which is consistent and enables results to be comparable. However, the authors do not describe the weaknesses of the use of questionnaires as a source of data collection. According to Kothari (2005), qquestionnaires have many disadvantages and some of them include the fact that the questions are standardized, which presents the risk of misinterpretation by the respondent. Questionnaires do not also present the possibility of probing responses, which limits the extent to which a researcher can get an insight on the opinion of the participant. Another limitation of a questionnaire is that some people only present socially desirable behavior when answering them, which may limit the accuracy of questionnaires. Finally, open ended questions can generate long responses, and this may present difficulties in processing the data. These weaknesses should have been disclosed to people who will rely on this information for decision making. Results and data analysis. The results revealed that 14. 9% of female and 20. 8% of males had attended special education classes. The students who had attended these special classes had higher chances of performing poorly in academics, as compared to the students who had not attended these classes. Boys who had attended special education classes were four times more likely to have difficulties in reading, compared to those who had not attended these classes. On the other hand, girls who had attended special education classes were six times more likely to have difficulties in reading, compared to those who had not attended these classes. Boys who had attended special education classes were three times more likely to have below average grades, compared to those who had not attended these classes. On the other hand, girls who had attended special education classes were also three times more likely to have below average grades, compared to those who had not attended these classes. The students who attended special education classes reported higher instances of not living with their adoptive or biological parents. In the case for boys, 43. 9% of special education students and 31. 8% of children who did not attend special classes reported not living with their adoptive or biological parents respectively. On the other hand, in the case for girls, 42. 4% special education students and 30. 2% of children who did not attend special classes reported not living with their adoptive or biological parents respectively. In terms of family violence, more than one and a half times as many boys and girls who had attended special education school, experienced family violence, compared to those who did not attend these schools. However of the students who experienced abuse, girls outnumbered boys by three times. The levels of emotional status varied between sixth, ninth and twelve graders. These findings reveal that the students who attend special schools experience higher proportions of non traditional and single parent households, compared to those who did not attend these schools. The findings also revealed that the students who attend special schools experience higher proportions of having family members with drug or alcohol problems. They suffered from poor emotional health and sexual abuse. However, female students suffered more than their male peers regarding sexual abuse. These findings are consisted with others which have been done in the past, which reveal that children of parents who either abuse alcohol or experience family violence, are likely to perform poorly as compared to those of families which do not experience these problems. The findings are particularly useful for groups which advocate for the rights of children or disabled people, since they expose the problems which such children experience. Summary and conclusion The authors have presented the research in an internationally acceptable format, though there have been a few weaknesses. The only weakness in the presentation of the paper is the lack of a clear hypotheses statement. Other weaknesses include the fact that the authors did not reveal the weaknesses of the use of questionnaire. The authors did not also give the weaknesses of the use of secondary sources of data when gathering information. They used academic journals to gather information, yet they did not mention the weaknesses of using them in research. Some weaknesses include the fact that there is no possibility of verifying the information gathered. Another weakness is that if the original journal was biased and the authors rely on it for writing the research, then it is likely that the research will also be biased (Kumar, 2005). These weaknesses should have been mentioned since they are useful for people who will use the research to make decisions. However the research has been comprehensively covered. The use of academic journals reduces the chances of bias since they are written by scholars. The references represent a diversity of sources, a fact which makes the research more comprehensive and valid. This research can be used as a basis for future research. For instance, a future research can be carried out with the aim of finding out the causes of disparity between the levels of girls and boys attending special schools, who have been sexually abused. References Kothari, C. R. (2005). Research Methodology: Techniques & Methods. New York: New Age Publishers. Kumar, R. (2005). Research Methodology: A Step-by-step Guide for Beginners. New York: SAGE. Borowsky, I. W. , Resnick, M. D. (1998). Environmental Stressors and Emotional Status of Adolescents Who Have Been in Special Education Classes. Archpediatrics adolesc Med Journal. Retriev

