Personal Narrative Short Story - 1415 Words

When I first walked into Cook’s Coffeehouse, I called out aloud, to see if anyone was there to help me with my situation. Eventually, a young woman walks towards me and asks angrily, â€Å"Why are you here so early? We haven’t even opened the shop for the day. It is too early in the morning.† â€Å"I’m sorry, my parents died this morning, and I am left to figure out my life on my own.† â€Å"I’m sorry about your parents. My friend, her name was Polly Logan, died recently. People are saying that it is a fever. Do you know if your parents died or a fever?† â€Å"My parents were diagnosed by Dr. Benjamin Rush himself. He bled both my mother and father, and said, â€Å"I will send someone over, they shall be sent over every day for two more weeks, and to take†¦show more content†¦While I was thinking, someone yells from the back of the coffeehouse, â€Å"Hey, Matilda. Get to work. The customers are coming soon.† Yelled a woman. I then asked the girl, supposedly Matilda, â€Å"Your name is Matilda?† â€Å"Oh, yes. I guess I never really told you my name did I?† she paused for a moment as I nodded, then continued. â€Å"Back there is the kitchen, and the people in there are my mother and Eliza, our cook. My mother was the person telling me to work, so I got to go.† As she finished I just waved goodbye and sat down at a table, and watched people swarm into Cook’s Coffeehouse. Sitting at the table, and watching everybody else reminded me of the bars that my father would take me to. I’ve only been to a couple bars with my father, when nobody else wants to spend time watching me. Although, in the bars, contrary to popular belief, my father never let me have alcohol, and would only get me some water. At the end of the day, I had seen many people and the many occupations they all had. I saw man y people from different jobs including, fishermen, merchants, importers, and bankers. I heard many stories of people’s families. As night approached, I walked out of the coffeehouse in search of somewhere to sleep. I did not want to go back to my own house because I did not want to catch yellow fever myself. So I decided to leave town, and walk all the way to a farm in the middle of nowhere. Deciding I was doneShow MoreRelatedPersonal Narrative Short Story1153 Words   |  5 PagesI still remember that fateful day, the day I was Stolen. It started out as a normal day at school. I’ll take you through the whole story. There is one thing you should try to figure out, who kidnapped me. â€Å"Joey, Wait up!† I yelled out. Why was he walking so fast, and not responding? It’s almost like he’s ignoring me. I started to jog, but he was already gone. I turned the other way to walk home. It was a long walk, for I lived in the country part of town. I noticed leaves crunching behind me, andRead MorePersonal Narrative Short Story1191 Words   |  5 PagesIt was a warm summer day with good air, most kids were out riding their bikes, scooters, etc. or running around, playing tag, yet I was huddled inside, reading a good book. The sun was shining bright, yet the clouds were blocking it, acting like the filter in a juice machine, separating the good stuff from the bad stuff. The clouds let the light come in just enough so it can light up everything, but not enough to make you sweat when not doing draining activities. This made it the perfect weatherRead MorePersonal Narrative : A Short Story1301 Words   |  6 Pages â€Å"Aww is little Airi hurt?† he says with a sarcastic tone. His let’s out his evil laugh and picks me up. â€Å"L-leave me alone.. DON’T TOUCH ME!† I scream out. â€Å"Okay† he says as he immediately drops me on the floor and drags me through the snow by my short brown hair. My legs are numb so I can’t feel my legs being cut up by the wooden porch. He lets go of my hair in the middle of the living room. This is the first time he’s ever put his hands on me and I don’t like it. My mother comes back and takesRead MorePersonal Narrative : A Short Story1598 Words   |  7 PagesShadows The leaves blowing, the wind was whistling. The moon shined brighter than the sun did that morning. I looked like no other normal teenager, But I was wearing all black. Black leggings, Black jacket, Black shoes, black shirt. My hair looked like caramel, my eyes looked like a yellowish brown that shined in the moonlight. My name was nothing important to people. People say â€Å"Angelys† is a nice name but i think differently. Nothing seemed to happen, I was coming home from a friend’s house.Read MorePersonal Narrative Short Story1538 Words   |  7 Pages Seventh grade, probably dumbest person in the school. Not kidding, take a look at my report card from last semester and you’ll be shocked about how many F’s there are. I also have a really active imagination, so I just love to write and imagine stories in my head. Eileen and I start walking home from school, as I’m trying to look at all of the bruises on my face using my phone’s camera whi le we walk. â€Å"Okay, girl, you may not be the smartest person in the school, but that was probably the dumbestRead MorePersonal Narrative Short Story1598 Words   |  7 Pages â€Å"Noooooooooo, I don’t want to!† I yelled. â€Å"I don’t care Emma, I’m going to be gone all night,† my mom said. â€Å"I am not babysitting Ally. I have track tonight.† â€Å"I bet you can make it up another day. You are babysitting your little sister tonight no matter what.† â€Å"No I’m not!† â€Å"I don’t like your attitude Emma! If you don’t babysit your little sister tonight, you can’t do track anymore!† â€Å"I hate you! I hate you! I hate you!† Then I ran out of the house slamming the door behind me. My momRead MorePersonal Narrative Story Short Story1619 Words   |  7 PagesSarah and Roger with their twins, Jules and Kendra. All of us cousins were very close in age. Stewart was the eldest, at age fourteen he was four years older than the youngest but he still hung out with us on the beach after dark. He had the best stories out of all of us. Andrew and I were the next oldest, six months apart in age in fact. The twins and Eric were the youngest. I remember the twins had just celebrated their 12th birthday that earlier that summer, while Eric’s birthday wasn’t untilRead MorePersonal Narrative Short Story1787 Words   |  8 Pagescaught by one of the S.W.A.T. officers. I remember being in a helicopter and being brought to a tower. I was led to a room with a gun pointed at my back, I wanted to run and get my life over with but I knew that my job was more important than my personal wants. I saw a man his face was handsome but his eyes held the death of hundreds. I knew that my time here was not going to be leisurely. This man began asking me questions such as what I was doing here and why I was running from the S.W.A.T. I ofRead MorePersonal Narrative Essay : A Short Story936 Words   |  4 Pageswhen I open the door of my grandma’s house my grandma asks â€Å"Are you ok?† â€Å"Your face is all red† â€Å"I’m fine,† I say. Then I run to my room trying to hide my tears. Whenever I feel bad I would always read a bedtime story book but not the ones with happy endings. So I grab are small story called anger. There was once a man who kept all his sadness and anger in him waiting to explode and finally one day he couldn’t take it anymore and all that anger exploded the end. After I read it I realized it remindedRead MoreAlice Munros an Ounce of Cure1548 Words   |  7 Pagesstudies make the link between literary techniques such as narrative and storytelling and several other disciplines. Thus, one may find the theories of narrative and storytelling extending up to several major disciplines, such as philosophy, psychology, and literary criticism. In the view of different experts in literary analyses, there is a close connection between narrative or storytelling and the definition of the nature of self and personal identity. The former has been understood as influential

Say You’re One of Them Free Essays

In many respects, the world’s attention has shied away from modern Africa in recent years, most likely due to the unsteady domestic situations in other parts of the world. Recently, however, the collection of stories written by Uwem Akpan, Say You’re One of Them, has brought back to the forefront all of the pain and challenge of life in Africa at the present time. The humanity that comes through the words not only tugs at the heartstrings of the reader, but also makes strong statements about cultural conflict, class struggles and other social phenomena. We will write a custom essay sample on Say You’re One of Them or any similar topic only for you Order Now This research will not only discuss Akpan’s work, but also these intertwined issues within the work. Ultimately, the work will be better appreciated and understood, but also, modern issues will be brought to light. Discussion of the Various Issues of Cultural Conflict within the Story When the research was introduced, the point was made that Akpan’s work was not only deeply emotional, but also makes strong cultural statements. Taking that assertion a step further is possible when using specific examples from the work to identify and discuss the various aspects of cultural conflict to be found in the story. The first of the areas of cultural conflict which emerges in the work is the vast divide between the economic classes within modern Africa. An early story in the work tells of a young boy whose sister turns to street prostitution in order for him to be able to afford to attend school- a blatant attempt to escape the lower class and ascend in African society. So intense is this desire to advance that extreme measures are taken by poor Africans to make ends meet: â€Å"When Baby was born, we pawned three quarters of his clothes to defray debts† (Akpan, 2008, p. 13). Therefore, fellow Africans are in fact culturally divided along economic lines, despite hailing from the same homeland. Language is also a dividing factor in modern day Africa, or more specifically, the way that someone’s voice sounds not only could set them apart from others in a cultural context, but in fact could lead to bodily harm for those of one culture who encounter opposition from another, as seen in this excerpt from the work: â€Å"He was an easy target for the sporadic violence that seized the land†¦a simple thing like his accent could give him away† (Akpan, 2008, p. 93). This is an interesting element of cultural conflict in a highly diverse continent- it is a unique type of situation whereby someone who merely speaks in a different way than others could in fact set them apart and lead to fractured subcultures, but that is exactly what Akpan is portraying. Additionally, there is a subculture of violence that is prevalent in the Africa of today; to be m ore specific, much of Africa is ruled at the present by wealthy warlords, who essentially build their own armies and make their own rules for their own advancement. Basically, these individuals are using force to alienate and oppress their own fellow Africans, keeping the weak in a state of poverty and preventing them from possible improvements that would allow them to surpass their oppressors: â€Å"Our northern generals are responsible for the extreme poverty in the land† (Akpan, 2008, p. 314). Therefore, we see the establishment of a new culture of the powerful over that of the weak. This culture is likewise somewhat restrictive, as the penalty for trying to escape it would be brutality at best, and death at worst. Changes in the Culture in the Story In Say You’re One of Them, there are sweeping changes to African culture that can be seen when looking more closely at the points that are made in work; the culture is essentially shifting from one of proud traditions and an embracing of the diversity of the various nations of the continent to a more divided one, where differences in economic status, language and ability to fight back against those who have the power to destroy one another has taken precedence (Mwaria, et al, 2004). An important point needs to be made here- although what is happening in Africa according to Akpan is certainly distressing, it is not unique to Africa, nor is it limited to lands where opportunity is less than widely available. This can be pointed out with a look into other cultures where division is complicating matters at present. A Study of Other Cultures Like Africa, the United States is a melting pot of different cultures and also like Africa, has encountered its share of culture clash in recent years. This conflict has taken place in several diverse cultures and has divided people in several different ways. First, along lines of ethnicity, the US has seen a renewed level of awareness of the fundamental differences in human beings as a result of the horrific terrorist acts of September 11, 2001 on American soil. Because of this pivotal event, those wishing to immigrate to the US from other nations, whether legally or illegally, have met with opposition ranging from disdain to outrage and acts of unwarranted violence (Moser, 2000). It would seem that like Africa, the diversity of culture that made America such a unique place has been watered down in a flurry of prejudice, fear and false impressions about one ethnic group or another. Instead of introducing new cultures into the American landscape and then allowing them to assimilate into the prevailing American culture, people are being excluded from the opportunity to do so from the beginning, not only depriving them of opportunity, but also stifling the advancement of American society from within. Politically, Americans have also formed subcultures that of late have been in a great deal of conflict. Recent years have seen differences in political mindset become key issues that instead of bringing these individuals together for the sake of healthy debate, have in many cases divided individuals to the detriment of the political process (Shogan, 2002). From time to time, this difference has also turned volatile in more than one instance as wars of words sometimes turn into acts of violence. Lastly, class envy is also alive and well in America, creating cultural conflicts, especially given the current dire economic climate in the world. Tied closely to the political issues of the nation, economically diverse people are commonly divided by a lack of understanding of each other’s culture- a culture defined by money and privilege or the absence thereof. Overall Analysis of the Reading Akpan’s book opened the eyes of the researcher in many ways, not the least of which was in terms of gaining an understanding that cultural differences can either create a wonderful blend of different traditions and ideas or can divide people and lead them to destroy others. This realization evoked in the researcher the feeling that diversity must be embraced, lest its power consume and destroy one culture at the hands of another. Conclusion The research has made important points about culture, diversity, and the perpetual change of the human condition. In conclusion, perhaps the best point to take away from the research is the fact that without a tolerance at least and embracing at best of diversity, no one can truly be free. How to cite Say You’re One of Them, Papers

