The Style of the Essay :: Writing Writers Education Essays

The Style of the Essay Prior to reading Strunk and Whites The Elements of Style and Williams Style, I was under the assumption that everyone had their own theme style. Once I had read the texts and listened to the syndicateroom discussions I realized that I didnt really k right away what style was when it came to writing. We as writers must all get hitched with rules and guidelines for writing in order for the reader to understand what we are nerve-wracking to get across. Without these rules and guidelines we probably wouldnt be able to understand what the author is trying to express. I think that the word style has been thrown around so much that I never really understood its true meaning. Before difference further lets briefly look at the authors backgrounds. The Authors of The Elements of Style, William Strunk Jr. and E.B. White, have similar backgrounds. William Strunk Jr. was a professor at Cornell University, an Ivy unite school on the east coast. E.B. White was a s tudent of Strunks in 1919 and also a professional writer. While enrolled in Stunks class White and the rest of the students were required to purchase a little text book that Strunk had written to be used as a reference for writing. xxxviii years later White revised the text book by adding passages about the power of words and clear expression of thoughts and feelings (87 Stunk and White). Both authors are now deceased. Joseph M. Williams formally an English professor and linguist still alive as of October 2003, is the author of Style Toward Clarity and Grace. Style, was originally published in 1981 as a text book and has been revised to reflect the changing times (ix Williams). Strunk and Whites Elements of Style tends to focus more on rules of accuracy, brevity and clarity and so forth They offer few good and bad examples of these rules and write more for an educated White Anglo-Saxon Male in the early to mid 1900s. Professor Strunk wrote the rules in the form of direct orders Sergeant Strunk as E.B. White has called him focuses on the fundamentals the rules of usage and principles of composition most commonly violated (xiv Stunk and White). Williams explains the styles of writing more in depth than Strunk and White.

Genocide in Rwanda Essay -- Rwanda History Historical Race Essays

Genocide in RwandaAccording to the 1948 Convention on the Prevention and Punishment of the Crime of Genocide, this inhumane act, known as Genocide, is briefly defined as follows, ?...acts committed with intent to destroy, in whole or in part, a national, ethnic, racial or religious group...? (Journal of Peace). Unfortunately, throughout history, such acts seem to be intervened upon when it is solely too late. In the soil of Rwanda, over a period of one hundred days, over 800,000 people were murdered over their ascribed race. A similar internet site is currently taking place at this moment in time in Sudan, where 30,000 people have recently been killed and the numbers are still rising. However, the worldwide community has not yet responded to prevent further cleanups. These two countries seem to share similar histories which may have lead to the horrifying, ethnically grounded acts of genocide and racial cleansing. In this paper, we will compare and contrast the similar historica l and social-political conditions of these two countries. We will also evaluate the international communitys response to the current situation in Sudan and the likelihood of a resolution.In 1994, genocide lasted in Rwanda for merely 100 days, killing over 800,000 people. ?This was the fastest, most thoroughly ruthless programme of ?racial killing? yet implemented in the world? (Journal of Peace). The victims were those who had the ascribed individualism of a Tutsi. Those who belonged to Rwanda?s military or were of the Hutu identity, carried out these inhumane acts of racial purification. There has been action surrounded by these two identity groups of Rwanda dating back to pre-colonial times. Many blame the act of genocide on Rwanda?s past history between these two identity groups. Let us now take a brief look at Rwanda?s history and examine the accuracy of this argument. The pre-colonial era of Rwanda consisted of expansion of the country into neighboring areas, belonging to bo th Hutu and Tutsi kingdoms. Class stratification of these two groups was unclear and based largely upon social status. As Rwanda began to develop, the term Hutu and Tutsi became status terminology rather then an ethnic identity. The Tutsi resembled those of the higher status, and within this class stratification you could even belong to bother the Hutu and the Tutsi, namely the Twa... ... and do not provide enough cogent evidence for the international community to stop this obvious case of genocide. There has been absolutely no meaningful international forces deployed that could have any affect on fish filet the massacre.The little response of the international community is disheartening. Because many feel there is no other way to categorize these acts, of no other then, civil conflict is outrageous. Genocide is a act that is extremely difficult to prove. Since there are multiple groups of ethnicity?s and religions affected by these acts, it is nearly impossible to prove genocid e, because in order to do so, it must affect one specific group. This is why, many believe this to be an act of ethnic cleansing, a civil conflict, one the international law can not stop. Throughout our history there have been numerous accusations of genocide, namely the Nazi Holocaust and the Rwanda situation in 1994. It is very unnoticeable that we have not learned from our past, that these acts must be stopped and prevented. Apparently, what must be done is a change in international law. Allowing such acts as the one presently occurring to be stopped before it is too late.

Euripides was accused by his contempories of being a woman hater. Why E

Euripides was accused by his contempories of being a woman hater. Why do you commemorate this was so, and how justified do you think the accusation was?Question--------Euripides was accused by his contempories of being a woman hater. Whydo you think this was so, and how justified do you think theaccusation was? In your answer you should consider non only howEuripides portrays his female characters, but also the sentimentsexpressed in the pushovers and the contempory view of women.Answer------Euripides definitely had an opinion on woman that was not shared bymany other play writes. Whether it is hatred or not, women play amajor determination in a Euripian play. Their role in society of that time wasa great contrast to that of the men. Compared to today, women weremiles apart from men they were not even considered citizens of theirregion.This is obvious in the chorus where in the Electra, Medea andHippolytus at that place is a chorus of women. This was unheard of in the timewhen the plays were written. A chorus is typically made up of wise menof Athens, therefore making it up of women would in that age, be verycontroversial. In Medea the chorus side with her and Medea makes thechorus swear to silence. Therefore she can confide in them withouthaving to put a impertinence on. The image put across here is that the womanteam up against the man. The chorus being women, side with thefeminist Medea. I heard her sobbing and wailing, the chorus talkabout the true Medea that is hidden under her facade.The same is true in the Electra. The chorus is made up ofcountry-women of Mycenae, who also side with Electra. When Electramoans about not having a gown or riches to go out and enjoy herself,the chorus offer a way out. Borrow from me a lovely gown, mostwoven, and a gold necklace. The women are on her side, they try topersuade her to be like all the other women and go out partying.Electra wants none of this and aims to gain more than self-pity by forcingherself to st ay at home, doing all the work. Euripides writes her tobe an attention seeking noble woman, who has married the peasant tomake a statement. Not the most good-hearted of characters.In the Hippolytus, there are two choruses. One made up of huntsmen whofollow Hippolytus and the other of women from Trozen. They supportwhat they represent. This shows a contrast ... ...My boy, the oath you gave me,youll never flunk that? The Nurse whines to Hippolytus hoping to gether own way. Oh, I clasp your knees and beg you, The Nursesstubbornness to try and please ends up leading to Phaedra dyingwithout honour.Euripides begins his plays often with erratic women, ie Electra, Medeaand Phaedra. They have serious issues and seek vengeance, with theexception of Phaedra who is the cause of a vengeful attack Theseuskilling his son, Hippolytus. There are never any heroic women or womenthat we feel sympathy for. The only woman who is in the slightest wayvictimised is Clytemnestra. Electra murders her in re venge for killingher father Agamemnon. This is made obvious in the play andClytemnestras bad relationship with her daughter Electra does notshow her in a good light. We feel sympathy for the self-inflictedwidow, when she describes what she has gone through. Then her fathercut her soft white throat-My Iphigenia. Out of all of Euripidesfemale characters, she contains the most sentiment and emotion. Insummary, apart from Clytemnestra, the lady characters are madpsychopathic women, with hidden depths, morals and loyalties.

An Analysis of the Hurricane Catrina Relief Effort Essay -- foreign ai

In a state of national emergency, the join States government is expected to be sparing and organized. When Hurri butt jointe Katrina struck on August 25th, 2005, the United States government was not readily prepared for such an immense disaster. The mismanagement of relief efforts by the U.S. government lead to a lack of adequate assistance to U.S. victims along with a prolonged restoration period for those in need. Had the government accepted more foreign help oneself and further prepared for the ramp, hurricane Katrina may not have proved such a disaster in our nations history. This essay will develop how foreign aid was integrated into the relief effort. Additionally, this essay will explore the governments refusal of aid from various countries willing to provide assistance and the lessons that can be learned from our nations actions in the aftermath of Katrina. In August of 2005, no one could predict the brutality and intensity of the natural disaster that was about to str ike the city of virgin Orleans. Hurricane Katrina, known as one of the top natural disasters in our nations history, filled the city of New Orleans with water, leaving it a disaster area. Thousands of peoples lives were turned upside down by the damage and devastation that occurred from the impact of the storm. With a storm surge entering the city over 20 feet high, residents were forced to flee and abandon their Louisiana lifestyles. The Port of Mobile in Alabama, which did not even depart the full impact of the storm, sustained an estimated 28 million dollars in damages alone due to the storm (GAO 2006). Although an official estimate was not released, the total economic impact from Katrina is predicted to be around $150 billion in total damages (Kenny, 2013), an i... ...alth Reports 123(5)555. Kelman, Ilan. 2007. Hurricane Katrina Disaster Diplomacy. Disasters 31(3)288-309. McNeill, Jena. 2/7/2011. Accepting Disaster Relief from former(a) Nations Lessons from Katrina and the Gu lf Oil Spill. The Heritage Foundation3/1/14. Nation Master. 4/18/2006. International Aid Response Countries Compared. Nation Master3/1/14. Provost, Claire. 4/6/2011. Aid from OECD Countries - Who Gives the most and how has it Changed?. The Guardian Data Blog3/1/14. Robillard, Kevin. 10/3/12. 10 Facts about the Katrina Response. pol3/1/14. Solomon, John. 4/30/2007. U.S. Refused most Offers of Aid for Hurricane Katrina. The New York Sun3/1/14. Walker, David. 3/8/2006. Hurricane Katrina - GAOs Preliminary Observations regarding Preparedness, Response, and Recovery. United States Government Accountability Office3/1/14.

A Depiction of Three Ages in Robert Frosts The Road Not Taken :: Road Not Taken essays

The Road Not Taken Depiction of Three Ages In his Explicator article, Frosts The Road Not Taken, William George suggests that the poem includes three distinct ages of the narrator and focuses on the choices that this person must make at the different stages of his smell (230). George differentiates the primary speaker of the poem, what he calls the middle-aged self, from the young and older versions, noting that the middle-aged version mocks the other two by taking a more nonsubjective stance towards his decision. The younger and older versions are given to emotion, self-deception, and self-congratulation, and both face a decision which the middle-aged speaker sees with more objective eyes than do his younger and older selves (230). George demonstrates that, while the middle-aged self is able to view his other selves objectively without delusion and self-aggrandizement, the younger and older selves are incapable of this lovable of objectivity in their decision-making. Georges a nalysis is broken into two parts the first part is an analysis of the relationship between the middle-aged self and the younger self, while the second part is an analysis of the relationship between the middle-aged self and the older self. In the first part of the article, George suggests that the younger self is confront with choosing between two roads, paths that the middle-aged self understands are very similar the younger self, however, refuses to accept their equal value and instead deludes himself with the idea of having chosen a less traveled path (230-31). In the second part of the article, George describes how the older self is faced with choosing between telling the truth about his decision as a youth or lying about it while the middle-aged self fully recognizes that the choice of the past was not grand, the older self chooses to blind over this truth through deception and self-aggrandizement (231).

A Depiction of Three Ages in Robert Frosts The Road Not Taken :: Road Not Taken essays

The Road Not Taken Depiction of Three Ages In his Explicator article, Frosts The Road Not Taken, William George suggests that the poem includes three distinct ages of the bank clerk and focuses on the choices that this person must make at the different stages of his life (230). George differentiates the primary speaker of the poem, what he calls the middle-aged self-importance-importance-importance, from the young and older magnetic declinations, noting that the middle-aged version mocks the other two by taking a more objective stance towards his decision. The younger and older versions are given to emotion, self-deception, and self-congratulation, and both face a decision which the middle-aged speaker sees with more objective eyes than do his younger and older selves (230). George demonstrates that, while the middle-aged self is able to view his other selves objectively without delusion and self-aggrandizement, the younger and older selves are incapable of this kind of objectiv ity in their decision-making. Georges analysis is broken into two parts the counterbalance part is an analysis of the relationship between the middle-aged self and the younger self, while the second part is an analysis of the relationship between the middle-aged self and the older self. In the first part of the article, George suggests that the younger self is faced with choosing between two roads, paths that the middle-aged self understands are very similar the younger self, however, refuses to accept their equal value and instead deludes himself with the idea of having chosen a less traveled path (230-31). In the second part of the article, George describes how the older self is faced with choosing between telling the truth about his decision as a youth or lying about it while the middle-aged self fully recognizes that the choice of the past was not grand, the older self chooses to cover over this truth through deception and self-aggrandizement (231).

TBL approach

Three stages could be involved in this cycle of continuous improvement, which tend to build on each others all over time. These are Compliance Many enterprises will decide to adopt the tub approach in order to simply comply with the buyers expectations or local regulations, with rail of retaining their license to operate in the face of buyers demands or government inspections.Efficiency With time or sometimes in parallel with the pressures to comply enterprises will come infra pressure to improve performance and they will use this pressure, handled through a TUB approach, as a driver for cost savings, productivity improvements and quality enhancements centre on process efficiency and resource utilization. This option offers a mix of cost saving and productivity improvements.Differentiation Later on the enterprises involved for sometime In the TUB process thought of using the TUB approach strategically, aiming at strengthening their competitive position by moving them from be pr ice takers to being price setters Criteria for selection of industries The enterprises are Seems (Small and Medium scale Enterprises) Significant direct or indirect exporter The existence of at least some management cleverness and the availability of an training system Significant level of Interests shown by person within the enterprise with a track record of leadership or institution and the authority(CEO/ Chairman/ demonstrate manager) to sustain an Initiative such as TUB In the face of competing pressures A clear potential for Improvement Likelihood of encumbrance arising from changes at the selected enterprise Basic stages of any sustained TUB process The basic stages of any sustained TUB process Includes EnrolmentBeing active for to sign up for the program In the beginning Application Being prepared to commit companys resources especially staff time to Investigating companys performance effectuation Being prepared to Invest resources In Implementing options arising from the TUB process Maintenance Being prepared to sustain over the long term, the Minimal gains made as a result of Implementing Improved options CONTINUOUS IMPROVEMENT By businesswoman Later on the enterprises involved for sometime in the TUB process thought of information system Significant level of interests shown by person within the enterprise with a track record of leadership or innovation and the authority(CEO/ Chairman/Plant manager) to sustain an initiative such as TUB in the face of competing pressures A clear potential for improvement The basic stages of any sustained TUB process includes Enrolment Being prepared for to sign up for the program in the beginning Application investigating companys performance Implementation Being prepared to invest resources in implementing options arising from the TUB Being prepared to sustain over the long term, the initial gains made as a result of implementing improved options

Opinion Poll and Strong Public Opinion

FRQ Public Opinion Public opinion polls are a way to link the cosmos with elected officials. Members of sex act often use polls to understand the views of their constituents, but they must also pay attention to other political considerations. a. Identify two characteristics of a valid, scientific, public opinion poll. b. Explain why distributively of the following enhances the influence of public opinion on the voting decisions of members of Congress. Strong public opinion as evince in polling results Competitive re-elections c. Explain why each of the following limits the influence of public opinion on the voting decisions of members of Congress. Legislators voting records troupe leadership 6 points Part (a) 2 points One point is earned for each correct identification of a characteristic of a valid, scientific public opinion poll. pleasing characteristics may include the following Randomized sample Representative sample Question wording (unbiased, unambiguous) Large samp le size/low margin of break Part (b) 2 points One point is earned for a correct explanation of why each of the following enhances the influence of public opinion on the voting decisions of members of Congress. Strong public opinion as expressed in polling results o Because of the desire to get reelected/electoral ambition o Because of the perceived liability/duty to represent their constituents Competitive reelections o Because of the desire to get reelected Part (c) 2 pointsOne point is earned for a correct explanation of why each of the following limits the influence of public opinion on the voting decisions of members of Congress. Legislators voting records o To avoid being perceived as indecisive by voters/supporters Party leadership o To avoid the risk of losing party support o To gain party support A score of zero (0) is assigned to an get along that is attempted but earns no points. A score of dash () is assigned to an answer that is blank or off task.

Music Education

Key Curriculum ElementsI believe t severallying individuals about singing, playing instruments, moving, composing and get wording is incredibly important, ranging from infants through to adults, but starting in earlier childhood would be most beneficial for long term benefits. These key elements contribute signifi tail assemblytly in developing their symphony skills and knowledge contributing to their instruction on a to a greater extent broad scale (Broad, 2007 pg23) and/or assisting the students emotional/mental development. The difficulties that could be expected in the ramifyroom when desegregation the music curriculum into lessons could be students insufficiency of wanting to initiateicipate (I cant do it, Im not good at music) callable to fear of failure and/or embarrassment from low self esteem participation trains of extroverted students in comparison to introverted students or notwithstanding a lack of concentration and maturity to handle situations. Other difficu lties that business leader be a challenge may perhaps be the lack of funding to brook reasonable resources insufficient time allocation to tolerate reasonable attention to the music curriculum teachers/students having high expectations of their abilities and those expectations not being met and there being a lack of space for students to relocation and experiment.Some potential solutions I can think of, to the difficulties I construct stated above competency be providing a dependable and encouraging environment so students do not feel if they attempt something and it does not go as well as they wanted or they might think they consent failed. Instead they receive encouragement andreassurance that they havent failed or let anyone down, what they have now done is bring about something new and/or something they can get word from, lots of positive feedback from the teacher and other students encouraging small concourses of 2-4 would help introverted students participate mor e.By having each child required to have a specific task in all pigeonholing work, so each child can have the same participation level might help introverted students have more participation and extroverted students still have participation, yet not over-whelming the introverted students constantly evolving activities officed in house to stimulate students learning and encourage active learning, encouraging lack of boredom.Scaffold information and skills starting from canonics to attempt to develop a more mature level of conceiveing and knowledge base for students to be more prosperous the lack of funding to offer reasonable resources does not everlastingly have to be seen as a negative, it allows students to use their imagination and creativity to find alternate resources to complete the same task or similar tasks insufficient time allocation to allow reasonable attention to the music curriculum is always going to be a sad situation, but integrating the music curriculum in to other KLAs allows the students to be able to enjoy music and appreciate that music can be incorporated into any situation in their lives unfortunately teachers/students allow for always have high expectations of their abilities and those expectations will not always be met.The high hat teachers can do is to not allow students to see when the students have not carry through the expectations they had and when students do not meet their own expectations, the teacher needs to encourage the student to try again and learn from their previous experience a lack of space for students to move and experiment is a shame but, a classroom is not the only place that students can learn to fashion, they can do the basic or the foundation type work in a classroom and hence move out into the playground or a hall. One of the best things about music is that it can be created played movement and listened to anywhere there is a desire to enjoy/appreciate it.Some of the things I would hope to at tain in the classroom through the integration of the music curriculum be encouragement of the appreciation of music knowledge of music and how it can impact ones spiritedness how music can be integrated into everyday life and no matter who you are you can sing, play instruments, move (dance), compose and listen tomusic.Integrating medicine into the CurriculumHSIE This Is Me (Early Stage 1)Activity 1 pecker Joe teaching the students a poem and some rhythm The End with Puppet Joe, this will be explained in Lesson Plan 1 Activity 2 Mirroring each others movements to musicThe students are paired off and allocated their own space in the room, standing up, they are facing each other. They will then listen to What I Am by Will.I.Am. As they listen to the song, it will speed up and slow down. The students will need to conciliate their movement to bind the tempo of the music, for example faster movements as the music speeds or slower movements when the music slows. Once they are able to adapt to antithetic tempos, the music will change fighting(a)s via getting louder and softer. The students will need to adapt their movement to follow the dynamics of the music for example larger movements when the music is louder or smaller movements when the music is softer.The students will take turns in leading the movements through each change. Once the song has played through, the students will have a few minutes to talk and create movements together for the tempo and dynamic sections of the song. The song is run through a second time and the students will move together to the music showing the movements they had worked on together. The students are then encouraged to talk through what they found was the best representation of the music when it would change dynamic and tempo. Did the music have repetition, a constant beat, similarities and differences? Time Allocation 45 minutes HSIE Celebrations (Stage 1)Activity 3 Song ListeningThe class is allocated into companys of 4-5 in their own spaces. all(prenominal) group chooses a cultural celebration from a box on the teachers desk (each cultural celebration is celebrated by one or more of the students in the class at home).Once they have all picked the natural process, they are given a kit (which has been put together by the students prior to this lesson as part of the Celebrations unit they are studying). They will listen to the song that is part of the kit and dissertate as a group the beat, pitch, timber colour,duration, dynamics, tempo and structure of the song. They discuss what features appealed to them or those that did not. Time allocation 45 minutes Activity 4 Mirroring each other through rhythm and movement Mirror Me, this will be explained in Lesson Plan 2HSIE Global Environments rainforests (Stage 3) Activity 5 Visualising the MusicStudents are advised that they are required to produce a visual representation of the music they are about to hear. The class will talk about sounds and how they can represent their music visualisation. The students can, if they choose to, have different sections of the paint for different aspects they visualise with the music. For example, they can have 1 whole painting, 2 halves or 4 quarters, so they can show up to 4 different aspects of the music they are hearing. The class talks about what they are going to produce, it is not a vague impression rather a visualisation of what they believe that Rainforest looks like. Students will listen to a 2 minute excerpt from Relaxing Mix by Calmsound.The excerpt of the song will be repeated 4 times with 4 minutes between each repetition and the students have 10 minutes after to complete their painting. After the allocated time, the class will have a password on the different aspects they visualised and what aspect of the music created that specific image, tone colour, pitch, tempo, dynamic? The paintings will be put aside once dry to be utilise in another activity on another day. Time Al location 60 minutes Activity 6 Group man of a soundscape from a rainforest painting Rainforest Soundscapes, this will be explained in Lesson Plan 3HSIE The End with Puppet Joe Lesson Plan 1 Activity 1 Puppet Joe teaching the students a poem and some rhythm 1. Level Early Stage 1 2. Goals Students will learn the poem The End by A. A. Milne. Students will be able to follow a beat/rhythm and accomplish co-ordinated movement. 3. Teaching materials 1. Puppet Joe 2. 2 x taping sticks for the beat 3. 1 facsimile of The End poem by A. A. Milne (see appendix 1) 4. White board 5. White board marker 6. dark-skinned magnets for the white board 4. Learning outcomes Musical activity Performing tattle (y) Playing Instruments (n) base (y) Organising Sound (n) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (n) Structure (y) 5. Procedure1. Clear an area in the middle of the room and have students sit on the floor in their own space. 2. teacher introdu ces Puppet Joe (a kookaburra puppet) and explains that Joe will help them learn a new poem called The End by A. A. Milne (see appendix 1). 3. Start with Joe saying the first rime and then repeating the verse using his taping sticks he creates a beat (ti-ti ta ta, ti-ti ta ti-ti). The students then sing through the verse while tapping their knees or clapping their hands with the beat/rhythm. 4. Teacher writes the poem on the white board under bars and talks through the beats/rhythm and words, placing different sullen magnets for the ti-tis and tas.5. Each verse is then taught the same way, until the last 2 verses when the beat/rhythm is different (ti-ti ta ti-ti, ta ta ti-ti ta ta ta), The End tack music see appendix 2. Once the class has learnt the poem and the beat/rhythm, they then sing through the poem together. 6. The class then picks out a number from a box and the number allocates the student to their group. In the group the students talk through what movement they think wo uld be good for their verse and if they should use loud, soft, fast or slow speech/singing.7. The class sings through the poem together and then each group sings their own verse with their chosen movement. thusly the class sings their section of the poem loud, soft, fast, slow or using a different voice without their movement. Then again mixing the movement and their chosen musical theater concept. 8. Ask the class if they have any suggestions about the structure, if they think it could be changed. Pick a couple of the suggestions and try them out, see if the class thinks they make the composition better or worse. As a class the student talk through the actions chosen by the groups and the musical concepts, whether they were applicable or not to their verse? Whether there was repetition in the beat/rhythm? What similarities and differences there was in the beat/rhythm?6. AssessmentSee appendix 3 for the assessment sheet. 7. relate to other subjects HSIE, Mathematics, side of meat and PDHPE.HSIE Mirror Me Lesson Plan 2 Activity 4 Mirroring each other through rhythm and movement 1. Level Stage 1 2. Goals Students will understand how rhythm works and identify how the music changes resulting in their movements changing. Students will perform a number of rhythms and patterns in movement focusing on rhythmic justness and co-ordinated movement. 3. Teaching materials1. IPod dock 2. IPod with Creation by Descendance Aboriginal & Tsi Dance Theatre on it 4. Learning outcomes Musical activity Performing Singing (n) Playing Instruments (n) Moving (y) Organising Sound (n) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (y) Structure (y) 5. Procedure1. Clear an area in the middle of the room. For this activity the students could even go into the school hall if it is available, to allow for extra space. 2. Have the students pair up and stand in 2 lines. Allocate the lines take a shits trees and grass. Have the students move awa y to their own area in the room/hall and face each other. 3. Talk to the class and advise that when a name (trees or grass) is called out the other student in the pair has to follow the other student. That students need to try movements they think would suit the music, fast, slow, loud and soft. What types of movements would best suit. If the students wanted to they could even represent Australian animals. 4. Start playing the song and prompt the students to listen at first. Then call out trees, as the students are comfortable in following (no less than 60 seconds), the teacher calls out grass. Alternating between the leader gets faster as the students learn to adapt faster.5. The teacher then increases the volume and decreases the volume to encourage alternate responses in the music. 6. At the end the teacher prompts the students to talk about what movements went best with which types of music? What types of movements did they use for the tempo, pitch, dynamics, tone colour? Did th ey prefer certain parts of the song more than others and why? Those students who represented animals, did they find it hard to choose movements and keep in character for the lesson? Was it easy for students to follow the leader? Was it easy to lead? Which did students prefer to follow or lead?6. AssessmentSee appendix 4 for the assessment sheet. 7. Links to other subjects HSIE, Mathematics, English and Science and Technology.HSIE Rainforest Soundscapes Lesson Plan 3 Activity 6 Group composition of a soundscape from a rainforest painting 1. Level Stage 3 2. Goals Students will create and perform a soundscape with the use of instruments, voice and movements from a painting of a rainforest. They will set up their rhythmic abilities, co-ordination with movements, their ability to work in groups and ability to create a composition. 3. Teaching materials1. Paintings from previous music lesson 2. Cardboard box 3. 5 x numbers 1-6 4. White board 5. White board marker 6. Coloured magnets f or the white board 7. 6 x A3 sheets of paper with a blank grid on it. 8. Coloured pencils 9. Instruments chimes, drums, triangles, xylophone, tambourines, etc 4. Learning outcomes Musical activity Performing Singing (y) Playing Instruments (y) Moving (y) Organising Sound (y) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (y) Structure (y) 5. Procedure1. Each student picks out a number (1-6) from a box and that shows which group the student is assigned to. On the white board the list of exploits (see appendix 5) is written. Depending on which number the group is, depends on what the effect they will need to introduce into their soundscape. The rainforest pictures have been painted prior to this lesson from an alternate music activity. Each group chooses their favourite painting to create the soundscape from (on condition that none of the students in the group painted it).2. The class has a discussion on what a soundscape is (a quick refreshe r) and what they need to cover when preparing for it (dynamics, tempo, pitch, tone colour, etc). The students are encouraged to create a story to at least start and finish the soundscape, they are welcome to have the story throughout the soundscape, eg the effect with the men with axes, they could have them laughing and talking, whistling, etc.The students are also encouraged to include movements if they can see it fits with their soundscape, eg in the gorilla congregation, they can have one or two students sitting like gorillas and making gorilla noises. 3. Each group receives an A3 sheet of paper with a blank grid (see appendix 6) on it and coloured pencils. The students choose the instruments they believe will get the best result for their soundscape and work on their composition which needs to include the allocated effect for their rainforest soundscape. 4. Once the students have spent the allotted time creating the soundscape on the grid paper (see appendix 7) and practicing it .They will then perform as a group in-front of the class and demonstrate their soundscape. 5. Once all groups have finished performing for the class, there is a class discussion on the musical concepts used by each group and how they felt they related to the painting and soundscape? Did they find that each group included rhythm, tempo, pitch, structure, dynamics, tone colour and if they felt that the groups incorporated the assigned effect successfully? Did the groups that used storytelling as part of their soundscape find it easier/harder to follow the story being told? Did any of the soundscapes sound like they came from any particular cultures? 6. AssessmentSee appendix 8 for the assessment sheet. 7. Links to other subjects HSIE, English and Science and Technology.

Confucianism, Daoism, Legalism.

A nation that used to be so owing(p) crashed both politically and economically. To restore order and stability to this nation, there has to be a complete transformation of the whole government. In order to have that, there will be great sacrifices that will be made. If I have to choose one of Confucianism, Daoism, and Legalism as a governing system. The most strong system would be Legalism, because its stable, fixed and strong. Which would led to a powerful nation. The race of the nation would be fully devastated because of the disorder in their country.In order to have their luxurious lives back, they would make as some(prenominal) effort, to help with the recovery. Legalism would bring stability back to a devastated nation. For example, in the past Legalism brought back stability to China, after the warring states. There would be agricultural surpluses and people workings very knockout on improving the cultivation. Second, the strict and harsh punishments would result in a d ecrease of crime rates. People would be panicky to act stupid and commit a crime. The severe punishments would be enough to stop most violence.Also, Legalism is about strengthening the military. A nation with a great army means an undefeatable, respected and a feared one. Other nations would be intimidated by how powerful the military is. It would be a strong nation, both politically and economically. Confucianism wouldnt be a good way of restoring order to a broken nation, but not a GREAT way. Recovering fast is really important. I believe that Confucianism would take some time to do so. The whole system focuses on the improvement of each individuals morals.It would be hard to focus on each individual. Another reason is, Confucianism doesnt say anything about protecting the state. It says that to create an ideal government you need advanced education and moral integrity. I agree with that, it doesnt reference book anything about the military. Which I think is really important for a nation. Daoism would be the worst and least effective system. Daoism is very understandable of nature and the world. The systems motto would be less government the better.Disagreeing with that, I would say, without government there would constant violence and chaos. Thats the total opposite of what Daoism represents. There has to be limits for everything. Daoism also states that working hard for something only leads to chaos. Actually, working hard for something is totally worth it. Especially, when there would be good results later on. Hard work always pays off. It would be a waste of time for everyone in the nation to devote their full time, caring about nature and the world. Instead, it would be better to build your nation through hard work.Honestly, other nations wouldnt take this system seriously. The system seems vulnerable and easy to destroy. When you look at these three systems, Confucianism, Daoism, and Legalism, one of them stands out the most. Legalism would be the f astest and most effective system to restore stability to a nation. Compared to Confucianism and Daoism, it would be very different and much stronger. If a nation follows the beliefs of Legalism, It would be strong, stable and strict. Eventually, it would result in a powerful and an undefeatable nation.

Letter of Insanitation

Dear Manager, I came into your restaurant for lunch on Saturday, November 2nd, 2013 at approximately 1230 p. m. Being that your store location is imminent to my home and to my work I dine at your location very frequently with my co-workers and family. This past Saturday, I realized something that I should have always been observant of however, I made the assumption that it was something that I didnt need to be refer about because of the common sense around the issue. I noticed that the humanness who was making my sandwich was not wearing gloves or a hair net.I realize that most men have short enough hair so that it is not a major issue however, this gentleman had hair longer than shoulder length. I understand that I came in during the lunch-time hour and that the store was busy, however, these things are not negotiable because of the risks associated with not wearing a hair net or gloves. While I stood at the counter watching my sandwich world prepared, three employees on the a ssembly line sneezed within a deuce minute increment and two of those used their hands to cover their mouths/noses while sneezing.Neither of the two employees left their station to go wash their hands and to clean themselves. They remained working and continued on with making my sandwich, along with the others who were waiting in line. It was not simply me who realized what just happened, the man next to me and I both made eye-contact and mumbled a few words to each other regarding the incident. I am sure, that a person in your position knows the magnitude of viruses and diseases that can easily be spread by unwashed hands.Your employees can spread certain germs/microbes like viruses and bacterium by contaminating the objects or surfaces that they are touching. The U. S. Food and Drug Administration (FDA) instructs that hands be washed before making food AND putting on gloves to make food. The FDA also advices that hands be washed after coughing, sneezing and touching your body, h owever, in the case of your store, this was not taken seriously. I was extremely concerned when watching my food being prepared by your employees and the problem could be solved so simply.I received my sandwich and after watching what I saw, I didnt even eat the food I purchased because I was not willing to take the risk in getting sick because of poor practices on behalf of your employees and stores location. I have a couple recommendations as to how to fix this problem and any future problems in the future at your location with your employees 1. ) Take an pleonastic 30-45 seconds and thoroughly wash your hands with anti-bacterial soap. 2.)Advise all working personnel that they are required to wear a hair net if their hair is longer than a certain length. Please remind your staff/employees to take the safety of your customers seriously, especially when it involves personal hygiene. I am sure that even the busiest person on the orbiter would gladly wait an additional 30-45 seconds so that you can wash your hands and so they do not get an illness and become sick. I entrust that this problem gets solved because I do enjoy coming into your stores location for lunch/dinner Sincerely,

A Comparison of Socrates’ and Luther’s Ideas of Freedom

Despite a difference of around two millennia, or 2000 years, the claims to freedom of the Greek philosopher Socrates and the German Leader of the Protestant Reformation Martin Luther lend themselves to both(prenominal) similarities and differences.Although there are more differences than similarities, the two whole shebang have both not only expressed the dreams and aspirations of these two great man but peculiarly changed the societies in which they lived, although gradually.This paper get out discuss the similarities between Socrates claims in the acknowledgment and those of Luther in Concerning Christian Liberty. This paper will discuss the similarities between Socrates claims to freedom in the Apology and those of Luther in Concerning Christian Liberty.SimilaritiesThe claims of Socrates and Luther to trustworthy freedoms share a few similarities.An Exhortation to Oppose Established Institutions. Both Socrates and Luthers claims for freedom exhorted people to compare establ ished institutions. While Socrates tried to undermine the immoral ways of Athenian society, Luther wanted to expose the defects in the theological bases of the doctrines of the Roman Catholic Church.Socrates, on nonpareil hand, criticized Athenian society when he said, If there were a law at Athens, such as there is in another(prenominal) cities, that a capital actor should not be decided in one day, then I believe that I should have convinced you (Apology).And somehow he implied a certain attachment of Athenians to money when he said, I tell you that virtue is not given by money, but that from virtue come money and any other good of man, public as well as private. (Apology)On the other hand, Luther exhorted Christians and Catholics to question the theological basis of the Catholic doctrines. He expressed his opposition when he mentioned every time he mentioned that works were not a path to spiritual salvation but only faith and faith alone. Aside from this, he mentioned thatit will profit nothing that the body should be adorned with unspeakable vestments, or dwell in holy places, or be occupied in sacred offices, or pray, fast, and abstain from certain meats, or do whatever works can be done through the body and in the body. (Luther)DifferencesThe claims of Socrates and Luther to certain freedoms in addition lend themselves to a number of differences from the notion of their freedoms to the way they have presented their claims.Notion of Freedom. Socrates and Luther were both fighting for several(predicate) kinds of freedoms.First of all, one of the freedoms that Socrates was fighting for was more of a freedom of expression, or specifically a general freedom to question the logic that operated behind the Athenian justice system. The Athenian Meletus accused Socrates of being a doer of evil, and corrupter of the youth, and he does not believe in the gods of the state, and has other new divinities of his own (Apology).To this accusation, Socrates sarcasti cally claims his freedom of expression by saying, If my offence is unknowledgeable, the law has no cognizance of unintentional offences you ought to have taken me privately, and warned and admonished me (Apology). This is the more personal freedom that Socrates was fighting for in the course of his defense. Socrates proved Meletus illogic several times during his defense so Socrates was indirectly making here a claim for the freedom of the mind through logic.As for the other freedom that Socrates seemed to have been fighting for was the freedom of philosophy. This freedom was implied when Socrates said, Men of Athens, I honor and love you but I shall obey God rather than you, and while I have life and strength I shall never turn back from the practice and teaching of philosophy (Apology). Such a statement was naturally taken by the Athenian court as a defiance of the imprimatur of the state that defined obedience to God as obedience to the laws rather than to ones philosophy.Furt hermore, Socrates claim for this freedom and his defense of it in Platos Apology was more of a defense of personal convictions considering that Socrates himself was on trial at the time that he declared his claims for this freedom.Based on the aforementioned points, the idea of freedom of Socrates was different from that proposed by Luther. Luthers ideas were more on religion rather than on logic and philosophy. Luther expressed the nature of the freedom that he claims when he said, For faith alone, and the good use of the word of God, brings salvation (Luther). This therefore is a freedom from works, and is explicitly stated by Luther when he said, this faith cannot consist at all with works(Luther) and that no work can cleave to the word of God (Luther).

Ap Government Chapter 15 Study Guide

1. Why was the bill of rights added to the constitution? a. The framers thought a bill of rights was non necessary because the constitution spelled out the boundary of the feds power. Blah blah blah (now at the top of page 487) In 1791 the states ratified 10 amendments and the nation had a bill of rights. The BOR imposed limits on the subject field gov only when non on state gov. b. So all in all Im really not sure what the exact attend to is. Sorry bro 2. Difference between civil liberties and civil rights c. Civil liberties (sometimes referred to as negative rights) are licenses that are guaranteed to an individual.These are restraints on the gov. Civil liberties declare what the regime activity cannot do. d. Civil rights (positive rights) are powers and privileges that are guaranteed to the individual and protected against arbitrary removal at the hands of the gov or individuals. Like the right to vote or free expression and stuff. 3. The First Amendment guarantees freedo m of religion in two clauses e. The establishment clause- this prohibits laws establishing religion. f. Free exercise clause- which prevents the political relation from interfering with the exercise of religion. g.Together, these ensure that the government can neither promote nor inhibit religious beliefs or practices. 4. Know where phrase Wall of separation between church and state appears and comes from h. In 1879, the authoritative motor inn contended, quoting Thomas Jefferson, that the establishment clause erected a wall of separation between church and State. 5. Lemon v. Kurtzman bottom of 490-491 in 1971, the court struck pot a state program that would have helped pay the salaries of teachers hired by parochial (parochial means of or relating to a church or parish) schools to support learning in secular subjects. . The justices proposed a 3 prong test for determining the constitutionality of gov. programs and laws under the establishment clause i. The essential have a secular purpose ii. Their base effect must not be to advance or inhibit religion iii. They must not entangle the government excessively with religion. j. The program in Lemon v Kurtzman did not satisfy the last prong of the test. The government would have had to constantly monitory the program which would have cause and excessive entanglement with religion. 6.Engel v Vitale (bottom on 493) in 1962 the court struck down the daily reading of a 22 word nondenominational prayer in New Yorks customary schools. Justices stated that official state approval of prayer was an unconstitutional attempt on the part of the state to establish a religion. This decision force a storm of admit that has yet to subside. k. In class I wrote down that he told us we needed to know the difference between freedom of beliefs and freedom of practice but I really dont see how that has whatsoeverthing to do with this court case.. like whateverrrr coach sybert. l.He also said to bankers bill the Certain th ings you cant do and hide behind religion. The maven we talked about in class was the guy with the snakes So Im clueless yet again. 7. Strict scrutiny- A neutral law that burdens the free exercise of religion is subject to strict scrutiny. This means that the law may be upheld precisely if the government can demonstrate that m. The law is justified by a compelling governmental interest n. The law is narrowly tailored to achieve a legitimate goal o. The law in question is the least restrictive means for achieving that interest p.That was on page 496 and you may need to read the divide to understand the definition in context 8. Scheneck v U. S. (pg 498)- Charles Scheneck and his fellow defendents were convicted for attempting to disrupt WWI military recruitment by distributing leaflets claiming that conscription (conscription is enlistment for state service, typically the military) was unconstitutional. The gov believed that this sort threatened public order. q. Theres supposed to be a famous quote we get out of this case but the quote is a whole big paragraph. Here is an excerpt from the quote iv. The question in every case is whether the words used are used in such circumstances and are of such nature to create a clear and present danger that will bring about the substantive evils that Congress has a right to prevent v. Thats known as the clear and present danger test. Duh. r. Because the actions of the defendants were deemed to create a clear and present danger to the US at that time, the Supreme court upheld their convictions. 9. Tinker v Des Moine Independent County School District (pg 500)- involved 3 public school students who wore a black armbands to protest the Vietnam War.Principles in their school district had prohibited the wearing of armbands on the ground that such conduct would provoke a randomness the district suspended the students but the Supreme Court overturned the suspensions. s. Justices declared for the majority that the principals h ad failed to show that the forbidden conduct would substansially interfere with appropriate school discipline. t. fear or apprehension of disturbance is not enough to overcome the right to freedom of expression. 10.Chaplinsky v New Hampshire (500)- In 1942 Walter Chaplinksy, a Jehovahs Witness, convicted under a state code for calling a city marshal a God-damned racketeer and a damned fascist in a public place, appealed to the Supreme Court. The Supreme Court upheld Chaplinksys conviction on the theory that fighting words do not convey ideas and thus are not subject to first amendment protection. u. fleck words- words that inflict injury or tend to incite an immediate breach of the peace. v. To dumb it down- he was found guilty because the things he said were not protected by the first amendment. 1. Reno v ACLU (501)- the supreme court upheld the lower courts ruling in June 1997 by unamimously deciding a grand affirmation of free speech rights in cyberspace, arguing that the Int ernet was more analogous (analogous means comparable) to print media than to television, and thus even indecent material on the internet was entitled to First Amendment protection. 12. New York Times v Sullivan (502)- First off you need to know that libel is the written defamation of character. A individual who believes their name and character have been harmed can sue.In this case, the supreme court declared that freedom of the press takes precedenceat least when the defamed individual is a public official. w. The court agreed that the first amendment protects the publication of all statements about the conduct of public officials, except statements made with actual malice. x. Actual malice- with knowledge that they are simulated or in reckless disregard for their truth or falsity. y. 3 years later, the court extended this protection to apply to all public figures, not just government officials. 13. New York Times v United States pg 504- z.Prior restraint case dealing with the pe ntagon papers . Supreme court doesnt believe in prior restraint although you can be punished after the fact. And in order for the supreme court to prevent publication they have to have a really good reason- have to prove immediate, inevitable, and irreparable harm following the publication of the documents. . First amendment offers protection against government censorship 14. Case in Louisville, Kentucky- a reporter who had re take careed and written an article about drug cogitate activities was called on by a grand jury to identify people he had seen in possession of the drugs.The reporter refused to testify, saying that freedom of the press shielded him from this inquiry. . In a closely divided decision, the supreme court rejected his position stating that no exception is permissible to the rule that all citizens have a duty to give their government whatever testimony they are capable of giving. . He had to give up the information and some of his freedom to maintain order 15. Bon g hits for Jesus. Pg 505- supreme court upheld the suspension of the boy who held up the sign at an external school event. School officials may prohibit speech if it could be interpreted as promoting an illegal drug use. 6. The 2nd amendment states A well regulated militia, beingness necessary to the security of a free State, the right of the people to keep and bear arms, shall not be infringed. . If you are a gun lock advocate- you direction on the first part and your argument is that everyday citizens are not part of a militia. . If you are NOT a gun control advocate- you focus on on the second part that your right to keep and bear arms shall not be infringed. 17. D. C. vs Heller- (federal level)- was a challenge to the strictest gun control statute in the country. It barred private possession of handguns and required trigger locks and stuff.The court ruled in a 5-4 decision that it is a constitutional right to keep a loaded handgun at home for self defense. 18. McDonald v Chi cago (state level)- this case had the same ruling as the first one except this one was on a state level. 19. Bill of attainder- a law that pronounces an individual guilty of a crime without a trial. 20. Most freedoms protected in the BOR now function as limitations on the states. The changes have been achieved through the supreme courts interpretation of the due process clause of the 14th amendment .Due process clause-nor shall any state deprive any person of life, liberty, or property, without the due process of law. This clause has 2 central meanings vi. It requires the government to adhere to appropriate procedures. vii. It forbids unreasonable government action. . Under this clause you have a trial by jury available to you, if you cant afford a lawyer theyll provide you with one, etc. Not all states have the same number of jurors. Supreme court says minimum of 6. 21. Gideon vs Wainwright- pg 511 case made due process applicable to the states. The state must provide you with a lawyer if you cannot afford one. 2. Miranda Warnings-protects against self incrimination. comes from Miranda v Arizona 23. Exclusionary rule- Something discovered as the result of an illegal search cannot be used in trial. Mapp vs us on 512 24. The exception is the good faith clause- U. S. vs Leon. Pg 513? 25. Griswald v Conneticut- 517 personal autonomy. Could the state outlaw birth control. Zone of privacy that exists because of the 1st, 3rd, 4th, and 5th amendment. . Birth control is a personal choice. 26. Rowe vs. Wade- extension of Gridwald. You should have choice on child bearing. Blah blah blah. Struck down abortion laws.Due process clause 2 FREE RESPONSE. ANSWER BOTH 1. First amendment and the freedom of speech. Freedom of speech is not absolute. Explain (or give 2 examples of) 2 limits on speech and the related cases a. Fighting words- Chaplinsky b. Idk 2. Similar concept. Rules against illegal search and seizure and self incrimination protect your right to a due process. c. One rule regarding illegal search and seizure, and the case. Explain how that protects your due process d. One rule regarding self incrimination and the related case and explain how that protects your right to due process of law.

The Woman in Black

Susan Hill creates a sense of closing off since the beginning of the novel, when Arthur is at Monks Piece. The name of Arthurs new house (Monks Piece), fire that it is a calm place, but it excessively could suggest that it is isolated, because in the Middle Ages monks used to meditate but in isolated places. Isolation is excessively presented in the other house in the book, which is Eel marshland stick out. The sole(prenominal) way to access to Eel Marsh House was by crossing a place called baseball club Lives furnish, which is the only path next to the house.Arthur describes Eel Marsh House as submerged and untraceable, this implies that it is almost undoable to escape from Eel Marsh House. It is submerged because the provide is under the water and it is untraceable because the marshes last forever. The name of the render also creates a sense of isolation, it is called Nine Lives Causeway, and this suggests that you must sport nine lives to cross it (or to be very(pre nominal) lucky and brave). Isolation is also in that respect when Keckwick leaves Arthur alone in Eel Marsh House.He says that he feels alone, outside that gaunt, rescind house. This tells us that Arthur is alone in the house, without protection and he predicts that he will see the cleaning lady in Black soon. Another season where we feel isolation is when Arthur is alone at the house and he is so scared that he starts to pray. I think that he prays because he is looking for protection and soulfulness to talk in God. Mrs Drablow also creates a sense of isolation, especially when Arthur asks for information to Mr Bentley.He says that she lived for a long time in the house with nobody. She didnt have any friends and she is also described as a unmatedun, which means that a person is misbehaving (maybe, this is why Mrs Drablow didnt have friends. In my opinion, isolation is mostly presented when Arthur is alone at Eel Marsh house, and it is also important, because it makes the re putation more gothic and some characters, like Spider (the dog) or Keckwick wouldnt appear in the account and they make the story more interesting.The Woman in BlackSusan Hill creates a sense of isolation since the beginning of the novel, when Arthur is at Monks Piece. The name of Arthurs new house (Monks Piece), suggest that it is a calm place, but it also could suggest that it is isolated, because in the Middle Ages monks used to meditate alone in isolated places. Isolation is also presented in the other house in the book, which is Eel Marsh House. The only way to access to Eel Marsh House was by crossing a place called Nine Lives Causeway, which is the only path next to the house.Arthur describes Eel Marsh House as submerged and untraceable, this implies that it is almost impossible to escape from Eel Marsh House. It is submerged because the causeway is under the water and it is untraceable because the marshes last forever. The name of the causeway also creates a sense of isolat ion, it is called Nine Lives Causeway, and this suggests that you must have nine lives to cross it (or to be very lucky and brave). Isolation is also there when Keckwick leaves Arthur alone in Eel Marsh House.He says that he feels alone, outside that gaunt, empty house. This tells us that Arthur is alone in the house, without protection and he predicts that he will see the Woman in Black soon. Another time where we feel isolation is when Arthur is alone at the house and he is so scared that he starts to pray. I think that he prays because he is looking for protection and somebody to talk in God. Mrs Drablow also creates a sense of isolation, especially when Arthur asks for information to Mr Bentley.He says that she lived for a long time in the house with nobody. She didnt have any friends and she is also described as a rumun, which means that a person is misbehaving (maybe, this is why Mrs Drablow didnt have friends. In my opinion, isolation is mostly presented when Arthur is alone at Eel Marsh house, and it is also important, because it makes the story more gothic and some characters, like Spider (the dog) or Keckwick wouldnt appear in the story and they make the story more interesting.

Why Do People Fall in Love

A question many of us stimulate us asking ourselves in nows society. Many of us bedevil been hurt by go to sleep and t presentfore corroborate refused to uncomplete use nor believe that there is such a word or relishing that exists in the universe. citizenry come to in distinguish for many grounds nearly dont even know wherefore they end up in rage. I believe tidy sum fall in applaud for terzetto action- found reasons, to round the self and to increase our abilities and our effectuality in former(a)(a) words self-expansion, lack of self-dependency, Last simply certainly not least they have something reliable to offer and they want something good in return.I myself have been thru all these stages of cognize as we all bitch it and have come to a conclusion thru my sustain two eyes and hands on or should I say tangs on experience. The first reason good deal fall in eff is to expand themselves thru otherwise people also kn possess as self-expansion. In his boo k Self-expansion a peeled Integrated paradigm for psychology author Miklos Fodor describes real understandably how people expand themselves with one(a) another. He created a manakin called Fodormiks Integrated Paradigm for Psychology (FIPP).The model describes many forms of human behavior from sex, religion, problem solving and even intimate relations. Upon reading the first twosome of pages of the book I learned that the amount of money where you experience and yourself contrisolelye all affect who you fall in making fare with. If youre wealthinessy you be a target of love to soul who wants to expand their business or find dramatic playding for something which the psyche couldnt afford on their own. An example of self-expansion is in familys that be wealthy and both husband and wife own businesses or assets that are in good use with from each one other.The husbands company cultivates the leather for her fancy purses. Many people believe that this cordial of love is vilify scarcely its a form of love in which both parties are happy and successful. some other example of self-expansion is someone who smellings they piece of ass accomplish more and succeed in disembodied spirit with some besides them. The feeling of being complete motivates the mortal to pursue a life of fulfillment. bedevil for for instance Romeo and Juliet two lovers who fate was decided by the feelings pulled to each other in self-expansion. The indorse problem causing reason people fall in love is lack of self-dependency.Many of us ensure an individual in a alliance where they are not happy alwaysyone advises them to leave and for some peculiar reason they claim they are in love. This type of love is brought on by growing up in a harsh unloving family, and they are glued to this person because when they were in distress that person put them at ease to the individual losing someone comparable that is something they reasonable wont do. other reason this lov e is bought is the person is he/she gets whatever they want while they are with this person for some it could be a meal and the bills paid to others it could be a lavish life-style.A great extract that illustrates well up what this person baron be feeling is I know well what I am fleeing from tho not what I am in search of written by Michel De Montaigne. The person knows the love is wrong but refuses to leave because simply they are afraid of not conclusion a better love. This quote also points work away that the person is lost inside they dont know what exactly they are here for in life or what exactly it is they are searching for in a kind.Lack of self-dependency to my impression is a horrible reason to be in love but many people in the world depend on this love to get them thru, sad to say this is the type of world we live in. The final reason I believe people fall in love is because they have something good to offer and they want something back in return. Now I believe in this love coulomb% but some say its wrong. In todays society the kins that work out are races in which both parties are offering something to each other.An example of this type of love perchance the wife is a great cook and the husband loves to eat, while in return the husband whole works on the car clean or does anything to which he believes he can pay the wife for here great cooking. Another way this type of love is manifested in the form of making the significant other feels special. In this type of relationship the trade-offs could range from a number of things, happiness for wealth or wealth for happiness, it could also be a internal trade off. No enumerate what in this type of relationship if the person isnt receiving something in return there is no possible way the relationship is dismissal to work. any(prenominal) people feel if they love someone more than they love themselves that person to is going to do the aforementioned(prenominal) for them, but as we all ca n see it doesnt continuously turn out that way. Some people offer there clip, money and efforts to attain the feeling of being loved and end up hurt in the end. I believe all love is false but is used as a way to cope with living with some of lifes hardest decision and its al slipway good to have someone by your side thru these times but understanding love can help you attain and reach that level of love and happiness in life.In closing words to the feelings we find ourselves calling love, people fall in love for three life-based purposes to expand the self and to increase our abilities and our effectiveness in other words self-expansion, lack of self-dependency, Last but certainly not least they have something good to offer and they want something good in return. People expand themselves every day in every relationship decision we fill or call in of making weather done conscious or unconscious the mind has a life of its own and who you fall in love with is obstinate by many o bjects and situations surrounding you.Also people fall in love due to what I call lack of self-dependency. Its a good thing to be in love but make sure its a love where both people are benefitting and are happy. Dont let lifes bad mishaps determine who you fall in love with and the reasons you fall in love. And finally the ultimate reason to fall in love is having something good and offering it to some in returns for a better or equal something. In this love the amount of love you choose to give is the amount of love you get back, you dont have to ever worry around(predicate) this love when you encounter it, just embrace close your eyes and never let go.This is the love of feeling of matter of each others happiness this is the love I believe that we all should share with each other it would just make things better in the world that we live in.SOURCES http//www. quotegarden. com/self-discovery. html http//www. yoshke. com/2010/02/top-10-reasons-to-fall-in-love/ Self-expansion a NEW Integrated paradigm for psychology By Milkos Fodor http//www. 2knowmyself. com/relationship_breakups/ wherefore_do_we_fall_in_loveWhy Do People Fall in get byWhy Do People Fall In Love Many researchers actually consider move in love to be a biologic event. And there are some researchers that can supply brain changes using MRI tests to show that there are actual changes in our brain that we think of psychologically but biologically it really is a physiologic change. provided when we want to understand what locomote in love is the best concept to understand is the concept called limerance. Limerance is that period in a relationship of great heating system, when were al virtually obsessed with our partner, when we can think of nothing else, when we put our lives on hold to unload time, to pull all-nighters.We moon about them and when we put our partner on a pedestal. When, everything they say is smart, when we wonder why every carcass in the world isnt in love with our partne r. Thats limerance. At a certain point in a relationship, limerance fades. It can only get going about 2-3 years. At that point many would misperceive that as go out of love, but in fact, its really a change in the relationship. When the partnership changes from that passionate, exciting, flirt, mystery, dangerous period, to one of a stable committed partnership, and by definition, you cant live up to that level of excitement.And at that point you take to see partners flaws, and not everything they say is wonderful and they have some bad habits, and that requires the concept of recognizing that limerance fades, but being in love, and loving somebody does not. So, in order to really establish a good semipermanent relationship, we understand that travel out of love means just not putting our limits on absentminded that passion all the time. is love natural in humans or are we thought to love by experience ? Non scientifically I think you love because you gave yourself to that pe rson.You opened up about everything to them. You faith them, you get along with them, you cant imagine not living without them there by you. You love because of the stick by you created with this person. Weve all experienced love. Weve loved (and been loved by) parents, brothers, sisters, friends, even pets. But amatory love is different. Its an intense, virgin feeling unlike any of these other ways of loving. Loving and being loved adds richness to our lives. When people feel close to others they are happier and even healthier. Love helps us feel important, understood, and secure.But each kind of love has its own distinctive feel. The kind of love we feel for a parent is different from our love for a baby brother or best friend. And the kind of love we feel in romantic relationships is its own unique type of love. Our ability to feel romantic love develops during adolescence. Teens all over the world bump passionate feelings of attraction. Even in cultures where people are not allowed to act on or express these feelings, theyre still there. Its a natural part of growing up to develop romantic feelings and knowledgeable attractions to others.These tonic feelings can be exciting or even confusing at first. The Magical Ingredients of Love Relationships Love is such a powerful human emotion that experts are constantly studying it. Theyve discovered that love has three main qualities 1. Attraction is the chemistry part of love. Its all about the carnal even sexual interest that two people have in each other. Attraction is responsible for the desire we feel to kiss and hold the object of our affection. Attraction is also whats behind the flushed, nervous-but-excited way we feel when that person is near. 2.Closeness is the bond that develops when we share thoughts and feelings that we dont share with anyone else. When you have this feeling of stodginess with your boyfriend or girlfriend, you feel concured, cared for, understood, and accepted for who you are. pull is a big part of this. 3. Commitment is the promise or decision to stick by the other person through the ups and downs of the relationship. These three qualities of love can be combined in different ways to make different kinds of relationships. For example, acquaintance without attraction is the kind of love we feel for best friends.We share secrets and person-to-person stuff with them, we support them, and they stand by us. But we are not romantically interested in them. Attraction without closeness is more like a flirt or infatuation. Youre attracted to someone physically but dont know the person well enough yet to feel the closeness that comes from sharing personal experiences and feelings. romanticistic love is when attraction and closeness are combined. Lots of relationships grow out of an initial attraction (a crush or love at first sight) and develop into closeness.Its also possible for a intimacy to move from closeness into attraction as two people realize their relationship is more than just like and they have become interested in one another in a romantic way. For people falling in love for the first time, it can be hard to tell the deflection between the intense, new feelings of physical attraction and the deeper closeness that goes with being in love. Lasting Love or Fun Fling? The third ingredient in a love relationship, commitment, is about wanting and decision making to stay together as a couple in the future despite any changes and challenges that life brings.sometimes couples who fall in love in high school develop committed relationships that last. Many relationships dont last, though. But its not because teens arent capable of deep loving. We typically have shorter relationships as teens because adolescence is a time when we instinctively examine lots of different experiences and try out different things. Its all part of discovering who we are, what we value, and what we want out of life. Another reason we tend to have shorter relationships in our teens is because the things we want to get out of a romantic relationship change as we get a little older.In our teens especially for guys relationships are mainly about physical attraction. But by the time guys reach 20 or so, they rate a persons inner qualities as most important. Teen girls emphasize closeness as most important although they dont mind if a capability love interest is cute too In our teens, relationships are mostly about having fun. dating can seem like a great way to have someone to go places with and do things with. Dating can also be a way to fit in. If our friends are all dating someone, we might put pressure on ourselves to find a boyfriend or girlfriend too.For some people dating is even a status thing. It can almost seem like another indication of cliques The pressure to go out with the right person in the right group can make dating a lot less fun than it should be and not so much about love In our late teens, though, rela tionships are less about going out to have fun and fitting in. Closeness, sharing, and confiding become more important to both guys and girls. By the time they reach their twenties, most girls and guys value support, closeness, and communication, as well as passion.This is the time when people start thinking about finding someone they can commit to in the long run a love that will last. What Makes a Good Relationship? When people first experience falling in love, it often starts as attraction. cozy feelings can also be a part of this attraction. People at this stage might daydream about a crush or a new BF or GF. They may doodle the persons mark or think of their special someone while a particular song is playing. It sure feels like love. But its not love yet. It hasnt had time to grow into emotional closeness thats needed for love.Because feelings of attraction and sexual interest are new, and theyre directed at a person we want a relationship with, its not surprising we confuse attraction with love. Its all so intense, exciting, and hard to sort out. The crazy intensity of the passion and attraction phase fades a bit after a while. Like putting all our vitality into winning a race, this kind of passion is exhilarating but far too extreme to economise going forever. If a relationship is destined to last, this is where closeness enters the picture. The early passionate intensity may fade, but a deep affectionate attachment takes its place.Some of the ways people grow close are * discipline to give and receive. A healthy relationship is about both people, not how much one person can get from (or give to) the other. * Revealing feelings. A supportive, caring relationship allows people to reveal percentage point about themselves their likes and dislikes, dreams and worries, proud moments, disappointments, fears, and weaknesses. * Listening and supporting. When two people care, they offer support when the other person is feeling vulnerable or afraid. They dont put down or insult their partner, even when they disagree.Giving, receiving, revealing, and supporting is a back-and-forth physical process One person shares a detail, indeed the other person shares something, then the first person feels near enough to share a little more. In this way, the relationship gradually builds into a place of openness, trust, and support where each partner knows that the other will be there when times are tough. Both feel liked and accepted for who they are. The passion and attraction the couple felt early on in the relationshipisnt lost. Its just different. In healthy, long-term relationships, couples often find that intense passion comes and goes at different times.But the closeness is always there. Sometimes, though, a couple loses the closeness. For adults, relationships can sometimes turn into what experts call empty love. This means that the closeness and attraction they once felt is gone, and they stay together only out of commitment. This i s not usually a problem for teens, but there are other reasons why relationships end Why Do Relationships eat up? Love is delicate. It needs to be cared for and nurtured if it is to last through time. Just like friendships, relationships can fail if they are not given enough time and attention.This is one reason why some couples might not last perhaps someone is so busy with school, extracurricular, and work that he or she has less time for a relationship. Or maybe a relationship ends when people graduate and go to separate colleges or take different career paths. For some teens, a couple may grow apart because the things that are important to them change as they mature. Or maybe each person wants different things out of the relationship. Sometimes both people realize the relationship has reached its end sometimes one person feels this way when the other does not.Moving On Losing love can be painful for anyone. But if its your first real love and the relationship ends before you w ant it to, feelings of loss can seem overwhelming. Like the feelings of passion early in the relationship, the newness and rawness of wo and loss can be intense and devastating. Theres a reason why they call it a disconnected heart. When a relationship ends, people really need support. Losing a first love isnt something weve been emotionally wide-awake to cope with. It can help to have close friends and family members to lean on.Unfortunately, lots of people often adults stockpile younger people to bounce back and just get over it. If your heart is broken, find someone you can talk to who really understands the pain youre going through. It seems hard to believe when youre brokenhearted that you can ever feel better. But gradually these feelings grow less intense. Eventually, people move on to other relationships and experiences. Relationships whether they last 2 weeks, 2 months, 2 years, or a lifetime are all opportunities to experience love on its many different levels. W e learn both how to love and how to be loved in return.Romance provides us with a chance to discover our own selves as we share with someone new. We learn the things we love about ourselves, the things wed like to change, and the qualities and values we look for in a partner. Loving relationships teach us self-respect as well as respect for others. Love is one of the most fulfilling things we can have in our lives. If romance hasnt found you yet, dont worry theres plenty of time. And the right person is worth the wait This felling of love is a very raw effect of pheromones or sexual hormones that we pick up when around other people.Its root lies in the fact that Mother Nature wants us to procreate and suggests that when this falling in love sensation occurs then the individual these feelings are centered around would make a good partner to have military issue with in terms of a healthy offspring. It DOES NOT mean the same person will make a good life partner. Our society seems to place a great deal of significance on this sensation, and tend to co notate it with a secret and magical feeling that can only be the allusive concept of love.This is also why we live in a society with such a high divorce rate. Although it would be nice to think this magical and mysterious feeling extends for the rest of our lives and is an forefinger that we found our soul mates the reality is it is nothing more than chemical warfare with the biology of our bodies. What love it is, is a choice plain and simple. Of course we hope that happy feelings and good times are a natural result of that choice, but this is not required for the choice of love to exist.People who define love based on how they feel are often times in for a bumpy ride with relationships, because when the body changes its biology, or someone else crosses their path with a new set of hormones/pheromones they react to they have the magical mysterious feeling all over again, but for someone new. So my two cents wo uld be to understand falling in love is a term that refers to a very raw biological process, one that is strong-minded and should not affect our conscious decisions as to who is significant in

Post modern architecture

Watchtower I have chosen to research post modern architecture. This portion is called Watchtower by Sigma stake in 1984. He utilize a synthetic polymer paint and dry pigment on patterned fabric. He is a German painter. He grew up in East Germany except moved later with his family to West Germany in Witch. He studied at the Academy of Art. He was animate by the Capitalist Realist ant-style art. He has created a unique design with hold up In this painting.It Is suggested to be a concentration camp (momma). It could be a hunters blind or even a guards post. Pole used many combinations to complete this appalling with extended paintings of the watchtower and varying the scenes around it. He used a phosphorescent glow to accent the towers top. Pole used an abstraction along with many images to form this interesting painting. I like the textures of the background patterns on the left hand corner. It looks like it could be a metal material. there is even a path leading to the watchto wer ladder and designs and lights for abstract detail.Post modern architecture was a front man of international style beginning from the designs in the sasss but coming into effect in the sasss. It is a polar type of art. In my opinion, It Is futurist with the use of older designs. It has a sense of motion with the lights and many patterns. Pole Is known for his use of multiple media wealth unrivaled canvas (earthlier). This Isnt your typical architecture but it does allow in the elements to appear as an architectural design. Work cited The Museum of Modern Art, Momma Highlights, New York The Museum of Modern Art, revised 2004, sooner published 1999, p. 6 www. Earthlier. Com but moved later with his family to West Germany in Witch. He studied at the Academy of Art. He was inspired by the Capitalist Realist anti-style art. He has created a unique design with scaffold in this painting. It is suggested to be Pole used many combinations to complete this painting with extended paint ings of art. In my opinion, it is futuristic with the use of older designs. It has a sense of Pole is known for his use of multiple media within one canvas (Ritchie). This isnt revised 2004, originally published 1999, p. 306 www. Ritchie. Com

My Own Theory of Personality Essay

The theories of person-to-personity are contributed to by different psychologist such as B.F. Skinner, Carl Jung, Abraham Maslow, Carl Rogers, Sigmund Freud and many more. It has been a part of psychology which enjoyed great attention because of its squiffy relation to human creations. The temperament of a person is not something that can be easily taken a direction nor could it disappear into thin air. Everywhere a person goes, that person carries his/her personality. To create a personal theory of personality, the author would mix the theories of B.F. Skinner, Abraham Maslow, and Sigmund Freud. First, it would bear the hierarchy of needs of Abraham Maslow. It would have stages from the deficit needs to the being needs. The first stage is the physiological needs which are the basic survival needs for a person. It includes the food, water, shelter, clothing, oxygen, and other essential life-sustaining minerals and vitamins.The instant stage holds the safety needs, which are m ostly the need to protect aces self from danger. It also includes security in all aspects of life. The third stage is the love and be need where one person has the need to belong to a group and be accepted lovingly by that said group. The fourth stage will have the esteem needs where one aspires for respect, status, glory, and fame in this stage. The fifth and last stage would be the self-actualization where the people have the chance to gain a total understanding and fulfillment in their life. Just the same, one can not push through to the second level without fulfilling the first level first. Then a person will proceed from one level to another as the current level is fulfilled. Deprivation from each stage would mean negative drawbacks from night club and different coping mechanisms will be employed. Another feature of this theory of personality would be that at that place are certain things in each level which serves as the reinforcer for people. These reinforcers would moti vate them towards attaining the second level. peck have this nature of longing for the things they are yet to have in life. As they jibe and olfactory perception the good things in the next level of the hierarchy of needs, these would make them act accordingly in rig for them to reach the second level.This operant conditioning stage gets into work when there is a transition from a lower level to a higher level. For example, when a person has satisfied the needs present in the first level, the person would be conditioned to work towards the needs listed in the second level by the satisfaction he/she feels for each level. Moreover, even when the person already has achieved that need, he would respond the same way to the stimuli. Furthermore, people would work their way towards these needs in accordance with the societal norms and as dictated by their ego. There are impulses produced by the id but it is controlled by the superego for the person to stay directed in their pathway up wards and to avoid negative social drawbacks due to the non-attainment of the needs in each level. I see these three particular constructs of Abraham Maslow, B.F. Skinner, and Sigmund Freud namely hierarchy of needs, operant conditioning, and personality structures respectively as important factors for the personality of the human beings. These are simple to explain theories which can be easily related to the everyday lifetime and behavior of people. In addition to this, they are among the theories that are somehow related to form a theory of personality. Their relatedness proves them important and flexible in any environment. The personality aspect of a human being is a very interesting field. More theories are added to it and it becomes a much enriched one. Soon, additional interesting theories will slip in the field and make it a more colorful one and expand its horizon to accommodate the mingled personalities present today.

How after school programs benefit children and their educational experience

As societies continue to modernize and become more(prenominal) complicated, the pressure to work harder and to succeed also increases especially so with stiffer competition brought about globalization.Because of this, most families surrender both pargonnts functional to support their financial needs. With both parents busy working, many of the studying children become susceptible to engage in unpleasant activities without adults attending or monitoring them later schoolhouse.Because they often return to an waste house, they back freely engage into any activities regardless of whether they are beneficial or dangerous to them.And admittedly enough, the prime time for juvenile crime during school days, where children were either the perpetrators or victims, is at its peak amidst from 3 PM to 6 PM. The crimes that occur then are serious and violent, including murders, rapes, robberies, and aggravated assaults. (Newman, et al, 2000, p2)In response to this touch concern and relie ve parents of their worries about their childrens safety and proneness to commit crime, after(prenominal) school programs were designed to prevent the children away from trouble and instead engage them into more productive activities that are beneficial to their boilers suit growth and development. afterward School ProgramsAfter-school programs are special activities conducted regularly in the hours after school designed for children to assume new skills and contribute for their development as responsible people or adults.According to U.S. Department of Health and pitying Services Administration for Children and Families, after school programs can be classified under four abundant categories namely Academics & Enrichment, Community Service Projects, Field Trips and Physical Activity & Nutrition.Academics & Enrichment refers to extra-curricular activities that are incorporated in the students faculty member programs such as arts, Civics & Government, Health & Safety, Math, Scie nce and History among others. An after school program in knowledge for instance engages the students to television viewing of the Space program of NASA.Community Service Projects pertains to activities that are directly linked to residential area service. A popular after school program under this category is Peace Corpse, an independent US federal agency that sends students and other volunteer workers abroad to work in organizational entities i.e. governments, NGOs and schools in the areas of fostering, business, technology, environment among others.Field Trips are excursions for students that permit them to have a first hand experience of what they detect in school. This includes a visit to Zoos, museums and parks. It affords students first hand experience of concepts, ideas and other things that helps enhance the learning experience. For one, see a picture of lion in the book is different from seeing a real vivification lion in Zoo.Finally, Physical Activity & Nutrition refe rs to programs that are related to sports i.e. basketball, athletics, exercise nutrition i.e. culinary arts and cooking and health. A category in health is made to give emphasis to its importance. world life is our highest value and the concept of health is fundamental to life. And this must start in the basic discipline of the youth.Benefits of After School ProgramsIt keeps children on the Right Track. The childrens engagement or involvement in after school programs dissuades children from antisocial or delinquent activities and becoming victims of crime and violence, which predominantly occurs approximately during after school hours. Latchkey children or those who are expected to stay at home alone after school are at high risk of health hazardous behavior such as substance plague i.e. drugs, smoking and alcoholism, because there are no adults to guide them appropriately. (Chung, 2000) An idle mind is the devils playground.Children without adult focussing tend to experiment on things out of curiosity such as smoking or winning drugs which can eventually lead to vice or addiction. Being busy helps children to stay out of trouble. (Kessler, 2000, pp40-42)After-school programs can shift the attention of children from such vices to positive and healthy alternatives. Finally, it helps in decreasing television watching therefrom preventing sedentary predilection that leads to obesity, or the absorption of violence that is freely accessible in the media.It enhances Academic Achievement. After school programs serve to supplement and complement the formal learning that academic institutions provide in school. beholding things in real life or concepts in their actual applications allow children to see the value of education thereby fostering interest of studies.After school activities also are directly involve in skills make and developing such as reading. Some program is intended to enhance work-study habits, social skills, social consciousness, working with peers, following instructions, and problem solving. (Fashola 2001, p28). The more enthusiastic children are on their studies and the more they are tending(p) the right skills for learning improves the quality of their academic learning and achievementIt promotes social development. The social exposure provided by after school programs help children to deal with people more appropriately. This includes improving how they conduct themselves as a individual and in relation to others, which in turn boosts their self confidence.

Management (a manager alumni affair in a non-profit organization iEARN Essay

watchfulness (a manager alumni affair in a non-profit presidential term iEARN Australia) - Essay Example rump has to coordinate with sight in order to make an event success. As a leader of the political platform he has to put in initiatives and then lead the program as people look towards him for any further instructions. As a representative for alumni members in an organization he cant practice autocratic, paternalistic style where as laissez fair or republican styles are widely adopted by the alumni coordinators and managers. Mr. John beliefs that he is more tilted towards democratic approach.Unlike other managers and directors in profit making organizations, Mr. John doesnt face any competitions as in that location are non, but the difficult part is to keep the alumni members motivated and intact with out having them on lucre role or any such thing and at the same time involving them in alumni programs. there are many responsibilities of a manager of alumni affairs as he as well has to motivate alumni members by means of programs that are beneficial for alumni as well, such programs include, career counseling, social gatherings or trips etc.As a manager alumni fair he posses excellent interpersonal skills as he has to coordinate with alumni members and the other organizations and is also responsible for sharing information with alumni members. ... As a manager one should posses exclusively four canonic managerial skills, technical, conceptual, motivation to engage and human skills. But for Mr. John it is essential to have very unplayful human skills and then motivation to engage and then conceptual skills. Technical skills are not essential by his post. As the work is mostly dealing with members and organizations, he has to show excellent human skills. Mr. John beliefs that if he fails to pose these skills, then this might lead to miss management in the alumni and also volition raise conflicts between members as all members are not alike. As the work in the organization is project based but the product base and is a non profit organization, external environment plays lower-ranking destructive role, but still projects are some time effected by the disorder in stability of external environment, such stability factors can me many but the most important is the political and economical. There are also many complexities in the environment as well and as a Alumni manager Mr. Jons job is to work with in these complexities of the environment.A part from the external environment Mr.John has to monitor the universal environment as the economic conditions such as recessions might lower the alumni budget and and so little programs. Political conditions are some time not feasible for initiating any project thus he has to consider that as well, other wise that might cause legal problems as well. In an alumni program technological environment does not have much impact, but socio cultural environment does have a big impact. If alumn i fail to confirm with the norms of culture then organization might come under criticisms and thus will cause damage to the image of the organization. So as alumni manager he has to monitor all sort