How the Sub-Plot Mirrors the Main Plot in King Lear by...

How the Sub-Plot Mirrors the Main Plot in King Lear by William Shakespeare One can say that the sub plot does mirror the main plot to some extent. Some are in subtle ways and some are in the more obvious ways. Shakespeare has two plots in order to intensify the main theme of tragedy that runs throughout this play. The main plot is in which King Lear is the tragic hero however it is clear that just by misfortune he is deprived of something very valuable to him by error of judgment and this is immediately highlighted in the first scene of Act one where he goes through a rapid transition of loving to hating his only truly loyal daughter Cordelia. Disowning her because she refuses to exaggerate her†¦show more content†¦Although in King Lear the two tragic characters, a king and an earl, are not ordinary men. To have a man who is conspicuous and endures suffering brought about because of his own error is striking. The fear aroused for this man is of great importance because of his exalted position. His fall is awesome and overwhelming. This also appl ies in ‘Othello’, where the high position of Othello is such that his fall is to a catastrophic level and highlights the tragedy. When tragedy, as in ‘King Lear’, happens to two such men, the effect is even greater. Although some of Lear’s actions and decisions are very flawed, they are not occasioned by any corruption or depravity in him, but by an error in judgement, which, however, does arise from a defect of character. Lear has a tragic flaw, which is indeed egotism. It is his egotism in the first scene that causes him to make his error in judgment - the division of his kingdom and the loss of Cordelia. Throughout the rest of the play, the consequences of this error slowly and steadfastly increase until Lear is destroyed. Therefore although egotism is a big part of his character, that does not prevent the audience from understanding the tragedy that falls on him. This is because for us as the audience to identify tragedy with him, we must feel th at what happens to him could happen to us. IfShow MoreRelatedReligion in Shakespeare1024 Words   |  4 PagesThe religion of William Shakespeare is a subject about which very few people have a complete understanding. His plays and poems contain an almost overwhelming number of biblical references and allusions to biblical thinking, which can be seen as either Protestant or Catholic in understanding. His concealment of various understandings and interpretations of religious ideology make it difficult to ascertain his own religious beliefs, however, through further analysis of [insert names of plays], onceRead MoreEssay about Shakespeares Twelfth Night1780 Words   |  8 Pages Shakespeares Twelfth Night A study of William Shakespeares Twelfth Night, showing how Shakespeares choice of form, structure and language shape meaning Wit, andt be thy will, put me into good fooling! Those wits that think they have thee do very oft prove fools; and I that am sure I lack thee may pass for a wise man. For what says Quinapalus? Better a witty fool than a foolish wit. Shakespeares plays were written to be performed to an audience from different social classes and

Money Vs. Happiness Is It Possible For Money - 942 Words

Money vs. Happiness Is it possible for money to buy happiness in life? Is work worth every second that you cannot spend with family? People in today’s world must either make a choice between the two, money or happiness, or find a happy medium. Should lives be wasted on material items when there is much more to life, such as faith, love, family, and health? Faith brings people security and hope for the future, allowing happiness into people’s lives. â€Å"Faith takes strength, and it makes strength.† (Taylor 1) Whether it be religious or not, faith leads to happiness rather than money. Money can be lost, stole, or may go down in value; whereas faith is everlasting and can never be physically stolen. Once people find peace and hope in their heart they can love themselves. Once people love themselves, they can love another. Love is the feeling of acceptance, knowing there is someone there for every event throughout life, but individuals must be able to show love wi thout a constant worry of money. In today’s world as Dakin, John and Wampler said, â€Å"†¦disagreements over ï ¬ nances rank among the top reasons contributing to divorce† (Dakin, John, and Wampler 1) Godwin states that â€Å"Couples who argue about money are really arguing about how to manage the money they have.† (Godwin 1) Sometimes finances take over a relationship. But when people love each other, they love them through thick and thin. Individuals have to give another there time, and space. Putting money aside and focusingShow MoreRelatedUtilitarianism And Its Effect On Society1257 Words   |  6 PagesUtilitarianism Utilitarianism (also called consequentialism) is â€Å"actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the reverse of happiness. 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Your Title Goes Here Free Essays

The Jyllands-Posten Muhammad cartoons controversy began after editorial cartoons depicting the Islamic prophet Muhammad were published in the Danish newspaper Jyllands-Posten on September 30, 2005. Danish Muslim organizations staged protests in response. As the controversy has grown, some or all of the cartoons have been reprinted in newspapers in more than fifty other countries, leading to violent protests involving hundreds of deaths, particularly in Muslim countries. We will write a custom essay sample on Your Title Goes Here or any similar topic only for you Order Now I feel this is a suitable story to explore and analyze media bias and prejudiced reporting, as this is a highly controversial issue between a Muslim population sensitive over what they perceive as a global assault by the Western world on their religion and faith, and both liberals and right wingers alike who feel that freedom of speech is sacred and unassailable. As such, I have included news coverage from 3 distinct sources – Al-Jazeera, commonly regarded as the media champion of the Arab world; BBC, one of the oldest and respected media institutions in the world; and finally, a random daily newspaper from the United States, to compare the news coverage regarding this controversial issue, and to identify any media bias, negative reporting or partisan reporting. Al- Jazeera The link to the story can be found in the â€Å"Works Cited† section of this paper. We would expect from a preliminary basis that Al-Jazeera would typically play up the offensive nature of the cartoons, highlight the perceived insensitivities and double standards of the Western media vis-à  -vis the cartoons and the Holocaust, as well as champion the rights of the Muslim world. Surprisingly, this is not the case. The news article quoted seemed to be factual rather than opinionated in nature, quoting a variety of sources and viewpoints from both sides of the fence, from the Danish media and politicians to Hamas and other Islamic militant groups. No underlying or latent propaganda was detected; indeed, negative quotes were enclosed in double quotes, and attributed to its source. The language used was non-inflammatory, focused on facts and events, and there was no strong hint of an opinion piece. The closest the Al-Jazeera piece came to being biased was when it was reporting on the nature of the cartoons (drawings) at the heart of the controversy. The descriptions used were accurate, non-misleading, and mildly strong. However, there was no mention of the Western world point of view, or of the fact that the combined cartoons at the heart of the controversy which were spread by Danish imams contained 3 additional (highly offensive) drawings not published by the Jyllands-Posten. I conclude that the Al-Jazeera piece, when factual in nature and non-inflammatory, seems more interested in presenting the reaction of the Muslim world as well as the threats made by them, when ignoring the Western point of view. There seemed to be an unusual emphasis on the negative incidents such as attacks and boycotts that has occurred as a result of the backlash against the cartoons. BBC The report by the BBC is by far the most accurate and objective. It presents inconsistencies on the actions and words on both parties (the Danish media and the Danish imams who incited the controversy), reporting in detail how an editor of the Jyllands-Posten rejected cartoons of Jesus Christ with the reason that they would offend. Impressively, the particular section also included (in brackets) a update in which a reader pointed out that the paper did publish a cartoon of the biblical Joseph in 2000, and thus queries why the paper should be criticized over the rejection of the Jesus Christ cartoons, finally ending with the editor’s (of the BBC report) explanation of why the inconsistency was still valid. A detailed account of how the initial cartoons failed to spark any major outrage, until a group of Danish imams made concentrated efforts to spark a controversy by adding 3 cartoons which were highly offensive and insulting (more so that the original cartoons) and were not published by the Jyllands-Posten to a portfolio and touring various Middle Eastern Arab leaders with them follows. The report finally ends with a reflection of the viewpoints and the reaction of both sides. I was very impressed with the objectivity of the reports, and the lengths to which the writer went to portray the inconsistencies of both parties. Washington Post The report by the Washington Post is reminiscent of that by Al-Jazeera; non-inflammatory, factual in nature, no underlying propaganda or strong language, and drawing from a wide variety of sources. However, whereas Al-Jazeera’s report focused solely on the reaction of the Muslim world, Washington Post report carried a fair balance of the reactions of both the Western world and the Muslim world. There was a balance in the strength of the opinions and announcements from both side, and hence I find the Washington Post more balanced and objective, although the BBC outshines the Washington Post in this aspect. Works Cited Reynolds, Paul. Cartoons: Divisions and inconsistencies.   BBC. Monday 13th February 2006 http://news.bbc.co.uk/2/hi/asia-pacific/4708216.stm Fury Grows Over Denmark Cartoons. Al-Jazeera.net. Tuesday 31st January 2006. Sullivan, Kevin. Muslims’ Fury Rages Unabated Over Cartoons. The Washington Post. Saturday 11th February, 2006. http://www.washingtonpost.com/wp-dyn/content/article/2006/02/10/AR2006021001822.html ; How to cite Your Title Goes Here, Essay examples

