Antigone An Irrational Desire - 829 Words

Throughout time society has developed a system from which humans are able to define good and bad, Ethics. Although Ethical norms have been adapted throughout the passing of time, its most intrinsic values have prevailed, enabling individuals to agree on standards of what good and bad are built on their moral standards. Morals are what give the individual the capacity to distinguish good from bad. In the ancient Greece morals were indeed the individuals perception of good, and bad however, these perceptions were greatly abided and driven by the divine laws imposed by the gods. In Antigone, a tragedy written by Sophocles, we see the how the main character defies the kings rules and stands for her own perception of what she believes is the rightful thing to do .We are able to able to see the decision chosen by the two main characters, Creon and Antigone are the ones to define and condemn their faith and the one of those who live around them. In Bernard Knox’s Introduction poet T. S. Eliot states, â€Å"Antigone did the right thing for the wrong reason†(pg53). I believe that Antigone by deciding to mourn for her dead brother does indeed the right things but for the wrongs reasons. Through her actions she evidently follows the ethical norms imposed by the Greek divine laws, but it is her moral judgment the one to ambiguously expose her true reasons, the fulfillment of an unalloyed lust, creating a rupture beyond the scopes of rationality by incarnating the simple desire of taking uponShow MoreRelatedConflict In Sophocless Antigone1507 Words   |  7 Pagesadmitted how that it was their fault, as well, by letting me text him. This is similar to the conflict in Antigone since my friends and I thought our decisions were the right things to do at the moment and did not think of the consequences. In the play Antigone, written by Sophocles, Antigone, Creon, and the gods were all to blame for all the issues that occurred in Thebes. The writing, Antigone, is about the struggle between knowing what is right and wrong when two laws contradict one another. TheRead MoreHow Morals Are Thrown Around Through The Actions And Speeches Of The Characters Creon And Antigone1213 Words   |  5 PagesIn the tragedy â€Å"Antigone† many ideas of morals are tossed around through the actions and speeches of the characters Creon and Antigone. Though these morals seem logical at first, it can later be seen that these two characters represent an over fixation on singular ideas, or morals, of life when it is taken to the extreme. This close mindedness ultimately leads to these character’s downfalls with Creon revealing that his moral extreme is the â€Å"political sphere† of life and Antigone, the â€Å"private sphere†Read MoreAnalysis Of Creon And Antigone : Kinship Versus The State711 Words   |  3 PagesCreon and Antigone represent the clash of ideologies: Kinship versus the state. In Sophocles’ day, traditional bond s of family and kinship were strong; however, Greek citizens had other claims on their loyalty—to the state. In an age of frequent wars, it was everyone’s concern to defend his/ her polis. Why? What does this concern guarantee? The concern to defend ones polis guaranteed some sort of safety, prosperity, and a stable â€Å"lifeboat† (189). Through the dedication to the state, there’s a largerRead MoreCreons Demonstrations of a Tragic Flaw in Sophocles’ Antigone705 Words   |  3 PagesIn Sophocles’ Antigone, the protagonist, Creon, serves as a great example of how recurring themes, such as the realization and recognition of a tragic flaw (hamartia), cause the downfall of the powerful in Greek literature. Sophocles is effective in portraying the concept of hamartia as an essential component in Creon’s downfall and, based on Aristotle’s characteristics of a tragic character, able to create a character that can be accurately and easily identified as the significant tragic characterRead MoreCreons Role of King and His Responsibilities1273 Words   |  6 Pagesthoughts towards the kingship in his speech defending himself from Oedipuss conspiracy accusation in Oedipus the King; these ambivalent thoughts reveal much about the nature of the kingship, especially in conjunction with Creons later actions in Antigone. In attempting to refute Oedipuss assertion that Creon has taken part in a conspiracy to obtain the kingship, Creon evaluates the nature of the kingship and of his present role. First, he says, Consider, first, if you think any one/ would chooseRead MoreEssay about The Greek Gods Did Not Think Before They Acted1615 Words   |  7 Pagesplay Antigone, the author follows the Aristotalean principles of a tragic heroine in contriving the character Antigone. One distinct component of a tragic hero that Antigone comprises of is that she comes from a noble family that holds a dignified stance in society and has good morals. As a descendent of the Labdacus family, Antigone comes from nobility as her father was once the King of Thebes. After her father passes away, Antigone’s uncle, Creon, becomes the new King. Consequently, Antigone attainsRead MoreRight Against Right in Antigone by Sophocles Essay example1091 Words   |  5 PagesThe German philosopher Hegel stated that the play Antigone written by Sophocles represents the tragic collision of right against right, with both sides equally justified. The play begins with tragedy and ends the same way. Polyneices and Eteocles were brothers whom killed each other in combat over the power of the throne. Creon, the brothers’ uncle, was the following family member to occupy the throne. But he did not desire the same pattern to repeat itself. Therefore he created a decree which pun ishedRead MoreAntigone, By Sophocles And Anouilh s Versions Of The Modern Version Of Power1259 Words   |  6 Pages Procession of power tends to limit one’s perception and expose its corruption. For instance, Creon’s misogynistic tendencies in Antigone substantiate the idea that abuse of power causes one’s self-immolation. Antigone is a tragedy based on Greek mythology first written by Sophocles, and was later adapted by Jean Anouilh as the modern version. In like manner, the Creon in both versions plays the same antagonist but different characterization. Creon in Sophocles’ version seeks adoptionRead MoreThe Effects Of Poetry On His Noble State1412 Words   |  6 Pagesstrengthens this [inferior] part of the soul and so destroys the rational one†¦Ã¢â‚¬ , and the other, â€Å"an imitative poet puts a bad constitution in the soul of each individual by making images that are far removed from the truth and by gratifying the irrational pa rt†¦Ã¢â‚¬ . In the beginning of Republic X, Socrates refers to three kinds of beds made from the form of bed. The bed made by the divine is the form, the bed built by the carpenter in accordance to the form, and the bed painted by the painter in accordanceRead More Male Reactions to Female Power in Antigone1473 Words   |  6 Pages Western society has a long history of subjugating women to men. Some cite the idea that women are somehow weaker or inferior to men as a reason for the existence of this social dynamic. In Sophocless Antigone and, Dürrenmatts The Visit, however, the female leads show great strength and are even able to threaten the male leads with their power. Creon and Alfred Ills disdainful and oppressive treatment of women stems not from the supposed inferiority of women, but from the theme that man is afraid