Corporate Governance and Risk Management for ASX Corporate

Question: Discuss about theCorporate Governance and Risk Management for ASX Corporate. Answer: Introduction The reflective essay will focus about my personal experience and the issues I faced related to corporate governance and risk management. Through risk assessment in my workplace, I got to learn how to deal with critical situation and accordingly effective strategies to reduce the organizations risk. Furthermore, the essay will also reflect on the issues related to social responsibility and corporate governance and accordingly learnt strategies for managing and governing workplace and enterprise risk. Discussion According to me, Governance in relation to workplace governance refers to the process how the organization can be effectively managed and organized by promoting healthy and safe environment to the employees. Prior to that, by implying Corporate Governance, an organization set certain rules and regulations that need to be followed by all the employees (Tricker and Tricker 2015). Whereas, what I understood through risk management is that identifying the potential risk and accordingly with better strategies will try to reduce it, in order to incur the loss resources. As per the ASX Corporate Governance Council, convened by ASX in Australia implemented certain principles, legislations and recommendations. This needs to be implemented by companies in order to promote confidence of the investors to meet the expectations of the stakeholders (Christensen et al. 2015). The organization in which I work is a beverage company that implemented the rules of corporate Governance so that our organization can manufacture health drinks by not impacting the environment in a negative way and besides that tried to meet the requirements of the stakeholders. Accordingly the organization I work incorporated certain non binding guidelines such as shifting towards the principles governance systems. There are certain guidelines listed in the ASX principles and recommendations that encouraged companies to follow in order to reach the global markets. S per the principles, our organization has implemented an ethical and responsible decision making board that examines that employee are working in safe and healthy environment (Ruggie 2017). Furthermore, by adopting the principle Encourage enhanced performance our organization from time to time evaluate employees reviews and performance and accordingly motivates them with monetary and non-monetary rewards. All the ten principles of the corporate governance are important for any business organization in order to reach the global market. Enterprise Risk Management (ERM) is an approach that deals with workplace risk and accordingly provides measures to prevent those risks to provide better services to the stakeholders and to achieve their goals (Olson 2015). For instance, one of my friends works in DP World in Victoria, and through him I get to know that the company was found guilty for polluting the atmosphere by releasing hazardous chemical and was charged $80,000 and extra $ 10,000 (Christensen et al. 2015). After analyzing the risk and the huge loss, the company implemented Enterprise Risk Management (ERM) approach to reduce the huge loss and to incur from that loss. One of the important tools of ERM is the brainstorming tool, through which various ideas and solutions to reduce the risk are being generated from the group. Apart from this, The Australian Securities Exchange Principles of Good Corporate Governance and Practice measures the risk appetite of every organization and accordingly tries to perform in relat ion to Key Risk Indicators. My personal experience from enterprise risk management is that, risks are inevitable for every business organization, but organizations should check the potential risk that the organization is likely to suffer from that and should implement ideas and strategies to prevent it. I myself being a HR Manager of a beverage company follow the same policies, so that there should not be any environmental risk from manufacturing of beverages. It is important to note that a good Corporate Governance promotes organization growth and at the same time tries to meet the demands of the internal and external stakeholders. Accordingly corporations tend to create employees that tend to increase the productivity of the organization and the profit that receives is used in paying the shareholders (Grayson and Hodges 2017). For instance, in my company, the profit and the extra wealth gained are used in the research and development (RD) process and sometimes invest in technologies for manufacturing high quality beverages. For instance, KPGM in New Zealand applied the concept of good Governance by involving the owners and the shareholders regarding the financial health of the organization. On the other hand, Corporate Social Responsibility mainly concerned in treating the stakeholders, in a responsible way and it also helps to prevent risk within the organization. As risk is inevitable, therefore, CSR activity will help to reduce risk t o a certain amount (Hoyt and Liebenberg 2015). Accordingly the higher authorities of the company initiated CSR activity through awareness campaign and also by acting in human rights for environmental causes to reduce environment footprints. By involving in CSR activity, we can get socially involved for creating a better and safe community. It is important to manage and govern the organization effectively for better productivity and for providing satisfaction the internal and the external stakeholders (Hillson and Webster 2017). However to manage and govern my organization I adhere to certain rules and guidelines such as it is important to be consistent that means every employees should be treated equally within the group. Apart from that, to retain skilled labour within the organization, I evaluate the work performance and accordingly give rewards such as incentives, gifts and more. This has proved an effective way to mange employees. However, to govern effectively, it is important to manage day-to-day operations and in case of conflicts in the workplace, I try to implement best strategies to prevent it as fast as possible. Prior to this, regulatory compliance is an important factor that ensures the implications of laws and guides such as rules related to Safety and Healthy Environment, to minimise the (S,HE) risk (Mac Dougall et al. 2015). Conclusion From the above reflective essay, it could be concluded that from my personal experience I got to learn about the principles of good Corporate Governance and the positive outcomes of Social Responsibility. Apart from this with the implication of Enterprise Risk Management (ERM), it is possible to monitor the risk and within the implication of risk management tools, it is possible to reduce the risk. Prior to this, as an HR Manager I have started implicating the principles of good Governance for promoting better growth and customer satisfaction. References Christensen, J., Kent, P., Routledge, J. and Stewart, J., 2015. Do corporate governance recommendations improve the performance and accountability of small listed companies?.Accounting Finance,55(1), pp.133-164. Grayson, D. and Hodges, A., 2017.Corporate social opportunity!: Seven steps to make corporate social responsibility work for your business. Routledge. Hillson, D. and Murray-Webster, R., 2017.A short guide to risk appetite. Routledge. Hoyt, R.E. and Liebenberg, A.P., 2015. Evidence of the value of enterprise risk management.Journal of Applied Corporate Finance,27(1), pp.41-47. MacDougall, A.E., Bagdasarov, Z., Johnson, J.F. and Mumford, M.D., 2015. Managing workplace ethics: An extended conceptualization of ethical sensemaking and the facilitative role of human resources. InResearch in Personnel and Human Resources Management(pp. 121-189). Emerald Group Publishing Limited. Olson, D.L. and Wu, D.D., 2015.Enterprise risk management(Vol. 3). World Scientific Publishing Company. Ruggie, J.G., 2017. The theory and practice of learning networks: Corporate social responsibility and the Global Compact. InLearning To Talk(pp. 32-42). Routledge. Tricker, R.B. and Tricker, R.I., 2015.Corporate governance: Principles, policies, and practices. Oxford University Press, USA.

