Technology and Todays Youth Essays - 2328 Words

Technology affects everyone! Whether positive or negative, we are all affected, how it manifests itself into problems for youth will be studied and debated for years. Balancing technology throughout the educational process and keeping with current trends and uses of technology will affect everyone. Technology has transformed our youth’s daily and social lives. How do we measure the effects of technology on our ability to socialize or have a successful social life? Socializing is not just talking face to face, it’s our ability to interact, learn, and create original thought. Technology hindering today’s youth and their ability to socialize is affecting their capacity to read, write, and communicate. Today’s youth depends on careful†¦show more content†¦Parents and educators have a daunting task of introducing technology that still inspires their creative thought process and social interaction in a way that transfers into everyday life. Forums and blogs argue technology has given children with disabilities and introverts the ability to learn through new technologies. This argument is limited to how these individuals learn and not how they do, once integrated into society. Social interaction in today’s youth is hindering factor due to increased use of technology. If we could find a way to sit at home and work and not interact in society, then they would be better off, but that is almost impossible. There will always be a need to interact within society to work, play, and live. Survey taken by 1280 people asks, â€Å"Does technology help students social skills, or hurt them? They concluded interruptions by email, social networks, text messaging and other software tools account for over half the distractions and individual faces on a daily basis. â€Å"In fact, 45% of employees work only 15 minutes or less without getting interrupted, and 53% waste at least one hour a day due to all types of distractions .†(edutopia.org) Study suggests the general concern of the negative aspects technology has the development of interpersonal skills, like listening, emotional intelligence and empathy. Children and young adults are easilyShow MoreRelatedTechnology And Its Effect On Youth1017 Words   |  5 PagesTechnology plays a large role in today’s youth. It is utilized in everyday life through school, work, and home. There are several different types of technology. Watching television, using a cellular device, playing video games, and using a computer make up some of the ways to utilize technology. Children and teens make up youth today. Even children have begun to use technology often, along with teens. Many of today’s youth have grown up with technology surrounded by them. This is becoming a hugeRead MoreIs Technology Good or Bad for Today ´s Youth?931 Words   |  4 PagesTechnology is a good or a bad for today’s youth? . . Today is the world of technology and man being a social animal is nothing without this technology. Or in other words can be said that survival along with progression is not possible without the interference of technology in our lives in each and everyRead MoreToday s Youth And Technology1442 Words   |  6 PagesFebruary 2017 Today’s Youth and Technology In today’s world, technology is heavily relied on throughout businesses, homes, schools and many other fields of importance. Technology has made an impact, not only on today’s society, but more and more on today’s youth. Many kids come into contact with technology at a young age and are usually more technologically intelligent than adults. They are practically teaching the adults how to use technology, today’s youth has grown up with technology their wholeRead MoreNegative Effects Of Technology On Youth1013 Words   |  5 PagesIn today’s modern society, technology is commonly thought of as a necessity. This thought can mainly associate with the youth of today. Youth of today can be described as children, teenagers, and young adults living in this day and age. Children and young adults alike have only lived in a world run by technology in their lifetime. Youth depends on technology because they do not know how to live without it. Modern technolog y includes cell phones, lap tops, television, and many other devices. TechnologyRead MoreEssay on Violence is the Enemy of Today’s Youth902 Words   |  4 PagesChildren are dying, and too often parents don’t figure out what their child was involved in until it is too late. Today’s youth has an overwhelming burden to bear because of growing societal violence. When youth observes daily occurrences of violence, why society is so violent should not be the question, but how society can decrease youth violence should be what is scrutinize. The family dynamic has changed much in the last 40 years: with increased divorce, single parent households, and blended familiesRead MoreEssay on Violence is the Enemy of Today’s Youth884 Words   |  4 PagesViolence is the Enemy of Today’s Youth When a child observes daily occurrences of violence across: news broadcast, radio, and public incidences, why society is so violent should not be the question, but how society can decrease youth violence should be explored. Today’s youth has an overwhelming burden to bear. Violence has increased in society and youth often are exposed to situations that end in violent acts. The family dynamic has changed significantly in the last 40 years: with increased divorceRead MoreThe Effects Of Technology On The Adolescent Brain Essay944 Words   |  4 PagesOverview Technology is everywhere. Americans are surrounded by it on a daily basis. Although, we seem to be fully immersed in the technological world, we really aren’t. Most Americans believe that they are knowledgeable when their actual knowledge of technology is limited. Specifically, today’s youth, ages eight to eighteen, use technology a staggering eleven and a half hours a day, according to the Kaiser Family Foundation. â€Å"Their brains have become ‘wired’ to use their tech gadgets effectivelyRead MoreEssay on Technology Negatively Affects Children1180 Words   |  5 Pagesage. â€Å"Technology has blended in with daily activity to become a way of life and children today take for granted all of which is automated. It is hard for kids nowadays to imagine a world that existed without all of the gadgets, electronics and seamless operations that computer technology provides.† (3) â€Å"Children in the United States devote some 40 hours a week to televi sion, video games and the Internet.† (12) Many psychologists and researchers are concerned about the impact that technology has onRead MoreTechnologys Positive Effects on Modern Society and Education859 Words   |  4 Pagesbecause technology is everywhere: everything from eyeglasses to drinking glasses to cell phones and the Internet. Today’s world is swarming and buzzing with technology and is, consequently, shaping itself into a place quite different from the one in which today’s adults were raised. Technology has played a major role in the development of modern global culture, and is still continuing to make lasting effects on all people, particularly the youth. The application of cutting edge technology is the loomRead MoreGlobalization and Children708 Words   |  3 PagesTo what extent has globalization improved the lives of children and youth? To say that globalization has affected the lives of children and youth around the world would be an understatement. But with the growth over the years from globalization, many pros and cons have come out of it. The forthcoming of globalization has done wonders to developed countries, but not so much for underdeveloped countries. This is why I stand on a thin line between if it has improved the lives plenty, or not quite

