Analysis Of The Poem The Yellow Wallpaper - 1332 Words

Another way Gilman enhances unwilling imprisonment is through figurative language. The narrator describes the moonlight metaphorically: â€Å"it creeps so slowly, and always comes in by one window or another† (Gilman 293). The moonlight makes the woman behind the wallpaper become clearer night by night. This personification describes the way insanity is creeping onto the narrator. For a very long time, the moon associates with early fertility-centered societies and female power. In â€Å"The Yellow Wallpaper,† the contrast between daytime with its constant limitations and nighttime with its unpredictable freedoms are symbolized by the alternating effects of sun and moonlight on the wallpaper. During the daytime the freedom of the narrator is†¦show more content†¦It is like a bad dream† (Gilman 294). As this sentence continues, the physical abuse in it gradually gets worse, representing the the constant damage society does to female role. Even if women att empted to get up from a hit, society will just hit back harder. Comparing it to a bad dream, Gilman implies that this pattern is never-ending. For the narrator, it felt like an eternity imprisoned in her bedroom with nothing to think about except for the yellow wallpaper. Through the use of figurative language, Gilman enhances the desire to break free of confinement. Gilbar and Gubar comment upon the story: â€Å"this paper surrounds the narrator like an inexplicable text, censorious and overwhelming as her physician husband, haunting as the â€Å"hereditary estates† in which she is trying to survive†(Gilbar and Guban 125). Gilbar and Gubar uses similes to say that the paper is incapable of being explained, especially towards the narrator. However, because it is very difficult to explain, it gives the narrator and opportunity to work her brain and figure it out herself. The narrator’s husband is described as â€Å"censorious† and â€Å"overwhelming† which also describes men’s role and power, very critical and overpowering. Because her husband resembles men in societal norms, the narrator is forced to bend to his every will. One of which being to stay confined in her bedroom with no workShow MoreRelatedAnalysis Of The Poem The Yellow Wallpaper 1560 Words   |  7 Pages â€Å"The Yellow Wallpaper† provides an insight into the life of the narrator- a woman suppressed and unable to express herself because of her controlling husband- leading the reader down her fall to insanity, allowing for her inner conflict to be clearly expressed. The first person point of the view the author artfully uses and the symbolism present with the wallpaper cleverly depicts the inner conflict of the narrator, losing her own sanity due to the constraints of her current life. However, whileRead MoreAnalysis Of The Poem The Yellow Wallpaper 930 Words   |  4 PagesIn â€Å"The yellow wallpaper† the narrator described the condi tion of a woman that is a wife and a mother. Yet, at the same time she feels as if she is prisoner to these relations. Due to her mental health a physician to give her writing up along with her stressful prescribes her critical thinking. This suggestion by the physician might have been the last nail in the coffin. Coffin in which she saw her hopes buried. The story â€Å"The Yellow Wallpaper† has total of six characters. John, Mary, JennieRead MoreConcentrated Analysis of the Yellow Wallpaper by Charlotte Perkins Gilman in Light of the Critical Theory Infection in the Sentence: the Woman Writer and the Anxiety of Authorship Written by Gilbert and Gubar.1126 Words   |  5 PagesThis paper will involve concentrated analysis of The Yellow Wallpaper by Charlotte Perkins Gilman in light of the critical theory Infection in the Sentence: The Woman Writer and the Anxiety of Authorship written by Gilbert and Gubar. The theory provided in Infection in the Sentence: The Woman Writer and the Anxiety of Authorship will be briefly discussed in relation to The Yellow Wallpaper’s main heroine character and functionality of a madwoman in the fiction. This critical theory provides a perfectRead MoreShort Analyses of Some of the Best American Literature872 Words   |  4 Pagesï » ¿American Literature in Context Introduction The following analysis of these works of literature will focus on to what extents these works are representative of the time in which they were write. This refers to the social as well as the artistic or aesthetic context in which they were written. The paper will attempt to show how these works reflect the age and concerns in which they were written. 1. Charlotte Perkins Gilman: The Yellow Wallpaper. This story which was first published in 1892 can beRead MoreFemale Oppression By Emily Dickinson And Charlotte Perkins Gilman1729 Words   |  7 Pagessomething that â€Å"the mountains straight reply† (Dickinson 1211) and is a â€Å"deadly foe† (Dickinson 1211), she cannot use her power without being at her Master’s side. This is a kind of involuntary oppression of the speaker by her lover. In Dickinson’s poem â€Å"340†, or â€Å"I felt a Funeral, in my Brain†, it is the woman’s feeble inability to cope that manifests as a superficial feature of womanhood. She is weak and anyone could consider her to be a damsel in distress. Her solitude and silence sequesters herRead MoreAnalysis Of The Yellow Wallpaper Short Story1174 Words   |  5 Pages â€Å"The Yellow Wallpaper† Analysis Short Story Fiction Whether a story is fictional or not there’s a significance to the author or anything that could relate to today’s society of life, back in time, or it’s a story written to entertain the reader. Some authors write stories to tell the reader how one must look deeper into their story to be able to interpret their story to fully comprehend and to realize how the author is trying to make a point. After reading â€Å"The Yellow Wallpaper† the reader couldRead MoreThe Yellow Wallpaper, By Harriet Beecher Stowe1603 Words   |  7 PagesThe Yellow Wallpaper is a feminist piece of literature that analyzed women’s struggle in the 1900s, such as medical diagnosis and women’s roles. Over the years, women struggled to attain independence and freedom. In order to achieve these liberties, they were females who paved the way and spoke out about these issues to secure equal rights for women. In addition, these powerful females used their vulnerability to chal lenge the male domination through their literary work. The Yellow Wallpaper is aRead More##mal Characters In Bisclavret And The Yellow Wallpaper By Charlotte Perkins Gilman1408 Words   |  6 Pagescharacters. Two examples of abnormal characters in literature are the knight from â€Å"Bisclavret† by Marie de France and the protagonist of â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman. Each of these characters represent the opposite ends of the peculiar character spectrum, with the knight representing a monstrous body and the woman from â€Å"The Yellow Wallpaper† representing a monstrous personality and psyche. The ironic twist with both of these stories is that the individuals with aberrant behaviorsRead MoreA Critical Analysis Of The Yellow Wallpaper By Charlotte Perkins Gilman1051 Words   |  5 Pages Patel 1 Aditi Patel 3/14/16 English 102 Esposito, Carmine. A Critical Analysis of The Yellow Wallpaper by Charlotte Perkins Gilman Charlotte Perkins Gilman was a famous social worker and a leading author of women’s issues. Charlotte Perkins Gilman s relating to views of women s rights and her demands for economic and social reform of gender inequities are very famous for the foundations of American society in the late nineteenth and early twentieth centuries. In critics GilmanRead MoreAnalysis Of The Yellow Wall Paper1699 Words   |  7 Pagesshow throughout several of her published poems and short stories. One of her most famous works, â€Å"The Yellow Wall Paper† was written during a time of great change, in the early to mid-nineteenth century, when women were gaining more freedom politically, artistically and individually. Gilman’s first person narration in her short story, increasing insanity and depression, overpowering male dominance, disengaging marriage and symbolism of herself within the yellow wall paper, all portray that her personal

