Cruel Intentions Film Review Essays

Cruel Intentions Film Review Essays Cruel Intentions Film Review Essay Cruel Intentions Film Review Essay Essay Topic: A Woman Killed With Kindness The film cruel Intentions, directed by John Hughes is a fast paced glimpse into the lives of the young new Yorkers whose entire existence revolves around power, sex and to some extent class A drugs. Hughes direction for the movie concentrates on those who prey on innocence and will stop at nothing to achieve their ambitions. The story focuses on Sebastian whose main intention in life is to sleep with and ruin the reputations of girls whom he labels Manhattans insipid debutants. Using his charisma, charm and vast wealth he manipulates whichever woman he wants as easily as a 12 year old manipulates Tetris pieces on his game boy. Sebastians raw good looks and style captures every room he enters not to mention the fact that he has no problem whatsoever wearing the threads of high quality Armarini outfits with such class prince William could take notes. Also his car gives a very high-class impression of him, as it is not common for someone who is still in high school to have such a rare, collectable and expensive car. How ever Sebastian holds a burning flame for his cunning stepsister Katherine, played by Sarah Michelle Gellar. She is well aware of this lust that Sebastian has for her and uses it to bate him into doing what ever she wants him to do. Gellar also plays her part to near perfection she plays a manipulative and seducing role, her performance totally make you forget that she is the nations favourite vampire slayer. She brings Katherine to life emphasizing her snobby accent and supposed kindness, when all the time she is secretly snorting Cocaine from her deceptive rosary that she wears around her neck. By being student body president and a school icon she gives potential students fake advice and deceivingly assure their mothers that they are in the best of hands at Manchester prep. The main story really starts to kick in when Sebastian finds what he sees as a challenge, in Annette Hargrove (Reese Witherspoon) the sweet virgin who takes pride in her purity. Sebastian is not only interested because of this, she also happens to be the daughter of the new headmaster at Manchester prep. She has moved to New York from Kansas to continue high school. Sebastian longs to seduce her as it would be his ultimate achievement and until now he has never failed to achieve his goal. When he tells Kathryn about this she doesnt think that even he can manage to sleep with her. Sebastian as confident as ever wants to prove her wrong and offers to place a bet on whether he can entice Annette in to bed, if Sebastian fails to do this he has to give his treasured 1956 Jaguar to Kathryn and if he successes he gets the one thing he could never have otherwise. a chance to sleep with Kathryn. As Sebastian moves in on his prey he finds that, although his intentions to start with at first we re deceitful, he is slowly falling in love with Annette. Little does he know it is this that will turn his life upside down and eventually prove fatal. It is not all so simple for Sebastian though as Annette has an overpowering negative attitude towards Sebastian, one that is obviously seen through as a secret lust for him and the immortal life he leads. This chemistry between them is hesitant at 1st,but the more they are together the more apparent it becomes. This may be connected to the fact that the 2 (Witherspoon and Philippe) are married in real life making it the almost perfect pair the play the parts. Witherspoon does have a flaw to her though, due to the fact that Hughes lets her be won so easily by the bad boy. To be a woman who has followed a particular honour code her entire life, she falls into the hands of the promiscuous Sebastian without even so much as a glimpse back into her old ways and long time boy friend Trevor who has respected her decision to remain a virgin all the way through there relationship. The movie has a very dramatic last 30 minutes. The drama starts when Sebastian inadvertently gets killed when he pushes Annette out the way of an oncoming car and gets hit by it himself. Sebastians death comes quite unexpectedly as he has been the main focus of the story all the way through and just as he has fallen in love and lost the invisibility he had earlier, he dies. The movie then finishes on a much happier note as every one finds out what Kathryn is really like at Sebastians funeral when his diary with all his plans, thoughts and schemes in is handed out just as Kathryn is making her speech. Which, yet again, is full of lies. Aside from a slightly happified ending, Cruel Intentions is an impressive movie. Solid dialogue, luscious characters that play their roles to a tee (perhaps with the exception of Witherspooon), great comic relief. I would recommend this movie for all those who have strong hearts or like to see a complex love story as it has all of the plotting and manipulation you could ask for but also in the end it has what turns out to be a heartbreaking love line.

Four Things I Learned While Writing Crime Fiction

Four Things I Learned While Writing Crime Fiction Four Things I Learned While Writing Crime Fiction After a tour in Iraq, which had him conducting security for EOD missions, supply runs, and anything else the military asked of him,  Zack Klika got out and went to college at The University of Texas Dallas. He graduated in 2010 with a B.S. in Finance. It was around this time he decided that writing was what he really wanted to do, not numbers. In this article, he talks about the four biggest pieces of advice he learned about writing crime fiction by working with professional editors. My new novel, Blood On The Bridge, is about three very different people banding together to figure out who murdered a female soldier. And much like the characters in my book, I teamed up with two amazing editors, Will Anderson, my developmental editor, and Mary Beth Constant, my copy editor, to get my novel in tip top shape. Writing a novel is no easy task. I outlined for a month and then wrote the first draft in two, at which point I knew I needed to get professionals involved. Will had so many great comments and suggestions about my manuscript that it energized me when the time came to dive back in for a rewrite. Mary Beth spotted a great many inconsistencies in my story’s timeline and overall story arc. Without her, the novel would have come off as amateurish. They both returned my edits before the due date we had agreed upon as well, which made me feel even more confident in the Reedsy platform.Here is some of the advice I picked up during the writing and editing process, regarding creating a great thriller novel.1) Embrace the tropesThere is absolutely nothing wrong with feeling like your mystery or thriller rings similar to a lot of other crime fiction. However, there are ways to make your scene feel more original than it really is. The best piece of craft advice I ever received actually was n’t related to writing. It was given to me during an improv class. My instructor told the group to throw away the first three ideas that popped into our heads when we walked onto the stage to perform a scene. And it always worked. It forces your imagination to scramble for something that wasn’t already there. And when you’re faced with no way out, you will find a way out. It’s how a lot of writers write: they paint themselves into a corner and then find a way out. When you're writing genre fiction, don't be afraid to embrace the tropes There is a scene in my novel where one of the main characters is knocked out and thrown into the trunk of a car. He wakes up in the trunk and realizes he is being driven to his death bed. So, what can he do when his kidnappers open the trunk? Fight or flight? Those are two options. He could also beg. Those were really the only three options I could think of. Later, when I was laying in bed trying to sleep, a fourth option came to me: he could play possum. And I’m sure I’m not the only one to ever write about a character playing possum in the trunk of a car on the way to his literal death bed. But regardless of how used of a trope it is, it was the option that absolutely fit my character best and not just the first thing I could think of.Don’t forget to rely on your developmental editor as a source for great ideas, too, which leads me to the next part...2) Run with your editor’s adviceSeriously. Take their ideas, advice, and feedback and run with it. Theyâ €™ve probably read a lot more crime fiction than you ever will so they are the perfect person to tell you how to make your book better.Authors tend to get tunnel vision while they’re working on their manuscript. Try your best not to be upset if your developmental editor tells you he or she doesn’t feel like a scene works in its current state. The main job of that editor is to critique your work. If they’re great editors, like mine were, they’ll throw out a ideas to improve the scene. Think about those ideas and use them as you see fit. The thriller-writing lessons I learned by working professionals editors I knew something was missing from my book when I submitted it to Will. I couldn’t put my finger on it, but Will found it right away: I needed another red herring in my story. There wasn’t enough going on in the second act to sustain it through to the end. One of the ideas Will gave me was perfect and right in front of my eyes the whole time. I ran with it. And it ended up making my story all the more enjoyable. And you want to be entertained by your novel.Want to learn more about cozy crime fiction - and get some recommended titles while you're at it? Check out this  comprehensive guide to cozy mysteries.3) Use your sensesIf you’re not entertained by your crime fiction, your reader won’t be either. I write mysteries and thrillers because I have a passion to entertain and I’ve always been entertained by a good crime story. Remember that your thriller or mystery is being told to someone, and they need to be brought into your make believe world. The best way to do that is through "show, don't tell" and by incorporating all five senses into your writing: sight, sound, smell, taste, touch.After a first or second draft, I’ll go through my manuscript and see which of the five senses are lacking. Sight and sound get used the most in a lot of writing, which is perfectly fine. But smell, taste, and touch can be your sleuth’s/detective’s best friend and can make or break a case. Did your detective get a whiff of cologne off the murdered woman found in her apartment? Did he later smell that same cologne while interviewing a suspect? A great exercise I like to do is to write out a few ways a killer can be caught based off one of those three senses. It’s not easy, but that just means your story will be all the better for it. My next piece of advice will make your story better too. The four best pieces of advice I learned while writing crime fiction 4) Keep your action scenes loose and free-flowingDon’t get too bogged down in being so precise with the details that your reader can’t fill in some blanks for themselves and immerse themselves in the story. If you’re writing within the realm of reality it may be a good idea to keep your fights on the shorter side as well, to build suspense. Real fights are nothing like boxing matches. Real fights are messy. Real fights are usually wrapped up within a few minutes. And real fighters fight dirty. Remember that. Your fighters don’t abide by any rules. They will do whatever they have to do to win a fight.Please share your thoughts, experiences, or any questions for Zack Klika in the comments below! And if you'd like to learn more about querying a thriller to an agent, head here.Blood on the Bridge is available in paperback and on Amazon Kindle!