Antoni Gaudi’s Sagrada Familia Free Essays

Do men and women view artistic pieces differently? When we consider numerous articles surrounding Antoni Gaudi’s architectural wonder Sagrada Familia, is there a difference between the way men and women view this piece of history. In the articles we are to analyze, we find that women are more subjectively critical than men who are somewhat more objective in the perceptions. In a architectural piece, the standpoints are unavoidable because they are readily visible to the public regardless of whether or not you want to see it. We will write a custom essay sample on Antoni Gaudi’s Sagrada Familia or any similar topic only for you Order Now Gaudi’s ostentatious Gothic facade has acquired admiration and criticism over the years and we discuss this criticism of his work with reference to various articles seen from the viewpoint of both genders in order to ascertain whether there is indeed a difference between the genders’ perceptions. â€Å"Heresy or Homage in Barcelona† was written by Margot Hornblower in TIME magazine and is dated 28 January 1991. Hornblower describes the Sagrada Familia as â€Å"sensual, spiritual, whimsical, exuberant† (Hornblower, 1991). In this description, she obviously spares no time in making the piece seem irresistible. Furthermore, she insists that the building ‘symbolizes’ the city of Barcelona in a way that few other buildings do (Hornblower, 1991). Hornblower is complimentary of the piece of architecture that at times has been seen as gauche and over-the-top, she explains that very style of the building is almost a mockery of modern architecture (Hornblower, 1991). Although this in itself is not complimentary of the presence it holds in Catalina, but the way Hornblower has written it, makes it seem awesome in its own way. She does, however make it known that the fact that the Sagrada Familia was never completed poses a problem for many critics. The problem it appears, according to Hornblower is: who will be seen as fit to complete the work considering the immense esteem in which Gaudi was held? (Hornblower, 1991). The article was written prior to the 1992 Olympic Games and dissention was caused surrounding the people chosen to complete the piece. Hornblower writes about the difference between art nouveau and the man Suribachs who was chosen to complete the building (Hornblower, 1991). You can read also  Similarities and Conflicts in † a Streetcar Named Desire† This is comparable to another female writer who in fact wrote about the completion of the Sagrada Familia and is written by a Spanish female writer by the name of Rosario Fontova who writes for the El Periodico de Catalunya and is dated 22 October 2000. She writes factually about the re-evaluation of Gaudi’s work and the subsequent reopening of the Sagrada Familia as a completed work. She is completely unbiased and writes objectively although at times slightly on the complimentary side: â€Å"Part of the scaffolding has been removed, revealing the â€Å"Gaudian† shape of the temple’s central nave as seen from the floor. (Fontova, 2000). From the other hand, male American writer for the New York Times also describes the Sagrada Familia in a complimentary fashion. Edward Schumacher writes for the New York Times Special on 1 January 1991 â€Å"Gaudi’s Church Still Divides Barcelona†. Similar to Hornblower’s article, Schumacher also explores the conflict that surrounds the famous building. Schumacher, while complimentary, he does draw attention to the aspect of incongruity that the building holds, that is, its ‘exaggerated’ appearance (Schumacher, 1991). In this case Schumacher uses the word ‘exaggerated’ with the word ‘glorious’ in the phrase â€Å"The Sagrada Familia (Holy Family), a soaring, gloriously exaggerated Art Nouveau church that is taller than St. Peter’s Basilica in Rome, was only a quarter done when Gaudi was killed by a streetcar in 1926. †(Schumacher, 1991). Schumacher therefore obviously looks fondly upon the architectural piece. Schumacher writes in the sense that the Familia Sagrada is a challenge to the old norms expected in fine art architecture. He believes, or writes at least that Gaudi challenged the ‘tired revival styles’ and formed his own ‘eclectic’ approach to building (Schumacher, 1991). He calls Gaudi a ‘visionary’ and goes into quite a lot of depth surrounding architectural terminology. He speaks about angularity, architraves, columns and vaults, meaning that to some extent he is learned in the field of architecture (Schumacher, 1991). Schumacher also goes into detail about the history of the Sagrada Familia, stating that Gaudi had seen the work as a culmination of his life’s work (Shumacher). He also explains the controversy surrounding the commission and building of the Sagrada Familia especially in terms of its artistic revival (Schumacher, 1991). Hattie Hartmann is a female writer for the New York Times and wrote â€Å"Barcelona Celebrates its own Architectural Visionary† dated 19 August 2002. She writes, in contrast to our first female writer in a very factual manner. She does not write much about how she feels about the piece but relates the facts and history surrounding the building. She acts as a sounding-board for what others think. The proposed route of the Madrid-Barcelona high-speed train passes near the Sagrada Familia site, and some say that offers an ideal opportunity to take another look at the current plans for the cathedral in its urban context before it is too late. †(Hartmann, 2002). This example shows the willingness of Hartmann to allow other opinions is strongly objective. Her choice of subject, however, also reveals the need to question what others believe and also in a way to stand up against the changes that might detract from the beauty and stature of the building. She writes about Gaudi’s popularity, his following and his status but refrains form using her own opinion of him and uses no emotive words regarding to herself in this situation (Hartmann, 2002). The differences between male and female discourse in terms of Gaudi’s work do not display any particular traits with regards to the way in which it is viewed form on gender to the other. One female writer (Hornblower) writes subjectively with many emotive words used to fondly describe the Sagrada Familia while the male writer, Schumacher does the same. The writer from Spain who obviously is familiar with the work is more factual and intent on creating a news-flash rather than advertising the piece. Fontova does not speak badly of the piece but refrains from making a value judgment on the building. On the one hand we have an American woman gushing Gaudi’s praise and on the other hand we see a local Catalan woman writing about the building as if it were part of her daily life. Schumacher does use far more technical terms in his description of the building while Hartmann and Hornblower both write with little weight placed on the technical value of the architecture. Fontova probably has more access to information surrounding the building works and is therefore more attentive to the technicalities. In the case of Sagrada Familia we see that the only real difference in perception of the piece is that the male writer appears to see the technical value of the building. The Sagrada Familia itself is a profoundly ostentatious and decorative building with an almost Gothic facade. His work pushed