Why I Want to be A Dietitian an Example by

Why I Want to be A Dietitian Improving and maintaining the health of individuals is not solely the task of doctors. It is a well known fact that the diet of an individual is of vital importance to his or her overall welfare. Hence, dietitians, who I plan to be, are also a necessary presence in the field of health care. In fact, dietitians are specifically tasked with the assessment, planning, and reevaluation of the diets of patients to improve their health and hasten their recovery (All Star Directories [ASD], 2009). Aside from having an important role in maintaining health in the community, there are other positive aspects of being a dietitian. As for me, I want to be a dietitian based on the reasons regarding nature of work and its flexibility, recognition and respect, and financial stability. Need essay sample on "Why I Want to be A Dietitian" topic? We will write a custom essay sample specifically for you Proceed College Students Usually Tell EssayLab writers: How much do I have to pay someone to write my essay online? Professional writers propose: Custom Essay Company Best Essay Writing Service Write My Essay Online Buy College Papers As mentioned, being a dietitian is associated with having flexibility in terms of options for work. As a matter of fact, there are three general classifications of tasks which can be handled by dietitians. For one, as already presented, dietitians may work in health care or medical facilities in order to attend to the nutritional needs of the patients especially in their recovery. Another possible choice for dietitians is to work as community dietitians who mainly educate specific groups regarding proper diet. Also, the pursuit for further knowledge may also be satisfied by establishing a dietitian career as there are options to work as a research dietitian and work privately as a consulting dietitian (ASD, 2009). In this sense, due to the scope of their expertise, it is apparent why dietitians are highly regarded in general. Being highly regarded may not be only considered through the mentioned perspective. Dietitians are also associated with high educational attainment due to the fact that they accomplish years of learning along with tests for accreditation. Specifically, gaining a degree in dietetics means that one has gone through several areas of studies such as economics, statistics, microbiology, and other subject areas, implying that it is a well-rounded course (ASD, 2009). Aside from such, dietitians are also required to take accreditation tests. Hence, being a registered dietitian means that one has been accredited to be fully capable of accomplishing his or her tasks as a dietitian (ASD, 2009). As a result, recognition and respect towards dietitians are further established due to the nature of their education. Of course, satisfaction in the nature of the job and being well-respected are not enough as individuals have financial needs a well. In terms of being a dietitian, however, such needs are well-covered. The question regarding the sufficiency of salary is always taken into consideration when one is aiming for a job or a career. As for dietitians, most of them are considerably financially stable as their salaries are at a sufficient level. In more specific terms, the average annual salary of a dietitian is roughly $50,000; the lowest annual salary according to statistics is almost as much as $30,000 (ASD, 2009). Based on the points discussed, it is obvious that being a dietitian is also associated with having numerous benefits and advantages in various aspects. Aside from gaining flexibility with the possibility to shift and choose between working environments, giving me the option to choose either to work with the aim of helping other, improving products, discovering new ideas pertaining to diet, and so much more, dietitians are also highly respected due to their educational attainment, accreditation and license and certification. In addition, such positive aspects are also bundled with good salary range possibilities. Therefore, in consideration of all of these, kidding aside, the real question is why should I not choose to become a dietitian. Reference All Star Directories. (2009). Become a dietitian or nutritionist. All Star Health Schools: Guide to Allied Health Education and Careers.

Justification And Weaknesses Of Non-Interpretive Essays

Justification And Weaknesses Of Non-Interpretive Essays Justification And Weaknesses Of Non-Interpretive Justification and Weaknesses of the Non-Interpretive Model Brief: Justification and Weaknesses of the Non-Interpretive Model The question of Constitutional interpretation still has yet to be resolved. Should only the explicit commands of our nations Founding Fathers be referenced in courts of law, or can it be justified that an outside body should extrapolate from the specific text of the Constitution to define and defend additional fundamental rights? Further, if this body, namely the Supreme Court, bases its decisions of constitutional relevance not wholly on exact interpretation, then regardless of reason, are they wholly illegitimate? The non-interpretive model allows the Court to interpret beyond the exact wording of the Constitution to define and protect the values of a society. The question of how the non-interpretative model can be justified must be answered. Despite much remaining confusion between the two models, it is clear that history has chosen the non-interpretative model without which many of the defining points in our nations history would be unjustified. The overwhelming strength of the non-interpretive model is that it has allowed for many fundamental decisions that have served to protect the natural rights of the members of this society. If on the other hand the interpretive model is to be accepted, a significant number of decisions must be revoked. Briefly, the majority of the due process clause is no longer justified. Fair criminal and civil procedures must be dismantled since they have no specific textual reference in the Constitution. Freedom of speech, religion, and property rights are all called in question. Also affected is the legitimacy of franchise and legislative apportionment bodies of doctrine. The equal protection clause of the Constitution when read literally outlines the defense of some forms of racial discrimination. However, it does not immediately guarantee the right to vote, eligibility for office, or the right to serve on a jury. Additionally, the clause does not suggest that equal-facility segregation is not to be allowed. Finally, the freedom from cruel and unusual punishments as outlined in the eighth amendment loses its flexibility. In this manner, a prima facie argument against the interpretive model is evident. Without the ability to move beyond the specific wording, the Court loses its authority to protect what society values as basic human rights. A fundamental question relevant to this debate is whether or not values within our society are time-enduring or changing. When the Supreme Court makes a controversial decision, does it use the text of the Constitution to legitimize principles of natural law, social norms and arrangements? Or, is it acting as an interpreter of slowly changing values and imposing its views on society through its decisions? The Constitution is not a stagnant document; it is very much alive and changing with the times. Critics argue that the amendment process was created to allow change and that the role of the Judiciary does not include the power to change stated commands in addition to that of enforcing them. However, in many cases, the amendment process is inadequate for clarification of issues of human rights. A great virtue of the non-interpretive model is that the Court has the power to strike down unconstitutional legislation that allows for the Court to preserve the rights of the people. Non-interpretation then requires the application of understood codes, yet the decision-making process is far from mechanical. Critics contest that the Court should not have the ability to interpret societal values in a given period of time. However, as has been shown, history has upheld this tradition. A number of questions now arise. Is it practically wise to place the responsibility to define and protect human rights in the hands of Supreme Court Justices? The answer lies in ones interpretation of history. While it is true that the Court has made decisions that reflect its own biases and interests, it can be shown that the Court has also consistently acted to secure the rights of citizens and to limit federal and state powers. Following, is the definition and enforcement of human rights a judicial task? The adjudication of the Supreme Court over issues of human rights as opposed to this power residing in other branches of government must be answered. While there is no direct statement regarding judicial review in the Constitution, Marbury v. Madison is referenced here as the greatest of all cases justifying this judicial power. Thus arises the penultimate question of the authority of the Supreme Court. Constitutional adjudication was allowed for implicitly by the Founding Fathers. Only some of the principles of higher law were written down in the original document; however, the distinction between those

Business Plan And Executive Summary For A Gym Business Essay

Business Plan And Executive Summary For A Gym Business Essay Executive Summary The location of the gym will be on a main road with good parking facilities. This will help the gym grow with members as it attracts people because of the location and give people advantages to join the gym with ample parking. There isn’t much history about the gym because it is a band new business but the idea came to me about 5 months ago when i wasn’t satisfied with what other gyms offered to customers. The business is situated in the retail sector because it provides gym equipment to people who don’t have room at their houses or they cannot afford all the equipment themselves. The Prime function of the business is to provide gym equipment to people as well as help them achieve their fitness goals. The gym offers a wide range of products and equipment starting from bags, drinks and clothing to dumbells, treadmills and benches. (Cambridge Preliminary Business Studies – page 269) Purpose of the Plan There can be many purposes for a busi ness plan. The plan should provide a firm with a clear direction for the future and identifies the main goals of the business. / The goals of the gym would be social, financial and environmental goals. The social goals that the gym would like to achieve would be good service to patrons that use the facilities, helping the community through sponsorships of local sporting clubs and helping out schools through conducting sport lessons in the gym. Financial goals that the gym would like achieve would be to increase the owner’s wealth through increased market share, increased level of cash flow and increased level of liquidity. But increasing wealth is one of the objectives. The other financial objective would be to minimise the wastage of money on items or products that will not help the gym grow and not falling into heavy debt. Environmental goals that the gym would like to achieve would be to use electricity efficiently, install energy efficient appliances, minimise waste and d isposing of the waste properly. (Cambridge Preliminary Business Studies – page 269) v Situational Analysis Internal External ac4 Strengths (lob ortunities †¢ †¢ †¢ †¢ Good assistance provided by employees Great membership deals Cheap prices Good location r †¢ †¢ †¢ †¢ Weaknesses Threats †¢ †¢ †¢ †¢ Not enough employees when business is busy Toilet facilities too small Security Poor Receptionist †¢ †¢ †¢ †¢ †¢ (Cambridge Preliminary Business Studies – page 248) Business Objectives and Strategies The business objectives and strategies section of the business plan outlines what the business aims to achieve, including overall strategic goals. These goals will be based on research from the situational analysis. The Objectives of the Gym are to try and eliminate the weaknesses in the business and make them one of the strengths by working on them with one another and also to improve on streng ths and try to make them stronger. Another Objective would be to take every opportunity possible to help the business grow and try to work around keeping threats away from the business. The final Objective would be to improve financial wealth for the owner and to build a good reputation within the community so people feel invited and welcomed when they visit the gym.

WITH REFERENCE TO THE UN MILLENNIUM DEVELOPMENT GOALS, CRITICALLY Essay

WITH REFERENCE TO THE UN MILLENNIUM DEVELOPMENT GOALS, CRITICALLY EVALUATE THE ASSERTION THAT HEALTH IS NOW TOP OF THE INTERNATIONAL AGENDA FOR DEVELOPMENT - Essay Example eover, the countries committed themselves towards reducing child mortality which is MDG number four, followed by a declaration to improve maternal health as the MD goal number five. This is followed by a promise to combat HIV/AIDS, malaria and other diseases while a commitment to ensure environmental sustainability became the MDG number seven. The last goal in the list is the declaration to develop a global partnership for development. To fast track the achievement of the MDG, UNDP (2010, p. 10) explains that in September, 2010 there was a UN conference in which the countries reaffirmed their commitment towards achieving the MDGs and promised to accelerate efforts towards their achievement. In reference to the Millennium Development Goals one can rightly assert that health is currently top of the international agenda for development. Looking critically at all the millennium Development goals shows that United Nations gives health top priority. All the eight goals contribute in one or the other in enhancing the health of global population. According to United Nations (2007, p. 23), giving each person a chance to enjoy a long and healthy life is both an essential goal of development and a means of enhancing the potential of a country to develop. Millennium Development Goal one committed nations to eradication of extreme poverty and hunger. If this goal is adequately addressed, it could lead to significant improvement in the health of the global population. Under this goal, United Nations (2007, p. 23), explains that the first target was to reduce by halve the proportion of people living on less than a dollar a day from what the population was in 1990. Reddy and Heuty (2005, p. 10) argues that poverty is a multi-dimensional phenomenon and defines it as lack of options to various dimensions of the quality of life. T here are many people living in absolute poverty in some parts of Asia and Africa as observed by Reddy and Heuty (2005, p. 10). Poverty deprives one a

Market Research Paper Coursework Example | Topics and Well Written Essays - 1250 words

Market Research Paper - Coursework Example This paper will focus on the most significant market research, which the Mander Portman Woodward college business could employ to improve its collection of market research data. Types of research data Market research refers to gathering and analysis of data or information concerning customers, competitors and, or the effectiveness of the business marketing programs. Small-scale business owners conduct market research to evaluate the feasibility of the newly established business, preferences in new services and products, improve the business aspects like consumer services, channels of distribution of products and establish competitive strategies. In this case, the college carries out a market research to enable it to make decisions to respond effectively to the need of customers, and increase their profit. The research is also significant for the college to acquire accurate information about competitors and customers that necessitate the development of a solid marketing plan (Brace, 2 004). The college has to be conversant with their market niche, and the benefit they offer to the market. Market research aids the college hone in the marketplace and directs their operations in relation to the market segment that targets their products and services. The college utilizes both primary and secondary types of market research for data collection. ... Preliminary interactive meetings between the lower-sixth form students, their teachers and parents at the start of every summer term, discussions concerning university application and entrance, student seminars, and student interviews among others are all sources of primary data utilized by the school. It also utilizes secondary data from published examination results, such as, the academic year reports that provide significant information about the performance of the school and the challenges that need to be addressed to improve its general performance. Market research methods The key role of market research is to analyze the requirements of a certain target market, acceptability of services, competition as well as means of establishing and exploiting existing and new markets. Before conducting the research, a comprehensive understanding of the core problem that needs to be solved, the application of market research procedures and the market itself is significant (Grove and Vriens, 2006). The main reason for conducting market research in the school is to achieve a wider understanding of the methods of improving the school performance, and increasing the number of students who pursue the competitive courses. The three methods of research that could be appropriate for the school include primary research, secondary research, focused groups and student interviews. The school could use primary market research to collect original data relevant to the requirements of the students, staff and parents. Primary research entails both quantitative and qualitative categories of research. Quantitative research is based on numerical, statistical analysis and demand measurement of market

