Difficult Preschool Behavior free essay sample

Working with preschoolers can be fun and energizing however it can likewise be tiring and a test. They are at the age where they need to learn new things. They are loaded with vitality and questions. At this age, they are a bunch, and when you have a study hall brimming with preschoolers you should be readied. For this situation, we see Jane Chambers a preschool instructor, utilizes powerful methodologies to run her study hall easily. The methodologies are expectation and redirection, regular backings, materials/space, cornerstone practices, joint effort, structure and schedules, and uncover reasons. The main procedure is a significant one for preschoolers. It was know as expectation and redirection. This is the point at which you envision that something may occur and you redirection a kid before you have an issue. For the situation, you can see a case of expectation with the building site. This site is a region in the room where the kids can play like development laborers. We will compose a custom article test on Troublesome Preschool Behavior or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Mrs. Chamber has picked the materials for this site. In expectation that youngsters may battle about the apparatuses, there is nobody sledge or one cap of one shading. Mrs. Chambers diverts a youngster who is perched on the sofa watch other kid do a riddle. She diverts the kid to painting in stead of sitting on the sofa. Redirection is an approach to occupy or divert the kid from an unfortunate conduct into a progressively suitable activity† (Marion, 1999). With preschool age youngster redirection is an incredible method to deal with undesirable conduct. The following methodology is common backings. These are the least nosy backings since they happen normally in the environmental factors (Bauer, 2004). In youth, the best help is backing of their friends.

Reflection on My Portfolio Essay -- Personal Narrative Writing

Reflection on My Portfolio Writing has entranced me since the beginning. I was consistently a very dynamic youngster, yet all I expected to settle down was a decent book. The universes made from the page inside my psyche were wondrous and stunning. Nonetheless, I never envisioned that I would turn into an English Literature major in school. In the same way as other others before me, I wasn’t sure what you could do with an English major however educate or compose, neither of which I anticipated doing. A business or the executives major appeared to be significantly more handy. In spite of these second thoughts, I realized that I needed a significant that I appreciated instead of one that was a â€Å"safe bet.† Therefore, when an educator of mine made me fully aware of the entirety of the potential outcomes, it didn’t take long for me to choose. Presently I can unquestionably say that my English major has given me important encounters and showed me countless exercises that will help me in my vocation life as well as in my own life too. I have had the option to build up my composition and inventive capacity with the goal that regardless of where I go or what I do I can benefit as much as possible from it. I additionally have the brilliant capacity to think about my life through looking at writing and making associations and appearance in my own life. As I get ready to leave Loras I am sure that my English Literature Major has arranged and completely qualified me for whatever is to come. At the point when it came time to choose which papers to remember for my portfolio I was in a significant situation. The vast majority of the papers I wrote in my school profession were spared electronically. Shockingly, some specialized issues came up and I lost these. This mishap essentially diminished my alternatives. Be that as it may, while this deterrent might be viewed as a catastrophe, in all actuality it ended up being a... ...ate with an English Literature Major, I realize that the Literature has consistently been a solid topic in my life. Recollecting me as a kid, I see myself stuffing a towel in the break of my room entryway so my folks wouldn’t see that the light was (on the grounds that I was secretively perusing as opposed to resting as I should). Or then again thinking back to secondary school, I was casted a ballot generally athletic, however I wasn’t a run of the mill muscle head. Or maybe, I was the understudy competitor who conveyed a book on the transport and read as opposed to playing a game of cards with different young ladies. These encounters laid an example in my life. Since I am moving on from school, I consider my To be Portfolio as the zenith of my adoration for writing; yet I don't consider it to be the end. I realize that as I proceed onward in my life, my encounters as a writing significant will never leave me and will help me in all that I do.

Strategy Of Oil Spill Disaster In The Gulf Of Mexico Essay

Methodology Of Oil Spill Disaster In The Gulf Of Mexico - Essay Example In the long stretch of April, the year 2010, a stage for deepwater boring in the Gulf, found fifty miles from the Louisiana coast upset and sank because of a blast. A few endeavors to seal the top the very much kept on being purposeless requiring tremendous volumes of oil to spill and spread to the shores. The spills came to the extent the swamps Louisiana. The organization that was behind the oil-boring endeavor was the British Petroleum. The impacts of this catastrophe are huge and cut over a few segments going from the economy to the natural supportability. The oil spillage undermined the business of in excess of 400 types of natural life. The ocean creatures whose lives were most undermined incorporates fish, whales, and shrimps along with a few types of flying creatures. The land creatures generally influenced by the debacle were the white-followed deer, dim fox a few creatures of land and water like the snapping turtle and the crocodile. The monetary expenses emerging from the spillage in the Gulf were immense (The Daily Green 2010, p.1). For example, by June 2010, the administration had paid $ 62 million as pay cases to 26,500 the inhabitants in the Gulf of Mexico. Moreover, the back up plans will probably spend up to $ 1.5 billion in pay. Near 12, 000 inhabitants of Louisiana are presently jobless because of oil slicks in the Gulf (The Daily Green 2010, p.1). For example, by June 2010, the administration had paid $ 62 million as remuneration cases to 26,500 the inhabitants in the Gulf of Mexico. Moreover, the back up plans will probably spend up to $ 1.5 billion in remuneration. Near 12, 000 inhabitants of Louisiana are presently jobless because of oil slicks in the Gulf (The Daily Green 2010, p.1). This isn't the underlying time the British Petroleum industry has needed to stand up to a debacle. A processing plant that the organization claims in the city of Texas encountered a huge blast in 2005.

The violin Essay Example | Topics and Well Written Essays - 1000 words

The violin - Essay Example This The violin work plots the beginning and use of this instrument. The name violin is an English word got from a Latin word vitula, which means stringed instrument in English. This suggests the instrument was not an English creation and just increased a great deal of conspicuousness in the United Kingdom in the sixteenth century following its broad use in the advanced Italy. The violin was played a great deal in Italy and turned out to be a piece of the Italian social legacy. Probably the most commended musician and violin producers, for example, Gasparo da Salã ² and Giovanni Paolo Maggini among numerous others were all Italians. The instrument assumed a job in the advancement of the cutting edge salsa move, which unintentionally was a piece of the Italian legacy as well. The spread of the instrument to different pieces of the world came about because of colonization and the resulting industrialization in the late eighteenth century. Italians spread all through the world to the Americas and different pieces of Europe taking their way of life with them. In doing as such, others started valuing the instrument in music creation. Celine Dion one of the current artists who have utilized violins in the majority of her melodies is a Canadian however of Italian better than average. The utilization of the instrument has today procured a worldwide acknowledgment and increase by various individuals from everywhere throughout the world. The improvement of the instrument has focused on the alterations of its highlights and expansion of style to make it look progressively excellent and produce better quality sounds. (Bartruff, 1989). Among the normal highlights of a violin are the strings. This is a crucial piece of the instrument commanded with the creation of the sound. The strings nailed to the tail stretch the whole length of the instrument and pass right to the upper most piece of the instrument called the parchment. In the antiquated Greek and Roman days, the strings were made of sheep gut, these were pieced, extended and dried to the ideal quality to deliver top notch sound and last more. With the current innovative headways, the strings are today made of steel or aluminum. Moreover, while in the antiquated day the individuals depended distinctly on the instrument to engage, the cutting edge mechanical improvements permit the sound to go through different machines that supports its benefit and quality. These make chronicles and music creations simpler. Moreover, the instrument wins the capacity to engage an enormous number of individuals notwithstanding is little size and the moderately low solid it produces. Tunings are other fundamental pieces of the instrument. These manage the quality and pitch of sound that each stroke of the stri ngs produces. The tunings look like those found in a guitar and are set at the parchment end of the instrument. These are projecting stick toward the finish of the instrument on which the strings wind. The musician hence utilize these to change the snugness of the strings relying upon the note of the music required. Without the tunings, the strings may effectively break; the tunings gives the strings a recompense to loosen in this way keeping any neural connections from inadvertent pulls. In spite of the various points of interest and reasons for the tunings, their essential capacity is to manage the pitches of the sounds created. Withdraws from other hand are most certainly not

Common App Essay on Common App Questions - Sample Essays for Common App Challenge

Common App Essay on Common App Questions - Sample Essays for Common App ChallengeThis is a quick summary of the five sample Common App Prompts. You can use them in your resume. They're easy to add to your computer and print out. Here are their addresses:I've listed these five on review sites. You can also read summaries of this essay on Common App Format. You can also find the sample essays online, but these five are pretty easy to find and make a great resume answer.Degree One has been in business for some time. They sell security equipment and other common school supplies. If you need a regular supply of paper, pens, notepads, and pencils, this is the site to go to.This is a link to grammar question you may be asking yourself. Look for it. It will tell you what software they recommend you use, the type of software, and other relevant tips.On this Common App site, you'll find a job-search guide, information about job fairs, and resume writing tips. This is a good site for quick tips on the Common App Challenge.This is for busy moms who can't leave the house but want to make sure the kids are well taken care of while they're there. This website includes kid health, education, entertainment, and even activities for parents. You might like it, or you might not.Maybe you are out of town and your family can't come to visit, but want to check in on them. Check out this online journal that includes a postcard, an email newsletter, and a daily snapshot of the family. It's also a good way to keep in touch with them, without giving up the drive.These five sample essays on Common App Challenge will help you get started in answering the Common App prompt, Common App Challenge Essay on Common App Questions. You should take advantage of them.

Technology into the Classroom Essay Online For Free - Free Essay Example

What are the advantages and disadvantages of incorporating technology into the classroom with a specific focus on non-ICT lessons? The use of Information Communication Technology (ICT) in education has been described as engaging, enabling and transformative (Clark et al. 2009; Prensky, 2010). ICT can improve both personalisation and collaboration, providing tools and experiences that can aid social and independent learning (OHara, 2008; Selwyn et al. 2010). Throughout non-ICT subjects, technology can help to create an enabling environment, founded on communication and interaction (OHara, 2008, p.29). ICT can also structure childrens understanding of curriculum content in non-ICT lessons, while helping them to develop knowledge of processes that will be of significant use in their future lives (DfES, 2006). However, only one in four schools are succeeding in employing ICT to enhance learning across the curriculum, which suggests that there are barriers to the effective use of ICT in non-ICT lessons (BECTA, 2009). While developing practical skills with technology is essential, children will also need to cultivate a reflective, metacognitive awareness (Flavell, 1979, p.908) of their own creative and safe engagement with ICT in order to use it effectively in non-ICT lessons (Sharples et al. 2009). This concept has been defined as e-confidence and is a key concern for teachers when planning learning experiences involving ICT (QCA/N AACE, 2007). A framework of possibilities for using ICT throughout the curriculum has been developed by the National College of School Leadership (Blows, 2009). This matrix involves a progressive scale of e-words, which describe the increasing effectiveness of ICT as a tool to transform learning and develop childrens higher-order thinking skills (Blows, 2009; Bloom, 1956). The ICT and Learning matrix can be seen in Fig.1: Fig.1 ICT and Learning: e-words matrix (Blows, 2009) By referencing this matrix against other educational theories, it will be argued that embedding technology into non-ICT has the potential to extend and empower learners (Blows, 2009). However, the key point is that ICT needs to be used to support, challenge and   empower learners, rather than simply being exchanged for traditional teaching methods in order to meet national agendas (Blows, 2009). Blows (2009, no page numbers) emphasises the importance of using ICT to enhance learning, rather th an simply exchange it with traditional resources. Furthermore, Prensky (2010) recognises the limitations of using technology just for the sake of it. For example, using an iPAD or SMARTboard as a dynamic, problem-solving device for group work in mathematics or geography would be beneficial to supporting cognitive development (Adey, 1992). However using these technologies as basic presentation tools, or only to display multimedia content would be a less effective use of the resources. Tondeur et al. (2006, p.963) assert that schools concentrate too much on teaching the practical use of ICT programs, rather than using technology to improve learning, collaboration and cognition. ICT is still seen as separate from other subjects and needs to be embedded into non-ICT subjects more organically (Tondeur et al., 2006). However, this should not be at the detriment of traditional skills, for example map reading and measuring in geography. Conole (2007, p.82) recognises three fundamental sh ifts in education since the beginning of the twenty-first century: from a focus on information to communication, [à ¢Ã¢â€š ¬Ã‚ ¦] from a passive to more interactive engagement, and [à ¢Ã¢â€š ¬Ã‚ ¦.] from a focus on individual learners to more socially situative learning. The implication is that technology must be harnessed to extend learners, rather than passively replacing previous resources (Blows, 2009). By successfully integrating technology into non-ICT subjects, ICT can create collaborative experiences that are both engaging and more effective than was previously possible (OHara, 2008). For example, students can use the internet to research and share knowledge, and use creative computer programs in collaboration with other social groups. However, a disadvantage of using ICT is that it can hinder students cognitive and problem-solving by providing too much support (OHara, 2008). An interactive database in science is beneficial to learning, but should not over-simplify l earning as this would be to the detriment of student progression and understanding. In contrast, the new Computing Programmes of Study (DfE, 2013) suggest that students need practical skills in computing before ICT can be used to enhance non-ICT subjects. ICT can be advantageous in non-ICT subjects as long as it balances practical application with collaborative and creative learning. Technology can be employed in non-ICT lessons to support children in creating material for specific purposes and audiences, using various modes of communication (Bearne, 2003). An example of this could be setting up a class blog in Literacy or Art lessons with which pupils could display and discuss their work and learning, using photos and sound files to create their own multimodal blog-site. Richardson (2009, p.27) argues that blogs are a truly constructivist tool for learning and can therefore be employed by teachers to engage and structure learning. It has been suggested that while formal writing can be described as independent monologue, blogging should be regarded as a conversation (Selwyn et al. 2010, p.30). ICT allows childrens work to be dynamically shared with parents and family on a regular basis, resulting in the continuation of learning outside of school and improved links to the community. However, while ICT can provide a supportive learning framework or resource, this relies on the teacher to guide children through progressive stages of learning (Wood et al. 1976). The use of ICT in non-ICT lessons relies on the presence and planning of a skilled teacher who recognises how to harness technology to improve learning, rather than just replace, for example, existing literacy practices. When embedding ICT into non-ICT lessons, the teacher should act as a facilitator and enabler, using technology as a tool to increase learning possibilities for a group of children working at different attainment levels (Prensky, 2010). Technology can enhance learning by connecting th e elements of exploration, contribution and completion (Richardson, 2009). An example is the proposal that video games can engage reluctant learners (DfES, 2005). Young pupils may have become disengaged by a digital divide between their home use of ICT, and the ICT that they have access to in school. Therefore, using games as a learning resource in Mathematics or Geography could create links between home interests and school classroom cultures (Sutherland-Smith et al. 2003, p.31). Using ICT to connect curriculum areas has the potential to increase social participation in schools and reengage disenfranchised learners (Clark et al. 2009). An example of this concept is the video game Wild Earth: African Safari on Nintendo Wii; in which the player is a photojournalist touring the Serengeti National Park, taking photos of indigenous animals. This game could be used to actively demonstrate a different part of the world to young learners, which would be impossible without ICT. Children could subsequently create paintings, drama or simply discuss what they have seen to improve collaboration and cognition (Hong et al. 2009). ICT can therefore enhance cultural understanding and critical thinking in non-ICT subjects (Hague and Payton, 2010). However, the teachers selection of game, or other ICT resource, must be relevant to the learning experience and support the achievement of learning objectives, so that technology is not simply replacing traditional resources (Learning and Teaching Scotland, 2010). Structured by their interactions with ICT, children can develop communication skills that will prepare them for the future. However, it could be argued that ICT is never a substitute for real experiences. It should instead be viewed as a tool for improving non ICT-lessons. This example demonstrates that ICT offers teachers a set of virtual tools that can enhance learning in non-ICT lessons (Simpson and Toyn, 2012, p.1). However, students will need to be taught how to use these tools effectively so that they can employ them in non-ICT subjects. ICT in other subjects requires additional training and instruction, which may detract from general teaching and learning time (Simpson and Toyn, 2012). Using technology in non-ICT lessons is all about balance, with the teacher needing to balance ICT with traditional and transitional learning skills in order to support progression. ICT can enhance (Blows, 2009) learning experiences in non-ICT lessons by structuring the development of skills and understanding. However, Prensky (2010, p.72) proposes that there is a difference between a learning experience being relevant to children and being real. Rather than providing passing allusions to childrens interests, teachers must use ICT to find ways to help children connect with real issues. ICT must be employed in authentic and purposeful contexts (Loveless, 2003, p.102) to empower learners (Blows, 2009) so that they can achieve a greater understanding of a to pic in non-ICT lessons. An example is using video-conferencing technology to create links between the classroom and other areas, and broaden the landscape for learning. A teacher could set up a conversation with a school in a different location, with a contrasting community but similar issues. Classes could ask each other questions and describe their school and community environments. This would support the development of speaking and listening skills, alongside personal [and] social development (DfCSF, 2008, p.13). By linking learning to other places and communities, ICT can create a wider community of practice in non-ICT lessons, where young children recognise that education and learning are not isolated to their school location (Wenger, 1999, p.4). Technology can therefore have a positive and transformative effect (Wheeler and Winter, 2005) by allowing children to develop personal reflection during purposeful social participation (Richardson, 2009). However, young people ne ed to recognise how to utilise technology to support their ongoing learning. Hague and Payton (2010, p.8) argue that education systems need to help young people to understand and benefit from their engagement with digital technology and digital cultures.   ICT supports and extends (Blows, 2009) both independent and social progression, but young people need to recognise how to use technology as a tool to expand their learning in non-ICT lessons. An appraisal of advantages and disadvantages of using ICT in non-ICT lessons needs to investigate potential problems and highlight areas of concern. Critics argue that early computer use can affect young childrens vision and physical development, leading to a possible deficit in the advancement of their motor skills (AfC, 2000). Furthermore, technology can often fail to work, which could disrupt lessons and demotivate learners in non-ICT lessons (OHara, 2008). Practitioners also need to be knowledgeable enough to successfully integr ate ICTs into teaching and learning, and this is reliant on available budgets for high quality training (OHara, 2008). A lack of expertise can be a limiting factor that can negate the potential of ICT to improve learning across the curriculum (Beetham, 2007, p.32). Similarly, students may have different skill-levels with ICT, so the teacher needs to incorporate this into lesson planning in the same way that they would differentiate by ability in core subjects (Hague and Payton, 2010). Perhaps the most debated area of concern of using ICT across the curriculum is that of e-safety (Sharples et al. 2009). The integration of ICT into non-ICT lessons must be supported by a comprehensive school e-safety policy (Byron, 2008). The supposed moral panic (Bennett et al. 2008, p.775) associated with childrens use of ICT, particularly the internet, can create pedagogical difficulties for teachers. A balance must be achieved between encouraging pupils to participate in creative, collaborative activities in non-ICT subjects, while also protecting them from risk (Sharples et al. 2009). Prensky (2009) asserts that adults should not simply instruct young learners about the risks associated with using ICT. Children must also develop digital wisdom in order to understand safe practice and an awareness of their identity as users of technology (Prensky, 2009, p.11). The topic of e-safety shows that incorporating technology into non-ICT lessons has simultaneous advantages and disadvantages that need to be diligently managed by the school, the teachers, and by the students themselves. The use of technology in non-ICT lessons can engage learners and enhance learning experiences (Wheeler and Winter, 2005). However, the integration of ICT into classroom practice requires balance so that it does not detract from physical and social development (AfC, 2000). ICT can be embedded into learning activities to improve collaborative learning (DfES, 2006), yet it also supports the personali sation of activity and assessment. Activities involving ICT should negotiate a balance between creativity and safety, in order to adhere to the schools e-safety policy (Sharples et al. 2009). Children need to develop practical skills in ICT, alongside a social and cognitive awareness that will help them to succeed in a technology-driven society. An essential part of using ICT in non-ICT lessons is that young children are gradually encouraged to recognise the difference between information and knowledge (Nutt, 2010). ICT provides new means to investigate and retrieve information (BECTA, 2009) and empowers learners (Blows, 2009) with new modes of communication (Bearne, 2003). However, these benefits would prove irrelevant without the transformation of information and digital discourse into knowledge and understanding. Technology can have huge advantages for learning in non-ICT lessons, while the disadvantages and barriers can be managed by educators. However, ultimately, it is not what ICTs children are using across the curriculum, but what they are using them for that really matters for the future. References Adey, P. (1992) The CASE results: implications for science teaching. International Journal of Science Education. 14 (2) pp.137-146. AfC (2000) Fools Gold: a critical look at computers in childhood. [Online]. Available at: https://www.allianceforchildhood.org/fools_gold (Accessed: 6th Oct 2015). Bearne, E. (2003) Rethinking literacy: communication, representation and text. Reading, Literacy and Language. 37 (3) pp.98-103. BECTA (2009) Bectas Contribution to the Rose Review. [Online]. Available at: https://clc2.uniservity.com/GroupDownloadFile.asp?GroupId=20115174ResourceId=2892751 (Accessed: 7th Oct 2015). Beetham, H. (2007) An Approach to Learning Activity Design, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.26-40. Bennett, S., Maton, K. and Kervin, L. (2008) The digital natives debate: A critical review of the evidence. British Journal of Educational Technology. 39 (5) pp.775-786. Bloom, B.S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, in Bloom, B.S. (ed.) Taxonomy of Education Objectives, Handbook 1: Cognitive Domain. New York: McKay, pp.201-207. Blows, M. (2009) E-words for ICT and classroom creativity. National College of School Leadership. [Online]. Available at: https://future.ncsl.org.uk/ShowResource.aspx?ID=812 (Accessed: 7th Oct 2015). Byron, T. (2008) Safer Children in a Digital World: the Report of the Byron Review. Nottingham: DCSF Publications. Clark, W., Logan, K., Luckin, R., Mee, A. and Oliver, M. (2009) Beyond Web 2.0: mapping the technology landscapes of young learners. Journal of Computer Assisted Learning. 25 (1) pp.56-69. Conole, G. (2007) Describing learning activities à ¢Ã¢â€š ¬Ã¢â‚¬Å" tools and resources to guide practice, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.81-91. DfCSF (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DfCSF Publications. DfE (2013) Computing programmes of study: key stages 1 and 2. DfE. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 6th Oct 2015). DfES (2005) Harnessing Technology: Transforming Learning and Childrens Services. Nottingham: DfES Publications. DfES (2006) 2020 Vision: Report of the Teaching and Learning in 2020 Review Group. Nottingham: DfES Publications. Flavell, J. (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. 34 (10) pp.906-911. Hague, C. and Payton, S. (2010) Digital Literacy Across the Curriculum. Bristol: Futurelab. Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K. and Chang, H-Y. (2009) Assessing the educational values of digital games. Journal of Computer Assisted Learning. 25 (5) pp.423-437. Learning and Teaching Scotland (2010) About Game Based Learning: w hat children learn. [Online]. Available at: https://www.ltscotland.org.uk/usingglowandict/gamesbasedlearning/about/understanding.asp (Accessed: 6th Oct 2015). Loveless, A. (2003) Role of ICT. 2nd edn. London: Continuum. Nutt, J. (2010) Professional Educators and the evolving role of ICT in schools: Perspective Report. [Online]. Available at: https://www.cfbt.com/evidenceforeducation/our_research/evidence_for_schools/school_improvement/the_role_of_ict_in_schools.aspx (Accessed: 7th Oct 2015). OHara, M. (2008) Young children, learning and ICT: a case study in the UK maintained sector. Technology, Pedagogy and Education. 17 (1) pp.29-40. Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate 5 (3) pp.1-9. [Online]. Available at: https://www.innovateonline.info/index.php?view=articleid=705 (Accessed: 6 Oct 2015). Prensky, M. (2010) Teaching Digital Natives: Partnering for Real Learning. London: SAGE. QCA/NAACE (2 007) E-Learning: What is it, why it is important and how it will develop? [Online]. Available at: https://www.shambles.net/elearning/publications/elearning_naace_aug07.pdf (Accessed: 6th Oct 2015). Richardson, W. (2009) Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. 2nd edn. London: SAGE. Selwyn, N., Potter, J. and Cranmer, S. (2010) Primary Schools and ICT: Learning from Pupil Perspectives. London: Continuum. Sharples, M., Graber, R., Harrison, C. and Logan, K. (2009) E-Safety and Web 2.0 for children aged 11-16. Journal of Computer-Assisted Learning. 25 (1) pp.70-84. Simpson, D. and Toyn, M. (2012) Primary ICT Across the Curriculum. 2nd edn. London: SAGE. Sutherland-Smith, W., Snyder, I., and Angus, L. (2003) The Digital Divide: differences in computer use between home and school in low socio-economic households. Educational Studies in Language and Literature. 3 (1-2) pp.5-19. Tondeur, J., Van Braak, J. and Valcke, M. (2006) Curricula and the use of ICT in Education: Two Worlds Apart? British Journal of Educational Technology. 38 (6) pp.962-976. Wenger, E. (1999) Communities of Practice à ¢Ã¢â€š ¬Ã¢â‚¬Å" Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wheeler, S. and Winter, A. (2005) ICT à ¢Ã¢â€š ¬Ã¢â‚¬Å" Winning Hearts and Minds, in Wheeler, S. (ed.) Transforming Primary ICT. Exeter: Learning Matters, pp.7-25. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry. 17 (2) pp.89-100.

