Interpersonal skills and Conflict Management

Presentation Conflicts are inescapable in our day by day lives. How clashes are settled outcome in positive or negative results. Arrangement is one of the powerful methods of explaining struggle. This paper will talk about the pertinence of arrangement to relational abilities, bunch process and additionally peace promotion dependent on the gathering instructional exercise assignment.Advertising We will compose a custom report test on Interpersonal aptitudes and Conflict Management explicitly for you for just $16.05 $11/page Learn More Description of gathering experience The gathering picked exchange as one of the points to investigate in refereeing process. Fiske and Clark (2011) depict arrangement as a craftsmanship working on during strife and targets settling the issues by accomplishing arrangements that the included gatherings can battle with. The gathering agreed with the depiction of exchange gave by Fiske and Clark (2011). The four gathering individuals, Dallas, Peterson, Jane and Johnson (not their genuine names), grasped that contentions may reinforce or debilitate connections. Jordan and Troth (2009, p. 196) notice that various individuals respond to struggle in an unexpected way. Some become irate, others timid away, some dened, while others show feelings. In the event that such clashes go uncertain, strain develops and may bring about complex clashes. Clashes happen between guardians, youngsters, coworkers, understudies and companions. Clashes frequently happen in view of contrary interests, sharing of power or force and, narrow-mindedness. Exchanges can serve included gatherings interests if a few standards of arrangements are watched. Exchange in peace making includes compelling correspondence. The gatherings included should alternate to talk, tune in to other people and guarantee they comprehend what the other parties’ thoughts are. Jehn (1995, p. 256) takes note of that accusative words ought to be evaded. The gathering talked about the s ignificance of picking a helpful time and spot for those in strife. Regard for existing connections just as each other’s qualities and standards which ought to be maintained. Gatherings ought to know about isolating individual issues from basic concerns. Another significant standard in arrangement is distinguishing the fundamental issue. Gatherings in the contention express their anxiety to one another. At that point an assortment of potential arrangements is introduced. The introduced arrangements ought to be illuminated by the overall issues and be obliging of all gatherings in conflict.Advertising Looking for report on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Learn More After participating in important discussions, the gatherings can decide to come up to an accord. Feelings and harshness are stayed away from. This may bring about comprehension, where one of the gatherings forsakes own enthusiasm for the re gular advantage. All gatherings ought to keep the understanding in exchanges. Keeping up a decent relationship among the gatherings makes the dealings fruitful (Janasz et al, 2012). Investigation of gathering experience The examination of gathering experience incorporates writing audit on arrangement and down to earth aptitudes suggested by different researchers. Strife hypothesis as examined in the gathering features causes and methods of overseeing clashes when they happen. Huang (2010, p. 334) investigates relationship struggle and errand strife. Group execution can be connected with the capacity to oversee struggle by arrangement. All individuals from a group in arrangement ought to perceive the relationship and be happy to make the group a triumph. The colleagues add to the exchange procedure and uncover every single applicable issue. Objectives, qualities, customs, and perspectives of the colleagues are regarded. Singular issues are excluded to the basic issues. Everybody show s duty and regards a definitive arrangement of the gathering. As per Oberschall (2010, p. 176), people are inclined to struggle. Clashes are extraordinary and rely upon the degree of connection of the gatherings, the predominant circumstance, and past encounters. Doucet et al (2009, p. 340) demonstrate that contentions can be dealt with acceptable administration abilities. Great administration aptitudes include arrangement abilities inside the person. A decent pioneer can give guidance for the group to limit clashes. Arrangement can influence the administration of a contention decidedly. Lu et al (2009, p. 131) discovered that associations have thought about clash as a negative standard. Negative impacts of contention incorporate wrecked connections and lackluster showing at work. Clashes cause interruption and meddle with inspiration in a group. Clashes have been found to have positive outcomes, for example, creativity and trade of helpful information. Clashes that worry connection s give negative outcomes, while clashes concerning work give a beneficial outcome. Being set up for exchanges, contingent upon the idea of the contention, requires appropriate readiness. This incorporates sharing data by receiving a group contract statement.Advertising We will compose a custom report test on Interpersonal aptitudes and Conflict Management explicitly for you for just $16.05 $11/page Learn More Developing shared objectives and normal premiums limits the odds of taking part in strife. Shared objectives and targets make dealings significant and lead to an effective refereeing. In a gathering peace making, the group can receive a contract articulation. This announcement causes the group to alter singular objectives with the team’s objectives, just as the whole associations objectives (Susan Herbert Consulting, 2010). The nature of arrangement aptitudes can be improved. Being enthusiastic meddles with the capacity of settling strife as Jordan and Troth (2009, p. 19 5) state. Gatherings that participate in passionate arrangements are less beneficial than if they were performing singular work. Thus, an individual’s capacity to manage feeling influences the capacity to haggle during a contention. Accordingly, intense subject matters ought not be disregarded during compromise. Empowering great connections is huge in an association. The association can remunerate workers who keep up involved acquaintances as Lu et al (2009, p. 146) recommend. In addition, an association can keep up a decent domain that empower sharing of information and inventiveness. This will set up the group to oversee clashes by arranging and not getting passionate. Fruitful dealings empower development of connections and phenomenal execution of both the individual and the gathering. Jehn (1995, p. 256) takes note of that compromise that grasps exchanges prompts achievement. Better dynamic, improved way to deal with difficulties inside the association, and accomplishment of development are a portion of the advantages of compromise utilizing dealings. Clashes present assorted variety, which can have a positive effect in the benefit of an association. Moreover, strife may bring about change which is unavoidable and to help the lion's share. End Negotiation is a powerful technique for settling clashes. it includes correspondence where individuals ought to talk, tune in and see each other in a deliberate way. Those engaged with exchange regard each other’s viewpoints and qualities. The principle issues are spread out and every conceivable arrangement that are kind are inspected. One of the arrangements is conceded to and embraced by the parties.Advertising Searching for report on business financial aspects? We should check whether we can support you! Get your first paper with 15% OFF Find out More Clashes can cause terrible showing and pulverize connections if not very much oversaw. All around oversaw clashes can prompt profitability, information sharing, and creativity. Improvement of shared objectives, (for example, a group sanction proclamation) is a viable method of getting ready for peace promotion. Fulfilling and empowering great connections will prompt development of the organization. Reflections Getting the chance to learn and encounter arrangement at a relational and gathering connection is significant. Quality exchange abilities can be utilized in suitable circumstance in future to determine clashes. Arrangement upgrades working of connections and keeping up connections for long. Reference List Doucet, O., Poitras, J., Chã ªnevert, D. 2009, The effects of initiative on working environment clashes, International Journal of Conflict Management, 20, 4, 340 †354. Fiske, C. Clark, A. 2011, Human Development and Family Studies Extension, Human Relations. Huang, C. 20 10, Unbundling task strife and relationship struggle: The directing job of group objective direction and refereeing, International Journal of Conflict Management, 21, 3, 334 †355. Janasz, C., Dowd, O. Schneider, Z. 2012, Interpersonal aptitudes in associations, New York, Mc-Graw-Hill Irwin. Jehn, A. 1995, A Multimethod of Examination of the Benefits and Detriments of Intragroup Conflict, Administrative Science Quarterly, 40, 256-282. Jordan, J. Troth, C. 2009, Managing Emotions During Team Problem unraveling: Emotion Intelligence and Conflict Resolution, Human Performance 17, 2, 195-218. Lu, L., Zhou, F., Leung, F. 2009, Effects of undertaking and relationship clashes on singular work practices, International Journal of Conflict, 22, 2, 131-150. Oberschall, A. 2010, Conflict hypothesis. Web. Susan Herbert Consulting 2010, How to build up a group contract. Web. This report on Interpersonal aptitudes and Conflict Management was composed and put together by client Kendra Heath to help you with your own investigations. You are allowed to utilize it for examination and reference purposes so as to compose your own paper; be that as it may, you should refer to it in like manner. You can give your paper here.