NGO Strategy Case Study Example | Topics and Well Written Essays - 2000 words

NGO Strategy - Case Study Example The paper also looks into the characteristics of the organisation strategies with respect to the different stakeholders including the public sector. Finally, the paper discusses the weaknesses of the strategy. 1.1 Overview of Company in Question -Dell Computers At the dawn of the 21st century CSR began to gain world wide rapid importance and Dell Computers was amongst the first companies to add CSR into its business philosophy. Dell company was the second largest PC company in 2007 (Dell Company Review 2007). This was thanks to its inbuilt advantage of lower cost and highly efficient supply chain management technology (Dell Company Review 2007). Dell Company is the premier computer system provider worldwide with it highly customized products. However, today competitors are emulating Dell strategy through mass production and just in time production methods. According to the company 2007 annual report, the company currently employs more than 88000 people worldwide. As a multinational technological company, it activities are diverse. It currently sells personal computers, computers related products, servers. Data storage devices, network switches, soft wares and computers (Dell 2007 Company Review). No wonder, the Fortune 500 magazine ranked Dell Computers Corporation 8th on its annual list of most admired companies in the United States. The table below extracted from the company webpage provides a brief summary of its market structure. Items Value in Billion of $ Market Capitalisation 45.09 Revenue 61.133 Total Assets 27.561 Total equity 3735 Employees 82700 The next section discusses Dell strategy with respect to the public sector. 1.2 Company Strategy to the Public Sector Porter (1980) contends... The paper talks about the history and strategy of the Company. According to the report Dell Computers business strategy and philosophy is characterized with the Corporate Social Responsibility philosophy (CSR). In recent years, CSR has been subjected to much debate and criticism. Proponents of CSR argue that there is a strong business case for CSR, â€Å"in that corporations benefit in multiple ways by operating with a perspective broader and longer than their own immediate, short-term profits†. Dell Computers corporate strategy is characterized with CSR requirements, an organisation must assess its organisational strengths and weaknesses, as well as its environmental threats and opportunities, which will enable it choose among alternative courses of action. In the paper we can find strength and weaknesses of these strategies. From the foregoing discussion, one can conclude that major stakeholders of an organisation have increased their concern on how the activities of the organisation affect the social and environmental setting in which they operate. Organizational strategies in order to be successful must be coined and defined within the expectations of different stakeholders. As a result there has been an increase in the requirements from companies. Such an approach will go a long way to improve the competitive position and long-term performance of the company. No wonder, companies like Dell has incorporated this in their mission and vision statements.

War and Peace international relations since 1914 Essay

War and Peace international relations since 1914 - Essay Example It was done so on 23rd July. The last part of July saw attack of Austria over Serbia. 28th July marked the day when Austria unleashed on Serbia. 31st July marked Germany’s attack on Russia on Eastern front. 3rd August marked attack of Germany on France. 4th August marked attack of Great Britain on Germany. Between 15th to 18th August, three major events took place. Russia took over parts of Prussia, and U.S.A reaffirmed its neutrality (Tuchman). The issues that came forth around the second and later stage of W.W.2 were pertinent to the post war settlements, say and influence and sharing of the spoils of war. Great Britain and U.S.A had soft corner for one another, Russia on other hand wanted maximum shares. It claimed those shares on account of the sacrifices and number of troops and other civilian casualties suffered by Russia. The case of Poland was another area of interest between these two. Russia wanted major say and influence in the affairs of European countries that had been unseated, while United States of America wanted to break the shackles and come out of the old custom of isolation. Great Britain on other side wanted to maintain its influence and presence through economic strengthening and importance of seas. The case of Germany and the influence maintaining was another area of conflict that came up in the later part of the Second World War (Keylor, 85). Iron Curtain was an important speech that is still remembe red as a hall mark of those days. The conflict gave rise to Cold war which lasted for over five decades after the end of Second World War. The relationship between these two groups had fragmented the continent of Europe into two distinct blocs. Both were drawn by the spirit of hatred, ill will, suspicion towards one another. Each aimed at outsmarting one another through military might and counter maneuvers. The Triple Entente was driven by historic relationship and strong ties. The central powers had come together

The Analysis of the Mythic Dimension in ‘a Streetcar Named Desired’ Essay Example for Free

