Metal Detectors - Persuasive Paper essays

Metal Detectors - Persuasive Paper essays Persuasive Paper Period 1 I am writing you in response to having metal detectors at school. I know that this is a good idea. It is good for many reasons such as keeping students in-line, enforcing school rules, and keeping schools from being a victim of school violence. The main reason for having metal detectors is safety. Security and assurance of safety in schools is decreasing rapidly as seen on TV or read in newspapers. Metal detectors would provide much more security at our schools. Metal detectors would also help us avoid a big accident such as Columbine; it would keep people with guns from entering our school. This would make everyone from parent to teacher to student feel much safer. As far as being irritating and troublesome for as many students as we have at Heights. I know that we would need many detectors and place them where there is a lot of space so that it would not cause a huge crowd of people trying to get into school. We could put them at many doors not just the breezeways. Then we also have the question of what students can and cannot bring. Also students need to know exactly what the punishment is for different offences and what teachers need to do for problems. To implement having metal detectors at schools we would need to clearly circumscribe what you can bring to school and the punishment for those who transgress these rules. In conclusion metal detectors are a very advantageous idea at schools. I also know that there would be many bugs and problems that would be simple to work out. ...

John Duffy Railway Rapist Essays

John Duffy Railway Rapist Essays John Duffy Railway Rapist Paper John Duffy Railway Rapist Paper Offender profiling is a general term that has no accepted definition and varies in its use between the USA and the UK. It is based on three strands of expertise: statistical analysis of crime data, behavioural science, and detective expertise. Psychological profiling was in fact used in the Second World War to profile enemy leaders to see if they had weaknesses that could be exploited for example, William Langers profile of Hitler and his accurate prediction of suicide after defeat (Langer, 1972). Traditionally police collected hard evidence from the scene of a crime, such as blood, saliva and semen. Other less concrete indicators might be ignored, such as the choice of victim, what was said or not said, the location and the nature of the assault. Psychologists help police to interpret these clues. The basic assumption of offender profiling is that the offenders behaviour at the crime scene reflects something about them as a person. It leaves a psychological fingerprint, particularly where there is a pattern over a number of crimes. For example, tying up a victim suggests a need for control. The aim is to go beyond the facts and develop hypotheses about the offender. The information used includes the analysis of the crime scene, details of the victim and current knowledge about offenders from research. Holmes (1989) suggests that profiling is most useful when the crime reflects psychopathology, such as sadistic assaults. 90% of profiling is for murder or rape, but can be used for arson, burglary, and robbery. Homant and Kennedy (1998) see crime-scene profiling as including psychological profiling of offenders, geographical profiling (the area of the crime and where the offender may live) and, in the case of murder, equivocal death analysis (how the murder was committed, and a psychological autopsy of the victim). The overall aim is to look for patterns and to compare them to what is known about certain crimes and criminals. The British Approach was developed independently of the police authorities from the separate work of David Canter and Paul Britton. There is some debate about which case was the first in Britain to use profiling. Many see Paul Brittons help in the 1983 case of Paul Bostock as the first time a psychologist was used to profile the offender. This case involved two separate murders with black magic associations found near the victims. Britton gave a limited profile to the police of a young, isolated man, who had access to knives, with an obsession for black magic (what Britton called a belief dysfunction). The police eventually arrested Bostock, who was a nineteen-year-old loner, a meat factory worker, with a house full of black magic items. He did not confess to the murders, so Britton advised a line of questioning based on Bostocks fantasies, which proved fruitful. The first well-known case in Britain to involve direct help to the police in profiling came in 1986, when David Canter started to help in the case of the Railway Rapist. This case involved 24 sexual assaults near railways in North London, and three murders (between 1982 and 1986). All the crimes showed signs of having the same offender. The first attacks were rapes, which initially were thought to be the work of two offenders together. Then the pattern became clear, and with the later murders, it was definitely one man. Canter was able to analyse the details and drew up the profile. Main points of Canters profile; Lived in area near to area of first crimes. Probably lives with woman. Aged mid-to late-20s. Right-handed. Semi-skilled or skilled job with weekend work, but relatively isolated work. Knowledge of railways. Previous criminal record for violence (maybe arrested between October 1982 and January 1984). Characteristics of offender; Lived in area suggested. Recently separated from wife. Aged late 20s. Right-handed. Travelling carpenter. Worked for British Rail. Raped wife at knife point. David Canter (1994) believes that criminals, like most people behave consistently. An analysis of the pattern of behaviour observed over a number of crimes committed by a serial offender will give clues about the non-offending everyday behaviour of the criminal. We all operate within a social context and so Canter believes that offences are not separate behaviours from the rest of the offenders life but rather are directly linked to their everyday interactions. Interviews with victims about things that were said at the time of the crime could give an indication of how the criminal normally interacts with others. For example, a rapist who is hesitant and apologetic to his victim could well be committing the rape because he does not know how to go about forming a genuine close relationship with a woman in his everyday life. The British approach involves advising police officers about correlations between sets of data, such as time, place and choice of victim. Canter identified five characteristics which, they believe can aid investigations Residential Location Criminal Biography Domestic/Social Characteristics Personal Characteristics Occupational/Educational History Canter believes that during the crime vital clues are left behind and the distinctive personality of the offender shows through in some ways. Thus, it is thought that the way in which the crime is committed is in part a reflection of the everyday traits and behaviour of the individual. The interaction between the offender and the victim is thus studied closely and categorised. Canter believes that by this careful study of offence behaviour, patterns can be established and variations between offenders identified. However unlike the FBI approach, Canter does not attempt to place offenders into rigid typologies, but rather suggests that their behaviour will mirror other aspects of their day-to-day life. Canter (1994) describes his task as picking from the shadows left by the criminals, those consistent patterns in behaviour. What happens during the offence can give clues to the non-offending parts of their lives. There will also be evidence from the interaction between the victim and the offender because we are social beings even in such unusual situations. For example, murderers who kill a stranger without any interaction are likely to live a solitary life (Canter, 1989). Other important factors may be the choice of victim, location, nature of the crime and what is/isnt said, and forensic awareness of the offender, like rapists who force victims to bathe after the attack to remove any evidence of pubic hairs. One aspect of profiling that is often overlooked is the methodological collection of data and statistical analysis. Often the profiler is no more than a glorified statistician. Canter and Heritage (1990) combed through the victim statements of 66 UK sexual assaults and with sophisticated statistics were able to identify clear patterns in the form of the attack. It is possible to group how the victim is treated in three ways, each giving a clue to the offender. Victim as person involving conversation during the attack asking whether the woman has a boyfriend, or complimenting her on her appearance. This type of offender believes he is developing some type of relationship with the victim, and mistakenly believes, the sexual assault produces intimacy. Victim as object blindfolding and/or gagging the victim, while the offender tends to be disguised. The offender is concerned most with control in the interaction of the rape. The woman is seen as a dangerous object that must be trussed and coerced (Canter, 1994). Victim as vehicle violence (both physical and verbal), which demeans the victim. The actions here are a reflection of the offenders anger. This emphasis on statistical patterns has led to the creation of a database called CATCHEM (Central Analytical Team Collating Homicide Expertise and Management). The database contains details of over 4,000 child murders, which allows police officers to make statistical predictions about the killer. For example, 62% of killers of females under seventeen are single, but 83% if the victim is male and under sixteen. If the childs body is found without sexual interference, there is around a 70% likelihood that the killer is the guardian or parent, but when there is sexual interference, this figure drops to 1% -2 % (Murder in Mind, 1993). In the UK there seems to have been some resistance to profiling by the police because psychologists have been viewed as outsiders and not being able to offer anything more than what a could practitioner (eg, detective) could. Geberth (1983) feels that experts have very little to say compared with what experienced police officers are likely to work out for themselves. Holmes (1989) reports that out of 192 offender In the UK the ability of profiling to accurately identify a culprit is felt to be limited. Copson and Holloway (1997) in a survey found that detectives felt that profiling led to the identification of the offender in only 2.7% of cases and helped to solve 16% of cases. Pinizzotto and Finkel (1990) attempted to discover whether professional profilers would be more accurate than detectives, clinical psychologists and students. They asked the participants to examine two closed police cases (a sex offence and a murder) and to draw up profiles. What they found was that the profilers did indeed produce richer and more detailed profiles and in relation to the sex offence, they were more accurate than non-profilers, but the detectives were more accurate on the murder case. Pinizzotto and Finkel concluded that the success of the profilers was the result of both confidence and experience rather than the use of an exclusive technique. The implications would therefore be that both training and practical experience are vital in developing profiling expertise and that productive liaison between the police and psychologists is the way forward in order to achieve both investigative and clinical objectives. There are a number of misconceptions about profiling, usually based on its fictional use and psycho-dynamic portraits of politicians. Rarely does profiling provide the specific identity of the offender, and this is not its purpose. The aim is to narrow the field of the investigation and suggest the type of person who committed the crime (Douglas et al, 1986). The profile report will try to establish the gender, approximate age, marital status, educational level and details of possible occupation of the offender. There may be suggestions of whether this person has a previous police record and if another offence is likely. Whether profiling is effective or not is a key question, and historically there are famous successes and failures. One of the best-known failures in America was the case of Albert DeSalvo (known as the Boston Strangler). A profile suggested the offender was a male homosexual schoolteacher living alone. When arrested, DeSalvo was found to be a heterosexual construction worker living with his family. In the UK, the Rachel Nickell case is seen as a failure of offender profiling. Rachel Nickell was a young woman who was brutally murdered in mid-morning while walking on Wimbledon Common in south London. As part of the investigation into the killing, a profile was commissioned from a psychologist. A suspect was eventually identified and it was noted that he seemed to fit the profile well. An elaborate operation, drawing partly but not only on the profile, was put together in which a police woman befriended the socially isolated and inadequate suspect, offering the promise of an intimate re lationship in exchange for descriptions of his sexual fantasies and a confession that he murdered the woman on the Common. The confession was not forthcoming, but he was still arrested. The case fell apart. Pinizzotto and Finkel (1990) argue that profiling is most effective in serial sexual offences because of the extensive research base, and least effective for fraud, burglary, robbery, theft and drug-induced crimes. Holmes (1989) feels that it is most useful when there is a psychopathology involved, such as sadistic assault. Holmes (1989) cites FBI data, which reveal that in 192 cases of profile generation in 1981, arrests were made in 88, but in only 17% of these did the profile contribute to the arrest. Others ( Oleson, 1996) point out that the seminal work of the FBI in establishing offender profiling may be methodologically flawed since no control groups were used to compare the evidence obtained from interviews with offenders and there is no mention of the statistical techniques used to analyse their data. Moreover, much of the evidence used by the FBI was simply information obtained in interviews with offenders and was accepted at face value. More recent research has made greater claims for the usefulness of offender profiling (for example, approximately 80% of cases solved were helped by offender profiling according to Canter and Heritage, 1990). In the UK, a survey of detectives in 48 police forces, who had worked with offender profiling concluded that identification of the offender came in 2.7% of cases and general help in 16% (Copson, 1995). What the survey did find was variety in the individuals who did the profiling. Those involved included clinical psychologists, forensic psychiatrists, academic psychologists, clinical psychiatrists, forensic psychologists and consultant therapists. The skill of the individual profiler determined whether the police officers were satisfied with profiling generally. Indeed the research suggests that, at this stage of the development of profiling in Britain, approaches to profiling are idiosyncratic (Copson, 1995). Britton (1997) also admits that a large number of cases continue to be solved, not by profiling, but by routine police work, or the use of forensic evidence. However we should also be aware that police officers may be reluctant to admit that outsiders have helped to solve a crime. Profiling does at least allow the police to better focus their investigations. This can be important for as Canter (1994) has noted the alternative is that the police will simply throw more and more resources at a crime in the hope that something will turn up. Nevertheless Jackson et al (1997) conclude that when profiles are considered as a separate entity, they seldom, if ever, offer enough foundation to guide an investigation in a new direction. They conclude that any profile should be accompanied by practical advice on how best to proceed with a particular investigation. We should also be aware of the danger of the self-fulfilling prophecy with respect to profiling. Detectives should bear in mind that a profile may well fit a number of people and may not be totally accurate. The fact that a suspect happens to fit the profile does not prove that they committed the offence. There may be several people who share the suspects make-up and so the police should be cautious before making a presumption of guilt. This issue is most likely to be created because psychologists will tend to work on probabilities whereas police may be more likely to operate in absolute terms of guilt and innocence. The danger is that once a person has been labelled as a suspect and brought in for questioning, the police will make a presumption of guilt and see their role as merely to elicit a confession. There is little good scientific research to which one can turn in trying to answer the question of how useful profiling is. Success or failure are not so easily measured when one is dealing with the sort of material used in profiling. If a profilers information proves to be 50% accurate and 50% inaccurate should this be counted as a success or a failure? In addition if any information provided by a profiler is used that helps in catching a criminal is this success, even if the rest of the information provided was useless? A related issue to this is that profile details may only be considered as useful if it provides a type of detail, which the police could not have reasonably deduced, for themselves.

Preventing Fraud, Waste, and abuse Simulation Essay

Preventing Fraud, Waste, and abuse Simulation - Essay Example The outcome of a simulation is difficult to determine especially in terms of benefits and the cost since most of the ocassio0ns that call for its applications are very challenging and may involve a long-term use. A range of motivating forces and execution machinery can be expected to push simulation forward, together with professional societies, legal responsibility insurers, medical care payers, and in due course the general public. The prospects of simulation in healthcare fully rely on the dedication and resourcefulness of the healthcare simulation community to see that enhanced patient well-being by means of this instrument becomes a reality. With the increased federal and state government expenditure on health care each year, the concerns of fraud and abuse also increase. A lot of money has been lost to fraud and abuse allegations with CMS estimating about 15 to 25 US dollars per year in Medicaid fraud and close to 1.1 US dollars were recovered in 2005 in false health care claims. It is with this in mind that all pharmacies have been called upon to safeguard any possible abuse, fraud, and waste. It is the obligation of any company to protect itself against fraud, abuse, and waste and try to eliminate it completely. Several companies have put in place some policies and procedures that are used to fight fraud, abuse, and waste. It’s the obligation of every employee of an organization to put a stop to fraud, abuse, and waste, failure to do so may result in the following; For individual involvement in either of the scandals, the repercussions include disciplinary actions that may even call for job termination. It is, therefore, necessary that everybody in the company is conversant with the knowledge of fraud which include how to identify fraud and abuse, prevention, and reporting of abuse and fraud.

Description case in the healthcare system Essay

Description case in the healthcare system - Essay Example The pains did not stop if anything they were becoming worse by the minute and I had no one coming to check on me as promised. Judging by the wall clock in my white-walled room, it had been over two hours since my admission and not a single soul had come by to check my vitals despite it being at night and hence not many patients were being attended to. The sight of the pure white walls was sickening and I could not let the thought of how depressing they were away. With every pain in my stomach, groin and I guess the whole body; I shuddered and let out a scream full of agony to signify my current state. I could not take it anymore, I had to press that bell and call for help. Twenty minutes after pressing the so-called emergency bell, a tall burly-looking like nurse appeared on my door half drowsy and I could tell by her facial expression that she was not happy to be woken up by a screaming pregnant lady or even a truly dying patient. That was to be proved a few seconds later when she s aid: â€Å"what is it that you want?† I was in too much pain to think about it then (but thinking about it now, that was a rude remark).I explained to her my predicaments and the promise of the doctor being there soon to check on me but had seen no one for over two hours and the pain was getting worse by the minute. She just looked at me with this unbelievable expression in her eyes and just left without uttering a single word. So I decided to wait for that conversation with the mean-looking nurse got me no one.

HR Management and Motivation Essay Example for Free

HR Management and Motivation Essay High employee motivation is a function of many internal and external factors and can be intrinsically or extrinsically led. Many employers feel that the real objective of the supervisor or HR manager is to ensure that employees are intrinsically motivated. This is because such an employee works hard on his job because he enjoys it and wants to do it, and he may continue to do so regardless of extrinsic rewards to a certain extent (Schop, 2). I myself faced a situation recently where I had immense drive and enthusiasm to do that work and it was majorly sourced by intrinsic motivation. One of my professors was starting a community welfare club and requested students to join in as volunteers. We had to go to different organizations that worked with special people and spend time with them and do various activities. I joined in as a volunteer as well and started at a school that worked for the rehabilitation of special children. The first day was an eye opener for me. There were kids of all ages there, handicapped in some way or the other, and yet they were the sweetest and the most adorable children. Not only had I felt thankful to God for making me such a complete human being and for bestowing such blessings on me, but I also felt deeply for those children. I started visiting them twice a week and did various different activities with them for hours. Time always flew by quickly and all the children would hug and kiss me when I was leaving. After leaving that place, I always felt a strange sense of tranquility over me and great personal satisfaction. It was a great feeling to be doing something for those who are less privileged than us. The love they showed me, the thankfulness in their gestures and the smiles in the eyes was enough to take me there every other day. I started to love spending time there with those people, and started to visit them more and more regularly, taking various things with me for them. From twice a week to thrice, I started spending ten to fifteen hours a week over there. This was all because I loved going there and enjoyed every minute I spent there. The pleasure, the comfort and the satisfaction after spending time there intrinsically motivated me. Seeing my dedication, my professor made me the leader of the volunteers working there, which added to my motivation. He gave me full autonomy and freedom to decide and plan activities, shifts and rotations. I had a chance to introduce more fun activities there for the children and plan the work of volunteers, and this also added to my motivation. Encouraging leadership and responsibility opportunities serves as one of the true motivators (N. a, 3) and proves to be very encouraging for the worker. Not only this, my professor also from time to time encouraged me and complimented me on my efforts. These things added to the drive I already had because the appreciation made me feel even nicer about my work. I was then asked to expand our volunteer network and organize a proper recruitment drive from various other schools and colleges. I planned the whole process with my team and we went to different institutions and did interviews. The entire responsibility for this was on me and I this again served as a great motivation tool. I started worked harder and harder on it and gave in my full energy and dedication to this activity. My professor was highly impressed by my drive and the contributions I was making to his cause. At the annual dinner for students, he gave me a certificate of appreciation for being the most effective contributor in front of the entire student and faculty body. I felt a great moment of pride at that point and it further instilled in me the drive to work for this cause. I still volunteer for the children and our network of volunteers, which started from fifteen students, has now expanded to over a sixty students. My motivation was highly intrinsic and self instilled because of the satisfaction I got from doing something for those people. But it was also complemented and enhanced by my professor who from time to time encouraged me, and added to my drive by giving me an opportunity to exercise freedom and autonomy. The reward in the end was an extrinsic tool that also encouraged me to further pursue it with more energy and enthusiasm.