Thomas Eakins & Miss Amelia Van Buren Essay Example for Free

Thomas Eakins Miss Amelia Van Buren Essay The current project will analyze the oil canvas titled ‘Miss Amelia Van Buren’ that was created by a well-known USA painter and portraitist Thomas Eakins in 1891. The portrait is part of a series titled â€Å"Women in Pink† and belongs to the masterpieces of American Realism. The aim of the paper is to discuss the style and subject matter of this artwork as an integral part of the artist’s creative ancestry and within a broad historical framework. Eakins’s production was often rejected by contemporaries. This fact proves that any piece of artistry expresses different meanings for patrons and art audiences as well as for the artist himself. These competing implication will be assessed throughout the paper. Thomas Eakins: Brief Biography The reputation of Thomas Eakins (1844–1916) as an outstanding representative of the American school of realism in painting, photography, sculpture, and fine arts education was established only a few decades upon his death. Eakins was born in Philadelphia, where, watching his father, a writing master and calligraphy teacher, at duty, by twelve he has acquired profound skills in drawing, perspective planning, employing a grid to produce an accurate design. Thomas was graduated from Central High School, the first-class public school for applied science and arts, and entered the Pennsylvania Academy of the Fine Arts in 1861 to refine the knowledge of drawing and anatomy. The latter realm interested Eakins to such an extent that in 1864-1865 he started diligently attending courses in anatomy and dissection at Jefferson Medical College. In 1866, the young man joined the studio of Jean-Leon Gerome, a prominent Orieintalist painter, at the Paris School of Arts. The American student also frequented into the atelier of Leon Bonnat who put forward anatomical preciseness as a cornerstone of Realism. Upon the four-year period of studying abroad, Eakins returned back to the native city. His first portrayals of rowers (e. g. , ‘Single Scull’ or ‘The Champion Single Sculling,’ 1871; a series of eleven oils and watercolors altogether) stirred attention within Philadelphians due to their innovative treatment of a dynamically moving human body portrayed outdoors. In parallel with inquiring into the sports themes, the young artist created a range of domestic Victorian interiors (e. g. , ‘Home Scene,’ 1871; ‘Elizabeth at the Piano,’ 1875; ‘The Chess Players,’ 1876; ‘Elizabeth Crowell and her Dog. ’ 1874). The first large scale portrait ‘Kathrin’ was made in 1872. In 1876, Eakins commenced his teaching career at the Pennsylvania Academy – first as a volunteer teacher, then as a salaried professor (since 1878), and finally as director (1882-1886). Upon the scandalous resignation consequently to original methods of teaching, Eakins lectured at many art schools, including the Art Students League of Philadelphia, the Art Students League of New York, the National Academy of Design, Cooper Union, and the Art Students Guild in Washington, D. C. , until the withdrawal from teaching in 1898. Eakins was not only a talented painter, but also a gifted photographer. His acquaintance with camerawork took place during his European studies and continued thereupon, when the artist learnt about the photographic motion research of Eadweard Muybridge and started his own experiments in the field. Many well-known canvases of Eakins were created relying on photographs to better understand the dynamics of body movements and increase the awareness of perspective (e. g. , ‘Mending the Net,’ 1881; ‘Arcadia. ’ 1883). In 1883, the artist started shooting the so-called ‘Naked Series,’ nude photographic depictions of students and professional models that revealed human anatomy from certain angles. About eight hundred photographs are thought to belong to Eakins and his followers. The fame of Eakins as a prominent representative of American Realism heavily relies on his portraits. Several hundred canvases depicted representatives of the local Philadelphian Bohemia, scientists, and medical workers (e. g. , ‘The Gross Clinic,’ 1875; ‘The Portrait of Dr. John Brinton,’ 1876; ‘The Agnew Clinic,’ 1889; ‘The Deans Roll Call,’ 1899; ‘The Concert Singer,’ 1890-92; ‘The Portrait of Maud Cook,’ 1895; ‘Antiquated Music,’ 1900; ‘The Portrait of Professor Leslie W. Miller,’ 1901) in their professional environment. On the reason of intense anatomic realism and the artist’s notoriety upon dismissal from the Pennsylvania Academy, Eakins’ portraits were often rejected by the sitters or their relatives. Therefore, the artists invited his relatives and friends (e. g. , ‘The Portrait of Walt Whitman,’ 1887-1888) to act as models. In the 1880s and 1990s, the artist created his finest examples of figure studies (e. g. , ‘The Swimming Hole,’ 1884-5; ‘Between Rounds,’ 1899; ‘Salutat,’ 1898). The portraits created by Eakins in the early 20th century captured the local Catholic clergymen (e. g. , ‘The Portrait of His Eminence Sebastiano Cardinal Martinelli,’ 1902; ‘The Portrait of Archbishop William Henry Elder,’ 1903; ‘The Portrait of Monsignor James P. Turner,’ ca. 1906). In the late period of life Eakins started enjoying recognition. In 1902, he was granted the title of a National Academician. Two years before death, in 1914, the artist sold a portrait study of D. Hayes Agnew for The Agnew Clinic to Dr. Albert C. Barnes for four thousand dollars. In 1917-18, Eakins’ works were exhibited at the memorial retrospectives at the Metropolitan Museum of Art and the Pennsylvania Academy. Upon the death of Susan Macdowell Eakins, the artist’s wife, the major part of Eakins’ creative ancestry was purchased by Joseph Hirshhorn, and now is stored at the Hirshhorn Museums collection. Eakins house in North Philadelphia was included to the National Register of Historic Places list in 1966. In 2006, a group of sponsors paid $68,000,000 to keep ‘The Gross Clinic’ in Philadelphia, while previously it was planned to sell the canvas to the museums located in other cities, ‘Miss Amelia Van Buren’ (1891) Miss Amelia Van Buren (c. 1856-1942) was Eakins’s student and the friend of his family. This gifted painter and photographer participated in an episode that indirectly initiated resignation of the master from the post of director at the Pennsylvania Academy. One day, a young female asked the teacher to explain the anatomical function of the pelvis. At his lessons, Eakins exercised bold methods and stirred the differences between male and female students by exposing nude models of both sexes in the class where both men and women were present. Putting anatomy of a human body to the foreground, professor encouraged his followers not to afraid the Victorian model and bravely approach the secrets of physiology. Therefore, Eakins invited Van Buren to his studio and provided the requested instruction. The painter described the episode as follows: â€Å"There stripping myself, I gave her the explanation as I could not have done by words only. † Later on, Eakins’s behavior made the evil-wishers accuse him of sexual harassment and inappropriate methods of teaching. The painter responded with dignity, yet showing no signs of regret or shame: â€Å"There was not the slightest embarrassment or cause for embarrassment on her part or mine. I think indeed [Van Buren] might have been embarrassed, if I had picked up a man on the street and endeavored to persuade him to undress before the lady for a quarter. † Eakins often used his students as models for his works and saw nothing undignified in exchanging professional secrets with the members of his circle regardless of their sex. Van Buren was also publicly accused of posing nude in front in the painter. That fact aroused many rumors and negatively affected the womans reputation that could seriously spoil her social activity in those prudent times. Werbel has stressed that Amelia Van Buren altogether with Elizabeth Macdowell, Eakins’ future wife Susan, Cecilia Beaux, Alice Barber Stephens, and other female students of the Pennsylvania Academy belonged to the circle of the so-called â€Å"New Women. † They shared Eakins’ opinion concerning equal rights of men and women for education and social activity. Those females were talented artists and actively participated in the cultural life of Philadelphia. Feeling at ease with their own principles and encouraged by the master, to whom they deeply trusted, those New Women were not afraid of public hypocritical scorn. To return back to the oil canvas, it provides us with attentive, unflattering, and surgically sharp vision of a young woman, sitting near the window. Her figure is softly glowing in the daylight, while the background remains deem and dark. Salcman made an almost poetic description of the portrait’s details. A woman in her twenties sits in the armchair, as if she has suffered through a hard day and now is having an unexpected break. The model is so absorbed into her thoughts that even the atmosphere around her is pregnant with some intensive, yet joyless mental activity. The gaze of a spectator is initially attracted to Miss Van Buren’s Victorian pink dress with a standard for that time fluffy crinoline. The pink color of the upper gown that reminds of slightly dewed rose petals harmonizes with the soft, milky tint of the crinoline apron. Multiple folds on the skirt that underline the pensive, slightly tired pose of the woman, mask the body. Eyes that are literally lost in this whirl of light cloth approach the face of the model only upon spending some time on looking at minor details. The latter are the half-opened fan, lying on a thigh of the figure, and a narrow and elegant hand that is shadowed by the arm of the armchair. The rosy pale face of Miss Van Buren sharply contrasts with her gray hair that makes her look, as if she is in the late thirties or even forties. Salcman has noted that the artist is far from flattering his muse. The head of the woman rests on the left loosely fisted hand with its left temple and turned towards the light, away from spectators. The pose signifying uneasy feelings arouses hot arguments among the researchers. Salcman observed â€Å"regret,† â€Å"disappointment,† and â€Å"a loss of possibilities† in the expression of Amelia’s face as shown in the tight lips and lowered eyes that are thoughtfully gazing into the window. Kirkpatrick has noted that the model looks â€Å"unhappily lost in thought, trapped and vulnerable as a caged bird. † It is evident that each art critic tried to impose his or her own understanding of human facial mimics or the inner world of the artist. On the point, a very important observation was delivered by Henry Adams who analyzed the works of Eakins in parallel with peripetias of the artist’s life. The researcher stressed that the master â€Å"was not simply recording faces, but also exploring something about his own mental condition. † In 1891, when the portrait of Miss Van Buren was made, Eakins could not still re-discover the inner equilibrium upon the scandalous resignation from the Pennsylvania Academy. Teaching was one of the favorite activities for the master, where he could freely communicate with young like-minded people and test his innovative ideas in painting and photography. At that period, Eakins lectured at the Art Students League of Philadelphia, but the institution was about to dissolve, which happened the following year upon execution of the portrait. The painter’s canvases were constantly rejected by critics and exhibitioners, so it was rather the 47-year-old master than his model had reasons to look gloomy and caged. It really seems that both spectators and critics tend to apply their own emotions onto the canvas, while forgetting about the broader context for the artwork. Amelia Van Buren left no memoirs about the implications for her suspected depression at that period. She truly admired Eakins both as a professional and a teacher, being not afraid of exposing her soul in front of the artist’s intent eyes. Van Buren was a rare exception so far as many people, whom the painter asked to sit for their portraits, declined the invitation. As one of Eakins’ contemporaries explained, â€Å"He would bring out all those traits of my character I have been trying to conceal from the public for years. † It speaks on the fact that the master intended to excavate, so to say, the inner deposits of ideas and emotions that common members of the Victorian society were scared to reveal. The fear of self-exposure was not the case of Miss Van Buren. She agreed to sell the portrait only in 1927. Her letter to an exhibitioner who proposed to purchase the masterpiece of American Realist school contains the following lines: I accept your offer and while I shall miss the picture I shall like to think of it in your gallery where I hope to see it sometime soon. Mr. Eakins’ friends have always been sure that his work would be appreciated in time. The portrait of Miss Amelia Van Buren is now stored in the Phillips Collection, Washington, D. C. , and arouses a combination of stress under the burden of intense emotions depicted and admiration at the mastery of Eakins in showing the secret depths of human souls. Women in Pink Relying on Eakins’ memoirs, Adams has stressed that the theme of females clad in the pink gamut has been explored by the painter for almost two decades. Some well-known canvases from this series include Miss Amelia Van Buren (1891), The Concert Singer (1890-92, Philadelphia Museum of Art), ‘The Portrait of Maud Cook (1895, Yale University Art Gallery. ), and The Actress (1903, Philadelphia Museum of Art). These artworks should be examined both separately and within a group to understand the state of the artist and the dynamics of his creative potential. The 1890s was an extremely hard period for Eakins who was vulnerable to the complications of life and public reactions as every great man of arts. As it has been mentioned earlier, his teaching career collapsed, partly on the cause of his own provocative behavior and remarks. Upon the initial period of recognition among the critics and gallery owners shortly upon coming back from Europe, the master experienced challenges in regards to both selling his works to make for living and to establishing stable relationships with relatives and the broader public. Adams treats the series of female portraits that were executed in the late 1880s and throughout the 1890s as manifestation of depressive feelings and unsettled creative quests. The portrait of Van Buren demonstrates a perfect harmony between the complex inner state of the painter and the concealed disharmony of the model who suffered from emotional illness. The slumped pose of the model, the eyes diverted from spectators, the sharp contrast between the warm pink-milky gamut of the figure in the foreground and the rich, brown and mahogany color of the background – all these feature the mood of tension that abruptly mutilates into the deep exhaustion. The depiction of a â€Å"small woman with a large brooding spirit† is the first step on the ladder of self-discovery for the painter, and the next is The Concert Singer. The model for the portrait – a famous opera performer Weda Cook – started sitting or better say standing for Eakins in 1890. Cook debuted at the Pennsylvanian Academy of Music when she was only sixteen years old, and since then often pleased the demanding Philadelphian public. The painter depicted his model as dressed in a radiant pink dress, singing on the stage. It should be stressed here that Eakins was particularly accurate in depicting the specifics of his model’s profession or emotional state. He asked Weda Cook to sing â€Å"O Rest in the Lord† from Mendelssohn’s Elijah to convey intensity of her artistic manner and carved the opening notes of the musical piece on the frame. Another interesting detail is that for the sake of better rendering of body, Eakins asked the model to undress to her underwear. Cook strongly opposed the idea but finally gave up and agreed. There is a similarity between the two portraits of Van Buren and Cook in regards to the pyramidal composition, but the general gamut and mood of the canvases contrast each other. While the choice of colors for Van Burens depiction aims to reveal the models delicacy, fragility, even exhaustion, the gamut for Cooks portrayal manifests a greater extent of energy and self-assuredness. Such effect takes place due to the background: in case of Van Buren it is intense and dim (in a manner similar to Diego Velazquez and Jusepe de Ribera, Eakins’ favorite Spanish painters), and in case of Cook the olive smoky backstage is rather light, and the whole pose of the full-length figure of the model altogether with decorations of the scene remind of some European masters such as Edgar Degas and James Whistler. To continue about composition, the body of Van Buren is framed by the chair, as if the only thing that provides her with some kind of support is the furnitures arm. Her slumped pose and bended head create the atmosphere of misbalance and awkwardness. On the opposite, the erect pose of the singer and her hands that are elegantly and somewhat affectively placed in front of the waist remind of a bird that is ready to fly upwards. However, this is not a triumphant gesture but a movement of â€Å"flight and loss. † The opera performer is placed in the center of the composition. It seems that minor details – such as the conductors hand in the lower left corner of the canvas, the bunch of roses on the floor in the lower right corner, and the palms branch in the upper left section of the picture – do not constrain the freedom of the heroine. However, similarly to Van Buren, Cook diverts her eyes from spectators and looks upfront and above peoples heads. The very pose underlines the model’s concealed isolation and loneliness. Her eyes are surrounded with red rims and shades so that there is an effect of hastily wiped tears or insomnia. There is a difference also between the tints of models’ gowns: the one of Van Buren looks like slightly frosted, the effect is unlined by the pearl color of her grayish hair; the dress of Cook is radiant and festive, decorated with olive inserts and a long trail. One might also note that the flesh is almost totally absent on the portrait of Van Buren, whereas Cook demonstrates bare neck, shoulders, and hands. The contrast in regards to body exposure between the two females emphasize their attitude to public attention: while the first model attempts to conceal her internal state from spectators, the latter derives her energy from the outer world. Eakins does not want to portray women as more beautiful that they are. Van Buren looks older than other women of her age, and the features of her face are not harmonious. Cook cannot either be called young and pretty. Her hands are plump and reddish, her open mouth and a wrinkle on the neck makes one think that she is doing a hard job instead of executing a beautiful song. Werbel has commented on the specifics of Eakins’ treatment of women’s beauty. The artist conceptualized it as â€Å"faithful, undistorted attention to the individual anatomy and attributes of each person. Due to his original technique the painter was often thought of as â€Å"a rebel† as he transferred onto the canvas all defects of the sitters’ physical appearance. Both Van Burens and Weda Cooks faces are sculpturally expressive and anatomically true. Some of Eakins’ followers and many representatives of that time society got scared of such preciseness and sharpness. The physically attentive dissection of women’s features that are perceived by Eakins as a combination of bones, muscles, and soft tissues became less intense by the mid-1980s. The thesis can be illustrated by the portrait of Maud Cook (1895) that concludes the first half of the series depicting women in pink. We see the tenderly dimmed face and upper part of torso belonging to a young, dark-haired woman with large eyes that are glowing from inside. Her delicate long neck streaming down softly to get lost in the gaze material of her light pink dress. In his usual manner, Eakins shows the model gazing away from the artist and the public. Her concentration on her emotions speaks of melancholy rather than of depression. In comparison to the portraits of Van Buren and Weda Cook, this particular image is less intense in feelings and is remarkable for restoration from frustration. According to Adams, the portrait of Maud Cook signifies the improvement in the artist’s fight with his demons. His works of the mid-1890s manifest recovery from the previous depression and self-disagreement. However, the stability was ruined by the suicide of Eakins’ niece Ella Crowell, after which grievous facts the painter’s sister and her husband broke relationships with Thomas. The master returns to the theme of female portraits only within a decade. The canvas titled ‘The Actress’ (1903) that depicts Suzanne Santje looks completely different from the earlier examples of the same series. In the foreground we see a woman in her thirties. The model sits in the pose that is usual for Eakins’ female portraits – the head is diverted towards the source of light and away from observers. The narrow face with high cheekbones looks slightly emaciated. Even a tender radiance that evaporates like a gaze from the middle facial part cannot conceal the paleness of the skin. Thick dark hair are in the artistic disorder as well as the festive bright pink gown. Suzanne Santje is portrayed full-length, and her body reminds in its graciousness of a mermaid who has just appeared from waters to brood over her tragic destiny. The model’s hands rest on the chair’s arms, demonstrating fatigue and grieve. It seems that the actress has just left the stage where she demonstrated luxurious and self-conscious hedonism, but here, in the artist’s studio she can be herself – tired, ageing, concentrated on the shallowness of life. The series under the collective title â€Å"Women in Pink† reveals Eakins’ progression between various artistic styles under the impact of his inner state. The earlier â€Å"clinical approach to the body† as evident in previously made portraits of Van Buren and Weda Cook gives place to the more merciful treatment of the sitter’s appearance as in the portrait of Maud Cook and finally resolves into the sympathetic, yet intense observation of the model soul as in ‘The Actress. ’ Regardless of Eakins’ experiments with composition and gamut, representations of a series from different periods demonstrate the same â€Å"blood and bone authenticity,† for which the painter was severely criticized throughout life and for which he is praised nowadays. These female portraits provide an attentive, brilliant account of women living in the Victorian or Early Modernism age and were constrained in their emotions and behavior by rigid standards of the broader, pro-masculine society. As Ratcliff has observed, the painter gave a chance to his female sitters, sitting in dim and small rooms, to look through the window into the sunlit world of freedom, self-discovery, and harmony. Clark argues that women’s portraits are part of â€Å"a poignant and pointed critique of woman’s place in the ‘heroic’ modern world. † Despite the merciless accurateness and realism of the painter in revealing physical drawbacks of the models, they look really feminine and attractive. What adds real gorgeousness to the images of both females is their passionate absorption by their rich inner world and the courageous flexibility, with which they face the unwelcoming, prison-like environment. The series demonstrates also the continuous struggle of Eakins himself to freely express his creative potential and to overcome all challenges imposed by the society and the family. Thomas Eakins: Blood and Bone Authenticity Art critic Lloyd Goodrich referred to the artistic manner of Thomas Eakins as follows: Seldom has there been so consistent a realist as Eakins – one whose art was such a direct outgrowth of reality†¦ Every figure be painted was a portrait, every scene or object a real one†¦ the actual rather than the ideal. Each Eakins’ model is not isolated in its anatomical validity but becomes a mirror for the surrounding contexts so that the inner and outer realities are colliding, mixing up, confrontating and intermingling between each other just in front of observers’ eyes. Due to Eakins’ mastery people turn into iconographic symbols that express both their own value and convey the atmosphere of the social period. The specifics of Eakins’s style tackles the portrait genre as treated flexibly both in the interiors and outdoors – in the offices, streets, parks, water basins, arenas, and hospitals of his hometown, Philadelphia. As a painter and photographer, Eakins admired the beautiful human bodies – either completely nude or lightly dressed so that to reveal motion – demonstrating energy altogether with harmony between the inner and outer sides of person’s nature. Bibliography Adams, Henry, and Thomas Eakins. Eakins revealed: The secret life of an American artist. New York City: Oxford University Press, 2005. Boyer, Paul S. â€Å"Eakins, Thomas. † The Oxford Companion to United States History. Oxford University Press. 2001. Encyclopedia. com. (April 21, 2009). http://www. encyclopedia. com/doc/1O119-EakinsThomas. html. Clark, William J. â€Å"The Iconography of Gender in Thomas Eakins Portraiture. † American Studies 32, no. 2 (1991): 5-28. Craven, Wayne. American art: History and culture. Boston: McGraw-Hill, 2003. Kirkpatrick, Sidney. The revenge of Thomas Eakins. New Haven: Yale University Press, 2006. MacCoubrey, John. American tradition in painting. Philadelphia: Philadelphia University of Pennsylvania Press, 2000. Ratcliff, Carter. â€Å"Thomas Eakins: Pictured lives. † Art in America, no. 6 (June 2002), http://findarticles. com/p/articles/mi_m1248/is_6_90/ai_87022989/. Salcman, Michael. The clock made of confetti. Alexandria, Va. : Orchises, 2007. Shi, David E. Facing facts realism in American thought and culture, 1850 – 1920. New York: Oxford University Press, 1996. Simpson, Marc. â€Å"Thomas Eakins and His Arcadian Works. † Smithsonian Studies in American Art 1, no. 2 (1987): 71-95. Werbel, Beth. Thomas Eakins: Art, medicine, and sexuality in nineteenth-century Philadelphia. New Haven: Yale University Press, 2007.