many boundaries in terms of breaking with norms and created a thoroughly art nouveau impression of the original religious relic that is the form of a cathedral. Comparable to Michaelangelo’s Sistine Chapel we see a modernised version of an old religious ideal. The Sagrada Familia has different meaning for different people and this is essentially the crux of the matter. For the Catalan female writer, Sagrada Familia is a part of her daily life, something she sees almost daily. It is also part of the Barcelonian heritage which the American writers, both male and female do not see. It is recognised by them but not necessarily seen in the same light. The male alternative to the praise given Gaudi’d works, is seen more from a technical point of view but is still strongly emotive. The female American writer was obviously in praise of Gaudi’s work more in terms of its aesthetic value than for its technical parts. There is therefore a difference between the way a local sees the building and a foreigner. There is also a difference in the purposes of the writing: Hartmann was more documentary about the piece and did not place as much importance on her own opinion as she did on the facts. The meaning behind the writing was predominantly in terms of the controversy the alterations to the building has caused. There was very little difference between the way males and females viewed the artwork in this particular case. How to cite Antoni Gaudi’s Sagrada Familia, Papers

Why Is Soap Operas Effective free essay sample

Do you live in the darkness or in the lightness? Many people need their daily fix of dark and dismal soaps operas. Many people don’t have a life because they have too much of this drug called soaps operas. People sit and inject large doses of this drug every day. People put everything on hold. Soaps operas are like a religion to some people and they attended their place of worship in front of the TV every night at 7:30. This soap opera drug has swept the nation and many people will try this drug and they will get addicted too. Soap operas are also like fast food; many people will sit and gorge themselves large portions.It might not damage their physical health, but it will certainly damage their social life. So what other ingredients is in this drug, which makes people addicted to soap operas? Characters in soaps are like another ingredient of this powerful drug. We will write a custom essay sample on Why Is Soap Operas Effective? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Characters are the most powerful, poisonous and persuasive ingredient used in soap operas. This ingredient is based on melodrama with easily recognisable stereotypical characters. People would just get addicted to that drug because they probably have grown up with the characters. Come on. Those characters are only actors.They are just doing their job; also they are getting paid a lot of money. Characters have made loads of people addicted to that soap and after the soap has finished. People would go online and have a big rant about the characters and a long discussion that goes on for hours and hours. For example last week 4. 5million people went on this website that I found www. soapoperas. com and argued about what should have happened and what shouldn’t have happened. Is this what life really is? I don’t think so. From this I can tell that the drug is becoming effective, with lots of physical force and more addictive.I can almost imagine soap fans booing and hissing at the characters. Why though? It’s only a drama. The drug is getting mightier by adding multiple storylines and cliff hangers – a fish hook. The audience is assaulted by a range of storylines including murder, adultery, divorce, pregnancy, illness, disease, crime. .. The list seems endless. There are many storylines that I have found out that many people around the world have got addicted to: 21 million people had got addicted to Archie Mitchell’s murder in Eastenders. 1million people got addicted to Molly and Kevin’s affair Coronation Street, 10 million people got addicted to Max and Stacy’s affair in Eastenders and 14. 8 million people got addicted to Carl and Charley affair in Emmerdale. That is like 56. 8 million people in the world just boring the lives outs. Seriously is this what you call living a life? Storylines have started to grab the audience by creating more storylines so that if they don’t like one storyline they will at least like another one. The audiences doesn’t even realise when one story line has finished and when another storyline has started.Storylines creep in very slowly like a spider waiting to trap you in its web. But was that the only powerful ingredient in the drug? No, that is not the only ingredient that they use. They also use another which is cliff hangers, as I mentioned earlier on. Cliff hangers can drag the person so quickly into the soap that you won’t even believe it. Cliff hangers are used for a purpose which is to grab the audience and make the drug more powerful and make a bigger audience. Cliff hangers have started to spread around the world and have started to become more popular than the storylines.You will hear that 79% of the world will be talking about what might happen next or what will happen next. What the point of watching the soap to find out what is going to happen next if you have got the newspapers and magazines? Why are people running their life by sitting in front of the TV? The next ingredient that they put in this drug is the location. They will use a location that people always go and they will always remember in their lives. Millions of people will recognise a place so quick that it’s incredibly unreal. Millions of people only need to look at the place once they will remember it until the end of their life.But do they remember important things in their life? No, 83% of the world remembers the location of the Eastenders pub Queen Vic, but they will not remember the important things in their life for example: most people will not remember what they were told to do by other people but they will remember what the characters lines where or what their reaction was towards something. Honestly, what’s the point of recognising a place that does not even exist? Last week I did a survey asking people if they think Walford really exist or not? 3% of the people said that it doesn’t exist and 27% of the people said that it doesn’t exist. But what do you think? Does it exist or not? Let me tell you if it exists or not. If you did a research on that place you will find that Walford is not a real place it is a made up place that people will always remember. If it was a real place why hasn’t anybody been there? Why hasn’t anyone seen it and got any photos of them in that place? So why bother recognising the locations or the place if it doesn’t exist? Why bother filling your brain up with these silly locations.They will name the place on purpose so that it sounds like a real place and real locations. Also they would put it in a country that the name will suit that country and make sure it has got that accent that the country and the place around it would have. The secret ingredient that they added in the location is the setting. They would make the setting so real that whoever watches it would think â€Å"Yes, it would be really nice if I went there† and the setting will make the drug even stronger as it already is. But how strong is this drug overall? But the most precious ingredient is the media.Soaps are a big influence on the media- infection spread to the newspaper, magazines, headlines, storylines and ch aracters. But they are not the only ones. Media also is one of them. Media is the worst thing in the world. 83% of the world is on about the media. Is media only important to you? Isn’t family or friends important to you? I don’t think they are important to you if you are just going to sit in front of the TV and gorge at it 24/7 then what the point of even having a family and making friends if you are not going to spend time with your family and give up your spare time for your close ones?The biggest spoilers that you will find are the media. They are the biggest spoilers. They will reveal all the secrets out before the episode is even on the TV so what the point is of even watching them if you have got the media? Also the media are not the only ones. The director would also spoil it on purpose, but if they are going to spoil it what the point of dragging the episodes’ slowly and adding new storylines? But, if they want to keep something a secret they would use two endings.Throughout my study it comes to no surprise that I am not a fan of soaps. Also it comes to the end when you are a fan you will purely disagree with everything that I have said in this article. Also you even know that whatever I have said is true. There would be other people in this word that will realise that they have lost loads of times on boring soaps and lost all fun that they could be having with their family and friends.Even the people that used to watch them have realised that they could make it up by still joining in with them. Finally all I would like to say is that 18 million people watch the Eastenders alive but why? Don’t they realise that they are missing out on loads of things? You spend a couple of minutes think what you could be do ing with your friends and family Instead of watching the boring same old soaps every day? Just remember more you take this addicting drug more poisoned you get.

Improving Reading Performance of Students with Learning Disabilities

Improving Reading Performance of Students with Learning Disabilities Introduction Students who read well typically do well in school (Shaywitz Shaywitz, 2008). Nearly 10% of students in the American education system find it hard to improve performance (Printz, 2006).Advertising We will write a custom proposal sample on Improving Reading Performance of Students with Learning Disabilities specifically for you for only $16.05 $11/page Learn More A child who does not read well has a higher possibility of being labeled with a learning disability, dropping out of school, or later having less success in work (Herberg, McLaughlin, Derby, Weber, 2012). Regrettably, teachers continue to differ as to how to enhance children’s reading knowledge so all the children will be literate when leaving school (Kaufman, McLaughlin, Derby, Waco, 2011). Consistent with the research literature, there are many successful and valuable teaching methodologies to enhance reading performance and word acquisition. Such methodologies consist of ski ll-centered programs like Direct Instruction (DI) (Erbey et al., 2011). Direct instruction involves explicit using lectures that contrast sharply with tutorials, and inquiry. Instead of using models, educators use demonstrations of the subject materials. Precision coaching that allows children to increase knowledge vigorously and monitor day-by-day performance (Ruwe et al., 2011) is part of these coaching and evaluation methodologies. In precision coaching, the educators aim is not abstract and general. Rather, it is focused and trained on getting particular results. Teacher-and children-coordinated drill (a live session where students and teachers engage at a personal level to solve pertinent issues) and practice techniques like feedback cards (the cards provide valuable guided feedback), detailed notes, constant reading (McLaughlin et al., 2009), and Direct Instruction flashcards (Falk et al., 2003; Ruwe et al., 2011) have been certified for their efficiency. The utilization of cl ass-based peer coaching (Erbey et al., 2011) has enhanced classroom social and educational behaviors across an extensive range of behaviors and children categories.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Development in word knowledge and fluency is associated with a drill and practice process known as reading racetracks (Erbey et al., 2011; Green et al., 2010). Reading racetracks (which are tools that help students increase reading fluency by capturing their attention) use mistake elimination, timing, group or tutor comment, and plotting of children performance (McLaughlin et al., 2009). A racetrack is made of 24 units or squares arranged in circle like a racetrack. Two pictures of Ford Mustangs appear at the upper and lower side of the track. The coach places in the drawings a list of word sets (Ruwe et al., 2011). The children are usually instructed by the teacher with flashca rds first, then are allowed to practice individually utilizing the track. After that, the instructor times the child for 60 or 120 seconds to see how quick he or she can verbally read the words around the racetrack. Care is taken not to insert two words beside one another, which are phonetically alike. The child and instructor count the number of right or mistakes and plot this result on standard or conventional graph paper. After the initial three racetracks, an assessment racetrack is made to provide further practice and maintenance of treatment outcomes over time (Printz et al., 2006). The following methodologies are included in this proposed study, but contain an original extension of many of these data-centered methods. This study employs the â€Å"outline, guide, examine, and re-examine† found in Direct Instruction methods. The precision training strategies (Printz et al., 2006) of timed reading practices, fluency developing, survey sheets, and child self-reading of per formance are employed. The utilization of drill and practice processes similar to McLaughlin et al. (2009) is also adopted. Finally, a token strengthening program (Printz et al., 2006; Green et al., 2010) will be appraised and adopted. This study will use a â€Å"reading track† system (Printz et al., 2006; Ruwe et al., 2011) and precision coaching (that allow students to monitor each day’s performance) methods to improve the fluency and correctness that children read words in isolation. The racetracks that will be adopted conform to the direct instruction practice of not incorporating words, which are visually and phonetically similar in the same session (Hyde et al., 2009).Advertising We will write a custom proposal sample on Improving Reading Performance of Students with Learning Disabilities specifically for you for only $16.05 $11/page Learn More The purpose of the present research is to assess the efficiency of utilizing Reading Racetrack s to improve the reading of words found on the K-2 list key phrases adopted in the school district. A token strengthening program is as well engaged as further motivation for the research. During a one-minute timing of verbal reading, right and wrong phrases will be measured. Literature Review Introduction The study of the art and science of reading focuses on understanding the relationship between mind growth, social relationship, and learning by borrowing concepts and concluded studies from the fields of education and neuroscience (Printz et al., 2006). The results of the present study may aid in enhancing training practices for all children and assisting teachers in the development of more successful methods to teaching students with learning disabilities. Some of the general design elements built into certain hardware and software provide simple but strong techniques to back-up students’ requirements, both at home and in class. This literature review provides a synopsis o f learning technology practice and methodology with tangible examples of how parents, instructors, and children can utilize technology to improve reading performance of students with learning disabilities. Learning Technology Technology is often integrated into learning interventions and policy with a purpose of facilitating education for children with learning disabilities. As specific elements (Direct Instruction flashcards, Precision Coaching, feedback cards etc) are provided within conventional products, children with learning disabilities are gradually able to interact with educational technologies and instructors are gradually able to modify content for changing children’s preferences or requirements. Moreover, novel technology applications and learning software exclusively for children with learning disabilities emerge on a daily basis from curriculum developers, parents, instructors, and even learners themselves.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More These features are contributing to a global need for changes in policy and teaching methods that can influence when and how technology is utilized to improve reading performance of students with learning disabilities (Ruwe et al., 2011). The 2004 approval of the Individuals with Disabilities Education Act (IDEA) summarizes the needs and resources for students with learning disabilities in the United States. The IDEA requires Personalized Learning Intervention (PLI) groups, which consist of parents, to re-examine and recommend Educational Technologies (ETs) and establish needed features for an individual child. This consists of specific technologies needed for children with learning disabilities to produce learning materials, interact with syllabus content, or relate to their peers and instructors (Erbey et al., 2011). Differentiation and Technology Differentiated teaching requires instructors to present content that is customized correctly for the range of children in each category, to instruct utilizing flexible methods that provide varying means for learners to interact with the content and with one another, and to offer learners a choice of techniques to document their learning (Romjue et al., 2011). Within both instructor coaching and career development, special instructors are gradually trained to acquire necessary knowledge in their teaching methods. Given that, some special students may opt to learn normally, and the push for affirmative action in this area, General Education Instructors require Special Education knowledge to offer the bulk of daily instruction for learners with disabilities in normal classrooms, with resources and back up from special education professionals (Hyde et al., 2009). In addition, institutions are gradually offered technology-based syllabi that offer excellent ways of interaction and comprehending for learners with disabilities. Many of these syllabi integrate flexible lesson plan methods based on brain studies and/or genera l lesson plan practices. For instance, Richard Mayer (2008) suggests evidenced-centered media design practices that demonstrate how learning is improved when educational practices foresee the cognitive procedural load needed at every level of education. He provides detailed media design suggestions that support critical production of main features and strategies, reduce irrelevant production, and promote generative production to improve learning skills. Mayer’s results show that the correct mixtures of resources – like animation with recitation or pictures with the appropriate phrases beside them – can enhance learning than when notes are presented using an informal rather than a formal method, indicating that our social interaction with the content influences how we learn. Technology Use at Home and In Class Four to six percent of learners in United States institutions have been diagnosed with learning disabilities, totaling 2.7 million learners in 2007 (McLaug hlin et al., 2009). Over 50% of those children spend most of their day in general learning classrooms. Technology inputs that support learners with learning disabilities are becoming more accessible, but class consumption remains behind because general education instructors have not been trained to use such technology effectively. Approximately 35% of learners with disabilities access supportive technology to enhance learning as illustrated by Metzloff et al. (2009). Specific knowledge of supportive technology may be needed to satisfy the requirements of children with certain learning disabilities, but technology reviews even in such instances are often missing. Special technology reviews are occasional checks by perennial instructors and developers of supportive technology to ensure that such technology captures the needs of the intended users. A study of 400 instructors who teach children with learning disabilities found that below 33% of their children had ever had a supportive t echnology review (Ruwe et al., 2011). Research carried out by the Harvard Family Research Program proposes eight methods in which instructors and administrators can encourage parents’ participation in homework to assist students to improve and reinforce learning skills. Four of the proposed ways need considerable parental capability and/or parent-centered coaching and instructor support. These consist of parents’ direct participation in assignments and completion of homework. In addition, it consists of parents’ development of helpful strategies that match classroom roles to their children’s understanding, skills, and capabilities. Studies offer suggestions that propose an affirmative impact from parent-to-parent support teams and instructor-parent partnerships in improving and supporting individualized assignment systems for all children (Lolich et al., 2012). Technology Appropriateness Technologies that aid children with disabilities tackle physical and time challenges can have a quantifiable impact on the children’s interaction with learning. Children who strive to understand image, print, and audio resources are less capable of experiencing deep interaction while absorbing new content since the decoding procedure uses an uneven share of active memory (Wall Siller, 2002). Education instructors, researchers, and professionals agree that special children ought to know how their specific impairment affects their education. Howard Gardner’s (2000) research on several intellects supports learner self-recognition of preferences, strengths, and weaknesses in various fields of learning: rational, spatial, intrapersonal, and naturalistic (Gardner, 2000). Future brain studies may recommend individualized reviews that could quantify varying degrees of learning through utilization of diverse technology-centered approaches at diverse levels in a child’s development. Method Participants Participants of this study are chil dren aged 14 years who have been diagnosed with any specific disabilities that may impair learning. The diagnosis is a procedure carried as per Wechsler Intelligence Scale for Students-III and children with disabilities score lower than the outcomes of that intelligence scale in one or all of the scales. Outcomes of the Wechsler Intelligence Scale for Students-III (Printz et al., 2006) are Oral 90, Performance 104, and Full Scale 102. The schoolteacher will administer the Wechsler Intelligence Scale for Students test two weeks before data gathering begins. The study will take place in the coaching classroom of an elementary school in a rural area. The Special Education Instructor, the teaching assistant, and the first author will be present in the coaching room. The authors will select the participant based on the average level of reading performance and readiness to contribute to the study. Such data will be provided as part of the graduation requisites of the first author from a p ublic university. Materials Resources required for this research are two reading racetracks, conventional plotting paper, a stop watch, data compilation checklist, blue and black pens, list of words, and instructor-made flashcards. A representative sample for a reading racetrack is as shown below. Figure 1: A model Reading Racetrack (Lolich et al., 2012, p. 247) Variables and measurement processes The dependent variables are the number of words the child reads accurately or in inaccuracy. The first author records the number of accurate and inaccurate words read for a one-minute period. Prior to each period, the child is allowed 120 seconds (3 minutes) to practice the racetrack in isolation. The child is timed once in a day based on the number of words they read. This study will take one week. The participants will be awarded points based on a token education program for a specific number of accurate responses. The number of rights required to earn points increases overtime as the i ntervention itself becomes more rewarding. Study Design and Requirements To evaluate the efficiency of the racetracks paired with Direct Instruction, precision coaching and a personal token program, the researcher will utilize the following. Data Collection Survey Pursuant to the measurement processes and variables discussed above, the researcher will embark on original data collection. As proposed above, this study consists of presenting a list of key words and requesting participants to read the words orally for one minute. The researcher makes a check on a conventional graph paper for each inaccurate reading and the total number of readings. An accurate ‘answer’ is defined as reading the word accurately (consisting of self-corrections). A wrong ‘answer’ is defined as reading a word wrongly, skipping a word, or pronouncing another word. The researcher will collect the data for two days. Reading racetracks As noted before, reading racetracks are tools that enable students (especially those with disabilities) to eliminate mistakes in reading through practice. In this research, the researcher selects six words from a universal record of key words for each racetrack, being careful not to incorporate two phonetically similar words. The researcher confirms that the child has previous reading experience with 60% of the words from practice, as mentioned above. The researcher utilizes a growing number of words in the course of the program. The program takes a week as mentioned above. At the start of each day’s session, the child is given 120 seconds to practice the reading system individually. If the participant asks help to decode a word, the researcher offers help. After 120 seconds of practice, the student is timed for 60 seconds. An accurate answer is defined as reading the word in each unit accurately or self-correcting whereas an inaccurate answer is defined as skipping a word, reading a word inaccurately, or pronouncing a word from a different unit as noted above. At the end of the one-minute session, the participant will aid the researcher to compute the number of accurate and inaccurate answers, in addition to recording the information. After calculation, a number of points are awarded to the participant (e.g. one point for every 5 accurate reading answers and then progressively increased during the program to one point for every 10 accurate answers). Immediately following data collection, the researcher uses the Direct Instruction System, which models, instructs, examines, and re-examines for a support effect, such as timing, sign language teaching, or a pen. When the participant completes a racetrack with 100% correctness, a different racetrack is implemented on the next day. Data is gathered roughly three times in a week for a total of six weeks. Reliability of Data The data collected has to capture the parameters and requirements of this research. To fulfil this requirement, the researcher carries o ut an Inter Observer Consistency (the inherent coordination between participant and the researcher(s)) once during data collection. In this paper, there is likely that a number of people may be involved in collecting data. Each time a participant pronounces a word, the researchers record an accurate or inaccurate mark individually throughout the one-minute durations. This may result in different recordings. Hence, the researcher has to make effort to ensure data reliability. To achieve inter researcher conformity, the researcher in this paper divides the number of conformities per researcher by the total number of conformities and non-conformities and multiplies that number by 100. ‘Conformity’ is defined as researchers having a similar response captured for each word pronounced verbally. ‘Non-conformity’ is the instance where researchers have dissimilar responses for a word pronounced verbally. Process of Assessing a Disabled Participant Constructing or de veloping an assessment tool is a process. The process chronologically involves the following steps according to Mayer (2008). Identifying the area of difficulty for the learner. For instance; a childs habitual omission of letters while reading Determination of the frequency of the problem and its gravity with regard to its effect on reading. Sampling of relevant tests commencing with the easiest level until one derives the items, which are at the learner’s level. Carefully paying attention to motor or sensory difficulties and letting the learner to react in the way they function best. Preparations Before the introduction of the learner to experience, proper preparedness of the professionals conducting the testing to administer and score the same and a friendly environment should be ensured first. Most learners are test phobic. To alleviate this problem, they should be explained all the steps to be involved in the testing, the testing items, and procedures clearly. This help s clarify any misconceptions to them and other participants. It would be equally important to involve the parents, as this would in turn help them understand the test and its importance. Hence, win them as part of the assessment support team. Their knowledge about the learner should also be embraced, as it would render the test more meaningful to the learner and their family. Besides establishing a rapport with the learner, it would also help minimize their test stress or phobia, before the test a lot. Ensuring the test is at their level would also help in this