Love`s Labor`s Lost Essays - Loves Labours Lost, Rosaline, Dumaine

Love`s Labor`s Lost In Love's Labor's Lost by William Shakespeare, King Ferdinand and his three attendants; Berowne, Longaville, and Dumaine, take a vow to swear off women and concentrate on their studies. This vow only lasted long enough for each man to lay his eyes on the Princess of France, Rosaline, Maria, and Katherine. The women receive love letters and gifts from the men who are trying to woo them. Although the ladies are flattered, they are disappointed by their loves' abilities to easily breaks their vows. Throughout the play, the men try to woo the ladies with out ever really interacting with them because they are ashamed of the breaking of their vows too. The men decide that they will woo once and for all at the masquerade that they will all be attending. The women, on the other hand, have a completely different idea of what the masquerade will determine. The women wear masks and plan on embarrassing the men, who are dressed as Russians, by not revealing their true identity. They can not believe the deceitful nature of the men and plan on teaching them a lesson. The princess says, "Therefore I do it, and I make no doubt/ The rest will [ne'er] come in, if he be out./ There's no such sport as sport by sport o'erthrown,/ To make theirs ours and none but our own;/ So shall we stay; mocking intended game,/ And they, will mock'd, depart away with shame." (237; V, ii l. 151-156). The masks that the women are wearing symbolize how they have hid their anger and frustration toward the men. They had never expressed their disgust with them prior to the masquerade and feel it necessary to show the men how foolish they have been for breaking their promises. The masks also show that the women were afraid to let their true feeling surface. A mask is a cover; therefore they have been covering up their inner thoughts and feelings about the mens' actions. It is hard for them to show the men their disappointment because they too are in love and feel that they truly are suitable lovers. However, they need their opinions to be expressed and appreciated. The plan works perfectly. Each man can only recognize his loved one by the jewelry that she is wearing, and since the ladies switched presents in order to play their parts, the men woo the wrong lady. The King woos Rosaline, Berowne woos the Princess, Dumaine woos Maria, and Longaville woos Katherine. The men were trying to be sweet to each lady, while the ladies were being rude and thoroughly confusing the men. The King approaches Rosaline by saying, "Blessed are the clouds, to do as such clouds do!/ Vouchsafe, bright moon, and these thy stars, to/ shine/ (Those clouds removed) upon our watery eyne." (237; V, ii l. 203-206). Rosaline, pretending to be the Princess, replies, "O vain petitioner! beg a greater matter,/ Thou now requests but moonshine in the water." (237; V,ii l. 207-208). Berowne, trying to impress Rosaline, approaches the Princess and says, "White-handed mistress, one sweet work with/ thee." (238; V,ii l. 229-230). The Princess comments, "Honey, and milk, and sugar: there is three." (238;V,ii l. 231). Mistaking Maria for Katherine, Dumaine states, "Fair lady - " (238; V, ii l. 237). Maria remarks, "Say you so? Fair lord-/ Take that for your fair lady." (238; V,ii l. 238-239). The masks proved that the men did not really know the ladies at all, and in reality were only in love with the beauty that was portrayed on the outside. Even though the four women are set on speaking their minds, they are beginning to have some doubts about embarrassing the men. They are afraid to continue pretending to be each other when the men return without their Russian costumes. The princess says, "What shall we do,/ If they return in their own shapes to woo?" (239; V,ii l. 298-299). Even though the women have not fully convinced themselves that making fools of the men is the right way to make them learn their lessons.

Buboonic Plague essays

Buboonic Plague essays No one - peasant or aristocrat - was safe from the disease [bubonic plague], and once it was contracted, a horrible and painful death was almost a certainty. The dead and the dying lay in the streets abandoned by frightened friends and relatives (482). This certainly paints an accurate and horrifying picture of the fourteenth century during the plague. The bubonic plague, also known as the Black Death or The Plague, (Hindley 103) was one of the major scourges of the Middle Ages. It killed indiscriminately without remorse or thought of consequences. Because the plague was so widespread, theories about causes, blame and a variety of supposed cures abounded. Most of these were without basis or fact and relied on myths and rumors. Theories for the causes and blames came from ignorance and hate, two horrible things married by fear. Some of the cures were not much better than the plague itself. The plague was transmitted to humans by fleas from infected rats that nested in people's roofs (Matthew 154). Fourteenth century man had no concept of how the disease was spread or how it could be stopped. The plague was transmitted to western Europe from China along trade routes (Matthew 154). Once the plague had reached the coast of Europe, it was soon transmitted to the countryside through the commercial trade networks (Matthew 154). The first cases of the plague occurred in a European colony called Genoa (Blum, Cameron and Barnes 38). It was "besieged in 1347" by mongols, who flung plague riddled bodies over the walls of Genoa. This was considered "an early form of biological warfare" (Blum, Cameron and Barnes 38). According to Matthews, "Experts could do nothing to cure or explain the plague" (154). The people of this period had no idea what they were dealing with. Even if they had known what caused the plague, their medical technology was almost nonexistent, so they could not have invented a cure (Matthew 154). Though the doctors of the tim...

Earth and space sciences topic Essay Example | Topics and Well Written Essays - 250 words - 2

Earth and space sciences topic - Essay Example Social media sites also were buzzing with news of the earthquake. Another reason people in central Chile were so upset is the fact that this same area suffered a massive 8.8 earthquake that killed hundreds of people and created a tsunami. Over 200,000 homes were destroyed in the quake two years ago. Many of the survivors blame the government for the high death toll because a faulty tsunami warning system led people to believe that the tsunami would not be destructive. The opposite turned out to be true. Over 30 billion dollars in damage resulted from the combined destructive forces of the earthquake and tsunami. Government officials assured people once again that there would not be a destructive tsunami after this earthquake, but many individuals did not trust the warning system. They evacuated coastal areas anyway. In the end, seismologists were correct in their prediction that this earthquake would not create a tsunami. They could tell that the movement of the plates was not the right king of movement necessary for a tsunami to form. In this case, there was no sudden uplift of the ocean floor, which is a necessary element in the creation of a tsunami. "Quake Just Offshore Chile Disaster Area Causes Panic, but Government Says No Tsunami." Washington Post. Washington Post, Inc., 23 Jan. 2012. Web. 23 Jan. 2012.

Significance of Normal Distribution Essay Example | Topics and Well Written Essays - 500 words

Significance of Normal Distribution - Essay Example These properties permit the normal distribution to be applied as the basis for estimating how huge or small sampling errors are. The normal distribution or normal curve is one of a biggest number of probable distributions; it has a standard deviation of 1 and a mean of 0. In most cases, it is not feasible to gather data on the whole target population. Supposed an entrepreneur plans to invest a shopping mall in a certain locality and decides to sell more clothings. He might be interested to know the body sizes of the people within the perimeter from the store, however, finds it impossible to collect all the data about the residents. Then, if the data subset or sample size of the population of interest can be considered instead of including the entire population. Hence, repeating the data gathering procedure would most likely lead to a different group of numbers. A framework or representation of the distribution is used to provide some sort of consistency to the results. Using normal distribution is very important since it provide appropriate description about the measures of the variables (height, weight, age, economic profile, reading ability, job satisfaction, work performance, memory, life span and many others) precisely and normally distributed.

An Assessment of the Need for Worker Representation in the 21st Essay

An Assessment of the Need for Worker Representation in the 21st Century - Essay Example ship: Aggregate union density: No union members: Union density of 50% or more: Recognised unions: (% employees) (% workplaces) (% workplaces) (% workplaces) All workplaces 34 64 48 30 Sector of ownership: Private 22 77 8 16 Public 64 7 62 90 Management attitudes towards union membership: In favour 60 8 58 84 Neutral 22 76 9 17 Not in favour 5 93 1 4 Table 2: Union Presence, by Sector of Ownership and Management Attitudes (Source: Marchington and Wilkinson 2008 p.390) The importance of management attitudes is discussed later in this paper. Employee Relations The latest ideas to involve workers more in the workplace are employee engagement and employee involvement and participation (EIP). These follow changes from collective and multi-employer bargaining brought about by international competition and globalisation. Increasingly, although employees have various rights enshrined in law, employers are dictating terms and, in some cases, unilaterally attempting to change contracts of emplo yment to the detriment of employees (Curtis 2010b). Heery (2009 p.334) discusses the representation gap, restating key themes of â€Å"union revitalisation, non-union representation and the effectiveness of public policy† as needing further research. Szell (2010 p.184) describes â€Å"the neo-liberal economic system† as having â€Å"declared war on the trade unions and workers’ participation† when considering the impact of the global financial crisis on the trade union movement and labour policies, specifically in the EU. This is even more important with the austerity drive being pursued by the current UK coalition government as, following the announcements of substantial budget cuts for the public sector, unions have advised that they intend striking to protect both their members’ jobs... An Assessment of the Need for Worker Representation in the 21st Century Hutton believes that the employment relations culture in 2010 resembles that of the 1970s and this causes many employees to take employers to employment tribunals to obtain justice. He highlights that â€Å"around a third of all people at work have experienced some form of unfair treatment in the past year†, the gender pay gap and low pay as evidence that there is a need for â€Å"a more effective collective worker voice in the workplace†. Employment relations are as difficult an area as ever, with workers still requiring protection within the working context, whether through legislation or union representation. Employers seem determined to exclude workers from decision making and regard them as simply resources, like fixtures and fittings, with no opinions, attitudes or voices of their own once they enter the workplace. Representation is still required, and will continue to be so until employers realise that employees’ full participation in organisational decision making improves the bottom line. One area that organisations might like to explore in this respect, is stakeholder theory. Although most organisations pay lip service to stakeholders other than shareholders, adopting such an approach would generate many positive benefits, including within the employee relations arena. The key issue to be addressed is the power differential between employer and employed. Until this is resolved, employees will still be treated poorly and still require representation, both as individuals and collectively.

The Chimney Sweeper | Analysis

The Chimney Sweeper | Analysis William Blake was a famous writer of the Romantic Age which took place in 1832. William Blake wrote two poems called The Chimney Sweeper. The first poem had to do with innocence. The second Chimney Sweeper poem by William Blake had to do with experience. Even though both poems have the same title doesnt necessarily mean that theyre the same. They have a few things in common, but also have a plethora of items that are different. In both poems called The Chimney Sweeper, they share similarities and differences between narration, rhyme scheme, tone, and theme. Blake also shows how both poems are influenced Romantically, he gives the reader a visual and represents many symbols that are used in todays society. As far as rhyme scheme, they both have words that rhyme at the end of each line and stanza. The boy says When my mother dies I was very young, and my father sold me while yet my tongue. (lines 1-2 p. 85) In songs of experience, Blake writes A little black thing among the snow Crying weep, weep, in notes of woe! (lines 1-2 p90) Both poems are also expressed romantically in a few ways. In the Romantic days, writers felt there was a new literature being birthed. The poetry had to do a lot with humanity and nature. Poets tended toward emotion and child like perspective. Poets also showed much regard for the natural scenes and used words like child, imagination, and nature because they thought they were popular. (Mellown p. 1) In Songs of Innocence the young boy tells his story. The boy is about six or seven years old. Much of the imaginative power of the poem comes from the tension between the childs naivetà © and the subtlety of Blakes own vision. (Mellown p.1) In the first stanza, he talks about his way of life. He talks about how his mother dies. He was sold as an apprentice by his father. His present life revolves around working, calling through the streets for more work, and at the end of the day sleeping on soot, a realistic detail since the boys did indeed make their beds on bags of soot they had swept from the chimneys. (Mellown p.1) The second stanza introduces a young boy named Tom Dacre, who comes to join the workers and is initiated into his new life by a haircut. Tom cries as he gets his hair cut off, but the speaker makes him feel better by saying Hush, Tom! Never mind it, for when your heads bare, you know that the soot cannot spoil your white hair (lines 6-7 p. 85). What that means is all of the dirt from sweeping chimneys wont get in his hair. Tom takes the advice and goes to sleep happily. (Mellown p. 2) The next three stanzas give the substance of the dream. Tom dreams that thousands of sweepers locked in coffins are released by an angel. Suddenly, they find themselves in a pastoral landscape where, freed from their burdens, they bathe in a river and then rise up to the clouds. There, the angel tells Tom, if hed be a good boy, / Hed have God for his father never want joy. The dream is an obvious instance of wish fulfillment, and its pathos rests on the fat that while it reveals the childs longing to escape, the opening and closing of the poem make it clear that his only ways of escape are dreams and death. (Mellown p. 2) What this means for Tom is that maybe when he is dreaming he can escape what he goes thorough in life and just be happy. The last quatrain opens with a brutal contrast. Having dreamed of playing in the sun, Tom awakes, and the sweepers begin their days work, a day to be spent in the total darkness of the cramped chimneys. Yet, restored by his dream, Tom is happy, and the poem ends with the pious moral, akin to the angels speech, So if all do their duty, they need not fear harm. (Mellown p. 2) So he goes through the rest of his life knowing that heaven was in his future as long as he was good. In The Chimney Sweeper, songs of experience, Blake talks about some of the things a little black boy goes through. Using the same rhyme scheme as songs of innocence he says A little black thing among the snow crying weep, weep in notes of woe! Where are thy father and mother? Say? They are both gone up to the church to pray. (lines 1-4 p. 90) In the next stanza Blake describes how his parents are at church praying for him because he is so happy on the outside but not showing his true pain. He sings and dances because he is happy and his parents think that everything is ok and no damage has been done. He says And are gone to praise God and his Priest and King, who make up a heaven of our misery. (lines 11-12 p.90) Blake could have possibly used a bit of sarcasm in songs of experience. In songs of innocence some themes and symbols were the bags, abandoned in the dream and picked up again with the brushes the next morning. This says that the terrible burden of the childs life, which is the good indicates the corruption of a society that uses and abuses him. The coffins are like a symbol of death. They represent the chimneys that he sweeps and the actual death to which he will soon come. In contrast, the sun, river, and plain express the joys that should be natural to childhood, which is also a symbol of the way nature is appreciated in the romantic age. Yet, even symbols associated with happiness intensify the harsh facts of existence. The bright key recalls imprisonment; the harmony of the leaping boys emphasizes their isolation in the chimneys; and the lamb, whose curling fleece Toms hair resembles, is often, as is the sweeper, a helpless victim. (Mellown p. 2)

And Now For Someone Completely Different :: Essays Papers

And Now For Someone Completely Different When the six foot five inch man that is John Cleese is mentioned, most people see him in their minds eye complaining about his dead parrot or as the brave Sir Lancelot. What many people don't think of, though, is his involvement with multiple other productions, not all of them comedy. His involvement, too, stretches from just simple acting. John Cleese is truly a Renaissance man of the media. John Cleese went through school wanting to be in the legal profession and he received his M.A. degree from Downing College in Cambridge. He soon abandoned his plans in law, however, when he had a great success with Footlights, the performing arts society for Cambridge. He met his future writing partner and Python member Graham Chapman in Footlights. Cleese had an appearance in the Footlights Revue which was a campus production that later was shown in London's West End, and then again, as Cambridge Circus, on Broadway in 1964 (Current Biography). He stayed in New York to perform in the British musical Half a Sixpence. When he returned to England he was approached by David Frost to help write and to perform in Frost's new weekly BBC comedy show, The Frost Report, in 1965. Chapman was also working on The Frost Report, with other to be Python members Eric Idle, Michael Palin and Terry Jones (The Life of Monty Python). Cleese went on with his writing partnership with Chapman after The Frost Report, working on such titles as The Magic Christian, based on the novel by Terry Southern (The Fairly Uncreative Monty Python Site). Cleese's largest comedy hit came when he joined up again with Chapman, Idle, Palin, and Jones. Together, with American cartoonist Terry Gilliam, they created the notorious Monty Python's Flying Circus. The whole group co-wrote and starred in this "breakneck barrage of satiric skits, [and] surreal cartoons" (Current Biography) for several years; drawing over ten million viewers each week. The Monty Python sextet would later collaborate to write books, do live performances, and make movies, such as Monty Python and the Holy Gail (1975), a spoof on the legend of King Arthur and his quest for the Holy Grail, and The Meaning of Life (1983), which was Monty Python's view on the stages of life (TFUMPS). At the emerging point of his career that was his BBC works, he met American actress Connie Booth, who he would wed in 1968 (TLOMP). The couple would write and star in a small motion picture in 1974 but would have great success in the television And Now For Someone Completely Different :: Essays Papers And Now For Someone Completely Different When the six foot five inch man that is John Cleese is mentioned, most people see him in their minds eye complaining about his dead parrot or as the brave Sir Lancelot. What many people don't think of, though, is his involvement with multiple other productions, not all of them comedy. His involvement, too, stretches from just simple acting. John Cleese is truly a Renaissance man of the media. John Cleese went through school wanting to be in the legal profession and he received his M.A. degree from Downing College in Cambridge. He soon abandoned his plans in law, however, when he had a great success with Footlights, the performing arts society for Cambridge. He met his future writing partner and Python member Graham Chapman in Footlights. Cleese had an appearance in the Footlights Revue which was a campus production that later was shown in London's West End, and then again, as Cambridge Circus, on Broadway in 1964 (Current Biography). He stayed in New York to perform in the British musical Half a Sixpence. When he returned to England he was approached by David Frost to help write and to perform in Frost's new weekly BBC comedy show, The Frost Report, in 1965. Chapman was also working on The Frost Report, with other to be Python members Eric Idle, Michael Palin and Terry Jones (The Life of Monty Python). Cleese went on with his writing partnership with Chapman after The Frost Report, working on such titles as The Magic Christian, based on the novel by Terry Southern (The Fairly Uncreative Monty Python Site). Cleese's largest comedy hit came when he joined up again with Chapman, Idle, Palin, and Jones. Together, with American cartoonist Terry Gilliam, they created the notorious Monty Python's Flying Circus. The whole group co-wrote and starred in this "breakneck barrage of satiric skits, [and] surreal cartoons" (Current Biography) for several years; drawing over ten million viewers each week. The Monty Python sextet would later collaborate to write books, do live performances, and make movies, such as Monty Python and the Holy Gail (1975), a spoof on the legend of King Arthur and his quest for the Holy Grail, and The Meaning of Life (1983), which was Monty Python's view on the stages of life (TFUMPS). At the emerging point of his career that was his BBC works, he met American actress Connie Booth, who he would wed in 1968 (TLOMP). The couple would write and star in a small motion picture in 1974 but would have great success in the television

It Happened One Night: Screwball Comedy Essay

It Happened One Night set the place for the â€Å"screwball† comedy, the witty and romantic clash of temperaments between a man and a woman mismatched in both personality and social position. Through one of the greatest romantic comedies in film history, Frank Copra shows the outlandish nature of the rich and the nature of man being the controller in relationships as well as in society. It is the reversal of the Cinderella story, a modern tale with light hearted sex appeal in which courtship and love triumph over class conflicts, socio-economic differences, and verbal battles of wit. The fighting and struggles between the two main characters showed the man taking care of the woman, the social norms of how men and women should act around each other in that era. But the fighting and the banter also show a strong-minded and intelligent woman. The two strong-willed main characters balanced each other out. One of the most famous scenes in the movie is the one in which, on their travels, Ellie and Peter are forced to share a one-room motel cabin overnight and Peter hangs a blanket on some rope to provide the debutante the privacy and respectability she demands. The by-play of Ellie and Peter’s reactions on the separate sides of the blanket are brilliant evocations of what lies behind the facade men and women show one another in romantic situations. Along their journey, Ellie falls in love with Peter; but when he vanishes from the motel where they are lodged and contacts her father later; she believes he was only interested in the reward. The escapist theme of the film is the story of the unlikely romantic pairing of a mismatched couple, which is appropriate during the Depression Era, of an indifferent and recently-fired newspaper man and a snobbish, superior-acting heiress a runaway on the lam. After discovering Ellie’s true identity, Peter decides to help her so that he can get an exclusive story about her life, her marriage, and her escape. As they travel northward and engage in a series of misadventures, the gruff newspaperman and the spoiled rich girl, thrown together by circumstances, who loses her initial disdain for him, begins to fall in love. The movie is considered a â€Å"screwball† comedy because the dynamic between Ellie and Peter, because it is not all one-sided. Although Peter is quite bossy, Ellie sometimes gets the better of him. In the hitchhiking scene, for instance, it is Ellie, not Peter, who succeeds in getting the car to stop to pick them up. She remains herself, a bright, intelligent, strong-minded woman. The film is composed of a road trip by bus, car, foot, and by thumb in locales such as bus depots or interiors of buses, and the open road throughout the film by the social-class-unmatched couple. From the very beginning of the story, these two characters have been down each other’s throats because their personalities are so different from the other one. Some of the most classic scenes were made: the â€Å"Wall of Jericho† scene in an auto-camp bungalow so that they can sleep in the same room, the doughnuts-dunking lesson, the hitchhiking scene, the night-time scene on a haystack in a deserted barn, and the dramatic wedding scene. Ellie and Peter argued over everything from getting the seat on the bus in the beginning to the time when they were trying to find a place to sleep in the middle of the night when the bus broke down. Despite the witty remarks towards one another, they find themselves through all the fighting along with each other as a romantic relationship starts to bloom. Love triumphs in the end of the movie and the wall of Jericho falls down. Peter’s personality is completely different from Ellie’s personality. Peter does not let things bother him, or at least does not let it show. Peter is constantly â€Å"playing it cool† when he is around Ellie, when actually he is just as desperate as Ellie is. Although Ellie and Peter have completely opposite personalities and tend to not get along very well, they begin to see the bright side of one another and fall in love. Even though the two are fighting, with no money, and no hope, they still are traveling trying to survive, but in the end everything tends to happen for a reason.

buy custom Self-Harming essay

buy custom Self-Harming essay Content This research seeks to investigate self-harming in the society. It also investigates the trends of self-harming and the reasons that explain why individual do this act. This study is particularly essential because this issue affects lives of people in the society and seeks to clarify some of contentious issues surrounding this behavior. The research explicates a self-harm behavior, most effective treatment and concludes by giving a theory that seeks to explain that behavior. The scholars have more or less agreed about my topic, and my paper argues for a better interpretation. Methodology A comparative case study is the methodology that this study utilizes. The utilization of the comparative case study is because of abundance of information dealing with the topic of discussion. In addition, by looking at past researches on the topic of discussion, this research ascertains various opinions made concerning self-harming. It also establishes ways to prevent self-harming among individuals. Research Findings Self-harm is committed when someone purposely damages his body. However, self-harming is nonconforming to the intention of committing suicide, but as a way of expressing deep emotional dissatisfaction in individual life such as negative self-esteem, hypersensitivity to rejection and suppressed anger and sadness among others. Some of the examples of self-harm includes; cutting the skin, burning the skin, use of friction to burn skins, bruising of ones skin, refusal to take needed medication, hitting ones self, destructive or dangerous behavior such drugs and substance abuse among others (Block, Smith, Segal, 2010). Cutting of ones body People dealing with past trauma or facing a variety of frustrating issues in their lives have resulted into self-harm as a solution to their problems. The most common example of self-harm behavior is cutting of ones body. Cutting and self-injury may make one committing self-harm a bit relaxed but then results to a permanent pain, which renders the act useless. Therefore, this makes the act unattractive way of dealing with the stresses. Cutting is not easily seen because those who commit the act may feel shameful and thus device ways to conceal their act. Therefore, it is not easy to identify people believed to have cut their skin because of clothing, which covers physical injuries, and the victim can as well hide the inner feeling by assuming calm composition. Some of the characteristics of cutting that one should be on a look out to identify one who has self-harmed himself comprise the following. The self-harmer may have unexplained wounds over their bodies. This may result from the tendency of inflicting pain in their body by cutting themselves. These unexplained wounds can be inform of fresh or scars resulting from cuts usually in the wrist, arms, thighs, neck or chest (Block, Smith, Segal, 2010). Another sign of self-harm is an indication of sense of depression expressed by the party believed to have mutilated his / her body. How individual behaves and feels may show the presence of cuts in the body (Hyman, 2000). For example, the presence of bad moods expressed by an individual may result from the presence of cuts in the body or intention to commit such act in the near future to run away from the reality. Other things that can show depression in individual includes low self-esteem, tearfulness, lack of motivation and loss of energy, which can result to self-mutilation (Hyman, 2000). The individual explanation for the causes of scars or fresh cuts in the body can be a sign for the self-injury mostly where the explanation given doe not make sense. Therefore, someone who claims to be involved in frequent accidents as results of his clumsy behavior may shoe high likelihood of involvement in self-harm. Cutting of ones body may also result in covering up of the parts that sustain those types of injury. The act of covering up can be evident in cases where one keeps on always wearing long sleeves, to cover up the scars present on the arms. This will be associated, with individual uneasiness, to relate well in the society for fear of stigma (Motz, 2009). Self-harm also reaches addictive point in some individual at a certain stage in life. In addictive stage individual tends to believe that the self-harm to be the only solution to the problem or depression is undergoing. When individual becomes an addict will be terribly adamant to change in the behavior, which may make him unable to relate well with other people in the society (Plante, 2007). Cutting of ones body as a way of expression of deep feelings may result to shame or fear of social stigma. This will make individual perceive themselves less wanted in the society which instead of solving the problem, tends to worsen the situation by putting that individual in a worse situation of inability to cope with societal life (Block, Smith, Segal, 2010). Some individuals mutilate their bodies in an attempt to catch attention or gain sympathy. Therefore, this makes them do anything to gain the attention, which can result into fatal body harming. As a result, the individual's health gets affected making him be less efficient in the general conduct of activities to support him in life (Block, Smith, Segal, 2010). Self mutilation inform of cutting oneself body part as a way to express deep emotional dissatisfaction is not a good thing, as supported by the impact of the act on the general well being of individual in society. It is pertinent for individual to feel appreciated in the society for him to function well. Therefore, anything that results the individual to the negative perception of the societal way of life may create more problems rather than solving the problems. Self-harming has a negative effect on the individual body. For example, cutting of once body as earlier on pointed may crate permanent pain in ones life associated with nursing of the wounds already created. Most effective treatment Accorrding to Motz (2009) it may prove extremely challenging for one to get out of this behavior of self-mutilation, but there are mechanisms that can prove fruitful in achieving this objective. The effort to recovery may be very challenging and may wish one to maintain the original status quo of continuity of self-mutilation. However, with the help of family, friends and professional along side with self-reflection one can realize this dream of liberation from these cycles of self-mutilation. The following steps comprise treatment of self-harm. The first step is for individual to decide to stop committing such behavior. This is paramount step as change starts within. Therefore, it is essential for an individual to question their need for change (Block, Smith, Segal, 2010). This will enable assess his motivation of changing, which will build up the desire to change and assessing the strength and weaknesses in the process of change he wants. Another fundamental consideration in the decision-making process is deciding when the individual would like to change. This is crucial as it gives the set period for accomplishment of plans and realization of goals. In addition, this helps individual to be prepared mentally in the effort of stopping self-mutilation. However, the set time should be realistic to avoid future frustration. This should lead to the next crucial step of acknowledging that self-mutilation aims at self-soothing the individual in question (Smiith, 2006). The next step is confiding in someone about the thing that you have kept secret for the duration of time. This may appear impossible thing to do keeping in mind that you did intended for long duration, to remain silent about the matter. The individual should confide to the right person; someone whom cannot gossip and the one who can understand the sensitivity of the matter, and can help that individual in remaining in the right truck towards recovery. In this stage, it is important for individual to disclose all material fact to relieve him from pain and anxiety that could lead to disastrous ending. Individual should set boundary by answering only questions that he feels comfortable to answer; this will help build cordial relationship between the individual and the confiding party (Smith, 2006). Individual addresses self-harm by first acknowledging that the issue is a problem and need to stop doing it. Secondly, self-harm treatment involves talking to a mentor. Thirdly, identifying all factors that individual believes to be the fueling agents of the self-harming act. This will give the individual upper hand in deciding and coming up with measures of addressing the problem. Finally, the individual should figure out what role self-injury serve in his life and the impact to the way of life in terms of how he fits in the society. This will enable the individual to substitute self-harm with other method, which well as well put the problem in question to rest (Plante, 2007). Theory explaining why people cut themselves According to the Linehans biosocial theory, having negative feelings can fuel one to commit self-harm in following ways: Firstly, she believes that the individual problem solving, and emotional solving is interfered when one is angry or feels ashamed. Secondly, shame-related emotions can directly lead an individual to punish himself by inflicting pain. Anger and shame reduces the chances of one solving the problem at hand, by making them keep to themselves what could have been otherwise been solved. Anger, specifically inhibits the possibility of achieving cordial relationship been the individual and the party that could have been involved to find a lasting solution. Those individuals that perceived more likely to self-mutilate themselves are the one perceived to suffer from borderline personality disorder (BPD). BPD is critical condition characterized by abnormal functioning of emotions, behavior and cognition (Linehan, 2000). Therefore, following the Linehans biosocial theory inability of individual to function well experienced inform of emotional dysfunction, behavior abnormality and lack of cognition may cause self-harm due to one or more of the following ways; negative self-esteem, extreme anxiety, extremely sensitive to rejection, substance abuse disorders, post-traumatic stress disorder among other factors (Linehan, 2000). Conclusion Although self-harm is justified by some individual as proved by the reported cases, there are many cases not featured because of the tendency of those who commit the act trying to conceal their acts because of the shame attached to the act. As pointed self-harm ranges from various acts, which to some extent individual may even be unaware that they are already involved in that cycle. However, in most cases self-harm proves to be disastrous as it does not solve the problem instead it procrastinate the required action leading to further complication. Therefore, other means of solving depression, emotional anxiety and stressful encounters in life need adoption instead of relying on the cutting-self-harming act. Those who do the act need care because in most cases, they are oblivious of their act. In addition, they need assistance during rehabilitation to good well being. Buy custom Self-Harming essay

What Is SAT Reading Comprehension How to Practice

What Is SAT Reading Comprehension How to Practice SAT / ACT Prep Online Guides and Tips If you're readingthis guide, you may have heard the term SAT Reading Comprehension. It's an olderterm to describe a specific type of SAT Critical Reading question.While the term is outdated, SAT Reading Comprehension is still very important today. The questions fromReading Comprehension are used as apart of the new 2016 SAT Evidence-Based Reading and Writing section. If you hadn’t heard about the new 2016 SAT, read all about the changes to the SAT here before continuing to read this article. Reading Comprehension is a big part of the Evidence-Based Reading and Writing section. You need to understand what it is, what types of skills it tests, and how to practice it in order to succeed on the Evidence-Based Reading and Writing section. What Is SAT Reading Comprehension? SAT Reading Comprehension refers to a specific type of SAT question that was in the SAT Critical Reading section on the old SAT and will be in the new 2016 SAT Evidence-Based Reading and Writing section. This type of question is more commonly referred to aspassage-based readingbecausethat's the termthe College Board uses on SAT score reports. You can see an examplefrom a 2015 score report below: If you’re familiar with the old SAT, you know that the SAT Critical Reading section asked two types of questions: sentence-completion and passage-based reading questions.On the new SAT, the SAT Evidence-Based Reading and Writing section will no longer have sentence-completion questions but will still have passage-based reading questions. The new passage-based reading will be slightly different.The new passage-based reading will test all of the same skills covered on the old SAT plustwo new skills.I’ll cover the exact skills below. What Skills Are Tested The new SAT’s passage-based reading questions will ask you questions related to five passages: One passage dealing with US and World Literature Two passages dealing with History and Social Studies Two passages dealing with Science When answering questions about these passages, you’ll be asked 8 types of questions (each utilizing a different skill). The first 6 were also skills required for the old SAT. Skills 7 and 8 are new for the new SAT: #1:Identifying the Meaning of Vocabulary in Context This kind of reading comprehension SAT question asks you about what a specific word means in the context of the passage. Often, the word is relatively common (not like the old sentence completion words such as â€Å"aberration†). However, these common words are usually being used in an uncommon way. Sometimes they have multiple meanings, and the less common meaning is being tested. Example In line 23, "ran" most nearly means fled gathered traversed betrayed #2: Identifying the Big Picture / Main Point of the Passage For these questions, you’ll be askedwhatthe overall purpose of the passageis.Is it meant to inform, review, contradict, prove, parody, or hypothesize? Example The primary purpose of Passage 1 is to make a comparison argue a hypothesis justify a clarification highlight a concern #3: Identifying the Purpose of Small Details in the Passage These questions typically refer to a specific line or two and ask you about a specific detail. It might also ask what a phrase or paragraph is accomplishing in the context of the whole passage. Example Which best describes the function of the statement in lines 10-13 ("From...world")? It summarizes the points made in the first paragraph. It provides support for the argument made in the preceding statement. It introduces a contrasting opinion. It challenges recent scientific findings. #4: Interpreting the Meaning of a Line, Paragraph, or Whole Passage / Making an Inference For these questions, you need to interpret the meaning of a line, paragraph, or the whole passage. These won't be asking for subjective interpretations. There will always be only one correct answer. Example The author of the passage would probably agree with which of the following statements about the "Kafka" referred to in line 37? His books were too long. He was ahead of his time. He should be more widely taught. He was crazy. #5: Identifying the Function of a Phrase or Sentence in the Passage To answer these questions, you need to figure out what effect a phrase or sentence has in the passage. Example In lines 4-5, the author refers to her â€Å"flighty nature† primarily in order to imply that Ophelia has only a superficial feelings for Gerald. suggest that Ophelia is excessively concerned about appearances. illustrate some of the exaggerated claims made Ophelia’s uncle. emphasize Ophelia’s unpredictability. #6: Identifying the Author’s Tone, Style, Voice, Attitude, or Perspective Author Techniquequestions ask what the author's tone, style, voice, attitude, or perspective is. Example The author discusses Ethiopian culture from the perspective of a concerned spectator a shocked visitor a knowledgeable insider a well-read outsider #7: Interpreting Data This is one of the new skills. For these questions, you have to interpret graphs or charts and say which fact they best support or least support. You don't need to be a science or data expert to get these questions right, but you need to be able to read and interpret graphs and charts. #8: Providing Evidence Support This is the other new skill for the new SAT. These questions come in sets of two. The first asks a question about the passage, and the second question asks you where in the passage you got your evidence for the first question. Examples Via College Board's Test Specifications for the Redesigned SAT How to Practice First and foremost, you need to know the test format and strategies, so there are no surprises the day of the test.Learn more about each type of passage-based reading question, the best passage-based reading strategies, and the best way to study SAT vocabulary for the new SAT.This knowledge will help you shape your study plan. After learning this material, you need to incorporate SAT practice tests into your study routine.Check out the best SAT reading comprehension practice tests and questions. What’s Next? If you're taking the SAT, you should learn about the format of thenew SAT,and also, check out some general tips onhow to prepare for the SAT. Before you start studying for the SAT, figure out what’s a good score for your target college. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Human Resource Management in Context Assignment

Human Resource Management in Context - Assignment Example 5). Key Developments in Human Resource Management – Hard and Soft Versions: The above-mentioned reason is enough to explain so many developments in Human Resource management in recent times. Human Resource Management can be differentiated between hard and soft versions. The followers of hard version treat their employees as one of the inputs in the business and try to utilize them in the best possible way to generate the most profit. For this, they try to reduce cost and try to focus on flexibility techniques. On the other hand, the followers of soft version of Human Resource Management believe employees to be the most precious asset of the organization and they apply different strategies to retain their employees and to make them happy (Armstrong, 2009, p. 5). It would be wrong to say as to which technique is the best. Companies choose a version on Human Resource Management depending upon its core values and company’s philosophies and design their HR strategy according ly. There are companies that apply a combination of both soft and hard versions of Human Resource Management. ... HR professionals would deal with the concerns of the employees as they arise from the employees’ side. However, the view of looking at an HR professional and the span of its roles and responsibilities have changed drastically over time. Now, HR professionals are seen in most organizations as business partners (Hunter, 2006, p. 6). The word â€Å"business† in Business Partners implies a strategic intervention. It refers to something that has to be implemented from the top i.e. designing the strategy. Besides, the term â€Å"partners† refers to working alongside, and at the same level with that of the top management (Charles and Fombrun, 1984 , p. 3). Now, HR professionals sit with the top management, help them, and advise them in designing a company’s strategy and that is where the role of strategic HRM comes into play (Charles and Fombrun, 1984 , p. 3). Once, a company’s strategy is designed then HR strategy is designed keeping in view companyâ€⠄¢s strategy. For example, if company’s business strategy is cost leadership so the culture in the organization would be such that would incentivise its employees on cost-cutting activities and the like (Kenton and Yarnall, 2009, p. 2). This is why, when today one talks about HR professionals, he talks about someone who is working hand in hand with the company in order to implement its strategy from top to bottom, and is thus playing a role of a Business Partner of that company. External Contexts of HRM: Today’s HR professional has to be aware about the key developments in the business or in business’ strategy. Moreover, he also has to be aware about the external context in which the business operates. By external context, we mean a company’s macro environment. This includes socio-cultural,

Personal development Essay Example | Topics and Well Written Essays - 1250 words

Personal development - Essay Example Recent years have been marked with profound changes in how hospitality services are delivered (Hinkin & Tracey 2004). My practical experience in team leadership has given me flexibility and ability to adjust to the changeable conditions of business environment, which are so necessary in the hospitality industry. I consider myself to be adaptable, creative, decisive and willing to change. I have a strong desire to lead and passion for interacting with customers and subordinates. All these features make an excellent candidate for becoming assistant C&B manager. I enjoy communicating with people. I think that every leader should possess good communicating skills in order to be able to lead people and direct their activity. As a leader, I have learned to take decisions, taking into consideration other opinions and beliefs. I am extremely attentive to customer and subordinate feedback and try to provide information needed to meet our obligations and do our jobs well. I consider it to be v ery important for a leader to understand the role of teamwork and to be able to coordinate the work of the team he leads. Also it is very important to be able to evaluate the abilities of other people in order to distribute the tasks among team members and I think that now I can assess one’s skills and abilities properly.... ve realized that as the hospitality industry is becoming dynamic and complex, hospitality firms and enterprises need to be unique, in order to sustain their competitive positions over long-term periods (Chathoth & Olsen 2002). Leadership can readily become the source of hospitality firms’ competitive advantage. Flexibility, patience, control, and direction is what leaders need to pursue prospective careers in the hospitality industry and make it more attractive and competitive. I have learned the value of teamwork and the importance of collaboration in the provision of superior food and beverage servicing at Radisson Edwardian Hampshire Hotel. My experience has taught me knowledge and skills needed to become assistant C&B manager. I have experience in managing and organizing F&B services. I possess great delegation and supervisory skills. My role of a team leader has given me flexibility needed to quickly respond to a wide array of work situations. I am interested in and inves t resources and efforts in developing all members of my team. All these skills will give me strength and confidence as I am entering a new stage of career development. In five years, I view myself part of the executive team at Radisson Edwardian Hampshire Hotel. I am willing to provide guests with superior hospitality experiences and maintain genuine relationships with the subordinates. To achieve this goal, I will need to expand my theoretical knowledge and practical experience in the next 2-3 years. To achieve this goal, I will need to obtain the job of assistant C&B manager and enter executive education for hospitality managers. Which school to choose is an open question, as there is a variety of learning opportunities in all parts of the world. For example, Cornell office of executive