The Analysis of the Mythic Dimension in ‘a Streetcar Named Desired’ Essay This paper tells about American South which exposed in A Streetcar Named Desire written by Tennesse Williams. The changes were drawn from the life experience of the main characters in the play, named Blanche Du Bois. Here, we try to explore about the analysis of the main character, Blanch Du Bois. Problem and its Scope This study principally constitus the analyze of the myth in a play that written by Tennese William entitled ‘A Streecar Named Desire’.  This study explores the mythic dimension of one of Tennessee Williams’s best-known and most enduring plays. The author’s revival of ancient myths and archetypes in Streetcar illustrates his professed belief in the collective unconscious as the source of his richly symbolic dramas. The conflict between the main characters is endowed with universal significance—the clash of two rival myths vying for dominance in Williams’s imagination. While Stanley Kowalski is presented as a modern day avatar of Dionysus, the amoral, primitive god of drink and fertility, Blanche DuBois’s descent into the underworld of Elysian Fields makes her the failed embodiment of the guilt-ridden, inconsolable Orpheus. A yearning for the reconciliation of opposites is ultimately revealed in the myth of the androgyn, the third substratum of Streetcar and the spring of Williams’s alchemical art. MYTHOLOGY can be defined as a body of interconnected myths, or stories, told by a specific cultural group to explain the world consistent with a people’s experience of the world in which they live. [The word â€Å"myth† comes from the ancient Greek word meaning â€Å"story† or â€Å"plot,† and was applied to stories sacred and secular, invented and true.] Myths often begin as sacred stories that offer supernatural explanations for the creation of the world . . . and humanity, as well as for death, judgment, and the afterlife (Myth 284). A mythology or belief system often concerns supernatural beings/powers of a culture, provides a rationale for a culture’s religion and practices, and reflects how people relate to each other in everyday life. Creation or origin myths explain how the world came to be in its present form, and often position the cultural group telling the myth as the first people or the true people (Myth 284). Such  sacred stories, or narratives, concern where a people and the things of their world come from, why they are here, where they are going. Myths and mythology express a culture’s worldview: that is, a people’s conceptions and assumptions about humankind’s place in nature and the universe, and the limits and workings of the natural and spiritual world. Analysis The classic definition of myth from folklore studies finds clearest delineation in William Bascom’s article â€Å"The Forms of Folklore: Prose Narratives† where myths are defined as tales believed as true, usually sacred, set in the distant past or other worlds or parts of the world, and with extra-human, inhuman, or heroic characters. Such myths, often described as â€Å"cosmogonic,† or â€Å"origin† myths, function to provide order or cosmology, based on â€Å"cosmic† from the Greek kosmos meaning order (Leeming 1990, 3, 13; Bascom, 1965). Cosmology’s concern with the order of the universe finds narrative, symbolic expression in myths, which thus often help establish important values or aspects of a culture’s worldview. For many people, myths remain value-laden discourse that explain much about human nature. The concept of Myth in the literature is The word ‘myth’ is derived from the Greek word ‘mythos’, which means a traditional tale common to the member of a tribe, race or nation. It usually involves the supernatural elements to explain some natural phenomenon in boldly imaginative terms. Today myth has become one of the most prominent terms in contemporary literature analysis. It was Northrop Frye, one of the most influential myth critics (others including Robert Graves, Francis Fersusson, Richard Chase, Philip Wheelwright), who discovered certain formulas in the word order. He identified these formulas as the â€Å"conventional myths and metaphors† which he calls archetypes. C.G. Jung was of the view the materials of the myth lie in the collective unconscious of the race. This analysis based on the theory of semiotics that tells about the mythology. Semiotics, also called semiotic studies or (in the Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism,  signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and meaning of language more specifically. Semiotics is often divided into three branches: * Semantics: Relation between signs and the things to which they refer; their denotata, or meaning * Syntactics: Relations among signs in formal structures * Pragmatics: Relation between signs and the effects they have on the people who use them In the nineteenth century, Charles Sanders Peirce defined what he termed semiotic (which he sometimes spelled as semeiotic) as the quasi-necessary, or formal doctrine of signs, which abstracts what must be the characters of all signs used byan intelligence capable of learning by experience,[9] and which is philosophical logic pursued in terms of signs and sign processes.[10] Charles Morris followed Peirce in using the term semiotic and in extending the discipline beyond human communication to animal learning and use of signals. In his essentially Southern play, A Streetcar Named Desire, Tennessee Williams observes a uniquely Southern phenomenon: the Southern belle. In scene seven of the play Stella Kowalski says the following: â€Å"†¦you’ve got to realize that Blanche and I grew up under very different circumstances than you did† (Williams, 99). With this sentence Williams introduces a possible starting point for an analysis of the Southern belle myth. The figure of the Southern belle is founded on a canonized discourse, resting on a cultural and social personification – a description, a code, a stereotype – which legitimizes and authorizes the interpretation of culture and nature, masculinity and femininity, superiority and inferiority, power and subordination. In other words, the Southern belle stereotype is based on a fear that women â€Å"might escape the rule of the patriarchy, that the oppositions of white/black, master/slave, lady/whore, even male/female might colla pse into an anarchic conflagration threatening to bring down the symbolic order† (Roberts, xii). Additionally, this Southern woman stereotype is both a literature-generating principle, often supporting the very concept of Southern fiction, and a social construct, supporting the writing of  Southern history and culture. In both cases it has to be read â€Å"against the South that created [it] for different social purposes, or reinvented [it] at crucial moments in history† (Roberts, xii) providing insight â€Å"into anxieties and aspirations of the culture† (Roberts, xii). Before I show how Williams approached this myth in his A Streetcar Named Desire, a few remarks about the appearance, development and ‘purpose’ of the Southern belle stereotype are in order. First, its appearance was tied to the Southern antebellum chivalry and masculinity code origin of which can be looked for in attempts to preserve English moral standards in the U.S. South. They, based on the Victorian model of a woman as an angel in house as well as on the small number of upper cl ass women who were, thereby, considered â€Å"custodians of culture† (Bartlett and Cambor, 11), confirmed and authorized the hyperevaluation of upper class Southern women. Second, the Southern belle stereotype rested on a set of very strict class, race and gender traits. Drawing on this statement, it went without saying that the belle was white and of aristocratic origin. She was lively, little bit vain, rather naà ¯ve and â€Å"had few tasks other than to be obedient, to ride, to sew, and perhaps to learn reading and writing† (Seidel, 6). Since courtship, innocent romances, and, consequently, marriage were considered to be the highest aspirations of her life, the belle’s energies and skills were mainly directed to finding and marrying real Southern gentleman. And â€Å"if she was pretty and charming and thus could participate in the process of husband-getting, so much the better† (Seidel, 6). The act of marriage gave this stereotype something new – the aura of legal commitment; it consequently transformed her into a â€Å"hardworking matron who was supervisor of the plantation, nurse, and mother† (Seidel, 6). Third, the purpose of this Southern woman stereotype was justified upon, at least, three premises. It was, to begin with, a compensation for gender devaluation which began practically with the belle’s birth, when her mother ‘handed her over’ to mammy, and continued during her childhood and youth. This placed the belle in a kind of limbo: just as her mother was forced to accept the cultural role which denied her sexual and maternal identity, so too the belle had to deny her sexuality and, at the same time, perform passion without taking part in it. As one would expect, the construction of Southern bellehood had its racial background which was tied to sexual exploitation of African  American women legalized by the institution of slavery and Jim Crow legislation. Their very presence paid homage to white upper class woman as a person who legitimately preserved white superiority since her racial ‘purity’ guaranteed her inaccessibility to inferior races and classes of men. Further investigation helps to reveal how the divinization process of white Southern upper class woman resulted in her identification with the U. S. South itself. The attacks on Southern way of life were thus interpreted as the attacks on the honor and integrity of its greatest ornament – white Southern upper class woman. Lastly, partaking in the construction of this Southern woman stereotype was a matter of prestige. Even though Southern upper class women had many reasons for abolition of slavery – sexual transgressions of their fiancà ©es, husbands, fathers and brothers, isolation on plantations, problems in managing slaves and servants, supervision of agricultural production, dealing with slave insurrections in absence of their husbands, fathers or brothers, and were, on the other hand, attributed chastity, gentleness, compassion – virtues that corresponded to abolitionist rather than proslavery movement, they did not rebel, they did not subvert or transgress the prescribed codes of behavior. They remained loyal to the institution of slavery and Southern social system and, as a consequence, ‘earned’ the pedestal they were put on. Challenges to this viewpoint began to appear during the Civil War. It, by contrast, put emphasis on the belle’s determinacy, strength, and inventiveness. During the period of Reconstruction and the New South â€Å"the terror of losing jurisdiction over women’s bodies created discourses of nostalgia and threat† (Roberts, 104) and transformed the belle’s suffering into that of the U. S. South. She represented the symbol of the U. S. South and one of the most important constructs of Southern mythology. During and after the 1920s, owing to changed economic, political, and social situation which allowed women, even in the U. S. South, to vote, work, get educated and, consequently, enjoy greater financial and personal independence, a new discursive space on the meaning of the Southern belle mythology was opened. It, for sure, rested on criticism and judgment rather than on eulogies. The Southern belle was now used to demythologize Southern myths since the virtues she should have been the embodiment of – beauty, passivity, submissiveness, virginity, and asexuality – proved to be the unstable and destructive property. Quite  specifically, it was then asserted that society’s emphasis on the beauty of the belle can produce a selfishness and narcissism that cause her to ignore the development of positive aspects of her personality. Taught to see herself as a beautiful object, the belle accentuates only her appearance and is not concerned with any talents that do not contribute to the goal her society has chosen for her: winning a man. (†¦) The sheltering of the belle leads to a harmful innocence: she cannot adequately interpret the behavior of men who do not believe in the code of southern chivalry that respects the purity of women. Moreover, (†¦) the repression required by the ‘ethic of purity’ which leads to a variety of physical and mental disorders, including frigidity and