Maslow's theory Essay Example | Topics and Well Written Essays - 250 words

Maslow's theory - Essay Example It was clear that the hygiene factors meet mans needs to avoid unpleasantness but do not motivate them to take more interest in the work.† The Maslow’s theory argues that it is clear that lower order needs such as food, shelter and physical security. These factors are considered some of the basic â€Å"hygiene† of the workplace necessary for minimum functionality undoubtedly for any employee. Additionally, appraisal and feedback system was another huge theories that were present in both methodologies in human resource management. It is crucial to understand that giving feedback to employees that feel that they need to benchmark and leverage their standards. Evidently, Herzbergs theory goes above and beyond that hygiene plays a huge role towards employee’s performance. Without a doubt, if these are met- a worker is free to explore the higher order needs necessary to build superior worker productivity, with a particular emphasis upon self-esteem and creativity, as well as earning the respect of

European nations Essay Example for Free

European nations Essay 1. Analysis of data collected from these sources has led researches to conclusively establish the fact of huge wealth gap existing in US society along with establishing the trends in the wealth distribution over almost past 80 years. Studies indicate that in the period 1915-1925, though the wealth gap was large per se, it was more equally distributed than the gap existing in European nations. Wealth inequality, thereafter, continued to rise from 1930s to 1960s, until reaching its peak in 1962 when top 1 percent of wealth owners owned nearly 35 percent of the total wealth and top 5 percent wealth owner had control over more than 80 percent of the total wealth. Further research suggests that where the total wealth of all the Americans has rom 1960 to 1990s, the gap between mean and median wealth has also increased considerably, indicating towards widening inequality in wealth. The gap appeared to decrease through rest of 60s and 70s due to various social welfare and income generation programs launched by government. In this period the share of top 1 percent of wealth owners declined to 19 percent from previous high of 30 percent. However, by 1980 it again started to climb, reaching to peak in 1990s when the former sharp inequality was restored. Research from Danziger et al 1989, Wolff 1993 and many other economists and social scientists show that from 1983 to 1989, share of top 0.5 percent of wealth holders increased by 5 percent. This rise becomes especially conspicuous in the face of corresponding decline in wealth of poorest 80 percent of population by 2 percentage point in the same period. Further, the bulk of growth in net wealth for the period from 1983 to 1989 took place in top 10 percent of wealth owners, strengthening the idiom that ‘Rich gets richer and poor get poorer’. By 1990s, wealth distribution in US had become much more skewed and in favor of the elite group than European nations. Meanwhile the advent of Information Technology and a dot-com revolution created class of neo-riches that further skewed the wealth map of United states. Wealth distribution from 1989-2001 Implementation of new technology, globalization, and Internet revolution created new set of Internet multi-millionaires, while taking the stock of many existing corporations over many fold. The new model of income generation also had significant on wealth distribution in American society. Following table indicates family wealth generation and distribution for period from 1989-2001. Figure1- Family distribution of wealth As the table shows, for the period between 1989-2001, all families in higher income group has shown significant increase in percentage point. Also, it is evident from table that for the same period, the percentage of poorer families lost out in almost all the segment, registering decline in their wealth holding. An interesting revelation about nature of wealth gap emerges from study of wealth distribution among the lowest 90 percent of wealth holders (Figure 2). It can be seen for this group that the overall pattern of unequal wealth distribution holds true even at macro levels; among the lowest 90 percent population, the lowest 50 percent are allocated mere 3 percent of the total wealth. Reasons of Wealth Gap Economists have tried to definitively ascertain unequal wealth distribution and wealth gap that has almost historically existed in every society. Presently, economists look at the issue of unequal distribution of wealth from macro and micro perspective-the first dealing with implication of wealth at overall national scale, and second looking on personal and family role in wealth distribution. The macro analysis states that it is in nature of wealth to increase itself. Wealthy people possess stocks, bonds, shares, equities and other capital stock whose values tend to increase with time and thus it creates additional wealth for them, by the mere virtue of its presence. The micro analysis states that individual effort, family work abilities and cooperation also increases income and consequently wealth. As wealthy families have already better resources and opportunities to invest them, they stand to gain more even in this process of wealth creation. As a solution, government can take measures to ensure that even though wealth gap may exist, there should be a minimum upgrade in income and wealth possession of people from all the income group, to give society a more equitable appearance and standing. Reference Lisa A. Keister , and Moller, S. 2000. Wealth Inequality in the United States . Journal-Annual Review of Sociology. Chandrika Kaul and Valerie Tomaselli-Moschovitis. Statistical Handbook on Consumption and Wealth in the United States ,; Oryx Press, 1999. 296 pgs. Arthur B. Kennickell. A Rolling Tide. Changes in the distribution of wealth in US. 1989-2001. Survey of Consumer Finances. Available on line on 17. 12. 2007. https://www.federalreserve.gov/pubs/oss/oss2/papers/concentration.2001.10.pdf

The Benefits of Cloning Essay -- Cloning Argumentative Persuasive Argu

The Advantages of Cloning      Ã‚   People often question whether or not cloning is morally acceptable in our society, and also if it is worth all the money that we spend on research for cloning.   It is hard to believe that not to long ago many people believed that joining a sperm and an egg in a test tube was considered to be morally wrong.   It is now used by millions of doctors around the world.   Cloning is at the beginning stages of being considered morally unacceptable and will soon move to be just like in-vitro fertilization.   Soon everyone will understand the benefits of cloning in agriculture, medicine, and social parenthood.   It is quite obvious that cloning has many social, agricultural, and medical benefits which outweigh its social and ethnic disadvantages.     Ã‚  Ã‚  Ã‚  Ã‚   First I want to talk about the many benefits that cloning has to offer our society.   The goals and purposes of cloning range from making copies of those deceased, to bettering engineering the offspring in humans and animals.   Cloning will insure a stable mixture of robustness and productivity in all agriculture and commercially important livestock.   Cloning can provide the ability to add new genes to an animal's repertoire and to precisely modify its existing genes.   Cloning could have a powerful impact on agricultural efficiency.   Cloning selective types of breeds can help to produce a much healthier and stronger animal by giving it all of the strongest genes possible.   The goal of transgenic livestock is to produce livestock with ideal characteristics for the agricultural industry, ad to be able to manufacture biological products such as proteins for humans.   With the knowledge we have gained about cloning,   we can produce ... ... always be a topic of controversy no matter how much evidence you supply to support each side.   Cloning in America and in the world has the chance to enhance our culture and enrich our society through all of its major benefits discussed. Works Cited Woodford, James.   "Scientists urge cloning for spare human body parts."   http://www.smh.com.au/news/9903/17/pageone/1.html   (28 March. 2003) "Why We Should Use Cloning."   http://vetc.vsc.edu/vuns/apolo/clone/right.htm (5 April. 2003). Woodward, Kenneth.  (1997, March).   Today the Sheep, Tomorrow the Shepherd.   Newsweek, v129, 60. Fee, Rod.   (1997, May-June).   WellÉ..Hello, Dolly!   Successful Farming, v95, 49. Beddington, Rosa.   "Cloning."   www. Nimr.mrc.ac.ulc/mhe02/cloning.htm.   "Human Cloning and Re-Engineering."   http://cac.psu.edu/~gsg103/qs/enctre.html.

Inequality: Education and High Income

There are gaps between the rich and poor. The world has income inequality, inequality of opportunity such as education, and environmental inequality. In Toni Cade Bambara’s short story, â€Å"The Lesson† she talks about social status and economic inequality. Most people do not have the same equal opportunities to be successful because of numerous social issues. The main social issue that Bambara wrote about in her short story is economic inequality is a big social issue in society. But this social issue inspires people to make a change and not keep repeating the cycle. Why does economic inequality exist? What causes inequality of opportunity? This paper seeks to define these questions and how it is important in society and its impact. To fix the main cause of inequality it must be taken care of early on in a child’s education. People that do not have a high income should be more supportive of programs that effectively involve, low-income students in school, and programs such as Head Start. These different types of programs in a child’s life can provide students with an early start in school and decrease privileged students. Tackling and fixing these problems from an early start is a primary solution that can create a small effect of great outcomes to solve the problem of educational disparities at the root of the cause. People can solve these types of problems in society as a community. People must change their mindset and actually support and work together for a better educational system. It is hopeless to try to create a change without first changing and questioning the way society thinks and functions. The way the educational department is established is not providing the results it should be having with students, and the way it is designed is not benefiting students equally, in fact, it is leaving many students behind. It is only by changing the way the education system functions that the people can create a better system more suited to improving the learning conditions among everyone equally. There are many reasons why inequality can be caused in society. It is caused by a person’s skin color, or the simple fact a person’s growth in overall income. Inequality is caused by just being born into. For example, if a person is born into a family that has wealth and assets they basically got a head start, verses someone that is born into a low income home. Families with wealth can pay for better education for their children which will open opportunities for them. On the other hand, people hat are born into a disadvantage home that cannot afford better education will most likely stay with a disadvantage. Education makes a difference whether a person has a high paying or low paying job. In Bambara’s short story â€Å"The Lesson† Sugar says â€Å"this is not much a democracy if you ask me. Equal chance to purse happiness means an equal crack at the dough† (Bambara, 362). Sugar expresses that people with high income buys toys that cost more than th eir home income. The people that can afford toys that cost $300-$1,000 obviously have a good job which came from a good education. But if schools in low income communities do not educate like schools in high income communities, the low income schools do not have the same opportunities as the high income schools. Sounds like environmental inequality. People get what their environment hands them, which is bad education, low paying jobs and small income. Equal opportunity is a law that all people should be treated the same. It is not an equal opportunity if a person cannot go to a better school to get a better education to make a better income because they do not have enough money for that better school. Inequality of outcomes often goes hand in hand with inequality of opportunities, as poor people endure various forms of social exclusion, including unequal access to education and health care, high rates of youth unemployment of precarious work and an absence of social recognition. † (F Bourguignon) They say important jobs go to people most qualified, which is reasonable but if a person with a high income cou ld afford a better education that a person that could not afford a better education the job would automatically go to the person with the higher income. Does not seem fair, and it is probably hard to break that cycle. Economic inequality is a big social issue in society. Economic inequality is known as the gap between rich and poor, income inequality, and wealth differences. There are many reasons why inequality is caused such as, educational issues, skin color, or even wealth. Nevertheless, inequality does make people want to change. In Toni Cade Bambara’s short story, â€Å"The Lesson†, she expresses about a social problem in the world called economic inequality.

Children and the hous Essay

Carver has been called a â€Å"dirty realist†. In what way do you think this can be applied to â€Å"Neighbors† and â€Å"They’re not your husband†?  I don’t think Carver’s work can really be stereotyped; it is certainly different from other fiction by other American writers, so I don’t think it can ever really be given a heading like â€Å"dirty realism†.  Even though the word â€Å"dirty† conjures pictures of filth, squalor and generally anything sexually different that people tend to shun, but in fact it almost has a double meaning- it doesn’t have to mean sordid- it’s almost a term for describing anything sexually explicit which might otherwise be thought unethical or immoral. â€Å"Neighbors† is a story which basically is an insight into someone else’s life- something that you would never normally know about that could be translated as interfering or an incredible lack of respect for other people and their belongings.  Ã¢â‚¬Å"They’re not your husband† is a portrayal of male behavior and how controlling it can sometimes be.  Ã¢â‚¬Å"Neighbors† is a revealing insight into the life of a couple going through a particularly difficult stage in their relationship. The idea of such a trivial thing like feeding their friends’ cat is a particular trait of Carver’s- to use something incredibly mundane to blossom something amazing from something pretty boring and routine. The way Bill and Arlene break all the unwritten laws of society and therefore bring a new flame to their relationship is odd in itself, but when you think about it, it is an obvious way- to try on the lives of people who are happy and confident in their relationship, and copy it into yours. The non conformist way they behave is yet another style of Carver; to show us the way people behave when they know other people can’t see into their world or the way they are acting. I don’t think that this particular story is particularly dirty, even if it is slightly sexual- it is not particularly crude or off putting. It is quite subtle- for example, the way that they always use the excuse of â€Å"playing with Kitty† when they spend hours in the Stones’ flat, is reminiscent of felines, which can be portrayed as erotic or sexual, and it is such a pathetic excuse that it’s obvious it’s not true- but neither of them ever questions it, they seem to have a hidden bond which lets them understand each other perfectly, and I think this is why they don’t need to discuss anything when they go into the flat together. Although the Millers make the fatal mistake of leaving the key inside the house at the end of the story, it is too late, the image of perfect, routine middle- class life is broken. We realise that when we saw these people as a normal couple, mundane with no ups and downs in their lives, that we had only just scratched the surface. These people can behave just as badly as anyone else an although we do not see it, they are just as unlikely to conform to some perfect boring lifestyle than any of us. â€Å"They’re not your husband† is a frank description of how male behavior can lead to extremes when men are put under great pressure. This can often happen in relationships when the female is more successful than the male, yet is unlikely to happen in circumstances where the man is the breadwinner and a wife or partner is left at home to look after children and the house.  This statement is proved when Earl’s failure to get himself a job leads to his controlling behavior over his wife in a want of something to live for, a purpose in life. Earl enjoys having some influence over her life and the way he can make decisions for her- after all, he doesn’t really have any to make for himself. It gives him something to think about- ways to get her to lose more weight quickly, to make her an object of desire that he can be proud to be seen with. Earl seems to have no opinions or morals of his own- he relies on the opinions and gossip of other people to tell him whether his wife is attractive or not. He doesn’t seem to be able to tell that she has lost too mush weight- it is like he has lost slight control of his mind, similar to the way anorexics do, they believe they are still fat even when they are skeletal. Earl would like her to continue losing weight until he hears someone say that she looks good- then he would be satisfied. The language used in this story is much more crude and chauvinist than that used in â€Å"Neighbors†. When the two business men discuss Doreen, saying â€Å"Some men like their quim fat†, this is deliberately coarse and blunt to represent just how lightly it was said, and how shallow Earl must be to take it seriously instead of standing up for his wife and forgetting about it. Instead he walks out of the cafe, pretending not to know her to save himself embarrassment. The language they use is quite dirty, but this is not Carver’s own views- it is him trying to show how insincere and shallow people can be, and the seedy way they can behave. How 0men can judge a woman simply by her looks and completely ignore character. This is extremely realistic in the sense of how people are embarrassed to admit they are with somebody because they think they’re special, desperate for other people not to think worse of them because they like someone not considered to be up to the standards of others. It shows the appalling level that things can get to in a real- life situation without any of the family noticing much. IT takes outsiders to make a difference, good or bad. In both stories Carver uses â€Å"dirty realism† to give the audience an insight into the lives of real people- things that could actually happen and don’t revolve around some huge unrealistic drama like a lot of fiction does. However it is a lot more obvious in â€Å"They’re not your husband† than it is in â€Å"Neighbors†, simply because the language is that much more raw and unrefined. It is subtler in â€Å"Neighbors†, yet it is still there, and if anything, I find the subtlety more effective than the obvious, harsh language in â€Å"They’re not your husband†. In both stories the language is simple and unpolished, leaving the mind of the reader open to discover the seedy and immoral world he has based his characters in. It opens your eyes to see the world around us in the same way, which is slightly daunting and depressing, but probably a good thing in the long run as it lets us look at other people and realise how pointless their lives are.  I think Carver has been classed as a â€Å"dirty realist† simply for the reasons that he uses sex as to act as a part in the life of human beings which can be changed by something which doesn’t have to be very dramatic, making it realistic.

English Essay Writing Outline

English Essay Writing Outline English Essay Writing Outline English Essay Writing Outline Prior to writing English essay, you need to develop strategies for thinking and questioning. Setting up comparisons, questioning propositions, checking an argument for validity are all relevant for essay writing. Here are some useful strategies for your English essay writing outline. Ultimately, you will need to devise the one you can comfortably use while writing college English essay. Strategy one: Introduction (raise an issue). Say why X, Y and Z are important. Say what your English essay discusses and what the order is in which it is structured. Set the context, generate a background, and touch on issues. Review the background literature if it is necessary for English essay writing. Make specific comparisons. Give examples. Construct an argument based on evidence (main body of an essay). Draw some conclusions if you can. Summarize if necessary and point out any important implications. Add references, bibliography, and an appendix. Strategy two: Decide on approximately ten areas you want to write about. Write an outline and introduction. Write logically from paragraph to paragraph. Search for a more appropriate structure. Try out at least 3 structures. Choose one of these and redraft an English essay. Look at the overall shape. Is there an argument? Use a checklist devised by you to see if you have considered everything you needed to consider. Add references, bibliography, and an appendix. Good Essay Topics There are many ways to write about the same essay topic. Writing an essay sometimes you are clarifying a point, sometimes analyzing the implications of the point you have just made. Below are the four common strategies for English essay writing.   You are welcome to choose any strategy: 1 Describing 2 Interpreting 3 Generalizing 4 Hypothesizing The commonest form of English essay writing and the one that is the easiest to apply is describing. Description may be essential if you have to analyze the rigorous analysis and provide insightful comment. It is rarely possible to sustain lengthy description without moving to other forms of writing, especially if it is passive, factual description of events and situations. If you are not sure whether your academic English essay writing is descriptive without being analytical, try to find propositions within the essay. If none exists, then you probably have a mere description rather than expression of a point of view. Description acts as a symbol from which the reader can easily understand the message of the English essay.   Placing an order at .com, you receive custom written English essay and free outline.   In addition, you are welcome to request free services such as editing, revision, and cover page.   We are open for mutually beneficial cooperation based on tr ust and respect.

Jeb Bush Net Worth

Jeb Bush Net Worth Jeb Bushs net worth is at least $19 million and as much as $22 million, according to tax returns made public by his presidential campaign in 2015 and public remarks by his aides. The disclosures showed Jeb Bushs net worth grew dramatically in the eight years of private-sector work following his departure as governor of Florida in 2007. Sources of Net Worth in Financial Industry Bush has earned his money in the private sector from speaking and consulting work in the financial services industry, including private equity. Among the firms hes been associated with are  Lehman Brothers and Barclays. Bush was worth only $1.3 million when he left the Florida governors mansion in 2007. He  was paid more than $28 million since leaving office, according to a New York Times analysis in 2014. That included $3.2 million from serving on the boards of public companies and giving more than 100 speeches for which he was paid at least $50,000 each. His pursuit of wealth is well documented and will likely become a point of contention should he seek any public office in the future. Why a Large Net Worth Can Be Bad In Politics Bushs net worth became an issue for him in the 2016 presidential race. Thats because of his reported aggressive quest for wealth in the years since he left the governors mansion in Florida. Some political analysts said they believed Bush would face similar hurdles connecting to middle-class Americans as did 2012 Republican presidential nominee Mitt Romney, one of the wealthiest candidates to seek the White House in modern history. â€Å"Running as the second coming of Mitt Romney is not a credential that’s going to play anywhere, with Republicans or Democrats. Not only would this be problematic on the campaign trail, I think it also signals someone who isn’t seriously looking at the presidency or he wouldn’t have gone down this path,†Ã‚  Republican consultant  John Brabender told Bloomberg Politics in 2014. Jeb Bush Takes Flack For Rush to Make Money Bush entered the Florida governors mansion in 1999 worth about $2 million, according to published reports detailing his personal finances. In his eight years as governor, Bush would tell reporters his family finances suffered because of his public service, according to the Tampa Bay Times. He left office with a net worth of $1.3 million. In their book about the 2012 presidential campaign, Double Down, journalists  Mark Halperin and John Heilemann describe Bushs quest for wealth as a driving factor behind his decision not to seek the Republican nomination that year. He said he wanted to pursue greater wealth instead. The former Florida governor was telling everyone the same thing hed told Romney: he planned to stay on the bench. It wasnt so much concerns about a Bush hangover that were keeping Jeb there. It was his bank account. You dont understand, Bush would say to the Republican poo-bahs begging him to run. I was in the real-estate development business in my state. There was a huge bubble, but I missed out because I was governor for eight years. So Im starting from scratch. If, God forbid, Im in an accident tomorrow- Im in a wheelchair drooling, saliva coming from my mouth- whos going to take care of me? What are my wife and kids going to do? Ive got to look after my family. This is my chance to do it.

The Story of How Canada Got Its Name

The Story of How Canada Got Its Name The name Canada comes from kanata, the Iroquois-Huron word for village or settlement. The Iroquois  used the word to describe the village of Stadacona, present-day Quebec City. During his second voyage to New France  in 1535, French explorer Jacques Cartier sailed up the Saint Lawrence River for the first time. The Iroquois pointed him in the direction of kanata, the village at Stadacona, which Cartier misinterpreted as a reference to  both the village of Stadacona and the wider area subject to Donnacona, the Stadacona Iroquois chief. During Cartiers 1535 trip, the French established along the Saint Lawrence the colony of Canada, the first colony in what the French called New France. Use of Canada gained prominence from there.   The Name Canada Takes Hold (1535 to the 1700s) By 1545, European books and maps had begun referring to this small region along the  Saint Lawrence River  as Canada. By 1547, maps were showing the name Canada as everything north of the St. Lawrence River. Cartier referred to the St. Lawrence River as la rivià ¨re du Canada  (the river of Canada),  and the name began to take hold. Even though the French called the region New France, by 1616 the entire area along the great river of Canada and the Gulf of Saint Lawrence was still called Canada. As the country expanded to the west and the south in the 1700s, Canada was the unofficial name of an area spanning the American Midwest, extending as far south as what is now the state of Louisiana. After the British conquered New France in 1763, the colony  was renamed  the Province of Quebec. Then, as British loyalists headed north during and after the American Revolutionary War, Quebec was divided into two parts. Canada Becomes Official In 1791, the Constitutional Act, also called the Canada Act, divided the Province of Quebec into the colonies of Upper Canada and Lower Canada. This marked the first official use of the name Canada. In 1841, the two Quebecs  were united again, this time as the Province of Canada. On July 1, 1867, Canada  was adopted as the legal name for the new country of Canada upon its confederation. On that date, the Confederation Convention formally combined the Province of Canada, which included Quebec and Ontario, with Nova Scotia and New Brunswick as one Dominion under the name of Canada. This produced the physical configuration of modern Canada, which is today the second largest country in the world by area (after Russia).  July 1 is still celebrated as Canada Day. Other Names Considered for Canada Canada wasnt the only name considered for the new dominion, although it was ultimately chosen by unanimous vote at the Confederation Convention.   Several other names were suggested for the northern half of the North American continent leading up to confederation, some of which were later repurposed elsewhere in the country. The list included Anglia (a medieval Latin name for England), Albertsland, Albionora, Borealia, Britannia, Cabotia, Colonia, and Efisga, an acronym for the first letters of the countries  England, France, Ireland, Scotland, Germany, with the A for Aboriginal. Other names floated for consideration were Hochelaga, Laurentia (a geological name for part of North America), Norland, Superior, Transatlantia, Victorialand and Tuponia, an acrostic for The United Provinces of North America. This is how the Canadian government remembers the name debate on ​Canada.ca: The debate was placed in perspective by Thomas D’Arcy McGee, who declared on February 9, 1865: â€Å"I read in one newspaper not less than a dozen attempts to derive a new name. One individual chooses Tuponia and another Hochelaga as a suitable name for the new nationality. Now I ask any honourable member of this House how he would feel if he woke up some fine morning and found himself instead of a Canadian, a Tuponian or a Hochelagander.† Fortunately for posterity, McGee’s wit and reasoning–along with common sense–prevailed... The Dominion of Canada Dominion became part of the name instead of kingdom as a clear reference that Canada was under British rule but still its own separate entity. After World War II, as Canada became more autonomous, the full name Dominion of Canada was used less and less. The countrys name was officially changed to Canada in  1982  when the Canada Act was passed, and its been known by that name ever since. The Fully Independent Canada Canada did not become fully independent from Britain until 1982 when  its constitution was patriated under the Constitution Act of 1982, or the Canada Act, The act essentially transferred the countrys highest law, the British North America Act, from the authority of the British Parliament- a connection from the colonial past- to  Canadas  federal and provincial legislatures. The document contains the  original statute that established the  Canadian Confederation  in 1867 (the British  North America  Act),  amendments  that the British Parliament made to it over the years, and Canadas Charter of Rights and Freedoms, the result of fierce negotiations between the federal and provincial governments that set down basic rights ranging from freedom of religion to linguistic and educational rights based on the test of numbers. Through it all, the name Canada has remained.

Career Management Essay Example | Topics and Well Written Essays - 2500 words

Career Management - Essay Example The present scenario has been defined as a â€Å"do-it-yourself career management† (Patton & McMahon, p.26) where the individuals are faced with the challenge of constructing their career in the changing environment. It is seen that the choice of occupation is not a onetime decision. Rather it can be considered to a process of development which occurs through a number of stages and sub stages. Young children start believing that they can do almost everything. While the adults’ decision or the career choice is based on factors like skill sets, economic factors or their education and training requirements. John Holland (1960) was one of the major contributors in the field of career development. His contribution to the field was the creation of a hexagonal model that is based on the perspectives put forward by Parsons. According to Holland, the workplace was divided into six work environments and the populace was comprised of six types of personalities, namely â€Å"reali stic, investigative, artistic, social, enterprising and conventional† (Virtual Habitats, p.1). The hexagon has been presented in the figure below. Figure 1: Holland's six environment/personalities (Source: Virtual Habitats, p.2) The ideas which are included in the theory are as follow: Most of the people can be assigned one of the categories of the six types of personalities. The work environments are also of six types, namely â€Å"realistic, investigative, artistic, social, enterprising and conventional† (Virtual Habitats, p.2). The work environments that people search for depends on their skills and abilities, expression of values and attitudes, and their views on different roles and problems. The behaviour of an individual is an outcome of the interaction of his personality with the environmental characteristics (Virtual Habitats, p.2). The more close a person comes towards a work environment that he finds compatible to his abilities, the greater will be his satisfa ction. The recent scholars have been increasingly focusing on the process of decision making and its relationship with career development. The cognitive information process (CIP) as put forward by â€Å"Peterson, Sampson, Reardon and Lenz† (Virtual Habitats, p.4) are the three domains based on which the choice of career is made. The decision making skills domain comprises of the five information processing skills which are communication, analysis, synthesis, valuing and executing (Virtual Habitats, p.4). The CIP model is illustrated the figure below. Figure 2: The CIP model (Source: Virtual Habitats, p.2) The base comprises of self knowledge and knowledge of the occupations. The nature of information with people regarding themselves and the work usually differs from one another. Scholars claim that this self knowledge is more based on the perceptions than in facts. It involves analyzing ones interests, abilities and skills. The individuals’ needs require thorough analy sis though the decision making phase which should be suited for his unique personality (Wasylow, Mellott & Martin, p.1). It also involves analysis of the occupation itself like places where the occupation exist, the payments they make or their outlook. It requires thorough analysis of the labour market. Answer to Question No: 2 Primary Research The primary research was conducted on three

Judging Women Case Points Essay Example | Topics and Well Written Essays - 1250 words

Judging Women Case Points - Essay Example The case is about Elena Kagan who was sworn in as an associate justice of the Supreme Court. There is also a comparison done by Lisa Belkin to show how appointment of women in such positions has changed over time. This is shown by the first two women who were appointed in the Supreme Court O’Connor and Ginsburg who were both married and had children by the time they were appointed in comparison to Kagan and Sotomayor who are single and childless. This shows that time variation played a huge role in their appointment. Despite the fact that there are four women in the Supreme Court it is evident that there are numerous challenges facing women in the workforce. This is discussed in the themes discussed hereunder.Imperative themes were depicted in the case in regard to women in the workforce. Some of the issues discussed are discussed herein.Despite the fact that women have been appointed as Supreme Court justice, there are numerous factors limiting their potential. It is extremel y hard for women to reach such a position without sacrificing a lot in their lives especially their family lives. This is depicted in the number of Supreme Court justice members in that out of nine members; only four of them are women. This simply shows that such positions are left foe men discrediting the fact that even women have the same chances regardless of their qualification and experience. Women in such positions show how the world has improved, but cases of glass ceiling are still prevalent. This is attributable by the fact that for a woman to attain such positions, they must do away with their family lives and focus on delivering. This is a huge challenge because it seems if a woman is well qualified to take up such a position and has a family, then she cannot be considered as a legible candidate because they will not have full concentration towards their work. This is an acute case of glass ceiling which many people fail to notice because there is no direct discriminatory aspect depicted (Brantner n.pg). The glass ceiling theme is imperative in the present labor force, since it will be able to show many people that despite the increase number of women in the workforce, it is hard for them to be considered in the top management positions. Stereotyping and Discrimination Stereotyping and Discrimination forms one of the main issues being faced by women in the workforce. Attitudes and perceptions formed by people in workplace about women are a major contribution

Russian Revolution and Europe in 1920-1930's Essay

Russian Revolution and Europe in 1920-1930's - Essay Example This leaded to the foundation of the new government for the development of the country. There were economic and social changes in the country due to this revolution. The social structure was changed in Russia. Even the British Ambassador Sir George Buchanan advised Tsar Nichols II to "break down the barrier that separates you from your people to regain their confidence" (Russian Revolution of 1917 page1). The impact of the revolution leaded to change in economical condition. The cities and the industries had grown after the revolution. The villagers also migrated to industrial works to strengthen their economic condition. The middle class also made a growth. The new class of capitalist was forming in the Russia. The social changes were also occurred. As the economic condition was strengthen due to urbanization the thinking was also changed in people about the society. Now the people were thinking for changing their social status by contributing to the government. Even they are looking forward for solving their problem like sanitary problem, low wages problem by meetings and dialogues. After the end of World War-I various treaties were signed by the European countries which destabilized their economic condition... There was a demand for paying the compensation. There were many restrictions imposed on the Germany. There were many other consequences of the World War-I., new countries like Austria, Hungary were born as a result of the war. Many parts of the Europe like Galicia; Trieste etc. were given allotted to countries like Poland, Italy etc. respectively. These transformations of region were due to many treaties like Treaty of Saint-German on 10 September, 1919 and Treaty of Trianon on June 4, 1920 (Wikipedia Page1). Many governments and empires had fallen due to this war like end of Ottoman Empire. The Treaty of Svres was signed for this on August 10, 1920. Thus the political structure was de-stabilized by all these outcomes of war in Europe. The major blow was to the governments of Germany, Turkey kingdom etc. The economic status of the loser countries in the Europe was damaged. The structural blow was also there as the many cities were extinguished as a result of the war. Thus the people also failed in believing their governments. Thus the political situation in many countries was changed due to the war and treaties signed after the war in compromise by the loser countries. The Adolf Hitler was the chancellor of Germany from1933. He remained the leader of Germany up to his death from 1933. He was the leader of his Nationalist Socialist German Party. He was the leader in Germany who asked the people to enter in World War. He founded the Nazism. Mussolini was the

The Global Village Finally Arrives Essay Example | Topics and Well Written Essays - 750 words

The Global Village Finally Arrives - Essay Example According to Lyer, the traditional metaphor for the changes globalization has made and is making to the world is that of a mosaic. The fragments that the world is composed of combine to make one big picture, and if you stand back to look at it from a good distance, it seems to be one image and those fragments are now part of a whole. As well as this, the mosaic itself is not static, and the fragments are constantly shifting this way and that to form new images. Using the mosaic as a metaphor illustrates how the lines of what constitutes national or country identity can begin to blur as cultures borrow heavily from one another. It also reinforces the idea that despite the love affair that many people have with all things American, it is definitely a give and take situation, where countries all over the world both give to and borrow from other cultures. â€Å"As fast as the world comes to America, America goes round the world†. (170) Globalization is driven by people – â€Å"defined†¦by an international youth culture that takes its cues from American pop culture.† (170) This may be true, but it is an America that is increasingly diverse, with the multitude of cultures in the country constantly borrowing ideas from each other, and from the world. Even as teens in Asia and Europe are wearing Levis jeans and watching American TV, Americans are eating sushi and watching Japanese anime cartoons. The America that sets the style for so many other countries is and always has been a melting pot for a host of different cultures and perhaps it is this that drives globalization now. American culture as a whole is surprisingly rich simply because it is a mix of so many different cultures. Interestingly, while globalization maybe more widespread than ever before, as Lyer points out, it is not a new thing. Cultural diversity has always existed, in Biblical times and before. Modern technology, however, has made a very significant contribution to the spread of globalization - in the age of phone, fax, internet, satellite television and rapid transit nothing is very far away anymore. As countries all over the world become increasingly modernized, they beam information all over the world, so that "the news is in Mandarin; today's baseball game is being broadcast in Korean". (169) Lyer's essay points out in no uncertain terms that globalization is a two-way street. The fascination of other countries with America has certainly been one of the driving forces. However, it is just as certain that America has always been a multi-cultural society, and borrows just as heavily from other cultures and nations as they do from

Skip navigation links BFS 3440-07B BUILDING CONSTRUCTION FOR FIRE Essay - 2

Skip navigation links BFS 3440-07B BUILDING CONSTRUCTION FOR FIRE PROTECTION (BFS3440-07B) - Essay Example Bearing walls hold or bears the load of the structure; the load of the structure is transferred to the bearing wall from the floor joists and the roof rafters. Nonbearing walls are non load bearing support elements that serves the function of supporting the weight of itself and they do not bear or hold the load of the structure and they are generally used for partitioning an area in a building. As a result of the function of the bearing wall in a building, its failure can result in the catastrophic collapse of the building it supports, whereas the collapse of the non-bearing wall has little or no effect on the structure of the building as they only support their own weight and do not hold the weight of the building in any form. A fire fighter in fighting a fire must devise a tactic to identify the load-bearing walls and be aware of the dangers that are associated with the failure of the bearing walls (Wallace, 2001). A non-bearing wall is easier to build than bearing walls, a fire fighter must be aware of the fact that non-bearing wall are more likely to be destroyed by fire and could cause the spread of fire; hence they must try to first quench fire from non-bearing walls in the event of an outbreak to prevent the spread of fire and make sure that fire do not spread to the bearing walls as its collapse would bring about a catastrophic destruction of the

The Global Village Finally Arrives Essay Example | Topics and Well Written Essays - 750 words

The Global Village Finally Arrives - Essay Example According to Lyer, the traditional metaphor for the changes globalization has made and is making to the world is that of a mosaic. The fragments that the world is composed of combine to make one big picture, and if you stand back to look at it from a good distance, it seems to be one image and those fragments are now part of a whole. As well as this, the mosaic itself is not static, and the fragments are constantly shifting this way and that to form new images. Using the mosaic as a metaphor illustrates how the lines of what constitutes national or country identity can begin to blur as cultures borrow heavily from one another. It also reinforces the idea that despite the love affair that many people have with all things American, it is definitely a give and take situation, where countries all over the world both give to and borrow from other cultures. â€Å"As fast as the world comes to America, America goes round the world†. (170) Globalization is driven by people – â€Å"defined†¦by an international youth culture that takes its cues from American pop culture.† (170) This may be true, but it is an America that is increasingly diverse, with the multitude of cultures in the country constantly borrowing ideas from each other, and from the world. Even as teens in Asia and Europe are wearing Levis jeans and watching American TV, Americans are eating sushi and watching Japanese anime cartoons. The America that sets the style for so many other countries is and always has been a melting pot for a host of different cultures and perhaps it is this that drives globalization now. American culture as a whole is surprisingly rich simply because it is a mix of so many different cultures. Interestingly, while globalization maybe more widespread than ever before, as Lyer points out, it is not a new thing. Cultural diversity has always existed, in Biblical times and before. Modern technology, however, has made a very significant contribution to the spread of globalization - in the age of phone, fax, internet, satellite television and rapid transit nothing is very far away anymore. As countries all over the world become increasingly modernized, they beam information all over the world, so that "the news is in Mandarin; today's baseball game is being broadcast in Korean". (169) Lyer's essay points out in no uncertain terms that globalization is a two-way street. The fascination of other countries with America has certainly been one of the driving forces. However, it is just as certain that America has always been a multi-cultural society, and borrows just as heavily from other cultures and nations as they do from

Vancouver Communication Essay Example | Topics and Well Written Essays - 3750 words

Vancouver Communication - Essay Example As the report declares VC operates a participative style of management with formality; rules and regulation are kept to a minimum. Company operates on meritocracy with proper polices for career advancement, rewards, and performance appraisal system. Company pursue multi-skilling policy and emphasized on flexibility and skills rather than job descriptions. Now VC commenced the building of new production and distribution facility in Turkey due to low labour cost and to cover markets like Eastern Europe and Middle East. The CEO of the company Mr. Mike Ansell suggesting Helen Reeves, who has been appointed as Head of Turkish operations, that she should pursue the same organizational and people management system and practices which has been successful till now. Another fellow Tony Rossini, head of HR in VC HQ is performing a review to assess the present expatriate management system by conducting e-mail surveys to previous and current expatriates to determine the issues and problems and id entified certain issues. This paper stresses that managers at the beginning of the twenty first century are faced with the reality of globalization. Managers must be conscious that markets, supplies, investors, locations, partners, competitors and so on can exists anywhere in the world. Successful managers in this environment need to understand the similarities and difference across national boundaries in order to exploit the opportunities and deal with the threats. The organizations effectiveness will increase to the extent that managers understand the factors influencing behaivour. An international firms performance is likely to enhanced when systems are in place that are congruent with the various influences that determine behaviours. While it is clearly impossible to understand all of the factors influencing behaviours, national cultures and values appear to be an important starting point. Culture is one of the important factors, which influences immensely. Discussion: "Culture can be referred to a shared, commonly held body of general beliefs and values that define what is right for our group (Kluckhohn and Strodtbeck, 1961: Lane & Distefano, 1988) or to socially elitist concepts including refinement of mind, tastes and manners (Heller, 1988). Different definitions of culture shows that culture is learned, shared, compelling, interrelated set and provides orientation to people. Culture is so fundamental to society that it influences people's behaviours in critical ways. Effective management depends, at least in part, on ensuring that people behave in ways that are appropriate for the organization. So understanding culture is important for managers to achieve desired behaviour and results. Values are useful in explaining and understanding cultural similarities and differences in behaviour; thus understanding values and their cultural basis in helpful to international managers (Punnett, 2004). Values establish the standards by which the importance of everything in society is judged. Similarly needs, attitude and norms decides specific behaviour patterns of individual's or groups.

Factual reporting, interpretation and distortion Essay Example for Free

Factual reporting, interpretation and distortion Essay How are distinctions made between factual reporting, interpretation and distortion? This essay is going to tell the differences between factual reporting, interpretation and distortion. Factual reporting means that an answer or a statement is based on facts that are true and proven. Interpretation is an individuals opinion and appreciation about a subject. It is not based on facts but just on opinions and theories. Distortion is a way of delivering wrong information, twisted and wrongly explained information. It is based on facts but kind of turns them around. Factual reporting is the way of delivering an opinion/theory based on true facts. An example of this is an article I read in Metro today, which was about conspiracies. The one that caught my eye was one that stated that an airplane never crashed into the Pentagon. This theory was based on facts, which I never had heard of. For example, the surveillance camera of the Pentagon didnt show an airplane but only a white line in the sky. Another thing was that the hole in the Pentagon was way too small to have been creased by an airplane. The write stated that the US Air force shot down flight 77, and to cover this up they blew up a part of the building without the workers knowing anything about it. Also no big wreck parts from the plane were found. This is a factual reporting as its based on true facts and it not created by opinions or own thoughts as in an interpretation. Also the moon landing is believed to be a fake. There are many facts that point against it. In a video from the moon the flag that Neil Armstrong put up was waving in the wind. And theres not supposed to be any wind on the moon. Also the shadows go in different directions and the shadow of the space shuttle should fall on Armstrong, a good example of factual reporting. A theory based on facts. Interpretation is a theory based an individuals own opinion. A great example of this is racists. The Nazis believe that black or people with darker skin than westerners are worth less. This is a great example as this theory of theirs is based on their own opinions and have no actual facts to base it on. There is no proof that colored people are worth less than white people. This is why its an interpretation. No facts or proof are involved in the theory. Another example of interpretation is Bin Ladin. The US government doesnt know that hes alive. The videos that they got from him are old now and he could be dead already. The US government think that he is alive because of the videos, but they have been bombing caves, cities and other places in hope of killing him, so he could be dead. This is interpretation as they base it on what they believe. There is no proof that hes alive. Distortion is when facts are wrong, twisted or inaccurate. Another definition is when two people disagree with one another. An example is if I say to Andreas, we have homework for tomorrow and he says we dont. This is distortion in a way. Another example is all kinds of magazines and television shows as they tent not to show all of their footage information. They cut what they dont want people to hear, which helps them things look negative and positive. This is a typical example of distortion as it twists the truth or the reality. Often when you experience something and they write about it the next day in a newspaper, its never the same. You always say to yourself, Thats not exactly what happened. Sometimes the media exaggerate to find a big audience. They do what I like to call, Stretch reality. Its a clear case of distortion because they twist the truth or give an inaccurate point of view. As a conclusion or to answer the question I would like to say that the difference or the distinctions between factual reporting, interpretation and distortion is the amount of facts they are based on. Factual reporting is based on only facts to make a clear image of a theory, event or opinion. Interpretation is based on opinions but no facts. Only the people who made the theory, its only based on things that are going on inside those peoples heads. Distortion is based on facts but mostly told the opposite way or twisted to change the way people think of it. It often tries to make the facts inaccurate.

Phases On The Moon Essay

Phases On The Moon Essay What causes day and night (including seasonal changes in the number of hours of daylight)? When the Earth spins around on its axis, it creates night and day on Earth. The Sun rises in the east and sets in the west, turning day into night. On Earth, the length of day and night usually changes with the seasons. Why are there different seasons? As stated, the Earth spins on a tilted axis about once every 24 hours to create what we know as night and day. This axis is an invisible line through the centre of the Earth. The northern point is the North Pole and the southern point is the South Pole. The Earth spins anti-clockwise. The Earth orbits around the sun about once every 365 days. As this happens, the tilt of the Earth causes different sections of the Earth to point toward the Sun. This causes different amounts of sunlight to reach the same surface area of the Earth throughout the year. The different amounts of sunlight lead to different weather at this location. In the northern hemisphere, when the North Pole points towards the Sun, the Suns light is more directly overhead and it is summer. When the North Pole points towards the Sun, the South Pole tilts away from the sun resulting in scattered and less direct light. People in the southern hemisphere experience winter while people in the northern hemisphere have summer. The seasons of spring and autumn are created when the Earths tilt is neither towards, nor away from the Sun. These seasons usually have milder temperatures. Why are there different phases of the Moon? The Moon travels around the Earth in a circle called an orbit. It takes about 28 days to go one time around the Earth. The Sun always lights up half of the Moon at one time. The Moon is not a light source; it has no light of its own. We can only see the Moon because it reflects light from the Sun. The Moon appears to change shape (phases) but what we are actually seeking is the Moon lit up by the light from the Sun in different ways on different days. What is the science knowledge that supports the teaching of these two ideas? During the Renaissance, Nicholas Copernicus proposed a heliocentric model of the Solar System. His work was defended, expanded upon, and corrected by Galileo Galilei and Johannes Kelper. Galileo added the innovation of using telescopes to enhance his observations. Kelper was the first to devise a system that described correctly the details of the motion of the planets with the Sun at the centre. However, it was left to Newtons invention of celestial dynamics and his law of gravitation to finally explain the motions of the planets. Newton also developed the reflecting telescope. During the nineteenth century, attention to the three body problem by Euler, Clairaut and DAlembert led to more accurate predictions about the motions of the Moon and planets. Part 2: Eliciting the childrens ideas you are to research two different techniques for assessing the childrens ideas in science The aims of primary science can be broadly divided into two categories: To stimulate pupils curiosity in the world around them and encourage critical and creative thinking; To create a foundation for science at secondary school. To fulfil these aims, pupils need to acquire both factual knowledge and the skills of scientific enquiry, identifying questions that can be addressed scientifically; planning and carrying out experiments; evaluating data; and recognising the limitations of their own and others work. The National Curriculum was introduced in 1989, with science as a core subject. Before 1989, the science curriculum varied widely between primary schools. While the National Curriculum is statutory, schools have the freedom to decide how to teach its content to best meet the needs of their pupils. Children tend to be enthusiastic towards science at a young age, as they explore the world around them. However, attitudes towards school subjects, including science, often becomes less positive when they transfer to secondary school. As a result, the DfES is focusing its attention on secondary science. However, the primary years are seen as crucial in developing pupils longer term interest in science. (postnote, 2003, p2). Further, recent research has suggested that pupils interest in science may start to decline at primary school, which are discussed below in more detail below, include: Whether science teaching is adapted by individual schools to reflect the interest of their pupils; The focus on preparation of SATs tests in the last year of primary schools; Primary teachers level of scientific knowledge and confidence in teaching science. Teaching Primary Science In the 1970s and 1980s, teachers lack of scientific knowledge was seen as a major barrier to developing primary science. Primary teaching is largely a female profession and at the time few girls studied science other than biology. Today, primary teachers scientific knowledge is widely recognised as having improved but the debate over the level of scientific knowledge needed by a primary teacher in order to teach effectively remains active. (postnote, 2003, p3). Some professional scientific institutions argue that factual scientific knowledge is paramount. This view is based on a concern that scientific misconceptions are being taught and reinforced in some classrooms. Misconceptions (for example, that the Sun moves round a stationary Earth) are often formed at a young age and are difficult to change. Ofsted has raised particular concerns over the primary sciences, where it reports that many primary teachers are working at the limit of their understanding). On the other hand, Ofsted has found that the best teaching often involves scientific enquiry and some argue that the emphasis on factual knowledge distracts from this. The essential aim of scientific enquiry, to develop childrens thinking skills, can be seen as the basis of any good primary teaching. However, there is concern that some teachers are unclear of the purpose of scientific enquiry, which prevents them from teaching effectively. The Purpose of Assessment Clarifying the main purpose for which young children are assessed can help determine what kinds of assessments would be the most appropriate. Assessment of individual children might serve one of the following purposes: To determine progress on significant developmental achievements; To diagnose learning and teaching problems; To help in instruction and curriculum decisions; To serve as a basis for reporting to parents; and To assist a child with assessing his or her own progress. Decisions regarding the purpose of assessment should begin with discussion among all the stakeholders parents, educators, and other members of the community as appropriate. The group may want to keep in mind that: Plans, strategies, and assessment instruments are differentially suited for each of the following potential purposes of assessment; An overall assessment should include the four categories of educational goals: knowledge, skills, dispositions, and feelings; Assessments made during childrens informal work and play are most likely to minimise the many potential errors of various assessment strategies. (Katz, 1995, p67). The Risks Of Assessing Young Children Young children are notoriously poor test-takers: perhaps they are sometimes confused by being asked questions that they think the tester must already know the answers to. There is reason to suggest that the younger the child being evaluated, assessed, or tested, the more errors are made (Shepard, 1994; Ratcliff, 1995). If this principle is sound, then the younger the children: the longer the children live with a label (a true or false one), the more difficult it may become to discard it. Assessment Technique Number 1 Earth, Sun and Moon Assessment Test This test has 14 questions, which are listed below: What shape is the Earth? Put the Moon, Sun and Earth in order of size, biggest first. Why is it difficult to collect evidence about the Sun? Why does the Sun appear to move across the sky? Draw the Moon. Explain why you have it in this way? How long does it take for the Moon to orbit the Earth? How long does it take the Earth to make one complete turn on its axis? Where does the Sun go at night? What does orbit mean? Why do we get more hours of daylight per day in the summer? Where would you be standing if you got 24 hours of daylight every day in summer? If you were still in the same place as in question 11, how many hours per day of darkness would you get in winter? Which TWO changes make plants start to grow in the spring? What was your favourite part of this topic? Foundation Stage 2 children aged 4 As stated, very young children do not perform well in tests. This test is more like a knowledge and understanding checklist and can be used in a variety of circumstances. If children are going to gain scientific knowledge and retain an interest in the subject as they progress through school, then the learning process must be fun, interactive and stimulating. With the two 4-year olds the test was used to structure a highly interactive dialogue and to assess their current level of knowledge and understanding of the subject matter. Both children knew quite a lot about day and night, and the shape of the planets. This information had been developed through a variety of sources from school, mum and dad, play with friends, the TV. The dialogue lasted approximately 15 minutes and covered about six or seven of the questions on the list. Asking direct questions did not produce positive results. The children become agitated. However, when they become fully engaged in discussion the test could be used to assess their current level of knowledge. This technique, if used correctly, is a useful and versatile assessment method. The childrens responses to the questions can be recorded and revisited at a later date to determine how much new learning has occurred. This technique is also useful when used in conjunction with a variety of learning resources about the subject matter. Year 2 2 children aged 7 In this situation the teacher used less prompts to engage each child in discussion about each of the questions in the test. Again the technique proved for assessing the childrens current level of knowledge and understanding of the subject matter. This session lasted 30 minutes and nearly covered all of the questions. When the children became particularly animated about some aspect of the subject matter then it was more productive to let them express their ideas and opinions for some time rather than simply passing onto the next question. Assessment Technique 2 Concept Cartoons These are a new approach in teaching, learning and assessment in science. They were created by Brenda Keogh and Stuart Naylor in 1991. They feature cartoon-style drawings showing different characters arguing about an everyday situation. They are designed to intrigue, to provoke discussion and to stimulate scientific thinking. They may not have a right answer. They are available with background science notes for teachers. A typical Concept Cartoon has the following: Visual representation of scientific ideas Minimal text, in dialogue form Alternative viewpoints on the situation Scientific ideas are applied in everyday situations The scientifically acceptable viewpoint in the alternatives The alternatives With both sets of children, concept cartoons, proved to be very popular. With the 4 year-olds they obviously needed more assistance to help work through each situation that was a portrayed in each cartoon. The 7 year-olds needed less help and were more able to freely express their ideas and opinions about different aspects of the subject matter. Part 3: Foundation Stage 2 children aged 4 What the children got right: There is night and day There are 4 seasons, which are caused by the relationship between the Earth and the Sun The Sun is a star and not a planet Misconceptions: The Moon is made of cheese The Sun goes round the Earth The Earth stands still As stated, the 4 year-olds got their ideas about the Moon, the Sun and the Earth from a wide variety of sources. A major problem with developing scientific knowledge is that the children cannot relate to, many of the concepts in the daily lives. Yes they understand there is night because they go to sleep at night it is physically black. They wake up when it is day. However, the Earth spinning on its axis and orbiting around the Sun is something you can tell them but because they cannot go home and find something to relate to they tend to forget this information. If you simply feed them more facts they end up being more confused. Year 2 2 children aged 7 The 7 year-olds are generally more clued up about many of the concepts that were discussed. However, when probed about their level of curiosity about the subject matter they said that they did not really like the subject. Yes they agreed that it was important to understand basic scientific facts but they said they were pre-occupied with other things. They could not easily relate to scientific knowledge in their everyday lives. Misconceptions come from a variety of sources but perhaps a loss of interest in the subject matter was the major cause of this incorrect information. The 7 year-olds were not interested in finding out the correct information. Perhaps the biggest problem with teaching primary science is that the pupils find it extremely difficult to apply scientific knowledge to their everyday lives. There are three key aspects to learning something new: Knowledge i.e. facts e.g. the Earth spins on its axis every 24 hours. Comprehension putting the facts into a context, which the pupils understand there are lots of learning resources, which can be used to achieve comprehension. Application this is when the pupils can apply this new knowledge to some aspect of their daily lives. Application is a major weakness in many of the strategies that are used to teach primary school pupils science. Where schools spend a lot of time relating science to other areas of the curriculum and the childrens everyday environment at home and at the school then the childrens knowledge and understanding of science dramatically increases. Part 4 A Strategy To Improve The Quality of Teaching Primary Science Science at Key Stage 1 Planning For One Childs (Aged 7) Response Section 1 Introduction The activity for this section involved asking Tom to draw and explain a picture showing how these would look to a traveller in space. He was asked the following questions: Is the Earth flat? Is the Sun bigger than the Moon? Does the Sun move? Knowledge / Comprehension / Activities These questions were used to ascertain Toms current level of knowledge and understanding. Tom knew that the Earth is not flat. He knew that the Sun was bigger than the Moon. He was not quite sure whether the Sun moved. This is an area, which requires further investigation. ICT The Paint software package was used to allow Tom to paint the Earth, Moon and Sun. Section 2 Flat or Spherical Children Should Learn: That the Sun, Earth and Moon are approximately spherical That it is sometimes difficult to collect evidence to test scientific ideas and that evidence may be indirect Knowledge / Comprehension Children recognise that the Earth, Sun and Moon are spheres Describe some indirect evidence that the Earth is spherical e.g. ships appearing and disappearing over the horizon Activities Using photographs of the Earth, Sun and Moon taken from space, Tom was asked to confirm whether the aforementioned bodies were flat or spherical. It was explained to Tom that it is only within recent times (i.e. the last 40 years) that we have had access to photographic evidence from space about Earth being spherical. Tom was asked why people at an earlier time thought that the Earth was flat. Some ideas were explored. In the Middle Ages for example, people could travel far and far as they were concerned the Earth was flat. In those days for the vast majority of people their eyesight and their ears were the primary source of information. Science as such did not exist. ICT The Internet was used to look for additional photographs of the Earth taken from space. Section 3 Size and Distance Children Should Learn: About the relative sizes of the Sun, Moon and Earth Knowledge / Comprehension Children select three spheres to represent the Earth, Sun and Moon recognising which is largest and which is smallest and making a reasonable match to relative size Activities The drawings that Tom had made earlier and the images he had made using Paint were used for the next activity. He was presented with a range of spherical objects: tennis ball, ball bearing, table tennis ball etc and was asked to select three of the objects, which he considered represented the relative size of the Earth, Moon and Sun. ICT Instead of asking Tom to select from a range of spherical objects he could have used Paint to produce spherical images of varying sizes to represent the Earth, Moon and Sun. Section 4 The Changing Position Of The Sun What Children Should Learn? That the Sun appears to move across the sky over the course of a day That evidence may be interpreted in more than one way Knowledge / Comprehension Children describe how the apparent position of the Sun changes over the course of a day and clarify that this does not mean that the Sun is moving Activities Tom was asked about where the Sun shines into the school and his home at different times of day. He was asked to consider what happened to his shadow during the course of the day. This activity could be extended to looking at shadows in the playground at different times of the day. ICT Tom was provided with assistance to use the Internet to search for websites, which showed different lengths of shadows. Section 5 The Movement Of The Earth Children Should Learn: That is the Earth that moves, not the Sun, and the Earth spins on its axis once every 24 hours That it is daytime in the part of the Earth facing the Sun and night-time in the part of the Earth away from the Sun Knowledge / Comprehension Children illustrate (e.g. using drawings etc) that different parts of the Earth face the Sun during the course of the day and where it is day and night Explain that the movement of the Sun is a result of the Earth rotating or spinning Activities Tom was asked to view a short excerpt from a video, which showed the Earth spinning on its axis. A short discussion ensued about how the content of the video and the concepts that were illustrated. A table lamp and a tennis ball were used to illustrate the concepts of day and night. ICT Websites which demonstrate the aforementioned concepts and which are interactive. Summary Whilst the outlined strategies were effective at helping Tom to increase his knowledge and understanding of the Earth, Moon and Sun it is likely that his retention of this information would be increased by linking these studies to other aspects of the curriculum. For example, green issues, how does the Sun affect Eskimos, people who live in Africa etc. This approach would should to increase the comprehension of the pupils with regard to sections 1 to 5.

Defining Respect :: Definition Respect Respecting Essays

"(What you want Baby, I got What you need Do you know I got it? All I'm askin' Is for a little respect when you come home (just a little bit) Hey baby (just a little bit) when you get home (just a little bit) mister (just a little bit) " Lyrics from the song, "Respect" by Aretha Franklin In three seperate dictionaries, respect is defined as a regard for or appreciation of the worth or value of someone or something. In my opinion, respect goes far beyond this definition. Respect is the cornerstone of the society in which we live. Although many look at respect as simply treating another person or thing with kindness, this word has many different aspects. For instance, I would not give an elder the same type of respect that I would give my peers or myself. Respect is not considered a neccessity in this world but, I can’t imagine a person getting very far in life without this virtue. Self-respect is probably the most important value for a person. It is said that in order to earn the respect of others, a person needs to learn to treat oneself with respect. I think that self-respect has a lot to do with one’s self-esteem. Self-esteem is an opinion of one’s own worth. For example, a girl that sleeps around will probably earn the reputation of a slut or a tramp. In reality, she is coping with the stresses of a low self-esteem.

People do not treat others as equals Essay

There is a problem with the way the world works right now. People do not treat others as equals. Regardless of race, age, creed, color, or sex, people have found a way to escape from treating humans with common decency. As we walk through our lives, we are disrespected at least once a day, and probably more than that. We are brought up in a world where winners are just that, they are winners, and because they win, we are supposed to revere and envy them. We are in constant competition, rarely is anything settled without a clear winner, and this is how we live. We are the true essence of a Dominator Model in this sense. But we do not draw the line there. We can extend it out to personal relationships to. The line can be extrapolated because we, an editorial â€Å"we† mind you, treat our personal relationships in much the same manner. Arguments rarely end in compromise, and when it does it is not what comes naturally. So this is the life we have set up and in order to shift the paradigm we must first discover what is wrong and move on. We must attack the issues that keep us closer to Cro-Magnon man than evolved individuals. And that is what my intention is for today’s radio program. One of the main concerns when talking about compromise is the fact that things end without one being over another; we are talking about ending things, in dominator language, in a tie. But we cannot look at this as being bad; we must look at this as being a win. This is what we are talking about, a complete paradigm shift which lends no glory to the dominator, or androcratic society. One of the keys to making this shift occur is to first recognize what is on the other side of the androcratic model, which is the partnership or Gylanic model. The Gylanic model is based on the idea of mutual well being, and for a society such as ours that has always pleasured male over female, straight over gay, etc this is a hard concept for us to grasp. Tearing these historical walls that have been built for us is the birth of a new paradigm. And there are many ways to get to this idea, I will focus on a few that will get us started, and hopefully it will snowball, over a period of time of course, but hopefully it will pick up steam and lead us into a society that places emphasis on every individual who resides in the realm of partnership. Effective listening: This is one of the main concerns when shifting from androcratic to Gylanic models. Over time our conversational skills have excelled while or listening skills have fallen by the way side. We have seen great leaders, and great icons of pop-culture speak without listening, and it is not just something that the trained specimen can see, it is painfully obvious. In order to start us on our way this is the first baby step that must be taken. Emphasis needs to, once again, be placed on communication. Interruptions are just that, they interrupt that which somebody is trying to say, so we must understand that cutting somebody off from speaking is a facet of the Dominator Model. Listen to those that you speak with, and let them know that you are listening. Showing that you are listening is not the most difficult of tasks, it is quite simple really. Here are some things that one can do to show that he/she is listening: eye contact, a simple nodding of the head when it is appropriate, not interrupting, are just a few things that could improve a conversation dramatically. It is amazing what you hear when you actually listen without having to speak at the same time. Too, this helps to create a comfortable environment, in which exchange is welcome. After a conversation and this is the true test, tell the person that you are speaking with what you just heard them say. It may be difficult at first, to be able to listen and not speak, and then to be able to reiterate what you had just heard, but it helps to strengthen a relationship. â€Å"True Listening, total concentration on the other, is always a manifestation of love. An essential part of true listening is the discipline of bracketing, the temporary giving up or setting of one’s own prejudges, frames of references and desires so as to experience as far as possible the speaker’s world from the inside, stepping inside his or her shoes. This unification of speaker and listener is actually an extension and enlargement of ourselves and new knowledge is always gained from this. Moreover since true listening involves bracketing, a setting aside of self, it also temporarily involves a total acceptance of the other.† – A Road Less Traveled Scott, Peck [emphasis mine] Now we will be moving listening, from just an aspect of everyday life, to the inclusion within interpersonal relationships. This is obviously a necessity in relationships, as is so stated by Peck, but true listening is not asking anything that is â€Å"easy†. It is work. In many relationships one party is always subverted under another party, and for this reason a successful relationship is hard to find. We must not think along the lines of mimesis either, because to find power through ones subversion of power, is once again striding to find a winner. We must drop the idea of â€Å"the last word† or the idea that there must be a â€Å"winner.† Arguments can be settled within the parameters of effective communication. As Peck says it is an act of love, listening is an act of true love, and with the absence of true listening, true love in turn takes on another meaning. We are talking about moving from north to south here; we must learn that compromise is winning, and that there is not a single winner and a single loser. Listening is part of communicating, and in order to be successful, as is with anything else, we must be able to communicate. In summation being able to listen effectively is the first step in the long line of steps of communication, which must be taken in effort to escape the life of the Androcratic model. I know that Rome was not built in a day, and that I am not going to change our society in one conversation about how to change, but I do want to focus on one aspect that will start us on the path of partnership, and that aspect I am focusing on is the aspect of communication. So I will not get into â€Å"bedroom† subject matter. The next aspect of communication that is important is called leveling. Virginia Satir says, â€Å"What the leveling response does is make it possible for you to live as a whole person †¦ real, in touch with your head, your heart, your feelings, and your body.† Leveling is a system in which we speak our minds but not at anybody’s expense. We speak without thinking that we might make a mistake, or we might be criticized, or impose on somebody. All leveling is is â€Å"responding to real people in real situations that permit you to agree because you really do† (Satir, Virginia). She uses The Matrix as one example. In the Matrix people are hungry for the directness that is offered by Morpheus, but not many are willing to except it. It is the reality that is stated through our own constructed reality. The â€Å"I† statement is the best way to begin the leveling process. I feel . . . . (an emotion or feeling, not a belief) Because . . . . (feelings come out of YOU and your various Experiences in your life; explain the basis of your feelings rather than blaming or â€Å"psychologizing† the other person or yourself) And What I’d To do or see Happen now is . .(how both of you can take into account one another’s needs, and work toward an acceptable solution for/with each other) It is the idea of taking responsibility rather than placing blame. It is very effective. The final idea that I will discuss today is the idea of being a mindful learning. We are students of life, we are constantly learning based on what occurs in our lives. We must actually learn what we go through though. We must take the time and be energized in our lives in order to learn from mistakes that we have made, and hold on to the things that we do well. I suggest that we mindfully improve the way we learn so that we can create our own understanding of the process that will help live our quality of life. Become interested in your own live and it will create interest in others. Focus on the other person and listen to his/her stories and life experiences and communicate in an effective manner that will allow for a steady relationship.

Romeo and Juliet Movie Comparison

In Franco Zeffirelli’s 1968 version of  Romeo and Juliet, is a traditional adaptation of Shakespeare’s original Romeo and Juliet, with some variations. Baz Luhrmann directed the 1996 version, also known as the MTV  Romeo †  Juliet. This version is very modernized, but keeps the language intact with few changes. There are many differences between Zeffirelli’s  Romeo and Juliet  and the Signet version of  Romeo and Juliet. Romeo’s entire speech that begins â€Å"Alas that love, whose view is muffled still, Should without eyes see pathways to his will! † (at act 1 scene 1 line 174) is deleted.With the deletion of these lines, the audience, is not privy to his longing for Rosaline. Even though Friar Lawrence mentions Rosaline later in the movie, we are not shown Romeo as a boy whose heart is easily captured, but rather, ready to be caught. In Luhrmann’s version of  Romeo †  Juliet,  this scene, even though cut in some ways , is shown with Romeo writing in his diary. He talks of his love, but he does not seem like he’s in love, but rather a repressed adolescent or a typical teen. Romeo doesn’t confide later to Benvolio as in the Signet version.In the MTV version of  Romeo †  Juliet,  the Nurse’s role is cut considerably. Her speech about â€Å"weaning† Juliet, and Juliet falling with her first steps, and the reference to the earthquake are deleted. This is a major change because it completely changes the dynamics of the relationship between the Nurse and Juliet. We do not get the same sense of closeness between the two as we do in the Zeffirelli film. We also do not see the scene where the Nurse tells about Romeo’s banishment and Tybalt’s death. The reason for this is because of the speed of the film.Luhrmann keeps the pace of this film at very high speeds, and when you look back at the text, the Nurse’s role slows the pace considerably. Sheâ₠¬â„¢s older, she’s slower, and she’s trying to extend her importance to Juliet and Romeo, but in the MTV Version, her role is cut drastically, which only contributes to Juliet’s isolation. In both movies, the presence of Paris at Juliet’s grave is discluded. This is probably for the better. While reading the play, it seemed like overkill, like just one more obstacle to prevent Romeo from getting to Juliet. Even though the audience know the outcome, they are still anxious to see Romeo get to her.Plus it helped keep the movies within two hours, give or take some. We also do not get the lamentation speeches from Juliet’s family after her fake death. Both films go straight to the funeral. The film allows directors to keep the audience from investing too much grief for the family by swiftly showing the funeral. The lamentation speeches of Shakespeare’s plays were needed, because they did not have the same visual choice that the filmmakers of toda y have. Romeo, being one of the protagonists of  Romeo and Juliet, is played very differently between Leonardo De Caprio and Leonard Whiting.While Leonard Whiting plays the typical adolescent to a tee, Leonardo De Caprio has much more depth and expresses his anguish in much more dramatic ways. For example, when Romeo being played by De Caprio is challenged by Tybalt he knows the consequence of his fighting and tries with all his might to prevent fighting with Tybalt, even though Tybalt is kicking his butt. We get the impression that he is truly trying to befriend him and make him understand that fighting should be left aside and that there will be great regrets. In Zeffirelli's version, Leonard Whiting plays a younger spirited Romeo.When Whiting is challenged by Tybalt, he is playful and does try to prevent a fight, but it is more with playful words and not because he knows the consequence of the fight or duel. We also get the feeling that De Caprio is much more mature than Whitin g. While Whiting plays a lovesick kid from an upper class family, he still appears to be naive and does not grow to the depths that De Caprio does. From the very beginning, De Caprio is seen as a street smart, savvy, mature young man. His writing in his diary shows us depths that does not show on Whiting, where he is only twirling a twig of flowers.The balcony scene is another scene that shows the differences between the two actors. In the '68 version, Whiting is very childish and playful. He plays around in the trees while he's waiting for Juliet. This reminded me of the young Kevin Costner in  Silverado  when he was swinging from the jail cell bars, showing his youth. He is also like a puppy, very young and immature; he seems unconcerned about his safety; he only has eyes for Juliet. We can see that is his only thought or concern. When he leaves we see him jumping and skipping, and once again we are aware of his youth. Leonardo De Caprio shows much more passion and desire.We d o not get the sense of immaturity with De Caprio, but rather a sense of manhood. His eyes show deep desire, like he knows what she looks like naked. He also is very sure and thrilled, he is aware of the danger by his presence and takes caution to be careful. Whiting seemed oblivious to his danger. His only concern is his love and desire for Juliet. De Caprio is more aware of the consequences of their love; Whiting is only aware of his love. One of the most important relationships in  Romeo and Juliet  is the relationship between the Nurse and Juliet. In Act 1, Scene 3 we are introduced to the most vivid character of the play, the Nurse.With her speech that begins â€Å"Even or odd, of all days in the year, Come Lammas Eve at night shall she be fourteen. † (1. 3. 16-48), we learn that she nursed Juliet, she lost a child the same age as Juliet, and also lost her husband. The Nurse’s role is very important to Juliet. The Nurse is the one that is there for Juliet, she is her confidant, she is her friend. This is especially important near the end of the play when Juliet realizes she is alone after the Nurse tells her to go ahead and commit bigamy and marry Paris. In Zeffirelli's  Romeo and Juliet  the Nurse plays the role of the Nurse as it's written in the play.She is affectionate; she is giggly, and loving. We see Juliet and the Nurse being openly affectionate with each other and can tell from this film that Juliet depends on the Nurse. This is especially so when Lady Capulet tells Juliet about the marriage to Paris. After Juliet gives her â€Å"I'll look to like, if looking liking move† (1. 3. 97) speech, she looks to the Nurse for approval. After the Nurse smiles back at Juliet, we see relief and trust in Juliet's eyes. In Luhrmann's version of  Romeo †  Juliet,  we get a very different version of the Nurse, and a very different version of Juliet because of the changes.The Nurses speech about how she weaned Juliet and the r eference to the earthquake are omitted. The affection that is so apparent in the Zeffirelli version is non-existent in the MTV version. This changes the character of Juliet considerably. She is perceived as more isolated and alone from the very beginning. We see her as a teen that does not have someone to confide in other than God. When the Nurse tells her to commit bigamy, we do not get the same sense of betrayal as we do with the Zeffirelli version. There Juliet was extremely pained and had to take a stand for herself, by herself, for the first time in her life.As the Nurse is Juliet's confidant, the Friar is Romeo's trusting friend. In the MTV version of  Romeo †  Juliet, Pete Postiethwaite plays a very different Friar compared to the 1968 version and the text. Pete Postiethwaite plays a tattoo bearing, Jerry Garcia-like horticulturist who is Romeo's only confidant. Milo O'Shea's version of the Friar is very sympathetic and caring. He only has the best of intentions in min d. Friar Lawrence is very important to Romeo. The Friar is the one who guides him and also picks him up when he is down.Even though both Friars are different in appearance and personality, I believe they both portray a very sympathetic, caring friend to both Romeo and Juliet. The Friar may ultimately be the one to blame, but he only led Romeo and Juliet because he believed their union would bring the feuding families together. I believe both played a regretful Friar when it all ended. The '96 version shows Friar Lawrence frantically tracking the express letter. He is sweating and projects urgency into his voice, albeit his role in the church is omitted.In the '68 version, when the Friar sees the Page outside the tomb, he frantically rushes to Juliet's side. He is careful with Juliet but in the end must abandon her to escape blame. Once again Juliet is abandoned. The most dynamic conflict is between Tybalt and Romeo. Tybalt is not nearly as literate or well spoken as Romeo, plus he h arbors much hate for Romeo. In both films we get the sense that Tybalt might be aware of Romeo's and Juliet's love during Capulets party, even though it is not played out any farther, but may be the fuel for Tybalt's challenge.In Zeffirelli's film, Romeo, Leonard Whiting, is oblivious to Tybalt's challenge and when he is called a â€Å"Villain† he does not seem fazed, while Tybalt, played by Michael York, is extremely perplexed. He does not understand why he is not getting a reaction from Romeo. He came ready to fight, and when Romeo does not face his challenger, Tybalt tries to provoke Romeo by slapping his hand away and smelling his own, as if Romeo has a stench. But Romeo is still not provoked, and his friend Mercutio steps up to the plate for him. The fight between Mercutio and Tybalt is light hearted and playful.The crowd is laughing and cheering them on. The only one who sees the seriousness is Romeo, who is trying to stop them. Once Mercutio is killed, Romeo is fueled and goes after Tybalt. The conflict for Romeo is revenge for his friend's death. The fight between Romeo and Tybalt takes on a much more serious tone; the crowd is no longer cheering and laughing. The anger and hatred show in both characters. They are fighting till the end. In Luhrmann's version, Tybalt, played by John Leguizamo, is very much like a gang member whose mind is set on destroying Romeo. He appears much more dangerous and dark and looming.When Romeo, De Caprio, appears, he is instantly aware of Tybalt's hatred and is concerned for both their safeties. Tybalt is determined to go after Romeo, whether or not Romeo wants to fight. When Romeo tries to shake his hand, Tybalt slaps it away and attacks Romeo from behind when Romeo starts to walk away. Romeo keeps yelling to stop, he does not want to fight, but Tybalt is relentless. It isn't until Mercutio steps in that the scene changes to their fight and Mercutio's death. Mercutio's death is what fuels Romeo to fight and go aft er Tybalt. Romeo shows courage and hate, and he’s screaming at Tybalt.It is highly emotional and charged. Romeo is aware of his consequences if he goes farther, but Tybalt pushed him to the limit. Then he kills Tybalt. De Caprio instantly regrets his actions. The setting for Zeffirelli's film is in classical Verona. The set has many domineering walls and tons of concrete. It gives the feeling of coldness. The only warmth is the balcony scene, with the trees and soft lighting. The setting keeps the audience's attention on the actors and helps them to see the actors as Shakespeare may have directed them. In Luhrmann's version, the town is called Verona, but resembles downtown Los Angeles more than Italy.The set is current and up to date. It did not try to recreate Shakespeare, but rather, to show how Shakespeare evolves. The physical location of this film helps to understand the story better. It uses our own experiences and our own visual setting, and even though the language i s still hard to understand, the setting brings it all together. Luhrmann handles the death scene very differently from the text and Zeffirelli's  Romeo and Juliet. Luhrmann's version is much more intense and more tragic. It begins with Romeo, De Caprio, fleeing from the cops. There is a lot of action, with noise and intense music, to keep the audience in suspense.We even see the apothecary scene which is deleted from the '68 version. When Romeo gets to the church he takes a man hostage before he enters the church. This also adds to the suspense. Once inside the church, and not a tomb, Romeo shows many of his emotions through his facial expressions. We can see the fear and foreboding in his eyes. The church is tacky with neon crosses and lights shaped as candles. When Romeo finally reaches Juliet, Claire Danes, he shows concern and anguish in his eyes over her death. He is crying, and the audience can see his pain. He lies next to her,   pets her and cries uncontrollably.We can t ell he understands that death is final. Juliet begins to awaken from her self-induced sleep right as Romeo takes his deadly poison. We want Romeo to see Juliet is still awake, but he is too late. The look in his eyes as he becomes aware of Juliet is heart wrenching. It's that realization that he has made a mistake. While Romeo is still alive, Juliet whispers her line â€Å"O Churl! Drunk all and left no friendly drop to help me after? I will kiss thy lips† This final kiss is so sweet and so desperate. If only Romeo saw Juliet's hand move. Juliet's choice of weapon in this movie is a revolver, rather than a dagger.She blows her brains out. In Zeffirelli's  Romeo and Juliet, the scene is not changed much from the text, except we do not see Romeo, Leonard Whiting, go to the apothecary. As mentioned previously, the only omission is Paris as it is in the Luhrmann film; otherwise, it is true to Shakespeare. Romeo breaks the door of the tomb down with a rock. We do not get the sam e sense of urgency as we do in the MTV version. The tomb is dark and dingy and full of dead people. When he sees Juliet, Olivia Hussey, he is still very childlike and actually smiles. This gives the audience a sense that he does not realize the finality of death.He tries to awaken Juliet with soft, cooing words. He does not seem serious until he sees Tybalt, who is not present in the Luhrmann film. At this point, he makes his final speech and says good-bye to life. This is where we get the feeling that Romeo is finally getting it: death is the end, and there is no turning back. When he takes his last kiss from Juliet, he cries for the first time and does show anguish. In the Zeffirelli version, the Friar comes into the tomb right as Romeo dies. This scene is omitted from the '96 version. The Friar sees the outcome of his actions.He takes responsibility for the fate of these children. When Juliet wakens he tries to protect her from the news of Romeo's death. He pulls her gently away from where Romeo is lying. But he fails to protect her, and she finds Romeo all the same, at which point the Friar leaves. Juliet looks at Romeo with concern and confusion. She kisses him, and then cries like a child at the fact that he is gone and she is there. She kisses him all over his face; she does not want to give up, but then she hears a noise and finds the dagger. The final scene with them dead seems to embody them; they will be eternally beautiful.