What Is Literature Essay - 1778 Words

Since the 18th century, the definition of the concept literature has become a problematic and a controversial issue among various literary schools. What is literature? What are the qualities that distinguish a literary text from a non-literary one? Does literature have any particular function in society? These are some crucial questions whose answers were supposed to limit and define the scope of literature. However, various literary and critical schools have advanced different and contradictory responses to these same questions, which have consequently led to a failure in producing an authoritatively established definition of literature. This failure can be ascribed to many reasons, but because the length of the paper doesnt†¦show more content†¦This new sense, which was ascribed to the development of printing, was a specialization Â… to the printed word and especially the printed books with certain quality [imaginative works] (Williams, 46). To elaborate on this definition, R. Wellek and A. Warren have stated that in all of them [the printed books with certain quality], the reference is to the world of fiction, of imagination (Wellek and Warren, Theory of Literature, 25). However, a simple review of the history of prose narrative forms would show that this definition of literature as a category of fictional and imaginative writings is irrelevant. Many writings which were written as anthropological documentaries were making use of fiction, while many other fictional works were given the status of documentary and factual writings. All travelogue writings and western historiography between the middle ages and the twentieth century are good examples to illustrate this point. Works like T.E. Lawrences Seven Pillars of Wisdom, W.M. Thackerays From Cornhill to Cairo, Kingslakes Eothen, and Sir Thomas Mores Utopia made use of both fact and fiction. Moreover, at the time of their appearance, most of these works were conceived of by the western audience as factual and documentary writings. Later on, due to some historical and political changes in the world, these writings became conceived of as fictional and imaginary works.Show MoreRelatedWhat Is Literature Es say689 Words   |  3 Pages12:00 What is Literature? Poems, novels, and stories; these are some of the things that first came to my mind upon pondering on the question What is Literature?. And just lately I have known that literature also includes songs, speeches, plays, and many others in written and spoken forms. I have also known that things that are produced out of creative imagination can be referred as literary works which are the ones that comprise literature. Considering this description of what literature is, theRead MoreWhat Is Literature Review?3725 Words   |  15 Pages 4. What is literature review? Discuss in not less than 2000 words Introduction: as a general rule, researchers should first investigate previous research to see whether or not others may have already addressed similar research problems and must acquaint themselves with the relevant literature. Literature review is used to help the researcher link concepts from other sources to his or her research, a good literature review require a balance. A literature review often forms part of a larger researchRead MoreWhat Is Literature Writing?2296 Words   |  10 Pagesdistinguishable from other pieces of writing by their creative, or artistic intent. 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More Than, As Often As...These Are Comparative Adverbs

Comparative adverbs express relative superiority or inferiority. Superiority, the idea that something is more or (greater) than something else, is expressed with plus in French. Inferiority, meaning that something is less than something else, is stated with moins. You can also express equality with comparatives, to state that something is as (great) as something else; in French, there are two possible equivalents to this: aussi and autant. French Comparatives 1. In French comparatives, you use stressed pronouns after que, rather than subject pronouns. For example, Il est plus grand que moi Hes taller than me.2. Comparative adverbs are most commonly used with adjectives, but you can also use them with adverbs, verbs, and nouns. These comparisons have slightly different constructions for each part of speech. Click in the summary table below for detailed lessons. Construction of  French Comparative Adverbs Comparisons with... Required word order Adjectives plus/moins/aussi + adjective + que + noun/pronoun plus/moins/aussi + adjective + que + adjective plus/moins/aussi + adjective + que + temporal adverb Adverbs plus/moins/aussi + adverb + que + noun/pronoun plus/moins/aussi + adverb + que + adverb plus/moins/aussi + adverb + que + temporal adverb Nouns plus/moins/autant de + noun + que + noun/pronoun plus/moins/autant de + noun + que + de + noun plus/moins/autant de + noun + que + temporal adverb Verbs verb + plus/moins/autant que + noun/pronoun verb + plus/moins/autant que + pronoun (+ ne) + verb verb + plus/moins/autant que + temporal adverb    When comparing with adjectives, use plus (adjective) que for superiority, moins (adjective) que for inferiority, and aussi (adjective) que for equality.Adjective: vert (green)  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Like all adjectives, the adjectives used in comparatives have to agree with the nouns that they modify, and therefore have different forms for masculine, feminine, singular, and plural. The comparative itself, however, is invariable:Masculine singular  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Feminine singular  Ã‚  Ã‚  plus verte (greener)  Ã‚  Ã‚  moins verte (less green)  Ã‚  Ã‚  aussi verte (as green)Masculine plural  Ã‚  Ã‚  plus verts (greener)  Ã‚  Ã‚  moins verts (less green)  Ã‚  Ã‚  aussi verts (as green)Feminine plural  Ã‚  Ã‚  plus vertes (greener)  Ã‚  Ã‚  moins vertes (less green)  Ã‚  Ã‚  aussi vertes (as green)Note: The above i s true for all adjectives except bon and mauvais, which have special comparative forms for superiority. Types of Comparisons with Adjectives 1. Compare two nouns with one adjective.  Ã‚  Ã‚  David est plus fier que Jeanne.  Ã‚  Ã‚  David is prouder than Jeanne.  Ã‚  Ã‚  Jeanne est moins fià ¨re que David.  Ã‚  Ã‚  Jeanne is less proud than David.2. Compare one noun with two adjectives.  Ã‚  Ã‚  Jean est aussi riche que travailleur.  Ã‚  Ã‚  Jean is as rich as (he is) hard-working.  Ã‚  Ã‚  Jeanne est plus sympa quintelligente.  Ã‚  Ã‚  Jeanne is nicer than (she is) smart.3. Compare an adjective over time.  Ã‚  Ã‚  Jean est moins stricte quavant.  Ã‚  Ã‚  Jean is less strict than before.  Ã‚  Ã‚  Jeanne est aussi belle que toujours.  Ã‚  Ã‚  Jeanne is as beautiful as ever. Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚   Jean est plus grand.  Ã‚  Ã‚  Jean is taller.  Ã‚  Ã‚  Jeanne est moins fià ¨re.  Ã‚  Ã‚  Jeanne is less proud. When comparing with adverbs, use plus (adverb) que for superiority, moins (adverb) que for inferiority, and aussi (adverb) que for equality.Adverb: prudemment (carefully)  Ã‚  Ã‚  plus prudemment (more carefully)  Ã‚  Ã‚  moins prudemment (less carefully)  Ã‚  Ã‚  aussi prudemment (as carefully)Note: The adverb bien has a special comparative form when expressing superiority. Types of Comparisons with Adverbs 1. Compare two nouns with one adverb.  Ã‚  Ã‚  Jean lit plus lentement que Luc.     Jean reads more slowly than Luc.   Ã‚  Ã‚  Jeanne à ©crit moins souvent que Luc.  Ã‚  Ã‚  Jeanne writes less often than Luc.2. Compare one noun with two adverbs.  Ã‚  Ã‚  Jean travaille aussi vite que gentiment.  Ã‚  Ã‚  Jean works as quickly as (he does) helpfully.  Ã‚  Ã‚  Jeanne à ©crit plus soigneusement quefficacement.  Ã‚  Ã‚  Jeanne writes more carefully than (she does) efficiently.3. Compare an adverb over time.  Ã‚  Ã‚  Jean mange plus poliment quavant.  Ã‚  Ã‚  Jean eats more politely than before.  Ã‚  Ã‚  Jeanne parle aussi fort que toujours.  Ã‚  Ã‚  Jeanne speaks as loudly as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean lit plus lentement.  Ã‚  Ã‚  Jean reads more slowly.  Ã‚  Ã‚  Jeanne à ©crit moins souvent.  Ã‚  Ã‚  Jeanne writes less often. When comparing with nouns, use plus de (noun) que for superiority, moins de (noun) que for inferiority, and autant de (noun) que for equality.Noun: livre (book)  Ã‚  Ã‚  plus de livres (more books)  Ã‚  Ã‚  moins de livres (fewer books)  Ã‚  Ã‚  autant de livres (as many books) Types of Comparisons with Nouns 1. Compare the amount of a noun between two subjects.      Jean veut autant damis que Luc.  Ã‚  Ã‚  Jean wants as many friends as Luc (has).  Ã‚  Ã‚  La France a plus de vin que lAllemagne.  Ã‚  Ã‚  France has more wine than Germany.2. Compare two nouns (note that the second noun must also be preceded by de).  Ã‚  Ã‚  Jean a plus dintelligence que de bon sens.  Ã‚  Ã‚  Jean has more brains than sense.  Ã‚  Ã‚  Jeanne a autant damis que dennemis.  Ã‚  Ã‚  Jeanne has as many friends as enemies.3. Compare a noun over time.  Ã‚  Ã‚  Jean connaà ®t moins de gens quavant.  Ã‚  Ã‚  Jean knows fewer people than (he did) before.  Ã‚  Ã‚  Jeanne a autant didà ©es que toujours.  Ã‚  Ã‚  Jeanne has as many ideas as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean veut autant damis.  Ã‚  Ã‚  Jean wants as many friends.  Ã‚  Ã‚  La France a plus de vin.  Ã‚  Ã‚  France has more wine. When comparing verbs, use (verb) plus que for superiority, (verb) moins que for inferiority, and (verb) autant que for equality.Verb: voyager (to travel)  Ã‚  Ã‚  voyager plus (to travel more)  Ã‚  Ã‚  voyager moins (to travel less)  Ã‚  Ã‚  voyager autant (to travel as much) Types of Comparisons with Verbs 1. Compare a verb between two subjects.  Ã‚  Ã‚  Jean travaille plus que Luc.  Ã‚  Ã‚  Jean works more than Luc (does).  Ã‚  Ã‚  Jeanne a à ©tudià © autant que Luc.  Ã‚  Ã‚  Jeanne studied as much as Luc (did).2. Compare two verbs.*  Ã‚  Ã‚  Jean rit autant quil pleure.  Ã‚  Ã‚  Jean laughs as much as he cries.  Ã‚  Ã‚  Jeanne travaille plus quelle ne joue.  Ã‚  Ã‚  Jeanne works more than she plays.*When comparing two verbs, you need:  Ã‚  a) a pronoun referring back to the subject in front of the second verb  Ã‚  b) after plus and moins, the ne explà ©tif before the second verb3. Compare a verb over time.  Ã‚  Ã‚  Jean lit moins quavant.  Ã‚  Ã‚  Jean reads less than (he did) before.  Ã‚  Ã‚  Jeanne à ©tudie autant que toujours.  Ã‚  Ã‚  Jeanne studies as much as always.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean travaille plus.  Ã‚  Ã‚  Jean works more.  Ã‚  Ã‚  Jeanne a à ©tudià © autan t.  Ã‚  Ã‚  Jeanne a à ©tudià © autant. Additional Resources French comparatives and superlativesIntroduction to comparativesComparatives with adjectivesComparatives with adverbsComparatives with nounsComparatives with verb

Preventing and Controlling Sooty Mold Tree Disease

Sooty mold appropriately and exactly describes the disease, as it looks just like chimney soot.  Ascomycete  fungi, which includes many genera, commonly  Cladosporium  and  Alternaria are usually the offending fungal organisms.  Although unsightly, it seldom damages the tree but it can look nasty in the landscape. The pathogens are dark fungi growing either on the honeydew excreted by sucking insects  or on exuded sap  material coming from leaves of certain trees. These sucking insects can include aphids and scale insects and sooty mold may occur on any tree but is most commonly seen on boxelder, elm, linden, and especially  maple trees. More on Honeydew Honeydew is a sugary,  sticky liquid secreted  by sucking, piercing  insects as they feed on plant sap. The insect feeds itself by using a special mouthpart that penetrates  the soft tissues of plant foliage, soft stems and most particularly for aphids, the tender underside of leaves. These soft-bodied insects produce the honeydew as a liquid waste product via the gut but will not harm your tree. Its a real problem on  everything beneath and around the tree that is exposed to the syrup and then colonized by sooty mold. Prevention of Sooty Mold Sooty molds are associated with high temperatures and increased stress brought on by limited moisture. During drought, aphid populations and their honeydew production typically increase on foliage undergoing moisture stress. One prevention method for the mold is keeping plants and trees well-watered and controlling the soft-bodied insect population is very important. Control of Sooty Mold Sooty molds can be indirectly controlled by reducing populations of sucking insects that excrete honeydew. Use the appropriate recommended chemicals that control aphids and other sucking insects. The appropriate chemicals  your trees need for these sucking insects might be applying horticultural oil  during the dormant season  followed by an insect growth regulator in the mid-summer. Also, a good washing of infested trees foliage (if possible) can dilute the honeydew and wash off the mold. This alone may be all that is needed.

Economics Of Happiness Is Useful For Assess Overall...

Introduction (Given) There has always been interest in understanding what makes people happy (Thus) The economics of happiness is important to improve policy that impacts well-being (How) By using longitudinal data and original research to draw conclusions on happiness Chapter 1: The Economics of Happiness (Given) The economics of happiness is useful to assess overall welfare of an individual (Thus) Economics of happiness is complementary to income-based measurements of welfare (Because 1) Income-based measurements of happiness provide limited information (Because 2) Easterlin Paradox reveals methodological challenges of the economics of happiness, remains unresolved across countries (For example) People answer questions in a†¦show more content†¦(Thus) Development levels are unimportant in deciding on determinants of happiness (Because 1) Across studies, wealth and employment lead to higher levels of happiness (For example) Russia and Latin America share similarities with the United States, including marriage, employment, education, health (Because 2) Surveys across developing nations reveal similar patterns across populations (For example) Central Asian ethnic minorities happiness is largely based on income and socio-economic status (For example) Cuba and Eastern Europe are similar as a result of economic transitions

Perfect Competition - 2278 Words

Pure Competition ANSWERS TO END-OF-CHAPTER QUESTIONS 21-1 Briefly state the basic characteristics of pure competition, pure monopoly, monopolistic competition, and oligopoly. Under which of these market classifications does each of the following most accurately fit? (a) a supermarket in your hometown; (b) the steel industry; (c) a Kansas wheat farm; (d) the commercial bank in which you or your family has an account; (e) the automobile industry. In each case justify your classification. Pure competition: very large number of firms; standardized products; no control over price: price takers; no obstacles to entry; no nonprice competition. Pure monopoly: one firm; unique product: with no close substitutes; much control over price: price†¦show more content†¦What can you conclude about the structure of the industry in which this firm is operating? Explain. b. Graph the demand, total-revenue, and marginal-revenue curves for this firm. c. Why do the demand and marginal-revenue curves coincide? d. â€Å"Marginal revenue is the chang e in total revenue associated with additional units of output.† Explain verbally and graphically, using the data in the table. Total revenue, top to bottom: 0; $2; $4; $6; $8; $10. Marginal revenue, top to bottom: $2, throughout. (a) The industry is purely competitive—this firm is a â€Å"price taker.† The firm is so small relative to the size of the market that it can change its level of output without affecting the market price. (b) See graph. (c) The firm’s demand curve is perfectly elastic; MR is constant and equal to P. (d) True. Table: When output (quantity demanded) increases by 1 unit, total revenue increases by $2. This $2 increase is the marginal revenue. Figure: The change in TR is measured by the slope of the TR line, 2 (= $2/1 unit). 320 Pure Competition 21-4 (Key Question) Assume the following cost data are for a purely competitive producer: Average fixed cost $60.00 30.00 20.00 15.00 12.00 10.00 8.57 7.50 6.67 6.00 Average variable cost $45.00 42.50 40.00 37.50 37.00 37.50 38.57 40.63 43.33 46.50 Average total cost $105.00 72.50 60.00Show MoreRelatedPerfect Competition and Monopoly1722 Words   |  7 PagesQuestion 3 Perfect Competition and Monopoly (a) I. Explain perfect competition and monopoly market structures, and identify the key factors that distinguish them. Perfect Competition Market In economic theory, the perfect competition is a market form in which no producer or consumer has the power to influence prices in the market. According to the website wordIQ.com, in order to classify the market is a perfect competition market, the market must match below criteria: 1. 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Triumph of Humility and Fierce Resolve †Free Samples to Students

Question: Discuss about the Triumph of Humility and Fierce Resolve. Answer: Introduction: According to Collins (2005), organizations can become great when their leader is at level 5, a chief executive officer (CEO) who is capable of blending genuine personal humility with an intense professional will. Collins (2005) acknowledge that level 5 is the highest hierarchy of leadership capabilities in any organization. These kinds of leaders can drive their respective companies from great to greatness. However, the other levels of leadership (highly capable individual, contributing team member, competent manager, and effective leader) can produce results but not up to level 5, where we have the executive, to elevate organizations from mediocrity to sustainable excellence (Collins, 2005). As such, for companies to survive the current competitive business environment, their leaders must stand out as well as possess the strong professional will and personal humility. At level 5, executives demonstrate an unwavering decision to do everything possible with an aim of producing the bes t long-term results irrespective of the challenges that may come their way (Collins, 2006). Moreover, they exercise personal humility by demonstrating a compelling modesty, while shunning public adulation, and never boastful of their achievement. Applying the concepts of "level 5 leaders" Westpac Bank Australia CEO, Brian Hartzer (Westpac Group, 2018), ideally fits the cadre of a level 5 leader. According to Smith (2017), Westpac Group (2015), and Upton (2015), Brian has been the face of transformation at Westpac Bank. He has led various innovative projects that have sustained the bank's performance to date. Westpac Group (2015) acknowledge that various strategies (service leadership, digital transformation, performance discipline, new growth highways, and workforce revolution) implemented by the management through Brian has inspired growth and success of the organization. Furthermore, Upton (2015) and Smith (2017) describes Westpac Bank CEO to possess the strong professional will and personal humility. As such, the CEO is a level 5 leader. Despite Brian Hartzer being a transformational and innovative leader, there are challenges that every successful organization face, to which, he is not an exemption. Such challenges include; severe limits of time, unpredictability, an expectation of change, the personification of the company, and visibility. Other additional challenges are; obtaining the right information, limits of power, reporting to the board of directors, and broader scope of operations. Therefore, this report will highlight the evidence of each challenge in respect to Brian Hartzer as the CEO of Westpac Bank Australia. Porter and Nohria (2010) acknowledge that CEO's are at the epitome of decision making in any organization. They exercise ultimate power and have the responsibility of making critical decisions. Nevertheless and Nohria (2010) observes that despite CEO's being the epitome of decision making, they do not make all decisions. Interestingly, they report to the board of directors for decisions made within the company. As such, Brian Hartzer has the responsibility of reporting to the board of Westpac Group on the progress of the company. If anything goes wrong, it is the responsibility of the CEO to respond to such unfortunate occurrences to the board. Therefore, reporting to the board put CEO's at cross-roads on responding to miscalculated decisions made by junior employees. It poses a challenge to their competence especially if the decision hurt the company's finances. As stated by Westpac Group (2018), Westpac is the oldest company in Australia and the leading banking institution in New Zealand. With such breadth of operations, Westpac Group has broader operations that may pose a challenge to the management. Notably, Westpac Group (2017) annual report shows that Westpac Group engages in various business activities like consumer banking, business banking, ATM alliance, Westpac Institutional Bank, Westpac New Zealand, BT financial group, Pacific banking, Westpac Migrant Banking, and Banking alliance for women plus sixteen subsidiaries. Such a broad base of operations present accountability challenges to the CEO. Making decisions and overlooking the entire operations requires professional will and personal humility (Collins, 2005). Lacking such level 5 leadership qualities can lead to the collapse of a company. Another challenge CEOs face is the limits of power. Lafley (2009) observe that CEOs are answerable to the board of directors. Every important company decision should seek the permission of the board. Moreover, the board of directors evaluates and accept the proposal or reject. In this scenario, CEOs are limited to major organizational decisions they make. As such, Brian Hartzer, being a CEO, he is affected by such limits of their power. When there are issues or problems to be sorted in any organization, getting the right information is key to finding lasting solutions. However, CEOs of large organizations like Westpac Group may find it challenging to obtain the right information from a subsidiary. For example, obtaining the right information from Hastings Forestry Investments Limited (Westpac Group, 2017), a subsidiary of Westpac Group, may be a challenge if the management of the subsidiary is engaging in unethical activities. Therefore, CEOs may obtain manipulated information from various managers who are not level 5 leaders which may harm the company. CEOs often face visibility challenges in day to day running of their organizations. In essence, leaders can only fix what they can see and manage only what they are aware of (Hassell, 2017). Lacking visibility can hinder the performance of a company. Moreover, visibility enables CEOs to give other managers the confidence to let employees do their jobs. However, granting such freedom may cost the company if employees operate outside the vision of the company. And when employees make mistakes, the management are the ones held responsible, and as such, answerable to the board. Hassell (2017) observes that managers who lack visibility of their companies often tend to personify the company. They develop a tendency to want to do everything and pressuring managers to do what they want irrespective of the laid down performance charter. In a bid to perform and seek validation from the board of directors, some CEOs control their middle-level managers. Collins (2005) recommends that competent managers organize people and resources to enhance the efficient and effective pursuit of the organizational objective which some CEOs overstep to make it a personal business. Upon commencing their duties, CEOs are faced with the expectation of high performance within a short period of time. The time horizon put by the owner or board of directors pressure CEOs thus presenting performance challenges to them. They are required and expected to bring major results and changes to the table starting week one. It is only level 5 leaders with a strong personal will to accommodate such challenges (Collins, 2005). Porter and Nohria (2010) acknowledge that CEOs are expected to bring change to organizations they lead. However, the time frame to inspire that change may be short to achieve required outcome. At times, the company may be having limited resources and yet they are required to achieve goals of their companies. Customers, on the other hand, do expect change from new CEOs which may not be achievable to their expectations. Another challenge that CEOs face is the unpredictability of the market. Stiff competition, technological changes, and unpredictable consumer demand may lead to loses which complicate the lives of CEOs. Post (2017) observes that marketplace competition, market oversaturation, and virtual workplace are increasingly taking over some businesses. Westpac Group CEO has to think ahead to avert any possibility of being found unaware. Therefore, this calls for constant research to avoid a collapse of any nature (Porter Nohria, 2010). According to Porter and Nohria (2010), CEOs have the responsibility to spearhead the vision and mission of their companies. Like Brian Hartzer, more responsibility on their way present severe limits of time. His attention is required within the headquarters and other subsidiaries. Moreover, he has to deliver on the organizational mandate. As such, CEOs like Brian may work late into the night to just complete daily responsibilities. This is a real challenge that faces CEOs. Moreover, leaders at level 5 can build enduring greatness by combining professional will plus personal humility to succeed. References Collins, J. (2005). Level 5 Leadership: the Triumph of Humility.On leadership, 10. Collins, J. (2006). Level 5 leadership: The triumph of humility and fierce resolve.Managing Innovation and Change,234. Hassell, D. (2017). To succeed in business, managers need more visibility. Retrieved from https://www.15five.com/blog/succeed-business-managers-need-visibility/ Lafley, A.G. (2009). What only the CEO can do. Harvard Business Review. Retrieved from https://hbr.org/2009/05/what-only-the-ceo-can-do Porter, M.E. Nohria, N. (2010). What is Leadership? The CEOs Role in Large, Complex Organizations. Post, J. (2017). The 10 biggest challenges for CEOs in 2017. Retrieved from https://www.businessnewsdaily.com/3625-new-year-challenges.html Smith, P. (2017). Brian Hartzer backs tech to be driving force as Westpac enters third century. Financial Review. Retrieved from https://www.afr.com/technology/enterprise-it/brian- hartzer-backs-tech-to-be-driving-force-as-westpac-enters-its-third-century-20170330- gva3ek Upton, L. (2015). What makes new Westpac CEO Brian Hartzer tick. Ruby Connection. Retrieved from https://rubyconnection.com.au/insights/ruby-picks/westpac-ceo-brian- hartzer-exclusive.aspx Westpac Group, (2015). Brian Hartzer, Westpac Chief Executive Officer, Westpac Group. Third Century Banking. Trans-Tasman Business Circle. Sydney. Retrieved from https://www.westpac.com.au/docs/pdf/aw/media/key-note- speeches/Brian_Hartzer,_Third_Century_Banking,_Sydney.pdf Westpac Group, (2017). Annual report. Proudly supporting Australia for 200 years. Retrieved from https://www.westpac.com.au/content/dam/public/wbc/documents/pdf/aw/ic/2017_Westpa c_Annual_Report_Web_ready__Bookmarked.pdf Westpac Group, (2018). The Executive Team. Retrieved from https://www.westpac.com.au/about-westpac/westpac-group/executive-team/

Minaret Building and Apprenticeship †Free Samples to Students

Question: Discuss about the Minaret Building and Apprenticeship. Answer: Introduction Architectural design seeks integrating engineering and architectural into various potential ways that blends innovative design of architecture with top-notch engineering concepts. The current essay analyses and critically evaluates Bond Bryans Sandwell College UK. Sandwell College situated in Spon Lane, West Bromwich accommodates around 10000 part time and full time students in a single structure. It depicts a neo-futuristic architectural design with a distinctive waveform roof that features AshZip standing seam system of roof in stucco-embossed aluminum. The building has a high quality BREEAM rating as well as the 130-meter long AshZip roof system with optimized weathertight integrity. The AshZip was installed as a double skin roof construction that includes quilt insulation as well as linear panel that helps in achieving U value of 0. 20 Watt per meter square Kelvin (0.20 W/m2K). The neo-futuristic elements of architecture have become an integral element for the creative process-ge nerating emergence of artistic modes that would have been impossible before the advent of computer technology. Sandwell College is an example of such materially rich and complex structure. Bond Bryan and Interserve uses the word Jigsaw for describing the convoluted and rapid process of reservation and understanding of Sandwell College. The current essay has analyzed and evaluated the design of Sandwell College and commented on the architect designs in institutions significance of the project. Sandwell College has also been compared to other similar neo futuristic buildings of UK. The AshZip elements contribute towards high-precision concave areas as well as tight convex eaves. The AshZip spacer support has been fitted around roof perimeter zones for providing extra protection against wind uplift. Adequate wind and snow load analysis have been undertaken in the construction that outstand the design flexibility and configuration with unique benefits of seamless integration (Mcrma.co.u k, 2017). Neo futuristic architecture projects traditional aesthetics, and depicts the contemporary life that is based on two critical issues of motion and machine. According to Ballantyne (2013), futuristic architecture includes simplicity integrated with dynamics of architecture reinforced in concrete, steel, glass, iron, cardboard, textile fiber, substitute softwood, brick and stone that helps in incorporating maximum lightness and flexibility. Neo futuristic architecture also exhibits extreme strength and quality (Bashir, 2015). Neo futuristic architecture through initiates calculation and designs using computer based structural analysis and drafting software. Horizontal and perpendicular lines are not used in futuristic architecture, instead oblique lines and elliptical lines are used which are largely dynamic and have an expressive power higher compared to that of horizontal and perpendicular lines. A fundamental characteristic of futuristic architecture includes transition as well as wi ll lapse. With increase in technology and extended computer aided tools, machinery and techniques, the construction, design and drafting of complex architectures have become very easy. As per Ching (2014), the complex architectures are supported by detailed structural analysis and design methods that provide solution to extremely impossible solution to highly complicated structures and impart strength and durability to them. Unlike olden times, structures presently are not constructed with resources based on experience estimation but on detailed mathematical estimation for making the project economically feasible (Ching, 2014). Sandwell College is a seven storey tall, state-of-the-art campus building centrally located at West Bromwich. The college in UK has an iconic architecture that replaces other former campuses as well as accommodations of about 10000 full as well as students of part-time within a single, modern, ultra purpose location built (Crinson, 2013). Facilities at the new building central campus includes centre for specialist automotive, hairdressing and beauty salon, suites for computer, engineering and science laboratories, workshops for construction, studios of photography and fashion, a sports hall and a 170 seated theatre (Dovey, 2014). The trainee dental nurses help in practicing the simulated surgery as well as tourism students gets the opportunity to get training in a refurbished Boeing 737 aircraft. The cabin has been provided to them to get a hand on experience of a plane in working condition. According to Hale (2015), the total area for the building is around 25000 m2, which has a dis tinctive and beautiful waveform roof. The roof features Ash and Lacys AshZip system of standing seam roof in aluminum stucco-embossed. The building has received a good rating as per BREEAM standard and the total length of the roof sheets is optimization providing weather tight integrity (Kalogirou, 2015). AshZip roof provides zero penetration roofing systems that enhance the flowing waveform roofs. Pre formed AshZip elements helps in contributing towards tight convex eaves and concave areas. AshZip has been installed as an integrated double skin construction for roof that includes quilt insulation system and panel liner for achieving a U value of approximately 0.20 W/m2K (Krrholm, 2014). Full height and extruded halters were deployed for reducing the installation time when compared to top sheet attachment methods. 100 mm Ash and Ash grid spacer supports is used for providing extra wind uplift protection. Ash and Lacy also provided technical support for designing the team through completion of early stages. The involvement included snow and wind load analysis that was undertaken in conjunction with engineer of the project. Detailed audits and site inspection of construction were undertaken during construction as well (Kim et al. 2015). Sandwell College also demonstrates AshZip desing flexibility that helps in configuration of curves of wide ranges and waveforms such as taperes, steel coated, zinc and copper finishes. AshZip is approved by the BBA offering unique benefits of seamless integration that helps Ash and Lacy to be comprehensive and envelope building solution as well as components. Sandwell College has a product of AshZip (Leatherbarrow, 2015). The primary architect being Bond Bryan Architects, main contractors of bond Bryan College is Interserve. The structure has been designed by Sinclair Knight Merz and serves for education purpose. Bond Bryan has 48 employed architects that designed Sandwell College. West Bromwich where Sandwell College is located is a small town northwest to Birmingham having a total population of 75405 (Liou, 2014). It has a long history before 12th Century making the town a connection between Shrewbusy and London. The town generally contains Victorian era buildings in abundance. After World War I of 1914, the houses built for the local inhabitants became unfit for habitation by humans, as they were old and unhygienic. According to Mac Ginty (2013), the sanitation was very much inadequate with decaying and the homes were becoming danger to safety and health of the inhabitants. After the world war was over, local councils of West Bromwich started to build new homes for providing shelter to people that have lost their homes. However, numerous 19th and 20th century buildings are present in West Bromwich. The first council housing was built in 1920 on the estate of Tantany to the North of town ce ntre (Marchand, 2017). West Bromwich council of County Borough in the region built several council houses. Largest development of houses developed in the Northern town that included Estate of Charlemont Farm around Walsall Road as well as estate of Friar Park, which is near to borders of Wednesbury. The Sandwell Council had borrowed a total amount of 70 million GBP for leasing it to Sandwell College that provides the new sixth centre form for complementing the recently opened town central campus. Tesco that helps in development of extra store as well as shopping centres known as the New Square built on top of old hospital has procured a large portion of the town. The only two modern neo futuristic architectures in West Bromwich are The public and The Square (Mcrma.co.uk.web18.testurl.co.uk, 2017). The public is an art and venue gallery built for multipurpose in West Bromwich, West Midlands, England. The art centre provided the largest Tesco, a multiplex cinema, retail centers and restaurants. The public is developed by Will Alsop architects creating attraction to around 400000 visitors each year brining leading international and national artists to town. New Square is a leisure and shopping venue located in West Bromwich with over 40 restaurants and shops including Tesco extra, Card factory, Charlie Brown and other major brands of the area (Martindale, 2017). Although The public and New Square both are considered, as grade A buildings of West Bromwich, Sandwell College has a better aesthetic view and beauty integrated with serenity in the architecture compared to other two buildings. The public follows a linear block architecture that is patterned outside with vibrant color and exotically designed windows. The windows glow at night providing a mysterious outlook in the dark. The windows are patterned non-uniformly that depicts blend of linear with non-linear structure. The color that has been chosen for the structure is charcoal black with pink shading to create a vibrant catchy and trendy outlook. It depicts a feminine outlook and the lighting is distinctive making it look fresh and new. The square on the other hand has a white linear structure. It is a simple structure with some outstanding glass decorations outside the buildings. According to Murphy (2013), different shops and retail outlets are scattered in a linear fashion throughout the building. The building rather depicts an open courtyard gathering numerous shops being clustered as a family. Finally, Sandwell College depicts a wavy structure with a sober color matching the surroundings. The neo futuristic architecture provides a full purpose utility roofing systems that serves as an excellent aesthetic purpose as well as drains storm water effectively without retention. Sandwell college structure has a well furnished glass walls which is both tough and durable compared to the other buildings. Sandwell College depicts a well blended connection between unsymmetrical aspect of the structure and linear module. Sandwell College has a tremendously large architecture that is the largest technical academy of West Bromwich and hence forms the most essential elements of West Bromwich regeneration of Town centre. The seven-storey building used an unusual seed pod reception structure. The lightings and interior trussing are magnificently blended with flamboyant color. Exterior architectural coloring, flooring, walling and roofing systems highlights excellence in structural integrity and style (Mcrma.co.uk, 2017). The graceful Sandwell College has become an iconic structure striking through the posed permanent. Elegance in Architecture makes it a fashion not bounded by time. The structure provides aesthetics an imparted visual identity to the buildings. The performance, behavior and structure of the building provide component faade elements. Structural from having aesthetically appealing driven engineering considerations have been highlighted in Sandwell College. Elegant design although highlighted by The public and The square are less creative, satisfactory, efficient and economical compared to Sandwell College. The college exhibits elegance as well as structural art without having a structural; engineering design. However one thing which is common among The public, The square and Sandwell College is that they exhibit neo futuristic architecture in a town that has majority of the buildings built prior to 90s (Schuppe, 2017). Innovative structure has been blended with charming futuristic desig n for the generation that is cladded in stainless steel as well as built as flattened arch centenary in case of the roofing system for the college. The curved roof of Sandwell College can be compared to that of The Riverside Museum designed by the Zaha Hadid Architects and constructed majorly by BAM Construct UK Ltd. The difference between the roofing system of The Riverside Museum and Sandwell College is that riverside museum has a zig zag linear structure while Sandwell college depicts a parabolic rounded structure. From an aethectic point of view Sandwell college looks better as well as has enhanced water drainage system. The large glazed panels of Sandwell College can be compared to that of fagus shoe factory designed by Walter groups and Alfred Meyer. It highlights a modern construction structure however not an enhanced aesthetically beautiful structure have likes that of Sandwell College. According to Zhu (2013), Jiangsu Provisional museum also highlights similarity with Sandwell College in terms of different sized windows. The Sandwell College depicts non-uniformity of window size and highlights an overall balance between uniform and non-uniform structure. Repetitions of the floor are compared to Rwi University of Zurich. Rwi university of Zurich also repeats floors with a neo futuristic design similar to that of Sandwell College. Structure aesthetics of Sandwell College is comparable to Kings Cross-station of London, which is a Victorian era building. The structural symmetry makes it aesthetically appealing as well as iconic. The Refurbishment of the roof through structural steel makes it look like a reversed waterfall with white grid of steels that swoops up from ground and cascades over the head (Ballantyne, 2013). However, Sandwell College is an unsymmetrical structure that provides aesthetically appealing outlook blending the architectural beauty and unsymmetrical. Birmingham library has beautiful lighting systems with adequate BREEAM standard rating efficiency of the lights. The lighting provides efficient luminescence within the library hall with not too much bright lighting and not too much dull lighting. Lighting systems of Sandwell College can also be compared to that of Birmingham Library with much more efficient BREEAM standards and installations done with precise lighting engineering. Lights withi n the buildings are positioned at strategic locations to effectively light up spaces properly. Flooring of the Sandwell College is well furbished with highly durable strong flooring systems. However, Rwi University of Zurich has a flooring system in which students sit in a hanging oval shaped balcony. As per Ching (2014), each class is positioned on the floor and can be accessible around well. Well communication among the floors is present as well. Another college designed by Bond Bryan architects depicts a linear block model structure. The glazed window can be compared to that of Sandwell College however; the overall architecture does not depict much innovativeness as well as uniqueness (Architectsjournal.co.uk, 2017). Conclusion It can be concluded that as the beauty of snake (serpentine) lies in the twisting and turning of the snake structure, the beauty of Sandwell College also lies in its twisted and turning structure. According to Hale (2015), snake has a passive and aggressive aesthetic attraction that allures danger. The snake resembles both danger as well as beauty perfectly blended into a common body. Sandwell College provides a contrasting depiction of the snake and its serpentine structure of twisting and turning. The structure provides aggression and passivity suggesting a slithery, squirmy and ancient subconscious with modern neo futuristic design concepts. The twisted, turning and wavy AshZip seam roofing system provides both aesthetic as well as characteristics of performance. BBA certified with mobile roll forming units that are efficient in achieve concave and convex curves with a tight radius, a mobile curve technology is incorporated. A radial roof on plan can be if enables attractive archi tectural features such as high quality gauge materials and ease of installation throughout the building life (Kalogirou, 2015). AshZip also provides Sandwell College to incorporate exceptionally attractive and stylish solar PV systems on almost every roof that needs to be refurbished. The mobile roll forming system helps the roof to be rolled on site any time as per the requirements. Judging on the characteristics of Sandwell College, it is found to be much more visually attractive better than the glazing, window size, roofing, flooring, lighting and other elements of architecture. Reference Architectsjournal.co.uk. (2017). Bond Bryan's school conversion of Alsop's The Public [online], Retrieved 3 May, 2017, from https://www.architectsjournal.co.uk/buildings/bond-bryans-school-conversion-of-alsops-the-public/8672179.article. Ballantyne, A. (Ed.). (2013).What is architecture?. Routledge. Bashir, A. M., Suresh, S., Oloke, D. A., Proverbs, D. G., Gameson, R. (2015). Overcoming the challenges facing lean construction practice in the UK contracting organizations.International Journal of Architecture, Engineering and Construction,4(1), 10-18. Ching, F. D. (2014).Architecture: Form, space, and order. John Wiley Sons. Ching, F. D. (2014).Building construction illustrated. John Wiley Sons. Crinson, M. (2013).Empire building: Orientalism and Victorian architecture. routledge. Dovey, K., Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage.The Journal of Architecture,19(1), 43-63. Hale, J. (2015). The Extended Self: Architecture, Memes and Minds. He, Z., Jiang, W., Schalley, C. A. (2015). Integrative self-sorting: a versatile strategy for the construction of complex supramolecular architecture.Chemical Society Reviews,44(3), 779-789. Kalogirou, S. A. (2015). Building integration of solar renewable energy systems towards zero or nearly zero energy buildings.International Journal of Low-Carbon Technologies,10(4), 379-385. Krrholm, M. (2014). Interobjectivity in architectural research and theory: towards a meta-theory of materiality and the effects of architecture and everyday life.The Journal of Architecture,19(1), 64-80. Kim, J., Ong, G. K., Wang, Y., LeBlanc, G., Williams, T. E., Mattox, T. M., ... Milliron, D. J. (2015). Nanocomposite architecture for rapid, spectrally-selective electrochromic modulation of solar transmittance.Nano letters,15(8), 5574-5579. Leatherbarrow, D. (2015).Topographical stories: studies in landscape and architecture. University of Pennsylvania Press. Liou, S. R. (2014). An Analysis and Comparison on lvaro Sizas Architectural Works in Asia.Journal of Architecture,88, 79-104. Mac Ginty, R., Richmond, O. P. (2013). The local turn in peace building: A critical agenda for peace.Third World Quarterly,34(5), 763-783. Marchand, T. (2013).Minaret building and apprenticeship in Yemen. Routledge. Martindale, K. A. (2017). Introduction.The Journal of Architecture,22(1), 1-3. Mcrma.co.uk. (2017). Sandwell College. Retrieved 3 May, 2017, from https://mcrma.co.uk.web18.testurl.co.uk/wp-content/uploads/2015/08/AL-Sandwell-College-NWS.pdf. Mcrma.co.uk.web18.testurl.co.uk (2017). Sandwell College [online], Retrieved 3 May, 2017, from https://mcrma.co.uk.web18.testurl.co.uk/wp-content/uploads/2015/08/AL-Sandwell-College-NWS.pdf. Murphy, M., McGovern, E., Pavia, S. (2013). Historic Building Information ModellingAdding intelligence to laser and image based surveys of European classical architecture.ISPRS journal of photogrammetry and remote sensing,76, 89-102. Schuppe, A. W., Newhouse, T. R. (2017). Assembly of the Limonoid Architecture by a Divergent Approach: Total Synthesis of ()-Andirolide N via ()-8-Hydroxycarapin.Journal of the American Chemical Society,139(2), 631-634. Zhu, Z., Qiu, J., Yan, K., Yang, S. (2013). Building high-efficiency CdS/CdSe-sensitized solar cells with a hierarchically branched double-layer architecture.ACS applied materials interfaces,5(10), 4000-4005.