exaggerated subservience [is also condemned]. (Seidel, 32) My point in citing Kathryn Lee Seidel at length here is not simply to draw attention to the subversion of the old stereotype, but to emphasize the fact that these changes did not automatically mean the inauguration of the Southern anti-belle. This was mainly possible because deeply rooted prejudices concerning women’s behavior were still the part of Southern culture. In sum, even â€Å"though southern women might be no longer queens and saints, they were not allowed to be ‘flesh and blood’ humans either† (Roberts, 109). The failure to respect the prescriptive code of behavior usually implied some kind of punishment – hysteria, madness, rape, losing social privileges, or death. As a Southerner, Williams could not resist the influence of values, myths and images of his birth-place. He, however, tried to redefine them by negotiating them through the subversive potential of the Southern women/men stereotypes and the prescriptive rhetoric of Southern cult ural codes they assert once they are separated from its institutional binding. His A Streetcar Named Desire is, for sure, a perfect example of this, for at its center is Blanche DuBois. Through this woman character, Williams appears to celebrate the gentility and sensitivity of the Old South as well as the Southern belle as its greatest ornament. But, as the representative of Southern Renaissance, he himself is ambivalent as well as suspicious about the possibility of the belle’s permanent affirmation in the modern world. As if to clarify this point, Williams portrays Blanche as the last representative of the old aristocracy who tries to survive in the modern world by escaping to alcohol, madness, promiscuity and whose memories are bitter since they are burdened by racial and sexual sins of her  ancestors. From the very outset of the play, Blanche is seen as affirmation and subversion, symbol and antithesis of the Southern belle stereotype. This conflict of opposing principles begins with her name which Blanche explains as follows: â€Å"It’s a French name. It means woods and Blanche means white, so the two together mean white woods. Like an orchard in spring!† (Williams, 54-55). The connotative value of this naming act has an exciting importance for it puts emphasis on, at least, two aspects of the (demythologized) Southern myth. It connects, on the one hand, Blanche’s French, colonial and aristocratic origin, or, at least, what has remained of it, with the antebellum U. S. South and, consequently, with the idea of Southern gentility and chivalry (this particular idea was introduced by the first colonists who were either of aristocratic origin or earned this status in their community; this, in turn, helped to establish the metaphor of the US as Europe’s noble heiress). Blanche’s name, on the other hand, reveals what is hidden between the lines: centuries and generations of moral and physical corruption and degeneracy of both her aristocratic family and the U. S. South itself. Another interpretative possibility, which again underlines conflicting nature of Blanche’s identity, sets forth her name as the conflict of binaries – body and mind, nature and culture. Her name, which means both ‘white’ and ‘blank’ and thus connotes the virginity of female body â€Å"predetermined to succumb to inscription† (Vlasopolos, 326) in the tabula rasa manner, refers to body and nature, or the female binary, and defines her as the belle. Her family name, meaning ‘woods’ and consequently referring to papers and pencils (keep in mind that Blanche is a teacher and actually needs these stationery in her job), i.e. intellectual activities, introduces the idea of mind and culture, or the male binary, and places her in the exclusively anti-belle context. Similar reading of Blanche’s name, combining connotations of the lost physical virginity and the â€Å"beauty of the mind and richness of the spirit† (Williams, 126), offers Bert Cardullo in his paper â€Å"Scene 11 of A Streetcar Named Desire,† where the duality of Blanche’s name is explained with the help of the New Testament symbolism. Cardullo thus argues that her name links her not only to the purity of the Virgin Mary, but also to the reclaimed innocence of Mary Magdalene, who was cured of her sexual waywardness by Jesus (just as Blanche was suddenly cured of hers when she remarked to Mitch, ‘Sometimes – there is God – so  quickly!’. (Cardullo, 96) The duality of Blanche’s personality, indicated by the linguistic polysemy of her name, continues by opening a discursive space on the possible existence of two Blanches: the one is the ‘passive-submissive’ Blanche who, as such, is the embodiment, and the symbol, of the Southern bellehood; the other is the ‘victimized’ Blanche who, by subverting the each and every trait of the Southern bellehood, becomes its antithesis. As one would expect, both performances are founded on a set of distinctive characteristics, features, and situations which throw new light on the existing debate. Drawing on that approach, B lanche’s partaking in the Southern belle performance is supported by several factors. Firstly and most obviously, Blanche’s plantation origin marks her inescapably as the Southern aristocrat. Secondly, Blanche is brought up in the Southern tradition of idealization of woman’s beauty. She perceives herself as a beautiful object which has to be properly decorated in order to sell well. As such, Blanche depends heavily on exterior beauty markers – dresses, hats, jewelry, perfumes, and cosmetics which are, in her brother-in-laws’s discourse, magnified into â€Å"solid-gold dress[es,] (†¦) genuine fox fur-pieces, (†¦) pearls, bracelets of solid gold, (†¦) and diamonds† (Williams, 35-36). These things, even though cheap and artificial, represent Blanche’s only inheritance and Blanche’s only future insurance; they remind her of the life she used to live. Thirdly, Blanche is educated. Blanche’s participation in education process foregrounds the idea of the time that college education presented â€Å"prope r youthful behavior for a young woman [and] a pleasant interlude on the way to growing up† (Graham, 770-7719) insofar as it was percieved as â€Å"an asset in the marriage market† (Jabour, 40) and â€Å"the final polish necessary to gentility† (Jabour, 40). So judged, it is then not surprising that Blanche was somehow predestined to choose liberal arts, study English and â€Å"teach high school to instill a bunch of bobby-soxers and drug-store Romeos with reverence for Hawthorne and Whitman and Poe!† (Williams, 56). Access to education, on the other hand, gave Blanche the opportunity to cultivate sophisticated way of speaking and behaving; it allowed her to understand the life as ‘poetry’ in Southern plantation myth manner. Further investigation helps to reveal how Blanche’s arrival at her sister’s home in New Orleans, her insisting on staying there – â€Å"I guess you’re hoping I’ll say I’ll put up at a hotel, but I’m not going  to put up at a hotel. I want to be near you, got to be with somebody, I can’t be alone!† (Williams, 23) – announces â€Å"her basic motive: need for refuge and desire for human contact† (Hardison Londre, 52), need for protection which, in the tradition of the Old South, had to be through another person, through family. In much the same way Blanche clings to the antebellum chivalry codes which obliged men to protect women in return for their contribution to cultural and social capital, their attention, love and, of course, wealth. She thus, in the tradition of the antebellum Southern belle, tries to ‘save’ herself and her sister Stella from inappropriate way of life at Stanley’s home by looking for protection in another man – her former beau Shep Huntleigh. Blanche’s behavior can be understood as â€Å"reflexive reversion to the Southern belle’s habits of thought – that is, emotional dependence on a patriarchal system of male protection for the helpless female – just moments after she had said, â€Å"I’m going to do something. Get hold of myself and make myself a new life!† (313) (Hardison Londre, 56). This particular pattern of Blanche’s behavior occurs repeatedly during the play and culminates in the last scene when Docto r and Matron come to take her to asylum. In order to avoid humiliation and save her dignity, she once again plays the role of the helpless but flirtatious Southern belle and treats Doctor as a gentleman who knows how to protect and behave to a lady in distress. One final point. Blanche’s relationship with Stanley once again ties her to the antebellum period when the principle of noblesse oblige promoted patronizing relationship between upper and lower classes and races in the U. S. South. She behaves to Stanley as â€Å"the aristocrat who condescends to the plebeian when she is not actually scorning him. This is compulsive conduct on her part, because she must feel superior to her sister’s husband if she is not to feel inferior in view of her helplessness† (Gassner, 375). The extreme polarization of relationship between Blanche and Stanley could also be read as a â€Å"critical struggle between [two different] ways of life† (Jackson, 59) – as the struggle between Blanche’s traditional, civilized, artistic, and spiritual self and Stanley’s modern, primitive, physical, and animalistic other. Blanche, by finding additional support for her point of view in science – biology, anthropology, history, even verbalizes this struggle: He acts like an animal, has an animal’s habits! Eats like one, moves like one, talks like one! There’s even something –  sub-human – something not quite to the stage of humanity yet! Yes, something – ape-like about him, like one of those pictures I’ve seen in – anthropological studies! Thousands and thousands of years have passed him right by, and there he is – Stanley Kowalski – survivor of the stone age! Bearing the raw meat from the kill in the jungle! And you – you here – waiting for him! Maybe he’ll strike you or maybe grunt and kiss you! That is, if kisses have been discovered yet! Night falls and the other apes gather! There in front of the cave, all grunting like him, and swilling and gnawing and hulking! His poker night! – you call it – this party of apes! Somebody growls – some creature snatches at something – the fight is on! God! Maybe we are a long way from being made in God’s image, but Stella – my sister – there has been some progress since then! Such things as art – as poetry and music – such kinds of new light have come into the world since then! In some kinds of people some tender feelings have had some little beginning! That we have got to make grow! And cling to, and hold as our flag! In this dark march toward whatever it is we’re approaching †¦ Don’t – don’t hang back with the brutes! (Williams, 72) Their conflict, or, it is tempting to claim, the struggle over authority in the house, culminates in Stanley’s rape of Blanche. The very act of the rape, which Stanley rationalizes by his famous line: â€Å"We’ve had this date with each other from the beginning† (Williams, 130), is also fueled by Blanche’s refusal â€Å"to become the woman in the traveling-salesman joke, the stereotype of the nymphomaniacal upper-class girl† (Vlasopolos, 333). It, once again, demonstrates convincingly the victory of primitive over civilized, physical over spiritual, male over female†¦ Just as some aspects of Blanche’s personality pay homage to the concept of the Southern bellehood, so too there are other aspects of her personality that can be read against the culture which created them and reinvented them when it had found this necessary. Such reading introduces Blanche as the woman who defies to be classified as the â€Å"active property shaping the so cial and sexual relations† (Van Duyvenbode, 208) in the U. S. South and â€Å"shatter[s] the stereotypic chaste heroine/whore dichotomy to show women in their complexity† (Hale, 22). It also offers a new, rather different, image of Blanche as it portraits her as a victim and a potential subversive female force in the play. To discover it one has to discuss factors, features and  characteristics that promoted this shift in Blanche’s character. The ground from which we need to begin is to investigate the origin, or perhaps the reason, of Blanche’s victimization. A possible starting point for this investigation can be found in Joseph N. Riddel’s paper, â€Å"A Streetcar Named Desire – Nietzsche Descending.† Riddel thus argues that Blanche’s life could be seen as a reflection of â€Å"living division of two warring principles, desire and decorum, and she is the victim of civilization’s attempt to reconcile the two in a morality† (Riddel, 17). In other words, Blanche’s past, as well as her present, is a mixture of sin and romanticism, reality and illusion, personal excessiveness and social discipline. Th ese are all elements that would justify a rendering of Blanche as hypersensitive, tragic woman who is, because of her uniqueness, forced to create her own world on principles of exclusion, isolation, and imagination. She is â€Å"the sensitive, misunderstood exile, (†¦) fugitive kind, who (†¦) [is] too fragile to face a malignant reality and must have a special world in which (†¦) [she] can take shelter† (Ganz, 101-102). As a result of Blanche’s balancing between desire to act as she wants to act and a compulsive need to behave according to prescribed standards, norms and codes, many compulsive, obsessive and, to some extent, subversive reactions – illusions, alcoholism and promiscuity – appear in her behavior. They, for much of the play, represent Blanche’s attempts to stand up to harassment and stereotyping she is exposed to. Illusions, or, to quote Blanche, â€Å"magic (†¦), misrepresent[ing] things (†¦), tell[ing] what ought to be truth† (Williams, 117), are found as a continuous thread woven into the fabric of A Streetcar Named Desire. Consequently, a number of interesting points arise from Blanche’s definition of it. ‘Magic’ is, to begin with, throughout the play confronted with the authority of reality which, even though manipulative, tangible, and limited, is the inseparable part of human experience and has to be accepted as the dominant mode of living. As such, it is brought into being by Blanche’s brother-in-law, Stanley Kowalski. Stanley, by using sources whose existence we are forced to acknowledge in our everyday life: the power of authority, physical force, intimidation, economic domination, manages to overpower Blanche’s ‘magic’. In his quest Stanley additionally â€Å"profits from staying within the parameters set for him by his sex and class† (Vlasopolos, 337). He is, thereby, seen as normal (read: ‘real’): his pleasures are normal  pleasures – poker, sex, drinking, bowling; he is a good provider and a loyal member of community and society. Except for his rape of Blanche, which has actually no witnesses and thus creates a reasonable doubt in its occurrence, â€Å"nothing Stanley does threaten the social fabric† (Vlasopolos, 337). Blanche, on the contrary, builds up her ‘magic’ on her failure to conform and her deviance of her class and sex. She, one realizes, although (†¦) maintains the trappings of the aristocrat in her expensive and elegant tastes, has allowed the rest to slip, like Belle Reve, away from her. In seeking emotional fulfillment, she has disregarded the barriers of â€Å"normal† female sexuality and of class. Her actions subvert the social order: she remains loyal to the memory of her homosexual husband, she fulfills the desires of young soldiers outside of very walls of her ancestral mansion, she is oblivious to class in her promiscuity, and she seduces one of her seventeen-year-old student. (Vlasopolos, 337) When in New Orleans, she attempts to split up the Kowalskis even after she learns that Stella is pregnant and makes plans to take Stella away from Stanley. Being aware of this, Stanley enters the battle for weak and indecisive Stella, who functions as the prize between warring parts – Blanche and Stanley. He ruthlessly engages in exposing Blanche as a fraud, a prostitute, and an alcoholic, mercilessly destroys veils of ‘magic’ Blanche wrapped herself in, makes her look old and cheap in the light of the bare electric bulb, and, by imposing his reality in the form of the rape on her, eventually wins. Not only does Blanche’s system of illusions prove to be he r response to the reality of the everyday life, but it also seems to possess a redeeming merit. To understand it, one realizes, attention should first be drawn to the fact that Blanche, confronted with the disappearance of the old South and its codes and myths expressed by the selling of her plantation because of â€Å"epic fornications† (Williams, 43) of her ancestors and deaths that followed them, tries to preserve the past by marrying â€Å"the urbane and civilized, the ‘light and culture’ of the South in the form of Allan Gray† (Bigsby, 64) which thus presents â€Å"a logical extension of her desire to aestheticise experience, her preference for style over function† (Bigsby, 43). His poetic delicacy and refinement, however, turns out to be the cover for his homosexuality. Shocked and disgusted by this discovery, Blanche publicly exposes her husband and makes him commit suicide. In other words,  she â€Å"discovers the corruption, or, at the very least, the profound deceit which lies behind the veneer of that side of the Southern pastâ₠¬  (Bigsby, 64). Seen in this light, Blanche’s cruel exposure of her husband becomes the origin of guilt which has to be expiated and redeemed by her own system of illusions. She had to â€Å"turn from the death in Belle Reve to the ‘life of casual _amours_’, (†¦) she had [to] turn away from the misery of ‘reality’ to her romantic evasions† (Kernan, 11). In the end, or rather from the very beginning of the play, Blanche’s system of illusions proves to be a not well-chosen reaction since reality, in the character of Stanley Kowalski, forcefully imposes on her, leaving her only one exit – that of asylum as a sea resort. Blanche – homeless, ravished, and abandoned – gets confined inside the boundaries of her own illusive fiction (asylum as sea resort, Doctor as Southern gentleman) which makes her invulnerable to further assaults but, nevertheless, destroys her humanity. Blanche’s challenges to the Southern belle stereotype are also pointed up by her excessive alcohol consummation and innumerous love affairs. Throughout A Streetcar Named Desire Blanche has a drink in her hands which is quite unusual for the Southern belle she is supposed to represent. This ‘unusual spectacle’ occurs repeatedly in scene 1 when Blanche, waiting for Stella, â€Å"tosses a half tumbler of whiskey down† ( Williams, 18), â€Å"looks[s again] around for some liquor (†¦) [which then] buzzes right through [her] and feels so good† (Williams, 19-21) when talking with Stella. Although Blanche â€Å"rarely touch[es] it† (Williams, 30) and is â€Å"not accustomed to having more than one drink† (Williams, 54), she, nevertheless, falls under alcoholic spell again and again and again – in particular in the scenes 5, 6, 9, 10 and 11. For instance, she cannot imagine her coke without â€Å"a shot in it† (Williams, 79) or a date with Mitch without a drink or two; she needs â€Å"a bottle of liquor† (Williams, 113) not only to stop the Varsouviana tune in her head but also to get over Mitch’s betrayal†¦ It is striking in all these instances that Blanche actually uses alcohol to â€Å"extirpate moral contradictions† (Riddel, 18) that stand between her and the concept of the idealized white Southern bellehood whose principles she was supposed to have internalized as her own. Perhaps it would also be correct to say that alcohol, in these specific fictional instances, operates as the means of encouragement against the humiliation of being an unwanted intruder and a fallen role model in her own  family who ‘forgot’, although they live in New Orleans, the basic codes of Southern hospitality. Relatedly, Blanche’s frequent love affairs justify their rendering as Blanche’s physical redemption for the responsibility and guilt she has felt since she confronted her husband with his homosexuality: I had many intimacies with strangers. After the death of Allan – intimacies with strangers was all I seemed able to fill my empty heart with. †¦ I think it was panic, just panic, that drove me from one to another, hunting for some protection – here and there, in the most – unlikely places – even, at last, in a seventeen-year-old boy†¦ (Williams, 118), In finding it perverse, she could neither live with the idea of Allan’s homosexuality nor could she help him. The ‘neither-nor’ situation in which Blanche found herself caused Allan’s death and, consequently, made her guilt and pain-ridden. This pain, which is almost literally tearing her apart, is thus the pain of the woman violated and abused by the men-domi nated culture, which cannot necessarily be heterosexually oriented. In order to live with it, she had to neutralize it with desire – a succession of sexual encounters with even younger and younger men. To Blanche, â€Å"desire was the antithesis of death and her relationship with young men a defense against the destructive processes of time† (Bigsby, 60). Blanche, for her part, was attracted by their innocence and purity – the features she, as the Southern belle, was supposed to possess; or she saw in them the reincarnation of her dead husband and, consequently, a chance to redeem her own conduct and start a new ‘marriage’ based on understanding, compassion, and gentleness; or maybe she, as Tennessee Williams argued, â€Å"in her mind has become Allan. She acts out her fantasy of how Allan would have approached a young boy† (Hardison Londre, 58) subverting and travestying in that way, the Southern belle myth that promoted clear cut borderlines between genders and sexes, races and classes. In the end, there is only a hope that this paper, which attempted to give an insight into the historically (de)constructed myth of the Southern belle and its literary affirmation and/or subversion in the character of Blanche DuBois in Williams’s A Streetcar Named Desire, has been successful enough to explain the complex and, at the moments, perplexing development of Williams’s (anti)belle concept. Given this fact, the paper, beginning with a description of the Southern belle stereotype, pointed out that this very stereotype was (de)constructed along class, race and gender lines. In the  second section, I discussed aspects of Blanche’s identity which were tied to the historical construction of the passive-submissive Southern bellehood. The third major section focused on Blanche’s victimization and her, more or less, subversive reactions to it. Blanche, for her part, is, most obviously, capable to shake and, occasionally, break the Southern bellehood myth; there are, at the moments, greater or smaller rebellions and transgressions she is tempted to perform. But, sometimes, just as it is courageous to deconstruct the pedestal, so too it is safer to find shelter in the well-known patterns of behavior, it is safer to be center than margin, we than other†¦ Conclusion In the analysis of the American play â€Å"Streetcar Named Desire† that written by Tennesse William. The myth in the end, there is only a hope that this paper, which attempted to give an insight into the historically (de)constructed myth of the Southern belle and its literary affirmation and/or subversion in the character of Blanche DuBois in Williams’s A Streetcar Named Desire, has been successful enough to explain the complex and, at the moments, perplexing development of Williams’s (anti)belle concept. Given this fact, the paper, beginning with a description of the Southern belle stereotype, pointed out that this very stereotype was (de)constructed along class, race and gender lines. In the second section, I discussed aspects of Blanche’s identity which were tied to the historical construction of the passive-submissive Southern bellehood. The third major section focused on Blanche’s victimization and her, more or less, subversive reactions to it. Blanche, for her part, is, most obviously, capable to shake and, occasionally, break the Southern bellehood myth; there are, at the moments, greater or smaller rebellions and transgressions she is tempted to perform. But, sometimes, just as it is courageous to deconstruct the pedestal, so too it is safer to find shelter in the well-known patterns of behavior, it is safer to be center than margin, we than other. Based on the theory of Semiotics in this play Semiotics, also called semiotic studies or (in the Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism, signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and  meaning of language more specifically. Refference * Williams, Tennessee. A Streetcar Named Desire. New York: Signet Books, 1974. * Elengton, Terry. Teori Sastra. 2006. Yogyakarta : Pecetakan Jalasutra * http://en.wikipedia.org/wiki/Classical_mythology The Analysis of Main Character ‘Blanche DuBois’ in ‘A Streetcar Named Desire’