The Death Penalty Is Cruel Punishment - 1194 Words

Many people think that he death penalty is a unusual and cruel punishment and others think â€Å"If you do the crime you do the crime†. Both sides have been fighting over this topic for centuries to the present day. Today’s population stands on 44% against the death penalty, and 41% for the death penalty. Many Americans are for the death penalty because it breaks our 5th amendment, innocent people die., and sometimes it doesn’t work so inmates are in pain when it is suppose to be a peaceful death. The death penalty was started in the era of king Hammurabi of Babylon. The code of Hammurabi codified the death penalty for 25 different crimes. The death penalty has changed from the 18th century to present day. After Britain had their death penalty, by hanging, later rulers became more violent with the means to how they execute someone, with little to no good reason. Britain influenced America’s use of the death penalty. When new settlers came to Ameri ca they brought with them the practice of capital punishment. In 1612 Thomas Dale started the Moral and Martial Laws, which provided the death penalty to be used for minor crimes like traffic offenses, possession of small amounts of illegal drugs with no intent in selling. The law varied from colony to colony. 1982 the United States became the first country to use lethal injection. In the early colonies the death penalty was for some of the most minor crimes. In the 19th century it is only for the first degree ofShow MoreRelatedDeath Penalty Is Cruel And Cruel Punishment2004 Words   |  9 Pages Death penalty satisfies the saying ‘ an eye for an eye’ which doesn t significantly eliminate crime. I believe there are other terms of punishment for those offenders such as life-time prison. Death penalty is rather useless in terms of eliminating crime. Although a lot of states have eliminated the use of capital punishment s , there are few states that still practice de ath penalty. therefore, we must put an end it all. Death penalty is barbaric and an unusually cruel punishment. There hasRead MoreThe Death Penalty Is Cruel And Unusual Punishment1432 Words   |  6 PagesSome people think that abolishing the death penalty would cause criminals to commit more capital crimes. Although to some degree this is true, I believe that if a criminal is going to commit any capital crime his or her first thought is how can I get away with this? Most criminal may not even think about getting caught. For me this statement applies to the mentally ill convicts, which is one of the reasons why I’m against the death penalty. Besides the execution of an mentally ill person these areRead MoreThe Death Penalty Is Cruel And Unusual Punishment988 Words   |  4 PagesThe death penalty has been around for centuries. It dates back to when Hammurabi had his laws codified; it was â€Å"an eye for an eye, a tooth for a tooth†. Capital punishment in America sta rted when spies were caught, put on trial and hung. In the past and still today people argue that, the death penalty is cruel, unusual punishment and should be illegal. Yet many people argue that it is in fact justifiable and it is not cruel and unusual. Capital punishment is not cruel and unusual; the death penaltyRead MoreDeath Penalty : Cruel And Unusual Punishment?1192 Words   |  5 PagesDeath Penalty: Cruel and Unusual Punishment? Yvette Y. Rushing Northwest Florida State College Abstract The death penalty has been has been questioned about whether it is a reasonable sentence based on our 8th Amendment Right which protects us from cruel and unusual punishment. In the 1976, Gregg v. Georgia case the U. S. Supreme Court has chose to uphold the death penalty. The only way an offender can be sentenced to the death penalty is if they have intentionally taken the life of theRead MoreDeath Penalty Is Cruel And Unusual Punishment1706 Words   |  7 Pages1962 the Supreme Court thought that death penalty as cruel and unusual punishment. Because of this 107 people had their sentences changed to something that was not death. In November 1972 nine months after they had this choice the California electorate amended the state constitution overruled it. Then in 1973 the Supreme Court decided that the death penalty was unconstitutional. The California legislation was passed in 1973, which meant that the death penalty could only happen under certain conditionsRead MoreThe Death Penal ty Is It A Cruel Murderer Or Just A Punishment?707 Words   |  3 PagesWhat are two sides of the death penalty?Is it a cruel murderer or just a punishment? Can not be a deterrent to crime? Capital punishment and the death penalty is the legally commissioned killing of someone as punishment for a crime. Capital punishment is used today and was used for many years to punish a diversity of offenses. Even the bible advocates death for murder and other crimes like kidnapping and witchcraft. When the word death penalty is used, it makes yelling and screaming from both sidesRead MoreIs the Death Penalty Cruel and Unusual Punishment? Essay1245 Words   |  5 PagesCapital punishment remains a cause for debate with people continuing to disagree on what cruel and unusual punishment consists of. Cruel and unusual punishment being defined as torture or a deliberately degrading punishment, in no way does the death penalty fall into this category. Having the death penalty in our society deters potential violent offenders from committing crimes, saves the government money, and guarantees that offenders will not commit these crimes again. The United States shouldRead MoreThe Death Penalty Is A Form Of Cruel And Unusual Punishment1421 Words   |  6 PagesThe death penalty till this day remains to be a very controversial topic. Some people may argue that it should be considered a form of cruel and unusual punishment; others may rebuttal in saying that the death penalty is capital punishment. When visiting the idea of placing someone to death one must bear in mind the possibility of condemning an innocent person through such torture, the brutalizing effect on society it may leave, and the serious psychological trauma that a defendants family and friendsRead More The Death Penalty is Cruel and Unusual Punishment Essay examples1331 Words   |  6 PagesThe death penalty does not punish people for killing but for murdering someone. Murder is the unlawful, malicious, or permitted killing of one human being by another (Carmical 1). The slogan should be ?We execute people t o show people that murder is wrong.? The death penalty is racist, it punishes the poor, it causes the innocent to die, it is not a deterrent against violent crime, and it is cruel and unusual punishment. The death penalty is wrong and it should be abolished. The death penaltyRead More Capital Punishment Essay - Death Penalty is Neither Cruel Nor Unusual1166 Words   |  5 PagesDeath Penalty is Neither Cruel Nor Unusual A man sits immobile in a steel chair with a metal cap resting on his bald head. A priest reads selections from the Bible telling him he will go to Heaven if he confesses his sins to God. The man just smiles as the security guard pulls the switch, and one thousand volts of electricity flows through the mans body. His entire frame shakes in convulsions as his head bobs up and down with the shock. In a couple of seconds the mans life is over. The priest

Breast Cancer A Dangerous Type Of Cancer - 1502 Words

Most people know breast cancer is a dangerous type of cancer that affects both men and women. Author Gayle Sulik of Pink Ribbon Blues: How Breast Cancer Culture Undermines Women s Health describes breast cancer as, â€Å"abnormal cells [that] appear in the ducts (tubes that carry milk to the nipple) or the lobules (glands that make milk) and, more importantly, have the capacity to spread (metastasize)† (164). Breast cancer can be treated with surgeries and chemotherapy, radiation, and hormonal therapies. However, a person can still die even with treatment if the cancer metastasizes to major organs, like the brain and liver. For breast tumors and cancer to be diagnosed early, it is important to complete self-breast examinations and take the†¦show more content†¦In addition, the media does the same thing by creating false awareness through â€Å"pinkwashing†. According to Assistant Professor Tasha Dubriwny, the media purportedly does â€Å"pinkwashing† to, â€Å"veils [veil] the harsh reality of being diagnosed with cancer.† â€Å"Pinkwashing† is the emphasis on pink, femininity, body image, and hope; instead of life and death. With breast cancer, pink symbolizes strength, survivorship, beauty, and femininity. In order to maintain femininity, one must buy pink ribbon endorsed products such as grocery products, items of clothing, wigs, and other breast cancer awareness paraphernalia. In addition to supporting femininity, buying pink ribbon products from certain companies will supposedly help them contribute to research for the cure. â€Å"Pinkwashing† overlooks men who are suffering from breast cancer since the primary focus of â€Å"pinkwashing† is women and the â€Å"female† color pink. With â€Å"pinkwashing†, the media portrays a message of hope that breast cancer can be eradicated and those diagnosed with breast cancer survive. The media portrays the woman with breast cancer as a strong p erson who follows doctor’s orders, completes prescribed treatments, and holds a smile throughout the entire ordeal. In Sulik’s Pink Ribbon Blues: How Breast Cancer Culture

Memoirs of a geisha by arthur golden Free Essays

The geishas of Japan have long held a mystery that has inspired a lot of stories about who they were and how they lived their lives. Memoirs of a Geisha by Arthur Golden captures this fascinating and mysterious world in a story that contrasts the rich tradition of the geishas and the changes brought about by the World War II in Kyoto. This is the story of Chiyo, with her sister Saysu who are both sold to a stranger by their own father because they have to earn a living due to extreme poverty of their family. We will write a custom essay sample on Memoirs of a geisha by arthur golden or any similar topic only for you Order Now At the young age of nine, Chiyo has a beauty that makes her right to be a part of the geisha homes. However, her sister. Saysu, is not fortunate enough, as she does not possess beauty like her sister. Saysu is then forced into prostitution and the sisters are separated by these circumstances. Chiyo however metamorphoses into a beauty and is later known as Sayuri. Because she is the fairest among all the geisha’s in their home, she   eventually earns the wrath of the other geishas who came before her including the equally lovely Hatsumomo. Sayuri is almost destroyed by her rival Hatsumomo who envies her incessantly. If it were not for the intervention of the celebrated geisha Mameha, who coaches Sayuri about the chores and duties of a geisha, it would have been Sayuri’s end. Yet destiny prevails and Sayuri turns out to be a good pupil who learns to love what she has been taught. Author Arthur Golden succeeds in portraying the inner life of a geisha as he weaves the story in an enticing and engrossing way such that viewers find that their intricate kimonos are really not that easy to get into. Equally intricate is the way the story develops with the life of Sayuri as its focus. Golden recreates the scenes with such subtlety, sensuality and mastery of what the geisha world is all about. These glory days of Kyoto’s Gion pleasure district is recaptured well in the story. The beauty and historical value of pre-war Japan is also seen here and which adds drama and color to the already colorful life of geishas. The book reminds me of the developmental theories which we learned in class. For instance, Bandura’s cognitive emphasis comes to mind as I view the scenes where Sayuri learns the art of being a gracious hostess. She is able to do it because she observed Hatsumomo many times over flipping the fans, turning and bowing to the clients with such excellent perfection. She is able to execute the movements excellently because of the observational learning which comes from observing the behavior of other people. Observational learning cannot occur unless cognitive processes are at work. In the story, the character Chiyo, who later transforms into Sayuri, was a keen observer all along. From the way the people nodded, she knew that there were some people who were plotting evil against her. She observed everything, even her benefactor, who transforms her life and whose actions does not escape the glances that were meant not only to look at the surface level, but to really look and find the nuances which she may uses. This art of observing has been perfected well by Sayuri and this is what removes her from the bind of the tradition and ennui. Observational learning is stressed in this cognitive social learning because this active, cognitive form of learning also permits individuals to be able to quickly assimilate thousands of new responses in a variety of settings. This is where their models are simply pursuing their own interests and are not trying to teach them anything. In the story, Sayuri continually learns both desirable and undesirable responses by keeping her eyes open. Moreover, in the story, we find that human development proceeds so very rapidly along so many different paths. I am also able to correlate the learning insights that there is a broad world view of how one should situate the context of the story. Another broad world view, the contextual model has recently emerged as the perspective that many developmentalists favor (Lerner, 1996). The contextual model views development as the product of a dynamic interplay between person and environment. People are assumed to be active in the developmental process (as in the organismic model) and the environment is active as well (as in the mechanistic model). Development may have both universal aspects and aspects peculiar to certain cultures, times or individuals. The potential exists for both qualitative and quantitative change, and development may proceed along many different paths depending on the intricate interplay between internal forces (nature) and external forces (environment). Since the story dates back to the height of the geishas and the rich culture of Japan, I am reminded again of the cross-cultural comparisons which one can apply as one reads the story. For instance, the story has given me a broad understanding of several Japanese students in the school. Some of them have been acquaintances and I now understand the particular culture that they come from. This provided me with some new ideas on the factors that may impact on the developmental process. It has given me new insights on the link between culture and development. Developmentalists are often hesitant  Ã‚   to publish a new findings or conclusions until they have finally observed and studied quite a number of people so that they can conclude that their results are reliable. However, their conclusions are more often based on participants living at one point in time within one particular culture or subculture. It would then be difficult to know if these conclusions apply to future generations or even to the young people currently growing up in other societies or subcultures (Lerner, 1996). Today, the generalizability of findings across samples and settings has become an important issue, for many theorists have implied that there are â€Å"universals† in human development—events and outcomes that all children share as they progress from infancy to adulthood. Thus, the cross-cultural guards against the overgeneralization of research findings. In sum, one must become a knowledgeable reader in order to get the most of what the field of human development has to offer, so that one’s views of the world from books, stories and one’s experiences become integrated in a coherent whole that explains why and how one acts and behaves the way he does. The story could have ended with the characters dismissing it as one of those geisha stories, but author Arthur Golden ends with bravura because the story recaptures the glorious days of the geisha and the values that provide the redeeming factor in an engrossing story of traditional Japan. It is interesting to note that Sayuri is able to blend well to the new environment where she is thrusted into because of her innate flexibility and strength of character from where she gets the power to rejuvenate. She is able to observe that she must obey and observe what her associates do, so that she can relate them in her own world as a geisha. She does not resent anything because she is made to do this work, but she negotiates her way around and emerges triumphant in the end where she â€Å"feels as a bird must feel when it has flown across the ocean and comes upon a creature that knows its nest.† (Starr). REFERENCES Lerner, R.M. (1996). Relative plasticity, integration, temporality and diversity in human development: A developmental, contextual perspective about theory, process and method. Developmental Psychology. 32. pp. 781-786. Starr. K. Memoirs of a Geisha by Arthur Golden. Nabou.com. Retrieved Aug. 4, 2007 at: http://bookreviews.nabou.com/reviews/memoirs_of_a_geisha2.html How to cite Memoirs of a geisha by arthur golden, Essay examples

The Laboratory free essay sample

In The Laboratory, the courtesan chooses poison as her murder weapon. Poison is often the weapon of choice for female killers. It requires little or no physical strength to administer, and can be done secretly. It also leaves little evidence thus making it difficult to detect the culprit. We believe the act of murder is because of another woman that her lover is with and she feels physically inferior to her rival. We know this because she starts saying ‘What a drop! She’s not little, no minion like me. ’ The murderer is also fascinated and excited about the poison and power of the poison, she says ‘And yonder soft phial, the exquisite blue sure to taste sweetly’ She thinks that her rival who she is out to kill will think nothing of it and will believe it’s just an ordinary beverage. She then also goes onto say ‘to carry pure death in an earring, a casket. ’ Meaning she is so excited about the whole aspect of being able to carry death in such a small item. So she plans to slip her rival only known as ‘Pauline’ and give her thirty minutes to live until ‘her breast and her arms and her hands should drop dead! ’ This is what she believes will happen in her head, she believes the murder will happen quickly and she also chose poison because she didn’t want to see it happen. Browning writes ‘The delicate droplet, my whole fortunes fee’ showing that she’s incredibly dedicated in getting this guy and she’s spent her whole fortune on the poison and she’s not going to give up until the deed is complete. The character is quite evil in a way; not only has she murdered someone but she says ‘ Not that i bid you spare her the pain; Let death be felt and the proof remain; Brand, burn up, bite into its grace- He is sure to remember her dying face! ’ Which is almost saying that he is going to remember this moment for a long time and this is her perfect revenge on him for leaving her for this other woman. The character is also quite optimistic about the whole thing as she doesn’t feel there will be any consequences afterwards. This optimism and careless attitude towards her murder suggests she has murdered before and she’s not worried about being found out because she is proud of what she has done ‘Now, take all my jewels, gorge gold to your fill, you may kiss me, old man, on my mouth is you will! But brush this dust off me, lest horror it brings, ere I know it- next moment I dance at the King’s’. In Porphyria’s Lover the murder weapon is the victims own hair. Browning states in the poem that the murderer debates what to do as he is over the moon that Porphyria has told him that she loved him. That moment she was mine, mine, mine fair, perfectly pure and good’. Earlier in the poem, you are told that all her yellow long hair was displaced and at the point rising up to the murder just by reading it you can almost see the light bulb click above his head for his new bright idea. He was to murder her will her own hair. ‘I found a thing to do, and all her hair in on e long yellow string I wound three times her little throat around and strangled her. ’ So the murder happens quite suddenly and again when reading it you can see the pleasure in his eyes while doing it as Porphyria is finally his forever. Browning uses such techniques as enjambment while the murder is happening so make it seem like the murder is happening quickly and to rise the tension and excitement of it, for example the part where he has the idea and then strangles her, the line gaps and pauses are in the middle of the sentence and not at the end, this makes the reader read faster and could possibly make them breathless. The murderer seems quite adamant that no one will discover what he has done and that his victim felt no pain. No pain felt she; I am quite sure she felt no pain’ This suggests that he might have sympathy for her and wishes that it was a painless death because he wants her to be ‘happy’ and with him forever. Just a few lines down in the poem he then goes on to say ‘I warily oped her lids: again laughed the blue eyes without a stain. ’ He cautiously opens her eyes just to see if there is any life left in her, and is almost relieved that she is dead; the laugh could t hen be portrayed as a nervous laugh with a sigh of relief. He then makes sure that there is no evidence to how she died, so he untangles her hair from her neck and then says ‘Her head, which droops upon it still: the smiling rosy little head, so glad it has its utmost will, that all it scorned at once is fled and I, it’s love, am gained instead. ’ This is saying that he’s glad she is dead and all her other lovers cannot place their hands on her anymore as he has gained her love for as long as he lives. The character’s motives for murder really is jealousy and he’s greedy and wants her for himself, he almost seems a little insane because at the end of the poem he says ‘And thus we sit together now, and all night long we have not stirred and yet god has not said a word’ So he just sits with this dead woman all night and he believes strongly that god does not mind what he has done and understands his motives for the murder of this innocent woman. Finally Browning uses pathetic fallacy to reflect the ood, at the start of the poem he says ‘The rain set early in tonight, the sullen wind was soon awake, it tore the elm-tops down for spite and did its worst to vex the lave’. This is showing us that the weather was miserable and gloomy and the it was ripping leaves off and ‘upsetting’ lakes. So the murders in the poems are completely different to each other, but they almost both show slight elements of revenge in them. With Porphyria†™s he almost wanted revenge on the other men who loved her as he didn’t get a chance with her and then in The Laboratory she wanted to ruin his life for leaving her for another woman. Both the murders are quite peaceful in a way, well not exactly peaceful but not in a violent throat slashing, stabbing murder kind of way, but away where they die quite-ish. They both didn’t take that much effort to do, they were simplistic. Both poems use enjambment which leads up to the murder and creates a sort of tension and quickness about it, and has the reader reading quickly and becoming quite breathless, which grips you and has you wanting more with your heart racing, almost as if Browning wants you to believe you are there and witnessing the murder yourself. Browning has also used structure in each of his monologues to reflect the mind of the killer and their attitudes. These two poems are structured very differently. In The Laboratory there is a regular verse pattern. This structure suggests a chronological process which seems to contrast with the rather rambling ideas and erratic mood of the speaker. However, she is waiting for a scientific process to be completed (the brewing of the poison), so the structure of the poem probably reflects this, as it is this process that determines her emotions. The poem is written in twelve stanzas, all of four lines, rhymed AABB. The metre is anapaestic (two unstressed syllables, followed by a stressed one) and this creates a rather jaunty effect, which seems unsuited to the poems subject, if we take it too seriously. It seems like Browning wants the poem almost to be comic and over the top, much like a horror/comedy film where the situations and characters are quite ridiculous. Browning uses alliteration a few times in the poem ‘Moisten and mash up thy paste’ ‘pound at thy powder’. This adds a little liveliness and excitement to the text and can be quite exaggerated when read. The rhyming structure of the poem also adds that little bit more excitement and creates a child like element about it. Browning may use this technique because in a sense it makes the reader happier and can have the effect to make them reader faster to see what happens next therefore adding to tension, suspicion and excitement. Also Browning now has the reader gripped and wanting more. Porphyria’s Lover has a fast rhythm to it, much like The Laboratory and also has a slight chronological structure to it, with a little information before hand and then the murder and then it has the aftermath of the murder. Browning uses just one long verse. The speaker sets the scene for us and explains the events of the evening. The poet uses a lot of enjambment and caesura to mimic the sound of natural speech. The structure of the poem helps to establish the mindset of the lover. Upon first glance, the rhyme scheme seems odd and disjointed. More careful inspection reveals an odd pattern: every two non-indented lines rhyme and every three indented lines rhyme ABABB. So there is in fact a strict logic behind the somewhat chaotic structure. This mirrors the lovers own mindset. He is obviously disturbed (chaotic) but within his own mind there is a very strict logic, and he can justify his actions to himself. Browning uses simple, short words. However there are subtle developments in the poem to suggest the speaker’s unusual state of mind and his heightening state of conflict. At first the poem relies almost on description as the speaker recounts the events that have taken place, but as it becomes clear that the events described through the speakers madness the language becomes more metaphorical. For example in the beginning the character gives a simple physical description of Porphyria ‘and made her smooth white shoulder bare’ but then after he kills her he uses more and more similes ‘as a shut bud that holds a bee, I warily opened her eyes. ’ Relating to the rhyme again, it too like The Laboratory uses enjambment and has the reader reading faster until the breaks in the middle of the sentence. It creates that upbeat rhythm to it which leaves you wanting more and building the tension up to the murder. Also in this poem Browning uses such techniques as repetition ‘that moment she was mine, mine, fair. ’ This shows the desperation and his undying love to Porphyria, it shows how happy he is that he has her in his life. Finally much like the Laboratory Browning uses alliteration in his poem right after the murder the speaker describes Porphyria ‘blushes, bright, beneath my burning kiss. ’ I believe Browning may have used this particular technique to show the almost insanity of the speaker and the evil side to him, with his ‘burning kiss’. As in the Laboratory the alliteration was used when she was creating the potion and had the evil side of her come out. I think the way these poems are structured really amplify the evilness and despair of the murderers. The upbeat pace created makes the tension and suspicion rise, which I don’t believe the characters themselves actually create. They seem a little too unrealistic and especially in the modern age the whole strangling his love one with her hair round her neck may seem a little outdated and almost silly. I think in the laboratory the murder is slightly more realistic as she is using a poison which in this day you see quite a bit of in films and television. It also shows the aspect of revenge which could be related to by a reader of this era. I see how in pe-1914 these poems would have been slightly more realistic and frightening but now due to the influence of films, television and even more recent poetic pieces these murderers and murder choices don’t seem to have the wow factor anymore.

Hrm Learning Log free essay sample

The first lecture that we had was basically explaining the module and gave a brief outline of what we are going to be studying throughout the year. We then went on to discuss this in the seminar. Obviously there was not much work done for this week as we were just taking everything in and coming to grips with what the module entailed. Lecture number two started off with a series of quotes with people defining organisational behaviour. I consider the ‘organisational behaviour is one of the most complex and perhaps least understood academic elements of modern general management but since it concerns the behaviour of people within organisations it is also one of the most central’ as one of the most accurate and appropriate ways to describe organisational behaviour. The other two quotes were by no means inaccurate, but they were a bit brief and wouldn’t really explain much if you were trying to tell somebody what organisational behaviour was. We will write a custom essay sample on Hrm Learning Log or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This then brought us to the organisational iceberg, this is an interesting and key point. I have found a diagram from the internet to illustrate the iceberg I found this model very fascinating and the quote about what sinks a ship is very clever, because so much that goes on in an organisation is not seen. It is simply that an informal organisation is a ‘looser’ structured flexible organisation with informal relationships and a formal organisation would be an opposite one with a planned structure with a hierarchy. Hugh put some definitions of organisational behaviour up and I read them and found that they were both fairly strong definitions although one was a lot more detailed than the other. The next lecture was very much defining what an organisation is, different types of organisations and how we define them. This was a fairly big lecture and there was quite a lot to take in I thought. What is an organisation? I agree with the definition of JD Mooney that organisation is the form of every human association for the attainment of a common purpose, as well as Huczynski Buchanans ‘entity’ view because they are short yet strong and easy to understand and I feel that I would definitely be more likely to remember these definitions than Robbins’ definition for example, which sounds a bit more intricate. The next lecture brought us to something similar, giving us the chance to reflect on the organisational iceberg, and still defining organisational structure. I researched into tall and flat organisational structures this week and found this diagram on the internet which helps demonstrate how different organisations have different structures, and there is no better or worse structure, because each organisation requires a different structure. I found centralisation and decentralisation quite challenging, so I looked up the meanings to begin with on the internet. I found that centralisation is described as the process by which the activities of an organisation, particularly those regarding planning decision-making, become concentrated within a particular location or group. Alternatively, decentralisation was defined as the process of dispersing decision-making governance closer to the people and citizen. It includes the dispersal of administration or governance in sectors or areas like engineering, management science, political science, political economy, sociology and economics. These definitions helped me understand the table in the lecture slides easier. The matrix structure was also covered in this lecture. This seemed a more complex structure where a lot of individuals are mixed together and each person may have to work under several managers at a time. For this week’s lecture we were given a SEMCO case study and some organisational charts to look at. We spoke about trying to define work and then got into small groups and came up with our own definition of work. It was very interesting how everyone’s opinions and definitions of work were so different. Although nearly everyone agreed that we work for money and for example in our group, we said that if you are not paid, for instance voluntary work, it is simply a hobby. We then went on to organisation theory and classical management. This focuses on then total design of the total organisation. This is different to scientific management because that focuses on the design and management of individual jobs. This was quite a difficult lecture to fully comprehend with again a lot of information to take in. Through research I found that Henri Fayol was the main classical theorist and he proposed the functions such as technical; commercial; financial; accounting; security and managerial. He believed the latter to be slightly different to all the rest. In our lecture it said that management is a process of planning, organisation, command, coordination and control. I found that Fayol was very influential to the modern concepts of management and proposed his own theory, called fayolism. I also discovered that there is a set of 14 principles of management that he devised and I found this quite thought-provoking. The lecture also told us about Taylorism, which is a scientific management theory. We then went on to Hawthorne studies, which I had previously learnt about in sociology at A level so I was fairly familiar with. Then it went on explaining that there is more to the work than just the pay, there needs to be a strong sense of belonging. I agree with this because I feel in today’s society too many people are driven by money and instead of opting for being happy in life, they would rather have more money. I feel that the media makes people feel that they should put money before a sense of belonging and I don’t think that is right. In this week’s seminar we went back to organisational structures and charts. Our group discussed that the needs of all organisations are very different so there will always be different structures suiting different organisations. Bureaucratic structures were brought up and we spoke about how they were suitable for larger organisations rather than smaller ones, also how they tend to stick to a tall rather than flat structure. I found other structures such as a divisional structure, where they group organisational functions into different divisions. I then looked back over earlier lectures about defining work, and the extrinsic purposes which are essential yet do not reap the same intrinsic rewards where workers should have a considerably high level of job satisfaction. The occupational structure- this is shaped by several factors like bureaucracy, technology and the economy. Watson’s patterns are key points for the subject of occupations and the structure of work because he points out the key elements. Mobility is seen as a key part of occupational structure and there are factors which positively and negatively affect mobility. The next lectures brought us to organisational culture; there was a good quote to start the lecture saying that â€Å"The ideologies, beliefs and deep-set values which occur in all firms. and which are the prescriptions for the ways in which people should work in those organisations. † This got me thinking about organisation culture and what it was about. Organisational culture frequently refers to the collective patterns of behaviour, beliefs and values within an organisation. I also found a different definition of organisation culture saying that ‘organisation culture is a set of values, often taken for granted, that help people in an organisation understand which actions are considered acceptable and which actions are considered unacceptable. ’ Often these values are shaped in the course of stories. I feel that culture is significantly hard to define and measure. We covered socialisation in this lecture and it is quoted as ‘getting ones hands dirty’. I found that Socialization is the main way humans start to obtain the skills needed to carry out their task of being a member of society. The largely basic look of culture is set up at the individual level. Through both learning and teaching is the how cultural and social characteristics achieve permanence. I believe that the best quote of this lecture was that ‘to change an organisation in any significant or lasting way you need to change the values and beliefs that lie at the core. ’ This brings us to the iceberg and the onion. The onion illustrates that the core is shielded by many layers, and you have to change everything right down to the bottom to make a significant change for the organisation. Through my research I found some different information as to what was in our lectures on the several different types of culture, such as person cultures and task cultures. Person cultures are basically an organisational structure in a business which is constantly changing and has no permanent foundation, no real formal role and no sole objective. Where all the people involved believe themselves to be superior to the organisation, because of this some of these organisations struggle to cope, but can do because of the certain expertise each different individual possesses. On the other hand, task cultures are often found in a matrix type organisation, where employees tend to have similar roles and responsibilities, they solve problems as and it is often described as a business based around the high skills of an employee. More organisational cultures are power cultures, and role cultures. Power cultures I think are the most interesting because they are more or less based around one ultimate source, which everything revolves around and depends on. These are often found in small organisations and have little bureaucracy and a small number of rules. Role cultures is similar to that of a tall structure that I have spoken about earlier where there is a basic hierarchy of roles and power. In the seminar this week we spoke about different retailers and what kind of organisation structures they had. I found this seminar very enjoyable because we found out from each other in depth about what sort of organisations each company were and decided what frame they would be in and whether we would prefer to be in one or another. The next lecture was mostly on change, I found this fairly weird because there were not many things I could relate to or understand so I just had to try and take as much in as possible. Although it brought us to again this man Charles Handy. He said that â€Å"Less than half the workforce in the industrial world will be holding conventional full-time jobs in organisations by the beginning of the 21st century. Those full-timers, or insiders, will be the new minority. † This has obviously been proved correct to some extent, so Handy was right. Because of technology fewer and fewer people are needed from day to day in the industrial sector, because machines are replacing them. Today we again talked about the paradigm and how organisations all have different values and missions and how they go about them. I think the most powerful part of this lecture is the part where it says the only permanent thing is change. This is such a good quote because no matter change will never ever end, it can’t. Yet everything else can. This is another one of those quotes that gets you thinking. I liked the 7-S framework part because it helps me remember all the very important reasons of change. This week’s lecture was on organisational change. This was different to previous lectures because I didn’t feel there was much we could talk about. I researched more into organisational cultures again and found information on strong cultures and weak cultures. A strong culture is one where staff responds to stimulus because of their position to organisational values. In a strong culture, it is believed that the people do what they are told to do, because they think that is the right way to do things. In a weak culture things are fairly different. They do it their own way and things would be pretty much the opposite. Research suggests that organisations with a strong culture will achieve the companies’ goals a lot easier than a weak culture; they will also have higher levels of employee satisfaction, motivation and loyalty. We came on to leadership today, and spoke about management. It started with a man I was familiar with Max Weber again because of A level sociology so I was intrigued to how he linked in with this element. We then came on to Fayol’s 14 principles of management. I decided to research into these 14 principles out of curiosity and it is proved that Fayols principles still have a big relevance to contemporary management, so do his 6 functions that I mentioned earlier, however most people these days like to only talk about 4 of the 6 functions that Fayol originally proposed and they have been slightly tweaked into; planning; leading; organising and controlling. Taylorism popped up this week and we discussed the difference between the bosses and the workers, as Taylor says the bosses think as the workers do. Then onto other theorists such as Drucker, he proposed the five basic operations of a manager. I very much agree with these five operations because at my workplace it seems that the managers are trying to set objectives, organise, measure, motivate and develop people. I think that managers are different to leaders. Yes some managers are leaders, but they are two completely different things in my eyes. As it says in the lecture slides managers plan, organise, direct etc, leaders envision, inspire, influence, leaders effect people more emotionally than managers do. We also spoke about how hard it is to describe leadership, who would we call a leader? How do we become a leader? These are all questions that I do not know the answer to. Yukl says that â€Å"Most definitions of leadership reflect the assumption that it involves a process whereby intentional influence is exerted by one person over people†¦.. to guide, structure and facilitate activities and relationships in a group or organisation’ I don’t think that this is as good of a description as â€Å"Leadership is a process of giving purpose (meaningful direction) to collective effort, and causing willing effort to be expended to achieve purpose. By Jacob and Jacques because they seem to hit the nail on the head because I believe leadership is all about giving a meaningful purpose to effort and be willing to do