Analysis Of The Movie Father Of The Bride - 1601 Words

Chelsey Tate Mullens 4/11/16 FLM 352 Who Presents This Woman? Gender Roles in Father of the Bride â€Å"Who giveth/presents this woman?† is asked by the priest in Vincente Minelli’s 1950 film Father of the Bride and in Charles Shyer’s 1991 remake of the same name, respectively. Both films are extremely similar in content, as the remake borrows heavily on dialogue, temperament of characters, scene progression, and the overall essence of the theme of adoration between a father and his daughter, even though they are set 41 years apart. It would be foolish to say that post-war 1950s gender roles of the original film are the same of those of 90s remake, but regardless of the vast societal progressions and gradual increase of women’s rights from the 50s to the 90s (and now) there is still a subconscious stereotype of a â€Å"traditional† family that conforms to the ideas of gender roles that live within films of today. Both versions of Father of the Bride tell the same story of a loving, but overprotective father (Stanley Banks, played by Spencer Tracey in the original film and George Banks, played by Steve Martin in the remake) reluctant to cope with the fact that his daughter (Elizabeth Taylor as Kay and Kimberly Williams as Annie) is getting married and thus, growing up, or, leaving one man to go live with another. In addition to this life crisis, each father becomes increasingly and comically preoccupied with the diminishing contents of his wallet rather than the actual planningShow MoreRelatedCharacter Analysis Of The Princess Bride And A Pair Of Tickets1744 Words   |  7 PagesTheir Quest to Find Themselves in the Face of Adversity: An Analysis of The Princess Bride, Divergent and â€Å"A Pair of Tickets† and How Vampirism and Quests make the stories what they are. Writing a story is difficult. In the stories The Princess Bride by William Goldman and â€Å"A Pair of Tickets† by Amy Tan, and the movie Divergent Directed by Neil Burger there are three very similar women who must find their path in life. In The Princess Bride, Buttercup has to find her way to being with Westly, herRead MoreSummary Of Marrying Absurd By Joan Didion987 Words   |  4 PagesIn the story â€Å"Marrying Absurd,† Joan Didion scrutinizes the Las Vegas wedding industry critically with the analysis of how ludicrous Las Vegas wedding industry has become. In her articulations, Didion portrays to the readers how cheap the wedding industry is making a mockery of the sanctification of the marriage. Didion applies various effective techniques and details to pass her impression of Las Vegas giving her opinions on its values within the marriage environment. The essay explains the DidionRead MoreTelemetry 1011124 Words   |  5 Pages[pic] Movie Family Analysis Submit by 2359 Sunday of Week 1. |Name: | |Date: | | Overview Choose a movie from the provided list. Watch the movie, focusing specifically on the family unit featured in the film. Compare and contrast the movie family’s characteristics and behaviors to the assessment criteria introduced in the class notes and readings from theRead More My Big Fat Cultural Wedding Essay1602 Words   |  7 Pagesweddings. In the 2002 film, My Big Fat Greek Wedding, director Joel Zwick illustrates the colorful combination of culture and marriage, highlighting the prevalence of rituals within a wedding ceremony, the importance of this connection to the respective bride and groom, and the societal consumption of symbolism as a whole. By analyzing the various themes of religion, family, and emotion in My Big Fat Greek Wedding, we will gauge the true prevalence of cultural inclusion as it relates to the marriage ceremonyRead MoreThe Film Our Family Wedding1245 Words   |  5 Pagesrelates to the social constructs of class, race, and gender, survey the recent trends and changes towards contemporary marriage, and study the changes in the family relationships within the film. Conclusively, this film analysis will use textbook concepts and examples in the movie to establish a framework for the diverse family system and the changing marriage. Latino families are historically known to exemplify patriarchy in their family dynamic. This has trend has recently been adjusted, explainingRead MoreEssay about Cinderella/Everafter Comparison1092 Words   |  5 PagesSarah Hubbard September 19, 2010 Children’s Lit Review/Analysis One EVERAFTER/A CINDERELLA STORY Cinderella is a classic childhood fairy tale of a young woman who’s mother and father both die, leaving her with a wicked stepmother and two wicked stepsisters. There have been several movies portraying this classic tale. One of which is Everafter starring Drew Barrymore. In this movie a girl loses her father and mother leaving her to be a servant for her stepmother. She meets a prince and fallsRead MoreMulan Essay1541 Words   |  7 Pagescomparing the 1998 Disney film, Mulan, and the 2016 Disney film, Moana, people may suggest that both are progressive feminist films that accurately depict their individual cultures, while uplifting the women in these films. However, with further analysis, Mulan consists of not only sexist views towards women, but also underlines stereotypical gender roles that men are greater than women. Moreover, Moana reflects a change of the conventional woman in Disney films by rejecting the female stereotypesRead MoreMul A Lesson Of Following One s He art And Conforming2492 Words   |  10 Pagesthe army to protect her father. Disney’s Mulan focuses heavily on the individual struggle of main character to find out who she is and where she fits into society, which deviates away from the original storyline drastically. The differences are formed due to the large differences between the ancient Eastern culture that is trying to be portrayed and the Western ideals that Disney incorporated to make the movie more relatable for the modern Western viewers. While this movie is full of imagery thatRead More Film Contributions of the Sixties Essay1651 Words   |  7 Pagesof a family†: as godfather, father, grandparent, son and brother. The viewer’s predominant image of Don Corleone are of him in his domestic role – as father of the bride, shopping for groceries and playing with his grandchild. Responding to this new emphasis on gangster’s personal lives, the audience is more aware that these gangsters are human beings and therefore, as mortal as the rest of us (Johnson, 111). Due to the immense success of the original Godfather movie, the studio began pressuringRead More10 Things I Hate about You and The Taming of the Shrew1171 Words   |  5 PagesWilliam Shakespeare’s 15th century play â€Å"The Taming of the Shrew†. The misogynistic play tells the story of how Petrucio essentially torments his headstrong wife, Katharina (also called â€Å"Katherine† and â€Å"Kate†) until she â€Å"becomes a compliant and obedient bride† (wikipedia). The story simultaneously follows the story of many suitors competing for the love of Katharina’s sister, Bianca (Wikipedia). The film adaptation, â€Å"10 Things I Hate About You†, is a more progressive twist on the original storyline, which