Losing Weight the Correct Way Essay example -- Health Exercise Weight

Losing Weight the Correct Way Though many Americans are in the diet and weight-loss craze, the population as a whole is still considered overweight (Lemonick). This may be due to many factors, such as lack of nutrition in food and having a slothful lifestyle. Also, as people pursue other interests, such as careers and family life, they ignore keeping themselves healthy and fit. To maintain health and life span, one must exercise, eat moderately, and eat foods that have nutritional value. If one follows this plan, one can successfully lose weight and be healthy.   Ã‚  Ã‚  Ã‚  Ã‚  Exercise and having an active lifestyle is an important component to maintain in order to lose weight. Some people may think that if they skip a few meals a day and cut down on snacks, that they will lose weight without having to exercise. However, this is an incorrect assumption. To lose weight in a way that doesn’t damage one’s body, one has to make time to exercise. Skipping breakfast and ignoring when your body tells you it needs energy from food is not the way to safely lose weight. When one exercises, he slowly burns off fat, which helps the body function smoothly and effectively. Though, nowadays, people don’t have time to go to the gym or take aerobics classes, simply taking the stairs instead of the elevator is a way of keeping oneself active and can make a huge difference in one’s health.   Ã‚  Ã‚  Ã‚  Ã‚  People must learn to eat moderately to effectively lose weight. It seems as if as the American popu...

Music Appreciation Essay

Something new made me very motivated today to review an extraordinary piece of music. Actually this my first time reviewing or even talking about piece from that style of music. Today, I am going to introduce very nice piece of music for all my classmates in the musoc appriceation class, and this piece call â€Å" Symphony No. 5† for one of greatist musicians and composers in the entire universe, who is â€Å" Beethoven â€Å". Usually , my favorite style of music is that kind of light music that expresses happiness and how good is the life, but this time, I left this track moving to another style. Beethoven 5th symphony is piece of music refers to the classic period, and it’s composer â€Å" Beethoven† was one of the most important composers on that era. The 5th symphony has all the charcteristics that all music in the classic period had. Very simple notes could expresses very hard feelings that beethoven felt during his life. Beethoven started this piece with repeated basic motive followed by suden, and powerful notes that can attract the audiance get intersting to listen to it. Strings played very important role on the attractive introduction of the symphony. After that, the orchestera playes very quick and repeatative notes, and right after beethoven changed that high pitch to lower pitch. That change of the pitch and the texture gave this piece a different taste from the other pieces of music. Although the 5th Symphony is considered one of Beethoven’s greatest musical works because it was very good example to express Beethoven life. Understanding this piece of music will give fear’s feeling to anyone listen to it. I believe that Beethoven 5th symphony became very succesful and famous piece of music because it was expressing a real feeling associated with its composer. In my opinion , Beethoven felt each note he wrote on this music, and that was reason who made this music very touchy to everyone listen to it. I personally felt this piece of music since I heard it on my first time in the music appriceation class. When I first heard this piece, I felt as it was playing just for me to express what I feel, so Beethoven succes was on this point, which is write notes express many people’s sad feelings. In summary, the reason for the great fame and popularity of this Symphony is that it distills so much of Beethoven’s musical style. One feature is its â€Å"organicism,† the fact that all four movements seem to grow from seeds sown in the opening measures. While Beethoven used the distinctive rhythmic figure of three shorts and a long in other works from this time, so I encourage everyone to listen to at http://www.youtube.com/watch?v=_4IRMYuE1hI. Works Cited Beethoven. http://www.youtube.com/watch?v=_4IRMYuE1hI

Skills Necessary For Successful Collaboration Education Essay

Travel to the Assignments and Activities subdivision of the Topic Collaboration, Consultation, and Co-Teaching in the MyEducationLab for your class, and finish the activity entitled Understanding Collaboration. 1. Name three of import accomplishments necessary for successful coaction. Effective interpersonal communicating is one of the most of import accomplishments of coaction which is the ability to be empathetic, echt, positive, unfastened, clear, and self-asserting. Verbal and gestural communicating accomplishments can be developed by persons through preparation and pattern. The 2nd accomplishment necessary for synergistic teaming is function elucidation. Role elucidation means each member of a squad must understand his or her ain function and duties and those of other members. It is really critical to cognize your functions and duties. The Third accomplishment involved is synergistic teaming related to adult larning. This accomplishment involves being an effectual squad members who can function let go of to other members by learning them about basic processs and patterns associated with their profession. Educating and tilting from others grownups you develop core accomplishments necessary for implementing the best incorporate educational schemes for pupils. 2. Why is cultural competency of import to successful coaction? Cultural competency gives you the chance to be cognizant of one ‘s ain attitudes, values, prejudices, and stereotypes cultural minorities and non-minorities. Understanding the impact of ethic or non-ethnic diverseness can impact the interaction among professional squad members every bit good as among the pupils and households. 3. Harmonizing to the article, what are some of import stairss for successful collaborative meetings? Successful stairss for collaborative meetings are: 1. Designate a squad leader and do certain all individual involved are notified of the meeting clip and topographic point. 2. Introduce all squad members and province the intent of the meeting. 3. Describe, in item, the job state of affairs and let squad members to inquire inquiries for elucidation. 4. Reach consensus on a particular, mensurable, and experimental definition of the job. 5. Prioritize the jobs, if there are more than one, on the footing of the demands of the pupil and the household. 6. Determine the history and frequence of the job. 7. Discuss any old intercessions that have been attempted. 8. Brainstorm possible intercessions, promoting full squad engagement. 9. Establish processs for roll uping informations. 10. Determine how long the intercession will be applied. 11. Clarify the duty of each squad member. 12. Develop timelines for activities and schedule a follow-up meeting. 13. Measure the intercession on a regular basis with squad members and do alterations if necessary. 14. Supply advisory and collaborative aid to each member as needed. 15. Measure the squad ‘s effectivity and find whether any alterations need to be made in operating processs, squad composing, or other countries. Think about a state of affairs in which you worked collaboratively with a squad. What jobs and success did the squad have in working collaboratively? How did the squad decide the jobs? What strategies from our text could you hold employed? Working with a squad can be really disputing at times. For illustration, I played college playground ball for 4 old ages and I was selected to be team captain. So I though certain I can make this I have played ball for old ages this should be no job. Well I rapidly came to recognize I had my custodies full. I shortly became the individual that the squad looked up to so every bad move or error I made was noticed. Some of my teammates became fearful of me to which this twenty-four hours I still do non understand. I tried to demo everyone of my teammates that I wanted nil but the best of them and in everything I was making had a intent in which to hopefully do us win and make our ends. On the positive side I gained trust, and they noticed my love for the game which created long permanent friendly relationships. In my instance, all three schemes could of been used to be more effectual as a squad. Effective personal communicating involves the ability to be empathetic, echt, positive, unfa stened, and clear and self-asserting. This gives each member the ability to understand one another and remain positive in disputing state of affairss. The effectual function elucidation which means each member of my squad must understand her ain function and duties and those of other member. Therefore, everyone would experience like they had a portion in the squad and making something to make our ends and to be successful. Role release is learning basic processs and pattern. This would give each squad member a opportunity to assist a teammate in a clip of battle. Everyone can larn something from person to better your ability. Given households ‘ and pupils ‘ rights to confidentiality, what would you make in the undermentioned state of affairss? ( 1 ) Teachers are discoursing pupils and their households during tiffin in the instructor ‘s sofa. ( 2 ) You notice that the pupils ‘ records in your school are kept in an unsupervised country Keeping confidentiality is one of the most of import occupations of all instructors. Guidelines for confidentiality to protect pupils and households rights are outlined in the Family Educational Rights and Privacy Act every bit good as the Individuals with Disabilities Education Act ( Salend, 2010, p. 158 ) . In state of affairs figure one I would speak to the other instructors separately so as non to do a scene or do them experience like I am seeking to state them what to make. When speaking to them I would inquire them if they are cognizant that they are go againsting the confidentiality of the pupils and households by the things they are discoursing in the instructor ‘s sofa. I would explicate to them that as instructors we are expected to maintain information about the lives of our pupils and their households private. I would so continue to state that the lone clip this should be discussed is in a meeting that has been set up or with another instructor in private who may be sides be involved in this state of affairs. In state of affairs figure two I would inquire to put up a meeting between myself and the rule to discourse my concerns about the manner in which our pupil records are maintained. I would turn to the fact that I feel that the records of all pupils should be kept in a secure location where they are supervised in order to protect the privateness of the pupils. I would explicate that the manner in which the records are now kept that I felt like anyone could see the information whether or non they really should hold entree to them or non. I feel that this could set the school in a really vulnerable place and information could perchance acquire in the incorrect custodies. Think about several individuals you talk to on a regular basis. How do their communicating manners differ in footings of oculus contact, delay clip, word significances, facial and physical gestures, voice quality, personal infinite, and physical contact? How make these differenced affect you? How do you set your communicating manner to suit these differences? What are some other schemes you could utilize to advance effectual communicating? Harmonizing to the text edition, communicating manners and forms vary from civilization to civilization and things such as â€Å" oculus contact, delay clip, word significances, facial and physical gestures, voice quality and tone, personal infinite, and physical contact have different significances and intents in assorted civilizations † ( Salend, 2010, p. 166 ) . The people that I talk to on a day-to-day footing include my coworkers, schoolmates, friends, and professors. One of my coworkers is really ill-mannered and likes to do everyone around him feel like he is better than they are. When he comes around I try to happen other things to make to avoid being in the same room with him. I find that when looking about I am non the lone 1 that does this several of my other colleagues seem to be making the same thing. Most of my other coworkers on the other manus are really nice, merriment, work oriented, and are truly fun to be around which makes my occupation for the most portio n a merriment topographic point to be. When pass oning with these persons I tend to be more confident than when pass oning with the 1 that is so ill-mannered. One manner that I think I could advance effectual communicating between myself and my rude coworker is by naming him on the phone and inquiring inquiries alternatively of inquiring them in individual. By taking the face to confront contact he would non hold rather the same chance to do you experience below him as he has in individual. Chapter 5 How are individuals with disablements and those from assorted cultural and lingual backgrounds pictured in books, telecasting shows, films, and sketchs? How make these portraitures affect you and your pupils ‘ apprehension and credence of single differences? How does your text edition suggest you approach the undertaking of learning credence? There are really few books, telecasting shows, films or sketchs that portray persons with disablements or people from different civilizations and lingual backgrounds in positive ways. Most of these show these persons in a negative, and disrespectful manner, and are frequently times doing merriment of them. Children seem to finally desire to believe everything they see on Television or read in books. Therefore kids who view these negative portraitures of persons with disablements and different cultural and lingual backgrounds are really likely to see them negatively in the existent universe. This frequently times creates jobs with their credence of these persons. As instructors, making a positive schoolroom that promotes credence of everyone is really of import. To make this, utilize friendship activities including books, concerted academic and nonacademic games, and larning centres to set up an environment that supports friendly relationships. ( Salend, 2010, p. 204 ) . Some of the m ost of import factors for instructors in doing pupils successful in understanding the differences in other people include: sing everyone as capable persons with alone personalities, qualities, likes, disfavors, strengths, and challenges ; advancing the position that similarities and differences are natural and positive and that we all benefit from diverseness and accepting and understanding single differences ; furthering sensitiveness instead than understanding ; supplying information, direct contact, and experiences that portion of import information about and counter stereotyped positions of others perceived as different ; and prosecuting in actions that support others such as composing positive remarks about your schoolmates ( Salend, 2010, p. 178-179 ) . Think ( and react in composing ) about how you would react to the undermentioned state of affairss: Students are stating anti-Semetic gags ; utilizing footings such as Indian giver ; miming a pupil ‘s speech pattern ; denying their racial, cultural, or spiritual individualities ; badgering a male pupil who liked to run up. These are all state of affairss that will be uncomfortable and sometimes hard to cover with. In these state of affairss I would wish to utilize the illustration from chapter 1 in which we would hold a community meeting in the schoolroom and discourse the job that has come up without naming anyone out or directing attending to anyone in peculiar. I would wish to hold the pupils discourse what happened and why it was incorrect and what they thing should be done to rectify the state of affairs. I think doing the pupils a portion of the solution helps them understand precisely what happened and why it should ne'er go on once more. It besides lets them portion how they would experience if it was done to them and hear and understand how other people would experience if it was done to them. I would so show my sentiments on these phrases or remarks and explain to my pupils why these remarks are unacceptable and should non be used. Some of the illustrations that the book provides for covering with insensitive and intolerant behaviours and remarks are utilizing attitude altering assessment instruments, cognition of single differences investigations, observations, sociograms, learning about friendly relationships, learning societal accomplishments, and utilizing activities that develop societal accomplishments and promote communicating among pupils. ( Salend, 2010, p.207 ) . Think about a state of affairs in which you were stereotyped. What factors contributed to that stereotype? How did it do you experience? How did it impact the result of the state of affairs? Think about a state of affairs in which you stereotyped person. What factors contributed to that stereotype? How did it do you experience? What would you make otherwise? I would hold to state factors that contribute to any stereotype start with prejudgment no affair if it is positive of negative. While playing softball everyone usage to state that we get the free drives because all the instructors like us because we were jocks. I felt unhappy, sad, fearful, a had alot of different emotions all running at the same clip. These emotions kept me from making my full potency because I feared what others were stating about me and frequently times what they were traveling to make to me. I made a Prejudgment or an overview about the features of members in the set, based on an image ( frequently incorrectly ) about what people in that group were like until I became friends with several of them. I felt atrocious for judging this group and allowing myself have a negative image of the people that were involved in this atom group. I try to ne'er prejudge anyone and ever seek to give them a just chance to show themselves and be who they are. God made everyone diffe rent so therefore we should esteem everyone no affair of colour, societal position, group etc. Chapter 6 Travel to the Assignments and Activities subdivision of the Subject: Passage Planning in the MyEducationLab for your class, and finish the activity entitled The Transition Plan Document to larn more about developing the ITP. 1. What are the of import constituents of the Individual Transition Plan ( ITP ) papers? The ITP planning squads should utilize person-/student-centered planning processes that focal point on the strengths, penchants, and cultural and gender-related positions of pupils and their households. ( Salend, 2010, pg. 225 ) The ITP papers provides specific transitional services that the school and District will supply for the pupil beyond high school graduation. The ITP is designed to supply parents, pupils and school communities with specific transitional services that will be provided to the pupil beyond the high school experience. The ITP must incorporate the undermentioned information: High School Units/Graduation Graduation day of the month Post-graduation survey focal point Creditss completed Creditss staying Transcript grade point norm Transportation of Rights for pupils 18 old ages of age Student and parent signature required if pupil will be 18 old ages old prior to the following one-year IEP meeting. ITP drumhead subdivision of post-graduation survey focal point and current degrees of academic public presentation in transitional country. ( This subdivision contains a narrative on the pupils ‘ involvement, aptitude and accomplishments. ) 2. How do the passage goals/outcomes drive the passage action program and related service determinations? The SOP and ITP outline instructional activities and community experiences that help pupils develop the accomplishments to obtain employment, live independently, and take part in postsecondary instruction. ( Salend, 2010, pg. 224 ) . These passage goals/outcomes allows the IEP squad to follow the pupils ends and what advancement he/she has made in obtaining those ends prior to traveling into the work force or college. These ends are based on the pupil ‘s personal involvement and accomplishments. Therefore this allows the arrangement of the pupil in a accomplishments puting that is of personal involvement to him/her and where his/her alone abilities can be successful after high school. This besides allows the squad to look at what back up the pupil presently needs to be successful in school/home environment and understand what resources the pupil will go on to necessitate after graduation from high school. This will besides assist find what agencies/services might supply and pay for these supports. What larning schemes do you utilize? Are they successful? How did you larn them? What other larning schemes might be helpful to you? The text edition states that, larning schemes are â€Å" techniques that Teach pupils how to larn, act, and win in academic and societal state of affairss † ( Salend, 2010, p. 215 ) . One thing I like to make when working on assignments, is to first read through all of the inquiries on the assignment, and so travel back to the first inquiry and read it once more before I begin replying any of the inquiries. By reading everything before get downing I get an thought of what I need to be believing about and in what directions the assignment is traveling. This helps me concentrate on the particular inside informations as I work on each single inquiry. When taking notes I use bullet points foregrounding what I feel the most of import parts of what the instructor is stating alternatively of seeking to compose everything he or she is stating. I know that we all can better in one manner or another but for now my schemes seem to be working because I normally do good in all of my catego ries. That is non to state that I do non fight from clip to clip in which I think we all do. One scheme that I found in the text edition that might assist when composing documents is the POWER scheme ( Salend, 2010, p. 400 ) . The elements involved in this scheme are P: program ( What am I composing about? Who is my audience? Why am I composing? What do I cognize about the subject ) , O: Organize ( How can I group my thoughts? What can I state them ) , W: Write ( compose the chief thought sentences for my chief groups, add inside informations, grounds, illustrations ) , E: Edit ( does it do sense? What inquiries will readers hold? Did I implement my program? ) , R: Revision ( what should I add or cancel? Should I rearrange my thoughts? ) . Research suggests that pupils with disablements go toing colleges are loath to unwrap their disablements and inquire for the adjustments to which they are entitled ( Denhart, 2008 ) . Why do you believe this is the instance? What can be done to assist them get the better of this reluctance? If a pupil is new to an adviser, the designation may be disputing for them. Students reluctance to discourse emotional concerns with advisers and module members may be from a fright of favoritism and stigmatisation, and their fright may be good founded. Their reluctance may reflect anterior experiences with advisers and module members who have been intolerant of pupils with disablements. I feel that learning pupils with disablements self-advocacy accomplishments at an early age and go oning to pattern these accomplishments on a day-to-day footing is the most positive manner to assist with their passage to college. Students who understand their disablement and what they need to be a successful scholar will make far better in college than pupils that do non. Students should hold cognition of their strengths and larning manners, have the ability to explicate their disablement comfortably, and have information about needed adjustments. Students in college demand to presume duty for their learning experience and be able to pass on clearly and assertively with others.