Business Law English Law of Contract

Question: Describe about the Business Law for English Law of Contract. Answer: Issue In the first situation, Steve has hired the truck that is capable of loading 12 tons but when tom had loaded 10 tonnes, the suspension of truck collapsed. Is it a negligent misrepresentation? In the second situation, Pamela often watered the plants in Steve's garden. In return of it, when she asked for Steves help, he has agreed to lend his car. On the fix date, when Pamela came to collect the car Steve has refused to lend his car by saying that he has already hired his car to another customer. After this issue Pamela broke the contract. Is it the case of past consideration? Third Situation describes that Danny and Steve were both agreed on similar contract. But both of them were unaware about the accident of vehicle for which they have contracted. Later, Danny has refused to take another car. Is it the case of Common Mistake? Fourth situation illustrates that accidently Steve has sent the form innocently to Trisha. But it has led an agreement that is resulted into loss of thousands of rupees to Trisha. Is it the case of Doctrine of Estoppels? Law Law for first situation: Misrepresentation contains act in which false information is provided by one party to another party who were going to enter into a contract. In such contracts, other party believes that the person who is representing about the information is doing things in good faith. There are three types of Misrepresentation: Fraudulent Misrepresentation: The fraudulent misrepresentation occurs when one party represent about any information with the intention to deceive them. The party who is providing the information should be known about the fact that it is false. Negligent Misrepresentation: Such kind of misrepresentation occurs when defendant represent about information carelessly that have no reasonable ground to believe that it is true. Innocent Misrepresentation: In such situation, another party remains innocent. It occurs in a situation when represent or has reasonable grounds for believing that the false statement is true. The situation of Negligent Misrepresentation arises when one party who is representing were innocent and dont know that whatever they would be representing is correct or not. They also did not take any responsibility for finding the truth of the fact(Lexisnexis, 2016). This case is the representation of negligent mistake. As per the Australian Consumer Law, the person who was engaged in misrepresentative negligent conduct has the liability towards damages of Tom. Tom can rescind the contract and can claim for the amount of loss as in case of Sons of Gwalia Ltd v Margaretic (2007) 232 ALR 232. Therefore, the party who has suffered through such contracts can rescind the contract. The only difference exist between fraudulent misrepresentation is that it requires reckless disregard while in negligent misrepresentation there is no reasonable ground for assuming that the fact is true(Gergen, 2013, pp. 966-969). Law for second situation: Consideration is the price or amount that is paid by the promisor to promisee in exchange of their promise. This form of dealing took place between two parties after the promises are committed. There are three rules of consideration in contract law: Present Consideration: The consideration that has already passed away with the time is known as present consideration. Past Consideration: The consideration that is provided before formation of contract is known as past consideration. Future Consideration: The consideration that is to be paid by the party in future after the formation of contract is known as future consideration. Past consideration is not a law. Past consideration is the exception to the actual law of consideration. It is the amount of consideration that is to be paid by the party for which promise is done in present. The consideration is provided before the date of promise. It is also known as executed consideration. The contracts without consideration are void. In other words, the court of law never enforces gratuitous agreements and past consideration is a gratuitous agreement. Under such contracts, the amount is paid by the promisee similar to the case of Chappell Co Ltd v. Nestle Co [1960] AC 87, at the request of the promisor and both the parties understand that the act would be remunerated. It is enforceable under English law(Harris, 2015, pp. 45-47). Law for third situation: In the contract law, mistake is defined as an erroneous belief confronted while contracting that the certain facts are true. There are three types of mistakes in contract law: Mutual Mistake: Such type of mistake occurs when the parties have a misunderstanding about the things for which they were making contract. They think/talks about different thing. Common Mistake: This is the mistake committed by both the parties for the same thing. Unilateral Mistake: It is the form of mistake in which one party mistakenly talks about the thing that other party knows about. One party in this contract have the knowledge about true fact. The situation of Common mistake occurs when both the parties in which contract has occurred were innocent and were making similar mistakes for understanding the fact about the subject matter(inbrief, 2016). As a remedy of common mistake, the parties either breach the contract through mutual consensus or they can rectify their mistakes through applying for the written document rectified. But it is necessary that both the parties should agree over the subject matter of contract. Under the law of common mistake, the subject matter does not exist for longer (Res extinct) and goods were already belongs to purchaser (Res sua). In such cases contracts proves to void because both the parties in this case are innocent. A kind of relief is provided to both the parties by recognizing that such mistake occurs occasionally(Capper, 2009, pp. 459-461). Law for fourth situation: Doctrine of Promissory Estoppels is the contract in which a man is bounded by a promise even when the promise is quite gratuitous. It falls in the spheres that are neither a contract nor an Estoppel. Doctrine of Estoppels allows the person to negate and deny from anything that is constituted as actual truth, either by his deeds or actions that is the represented by the acts of judicial. It enables the person to enforce the actual promises even after the non-payment of consideration. Estoppel is the common name given to the function of legal doctrines. This situation prevents the person from making any assertions as in Central London Property Trust Ltd v High Trees House Ltd [1947] KB 130 that proves to be contradictory in comparison to the prior situation. In such case, the person is called as estopped. In this case, the estoppels are plugged over the situation to place the brake. This will save the situation to become imbalanced. Application Application for first situation: The contract taken place between Steve and Tom cannot be proved as voidable. Misrepresentation is a civil offense; therefore it is the liability of Steve to pay for the losses of Tom amounted $5000. But Steve is innocent in this case because he has hired his truck innocently and was not aware about the actual capacity of his truck. Another thing that is essential in contract is to return the amount that is paid by the Tom for using the asset of Steve. Application for second situation: In the present case, Steve has promised to Pamela that he would lend his car as she is going on holidays. It is the remuneration that Steve is going to pay to Pamela as she has watered his garden when he was not present at his home. One party in this contract has committed his act on the part that other party will also commit his promise but another party (Steve) has failed to perform his duty. It is a situation where promisee is already bounded with the terms of contractual obligations. Application for third situation: In this situation, Steve has called Danny for the hiring of his car in return of some amount. They both were agreed on similar contract. At the time of contract, both of them was innocent and were unknown about the actual situation. But when Danny has arrived to take the car, Steve said that the car is already destroyed by some of his customer. Both the parties were innocent in this contract, therefore contract can be said to be void. Application for fourth situation: In this case, Steve has mistakenly signed the form that contains specification for air conditioner. He has unknowingly faxed the form to Trisha. When the order has arrived, he has refused to accept it by saying that he has not agreed on this agreement. This has caused losses of several thousand dollars to Trisha. Both the parties are innocent in this case at their positions. Steve was estopped in this case by denying the fact that he had never entered into the contract(Weitzenbck, 2012, pp. 5-9). Conclusion As a conclusion of first case, Tom can rescind the term of contract. The term of contract contains negligence on the part of preparatory. From the point of view of Tom, it is a serious offence rather than innocent misrepresentation. It has its own set of remedies that is separate from the part of negligence. In the second case, because the promise that is enforced is not a part of original contract, thus consideration cannot be claimed for additional contract. Since, no additional consideration is provided for the additional promise; therefore there is no contractual liability for the collection of car. In the third case, the final conclusion can be derived from the case that contract is void according to law on the ground of mistake. The contract will be rescinded by the court as both the parties were failed to perform the contract. In the case of Doctrine of Estoppels, Trisha has innocently believed the fact to be true; therefore she has the right to claim for the amount of conside ration. She will be able to enforce her rights against Steve for the losses. Bibliography Journals Gergen, M. P. (2013). Negligent Misrepresentation as Contract. California Law Review , 101 (04), 953-1011. Websites (2016). Actionable misrepresentation and negligent misstatementoverview. Retrieved August 22, 2016, from lexisnexis: https://www.lexisnexis.com/uk/lexispsl/disputeresolution/document/393747/567M-26H1-F18B-71BK-00000-00/Actionable-misrepresentation%E2%80%94overview (2016). Common Law Mistake in Contract. Retrieved August 22, 2016, from inbrief: https://www.inbrief.co.uk/contract-law/mistakes-in-contracts/ Modules Weitzenbck, E. M. (2012). English Law of Contract:Promissory Estoppel. Norwegian Research Center for Computers Law. Harris, B. (2015). Business and Corporations Law. Wagga Wagga, New South Wales, Australia: Division of Learning and Teaching Services, Charles Sturt University. Capper, D. (2009). COMMON MISTAKE IN CONTRACT LAW. Singapore Journal of Legal Studies , 457-473.

The symbolism of death in Milan Kunderas, The Unbearable Lightness of Being Essay Example For Students

The symbolism of death in Milan Kunderas, The Unbearable Lightness of Being Essay Milan Kundera, a prominent Czechoslovakian author who lived through both the Communist regime and the Prague spring of 1968, uses his text, The Unbearable Lightness of Being, to highlight the impact of regime change in Czechoslovakia. The Prague Spring was an uprising of the youth in Czechoslovakia due to an abrupt change in political system from Socialism to Communism. â€Å"Socialism with a human face† (Encyclopedia Britannica) is a system that promotes individual freedom, whereas Communism restricts its citizens. Kundera shows the polarity of Communism and Socialism through the connotations created in his presentation of death within the text. The novel is based on four characters, Tomas, Franz, Tereza and Sabina, living in the late 1960’s. The contrasting views of death held by Tereza and Sabina represent Communism and Dubceks idea of Socialism respectively: death under physical weight symbolizing Communism and a desire to die under physical lightness symbolizing Socialism. This is significant as it presents the reader with both sides allowing them to decide which is the better governmental system to live under. It is first through the characterization of death, of both Tereza and Sabina that leads the reader to obtain an understanding of both governmental systems. We will write a custom essay on The symbolism of death in Milan Kunderas, The Unbearable Lightness of Being specifically for you for only $16.38 $13.9/page Order now The views of death presented through both Tereza and Sabina are a symbolic representation of two philosophical themes describing ways of living, in accordance to Parmenides, an ancient philosopher who divided the worlds into opposite, and a philosophy that comes across heavily in his novel, through the use of characters. Sabina, is a woman who wants to die, knowing that her body will be free. In order to do this she â€Å"requested that her dead body be cremated and its ashes thrown to the winds.† (Kundera,173) The use of the diction â€Å"ashes† and â€Å"wind† have the connotation of being boundless. Kundera uses these terms to make the association between Sabina’s view of death and the philosophical idea of lightness in relation to living, which represents an absence of confinement, and freedom. However, Tereza is presented to fear death by â€Å"scream in terror†(Kundera,18) in one of her dreams. It is through the use of the term â€Å"terror† that Kundera is able to show Tereza’s view of death as a representation of the philosophical idea of weight. Fear is an oppressive emotion; it restricts a person by forming boundaries around the things that they are afraid of, essentially suppressing their freedom. Much like living with the philosophical idea of weight, which represents imprisonment and constraint. Kundera is able to show his readers how the view’s of death from each of the women represents the philosophical idea of lightness and weight. Lightness and weight are symbolic of the opposing governmental systems that existed in Czechoslovakia post World War II. Alexander Dubcek’s political programme, dubbed famously as â€Å"socialism with a human face† (Encyclopedia Britannica), promoted an alteration to Communism, one that the Soviets had not envisaged, an alteration that would allow more freedom for individuals. This meant greater freedoms and less oppressive policies with regard to personal freedoms. When the philosophical idea of lightness is juxtaposed to â€Å"Socialism with a human face† the reader is able to visualize multiple similarities. For instance, the freedom and the â€Å"absence of a burden† (Kundera, 5) in the Dubcek’s system, â€Å"causes man to be lighter than air† (Kundera, 5) which in essence resembles freedom. However, in a communist society, an individuals best interests are indistinguishable from the interests of the collective. Hence, the ideology of an individual freedom is at direct odds with a communist ideology. The only reason to hold individual speech and information rights would be to better the society. Essentially establishing Communism as lack of freedom. Again, the reader is able to find the similarities between Communism and the philosophical idea of weight. â€Å"burdens crush us, we sink beneath it, it pins us to the ground.†(Kundera,5) The term burden is symbolic of the government in Communism that restricts its citizens to freedom, â€Å"pin† (Kundera,5) them down. Furthermore, the connotation of the diction â€Å"crush† is one of weight. This allows the reader to form a connection between system of Communism and the philosophical idea of weight. .uf2f5fa051c481a34b2e09522a52bdf83 , .uf2f5fa051c481a34b2e09522a52bdf83 .postImageUrl , .uf2f5fa051c481a34b2e09522a52bdf83 .centered-text-area { min-height: 80px; position: relative; } .uf2f5fa051c481a34b2e09522a52bdf83 , .uf2f5fa051c481a34b2e09522a52bdf83:hover , .uf2f5fa051c481a34b2e09522a52bdf83:visited , .uf2f5fa051c481a34b2e09522a52bdf83:active { border:0!important; } .uf2f5fa051c481a34b2e09522a52bdf83 .clearfix:after { content: ""; display: table; clear: both; } .uf2f5fa051c481a34b2e09522a52bdf83 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf2f5fa051c481a34b2e09522a52bdf83:active , .uf2f5fa051c481a34b2e09522a52bdf83:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf2f5fa051c481a34b2e09522a52bdf83 .centered-text-area { width: 100%; position: relative ; } .uf2f5fa051c481a34b2e09522a52bdf83 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf2f5fa051c481a34b2e09522a52bdf83 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf2f5fa051c481a34b2e09522a52bdf83 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf2f5fa051c481a34b2e09522a52bdf83:hover .ctaButton { background-color: #34495E!important; } .uf2f5fa051c481a34b2e09522a52bdf83 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf2f5fa051c481a34b2e09522a52bdf83 .uf2f5fa051c481a34b2e09522a52bdf83-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf2f5fa051c481a34b2e09522a52bdf83:after { content: ""; display: block; clear: both; } READ: Flannery OConnors A Good Man is Hard to Find EssayThe narration, in â€Å"Unbearable Lightness of Being,† illustrates each Sabina’s and Tereza’s view of death, and therefore their corresponding political affiliation. For instance, Tereza, who died in such a way that represents weight, has a dream in which she, along with other naked women, marched around a pool. If one of the women made a mistake, they would be shot and left to â€Å"floating just below the surface† (Kundera,18) Through the narration of Tereza’s dream the reader is able to obtain representations of Communism. For example, Kunderas portrayal of the women naked and marching together alludes to a society in which all members are vulnerable, yet equal. Furthermore, the description of â€Å"the man standing in the basket†(Kundera, 253) who looked over the women, depicts the government. She later informs the reader that the man in the basket was in fact Tomas, a character in which Tereza falls deeply in love with. This enlightens the reader that Tereza has a form of passion towards Communism, further emphasizing her affiliation to Communism. Furthermore, the use of the term â€Å"float† represents â€Å"Socialism with a human face† because the women are free, as there is no grounding influence that holds the women down. â€Å"Tereza huddled against Tomas† (Kundera,19) in fear that she may be forced to live under the system of socialism with a human face by being shot and left to float. However, Sabina who lived and died in a way that represents lightness, â€Å"could not understand why the dead would want to have imitation palaces built over them.† (Kundera,123) it caused her to hypothesize that â€Å"the dead can no longer get out. (Kundera,123) The thought of the dead being trapped â€Å"horrified her†(Kundera,123) Sabina in these quotes is referring to a buried body. It is through this description of being entrapped, that Kundera is able to establish a link between the dead being buried to Communism, and the fact that Sabina is â€Å"horrified† portrays her apprehensiveness towards Communism. Furthermore, Sabina wanting her â€Å"ashes to be thrown to the wind† (Kundera,273) reveals to the reader that she wants to die in such a way that resembles lightness, by her ashes flowing freely in the wind without constraint. Through this presentation of Sabina’s death, Kundera informs his readers that Sabina has a political affiliation towards Dubcek’s Socialism as it is a system that promotes individual freedom. Through the use of Parmenides philosophical ideas which are presented through the view’s of death in respect to Sabina and Tereza, Kundera has been able to show two opposing governmental systems that were present in 1968. By doing so, Kundera has been able to flesh out many important underlying messages about each system. Such as the connotation of each governmental system, for instance, Communism having a sense of entrapment, while Dubcek’s Socialism with freedom. Kundera has not labeled each system as being good or bad, but has linked it up to the philosophical idea founded by Parmenides’, and that is the dichotomy of life in the form as lightness and weight. Through this Kundera has allowed his readers to form their own opinion as to which system they feel more comfortable with, â€Å"Socialism with a human face† or Communism.

How to Be a Better Student and Still Have Fun

How to Be a Better Student and Still Have Fun If you ask random college students from across the country why they’re in school, most will either say, â€Å"I’m just trying to have fun!† or, â€Å"I just want to graduate on time and get out of here.† A rewarding college experience doesn’t have to mean sacrificing going beast mode. With a little planning you make college everything it can be! In this article we’re going to go through the process step by step. 1. Build Your Student Asset List College has a lot to offer, especially when the campus is located within a decent-sized city. Faced with so much potential many students simply forego everything and settle for a couple memorable parties and a few good summers. Not cool. The first thing you need to build is an asset list. What are you capable of doing? Can you travel and study abroad? Can you volunteer? What skills do you have to offer the many school organizations and clubs? What sports would you be good at? Are you down to learn an instrument or sing in the choir? You get the idea. If you’re working, then make this list just about the free time that you do have. Make the most of it. If you lack time for having rest, we can help you do your homework. Take some time to sit down, see what the school has to offer and what you’re open to. This is going to naturally begin to narrow things down a bit. You’ll begin crossing things off the list, for example trying out for the college football or chess teams, and leaving others open for debate. 2. Choose Your Triad Now, you’re going to pick one activity for three categories: sports, clubs and hobbies. As you’ll see, it’s all about people. The more of them you’re exposed to and able to network with, the more fun college can be without sacrificing your GPA. 1. A Sport: This could be anything really. You don’t have to go straight for something like baseball or basketball. Consider tennis, rugby or flag football. Anything team related and physical is going to work wonders. Plus, you’ll stay in shape. In the beginning just try to fill at least half of each year with a sport. Chances are by your senior year you’ll be in a sport the entire time. 2. A Club: Again, you have your pick. The asset list should have narrowed things down, but make sure you consider expanding your skills. Maybe something on the more political side? Or, perhaps the culinary club? Don’t automatically choose something within your major. Go outside your comfort bubble. 3. A Hobby: Music, painting, photography, etc. Expand your boundaries. Try strange and new things that you’re technically capable of and interested in. So throughout the year regardless of how cool or uncool you may be you’re competing in a sport, taking part in a club and pursuing a hobby along with your studies. Your schedule alone will make it nearly impossible not to have a good time. You’ll be too busy to complain. 3. Weave Activities into Class Scheduling Weave these into your class schedule as you progress through your major. Each quarter needs to have the triad in them. You have to work at it and be strategic with your available time. You have to get yourself on a proper sleeping schedule (this keeps you out of trouble). You’ve got to strike a balance where you’re always active and involved but have enough time to eat, study and ace exams as well. 4. Make â€Å"Yes† Your College Mantra Chances are you’re going to be getting invited to tons of parties because of your triad of activities. Never say no. Always say yes. No matter what you have to make an appearance and BRING A GIFT. If there’s studying and sleeping to be done, then stay twenty minutes and then bail. People will appreciate that you showed and the gift will make up for the loss of your presence. When people ask you for favors, if you can do them then do them. Become the proverbial â€Å"yes man† and see where life takes you. 5. Be Good to Professors This isn’t about brown nosing anybody or looking for breaks. It’s about showing respect and being willing to go above and beyond for professors to ensure that college has less bumps in the road. Do what you can to reach out to them and form a professional teacher/student relationship beyond class. This quasi-guide didn’t mention dating because dating is too tricky and unpredictable. The right special someone can make really make college an incredible journey. While the wrong person turn it into a nightmare. But, that’s a topic for another time. Remember, to really make college fun you have to get out there and get involved. Build an asset list, choose your activity triad and weave them into your day to day experience. What do you think, did we nail it? Tell us in the comments!

Linguistic Assignment Example | Topics and Well Written Essays - 500 words - 2

Linguistic - Assignment Example In most cases, nouns and pronouns perform the grammatical functions of subject. Because of this, nouns and pronouns should appear at the beginning of a sentence (Lyons, 75). Again, the same rules apply to the use of adjectives, since adjectives or adjectival phrases may also perform the grammatical function of a subject. Because of this, it is expedient to have a preposition or a prepositional phrase coming after the adjectival phrase functioning as the subject. It is for this reason that the sentence below may be correct. The converse of the foregoing is also true that in most cases, content words do not only serve as the subject, but also as the object. Since the object appears at the ultimate position of an active sentence, it is sound that a sentence is completed with a noun, a pronoun or an adjective. For this reason, it may be grammatically correct to say: In a different wavelength, Winston Churchill’s sentence: This is something up with which I will not put is wrong because it splits the to-infinitive. Prepositions are always combined with verbs to form the to-infinitive. Therefore, splitting the to-infinitive may make understanding the sentence difficult because it ignores the short-dependency that the to-infinitive put-up should

Art history (Tibetan Buddhist and Mandalas) Essay

Art history (Tibetan Buddhist and Mandalas) - Essay Example ode of ethics based on the idea of causing no harm to others while recognizing the interconnectedness of life, meditation emerged as a strong tool for finding focus and attaining balanced, well-thought-out decisions. This practice has been perfected in Tibet in the Kalachakra tradition and has been expanded into the Western world through the beautiful and fascinating art form of the mandala. The mandala has a basic circular form that causes it to be recognized as a mandala, but can be highly differentiated to reflect the beliefs, customs, practices or traditions of a particular individual or group. Its primary purpose is to facilitate meditation while serving as a reminder of the deity, the code of ethics and the impermanence of nature. Taking a look into the traditions of the mandala, therefore, can help facilitate greater understanding of more modern interpretations of this ancient art form. Traditionally, the mandala, also known as the dkyil khor, is considered to be the visual representation of the spiritual embodiment of Buddha. â€Å"The word dkyil khor means ‘center-circumference’ and describes both the essential geometric structure and ritual significance of mandalas† (George, 2000). Wayman (1980) indicates that the center is the essence of Buddha while the circumference refers to the concept of grasping, enclosing or containing, thus understanding the essence. Through this translation, the necessarily circular form of the mandala as well as the association of it with the ideas of spirituality and enlightenment becomes clear even as the art form has been transferred out of its original context in the Buddhist temples and in the care of the monks and into the larger mainstream Western society. Because these concepts are intrinsic to the art form, they have necessary transferred out as well. Within Western dictionaries and encyclopedias, the term mandala has been broadly defined as a â€Å"geometric design intended to symbolize the universe, and

Report of food industry in India Essay Example | Topics and Well Written Essays - 3500 words

Report of food industry in India - Essay Example its of food, development of the human resources, supporting the research and development and the creation of the development of infrastructure and also the promotional measure that is adopted for encouraging the growth, development and processing of the food sector. The food processing has been considered as the large and the important sector for covering various activities which includes the horticulture, animal husbandry, agriculture, plantation and the fisheries. The government of India and the ministry of food processing has included the following items or the segments that is included in the food processing industry are processing of grain, fisheries, dairy , vegetables and food processing, the consumer foods which mainly comprises of the beverages ,packaged drinking water and foods and the processing of meat and poultry. In recent years it has been observed that India has experienced a substantial modification and development in the consumption, production and trade that is car ried out in the Indian agricultural sector. In the year 2000 it has been observed that India has experienced the growth rate in terms of the value that is related to the export of marine products, tea, sugar and rice. India is carrying high value of exports of various traditional commodities which includes coffee, tobacco, sugar and rice. The organized food sector of India constitutes to around 30%. The highest proportion or the share in case of the organized food in India is mainly contributed by the poultry and the meat segment. The macroeconomic environment in case of India provides a wide and diverse area and opportunities towards the growth and development in the industry and this contributes towards the development of the national economy. The food processing industry in India accounts for 32% of the food market in India. The food processing industry in India is one of the largest and is ranked fifth in terms of production, consumption and export. The total estimated value of

Strategies for Developing Inclusion in Education

Strategies for Developing Inclusion in Education The question of inclusive education whereby mainstreaming, is both complex and contentious. There are many informed opinions and solutions from researchers, politicians and teachers surrounding debates on inclusion. What is apparent is that there is no overarching strategy that will provide all the answers; inclusion is individual, multifarious and wide ranging. It is shaped by social, political, legislative and contextual factors. This paper will first reflect on the concept of inclusion in education and then discuss the implications for teachers and schools. The following issues will be considered; legislation, rights, ethos, behaviour management and resources. THE CONCEPT OF INCLUSION Inclusion in education is recognised as one of the five National Priorities for Education in Scotland by the Standards in Scotlands Schools ect. Act 2000. It was this legislative framework, which set the legal context for inclusion, at least in principle, to what is referred to as the presumption of mainstreaming (Scottish Government, 2003, p.2). The framework focuses predominately on pupils with disabilities and special educational needs; however, inclusion in education takes a much wider context. By definition, inclusion does not primarily focus upon a group of individuals with additional support needs (ASN), but extends beyond this to include all pupils regardless of gender, race, religion, mental and physical ability and social class (Booth and Ainscow, 1998). Similarly, Wilson (2000, p.229) states that in the absence of any rhetoric or ideology, limiting the definition of an inclusive school to one that rejects or excludes no pupils in a particular catchment area on grounds of a bility or disablement or colour or religion or anything else would be restrictive and naive. On both accounts, the concept of inclusion is not constrained to a group of young people with ASN but affects all pupils. It is therefore apparent that inclusion is not about the integration or accommodation of pupils into mainstream education. Nor is it centrally concerned with the inclusion of pupils with ASN. Inclusion is more than this; inclusion seeks to address the individual needs of each pupil to enable all learners to achieve their fullest potential and experience a positive education (HMIE, 2008; Slee, 2001, p.116). ETHOS CULTURE Arguably, inclusionists state that the inclusive school must have a certain ethos and a certain set of ideals, from which certain practices naturally follow (Wilson, 2000, p.229). This broader philosophy of education is addressed by schools, within statements of vision to promote schools as inclusive institutions (HMIE, 2002, p.3). In this statement, an inclusive school is about the strategic action of creating an ethos and set of values based on equity, entitlement, school community, participation, integration and respect for diversity. Table 1 outlines this inclusive approach to education (HMIE, 2002, p.4). Table 1. An inclusive approach to education involves: Creating an ethos of achievement for all pupils within a climate of high expectation; Valuing a broad range of talents, abilities and achievements; Promoting success and self-esteem by taking action to remove barriers to learning; Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society. Although the statements of vision are a credible approach to inclusive education, it is notably palpable statements of aspiration. It is a cultural ethos rather than a strategic approach to inclusion and does not tangibly seek to address how this is achieved in schools. The statements express elements that are mistaken and limited. Such as: (1) There is no mention of teaching practice or teaching strategies. Without doubt, this is a fundamental part of an inclusive school. (2) Barriers to learning are inevitable; parts of the curriculum are not accessible to those without the ability or skill set to access them (being part of the school orchestra requires musical ability). (3) Promoting an ethos of educational success and high expectations may enable some lower achieving pupils to feel excluded and worthless from the education system (Barber, 1996; Hamill 2008; Mackenzie 2008 and Wilson, 2000). With the presence of a summative examination system, how can lower ability pupils feel suc cessful and credible? Is this approach to education encouraging some pupils to feel excluded from school and the education system? To value our self-worth and success based on a criterion of academic achievement does not support an inclusive school. Most pupils will not achieve top grades and will never score very highly on any scale. Barber (1996) suggests that underachievement is routed as a cause of disaffection and exclusion from school, which has been heightened by a climate of high expectations in schools, fuelled by league tables and social pressure. Barber (1996) proposes that underachievement leads to a vicious circle of disaffection and exclusion, which enables pupils to feel marginalised and detached from the education system. In a climate of high expectations and educational success how can lower ability pupils feel included? To overcome this challenge, it is important that institutions educate pupils to value themselves rather than their public merits (Wilson, 2000). Teachers and schools will be faced with the challenge of instilling an ethos of high self-esteem and self-confidence in pupils to discourage disaffection and exclusion. This will go beyond subject knowledge; it will develop personal skills and attributes which will provide young people with life-long skills. This philosophy has been embedded in the Curriculum for Excellence four capacities; to develop young people that are successful learners, confident individuals, responsible citizens and effective contributors (CfE) (LTS, n.d., and Scottish Government 2010a; 2010b). The Scottish Government proposes that educating young people based on these principles will develop a stronger society for all. This new development will affect the teaching profession as a whole; as teachers develop new skills and teaching strategies to enforce the CfE four c apacities. The onset of the new CfE will exert another challenge for teachers. LEGISLATION RIGHTS Rustemier (2002) claims that although the term inclusion is widely used and signifies a genuine desire to better the experience of all learners, the definition is still misinterpreted or misled, which has resulted in the existence of segregated schooling for some individuals. Inclusion has come to mean almost everything but the elimination of exclusion claims Rustemier (2002) (CSIE, n.d.). This argument is represented in the Standards in Scotlands Schools ect. Act; set-up to support inclusion in education. Even though inclusion in education has a legal standing in the Standards in Scotlands Schools ect. Act; in exceptional circumstances the legal framework still enables the exclusion of certain individuals from mainstream schools, if the following criteria apply: The mainstream school would not be suited to the ability or aptitude of the child; Where there would be a negative effect on the child; If the placement would result in unreasonable public expenditure being incurred which would not ordinarily be incurred If it still possible by law to exclude certain individuals from mainstream schools, then the concept of inclusion in education is fallacious and therefore, does not support inclusion of all pupils. Based on this argument, Rustemier (2002) confirms that the underlying issue in the development of inclusive education is the continuing legislative support of segregated schooling. Accordingly, the Standards in Scotlands Schools ect. Act, supports segregated schooling to prevail in Scotland. The Centre for Studies in Inclusive Education (CSIE) condones all forms of exclusion; maintaining barriers to some students participation in the cultures, curricula and communities of local schools is unacceptableà ¢Ã¢â€š ¬Ã‚ ¦and aviolation of basic human rights to education without discrimination (CSIE, n.d.). Similarly, Rustemier (2002) states that such action is internationally recognised as discriminatory and damaging to young people and society and breaches all four principles underpinning the UN Convention of the Rights of the Child 1989 (CSIE, n.d.). To overcome the legal constraints surrounding the inclusion of all pupils in mainstreams schools, Wertheimer (1997, p. 4) promotes a UK legislative reform to: i) end compulsory segregation and gradually restructure all mainstream schools so they are accessible in terms of premises, curriculum and facilities, and ii) to plan the phased closure of all special schools. Based on this argument, would the closure of all special schools be serving the best interests of the child? A study by Bunch and Valeo (2004) researched the attitudes of elementary and secondary students towards peers with disabilities attending an inclusive schooling system. The findings reported that students with disabilities were able to develop friendships, learn from their peers, that a small amount of abuse occurs, however it is comparatively minimal and that encouragement and support from their peers is common. The majority of responses from students were in favour of inclusion and rejected the idea that students should be segregated for any reason. The study, however small, provided evidence that an all inclusive education system had positive effects on social development, acceptance of difference, and social integration. The study by Bunch and Valeo (2004) supports the argument of the closure of all special schools. This philosophy of inclusive education was shared by Mittler (2000); the concept of inclusion in education has the potential to transform schools to enable them to be come places which fully support social and educational opportunities for all pupils. In contrast, Cigman (2007) supports the argument of segregated schooling, whereby, special schools promote the best interests of the child; they provide specialist education, which can deliver a more individualised education to better meet the needs of the child. Cigman (2007) proposes that mainstream schools can be a humiliating experience for young people with ASN à ¢Ã¢â€š ¬Ã‚ ¦ mainstream schools do not provide a non-humiliating educational experience for some children (Cigman, 2007, p.779). Segregation from mainstream classes and their peers through inclusive support strategies, such as special units can account for feelings of humiliation and alienation, which can be fostered under the flag of inclusion Bishop and Swain (2000, p.24). Contrary to this argument, Oliver (1995) suggests that support strategies, such as special units are an essential means of successfully implementing inclusion in mainstream schools. During my time at school, the use of some inclusive support strategies, such as the support for learning base and the use of classroom assistants, highlighted the issue of segregation and differentiation for some pupils with ASN. The removal of pupils from class and from their peers to attend sessions in the support for learning base and the use of classroom assistants in mainstream classes drew attention to the pupils with ASN. This highlighted the matter to the rest of the class. As a result, some pupils felt alienated and detached from their peers and found their ASN carried a stigma attached to the label. Subsequently, such means of inclusion ignited more serious issues, such as bullying and low-self esteem. What is apparent from the opinions of researchers, politicians and teachers is that few would reject the concept of inclusion in education; however, translating this into practice will serve a greater challenge for teachers and schools. One such challenge schools and teachers is the requirement to address better the needs of the pupils who are alienated or disaffected from school, or by the commitment to educating pupils with special needs in more inclusive ways (HMIE, 2002, p.4). BEHAVIOUR MANAGEMENT In a study by Dyson, Farrell, Polat, Hutcheson and Gallannaugh (2004), teachers professed that the biggest challenge to inclusion was dealing with pupils who presented social, emotional and behavioural difficulties (SEBD). Some teachers reported a sense of frustration and isolation when dealing with SEBD (Hamill, 2008). Research surrounding this group of young people who present disruptive behaviour becomes far more contentious in the context of inclusion. In a report by HMIE (2002, p.34), it was apparent that the needs of those displaying SEBD and who often act in a disruptive manner (Hamill, 2008, p.68), present difficult challenges to schools and local authorities in promoting schools as inclusive institutions (Mackenzie, 2008, p.762). The problem is both severe and wide-spread. During 2009/10 there were 30,211 exclusions from local authority schools in Scotland, a decrease of 11 per cent from 2008/09 (Scottish Government, 2010c). Conversely, measuring school exclusions is problematic; some schools or local authorities can influence parents to move their child to another school, which has led to an avoidance of registering the move as a formal exclusion (Mackenzie (2008, p.762). The issue of exclusion, hence disruptive behaviour may be much greater than the figures reveal. A study by Hayden (2000) suggests that children with ASN are six times more likely than other children to be excluded. Those excluded are likely to suffer from SEBD. The label attached to pupils with SEBD can influence the way they are perceived and treated by schools, teachers and peers (Hamill, 2008). For many schools, the most obvious solution is exclusion, which compounds feelings of alienation and marginalisation, thus worsening the situation (Mackenzie, 2008, p.762). It is apparent that the use of exclusion to resolve disruptive behaviour does not endorse an inclusive school ethos. Nor does it comply with the right of social inclusion. How does exclusion support the best interests or needs of the child when they feel alienated or marginalised already? Or does it serve the best interests of the other children in the classroom suffering the negative effects of disruptive behaviour? As previously discussed, inclusion in education is regarded as a human rights issue, whereby to exclude a child from mainstream education would be an infringement of their right to social inclusion (Rustemier, 2002; CSIE, n.d.). This issue becomes convoluted when it is applied to the rights of those affected by social inclusion. Based on this argument there appears to be a conflict of human rights. On one-side, the excluded pupil has no right of social inclusion. Whereas, on the other side, pupils who experience constant disruption to their lessons and the teachers time is taken up to resolve such issues, are prevented from the right to receive an education that strives to develop their full potential. When behavioural difficulties disrupt the education of others, whose rights are protected or infringed? Dyson et al. (2004, p.101) found that the impact of children with behavioural difficulties on the learning of others, disrupted lessons and increased the amount of time and effort taken up by teachers to manage pupils with SEBD. Consequently, this diverts teacher time and energy away from the majority of the class and those in most need. Studies by Hamill and Boyd (2000; 2003, as cited in Hamill, 2008, p. 67), found evidence that the group of learners most affected by behavioural difficulties were those who experienced learning difficulties and who found themselves in the bottom sets with the most disruptive pupils. This impacted negatively on the inclusion of other vulnerable learners. Class setting based on ability levels can intensify this issue. Pupils most affected are those with learning difficulties, who most often find themselves in the bottom sets with the most disruptive pupils (Hamill, 2008, p.67).The negative effects of class setting can intensify disaffection from school which often results in disruptive behaviour (Hamill, 2008; Barber, 1996). Mackenzie (2008, p.767) alludes that the practice of setting further excludes disadvantaged children by lowering attainment and motivation, especially in female children of low-waged and unemployed parents (Paterson, 1992). With lessons disrupted by behaviour and teachers time being taken up to resolve such issues, it would seem likely, therefore, to have a negative impact on the attainment of others, however, Dyson et al. (2004, p.101) found no correlation between the inclusion of pupils with SEBD and the attainment and achievement of pupils without ASN. Inclusion was also found to have a positive effect on the wider achievement of all pupils, such as social skills and understanding (Dyson et al. 2004, p.101). In particular, pupils with ASN were found to improve academically, personally and socially. RESOURCING FUNDING There is no doubt that effective inclusion is dependent upon the adequate provision of resources (Hamill, 2008, p. 60). With the onset of educational funding cuts, the availability of resources will be a major obstacle to the successful implementation of inclusion in schools. In a study by Dyson, at al. (2004, p.101), teachers professed that the challenges surrounding inclusion were intensified by a lack of support and resources from external sources. Similarly, in a study by Hamill and Boyd (2000; 2003) teachers held the opinion that inclusion lacked adequate funding and was a politically motivated initiative aimed at increasing financial efficiency rather than meeting the individual needs of the learner. Whether this opinion holds any value, resourcing is a complex issue which goes beyond the constraints of simply providing materials and equipment. Providing adequate resources helps to develop a teachers professional development. Funding can provide the financial support to develop systems both internally and externally, such as specialist teachers. To manage the successful implementation of inclusion in schools, teachers have to be given the opportunity to undertake continuing professional development (CPD) to develop the right skills and knowledge to cater for the diverse range of ASN. There can be no doubt that the level of funding provided to support inclusion in mainstream schools reflects the quality of teaching and progress made by the individual (Hamill, 2008). Those with least teaching experience or professional development, specifically beginning teachers will be most disadvantaged with the impending cuts and limited resources. New teachers with limited teaching experience will be most affected if reductions in teacher CPD progress. Essential skills needed to manage the challenges surrounding inclusion will be affected. Reports of increasing the class contact time of probationer teachers to 0.9FTE (from the current 0.7FTE) will exert extra pressure on beginning teachers (Buie, 2010), which is likely to impact the quality of teaching, as preparation time is restricted. With educational funding cuts to be expected where will inclusion in education be left? Who will be disadvantaged or marginalised from the education system? How will teachers professionalism be affected? The outcome to these questions can only be speculated until the inevitable funding cuts occur. CONCLUSION In review of the wide-spread research in inclusive education, the concept of inclusion is not a marginal add-on to education; it is fundamental to the formation and success of our education system. Inclusion does not exclusively focus on pupils with ASN but affects all learners. An inclusive school will promote an ethos and culture based on equity, entitlement, school community, participation, integration and respect for diversity. Inclusive teaching practice should aim to cater for the individual needs of all learners to enable them to reach their fullest potential. One of the on-going challenges surrounding inclusion is meeting the needs of all learners. With teacher time constraints and resources pushed to a maximum and disruptive behaviour an ongoing issue; it raises the question; will teachers and schools be able to support the needs of all learners? In times of austerity; inevitable budget cuts will put pressure on attaining inclusion in schools. Impending funding cuts to teachers CPD and an increase in probationary hours may risk the quality of teaching and most worryingly the health and safety of teachers? As a beginning teacher, the responsibilities of catering for the needs of all learners will be a challenge, especially when faced with other issues, such as disruptive behaviour, limited resources and an increase in probationary contact time. To manage the challenges surrounding inclusion, I will have to rely on guidance and support provided from colleagues, my professional development and limited school resources. WORD COUNT: 3,229 REFERENCE LIST: Barber, M. (1996) The Learning Game. London: Indigo. Bishop, A. and Swain, J. (2000) The Bread, The Jam and Some Coffee in The Morning: Perceptions of a Nurture Group, Emotional and Behavioural Difficulties, 5 (3), pp. 18-24 Booth, T. and Ainscow, M. (1998) From them to Us An International Study of Inclusion in Education. London: Routledge. Chapter 1. Buie, E. (2010) Fears for teacher jobs as Glasgow threatens to break ranks on budget. Retrieved 15 November, 2010 from TES: http://www.tes.co.uk/article.aspx?storycode=6064294 Bunch, G. and Valeo, A. (2004) Student attitudes toward peers with disabilities in inclusive and special education schools. Disability Society. Vol. 19. No. 1. pp.61-76. Centre for Studies on Inclusive Education (n.d) Inclusion Why? Retrieved 15 November, 2010 from the CSIR: http://www.csie.org.uk/inclusion/why.shtml Cigman, R. (2007) A Question of Universality: Inclusive Education and the Principle of Respect, Journal of Philosophy of Education, 41 (4), pp. 775-793. Dyson, A., Farrell, P., Polat, F., and Hutcheson, G., and Gallannaugh, F. (2004) Inclusion and Pupil Achievement. Research Report RR578. ISBN 1 84478 319 7. Hamill, P. (2008) Challenging behaviour understanding and responding. A teachers guide from Primary to Secondary. Hodder Gibson. Hamill, P. and Boyd, B. (2000) Striving for inclusion. Glasgow: University of Strathclyde. Hamill, P. and Boyd, B. (2003) Inclusion: Principle into practice. Glasgow: University of Strathclyde. Hayden, C. (2000). Exclusion from school in England: the generation and maintenance of social exclusion. In: Walraven G, Parsons C, van Veen D and Day C (eds) (2000) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 69-82) Leuven: Garant Publishers EERA. HMIE (2002) Count Us In Achieving inclusion in Scottish schools. A report by HM Inspectorate of Education. ISBN 0 7 0 5 3 1 0 1 8 3. HMIE (2008) Inclusion Reference Manual. Internet Version 1: for SMG. Mackenzie, J. (2008) Disaffection from schooling. (pp. 763-782) In Bryce, T., G., K., and Humes, W., M. Scottish education, beyond devolution. (third edition). Edinburgh University Press. Mittler, P. (2000) Working towards inclusive education: social contexts. London: David Fulton. Learning Teaching Scotland (n.d.) Understanding the Curriculum for Excellence. Retrieved 15 November, 2010 from LTS: http://www.ltscotland.org.uk/understandingthecurriculum/index.asp Oliver, M. (1995) Does special education have a role to play in the 21st century? in Thomas, G. and Vaughan, M. Inclusive Education Readings and Reflections. (pp. 111-117) Maidenhead: Open University Press. Paterson, L. (1992) social class in education. In S. Brown and S. Riddell (eds) (1992) Class, race and gender in school. A new agenda for policy and practice in Scottish education. Edinburgh Scottish Council for Research in Education. Rustemier, S. (2002) Social and Educational Justice The Human Rights Framework for Inclusion. Bristol: CSIE. Scottish Government (2003) National Priorities in Education Performance Report 2003. ISBN 0755908961. Edinburgh, Scottish Government. Scottish Government (2010a) Curriculum for Excellence Building the Curriculum 1 the Contribution of Curriculum Areas a Guide to Developing Professional Practice. ISBN: 978-0-7559-9630-8. Edinburgh, Scottish Government. Scottish Government (2010b) Curriculum for Excellence Building the Curriculum 3 A Framework for Learning and Teaching ISBN: 978-0-7559-5711-8. Edinburgh, Scottish Government. Scottish Government (2010c) School inclusion: additional support needs. High level summary of statistics. Retrieved 15 November, 2010 from the Scottish Government: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/TrendSpecialEducation Slee, Roger (2001) Inclusion in Practice: Does practice make perfect? Educational Review, Vol. 53, No. 2, pp. 113-123. Wilson, John (2000) Doing justice to inclusion. European Journal of Special Needs Education, Vol. 15, No. 3, pp. 297-304.

The Storm Essay -- essays research papers

The Storm The title of this story suggests a metaphorical connection between the storm outside and the storm of emotions going on in the individuals Calixta and Alcee. The intensity of their sexual act inside the house follows the pattern of the storm outside. Their passion climaxes and diminishes with the storm. They are left replenished and fresh just like nature. The storm outside had been brewing for some time, just as it had been brewing between Calixta and Alcee. They tried to deter the storm by staying away from each other, but it was inevitable just like the storm itself. They had set up barriers between themselves by not being alone together but those barriers could be and were broken. Just like the storm beating down the barriers of the house trying to expose them to the outside elements, the barriers between Calixta and Alcee were diminishing with first contact as shown in this excerpt. â€Å"The rain beat upon the low, shingled roof with a force and clatter that threatened to break an entrance and deluge them there.† This refers to the storm outside and their emotional state. They were feeling this need and desire for each other and it was beating down all the barriers they had set up within themselves to resist this temptation. Their feelings were so dangerously close to the surface that they could hardly hide them any longer. The storm was raging on and the drama of the lightning was very shocking to them. They could almost feel its electricity. â€Å"The playing of ...

Lyndon Baines Johnson

Lyndon Baines Johnson, 36th President of the United States (1963–69), was born in a farmhouse on the Pedernales River near Johnson City, Texas[i]. Johnson grew up amidst poverty. On both sides of his family he had a political heritage mingled with a Baptist background of preachers and teachers. He graduated (1930) from Southwest Texas State Teachers College (now Southwest Texas State Univ.), in San Marcos. He taught in a Houston high school before becoming (1932) secretary to a Texas Congressman. In 1934 he married Claudia Alta Taylor and they had two daughters, Lynda Bird and Luci Baines. A staunch New Dealer, Johnson gained the friendship of the influential Sam Rayburn, at whose behest President Franklin D. Roosevelt made him (1935) director in Texas of the National Youth Administration. In 1937, Johnson won election to a vacant congressional seat, and he was consistently re-elected through 1946. Despite Roosevelt's support, however, he was defeated in a special election to the Senate in 1941. He served (1941–42) in the navy. In 1948, Johnson was elected U.S. Senator from Texas after winning the Democratic primary by a mere 87 votes. A strong advocate of military preparedness, he persuaded the Armed Services Committee to set up (1950) the Preparedness Investigating Subcommittee. Rising rapidly in the Senate hierarchy, Johnson became (1951) Democratic whip and then (1953) floor leader. As majority leader after the 1954 elections he wielded great power, exhibiting unusual skill in marshalling support for President Eisenhower’s programs. He suffered a serious heart attack in 1955 but recovered to continue his senatorial command. Johnson lost the 1960 Democratic presidential nomination to John F. Kennedy, but accepted Kennedy's offer of the vice-presidential position. Elected with Kennedy, he energetically supported the President's programs, serving as an American emissary to nations throughout the world and as chairman of the National Aeronautics and Space Council and of the President's Committee on Equal Employment Opportunities. After Kennedy's assassination on Nov. 22, 1963, Johnson was sworn in as president and announced that he would strive to carry through Kennedy's programs. Congress responded to Johnson's skilful prodding by enacting an $11 billion tax cut (Jan., 1964) and a sweeping Civil Rights Act (July, 1964). With Johnson's insistent backing, Congress finally adopted a far-reaching civil-rights bill, a voting-rights bill, a Medicare program for the aged, and measures to improve education and conservation. Elected (Nov., 1964) for a full term in a landslide over Senator Barry Goldwater, he pushed hard for his domestic program. The 89th Congress (1965–66) produced more major legislative action than any since the New Deal. During the Johnson Presidency, Medicare and Medicaid were established to provide medical insurance for those over 65 and those too poor to pay. During the Johnson Administration, the first environmental legislation was passed. A bill providing free medical care (Medicare) to the aged under Social Security was enacted, the Voting Rights Act of 1965 provided new safeguards for African-American voters, and more money went to antipoverty programs. The departments of Transportation and of Housing and Urban Development were added to the Cabinet. Johnson's domestic achievements were soon obscured by foreign affairs. Johnson's actions (Feb., 1965) of bombing on North Vietnam aroused widespread opposition in Congress and among the public and developed vigorous antiwar movement. As the cost of the war shot up, Congress scuttled many of Johnson's domestic programs. After Senators Eugene McCarthy and Robert Kennedy began campaigns for the Democratic presidential nomination, Johnson announced (Mar., 1968) that he would not run for reelection. When Johnson retired from office (Jan., 1969), he left the nation bitterly divided by the war. He retired to Texas, where he died [ii]. In 1964 the American people seemed to give overwhelming endorsement to his achievements. His reelection was followed by the notable series of legislative victories establishing the Great Society–the most visionary domestic program in American history. Conventional wisdom suggests that President Lyndon Baines Johnson pushed each Congress to the limit to obtain a maximum number of controversial legislative victories. Consequently, slim margins were often expected and indeed planned for. A key Johnson legislative aide, Henry Hall Wilson, made this point explicitly, â€Å"When we have a fat Congress as we did in the Eighty-ninth, then we can hike up our demands to fit the situation. When votes are not razor thin in either case, then we are not doing a good job[iii]. Johnson used just about everything in his extensive repertory to get Congress moving and excelled. According to Hugh Sidey, â€Å"During 1965, Johnson would zero in on a congress- man or a senator and get what he wanted, a good deal. He would lie, beg, cheat, steal a little, threaten, intimidate. But he never lost sight of that ultimate goal, his idea of the Great Society[iv]. Substantial preparation was required to identify that the linchpin of the whole system was â€Å"the treatment,† Johnson's personal techniques of political persuasion and political skill[v]. â€Å"A Great Society† for the American people and their fellow men elsewhere was the vision of Lyndon B. Johnson. In his first years of office he obtained passage of one of the most extensive legislative programs in the Nation's history. During World War II he served briefly in the Navy as a lieutenant commander, winning a Silver Star in the South Pacific. After six terms in the House, Johnson was elected to the Senate in 1948. In 1953, he became the youngest Minority Leader in Senate history, and the following year, when the Democrats won control, Majority Leader. With rare skill he obtained passage of a number of key Eisenhower measures. Johnson's Great Society program was designed to fight poverty in the United States. It consisted of a series of legislation, which included the Job Corps, to provide vocational training for disadvantaged youth; Volunteers in Service of America (VISTA) – a domestic Peace Corps; Head Start, to instruct disadvantaged preschoolers, among other programs. The other part of the Great Society program was the passage of civil rights legislation proposed by the Kennedy Administration. In the 1960 campaign, Johnson, as John F. Kennedy's running mate, was elected Vice President. First he obtained enactment of the measures President Kennedy had been urging at the time of his death–a new civil rights bill and a tax cut. Next he urged the Nation â€Å"to build a great society, a place where the meaning of man's life matches the marvels of man's labor.† In 1964, Johnson won the Presidency with 61 percent of the vote and had the widest popular margin in American history–more than 15,000,000 votes. The Great Society program became Johnson's agenda for Congress in January 1965, an aid to education, attack on disease, Medicare, urban renewal, beautification, conservation, development of depressed regions, a wide-scale fight against poverty, control and prevention of crime and delinquency, removal of obstacles to the right to vote. Lyndon Johnson faced the toughest transition after Kennedy's death[vi]. Johnson had to confront the grief and despair many people felt over the loss of a beloved leader and their antagonism toward someone who, however much he identified with JFK, seemed like a usurper, an unelected, untested replacement for the man the country now more than ever saw as more suitable for the job. Johnson understood the essential need for continuity, for reassuring people at home and abroad that the new President would be faithful to the previous administration. The death of a President was trauma enough, but Kennedy's assassination made his passing a national crisis in self-confidence, a time of doubt about the durability of the country's democratic system and its tradition of non-violent political change. Despite his private fears, Johnson was an inspiration to the country. His public appearances, his use of language, his management of the press promoted feelings of continuity and unity[vii]. The hallmark of his Great Society social reform program, the War on Poverty strove to achieve what LBJ's mentor, Franklin D. Roosevelt, could not, an end to the nation's most distressing social ills and recognition that racism still divided the nation into distinct economic and social groups. For American Jews, LBJ's reformulation of New Deal liberalism into a group-based, race-sensitive political philosophy challenged long-held assumptions about the role of the state and pressed the community's organized leadership into the forefront of national public policy debate. Millions of Democratic voters registered their disapproval of LBJ by abandoning their long-time political home and bolting to the Republican Party[viii]. Johnson's cynical idealism and the unmanageable mysteries of the times converged into the early-American, frontier-style presidency that finally forced us to begin to redefine our nationhood. Lyndon Johnson was rude, intelligent, shrewd, charming, compassionate, vindictive, maudlin, selfish, passionate, volcanic and cold, vicious and generous. He played every part, he left out no emotion; in him one saw one's self and all the others. He was not an idealist, but he served ideals when it suited and pleased him. He was not a reactionary, but he fanned reaction when it helped him advance himself. He was tireless and diligent, but he was also narrowly political, and he was suspicious of new ideas. He berated intellectuals because he envied them. He was as personally responsible for American history since 1950 as any other man of his time. Throughout his career he was consolidating his private wealth by a calculating use of public power, and there is an affinity between this squalid side of his success and the corruptive commercialism in the national ethos[ix]. President Johnson's Presidency will be remembered for the â€Å"Great Society† programs for which he wanted to be remembered, and for the Vietnam War, which eventually forced his resignation. [i] On both sides of his family he had a political heritage mingled with a Baptist background of preachers and teachers [ii] Encyclopedia Article Title: Johnson, Lyndon Baines. Encyclopedia Title: The Columbia Encyclopedia, Sixth Edition. Publisher: Columbia University Press. Place of Publication: New York. Publication Year: 2004. [iii]   Doris Kearns, Lyndon Johnson and the American Dream ( New York: New American Library, 1976. [iv] Merle Miller, Lyndon New York: G. P. Putnam's Sons, 1980. [v] Bernard J. Firestone.1988.Lyndon Baines Johnson and the Uses of Power. Editor, Robert C. Vogt Publisher: Greenwood Press. Place of Publication: New York;Page Number: 7. [vi] At the height of his power as Senate leader, Johnson sought the Democratic nomination for president in 1960. When he lost to John F. Kennedy, he surprised even some of his closest associates by accepting second place on the ticket. [vii] Robert Dallek .2004.Lyndon B. Johnson: Portrait of a President. Publisher: Oxford University Press. Place of Publication: New York; Page Number: 227. [viii] ) Marc Dollinger .2001.The Other War: American Jews, Lyndon Johnson, and the Great Society. Contributors: – author. Journal Title: American Jewish History. Volume: 89. Issue: 4. Publication Year: 2001. Page Number: 437+ [ix] Ronnie Dugger .1982.The Politician: The Life and Times of Lyndon Johnson the Drive for Power, from the Frontier to Master of the Senate. Publisher: W. W. Norton. Place of Publication: New York; Page Number: 13.   

Online Shopping Essay

It won’t be a wrong thing to say that the present world is a digital world where the world is shrinking day by day on the screen of the Smartphone. People spend a lot more time on internet for fun and work and even now prefer to shop online. But there is a group which prefers to shop from the physical stores. What is your view? Is shopping online a better idea in today’s world? Read more:  Online Shopping Disadvantages Yes:- †¢ It is a boon for working people who hardly find any time from the busy schedule to go out and visit the physical outlets for shopping. †¢ It is just not about buying the luxuries online but now it is a platform where people look to order for groceries and other essential products required in daily life. †¢ There is a great flexibility to compare the prices when you shop online. You can visit the different websites and can then choose the best deal. †¢ There is no time restriction when it comes to shopping online. No matter where you are at the home or in office, you can buy from anywhere and anytime. †¢ When you shop online you can go through the customer reviews to get the idea about the utility and quality of the product. †¢ There is no headache to deal with the sales people who stay after you and pressurize you to buy products in the physical stores. †¢ With the help of online shopping it has becomes easier for the people to buy gifts and flowers and send them to their loved ones on special occasions. No :- †¢ The first problem definitely is of quality. You cannot touch and see the products before you buy them. †¢ Online shopping always comes with the risk of insecure online payment and the fraudulent sites claiming to sell genuine products. †¢ When you buy anything online then there is the compulsion to wait for the products for some days. You cannot get the delivery at the same time. †¢ The greatest headache in online shopping is of return policies. The return policies are not at all buyer’s friendly. Moreover it is a long and complex procedure. †¢ People are getting addicted to internet for their each and every need. If they won’t step out of the home for the simple thing like shopping also then they are at a higher risk of confining themselves to the virtual world. †¢ When you shop online then you have to pay extra as shipping costs. Sometimes the cost of the product is less than the shipping costs. Conclusion:- The coin has two sides head and tail, life has two phases good and bad, everything has its own sets of advantages and disadvantages. The only thing is that be sensible in whatever mode of shopping you use. If you do then online or physical, all are fine.

Special Effects essays

Special Effects essays When you see a commercial, and animals are talking to each other and having human expressions you think, how did they do that? The answer is special effects. When you look at commercials, movies, cartoons, all of them have some sort of special effect. With the technology becoming better we begin to see more and different types of special effects. As with the movie Toy Story, being created all by computer, it was the first of its kind. As the times and movies progressed we have seen the increased usage of special effects and the steady improvement of the quality of the special effects. If we did not use Special Effects the revolution of movies would be really slow and boring and movies would be really basic. With Special Effects in movies we can create endless possibilities and bring dreams, illusions, and fantasies to life. Using special effects, we have brought dinosaurs, aliens, and other monsters to life. We have destroyed cities, people, and planets with special effects also. With computers we are able to create sceneries we would never think possible. With the help of computers we can create people, buildings, animals, monsters, aliens, and many other creations. Our creations in the computers can come out to life with a touch of a button. Special Effects are both an art and a science. The "science" part involves the complete understanding of how the audio-visual sensory parts of our body and brain perceive the world around us, while the "art" part involves the strategic use of this information to fool the sensory system. Without knowing what special effects is, it would be hard to understand what is necessary and needed to produce a good movie with special effects. Now there are two basic kinds of effects, computer generated and humanized effects. Computer generated effects consist of the Blue Screen/Matte, Computer Animation, and Composting. A blue screen/matte is when the foreground and backgro...

Pleasantville Essay Example | Topics and Well Written Essays - 1750 words

Pleasantville - Essay Example and polished world they represented did not express the truth about life, thus giving people a false belief about what it means to live in the United States. Looking at the writings of Cornelius Plantinga Jr. and Bruce Epperly, the film Pleasantville is analyzed against writings that express the meaning of God within the life of the Christian, creating a discourse on how the perfection of this world is measured against the expectations of God. Plantinga reminds his readers that God expects us to embrace suffering, to go out into the world and serve without expecting to find glory. Epperly reminds us that the world is bigger than the human experience, that finding the whole world gives the human experience the authenticity that God had intended. Through looking at Pleasantville through the writings of Plantinga and Epperly, the Christian experience in the world is expressed as more than just the illusions of perfection as it is sought after within the confines of the American dream. The film Pleasantville (1998) is a fantasy in which the idea of what is the ideal of American life is explored through the concept of 1950s television. Television shows such as Leave it to Beaver and Daddy Knows Best are often used as measures against which the American dream is examined for the best case scenario. In the film Toby McGuire and Reese Witherspoon are sucked into an alternate universe of Pleasantville, a black and white television program. Pleasantville is McGuire’s favorite television program and a bit of magic occurs during a marathon which pulls them into this universe. The perfection of the world is challenged as the black and white life of the characters begin to give way to bursts of color as they emerge on landscapes and people when their belief systems are challenged by the two interlopers. This symbolizes the nature of the oppression of emotions as they are released so that a greater depth is experienced. The restrictive, always content and serenely bla nd

Macro econoics Essay Example | Topics and Well Written Essays - 500 words

Macro econoics - Essay Example Local small business owners will also be happy because it will attract tourists. These tourists will play a significant role in increasing the sales of small business owners and therefore they will appreciate the plans for rebuilding World Trade Center. Rich landowners will also benefit from the rebuilding of World Trade Center because it will increase the property prices of the whole area. Especially land which is near the World Trade Center will become extremely valuable and therefore rich landowners will benefit from World Trade Center. Property prices of commercial areas in the region will also go up because many businesses will end up in the region. World Trade Center was a business hub which was why it was so famous and many businesses operated in the region. This makes property extremely attractive from the commercial point of view and therefore rich landowners will benefit greatly from the rebuilding of World Trade Center. Labor unions will also be happy because rebuilding of World Trade Center will generate employment. The building of World Trade Center will require services of all kinds of labor and therefore employment opportunities will be immense. Also after the rebuilding of World Trade Center hiring will increase in the region which will again benefit the labor unions significantly. The current situation employment in the country is not very good and therefore plans for rebuilding of World Trade Center will be taken with great joy by the labor unions of the region. Former residents would also like the plans for rebuilding of World Trade Center because it will allow them to restart their operations. Former residents will also hope that they will get office space in the new World Trade Center on concessional rates. Also it is important for a business to locate itself in a geographical location that benefits its business interests. Former residents had established their business in the World Trade Center and therefore would like to continue

Blow. A Film Analysis Essay Example | Topics and Well Written Essays - 1000 words

Blow. A Film Analysis - Essay Example The character of Jung was portrayed by Johnny Depp. The film highlighted George Jung’s life as a drug dealer. It included the onset of his life as a dealer of marijuana in California until his climactic success in the setting up of the cocaine market in America. As a person, there were two major facets of his life, one was his family and another was his job. During the early part of his life, Jung’s father can be considered as a positive influence for him especially through the lessons that he had taught young Jung. He was a moral and hard working person who gave importance to integrity. This can be considered as one of the reasons that Jung grew up to be a person who works hard for his dream. Although this was the case, the young Jung had been a witness to the failure that occurred to his father in terms of his job which is followed by problems in his marriage. The movie explored the issue of drug abuse and the effects of illegal drug transactions. Although this was the main and apparent subject matter, one of the implied issues in the film is parenting. Being a parent had been one of the most important factors that affected the characters in the movie.Upon watching the movie Blow, there were different lessons that had been perceived. One was the importance of the guidance of the parents to the children. Another was the importance of choosing the goodness over other things such as money, influence and material comfort. As what George Jung said in the film, choosing money over loved ones was never worth it.

HR Management and Motivation Essay Example for Free

HR Management and Motivation Essay High employee motivation is a function of many internal and external factors and can be intrinsically or extrinsically led. Many employers feel that the real objective of the supervisor or HR manager is to ensure that employees are intrinsically motivated. This is because such an employee works hard on his job because he enjoys it and wants to do it, and he may continue to do so regardless of extrinsic rewards to a certain extent (Schop, 2). I myself faced a situation recently where I had immense drive and enthusiasm to do that work and it was majorly sourced by intrinsic motivation. One of my professors was starting a community welfare club and requested students to join in as volunteers. We had to go to different organizations that worked with special people and spend time with them and do various activities. I joined in as a volunteer as well and started at a school that worked for the rehabilitation of special children. The first day was an eye opener for me. There were kids of all ages there, handicapped in some way or the other, and yet they were the sweetest and the most adorable children. Not only had I felt thankful to God for making me such a complete human being and for bestowing such blessings on me, but I also felt deeply for those children. I started visiting them twice a week and did various different activities with them for hours. Time always flew by quickly and all the children would hug and kiss me when I was leaving. After leaving that place, I always felt a strange sense of tranquility over me and great personal satisfaction. It was a great feeling to be doing something for those who are less privileged than us. The love they showed me, the thankfulness in their gestures and the smiles in the eyes was enough to take me there every other day. I started to love spending time there with those people, and started to visit them more and more regularly, taking various things with me for them. From twice a week to thrice, I started spending ten to fifteen hours a week over there. This was all because I loved going there and enjoyed every minute I spent there. The pleasure, the comfort and the satisfaction after spending time there intrinsically motivated me. Seeing my dedication, my professor made me the leader of the volunteers working there, which added to my motivation. He gave me full autonomy and freedom to decide and plan activities, shifts and rotations. I had a chance to introduce more fun activities there for the children and plan the work of volunteers, and this also added to my motivation. Encouraging leadership and responsibility opportunities serves as one of the true motivators (N. a, 3) and proves to be very encouraging for the worker. Not only this, my professor also from time to time encouraged me and complimented me on my efforts. These things added to the drive I already had because the appreciation made me feel even nicer about my work. I was then asked to expand our volunteer network and organize a proper recruitment drive from various other schools and colleges. I planned the whole process with my team and we went to different institutions and did interviews. The entire responsibility for this was on me and I this again served as a great motivation tool. I started worked harder and harder on it and gave in my full energy and dedication to this activity. My professor was highly impressed by my drive and the contributions I was making to his cause. At the annual dinner for students, he gave me a certificate of appreciation for being the most effective contributor in front of the entire student and faculty body. I felt a great moment of pride at that point and it further instilled in me the drive to work for this cause. I still volunteer for the children and our network of volunteers, which started from fifteen students, has now expanded to over a sixty students. My motivation was highly intrinsic and self instilled because of the satisfaction I got from doing something for those people. But it was also complemented and enhanced by my professor who from time to time encouraged me, and added to my drive by giving me an opportunity to exercise freedom and autonomy. The reward in the end was an extrinsic tool that also encouraged me to further pursue it with more energy and enthusiasm.