Sexual Education in Schools Essays

Sexual Education in Schools Essays Sexual Education in Schools Essay Sexual Education in Schools Essay Sexual guidance ( sex erectile brokenness ) in state funded schools has for quite some time been a dubious and discussed subject in the public arena. There are a few requests with regards to approaching sex erectile brokenness in schools. These requests include: proper age for introducing sex erectile brokenness ; ought to stimulate ed be obligatory or discretionary ; and whether sex erectile brokenness plans should be thorough or restraint based. Sexual action erectile brokenness is a vital point to learn in schools. It ought to be fitting to the class degree and instructed in a knowing, aloof mode. Extensive sex erectile brokenness ought to incorporate learning students about abstention, bar strategies, and should put a highlight on helping understudies to get dynamic achievements with regards to sexual movement. Sexual movement erectile brokenness can be an extremely utile and proficient instrument for juvenile understudies with regards to doing the assurance that is best for them . It is a deplorable inclination that non every juvenile youngster have a safe topographic point to go to for efficacious sexual data. Providing sex erectile brokenness in schools gives all students an equivalent opportunity to obtain data about sex and all the aspects that accompany it. Age-Appropriate Sex Ed Sexual action guidance ought to get down in early youngsters or Oklahoman, perchance get bringing down in fifth or sixth class. Sex guidance that works begins right on time, before juvenile individuals arrive at pubescence, and before they have created built up types of conduct ( Forrest A ; Kannabus, 2009, pg 3 ) . On the off chance that a child does nt procure acquainted with stimulate erectile brokenness until age 16, yet begins holding sex at age 14 ; so it s conceivable they did nt larn anything about abstention and STD or development bar before their sexual movement. So, all in all it might be more earnestly to learn them new practices refering sexual movement. In 2005, 6.2 per centum of secondary school students announced holding occupied with sex before age 13 ( Youth Risk Behavior Surveillance System ( YRBS ) , 2007, n.p. ) . While 6.2 may resemble a little for every centum ; 45.5 % of juvenile grown-up females and 45.7 % of youthful work powers guarantee to hold had sex bet ween the ages of 15 and 19. Orchestrating to these measurements, it would look that some sex erectile brokenness would be fitting in any event foremost to or at age 12. It is difficult to cognize at what age sex erectile brokenness ought to be managed. Everything relies upon the physical, enthusiastic, and mental advancement of the child. Some contend that introducing sex erectile brokenness at such a youthful age will elevate juvenile childs to test and proceed onward their marvel. Be that as it may, Fitting to 48 surveies of exhaustive sex and STD/HIV guidance designs in US schools ; there was seen as solid grounds that such plans did non increment sexual action. Some of them diminished sexual action, or expanded paces of elastic utilization or different preventives, or both ( Forrest A ; Kannabus, 2009 ) . It has all the earmarks of being evident that providing sexual guidance at a more youthful age, for example, fifth or sixth class, is non simply vital however proper as great. Necessary V. Discretionary Sex Ed Since all understudies merit the opportunity to hold equivalent dish to stimulate erectile brokenness ; it ought to be ordered by all schools to learn thorough sexual guidance, with the alternative for guardians picking their children out of class. During interviews led with guardians of school matured children, by the essayist of this paper ; it was discovered that all the guardians other than thought sex erectile brokenness ought to be mandatory for schools to learn sex erectile brokenness, and mandatary for schools to offer guardians the select of picking their children from the plans. The guardians other than thought it essential for schools to let guardians to rethink the data that would be educated to students preceding their children taking the class, this would allow them to draw their children out of the class. Orchestrating to the Guttmacher Institute ( 2009 ) , 21 regions and the District of Columbia order that government funded schools show sex guidance ( feature 1 ) . Wh ile 37 areas require school regions to give parental commitment access sex erectile brokenness, simply 3 territories require parental assent for their child to partake in sex erectile brokenness, and 35 regions grant guardians to pick their children out of sex erectile brokenness ( Guttmacher Institute, 2009, feature 3 ) . Just 4 % of middle school students guardians and 6 % of secondary school understudy guardians accept that sex guidance ought to non be instructed in schools. Many school domains do in any case do rejections for students that can non participate because of otherworldly convictions and imposts ( Sexuality Information and Education Council of the United States ( SIECUS ) , 2007, n.d. ) . Program Effectiveness Despite the fact that at that spot is by all accounts little contention about the suitable age to introduce sex erectile brokenness and whether it ought to be mandatory or discretionary ; there is an extremely enormous contention about the effectivity of the two boss plans being instructed in government funded schools. These plans incorporate complete sexual guidance and restraint just plans, the two of which have heroes and restrictions. Numerous restraint until-marriage or forbearance based plans educated in schools are supported by the government specialists. Billions of dollars have been filled these plans, yet they have non been demonstrated to be each piece viable as thorough plans nor have they indicated a positive modification in youthful students sexual exercises ( No More Money, 2008 ) . Restraint just plans place a highlight on abstention from every single sexual conduct as an office to bar of incubation and STD s. These plans spread least data about preventives and STD bar. Whenever talked about by any means, these plans simply examine disappointment rates ( Community Action Kit, 2008 ) . While numerous supporters of restraint just plans contend that the arrangement is the solitary way for understudies to be 100 % ensured, resistances would reason that the plans do nt give satisfactory cognizance to students about different signifiers of assurance and preventive advances. Understudies are bound to arraign in unprotected sexual exercises when they have non been shown any data bar. Numerous forbearance just plans other than show students striving disavowal ( No More Money, 2008 ) . Orchestrating to Family Accountability Communicating Teen Sexuality ( FACTS Handbook ) ( 2000 ) , Students who do non take to endeavor disavowal to remain abstentious are non liable to str ive refusal in the utilization of a prophylactic gadget ( p. 50 ) . In any case, this is non a referred to actuality since prophylactic strategy as a preventive gadget is non educated in abstinent-just plans. Abstinent-just plans do non fix understudies for the likelihood that they may non have the option to strive refusal. Instructive Psychology by John W. Santrock high spots youngster thought, on page 314. Santrock takes note of that in the warmth of the moment, youngsters feelings may especially overwhelm their dynamic capacity . In the warmth of the moment, a student who has nt been educated about preventative technique or elastic likely wo nt do the correct assurance. In any case, a fledgling who has been provided with equivalent data about rubbers and prophylactic technique may hold previously thought about the impacts before-hand, during a moment non excited by feeling. Having the perception to do the correct assurance refering security may help the juvenile understudy to do a superior pick during a genuinely excited area. The grounds and research plainly shows that restraint just plans do non prevent youthful incubations or the approaching of vaginal intercourse ( Kohler, 2008 ) . Thorough sexual guidance ( CSE ) is an aloof assault to excite erectile brokenness. CSE Teachs and creates dynamic achievements in students about abstention, preventives, STD bar, elastic utilization, youthful incubation, human turn of events and generative frameworks and connections ( Community Action Kit, 2008, pgId 886 ) . Numerous guardians contended that sexual guidance plans did non focus bounty on learning students mindful conduct and self-pride related with doing judgments about sex. CSE gives that students be instructed about connections and relational achievements. This arrangement other than features the advancement of understudies perspectives towards their qualities and convictions about sex and applying obligation sing sexual connections ( Community Action Kit, 2008, pgId 888 ) . Despite the fact that these plans have been demonstrated to keep the approaching of intercourse ; chop down the frequence of intercourse and the figure of sexual life partners ; and increment e lastic or preventive use ( Community Action Kit, 2008, pgId887 ) ; just 15 territories necessitate that sex guidance plans spread prophylactic technique ( Guttmacher Institution, 2009, feature 1.2 ) . Indeed, even with its demonstrated effectivity and achievement rate, CSE is non being educated in sufficient schools to make its maximum strength at cut bringing down juvenile students risky conduct refering sexual exercises. A few pundits contend that CSE plans increment sexual action due simply to the understudies cognizance of sexual data. While CSE may non essentially hinder sex it is 50 % bound to prevent youthful incubations than restraint just plans. It is other than appeared to hardly chop down investigations of vaginal intercourse among youthful understudies ( Kohler, 2008 ) . CSE permits students to ceaselessly build upon advancement and educated achievements. It other than centers around helping understudies to keep these achievements in memory, accepting and dynamic methods. For CSE to be fruitful, instructors must be devoted in providing understudies with indiffer

Choosing the Best Illinois Major for You

Choosing the Best Illinois Major for You Theres one part on college applications that every student struggles with: selecting a major. At Illinois, you apply directly to your program, so its important to pick a major youre serious about. It can be overwhelming, especially since Illinois offers over 150 programs of study. Luckily, Illinois also offers an amazing tool to make this process more manageable. Well, what is it? Introducing our new and improved Program Explorer. This tool tells you all about each major offered at Illinois. Youll find a brief description of the program, as well as annual costs, career options, job placement rates, average starting salaries, and even possible employers. All the information has been collected over the past several years from our Career Services Office. Whats so special about the Program Explorer? One of the most handy features in the Program Explorer is the ability to compare majors side-by-side. This is particularly useful if youre interested in the stats we have for each program. Of course, these numbers wont tell you everything; success can mean all sorts of things, and employment, graduate school, and volunteering opportunities arent always quantifiable. But the Program Explorer is a great start to your search. And with our growing list of over 150 majors, we hope you will spend some time exploring some different options before applying. What if I still dont know what to major in? If you are still unsure about your major choice, you might want to think about our Division of General Studies. This program allows you to be undeclared for up to two years and is a great option if you still want some time discovering what Illinois has to offer. So go out, learn, and explore! Brian Senior Associate Director of Recruitment Outreach, Undergraduate Admissions I'm here to help high school students and their families navigate the college search process. An Illinois alumnus (LAS ’02), I had the honor to play football for the Orange and Blue.

Choosing the Best Illinois Major for You

Choosing the Best Illinois Major for You Theres one part on college applications that every student struggles with: selecting a major. At Illinois, you apply directly to your program, so its important to pick a major youre serious about. It can be overwhelming, especially since Illinois offers over 150 programs of study. Luckily, Illinois also offers an amazing tool to make this process more manageable. Well, what is it? Introducing our new and improved Program Explorer. This tool tells you all about each major offered at Illinois. Youll find a brief description of the program, as well as annual costs, career options, job placement rates, average starting salaries, and even possible employers. All the information has been collected over the past several years from our Career Services Office. Whats so special about the Program Explorer? One of the most handy features in the Program Explorer is the ability to compare majors side-by-side. This is particularly useful if youre interested in the stats we have for each program. Of course, these numbers wont tell you everything; success can mean all sorts of things, and employment, graduate school, and volunteering opportunities arent always quantifiable. But the Program Explorer is a great start to your search. And with our growing list of over 150 majors, we hope you will spend some time exploring some different options before applying. What if I still dont know what to major in? If you are still unsure about your major choice, you might want to think about our Division of General Studies. This program allows you to be undeclared for up to two years and is a great option if you still want some time discovering what Illinois has to offer. So go out, learn, and explore! Brian Senior Associate Director of Recruitment Outreach, Undergraduate Admissions I'm here to help high school students and their families navigate the college search process. An Illinois alumnus (LAS ’02), I had the honor to play football for the Orange and Blue.

Modern Lovers By Emma Straub - 1347 Words

Part Two of Emma Straub’s generational novel Modern Lovers, titled Jane Says, includes chapters twenty-four through forty-five. This section is much more action-packed then the last, each of the characters finally going after what they really want. Harry finally connects with his long-time crush Ruby, emotionally and physically. Ruby even makes sure this continues after warnings from Harry’s disapproving parents, Elizabeth and Andrew. Jane and Zoe are finally shown conversing with each other in a pleasant way, giving off the vibe that they are getting along better than in the previous section. This shows a possible positive outcome for their questionably divorceable marriage. Elizabeth takes control over the movie rights plotline, by†¦show more content†¦One of Andrew’s personality problems that was touched on in the story is his short temper. Elizabeth recalled that â€Å"it had been a problem in their youth, Andrew always flying off into the stratosph ere with rage over something totally inconsequential,† (Straub, 2016, p. 94). We see Andrew get very angry in this part of the story, but with a reason to be. When Jane, Zoe, Elizabeth, and Andrew find themselves in the police station after Ruby and Harry were caught â€Å"having sexual relations in the playground,† (Straub, 2016, p. 175). However, his short fuse caused him to put all the blame on Ruby, saying â€Å"Well, I think we all know whose fault this is,† (Straub, 2016, p. 176) instead of taking responsibility for his son’s actions. This causes Zoe and Andrew to quarrel, and then Jane and Elizabeth chime in on an argument that is no longer about their children’s relationship but instead their own unresolved issues with each other. Akter and Begum also found that criminal activity is another factor that leads couples to divorce, saying â€Å"it creates distress in their marital life,† (Akter and Begum, 2012, p. 649). There is a run-in with the police due to Harry and Ruby’s actions, but the criminal activity I think will have more of an effect on Elizabeth and Andrew’s relationship is the signing of the rights to Naomi. When Elizabeth impulsively forged Andrew’s signature, it shows that she was not thinking about the repercussions of herShow MoreRelatedMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagesthe Image Track Chapter 6. Outline of the Autonomous Segments in Jacques Rozier s film Adieu Philippine, 149 Chapter 7. Syntagmatic Study of Jacques Rozier s Film Adieu Philippine, 177 vii viii CONTENTS IV The Modern Cinema: Some Theoretical Problems Chapter 8. The Modern Cinema and Narrativity, 185 Chapter 9. Mirror Construction in Fellini s 8 1/2, 228 Chapter 10. The Saying and the Said: Toward the Decline of Plausibility in the Cinema? 235 Notes, 253 A Note on the Translation by Bertrand