Roswell: Fact or Fiction? :: essays research papers fc

In analyzing the hypothetical scenario(s) proposed by many UFO researchers concerning the alleged crash of an Alien spaceship in the New Mexico desert July 2nd, 1947, I beg to question, whether our bureaucracy of a government could ever clamp shut an event of such magnitude. This is the most scrutinized of all UFO cases. This story, even if partly true is the most significant event in human history, next to our own creation of course. The story is clouded in extensive myth and misinformation. Seeing as there are many version of this event, I will depict the most likely of these scenarios to have occurred according to eyewitness testimony. Now, before I describe the sequence of events that unusual evening, I will first provide you a little background information concerning the state of New Mexico during this time frame. In 1947, New Mexico was unique to the rest of the world. For instance, the 509th Composite Bomb wing (The crew which dropped the Atomic bomb Fat Man and Little Boy on the Japanese during WWII) was stationed at the Roswell Army Air Force Base. Secondly, Los Alamos nuclear facility, home to the Manhattan project was a short distance to the north of the crash site. Lastly, you had the atomic, radar, missile-testing facility of White Sands and Alamogordo/Holloman Air Force Base only a short distance to the south (Randles 68). I believe, with such facilities congregated in one general area that from the Alien visitor’s viewpoint gathering information (Spying) on the most technologically advanced area on the planet would seem logical in 1947, seeing as the humans just finished killing off millions of their own (WWII plus Holocaust), maybe space was the next likely target for humanity to invade. Also, I found some circumstantial evidence pertaining to the Base radar at the army’s 509th airfield outside the town of Roswell. Basically the army’s base radar had been tracking strange blips on the night of July 1, 1947 (Corso 8). This o bject maneuvered at such high speeds and changed direction so sharply that the radar operators said it was, â€Å" No earthly craft†. Interesting to note that through that night and the following day Army Intelligence was on high alert (Corso 8). That night a Mr. and Mrs. Dan Wilmot apparently sighted what they theorized to be a flying disk. They were sitting on their porch at 105 South Penn.

Discipline in High School and Elementary Education

When it comes to special education, discipline is a major concern in this area because many students are incessantly being expelled for their behavior issues that are caused by their disabilities. With the previous law students were excluded from school and received long suspension time because of their behavioral problems but when the new law was passed in 2004 students that are disable, is entitle to a free appropriate education under the Individuals with Disabilities Education Act (IDEA) and can no longer be expel from school if their behavior is due to their disability.With the new law, students can no longer be suspended for more than 10 days during a school term for behavioral issues and 45 days for weapon and illegal drugs. A Functional Behavioral Assessment (FBA) should be included within the special need students Individualized Education Plan (IEP) at the beginning of each school year so that the general education teachers is aware of the students behavioral problems and is able to handle them before the student get out of hand and the other students learning is disruptive.If students know what is expected of them in the beginning, I believe that they will try to keep their behavior under control especially when they are in a more controlled and structure classroom. During the interview process, I learned that both high school and elementary education follow the same guidelines and rules when it comes to discipline special needs students; they have to follow the laws under Individuals with Disabilities Education Act 2004.The only difference that I reconginzed is that high school administrators feel that special need students at their school should be comfortable with their disabilities and have their behavioral under control because they have dealt with many issues throughout their elementary education and had various behavorial intervention plan in place which are various techniques that are used to help alleviate their behavior. With special educatio n teachers being a high demand now, newteachers should be well informed on how to discipline special needs students. Mrs. Davis expressed, issues that frequently occur with special needs students will be, if their wrongdoing is a direct manifestation of the student disability and new or experience teachers should be aware if the student disability is affecting their behavior. Since discipline is a major issue that appears to occur in schools due to special education students being included into regular education classrooms.Students tend to act out because they are not on the same level as their non-disable peers and feel as though they are not able to complete the same course work and receive a passing grade therefore they begin to disrupt the class instead of asking for help when it is needed. I can understand the student frustration when they are not able to answer questions or other students make fun of them because they could not get the correct answer.These students are in a ma instream classroom with their peers but are not on the same reading level as them and it is difficult for them to participate in class and feel as if they are up to part (T. Davis, personal communication, December 16, 2013). Ms. James stated that discipline issues that occur with special needs students in her school are students that are emotionally disturbed. These students disrespect their authority figures, fight other students and it even goes so far as them threatening to harm teachers and other students (S.James, personal communication, December 18, 2013).The court case that influence the school district is Honig v. Doe, the court ruled that students with disabilities can not be excluded from school for any misbehavior that is disability related but the educational service could cease if the misbehavior is not related to the disability (wrightlaw, 2011). We discussed the challenges that administrators and teachers face related to special education students. According to Mrs.Da vis a special need student has a plan of action in place which drives his/her instructions, if special need students commit serious wrongdoings which is not a manifestation of his disability then he/she will be reprimanded; the same as a regular education student (Ms. Davis, 2013). Doe v. Koger (1979) court case influence the school district because the court implied that students with disabilities could be expelled when there was no relationship between their misconduct and their disabilities, a perspective that became known as the manifestation of the disability doctrine (Osborne, 2007).Ms.James stated that this is a big challenge for administrators and teachers because special needs students do not receive the same disciplinary actions as regular students although they committed the same misconduct. It is unfair that their learning and others students learning is being disruptive and teachers have to accept their inappropriate behavior because they are protected under IDEA (S. Ja mes, 2013). The disciplinary procedure is perplex between the two groups; some individual may think that it is fair for the two groups to received different action against them for their misbehaving in the classroom but Mrs.Davis think that disciplinary action is demanding when managing these two groups because it require the teachers to stay abreast of all of the individuality of the special need student so that instructional as well as behavioral problems maybe avoided by quick adjustments in the classroom. On the other hand, Ms. James felt that special needs students are not sent to the office quicker than regular education students. Teachers have to deal with their behavior and try different positive behavior techniques with them.Some students are not aware of disciplinary decisions and actions between both groups of students, special needs students do not realize that they can not be expelled from school. According to Osborne, the court did not leave school officials without re course; it added that they could suspend students with disabilities for up to 10 days if they posed an immediate threat to the safety of others. I also learned that it is imperative that the parents are involved and provided with procedural safeguard information which identifies their child’s rights related to special education under the Individuals with Disabilities Education Act.The interview goes on to discuss how parents react to how their children are being punished different from a special need student, they are not happy with the rules because they feel that every student should received the same punishment regardless. We also discussed the decision that the district makes and the ladies stated that the district stands behind Tribunal’s decision and the special education director is responsible for training.