Comparison/Contrast Essay Eng101

Name Professor ENG 101 November , 2012 British PSA is the best choice Although both the â€Å"British PSA† and the â€Å"AT&T PSA† use the fear of injury and death to discourage texting while driving, the British PSA is more effective than the AT&T PSA because it focuses on the details of the injury and death during the accident. Both the British PSA and the AT&T PSA show the â€Å"life changing† and â€Å"life ending† consequences that can occur when a person chooses to text while driving.The British PSA shows a deadly multi-car crash that occurs because the texting driver crosses the centerline and hits another car head-on only due to the fact that she and her teenage passengers were distracted by a text message on her cell phone. Likewise, the AT&T PSA shows several different people whose lives have been destroyed by tragic car accidents (involving injury or death) caused by texting while driving.Both videos show the devastating effects that texting whi le driving can have on the texting driver and other innocent people, but the â€Å"British PSA† is the more effective video. The AT&T PSA shows three separate storylines of people who have been affected by injury and/or death because of texting while driving. The 1st storyline is about a teenage girl who died a year earlier when she was texting while driving. The story has a policeman describing the accident scene and the victim’s family and friends describing their loss.The 2nd storyline is about a teenage boy who killed a man on a bicycle when he was texting while driving. The 3rd storyline shows a mentally and physically disabled young man who became disabled from a car accident in which he was texting while driving. These 3 storylines bring out strong feelings in the audience of compassion for the loved ones, sadness for the injured, and concern that something like this could happen to you or your loved ones.However, this video does not show any details of the actu al accident, therefore making it difficult for the viewer to imagine this all came from just a simple text message. In contrast, The â€Å"British PSA† clip uses a dramatic approach by showing the details of a full-fledge highway multi-car accident. The clip shows the terrifying effects of a deadly head-on collision in slow motion. Immediately after the head-on collision, the car with the 3 teenage girls gets broad-sided (T-boned) by a third car travelling at a high rate of speed.It provides a bloody and graphic example of the devastating effects that texting while driving can bring and strives to promote staying off cell phones while operating a vehicle by depicting an event that the audience would never want to live through. Instead of just showing the aftermath or the long term effects of the accident, The â€Å"British PSA† uses an approach to shock the audience and literally scare them from ever wanting to text while driving by showing the injury and death of seve ral people involved.The â€Å"British PSA† is more effective than the â€Å"AT&T PSA† because it allows the audience to witness the horrible details of a car accident instead of just hearing about the aftermath several months later. Works Cited AT&T Don’t Text While Driving Documentary. (2010). Retrieved November 22, 2012 from http://www. youtube. com/watch? v=DebhWD6ljZs. PSA Texting While Driving U. K. Ad. (2009). Retrieved November 22, 2012 from http://www. youtube. com/watch? v=R0LCmStIw9E.

Changing Role of Women Essay

During the Victorian Era, women often were forced to squander their entire lives conforming to the normalcy of the ideal Victorian woman. Despite Ibsen’s bleak picture of how women are expected to behave, Ibsen’s play, A Doll’s House, focuses on female sovereignty held by women of heterogeneous socioeconomic backgrounds during the Victorian era. Through thick and thin, it is women like Mrs. Linde and Nora who carry the culture from generation to generation as oppose to men such as Torvald, who are focused solely on suppressing women’s freedoms and opportunities. Similarly, â€Å"Under the 1884 Civil Code, Mexican women had no rights; even moving required a woman to legally obtain the permission of a male guardian: father, husband, brother, or son (â€Å"Like Water for Chocolate†).† As alluded to by Coventry Patmore in his poem, â€Å"The Angel in the House†, the ideal women was expected to be submissive and devoted to her husband and family as a way to keep up appearances. Akin to their British counterparts, Mexican men during the pre-Mexican Revolution Era prevented women’s rights, allotting all home-related responsibilities to women. During times of upheaval, even when men held all of the power in both the public domain and the privacy of the home, male fragility is exposed by female sovereignty because women uphold society. Ibsen said, â€Å"A woman cannot be herself in the society of to-day, which is exclusively a masculine society, with laws written by men, and with accusers and judges who judge feminine conduct from the masculine standpoint.† Men of the Victorian Era held all of the power in both the privacy of the home and the public domain. However, even though men made decisions for society, creating laws for all its’ inhabitants, men of A Doll’s House are not only equally trapped as a result of societal expectations by gender roles, but also weak. Within his own home, Torvald treats Nora as his inferior, mirroring society’s expectations. Torvald once said, â€Å"It is already known at the bank that I mean to dismiss Krogstad. Is it to get about now that the new manager has changed his mind at his wife’s bidding.