Self Regulation Theory In Relation To Motivation Education Essay

Self Regulation Theory In Relation To Motivation Education Essay Learning and acquiring a second or foreign language can be difficult for some people and at the same time easy for others. Factors influencing this observation may be explained in terms of individual differences in Second Language Acquisition (SLA). These individuals differences may include personality, intelligence, language learning strategies, attitude, emotion and motivation. Some researchers believe that motivation may impact learners whole process of learning a second language (L2) (Gardner Lambert, 1972). One theory which has long been recognised in the field is called self-determination theory (e.g. Brown 1981, 1990), and it examines intrinsic/extrinsic motivation in L2 learning. However, there has also been a development of a more process-oriented theoretical approach namely the process model of L2 motivation by Dà ¶rnyei Ottà ³ (1998). They have highlighted the importance of developing self-regulatory strategies to manage, reinforce or sustain ones motivation during the course of learning. Accordingly, L2 self-regulation theory was later proposed by Dà ¶rnyei (2005), and the theory represents a major reformation of previous motivational thinking. This essay, therefore, will discuss the extent in which motivation plays a key role in second language learning. The focus of this essay is specifically on the linkage between self-regulation theory and second language learning, using the authors personal experience in Persian language learning as a case study. Research Objective The aim of this essay is to examine the authors experience in Persian language learning and analyse, based on self-regulation theory, to what extent motivation contributes to the learning of a second language. Methodology The essay employs a qualitative analysis based on theories and the authors personal experience in Persian language learning. First, definitions of the term motivation will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and constructs of motivation in relation to self-regulation will be explored. Third, the role of motivation in the authors Persian Learning Experience will be evaluated based on self-regulation theory. Finally, a conclusion will be presented with a further discussion on future recommendations. CHAPTER TWO DEFINITIONS OF MOTIVATION Motivation is a broad concept, and definitions of motivation vary according to research and findings. The aim of this section is to explore several definitions of the term motivation and conclude on the most appropriate definition in second language (L2) learning which will contribute to this essay. To begin with, motivation comes from the Latin verb movere which means to move. It can be described as the driver inducing a person to take a certain action, make a decision, or invest efforts toward carrying out certain behaviours (Dà ¶rnyei Ushioda, 2011: 3). In a psychological perspective, motivation is often defined as the psychological quality that leads people to achieve a goal. For language learners, mastery of a language may be a goal. For others, communicative competence or even basic communication skills could be a goal. In a socio-educational framework, motivation to learn the second language is viewed as requiring three elements: effort, desire, and enjoyment. First, the motivated individual must expend an effort to learn the language. There must be a persistent and consistent strive to achieve success in learning such as by doing homework, practicing the language whenever there is an opportunity, etc. Second, the individual must demonstrate the desire to achieve the goal. Such individual will do all that is necessary to achieve the goal. Third, the motivated individual will enjoy the task of learning the language. Such an individual will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to differentiate individuals who are more motivated and those who are less motivated. However, each element, by itself, is seen as insufficient to reflect motivation. Some students may display effort, even though they have no strong desire to succeed, and may not find the experience particularly enjoyable. Others may want to learn the language, but may have other things that detract from their effort, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motivation has been identified as one of the key factors which determines L2 achievement and attainment. Motivation initially serves as an impetus to generate learning and later as a sustaining force to ensure that the learner remains on-track with acquiring the target language (Cheng Dà ¶rnyei, 2007). According to Gardner (1985: 50), he posits that motivation in learning is based on four characteristics: a goal, effortful behaviour, a desire to attain the goal and favourable attitudes toward the activity in question. Dà ¶rnyei and Ottà ³s definition of L2 motivation (1998: 65) has a broader sense; they defined motivation as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out. According to Dà ¶rnyei and Ushioda (2011: 4), the by far definition that most SLA research, including this essay, would agree on concerns the direction and magnitude of human behaviour, that is, motivation accounts for: why people decide to do something (choice), how long they are willing to sustain the activity (persistence), and how hard they are going to pursue it (effort). It is important to note that although choice, persistence, effort are the three key issues allowing learners to regulate their own motivation, Ushioda (2003: 99-100) further demonstrates that in order for motivation to grow in a positive way, it cannot be seen as a progressive attempts to regulate behaviour from outside. There needs to be supportive interpersonal processes which foster the development of autonomy and the growth and regulation of motivation from inside. Thus, with this in mind, this essay will consider the issue of motivation in relation to self-regulation in the following chapter. CHAPTER THREE REVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motivation plays an important role not only in general academic learning, but also in the process of achieving the goal in a second language learning. According to Dà ¶rnyei (2002), L2 motivation has been seen as a dynamic construct that directs and enhances learning behaviour. There are many theories that devoted to motivation in relation to autonomy and strategy use, and two most-cited theories are self-determination theory and self-regulation theory. The self-determination theory, which was developed from the education psychology approach, examines about intrinsic and extrinsic motivation in relation to the learners behaviours and regulation. It denotes a sense of choice, personal responsibility, and self-initiation of behaviours. While the self-regulation theory, a more recent development within the field of SLA research, refers to self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals. Other well-known related theories are Language Learning Strategies (LLS) and L2 Motivational Self System. LLS is another approach which relates to strategic behaviours and keys attribute of good language learners. This theory has been trying to establish a link between strategic behaviour and actual learning gains, to demonstrate that strategies are not culturally biased, and to explain why poor strategies user differs from good strategy users only in how they use strategies in context but not in the kinds or frequency of strategy they use (Ortega, 2009:214). Though self-regulation is a more recent alternative study that replacing the traditional emphasis on sheer frequency of strategy use. Its emphasis on the creativity of efforts employed to control ones learning processes is the main issue I would like to point out in this essay. L2 Motivational Self Systemis another important recent theory of L2 motivation proposed by Dornyei (2005). It concerns motivation especially in terms of the theory of possible selves and the self-discrepancy theory (Dornyei Ushioda, 2011). Drawing on theoretical paradigms from both motivational psychology and L2 motivational research, Dornyei (2005)s L2 Motivational Self System model has three main dimentions: the Ideal L2 self, the Ought-to L2 self, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motivation in the context of SLA, self-regulation theory seems to best fit this essay. The self-regulatory approach allows for the combined study of motivation and strategic behaviour, and of cognition and affect, under a single theoretical framework. As supported by Ortege (2009: 211) who demonstrates a clear relevance of self-regulation theory to SLA and individual differences when learning another language poses a high-anxiety and complex challenge that demands cognitive as well as affective self-regulation, and individuals differ in their capacity to self-regulate. There have been concerns about the clear-cut of LLS, as according to Dà ¶rnyei (2005: 162), there is a change of perspective that the LLS are immensely ambiguous phenomena and nothing is clear-cut about them. Furthermore, Dà ¶rnyei (2005: 190) stated that researchers started to accept that examining the LLS was not important as much as the fact that the good learners choose to put creative effort in their own learning and that they have the capacity to do so. Thus, because of learning strategies examine the outcome of these forces, I decided to draw self-regulation theory which is looking at the initial driving forces. The L2 Motivational Self System also does not fit in my context of describing a short language experience. It concerns more in terms of primary sources of the motivation to learn another language which are the Ideal L2 Self, Ought-to L2 Self, and L2 learning Experience. Review of Self-regulation Theory in Second Language Acquisition The starting point of self-regulation theory is that human endeavours are always goal-directed, intentional, effortful and voluntary (Boekaerts et al., 2006). In the face of multiple goals and ensuing environmental challenges, humans are capable of achieving the ends they choose to pursue because they are able to self-regulate their behaviour (Ortega, 2009: 211). In the context of SLA, L2 self-regulation is a process by which individuals direct their efforts, thoughts, and feelings toward the attainment of their personal goals, and self-regulation is neither a discrete mental ability nor an academic skill (Zimmerman, 2000). In other words, self-regulation involves processes, responses, and strategies that students initiate and regulate (Zimmerman, 1986) to activate and sustain both their behavioral conduct and their cognitive and affective functioning (Boekaerts, Pintrich, Zeidner, 2000; Zimmerman, 2001). Self-regulation theory became the recent developments in the field of L2 individual differences as there has been a need to reconceptualize the strategic behaviour into a theory over the past decades. The two main proponents for this urge are Dà ¶rnyei and Skehan (2003) who have pointed out that the L2 learning strategic behavior should not be limited to OMalley and Chamot (1990)s taxonomy of observed heuristic and reported mental process or Oxford (1990)s inventory of self-reported frequencies of strategy use. Then, in 2005, Dà ¶rnyei pushed forward the solution to theorizing learning strategies and claimed self-regulation theory as a framework for SLA research about strategic behaviour during L2 learning. Self-regulation Strategies Dà ¶rnyei has created a model of motivational strategies based on the psycholinguistic concept of selfà ¢Ã¢â€š ¬Ã‚ regulation which is intended to reà ¢Ã¢â€š ¬Ã‚ theorize language learning strategies by examining strategic learning in the paradigm of selfà ¢Ã¢â€š ¬Ã‚ regulation (see Dà ¶rnyei, 2005; Tseng et al., 2006). This taxonomy of strategic learning is based in the framework of motivation control strategies (Dà ¶rnyei, 2001) and consists of five categories. Dà ¶rnyei (2006) notes that his system was based on Kuhls (1987) and Corno and Kanfers (1993) taxonomy of action control strategies. The categories are defined below: 1. Commitment control strategies Commitment control strategies examine the students ability to set and reach goals in their learning. It helps to preserve or increase the learnersoriginal goal commitment. For example, students may keep in mind favourable expectations or positive incentives and rewards, or students may focus on what would happen if the original intention failed. 2. Metacognitive control strategies Metacognitive control strategies involve the monitoring and controlling of concentration, and the curtailing of any unnecessary procrastination e.g. identifying recurring distractions and developing defensive routines, and focusing on the first steps to take when getting down to an activity. 3. Satiation control strategies Satiation control refers to students capacity to control boredom and dissatisfaction in a learning task, and the ability to cope with these negative feelings (Dornyei, 2005). For example, students may add a twist to the task or using ones fantasy to liven up the task. These strategies can help to eliminate boredom and add extra attraction or interest to the task. 4. Emotion control strategies Emotional control strategies examine how learners cope with emotionally charged feeling such as stress, depression and disappointment that may hinder their language development. For example, students may use self-encouragement or using relaxation and meditation techniques. 