Midsummer Nights Dream Essays (1811 words) - Demetrius, Hermia

Midsummer Night's Dream A Midsummer Night's Dream character, Demetrius is very difficult to identify except by his relation to the one he loves, or, more particularly, to the one who loves him. Helena's ridiculous chasing after him and his irritation with her are the primary marks of his character. While in this uncharmed state, he even begins to threaten Helena with bodily harm, coming off as not quite the gracious courtly lover he truly means to be. It's simple to discover his unchivalrous character by how easily his eye was distracted from Helena by Hermia in the beginning. He could be a gentle, loving man if he truly desired, but he takes satisfaction being put in his place by others. In the end, still under the spell of fairy magic and therefore not seeing with true eyes, he seems a bit imbecilic laughing at the acted "lovers" in the play. He doesn't realize it, but he is in a play of his own. Likewise, as with the other characters, what happens to him is far more interesting than the sort of character he is. I.Demetrius' unwelcome deceit and shrewdness and what is discovered A. Since Demetrius only has two lines throughout the entire first act, it shows that he can't stand up for himself, likewise, this lack of speech displays his lack of self-confidence and image: Relent, sweet Hermia, and, Lysander, yield Thy crazed title to my certain right. (Demetrius, 1.1.93-94) Demetrius believes that since he has Egeus' approval, that Hermia should relinquish to him and states that Lysander is going against his privilege. B. Demetrius takes advantage of his stature by claiming Hermia as a right, which truly portrays his instability, but, at the same time shows that in true he loves Hermia. It is absolutely obvious that he is well supported by Egeus: Scornful Lysander, true, he hath my love; And what is mine my love shall render him. And she is mine, and all my right of her I do estate unto Demetrius. (Egeus, 1.1.97-100) He depends on Egeus to display his affection and Egeus concludes by actually enforcing Demetrius' love upon her. C. Initially in love with Hermia, he uses rudeness to ward off Helena's "spaniel" affection, being very ruthless towards the feelings of Helena: I'll run from thee and hide me in the brakes And leave thee to the mercy of wild beasts. (Demetrius, 2.1.234-235) He cares nothing even for her life and just absolutely crushing her dear emotions. D. It always seems that he is usually taking advantage of the situations he is in, like when he tries to pursue Hermia due to Lysander's absence, but uses harsh words: I had rather give his [Lysander] carcass to my hounds . . . . . . . . . . An if I could, what should Iget therefor? (Demetrius, 3.2.66,80) A privilege never to see me more. And from thy hated presence part I [so.] See me no more, whether he be dead or no. (Hermia, 3.2.81-83) Demetrius displays his awful characteristics with such demoralizing words and complete disrespect for Lysander. He will desire any hopes of attaining her affection. She scorns him after hearing these words, never wanting him to see her again. E. Since Demetrius had indeed made some convincing threats of violence against his unwanted love, Hermia automatically suspects him for murdering Lysander: It cannot be but thou hast murdered him. So should a murderer look, so dead, so grim. (Hermia, 3.2.58-59) F. Helena is so true to Demetrius, but he denounces her to a point of no return, threatening to rape her: You do impeach your modesty too much To leave the city and commit yourself Into the hands of one that loves you not, To trust the opportunity of night And the ill counsel of a desert place With the rich worth of your virginity. (Demetrius, 2.1.221-226) This is such a tremendous insult and Helena accepts by "Your [Demetrius] virtue is my privilege." II. The Analogous, Yet Similar: Lysander and Demetrius A. Demetrius and Lysander are somewhat alike, lacking in individuality, virtually indistinguishable. B. Demetrius only seems to love the external beauty of the women and doesn't recognize the inner-beauty with true feelings. As opposed to from Lysander's luring manner, which is based on internal emotions and tries his best to express with passionate words: How now, my love? Why is your cheek so pale? How chance the roses there do fade so fast? . . . . . . . . . . . The course