The Great Gatsby - The American Dream Essays - The Great Gatsby

The Great Gatsby - The American Dream The Great Gatsby The Great Gatsby, a novel by F. Scott Fitzgerald, is about the American Dream, and the downfall of those who attempt to capture its illusionary goals. This is a common them central to many novels. This dream has varying significances for different people but in The Great Gatsby, for Jay, the dream is that through wealth and power, one can acquire happiness. To get this happiness Jay must reach into the past and relive an old dream and in order to do this he must have wealth and power. Jay Gatsby, the central figure of the story, is a character who longs for the past. Surprisingly he devotes most of his adult life trying to recapture it and, finally, dies in its pursuit. In the past, Jay had a love affair with the beautiful and seemingly innocent Daisy. Knowing he could not marry her because of the difference in their social status, he leaves her to accumulate his wealth to reach her economic and social standards. Once he acquires this wealth, he moves near to Daisy, "Gatsby bought that house so that Daisy would be just across the bay (83)," and throws extravagant parties, hoping by chance she might show up at one of them. He, himself, does not attend his parties but watches them from a distance. When his hopes don't show true he asks around casually if anyone knows her. Soon he meets Nick Carraway, a cousin of Daisy, who agrees to set up a meeting, "He wants to know...if you'll invite Daisy to your house some afternoon and then let him come over (83)." Gatsb y's personal dream symbolizes the larger American Dream where all have the opportunity to get what they want. Later, as we see in the Plaza Hotel, Jay still believes that Daisy loves him. He is convinced of this as is shown when he takes the blame for Myrtle's death. "Was Daisy driving?" "Yes...but of course I'll say I was." (151) He also watches and protects Daisy as she returns home. "How long are you going to wait?" "All night if necessary." (152) Jay cannot accept that the past is gone and done with. Jay is sure that he can capture his dream with wealth and influence. He believes that he acted for a good beyond his personal interest and that should guarantee success. Nick attempts to show Jay the flaw of his dream, but Jay innocently replies to Nick's statement that the past cannot be relived by saying, "Can't repeat the pastWhy of course you can!? (116). This shows the confidence that Jay has in reviving his relationship with Daisy. For Jay, his American Dream is not material possessions, although it may seem that way. He only comes into riches so that he can fulfill his true dream, Daisy. Gatsby doesn't rest until his dream is finally lived. However, it never comes about and he ends up paying the ultimate price for it. The idea of the American Dream still holds true in today's time, be it wealth, love, or fame. But one thing never changes about the American Dream; everyone desires something in life, and everyone, somehow, strives to get it. A big house, nice cars, 2.5 kids, a dog, a beautiful devoted spouse, power and a ridiculous amount of money. That is the classical American Dream, at least for some. One could say, an outsider perhaps, that Americans strive for the insurmountable goal of perfection, live, die and do unimaginable things for it, then call the product their own personal American Dream. Is having the American Dream possible? What is the American Dream? There is one answer for these two questions: The American Dream is tangible perfection. In reality, even in nature, perfection does not exist. Life is a series of imperfections that can make living really great or very unpleasant. Living the American Dream is living in perfection, and that by definition is not possible, thus deflating our precious American Dream. F. Scott Fitzgerald proves this fact in The Great Gatsby, through his scintillating characters and unique style. Characters in books often mirror the author's feelings towards the world around them. In The

Online College Degree Programs - How Online College Degrees Can Help You With Your Career

Online College Degree Programs - How Online College Degrees Can Help You With Your CareerA qualification essay sample can be very helpful when you are trying to improve your CV. A CV is a document which is designed to highlight your academic achievements and other relevant information about your work history.When you are preparing to submit your CV for university entrance exams, it is important that you use a qualified example qualification essay sample. This will allow you to get an idea of how a degree would appear on the application form. Once you have this form, you will be able to make some changes and improvements.Another great bonus of using a sample is that the document is free. This means that you do not have to pay the costs of the documents you need to get your student visa. All you have to do is just print the document and add some personal information and you are ready to go.In addition to this, you will know exactly what format the CV should be in before you submit it f or consideration. This will help you save time in the future and also help you avoid mistakes in this area.Another very important thing to do is to ensure that you follow all the requirements of the institution to get the document approved. Many applicants to submit their documents for review through this process and this can prevent you from getting approved.By putting all the information in your CV, you are helping yourself to become more professional. In addition to this, you are also helping yourself to increase your chances of admission.To summarize, when it comes to your CV, you must ensure that it is well written and contains all the important information. After this, you should use a qualification essay sample to ensure that you use all the necessary information about your academic record.Qualification Essay Sample - Use it to Improve Your CV<|startoftext|> PARACOUNT 5 SENTCOUNT online college degree programs ENDPARAMOnline college degree programs have gone through so me recent changes and modifications. As a result, these programs are becoming easier to take advantage of. For those who cannot take their classes on campus, these online college degrees are perfect for those looking to get their degree without the time constraints.If you are one of the many people who are thinking about taking college degree programs over the internet, then you need to understand some facts. You may have noticed a few studies which point out the fact that many students are opting to take these programs instead of enrolling in college, due to the low tuition fees. So, as you can see, if the quality of education you are going to receive is not important to you, then it might be worth taking this route.The problem with many online college degree programs is that they only provide education in a limited field of knowledge, so you cannot take advantage of the huge list of subjects which you would learn. If you are interested in a specific subject, such as medicine, then you will need to take classes from a specialist school, but online college degree programs do not have a specific syllabus.However, this has not stopped some people from making good use of online college degree programs to improve their careers. If you want to improve your chances of a career in any industry or company, this is a great way to go about it.You need to look at your own careers before you do anything else. If you are passionate about something, then you may want to study in order to make the best of your chosen field.

Free Essays on Penelope

Penelope was the paragon of marital devotion and fidelity. Penelope showed us exactly of how women’s character was to be played out. They were beautiful, intelligent, and submissive to their husbands and/or other men. The fact that Homer continuously mentions Penelope’s beauty shows us that this feature was expected of a woman. A quality in which Penelope was blessed with. At the beginning, Homer introduces us to Penelope saying this: "She came, then, down the long stairs of her house, this beautiful lady," (Odyssey. 1.233). In every scene that the she performs, Homer states of her beauty. Intelligence is shown to us by Penelope all throughout the books. For example Penelope says she will marry again once her sewing is complete, but every night she unwinds it, she is able to fool the suitors to avoid an unwanted marriage. The women role of submissiveness is shown when the suitors arrived for Penelope. Despite her unwillingness to choose a new husband she remained obedient to them. Showing them much generosity as Homer states, "Attendants poured water over their fingers, while the maids piled baskets full of brown loaves near at hand, and houseboys brimmed the bowls with wine." (Odyssey 229) Her submissiveness to her husband is widely shown throughout the book. Penelope continues to remain devoted to him and only him. The Odyssey seems to be the product a society in which the dominant role was played by the men. The Odyssey has shown women in subservient roles. Many of these characteristics are still valued in the women of today, now whether or not the women of today adhere to them is a different story. I think many of the women of today’s society want to be beautiful, and intelligent, but it is not as highly expected of them to do so.... Free Essays on Penelope Free Essays on Penelope Penelope was the paragon of marital devotion and fidelity. Penelope showed us exactly of how women’s character was to be played out. They were beautiful, intelligent, and submissive to their husbands and/or other men. The fact that Homer continuously mentions Penelope’s beauty shows us that this feature was expected of a woman. A quality in which Penelope was blessed with. At the beginning, Homer introduces us to Penelope saying this: "She came, then, down the long stairs of her house, this beautiful lady," (Odyssey. 1.233). In every scene that the she performs, Homer states of her beauty. Intelligence is shown to us by Penelope all throughout the books. For example Penelope says she will marry again once her sewing is complete, but every night she unwinds it, she is able to fool the suitors to avoid an unwanted marriage. The women role of submissiveness is shown when the suitors arrived for Penelope. Despite her unwillingness to choose a new husband she remained obedient to them. Showing them much generosity as Homer states, "Attendants poured water over their fingers, while the maids piled baskets full of brown loaves near at hand, and houseboys brimmed the bowls with wine." (Odyssey 229) Her submissiveness to her husband is widely shown throughout the book. Penelope continues to remain devoted to him and only him. The Odyssey seems to be the product a society in which the dominant role was played by the men. The Odyssey has shown women in subservient roles. Many of these characteristics are still valued in the women of today, now whether or not the women of today adhere to them is a different story. I think many of the women of today’s society want to be beautiful, and intelligent, but it is not as highly expected of them to do so....