Reflective Practice Communication Skills

Question: Discuss about the Reflective Practice for Communication Skills. Answer: Introduction Communication is one of the most important elements that should be given much consideration in every individual interaction. The approaches in which an individual interact with people, they are connected or have a common goal to share with influences the kind of interactive relationship they will have. Communication is inclusive of both verbal and nonverbal communication (Broadbent, 2013). However, non-verbal communication may send a lot of information to another party. Best communication behaviors are influenced by the formation of effective communication skills traits. Some of the communication skills traits are inborn while others are learned. Developing effective communication skills especially from a younger age is essential as it helps the youths prepare for future interactions both socially and in the global market. It is significant to note that students who are equipped with excellent communication skills stand a better chance to grasping better employment opportunities and passing interviews as compared to students with poor communication skills. Development of effective communication skills will require students to be more acquainted to communication diagnostic tools. Communication diagnostic tools are described as the tools that individuals should emphasis on so as to enhance their communication skills (Swineford et al.2014). Some communication diagnostic tools include Johari Window, Communications Style Questionnaire, Assertiveness Questionnaires, role play activities and practice. Communication Diagnostic Tools Johari Window is a communication replica whose functionality is to enhance proper understanding among two or more individuals (Reece Reece, 2016). Johari window communication tool was developed with two key ideas. The first approach argues that people can build trust with others when they can disclose information about themselves. The second idea explains that feedback from other people or experts can help one to learn about him/her and therefore come into requisites with their personal problems. Communication style questionnaire is an interaction model that is meant to help people develop and grow their communication techniques (Hmlinen, Luoma Saarinen, 2013). The communication style questionnaire as a tool for effective communication development is aimed at helping individuals to test their communication quality at a personal level and also that of others. The importance of communication style questionnaire includes; helping people to develop their perspective, it enables individuals to discover their learning strengths and that of others (Ma Oxford, 2014). Communication questionnaire also helps in personal plan development and how to achieve their potentials with regards to communication. Communication questionnaires thus serve the role of assisting natives to develop better methods of interacting with other people as they can identify how they communicate (Gee, 2014). Assertive questionnaires use communication models geared towards helping an individual develop self-esteem and confidence while at the same time mentoring individuals towards self-understanding. Assertive questionnaire as a communication model primary significance lies in its ability to convince individuals to speak for themselves without any fear as it encourages aggressiveness (Cooper, 2015). Role play activity is a communication model that helps individuals mainly students to prepare for difficult conversations and situations. The design often occurs among two or more individuals who act out roles with intent of exploring certain specified conditions (Barker, Quennerstedt Annerstedt, 2015). Role play assists in building up experience and self-confidence especially in handling real life situation that requires an efficient communication application. Practice is a diagnostic communication technique whose aim is to help people develop better communication skills. The method can be applied by use of various methods. One of the common ways of enhancing communication through practice is by training whereby individuals are trained on different effective communication approaches. In schools, teachers help students develop effective communication by engaging them in debating, public speaking, and participation in other co-curriculum activities that require an interactive engagement (Ang, 2015). Role play can be used in the following steps respectively; identifying a situation, elaborating about the situation, allocation of functions, Using Communication Styles to Analyze Communication Diagnostic Tools Johari window can be used in enhancing both verbal and nonverbal communication skills. Johari window as interface designs can help in developing effective listening skills and better use of nonverbal communication techniques such as the use of gestures in communicating to people. The diagnostic tool is best for use among all individuals, through Johari window I can get feedback from people on my communication skills and thus find it easy to correct on my weaknesses (Quinn et al..2014). Communication style and assertive questionnaires will help me in developing communication skills such as confidence and built up of my self-esteem. Through build, up confidence, I will be able to present myself both verbally and nonverbally without fear quickly. Communication style questionnaire will also help me built up on communication skills give me a hand to understand others and be tolerated with other people way of life and conduct. The questionnaires are therefore important in developing communication skills such as understanding, tolerance, self-esteem and confidence (Daft, Richard, and Dorothy, 2013). Role play activity and practice will help me develop effective communication skills such as relaxation, confidence, and self-belief. Through role play, I can deal with nervousness during difficult conversations. Thus dealing with nervousness will help me relax and built on confidence. Through role play, I am also able to gain self-experience that will assist me in being assertive as I will be able to believe in myself as an individual and develop aggressiveness. Practice will also help me in developing both verbal and non-verbal communication skills as through continuous practice I can evaluate myself and at the same time receive feedback from people thus leading to the development of better communication skills traits. Communication Issues That Require Development The two primary communication skills that need developments are practice and role play. Practice as a communication diagnosis needs to be continually developed so that it is in line with modern communication trends. Development of method should be influenced by globalization which has led to changes in technology and cultural modes of communication (Cornelissen, 2014). Roleplay should be developed to suit professional standards, and this is an implication that only experienced and qualified personnel should be allowed to mentor students on role play roles. People can gain better experience when trained by qualified personnel than nonprofessionals. My Recent Professional Interaction Recently, I was assigned the responsibility of representing my school in project presentation outside the country. This was a fulfilling opportunity for me to develop my talent in public speaking. Two months ago, I had the chance to work as a social worker at a hospital in my town. My roles involved counseling and dealing with other social issues reported by patients. Relations between My Professional Interactions and Communication Issues Requiring Development Through my professional interactions, I realized that practice still required development. For instance, during my project presentation, I had to be confidence and audible so that everyone would understand what I was explaining to them. This was made possible by continuous practice before presentation of the project. I also realize that I was not nervous as I had participated in a role practice. During my apprentice as a social worker, I had to exercise a high level of self-esteem and also to be tolerant with the patients as they were from different backgrounds. Understanding the patients and effective listening to their problems were my essential communication skills as I was playing the role of a professional social worker. Through the two interactions, I realize that personal communication development is crucial as it precipitates development of self-esteem, understanding, confidence and patience. Concepts of Practice Effective communication practice requires the application of various communication concepts. Best communication practices can help people even the most reluctant individuals to become better effective communicators. There are different concepts of practice in communication. Some of these concepts include; being relatable, use of emphasis to communicate key points, active listening, and customization of communication styles for each employee and ensuring audience comfortability. Other methods include asking questions before one speaks and being available. Being relatable as a communication practice requires an individual to be well acquainted with people that they work with or share a common goal. Some of the relatable actions that one can apply in developing effective communication skills are making exceptional efforts of getting to know your colleagues at a personal level (Gasparini, 2014). This may include engaging in informal chats or showing interests on their livelihood. Use of emphasis to communicate key point is an effective communication practice that enables the audience to realize the importance of the point being conveyed to them. This creates a better understanding and also increases self-esteem and confidence of audience as they can confidently apply what they have learned without fear. Emphasis is created through repetition of the main key points. A trainer can also use focus on certain key point by using them as slogans in events or any other relevant meeting places. Active listening is a strong communication practice as it sends a message of tolerance during a conversation. It is advisable for individuals to frequently listen to other people matters of concern even if they may look dull. Active listening enhances confidentiality and enables individuals to practice patience and tolerance. Customization of communication styles for each employee is an equity approach. This model of practice is based on the argument that workers or people that we interact with regularly are different from each other and we can therefore not use one approach in dealing with them (O'Sullivan Partridge, 2016). Ensuring audience comfortability, on the other hand, means using words and language that is best understood by audience and people associated with you during a communication pattern. Asking questions before one speaks is a communication practice that discourages assumptions and encourages awareness creation (Omilion-Hodge Baker, 2014). Role Play Activity Concepts Role play is a communication diagnostic tool that requires individuals to engage in a speaking activity. Effective communication is best developed when people can speak and express themselves (Light McNaughton, 2014). During a role play, an individual is expected to put themselves in someone else's shoe or fit into an imaginary situation. Theoretically, role play helps individuals develop self-confidence as they can get used to some awkward conversation through practice (Akey, 2016). Role play concepts can be both theoretical and practical. The useful concept of role play includes; acting and being an imaginary person (Barber et al. 2016). Acting is a role play idea where individuals put themselves in the shoes of someone else and try to portray behaviors of the persons. Role play is essential in helping an individual in developing high self-esteem and confidence. Through acting, individuals get an experience of easily doing things that they were not able to do before. For instance, through role play, people or even students can learn on how to express and defend themselves. Self-expression is one of the most important keys to winning a job interview or clients for business personnel. Acting as a role play is, therefore, an important tool for developing effective communication skills that can be used both formally and informally. Besides, putting yourself in other people shoes will enable me to practice tolerance and patience with other people. Tolerance and pati ence are key professional concepts required of every individual at the workplace or in any organization. Another role play concept is imaginary people, in this concept an individual practice on a behavior of fitting into someone shoes. Imaginary role play is most commonly used in schools to help students develop effective communication patterns. During the imaginary process, students are often allowed to take in the opinion of others. Some activities that students engage in during an imaginary process include debates and public speaking; these activities often help students in developing communication skills such as being audible, maintaining nonverbal conduct with people they are addressing and develop self-confidence. Role-play can also be developed through a theoretical situation concept. During this process, the use of functional language for various situations is often expressed and practiced through role play. For instance, arranging and distribution of important office documents to different stakeholders at their residence or workplace is an example of a role play by staff. Theoretically, it is agreed upon by psychologists that learning can best be improved when individuals especially the preschool children are involved in memorial and engaging activities. However, role play does not only apply to children but people of all ages. Roleplay should be encouraged because it is fun, allows people the chance to express themselves and broadens the reasonable relationship to include external relationships. Roles play also enable people to understand the consequences of their behaviors. Through role play, professionals can develop theoretical and practical approaches to dealing with conflicts as role play helps in identifying problem options and solutions. Role play is valuable as it allows people to make mistakes in a nonthreatening condition. This is because it permits people to test various solutions until they come up with a more appropriate solution (Baile Blatner, 2014). For instance, in schools students are given a chance to compete in public speaking through the different level. Due to motivation, most students often struggle to continuously update their presentation skills until they are convinced they have earned the best skills for presentation. Practice and role play as diagnostic communication tools requires implementation of effective techniques that will ensure that the tools are well developed and can be easily understood. The following are action plan methods for the diagnostic communication tools. As an action plan practice can be developed through various techniques. First practice can be developed through training. Training can either be through learning or through attending training workshops. For instance, one can practice effective communication skills but enroll for short courses programs whose aim is towards enhancing communication skills. Such course titles are Developing effective communication relations" and communication and public relations courses.' Undertaking such courses will enable people to acquire skills that are required when communicating. Achievement of effective communication skills through training and learning in an institution can be measured in several ways. One way is through making the students do both practical and theory in exams so as to test their understanding. The second way is through observing students daily interactions with others after the lessons and during the institutionally based programs. Another mode of active communication practice is to read articles and journals, watching and listening to sources that guide on the development of effective communication techniques. Continuous books reading habit enable individuals to gain knowledge and also to learn from others people achievements and mistakes (Fischer OConnor, 2014). People mainly students or employees at the workplace may decide to form a small group which can help them develop each other communication techniques. For example, during the group meeting, everyone should be allowed to participate so as to get an overview of the presentation quality after which a feedback should be realized. Feedback release enables people to identify their mistakes and come up with solutions to their issues. For instance, comments on poor presentation will push a worker or student in getting to know how a quality performance should be conducted. Over time, the person will be able to gain confidence in presentation due to awareness of the communication techniques. Success in these situations measured when an individual can present themselves in front of people without nervousness or fear of making mistakes. Role play can be developed through maintenance of personal journals whereby students keep detailed information of what they have learned pertaining certain actions on their journals. This will help the students to reflect on what they have learnt easily. Another mode of developing role play is through developing reading and research plan before they embark into any acting role activity. For instance, students, who want to learn on how to communicate to a large crowd should first consult different reading sources on the topic, summarize the information they get then act out for others. This will help them to easily remember what they have learned and also act as a point of emphasis (Luna, 2015). Reading of self-help books will also assist individuals in developing the imaginary process during a role play. Self-help books are meant to acquaint individuals with divergent ideas that will improve on their imaginary process. Role play can be measured by observing people actions and reactio n towards certain situations and on how people involved in a role play handle difficult communication processes. Both role play and practice requires an identification of mentors who will help individuals develop their desired effective communication techniques. In an institutional setting, the teacher is always the mentor while in a role play or during a training process the supervisor is always the mentor. Individuals may also decide o have personal, professional mentors who will help them develop their communication skills and guide them through various problem-solving techniques. References Akey, B. C. A., Jiang, X., Antwi, H. A., Torku, E. (2016). Evolution of Diversity Management projects Among Multinational Firms: Lessons from Developing Economies. Ang, S. C. (2015). Developing Social and Emotional Learning approach in Physical Education: The Contextualized Appropriation of Sports Education (Doctoral dissertation, University of Waikato). Baile, W. F., Blatner, A. (2014). Communication skills techniques applicable during teaching: using action methods to enhance role-play in problem-based learning. Healthcare Simulation, 9(4), 220-227. Barber, Saffo, Gilpin, Craft Goldstein, H. (2016). Peers as clinicians: Examining the Impact of Role Play Talk on social communication in young preschoolers with autism. Journal of communication disorders, 59, 1-15. Barker, D., Quennerstedt, M., Annerstedt, C. (2015). Interaction among and student learning in health and physical education: A post-Vygotskian analysis. Sports and Sports Pedagogy, 20(4), 409-426. Broadbent, D. E. (2013). Perception and communication. Elsevier. Cooper, C. (2015). Individual differences and personality. Routledge. Cornelissen, J. (2014). Professional communication: A guide to theory and practice. Sage. Daft, Richard L., and Dorothy Marcic. Building management skills: An action-first approach. Cengage Learning, 2013. Fischer, C., O'Connor, B. N. (2014). Informal learning at workplaces: Understanding learning culture as a challenge for organizational and individual development. In Discourses on Professional Learning (pp. 11-24). Springer Netherlands. Gasparini, D. H. (2014). Self-Advocacy; The relevance of Building Interpersonal-Communication and Help-Seeking Skills in Elementary School Children. Gee, J. P. (2014). An introduction to discourse analysis: Theory and method. Routledge. Hmlinen, R. P., Luoma, J., Saarinen, E. (2013). Necessities of behavioral operational research: The case of understanding and communicating with dynamic systems. European Journal of Operational Research, 228(3), 623-634. Light, J., McNaughton, D. (2014). Communicative competence for individuals in need of augmentative and alternative communication: A new definition for a new era of communication. Luna Scott, C. (2015). The Futures of Learning 3: pedagogies type for the 21st century. Ma, R., Oxford, R. L. (2014). A study guide focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113. Omilion-Hodges, L. M., Baker, C. R. (2014). Daily talk and convincing conversations: Utilizing strategic internal communication. Business Horizons, 57(3), 435-445. O'Sullivan, C., Partridge, H. (2016). Organizational Change and Renewal: Application of Strategic Communication Methods in relieving the Pain. A Case Study from the University of Southern Queensland. New Review of Academic Librarianship, 22(2-3), 282-293. Quinn, R. E., Bright, D., Faerman, S. R., Thompson, M. P., McGrath, M. R. (2014). Becoming a master manager: A competing values approach. John Wiley Sons. Reece, B., Reece, M. (2016). Effective human relations: Interpersonal and organizational applications. Cengage Learning. Swineford, Thurm, Baird, Wetherby Swedo, S. (2014). Social communication disorder: a research review of this new DSM-5 diagnostic category. Journal of neuron developmental disorders, 6(1), 41.