anything to achieve your goal. I still very much agree with Yukls view on leadership because what he says is true but I don’t feel it would give me anythin g that I can learn or think about whereas Jacob and Jacques’ I can. There were a lot of quotes in today’s lecture, some I felt more powerful than others. They have taught me a lot about leadership, one being that it there is not a definition. I even googled it and there wasn’t one. Another being leadership is what you make of it, from what I think will be different to what the next guy thinks, so I can understand why it raises so many controversies and discussions. I can understand why it proved virtually impossible to identify the particular traits that separate leaders from non-leaders. I believe that leadership is based on many things, personality being the main one. Many people would think you have to be at the top of the hierarchy to be branded a leader, for instance they would think of a manager of a leader. But a leader can be anyone, some people just possess a trait that makes them a natural born leader, for example a footballer that steps on the pitch and instantly tells everyone what to do, they all listen to him without question. Even though he may not be captain, he is the leader. In today’s lecture we looked at technology, a new topic. Technology has played a massive part in how businesses operate as of recent years, I didn’t find this as interesting as the previous few weeks but there were still things I wanted to look up on. We also touched on leadership again this week. This week brings us onto personality. This lecture was one of the tougher ones because there was a lot of material I have never heard of before. I agree with everything Robertson and Smith have put forward because for instance if there was no variety in the tasks, or if there was no feedback given or no significance of the tasks, then the employees job satisfaction would surely be lower, and I think it would be a hard job to try and make someone completely satisfied with their job in every aspect because nearly everybody isnt happy with atleast one aspect of their job. Our lecture this week was on motivation, learning about motivation was quite enjoyable. I find the american and chinese needs hierarcies quite interesting and how they differ. The american hierarchy has self-actualisation in individual development at the top whereas the chinese hierarchy has self-actualisation in service to society. This goes back to the collectivist and individualist cultures. I have found a slightly more detailed diagram of a hierarchy here: Another big difference is that the sense of belonging is in the middle of the american hierarchy and it is right at the bottom of the chinese one, maybe because the chinese people see society as a whole more important. I also find Hertzbergs two factor theory quite interesting because of what he thinks motivates and de-motivates intrinsically and extrinsically. Today we looked at perception. I was quite amazed at how the mind perceives things and it sees what it wants to see instead of what it actually might be. The quote â€Å"You see, that’s the problem with you Jerry. You think we’re arguing, I think we’re finally communicating! † defines what perception is really about. You think you are doing one thing, yet you are doing another. Throughout this year my favourite topic has definitely been leadership. I feel genuinely interested in this subject because it is so intriguing and there are so many talking points about it. I think one of the most meaningful and intelligent quotes I have ever heard has come from the leadership topic, managers do things right, leaders do the right thing. It has made believe that being a leader is such a good thing. Most people probably think managers are leaders, but they are really nothing alike what so ever, when you look into it in detail you realise. I particularly like how Bennis describes both Managers and leaders, saying that Managers ask how and when, leaders and what and why. Managers rely on people, leaders inspire trust. Managers focus on systems and structure, leaders focus on people, and so on. It is strange how they seem so true yet every one is the completely different. This proves surely that there is a real big difference between a leader and a manager. I was quite amazed at the perception topic though because it enlightened me slightly on how our minds actually work. Like the non-standard shaped polygon, I would never think it is one of those, yet that is what it is. Also the x’s and o’s in alternating rows is clever. One of the least exciting topics I would say is organisational change. It was challenging yet quite boring and I didn’t really enjoy the content in the lectures or the seminars around this time. One of the more tricky subjects I found was motivation. Although it was more interesting than most of the others, it was one of the hardest to understand and I found it hard to relate to this lecture because it didn’t seem like there was much relevance to business in it. It is definitely an area I will need to revise more for my exam. I have also found writing this learning log challenging as I have never done anything like this before. But it is different I guess.

Response to the Film To Kill a Mockingbird essays

Response to the Film To Kill a Mockingbird essays The film To Kill a Mockingbird was based on Harper Lee's novel. It is set in a quiet Alabama town in the 1930s. It portrays deep racial problems and social injustice that existed in the South during Depression. It also shows poverty and growing up themes as it is told by a seven-year old girl called Scout. Racial problems and social injustice dominate the story. A black man, Tom Robinson is falsely accused of raping a white farmers daughter, Mayalla. The film shows how racism affected the legal system. The central character in the story is Scout's father, the white lawyer, Atticus Finch who defends Tom Robinson. First, Atticus has managed to prevent the mob from lynching Tom before trial but he is helpless against social prejudice during the trial. A largely uneducated, white population finds the black man guilty, despite overwhelming evidence to the contrary. Atticus shows evidence proving Toms innocence, and Tom also testifies he is not guilty. The ending is tragic for Tom because he is not given a chance to appeal. He is shot dead by a deputy when he tries to escape. The black people of the town are very upset but not surprised at Toms unfair treatment. The black reverend said: I aint ever seen any jury decide in favor of a colored man over a white man. Atticus is in trouble by d efending a Negro. Bob Ewell tries to threaten him and then attacks his children. Scout involves herself in a fight at school to defend her fathers work although she does not fully understand the issue. On the whole, racial problems and prejudice dominate the Southern society in those years. Another issue in the film is poverty. The inhabitants are simple folk, mostly uneducated and farmers stricken by the depression. Many people have worn-out clothes; children usually play outside without any toys or books of their own. Scout, Jem and Dill have fun in their tree-house or swing on a rubb ...