Pell Grant Chart (Most Recent) Eligibility and Payments

Pell Grant Chart (Most Recent) Eligibility and Payments SAT / ACT Prep Online Guides and Tips If you're looking for a quick and simple way to estimate your Pell Grant eligibility, you've come to the right place. I've included a couple of different charts that you mayfind helpful: one to check off federal eligibilitycriteria, and one to to estimate Pell Grant award amounts. Read on to learn more! Federal Aid Pell Grant Eligibility Chart The Pell Grant is a federally funded award that's primarily meant to help low-income students pay for college (you can learn more about the Pell Grant here). If you want to be considered for the grant, you have to meet all federal eligibility requirements. There are some other requirements you should be aware of - you can get more information by checking out our eligibilityguide. This next chart is a checklist ofall federal aid criteria. These requirements apply not just for the Pell Grant, but for all types of federal aid. You may find it helpful to print these charts for your own reference. In order to qualify, you must do all of the following: Eligibility Requirement Do you meet this criterion? Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service, if you are male and between 18-25 years old If applicable,register with the SS website Have a valid Social Security Number (unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance, or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the requirements listed in the chart above, you must be able to check one of the following: Be a US citizen or US national Have a green card Have an arrival-departure record Have battered immigrant status Have a T-Visa Pell Grant Payment Schedule Chart If you've locked down all the Pell Grant eligibility requirements, the next thing you'll want to consider is how much Pell Grant money you could receive. For more detailed information, you could check out our post on Pell Grant limits. Our Pell Grant Calculator guide will walk you through estimating your award amount. If you already have an idea of yourExpected Family Contribution (EFC) andenrollment status (full-time versus part-time), this chart will help you estimate your award amount very efficiently. Keep in mind that the award amounts in this chart are per semester, not per year; just double the appropriate amount to get an estimate of your annual grant eligibility. Expected Family Contribution (EFC) Full-Time 3/4-Time 1/2-Time Less than 1/2-Time 0 $2,887.50 $2,165.50 $1,444.00 $722.00 1 to 100 $2,862.50 $2,147.50 $1,431.50 $715.50 101 to 200 $2,812.50 $2,109.50 $1,406.50 $703.00 201 to 300 $2,762.50 $2,072.00 $1,381.50 $690.50 301 to 400 $2,712.50 $2,034.50 $1,356.50 $678.00 401 to 500 $2,662.50 $1,997.00 $1,331.50 $665.50 501 to 600 $2,612.50 $1,959.00 $1,306.50 $653.00 601 to 700 $2,562.50 $1,922.00 $1,281.50 $640.50 701 to 800 $2,512.50 $1,884.50 $1,256.50 $628.00 801 to 900 $2,462.50 $1,847.00 $1,231.50 $615.50 901 to 1000 $2,412.50 $1,809.50 $1,206.50 $603.00 1001 to 1100 $2,362.50 $1,772.00 $1,181.50 $590.50 1101 to 1200 $2,312.50 $1,734.50 $1,156.50 $578.00 1201 to 1300 $2,262.50 $1,697.00 $1,131.50 $565.50 1301 to 1400 $2,212.50 $1,659.50 $1,106.50 $553.00 1401 to 1500 $2,162.50 $1,622.00 $1,081.50 $540.50 1501 to 1600 $2,112.50 $1,584.50 $1,056.50 $528.00 1601 to 1700 $2,062.50 $1,547.00 $1,031.50 $515.50 1701 to 1800 $2,012.50 $1,509.50 $1,006.50 $503.00 1801 to 1900 $1,962.50 $1,472.00 $981.50 $490.50 1901 to 2000 $1,912.50 $1,434.50 $956.50 $478.00 2001 to 2100 $1,862.50 $1,397.00 $931.50 $465.50 2101 to 2200 $1,812.50 $1,359.50 $906.50 $453.00 2201 to 2300 $1,762.50 $1,322.00 $881.50 $440.50 2301 to 2400 $1,712.50 $1,284.50 $856.50 $428.00 2401 to 2500 $1,662.50 $1,247.00 $831.50 $415.50 2501 to 2600 $1,612.50 $1,209.50 $806.50 $403.00 2601 to 2700 $1,562.50 $1,172.00 $781.50 $390.50 2701 to 2800 $1,512.50 $1,134.50 $756.50 $378.00 2801 to 2900 $1,462.50 $1,097.00 $731.50 $365.50 2901 to 3000 $1,412.50 $1,059.50 $706.50 $353.00 3001 to 3100 $1,362.50 $1,022.00 $681.50 $340.50 3101 to 3200 $1,312.50 $984.50 $656.50 $328.00 3201 to 3300 $1,262.50 $947.00 $631.50 $315.50 3301 to 3400 $1,212.50 $909.50 $606.50 $303.00 3401 to 3500 $1,162.50 $872.00 $581.50 $290.50 3501 to 3600 $1,112.50 $834.50 $556.50 $0.00 3601 to 3700 $1,062.50 $797.00 $531.50 $0.00 3701 to 3800 $1,012.50 $759.50 $506.50 $0.00 3801 to 3900 $962.00 $722.00 $481.50 $0.00 3901 to 4000 $912.50 $684.50 $456.50 $0.00 4001 to 4100 $862.50 $647.00 $431.50 $0.00 4101 to 4200 $812.50 $609.50 $406.50 $0.00 4201 to 4300 $762.50 $572.00 $381.50 $0.00 4301 to 4400 $712.50 $534.50 $356.50 $0.00 4401 to 4500 $662.50 $497.00 $331.50 $0.00 4501 to 4600 $612.50 $459.50 $306.50 $0.00 4601 to 4700 $562.50 $422.00 $0.00 $0.00 4701 to 4800 $512.50 $384.50 $0.00 $0.00 4801 to 4900 $462.00 $347.00 $0.00 $0.00 4901 to 5000 $412.50 $309.50 $0.00 $0.00 5001 to 5100 $362.50 $0.00 $0.00 $0.00 5101 to 5198 $313.00 $0.00 $0.00 $0.00 5199 and up $0.00 $0.00 $0.00 $0.00 What's Next? Now that you know about Pell Grant eligibility requirements and award amounts, you'll want to take that next step: actually submitting a Pell Grant application. Check out our submission guide here. If you're interested in learning more about financial aid opportunities, you may want to look at our guides on merit scholarships and SAT scholarships. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Information Systems Able To Support and Improve Transportation Systems Essay

Information Systems Able To Support and Improve Transportation Systems Before, During and After the Olympic Games in London This Summer - Essay Example The situation gets tricky whenever huge numbers of people are expected to move around the city at the same time. The summer Olympics presents one of the many transport challenges that London faces every so often. The fact that London started coming up a city long before cars were invented implies that its streets are suited for foot rather than the millions of cars that are likely to fill its streets during the Olympics. In fact, it has been predicted that the summer Olympics will see the largest ever crowd to fill the streets of London. Because of the expected visitors, the government and private organisations have embraced for hitherto unseen transport conditions and problems such as congestion. For London to deliver a great Olympics, the city and the country must be kept moving, prompting the government to urge businesses and the public to consider their travel options ahead of and during the games. Fortunately, advances in information technologies and information systems such as cloud technology will ensure that unnecessary movements are not only restricted during the games but also controlled by encouraging people such as journalists to use other technologies to capture events rather than be present at the venues (Emmelmann et al., 2010). That is, in addition to keeping commuters in their homes, journalists’ likelihood to stay at one area for long will be high as information systems will ensure they capture through live-streams, most of the events from one location while they remain at the venue of the events that interest them most. This paper explores the support that information systems will give to the transport system before, during and after the London Olympic games. Intelligent Transport Technologies A range of information technologies could prove useful in the management of the transport system during the London Olympics. From simple and basic information systems such as traffic control systems, car navigation, message signs, speed cameras a nd automatic number plate recognition to more complex technologies such as CCTV systems and other IT applications, which monitor data and feedbacks, information systems will be quite useful to the transport system during the Olympics in London. Among the more sophisticated information technologies that monitor data and feedbacks include parking guidance systems, bridge deicing systems and weather information and technologies that enable comparison with historical data (Chowdhury & Sadek, 2003). Computational technologies such as floating car data or floating cellular data are relatively cheap data collection techniques that the Transport for London (TfL) could use to support transport systems during the Olympics. The data collected by these technologies relate to travel time and speeds of vehicles on streets, highways, freeways, and other transportation routes (IanVisits, 2012). There are three major methods by which information technologies may be used to gather transport data. The se techniques include the triangulation, the vehicle re-identification and the GPS-based methods. In modern times, most car users travel with their phones in their cars. Information on the presence of these phones is always transmitted to mobile networks whenever there are no voice connections. That is, as a vehicle moves, the signals on the mobile phones therein also move. Through the analysis of these mobile phone signals using triangulation, the obtained data could be used determine and control traffic flow (Chowdhury & Sadek, 2003). The triangulation method is thus quite an effective approach to supporting the transport system in London during the Olympics. The second technique, the vehicle re-i

Political Development and Economical Strength in the Country Research Paper

Political Development and Economical Strength in the Country - Research Paper Example A developed and politically stable country like the United States developed a system of government in a way that would guarantee that no individual or personal component could dominate the system ever. This saves the country from so many problems, these problems usually occurs when an individual tries to strengthen his powers and tries to push the democracy at a side this is the main reason for political instability of the country, which leads to the political and economic stagnation. In the United States, a strict and great system of check and balance was implemented and the authorities make sure that everything in the system is transparent and this transparency is the key to a good democratic system. A country like Nepal, it is very hard to have a politically stable country. Though there is democracy in the country still it is not at that level where it should be. The king is likely to implement a tightly centralized autocracy system but people want to have a democratic system. The most powerful entity in the country is the army and the king is enjoying the full support of the army. This is the cause of the disappointment among the members of the civil society, including the political parties and political organizations their activities are suspended and their morale is down. With the support of the army, the king is enjoying his power and is in no mood to give people their basic right that is a democracy, which means the power to choose the people of their own choice and to suspend them if they don’t like their performance.

Is Cyber Love a Degraded Form of Real Life Love Essay

Is Cyber Love a Degraded Form of Real Life Love - Essay Example After chatting for several days, they realize that both of them cannot sleep tight without talking to their cyber friend or without saying goodnight to each other. The feeling of love develops when people are attracted towards each other or when the interest and hobbies match. When love happens online, it can then be tagged as cyber love. Cyber love results when couples chat with each other for months (Theng, 2009). There are various perceptions that people hold about cyber love. Most of them think that cyber love is unreal as people are not exactly aware of the identity of the person they are chatting with. Especially parents get scared for their children involved in online relationship. They are aware of the fact that cyber is a virtual world; therefore, one cannot trust people for their identity. Now the question arises if cyber love is a â€Å"degraded form† of real love. Before evaluating the phrase â€Å"cyber love†, there is a need to look at it through several p erspectives. Lately, there is an increasing trend in singles who are involved in cyber dating. Talk shows are a mean of creating hype for the cyber chatting. The movie You’ve Got Mail also contributed toward increasing the trend of cyber dating. Cyber love is, however, very different from real relationship. The cyber environment is quite restricted in comparison to the natural one. For a new cyber user, online chatting environment may be daunting (Grant, 2013). For new internet users, communicating through a cyber chat room is an obstacle at first. There are certain protocols which are followed online, for example, to avoid offending people and to in case of chatting with someone who recurs to the help of sarcasm. There is no non-verbal communication involved in chatting; typed words are the only mean through which a person may communicate and express his or her feeling for others. A newbie, before starting their chatting experience, observes other users interacting with each other. In this way, the newbie observes the internet chatting culture before they feel comfortable while interacting with others. To some degree, every internet user is mesmerised by the fantasy that it provides. The internet users must realise the fact that there is a certain level of sensitivity which is required to interact with others. There is a huge difference between interacting with people online and interacting with them in person. When two people continuously interact with one another through online chat room, they often fantasise that they have fallen in love. The chat room partners often plan to meet each on a specific day at a specific place. This is where reality meets fantasy. Several experiences have been shared by people where they have reported that their chat room partner was totally different from the one whose picture was displayed on the chat profile of their partner. After going through a period of disillusionment, people have understood how to use the intern et wisely and safely. Sherry Turkle, a sociology professor, studied the relationship that people share with computers, in his book Life on the Screen. He also defined the aspects of how people today relate themselves to the internet culture. According to professor Turkle, an individual builds one individual image of him/herself by cycling through several images.