† (Ibsen, 40). The thought that others could think a woman might have power over him is terrifying to Torvald; he sees this as a great threat to his ego and status. In this traditional patriarchal run society, men are expected to provide for their family. Torvald suffers a great hardship because he is not the flawless breadwinner he should be according to society. Similarly, the men in Like Water for Chocolate are weak and naive as well in comparison to their decisive and stronger female counterparts. Pedro is a chief example of a man with a weak ego; since adolescence, Pedro is captive to his lust and passion for Tita. Unlike Pedro, the rebels and other male figures, Dr. John Brown is far more gender neutral than he is masculine, but equally insignificant. When needed most, Dr. Brown is too incompetent to heal beings such as Pedro after he is burned. It is Tita who takes action, employing techniques and remedies of her maternal grandmother in order to successful heal Pedro. It is combating the unexpected that puts willpower to the test. Society centers around those who change lives and uphold and rid of both culture and tradition; Tita conserves order, unlike men such as Torvald who made clear that he would not sacrifice his honor for the one he claims to love, society deems Nora the bad girl for leaving her husband and children. Nora’s choice to sacrifice a life with her family in pursuit of a finding her identity is beyond what her family, let alone Torvald, can understand. Nora removes herself from under the palm of her controlling husband exemplifying her sovereignty as a woman into the 20th century. Compared to this miserable Victorian image, the role of women in society today has undergone immeasurable metamorphosis. Women have more rights and social mobility than ever before. Conversely, this change has made the lives of women increasingly difficult as women seek to live free of society’s expectations as independent women pursuing their own ambitions, beliefs and identities today. By deciding to leave her family in pursuit of her own identity, beliefs and ambitions, Nora is a prime example of the modern woman. Today, women have more rights and opportunities than ever before; as a result women like Nora challenge societies pre-existing gender limitations every day. With Nora’s departure, Ibsen challenges both the normalcy of the ideal Victorian woman and societal expectations. During Victorian times, a wife’s role was to love, honor and obey her husband. Patmore writes about the â€Å"Angel† being passive and powerless, meek, charming, graceful, sympathetic, self-sacrificing, pious, and above all—pure. (Patmore). Unfortunately for Nora, in the context of the Victorian Era, her decision to leave her husband and family is considered an unforgivable scandal because women were expected to know their place. The relentless societal pressures of Victorian normalcy are what push Nora to the edge, resulting in her quest to find her identity. â€Å"Similarly, both Gertrudis and Tita reach the edge, responding to the changes of the revolution each in their own ways (â€Å"Like Water for Chocolate†).† â€Å"Gertrudis engages in acts of sexual liberation and takes flight from the home in order to participate as an active hand in the Revolution (â€Å"Like Water for Chocolate†).† â€Å"Conversely, Tita’s revolution is one far more personal and is not transparent until the next generation of women, represented by her niece, the narrator (â€Å"Like Water for Chocolate†).† â€Å"However Tita envisions a different future for the child and names her Esperanza, Hope (â€Å"Like Water for Chocolate†).† â€Å"Significantly, it is for Esperanza, and not for Tita, that the traditional happy ending is reserved (â€Å"Like Water for Chocolate†).† Women like Nora and Tita wife strive to defy pre-existing societal stereotypes and expectations for women everywhere and in the process; it makes them stronger as women. When putting gender roles into perspective, it is necessary to discern the diffusion of responsibilities among a family. Today, gender-equality has made separation of duties among men and women possible. During these eras, women were expected to be passive, powerless and self-sacrificing to their husband’s wants and needs. Men were expected to provide for their family through thick and thin, allotting a great amount of hardship to the patriarch of the home. Yet in both A Doll’s House and Like Water for Chocolate, women carry the culture and emotions of one generation to the next through a variety of mediums. Regardless of religion, race and gender, it is in the best interest of mankind to cease the suppression of humans’ rights, allotting equal freedoms and opportunities to both men and women. While patriarchal roots are deep-seeded within western politics, economics and social aspects, men, no different than women, are flawed; it is women who are the immeasurable anchor of society. References: Fadanelli, Guillermo. â€Å"La literatura a la que estamos condenados.† Unomà ¡suno (April 28, 1990):4. â€Å"Like Water for Chocolate† World Literature and Its Times: Profiles of Notable Literary Works and the Historic Events That Influenced Them. 1999. Encyclopedia.com. 18 May. 2012 . â€Å"Paterfamilias.† Dictionary.com. Dictionary.com. Web. 02 June 2012. .