Sine Cosin and Tangent free essay sample

Plot is a sequential or complex arrangement or development of events in a novel. It is everything that happens in a story and why and how it happened. The plot usually unfolds all the action in a story through climax, anti-climax, simple or compound plot. Plot is a series of events; the plot of this novel is basically vengeance as the title implies. The summary as well as the plot is rather similar so therefore they will be discussed together. The text Vengeance by Ayo Olaosebikan is praise worthy, commendable and of course an approved play teaching moral, as well as, a play on the tragedy of students. It is a good example of a work that was the Nigerian tertiary institution as its physical setting. The rich use of proverbs and adages are clearly stated and obvious in the text. The proverbs convey and interpret the messages intended clearly and convincingly, the storyline and the plot is straightforward. We will write a custom essay sample on Sine Cosin and Tangent or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Even though, the scenes build up cumulatively from Act one to Act five serves as a social satire. It was written to create the impression that ‘tough times never last, but tough people do’. It also teaches that it is good to be good, the play is didactic. So, the physical setting notwithstanding, the play suits all levels of learning. The story is about the ‘acada wizard Ibekwe who fortunately sponsored by his dear cousin Mr. Anderson, to have the education of his dreams in the Otutuechi University. During his stay in college, he was indeed a very studious and hardworking student, but then, he encountered obstacles. Little did he know that his almost perfect smooth life was coming to an abrupt end. First, his lecturer, Dr. Biatu, was hell bent on making his career rupture. His nightmares came to reality and worst of all; he was on the verge of becoming a school dropout. All these occurrences may have even become a reality if not for his ever helping cousin, Mr. Anderson, his graduation angel Dr. Bolu and his good behaviour which enabled him to successfully graduate from Otutuechi University. In the prospect that is in this text, Vengeance means revenge or repaying someone for their bad deeds, or doings hence this was the case between Ibekwe and Biatu. In the next eight years, after Ibekwe had successfully graduated from the university, he became a Commander – in-chief and during the war, the ‘Commander-in- Chief’ was to go to Otutuechi University in Dubem state to examine those who were to be approved or disapproved from the military camp. Fortunately, the lucky ones were taken to the civilian territory while the unlucky ones were taken for military training. You can guess that, those in the military training died. Successfully, the war ended and they were victorious. The teachers who tried to ruin his career died and his guardian angels survived. Hence, an important and obvious message is ‘it is very good to be good and very bad to be bad. ’ Finally, the playwright of vengeance has diligently created the notion that language and communication skills are the bedrock of all meaningful education attainment in any part of the world. The victory of evil over good is only temporary across, to both teachers and students worldwide. Evil seems triumphant in our educational institutions and students are fortunate. This playwright restores hope to students who are being oppressed. It also sends a message of caution to elders of today to be careful in their actions, for the law of nemesis stands. Structure Structure is the way in which the part of something, or in this case, the novel, are connected together, arranged or organised. ‘Vengeance’ is made up of five acts. In the first act there are three scenes. In the second act there are five scenes. In the third act there are six scenes. In the fourth act there are also six scenes. Finally, in the fifth act, we have four scenes. The literature text comprises of 93 pages. It contains the dedication, gratitude, searchlight, foreword, dramatis personae, glossary and the drama itself. Themes This is the subject or main idea in a piece of writing, play, or work of art. Themes are also defined as what the story is about. The theme is the main idea or general idea. The themes in Vengeance are: 1) Revenge: This is an act of doing something in order to make somebody suffer because they have made you suffer. Ibekwe sought revenge on Dr Biatu when he had the power, authority and was in a higher rank to make him suffer as he pleased during his university education. 2) Obstacles: Obstacles are stumbling blocks, a situation or an event that makes it difficult to achieve or accomplish something. In the text, we can observe the obstacles in the life and story of Ibekwe , which include- Dr Biatu’s continuous wickedness towards him, the death of nearly all his nuclear family members, and at that time not enough money to further his education. All these obstacles nearly hindered Ibekwe’s problem. 3) Deceit: This is a dishonest and terrible act or behaviour that is intended to make somebody or someone believe something that is untrue. In this text, Biatu is seen as a very deceitful character as he deceives both his family; by making them believe he is a respectable father and husband not knowing that he is an irresponsible paedophile. He as well deceives his female students, telling them he will marry them instead, impregnating them and worst of all leaving them useless and hindering their education. 4) Evil: This is an extremely unpleasant force that causes bad things to happen. It is enjoying harming others physically and mentally. Most of the themes e. g. deceit and revenge are evil acts so as such Biatu symbolized evil as he enjoyed doing harm to Ibekwe emotionally by harming his academics. 5) Determination: This is a quality one possesses that makes you continue trying to do something even when there are obstacles and the situation is difficult. In the text, ‘Vengeance’, Ibekwe was clearly the symbol of determination from the beginning of his life to the end. First he was determined to go to Otutuechi University by passing his exams, as well as, being determined to be useful in life through all his trials and tribulations as such became a commander in chief leading his state out of war. 6) Karma: this is the sum of somebody’s good and bad actions in their life, believed to decide what would happen in the next life. For example, iin the text, ‘Vengeance’, we can see that dr. Biatu made Ibekwe’s life miserable and served as a nuisance to his life. In the next life(8 yearts ago) to be precise, Ibekwe does the same and indeed succeeds in doing worse. The law of Ibekwe states, â€Å"What goes around goes around†. 7) Hope: this is an act of trusting in someone or something that a situation will be alright. In the text, we can tell that Nkiru and Ibekwe were alike in so many ways: a) their optimistic attitude towards life and their great hope in god that all will be well. 8) Good deeds: good deeds are those acxts done by someone with an immaculate heart who is caring and 9) Wickedness 10) Oppression DRAMTIS PERSONAE Ibekwe : Student, Political Science Department Mazi Anyahora: Ibekwe’s father Nhiru : Ibekwe’s Mother Tombo: Dr. Anderson’s houseboy Dr. Anderson: Mazi Anyahora’s nephew Dr. Bolu; Senior Lecturer in Political Science Department; Dr. Anderson’s friend Obinna : Ibekwe’s friend Dr. Biatu : Senior Lecturer in Political Science Department Lucy : Ibekwe’s classmate Bonfo : Ibekwe’s classmate Lauretta : Ibekwe’s classmate Chima : Ibekwe’s classmate Mayowa : Ibekwe’s classmate Tobias : Ibekwe’s brother Tochukwu : Ibekwe’s brother Professor Efekwachi ; Dean, Faculty of Social Sciences, Otutuechi University, Dubem Professor Orofo : Head, Political Science Department Dr(Mrs) Maduekwe : Senior Lecturer in Political Science Department Dr. Chiedu