How to Write an Exploratory Essay

How to Write an Exploratory Essay The term Exploratory essay sounds weird for many students, but don’t worry in this article we will try to help you find out and understand what an exploratory essay really is. It is one of the most interesting and easy type of essay as there is no need to have special knowledge and direction to begin the exploratory essay. All what we need is the ability to think with broad imagination and creativity and conduct a little research about the subject of the exploratory paper. The meaning of the exploratory essay itself defines its meaning. The exploratory essay must find its ending in itself or we can say that the writer of an exploratory essay gets the outcome of the essay automatically while writing the essay. In other words, while writing an exploratory essay all the arguments will become clear while writing an essay. Exploratory essay writing differs from other essays, as while writing the exploratory essay there is a need of broad vision, thinking and research as the exploratory essay requires a lot of point of views and arguments which are directed towards outcome of the exploratory essay. No matter if these points of views have no bias. Writing an exploratory essay is like finding an answer to a question and learning rather than giving proof about the subject. While writing an exploratory essay we must take in account the advantages and the disadvantages of the chosen topic or, to be more precise, the subject of our topic. In exploratory essays there is a strong need of mentioning the important facts and different opinions. As written before, taking different point of views will help in placing the essay in the required mould. We can consider an exploratory essay as an artistic type of essay. The better it is explored using different opinions and point of views the better it will give its outcome and more appealing it will look. An exploratory essay usually begins with a question or an unknown fact which is answered or explained as we go through the exploratory essay. But exploratory essays may contain more than one unfamiliar fact or question. So, it is very important to carefully go through it and discover hidden facts. The more you explore an exploratory essay the more deep it gets and it reveals the artistic nature of the essay and makes it more interesting to read. Next time if you need to write an exploratory essay you just need to gather different opinions and think about the subject from different angles and do not worry if you have lack of information about it because we are always here to help you. So, if you have any problems in writing your essay and need our help don’t feel shy to contact us. We have helped a lot of students and we will be glad to serve you too. It’s that simple, just contact CustomWritings.com and we will immediately start assisting you in how to write an exploratory essay.

Getting That Memoir to Pay

Getting That Memoir to Pay Youve published your memoir and now its not bringing in the kind of money you expected? Its disappointing, but its not unusual. Turning your memoir into a money-maker is one of the greatest challenges in writing and publishing. But dont be too quick to round-file your book and abandon the life-long dream of writing your story. There are other fairly simple ways of bringing in extra cash from your labor-of-love. 1.   The biggest step in earning more money from your memoir is 2.   Try submitting snippets of your memoir to various publications. My best example is the Chicken Soup for the Soul series, which is basically a collection of mini-memoirs. They pay $200 per story plus 10 copies of the book in which youre to be published. 3.   Sell portions of your memoir to magazines. Womans World Magazine publishes a weekly magazine that offers opportunities for earning money for true stories written in the first person. They pay $25, $100 and $250 for non-fiction stories. Or, pluck a section from your memoir, change the names, embellish it and then submit it as fiction, which pays $800 for romances and $500 for mini-mysteries. 4. Newspapers are always looking for quality human interest stories for their hard copy and on-line publications. For seven years I was paid to write a nostalgic cooking column for a newspaper where I drew fully from my early-life experiences. Pay depends on the individual publication. 5.   Consider speaking engagements. Ive spoken at senior centers, churches, womens groups and military organizations. Network or go on-line to find groups with interests that align with your memoir. The larger the organization the more theyre able to pay. 6.   Enter contests. Contests accept fiction and nonfiction pieces; heres another place where you can take a slice of your memoir, fictionalize it and enter it in a contest, or write a piece of it as creative nonfiction. Entry fees vary, as do winning prizes. 7.   Teach a class. I contacted the Continuing Education Department of our local college and was hired to teach adult cooking, cooking for kids, memoir writing and publishing classes. 8.   Craft shows and farmers markets offer a relaxed, country feel that can set the mood for memoir sales. Bring along your gift-of-gab. Ive sold more books at craft shows than through any other venue. Earning additional funds from your memoir is entirely doable. The key is to think outside the box. Stay focused, flexible, and above all, creative.  

Training Faculty to Teach Online Research Paper Example | Topics and Well Written Essays - 750 words

Training Faculty to Teach Online - Research Paper Example   There is also the principle that learning materials and measured teaching outcomes will contain and provide appropriate information. By appropriate information, it is expected a well-trained faculty would focus their learning resources on the provision of information that directly matches what the online program is designed to accomplish. What is more, there is a principle that measures on timely the information given by the faculty is considered by learners to be. This is an important principle, given the fact that learning information is dynamic and subjective to time. By implication, the process of evaluation looks at the ability of faculty to be on top of issues and abreast with time so that information delivered will not be considered as not being relevant for the time for which it is being delivered. Lastly, there is a principle that dwells on the need for faculty teaching to be self-evaluative. Effective management of teaching in the online training programShattuck and Ter ry likened the management of teaching effectiveness to the sustainability of effective teaching and learning that is attained from online programs. With this said, it is expected that during online training programs and even by the close of the programs, there will be principle that checks for the sustainability of effectiveness. One of these principles for the management of teaching in online training programs is the need for there to be faculty support services provided in specific areas related to teaching online.