Race And The Human Genome Project - 788 Words

Race, such a subjective matter that most classify solely on observable traits based on traditional race concepts. However race exists in humans through cultural and biological concepts. In other words, race is based on its scientific meaning, which is taken from its visual and genetic signs of human variety. â€Å"After all it is an idea with a measurable past, identifiable present, and uncertain future†. St. A SHORT HISTORY OF THE RACE CONCEPT Michael Yudell, PhD, MPH. Through observing the human genome project that explores human molecular selves, skin color variation, and lastly race/human variation as a whole, a clear picture of race can be scientifically explained. The human genome project is a way of inspecting our molecular selves. There are three billions of letters that make up the DNA in the human genome that scientists have to study in order to understand our molecular cells. Furthermore, there are all distinct sets of genes that interact with environmental factors, which directly influence things like our physical appearance, personalities and risks for diseases. Geneticist, Jeffery C. Long â€Å"None of the observable traits that people associate with race are simple genetic traits. Complex traits are influenced by several genes as well as environment.† -Long, Jeffery C. RACE - Exploring Our Molecular Selves. RACE - Exploring Our Molecular Selves. N.p., n.d. Web. 30 Apr. 2015. Variation is the forefront for progression of a species. All species have wide varieties ofShow MoreRelatedEssay about Human Genome Project: We Are All One Race935 Words   |  4 Pagesknow that no matter how different we all are as humans; we are just a single race. The variations that we see in everyday life are just physical differences but genetically humans are the same and â€Å"race† is term that has been used to distinguish human because of those physical differences. You may be wondering how one person from Canada and one person from Africa the same race, but it has been proven through the HGP (Human Genome Project). This project was led by scientist from all walks of the earthRead MoreThe Human Genome Project?1023 Words   |  5 Pages The Human Genome Project Today we are learning the language in which God created life . . . humankind is on the verge of gaining immense new power to heal. Genome science will have a real impact on all our lives, and even more on the lives of our children. It will revolutionise the diagnosis, prevention, and treatment of most, if not all, human diseases. - Bill Clinton, June 2002. The Human Genome Project came into existence in the late 1980 s asRead More Morality And The Human Genome Project Essay1364 Words   |  6 Pages Morality and the Human Genome Project   Ã‚  Ã‚  Ã‚  Ã‚  Does the Human Genome Project affect the moral standards of society? Can the information produced by it become a beneficial asset or a moral evil? For example, in a genetic race or class distinction the use of the X chromosome markers can be used for the identification of a persons ethnicity or class (Murphy,34). A seemingly harmless collection of information from the advancement of the Human Genome Project. But, lets assume this information isRead MoreThe Human Genome Project Essay examples1068 Words   |  5 PagesThe Human Genome Project (HGP), an international scientific research project, has educated the public tremendously on various topics concerning DNA and genetics. This study has been beneficial to communities alike. 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The information gathered by the human genome project is expected to be the source book for biomedical science in the twenty-first century and will be of great value to the field ofRead MoreEssay on The Human Genome Project1579 Words   |  7 Pages Does the Human Genome Project effect the moral standards of society? Can the information produced by it become a ben eficial asset or a moral evil? For example, X chromosome markers can be used to identify ethnicity. A seemingly harmless collection of information from the Human Genome Project. But lets assume this information is used to explore ways to deny entry into countries, determine social class, or who gets preferential treatment. Whether or not this type of treatment is acceptable to a moralRead MoreThe Benefits of Genetic Engineering Essay1459 Words   |  6 Pages Almost three decades ago, on July 25, 1978, Louise Brown, the first â€Å"test tube baby† was born (Baird 1). With this birth another controversy broke out, do humans have the right to make life? Most of the concern comes from the fear of control over the production and development of human beings. But, those who are against cloning would most likely look the other way if they needed gene therapy after receiving a grim diagnosis. There are many aspects of genetic engineering and to thoroughly understandRead MoreDeoxyribonucleic Acid, Or Dna Is A Genetic Code That Determines1279 Words   |  6 Pagesvery important for when it comes to transferring hereditary information. Hereditary material, or â€Å"information† is from the parents of the offspring. It is information passed down from generation to generation and makes the human race unique. Without unique DNA, the human race could become extinct in an instant. The discovery of the double helix structure of DNA was discovered by mainly by James Watson and Francis Crick. They basically solved the structure of DNA. 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Argumentive Essay Topics on Technology Secrets That No One Else Knows About

Argumentive Essay Topics on Technology Secrets That No One Else Knows About Year round school isn't a good idea. If you need to compose your whole essay in 1 day, do your very best to give yourself breaks so you don't burn out. The second thing which you should take care of once you choose the title is to maintain in mind five forms of argument claims. It is vital to choose a great topic as a way to compose an excellent paper. Argumentative essay is about arguing and debating on a subject, which is debatable. The thesis is the crucial basis of an argumentative essay. It will give you a guideline on how to go about with writing the essay. Your thesis needs to be relevant so the short article can use a structure that's flexible in order to fit in the shoes of the readers. Instead of just immediately writing about your argumentative essay topic, you first have to think about what it is you are likely to put back on your paper through a procedure of brainstorming and pre-writing. You should also make sure to have in your argumentative essay Ask for clarification. Bear in mind your introduction should determine the major idea of your argumentative essay and function as a preview to your essay. Concluding an essay is the hardest aspect of writing for lots of people, but nevertheless, it may make more sense if you comprehend the aim of the conclusion. In the end, towards the conclusion of your conclusion, you might reflect on the way in which the essay compares to something else such as modern occasions or the future. In this kind of situation, it's more convenient to discover ready-made essays and use them as an example. It is possible to learn to compose an argumentative essay by following some typical steps for writing an essay together with by doing some things which are needed for argumentative essays, like citing your sources. If you have to create a descriptive essay within a broader writing prompt, you can want to find some insight about how to compose the other styles of essay writing. Positive Impact although technology has many negative impacts on teenagers and youth, it's been helpful in various ways. Technology is ever-present in our day-to-day lives. Before you finish working on your essay, you should make sure that you've cited all your sources utilizing the appropriate format. Explain whether Google has an effect on society. You may use many examples which can be found on the world wide web at no cost. The inevitable innovation of contemporary communication technology is a very prevalent issue in the current generation. The effect of morals from technology also features an impact on other factors like physical and societal facets of a young adolescent's life. Many brilliant individuals who achieved success in life proved actually academic drop-outs. For example, Moore's law states that every 2 decades, the intricacy of the electronic devices will double also. The role of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. To write a strong argumentative essay, they should begin by familiarizing themselves with some of the common, and often conflicting, positions on the research topic so that they can write an informed paper. When they are writing their argumentative essays that have to find, read and analyze lots of material to perform good. Another reason is to observe how well students argue on distinct views and demonstrate understanding of the studied subject. The Advantages of Argumentive Essay Topics on Technology Doing sports in college ought to be mandatory. Normally, it doesn't include references and quotes in it. It's possible for you to pick topics from assorted lists of ready themes. You will be assigned a topic, or your professor will enable you to select your own. The program can generate an entire essay in under a second, dependent on a few keywords. One of the primary problems is obesity.

THEMES IN MACBETH Essay Example For Students

THEMES IN MACBETH Essay THEMES IN MACBETH Macbeth was written while when Scotland lacked a good Leader to defendit from a Norwasian invasion. During this dangerous situation, Macbethstood out as the most commanding figure by defeating the rebel army. Histhrill towards the witches prophecies all confirmed his hopes of becomingthe King and replacing King Duncan, who lacked the power and courage tosave his country from this invasion. In this essay, I will discuss Macbeth during the many experiences thathe had faced and come across and I will show how these experiences andpressures that he faced helped with the conclusion and theme of the playwhich yet has to be understood. The first signs that tell us of Macbeths thoughts of becoming King werefound when the King proclaimed his son, Malcolm, the heir to the Scottishthrone, and Macbeth considered murder to overcome this obstacle that wouldprevent him from becoming the King. The prince of Cumberland! That is a stepOn which I must fall down, or else oerleap,For in my way it lies. Stars, hide your fires!Let not light see my black and deep desires. The eye wink at the hand; yet let that be,Which the eye fears, when it is done, to see. (Act 1:Scene 4:ln.55) When Lady Macbeth heard of her husbands success and read the letter, wealmost immediately feel that a new source of power had appared in thedrama. Her words reflected a great knowledge of her husband and herpractical approach to problems as seen in the following two verses. Glacis thou art, and Cowdor, and shalt beWhat thou are promised. Yet do I fear thy nature. It is too full o the milk of human kindnessTo catch the nearest way. Thou wouldst be great;Art not without ambition, but withoutThe illness should attend it. What though wouldst highly,That wouldst though holily;wouldst not play falseAnd yet wouldst wrongly win. Thouldst have, great GlacisThat which criesThus though must do,if though have it;And that which rather thou dost fear to doThan wishest should be undone. Hie thee hither,That I may pour my spirits in thine earAnd chastise with the valor of my tongueAll that impedes thee from the golden roundWhich fate and metaphysical aid doth seemTo have thee crowned withal. (Act 1:Scene 5:ln.14O, never Shall sun that morrow see!Your face, my thane, is a book where menMay read strange matters. To beguile the time,Look like the time;bear welcome in your eye,Your hand, your tongue, look like the innocent flower,But be the serpent undert. He thats comingMust he provide for; and you shall putThis nights great business into my dispatches,Which sh all to all our nights and days to come,Give solely sovereign sway and masterdom. (Act 1:Scene 6:ln.68) Driven to murder King Duncan, Macbeths conscience first appeared whenhe was not present to greet the King upon his arrival at the castle. Thisshowed the lack of courage that Macbeth had to face his victim. If it were done when tis done, then twere wellIt were done quickly. If the assassination Could trammel up the consequence, and catch,With his surcease, success, that but this blowMight be the be-all and the end-all here,But here, upon this bank and shoal of time,Weld jump the life to come. But in these casesWe still have judgment here, that we but teachBloody instructions, which being taught, returnTo plague the inventor.. (Act 1:Scene 7:ln 1) This verse stressed Macbeths fears of punishment. He cleared out thathe was prepared to suffer eternity if only this crime would go unpunished. He recognized certain obstacles in killing the King, the first and mostimportant being was that the King was his guest. He also saw some dangersof committing the crime and understood it consequences well. When Macbeth tried to resist the temptation, his wife was the one thatinsisted on him to consent the murder. What beast wast then that made you brake this enterprise to me?When you drust do it, then you were a man;And to be more than what you were, you wouldBe so much more than man. Nor time nor placeDid then adhere, and yet you would make both. Elsa Schiaprelle Essay(Act 3:Scene 4:Ln.162)Come, well to sleep. My strange and self-abuseIs the initiate fear that wants hard use. We are yet but young indeed. (Act 3:Scene 4:Ln.174)These two verses all reflected the suspense that Macbeth had forhisnoblemen and the suggestion of still worse crimes that would follow. When Macduff defied Macbeth and went to England, Macbeths fears drovehim to give up himself to the forces of evil and demandedto know,by theworst means,the worst. He knew that he had nothing to loose since everyonewas suspicious of him. For this reason, when the armed head warned Macbethof Macduff, he went and killed his family and servants one by one. Thefirst two crimes were all carried out at night. In the third one, Macbethmade no effort to conceal it but boldly carried it out during the daylight. Macbeths honest and heroic character had been replaced by a man whosmoods always changed, one who feared the hidden truth and one who hardlyknew his mind. We pity this man for the situation he had brought onhimself. What makes a true man is a theme that runs throughout Macbeth (Coles Notes.) According to his wife life, a true man is one who sets great goals forhimself and will do anything to achieve them. The true man towers aboveordinary men, says Lady Macbeth. Macbeth is full of ambition but has toomucho the milk of human kindness. that makes up the ordinary man. Helikes to achieve his goals holily like a saint unacquainted withpractical affairs. It is by this appeal that Macbeth is driven to commit the murders andconvince the murderers to kill Bunquo. A true man will respond to injuriesby taking a bloody revenge! says Macbeth. The irony is that by doing what he had done, Macbeths guilt followedhim where ever he went and made him loose all his feelings. By the end ofthe play, Macbeth lost all his feelings . He reached the point where he hadno taste of fear and the death of his wife did not bother him which hedismisses by saying that she had to die someday and somehow. The time has been, my senses would have cooledTo hear a night shriek, and my fell of hairWould at a dismal treatise rouse and stirAs life were int. I have supped full with horrors. Direness, familiar to my slaughterous thoughts,Cannot once start me. (Act 5:Scene 5:Ln.11)She could have died hereafter;There would have been a time for such a word. Tomorrow, and tomorrow, and tomorrowCreeps in this petty pace from day to dayTo the last syllable of recorded time;And all our yesterdays have lighted foolsThe way to dusty death. Out, out, brief candle!Lifes but a walking shadow, a poor player. That struts and frets his hour upon the stageAnd then is heard no more. It is a taleTold by an idiot, full of sound and fury,Signifying nothing. (Act 5:Scene 5:Ln.19) All in all, I think that by using the characteristics of Macbeth,Shakespeare succeeded in relating him to many people today because hisqualities are naturally part of human nature. Macbeth had lived a life fullof ups and downs, just like many of us, but in his opinion, he had notaccomplished anything. Seyton-I am sick at heart,When I behold-Seyton, I say!-This pushWill cheer me ever, or disseat me know. I have lived long enough. My way of lifeIs fallen into the sere, the yellow leaf;And that which should accompany old age,As honour, love, obedience, troops of friends,I must not look to have;but, in their stead,Curses not loud but deep, mouth-honour, breath,Which the poor heart would fain deny, and dare not. Seyton! (Act 5: Scene 4:Ln.48)All men are born good but just like Macbeth, people have the power tobecome evil, only when they become aware of it.It was and is always noteasy to see a great man turn from good to evil. We admire Macbethscourage, as he, with his wife dead and world collapsing, resolved to fightto the end and die with harness on his back. Not all men are as heroic, after all !Category: Shakespeare

Common Elements in Shakespearean Comedy Essay Example

Common Elements in Shakespearean Comedy Essay Two most popular comedies of Shakespeare, Midsummer Night’s Dream and Much Ado About Nothing have much in common in their plot, narrative, characters, conflicts, settings, themes. Some similarities are also observed in the sources of humor and   â€Å"very tragical mirth†(5.1.57). The dominant theme of these two   comedies is the folly, delusion and the irrationality of love which is best illustrated by Theseus’s most well-known speech: â€Å"Lovers and madmen have such seething brains,/ Such shaping fantasies, that apprehend/ More than cool reason ever comprehends./ The lunatic, the lover, and the poet,/ are of imagination all compact:† (AMND. 5.1.4-8) In Midsummer Night’s Dream the ludicrous behavior of the pairs of   lovers – Hermia-Lysander, and Demetrius-Helena – proves to be a kind of wild goose chase to fulfill their passion. The highly intriguing love between Hermia and Lysander takes a serious turn when Hermia is threate ned with dire consequences for deserting Demetrius. (â€Å"The course of true love never did run smooth.† 1.1.123) All the four plots in the play only reinforce the absurdity of love as an emotion. Comedy, according to OED is: â€Å"A stage-play of a light and amusing character, with a happy conclusion to its plot. Such are the comedies of the ancient Greek and Latin writers, and of the modern stage. But in the Middle Ages the term was applied to other than dramatic compositions, the ‘happy ending’ being the essential part of the notion.† The plot in Midsummer is original in the sense that it based on folklore and superstitions, not borrowed from others. The earthly lovers, Theseus and his queen Hippolyta are related to the passionate young lovers – Lysander, Demetrius, Hermia and Helena. The supernatural couple, Oberon and Titania, are linked to the lovers and Bottom. In both the comedies the characters say silly things and behave in irresponsible ways only to realize their stupidity in the end. The play within the play â€Å"Pyramus and Thisby† also underscores the irresistible force of youthful love. In Much Ado About Nothing the plot of Benedick-Beatrice charge the atmosphere with the wit and mirth, while the action of Hero-Claudio plot   makes the story   move forward. Added to these is the sub-plot of Dogberry-Verge who not only provide the low comedy with malapropism, (â€Å"Our watch, sir, hath indeed comprehended two aspicious persons.† 3.5.49) but also help unmasking of the evil char acters. Having no supernatural agents to aid them, they resolve their complications with the help of wit and intelligence. We will write a custom essay sample on Common Elements in Shakespearean Comedy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Common Elements in Shakespearean Comedy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Common Elements in Shakespearean Comedy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In A Midsummer the darkness of the forest constitute the dream world in which the lovers indulge in extravagant demeanor under the magic influence of love potion administered by mischievous Puck. It seems true that â€Å"Love looks not with the eyes, but with the mind.† (1.1.234) The audience too finds it easy to accept their strange behavior in this make-believe world. In Much Ado About Nothing it is the darkness is provided by Don John hatching a heinous conspiracy   against the innocent Hero to spite her and ruin her marriage. The conflict reaches its climax when she faints at the marriage altar and announced dead. Another incident of tragic content is Beatrice’s request to Benedict to kill Claudio in a duel. There is no supernatural power here to set the complications right. Quarrels and conflicts are realistically shown in both the comedies to be a part of marital life. It is the   presence of mind of Dogberry and Verges which lead to   Don John’s indi ctment. The tragic elements which threaten the comic mood of the play are solved before they can spoil the comic spirit. In A Midsummer Night’s Dream Hermia and Lysander escape Egeus’ wrath by eloping into the forest. Later the sudden and love for the wrong persons due to wrong administration of love potion is corrected before Demetrius and Lysander get involved in fighting. In Much Ado About Nothing the friends, Claudio and Benedick, head for a duel for wrongful slandering of   Hero’s reputation and her consequent â€Å"death†. The dark conspiracy of Don John is defeated by the efficient constables, Dogberry and Verges. The humor in A Midsummer Night’s Dream revolves around the unnatural behavior of the lovers both at the court, more so in the magic atmosphere of the forest. Shakespeare shows in both the plays how   love-at-first-sight conquers the very logical and reasoning abilities of otherwise sane individuals. Even the fairies are not exempted from its abnormal impact as is evident from the funny infatuation between Titania and Bottom with ass-head. With the special kind of humor is associated     the new epithet â€Å"puckish† which according OED (Online) means: â€Å"Of the nature of or characteristic of Puck; impish, mischievous, capricious†. Pranks also play a significant role in these comedies. In A Midsummer Night’s Dream Oberon complicates matters by ordering   Puck to drop magical flower’s juice on the eyelids of   Demetrius and Helena to revive their old love, but Puck puts it on Lysander by mistake leading to further complication. Now   b oth Demetrius and Lysander madly chasing Helena. In A Much Ado About Nothing, however, there is more wit than puckish humor, more verbal duel than slapstick humour. The proud and argumentative lovers, Benedick and Beatrice steal the show. Though they are made for each other and secret love each other, none would confess his/her love for the other. So again, a prank is played by Claudio, Hero and Antonio on this warring couple. When falsely reported about their deep love for each other, the proud lovers fall madly in love and fail to see through the tricks. Both the comedies end happily after the conflicts are resolved. The handling of comic situation in A Midsummer Night’s Dream shows considerable skill and its theme of the power of infatuation between two members of opposite sex is universal and eternal. Likewise, the repartee and display of wit in Much Ado About Nothing make Benedict and Beatrice two immortal comic characters. Part II: My Own â€Å"Shakespearean† Comedy: Synopsis of   Chasing Miss Wrong In New York John Warne, the young bachelor boss of a successful software company vows to avoid women after his fiancà ©e and Secretary Miss Julie jilts him for a baseball player. Efficiency is a must in his office; he asserts it as he fires an old security officer named Braithwaite for sleeping on duty. The sacked man vows revenge.   Though the boss resolves to recruit   the most efficient and experienced woman for the vacant post, he finally is attracted to a young buxom whose skill and testimonials are   dubious and appoints her rather impulsively. Some of his serious subordinates are surprised, but others smile it away as the influence of the Cupid or biology getting the better of commerce. His sister Lucy, a fitness-freak, hates doctors because of their busy schedule and preoccupation with diseases. But Doctor Brown who treats her for bone fracture with great care   falls in love with her and is now depressed as his love is not requited. As a novice secretary, Lina gets nervous and makes more and more mistakes; then she has to stay back to complete her work. She tries to win her boss by taking extra care of his needs, like coffee, appointment; but in figure work she cuts a sorry figure. The boss tries to gloss over her mistakes as he realizes he cannot live without her. So he tries to get intimate with her but is spurned by her. She rather prefers his quiet accountant and tries to go out with him, but he shows no interest. He is infatuated by a singer at a bar which he visits to unwind. To please his boss the accountant says nice things about him and begins to act as a go-between. He advices the boss to raise her salary and make her job more comfortable. After much pretence, and protestations of his sister, the boss proposes to her and finally a date of marriage is fixed. On the day of wedding John is surprised when he discovers that the man who would give away the daughter is none but his sacked security officer, Braithwaite. CAST: John Warne: The bachelor boss of a software company. Lucy Warne: The highly fastidious sister of John hates doctors as lover. Doctor Brown: While treating Lucy he falls in love her and feels frustrated. S.Braithwaite: The sacked security officer who vows revenge Lina Braithwaite: The pretty, buxom daughter who conceals her identity. Peter Martin: The cool accountant   agrees willingly to help his boss win Lina to get rid of her. Office staff. Plot of   Chasing   Miss Wrong Act I:   The play begins with John’s sacking of a security officer for sleeping on duty. A pretty secretary with dubious skill is appointed by the same boss. Act II: A doctor falls in love with his fussy sister who went to an orthopedic for fixing a bone fracture. Act III: The plot thickens when Lina is infatuated by quiet accountant Peter Martin. The doctor implores to John to persuade his sister not to be so heartless. Act IV: Peter Martin dislikes Lina and diverts her attention to the boss as a more eligible suitor. Act V: With Peter’s help John proposes to Lina and their marriage is fixed up. On wedding day he discovers Braithwaite to be Lina’s father. Lucy agrees to marry the romantic doctor in spite of his busy schedule. Part III: Elements of Comedy in My Play: In my comedy Chasing Miss Wrong I have endeavored to absorb some elements of Shakespearean comedy. I have shown the inexplicable force of infatuation between man and woman which is universal and eternal. Confirmed bachelor like John falls in love against his will and against all the principles he believes in. Men love the company of pretty women and prefer them in office to men – a truth few admit. Romantic girls like Lucy dislike doctors as husband, but often they give in to persuasion. Even cool accountant like Peter is fascinated by a singer at bar. All these prove that love is an irrational and absurd emotion beyond the control of lovers. And lovers always behave foolishly like Hermia and Demetrius. Moreover, like Beatrice, fussy women like Lucy always end up with   the type of men they profess to detest. Dismissed and disgruntled Braithwaite has his revenge without doing harm; he dominates his ex-boss now as father-in-law. Though lovers’ paths are not always smoo th, true lovers ultimately have happy ending.

Is it Okay to Split an Infinitive Can I start a sentence with And

Is it Okay to Split an Infinitive Can I start a sentence with And The following is some basic writing help that answers your questions about when its okay to split an infinitive, whether to start sentences with â€Å"And† or â€Å"But,† and whether it’s okay to use a singular â€Å"they.† Here are the grammar rules and non-rules that tend to be confusing to many writers (and readers): Is it okay to split an infinitive? Yes, it’s okay to occasionally split an infinitive! But if you can be graceful, it’s better not to split it. â€Å"It’s okay to split an infinitive occasionally† would pose a lower risk of annoying your readers than the first sentence above, which, as you may have noticed, contains a split infinitive. Can I start a sentence with And or But? Yes, it’s okay to start sentences with â€Å"And† or â€Å"But.† But don’t overdo it. Is it okay to use they as a pronoun for one person? I used to be adamant that â€Å"they† is not an appropriate reference to a single person! But even I sometimes use it now and allow my clients to use it too. While there are often workarounds for using the singular â€Å"they,† they are often awkward. There’s a Can I use â€Å"this† without a reference? This is not recommended. The question always to ask yourself (or – see #1 – to always ask yourself) is, â€Å"This WHAT?† and tell us what the WHAT is. Rather than say â€Å"This is not recommended,† try â€Å"This construction is not recommended.†Ã‚  Otherwise your readers will not know what â€Å"this† refers to. Shall I go into whether it’s okay to end a sentence with a preposition?  Let’s save that one for another day. If you run into any other grammar questions that have you stumped, feel free to ask The Essay Expert. You can also sign up for my Grammar Writing Tips List for tips on how to communicate with grammatical correctness. Category:Grammar Writing TipsBy Brenda BernsteinMay 22, 2010 1 Comment Rob Berman says: May 27, 2010 at 2:29 pm Brenda: Please keep the tips coming. I learn from each of your posts. Rob Log in to Reply

Diversion Rate of California Essay Example | Topics and Well Written Essays - 500 words

Diversion Rate of California - Essay Example In efforts to increase diversion rates in California, in the year 2005, the state passed legislation that requires city and county jurisdictions to ensure that half of the solid wastes generated should not end up in landfills but rather are diverted through other means (Granger, 2009). Coleman (2012) highlights that there are many ways of diverting solid waste materials such as recycling, treating with compost, reusing and other acceptable waste conversion methods. With this view, California’s diversion rates have continually increased since 1990 due to enactment of stiff laws on waste management (Granger, 2009). In California, there is a national state agency called CalRecycle, which has authority on matters of recycling, waste reduction and waste reusing (Stephens, 2012). It has the main objective of overseeing waste management programs and guiding the use of resources by promoting innovativeness through technology, which encourages sustainable economy and environment. CalRecycle has initiated various legislations and rules regarding waste management (Schenkman, 2003). One of the regulations is the AB 939 Act enacted in 1989, which is focused on recycling. Its main objective was to reduce landfill waste capacity and reduce waste matter disposed off in them (Stephens, 2012). It demanded relevant agencies to ensure 25 percent diversion rates by the year 1995 and double of that t by the year 2000. AB 2020 or the California bottle bill is the second regulation to be used in California. This law provides mechanisms for minimum money refunds for qualified bottle containers. It seeks to reduce the number of bottles ending up in landfills rather than being recycled (Recycle works, 2009). The third legislation is the AB1305 or the newsprint Act. It has been in force since 1989, and it requires printers to use at least 40% of used newsprint material in half of their new newsprints. SB 2003 or the electronics-recycling bill is the other legislation

Work Based Learning in the Creative and Cultural Industries Assignment

Work Based Learning in the Creative and Cultural Industries - Assignment Example As the paper declares the concept of the employer caring for the employee through symbolic means is not only cultural significant because of the interactions that take place on several levels. More importantly, there is an association with the cultural expectations that come into the work organization. From the report findings mass culture is developed through commercialization and the expectations that are a part of the culture that is created. From the mass culture, there is a development of specific attitudes and understandings that relate to the overall values of society. The idea of culture is one that is not only based on movements and expressions, but instead is significant of different industries and the commercialization that is included in culture. It is not only the cultural expectations that have developed the responses to the swine flu and the organizational environment that responds to this. The knowledge that is depicted with the swine flu, health issues and expectations from the work place come specifically from the media and the regulations that are a part of this. When the media presents specific information to the public, it is required to first find imperative information that makes a difference in the knowledge that the mass culture is given. The impact that th is has is one that directly affects the mass public and can create controversy as well as alternative expectations that can be held in different arenas of life.

Cartoon Saloon Organisational Structure

Cartoon Saloon Organisational Structure 1.a. History Cartoon Saloon is an animation studio, based in Kilkenny city, Ireland, formed in 1999 by three college friends Paul Young, Tomm Moore and Nora Twomey. They produce shorts, feature films and TV series that are very popular in Ireland and worldwide. Cartoon Saloon became internationally famous after their two Academy Awards, BAFTA and Oscar nominations for their feature films The Secret of Kells and Song of the Sea. Their award winning show Puffin Rock is currently being broadcast around the world: UK (NickJr), Ireland (RTE), Australia, Sweden, Iceland, Norway and Denmark, and has exclusively premiered on Netflix globally including the U.S. and Canada. Cartoon Saloon partner with a lot of international artists and companies to tell new unique stories on the screen. Recently they have joined forces with the Canadian company Mercury Filmworks to create a new full service animation studio that will be based in Kilkenny, Ireland and will create 140 new jobs in the region. Company type  Animation studio Industry  Media Entertainment Products  Animated feature films TV series Commercials Short films Illustration Design Size  around 70 permanent employees AddressThe Maltings, Tilbury Place, James Street, Kilkenny, Ireland. Webwww.cartoonsaloon.ie     Ã‚   Cartoon Saloon is a Private Sector Organisation. It has three officially registered companies under its name: The Cartoon Saloon LTD (set up in 2000, 4 shareholders), Cartoon Saloon Production LTD (set up in 2013) and Cartoon Saloon Brand Development LTD (set up in 2015). All are Private Limited Companies By Shares. 1.b. Description of 4 departments in Cartoon Saloon Companys department structure can be divided into two main sectors: PRODUCTION and MANAGEMENT. Management sector include all departments that support the work of the Production Department. Production Department Production department in the animation studio has the prevalent numbers of employees and is in charge of the whole process of creating visual products (films, series, commercials, illustrations etc.) and include: Pre-production, Production and Post-production processes. Pre-production is a stage when the team comes up with a concept and genre, develops a story, creates a storyboard and sketches layouts, chooses camera angles and prepares all pieces to start the Production process. Production itself include such activities as drawing, creating illustrations, texturing, colouring, shading, lighting, voice and music recording, sound effects etc. based on the guidelines established in the Pre-production stage. And the final Post-production step of film creation is when everything is being brought together: music and voice combined with the graphics, scenes being cut and the whole film being edited. Main functions of Production Department: Creating an idea for a future product Writing a script Drawing a storyboard Developing Layouts Voice and music recording Drawing/illustrating/colouring/shading/lighting Direction and coordination of all processes mentioned above Administration Department Administration department links all sectors in the organization together, maintain the smooth flow of information from one part to another and supports activity and processes happening in the office so the work to be fast, efficient and professional. Main functions of Administration Department: Reception duties Purchasing office supplies and machines, maintaining it in working order Storage control Dealing with incoming and outgoing correspondence Meetings organisation Record keeping, filing, processing data Business trips organisation Marketing department Marketing department in the company carries out essential market analysis and promotional support for the product. To get and stay on the top in such a variable sphere where its hard sometimes to predict people preferences and market flows, to come up with new and unique ideas that will meet and elicit the right public response, marketing team should be extremely sensitive to media trends and constantly study social media channels. Main functions of Marketing Department: Market research Media and PR Product licensing Promotion and Sales coordination Search for investors IT Department IT department is responsible for the technical support of the office. These are a lot of special software, cameras and workstation computers being used in the Production department of the animation studio that need specific knowledge from the IT team. Main functions of IT Department: Technical support and problem solutions Software research and development Network security Data storage management 1.c. Organisational chart and typical duties for 2 selected jobs Cartoons Saloons company structure consists of 5 main levels: Shareholders, Board of Directors, Managing Director, Departments and their Employees. *See the next page for Organisational Chart Picture. Among the large number of team members, there are following workers: CARTOONIST (PRODUCTION DEPARTMENT) a visual artist who specialises in drawing animation (cartoons). Knows how to operate special computer software, can work in many formats and basic duties include creation of: Animation Short films Booklets Graphic design Illustrations Posters Advertisements Motion pictures or computer animated films PR MEDIA MANAGER (MARKETING AND PR DEPARTMENT) is responsible for external communication activity of the company and duties include: Press communication activity Social media activity Building and maintaining the good image of the company Planning publicity campaigns Writing presentations and press releases Organising press conferences, exhibitions, open days and visits Speaking publicly at interviews, presentations and press conferences Media coverage analysis Relevant market research 2. Administration functions of an office and 3 pieces of equipment used to carry out these functions. Office of the studio is a big living organism that needs all processes inside to be synchronised, linked and maintained. To organise this and progress as a business administrative work is very important. Administration functions of an office include: Financial planning Record keeping, filing and billing Collection and storage of the data Personnel supervision Physical distribution and logistics Holidays calendar planning Storage control Purchase Supervision of support staff Office equipment maintenance Meeting the clients Phone calls and direct mail handling Dealing with complaints and solving problems Equipment that helps to do these duties: Computers modern computers allow employees to do much more tasks than before: to insert, edit and store the data, to plan and organise work using dairies and other helpful software, to faster communicate via e-mail, corporate chats etc., produce complicated documents, charts, presentations and so on. Smart phones gadgets that combine phone and computer functions, so worker can do most of the office tasks being away: check the calendar or e-mail, take photos at the factory and send them to the head office straight away, to take notes and see stock changes, simple videoconferencing etc. Copiers new machines allow you to copy, enlarge and scan the documents, along with the functions of a fax, network printer, can produce black or color copies. 3. Key aims and objectives of 3 pieces of workplace legislation. EQUALITY ACT 2004 This act regulates relationship between people in terms of prevention of discrimination by race, age, religion, gender and sexual orientation, marital and family status, disability or being a member of Traveller community at the work place. Replaced the version of year 1998. For example, this act forbids publishing job offers that specify particular gender and age. As well as person cant be refused on the job position only by reason being a member of the Traveller community or a certain church. PROTECTION OF EMPLOYMENT ACT 2012 (TEMPORARY AGENCY WORK) This act regulates equal treatment of temporary agency workers and directly hired personnel in organisations by working times and rest periods, night work, public holidays, annual leaves and wages. Though the right for equal salary came in action in the end of the 2011. For example, being hired by Cartoon Salloon temporary from the agency for a specific project going cant oblige you to work weekends or public holidays, or restrict you from having annual leave. NATIONAL MINIMUM WAGE ACT 2000 Regulates National Minimum Wage level. Since January 2017 the National Minimum Wage is  ¬9.25 per hour for an experienced adult worker. The rate is lower if employee is under 18 or in the first two years of work straight after turning 18 years, also minimum level is lower for workers in a course of study or training. All employees, including part time, full time and temporary are covered by this act with the exception of close relatives of the employer and certain apprentices. Not following these legal acts is a criminal offence. Cartoon Saloon Company employs staff from all over the world and constantly hires people for different projects on the temporary basis. So knowing and following these acts is especially essential for the company. REFERENCES Cartoon Saloon Official Web Site http://www.cartoonsaloon.ie/ Company Summary http://www.solocheck.ie/Irish-Company/The-Cartoon-Saloon-Limited-318348 Article http://www.merrionstreet.ie/en/allaboutjobs/Features-Articles/How_they_did_it_Cartoon_Saloon.html Interview with CEO http://www.irishtimes.com/business/media-and-marketing/drawing-new-inspiration-at-cartoon-saloon-1.2347507 Interview with managing director http://www.merrionstreet.ie/en/allaboutjobs/Features-Articles/How_they_did_it_Cartoon_Saloon.html Interview with CS 2005 http://totallydublin.ie/arts-culture/festival-features/offset-2015-interview-cartoon-saloon/ Business article http://www.irishexaminer.com/business/profits-rise-at-oscar-nominated-cartoon-saloon-434495.html Minimum Wage Rates in Ireland-the Minimalist Guide to the National Minimum Wage Act, 2000 http://employmentrightsireland.com/tag/national-minimum-wage-act-2000/

Shakespeares Macbeth - Persuasiveness of Lady Macbeth :: Free Essay Writer

The Persuasiveness of Lady Macbeth  Ã‚   When considering a dilemma, we usually turn towards those we love for advice, since they are the ones to whom we listen. In William Shakespears' Macbeth, Lady Macbeth is greatly responsible for the killing of King Duncan. Lady Macbeth reveals her secret evil nature, which pushes her towards her evil doings. Once Macbeth learns his prophecy to be king, she immediately convinces and persuades Macbeth into following her plan. Towards the end, when the crimes have been committed, Lady Macbeth shows weakness and guilt for her evil deeds. Lady Macbeth expresses a hidden evil throughout the play. Behind closed doors, she shows her evil by voicing her heartless phrases to herself. She shows she has no love but for her evil and knows no bounderies when it comes to having her way. "That I may pour my spirits in thine ear" Shows that Lady Macbeth knows that she is evil and is wishing that she could share her evil with Macbeth. "Make thick my blood, Stop up th' Access and Passage to remorse." Expresses Lady Macbeth wanting more evil and is asking for her blood to stop the passage through her heart, so she can continue her evil ways without any remorse or guilt. Although Lady Macbeth is evil, she knows well not to convey this trait to the public, but to be pleasant and sweet to the king and others. Once Macbeth is told his prophecy of being king by the witches, he soon writes a letter to his wife explaining his newly found future, hoping to find some advice in return. Instead, Lady Macbeth quickly begins to think how life could be greater if he were king now. She then persuades Macbeth into killing King Duncan. "And to be more than what you were, you would be so much more the man." says Lady Macbeth, trying to change her husbands mind. She shows Macbeth that if they follow her plan exactly and show remorse for the kings' death. They would not fail, "Who dares receive it other, As we shall make our greifs and clamor roar upon his death?" Towards the end of the play, Lady Macbeth shows weakness and guilt for her evil plans, and begins to go crazy. "Out damned spot! Out, I say!" " Who would have thought the old man to have had so much blood in him" "The Thane of Fife had a wife.

An Investigation of the Gender Gap of Boys’ Underachieving in Literacy Essay

The purpose of this study was to investigate the gender gap, especially of boys’ underachievement in literacy, and discover if there are particular strategies that schools can implement in order to raise the attainment levels of boys. As the issue of the gender gap is so wide I selected literature to review which covered a wide range of theorists and existing studies. Specifically I wanted to identify some of the suggested causes for the underachievement of boys and any already proposed effective strategies which I could execute in my own study. The data I collected from the study was both qualitative and quantitative in order to give a more valid outcome; these included an open-ended, semi-structured interview, which I felt would enable the respondent to provide a wider range of ideas; questionnaires, observation and existing data. The results showed that there is in fact a close correlation between boys who do not read for pleasure/enjoyment and boys who underachieve. However it also showed that there are specific strategies that can be applied to meet the learning needs of boys in order to raise their achievements. However due to the scale of the topic this small study cannot provide a definitive outcome for the causes and solutions of boys literacy, it has merely suggested some probable reasons for and some possible remedies. HYPOTHESIS During the past twenty years there have been rising concerns over the achievement gap between boys and girls, particularly with boys underachieving in literacy. The aim of this investigation is to identify if reading is the main factor for the achievements of boys in literacy, or if there are other strategies that can be implemented to raise the attainment levels of boys and therefore close the gap. To complete this study, I will undertake the investigation at an all boys’ school (for ethical reasons of anonymity, the school will be known as School A) located in a leafy suburban area in the North West of England. School A is a high achieving school compared to other mixed and same sex schools in the Local Area. The current Head of English (HoD) is driven, ambitious and highly motivated towards pupils’ achieving the best results possible. During the research I expect outcomes to show that there is a correlation between high achieving boys and enjoyment of reading for pleasure. I also expect to find that particular classroom strategies can effectively impact the attainment levels of boys, particularly in those who do not read for pleasure. LITERATURE REVIEW In 1993 Ofsted reported that boys do not perform as well in English as girls (cited in Bearne, 2004), and more recently the National Assessment of Education Progress (2009) has found that ‘female students consistently score higher than boys on average in both reading and writing’ (Watson et al., 2010: 356). However this concept is not a new one; researchers for the Gender and Education Association noted that in the 1950s and 1960s the pass rate for the eleven plus examinations, taken by almost all eleven year olds at this time, were different for boys and girls; Epstein et al. (1998 cited in Watson et al., 2010) claims that the pass rate for boys was lower than girls because girls supposedly matured earlier than boys. Gareth Malone, writing for the Telegraph in September 2010 stated that nationally ‘boys lag behind girls in reading by 6 percentage points and in writing by 15 percentage points’ (Malone, 2010). Despite this, Gorard (2001, cited in Malacova, 20 07) believes that, the panic about the gender achievement gap is exaggerated; he blames the concept on lack of sufficient data, which until recently had not been available, and believes that a lot of the assumptions regarding boys underachievement is based on statistical misinterpretation. Gorard (2001, cited in Malacova, 2007) conducted the first UK analysis of national data set over a six year period; he found that the gap only appeared amongst high-ability pupils and that the number of boys and girls failing exams was similar. His conclusions found that the gender gap was, if anything, decreasing. Regardless of Gorard’s (2001) analysis, there are many who still feel that the performance gap is a concern. In 1993 the Ofsted report offered some insight into differing perspectives and explanations for boys’ underachievement, including the lack of male literacy role models, classroom strategies, curriculum literacy content, perceptions of behaviour, social class and ethnicity (cited in Bearne, 2004). Solsken (1995, cited in Bearne, 2004) added to this list claiming that literacy is associated more with females and femininity and believes that this possibly has a negative effect on boys and their attitudes towards reading. Solken’s (1995) argument links very closely with Watson et al.(2007) who proposed that popular explanations often focus on boys’ ‘biological make-up’. They claim that evidence shows that ‘hegemonic masculinity is central to †¦ the struggles boys face as literacy learners’ (Watson et al. 2010: 357). Rowan et al (2002) also believes that ‘boys are biologically different to girls and that this biologically difference is the cause of behavioural differences’ (Rowan et al. 2002, cited in Watson et al. 2010:357). He believes that due to these biological differences, boys and girls are defined by inherent masculinity and femininity characteristics and in order for educational success this must be acknowledged and accommodated for. This is an important assertion to consider for this particular case study; due to the domination of boys in School A it is important to understand how masculine characteristics are catered for in an all boy s’ school. One of the suggestions to improve literacy for boys is to make education more ‘boy friendly’ by including more reading materials that boys enjoy, such as action and graphic novels, which will motivate boys to read. Hornton (2005) believes that adolescent boys could rediscover the magic of books by using texts that appeal to their interests. Young and Brozo (2000, cited in Brozo, 2010) deem that encouraging boys and actively helping them to find access points into literacy and reading should be made priority by teachers. During this particular study the idea and notion of actively promoting literacy through any route possible is addressed by School A’s English department head in the interview, and shows that it is essential for boys be aware that reading does not have to be confined to specific genres and authors. Furthermore Cole & Hall (2001, cited in Taylor, 2004) claim that boys read less fiction than girls, preferring to opt for texts that contain more facts and less narrative, such as magazines or texts that are analytical. Similarly Millard (1997) claims that boys tend to opt for genres such as action and science fiction whilst reading as little as possible in school that they think they can get away with. Due to these preferences, boys’ are at a disadvantage in academic literacy as their motivation towards school texts and curriculum texts is affected. Probst (2003, cited in Taylor, 2004) believes that if boys are to engage with reading, the texts that they are asked to study need to be significant to them. In other words it seems that in current literacy education, there is not enough stimulating material which addresses the needs or interests of boys. Millard (1997) relates the findings of boys’ apparent lack of interest in reading as significant to low achievement in English, while Holland (1998) attributes lesson style and strategies as some of the other causes for underachievement. Both of these arguments are valid for this particular study and will be investigated further by studying the reading habits and the predicted GCSE grades of boys in a high set and a low set, and by exploring particular teaching styles implemented in School A. Holland’s study (1998) showed that boys can spend any amount of the day, stemming from 25 percent up to 75 percent, passively listening to the teacher rather than actively engaging. When trying to reason why boys had a tendency for this she found that the boys preferred lessons which were practical, had a range of different activities (such as personal research, groups work or discussions), or involved competition. If boys are passive during English lessons they are not learning the essential literacy skills required to help them achieve results. Taking this into consideration it seems then that pedagogical practice needs to be addressed. Taylor (2004) suggests that teachers contemplating their own practice could reflect on whether they are meeting the individual learning needs for each boy through learning pace and style, and innovative strategies which build on boys’ existing interests to maximise their potential, development and emotional needs. Pollack (1998, cited in Taylor, 2004) agrees with this theory suggesting that numerous opportunities should be presented to boys for hands on, interactive learning. METHODOLOGY My approach to research was identified by the nature and context of the question. After considering the purpose and desired outcomes for the investigation I decided that the research would take the form of a case study, incorporating a combination of both qualitative and quantitative data to ensure validity and reliability; ‘qualitative methods may supplement the findings by identifying gaps from the quantitative study’ (Bryman & Bell 2007:650). The decision was made to collect evidence using a multi-method approach including interviews, questionnaires and analysis of existing recorded data. According to Gillham (2000) ‘different methods have different strengths and different weaknesses’ (Gillham 2002:13), and so ‘triangulation†¦ to strengthen your findings’ (Greetham 2009:184) was implemented to strengthen the validity of the study. To form part of the qualitative data I arranged an interview with the head of the English department. The purpose of the interview was to gain a deeper understanding of the context of the department and of the strategies which have raised attainment and achievement within the subject. Jones (1985) claims that ‘In order to understand other persons’ constructions of reality, we would do well to ask them†¦ and to ask them in such a way that they can tell us in their terms (rather than those imposed rigidly and a priori by ourselves)’ (Jones cited in Punch 2009:144). Taking this into consideration I decided that the interview should be open-ended and semi-structured for flexibility; Cohen et al. (2007) claim that semi-structured interviews gather ‘more intangible aspects of the school’s culture, e.g. values, assumptions, beliefs, wishes, problems.’ (Cohen et al., 2007:97). A semi-structured interview then would enable me to gather more in-depth information regarding the Head of Department’s ideas and beliefs surrounding School A’ s successes. To understand boys and literacy, and whether reading habits have an impact on GCSE results, a questionnaire was compiled to collect primary data and distributed to a top set and a bottom set year 11 English class. According to Gillham (2002), questionnaires are not typical of case study research; however they can be used to obtain simple, factual information. For the purpose of this part of the study I felt that a questionnaire was a practicable way to acquire important facts regarding the reading habits of a group of high ability boys and a group of low ability boys. These would then be compared to analyse and identify any correlation between reading habits and English predicted exam results using samples from the furthest range on the ability spectrum. During the research I also decided to collect additional data through participant observation. The aim of this was to gain an ontological perspective of the pupils enabling me to observe interaction, relationship and actions performe d by pupils. I felt that this would help me to make sense of the data collected in both the interview and the questionnaire. In regards to validity and obtaining accurate results from my observations, I first needed to develop a relationship with the classes I intended to observe to ensure that my presence was unobtrusive and did not affect their normal behaviours and create a bias observation. To achieve this I regularly participated in classroom observation at the back of the room in attempt to become a participant in the classroom context. Trochim (2001) claims that ‘the researcher needs to become accepted as a natural part of the culture to ensure that the observations are of the natural phenomenon’ (Trochim, 2001: 161), therefore I attended certain classes as an observer over a series of months to ensure that the pupils were comfortable with my presence and so acted within normal behaviours. The final set of data collected was secondary data compiled of the school’s GCSE results since the Head of English was appointed, including results form 2008, 2009 and 2010. The data also provided average GCSE results for the rest of the Local Authority enabling me to compare the school’s results against average achievements in the LA. The purpose of this data was to compare the information obtained from the interview with the head of department, about strategies implemented to raise attainment, against the GCSE results. ANALYSIS The Interview: The aim of the interview with the English Head of Department (HoD) was to discover if GCSE results had improved since being appointed Head of English at School A, and if so to discuss the strategies and provisions which had been implemented to raise the achievement levels in literacy at School A. The current HoD had taken over the English department in April 2008; the English GCSE in the Local Authority that year was 64.5 percent of students achieving A*- C; School A achieved 58 percent, more than 6 percent less than the LA average and 2.1 percent less than the national average. However in 2009 the following year, after just one year as the department head, School A had improved their results by 20.7 percent. The LA’s average results in English in 2009 was 66.7 percent achieving A*-C, the national average was 62.7 percent, while School A’s results were up to 78.7 percent. In 2010 the GCSE results at school A dipped slightly to 76.8 percent due to the school’s wea ker cohort for that particular year; however the results were still higher than the Local Authority’s average of 70.4 percent and the national average of 64.8 percent. Due to the weaker cohort that year the HoD considered this result to be an excellent achievement. Strategies implemented in the department were a crucial factor for the improved attainment levels across the Key Stages at School A. In September 2009 a centralised, uniformed English curriculum was introduced to Key Stage 3 aiming to â€Å"drip-feed† appropriate skills and assessments to pupils that prepares them with relevant GCSE experience before they enter Key Stage 4. Pupils in Key Stage 3 are assessed each half term (part of Assessing Pupils’ Progress) and are assessed in relatively the same way as the new Specification GCSE, ensuring the identification of weakness areas for improvement. Despite the success of raised attainment across the Key Stages, these strategies cannot be considered as part of School A’s GCSE progression; the first year group from Key Stage 3 in September 2009 are due to sit their GCSE exams in the summer of 2011, only then will it be pos sible to determine if this strategy attributes to the departments achievements. There are, however, specific strategies in place which can be measured against the department’s raised achievement results. These are those that have already been applied at Key Stage 4, including a uniformed teaching curriculum incorporating, for example, all of the same poets and clusters in the GCSE specification; personalised revision packages which identify individual’s weakest areas combined with personalised intervention to improve these weaker areas and ensure pupils’ achieve highest marks possible; ceased timetables for year 11 pupils close to exams and new timetables put in place to prioritise learning for the nearest exam. The Head of Department believes that all of these are essential contributing factors for the departments improved results. Other elements, which the Head of English believes help pupils at School A to maximise their achievements, are more innovative and practical activities for example the employment of production companies to perfor m GCSE texts such as Of Mice and Men; and school trips to events such as Poetry Live, an event hosted by poets from the GCSE anthology. Pollack (1998) argues that ‘we need to develop and implement innovative teaching approaches†¦ this may mean providing numerous opportunities for hands-on†¦ as well as interactive teaching’ (cited in Taylor, 2004:294). The English Head felt that these opportunities expanded the boys learning and understanding by developing them outside of the classroom context. Bearne (2003) claims that ‘There is a tendency for boys to draw on visual sources for their writing’ (Bearne, 2003:3) and so visual performances such as Of Mice and Men help the pupils to draw on their experiences through vision and memory. In addition to those already mentioned, the Head of Department also felt that the ethos created in the department combined with class room methods were an essential factor in the development and attainment of the pupils at School A. The department has a strong focus on literacy which is promoted broadly amongst all pupils, including reading groups and book clubs, as well as spelling and reading lessons delivered to pupils on a weekly basis. Pupils are encouraged to read regularly, regardless of material, to ensure positive enjoyment of reading. In contrast, Brozo (2002, cited in Taylor, 2004) felt that teachers were more likely to choose texts with narratives that did not appeal to boys. The HoD however regularly promoted the reading of any materials, whether it was comics, newspapers, information books or autobiographies; she felt that if pupils were to enjoy reading and increase their confidence with literacy, they should feel that any text that they enjoy to be suitably considered. In terms of classroom strategies the department endorses well paced positive learning in an environment of mutual respect between pupil and teacher; clear personal targets which are monitored explicitly; strong Assessment for Learning to test and extend pupils’ understanding and learning through challenge, feedback and routes to improve; short, sharp activities; a strong focus on reading; regular homework; and clear learning objectives which are reviewed during the plenary to ensure all pupils know the direction of learning. These techniques are consistent to that of a survey which was conducted of fourteen schools in 1997. The survey was performed by former HMI Graham Frater; he concluded that the most successful schools in regards to boys and literacy were the ones that paid a lot of focus towards teaching methods. Particular methods that he felt where important for success included: prompt starts to lessons with clear learning objectives shared; a challenging pace sustained throughout the lesson; lesson endings which reflected on the learning objectives and achievements within the lesson; a variety of activities; high expectations of the pupils combined with a non-confrontational attitude towards discipline; and effective modelling. It seems quite clear then that pupils’ achievements at School A can be attributed to the methods and strategies implemented consistently across the department. The pupils are suitably challenged with pace and activities, they know what the aims of their lessons are and how they have achieved these aims, they regularly assess their strengths and weaknesses and so understand what they need to do in order to raise their achievement levels. On the contrary, however, it is difficult to determine whether classroom and reading strategies are the most influential factor for raising attainment in boys and literacy. From observation of quiet reading lessons I discovered that many of the high ability pupils in the top set classes within Key Stage 3 welcomed the lesson as a chance to read an engaging book; however the lower ability groups were often much more difficult to set on task. Indecision over which books to read, reluctance to read quietly, and regular disruption amongst the pupils seemed a frequent occurrence in the low ability classes. When addressing reading, the HoD spoke about the issues regarding boys and reading, specifically in respect of boys’ loss of motivation of reading in their teenage years. She believed that possible causes in lack of motivation in boys and reading was due to their increased socialisation as they grew older, the introduction of more complex reading materials in preparation for GCSE, peer pressure from others that could overshadow pupils’ personal preferences, and she also felt that a lot of teenage boys only read to obtain information and not for pleasure. Taking these factors in to consideration she claimed that it is important to understand the reasons why boys do not enjoy reading but it is more productive to motivate and encourage them to read. The HoD considers the best way to encourage reluctant readers is by getting to know individual pupils and then gauge their interest levels and preferences as a starting point. Some of the suggested strategies, she felt were particularly useful, are to provide a variety of books, both fiction and non-fiction with appropriate reading levels; to keep in touch with boys current interests and provide books that reflect them; respect reading interests of young people and don’t expect them to only enjoy books suggested by the teacher; allow pupils to self-select their own books; encourage an interest in short stories, graphic novels and magazines, working up to full-length books; and to give academic recognition and credit for books read. These ideas meet the suggestions put forth by Hornton (2005), who stated that boys’ motivation should be encouraged with texts that appeal to their interests, and Young and Brozo (2000, cited in Brozo, 2010) who find it important to aid boys to seek access points into literacy and reading. The Questionnaire: The questionnaire was distributed to a high ability top-set year 11class and a low ability bottom set year 11 class. There were 32 pupils in the high set and 13 in the low set. The aim of the questionnaire was to compare the reading habits and attitude towards reading from a range of pupils of different abilities. According to Hornton (2005) there is a correlation between individuals with low level literacy skills and those who dislike reading for pleasure, and so I predicted that an individual’s attitude toward reading would correlate with their predicted GCSE grade; the more pupils enjoy reading and feel that it is important, the higher I expected their grade to be. The predicted GCSE grades in the set one class ranged from A* – C while the set five classes’ grades ranged from B – G. The questionnaires revealed that in the top set group 84.38 percent of pupils enjoyed reading and 90.63 percent felt that reading was important for reasons such as expanding vocabulary, increasing knowledge and learning new things. There was a vast difference in comparison with the lower set where only 23.8 percent of pupils enjoyed reading and just 53.85 percent felt that reading was important. It appears then that there is indeed a correlation between literacy skills with enjoyment of reading, however other elements surveyed in the questionnaire aimed to establish whether boys and literacy could have a direct link to their parents’ relationship with reading. The survey asked pupils if their parents enjoyed reading and if they had been encouraged to read as a child. Sadowski (2010) analysed the literacy gap between working and upper class boys, he found that the gap for more affluent boys was not as large as those from working class backgrounds and attributed this to richer boys growing up with father’s who were readers. This suggests that pupils whose parents enjoy reading and encouraged them to read from a young age would achieve higher results than those whose parents either did not enjoy reading or did not encourage them. Surprisingly the results did not reflect this to an extent that one would have expected. In regards to pupils’ parents who enjoy reading, 76.92 percent of pupils in the lower ability set agreed that their parents enjoyed to read while 81.25 percent of pupils’ in the high ability group confirmed the same. Of parents who encouraged their sons to read as a child, 61.54 percent from the low ability agreed and 78.31 from the higher ability group. Despite a difference between the percentages for both groups’ parents who read and encouraged them to read when they were younger, the gap is not a remarkable one and does not qualify a distinct correlation between pupils’ ability in literacy and the relationship their own parents have with reading. The questionnaires revealed that in spite of 76.92 percent of their parents having an enjoyment of reading, only 23.08 percent of pupils in that class enjoy reading, which suggests that perhaps even if a higher percentage of parents had encouraged their son to read this would not necessarily have affected their attitude towards reading for pleasure and therefore would not affect their achievements in literacy. EVALUATION The outcomes and findings from this case study have, to some extent, complemented a lot of the existing research addressed in the literature review. For example Holland (1998) discovered that boys tend to spend a lot of time listening passively to teachers because they prefer lessons that are practical and involve a range of activities. From my observations in the classroom and confirmation from the Head of English in the interview, the boys at School A also learned best when lessons involved a series of different activities such as discussions, group work or practical tasks such as drama-based role plays. This outcome also corresponded with Malone (2010) who, in a venture to discover why boys where underperforming in literature, stated that he aimed to perform short, achievable tasks with the boys, he also suggested that giving explicit time frames focused the boys into completing their work. During the interview the HoD explained that by giving the boys at School A short time frame s to complete specific task, it kept the pace of the lessons challenging and rigorous and therefore engaged them in learning more effectively. However the problematic outcome for this particular study is that only one school has been investigated and so it is difficult to determine whether the observations, questionnaires and interview conclusions, pertaining to strategies and the improved GCSE literacy results for School A, are a true reflection of causes and solutions of underachievement. The English GCSE results were really poor at School A in 2008, just as the current Head of Department took over, and from the interview questions and answers it would seem that the department and classroom strategies implemented since then have helped to improve the pupils’ achievements. Nevertheless it is certainly impossible to verify whether these are the sole reason for improvement; one particular reason is that it was never established what mode of departmental and classroom strategies were in place before the current HoD took over from the previous. Another reason is that School A’s GCSE results prior to 2008 were not obtained for this study and so results before this year have simply been generalised based on the last available statistics. It could be assumed that the 2008 result may have been an isolated case and so accessing results prior to 2008 would have endorsed whether or not the results had improved substantially. Gorard et al (2001, cited in Malacova, 2007) believes that the gender gap is exaggerated and to some extent it is possible from this research to argue in favour of this. Over the past three years School A has achieved excellent GCSE results, especially in English and particularly in comparison to local and national results. School A is an all boys’ school and so advocates that boys in this particular context are not underachieving as are others in other contexts. This suggests that if School A can produce results above the average mark, particularly in a year when the cohort was extremely weak, i t should be possible for other schools to raise the achievement levels of literacy in boys just the same. However it would be possible to prove or disprove Gorard’s theory of the gender gap, if the strategies implemented at School A could be put into action in a school of a different context. If successful this would validate the outcomes from this case study, it would also give rise to further research based on boys and literacy and whether these strategies could be used in a co-educational school or if they are too specific to the needs of boys’ learning and therefore not beneficial to girls’ learning. I felt that the findings made regarding boys reading habits and their attainment levels were significant. From the sample of questionnaires taken there seemed to be a direct correlation between predicted grades A*-C and boys who enjoyed reading or felt that it was important; 100 percent of the boys in the high ability group were predicted a grade A*-C (although three pupils were unaware what their predicted grade is, the school setting procedures ensured that only bo ys predicted A*-C would be allocated to set one). Of this a high 90.63 percent felt that reading was important and 84.38 percent enjoyed reading for pleasure. There were however exceptions to this; one pupil in the higher ability group stated that he did not think reading was important because ‘I do not read and I am predicted A’s at GCSE’. Another boy from the high ability group, who has been predicted a C grade, also felt that reading was not important because it ‘doesn’t do anything’, however this boy also claimed that he enjoyed reading and so regardless of whether he felt that it was important or not, reading is part of his literacy development. Despite the boys who did not feel that reading was important, the majority of the boys in the class felt that reading was important; this suggests that the highest achieving literacy pupils in School A were ones that enjoyed reading and so this would also be an essential contributing factor to the success of their achievements. It is difficult here to state whether the reasons for the boys’ enjoyment of reading is owing to the strategies for motivating reading encouraged by the HoD and so part of the questions on the questionnaire should have been more open ended to allow pupils to explain perhaps what motivates their enjoyment of reading. The lower ability results from the questionnaire were also significant for showing a correlation between literacy achievements and reading habits. Only 23.08 percent read for pleasure and only half the class felt that reading was important, this suggests that the reason for low ability achievers is possibly due to the lack of enjoyment in reading. Once again the problematic issue with these results is that the number of pupils in the low ability class was considerably less than the number of pupils in the high ability class. To gain a perhaps more informed result from the questionnaires a larger sample from low ability classes should have been obtained to match the number of pupils in the high ability class. This may or may not have produced different results, but, whatever the outcome, they certainly would have been more valid. One final evaluation to consider, in regards to the low ability group, is how effective the suggested motivation strategies have been in engaging boys in reading. With only 23.08 percent of pupils in this class finding an enjoyment in reading it would seem that the strategies have been ineffective in increasing motivation and achievement in these particular pupils. What would have been an interesting study if had been possible, would be to assess pupils attitude towards reading and predicted grades before the HoD had taken over and implemented strategies, and then to compare them to the results that have been found during in this study. CONCLUSION Returning to the hypothesis, my aim was to find out if reading for pleasure impacted on boys’ attainment levels; whether the achievement of boys who did not enjoy reading was affected. I also wanted to identify successful teaching strategies and whether these would raise the levels of those boys who again did not enjoy reading. The study has shown that there is a correlation between boys reading habits and their achievement levels’; it has also identified some strategies that can be used to raise their attainment levels. However from this study alone it is difficult to say if those strategies implemented in an all boys’ classroom would be equally effective in a mixed sex classroom. Due to this it would be interesting to expand the research on a larger scale to investigate the impact of those strategies, which are effective for boys learning, on a) girls learning in a mixed classroom and b) boys learning in a mixed classroom. The gender gap issue is such a broad topic that research can be extended to a greater degree of investigation. For example I have covered some possible causes of boys’ underachievement in this study; however on a wider scale other possible causes could be explored such as masculinity and identity, class or ethnicity. I feel that the most important route to take continuing from this particular investigation would be a focus on masculinity stereotypes in the single sex classroom and the mixed classroom. Holland (1998) states that: Boys do appear to be locked inside a stereotype which appears to make them succumb to peer pressure and which inevitably impacts on their attitude to work’ (Holland, 1998: 177). Therefore researching ways that can reduce or even prevent these macho stereotypes in the classroom would be an important factor for understanding boys and underachievement. Despite that there is no definitive outcome from this study; I feel that it is something that I will take forward into my professional development; whether it is through consideration of differentiation in boys learning style in a mixed classroom, or through a focus of raising attainment levels in my classes. Whichever way I incorporate consideration of gender into my teaching, it is certainly something that needs to be addressed. Gorard (2001) believes that concern over the gender gap is exaggerated; however it is clear through GCSE tables that boys tend to achieve lower than girls. In relation to this then, it is important for both newly qualified teachers and established teachers to consistently strive to meet the learning needs of their pupils. It seems the most important way is by adapting their style and approach to learning styles to ensure that both girls and boys have equal opportunities to work and achieve their highest potential. BIBLIOGRAPHY BOOKS Bleach, K. (1998). Raising Boys’ Achievement in Schools. Staffordshire: Trentham Books Ltd. Brozo, W. G. (2002). To Be A Boy, To Be A Reader: Engaging Teen and Preteen Boys In Active Literacy. US: International Reading Association. Bryman, A. and Bell, E. (2007) Business Research Methods 2nd Ed. Oxford University Press Cohen, L. , Manion, L. & Morrison, K (2007). Research Methods In Education. London and New York: Routledge. Cox, T. (2000). Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children. London and New York: Falmer Press. Frances, B. (2000). Boys, Girls and Achievement: Addressing the Classroom Issues. London and New York: Routledge. Frater, G. (1997). Improving Boys’ Literacy. London: The Basic Skills Agency. Gillham, B. (2000). Case Study Research Methods. London and New York: Continuum. Greetham, B. (2009) How to Write Your Undergraduate Dissertation. Palgrave Macmillan. Mason, J. (1996). Qualitative Researching. London, Thousand Oaks, N ew Delhi: Sage. Millard, E. (1997). Differently Literate. London, Washington DC: The Falmer press. Punch, K. F. (2009). Introduction to Research Methods in Education. Los Angeles, London, New Delhi, Singapore, Washington DC: Sage. Rae, T., & Pederson, L. (2007). Developing Emotional Literacy With Teenage Boys. London, California and New Delhi: Paul Chapman Publishing. Trochim, W. M. (2001). The Research Mothods Knowledge Base. Cincinnati, OH: Atomic Dog Publishing. Weeks, A. (1999). The Underachievement of Boys. Northants: First and Best Education. JOURNALS Holland, V. (1998). Underachieving Boys: Problems and Solutions. Support for Learning , 13(04), pp.174-178. Hornton, R. (2005). ‘Boys Are People Too: Boys and Reading, Truth and Misconceptions’. Teacher Librarian ,.33(2), pp 30-32. Malacova, E. (2004). ‘Effects of Single-sex Education on Progress in GCSE’. Cambridge Assessments UK , 33, pp233-259. Mills M. & Keddie, A. (2007). ‘Teaching Boys and Gender Justice’. International Journal of Inclusive Education ,11 (03), pp.335-354. Myhill, D. (2002). ‘Bad Boys and Good Girls? Patterns of Interaction and Response in Whole School Teaching’. British Education Research Journal , 28 (03), pp.339-352. Reichert, M. & Hawley, R.(2010). ‘Reaching Boys An International Study of Effective Teaching Practices’. Phi Delta Kappan ,91 (04), pp35-40. Sadowski, M. (2010, August). ‘Putting The Boy Crisis in Context’. Education Digest , pp 4-6. Taylor, D. L. (2004, December). â₠¬ËœNot Just Boring Stories: Reconsidering the Gender Gap for Boys’. Journal of Adolescent and Adult Literacy , pp290-298. Watson, A., Kehler, M. & Martino, W. (2010, February). ‘The Problem of Boys’ Literacy Underachievement: Raising Some Questions’. Journal of Adolescent and Adult Literacy, 53(5) , pp356-361. WEBSITES Bearne, E. (2004, September). Raising Boys’ Achievement in Literacy. Retrieved March 2011, from RBA: www-rba.educ.com.ac.uk/PaperEB.Paf Boys’ Underachievement. (2005, November). Retrieved December 2010, from Teaching Expertise: www.teachingexpertise.com/articles/boys-underachievements-101 Gender and Achievement. (n.d.). Retrieved December 2010, from National Strategies: http://nationalstrategies.standards.dcsf.gov.uk/node/46121?uc%20=%20force_uj Malone, G. (2010, September 2nd). Extraordinary School For Boys: helping boys love literacy. Retrieved April 11th, 2011, from Telegraph: www.telegraph.co.uk/education/7976044/Extraordinary-School-for-Boys-helping-boys-love-literacy.html Mendick, H. (n.d.). Retrieved April 12, 2011, from Gender and Education: