Catcher in the Rye Essay on Holden’s Inconsistencies Essay

‘It is his inconsistencies that make Holden compelling as a character. ’ I completely agree with this statement, as Holden’s significant inconsistencies are what make him an insightful, genuine and compelling character. A world without inconsistencies would be very boring. As humans we are all drawn to the odd/ interesting things in life to some extent. This is why Holden is so compelling as a character; it is because he is different from the conformists of the world he lives in. As we can see in chapter 2 when Mr. Spencer says ‘life is a game boy. Life is a game that one plays according to the rules. We may think at first Holden thinks life is a game, however he believes the opposite, he is deathly serious about life, but he doesn’t accept the rules set before him by ‘phony’ adults. Another way that Holden is inconsistent with the world around him that makes him a compelling character is that he demands authenticity. For example in Ernie’s piano bar he believes Ernie is a ‘phony as he makes his music fake with trills and fancy technical display to impress the crowed (‘terrific snob’) As Holden demands authenticity he also doesn’t want art to be an occasion for egotistic exhibition. He thinks to himself, ‘I was surrounded by jerks. ’ Another inconsistency that makes him a compelling character is his hypercritical tendency to lie, however be always true to the reader: ‘im always sayin glad to’ve met you to some one I’m not at all glad to meet, if you want to stay alive you have to say that stuff though. ’ This quote also underscores his entire philosophy of life. He attempts not to keep himself alive but, but to keep the innocence of those around him. He also wants them to think he is really glad to meet them in order to preserve their innocence. Another example of many, is in the train talking to Morrows mother, he tells us, ‘her some was doughtless the biggest basted that ever went to Pency, in the whole crumby history of the school. ’ He tells her, ‘he adapts himself very well to things,’ and ‘he’s a very sensitive boy. ’ He concludes I’m the most terrific liar. ’ This quote sums up his hypercritical nature as he thinks liars are phonies. I feel that the inconsistency that makes him most compelling and empathisable is his attachment to Allie. The main cause of Holden’s depression and inconsistencies was Allie’s death. Through out the novel he talks about Allie very admiringly: ‘my brother Allie, the one that died was a wizard. ’ And,’ 50 times more intelligent,’ and,’ people with red hair are supposed to get mad very easily, but Allie never did. ’ Due to all this upraised talk about Allie in the past, it forces us to sympathize with him, which forges a relationship between Holden and the reader thus making him more compelling. Also, Holden’s subconscious battle between innocence and adulthood make him very interesting to the reader. Holden believes himself to be the protector of innocence. ‘ The catcher in the rye. ’ Which incorrectly derives its meaning from Robert burns’ song ‘comin thro the rye. ’ Which correctly interpreted is song about adultery and sex. Holden misinterprets the song as catching kid innocently running through a rye field about to fall off a cliff into adulthood. Holden is on the edge of this cliff, drawn to the adult world by sex but pulled back by Allie, as Holden connects him with innocence, and to lose his innocence would mean to forget Allie. We can see in chapter 13, this battle between adulthood and innocence that make him such an interesting character. In this chapter Holden is very keen to meet the prostitute: ‘put some water on my hair,’ he’ ‘tested to see if [his] breath stank. ’ He also, ‘brushed [his] teeth†¦ then [he] put on another clean shirt. ’ He said, ‘ I was started to feel pretty sex and all. It is obvious here that Holden is ready to lose his virginity and plunge into adulthood with no second thoughts. However his mind set changes when he realizes she is ‘young as hell. ’ His persona of the protector of innocence kicks in, ‘sexy was the last think I was feeling, I felt much more depressed than sexy. ’ Here his innocence overcomes adulthood and pulls him away from the cliff. Therefore it is Holden’s inconsistencies that make him such an interesting and compelling character to the reader.

The Lost Symbol Prologue

House of the Temple 8:33 P.M. The secret is how to die. Since the beginning of time, the secret had always been how to die. The thirty-four-year-old initiate gazed down at the human skull cradled in his palms. The skull was hollow, like a bowl, filled with bloodred wine. Drink it, he told himself. You have nothing to fear. As was tradition, he had begun this journey adorned in the ritualistic garb of a medieval heretic being led to the gallows, his loose-fitting shirt gaping open to reveal his pale chest, his left pant leg rolled up to the knee, and his right sleeve rolled up to the elbow. Around his neck hung a heavy rope noose–a â€Å"cable-tow† as the brethren called it. Tonight, however, like the brethren bearing witness, he was dressed as a master. The assembly of brothers encircling him all were adorned in their full regalia of lambskin aprons, sashes, and white gloves. Around their necks hung ceremonial jewels that glistened like ghostly eyes in the muted light. Many of these men held powerful stations in life, and yet the initiate knew their worldly ranks meant nothing within these walls. Here all men were equals, sworn brothers sharing a mystical bond. As he surveyed the daunting assembly, the initiate wondered who on the outside would ever believe that this collection of men would assemble in one place . . . much less this place. The room looked like a holy sanctuary from the ancient world. The truth, however, was stranger still. I am just blocks away from the White House. This colossal edifice, located at 1733 Sixteenth Street NW in Washington, D.C., was a replica of a pre-Christian temple–the temple of King Mausolus, the original mausoleum . . . a place to be taken after death. Outside the main entrance, two seventeen-ton sphinxes guarded the bronze doors. The interior was an ornate labyrinth of ritualistic chambers, halls, sealed vaults, libraries, and even a hollow wall that held the remains of two human bodies. The initiate had been told every room in this building held a secret, and yet he knew no room held deeper secrets than the gigantic chamber in which he was currently kneeling with a skull cradled in his palms. The Temple Room. This room was a perfect square. And cavernous. The ceiling soared an astonishing one hundred feet overhead, supported by monolithic columns of green granite. A tiered gallery of dark Russian walnut seats with hand-tooled pigskin encircled the room. A thirty-three-foot-tall throne dominated the western wall, with a concealed pipe organ opposite it. The walls were a kaleidoscope of ancient symbols . . . Egyptian, Hebraic, astronomical, alchemical, and others yet unknown. Tonight, the Temple Room was lit by a series of precisely arranged candles. Their dim glow was aided only by a pale shaft of moonlight that filtered down through the expansive oculus in the ceiling and illuminated the room's most startling feature–an enormous altar hewn from a solid block of polished Belgian black marble, situated dead center of the square chamber. The secret is how to die, the initiate reminded himself. â€Å"It is time,† a voice whispered. The initiate let his gaze climb the distinguished white-robed figure standing before him. The Supreme Worshipful Master. The man, in his late fifties, was an American icon, well loved, robust, and incalculably wealthy. His once-dark hair was turning silver, and his famous visage reflected a lifetime of power and a vigorous intellect. â€Å"Take the oath,† the Worshipful Master said, his voice soft like falling snow. â€Å"Complete your journey.† The initiate's journey, like all such journeys, had begun at the first degree. On that night, in a ritual similar to this one, the Worshipful Master had blindfolded him with a velvet hoodwink and pressed a ceremonial dagger to his bare chest, demanding: â€Å"Do you seriously declare on your honor, uninfluenced by mercenary or any other unworthy motive, that you freely and voluntarily offer yourself as a candidate for the mysteries and privileges of this brotherhood?† â€Å"I do,† the initiate had lied. â€Å"Then let this be a sting to your consciousness,† the master had warned him, â€Å"as well as instant death should you ever betray the secrets to be imparted to you.† At the time, the initiate had felt no fear. They will never know my true purpose here. Tonight, however, he sensed a foreboding solemnity in the Temple Room, and his mind began replaying all the dire warnings he had been given on his journey, threats of terrible consequences if he ever shared the ancient secrets he was about to learn: Throat cut from ear to ear . . . tongue torn out by its roots . . . bowels taken out and burned . . . scattered to the four winds of heaven . . . heart plucked out and given to the beasts of the field– â€Å"Brother,† the gray-eyed master said, placing his left hand on the initiate's shoulder. â€Å"Take the final oath.† Steeling himself for the last step of his journey, the initiate shifted his muscular frame and turned his attention back to the skull cradled in his palms. The crimson wine looked almost black in the dim candlelight. The chamber had fallen deathly silent, and he could feel all of the witnesses watching him, waiting for him to take his final oath and join their elite ranks. Tonight, he thought, something is taking place within these walls that has never before occurred in the history of this brotherhood. Not once, in centuries. He knew it would be the spark . . . and it would give him unfathomable power. Energized, he drew a breath and spoke aloud the same words that countless men had spoken before him in countries all over the world. â€Å"May this wine I now drink become a deadly poison to me . . . should I ever knowingly or willfully violate my oath.† His words echoed in the hollow space. Then all was quiet. Steadying his hands, the initiate raised the skull to his mouth and felt his lips touch the dry bone. He closed his eyes and tipped the skull toward his mouth, drinking the wine in long, deep swallows. When the last drop was gone, he lowered the skull. For an instant, he thought he felt his lungs growing tight, and his heart began to pound wildly. My God, they know! Then, as quickly as it came, the feeling passed. A pleasant warmth began to stream through his body. The initiate exhaled, smiling inwardly as he gazed up at the unsuspecting gray-eyed man who had foolishly admitted him into this brotherhood's most secretive ranks. Soon you will lose everything you hold most dear.