Educational practice Essay

In the United States, bilingualism is a crucial issue that must be addressed. Although bilingualism has no clear cut definition yet, Shenker (no date) provides one appropriate definition of bilingualism. According to him, bilingual children are â€Å"are those†¦ who speak/have been spoken to in two (or more) languages in the home since birth and who are spoken to in only one or both of those two languages at school. † (Shenker, no date). These children may also be spoken in one language at home but acquired (or is exposed to) a second-language when they start attending school. There is a common misperception that bilingual children are more unsuccessful academically than monolingual children. However, researches show that bilingual children have superior performances than their monolingual counterparts. Perhaps the first one to radically change this perception is the study done Peal and Lambert in 1962. They conducted research regarding the premise that bilingualism causes retardation. However, their conclusion proved otherwise. They found that experiences from two cultures provide bilingual children an advantage such as increased mental dexterity and superior ability to think abstractly than that experienced by monolinguals (Peal & Lambert, 1962). Other researches show an association between bilingualism and greater cognitive flexibility and awareness of language (Cummins & Culutsan, 1974; Diaz, 1983; Hakuta & Diaz, 1984). Moreover, bilingual children were proven to have more effective controlled processes. Although their study was conducted among adults only, they generally concluded â€Å"that controlled processing is carried out more effectively by bilinguals and that bilingualism helps to offset age-related losses in certain executive processes† (Bialystok, Klein, Craik, & Viswanathan, 2004). Because of their greater cognitive flexibility, bilingual children outperform their monolingual counterparts in virtually almost every subject including mathematics. Nevertheless, bilingual children, including their parents, still do not have the confidence to learn and interact with others. This is due to a punishment in the early 1900s where bilingual children are severely punished for speaking their home language. Although researches have found that bilingual children have greater cognitive flexibility than monolingual children, none has yet been undertaken investigating what practice can be used in teaching bilingual children to interact with other people. Thus, the purpose of this study is to investigate what teaching practice can be used in teaching bilingual children, in which they can improve not just their understanding of the project but also their interaction with other people. Statement of the Problem Mathematics is considered as one of the most difficult subjects to understand. Students have difficulty applying the basic computational skills to a more complex mathematics or science (Seceda & dela Cruz, n. d. ). Researchers argue that this difficulty in understanding the concepts of mathematics is due to most educators’ strict observation to procedure (Schoenfeld, 1988). Although there is a steady rise in students’ achievement scores in mathematics since the early 1980’s (Seceda, 1992) showing that educators are successful in teaching basic computational skills to students, they have been less successful in teaching the students when to apply the skills they have taught (Dossey, Mullis, & Jones, 1993; Dossey, Mullis, Lindquist, & Chambers, 1988; Mullis, Dossey, Foertsch, Jones, & Gentile, 1991; Mullis, Dossey, Owen, & Phillips, 1993; Seceda & dela Cruz, n. d. ). Thus, it is important that educators should focus in teaching mathematics for understanding to students rather than in observing strict procedures. However, one must note the fact that teaching for understanding does not just concern the mainstream or majority students. As Seceda and Cruz emphasize that â€Å"teaching for understanding concerns more generally all students including those with diverse social backgrounds. It is believed that mathematics involves considerable use of English, especially word problems† (Seceda & dela Cruz, n. d. ). Due to this belief, it only follows that children who are studying English as a second-language (or second language learners) have difficulty in studying mathematics. In this context, the term â€Å"bilingual children† means students who are second-language learners. Most schools in the United States teach mathematics in a â€Å"procedural† manner. That is, when students solved a particular mathematical problem in an unconventional way (the computations are not presented in the algorithm taught by the teacher), their solutions are marked incorrect and will be drilled further (Seceda & dela Cruz, n. d. ), even though their solutions meant that they understand the problem but resolved to write their solution in their own way. In so doing, bilingual children, feeling that they cannot understand and cannot be understood, are being left out in classroom conversations. When teaching and learning is continued in this manner, this will eventually lead to the bilingual children’s failure in mathematics, adding to the conventional belief that bilingual children cannot engage in mathematics. Another consequence of teaching mathematics in a â€Å"procedural† manner is that children begin to perceive that mathematics makes no sense (Seceda & dela Cruz, n. d. ). This perception will increase children’s capacity to understand something which is not sensible, not practical and not applicable using with the outside world (that is, world outside the classroom). In this paper, the author investigated which educational practice is best to apply in teaching mathematics for understanding to bilingual children. Two educational theories will be examined — Pask’s Conversation Theory and Landa’s Algo-Heuristic Theory. Furthermore, the study aims to find which practice can help students not just understand mathematics but to have confidence in solving problems and in interacting with others. Research Questions The study specifically aims to: 1. compare Pask’s Conversation Theory and Landa’s Algo-Heuristic Theory; and 2. examine which one of these two is best to apply in teaching mathematics for understanding to bilingual children. Significance of the Study Results of the study will help educators find the best way to teach mathematics in which bilingual children will be able to understand and apply outside the classroom. In general, results of the study will help in finding the best way to teach children who are limited English proficient in such a way that these children can understand and apply the lessons with other activities. Moreover, the study will help teachers train their students with confidence. Overview of the Paper In Chapter 2, a review of literature is provided. In this chapter, the definition of bilingualism is discussed. Researches undertaken on bilingual children’s cognitive development are provided. Then bilingual education is defined according to literature. Historical background on the evolution of bilingual education (1800s-1900s) is also provided. The author also discusses emotional, linguistic and academic issues bilingual education is concerned with. Mathematics education is also discussed in this chapter. Theories applied in mathematics teaching are discussed. Problem solving is given importance in the discussion on mathematics education. Cognitive background information on addition, subtraction multiplication and division is also given which provides as basis for the word problems given to the participants of the study. Finally, in this chapter, researches done involving mathematics and bilingualism are provided. Chapter 3 provides the theoretical framework used in the study. The first part discusses Pask’s Conversation Theory and the second part discussed Landa’s Algo-Heuristic Theory. Chapter 4 provides the methodology used for obtaining the results needed. This section explains the research design the study used. Sample, sample setting, procedure and data collection and analysis are discussed. The sample and sample setting for the study is discussed in the first part. In the second part, the author explained the procedures done from the pre-assessment stage to the classroom setting to the final assessment stage. The third part discussed how the data was collected and analyzed. In Chapter 5, results obtained from the experiment are discussed. The students’ scores obtained in the pre-assessment, addition and subtraction, multiplication and division, and final assessment examinations are shown in the first part. In the second part, results from the interview are discussed. Finally, Chapter 6 concludes the paper. The first part summarized the main findings discussed in Chapter 5. The second part gives recommendations for the teachers on how to teach mathematics for understanding to bilingual students. The third part provides limitations for the study as well as recommendations for future researches that can be carried on from this study. CHAPTER 2 REVIEW OF LITERATURE Bilingualism Bilingualism has no clear-cut definition yet but Shenker (no date) provided a definition in terms of young children. According to Shenker (no date), bilingual children are â€Å"are those†¦ who speak/have been spoken to in two (or more) languages in the home since birth and who are spoken to in only one or both of those two languages at school. † (Shenker, no date). These children may also be spoken in one language at home but acquired (or is exposed to) a second-language when they start attending school. Bilingual children were perceived to have less advantageous situations than monolingual children. This perception was radically changed in 1962 by Peal and Lambert. Peal and Lambert (1962) conducted a research regarding the premise that bilingualism causes retardation. Their study reached the conclusion that experiences from two cultures provide bilingual children with greater benefits than that experienced by monolinguals such as increased mental dexterity and superior ability to think abstractly (Peal & Lambert, 1962). Other researches prove that bilingual children have superior performances than their monolingual counterparts. Researches show an association between bilingualism and greater cognitive flexibility and awareness of language (Cummins & Culutsan, 1974; Diaz, 1983; Hakuta & Diaz, 1984). Moreover, bilingual children were proven to have more effective controlled processes. Although their study was conducted among adults only, they generally concluded â€Å"that controlled processing is carried out more effectively by bilinguals and that bilingualism helps to offset age-related losses in certain executive processes† (Bialystok, Klein, Craik, & Viswanathan, 2004). Bilingual Education Despite having many researches proving that bilingual children provide greater than (or at least at the same level as) the monolingual children, there is constant debate whether to provide bilingual children with bilingual education or programs that focus uniquely on acquiring English. Bilingual education is the teaching of all subjects in school using two different languages — English and Spanish or Chinese depending which is the native language of the student. Definition According to Ovando, Combs and Collier (2006) bilingual education is not a single uniform program or a consistent methodology for teaching language minority students. Bilingual education includes a number of different program models with a number of distinct goals. Other programs may promote the development of two languages for bilingualism and biliteracy while others use the students’ first language so that students may better learn English. Some bilingual education programs preserve an indigenous or heritage language as an ethnic, cultural, or community resource. There are programs that aim to incorporate students into the mainstream of society (Baker 2001). Thus, as Cazden and Snow (1990) stress, bilingual education is â€Å"a simple label for a complex phenomenon† since not all programs necessarily â€Å"concern the balanced use of two languages in the classroom† (Baker, 2001). (Throughout this paper, the terms L1 and L2 to denote the child’s language, L1 for their native language and L2 for the language they are acquiring. ) The inseparable connection between language and culture brings bilingual programs to include historical and cultural components associated with the languages being used. As Ulibarri (1972) says: In the beginning was the Word. And the Word was made flesh. It was so in the beginning and it is so today. The language, the Word, carries within it the history, the culture, the traditions, the very life of a people, the flesh. Language is people. We cannot conceive of a people without a language, or a language without a people. The two are one and the same. To know one is to know the other (p. 295). Historical Background Discussing the historical background of bilingual education in the United States indicates that there is a cyclical pattern with regard to language policies and programs (Korschun, 2006). Furthermore, studying the origins of bilingual education helps to understand its present undertakings and its future effectiveness. There are few references that account the history of bilingual education. In this paper, I rely predominantly on Ovando et al’s account of the history of bilingual education. The 1800s. Contrary to the common perception in the United States, schools in the United States use for instruction multiple languages other than English during the eighteenth and nineteenth centuries. Because of the increasing establishments of homesteads of different groups of different languages and countries of origin in US territories, a general sense of geographical and psychological openness existed. Some communities were self-sufficient and agrarian based while some were ethnic pockets in urban areas (Ovando, 1978b). According to historical records, many schools in the nineteenth century, both public and private, used languages other than English for instruction. In fact, during this century, following the annexation of the Territory of New Mexico, a school’s curriculum may use either Spanish or English or even both as medium for instruction (Leibowitz, 1971). In 1900, at least 600,000 children in US received part or all of their schooling in German in public and parochial schools (Crawford, 2004; Ovando &Wiley, 2003; Kloss, 1977; Tyack, 1974). Many other states passed laws providing for schooling in languages other than English (Crawford, 1992, 2004). Some public schools provided bilingual or non-English-language instruction during the second half of the nineteenth century. The 1900s. Between 1900 and 1910, over 8 million immigrants were admitted to the United States majority of which came from Europe (Stewart, 1993). Because of this, the struggle for power to control institutions became imminent. One solution to this power struggle focused on schools. This solution came in the form of â€Å"Americanizing† all immigrants. By 1919, 15 state laws had been passed calling for English Only instruction (Higham, 1992). During the first half of the twentieth century, many schools already implemented the English dominant instruction which was impelled by many factors such as the standardization and bureaucratization of urban schools (Tyack, 1974), the need for national unity during the two world wars, and the desire to centralize and solidify national gains around unified goals for the country (Gonzalez, 1975). In fact, from World War I to the 1960s, language-minority students were severely punished whenever they used a language other than English in the classroom, or even on the playground. This policy continued until the 1950s resulting to an enormous loss of many indigenous languages (Crawford, 2004; Ovando & Wiley, 2003). The consequence of this action is still visible today. The ambivalence of language-minority parents toward bilingual education reflects fears that their children will be punished for using a language other than English (Arias & Cassanova, 1993). The early 1920s saw yet another restrictive immigration laws. These immigration laws, passed by the US congress, created a national-origins quota system. These extremely restrictive laws discriminated against eastern and southern Europeans and even excluded Asians. This resulted to fewer numbers of new immigrants while second-generation immigrants dropped the use of their native languages. Moreover, bilingual education disappeared for nearly have a century in US public schools (Crawford, 1992a). Indigenous groups whose land was eventually assimilated into the United States suffered even more repressive experiences. They endured more discrimination than any other language-minority groups. From the 1850s to the 1950s, native Spanish speakers in Texas and California were taught in English Only instructions while Mexican Americans in Texas segregated to other schools. This discrimination only stopped when segregation was ruled illegal. Even though the US government initially recognized the language rights of the Cherokees in an 1828 treaty, records show that many other American Indian groups suffered an oppression of their native languages and cultural traditions which also applied to the Cherokees during that period. In 1879, American Indian children were sent to boarding schools, where they were punished for using their native language. As mentioned earlier, this resulted to the loss of languages of many indigenous groups. In North America, 210 out of 300 original languages remain. In the United States, it is only 175. Of these languages, only 18 are still being passed on to the children, namely, Hawaiian (in Hawaii), Siberian Yupi’k, Central Yupi’k (in Alaska), Cocopah, Havasupai, Hualapai, Yaqui, Hopi, Navajo, Tohono O’odham, Western Apache, Mescalero, Jemez, Zuni, Tiwa, Keresan, (in Arizona and New Mexico), Cherokee (in Oklahoma), Choctaw (in Mississippi) (Krauss, 1996). Reyhner (1996) emphasized the importance of stabilizing and restoring indigenous languages: Many of the keys to the psychological, social, and physical survival of humankind may well be held by the smaller speech communities of the world. These keys will be lost as languages and cultures die. Our languages are joint creative productions that each generation adds to. Languages contain generations of wisdom, going back into antiquity. Our languages contain a significant part of the world’s knowledge and wisdom. When a language is lost, much of the knowledge that language represents is also gone (p. 4). Aside from the fear of severe punishment, this repression of non-English-languages also resulted to the lack of foreign-language skills among the US populace. This became evident when the need for military and civilian personnel who were proficient in many languages during World War II. Because of this, a radical change happened. US personnel returning overseas helped convince the government of the importance of multiple language resources (Pena, 1976a). The United States’ increasing need to compete for international status and power, influenced by the cold war mentality and the Soviets’ launching of Sputnik, led to an increasing need to expand their foreign-language skills. In 1958, the National Defense Education Act was approved providing federal money for the expansion of foreign-language teaching.

unite 7 M1 laden Essay

unite 7 M1 laden Essay unite 7 M1 laden Essay 3 Methods of communication that uses communication skills ï‚â€" M1 A script or role play for a PCD appointment ï‚â€" Teacher: hello Mrs Brown, Melisa please sit down Mrs Brown: Thank you and call me Lynette Teacher: so what do you think of the school Lynette: what Melisa says it sounds pretty good. Melisa: mum Teacher: so lets look at you achievements in school, it looks pretty good but it seems like you are slipping maths with a satisfactory in you behaviour what happened? Melisa: yeah I'm not that bad its just most of my friends are there but I still do my work Teacher: maybe try to respect you teacher I know its not intentional try to whisper and don’t interrupt her when she talks, its very important for you guys to be listening maths it’s a big deal. Lynette: what I see so fare I’m quite impressed Melisa but ill make sure she behaves better in maths Melisa: can I get the phone I wanted Teacher: is that the reason you did well in you work Melisa: of curse it motivated me Teacher: you should do that Lynette more often, her attendance is very good she still on 100% keep it up, ok lets make a targets for next PCD appointment first could be maintain an excellent attendance and second could be to improve your behaviour in maths. Teacher: are you concerned about anything else Lynette: no thank you very much Teacher: see you Melisa Tomorrow Melisa: yeah see you tomorrow Verbal communication ï‚â€" The verbal communication I used: ï‚™ The teacher greets the parent and welcomes them with open arms this is a sign of respect. ï‚™ The teacher welcomed them nicely to show that they are able to help them whatever the situation. ï‚™ They hade positive attitude with her towards her bad behaviour in maths this shows that they are trying to solve the situation that has occurred. ï‚™ Melisa talked about what she was going to get out of her good result in school this show that she is listing even if