Greco roman art Essays

Greco roman art Essays Greco roman art Essay Greco roman art Essay Many elements weight over five tons and the capitals and architraves almost ten tons More on the Parthenon: Calibrates and Stations Parthenon Acropolis, Athens 447-438 BCC/Classical pennon Greeks recognized that our visual perception is not flawless and that it is influenced by our mental assumptions. Stations and Calibrates used an astonishing series of optical refinements in the proportions of the Parthenon to make it appear perfectly regular and rectangular to he human eye. Exact measurement of the Parthenon has revealed many apparently intentional deviations from regularity and rectangular. The Greeks realized that we perceive vertical lines as sloping and horizontal lines as sagging in the center. They corrected for these human errors in perception. The platform and stairs curve upward, as does the untreatable (but to a lesser degree, presumably because it was farther from the viewers eye). : The columns and untreatable also slope inward slightly to prevent their appearing to slope outward. Effect of their being silhouetted against the sky. The diameter of the columns bulges out by two-thirds of an inch part-way up to accommodate the human assumption that the columns will be slightly compressed by the weight they appear to bear (entities), and the illusion of regular spacing among the columns is created by spacing that is actually irregular. The result is what many perceive as the most perfectly proportioned building ever created. Just as the contemporary Doorposts by Polytheists may be seen as the culmination of nearly two centuries searching for the ideal proportions of the various human bodily parts, so, too, the Parthenon may be viewed as the ideal solution to the Greek architects quest for perfect proportions in Doric temple design. Its well-spaced columns, with their slender shafts, and the capitals, with their straight-sided conical Chinese, are the ultimate refinement of the bulging and squat Doric columns and compressed capitals of the Archaic Temple of Hear at Pesetas, Italy, c. 40 BCC. The Parthenon architects and Polytheists, the Doorposts sculptor were kindred spirits in their belief that beautiful proportions resulted from strict adherence to harmonious numerical ratios, whether they were designing a temple more than 200 feet long or a life-size statue of a nude man. The Parathions harmonious design and mathematical precision of the sizes of its constituent elements tend to obscure the fact this temple, as actually constructed, is quite irregular in shape. Throughout the building are pronounced deviations from the strictly horizontal and vertical lines assumed to be the basis of all Greek post- and-lintel structures. For ex. , the stalemate curves upward at the center on both the sides and the fade, forming a kind of shallow dome, and this curvature is carried up into the untreatable. Moreover, the priestly columns lean inward slightly. Those t the corners have a diagonal inclination and are also about 2 inches thicker than the rest. If their lines are continued, they would meet about one and one-half miles above the temple. These deviations from the norm meant that virtually every Parthenon block and drum had to be carved according to the special set of specifications its unique place in the structure dictated. This was obviously a daunting task, and a reason must have existed for these so- called refinements in the Parthenon. Some modern observers note, how the curving of horizontal lines and the tilting of vertical ones create a dynamic balance in the alludinga kind of architectural contrastsand give it a sense of life. The oldest recorded explanation, however, may be the correct one. Vitreous, a Roman architect of the late first century BCC who claims to have had access to the treatise on the Parthenon Stations wroteagain note the kinship with the Canon of Polytheistsmaintains that these adjustments were made to compensate for optical illusions. Vitreous states that if the stalemate is laid out on a level surface, it will thicker since they are surrounded by light and would otherwise appear thinner than their neighbors. Ex. Of Ionic Temple 0 Temple of Athena Nikkei, Acropolis, Athens, c. 427-424 BCC. 0 Slenderer proportions than Doric 0 Scroll capitals 0 Continuous sculpted frieze 0 Mephistopheles planthat is, porch at each end 0 Surrounded by parapet, or low wall, faced with sculpted panels depicting Athena presiding over her winged attendants, called Nines (Victories), as they prepared for a celebration. O Ex. Nikkei Adjusting Her Sandal 0 Bends forward gracefully, causes ample chitin to slip off one shoulder. Large wings, one open and one closed, effectively balance this unstable pose 0 Unlike creative swirls of heavy fabric covering the Parathions Three Goddesses or the weighty pleats of the robes of the Rescissions (another example of an Ionic Temple) caryatids, the textile covering this Nikkei appears delicate and light, clinging to the body like wet silk, one the most discreetly erotic images in ancient art Corinthian order 0 Originally developed by the Greeks for use in interiors, but came t o be used on temple exteriors as well. Elaborate capitals are sheathed with stylized acanthus leaves 0 Romans appropriated the Corinthian order and elaborated it Roman Classicism The Romans admired Greek art. They imported Greek originals by the thousands and had them copied in even greater numbers. Also some of their own works were based on Greek sources, and many of their artists, from Republican times (51()- 31 BCC) to the end of the empire (31 BCC-410 CE), were of Greek origin. Roman authors tell us a good deal about the development of Greek art as it was described in Greek writings on the subject. They also discuss Roman art during the early days of the Republic, of which almost no trace survived today. However, they show little concern with the art of their own time. And, except for Vitreous, whose treatise on architecture is of great importance for later eras, the Romans never developed a rich literature on the history and theory of their art such as the Greeks had. Indeed, some prominent Romans even viewed their own art as degenerate compared with the extraordinary achievements of the Greeks. Roman portraiture From literary accounts, we know that the Senate honored Romeos great political and Republican times and was to continue until the end of the empire many hundred years later. It probably arose from the Greek practice of placing votive statues of athletes and other important individuals in sanctuaries such as the Acropolis, Delphi, and Olympiaa practice that was gradually secularists during the Classical and Hellenic periods. Our first indication off clearly Roman portrait style occurs around 100 BCC. It parallels an ancient custom. When the male head of the family died, he was honored with a wax portrait, which was then preserved in a special shrine or family altar. At funerals, these ancestral images were carried in the procession, and masks were even made from them for chosen participants to wear, in order to create a living parade of the familys illustrious ancestors. Such mimicry may have fostered a desire among the Roman elite for similarly true-to-life portraits in bronze and marble. Verses Ex. Head of a Roman Patrician (Head of an Old Roman) c. 75-50 BCC marble, approximately 1 2 Somber face, grave demeanor. Project patriarchal dignity. Detailed record of the faces topography, in which the sitters character appears only incidentally. This style is verses, a documentary realism. The features are true to life, but the sculptor has emphasized them selectively to bring out a specifically Roman personality: stern, rugged, devoted to duty. It is a father image of daunting authority. The facial details are like individual biographical data that distinguish it from others. Ex. Augustus from Portrait Early 1st century CE (perhaps a copy of a bronze statue of c. 20 BCC) Marble, originally colored, 6 8 high New trend in Roman portraiture, which reaches a climax in the images of Augustus himself. Sophisticated combination of Greek idealism and Roman individualityin effect, a new Augustan ideal. This was the most popular image of the emperor. Heroic, idealized body which is derived from the Doorposts of Polytheists. Augustus, the emperor, reaches out toward us as if to address us in person. His concreteness of surface texture that conveys the actual touch of cloth, metal, and leather. The breastplate illustrates Augustus diplomatic triumph over the Parthian in 20 BCC, when he recovered the legionary standards lost in Roman defeats in 53 and 36 BCC. His head is idealized. Small details are omitted, and the focus on the eyes gives it something of an inspired look. Even so, the face is a definite, individual likeness, as we know from many other portraits of Augustus. All Romans would have recognized it immediately, for they knew it from coins and countless other representations. Augustus of Portrait Focus on the individual Greek pose, roman clothes Emperor Augustus The importer and creator of Fax Roman stands in a contrasts that echoes the one of classical Greek athletes, such as the Doorposts of Polytheists. The cupid on the dolphin at his feet hints at the origin of the genes Julia, namely Venus or Aphrodite, the goddess of love.

The Trent Affair in the Civil War

The Trent Affair in the Civil War Trent Affair - Background: As the secession crisis progressed in early 1861, the departing states came together to form the new Confederate States of America. In February, Jefferson Davis was elected president and began working to achieve foreign recognition for the Confederacy. That month, he dispatched William Lowndes Yancey, Pierre Rost, and Ambrose Dudley Mann to Europe with orders to explain the Confederate position and endeavor to obtain support from Britain and France. Having just learned of the attack on Fort Sumter, the commissioners met with British Foreign Secretary Lord Russell on May 3. In the course of the meeting, they explained the Confederacys position and emphasized the importance of Southern cotton to British textile mills. Following the meeting, Russell recommended to Queen Victoria that Britain issue a declaration of neutrality in regard to the American Civil War. This was done on May 13. The declaration was immediately protested by the American ambassador, Charles Francis Adams, as it conveyed a recognition of belligerency. This afforded Confederate ships the same privileges given American ships in neutral ports and was seen as the first step toward diplomatic recognition. Though the British communicated with the Confederates through back channels during the summer, Russell rebuffed Yanceys request for a meeting shortly after the Southern victory at the First Battle of Bull Run. Writing on August 24, Russell informed him that the British government considered the conflict an internal matter and that its position would not alter unless battlefield developments or a move towards a peaceful settlement required it to change. Frustrated by a lack of progress, Davis decided to send two new commissioners to Britain. Trent Affair - Mason Slidell: For the mission, Davis chose James Mason, a former chairman of the Senate Foreign Relations Committee, and John Slidell, who had served as an American negotiator during the Mexican-American War. The two men were to emphasize the Confederacys strengthened position and the potential commercial benefits of trade between Britain, France, and the South. Traveling to Charleston, SC, Mason and Slidell intended to embark aboard CSS Nashville (2 guns) for the voyage to Britain. As Nashville appeared unable to evade the Union blockade, they instead boarded the smaller steamer Theodora. Using side channels, the steamer was able to evade the Union ships and arrived at Nassau, Bahamas. Finding they had missed their connection to St. Thomas, where they had planned to board a ship for Britain, the commissioners elected to travel to Cuba with the hope of catching a British mail packet. Forced to wait three weeks, they finally boarded the paddle steamer RMS Trent. Aware of the Confederate mission, Union Secretary of the Navy Gideon Welles directed Flag Officer Samuel Du Pont to send a warship in pursuit of Nashville, which ultimately did sail, with goal of intercepting Mason and Slidell. Trent Affair - Wilkes Takes Action: On October 13, USS San Jacinto (6) arrived at St. Thomas after a patrol in African waters. Though under orders to head north for an attack against Port Royal, SC, its commander, Captain Charles Wilkes, elected to sail for Cienfuegos, Cuba after learning that CSS Sumter (5) was in the area. Arriving off Cuba, Wilkes learned that Mason and Slidell would be sailing aboard Trent on November 7. Though a well-known explorer, Wilkes had a reputation for insubordination and impulsive action. Seeing an opportunity, he took San Jacinto to the Bahama Channel with the goal of intercepting Trent. Discussing the legality of stopping the British ship, Wilkes and his executive officer, Lieutenant Donald Fairfax, consulted legal references and decided that Mason and Slidell could be considered contraband which would allow their removal from a neutral ship. On November 8, Trent was spotted and was brought to after San Jacinto fired two warning shots. Boarding the British ship, Fairfax had orders to remove Slidell, Mason, and their secretaries, as well as to take possession of Trent as a prize. Though he sent the Confederate agents across to San Jacinto, Fairfax convinced Wilkes not to make a prize of Trent. Somewhat uncertain of the legality of their actions, Fairfax reached this conclusion as San Jacinto lacked sufficient sailors to provide a prize crew and he did not wish to inconvenience the other passengers. Unfortunately, international law required that any ship carrying contraband be brought to port for adjudication. Departing the scene, Wilkes sailed for Hampton Roads. Arriving he received orders to take Mason and Slidell to Fort Warren in Boston, MA. Delivering the prisoners, Wilkes was hailed as a hero and banquets were given in his honor. Trent Affair - International Reaction: Though Wilkes was feted and initially praised by leaders in Washington, some questioned the legality of his actions. Welles was pleased with the capture, but expressed concern that Trent was not brought to a prize court. As November passed, many in the North began to realize that Wilkes actions may have been excessive and lacked legal precedent. Others commented that Mason and Slidells removal was similar to the impressment practiced by the Royal Navy which had contributed to War of 1812. As a result, public opinion began to swing towards releasing the men in order to avoid trouble with Britain. News of the Trent Affair reached London on November 27 and immediately incited public outrage. Angered, the government of Lord Palmerston viewed the incident as a violation of maritime law. As a possible war loomed between the United States and Britain, Adams and Secretary of State William Seward worked with Russell to diffuse the crisis with the former clearly stating that Wilkes acted without orders. Demanding the release of the Confederate commissioners and an apology, the British began reinforcing their military position in Canada. Meeting with his cabinet on December 25, President Abraham Lincoln listened as Seward outlined a possible solution which would appease the British but also preserve support at home. Seward stated that while stopping Trent had been consistent with international law, the failure to take it port was a severe error on the part of Wilkes. As such, the Confederates should be released â€Å"to do to the British nation just what we have always insisted all nations ought to do to us.† This position was accepted by Lincoln and two days later was presented to the British ambassador, Lord Lyons. Though Sewards statement offered no apology, it was viewed favorably in London and the crisis passed. Trent Affair - Aftermath: Released from Fort Warren, Mason, Slidell, and their secretaries embarked aboard HMS Rinaldo (17) for St. Thomas before traveling on to Britain. Though viewed as a diplomatic victory by the British, the Trent Affair showed American resolve to defend itself while also complying with international law. The crisis also worked to slow the European drive to offer the Confederacy diplomatic recognition. Though the threat of recognition and international intervention continued to loom through 1862, it receded following the Battle of Antietam and Emancipation Proclamation. With the focus of the war shifted to eliminating slavery, European nations were less enthusiastic about establishing an official connection with the South. Selected Sources US State Department: Trent AffairCivil War: The Trent Affair Library of Congress: Trent Affair