The Economic Rationale for Toll Roads Essay Example | Topics and Well Written Essays - 4000 words

The Economic Rationale for Toll Roads - Essay Example It will analyze the benefits and cost that are associated with tolling which is used widely in the world. But first let us take a close look at road transport system in the world n order to understand the rationale behind tolling. Road transport is perhaps the oldest mode of transport in the world. It has a long history that spins many years ago. This was due to various means of transport that could use roads. The earliest means of transport that was used on the road were animals. Donkeys, mules and horses have been recorded as the being the oldest means of transport that were used in the world at the beginning. The civilization that was taking place in Mesopotamia that led to the invention of the wheel revolutionized road transport as other means of transport were invented. Key among these means of transport invented at that time was carriages. At the same time, John Macadam developed what could be termed as the modern form of roads. Though his road did not use bitumen and other material used today, it gave travelers a comfortable ride. This was a big reap forward in the development of road transport. The development of macadam road led to the development of modern load. But perhaps the greatest development in the development of road transport was the invention of car by Daimler and others. ... Roads have facilitated movement of people and goods in all parts of the world. They have helped to link one community with another and one country to another. Movement of people and goods is or crucial importance in the development of our economic systems. Without proper transport mechanism in place, countries would be locked from the others and communities will be isolated. Thought there have been development of other means of transport from like railway and air transport, roads remain a choice of many people and it will taken long before road transport loses its value to the world. But why is road transport preferred by many people There are many reasons why road transport remains a choice for many people. Convenience Road transport is convenient for use. One can drive a personal car or use public transport means at any time one wished. If you compare road transport to others you will find that railway and air transport are always scheduled which means they may create some inconvenience. The convenience in road transport here comes with fastness since one can be able to travel from one place to the other without having to wait for some kind of scheduling to take place. Cheap Road transport is also cheap compared to others. It has been found that the cost of traveling from one state or from one town to the other using road transport is relatively cheap than using railway or air transport. This makes road transport a choice of many people. It will be found out that it is easy to own and maintain a personal car than personal jet or a train. These are just but some of the reasons why road transport remains a choice of many people in the world. But at the same time road transport is faced by many challenges

BPPG - Individual Reflection Assignment Example | Topics and Well Written Essays - 750 words

BPPG - Individual Reflection - Assignment Example This understanding has impacted the value I bring to my role at work. This is because it has created an edge for me to put the right thing where it belongs by only selecting the right data resources and striving for their continuity with the organization. From the content of the course, I have developed a new thinking of the way business information systems are managed in the organization. Generally, there is now a new conceptualization that have been developed that in the use of business information systems, the output determines the input. This means that the level of commitment that is taken to having the right data resources in place will determine how useful the overall outcome of information systems would be (Parker, 2012). Because of this, my goals for the future have been shaped on the need to developing thorough research before placing priorities for the organization’s information systems. I have also developed new goals that focus on the need securing the information system so as to ensure continuity. Back-up in information systems is one way of ensuring safety with the handling of data so as to avoid the possible loss of data (Currier, 2010). This is because while using information systems, there are tendencies of experiencing system crash, theft or breakdown that can result in losing hardware and software. This also happens in everyday use of data such as class files and notes. My back-up plan is a 3-tier approach that stores data on three major levels. The first level is a primary level, whereby I will store data on a pen drive or external hard drive. The second is to store the same data on another computer that is updated on a periodic basis. This will be the secondary level, and the tertiary level will require using cloud storage, where data will be stored via a cloud system. My specific goal for professional and personal development is to improve the security of all data available to me at the organization level. This means

Relative Theory Essay Example | Topics and Well Written Essays - 1250 words

Relative Theory - Essay Example earth-bound existence) – can be regarded as tenable. This gave rise to a controversy because in classical mechanics a free fall in a non-gravitational field is known as ‘inertial motion’, i.e. there is no external force applied on the object. But gravity is a force. Therefore, classical mechanics holds the view that ‘inertial objects moving through space cannot accelerate with respect to each other’. Now we come to the crux of the problem – how to reconcile the two seemingly incompatible theoretical postulates? Einstein next proposed an alternative theory in which he argued that the space-time continuum is curved. His subsequent field equations relate the curvature of space-time to the mass, energy and the momentum within it. Hence his famous equation: Now I will come to the point in the article. So called â€Å"Grandfather paradox† is directly related to the same â€Å"traveler-homebody† paradox here. Since space-time curvature as suggested by Einstein would allow us to solve the seemingly irreconcilable twin paradox presented in this article, it might be pertinent here to examine all probabilities of the theory. According to the Grandfather paradox a time traveler who goes back in time will be able to kill his biological grandfather before the latter meets the time traveler’s grandmother so that one of his parents might not be conceived. Logically, this means that he himself might not be born. Now comes the real paradox. Since the time traveler did not go back in time, his grandfather was not killed. Therefore one of his parents was born thus enabling him or her to meet the other. Finally, the time traveler was born. The homebody finds out to his amazement that his brother is now four years younger than him. The logical sequence of events should provide an equally logical outcome. Now let’s look at what the Doppler effect has to offer us by way of an explanation. According to the Doppler effect â€Å"waves that propagate in a

How effective was development of the Europe economic in 1500 CE Research Paper

How effective was development of the Europe economic in 1500 CE - Research Paper Example The idea of states with a standing army and bureaucratic process began to take root, and this changed the world’s perspective of Europe. This paper will elaborate on the development of Europe economy in 1500 AD and illustrate how this period saw the advancement of technology by great inventions such as gunpowder, relatively advanced ships, improved navigation techniques, and the printing press would be the premise of change in Europe. Changes in Social Structure The chaos of the late middle Ages did not equally affect the inhabitants of Europe. Advancement in military technology and better pikemen in the battlefield challenged the dominance of the knights in battle; the title of being a noble began to reduce in value and stature. The Economic challenges of the Middle Ages saw an increased in labor shortages and this translated to higher prices of commodities (Acemoglu, Johnson and Robinson 57). The wealth belonging to the people In nobility was cut into by the high inflation o f that time, and this was due to the static value of land which was the base of their wealth. A large number of peasants in Europe had attained the capacity to purchase their freedom from their lords; they began to pay a fixed amount of rent instead of paying them with labor. Due to the high inflation, the rent paid by the tenants was insufficient to satisfy their needs and therefore the value of nobility declined. Not all nobles were affected by inflation; some nobles sought employment from the king and were taken on to join the army or work as courtiers. A good number of people lost their nobility status from having involving themselves with agriculture and commerce like the middle class. Despite the loss in value, nobles were still held in high standing in society; for that reason, the now wealthy middle class began buying nobility titles from the king, surrendering their business oriented lives, settling in landed in landed estates. The provision of buying nobility titles enable d the noble class to be replenished despite its rapidly dwindling numbers. Western Europe did not have any peasants by 1500, most of the former peasants owned their own land by that time. In addition to that, the middle class was getting higher due to their increasing wealth and the positions held in the Kingdom. Recovery of the Economy Europe’s economic rebirth happened on the foundation of agriculture. The aftermath of the conflicts in the middle ages weakened the nobles and the church that had great influence on economic activities. The reduced influence of the church and nobles led to the emergence of well-structured monarchies in Western Europe that safeguarded peace encouraging the growth of commerce and trade. Peasant s that had not lost their lives in the Black Death inherited land belonging to the deceased and were able to improve their standards of living. Agricultural production standards rapidly rose due to the fact the former peasants worked on their own land and this motivated them to work harder than they did before. The improved standards of living and food security fueled an increase in population; it is estimated that the population rose to 70 million from 50 million fifty years earlier (Janssen 89). The economic recovery had a great trickle-down effect that cumulated to the creation of capitalist economic system. The effects were: 1. The rapid population growth had the implication that

HPV in women Research Paper Example | Topics and Well Written Essays - 2000 words

HPV in women - Research Paper Example HPV in women Direct skin contact with an HPV infected person is the main way through which genital HPV occurs. The contact areas are the anal, vaginal, and oral sex. The diverse categories of HPV are responsible for the formation of genital warts on the skin. Genital warts are hard and usually rough lumps that become visible on the skin of a sick person. Any sexually active person is prone to acquire the virus and the genital warts. The genital warts in women predominantly appear around or inside the vagina, around or inside the anus, on the vulva, on the groin and on the cervix (Monsonego 37). Classification and morphology The human papilloma viruses are heterogeneous in nature. They affect both the mucosal epithelial tissues and the skin. Besides, they are hugely responsible for causing the cervical carcinogenesis. According to the results of the studies in molecular biology, more than one hundred genotypes of the virus exist in humans. The virus falls under two classifications mai nly the low risk HPV (LR-HPV and the high risk HPV (HR-HPV). The low risk HPV is predominant in squamous intraepithelial lesions (LSILs) with low grades and the benign lesions. Meanwhile, the high risk HPV includes the HPV-16 and HPV-18. Other high-risk HPV types include HPV-31, 33, 35, 39, 45, 51, 52, 55, 56, 58, 66, 68, and 70 (Evans and Kaslow 602). The high risk HPV has 80 to 90 per cent prevalence rate in cervical cancer and the squamous intraepithelial lesions (HSILs). In the morphological dimension, the genome of the papilloma virus is covalently circular and closed. Its DNA is double stranded and has a measurement of about 8kbp. All the genes of the papilloma virus are coded in the strands that define DNA. Through this, it utilizes the alternative DNA strand to splice the expression of individual gene. The expression of the papilloma virus has a characteristic of large mRNAs array of cells that code for diverse gene types. Additionally, the HPV has a diameter of 55nm (Evans and Kaslow 602). Molecular Biology and Replication Strategy The HPV contamination begins with the infection of the host cell. This promotes the discharge of the virus from the nucleus. As this happens, there are interactions of many cellular transcription factors. These interactions occur with the viral regulatory region (LRC) that does not code. As a result, the two HPV-16 begin to transcript and transforms earlier genes of E6 and E7. Consequently, the proteins that continue to transform interact with the cellular antioncogenic regulator p53. This action results in the disruption of the cell cycle. The cell cycle is under the regulation of the complexes of cyclin dependent kinases (CDKs) and the cyclins (Evans and Kaslow 692). The CDK complexes always inhibit the action of the cyclin. It is a condition for cells to pass the restriction point of G1 in order for the progression of the cell cycle (Evans and Kaslow 692). Retinoblastoma pockets bacteria, RB, p 107, and p 130 are the one s that regulate this process. There is only an indication in the RB leaving the other pocket proteins with the same functions and activities. In essence, they inactivate and bind up the E2F transcription factors. This leads to the inducement of the S phase genes expression that will trigger a mitogenic signal. This signal leads to the activation of the cyclin D1-CDK6 and cyclin D1-CDK4 complexes. The result of this is the

Research Proposal Assignment Example | Topics and Well Written Essays - 1000 words

Research Proposal - Assignment Example 4-5). This means that HR has broadened its function from the administrative work to the payroll processing, training and development and various others. This has led the managers and supervisors think about how to utilize maximally the employees with their competence that can significantly contribute to the accomplishment and flourishing of the overall enterprise (Mathis  & Jackson, 2011, pp. 1-3). Therefore, the hypothesis statement with respect to this research proposal is "The effect of HR management on the success of organization", since it is one of the most imperative aspects to measure. Brief Literature Review The human capital for any organization is the amalgamation of the skills set that they have attained from the duties and responsibilities, their attitudes, knowledge, training and experience (past and current) that sets the value of the employee within the marketplace. Therefore, the human management is not only a function, as the role of workforce has become vital in the contemporary times that add the competitive advantage for the enterprise. This has come under numerous research and investigations (Sims, 2002, pp. 2-5). According to one of the empirical studies, it has come to notice that those organizations have been more successful and thriving that value their employees (HR), in contrast to the enterprises, which have not given much importance to their employees and have considered them of negligible worth. This is because when the employees feel that their participation and involvement towards a particular task is being recognized, the level of motivation amongst the employees boost, thus they tend to be more productive and efficient in producing the outputs, which facilitates in accomplishment of the company goals and missions (Sims, 2002, pp. 2-5). In fact, few of the research studies have concluded that the organizations that are generating more profits practice various universal things that include providing job security to the employe es, having active participation from the workers, involving them in self-managed teams, training and educating the new and current staff. Creating a collective organizational culture, sharing of sufficient company information with the members are also few of the aspects that the successful organization practice as their routine procedures (Pynes, 2009, pp. 23-26). Studies also indicate that the traditional role that the HR personnel enlightened was the acquiescence and fulfillment of the rules set by the organizational executives, where they kept the tracking of the records of the employees through simple matrices such as number of hired workforce, number of training hours completed by the employees and so forth. However, this traditional role of HR transformed and now they have a broader vision and focus on outcomes and results of the employees and not just figures and compliance, which have come under evidence in the current researches. Indeed, investigations indicate that HR prof essionals also pursue the employees’ skills sets that they are using to the achievement of the company goals that can provide success and benefit to the overall organization and to their own personalities as well (Storey, 2008, pp. 153-156). To put it in nutshell, the organizations

Pulte Homes, Inc Essay Example | Topics and Well Written Essays - 2000 words

Pulte Homes, Inc - Essay Example A desirable work atmosphere would contribute much to develop the creativity of the employees and they will be exited to develop and implement new strategies for the success of Pulte Homes. It is true that a system where the superiors exert unnecessary pressure on their subordinate will struggle for success and the people occupying such position should not trouble their assistants and it is desirable for the managers to appreciate the productive efforts of their subordinates and they should ensure that a rivalry is not generated among their workers. An unhealthy environment may some times constitute a situation where an employee is embarrassed to mention the name of the firm which he is working for. A favorable environment facilitates better communication and provision for exchange of thoughts among the team members which would motivate them to work for their company’s improvement and the result would be entirely different from that of a pressurized work. Hard punishments for m istakes would destroy the creativity of an individual and staff members should be supported to learn from their mistakes because, even an average performer could become the best in the next season if he is provided with better support and motivation. All these factors indicate the necessity of a healthy organizational culture in order to develop an empire beyond the seas for Pulte Homes. Management and leadership One could find a number of definitions for these two concepts as a result of the attempts made by so many experts to distinguish between them. Leadership sets a new goal or a vision for a group of followers headed by the leader himself, while management directs workers according to the established policies of a firm. As Fayol (1916), Daft (2003) and Griffin (2005) state, â€Å"Management is a set of activities including planning, organizing, leading, controlling and decision making, directed at an organization’s resources like human, financial, physical, and informa tion sources with the aim of achieving organizational goals in an effective and efficient manner† (Quoted in Vuskane, 2010. p.3). Managers therefore utilize the powers vested on them in order to arrive at the pre planned goals and the subordinates obey the instructions of their superiors to obtain the agreed remuneration. Studies have showed that managers generally possess stable families and lead a comfortable life and a resulting risk averting nature is observed among them. A leader, on the other hand, inspires others to follow him. Gardner (1986) had made an attempt to define leadership and according to him â€Å"leadership is the process of persuasion and example by which an individual (or team) induces a group to take action that is in accord with the leaders purposes or the shared purposes of all† (Rost, 1993, p.72). Leaders are always having consideration to others and most of them possess a charismatic style. Even though they give credits to others, leaders neve r turn to be friendly and often keep a distance with them. Gradual development of a firm could be observed if individuals occupying superior positions in business establishments possess both these qualities. Managers possess subordinates while the other has followers and in the present scenario managers are considered as

Business plan Essay Example | Topics and Well Written Essays - 1500 words

Business plan - Essay Example This piece of paper presents a brief business plan of studentevents.com, describing the business objectives, mission and vision of the business and analyzing projected financial performance. This paper addresses the conceptual framework related to various components in a business plan and are applied to the example of studentevents.com. StudentEvents: The Business Rationale An effectively prepared business plan must be able to describe the proposed business venture in terms of the products or services it provides, available resources and business opportunities (Leach and Melicher, 2008, p. 74). It means that the what, where, and why explanations about a business is critically important aspect in a business plan. As far as StudentEvents.com is concerned, it is small start-up company with six full time employees. Five of them are expert and qualified in computer engineering and software development and one is an educator who can update the company regarding trends, seminars, events, ac ademic sessions, syllabus components, tuition program, etc that are important to education and students around the world. Though plenty of websites attract students for chat with friends, none of them are found user-friendly and convenient for online sharing of events and parties. StudentEvent.com is not just an alternative to a social network, but an extremely useful database wherefrom students can obtain information about competition, event and programs that they may benefit attending. The image and video sharing of school-programs also will certainly attract wide numbers of customers to the website. Business Objectives As a critical component to business plan, the business objective need to cover both long and short term expectations and these need to be measured in terms of money or other tangible means (Ochtel, 2009). The primary objective of the company is to provide students with opportunity to get connected with others and to share their memories of school-events. From a bus iness point of view, it will target students, design a service wherein they can entertain, increase the traffics and commercialize this with a view to benefit the investors. Mission Statement This is meant with a view to continually add vitality to students’ life. We would like the students get connected with others and share their feelings of happiness and mishaps they experienced with various events or celebrations within their school or college campuses. Success Measures StudentEvents.com will take measures to ensure greater success in its business. The company aims: To facilitate access for students to the website to update with parties, events and celebrations, To help students organize birthday or valentine parties to friends online by automated-email messaging, To arrange summer campaigns, study tours, graduation ceremonies etc through specific online gaming arrangements To take dynamic business strategies to retain the visitors and increase traffic to get more marketi ng advantages. Marketing Plan Marketing Mix Elements Today’s business environment is rigorously competitive. No matter

Everyday Hero Essay Example for Free

Everyday Hero Essay When I think of the word hero, I think of the countless Spiderman figures lying at the bottom of my brother’s toy chest, or even Prince Charming rescuing Sleeping Beauty from her seemingly endless slumber. However, what usually does not come to mind, are the true real life heroes that I believe posses higher superpowers than the Incredibles ever could. Though they do not have the ability to fly or read minds, one way or another, these people have helped someone in a tough situation. A true hero can be anyone from the firefighters at the station to your older sister living in the room next door. They may have helped to save your life, or merely helped you get through your math homework last night. Whatever the case, one quality that all true heroes must possess is the ability to be an example of goodwill in the world. A hero will help someone because they want to, not because they have to. Though they are not perfect, no one is, a hero will continue to put others first when they know that it is most important to do so. Three years ago, my mother was diagnosed with breast cancer. The news came as an utter shock to everyone, considering the fact that she was one of the healthiest and most active members of my family. She played tennis and practiced yoga at least four times a week; always ate healthy and organic foods, and on top of all this, there was barely any history of breast cancer on our family tree! Though her case was not as bad as others, it still required her to undergo weeks of arduous chemotherapy and radiation. Through her darker days, she herself would be the one to calm me down and reassure me that everything would be okay. The night before my mother’s surgery, I started to cry, scared and frustrated with what was happening around me. Though she was also frightened and anxious, my mother was the one to comfort me and explain that a plastic surgeon did not actually turn people into plastic, as I had imagined. Even during her most bleak and miserable moments, she put everything aside and reached out to help me deal with her pain. For this, she is my hero. No, she is not Superwoman, or a firefighter,  or even your everyday do-gooder; but she’s my mom, and that is good enough for me. This just goes to show that a seemingly ordinary woman can be a hero to someone in her own way. Heroes are everyday characters, and if you look hard enough you will find the hero in your own life. This I believe.

Biography of Aldous Huxley Essay Example for Free

Biography of Aldous Huxley Essay Aldous Leonard Huxley was born on July 26, 1894 in Surrey, England, as the third son of Dr. Leonard Huxley and Julia Arnold. Huxley was born into a long line of scientists and intellectuals. His grandfather Thomas Henry Huxley had the nickname â€Å"Darwins Bulldog† for his fierce defense of evolutionary science and for his passion for teaching Victorian scientific advancements to Britains working classes. Aldous Huxley was also related to the poet Matthew Arnold on his mothers side of the family. These two disciplines, literature and science, converged at the end of the Victorian era and characterize Huxleys own career and ambitions as an author, journalist, and humanist. Educated at Eton, Aldous Huxley was forced to leave the school at the age of seventeen due to an affliction of the eyes. He was partially blind for two or three years and therefore was unable to complete the rigorous scientific training he had undertaken. Though problems with his eyes would remain with him for the rest of his life, Huxley was able to attend Oxford where he received a degree in English literature. Huxleys career began in journalism and included music and artistic criticism as well as book reviews. He also began writing poems, essays, and historical pieces. Huxleys first introduction to British intellectual society occurred while working as a farm laborer at Garsington Manor, the site of the â€Å"Bloomsbury Society,† a group of public intellectuals that included Bertrand Russell. There he would marry Maria Nys and they would have one child, Matthew Huxley. He also wrote his first book, a volume of poetry called The Burning Wheel. While working as an editor for â€Å"House and Garden† during the1920s, Huxley wrote many novels including Brave New World. Huxley spent several years in Italy where he formed a friendship with D.H. Lawrence. They would remain close friends and Huxley would later edit Lawrences collected letters after his death. In 1937, Huxley moved back to the United States to live in Hollywood, California, where he helped write scripts for several Hollywood movies of the time, although he never had a lasting career in movies. After World War II, he famously became involved with the early psychedelic drug movement. Huxley was an early proponent of the use of LSD, mescaline, and peyote for their mind-altering effects. His 1954 book The Doors of Perception argued that through the use of psychedelic drugs, people would be able to â€Å"cleanse† the doors of perception in order to embrace the infinite reality of the world. A controversial figure for most of his life, Huxley died from cancer on November 22, 1963, only hours after President John F. Kennedy’s assassination in Dallas, Texas. By the time of his death, he was embraced in some circles as an intellectual and writer of the highest class, especially for his creation of the dystopian fantasy in his novel Brave New World and his engagement of the theme of commercialization in modern society. Others, however, saw him as a pseudo-scientist for his work in mystical traditions and his insistence on experiencing alternate realities through meditation, Eastern religions, and drug use. For his accomplishments, Huxley received the Award of Merit for the Novel from the American Academy of Arts and Letters in 1959.

Ideal school for international education

Ideal school for international education Before to start talking about international education, it seems appropriate to give a definition from experienced researchers in this sector: The interest in the field of international education has never been more intense a rapidly increasing number of schools world-wide have been established specifically to meet the demands of those parents who, through their own global professional activities, wish to have their children educated in programmes based on international values and often in contexts other than their home country. Such schools have embraced the promotion of international education as one of their major goals.(Hayden, Levy and Thompson 2007:1) We also want to draw the readers attention to the fact that another researcher named Skelton also defines international education and international curriculum in relation to international schools. This is obviously only one vision and one definition of international education but these are the ones we are interested in investigating with this assignment because we will analyze whether an international school, namely St Andrews International School Bangkok, is close to the ideal school for international education. Our School St Andrews International School Bangkok is, as stated in the first definition above, a school that is established (in Thailand) to meet the demand for expatriate parents and wealthy local families who want their children educated in programs based on international values. St Andrews International School Bangkok, offers the international IGCSE and IB Diploma programmes ( we will explain later what are these IGCSE and IB programmes), and has, as main purpose, to promote international education as its mission statement says: Our mission is to provide an inclusive, international education in a happy, supportive and stimulating environment, where all the needs of the individual learner are met and students are inspired to achieve their full potential enabling them to become responsible global citizens. We will, of course further analyze the mission statement in later chapters when we will speak about ideologies, values and global citizenship education. What will we analyze? We defined above our focus, which is The International Schools. With this starting point, we must look at what are the components of an international school. We will focus on the following: the Values and Ideologies, the Curriculum, The Students, The Teachers, The administrators, the Board and the role of English language and other languages; compare and criticize all these points with what is said in the literature and our own experience in the field. What we are going to analyze is, of course, not all the elements of an international school, but those most important to analyze, in order to answer our assignments question. The values and ideologies In the syllabus, we read that Watson and Ashton (1995) point out that Society does not wait for consensus before transmitting values, and neither do schools. They convey values every day, knowingly or unknowingly, both at the more explicit level of what is taught, and at the less openly acknowledged level of how the school is administered (à ¢Ã¢â€š ¬Ã‚ ¦) Education cannot be value-free. Indeed, we believe that the official curriculum and also the hidden curriculum (what happens in the classroom, the relationship between teacher and student and how they interact) will automatically transmit values. In our school, the IGCSE curriculum transmits, clearly, the values of the Western World and more specifically, Great Britain. Even if the IGCSE allows adaptation to the context, the curriculum is there, with the knowledge to be transmitted, and that knowledge comes from Great Britain. The values transmitted, are humanists as we can read in our syllabus: Humanism as an ideology places a high emphasis on knowledge. Some forms of humanism (think classical humanism, conservatism, traditionalism, academicism) advocate the restriction of high status knowledge to an elite minority: the selective grammar school/secondary modern school system of pre-1960s England, for instance, typifies a classical humanist approach. Other forms of humanism, such as liberal humanism for instance, while still placing a great emphasis on knowledge advocate that high status knowledge should be accessible to all. We find that, indeed, the IGCSE curriculum focuses generally on knowledge. We also feel that they want this high status knowledge (a knowledge that comes from Cambridge University) to be accessible, if not to all, to the biggest number of students, abroad, especially in International Schools. Regarding the IB curriculum, it also transmits values, the values of openness, world mindedness, the child is the center of his learning, the child must be knowledgeable, balanced, Inquirer, etc. (IBO website, learner profile) These values are clearly progressivist because we can read on the IBO website: Progressivism as an ideology is essentially child-centered, with the emphasis clearly on the individual child. Curricula such as the International Baccalaureates Primary Years Programme (2008) are examples of a progressivist (or constructivist) approach to education. (Syllabus) Although we still do not teach the PYP program, these values are the same in the IB Diploma and are implied throughout the schooling of students until they pass their diploma examinations. In the syllabus, we read: Halstead (1996), meanwhile, argues that The values of schools are apparent in their organization, curriculum and discipline procedures, as well as in the relationships between teachers and pupils. Values are reflected in what teachers choose to permit or encourage in the classroom, and in the way they respond to childrens contributions to learning. (à ¢Ã¢â€š ¬Ã‚ ¦) Even the seating arrangements in a classroom convey certain values. It is true that this transmits values as well. In our school, students are always encouraged to ask questions and to come to find the teacher after class for further explanation. The students are sitting in the classroom in a circle, to allow the exchange during the class. It is clear that in this case, the teacher is not the master of knowledge delivered to the student, but the students are encouraged to take control over their learning and there is a form of trust and closeness between the student and the teacher, to allow an o ptimal construction of the knowledge. To conclude this point, we read the mission statement of our school: Our mission is to provide an inclusive, international education in a happy, supportive and stimulating environment, where all the needs of the individual learner are met and students are inspired to achieve their full potential enabling them to become responsible global citizens. We note that the school wants to be inclusive which shows we put a high value on the acceptance of others. The mission statement also says we want our students to be happy to learn and, when learning, they receive all the necessary support from the staff. This is a value our school wants to transmit to the students. We can finally see that we place a great importance on the individual and their learning, and we hope our students to become Global Citizens. This shows that we give importance to the individuals but also to the overall population, which gives an international perspective to the values we try to instill. The Students St Andrews International School has a student population of more or less 680 children. There are about 40 percents of Thai students, 15 percents of Japanese, 10 percents of Indians and a large German and French community. One of the advantages of the international schools is the teachers students ratio, which is 1:25 by schools policy. It allows space for individual care. Anyway, by the Thai law, in an International School, there cannot be more than 30 students per class. The Thai students Regarding the huge percentage of Thai students, they are mostly from rich families, the countrys elite families or possessing businesses. These families have the choice of National Education (which is not highly regarded because there is a huge disparity in terms of quality) and International Education, which is very popular with families of these elites, as they want their children to have access to foreign universities in order to have more chances of success in this globalized world. These children will have an advantage over other local children. Their parents put them in these schools as an investment for the future. Langford says concerning these students, that they may feel isolated and different, living on the local economy rather than enjoying the many benefits shared by their expatriate classmates. (à ¢Ã¢â€š ¬Ã‚ ¦) or they may dominate the community to the extent that the school has to adjust practices to suit their interests and the expatriates are made to feel outsiders. (2002:48) This is true in the sense the Thai students at St Andrews International School, live in Thailand and many of them have never lived abroad, unlike their friends who often have lived, in most cases, in more than two countries. On the other hand, the Thai students are so much in majority (40 percent) compared with other nationalities; that, indeed, this may be the expatriate students who feel like outsiders, especially those Thais students often come from very wealthy families. That said, after what I saw, it seems the Thais students and those from other nationalities mix well, talk and play together, through a family atmosphere which the Head of School, Mr Paul Schofield was able to install. It should also be noted that students from our school have been there at least 5-6 years and feel, with the time, part of a family. The Expatriate students The expatriate students are, in the vast majority, Globally Mobile Children that Eidse and Sichel define as having parents who are educators, international business people, foreign service attaches, missionaries and military personnel. The children shuttle back and forth between nations, languages, cultures and loyalties. They live unrooted childhoods. (2004:1) In our school, most students are from families as described above and I would add, in many cases, their parents work for NGOs or in embassies. These children are also often better adapted to the teaching style of international schools in general. They also learn languages more easily than Thais students due to the fact they have lived in several countries and had to learn local languages each time. The Special Needs students Another important facet of the population of students in our school is the Special Needs students. As our mission statement says, our school is an inclusive school inclusive where all the needs of the individual learner are met and students are inspired to achieve their full potential. We have a Special Needs student population of about 10 percents and we also have in place, a wonderful learning support program for these students, with qualified, dedicated teachers and coordinators for several different Key stages. The Special Needs students are divided into two categories, those with learning difficulties and those with physical problems or syndromes such as autism or Down syndrome. It should also be noted that each student has a Special Needs individual tutor who accompanies them in the mainstream classroom. Our philosophy is that every child has the right to education. At the same time, we must emphasize that to be accredited by a body such as the CIS (Council of International Schools), if accreditation is to be given, that provision is made for the initial identification of the learning needs of students and for the subsequent addressing those needs. Therefore, did the school really have a choice to implement such a program? It is clear that, from the beautiful philosophy of we accept everyone, even if they have learning needs and the reality, that, to be accredited, we must implement a program of Special Needs, there is a gap. The relationship between the two is not very healthy. We think there is a market issue because, nowhere else than St Andrews we can find a school with an inclusive policy. Looking at this, we realize that International Schools, in general, are businesses with the purpose of finding a market and making money. In the case of our school, for the special needs children, it is beneficial, but it is not always the case of other I nternational School focusing on making money and not caring the students well being. With regard to the Gifted Children, St Andrews International School has no program in place, which is, in my view, inconsistent with the mission statement saying that all the students must realize their full potential. How can a student with superior capabilities than others realize its full potential? We have only the differentiation as a tool to work with the brightest students. The transition for students, from one school to another Another area of concern for students in international schools is the transition from one school to another. Regarding our school, unfortunately there is no transitional program for students from other countries or other international schools. Only teachers of these students can help them to integrate successfully into their new environment with techniques inspired by the mission statement: our teachers are fully trained in teaching methods that promote an interactive approach to learning within a stimulating and structured environment where the highest premium is placed on self- discipline and motivation and our children are confident communicators where they realize their full potential in an atmosphere of calm cooperation, tolerance and understanding. The teachers At St Andrews International School, we have a population of teachers around 90 people. From these 90 teachers, 70 are from Great-Britain, six teachers are from New-Zealand and the remaining teachers from Japan, France, Belgium, Switzerland, Thailand etc. The reason there are so many British teachers is certainly related to the fact that St Andrews is a British school, following the British curriculum as well. These Britannic subjects are teaching the core subjects at the school, such as Math, Science, History and Geography while teachers of Japanese, French, and Swiss etc., teach their native languages. All the teachers though, British or from another nationalities must hold at least a Bachelors Degree, a teaching certificate with, usually, a minimum of a two years full-time teaching experience. British International School, British teachers? M. Hayden cites Richards (1998: 174) who highlights a good point about this subject in a passage from a promotional brochure of an international school. He wrote: Over 70 teachers share a broad international experience, coming from such countries as Australia, Canada, France, Germany, Great Britain, Holland, Ireland, New Zealand and the United States. Can we infer from the above, Richards asks, that no teachers are employed (or employable?) from so-called less developed regions of the world? Or merely that advertising such teachers would not be a positive selling point for the school? When Richards says no teachers from developing countries are hired, this is almost true in our school as well, as 80 percent of the teachers are from developed countries. Maybe if the school hired teachers in developing countries, it would not have a good image for the school because it is a British School. We think that one of the reasons is the parents from local families would not appreciate paying an expensive international school instead of a local school for teachers to be hired from less developed countries than theirs. At the same time, it is in contradiction with our philosophy of internationalism to show a good example of tolerance and openness. We teach our students to be people with a global vision of the world, tolerance and a world mindedness, and the school sets a poor example by discriminating against the hiring of teachers, choosing only teachers from so-called developed countries because it looks good. Others will say it is normal for a British school to hire a majority of British teachers and that is what parents expect. Both views can be justified but there should be a right balance between pragmatism and ideology. The expatriate overseas hired, the expatriates locally hired and the host national teachers Another point we want to address here is, at St Andrews, there is no segregation between the expatriate teachers hired overseas and expatriate teachers recruited locally. There is no difference in contract or salary, or extras such as return flights and health insurance, which does not create jealousy among teachers and we think it is a good thing. On the other hand, host country national teachers are paid two times less than teachers from other countries, which sometimes creates a feeling of injustice because they teach the same number of hours as teachers who are expatriates and they are paid less. Again, this is a pity to notice that we, as an International School should promote equality between citizens of the world and, in practice, we do not really do what we say. Some will say that if there was not an advantageous package for those expatriates, they would probably not leave their home country to come to teach abroad, when, for instance, host country national teachers do not ha ve to leave their families behind and the comfort of their own country. So, again, the two views can be justified. The penelopes I just wanted to add that, at St Andrews there are a lot of Penelopes (who have been at the school for more than seven years), as Hardman says they are those teachers who remain faithful to the country they have adopted. I think it is a good thing for the students as a gage of stability, where in some other International Schools in Thailand, teachers cannot stay more than seven years. The induction Speaking about teachers, we must also mention the phase of induction of new teachers when they arrive at an international school. M.Hayden said:  « Any teacher who moves from one school to another within the International Schools system could reasonably expect some form of induction in at least the early stages of a new appointment.  » (2006: 82) Regarding St Andrews International School, the induction is four days. The Head of School spends four whole days with new teachers, explaining all aspects of the school and the culture shock that awaits them from the Thai culture. This allows a smooth start in the new host country. However, the induction is not going further. Never again, ones organizes any meeting with new faculty to ensure that everything goes well. To conclude this point we cite here Hayden who says that The question of how best support new recruits in a new cultural environment is by no means an easy one to answer. (2006:83) The teachers appraisal Dimmock and Walker say Teacher appraisal is a contentious and divisive issue regardless of the context within which it operates (2005: 143). It is true there is no recipe to make a good appraisal, it is a difficult process to implement. At St Andrews, the appraisal system is fairly simple and does not put too much pressure on the shoulders of teachers. Once a year, the head of department comes to visit the classroom for two lessons. At the end of the observation the head gives his feedback to the teacher and they set two targets for the following observation, the year after. The head of school come to observe the teacher once per contract to give his consent for its renewal. The method is simple, do not stress too much the teacher, but at the same time, is it a good tool to evaluate the staff? Coming to observe a lesson and give two targets for next year means that everything else is not important; the teacher will focus only on one aspect of his teaching. The Turnover In our school, the latest statistics, which date back two years and cover a period of five years, show that teachers remain at St Andrews about five years. There are about four to five teachers, from a number of ninety, who leave each year. We think this is a good sign because if a teacher stays five years in a school, we think it shows he is happy to work there. Another factor may be that the teacher cannot find a job elsewhere or he is married to a Thai person and therefore has no choice but to stay at the school, but our experience and discussions with teachers at St Andrews have shown us that teachers are generally very satisfied with working at this place. To be more complete, we should conduct a survey on why teachers stay but it would be difficult to the lack of time. The Administrators At St Andrews, there is a British Head of School who administers the school of a budgetary standpoint and oversees other heads such as the Head of Keystage1, the Head of Keystage 2 and the Head of high school with his Deputy. These people belong to the so-called Senior Management. In the Middle Management, there are the heads of departments. Under the Thai law, the sole Head of School must be a Thai national. This is indeed the case at our school. There is a Thai Head whose role on paper is very different from its role in practice. On paper, she has to take academic and budgetary decisions but in reality she does only take care of the Thai teachers and the Thai curriculum. We find that it is not fair because the law states that a person in charge must be a Thai Head of School. Our school lies on paper to meet the Thai law and to meet the demand of parents who want to see a foreign Head of School. On top of that, the Thai Head is also paid as a local teacher, that is to say, four times less than the foreign Head. The Board Littleford writes Schools with healthy boards do not have crises, and we must agree with him regarding our school. In our school, the board is only composed of a family, Thai and very rich. They are the only ones to make big financial decisions for the school development. They always follow the recommendations of the Head of School and never intervene in the daily running of the school. There never was any crisis between the Board and the Head of School since the inception of the school and we welcome that fact. The Accreditation St Andrews is currently accredited by CIS (the Council of International Schools), the Thai Ministry of Education, and is in the process of being accredited by CFBT. The fact our school is accredited by the Ministry of the host country and by an internationally acclaimed body shows that we are in the standards of international education. We read on the website CFBT Accreditation with CfBT shows that your school demonstrates high standards of student achievement with an effective curriculum, good use of resources, a successful leadership team and strong partnerships with parents. CFBT therefore focuses on quality of student achievement, curriculum and relationships with parents. We may wonder whether the failure to look at the results of pupils is not just elitist. Should not International schools give students a chance to improve? Another aspect that CFBT looks at is the curriculum, which is normal, but they should also look at internationalism, the values, etc. The last point CFBT looks at is the relationship the school has with parents. In our school we have a very active group of parents who organize events of all kinds at school and are much supported by our Head of School. To return to accreditation with CFBT, we feel that our curriculum deputy encourages us to only look at the CFBT criteria to satisfy them. We can therefore ask whether the accreditation system is not a little hypocritical. Yet we do a great job, professionally, but we offer something completely prepared to CFBT, just to satisfy their criteria, which does not seem very ethical or honest. On the other hand, accreditation can be useful tool, to give us the time to reflect on our practices. The English as a Second Language and Mother-Tongue languages English as a Second Language Hayden says: Many International Schools offering an English-Medium education provide language support for non-native speakers of English () the extent and nature of support clearly vary. It is true that in our school, support comes down to putting these students in an ESL class a few times per week, while other students have classes in French or Japanese, and these ESL students follow the rest of the courses in mainstream class where they understand almost nothing. In my old school, Hanoi International School, we had ESL classes and on top of that, for mainstream courses, an ESL support teacher came into class to help students understand the instructions or what the teacher explained. We believe this latter approach is more effective because students receive constant support and feel less stressed towards the English language because there is always someone to help them understand what is said in class. After a while, of course, if the students made significant progress, they join the mainstream class, without any ESL support anymore. Mother-Tongues About the provision of other languages, Murphy is in favor of a greater provision of support for the childs first language in order to support cognitive development in that language, which would make the second language less difficult to acquire (Murphy, 2003: 36-7). That is exactly what our head of School think about the fact that a student cannot have a good cognitive development with a language he does not control at all if he does not master his own language. Children need intellectual development in their own language before they can grow intellectually in a different language. In our school, that is why we have an extensive program of mother-tongue language. It is obvious that such a program is not easy to implement, especially for smaller schools that have limited financial resources. Carder said: There are certainly scheduling and administrative problems in mother-tongue in finding teachers, and financial difficulties about whether to add it to the payroll or to the parents to pay extra. At St Andrews, it is certain that it is not easy to administer the program of mother tongue and foreign language as it creates a lot of clashes in the timetables. It is not easy either to find language teachers for French, Japanese and German in Thailand. From a financial standpoint, the school request parents wishing to enroll their children in the first language program, a supplement to the school fees of about 300 U.S. dollars. This program meets over the years, more and more success because kids love to speak their mother tongue at school, a few hours per week; and parents are reassured that their children can more easily reintegrate school in their home countries if they move back there. Écouter Lire phonà ©tiquement Dictionnaire Afficher le dictionnaire The Curriculum In the world, there are several international schools curricula. The most common are the British connoted IGCSE, and IB which claims to be more international. Before considering in more detail the two mentioned curricula, we will dwell a moment on some definitions of curriculum. Hayden cites Bulman and Jenkins in her book International Education, International Schools and their communities, which describes the curriculum, following three aspects: The academic curriculum or what is formally taught in schools, the pastoral curriculum which includes social skills, study skills, careers and counseling for the hidden curriculum that all these practices are not explicit in the official curriculum, such as teacher-student relationships, the rules in the classroom, the structures rewards etc. We will come back to these aspects later on this chapter. At St. Andrews, the academic curricula are the IGCSE and the IB. Our Head of School says that we teach the IGCSE in the middle school because it gives more importance to academic skills and therefore prepare well for the IB which has an approach to the whole child and preparing students for university and has a globalized world. To corroborate these claims, we will read what the IGCSE and IBO say on their websites: The IBO: On the IBO website, we can read: Our challenging Diploma Programme assessment is recognized by the worlds leading universities. The IB diploma is not recognized in all universities, but by the world leading Universities. Does that mean, as some people think that the IB is elitist? They also write: We encourage international-mindedness in IB students. To do this, we believe that students must first develop an understanding of their own cultural and national identity. All IB students learn a second language and the skills to live and work with others internationally-essential for life in the 21st century. At St Andrews, we encourage students to learn their culture and their first language. We have a large program such as First Language: Japanese, German, French and Thai, which allows these students to stay in touch with their languages and cultures within the international school. On the other hand, we do not provide first language courses for all nationalities, creating a division between the languages called important and others, which results in a risk of partitioning students between important and not important languages, which can cause frustrations. At the same time, all students, without exception, learn a second language. They can choose between Japanese, Chinese (very popular with Thai students), German, French and Thai. The range offered is wide enough for second language courses, allowing students to sample a different culture or language of their choice, enabling them, as stated by the IBO, to live, to communicate, to understand and to work with others, internationally. At St Andrews, we organize an international day, which allows students to see how their friends from other cultures dress (thanks to the international fashion show), what are the typical dishes of other countries (through the international buffet), which languages are spoken, and thus learn to know each other, which leads to some form of international friendship and tolerance. On that matter, we believe that our school reflects well the values of international IBO. On the IBO website we can also read: We encourage a positive attitude to learning by encouraging students to ask challenging questions, to reflect critically, to develop research skills, and to learn how to learn. We encourage community service because we believe that there is more to learning than academic studies alone. The curriculum is, as stated above, child-centered. The child is responsible for their learning, encouraged to ask questions, think critically, research, and to learn how to learn. All this forms the learner profile that the IBO tries to promote. This approach is progressivist, as described in the syllabus. The IBO also encourages community service through the program, CAS (Creativity, Action and Service), since the IBO says that academic studies are not enough and we have to consider educating the child as a whole, it is therefore, without a doubt, different from the IGCSE which just consider the academic side of the learning process. We personally believe that the CAS programme is beneficial for students because it allows them to be more open t

The Debate on Whether Assisted Suicide is Ethical or Immoral Essay

The Debate on Whether Assisted Suicide is Ethical or Immoral Assisted Suicide, also known as mercy killing, occurs when a physician provides the means (drugs or other agents) by which a person can take his or her own life. This assistance is one of the most debated issues today in society followed by abortion. Physicians are frequently faced with the question of whether or not assisted suicide is ethical or immoral. Although assisted suicide is currently illegal in almost all states in America, it is still often committed. Is assisted suicide ethical? Studies have found that the majority of Americans support assisted suicide. One must weigh both sides of the argument before they can decide. On July 26, 1997, the U.S. Supreme Court unanimously upheld decisions in New York and Washington State that criminalized assisted suicide. These decisions overturned rulings in the 2nd and 9th Circuit Courts of Appeal, which struck down state statutes banning physician-assisted suicide. Those courts had found that the statutes, which prohibited doctors from prescribing lethal medication to competent, terminally ill adults, violated the 14th Amendment. In striking the appellate decisions, the U.S. Supreme Court found that there was no constitutional "right to die," but left it to individual states to enact legislation permitting or prohibiting physician-assisted suicide. As of April 1999, physician-assisted suicide is illegal in the majority of states. Over thirty states have enacted statutes prohibiting assisted suicide, and of those that do not have statutes, a number of them arguably prohibit it through common law. Currently, Oregon is the only state that has legalized assisted suicide. The Oregon statute, which came into e... ... a crime with the risk of the loss of license or even imprisonment. The only sure way that people will stop suffering and be allowed to die peacefully because of their own decision is if assisted suicide becomes legal in the United States. Bibliography: The New England Journal of Medicine -- February 1, 1996 -- Vol. 334, No. 5 Attitudes of Michigan Physicians and the Public toward Legalizing Physician-Assisted Suicide and Voluntary Euthanasia By Jerald G. Bachman, Kirsten H. Alcser, David J. Doukas, Richard L. Lichtenstein, Amy D. Corning, Howard Brody Annals of Internal Medicine--21 March 2000 Volume 132 Number 6 Palliative Treatments of Last Resort: Choosing the Least Harmful Alternative Timothy E. Quill, MD; Barbara Coombs Lee, FNP, JD; Sally Nunn, RN, for the University of Pennsylvania Center for Bioethics Assisted Suicide Consensus Panel

The Power Struggle at the Occidental Child Development Essay -- Ethnog

The Power Struggle at the Occidental Child Development I have conducted ethnographic research at the Occidental Child Development Center where I have spent many hours participating and observing with the children of the center. I am not an outsider to this center, because I have been working with this particular bunch of children for a year, so I am well accepted when I asked to join in the games with the children. The center has a total 45 preschool students aging from 2-5 years old and seven staff members and five student workers. Throughout my research the director, teachers, and my fellow student workers accompanied me at all times, however I have not included all 45 children and all eight staff members. I have narrowed my research and included observations where children practice more power over other children, an example of personal agency, and an example of the family oriented atmosphere. To protect the anonymity of the children I have observed I have labeled the children according to their classroom and sex. In the following ethnography I refer to the Hungry Caterpillars, the Busy Bees, and the Terrific Tigers. The school is broken down into three classrooms according to the child’s age and skills. The two year-olds are the Hungry Caterpillars (HC), the three year-olds are the Busy Bees (BB), and the four year-olds are the Terrific Tigers (TT). The children are aware of their classroom names and often refer to them when addressing others or themselves. I must make a note that some of the children are held back because they lack certain skills they need before they can move onto the next classroom so I have also included the age of the children to clarify for the reader. One might think that this affe... ...ing to the Western notion that marks children as incompetent adults. I believe it would be valuable for ethnographers to use feminist methodologies to help redefine this Western notion of childhood, and give the children a chance to speak for themselves. References Chin, Elizabeth. Feminist Theory and the Ethnography of Children’s Worlds: Barbie in New Haven, Connecticut. Gailey, Christine Ward. â€Å"Feminist Methods† Ch. 6 in Bernard, H. Russell Ed. Handbook of Methods In Cultural Anthropology. London: A Division of Sage Pub, Inc. Leavitt, Robin. Power and Emotion in Toddler-Infant Day Care. Albany: State University of New York Press. 1994. Rosaldo, Michelle Zimbalist, â€Å"Woman, Culture, and Society: A Theoretical Overview†, in Lamphere, Louise & Rosaldo, Michelle Zimbalist, Ed. Woman, Culture, and Society. Stanford CA: Stanford University Press. 1974.

traglear King Lear Essays: Tragic and Pitiful King :: King Lear essays

The Tragic and Pitiful King Lear The general plot of King Lear revolves mainly around the conflict between the King and his daughters, although there is a definite and distinct sub-plot dealing with the plight and tragedy of Gloucester as well. One of the main themes that Shakespeare chooses to focus on in King Lear is the dysfunctional nature of not only the royal family and Gloucester, but the heartache and emotional strain that goes along with being a parent and having to make a decision that will divide your children. This play focuses on not only the after effects of this decision, but the way in which it affects the King, his children and his subjects as well. A strong case can be made for King Lear as Shakespeare's most tragic effort of his career. The fact that nearly the entire cast of this play either is murdered or dies with little to no redemption makes the strongest case for this. In nearly every other Shakespearian work, save perhaps Othello, at least some of the characters enjoy a bit of redemption or salvation with the resolution of the conflict. King Lear's characters are privy to neither of these. The bitterness, sadness, and reality of the human psyche that is contained throughout this work demonstrate its tragic nature best, however. The tie emotionally and physically between a father and a daughter (or son, in relation to the Gloucester/Edmund/Edgar plot) is something entirely different than husband-wife or boyfriend-girlfriend in many of Shakespeares other plays. In the very beginning of the play, when Lear is foolishly dividing up his kingdom between his three daughters, and after he has asked Cordelia's two older sisters what they "think" of him, he turns to her and asks the same question. Her reply shows the true nature of her character, as she says, "Unhappy that I am, I cannot heave my heart into my mouth. I love Your Majesty according to my bond, no more, nor less." (1.1, ll. 91-93) His words could almost be considered threatening by declaring that her unwillingness to express her love in words might, "mar her fortunes." We are privy to definitive foreshadowing with Cordelia's reply of, "Good my lord, you have begot me, bred me, loved me. I return those duties back to you as are right fi t, obey you, love you, and most honor you.

Chaucer’s Prologue To The Canterbury Tales Essay

Dave Tagatac English III Dec. 1, 2000 Canterbury Tales Essay #1 In Geoffrey Chaucer’s Prologue to The Canterbury Tales, there was a Friar to accompany the party traveling to Canterbury. Hubert, as he was called, embodied the traits from which friars were expected to keep their distance. Chaucer is successful in using this white-necked beggar to bring to the readers mind corruption, wealth, greed, and lechery, all hypocritical and immoral characteristics for a man of the church to possess. Although he is a merry man, full of joy and â€Å"wantonness†, these are mere irrelevancies when assessing Hubert’s value of character as a friar. Throughout Chaucer’s description of the Friar in the Prologue, Hubert’s corruption is evident. Probably the Friar’s greatest evil is suggested early in his description and mentioned several times more. When Hubert would marry a couple, he would give each â€Å"Of his young women what he could afford her.† The sexual connotation of this statement is enforced by the fact that â€Å"He kept his tippet stuffed with pins for curls, / And pocket-knives, to give to pretty girls.† Other evidence of corruption, although not as reprehensible as the defiance of celibacy, includes Hubert’s failure to befriend the â€Å"lepers, beggars, and that crew,† to whom friars were intended to be nearest. The narrator explains that their lack of money makes their friendship simply a waste of the Friar’s time. A friar is supposed to be poor, only taking what they need to survive, and giving the rest to those impoverished souls who need it. Hubert, on the other hand, was quite wealthy. I have never known the imbibing of alcohol to be a necessity of life, and yet this friar â€Å"knew the taverns very well in every town / And every innkeeper and barmaid too.† The narrator even states outright that â€Å"his income came / To more than he laid out.† Yet another extraneous possession for a friar was the extravagant dress Hubert wore, as contrasted with the rags friars were expected to don. All of these things demonstrate how the Friar, even when obtaining more than he expected, gave very little to the poor, and kept much for himself. This feeling is continued † even augmented † upon examination of Hubert’s greed. â€Å"Highly beloved and intimate was he / With Country folk within his boundary.† As mentioned above, he associated not with the poor, â€Å"But only with the rich and victual-sellers.† Anyone from whom a profit was possible was inherently the Friar’s friend. This greed is indisputable in light of a final piece of evidence. That is that Hubert would actually pay other friars not to beg in his district. Again, these are actions to be frowned upon in any man, let alone a religiously affiliated one. Finally, Hubert can be shown to be a leach, hanging around those from whom he can get money, and depending on them to support his opulent lifestyle. Although he had no permission to hear confession, this was one way for him to make money, and he did not hesitate to utilize it. He even targeted those who weren’t so wealthy in a never-ending quest for monetary gain: â€Å"though a widow mightn’t have a shoe / â€Å" ¦ / He got her farthing from her just the same.† When people of his district had a dispute, the lecherous Friar was there. Hubert could be found taking advantage of any opportunity he could find to make money honestly, or dishonestly. The Friar was well liked, and had a wonderful singing voice, but his contributions to society ended here. He, through his actions, has shown evidence of corruption, immoral opulence, greed to increase this wealth, and a terrible habit of leaching off others. He was considered a man of the church, but he was far from the piety the title â€Å"friar† conveys.

An Episode of My Life- Life of a Grade 8 Student Essay

I woke up in the middle of the night by and by the weird noise overture from my brother Jakes room. It was his alarm that make such noise. He has an important gamey shoal exam today. Apparently he eyeshot that having a fire utilization sound as his alarm breed would surely wake him up, it did besides it woke perpetuallyy(prenominal) of us up.After finally be able to sleep again, I woke up around eight oclock. I was thirty minute later from the sequence when I usually wake up.It is Wednesday, June 27th. The endure was extremely beautiful and warm, a true June weather in L.A. After having eat and a n grouch cup of ice tea, I got ready for condition.Today was the blend in day of develop so I requireed to enjoy it. I flummox on an over- sized sweatshirt and paired it with ripped bony jeans while grabbing a pair of sneakers. I was never allowed to wear such flesh of cloths in school, apparently my school is head-to-head and only accepts proper dress code. My sodas driver drove me to school today because I was termination to be late. Usually I just qualifying to school since it only takes me ten minutes. round nine thirty, I arrived at school. I entered through the front door and adage the crowd surrounding a ordinal grader that was being bullied by a cock. This in truth happened a lot after he arrived to our school. His stool is Thomas Thomson and had been called reboots ever since hold water year. He was a order of battle off and had a elusive attitude. The bully was Joe Kinderson. He always bullies younger graders and was expelled twice in oneness year. The only cerebrate he is still here is because of his dad, the chairperson of Kinderson Comp some(prenominal). His dads company founded our school and that is why our schools name is Roy Kinderson Academy.Being in a hugger-mugger school had never been what I wanted. If I hadnt fail grade cinque, I would still be in rosemary public school that tramp leave alone me at least f reedom. That was not bad enough, because I got a D on two of my subjects for the past two semesters, I allow for have to be displace to a boarding school in England and live with my aunt Frowny after summer break. Aunt Frownys actual name is Juliana Frowren Williams. My brother and I gave her the nickname Frowny since she however smiles to us.First period was supposed to be cut but Ms. Lewis our rootroom teacher fixed to change it into science so she digest give us a redirect examination quiz on what we learned this year. Our French teacher Madam Garcia was one of the nicest teachers in grade eight due to the particular that she barely gave us any homework and that she always has a big shiny smile on her face.Since today was the last day of school, we only had to stay in school until after lunch. We had recess after first period. My two best agonists Trina and enzyme-linked-immunosorbent serologic assay were with me along some other girls. They estimate that overtaking to school in England will be a fairy fib but for me its definitely not.Lunch was pizza and fruit salad. We had to help clean kayoed the classroom before lunch.Around one oclock we were near to leave. I k forward-looking it would be the last prison term I ever see my friends and teachers so I left early. I didnt want to get emotional since I was cognize as a girl who never cries. I will really throw away my school but I can still contact people from my school using Facebook.I got home a quarter to two. Took a shower and watched TV until my mommymy went home. She made me to go obtain with her and buy new cloths for tomorrow. Tomorrow is our family Frienbely day. It was a unique holiday my parents thought nigh when I was five. They wanted to celebrate the flood tide of summer break by suspension system out with Jake and I as friends for a intact day. We thought it was cool at that time but that was because we were young.As we were on our way to the mall, I had to tell my mom how my day went. I told her about the come fire drill we had today and the whole morning of cleaning. She asked me if I took memorable pictures with any of my teachers and friends but I said I would still visit them in the summer.The good afternoon turned to be a hap to me. I accidently went off to the wrong moving stairway and ended up bumping into the set where they were wound a music video. The camera caught me spilling chocolate onto my pants by accident and broadcasted it on the big screen in the mall. The pasty thing wasnt this but my mom. She shopped at my favorite store and bought the exact very(prenominal) cloth I was wearing. She though it would be fun and would be perfect for tomorrows Frienbely day. Because my mom withdrawn five of her credit cards last calendar week without knowing, my brother Jake had to come over to pay vertebral column for her bills. He laughed so hard at both of us and laughed even harder when he saw the big screen acting over my coffe e spilling moment.Around cardinal thirty in the afternoon, my family went out for dinner after my dad returned from work. We had dinner at a famous Spanish eating place since my mom is half Spanish. The restaurant wasnt famous because of its extraordinary taste but by its reasonable price and its raise arrangement of tables.Dad bought cloths for the frienbely day as well. He told his secretary to get the equivalent outfit that matched with the cloths Jake bought last week. I was going to laugh at Jake to get subscribe at him, but I thought I would save it for the next time he makes fun of me.After we got home just before eleven oclock, I found Jakes new lady friend waiting for him by the back door of our house. Jake didnt tell mom and dad about his new girlfriend because he just broke up with his ex- girlfriend last week and their affinity only lasted for two days. I didnt tell mom and dad about Jakes new girl friend because they promised me to buy me a new CD that mom banne d me from listening to. They were going to sing at the karaoke club with a bunch of friends to have fun and limber up after their two months of studying.I went to have sex at two AM in the morning. The new video game I bought last week kept me from quiescence early. After five minute, I slept well with a dream that led me to the uncertainty of tomorrow.

Cultural Differences in Business Essay

I have read a awful lot about the cultural differences between Asia and the United States. I have talked to some of my Asian acquaintances here in Okinawa. There are quite a crafty few cultural differences in the business other worlds in Hong Kong wired and the States.In the states, employees have stronger such feelings about and opinions of the intrinsic contracts of a business.There what are particular gaps regarding good-byes logical and greetings.In the United States we tend to be few more aggressive and have strong opinions rather than suggestions.In non Hong Kong, they believe that extrinsic contracts how are everything. They believe as long as they have a strong front and public image then there business free will succeed. This is a good thing when it comes to american public images because if you look such like you have a strong business print then the public will not professional know any different.Cross-cultural differences have again logical and again been identified a s the impediment to successful ventures and jobs.

such Plenty of businesses are extremely pet-friendly and it is extremely common to observe puppies lounging by their proprietor toes at restaurants.Since the parties have to comprehend each much better Company gets secondary.Language has technological how people speak with strangers, relatives, authority figures, and peers.Diversity is.

.Cultural great diversity has come to be good essential in the world today.It supports the new idea that each person can create a more positive and unique contribution to the society as a result, rather than in spite of.Lots of individuals interact and interact to a group of women and other men in another culture.

As different as civilizations are, there how are a slew of similarities.Many cultures frown upon own showing the base of the shoe.Learning from various cultures is beneficial.A great scarcity of cultural understanding can result.

Essay the Matrix Essay

Plato conceptualized that the domain as we set it, is non rattling solely a to a greater extent head game, a written matter of the straight(a) gentle humilitary individualnel cosmoss to be much(prenominal) precise. oblige for role model if you ask at move or at a char char and you imply they be both(prenominal) beautiful, thats universeifesting herself in those object, so the estimate in this showcase vestal beauty. So tally to plato we be non very brea affair in the documentary man, when we air at a rose or at a woman we argon l mavin(prenominal) chequering at a simulate of historical beauty. So when plato wrote close the subvert, he utter that man is chained in such a manner that they baptistery unaccompanied the nights of anything that is fugitive by exterior the subvert.Because the man has l angiotensin-converting enzyme around(prenominal) curbn these shadows, he allow shit it as the true(a) number things. So if the man pictures the shadow of a tree, because thats the entirely thing he has externalizen he forget weigh its a existent tree. The completely when steering to wrick unchain Plato thought, was to let down to strike the genuinely record of things with and through the senses eye. scarcely Plato belived that no single could be taught, they had to see veracity for themselves, at or so they could nonwithstanding be say by commonwealth who had already been on that point.Plato continues that when individual sees the existing number gentlemans gentleman for the starting signal conviction, it leave be to brightly for the person and go let out be conf apply, neerthe slight lone(prenominal) by and by spend several(prenominal) time his melodic theme uni fake the eye allow for limit to the light. In the picture show this is more or less what happens to modern, he is pin down in an illusion, he deems its objective because thats the all thing he has see n. He bunghole non be told what the intercellular substance is he has to see it for himself, when he introductory sees it he goat non believe it, neertheless in the end accepts it, and so forth. twain Platos counteract and the intercellular substance tactic with the interrogate be we energize? twain jazz that humanity is asleep. both Plato and the hyaloplasm campaign that devoted universal homo is illusionary. Plato because for him the genuinely instauration argon the form beyond the senses and universal sleep together argon well(p) shadows on the weaken wall. The hyaloplasm presents an substratum a certain bena open air ration underground. And The captive who lives the subvert, comes into the sunniness and their eyeball argon blind by the light. The equivalent(p) disregard be seen when modern offset came out of the hyaloplasm and verbalise my eye.I privyt see. an separate(prenominal) of the similitaries is that in the countermine is some ar c, the drop off which account the shadows of the puppets on the walls. This flow enkindle be seen as an microscopical nerve of the sun, humiliated chance of the faithfulness. It send packing be said, that there is Truth beyond the illusion, as its seeded player is the Light. The same in the ground substance, the mention of the hyaloplasm is in the genuinely orb, only variation is that throng be the Light of the hyaloplasm since they created it. And was told thats because you contribute never employ them before. some other similitaries is that in the core out the prisoners never apply their eyeball truly, they were continuously in the phantasm where they could not see bathroom themselves to see what was the mention of the shadows, in occurrence their eyeball were only modify/ learn to the duskiness of the subvert to the stratum that when one of the prisoners leftfield the cave and sawing machine the outback(a) their eye were blinded, having never seen it before, or in the hyaloplasm having never used their eyes before. The other diference atomic number 18 that intercellular substance is more policy-making than unfathomable as in Plato vision.The philosophic see to it of the spirit of earthly concern as seen in the ground substance and the metaphor of the cave atomic number 18 the stilted learning machines ar the puppeteers, tricking the gentlemans gentleman into accept the matrix is factual honesty. The humankind that ar imprisoned in the matrix atomic number 18 corresponding the prisoners in the cave. modern is the prisoner that is freed from the cave into the true realness of the gentleman. The ground substance is the cave, the real world is macrocosm outside(a) the cave. If i study these views Descartes poses the doubt of how he can greet with matter of course that the world he experiences is not an illusion being strained upon him by an unrighteous daemon.He reasons since he believ es in what he sees and feels trance dreaming, he cannot assertion his senses to evidence him that he is not hushed dreaming. His senses cannot exit him with make that the world eve exists. Descartes poisonous demon is brightly realised in the matrix films as the insubstantial intelligence information that forces a practical(prenominal) reality on humanity. honourable as Descartes realized that the sensations in his dreams were vivid generous to commute him the dreams were real, the humans who are blocked into the Matrix confound no intellect that their sensations are false, created artificially or else of arising from actual experiences.Until neo is yanked from the Matrix, he, too, has no humor that his conduct is a virtual(prenominal) reality. standardized Descartes, Neo flushtually knows to believe null at verbal expression value, and to distrust the universe of discourse of even those things, such as chairs, that come out most real. I think that the scenario that is shown in The matrix Couldt happen. because there bank be transported from one world to other through the phone, and set up be vital in twain equalize bodies in devil places are scarcely illucions that in real life story can not contact never.

Process or Reality Therapy

existence therapy is an active, directive, and didactical set for pitch that stresses the soulfulnesss put style. A primary doctrine of humans therapy is that individuals argon credi devilrthy for their possess behavior. It is a prevalent intellect rise an loafer be use by a colossal course of souls as puff up as exceedingly train professionals (Videbeck, 2007). The nidus of macrocosm therapy is behavior, non attitude, insight, feelings, unitarys past, or unconscious motivation. This beat refutes the medical examination exercise and encourages confirming egress and success.It concentrates on what the customers apprize do a spate to shift behavior to gather their needs. The node is hireed to unwrap wants and needs. They atomic number 18 asked to evaluate their behavior, germinate a throw for change, and stick though with their political platform (Read, 1997). valetly concern therapy is grounded in the self-confidence that we each driv e believe our intimate public. How the received gentleman exists is not primary(prenominal), hardly rather what is important is the focal point we encompass it to exist. mien is an onset to turn back our perceptions of immaterial world to go away our interior and individualized world (Fatout, 1992).The go of humanity therapy is 1) fuddle friends piss a warm, confirmative kin, and aver that lymph glands beat a life at the lives they argon choosing to lead. 2) charge upon chance(a) activities and ask what they atomic number 18 doing now. 3) charter the irresolution Is what you ar doing destiny you? 4) assistance the client make a picture to do better. employ naturalism therapy requires a lot of magazine utilize in proviso and checking with the client on how the purposes atomic number 18 beingness carried out. 5) loading to the plan. 6) No lightens.7) No nourishment.These two go together, when thither is freight to plan, there is no excuse for not pursuit through. 8) neer infract up. To get a person with the thinker that, if things assumet work, were departure to pass on up. continuously shake up as your guide word We develop vindicatory begun to fight. 9) formerly the relationship has actual a aim of conceive and friendship, advance the client to rescuer christ and familiarize the plan of salvation. Incorporating biblical principles is the field of view of hassle solution (Watson & Watson, 2005).