Systematic approach to recruitment and selection,

Systematic approach to recruitment and selection, Systematic approach to recruitment and selection, and its efficacy in attracting diverse workforce within the equal opportunities employment legal framework Introduction In modern organizations, diversity management has become synonymous with fair and equal opportunities employment, even though traditional context of equal opportunities is closely related with legal aspects of treatments of potential and current employees. Today, diversity management activities are grounded in monitoring of direct and indirect discrimination and interventions to reinforce fair treatment of women, ethnic minorities, the aged and the disabled. Therefore, the fairness paradigm has become the benchmark for managing differences and must be congruent with business objectives. This paradigm emerged from the perspectives that organizations need a diverse workforce to re-think and re-define primary tasks related to strategies including organizational objectives, goals, markets, products and resource allocations (Cornelius, Gooch and Todd in Noon and Ogbonna 2001). Diversity management is different from equal opportunities, yet it is based on the same foundation. Equal opportu nities amplify policies and practices that reflect the external legal framework and offer chances for competition. In human resource management, this is usually inherent in the practices of recruitment and selection, and at times in training and development. The basic premise is to ensure that equal opportunities should be given to people who are in competition with each other for areas of employment and selection, regardless of their age, gender, race or disability. The objective is not to elicit equal outcome. When implemented within the organizational framework that follows systematic approach to human resources management, the fine line between equal opportunities and diversity management, at times, becomes blurred. Consequently, organizations are often found striving for a balance in maintaining diverse workforce within the realms of the equal opportunity laws to achieve equality and organizational strategic objectives. Given the blurring definition of diversity and equal opportunities in employment, critics find systematic approach to recruitment and selection less appealing as strategic human resource management component. Others argue that as a critical component of HRM, recruitment and selection accommodates for both external and internal environmental change. In the ensuing discussion, the researcher shall evaluate the extent of the validity of this debate, and determine how attractive systematic approach to recruitment and selection is in acquiring diverse workforce in organizatio ns, and how successful organizations have been in integrating equal opportunities practices. Critical Evaluation of Systematic Approach to Recruitment and Selection Recruitment and selection processes are essential for strategic HRM involving and including job identification, job description, interviews, selection and orientation. It involves complex techniques and skills that assist decision-makers in selecting applicants for achieving organizational objectives, as well as personifies the organizational values, culture, behaviour and discipline. Recruitment and selection processes are based on systematic evaluation of personal and professional values, interpersonal skills, problem solving ability, attitude and behaviour of candidates, and testing them whether their attributes are congruent with the organizational values and objectives. Testing the type of employees the firm is about to hire helps determine the type of personality and how to mould them to the organizational culture. Selection decision is often based on a host of factors pertaining to job match, ability, professional qualifications, personal abilities, as well as employee's personality to match with the organization (Cornelius, Gooch and Todd in Noon and Ogbonna 2001). This traditional approach (also known as systematic approach) has evolved over the years and become refined as strategic recruitment and selection processes. Traditional approaches to recruitment and selection in earlier organizations based on psychometric models often assess applicant's performance with job fit whereas in modern organizations the systematic approach to recruitment and selection processes is strategic in nature, even though the foundation of the system has remained congruent with traditional approach (Beardwell and Holden 2003). Experts (Beardwell and Holden 2003; Thornhill et al., 2000) believe modern systematic approach to resourcing organizations has harmoniously integrated overall organizational strategies and processes rather than merely focusing on job-specific criteria. As a result, recruitment and selection processes have strategic implications, starting from how resourcing offers competitive advantage in the short run to valuing employees as organizational assets. The processes are aimed at achieving organizational objectives aligned with long-term organizational strategic vision. Components of systematic approach to recruitment, which include job analysis, job descriptions, development of competence frameworks, identification of person specifications and accountability, as well as advertisement, executive search, and Internet recruitment provide alternatives and ease to the process of recruitment for organizational resource acquisition. Alternatively, traditional approach to selection has remained somewhat similar to the preceding methods. For example, earlier recruitment processes have heavily relied on evaluation criteria, reliability on validity of candidate information, techniques of interviews and psychometric tests. Selection has also been based on matching job types with work styles through simulated evaluation tests. Today these components of selection are conducted in the same manner but often aided by the use of information technology systems and refined by integration of organizational objectives. Nevertheless, the fact remains recruitment and selection processes play critical roles in resourcing organizations and pooling of work skills. According to Beardwell and Holden (2003), HRM processes such as recruitment and selection are no longer viewed as the best-fit approach but have changed to resource-based view or best practice approach†. This makes them imperative for supporting corporate strategie s and organizational change management by acting as a lever for competitive advantage for organizations. Not only this, systematic approach to recruitment and selection has been set out to enable organizational management to establish frameworks for performance management. It is at this initial stage that managers determine roles, responsibilities, and performance outcomes to match with the most suitably skilled and motivated candidates for achieving organizational objectives. Moreover, basic principles for systematic approach to recruitment involve setting competitive framework for candidates to gauge future performance. For instance, evaluation and testing processes involve simulated tasks, psychometric tests, and validation of qualifications. It is through these simulated tests that managers gauge attitudes, behaviours, personality, and interaction with the candidates to determine job and candidate match. Selection is based on merit defined by the job specifications, individual commitment, and suitability for the positions within the company. The objectivity is to combine worker attr ibutes, skills, and abilities, and fit it within the organizational policies, procedures, and cultural frameworks, and thereby not to waste efforts and resources in conflict, power relations, subordination and normative institutional clashes in the future (Lucas 2003). In this regard, one could observe that systematic approach to recruitment, selection integrates external environmental factors like legal frameworks in policies, and procedures to ensure organizations establish a direct relationship with the candidates, job market and the legal environment. From this perspective, systematic approach to recruitment and selection processes is also said to have contributed to promoting and establishing trends for fair employment. However, critics do not have a consensus on fair distribution of representations of individuals where recruitment and selection processes are concerned. For example, Cornelius, Gooch and Todd (2001) are of the view that traditional equal-opportunity practices usually have unequal outcomes, depending on the culture of the organization, as well as the type of workforce required for the job. For example, gender and age discrimination are likely to become issues for unequal employment in industries where workers are required to be male of young age such as the logging industry. Commitment towards equal opportunity for fair representation of groups of individuals in recruitment and selection processes does not add value but rather hinders achievement of organizational objectives. Consequently, systematic approaches to recruitment and selection are not really effective in resolving strategic HRM issues pertaining to establishment of legal frameworks. Yet, one cannot deny the fact that organizations have not benefited from the systematic approach to pursue fair treatment and equal opportunities for employment. It is the essence of the systematic approach to recruitment, which takes into account of the changing environment, as well as business strategies that makes it dynamic, and thereby is effective in resolving management issues of diversity. Attraction of diverse workforce and implementation of equal opportunities employment There are many factors that are responsible for making an organization attractive for employees. Organizational reputation recognized for its fairness, culture, wage and talent pool, for example, are attraction for candidates. Similarly, job attractiveness is also dependent on the processes of recruitment and selection, and goals and ideology of the organization. In most organizations today, having a diverse workforce is no longer a luxury but a necessity and even a competitive advantage. A diverse workforce is essential in pooling skills and qualifications for achieving organizational strategic objectives in today's complex business environment (Sims 2002). Diversity, many claim, is distinguishable from equal opportunity as it serves the self-interest of organizations rather than social justice. It involves pursuance of policies that meet the demand of labour pool, and thereby gain the best qualifications from employees. It makes the economic justification for hiring individual s valuable in terms of business requirement, and labour market supply. It takes into account of the expressed need for employee satisfaction, which would lead to quality in productivity and increasing the talent pool direly required by dynamic organizations (Noon and Ogbonna 2001). Diversity is intrinsically linked with equal opportunity, according to experts (Thornley 2003). They argue that the labour market is typically characterized by competition where individuals compete for employment based on commutative justice. Free competition is prevalent and the reward for it is employment. Candidates vie for positions in organizations through display of qualifications, academic performance, ownership of skills, attitudes, and positive behaviours. Employers, on the other hand, form benchmarks for employment based on organizational requirements, policies and procedures in recruitment and selection. Employers are also mandated to follow government policy to benchmark wages, inflation and competitiveness for fair distribution of income and wealth. The government controls fair distribution of income by implementing policies of equal employment opportunities to eliminate formal and informal discrimination based on gender, age, race and disability. In the UK, this practic e is regulated by the EOC and through legal Acts often tends to constrain organizations for implementing fair employment. Despite critical objections to the efficacy and strategic nature of systematic approach to recruitment and selection, management of organizations cannot deny the fact that HRM processes have integrated diversity and equal opportunities policies and procedures to avoid adverse effects of the law. The EOC has formulated laws such as the Employment Act 1989/2002, Sex Discrimination Act, Equal Pay Act, Disability Discrimination Act 1995, Race Relations Act 1976, Employment Relations Act 1999 and the Employment Equality Regulations 2003 to curb discrimination of applicants for employment based on their gender, race, age and disability. To ensure that these laws are implemented within organizations, organizations have started to invest heavily in HRM processes congruent with the prescribed legal frameworks set by the EOC and the government. For most organizations, investment in these processes are necessary for compliance, while for others it is the long-term objective-achievement efforts as they view making their organization attractive to potential talents a strategic activity in itself. Consequently, HRM processes have been devised based on objective testing of candidates. Recruitment and selection models used for evaluating job performance, personality tests, cognitive ability tests, as well as testing of job knowledge take into account of achievement and skill proficiency. Organizations no longer depend on individual interviewer impressions to select and match candidates based on qualifications matching with job criteria. Instead, candidates are being tested for their abilities, skills and knowledge correlating with job performance regardless of their sex, age, race or disability (Hough and Oswald 2000). Furthermore, organizations are also using integrity tests and self-reports to check reliability and validity of counterproductive work behaviours. These systematic methods of recruitment and selection are based on the premise that effective recruitment leads to smooth functioning of organizations and successful recruitment and selection is based on finding the right person with the right skills, expertise and qualifications for achieving organizational objectives and contributing towards organizational values. For this purpose, a fair and consistent system of recruitment helps lessen the burden of employee conflict, turnover, absenteeism and dismissals. According to the Workforce Development Plan (2004) in the UK, for organizations to develop leadership capacity in their respective industry, they must develop skills and capacity of workforce, organizational performance management framework, pay and rewards system and, most importantly, ensure that equal opportunity and diversity practices are aligned with the entire recruitment and selection processes. The focus on abilities and aptitudes, and not stereotypes, would help lead to fair judgements about individuals based on their merits rather than their gender, age, race or disability (EOC 2006). Conclusion From the above discussion, one can conclude that the strategic nature of the systematic approach to recruitment and selection has made it the ideal tool for today's organizations to gain a competitive advantage in acquisition of skills and a diverse workforce. Strategic HRM requires that processes be in line with internal and external factors affecting organizational dynamics. For this purpose, these processes have to be flexible to accommodate change in the business environment. Two of the main factors that have been affecting modern organizations are equal employment opportunities and diversity. Self-interest for competitive advantage, as well as legal mandates have motivated organizations to invest in HRM processes and techniques to promote diversity and equal opportunities employment. These are evident in the various techniques used in recruitment and selection tests, as well as policies for hiring candidates. The practice is not isolated but rather has become the benchmark for organizations to attract a diverse workforce and remain aligned with the legal framework. Despite critics’ arguments, one could conclude that the traditional approach to recruitment and selection in today's organizations is objective in providing the required competitive advantage and strategic edge for competing in the highly dynamic business environment. References Beardwell, I. Holden, L. and Claydon (2003) Human Resource Management A Contemporary Approach. Fourth Edition. FT Prentice Hall. Employers Organization for Local Government (2004) Workforce Development Planning Guidance Document – May 2004. Employers Organization for Local Government, Online accessed on 12 January 2007 from: http://www.idea-knowledge.gov.uk/idk/aio/4465769. Equal Opportunities Commission (2006) Recruiting Staff Guidance for Managers and Supervisors, May 2006. Equal Opportunities Commission. Hough, L. M. and Oswald, F. L. (2000) Personnel Selection: Looking toward the Future-Remembering the Past. Annual Review of Psychology. pp. 631. Lucas, R. E. (2003) Employment Relations in the Hospitality and Tourism Industries. Routledge: New York. pp. 84 Millmore, M. (2003) Just How Extensive is the Practice of Strategic Recruitment and Selection? Journal of Management pp. 87 Noon, M. and Ogbonna, E. (eds) (2001) Equality, Diversity and Disadvantage in Employment. Palgrave: Basingstoke, England. pp. 32. Sims, R. R. (2002) Organizational Success through Effective Human Resources Management. Quorum Books: Westport, CT. Publication Year: pp. 107 Storey, J. (1992) Developments in the Management of Human Resources, Oxford: Blackwell. Thornhill, A., Lewis, P., Millmore, M. and Saunders, M. (2000) Managing Change: A Human Resource Strategy Approach, Harlow: Financial Times, Prentice Hall. Thornley, C. (2003) Labour market policy and inequality in the UK in Industrial and Labour Market Policy and Performance: Issues and Perspectives (eds) Cofey, D and Thornley, C., Routledge: New York. pp. 83

My Philosophy of a Constructivist Mathematics Education Essay -- Educat

â€Å"Understanding is a measure of the quality and quantity of connections that a new idea has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27).† My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering a student’s mathematical experience that fundamentally stems from a Piagetian genetic epistemological constructivist model. This allows the student to scaffold their learning through cognitive processes that are facilitated by teaching in a resource rich and collaborative environment (Thompson, 1994, p.69). Constructivist learning Constructivist learning in mathematics should endeavour to encourage students to â€Å"construct their own mathematical knowledge through social interaction and meaningful activities (Andrew, 2007, p.157).† I want students to develop their own conceptual frameworks, experiences, surroundings and prior knowledge. With learning being a social process, students can discuss in small groups their solution strategies rather than silently working at their desks (Clements et al., 1990, p.2). Constructivist teaching I consider the role of the constructivist teacher to enable to guide and facilitate a student’s thought processes and support the invention of viable mathematical ideas. A skilled teacher will also construct an appropriate classroom environment where students openly discuss, reflect on and make sense of tasks set before them (Clements et al, 1990). Through peda... ...trategies discussed provide opportunities for students to actively create and invent their own mathematical knowledge through a meaningful and contextualised environment. Lastly, with learning being a social process, students are encouraged to co-operatively work together in groups where they learn to value their peers opinions and observations. I finish on a quote that symbolises the ideas at the crux of my philosophy, â€Å"In constructivist classrooms, teachers (a) create environments where students are allowed to engage in actions and activity; (b) foster student-co-student interaction in and out of the classroom; (c) design activities that will agitate weak mathematical constructs students possess; (d) structure learning tasks within relevant, realistic environments; and (e) bring out several solutions and representations of the same problem (Driscoll, 2000).†

Mark Antony: Loyal Friend or Cunning Politician Essay

Mark Antony was a cunning, strong-willed, and loyal Roman. He was a devoted friend to Caesar. He looked at life as a game in which he had a significant part to play, and played that part with excellent refinement and skill. Antony was a devoted follower of Julius Caesar. Because he was a good friend, he was willing to be second hand to Caesar, the new king. Whilst Caesar would become the king, the most valuable but least powerful piece in chess, he would become the rook, a semi-valuable, very important piece. He wanted the crown to be given to Caesar so that the political vacuum would be filled and no conflicts would occur. Antony was unsettled by Caesar’s death but mainly sought to use this to his advantage and gain power. He showed how clever and cunning he could be when he convinced the crowd at Caesar’s funeral ceremony to side with him and not with the murderers. The people became excited and rowdy when he teased them about the will, waving it in the air and pretending as if he was not going to read it. Antony took advantage of the public idiocy when he first pretended to respect the conspirators calling them honorable men, and then slowly proving that they were not. He spoke out against them because he wanted power for himself, and unlike Brutus, he was politically ambitious and so believed that if he could take control while the state was in turmoil, he will remain in power. He was alone in making this oration, showing he had the confidence and courage needed to take charge. Rome began to collapse once Caesar was killed, so Antony joined the new government in order to lead the Roman people into a new age of prosperity. He did this partly due to a feeling of responsibility as Caesar’s friend, and also from his own ambitions. Antony was viewed as a threat by all of the conspirators but Brutus. They wanted to kill Antony as well as Caesar because they feared that he would become as powerful as Caesar and possibly a dictator. Brutus persuaded the others not to add to the assassination by saying, â€Å"And for Mark Antony, think not of him: for he can do no more than Caesar’s arm when Caesar’s head is off†(2.1). Brutus underestimated Antony and perceived him as a person who didn’t always take life seriously, couldn’t have a serious nature and  therefore, not a thinker. Brutus continued to argue with Cassius who did not believe him. â€Å"Alas, good Cassius, do not think of him. If he loves Caesar, all that he can do is to himself — take thought and die for Caesar. And that were much he should, for he is given to sports, to wildness, and much company† (2.1). Brutus judged him as being frivolous, and simply liking sport and partying, with a reputation for womanizing. This caused Brutus to see Antony as a pushover and a force that could be molded to their uses. Unfortunately for Brutus and the conspirators he turned out to be quite the orator and the people immediately loved him. Antony’s character was slow to emerge, and it wasn’t until he was forced to show his true potential, that he could he really be judged. He was a character with many hidden traits until he was forced to show his genuine character while trying to take the throne after Caesar’s death. Once he became a leader of Rome, his true character was uncovered.

Free Essays on Pilgrims Of Grace

Far From Plymouth The Pilgrimage of Grace was a rebellion against King Hennery VIII and his new Anglican Church. The people rebelled because they did not think the king made his religion for religious reasons, they wanted to keep their old Catholic ways, the poor liked their old economic situations, and they thought that religion would unite them with they enemies like the Scottish. The people did not want to change their old religion and they did not think the king was changing for religious reasons. They believed that the king wanted a divorce form his wife and wanted the land for himself. They also thought that this would unite them with Scotland because the king and his armies were not protecting England form them. The poor people wanted to keep the monasteries open because they got money form them. The rebels wanted to protest the king and did so by destroying his kingdom. The people believed the king wanted to rebel for many reasons. They believed that the king wanted the land of the monasteries for his own personal gain (1). They did not think the king wanted to reform for religious reasons. The king believed that God did not know all and that his word should be above God’s. He thought that the nation should not split under God but follow in his ways (7,9). The people of the nobility also did not think the king was right in his decision. The gentlemen of Lincoln (8) warned the commoners that what they were doing was treason but they did not stop the rebellion nor did they report it. The people did not want to change their religion and like Catholicism as it was. They believed that Jesus died for them and that they should defend God’s name (3). They believed that they had to take back the religion and decided to rebel. They believed in the teachings of the church and did not think that the king had any religious power. They joined to defend the church in time of need and defend the word of God (4). ... Free Essays on Pilgrims Of Grace Free Essays on Pilgrims Of Grace Far From Plymouth The Pilgrimage of Grace was a rebellion against King Hennery VIII and his new Anglican Church. The people rebelled because they did not think the king made his religion for religious reasons, they wanted to keep their old Catholic ways, the poor liked their old economic situations, and they thought that religion would unite them with they enemies like the Scottish. The people did not want to change their old religion and they did not think the king was changing for religious reasons. They believed that the king wanted a divorce form his wife and wanted the land for himself. They also thought that this would unite them with Scotland because the king and his armies were not protecting England form them. The poor people wanted to keep the monasteries open because they got money form them. The rebels wanted to protest the king and did so by destroying his kingdom. The people believed the king wanted to rebel for many reasons. They believed that the king wanted the land of the monasteries for his own personal gain (1). They did not think the king wanted to reform for religious reasons. The king believed that God did not know all and that his word should be above God’s. He thought that the nation should not split under God but follow in his ways (7,9). The people of the nobility also did not think the king was right in his decision. The gentlemen of Lincoln (8) warned the commoners that what they were doing was treason but they did not stop the rebellion nor did they report it. The people did not want to change their religion and like Catholicism as it was. They believed that Jesus died for them and that they should defend God’s name (3). They believed that they had to take back the religion and decided to rebel. They believed in the teachings of the church and did not think that the king had any religious power. They joined to defend the church in time of need and defend the word of God (4). ...

Writing Your Perfect News Story

Writing Your Perfect News Story A Detailed Guide on Writing a News Story Journalistic writing isn’t as easy as it seems. Very often students have no idea where to start and how to phrase their sentences even, not to mention conducting interviews. Below, you will find top tips on how to create a qualitative news story. The topic or event you pick has to be recent and newsworthy The first thing you should learn to do is to define what is newsworthy and what is not. Any events happening in a society that might capture your reader’s attention and is unique and effective is considered to be a newsworthy story. If you decided to tell readers about a business which is not new or doesn’t offer any changes, it won’t be a newsworthy story. However, telling about a new business in a particular area is pretty newsworthy. Make sure to tell your readers about the latest events only, not the ones happening a week ago or so. Society is discussing something else already and your news has to be up to date and write about something happening right now. Also, make sure to be â€Å"local†, i.e. writing for the right community. Mentioning the worldwide events is also acceptable; however, the events going on in your area are your priority. Address the worldwide events only if they somehow affect the audience you write for. Interview the witnesses The interviews have to be conducted with the correct people, and it is crucial. If you write about the bank robbery, you have to talk to the manager of the bank, a cashier, or any employee involved in the event. Unless the bank clients were witnesses of the robbery, you should not interview them. Make sure to ask everyone as soon as possible. Remember that you have to tell about the newest events. Who? What? When? Where? Those main four Ws have to be established within the first paragraph of your writing, while â€Å"why† and â€Å"how† can be disclosed in the following paragraphs already. You are creating a sort of a pyramid, on the top of which you write the most important information. Put your piece together Once you have all the necessary materials, start constructing your piece. Remember that the most important information is on the top, i.e. in the very beginning. Add quotations You can add quotations when writing or at specific points in your story. Make sure to state the full name, occupation, age of key people in your story. Search for some additional figures or facts Once you have completed your story, google additional facts and figures which will be interesting and will help your story stand out. Your job will be to compete with other news sources, and you will use the same information and deliver your information to the same readers, so you will surely need some extra information. Reread your article loud Before giving your article to your professor (or editor), read your article aloud to understand the general flow of your story. Writing a news story is not that difficult, and you will gain some skills after completing such task a couple of times.

Vietnam War Causes and Consequences Research Paper

Vietnam War Causes and Consequences - Research Paper Example The history of the Vietnam War can be traced to the fall of Japan at the end of the Second World War. French and the United States army tried to gain control over the region to defeat the communist forces but were stopped from doing so by two emerging constraints. The first one accounted for the peace accord signed in Geneva in 1956 and the second more crucial the division of the country in North and South Geneva. United States of America’s War forces lent a strong defense for the cause of saving South Vietnam from the fangs of communism. However, America’s forces were bound to retreat from the Vietnam soil owing to a treaty signed with North Vietnam in 1973. North Vietnam the communist regime that had earlier promised not to gain control over South Vietnam finally invaded it on December 1974. The North Vietnam forces surpassed South Vietnam’s efforts of defense as they gained control over Saigon and other parts of the South on April 1975.1 In this context, the p aper aims to trace the main reasons, which led to the Vietnam War and the effects generated by the prolonged war. During the period of the Second World War, the Japanese forces occupied a region owned by the French forces known as Indochina consisting of Vietnam, Laos and Cambodia. In Vietnam Ho Chi Minh opposed the Japanese invasion through the formation of Viet Minh in 1941. Viet Minh later took the picture of a Nationalist Movement in the Vietnam soil. Ho Chi Minh sought America’s support in fighting against the Japanese, which later gave independence to Vietnam. However, after the end of the Second World War the French forces endeavored to gain their control over Vietnam. The Nationalist Party of Vietnam, Viet Minh led by Ho Chi Minh strongly opposed the French invasion. Agreements between the French forces and Viet Minh led to no results following which French invaded the capital of

Teams Research Paper Example | Topics and Well Written Essays - 250 words

Teams - Research Paper Example They are rewarded for mastering a variety of skills needed to meet team performance goals. To lead effective teams, leaders must understand successful elements of a good team because leader can effectively teach only what they consistently model. Leader’s action, behaviors and decisions have direct impact on team members. A leader having knowledge on team processes and dynamics is the key to having an effective team based organization (Lussier & Achua, 2009). A strong leader has all the qualities of effective team player. A team player is usually a contributor to overall success of a group-work, whereas a leader is a key influencer of the overall success and agenda for the group. A leader sets an example for team members. A leader is not only responsible for his/her actions but also for entire team. The Leader Exchange Model or Vertical Dyad Linkage Theory discover how leaders and managers develop relationship with their team members and explains how those relationships can contribute to growth. The theory states that all relationship between managers and subordinates go through three stages: Role-Taking, Role-Making and Routinization (Griffin & Moorhead, 2011). Role-taking occurs when team member joins group and manager evaluate member’s skills. In Role-Making, new member start working on project and manager expect new member will work hard and prove trust-worthy. During this phase, group members are divided into two groups: In-Group and Out-Group. In-Group team member receive more attention and support, and more opportunities from their managers whereas in Out-Group, members get very less consideration and opportunities. In Routinization, routines between team members and managers are established. The limitation of Leader-Member Exchange Theory is that it assumes all team members are equally trustworthy. Although we may like to think that everyone is honest, but reality is different! Managers need to get the best possible outcome, that is,