a lot. Once everything is in place, the assessment should be done and the results got something that should usher in the following step. Conclusion To facilitate planning for the assessment, the team members should work collaboratively and in a participative manner too to ensure a wholesome assessment. Additionally, the assessments should be carried out in learner’s school or at home unless the learner proves to have b oth educational and other problems calling for specialized attention. Prior to the commencement of the learner, the teacher, and other team members should have a planning schedule for the determination of what is to be assessed and how the information is to be gathered as well as assessment objectives. Assessment objectives entail areas to which forces should be prioritized. Besides this, it should also give clarifications for referral questions, review regarding learners’ information (particularly from parents and other teachers, locate rules and responsibilities of member for diverse information collection across multiple setting. References Erbey, R., McLaughlin, F., Derby, M., Everson, M. (2011). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3(3), 213-226. Falk, M., Band, M., McLaughlin, F. (2003). The effects of reading racetracks and flashcards on sight word vocabulary of three third grade students with a specific learning disability: A further replication and analysis. International Journal of Special Education, 18(2), 51-57. Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education That Every Child Deserves. New York: Penguin Putnam. Green, C., McLaughlin, F., Derby, K., Lee, K. (2010). Using reading racetracks and flashcards to teach sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of Educational Research, 13(2), 84-98. Herberg, J., McLaughlin, F., Derby, K., Weber, P. (2012). The effects of repeated readings and flashcard error drill the reading accuracy and fluency with rural middle school student with learning disabilities. Academic Research International, 2(3), 388-393. Hyde, C., McLaughlin, F., Everson, M. (2009). The effects of reading racetracks on the sight word fluency and acquisition for two elementary students with disabilities: A further replication and analysis. The Open Social Science Journal, 2(1), 50-53. Kaufman, L., McLaughlin, F., Derby, K., Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare and reward to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, 34(2), 27-50. Lolich, E., McLaughlin, F., Weber, K. (2012). The effects of using reading racetracks combined with direct instruction precision teaching and a token economy to improve the reading performance for a 12-year-old student with learning disabilities. Educational Sciences, 3(2), 245-249. Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. McLaughlin, F., Williams, F., Williams, L., Peck, M., Derby, K., Bjordahl, M., Weber, K. (2009). Behavioural training for teac hers in special education: The Gonzaga University program. Behavioural Interventions, 14, 83-134. Metzloff, N., Kuhl, P., Movellan, J., Sejnowski, J. (2009). Foundations for a new science of learning. Science, 325, 284-288. Printz, K., McLaughlin, F., Band, M. (2006). The effects of reading racetracks and flashcards on sight word vocabulary: A case report and replication. International Journal of Special Education, 21(1), 103-108. Romjue, H., McLaughlin, F., Derby, K. (2011). The effects of reading racetracks and flashcards for teaching sight words. Academic Research International, 1(2), 134-146. Ruwe, K., McLaughlin, F., Derby, K., Johnson, K. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23, 241-255. Shaywitz, S., Shaywitz, A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Developmental Psychopathology, 20(4), 1329-1349. Wall, R., Siller, M. (2002). Quick facts on the use of multimedia presentations and technology. American Foundation for the Blind, 19(1), 201-216.

11 Main Challenges Faced By Admin Assistants

11 Main Challenges Faced By Admin Assistants Administrative assistants work in every industry, and their jobs are  extremely demanding. If youre not one, you might not know how hard they work, but don’t underestimate the grueling nature of their day-to-day or the amount of education they needed to get there! And if you are one, you know all too well the struggles that come from this often underappreciated job.Here are a few challenges admin assistants face on the regular.1. Difficult PersonalitiesEver had a bad boss? Yeah, well, administrative assistants are tasked to those bad bosses 24/7. Their whole job is to deal with those demanding, aggressive, socially awkward, self-important, micromanaging lunatics. So show a little respect.2. Devaluation of their JobIf you’re an admin assistant, everybody just assumes you’re not qualified enough to get a real job. That’s mostly because they have no idea what your job actually entails. No one multitasks or juggles better. But admin assistants are too humble to correct you. They know what they know.3. Clean-up Responsibilities for AllThe task of office clean-up, and also the general putting out of everybody else’s fires and fixing of everybody’s messes, almost always falls to admin assistants. Next time you see a handwritten sign taped over the festering sink, think of how many weeks of suffering in silence went on before that sign even went up.4.  Youre Always on CallEven though admin assistants have little authority, they are expected to know almost everything and they can be blamed for almost everything that happens to go wrong. And they are expected to be available whenever anybody needs them.5. Inconsistent Whims and DemandsAdmin assistants aim to please and are always trying to carry out a boss’s wishes and anticipate his or her needs. But so often bosses keep moving the goalposts and changing the rules. It can be enormously frustrating to keep up.6. Inappropriate RequestsIt’s bad enough having to ba bysit your boss and your colleagues. Sometimes you’re asked to actually babysit children when a coworker or your boss brings theirs to work. Or you’re asked to go get someone’s dry cleaning (someone you dont report to) or run another ridiculous errand.7. Shooting the MessengerEven if you didn’t screw up, you’re the one who usually gets yelled at- by everyone. Admin assistants are constantly in the direct line of fire.8. Lack of Trust and TimeYou could either end up with a boss who rides you on every little detail, or even worse, one who doesn’t have any time for you. It’s very hard to do your job if you don’t get at least a few minutes a day of face time to make sure you know what’s needed of you.9. Theres Rarely a ThanksOf all the things you’ll hear said or shouted at you as an admin assistant, â€Å"thank you† is almost never one of those things. Even and especially when you were the one who saved the day .10. No Time to Do It AllAs an admin assistant, your list of tasks- and the stack of papers on your desk- is gargantuan. You make deadlines just fine, but the to-do list never seems to shrink.11. No MoneyPerhaps the biggest injustice done to admin assistants is the egregious lack of compensation. Nobody gets paid less given their work and worth.So next time you feel like yelling at an assistant- or just dumping some thankless jobs on their desk, don’t! Imagine what their day must be like first and show a little love. And if you are one, thanks for all you do. We appreciate you.

Why should not the city of Houston issue a bond for 2 million dollar Essay

Why should not the city of Houston issue a bond for 2 million dollar - Essay Example dollar bond wherein investors can be bondholders so that they can pay the city coupons of interest from the two million dollars, making a profit for the city of Houston. To make a profit as an alternative source of capital is just one advantage of issuing bonds. Aside from that, bonds can be used as Leverage; the coupons that are usually paid every three, six, or twelve months are a flexible way to make payments easier by making less payments fit the situation. Also, there is an option to create a fixed interest rate that is unaffected by changes. Aside from being a benefit, there are also some risks and challenges when issuing bonds. Bonds are a form of debt. These debts are financial risks that leave the issuer (in this case, the city of Houston) payment obligations that are enforced by the law. They have to make these payments no matter what financial state they may be in. Compared to shares that may not be paid when it the issuer lacks money, these bonds can create financial problems for the issuer. There is also a refinancing risk wherein the issuer would need to get capital once bonds mature. This might be a problem if interest rates have been increasing, causing the issuer to possibly refinance at a higher rate. The large bullet payment of the principal at a bond’s maturity is a possibly large amount that may be difficult to pay if the principal payment is delayed. The administrative cost of handling the transactions can also be a burden, unlike a loan wherein the details are confidential; bond issuers have to d isclose some details to the public as requirements by the CMD and other regulatory authorities. Bonds are also treated and taxed as income to the shareholder. To keep the bond attractive to bondholders, the issuer has to compensate for the taxes. These are the reasons why Houston should not issue bonds. It is a risk and requires planning and manpower. The administrative cost has to be prepared before issuing the bonds; there has to be a failsafe

Finance in Hospitality Industry Assignment Example | Topics and Well Written Essays - 2500 words

Finance in Hospitality Industry - Assignment Example The businessperson can apart with money to put into the business. This could include savings or start up capital. This method of approach ensures that the person has complete ownership of the business. External sources are another option to funding. There is several of this kind of funding. Bank loan is one example. Banks can offer one capital to fund a business. The loan repayment is spread over a long period of time and one has to pay interest. One can have additional partners when starting a business. An individual may decide to team up with another person in the business venture. The new partner usually pays more capital than the individual. I would go for owner’s capital Friends and family may also be a source of external funding. Family can invest in a business with little or no interest. They can support an individual in the business venture without making demand for shareholding .Small Business Administration (SBA) can generate funds for business setup. In this method the individual access loans that are provided for by the federal government The amount of interest is minimal in SBA’s. The best sourcing for me could be family and friends. Interests, security and shareholding are not demanded for with the approach. To add on, the family can offer counsel and support during the business initiation. Generating income in hotel Business. Venturing in business is usually for the purposes of income generation. Various businesses employ a variety of methods to realize the optimal profits. The enterprises engage in various forms of generation .Fee for service, selling of products, membership dues, tangible and untangible assets are ways that money is earned in an institution. The hospitality industry also can employ these strategies to make economic gain. Services can be sold as a way of making money. Catering services can be provided for by hotels in different contexts .Eatery services can be offered within the organization. Customers visit the ho tel and get food and drinks for which they are charged .Hotels can cater for wedding sand parties in the neighborhood and make profits. Catering services can be taken to institutions of learning by the hotels and the administration reciprocates the service by paying up. Tangible assets can also be used to gain profits. Leasing and renting out of assets such as space, equipment and land. The hotel can hire out rooms for conferences and workshops to other organizations. This ensures that they make for the leasing and the assets remain their own. Space for hosting events such as parties and weddings can also make up for income generation. The grounds can be well lawn and presentable. Consumers can therefore rent the place and pay up for the amount of time they use the place. Furthermore, boarding services can be provided for. The consumers are offered spaces to sleep for a levy .Investment and dividends can offer funds for an organization. The hotel can enroll in the stock exchange and gain accrued interests with time. This is the passive way of income generation as the stakeholders are not directly involved in money making. TASK 2 Costs, gross profit percentages and selling prices fort products and services are important in mapping out a company’s progress. Cost can have various elements to it that need to be considered. These elements include; revenue, Cost of goods sold, formula as well as management. Revenue refers to as ‘sales ‘in companies. This is the receipts and debits over a certain