5. Environment control strategies Environmental control strategies refer to how a student controls their learning environment in order to facilitate study. Learners with good environmental control are more aware of how their environment affects their learning and have strategies to curb these negative effects. For example, students may try to eliminate distractions or asking friends to help. Such activities will help in eliminating negative environmental influences and exploiting positive environmental influences by making the environment an ally in the pursuit of a difficult goal. CHAPTER FOUR PERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Persian Language Experience is part of the Second Language Teaching and Learning module. The aim of this language experience is not primarily for future use but to exemplify, and make more real, some of the issues connected with the language teaching and learning with which the modules deal. The instructor gives the reasons for choosing this language as follows: It is unlikely that any of the module students has learned it before. It is an Indo-Europeaen language, and so its grammatical categories, and some of its vocabulary, will be relatively familiar to students. The course runs eight weeks, covering the first six lessons of the textbook. The students will learn in romanised transcription not the Arabic script version as the purpose is to learn a limited amount of conversational Persian (Farsi), with associated grammar and vocabulary. There will be a review session at the end of each two-lesson section. (See Appendix 1 for more details) The class consists of about 30 students from various nationalities, mixed with females and males, aged approximately from 20 to 25, and all the lessons are taught in English. The instructor is the native speaker of the target language. I am a complete beginner-level learner as I have no previous knowledge in Persian language or culture. Though, I still show a great interest in learning a new language. I see this as a challenging task, and I am highly motivated by the thought of using the language as a mean of exploring Persian culture and people. Persian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that learning a second language is considered as a challenging task which requires time and effort. As I am highly motivated to use the language not just only for the purpose of the module, I developed my own goal to learn the language as much as I could within the time limit. In order to achieve the goal, keeping my learning on track is very important and the following strategies are how I regulate my Persian language learning in accordance to self-regulation theory: Commitment control strategies During the first two weeks, I was very interested to learn the language when the instructor began to introduce the lesson with an easy to remember greeting phrase. I became more motivated to learn Persian when the instructor presented about the tourist places and the culture. Hence, I made up my mind that I have to take this as an opportunity to learn the language as much as I could in order to travel to the area in the future. With this in my mind, I committed myself to buying a Persian textbook, so I would have to fully utilise the book and study thoroughly throughout the course. Metacognitive control strategies After the result of the first quiz, I became aware that maintaining my motivation through culture exploration was insufficient, and I needed to review more grammar and vocabularies periodically. In other words, I needed to structure my Persian learning by setting frequent goals. To illustrate clearly, I set mini-goals for myself to complete one or two exercises in the textbook per day. I also had a specific goal for each week that I must finish studying one chapter in the textbook before every Monday class. In the case that there were other deadlines from other courses and I could not finish one chapter by weekend, I told myself to devote a Sunday evening to complete the chapter. These mini goals provided me an opportunity to reflect and monitor my own progress each week and helped providing the motivation to focus on my tasks. Satiation control strategies During the course, I was always looking for a new inspiration or a new motivation in learning the language. I enhanced my interest by searching about tourist places or Persian culture online. I also recorded my own voice to overcome boredom while learning new vocabularies or practicing pronunciation. Emotion control strategies It was obvious that I experienced negative feelings such as anxiety, frustration, and discouragement after the result of the quiz. I avoided interacting with the instructor in the following lesson. However, I understood that I could not keep avoiding the interactions, and it would be better if I had prepared for the lesson ahead. I tried to get rid of negative feelings and cheered myself up by reminding myself about the real aim of the course, which is to point out some issues in the teaching and learning of a second language, and that the quiz mark was simply a way to reflect on my L2 learning progress. Environment control strategies As the Persian lesson runs only one hour per week, learning in class would be insufficient to achieve my personnal goal. to complete the book. Therefore, I tried to have extra lessons and/or sought out additional sources of input and interactions. I look for a good environment that have easy access to time and place to avoid procrastination such as the internet; I practice Persian pronunciation through YouTube videos and study more about Persian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my daily progress in order to incorporate received feedback on the prospective assignment, it helped me to monitor my progress and observe my strategies whether the way I self-regulate has been improving my learning or not. In terms of commitment control strategies, I had a high amount of motivation in the beginning that I wanted to learn as much as I could. I had a very high expectation of myself and even bought the textbook in hope to study further the requirement. Although, this might not be strong enough to keep myself commit to my goal, in fact it kept me engaged in the tasks for a short period. Part of this failure was due to the fact that I did not have a definite schedule of my Persian learning and that I was distracted by other subjects. Another part might due to high intrinsic motivation, I was too ambitious to learn and did not examine my ability thoroughly. However, even though my motivation was dropped after the quiz, when I later set up the mini goals for each week, my process of learn became more structure and sustain my motivation throughout the week. In other words, these strategies help me minimizing procrastination or distraction and maximizing concentration and keeping goals in focus. This can be said that metacognitive control strategies are essential to develop a learner autonomy. As Wenden (2001: 62) demonstrates that a recognition of the function of metacognitive knowledge in the self-regulation of learning should contribute to a clearer understanding of learner autonomy, especially how it can be developed and enhanced. Wendens findings on the role of metacognitive knowledge in self-regulatory process also corroborate Chamot and OMalleys (1994: 382) observation that explicit metacognitive knowledge about task characteristics and appropriate strategies for task solution is a major determiner of language learning effectiveness . In addition to my satiation control strategies, the way that I always look for inspiration from different sources for my own learning can keep my learning on process. In my opinion, this strategy should be a way to increase my motivation when I feel procrastinated or bored. However, I found myself spending too much time browsing on the internet about Persian culture and had less time to review the task. I should be careful that it would not take up too much time of my daily Persian learning otherwise it would not be effective. So, it seems that this strategy might not be helpful to me sometimes because I can use it as an excuse to procrastinate. My emotion control strategies, particularly to my positive self-talk is also mentioned in a study by Bown (2009) that this technique helped learners maintain perspective on their language learning. It alleviated feelings of frustration or anxiety. Bown divided that learners used self-talk for two primary purposes: (a) to remind themselves of their own motivation for learning the language and (b) to encourage themselves when they felt that they were not making enough progress. The use of this self-talk also served to help learners keep their expectations of themselves realistic, as informed by their beliefs about language learning. Learners would tell themselves that mistakes are part of learning or that it takes longer to learn Russian than other languages they may have studied previously (Bown, 2009). Though it is true that the use of this strategy became effective when I had a low quiz mark, in my case it must be combined with other strategies (such as metacognitive control strateg ies) at the same time in order to completely encouraging myself. I must have a definite plan (the mini goals) to support my positive self-talk. For my environment control strategies, Wolters (1998), citing research from Corno (1989, 1993), Corno and Kanfer (1993), and Kuhl (1984, 1992), pinpoints a self-regulation technique I employed: (1) environmental control, for example a student who decides to go to a quiet place conducive to studying (225). In my opinion, the way that I always try to turn my surrounding environment into a learning environment for me makes me sometimes enjoy learning by myself rather than studying in the classroom. It helps me complete the mini goal I set for myself in each day. In addition, this can be supported by the study from Bown (2009). The findings suggested that effective self-regulation depended on the learners sense of themselves as agents in the learning process. Learners who recognized their role as authors of their own learning transformed the learning environment to meet their individual needs (Bown, 2009). CHAPTER FIVE CONCLUSION AND DISCUSSION It is believed that motivation is essential in learning a second language as it can be a driven force for the learners to start their second language acquistion and it can be a force that sustain the learning throughout the acquisition. However, motivation, according to Dornyei and Ushioda (2011), is a dynamic and complicate factor which concerns about the choice, persistence, and effort of the learners in regulating thier own motivation. From this, motivation can be seen as a factor that correlate to the learner behaviour which can contribute to the learner autonomy. There are many theories which were developed to examine about motivation in relation to L2 learner behaviour and strategy use. Self-determination theory (SDT) is one of the theories that has a broad framework for the study of human motivation and personality. It is concerned mainly with intrinsic motivation and the way to which the individual is self-motivated and self-determined.Language Learning Strategies (LLS) is another approach which examines the strategies that the good language learner employ. The L2 Motivational Self System is another recent approach in relation to L2 motivation and the self framework. It concerns three self dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the degree to which individuals are active participants in their own learning. It is a more dynamic concept than learning strategy, highlighting the learners own strategic efforts to manage their own achievement through specific beliefs and processes (Dà ¶rnyei, 2005). In the context in this essay, it is found that motivation became a critical factors on how the learner will choose the strategies to regulate his/herself and keep the learning process going in order to achieve goal of learning a second language. In other words, it can be argued that self-regulation of L2 learning is multidimensional, including cognitive, metacognitive, motivational, and behavioral processes that learners can apply to enhance achievement. The deliberative, adaptive process of self-regulation enables learners to handle tasks effectively and prepares them to take responsibility for their learning (Wenden, 2001). In chapter 4, based on the Self-regulation theory, my Persian Learning Experience has been evaluated in relation to motivation. According to the four self-regulation strategies I employed, it is found that I depend much or less on motivation to regulate or control the four strategies. For instance, motivation became a crucial factor on how I use the metacognitive control strategies to change the way I learn the language. While motivation has been rarely concerned on how I chose the place to study as in the environment control strategies. Nevertheless, I could not agree more that both motivation and the four self-regulation strategies are the two essential factors that cannot be overlooked in learner autonomy and the development in the process to enhance individual learning in order to achieve the goal. Though the aim of the Persian Language Learning class was merely to experience the issues that can be raised in L2 learning and teaching, the fact that the class is conducted only one hour per week might not be enough to motivate some learners to engage during the lesson. In order to have a more effective class, the instructor could raise an awareness of using self-regulation strategies which I believe will be fruitful for the students themselves to have an opportunity to monitor their learning progress and develop their learning autonomy in L2 learning. As Hurd (2008) emphasises, awareness-raising of self-regulation in L2 learning is equally if not more important in independent learning setting (e.g. online environments and distance learning), where students lack the kind of social-affective support provided by regular interactions with other learners and the teacher, and typically may be engaging in language learning on top of full-time study and personal commitments.

A Streetcar Named Desire

Williams also reinforces his implied themes with many motifs and symbols, such as music, drunkenness, and bathing. Towards the end of scene three, Blanche turns on the radio and â€Å"waltzes to the music with romantic gestures [while Mitch imitates] like a dancing bear† (57). Because Blanche is accustomed to her insanity, which is represented by the Varsouviana Polka, she is able to move along with the music fine while Mitch, who is accustomed to reality (and has primitive traits), is unable to gracefully match Blanche’s movements and grace. Not only does the Polka music represent Blanche’s descent into insanity, but also tends to appear at moments when she is in a state of panic. Secondly, drunkenness is a major symbol throughout the play. Stanley states that â€Å"[one thing that] belongs on a poker table [is] whiskey† while Blanche lies and says â€Å"[she isn’t] accustomed to having more than one drink† (54). Stanley and the men seem to drink for social reasons, and they sometimes end up becoming violent or barbaric. Blanche, however, seems to drink in an almost anti-social manner while keeping it a secret, and the results of her drunkenness usually end up causing her to deceive herself. Although the author never states the illness that Blanche is eventually diagnosed with, the Diagnostic and Statistical Manual of Mental Disorders, a guide used by modern day psychologists to classify types of mental disorders, would classify her as a paranoid schizophrenic. In addition to music and drunkenness, bathing also is an important symbol that is implanted into the play, which is evident when Stanley becomes violent and his friends bath him with â€Å"the water . . on full tilt [and later] comes out of the bathroom [and] breaks into sobs† (59). Because he was violent (and drunk), Stanley’s friends cleanse him of his bad actions with water. He then comes out of the bathroom afterwards and feels regretful, calling out to his love and wanting to be forgiven. Throughout the history of the world and its culture, men and women have had gender-based roles in society which usually portrays men as being primitive and lacking emotion while portraying women as being more delicate and fragile. Such depictions can be seen in a work of Tennessee Williams, A Streetcar Named Desire, which is based on a woman’s false beliefs that slowly lead her into a descent of insanity. Throughout scene three, many subtle cues embedded into Tennessee’s work, which include lighting, stage directions, colors and more are used to help portray the traits of certain characters and especially Blanche Du Bois’ inability to overcome reality. In conclusion, Tennessee Williams uses many motifs and symbols in his works of literature, with A Streetcar Named Desire being a very prime example. You can read also  Similarities and Conflicts in † a Streetcar Named Desire† Primitiveness and fantasy’s inability to overcome reality are represented in many things including lighting, music, colors, drinking, and even bathing. Tennessee Williams uses setting, lighting, and costumes to reinforce theme by describing the setting and events in the rawest and most articulate manner, which gives readers a detailed and symbolic image of the content in scene three including the primitiveness of men and fantasy’s inability to overcome reality. When the author first describes the setting, he states that the men are â€Å"at the peak of their physical manhood, as coarse and direct and powerful as the primary colors† (45). Because the men are very up-front and â€Å"coarse,† Tennessee reinforces the theme of the primitive and the primal by describing the physique and status of the men at the poker table. He also compares them to the primary colors, which helps back up the description of their rawness and vigor. Secondly, Tennessee Williams uses lighting to help give the readers more insight on the novel. For example, when Mitch and Blanche are together in the room, she tells him to â€Å"put [the new lamp shade she just bought] over [a] light bulb† (55). Although Blanche lets many people see her in daylight, she only allows Mitch to see her in dimly-lit areas and even lies to him about many things including her age because she likes him and doesn’t want him to discover her slowly fading beauty. The theme being inferred here, fantasy’s inability to overcome reality, is also represented by Blanche’s past haunting her due to the death of her husband, the loss of her Old Southern family estate, and her dismissal from work due to an improper affair with a student. Lastly, the themes of both the primitive/primal and Blanches inability to overcome reality are represented in the author’s choice of costume assignment, which is evident when Blanche is dressing and â€Å"stands in her pink silk brassiere and white skirt in the light through the portieres† (51). Unlike the men in the novel, who are portrayed in colors that are raw and primary, the absence of primitiveness is shown in the many descriptions of Blanche’s pastel-colored clothing. The silhouette that also appears as Blanche stands in the light of the portieres also helps create the foundation of Blanche’s fantasy world (the darkness of the silhouette) that is enclosed and trapped by reality (the light around her). A Streetcar Named Desire A Streetcar Named Desire is one of the most famous and noted plays in American history. The play was written by Tennessee Williams and won him the 1948 Pulitzer Prize for Drama (Spoto, 1997).The main characters of the story, Blanche DuBois, Stanley Kowalski and Stella Kowalski represent the social and personal conflicts of post-war American society. One of the most interesting elements in the play that contributed to the success of the play is the manner by which each of the character’s perspectives and illusions are used to bring insight to the reality.Naturalism was depicted in the play by incorporating existing social conditions, language and through references to events, personalities and issues. This is evident in the backgrounds and demeanors of characters and in the manner of their interactions. Another factor that represents naturalist elements to the play is the use of developing sciences and issues into the story such as Stella’s nervous condition, Stanleyâ₠¬â„¢s involvement with the growing violence and vice of the city and   Blanche's rape and nervous breakdown.Another use of naturalism in the play is seen in the lack of dramatic role reversals among the characters and instead the characters are portrayed as individuals simply with lives that can go beyond their ability to control (Williams & Miller, 2004).Another factor that has contributed to the appeal of the play was because of the ease of reference with audience. The main reason for this is the realism of the characters. Blanche’s situation of having to leave the South was a common to the era as economics became an issue in the region. Stella represented common issues regarding rights and independence being raised for women.Stanley represented the stiff challenges of the city which requires aggressiveness and dominance. Though the characters are representations of social segments, Williams gave them their individual idiosyncrasies and vulnerabilities which made persons to the audience.ReferencesSpoto, Donald (1997). The Kindness of Strangers: The Life of Tennessee Williams. Chicago: Da Capo PublishingWilliams, Tennessee and Miller, Arthur (2004). A Streetcar Named Desire. New York: New Directions Publishing Corporation.  

Influence of Pop Art Essay

The Influence of Pop Art Illustration Essay To be someone who goes ‘against the crowd’, you must have a lot of courage. Well, back in the late 1950’s, pop artists such as Andy Warhol, Roy Lichtenstein and many others did exactly that. During this time period, pop art was a challenge to the traditions of fine art by using images of pop culture. You may be asking yourself, what is pop art? Pop art consists of objects that are removed from their original context and combined with unrelated material. In her article from Design Magazine, Adriana Marinica has a great explanation of how pop art appeals to us Americans and how pop art has it’s own style, â€Å"This art derives its style from the visual activities and pleasures of people: television, magazines and comics. † (Marinica) Pop art influenced American culture greatly while influencing the art culture as well. It created a different perspective for art, rather than fine art. Most people have seen Andy Warhol’s work, the most famous being the campbells soup cans, he is the most known pop artist. Not only did pop art influence American culture but it also influenced British culture, but in a different way. In 1952 was the beginning of the pop art movement known as â€Å"The Independent Group† who represented young artists of that time. Even today, pop art is still seen around the media and even street art. Back in it’s time, pop art was much different than anything anyone has seen. It has been the most â€Å"popular† art movements of the modern era. This movement was supposed to be a rebellion towards the ‘Abstraction Expressionists’, or artists who were perceived to be pretentious and over-intense. Fine art was popular from the 17th century on, it had much detail and focused on being realistic including paintings and drawings, while compared to pop art which has bright colors and it is more cartoony and not very realistic. Pop artists took images from popular media which made it easy to relate to the works. With the images from popular media, they would combined it with a background or other objects that had nothing to do with the media images. On the other end of the spectrum, most fine artists used a contemporary style while pop artists were more focused on the  attitudes rather than the art itself, such as irony and parody styles. Most pop artists prefer to use colors such as red, yellow, and blue since they are so vivid and are sure to grab your attention. Marilyn Diptych (1962). Campbells Soup (1968). Just a few of Andy Warhol’s most known pieces of pop art. You’ve seen the multi-colored soup can picture in your high school art class, and maybe you’ve seen the oddly colored portrait of Marilyn Monroe. Warhol had many other different styles and pieces, but he was very popular with his pop art works. Warhol seemed to have a great interest in creating images of well known actors and actresses. Not only is the iconic Andy Warhol famous for his pop art, we need to recognize that there are many other artists who have adopted the pop art culture. Some of those artists include Crash, Jim Dine, Keith Haring, Roy Lichtenstein, and Tom Wesselmann. Pop art became very popular in the late 1950’s in North American culture. The term ‘pop art’ was officially introduced in December of 1962. Origins of pop art in North America emerged as a way of expression for artists at a time where the world was lacking any interest or excitement. This movement was to emphasise that pop art could take images from mass-media from popular culture and can still be considered fine art. At this time advertising had used many elements of modern art, which had artists searching for more clever ways to advertise to keep up with the changing world. American artists found their inspirations by living within our culture. In the United States, pop art was made as a representational art as an ironic response by artists to subdue the personal symbolism. Mass produced imagery was very popular in America, these works of art had more bold and aggressive overtones. Back in the 1950’s and 60’s pop art was associated with pop music which includes swinging and covers of the Beatles’ and Elvis Presley’s cover albums designed by the pop artist Peter Blake. In contrast, Great Britain viewed American pop art from a different perspective. Great Britain adopted romantic, sentimental, and even humorous overtones. Early pop art in Britain was inspired by American pop culture, but they did not experience this culture as Americans had. During the time of post-war, pop art culture improved the prosperity of their society. English pop was considered to be more of a metaphor or to have a theme. Introduced in the United Kingdom, the Independent Group was formed in London, 1952. This was a group of young painters, sculptors, architects, writers, and critics who were challenging modernist approaches to the culture and traditions of the fine arts. The group was mainly about popular culture implications from mass advertising, movies, product design, comic strips, science fiction, and technologies. Even with origins early as the 1950’s, pop art culture is still very alive to this day. Pop art has a very strong influence on today’s top fashion designers. As Marylou Luther of the Cleveland, Northeast Ohio News states, â€Å"To me, the most important art force that has popped back into fashion and the one most likely to have a trickle-down effect to the streets is Pop art. The art movement has been so iconic and profound that it is still featured, studied, and produced to this day. Some inspirations are helpful towards interior architecture, fashion, fabric, and something even as simple as packaging. A popular way pop art is used is the well known comic style that is based on American animations. While searching for how pop art is used today, I found a quote on a website that I felt should be included in this essay, â€Å"This type of fine art is so popular nowadays that we recognize its potential to continue growing and attracting more followers all around the world. As you can see, pop art has had a very big impact on our culture that we still see to this day. Not only has it inspired our culture and our artists, but even other countries’ culture and artists as well. I can say that I’ve been inspired by pop artist Andy Warhol with his amazing works of art. As we see daily; Hollywood, magazines, television, and newspapers are all producing different images which is enlarging popular culture majorly. Without the pop art movement, our culture would not be the same. Marinica’s point of view may better help how pop art has influenced our culture and how it is still very much alive today; she states, â€Å"Pop Art continues to be hailed as a success to this day, whether we’re talking about original pieces selling for big money, or prints selling in huge numbers. It became clear that pop art was much more than just a statement and it’s hard to ignore it. You can see it wherever you go. It’s in public places and even advertising, as it was used initially in the 1950s.

Comparison and Contrast of Prometheus Bound and Frankenstein essays

Comparison and Contrast of Prometheus Bound and Frankenstein essays Comparison/Contrast between Aeschyluss Prometheus and Shellys Frankenstein Modern Prometheus, commonly know as Frankenstein, is the complete title to Mary Shelleys novel, in reference to the Greek myth involving Prometheus, a deity. The novel, the title being quite fitting, uses major themes involved with the Prometheus mythology for and against the moral she created. Themes such as isolation and loneliness were used as well as elements of fate and father-son relationships. In Prometheus Bound and Frankenstein, the protagonists are very alike in many ways. They created life, stole and got punished for what they did. Prometheus was a clever deity and a master craftsman who had the gift of prophecy. He created man from the spark of heaven for the purpose of creating a noble being, nobility that many Gods abused. He taught man the many crafts that were necessary for mans survival. He enlightened man so that they would not have to do their own work. Prometheus taught man astronomy, to know seasons and animal domestication. He gave them language. He instructed his creation on how to build carriages and ships. He also gave them powers of medicine, soothsaying and extracting metals from the earth. He teaches them the beginning of civilization and changes their lives completely. But man lacked one crucial gift, that of fire. Fire was sacred to the Gods. Prometheus was unable to bestow such a grant to man because Zeus, the cardinal God, denied it. P rometheus, loving his creation considerably stole the fire and concealed it in the stem of a plant. Prometheus who gave men every art and every science finally gave them fire. Knowing that there would be consequences to his actions, the protagonist sacrificed himself. Zeus, discovering this act, has Prometheus chained to the rocks of a desolate mountain named Mount Caucasus where a vult...

The eNotes Blog A Cheaters Guide to theClassics

A Cheaters Guide to theClassics DISCLAIMER: If you are a student assigned to read any of the following classics in school, you should ABSOLUTELY read them all the way through! Not only are they classics for a reason, but thats your job as a student, and as members of the educational community we would be remiss if we didnt point that out. If you are, on the other hand, one of the 62% of adults who are simply willing to lie to make themselves appear smarter, well then this article is for you! Thats right, roughly 6 out of 10 adults claim to have read books theyve never even opened in an effort to appear more intelligent and impress others. How do they get away with it? Mostly through movie adaptations. But why rely on a directors interpretation of Great Expectations  when walking into the potentially vicious traps set by your dinner party counterparts? I mean, if you really want to get serious about appearing smarter, youll have to study with some study guides. And what a surprisewe just so happen to have some of those!   You could read the 1,225 pages this Tolstoy classic, or you could just prop it on your bookshelf at home and internally vow to get around to it one day The top ten books people claim to have read, but havent, are: 1984  by George Orwell – 26% War and Peace  by Leo Tolstoy – 19% Great Expectations  by Charles Dickens – 18% Catcher in the Rye  by J D Salinger – 15% A Passage to India  by E M Forster – 12% Lord of the Rings  by J R R Tolkein – 11% To Kill A Mockingbird  by Harper Lee – 10% Crime and Punishment  by Fyodor Dostoyevsky – 8% Pride and Prejudice  by Jane Austen – 8% Jane Eyre  by Charlotte Brontà « – 5% Titles that just missed the cut are The Bible (3%),  Homer’s Odyssey  (3%) and  Wuthering Heights  (2%). Be serious about appearing smarter: study smarter. Never walk into a dinner party unprepared again!

Answers for the question Assignment Example | Topics and Well Written Essays - 1250 words

Answers for the question - Assignment Example GSK wants a diverse portfolio, where it does not only focus on one specialty and product, but is open to different sources of research, services, and ideas. It also wants access to Sirtris’ unique entrepreneurial culture and distinctive scientific advantages. In other words, GSK wants to stay big but become nimbler by dividing its large bureaucracy into smaller scientific units. It has introduced several changes already to hasten its new product development process, but so far, its overall culture and design remain bureaucratic, at least for Sirtris which is a biotech firm and is used to less bureaucratic controls and processes. b) What challenges are facing the managers responsible for the integration process? That is, what must Slaoui be concerned about? Westphal is concerned that GSK’s bureaucratic design and culture is affecting Sirtris’ entrepreneurial culture and management system. In particular, his concerns are time management, people management, and othe r small, but important, issues (Weber 9). Time is essential to research work, but Westphal observed that GSK is eating most of his time through constant meetings with many people, who are not always critical to decision-making and other managerial processes. Westphal thinks that he should be doing more work, as well as his scientists, but the incessant meetings directly interfere with their research activities. Furthermore, people management is a key issue for Westphal. GSK has not provided him autonomy in making significant hiring, firing, and compensation decisions like he used to. Westphal wants to make these decisions that are crucial in keeping the entrepreneurial spirit of Sirtris. Finally, Westphal is concerned of small, but also important issues, such as media access, petty cash, and science publications. He wants some degree of autonomy on these issues because relying on GSK for these decisions only delays decision-making and can dampen the sense of control over these perti nent small tasks (Weber 9). Essentially, Westphal is wary that Sirtris is becoming more like GSK instead of the other way around. Slaoui generally has the same concern as Westphal, but more of macroeconomic in scope, because he wants an efficient and effective integration between Sirtris and GSK. Slaoui’s main concerns are employee retention, management integration, and DPU integration. He is concerned of employee retention, when scientists have different motivations, especially when biotech companies and big pharma companies attract different kinds of scientists. Biotech company employees are more focused on the science and tend to easily shift from one company to another as their interests change or if companies change, while big pharma scientists value stability and career progress (Weber 9). The right reward and management approach must appeal to these different motivations, but the right balance is tricky. Furthermore, Slaoui is unsure where to put Westphal and Dipp (Web er 9). He wants to retain them because of their valuable scientific and management capabilities, but he does not know if they are happy with

Environment Essay Example | Topics and Well Written Essays - 500 words

Environment - Essay Example The air, the water, and the health of the planet are the right of all men, and the purpose of government is precisely to protect these human rights. Yet, the current administration's policy has been called a, "Christmas tree for oil interests, a license for industry profiteering, or a wide-ranging assault on the environment" (Cohen). Current policy gives business no incentive to save energy or seek alternate sources. Man did not inherit the planet, mankind did and free enterprise does not mean the freedom to destroy or deplete these scarce and vital resources to cater to a business's bottom line. The clearest and most effective way to coerce a business into taking responsibility for the environment is to make it financially beneficial. Public awareness, boycotts, and political activism can be effective. During a four day period of protests at the 1999 WTO meeting, businesses lacking a favorable social responsibility reputation had declined by 2.36%, while those having a positive reputation were down by less than half that amount (Schnietz & Epstein, 2004).