Uniforms Cannot Control School Violence Essays - Uniforms

Uniforms Cannot Control School Violence Uniforms Cannot Control Violence Bomb threats, shootings, fist fights and even name calling: all of these are taking place in our schools today. School boards around the country are searching for the cause in a desperate attempt to end the school violence. Some say forcing the students to wear uniforms will do the trick. I do not think wearing uniforms will lessen school violence any more than it will win a fashion contest. Many students express who they are through the way they dress. For example, if a teenager wants to show the world that he loves Jesus, then he or she might wear a T-shirt that states a positive view on the subject. Similarly, a student might want to wear green colored clothing to celebrate St. Patrick's day. School uniforms would destroy both of these instances of freedom and even more. Just as it is with every group of people, there is going to be a few folks who strive to be noticed my others. If uniforms are enforced, the students can no longer express themselves through their clothes. Therefore, they will find new ways to let their true feelings shine through. Piercings, weird hair and dramatic make-up will become more popular. That would result in our schools consisting of stranger looking people than before. The establishment of school uniforms will not affect the amount of school violence. Clothing is not the problem. Studies have shown that the cause for violence in the schools starts at home between a student and his or her family. Teenagers who have been neglected or mistreated by their parents tend to be the ones who commit violent acts against their teachers and schoolmates. I feel that the use of uniforms will strip the student body of its individuality and cause negative creativity. Students will rebel and be uncooperative in class, thus causing more on-campus violence. We need to focus on developing a better home life before we try to change the things that it effects. In doing so, that would make all the schools around the country a safer and more desirable place to learn. Social Issues

Making Friends Essays - Friendship, Acceptance, Personality Type

Making Friends Essays - Friendship, Acceptance, Personality Type Making Friends The process of making a friend is a very unique one. It depends on the person one is trying to become friends with, it depends on one's gender, it depends on one's age, but most importantly it depends one's personality. Every individual is different and how they make friends differs just as greatly. The way I make friends depends heavily on my personality. As an introverted person, I tend to first meet potential friends through what I call forced association. After the initial meeting, I evaluate them and determine whether or not I think they should be my friend. Bonding, specifically male bonding, follows and acceptance is the final stage. Before I can delve into the sometimes mysterious process of becoming friends with someone, I have to divulge some personal information. I am a great believer in personality typing: the theory that a great majority of people fall into one personality type or another. A complete analysis of my personality is not within the scope of this essay, but suffice it to say that I am very introverted. This does not mean I am anti-social, it merely means that new and non-routine interaction with others taxes my energy. The process of making a new friend is by definition a new and non-routine interaction, therefore it is quite difficult for me to initiate the process. This is where the concept of forced interaction comes in. By forced interaction, I mean a situation where another person and I are placed in an environment where we have no choice but to interact with each other. The largest and most important type of forced interaction for me is school, and more specifically, classes. It is impossible to be completely separate from other students in a class. Consequently, I met all my best friends in school (of course, it was a place that I spent most of my time so it is not a big surprise). Another type of forced interaction comes when you meet a friend of one of your friends. It would be extremely rude to not interact with someone that your friend considered to be friend. That is the way that I met a very close friend of mine and one who I will use as an example of my friend-making process throughout this essay. His name is Andres and I originally met him through another friend of mine, Josh. We were all going to the same high school next year (more forced association), so it was only natural for Josh to try to have us all become friends. But I was not friends with Andres when I first met him. I had to figure out who he was before that could happen. Evaluation has always been very important to me. I constantly evaluate and re-evaluate myself, my friends, my schoolwork, and so forth, almost to the point of obsession. I am ruthlessly self- critical and it is only natural that this same criticism would extend to those I consider my friends. Before I can become friends with someone, I have to determine whether or not I want to be friends with them. I have been told that this is an extremely arrogant way of conducting relationships, but I find any other way to be lacking. If one's own needs in a relationship are not met then it is impossible for them to fulfill other's. The first step in evaluation is the establishment of common ground. It is very unlikely that I will become even casual friends with someone who I have nothing in common with. The more important to me the commonality is, the more likely I will desire to become close friends with someone. One of the first things I look for is intelligence. Part of my personality is the love of intelligence, which means: doing things well in varying circumstances. A very important part of a friendship for me is intellectual stimulation. If it is missing, the friendship will invariably begin to wane. So intelligence and knowledge are two things I look for almost immediately in a new acquaintance. Andres possesses both of these qualities and he possesses them in areas that we both find interesting. Both of us have an aptitude for the sciences. This contributed greatly to me finding him worthy to be my friend. But knowledge and skills alone make a person boring, so I also look for common personality traits. A love of humor is also necessary, as is a low degree of self-monitoring: the degree to which people change to match their surroundings. I am extremely low in that area

Did Globalization lead to the current Economic Crisis Essay

Did Globalization lead to the current Economic Crisis - Essay Example Although many economists were predicting the crash, their predictions did not ignite any concern until it had happened. The recession has led to many assertions and analyses on the causes and events leading up to it. There has been a reevaluation of economic and financial models to ascertain the weaknesses in the system that were over looked. Similar to the stock bubble and dollar bubble, the financial bubble burst and took the global economy with it. The events that caused this financial bubble need to be analyzed. Many experts are of the view that globalization of financial and labor markets have led to the crash, while many argue that the lack of savings and investment in the real sector caught up with the financial market. This report will analyze all these views and aims to determine the effects of globalization on macroeconomic variables. The causes of the great recession The most common perception about the recession is that the financial crisis is responsible for it. Irrespon sible banking, lack of regulation, displaced optimism and a high debt burden led to the collapse of the US financial markets resulting in ripples all over the world due to the US being the biggest economy in the world. However, these perceptions form a part of the picture but are not the underlying cause of the recession. Many economists including Alan Greenspan did not anticipate this meltdown and the fall in real estate prices was considered a minor bump in the road. Economists were focused on the integration of the financial market and the innovativeness and complexity of new financial instruments. They were excited with the increased investment and spending and the only issue of concern was the rising current account deficit. Households in the US were riding a consumption boom based entirely on credit; household spending was based entirely on credit cards. Due to the housing boom and rising asset prices, Americans felt rich, they consumed more Chinese imports and bought more hou ses on mortgage. Interest rates were low and banks had excess liquidity to lend to subprime borrowers through collateral debt obligations. For policy makers and analysts the recession was a shock; however an analysis of various factors leads to the conclusion that the recession was imminent. According to Bezemer (2009), the ignorance about the recession stems from the use of equilibrium models in macroeconomic policy making and forecasting. He advocates the use of accounting models to explain macroeconomic flows. The use of the flow of funds model, that takes into account debt, which equilibrium models ignore, is necessary to identify the effects of rising asset prices. The recession, according to him and many other experts, is the result of rising asset prices and thus greater investment in financial assets than in the real sector. The illusion of wealth that was created by the rising financial asset prices, that include real estate and insurance as well, caused the private sector to borrow more against their assets. This resulted in consumption driven by increased asset prices rather than wages and incomes. This is proven by the fact that the share of wages and salaries as a percentage of GDP dropped from 49% to 46% from the year 2001 to 2007. The resulting increase in debt and its effect was not perceived by prominent economists. The growth in debt relative to growth in GDP was unsustainable and thus resulted in the bursting of the financial bubble. According to the flow of funds view, any surplus of wealth that households own will be

Building Performance Management through Employee Participation Essay

Building Performance Management through Employee Participation - Essay Example Employee participation is a significant component of motivating them which is also necessary for both their growth and that of the organization. By virtue of their positions, employees have unique and relevant performance information that may not be obvious to those conducting the performance management process (Mayer & Gavin 44). As evidenced by the JMI case, most employees feel unsatisfied with feedback and goal setting processes used by the management. They tend to view it like a procedure manufactured elsewhere and imposed on them. Contrarily, their active participation in the process provides them with a voice in the system, developing a sense of belonging and ownership over the process (Mayer & Gavin 46). Greater employee participation will create an environment of employee support and cooperation. This will encourage developing of counseling and coaching relationships, reducing defensive tendencies and tension and making the results more acceptable to the employees (Mayer & Ga vin 46). Employees provide input on the required standards on which their performance will be based (Cardy & Dobbins 12). It is, therefore, vital to formulate standards that evaluate essential responsibilities and duties by balancing the process, individual and group participation and the outcome. Employees can have a say by contributing their suggestions on the types of rating systems that give an actual representation of their responsibilities and duties (Cardy & Dobbins 12). Studies have indicated that self evaluation increases the participation of employees while enhancing overall satisfaction when used for the purposes of development (Cardy & Dobbins 19). Employees can carry out their own evaluation by completing their own performance evaluation forms prior to the official evaluation interview (Cardy & Dobbins 12). Although it is evident that managerial and employee ratings may not always be in agreement, it is essential for both groups to remember that the process does not see k absolute agreement. Rather, it should be viewed as a process aimed at obtaining consensus from the two teams over time (Mayer & Gavin 54). As with the JMI case, the consultant interviewed the management and used the employee participation technique to solicit feedback from the organization. With this feedback, they were able to identify the problems the employees had with the performance manage system in use. They generated the employees’ support through their participation to formulate a new and acceptable system. Basing on the JMI example, performance management systems can be improved by making them more sensitive to the employees’ issues. This can be achieved through increased privacy and confidentiality; according employees the management’s undivided attention and setting time to discuss issues. Those charged with carrying out the process need to be prepared prior to the exercise (Muchinsky 21). An emphasis is also placed on performance counseling. Team l eaders are encouraged to give individual employees feedback in confidence on their job performance. This may give rise to various potential benefits such as motivating them to be more productive (Muchinsky 34). Those given performance evaluation results that may be below their expectations will also accept them since

Performing well academically and having a social life Essay

Performing well academically and having a social life - Essay Example â€Å"We can't solve problems by using the same kind of thinking we used when we created them.† Being a 16 years old sophomore I believe I have faced enough competition in the early academic years. Since my childhood, I’ve been a shy, reserved and quiet person. I don’t interact with people much due to my hesitation while talking to new people. I feel uncomfortable when I am surrounded by a group of individuals and I’ve always tried to stay out of group discussions. These natural personality constraints led me to the isolation from my social circle. I have had a few friends and even their knowledge was limited about my problems, likes, dislikes and issues. These personality traits seem normal and unproblematic to many people. However, I personally feel that these were the factors that affected my academic performance the most. I never wished to take a position in the class in order to avoid prominence and attention from others. I did not take part in class discussions as I felt awkward and uncomfortable speaking in front of all students and the teacher. I kept myself from asking question even if I had some confusion in my mind regarding the topic being taught by the teacher. When I was a kid, I used to avoid interactions with other kids. I kept myself isolated in the parks, play grounds and even in the school. I used to keep my feelings secret and ideas personal. All these traits resulted in inner conflicts arising in me. I felt irritated by the thought that people avoid talking to me. I felt aggressive and angry when people talked to each other and did not involve me in their conversations. Somehow these were the reactions of my responses to them when they started a conversation or tried talking to me which I avoided most of the times. My parents noticed these problems and were constantly making efforts to make me friendly, confident and sociable. At first I found the lectures of my parents and elder siblings completely meaningless. I was extremely disheartened by the way people ignored me while talking to each other. This was the most difficult phase of my life. I lost my hopes of getting good grades, having friends and making my way out of the isolation that I created in the past years. However, the constant struggles of my parents motivated me to talk to them about my issues. I started discussing my experiences, daily activities and secrets with them. Their friendliness, affection and loving nature made me confident enough to share everything with them. The main problem then, was to change myself in front of others. I felt comfortable with my parents but when it came to other people I still felt the same hesitation and shyness. I started motivating myself to take part in the conversations. I started writing a diary of my day to day activities in order to blow out the negative feelings. I used to feel relaxed after writing the diary. I made a plan to encourage myself on speaking in crowds. Firstly, I started asking questions during the class lectures when I found anything confusing. I started taking part in the classroom discussions and academic debates which greatly helped me to enhance my social skills. My class fellows started discussing their academic and other issues with me which again was considered as an encouraging gesture by me. The first effect of this step was a positive apparent impact on my

Lower And Higher Cognitive Processes

Lower And Higher Cognitive Processes In cognitive psychology, lower and higher cognitive processes are cognitive processes that governs the way different abilities, for example, perception; attention; thinking; problem solving, are being used. However, each of the processes has their unique characteristics when applying the abilities. Lower cognitive process occurs in an automated manner with lower level of consciousness while higher cognitive process exercises mental activities voluntary with controlled awareness. Nevertheless, this essay aspires to investigate the differences of each process through the introspection and examples in order to help us understand how different each process can be. The Use of Lower and Higher Cognitive Processes in Looking At Experiences Our brain lays two very important processes that govern different abilities, the higher and lower cognitive processes, in fact both processes have different characteristics that can be explicitly observed, while higher cognitive process have a more general, non-automatic, mediated memory, controlled awareness and constructive thinking characteristic, whereas, lower cognitive process a more specific, involuntary automated and unconscious characteristic, thus, lower cognitive processes are instructed and run by higher cognitive processes, (Kalyuga, 2009; Fernyhough, 1996). Nevertheless Stuart-Hamilton (1995) analysed that both lower and higher cognitive processes are linked processes as lower cognitive process is a simple and basic process which governs basics task, for example, pattern recognition, thus, with the incorporated information from the lower cognitive process, the higher cognitive process is in charge of the collection of the information. At the same time, there are differe nt levels of processes to process the received stimuli from the variety of analysing of sensory aspects to semantic and theoretical processing (Eysenck, 1990). In my past twenty-one years, I have experienced quite a number of events which are unforgettable while some were memorable and some were regrets and if there is a chance to turn the clock back to my young age, I will definitely change how I think and how I manage things. While advice was given from peers and matured people around me, I will end up deciding what I want the most and ignore what they have said when I was younger. Nevertheless, there were times where I will look into these experiences and ask myself questions like why do I want to do that and how did I manage to do it. When I was in primary school, I hate to do assignments so almost everyday after school, I will hide my assignments somewhere, places where it cannot be seen, for example, under my bed, behind the cardboard or mixing them with other books. When my mum comes back from work, I will usually say that there were no assignments for the day and I will be allowed to play at the playground or with my toys. The follo wing day, I will tell my teacher that I have forgotten to bring my assignments in order to get away and if the teacher asked again about the assignments, my answer will often be, I loss it and I cant find it anywhere, but the fact is, it is hidden somewhere. However, every half a year, my parents will receive a phone call from my teacher saying that I have not been hand up my assignments for the past few months and my mum will start searching my room. At my surprise, she is able to find most of the books and worksheets and I will be forced to finish all of them in one or two nights. This experience became a continuous cycle for few years of my primary school days. Looking back at my lower cognitive process during my experience, what I want to do is just purely playing and because of that reason, I can even hid and lie to my teachers and parents about it so that I am free from any assignments. I presume that my brain has a certain perception about assignments which causes me to run away from it and what I want is just to play and enjoy myself. According to Margaret (2005), the utilization of perception is through receiving a stimuli by a persons senses while prior knowledge is retrieved to facilitate interpretation. Thus, perception involved physical items where beliefs and concepts are involved about the items and the outlines are being maintained by memory (Hamlyn 1994). Nonetheless, the features of both the stimuli and the prior knowledge are combined by perception (Margaret, 2005). Symbolic activity is also a classification of percetion as a symbol represents something other than itself, in my case, assignments symbolises boredom (Sekular Blake, 1994). Perception is an active process as the perceiver needs to execute certain actions to perceive with the behaviour being steered by the process which motivates a higher level of activity, for example, when I receive my assignments, I will either choose to do it or hid it somewhere and not do it (Sekular Blake, 1994). This gave me an idea of why I will dislike studying so much and even though my parents know about what happened numerous times, I will still continue to do hide my assignments and run away from it. I start to look into the higher cognitive process about how it think during my experience for example, why will I choose to hid my assignments and what made me to have this thought in my mind, why do I hate studying and doing assignments so much and enjoy playing much more, why did I not think that my teacher will call my parents to inform them about the situation. According to Ruggiero (1998), thinking is engaging our minds whilst being in charge of its activity and it is a process that helps us to find an answer to a question, to come to a conclusion and to learn, however, consciousness is not often required to appear during the process of thinking. Making decisions and forming beliefs are part of the thinking where it helps us to eliminate our uncertainties while decision making helps us to reach our goals and our beliefs will determine the actions that are beneficial for us to reach the goal as belief allow us to believe very robustly about something which we determine that it is the truth (Baron, 2008). So for my experience, my belief has caused me to believe that assignments are boring and hiding it was the action that beneficial in order to escape from it. Resistance to change and stereotyping are two things that are in the thinking processes which are very subtle. According to Ruggiero (1998), resistance to change tends to ignore new concepts or procedures in seeing and doing things even before testing them fairly, thus, one of the reasons is laziness. Indeed, advice and even punishments were given to me but because of laziness in me, I ignored and continued my old ways. Whereas for stereotyping, generalization of concepts, locations and people, it creates a good environment for presorted, predetermined, prejudged ideas as each has a compartment for storage with no judgment being placed on (Ruggiero, 1998). Maybe my brain has already stereotyped assignments as boring when I was in school which made it hard to change my way of thinking. Due to my laziness, I end up scoring very badly for my Primary School Leaving Examination (PSLE) and I got into Normal Technical. When I was holding on to my result slip, I was very upset, angry with myself and I really regretted for not studying hard. My family will regularly have lunch with my parents friends on Sundays and I will naturally focus my attention on what they talking about and also listening and playing with the other children. However, they will often talk about their childrens study and their results, so when I hear anything about study I will fully focus on what they were saying while ignoring others. And when it was about the PSLE and what school their child got in, I felt very embarrass, I felt that I let my parents down and I caused them to feel embarrass when they talk about me so I will walk away and do something else. During this period, I loss my confidence is doing things and I had a low self-esteem which caused me to think that I am not as smart as anyone a round me. But as the time goes by and I grew older, I start to learn to cope with my own thoughts and not judging myself on who I am according to how smart I am academically and understanding that I am good with other things. I was even determined to do my O levels and send overseas for two years to complete United Kingdoms General Certificate of Secondary Education (GCSE) and I scored fairly well. I was surprise on how I can divide my attention to focused to what the adults were talking while I play with other kids and when I hear about PSLE results, I am able to focus on what the adults have to say and unconsciously ignoring any other messages around the environment. I believe that it is caused by the sensitivity level about the topic which causes the division of my attention and what I choose to focus on. According to Johnson and Proctor (2004), the function of attention helps us to be aware and conscious towards presented messages or objects and also choosing the actions according to the messages or objects. According to Margaret (2005), divided attention is one of the processes of attention which helped us react appropriately to each thing while paying attention concurrently to a few things at the same time, for example, watching television and understanding what is going on while having dinner and knowing what food it is while putting into the mouth. Hence, divided attent ion uses the split-span technique which breaks two full messages into two short messages that the memory span can register the information without rehearsing into the individual ears (Johnson Proctor, 2004). While selective attention is another process which overlooks the other messages while focusing on just one message and selective attention apply dichotic listening, a technique which the individual side of the ear receive two different type of messages (Johnson Proctor, 2004). Through reading these, it made me understand how I can focus on a few conversations at the same time and suddenly when the topic is on studies, I will focus on that conversation while ignoring the others. I look at the higher cognitive process in my experience, I tried to solve the problem from being unable to study and having low confidence to picking up myself and trying hard to study to scored during the GCSE. According Bransford and Stein (1993), the problem solving process has been described as a cycle that contains different phases but it is not required to be arranged in sequence, the problem solver must; 1) discover and be aware of the problem; 2) mentally classify the problem; 3) come out with a solution idea; 4) information rearranging of the problem; 5) solve the problem through designation of information though the psychological and the physical; 6) keep close observation of the process; 7) check for accuracy of the solution that is brought up. There are two different classification of problems; well-defined and ill-defined (Davidson and Sternberg, 2003). Well-defined problems are problems that provide a distinct direction towards finding the solution for is one that is ba sed on the given information, for example, calculating the price for each person from a receipt with a friend while the amount is stated (Davidson and Sternberg, 2003). However, ill-defined problems are problems that does not provides a distinct direction towards finding the solution and in order to make ill-defined problems observable, significant work of gather of information is need, hence, it is possible to generate a number of correct solutions from the generation of solutions by the ill-defined whereas well-defined problems can only generate one solution (Davidson and Sternberg, 2003). In my experience, learning how to overcome my emotional thoughts and not judging myself, are ill-defined problems that I had to find a solution to them in order for me to start a fresh. Success problem solving requires one to be well-versed in the field of study of the particular subject or issue as well as being a competent thinker, however having only prior knowledge does not ensure that the s olution will be found as the answers are usually unfamiliar and foreign to the problem solver, whereas thinking is required, in partnership with the prior knowledge, to help one to apply the known knowledge to the context of the problem (Ruggiero, 1998). Indeed, I gain success in starting fresh as a new person after I have grown older as I am able to think deeper and better and combine what I have learnt to solve the problem of me judging myself according to my academic level. In conclusion, the lower and higher cognitive process are two different cognitive processes which are linked processes that governs different things which helps us in daily activity like, thinking, perception, attention and problem solving. Through my introspection, I realised that my attention and perception which are part of the lower cognitive process, are both were exercised automatically and unconsciously occurring. However, when I looked into the higher cognitive process, I am required to exercise concrete thinking in order to come out with solutions to solve my problems and the think for ways to run away from my assignments as solutions and ideas will necessitate mental activity.

Avant-Garde fashion history

Context Page Introduction 2 History of avian-garden 2-3 Avian-garden in fashion history 3 Contemporary fashion and avian-garden 3 Discussion of Suzan Hens' autumn/ winter collection 4 Discussion of Assistant Louse's 2011 autumn/winter collections-5 Discussion of Black Coffee's 2013 winter collection 5-6 Discussion of Luda Inglenooks 2012 autumn/winter collection 6-7 Discussion of Taboo Machete's 2012 collection 7 Conclusion 7-8 List of Illustrations 9-13 List of References 14-15 What is avian-garden and how does it fit into South African contemporary fashion design?In order for one to determine if you are for or against avian-garden, and pacifically in relations to South African avian-garden, one must first define avian- garden and explore the origin and history of the movement. According to The Oxford Dictionary of Art, avian-garden is defined as â€Å"a term originally used to describe the foremost part of an army advancing into battle (also called vanguard) and now applied to a g roup, particularly of artist, that considers itself innovative and ahead of the majority' (Chillers, 2004:42).Avian-garden therefore refers to designs that are new, innovative and cutting edge. South African avian-garden is presently a very small part of the local fashion industry, UT it is a developing fashion trend with great potential. South African avian-garden designers are constantly pushing the envelope in order to stretch the minds of the consumers and other designers. This carries great potential for the South African fashion industry as well as the economy, for if the designers succeed to be truly avian-garden, it is bound to have a positive outcome.I am therefore arguing for the existence and development of South African avian-garden and will be discussing Suzan Hens' 2011 autumn/winter range, die form, Assistant Louis 2011 autumn/ winter range, Black Coffee's 2013 winter range, WREATHE, Luda Inglenook' 2012 autumn/winter range, Anamosa, as well as Taboo Machete's 2012 ra nge, Kabob EAI Balboa. Avian-garden first made its appearance in art during die late nineteenth century and early twentieth century. A small group of artist decided to break away from the rules that bound artist into creating only an established style of art.They actively attacked the institution of art in order to separate and detach themselves from it, but also to reincorporate themselves and their art into life (Berger, 1984: xvii). The first avian- garden art appeared is the Italian Futurism, French Cubism and German Expressionism movements. These movements were so different due to their fundamentally new aspirations and origins in relation between the artist and the world as well as the subject and the object. Dadaism, Surrealism and Constructivism followed soon after, continuing in these aspirations (Cabooses, 1971 : 53).During the late twentieth century, the fashion century came to an end and postposition came into being. This new fashion movement is expressed in the reversal of the relationship between the fashion designer and follower. Since the ass's, fashion is no longer initiated by the aristocracy or the bourgeoisie and then hefted down to the general public, but now introduced by the general publics street style where after it moves into the salons of haute couture where it is adapted and mimicked (Vine, 2005: 63).In the ass's, fashion designers started implementing the use of non-fashionable elements to create the avian-garden fashion beyond fashion. Western Paris-based fashion designs and ideas were shattered and the idea of dressing oneself as a ‘man', Woman' or ‘lady became an out of date concept. The avian-garden fashion trend aimed to expose the old function of clothes that classified people into groups of age, gender and status (Geeky, 2012:103). Furthermore, avian- garden designers aimed to shock the public and not to create beautiful and luxurious clothing (Vine, 2005: 64).Today, contemporary civilization is so desensitizing to norms and values that designers struggle to succeed in using the shock treatment as a way to draw attention to their work. It is also very difficult for designers to create totally new designs, for almost everything has been done before. Due to this, as a designer, avian-garden is such a difficult movement to be apart of. South African designers therefore also tend not to be a part of the avian-garden movement, but to follow the European trends and use it as part of their design inspiration.A few South African designers has accepted the challenge of designing avian-garden garments, but are they really a match for the famous and established avian-garden designers or are they simply following in the footsteps of other avian-garden designers? In case study 1, Suzan Hens' 2011 autumn/ winter range is depicted. This range's name is â€Å"die form†, because she drew her inspiration from the anatomy of the human body (Hens, 2011). When one looks at the images, one can see that in some instances, continues lines are used to depict the flow and natural rhythm of the human body.Her aim was to reveal the inside of the body on the exterior of a garment, thus creating an exoskeleton (Hens, 2011). This is evident in every design due to the different techniques that she implemented. In this collection one can also see that the muscular and skeletal systems are taken and distorted and warped to create remarkable designs. The fracture shapes in the garments, also contributes to an anatomical silhouette. Suzan describes her collection and says â€Å"it is about inner symbolism, looking at our inner physiology and taking it outside which in turn represents the unveiling of our hidden psyche† (Hens, 2011).Suzan Hens is one of South Africans leading avian-garden fashion designers, but does her designs live up to the standards and definition of true avian-garden design? Although her range has a very interesting concept, and forms such an excellent collection, it is not truly avian-garden, for it has been done before. In 2010, Gucci had a range inspired by x-rays and the same year Jean Paul Guiltier launched his creation as part of the fall collection, inspired by exploring the concept of wearing narrower as outerwear Goanna, 2010).This proves that although her designs might have been lassie as avian-garden, it is not truly innovative. She did thus also not set a trend, but followed the trendsetters. In case study 2, one can see Assistant Louse's 2011 autumn/winter collection. In this collection, he uses different layers of fabric to represent an exploration of self- expression in the context of social, sexual and traditional cultures. At the same time it also comments on our perception of an African aesthetic (Melange, 2011).Assistant was inspired by the way that different cultures wrapped their cloths, especially the Mass' and Indian cultures as well as the ancient Greeks (Mulberry: 2011). He also explored with African aesthetics in his coll ection, which can be seen in the beaded necklines. His collaboration of different cultures' way of wrapping their clothing, led to a balance of colonial and nomadic styles. In this collection, a diverse range of high-wasted peg-leg trousers can be seen along with harem pants and pleated shoulder shawls.Loose fabrics are also used to create these different kinds of wraps and loose silhouettes. The warm and earthy colors, such as mud-grey, brown, blue, red and burnt orange, also refer back to African aesthetics. These colors bring the collection and theme to life. Colorful belts that are wrapped and folded over loose vests as well as over-sized neck pieces are also some of the accessories and styling that contributes to the feel of the overall range (Mulberry, 2011).Assistant Low is viewed as one of South Africans up and coming avian-garden designers, but these designs can not be classified as truly avian-garden. The use of fabrics, such as t-shirt fabric, and the combination of cloth ing items might be a new addition to traditional culture's wrapping cloths or way of styling, but that does not make it avian-garden. As soon as a designer uses another culture's clothing as inspiration, the ND product is likely not to be avian-garden, for it has mostly been done before.The third case study is Black Coffee's 2013 winter range, WREATHE. This range entwines together contemporary engineering and fabrics with classic and feminine silhouettes. The textures that is clearly visible and one of the key elements of this collection, is created by braiding industrial felt and the layering of mesh panels. In this collection, Black Coffee experimented with the sculptural process of carving, where the shape is exposed within and not constructed by the foundational material (Black Coffee, 2012).This also served as their inspiration for the range. With this collection, Black Coffee hoped to create a ‘collection that captivates by precision and seduces through romantic imaginat ion' (Black Coffee, 2012). This collection uses a very soft and feminine color palette in order to convey the romantic feel and to highlight the classic silhouettes. It also uses the classic clothing elements such as high-wasted pants, coats and dresses but change them in such a way that they appear as innovative garments.In 2009, Given launched a spring range with a dress that appears to be very similar to some of Black Coffee's 2013 winter designs (Style, 2012). Although that is the case, Black Coffee can still be viewed as an avian-garden designer, for it creates truly innovative designs that are beautiful and functional at the same time. In case study 4, Luda Inglenooks 2012 autumn/winter range, Anamosa, are depicted. His inspiration for the designs is traditional Xhosa bodywork, craft, symbolism and colors.He uses these in knitwear made of mohair and merino wool in order for mammograms, Xhosa initiates, to wear it after they have gone through the initiation process (Inglenook, 2012). This knitwear depicts his cultural aesthetics and is very practical at the same time. AAA of his designs is contemporary and yet culturally applicable and brings the Xhosa aesthetics to any outfit (Design Indaba, 2013). One can clearly see the use of the Xhosa patterns and the bodywork inspiration in the Jersey designs. They are also colorful, true to the Xhosa traditional colors.Furthermore, Luda has succeeded in creating garments that is formal enough for the mammograms to wear, for they traditionally have to wear formal clothing for up to six months after the initiation process, to symbolize their newly found manhood Inglenook, 2012). This Jersey-knitwear does not seem to be avian-garden design, but no knitwear has been made using Xhosa patterns and bodywork as inspiration before. If one looks at the definition of avian-garden, stating that a design should be innovative to be classified as avian-garden design, then Luda's Anamosa range can be classified as avian-garden des ign.Case study 5 depicts Taboo Machete's 2012 range, Kabob EAI Balboa, meaning blanket of the prestige (Design Indaba, 2013). Taboo uses Bassist blankets to create stunning coats and handbags. The handbags are made out of the blanket scraps, in order to eliminate as much waste as possible. By up-cycling the blankets, Taboo is also contributing to a â€Å"greener† society (Macbeth, 2013). Traditional Sotto patterns can be seen in the coats, as they are traditionally on Bassist blankets.These blanket coats can certainly be classified as avian-garden, for it is cutting edge, and has not been done before. There is currently a blanket trend amongst males, but none that include fashioning clothing out of blankets. The trend merely includes males draping blankets with fashionable patterns around their neck and shoulders, almost like an over-sized scarf (Bogart, 2013). Contemporary South African fashion does not really include avian-garden fashion designs. Most trends are simply copi ed from European fashion trends, for we are a season behind.Therefore South Africa has a very small, yet developing avian-garden fashion movement seen in the designs of fashion designers such as Suzan Hens, Assistant Low, Black Coffee, Luda Inglenook and Taboo Macbeth. These designers' works would most likely not be classified as avian-garden by famous European designers, but from a South African point of view, they would qualify. Just like the small group of artists that broke away from the bounding rules of revises established art styles, our small South African group of designers is attempting avian-garden design.They may not be the leaders of the pack, but they are certainly contending and attacking the system of following European trends. Although I have now seen that South African avian-garden is really limited and almost none existing, I am still arguing for the development of South African fashion design. I believe that the success of being truly avian-garden will lead to ex posure and publicity for the country, which in turn will lead to a positive economic outcome. 2003 words List of Illustrations Case Study 1: Suzan Hens Suzan Hens, Die Form, Audiometer 2011.

Engage In Personal Development With CYP Essay

Unit 3: Engage in Personal Development in Health, Social Care or Children’s and Young People’s settings 1: Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own work role. As a Teaching Assistant, I have many different roles and responsibilities which mainly involve around holding paramount the welfare and safety of children and young people, their progress, development and well-being. It is my responsibility as an employee to follow the codes of practice and ensure that I continue to update my training requirements and techniques. Staff must uphold policies, procedures, rules and work alongside the teacher and other professionals to assist in preparation, information sharing and delivery of sessions, meetings, resources, information and progress. It is also important as a TA to build trusting professional relationships with children, young people and their families/guardians as well as colleagues and other agencies involved, whilst still ensuring to follow confidentiality and data protection policies. My Key Responsibilities are to work under the guidance of teaching staff/SLT and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher/instructor in the whole planning cycle and the management/preparation of resources. Level 3 TA’s may also supervise whole classes occasionally during the short-term absence of teachers. (3 days maximum per absence). The primary focus is to maintain a productive, well-structured working atmosphere with students being fully engaged and on task. In providing cover supervision, Teaching Assistants will need to respond to questions and generally assist pupils to undertake set activities. Specific Duties and Responsibilities Pupil Support To support pupils development and promote independence in a safe, secure, challenging environment employing strategies to recognise and reward achievement of self-reliance To support the learning of individuals and groups of pupils as identified through curriculum planning and to act as a role model, having high expectations of behaviour, effort and attainment To  focus on individual pupils as directed or when needs dictates To work with other staff to develop and implement the IEBP’s and the subsequent monitoring To encourage pupils to interact and work co-operatively with each other and adults. To observe, record and support the development and progress of pupils in order to identify individual needs and difficulties and to feed back to pupils in relation to their progress and achievement To promote the inclusion and acceptance of all pupils within the classroom To meet the social, emotional, behavioural and learning needs of the pupil according to a pupil’s Individ ual Education/Behaviour Plan whilst encouraging independence wherever possible. To monitor pupil’s attendance and behaviour To promote and facilitate learning To support preparation of lessons/tasks/activities To use data on attendance, behaviour and attainment to inform teachers planning To evaluate data on attendance, behaviour and attainment to develop specific learning programmes for pupils Teacher Support To plan with teachers the daily/weekly programme of lessons, activities and events in order to support pupils and adjust lessons/work plans as appropriate Occasional supervision of the class in the course of short term absences of teachers, focusing on maintaining good order and to keep pupils on task under the guidance of teaching staff and within an agreed system of supervision To liaise with other professionals to ensure an appropriate and stimulating learning environment (eg. Display work) To set out, prepare, use and tidy equipment To promote and encourage home school partnerships To assist on home school liaison visits To listen, support and discuss issues sensitively with parents and carers under the teacher’s/instructor’s supervision and to participate in feedback sessions/meetings with parents To monitor and evaluate pupil’s responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives To provide objective and accurate  feedback and reports as required to the teacher on pupil achievement, progress and other matters ensuring the collation and availability of appropriate evidence To be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as required In class, to undertake marking of pupils work as agreed with the teacher and accurately record achievement/progress To administer and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher To provide general clerical support, e.g. administer coursework, produce worksheets for agreed activities, etc. To work within an established discipline policy in order to anticipate and manage behaviour constructively, promoting self-control and independence. Curriculum Support To prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils’ responses/needs To help drive the school improvement plan To set out and prepare equipment indoors and outdoors To implement local and national teaching strategies, and make effective use of opportunities provided by other learning activities to support the development of skills in literacy and numeracy To support the use of ICT in learning activities and develop pupils’ competence and independence in its use To help pupils access learning activities through specialist support To determine the need for, prepare and maintain general and specialist equipment and resources School Support To promote the policies and ethos of the school, e.g. personal and social and to promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour To display pupils work to reflect their achievement To supervise pupils on outings and visits as required To attend staff meetings as required To be aware of and comply with policies and procedures relating to child protection, behaviour management, health, safety and security and to refer all concerns to the leadership team To treat all information relating to a  pupil as strictly confidential, and to be aware of and comply with school policy and practice To be a proactive member of the school team To establish constructive relationships and communicate with other agencies/professionals in liaison with the teacher in order to support the achievement and progress of pupils To provide appropriate guidance and supervision and assist in the training and development of staff as appropriate To undertake planned supervision of pupils’ out of school hours learning activities To attend relevant courses and learning activities in order to update knowledge as required To take opportunities to develop areas of individual/personal interest and expertise and to use these to advise and support others or to organise specific projects 1.2 Explain expectations about own work role as expressed in relevant standards In my setting, all policies and procedures are kept in the main office and are available to view on request. I am aware of all current legislation and I have read and understand my Company’s policies and procedures and follow them at all times. It is my responsibility to read and uphold all policies and keep up to date with any changes or amendments that may arise. I always work in a professional manner and ensure all information is kept up to date, and confidential by following the confidentiality and data protection policy and not discuss any information about children, their families and sensitive information about school matters to anyone unless there is an appropriate reason to do so. When I feel there could be a possible safeguarding issue with any child/young person, I know what to do and who to refer it to (STL46, STL48). I would write a form for initial concern and pass on any information I have to the Safeguarding Officer. Following the health & safety policy I record any accidents in the relevant accident book and log it on the schools monitoring system (sleuth). When an accident such a concussion or feeling unwell, a phone call home is made to notify the parent/carer of their child’s situation. Throughout the day I check the equipment, furniture and resources are safe for students to use before they come into the setting and report any hazards/faulty equipment to  the appropriate person and log it in the repairs book as soon as possible. The first aid box situated in the first aid cupboard on the main coridoor opposite the Head teacher’s office. First aiders are made known to all staff by First Aid Procedure Posters around the school. . I feel I am equipped with the skills to deal with arising situations accordingly. All members of staff, visitors and parents/carers a required to sign in and out in the book located in the office area. Supply members of staff, workmen, governors, parents/carers and professionals from external agencies also need to sign in and out and if they leave the premises. Visitors are asked to bring formal identification and need to hold an enhanced CRB to be allowed access the building. My school aims to maintain high standards of healthy eating, making sure the children have healthy options and we also provide hot meals, which caters vegetarians as well. All students get free school meals. Working in an Alternative Provision School (Formally a PRU) I assist students with various abilities in all classes and can deal with challenging behaviour on a daily basis. I also assist students with special educational needs such as ASC, ADHD, ODD or mental illness . I have been trained in Team Teach and PRICE de-escalation and positive handling techniques (STL37. STL39, STL41). I am aware of what to do in most circumstances, and the correct reporting/recording procedures to follow. I frequently attend new courses with outside agencies, a lot through my role at school, to widen my knowledge of strategies and approaches such as ASC Awareness courses, child protection, behaviour management, fire safety, Alcohol, drug and solvent abuse, violence reduction, safe guarding, emotional and disability awareness etc. In regards to relevant standards, I encourage all students to interact and work co-operatively with others (STL20) and engage in all activities and also support the inclusion and acceptance of all students within the setting (STL19). I promote the development of students through literacy and numeracy sessions, talking, reading newspaper and magazines, discussing national  issues and encourage students to share their views in these matters. This engages students to appreciate each-others opinions and views and work as a team to achieve set goals. I try to incorporate maths equations into everyday situations to encourage the students to reinforce their learning outside the classroom (STL25, STL33, STL26. As a Teaching Assistant, I am expected to support the teacher, to be reliable and build a good relationship with the children/young people in my care, helping them gain positive social and communication skills and encouraging them to achieve the best of their ability in their learning (STL20, STL24). It is important that I conduct myself in the correct manner within the school and use appropriate actions and language to my specific audience. Children and young adults can pick up behavioural traits and values from the people around them and can often mirror others actions. I try to remain professional at all times and act appropriately (STL20). My role as a Teaching assistant is to assist in enhancing children and young people’s knowledge base so they can grow in all aspects of their development. I differentiate my strategies and provide different levels of work for specific students with both lower, or higher abilities (STL34, STL38, STL40, STL44). If I know a child/young person in my class is weak in certain areas such as their literacy or numeracy or even concentration, I know when to change my level of support so they feel able to communicate their ideas effectively and are confident in the task set. Maintaining positive relationships with students helps me in my role as you get to know what levels of assistance students will need. For example, I know if I have students X, Y & Z in my class, X having dyslexia, Y having ADHD. I am aware that these particular students can get anxious when faced with a big task and/or lots of writing. I write down instructions for these students before the lesson and break them down into small and simple steps. I will then wait for the student to be far enough into the task before giving another instruction. For student Z, being on the gifted and talented scheme in previous mainstream schools. I can find a more in depth and higher level equivalent of the task and check it over with the teacher before handing it to the student (STL23, STL24, STL34). I work alongside my teacher and have daily meetings and share ideas and suggestions that I have with regards to the running of the class, for example ideas for lesson plans, displays for students work and projects (STL16, STL21, STL23, STL24, STL28, STL31). I also provide input, with documented evidence, for behaviour, numeracy and literacy targets and plans (STL30). As practitioners, we need to work as a team with other staff members and parent/carers in order to support the student and promote learning so that they will express their ideas and views and be able to voice these to a group. This will help them thrive to succeed and feel confident in doing so (STL45, STL47). As well as working with my own class teacher I can be asked to go and support other staff in a different subject. I am expected to adapt very quickly to the environment and needs of the other class group and be aware of the lesson objectives and outcomes and I am always collecting and updating my file of lesson pla ns and tasks for such occasions. (STL28, STL62) 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided Reflection means focusing on how you interact with colleagues, students, and the environment. It means thinking about how you could have done something differently, what you did well, what you could have done better. How you can improve what you have done and what would work better next time. Reflecting on your practice will allow you to obtain a clearer picture of your own behaviour and a better understanding of your strengths and weaknesses. By doing this you can then take appropriate future action, continually improving your skills and approaches. Practitioners must review the key elements of effective practice to understand what effective practice looks like. They need to create a self-development plan and reflect on their work. If an employee doesn’t have a standard of work or the standard is unclear, then it is difficult for them to know what or how or when they should be doing it. The absence of standards makes it impossible for an employee to effectively monitor their own performance. If work standards don’t exist, then things are open to personal interpretation and this can lead to conflicting viewpoints. If some colleagues work to lower standards, it can affect the work of others. It’s  important to seek feedback from colleagues to identify what is working well, identify areas for improvement and development. To show that you can continuously improve your practice with constructive feedback and show that you are able to learn and listen to others. Reflecting and improving your own practice will help meet the needs of the individuals and to enable you to develop new strategies and approaches. 2.3 Describe how own values, belief systems and experiences may affect working practice Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable is an essential part of who we are. The way in which we respond to people is linked to what you believe in, consider important and what interests you. People react positively to people who share the same values and possibly less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs. This may seem obvious, but knowing what you need to do and achieving it successfully are not the same thing. Working in any sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. When there is a clash between your views and those of the people you are working with, you need to make the right responses. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of Practice for child care workers set out by the UK regulating bodies. The Codes of Practice require child care workers to respect and promote people’s individual views and wishes. Your own view may cause conflict with others or could help you understand others views and help improve communication with others. 3.1 Evaluate your own knowledge, performance and understanding against relevant standards As a practitioner I follow a number of codes of practice. Working with children and young persons, I have set responsibilities and work to the principals of the sector and codes of confidentiality. These responsibilities are to ensure to meet learning needs of a child, Provide an environment that is warm, welcoming and stimulating, Work with parents/carers, colleagues and other agencies. To work as part of a team that provides a quality service for both children/ young people and parents/carers. I believe I have a good understanding and knowledge base of what is expected for effective practice in my role. I am always updating this by training from internal and external agencies of various courses such as safe guarding, behaviour management, updating and amending policies, updating and sharing pupil information, how to record and analyse data. I regularly familiarise myself with updated policies and procedures and also participate in peer mentoring activities with other colleagues to improve personal practice. I work on a ‘Plan, Record and Review’ system. I think this is important to help improve my own practice. It helps me notice my strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how I could do things differently which may allow you to handle a situation differently in the future. It is good to get a second perspective of your performance as other colleagues could perceive situations in a different way to yourself. Getting feedback from my teacher is always helpful as they can inform me of what I did will and what possibly could be improved. I am also always learning from my own experiences which benefits me in my personal development. I believe I am able to maintain positive relationships with both staff and students which aids me to p romote positive outcomes in learning and well-being for all. 4.1 Identify sources of support for planning and reviewing on own development I get support and feedback from my subject teacher, line manager and other colleagues. I attend performance appraisals and have regular meetings with my head teacher, line manager and teams of colleagues to discuss progress. My schools ‘Peer Mentoring System’ for staff helps us all reflect on own and others practice methods and gain and share new ideas and strategies. It helps us see how different styles, approaches and strategies can benefit different audiences and activities, while widening our understanding and  knowledge base. I work closely with my class teacher who gives me daily support in maintaining and improving my own practice and teaching me new skills on the job. 5.1 Evaluate how learning activities have affected practice I have had lots of training to help me deal with situations within my role appropriately. Working with children, young people and adults, you cannot guarantee that if a strategy worked in a situation before, that it will work again. This is why reflective practice and ongoing training will help you deal with barriers that may arise. I have been fortunate enough to gain essential training on the job and with outside agencies to broaden my approaches and strategies. Having training in behaviour management, positive handling and de-escalation techniques, I know that a ‘hands on’ approach is a last resort within my setting but am confident in knowing when and how to use my TEAM TEACH training and when not to. I feel I am able to use de-escalation techniques in most situations and I am always learning and progressing my strategies and knowledge from experiences. The learning needs of my students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style to encourage group communication and ensure all students can view or access their teacher equally. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning. If students progressed quickly through an activity and then begun to get bored and wandering, it would be obviou s that the task was too easy and not really suitable or beneficial for that student or group or they need another task to complete. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work hard to complete it. If the activities are  taking longer than expected and you can see that the students are really struggling, things again would need to be addressed. Most of my classes are mixed ability groups so I differentiate work to suit their ability and can simplify or choose higher grade material to accommodate for higher and lower ability students. On the other hand if a task is too hard for students, they can become frustrated and lash out as they don’t want to fail. Not providing engaging and stimulating activities could also cause other issues such as disengagement, behavioural issues or leaving the room as the student has finished the task set. It is all about knowing your audience where possible. You also have to be prepare for every eventuality and be ready for forthcoming events. I always plan extension task for my lessons to keep my students engaged while others catch up. In my setting I deal with a high percentage of students with ADHD or ODD so am confident in dealing with challenging behaviour and de-escalating situations. I believe giving the students a choice of how to complete tasks makes them feel more empowered and in control of their options. I regularly discuss with students what the point of the task set is and how this will help them make progress. The students can then see that the task isn’t pointless. If students are frustrated I will try and talk them through the task or give them a few minutes to calm down and collect themselves outside. I work in partnership with my class teacher and take it in turns to swap and ‘present a new face’ when needed in volatile situations. It is not always possible to achieve what you intended in a situation. As long as you know where you did achieve something positive, what you did well, what you could have done better and what will be your next step in resolving a situation then you can always learn from it and rectify it. Maintaining positive relationships is a big part in helping with conflict resolution and maintain open lines of communication with students, parents/carers and other staff members will help put in place strategies and plans for progress and improvement and also aid in encouragement to succeed. I partake in pupil conference meetings and writing individual educational and behavioural support plans for students under my supervision. This helps staff members in knowing a student’s strengths and weaknesses as well as triggers, likes and dislikes etc. National Standards taken from ; https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239935/NOS-SUPPORT_for_supporting_teaching_learning.pdf

A - H Glossary of College Terms

A - H Glossary of College Terms By term: A - H | I - R | S - Z College Terms: A - H Academic Probation: If your grades fall below a certain level, your campus may place you on academic probation. This traditionally means that you need to raise your GPA or face the possibility of being removed from your school for academic reasons. Adjunct Professor: A professor who is usually part-time or not on campus with a long-term contract (and, consequently, not eligible for tenure). Alumna: Female graduate or former student. Alumnae: Female graduates or former students. Alumni: Male graduates or both male and female graduates. Alumnus: Male graduate or former student. Area Coordinator (AC): This person usually oversees an area of your residence hall, or an area of your campus. They have more responsibility, and may sometimes supervise, Resident Advisers (RAs). Area Director (AD): This is usually just another title for an Area Coordinator (AC). Board of Directors/Board of Trustees: Most colleges have a board that oversees all parts of the campus. Traditionally, the board hire s (and possibly fires) a president; manages the college or university’s finances; and is responsible for all major policy decisions. Many college and university boards comprise alumni, faculty, staff, community leaders, and (sometimes) students. Board of Regents: Similar to how a Board of Trustees oversees a single college or university, a Board of Regents traditionally oversees a state system of public colleges or universities. College: In contrast to a university, a college traditionally only offers undergraduate degrees and programs. (There are, of course, some exceptions to this definition.) Commencement: Usually another name for graduation. Convocation: On some campuses, each year starts with a convocation ceremony where the new class is officially welcomed and the academic year formally begins. Dean: A Dean is someone traditionally in charge of a major area of a college. For example, there may be a Dean of Students, a Dean of the Faculty, and a Dean of Arts Sciences. Discipline: On a college campus, a discipline is often synonymous with a major. It usually refers to a field of study. (Of course, if you are charged with violating campus or community rules, you may be required to have a disciplinary hearing†¦and t hat definition is more traditional!) Discourse: A conversation, exchange of words, or dialogue, usually incorporating a wide range of views and opinions. Faculty: The faculty, or a faculty member, is generally anyone who teaches at the college. FAFSA: The Free Application for Federal Student Aid. This form is required for any student who wants to be considered for federal aid of any kind. Make sure you get your form in by the deadline! Fees: Fees can be charged for anything from seeing a doctor in the campus health center to returning your library books late. Additionally, you may see something listed as student fees, which cover some student services that the school provides and/or may be the basis for the student government budget. Financial Aid: Anything related to the way you are paying for school. Loans, scholarships, grants, work awards, and any other resource you use are all considered part of your financial aid. Graduate Assistant/Graduate Adviser (GA): A GA is often the same thing as a Graduate Student Instruc tor (GSI). Graduate Instructor (GI): A GI is often the same thing as a Graduate Student Instructor (GSI). Graduate Student Instructor (GSI): A GSI is often a graduate student who helps out in your classes. They made grade papers, lead seminar discussions, and sometimes teach classes. Grants: Similar to scholarships in that you dont need to pay them back. Some grants may be connected to your course of study or allow you to do research while still having your financial needs taken care of. (For example, you may earn a grant to cover your room and board while you do summer research with a professor.) Hall Coordinator (HC): A hall coordinator is typically in charge of your entire hall and oversees Resident Advisers (RAs). Hall Council (HC): A Hall Council is a small governing body that serves as a student voice and helps make decisions and plan programs for your hall community; frequently the same thing as a Residence Council. Hall Director (HD): Hall Directors are often the same things as Hall Co ordinators (HCs).

Romeo and Juliet Scenes

Romeo and Juliet Scenes Act 1 Scene 1: Samson and Gregory, Capulet’s men, discuss strategies to provoke a fight with the Montagues – banter between the two sides soon starts. Benvolio encourages peace among the families just as Tybalt enters and challenges him to a duel for being a cowardly Montague. Montague and Capulet soon enter and are encouraged by the Prince to keep the peace. Romeo is feeling dejected and forlorn – he explains to Benvolio that he is in love, but that his love is unrequited. Scene 2: Paris asks Capulet if he may approach Juliet for her hand in marriage - Capulet approves. Capulet explains that he is holding a feast at which Paris could woo his daughter. Peter, a serving man, is dispatched to give out invitations and unwittingly invites Romeo. Benvolio encourages him to attend because Rosalind (Romeo’s love) will be present. Scene 3: Capulet’s wife informs Juliet of Paris’ desire to marry her. The Nurse also encourages Juliet. Scene 4: A masked Romeo, Mercutio and Benvolio enter the Capulet celebration. Romeo tells of a dream he had about the consequences for attending the celebration: the dream foretold â€Å"untimely death†. Scene 5: Capulet welcomes the masked revelers and invites them to dance. Romeo notices Juliet among the guests and instantly falls in love with her. Tybalt notices Romeo and informs Capulet of his presence offering to remove him. Capulet allows Romeo to stay in order to preserve the peace. Meanwhile, Romeo has located Juliet and the couple kisses. Act 2 Scene 1: Upon leaving the Capulet grounds with his kinsman, Romeo has run off and hid himself in the trees. Romeo sees Juliet on her balcony and overhears her profess her love for him. Romeo responds in kind and they decide to marry the next day. Juliet is called away by her Nurse and Romeo bids her farewell. Scene 2: Romeo asks Friar Lawrence to marry him to Juliet. The Friar chastises Romeo for being fickle and asks what happened to his love for Rosalind. Romeo dismisses his love for Rosalind and explains the urgency of his request. Scene 3: Mercutio informs Benvolio that Tybalt has threatened to kill Mercutio. The Nurse ensures that Romeo is serious about his love for Juliet and warns him of Paris’ intentions. Scene 4: The Nurse delivers the message to Juliet that she is to meet and marry Romeo in Friar Lawrence’s cell. Scene 5: Romeo is with Friar Lawrence as Juliet hastily arrives. The Friar resolves to marry them quickly. Act 3 Scene 1: Tybalt challenges Romeo, who attempts to pacify the situation. A fight breaks out and Tybalt kills Mercutio – before dying he wishes â€Å"a plague on both your houses.† In an act of revenge, Romeo kills Tybalt. The Prince arrives and banishes Romeo. Scene 2: The Nurse explains that her cousin, Tybalt, has been killed by Romeo. Confused, Juliet questions Romeo’s integrity but then decides that she loves him and wants him to visit her before he is exiled. The Nurse goes to find him. Scene 3: Friar Lawrence informs Romeo that he is to be banished. The Nurse enters to pass on Juliet’s message. Friar Lawrence encourages Romeo to visit Juliet and fulfill their marriage contract before going to exile. He explains that he will send a message when it is safe for Romeo to return as Juliet’s husband. Scene 4: Capulet and his wife explain to Paris that Juliet is too upset about Tybalt to consider his marriage proposal. Capulet then decides to arrange for Juliet to marry Paris the following Thursday. Scene 5: Romeo bids Juliet an emotional farewell after spending the night together. Lady Capulet believes that Tybalt’s death is the cause of her daughter’s misery and threatens to kill Romeo with poison. Juliet is told that she is to marry Paris on Thursday. Juliet refuses much to her father’s distain. The Nurse encourages Juliet to marry Paris but she refuses and decides to go to Friar Lawrence for advice. Act 4 Scene 1: Juliet and Paris discuss the marriage and Juliet makes her feeling clear. When Paris leaves Juliet threatens to kill herself if the Friar cannot think of a resolution. The Friar offers Juliet a potion in a vial which will make her appear dead. She will be placed in the family vault where she is to wait for Romeo to take her to Mantua. Scene 2: Juliet begs her father’s forgiveness and they discuss Paris’ marriage proposal. Scene 3: Juliet asks to spend the night alone and swallows the potion with a dagger by her side in case the plan does not work. Scene 4: The Nurse discovers Juliet’s lifeless body and the Capulets and Paris grieve her death. The Friar takes the family and Juliet’s seemingly dead body to church. They hold a ceremony for Juliet. Act 5 Scene 1: Romeo receives news from Balthasar about Juliet’s death and is determined to die by her side. He buys some poison from an apothecary and makes the return journey to Verona. Scene 2: The Friar finds out that his letter explaining the plan about Juliet’s faked death was not delivered to Romeo. Scene 3: Paris is in Juliet’s chamber grieving her death when Romeo arrives. Romeo is apprehended by Paris and Romeo stabs him. Romeo kisses Juliet’s body and takes the poison. The Friar arrives to find Romeo dead. Juliet wakes to find Romeo dead and no poison left for her, she uses the dagger to kill herself in grief. When the Montagues and Capulets arrive, the Friar explains the events leading to the tragedy. The Prince pleads with the Montagues and Capulets to bury their grievances and acknowledge their losses. The Montague and Capulet families finally lay their feud to rest.

Trifles a drama by Susan Glaspell Essay Example | Topics and Well Written Essays - 750 words

Trifles a drama by Susan Glaspell - Essay Example The wives, Mrs. Peters and Mrs. Hale accompany the men to take some personal belongings for Mrs. Wright. The men get busy looking for evidence to account for the murder and leave the women to the â€Å"trifles†. It is then that they look around and find the various things in the kitchen and the room upstairs to establish a plausible connection between the murder and the objective. Starting out from the title, â€Å"trifles†. Trifles are things which are little, irrelevant and insignificant. The irony of the matter is that the â€Å"trifles† are so just for the men, and they mean quite a lot to the women. The ruined fruit reserves, symbolize the state of Minnie’s life - she too must have bottled up under the watchfulness of John Wright. The comment Wright makes about wanting only â€Å"peace and quiet† might throw some light on the loneliness of their lives. The messy tabletop also points out to things undone, which could have been because of the disturbed state of mind of Minnie. The coldness in the house also suggests the solemn and sad atmosphere in which they lived. Mrs. Hale comments that the house was never lively, it was down the hollow and did not look up the road and that is why she never felt like coming there. It is evident that a place which looks dreary from the outside must have been quite a burden to live in for Minnie. This coldness also symbolizes the warmth leaving the relationship between the two. The house being down in the hollow, John’s refusal to the party telephone, the childless home, all indicate the lonesomeness of the couple. Minnie who was cheerful and would dress up nice, now stayed in all the time with her songbird as her child. The death of the bird is empathized by Mrs. Peters in remembering the death of her own 2 years old child. What that meant to Mrs. Peters now meant the same to Mrs. Wright. This highlights the graveness of the wrung neck of

International Security in the Global Era Essay Example | Topics and Well Written Essays - 1250 words

International Security in the Global Era - Essay Example The more popular of these theories, the realist and the neoliberal, however, have failed to provide a comprehensive understanding, or interpretive guideline, for state behaviour or, in fact, articulate a workable methodology for the enhancement of global security. Given the fact that both schools provide partial answers to the question at hand, one may argue that a more comprehensive understanding of the componential elements of global security is predicted upon the amalgamation of their arguments and interpretations. Neoliberals/liberals and realists/neorealists are locked in a perennial debate over the manner in which states define global/national security and the motivators for state behaviour within the international context. As Jervis (1999) notes, the primary area of contention between realists and liberals pertains to the source of inter-state conflict and whether it is engendered by relative or absolute gains. Identifying the state as a sovereign actor and the most important unit within the global context, realists maintain that states act towards the fulfilment of absolute gains. Within the parameters of the articulated understanding, realism assumes that conflict, rather than cooperation, is the distinguishing feature of inter-state relationships (Jervis, 1999). Concurring with Jervis' (1999) assessment of the neorealist/realist school's perception of the motivators for state behaviour, Wendt (1992) adds that the explicated perception is fundamentally predicated on the realist conceptualisation of both the international order as anarchic and of human nature as predatory. The realist tradition quite simply maintains that within the absence of a supra-state global institution as would govern state behaviour, states act towards the fulfilment of their self-defined interests, often operating in a predatory fashion, because they can (Wendt, 1992). Accordingly, and as Wendt (1992) states, realists primarily define the global order as a "self-help" system (p. 392) insofar as state actors therein are largely free to fulfil, or at least attempt to fulfil, their ambitions, often to the detriment of other states. The liberal/neoliberal tradition is, seemingly, sharply distinguished from the above insofar as it tends towards the assumption that global system is institutionalised and that state behaviour therein is not only governable but is naturally inclined towards cooperation. Both Jervis (1999) and Wendt (1992) highlight this particular neoliberal assumption and, to a degree, are supportive of it. Wendt (1992), for example, notes that the neoliberal school is fundamentally realist and rational insofar as it recognises the existence of anarchy, contrary to the neorealist assumption that neoliberals dispute this particular characteristic of the global order but, maintains that this does not function as an obstacle towards cooperation. In fact, those realists who concede to the anarchic nature of the global order contend that this functions as a motivator for cooperation and the creation of global institutions, insofar as rationality dictates that the former and the latter combine to enhance