Delegating Essay Example | Topics and Well Written Essays - 1000 words

Delegating - Essay Example Delegating is a critical skill for supervisors. Ultimately, the supervisor retains responsibility for the attainment of the goals, but chooses to achieve the goals by delegating to someone else. In the Adult Training and Employment Services (ATES) at The Center Serving Persons with Mental Retardation there are several Managers who delegate to their employees. In supported employment the supervisor delegates to three employment specialist. The supervisor assists in developing employees in order to strengthen the organization. Although the employment specialist job role is an emerging profession, few managers can refute the importance of these direct service staff to the overall performance of their supported employment programs. The supervisor in supported employment uses the three R's: risk, responsibility, and rewards in delegating staff. The three R's contribute to staff job challenges by setting in motion a supervisory style which encourages and rewards staff creativity, innovation, and governorship of their work. A risk adds an element of excitement to a job and encourages staff curiosity and learning. Supervisors can encourage their employees to take responsibility for their jobs by establishing measurable performance goals and operating guidelines. The supervisor takes every opportunity to promote the good works of the staff and assure they receive proper recognition for a job well done. The supervisor assists in developing employees in order to strengthen the organization. He or she gives up the authority to make decisions that are best made by subordinates. This means that the supervisor allows subordinates the freedom to make mistakes and learn from them. He or she does not supervise subordinates' decision-making, but allows them the opportunity to develop their own skills. The supervisor lets subordinates know that he or she is willing to help, but not willing to do their jobs for them. The supervisor is not convinced that the best way for employees to learn is by telling them how to solve a problem. This results in those subordinates becoming dependent on the supervisor. The supervisor allows employees the opportunity to achieve and be credited for it. Equally important to delegate is the idea that when a subordinate is given responsibility for a job, they must also be given the degree of how to perform the job and how to carry it out. For effective delegating the authority granted given to an employee must equal the assigned task. The key to delegating is to delegate gradually. When it comes to delegation, the manager can not delegate their duties to everyone they work with. They delegate their duties to responsible employees within the organization whom they can depend up that those duties will be attended to with a lot of professionalism. When one is delegated a certain task, he take full responsibility of performing it with diligence and ensures that they work hand in hand with other employees within the organization to ensure that organizational goals and objectives are achieved. Delegation is a term that was used even in the ancient days where someone was given full responsibility of certain activities or to run a certain activities on behalf the owner and in turn report to him, about all the activities that took place while he was away. For this case, when one delegates

Hispanic American Diversity Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Hispanic American Diversity - Research Paper Example Among them, the majority are the Hispanics, and because of the increase in their population, they are on the verge of becoming the largest minority group in America, surpassing even the African American population. â€Å"For a country long used to seeing itself as black and white, it will be something of a shock when Hispanics become the nations largest minority group in five years and fully one-quarter of the population by mid-century.† (Robinson). Although Hispanics have a common culture and a common language of Spanish language, they are subdivided into four groups based on their native place’s culture. The four Hispanic groups are Mexican Americans, Puerto Ricans, Cuban Americans and Colombian Americans. Among the total population of Hispanics in America, Mexican Americans constitutes the largest group in terms of numbers. Linguistically they speak the common language of Spanish. Having large numbers in various constituencies in many states, the Mexican American group can influence vote swings during elections and also the political policies. Their social life mainly revolves around their immediate as well as extended family. Within the family, the male head will take care of the household expenses, while the female is responsible for all the household duties. They mainly follow the social customs of their native place, during most social occasions and also during religious festivals. All the Mexican Americans are Christian by religion; they are divided into Roman Catholics and Protestants. However, when their economic condition is viewed, it does not show a positive reading. As stated by Gaudette (2006), â€Å"The average household income of Mexican-Americans is 40 percent below t hat of non-Hispanic whites, due largely to lower education levels than nearly all other racial and ethnic groups, a new report shows†. Quite contrastingly to other Hispanic groups, Puerto

Outline and assess New Labours strategies Essay Example for Free

Outline and assess New Labours strategies Essay New Labour strategies and theories on educational policies have contributed significantly on influencing a better change on education since the 1988 Education Act. There were four major changes which had been made to the education system; the changes were introduced in order to manage the diverse problems with had recently emerged. Machin and Vignoles (2006) outlined these four categories as; secondary education standards falling, limited participation in post-16 (sixth form), students having a poor grasp of basic skills and unequal participation in higher education. The classified problems were not only problems identified by New Labour; New Right too had similar concerns about the education system. However New Right have previously been criticised as they were more concerned regarding the problems surrounding the participation in Post 16 and the poor grasp of basic skills rather than all four of them as a whole. Hence, I will outline and evaluate New Labour’s approach concerning the educational policies. The first problem identified was the standards of secondary education declining, because of this New Labour believed that in order to raise the standards they would have to provide greater parental choices. Giving this privilege would enable more competition which was their clear aim as competition would influence a rise in the standards of schools as there would be a gap in the market for more choice and diversity. A model example of how effective parental choice would be take academies, faith schools and specialist schools they are given more freedom to choose, this creates a friendly rivalry amongst parents and children to achieve the possible best. Some critics view that giving parents the right to more choice would result in further inequality rather than equality, take middle-class parents for instance they use their material and cultural wealth to ‘buy’ their children’s education and gain places in much better schools. Sociologist Ball (2008) also criticises this view he states how giving parents the ability to choose produces social segregation which further influences inequality. Another way in which New Labour had believed they would be able to raise the standards of secondary education would be to improve the teaching standards due to the pressure of market forces in state schools this would therefore increase the participation in further education which would influence an equal participation in higher education. However a criticism would be that the rise in exam success may not necessarily be due to the impact of marketisation it could be because of the other factors. The second problem which was identified by New Labour was the limited participation in post-16, they considered two significant ways in which they would be able to increase this participation. The first idea was to develop vocational courses, for example; GNVQ’s, modern apprenticeships and diplomas. Sociologist Ball (2008) identified that 40% of students will take vocational courses. By introducing more vocational courses, they would be able to improve the perceived skills deficiencies of British Workers and give themselves more of an ability to gain work. However a rising concern is regarding the division between vocational and non-vocational students, New Labour recognise this division as a concern with the development of the knowledge economy. Ball identifies that a significant amount of education has been ‘geared to the knowledge economy and education is now being dominated by its subservience to the requirements of the economy’. This however would lead to the creation and reinforcement of inequality within divisions of class and ethnicity. The second idea was to develop on the ideology of personalisation. This is giving students qualities such as; independency and individualisation, students are given mentoring and individual action plans where they are expected to become active learners and reliant upon themselves. However, this method of increasing participation is criticised as if this was to be used within the education system it would only be purposeful to individuals from a middle-class background as they would be able to use their cultural and economic advantage to benefit from this. This method does create a competitive economy as it tied together with the demands of the labour market, it may seem as if the individuals are empowered however when in fact they are tied together with the economic system. Another way in which New Labour has aimed to increase the participation of students within Post-16; they encouraged students to stay on for further education by introducing EMA (Educational Maintenance Allowance) which is basically a financial incentive mainly for those individuals who are from a less privileged background. Machin and Vignoles agree that this scheme does have a positive impact upon disadvantaged students as it assists those who suffer most from material deprivation. However, there is also criticism against the introduction of EMA as it not only helps disadvantaged students it too is available for middle-class students. The third problem recognised by New Labour was the lack of basic skills amongst individuals. This was a significant factor in education; both the New Right and New Labour had aimed to improve the standards of basic skills. In order to improve on this aspect, the New Right introduced the National Curriculum which was a segment of the 1988 Education Reform Act. The New Labour took action by introducing within the National Curriculum, national literacy and numeracy hours in primary schools. However, it was difficult to estimate whether the National Curriculum was effective in improving the basic skills of students as there was little room for comparing work, although it was easy to identify that literacy and numeracy hours did have some influences. Sociologist Machin and McNally (2004) have identified that literacy hours did have a significant influence on improving reading and English attainment as boys who took part in the hour improved their reading skills. This helped to reduce gender inequality in education as both genders are given equal amount of time and opportunity to improve on their basic skills giving them an equal chance in the future. This shows how schools are able to have a significant influence on making a difference to their students’ results if the education institution implements the right strategies.

Publications :: essays research papers

S.L., Roy D.,LA SELECTION DES CADRES: PRINCIPES ET PROBLÈMS CONTEMPORAINS. (MANAGERIAL SELECTION: PRINCIPLES AND CONTEMPORARY TRENDS). Monograph Series No. 11. Montreal, The University of Montreal. 1982. 165 pp. Dolan S.L., Schuler R.S., (eds): CANADIAN READINGS IN PERSONNEL AND HUMAN RESOURCE MANAGEMENT. St.-Paul, MN. West Publishing Company 1987, 467 pp. Dolan S.L., Schuler R.S., PERSONNEL AND HUMAN RESOURCE MANAGEMENT IN CANADA. St.-Paul, MN. West Publishing Company. 1987. 620 pp. Dolan S.L., Schuler R.S., Chretien L.,GESTION DES RESSOURCES HUMAINES, Montreal, EDITIONS DU TRECARRE ET EDITIONS REYNALD GOULET INC.,1988, 453 pp. Dolan S.L., Schuler R.S., HUMAN RESOURCE MANAGEMENT: THE CANADIAN DYNAMIC. 2nd edition. Nelson Canada. Scarborough, Ontario 1994, 700 pp. Dolan S.L. Schuler R.S., GESTION DES RESSOURCES HUMAINES: AU SEUIL DE L'AN 2000 . Editions du Renouveau Pà ©dagogique Inc. (ERPI). Montreal, 1995 , 747pp. ARTICLES IN SCIENTIFIC JOURNALS Dolan S.L., Hogue V.P., Harbottle J., "L'evolution des tendances en gestion des ressources humaines au Quà ©bec", in Blouin R. (ed.) 25 YEARS OF INDUSTRIAL RELATIONS IN QUEBEC. Montreal, Yvon Blais Inc. 1990: 777-789. Leonard C., Dolan S.L., Arsenault A., "Stability and Variability of two Common Measures of Absence", Journal of Occupational Psychology, 1990, vol 63: 309-316. Dolan S.L., Tziner A., "The Assessment Center revisited: Critical Evaluation of Philosophy, Theory, Instruments and Practices" in Herd A.M., Ferris W.P., (Eds): Empowerement in the Workplace and Classroom (Proceedings of the Twenty- Eighth Annual Meeting of the Eastern Academy of Management). EAM, Hartford, Conn. 1991: 170-173. Dolan S.L. "Critical Issues in the Management of Human Resources in the 90s", Human Resources (Israel), Vol 4(44), 1991: 8-13 . (in Hebrew) Tziner A., Reid A., Dolan S.L., "Les centres d'evaluation: une revue critique de quelques thà ¨mes fondamentaux", Psychologie canadienne/Canadian Psychology, Vol 34(1), 1993: 110-120 Balkin D., Dolan S.L., "Rewarding Team quality: Contributions in the Canadian Telecommunications Industry: The case of Bell Canada" Proceedings of the Fourth International Conference on Work Values (Research and Managerial Applications), Borg I. & Dolan S.L., (eds.), ISSWOV, Barcelona, 1994: 1-10 Belout A., Dolan S.L., L`à ©valuation des directions des ressources humaines par l`approche Multiple-Constituency : une à ©tude empà ©rique, Actes du Congrà ¨s de L`Institute de l`Audit Social de Paris (IAE), Aix-en-Province, 1994: Dolan S.L., Morin D., "The Effect of Rater-Ratee Relationship on Ratee Perceptions of the Appraisal Process", The International Journal of Management, 1995 , Vol 12(3): 337-351. Dolan S.L., Cannings C., "Professional and Organizational Values in Human Resource Management", International Journal of Management, 1995, Vol 12(4): 520-529. Dolan S.L., Forgues K. and Balkin D., "Selected Aspects of Compensation, TQM and Organizational Success: Defining and

Five Wishes Essay

What would you do if an emergency broke out and you were unable to make health care choices for yourself? Does your family know exactly what you want to happen? Do you really know? Although no one wants to think about such scenarios a crisis can emerge at any given time therefore it is best to be prepared. A known program that has had a lot of success is called `Five Wishes’. Five wishes is the first living will discusses personal, emotional, and spiritual needs as well as your medical wishes. It lets you to choose the person you would like make health care decision in a case where you can’t. Five wishes insures that however you choose to be treated is what will happen exactly. Five wishes is set up to be beneficial for you and your family. It puts the end to the guessing game. This document is a way for the patient to talk to their family and doctors even if they are in a severely ill state. The thought of five wishes initially came from Jim Towey. After 12 years of wo rking closely to Mother Teresa and then living a year in hospice he was inspired to find way for patients and their families to plan ahead and cope with serious illness. The ending result was five wishes. The result of five wishes was a success. It has been featured on CNN and NBC’s Today Show and in pages of Time and Money magazines. Five Wishes is often referred to as the first living will with a heart and soul’. Five wishes is now available in 23 languages and is available in 42 states and also the District of Columbia. The only requirement of being eligible for Five Wishes is to be 18 or older. According to agingwithdignity.org over 13 million Americans have already used this program. And because of its success the document is continuously distributed and suggested by hospitals, hospices, retiree groups, and lawyers. The application is broken down in 5 wishes. Wish 1 addresses who you would like to make the decisions for you. This person is referred to as the patient’s agent. The agent can be anyone that the patient chooses as long as they are at least 18 years or older. Within this portion of the document it gives you key points to think about when choosing an agent to represent you. Also it lets you choose to what extent your agent can represent you. After wish 1 comes Wish 2. Wish 2 states what kind of medical treatment that you want or do not want. This part of the document is one of the most important since it on your treatment wishes. For instance you have to state if you would like life support or not, if you  want comfort medications or not, if you want to be resuscitate in any way. This portion also has you choose your treatment if you are close to death, if you have permanent and severe brain damage without expectations of recovery, If you are in a coma and not expected to awake or recover, and lastly in any another cond ition under which you do not wish to be kept alive. The next wish, wish 3, is on how comfortable you would like to be. They give options such as: no pain at all, medication only if signs of mental, stomach, and/or breathing altercations, cold rags for fevors, lips and mouth kept moist, to be kept clean, to be massaged with oils, music being played until time of dealth, have hair/nails/ teeth kept up, religious readings and poems read close to death, and emotional and spiritual care options for the family. Once that is completed you move on to wish 4 where it discusses how the patient will want to be treated. The options are : to have people around as much as possible, to have hand held and someone talking to them as much as possible, to have people bedside praying, for the faith community that the patient attends to be aware of the scenario, to be cared for with a positive attitude, pictures of loved ones surrounding the bed, to be kept clean at all times, and the option to die at home. The last wish after wish 4 is wish 5. Wish 5 is what the patient wants their loved ones to know. The options for this category are as followed: letting them know that the patient loves them,to be forgiven for the times they hurt them, to let them know that they are forgiven for the times they hurt the patient, to let them know the patient doesn’t fear realty, for the families to make peace before the patients death, for them to remember the healthy patient, for them to respect all the wishes, for them to stay positive, for them to get counseling so the memory of the patient be joy not sorrow, for the patient to be cremated or buried, the location for the body to go, for the person they chose knows their funeral wishes. That completes the 5 wishes of the patient. The very last step is for the patient to signature the document, for there to be two witnesses and their signature and in Missouri, North Carolina, South Carolina, and West Virginia this document must be notarized. In conclusion yes signing and filling out wills are initially difficult but having this document in place before a crisis emerges ensures the actions taken place are what the patient wants. On the Five Wish document it states, ‘ Each patient’s decisions to accept or refuse  medical treatment is respected. This policy is to honor a patient’s advance directive.

Ibsen `The Dolls House` Essay

The theme of Ibsen’s ‘The Doll’s House’ is the rights of an individual to live his life in his own way which is more important than the conventions and codes of society, understanding and love are the essential ingredients for a happy married life. The theme is present in the play through the presentation of the married life of Nora and her husband. The significance of the theme is that if too much importance is given to the norms of society than to individual freedom, his emotions and feeling, it brings disaster as shown in the play. The theme of ‘The Doll’s House’ by Ibsen is depicted mainly through the characters of Nora, and her husband Helmer. Nora breaks the rules of society initially to save his husband’s life and finally leaves her home, her husband and children to educate herself. Helmer on the other hand lives his life by strictly adhering to the rules of society. He is unable to understand his wife’s feelings and emotions and so his wife leaves him forever. Their marriage breaks down because they lacked understand and love which are required for a happy married life. In Ibsen’s ‘The Doll’s House’, Nora is the protagonist who lives the life of a dutiful wife and mother as approved by society. She plays her role beautifully which is restricted to activities like creating a beautiful home, meeting the needs of her husband and children and singing and dancing prettily and seductively for her husband. She is portrayed in the play as a helpless creature; Helmer towards the end of the play calls her his ‘helpless darling’. She is also thought as a housewife protected by her husband from the troubles and burdens of life (said by her friend Mrs. Linde). However, when crisis strikes, she acts as a man. She herself takes the decision. She borrows a large sum of money from a man named Krogstad to save her husband’s life. She spares her dying father from the worry of his son-in-law’s heath. She forges her father’s signature, (the male member of the family who was supposed to act as a guarantor) and procures the money. She follows the advice of the doctor and takes Helmer to the south, to Italy to recover his health. The loan caused a lot of worry for her. She suppressed her desires for finery, saves a little from housekeeping money and worked in the evening till late at night to pay the loan back. She sometimes felt very tired but in spite of all her struggles, she felt great happiness in working and earning money. As she tells her friend: ‘It was like being a man’, (Ibsen’s ‘The Doll’s House’). On the other hand, Torvald Helmer, her husband strictly follows the rules of the society. He considers his wife Nora as a plaything and his possession. He worries about the reaction of the people in the bank, when his wife Nora requests him to allow Krogstad to keep his position in the bank. They are already aware that he will dismiss Krogstad, so if they come to know that the new manager has changed his mind at his wife’s request, he will become a laughing stock in their eyes. Helmer tells Nora that: â€Å"Do you suppose I am going to make myself ridiculous before my whole staff, to let people think that I am a man to be swayed by all sorts of outside influence? †, (Ibsen’s ‘The Doll’s House’). At the end, when Helmer receives the letter from Krogstad revealing Nora’s crime of forgery, he is inconsolable: â€Å"What a horrible awakening! All these eight years–she who was my joy and pride–a hypocrite, a liar–worse, worse–a criminal! †,(Ibsen’s ‘The Doll’s House’). He not only abuses her but also blames her father: â€Å"all your father’s want of principle has come out in you. No religion, no morality, no sense of duty†, (Ibsen’s ‘The Doll’s House’). We find from the play that Helmer is more concerned about the disgrace that he may face in society more than the seriousness of crime that Nora commits. He blames Nora for the mishap: â€Å"He can make the affair known everywhere; and if he does, I may be falsely suspected of having been a party to your criminal action. Very likely people will think I was behind it all–that it was I who prompted you! † (Ibsen’s ‘The Doll’s House’). He decides to appease Krogstad in one way or another and shut up the matter at all cost. He believed that because of this incident, they can no longer share a close relationship as before and also he cannot allow her near his children. But still he wants Nora to continue staying under his roof as his wife for the sake of appearance to the world. As he is afraid that he will be stigmatized by society. However, later when he receives the second letter from Krogstad stating that the man repents for his action and has returned the bond, he calms down. Helmer realizes that he is saved from disgrace and thus he becomes the loving husband as before. He changes his stance, he forgives his wife. However, the damage is done. Disaster strikes the family; he loses his wife and mother of his children. On the other hand, Nora does not live her life according to the dictates of society. She breaks away her traditional role of a devoted wife and loving mother. She leaves Helmel and frees herself from the bondage of marriage. Thus she outrage society and stigmatize herself. In the play, Nora and Helmer look on the outside as a happy married couple. However at the end of the play, the curtain moves away to show a more realistic picture of marriage. As Nora realizes at the end of the play, there is a lack of understanding and love between the couple. Helmer considers Nora as his doll and his treasure. He also wants her to act according to his wishes. He tells Nora after he forgives her: â€Å"There is something so indescribably sweet and satisfying, to a man, in the knowledge that he has forgiven his wife–forgiven her freely, and with all his heart. It seems as if that had made her, as it were, doubly his own†, (Ibsen’s ‘The Doll’s House’). As Nora mentions, they could not understand each other even after eight years of marriage. Nora understands that her husband is a man with strong opinions about the role of woman in family and that his male ego would be hurt if he finds out about her secret loan. Also that he is very possessive about her. But she is unaware of the fact that her husband is a narrow-minded and selfish man. Helmer also fails to understand Nora. He does not realize Nora’s motive behind forging her father’s signature. He failed to understand his wife’s deep love for him which compelled her to borrow such a large amount in the first place. In the play, it is evident that Nora loves her husband and Helmer has great affection for Nora. But their love and affection for each other is not strong enough to keep them together in marriage. In the play, ‘The Doll’s House’ by Ibsen, Torvald lives his life by the guidelines that are acceptable and respectable to society. He is concerned more about his wife’s attractive looks and the beautiful appearance of his home than for his wife’s happiness. So his marriage breaks down. Nora realizes that she has imbibed the tastes and opinions of his husband and thus has lived a life according to his terms. She always though she was happy but was never really happy but rather jolly. Nora leaves her husband and her family and goes away to live her life according to her own terms. She wants to educate herself, to understand herself and everything around her. She goes away to fulfill her duties to herself which come before her duties as a wife and mother. She wants to understand who is right, the world or herself. The significance of the theme is beautifully presented in the play. Work Citation: â€Å"A Doll’s House†. Novelguide. com. 18 June 2008. â€Å"A Doll’s House†. Henrik Ibsen. 18 June 2008

How to Conjugate Remettre (to Put Back, Replace)

How to Conjugate Remettre (to Put Back, Replace) The French verb remettre means to put back or to replace. It is an irregular verb. How to Conjugate the Verb Remettre While remettre does not follow the conjugation pattern of a regular verb, it is conjugated the same way as all French verbs ending in -mettre.  The following charts will help you memorize the simple conjugations for remettre. Present Future Imperfect Present participle je remets remettrai remettais remettant tu remets remettras remettais il remet remettra remettait nous remettons remettrons remettions vous remettez remettrez remettiez ils remettent remettront remettaient Subjunctive Conditional Pass simple Imperfect subjunctive je remette remettrais remis remisse tu remettes remettrais remis remisses il remette remettrait remit remt nous remettions remettrions remmes remissions vous remettiez remettriez remtes remissiez ils remettent remettraient remirent remissent Imperative (tu) - remets (nous) - remettons (vous) - remettez How to Use Remettre in the Past Tense The most common way to put something in the past tense in French is to use the passà © composà ©. It is a compound tense requiring an auxiliary verb and a past participle. For remettre, the auxiliary verb is avoir and the past participle is remis. For example: Elle a remis le jus dorange.She replaced the orange juice. Ils ont remis les livres.They put back the books.

Can I Get an Alternate SAT Test Date

Can I Get an Alternate SAT Test Date SAT / ACT Prep Online Guides and Tips Can’t make the test date you signed up for on the SAT? You're in luck! It’s possible to arrange an alternate test date for the following week, although it’s often easier to just switch to the next official test date. In this article you'll learn what constitutes an alternate test date, the criteria for requesting one, and how to submit your request. What Is an Alternate Test Date? Alternate SAT testing takes place during the week following any offical Saturday SAT test date. It's a recourse for students who don't want to switch their registration to the next official test date and have an unexpected conflict during the Saturday test session. In order to have a chance at snagging an alternate date, your request must be submitted at least ten business days in advance of the original test date. You may have to switch your test center location depending on the availability of proctors and how many other students are taking the test on the alternate date. You'll be notified of any changes by the College Board. What Arethe Criteria for Requesting an Alternate Test Date? There are pretty strict guidelines governing the process for requesting an alternate test date. This is necessary to prevent the testing process from turning into a free-for-all because no one wants to get up early on a Saturday morning. Here are the three criteria for submitting a request: 1. You Have an Unexpected and School-Sanctioned Conflict This includes things like finals for academic or athletic competitions. A common situation is that students have advanced through a competition and couldn’t have originally predicted that they would be competing on the date of the test. This doesn’t include conflicts like regularly scheduled school affiliated club meetings, athletic events, or prom.It also doesn’t include anything related to outside of school activities like recreational sports or those private music lessons you take to nurture your secret passion for jazz flute. 2. You Were Registered for the Test Date in Question Before You Knew about the Conflict This one should be a no-brainer.Hopefully, you checked your calendar before you registered and the conflict came up later! 3. You Requested No More than One Alternate Test Date This Year Prior to Your Current Request You only get two alternate test date requests per year. It's pretty unlikely that this issue would arise, but you should be aware just in case. If you really want to have fun with it, bring a snack that includes dates to your alternate test date. How Do I Request an Alternate Test Date? You, the student, cannot directly request an alternate test date. These requests must be made through a school official.Talk to your guidance counselor about your need for an alternate date. If everything checks out based on the criteria above, he or she can submit a request to the College Board.Keep in mind that your alternate date must fall within a week of the original test date, and your request must be submitted at least 10 business days before the original test date.Notify your guidance counselor of the conflict as soon as possible! You can also switch to a different official test date if taking the test later isn’t a problem for you.This doesn’t require going through a school official. Make the switch through your online College Board account or by calling Customer Service. The fee for switching to a different official test date is $28. A Word of Warning If you test on an alternate date, you may have delayed access to the online version of your essay.You also won’t be able to order the Question-and-Answer Service, although you will still be able to order the less in-depth Student Answer Service. The Question-and-Answer Service gives you full access to your test booklet along with a listing of all the question types and difficulty levels. It also gives you a breakdown of your answers and information about the scoring process for each question.This can be a very helpful tool for future studying. If you'd like to order it, stick with official test dates in May, October, or January. Other Alternate Testing Requests Here are some other potential reasons you might request alternate test dates and how the process works for each of them. Note that unlike regular requests for an alternate date, requests for Sunday testing and special location testing must be submitted with your original test registration! Sunday Testing If you can’t test on Saturday for religious reasons, you can put in a request to take the SAT on Sunday instead. This requires an official clergy letter that explains the religious observance that prevents Saturday testing.You must mail the letter on official letterhead from your religious institution along with your SAT registration no later than the registration deadline. For Sunday testing requests, use the code 01000 on your paper registration. Testing in a More Convenient Location You can request to test closer to where you live if the closest available testing center is more than 75 miles away.The College Board will set up a testing center that is more convenient for you and notify you of the new location.Again, you must mail in your registration for this request along with a letter of explanation of your circumstances. For a closer testing location request, use the code 02000 on your paper registration. Is this your house? Submit a closer location testing request, and the College Board will set up a test center near you. Also you should probably move before the ghosts start to get too rowdy. The Bottom Line Most reasons for requesting an alternate date are probably not going to pass the strict criteria outlined by the College Board. Your guidance counselor will help you figure out whether it's worth submitting a request for an alternate date. If it doesn't work out, you always have the option of switching to the next official test date. Make sure that when you sign up for the SAT you think ahead to what’s going on that weekend and mark it on your calendar so you can avoid putting yourself in this situation! What's Next? Looking to sign up for the SAT? This article will help you figure out your ideal SAT testing date! Also check out this article if it's your first time taking the test. If you have more questions about specialized testing requirements, here's some information onaccommodations for the SATand getting a fee waiver for SAT registration. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.2ba47903-e628-4a22-8e05-d65ae404309b'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog