Seville Essays - Province Of Seville, Seville, Giralda, Guadalquivir

Seville Essays - Province Of Seville, Seville, Giralda, Guadalquivir Seville Spanish SEVILLA, ancient Hispalis, city and capital of the provincia of Seville, in the Andalusia comunidad autnoma (autonomous community) of southern Spain. Seville lies on the left (east) bank of the Guadalquivir River at a point about 54 miles (87 km) north of the Atlantic, and about 340 miles (550 km) southwest of Madrid. An inland port, it is the chief city of Andalusia and the fourth largest in Spain. It was important in history as a cultural centre, as a capital of Muslim Spain, and as a centre for Spanish exploration of the New World. Seville was originally an Iberian town. Under the Romans it flourished from the 2nd century BC onward as Hispalis, and it was an administrative centre of the province of Baetica. The Silingi Vandals made it the seat of their kingdom early in the 5th century AD, but in 461 it passed under Visigothic rule. In 711 the town fell to the Muslims, and under their rule Ixvillia, as it was now called, flourished. It became a leading cultural and commercial centre under the 'Abbadid dynasty and the subsequent Almoravid and Almohad confederations. As the Almohad capital in the 12th century, Seville enjoyed great prosperity and ambitious building programs. But after the Muslim possession of Seville was ended in 1248 by Spanish Christians under Ferdinand III, the substantial Moorish and Jewish minorities were driven into exile, and the local economy temporarily fell into ruin. The Spanish discovery of the Americas brought new prosperity to the city. Seville became the centre of the exploration and exploitation of America through the House of Trade, which was established there in 1503 to regulate commerce between Spain and the New World. For two centuries Seville was to hold a dominant position in Spain's New World commerce; it was the site of the chief mint for gold and silver from the Americas, and many Spanish emigrants to the New World sailed from its quays. Seville was in fact the richest and most populous city in Spain in the 16th century, with some 150,000 inhabitants in 1588. This brilliance was fleeting, however, since Seville's prosperity was based almost entirely on the exploitation of the colonies rather than on local industry and trade. As a result, Seville's economy declined in the 17th century, though its cultural life underwent a great flowering at this time. The painters Diego Velzquez, Francisco de Zurbarn, and Bartolom Esteban Murillo, th e sculptor Juan Martnez Montas, and the poet Fernando de Herrera are the glories of Seville and of Spain. Miguel de Cervantes conceived of his novel Don Quixote while he was confined in Seville's jail. In the 18th century Spain's Bourbon rulers managed to stimulate a limited economic revival in the city, but in the 19th century the French invasion, revolutions, and civil war halted such development. In 1847 the April Fair, an annual gala following Easter, was established. The Iberoamerican Exposition of 1929 initiated a new renaissance in Seville. During the 20th century the port was enlarged, and the city revived as an industrial and commercial centre. The Universal Exposition world's fair opened in Seville in 1992. Seville's many architectural monuments survived the Spanish Civil War (1936-39) intact because the city was held by the Nationalists throughout the entire conflict, and was thus never fought over. The oldest part of Seville lies on the left bank of the Guadalquivir and is irregularly planned, with a maze of narrow and twisting streets, small enclosed squares, and houses built and decorated in the Moorish style. There is a somewhat more spacious layout in the central district near the Cathedral of Santa Maria and the Alczar Palace. Seville's cathedral is one of the largest in area of all Gothic churches. Most of it was constructed from 1402 to 1506 on the site of the city's principal mosque, which had been built by the Almohads in 1180-1200 on the site of an earlier Visigothic church. One of the mosque's few surviving portions, its minaret, called the Giralda, was incorporated into the cathedral as its bell tower. The minaret has surfaces almost entirely covered with beautiful yellow brick and stone paneling of Moorish design. The main portion of the Cathedral of Santa Maria is built in

Use of Spanish Subjunctive With Impersonal Es Phrases

Use of Spanish Subjunctive With Impersonal Es Phrases Learning when to use the subjunctive mood in Spanish can be a challenge, so to help you get started, this lesson looks at a particular type of simple sentence, one that starts with Es adjective or noun que. The English equivalent is It is adjective or noun that, and the usage is common in both languages. These sentences provide a good introduction to the subjunctive for Spanish students because the verb mood depends on how the verb is used rather than requiring memorization of particular phrases. The general rule about the use of mood in Spanish requires that Es _____ que would be followed by a verb in the indicative mood if the initial phrase expresses certainty- but in the subjunctive, if it expresses doubt, uncertainty, desire, probability, or an emotional reaction. The phrase can be thought of as a trigger; some phrases trigger one mood, some phrases another. The following list is far from complete, but learning them should help give you a feel for which mood will be triggered by other phrases. In the examples below, the verbs triggered by the it is statement are in boldface. Note that the that in the English translations before the verb is optional, but the Spanish que is mandatory. Es ... Que Phrases Triggering the Subjunctive Examples of the subjunctive being used to express lack of certainty: Es probable que (It is likely that): Es probable que las temperaturas mà ­nimas se acerquen a los 20 grados bajo cero. (It is likely that the low temperatures will approach the minus 20s.)Es posible que (It is possible that): Es posible que un religioso sea deshonesto. (It is possible that a religious person be dishonest.)Es imposible que (Its impossible that): Es imposible que el mundo termine el 2021. (Its impossible that the world will end in 2021.)No es cierto que (It isnt certain that): No es cierto que la medicina inyectable cause cncer. (It is not certain that the injectable medicine causes cancer.)No es seguro que (It is not certain that): No es seguro que el cliente tenga capacidad para devolver el prà ©stamo. (It is not certain that the customer has the ability to pay off the loan.) Examples of the subjunctive being used in giving advice: Es importante que (It is important that): Es importante que comiences una dieta sana. (It is important that you begin a healthy diet.)Es aconsejable que (It is advisable that):  ¿A partir de quà © edad es aconsejable que un nià ±o tenga mà ³vil? (Beginning at what age is it advisable that a child has a cellphone?)Es necesario que (It is necessary that): Es necesario que todo cambie. It is necessary that everything change. (Note that in this instance and the following two, the English translation explicitly uses the subjunctive mood.)Es preciso que (It is necessary that): Es preciso que Amà ©rica Latina reduzca la pobreza. (It is necessary that Latin America reduce poverty.) Examples of the subjunctive being used in expressing personal reactions: Es (una) lstima que (Its a shame that):  ¡Es una lstima que no està ©s conmigo! (Its a shame that you arent with me!)Es bueno que (It is good that): Es bueno que tus clientes te sigan en Twitter. (It is good that your customers are following you on Twitter. Note that the statement following que is factually true; the subjunctive is used here because the sentence is an evaluation of that fact.) Es ... Que Phrases Triggering the Indicative The indicative is used in these examples because of the expression of certainty, even though that certainty may be an opinion rather than factual. Es cierto que (It is certain that): Es cierto que solo dos personas conocen la formula secreta. It is certain that only two people know the secret formula. Es obvio que (It is obvious that): Es obvio que Miley Cyrus es mà ºchisimo mejor que Selena Gà ³mez. It is obvious that Miley Cyrus is much better than Selena Gomez. Es seguro que (It is certain that): Es seguro que el cliente tiene capacidad para devolver el prà ©stamo. It is certain that the customer has the ability to pay off the loan. No es dudoso que (It is not doubtful that): No es dudoso que ests obligado a restituirla. It is not doubtful that you are obligated to pay her back. (In real-life speech, however, it is fairly common to use the subjunctive after no es dudoso, despite what the rules of grammar say, possibly because Es dudoso que is always followed by the subjunctive.) Es verdad que (it is true that):  ¿Es verdad que los elefantes temen a los ratones? Is it true that elephants are afraid of mice? Key Takeaways A Spanish sentence beginning with es ____ que (it is _____ that) can be followed by a verb in either the subjunctive or indicative mood.The indicative verb is triggered by es ____ que phrases that express certainty.Subjunctive verbs are triggered by es ____ que phrases that indicate uncertainty, give advice, or provide an emotional reaction.

Global Warming. What Are the Human Behaviors which Hasten Global Essay

Global Warming. What Are the Human Behaviors which Hasten Global Warming - Essay Example Digging out the earth’s resources such as coal, gas and oil also leads burning of fossil fuels which again release one the of greenhouse gases CO. Cutting forests and grass lands and converting them into a living place and use it for farming means letting the stored amounts of carbon enter the atmosphere. This is because those plants stores carbon and cutting down means releasing more and more carbon. This is known as deforestation. Methane is another harmful green house gas which is hundred times more powerful than carbon. Methane is basically is found underwater especially when digging out fossil fuels, landfill and leakage of natural gas. Also, methane is found in the intestines of herbivorous animals so, more live stock means more manure and more manure leads to release of methane. It is also used as the fertilizer in cropping. Another source of methane is gas consuming car which are getting more in use these days. Population is another cause of global warming which means more people requires more food and use of more transportation. Cars burns fossil fuel by consuming oil where as to provide food to such a large population agriculture is a must. In twentieth century farmers started using more chemical fertilizers and machines. These chemical fertilizers are the cause of the development of nitrogen.... (Manoj Kumar, A Cooler Climate) Crake’s decision: Crake’s intentions behind creating the hominids are right as the world really seems to be environmentally devastated and corporation controlled in future. The scientists will keep on experimenting on human without checking it and directly use for genetic treatment which is becoming a threat to the survival of humanity. According to Crake they just want to earn profits and interest without giving a thought to the consequences which will occur to those human beings. Nowadays, in world such is happening. Nuclear weapons are so devastating and bio-products are so dangerous for the survival of human beings. Technology on the other hand is invented for the ease of human but it is used as a tool to earn profits. This world consists of so many problems like pollution, global warming, many pandemic diseases, and war like situation, socio-economic issues. Crake created hominids in order to make this world peaceful and environment friendly creature that loves nature and does not harm each other and there are no such catastrophes. ( Bouson, Bloom, Lin) The culture of violence and pornography is also troubling the world and it is because of the misuse of internet. Pornographic sites are becoming cheaply and easily available everywhere on the internet. Also, sites which shows live coverage suicide and gives easy access to porn sites promotes unethical and moral less people. Games on computer are highly becoming the source of mass destructions for the adolescent and children. They enjoy playing such games which indirectly teaching them violence and feeding in their mind that how to win over anything by killing or destroying everything. Unless, they win and excels in it, they keep on playing with high concentrations.

1. Leadership and Transformation 2. Reflective Journal Assignment

1. Leadership and Transformation 2. Reflective Journal - Assignment Example My transformation has significantly been impacted by this unit. I have realized that a leader should be someone who acts as a role model to other members of his team. Thus, my focus has been to come up with effective strategies that encompass the contribution of all the team members. In this way, I have modeled them in such a way that once they attain a position of becoming a leader they will also create a strong team (Hemphill, 1949). Based on my objective of creating a strong team work, my communication with members of my team has always been open. This implies that I provide my team members with opportunities to provide feedback. In this way, I have been transformed from talking too much to a good listener (Schultz, et al. 2010). In this way, other members of the team can comment and possibly give an idea on how to address a certain issue either affecting the entire team or an individual member (Robert, 2002). As indicated in this unit, a good leader should recognize and reward ha rdworking team members who attain their goals. Individually, I have been transformed in the sense that I can set my own goal as well as those of the other team members (House, 1971). I promote and reward any member who achieves his or her goals while those who do not perform I train them on how to undertake their duties. As a leader, the transformational experience will influence me as a leader and a manager in various ways. First, my management strategy will now be democratic. In this way, I will be in a position to provide my team members with ample ground whereby they will be part and parcel of the organization (Montana and Bruce, 2008). Another aspect that I will emulate as a manager is to provide the team members with an opportunity to develop (Lussier and Achua, 2010). Apart from allowing them to attend part time leadership courses, I will initiate an in

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Example for Free

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Why do students shy out and do not participate in classroom discussion? Chapter 1 1. 1 Abstract Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1. 2 Introduction This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a Punjab 1993 survey. Shy or silent students were 11. 9% in 1990-91 and 11. 3% in 1994-95. The revised CPRs are 23. 7% and 29. 1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2. 3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their real self, emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1. 3 Problem statement The study was carried out under the title â€Å"why do students shy out and do not participate in classroom discussion†. 1. 4 OBJECTIVES OF THE STUDY The objectives of the study were: 1. To identify the symptoms of shy out students. 2. To explore the causes of shy out students. 3. To find out the relationship of shyness with the self-esteem of students. 4. To examine the effects of shyness on the self-esteem of shy out students. 5. Helping students learn more from lectures 6. Getting students to participate more in class 7. Recognizing the importance of conflict and conflict resolution in student learning groups 8. Introducing and reinforcing active learning 9. Getting students to come to class having read the assignment 10. Getting and giving feedback on meaningful class participation 11. Letting the classroom environment foster student participation 1. 5 Significance of topic There was a tendency for shyness to correlate significantly with measures of academic attainment. Even though the coefficients are moderate and explain little variance in test scores they are still meaningful and suggest that shy out students does have an impact on academic success. There exists some evidence of links between shyness and intelligence test scores, attainment measures, teacher-rated intelligence and academic performance but this has scarcely been explored. Contemporary theories of learning emphasize the importance of social interaction for learning, including the contribution of students active participation in classroom discussion. This suggests the value of exploring the educational significance of shy out students and reticence characteristics that may cause teachers few problems or draw attention to a students behavior but that might influence their achievement and adjustment. Being part of a discussion is a skill to learn, just like taking good lecture notes or learning to write a good essay exam. You are not doing shy students a favor by letting them off the hook completely. Rather, emphasize to your class that in order to have productive discussions, everyone needs to make a contribution. This can be done in a variety of ways: good listening, asking good questions, challenging what someone has said appropriately and inviting. Chapter 2 Review of Literature Shyness as a â€Å"state of discomfort or inhabitation in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals†. According to Cheek Melchoir shyness involves the tendency to feel worried, awkward or tense when in the presence of others due to the prospect of interpersonal evaluation. Zolton and Long said that shyness is a fear of, or shy out students from, other people or social situations, can have many different causes depending on the individual student and the specific circumstances. Shyness is something that all students experience at one time or another. In most cases it is a normal, temporary behavior. In students, some shy out students is normal, especially when they are around 5-6 of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development. Shyness becomes a problem in a student when it interferes with relationships with other people, with social situations, school, and other important aspects of a student’s life. In the light of the results of many psychological surveys concluded that substantial number of students regards themselves as shy. Shyness becomes problematic when it leads to the patterns of behavior that includes reluctance to enter social situations discomfort and inhibition in the presence of others exaggerated self, unresponsiveness, an increasingly negative social concept, or a combination of these . Shy individuals are anxious and unsure of themselves in social situations and often try to avoid interacting with others . Minimum level of shyness does not create problems for students. Frequent exposure to a particular or different situation makes them confident. But if they avoid contact with people, students of their age or exposure to different situations than shyness can create different problems for them. 2. 1 What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and spontaneous. Some students, however, warm up much more slowly than others. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. 2. 2 Quiet or Shy out Students Even in small groups some students are quiet or shy. When we use learning logs, these students often describe their anxiety about revealing their ideas. Stating that all students are expected to participate in a discussion is likely to heighten that anxiety. We have these suggestions concerning shy students. First, the course description should make it clear that discussion is expected, and this should be emphasized in the first meeting of the class. Second, help should be available for shy students, from either the instructor or a counseling center. We strongly prefer helping students learn to participate, rather than helping them avoid taking part. Third, be accepting of degrees of participation. Students who have the courage to confront their shyness need time to develop, and all of us have â€Å"bad hair† days, when things are going terribly, and we need to be quiet. 2. 3 Strategies to Overcome Shy out students The following strategies to help the students to overcome their shyness in classroom discussion. 1. Tell the students about times when you acted bashful. 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the students as shy. 4. Reward the students for outgoing behavior 6. Read books with the students about individuals who overcome shyness or fears 8. Eliminate teasing of the students or reduce the impact 9. Teach the student to identify and to verbally express their emotions 10. Relationship of Shyness with Self-Esteem students 2. 4 Causes of shy out students Some students seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. This may lead to a student not participating in the classroom or having difficulty connecting with other students. * Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Also, students miss opportunities to develop debating skills. Students must learn how to be a part of a group discussion, which is commonly used in college classrooms and corporate boardrooms. * Lost Assertiveness Shy students may be less willing to mention when they are struggling with class material, causing them to not receive the help they need. People often interpret timidity as a sign of being stuck up, which can put off many people who would otherwise give the student learning opportunities. * Low Self-Efficacy Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. The lack of social skills leads to negative social experiences for the shy out students, which increases the anxiety she feels, leading to more shy behavior. * Lost Opportunities Shyness is often caused by an exposure to new activities. Since students do not have as many experiences as adults, they experience more new activities, which can emotionally overwhelm those who have not yet developed coping skills. When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. * Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. Most classrooms have one or more students who struggle with making themselves heard or participating in class discussions. These students are usually called shy because they may speak softly, prefer to work independently or refuse to speak up at all. Often these students flourish with written assignments or tests, but fail in areas that require participation with classmates or presentations in front of other students. For shy students, keep some considerations in mind. Chapter 3 * Methodology The research approach was quantitative. Standardized questionnaires were used to collect data for the research. For this research, the research adopted analytical way of research. In this way, quantitative way of analysis was adopted. The researcher developed a questionnaire for getting the data from language teachers, and on the basis of collected data analysis was made. For effective research the feedback given by the teachers was presented in the tables and graphs. On the basis of quantitative analysis and suggestions were finalized. Research Tools Opinion scale on the pattern of analytical way of research was developed. Population The students constituted population of study. Sampling Thirty students were selected as a sample using simple random technique. Method of research The study was descriptive in nature. The survey method was used to collect the data from the respondents. For this purpose a questionnaire was developed and was administered to the sample of the study. Collection of data The questionnaire was administered to the students. For each statement, teachers were to respond one option from the given four options. * Analysis of data The data collected was tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. Table no. 3. 1 Do group activities break the shy out of the student? Options| Frequency| Percentage| A| 14| 47%| SA| 13| 44%| N| 0| 0%| DA| 0| 0%| SDA| 3| 10%| When students were asked the statement 47% students said they were agree group activities break the shy out of the student, 44% said strong agree and 10% said strong disagree. Table no. 3. 2 Have shy out students discuss their weakness in classroom as a communicator? Options| Frequency| Percentage| A| 0| 0%| SA| 9| 30%| N| 3| 10%| DA| 12| 40%| SDA| 6| 20%| 30% said strong agree,10 %neutral ,40%said disagree and 20%said strong disagree . Table no. 3. 3 Confer with parents give opportunities for shy out student to increase your involvement in classroom discussion? Options| Frequency| Percentage| A| 12| 40%| SA| 7| 24%| N| 3| 10%| DA| 8| 27%| SDA| 0| 0%| 40% said agree, 24%said strong agree, 10%said neutral and 27%disagree. Table no. 3. 4 Do shy students show sign of social anxiety? Options| Frequency| Percentage| A| 9| 30%| SA| 8| 27%| N| 3| 10%| DA| 10| 34%| SDA| 0| 0%| 30% said agree, 27%said strong agree, 10%said neutral and 34%disagree. Table no. 3. 5 Do not force the shy out students to prefer in front of the classmates, but encourage him to do? Options| Frequency| Percentage| A| 12| 40%| SA| 8| 27%| N| 8| 27%| DA| 2| 7%| SDA| 0| 0%| 40% said agree, 27%said strong agree, 27%said neutral and 7%disagree. Table no. 3. 6 Do not make shy out students that feel rushed to answer quickly? Options| Frequency| Percentage| A| 4| 14%| SA| 20| 67%| N| 6| 20%| DA| 0| 0%| SDA| 0| 0%| 14% said agree, 67%said strong agree and 20%said neutral Table no. 3. 7 Students have courage to comfort their shyness need time to develop? Options| Frequency| Percentage| A| 9| 30%| SA| 9| 30%| N| 3| 10%| DA| 27| 8%| SDA| 1| 4%| 30% said agree, 30%said strong agree, 10%said neutral, 8%disagree and 4% strong disagree. Table no. 3. 8 The environment which a student raised can affect his or her shyness in classroom discussion? Options| Frequency| Percentage| A| 7| 24%| SA| 18| 60%| N| 0| 0%| DA| 17| 5%| SDA| 0| 0%| 24% said agree, 60%said strong agree and 5%disagree. Table no. 3. 9 Some students have problematically shy out in varying degree? Options| Frequency| Percentage| A| 3| 10%| SA| 3| 10%| N| 20| 67%| DA| 2| 7%| SDA| 2| 7%| 10% said agree, 10%said strong agree, 67%said neutral, 7%disagree and 7%strong disagree. Table no. 3. 10 Shy out student diversity affect learning? Options| Frequency| Percentage| A| 9| 30%| SA| 13| 44%| N| 2| 7%| DA| 6| 20%| SDA| 0| 0%| 30% said agree, 44%said strong agree, 7%said neutral and 20%disagree. Table no. 3. 11 Can we suggest strategies for shy out students which help students for classroom discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 11| 37%| N| 6| 20%| DA| 2| 7%| SDA| 0| 0%| 37% said agree, 37%said strong agree, 20%said neutral and 7%disagree. Table no. 3. 12 Can we help shy out students to set social development goal for discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 14| 47%| N| 2| 7%| DA| 3| 10%| SDA| 0| 0%| 37% said agree, 47%said strong agree, 7%said neutral and 10%disagree. Table no. 3. 13 Can teacher s allow the students to speak for break the shyness? Options| Frequency| Percentage| A| 8| 27%| SA| 10| 34%| N| 3| 10%| DA| 7| 24%| SDA| 2| 7%| 27% said agree, 34%said strong agree, 10%said neutral, 24%disagree and 7% strong disagree. Chapter 4 4. 1 Procedure of the Study The researcher herself visited for data collection and personally met the student’s . The researcher briefed the students about the purpose of the research and the teachers identified shy out students, a careful observation was made by the researcher also and only those students were selected who were seemed to be really shy and do not participate in classroom discussion. 4. 2 Findings The data collected through questionnaires was analyzed through the research. The results were interpreted in the forms of tables. * When students were opinion the statement 47% students said they were agree group activities break the shy out of the student, 44% opinion strong agree and 10% opinion strong disagree. * 30% the opinion they are strongly agree that have shy out students discuss their weakness in classroom as a communicator,10 %neutral ,40% disagree and 20% strong disagree . * 40% opinion they are agree that confer with parents give opportunities for shy out student to increase their involvement in classroom discussion , 24%opinion strong agree, 10%opinion neutral and 27%disagree. * 30% opinion they are agree do shy students show sign of social anxiety, 27%opinion strong agree, 10% opinion neutral and 34%disagree. * 40% opinion they are agreeing that do not force the shy out students to prefer in front of the classmates, but encourage him to do? 27% opinion strong agrees, 27% opinion neutral and 7%disagree. * 14% students opinion agree do not make shy out students that feel rushed to answer quickly, 67% opinion strong agree and 20% opinion neutral * 30% students opinion they are agree students have courage to comfort their shyness need time to develop, 30% opinion strong agree, 10%  opinion neutral, 8%disagree and 4% strong disagree. * 24% student’s opinions they are agreeing that the environment which students raised can affect his or her shyness in classroom discussion, 60% opinion strong agree and 5%disagree. * 10% students opinion they are agree some students have problematically shy out in varying degree, 10% opinion strong agree, 67% opinion neutral , 7%disagree and 7%strong disagree. * 30% students opinion they are agree shy out students diversity affect learning , 44% opinion strong agree, 7% opinion neutral and 20%disagree. * 37% student’s opinion agrees can we suggest strategies for shy out which help students for classroom discussion? 37% opinion strong agrees, 20% opinion neutral and 7%disagree. * 37% students said opinion can we help shy out students to set social development goal for discussion, 47% opinion strong agree, 7% neutral and 10%disagree. * 27% students opinion agree that can teachers allow the students to speak for break the shyness, 34% strong agree, 10% neutral, 24%disagree and 7% strong disagree. 4. 3 Explanation Almost all students act shy at times, especially when encountering a new person or situation. Shy sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What are the signs of shyness in a young student? Shy students tend to show at least 3 or 4 of the following behaviors in preschool or primary school. Shy students tend to: 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities. 5. Speak softly * What are the effects of shyness on students in classroom discussion? The unfortunate effects of being shy include nervousness, decreased development of close relationships, interference with learning, and reduced opportunities to practice and improve social skills. As a shy student reaches, peers tend to start thinking of the child as not normal. This can in turn have negative effects on the childs self-esteem. On the other hand, shy student tend to act out less than other students do, perhaps because they dont want to call attention to themselves by doing something wrong. Although some students outgrow shyness as they get older, others remain painfully shy their entire life. * Relationship of Shy out students with Self -Esteem Shy students are seen less friendly than others, maybe a bit standoffish, even cold in some circumstances. shy students probably even see themselves in a more negative than positive light. Because of this worry, their thoughts and strengths are limited to a very small circle of students; they are in fact only limited by their own thoughts and emotions. They constantly think that others are slighting them, insulting them, or attacking them in some way. The shy students can actually handicap themselves with negative thoughts and wind up using their shyness as a crutch and an excuse for not pursuing more social occasions, it becomes to socialize, make friends, and establish relationships, both personal and professional. It becomes a self- defeating behavior. This kind of self-defeating behavior leads to more and more avoidance of any or all social encounters, until they become frozen in fear and completely unable to function in normal social circumstances. They quite literally lose hope in their own ability to function normally in these circumstances, so they quit trying. if the children (adult) feel that there is a discrepancy between the way they are behaving and the way they would like to react, their self esteem is likely to be low. To avoid negative feeling, children may lower their expectations of themselves and accept a lower level of performance or social interaction than they are capable of, or may try to avoid further feeling of failure by withdrawing from the situation in which they feel that there self esteem to be threatened. 4. 4 Conclusion Teachers may be able to help shy students considerably by using strategies that are relatively easy to implement and well matched to the teachers basic role as a helpful instructor to students. These strategies include providing self-concept support, encouragement, and opportunities to develop confidence and comfort in the classroom to shy and inhibited students, as well as closer monitoring, improved nonverbal communication, environmental engineering, and instructive suggestions or demands for improved concentration designed to maintain the attention of students prone to shy out students. Most teachers seem to develop an intuitive understanding of some of the needs of shy students, but many could meet these needs more effectively by systematically applying the principles and strategies highlighted here. 4. 5 Suggestion of shy out students Suggestion one Assuming that you share a common Language with this student, the first step has to be to speak to him in his own language in order to ascertain what the problem is and if he is always shy. In other words is he shy when using his native language or does this shyness only occurs when he is trying to speak? Secondly, it would be very useful to spend some time talking to him about various aspects connected to his one-to-one classes and in particular how he would like to be taught and what his aims are. You could emphasize the value of trying things out in English and learning from mistakes rather than being afraid of them. You could also clarify your role and make sure that he understands that you are there to help and to give him constructive feedback on his English. Suggestion two We provide opportunities for the shy out students to develop debating skills. Provide best activities to break the shyness of the students. Suggestion three Teachers provide group work to make involvement of the students. They help and support the shy out students in classroom discussion and do not asked to him gave answer quickly. Suggestion four You could also use homework as the basis for speaking. If he has prepared a homework exercise (a grammar exercise or similar), go through it in the next class with him reading out the answers. It’s important that he gets used to hearing himself speaking this strange foreign language and feels comfortable with it. Suggestion five Another factor could be the dynamic in the classroom. Sitting next to the student rather than standing or sitting opposite can create a feeling of co-operation and may help the student to overcome his shyness. Writing on sheets of paper on the table rather than the whiteboard could also help as could the use of visual aids on the desk such as maps, photographs, magazine pictures and so on. All of these can help to shift the focus away from the student. The important thing here is for you to experiment and find the style and approach that best suits your student. 4. 6 Recommendations * The students should talk to parents, friends, a mentor or anybody they trust most and should confide and express what they feel. * The students should avoid doing so many things at the same time. Because this could lead them to confusion and frustration if nothing gets accomplished. They must stick on one thing that they are good at. * Parents should teach their children how to behave in a social situation. * Parents should try to be good role models. They must let their children see those making social contacts, expressing themselves and interacting with others. * Parents should help their children to feel themselves important, capable and adequate. Such feelings will enhance their self-esteem. * Teachers should avoid calling their students shy. If labeling occurs in the classroom, teachers should intervene. * Teachers should encourage shy students to participate actively in classroom activities 4. 7 SUMMARY Shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. What is shyness in students? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. * Causes of shy out students Some children seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. 1. Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Students miss opportunities to develop debating skills. 2. Lost Assertiveness Shy students may be less willing to mention when they are struggling with class room discussion, causing them to not receive the help they need. 3. Lost Opportunities When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. 4. Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. 5. Low Self-Efficacy. Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. * Strategies to Overcome Shyness of students Following strategies to help the students to overcome their shyness. 1. Tell the students about times when you acted bashful 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the children as shy. 3. Expose the children to unfamiliar settings and people 4. Prompt the children to interact with others 5. Reward the children for outgoing behavior * Signs of shy out students 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities 5. Make little or no eye contact * Teachers do to help shy out students 1. Put children in pairs or other small groups and lead them into an activity that requires interaction. 2. Prompt interaction between students. 3. Give shy students plenty of time to respond to questions or to speak to the class. 4. Show empathy and understanding. 5. Show warmth. 6. Reward outgoing behavior. * Effects of student’s shyness on classroom discussion Effects of being shy include: 1. Nervousness in discussion. 2. Decreased development of close relationships. 3. Interference with learning. 4. Reduced opportunities to practice in classroom discussion. 5. Improve social skills. References Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol. 84, No. 3 [Online] Available: http:

Macbeth And Lord Jim :: essays research papers

Realization of one’s imminent death can drastically change an individual. Knowing that death is imminent can change the way we look at things, and cause us to confess our sins. In Lord Jim by Joseph Conrad and Macbeth by William Shakespeare, the main characters experience this trauma. The instant that Jim jumps from the Patna, his life becomes a series of lies that will tamper with him for the rest of his life. He cannot confess the cowardly act that plagues him incessantly and, thus, he is controlled by his hidden secret. Only when he realizes that he is going to die does Jim face the lie. In parallel, Macbeth also is controlled by a lie. Macbeth’s murder of Duncan ignites a guilt inside of him that can only be confronted before he fights Macduff. Macbeth also needs to face the false promises that the witches gave him. These promises give Macbeth a false sense of security which help lead to his demise. Macbeth, like Jim, is badgered by a singular act that prevents him fr om living an honest life. However, both men are able to redeem themselves prior to their deaths. By confronting the lies and dying with dignity, the two men are able to regain some of their honor. The similarity between the two works emphasizes the effect of lies on the way an individual lives, and further stresses the internal struggle that Jim faced after he had jumped from the Patna. In their respective stories, Jim and Macbeth face the lies that dictated their lives and, consequentially, die with some of the dignity and honor that they had once experienced in their lives. This process is described as each man realizes and confronts his lies, faces the fatal consequences, and eventually dies.   Ã‚  Ã‚  Ã‚  Ã‚  The most significant point in Lord Jim and Macbeth is the respective main character’s realization of his lies. The realization of the lies begin by a singular drastic event that catches both men by surprise. When Tamb’ Itam explains to Jim about Dain Waris’ death, Jim is shocked. Jim separates himself from everyone else to ponder both the past and the present. “What thoughts passed through his head - what memories? Who can tell? Everything was gone, and he who had been once unfaithful to his trust had lost again all men’s confidence. It was then I believe, he tried to write - to somebody and gave it up.

An American Childhood Essay

In Annie Dillard’s â€Å"An American Childhood† she takes us the reader back in time. She tells of the activities and games she played as a child, which also draws the reader in to her story more bringing back the same memories from their childhood. She sets the stage around Christmas time on a weekday in late December. Her and her friends were standing in knee deep snow along the road waiting for cars to pass by, an easy target for anyone who could throw a snowball. It was clearly a great day for hitting cars with all the traffic they encountered on Reynolds Street. After some time had passed Annie and her friends decided an ice ball was the way to go. So without further due they spread out and waited for the next victim. Sure enough a black Buick came close and they opened fire. As soon as one snowball struck the windshield something that had never happened before began. The man pulled over and the chase was on. After winding all over town on the chase the man finally caught them. Out of breath the man in a stern voice shouted â€Å"You stupid kids†. For Annie and her friends the thrill of the chase was a glory they wanted to last forever. It was surely a winter none of them will forget. Dillard’s main goal in this story was to show how great her childhood really was. It depicts how most people would describe a traditional American childhood. The great thing about this piece was the descriptiveness of it. Details describing the other characters along with the setting, and elements such as the weather really paint a great picture of the scene of the events on Reynolds Street. Also the verbs Dillard uses to describe the chase and the event in the mans pursuit shows us how terrifying it would have been as a child running from a grown man. Overall it was a great story that could easily relate to any young American child which made reading this piece very simple.

Miller further Essay

Miller further continues the feeling of contempt towards John Proctor in the following Act through Elizabeth Proctor’s despair. Instantly we can see the tension and strain is the Proctor marriage as when her husband returns home late after a long day planting in the fields, Elizabeth is intensely suspicious of him. This tension is reinforced when the couple sit down for dinner as she uses a patronising tone with him and he secretly insults her by adding more seasoning to the soup she has made when she is not in the room, this is a metaphor showing how their marriage has grown bland and tasteless. This underlying tension between them is undoubtedly caused by Proctor’s affair with Abigail. When Elizabeth informs him that Mary Warren, their servant, had been in court that day as an official of the witchcraft trials, Proctor tells her how he knows the witchcraft accusations are all false as Abby told him when he was with her last week. Elizabeth is disturbed that the two were alone together, but Proctor tells her ‘I’ll not have your suspicion anymore’. He shouts at her with a ‘violent undertone’ to ‘learn charity’, as he has ‘tiptoed around the house for seven months’ since Abigail left. He tells his wife that he has honestly confessed to his sin and tells her that her ‘justice would freeze beer’. This represents him as being an uncaring man as his wife is obviously in distress and we feel sorry for Elizabeth as he is shouting at her and telling her that she is a cold woman when it is he who has been in the wrong when he had his affair with Abby. His callous way makes the audience assume that he will later not be hanged as it is thought that he will not care about admitting to witchcraft, and therefore sacrifice his family name for his life. However, this act also allows the audience to first see how Proctor is not all an evil man through his deep, utter regret, his guilt and his constant desire to cleanse himself of his previous sinful activities with Abigail. It is this break down that helps so show Proctor as no longer being wicked, but rather as being weak and pitiful. As a result, Miller represents Proctor as humanity, as he is someone who is at the same time strong and weak, someone who has made mistakes but who has the sense to learn from them, therefore becoming a better person. The inevitability of his death therefore starts to show, as his true character is honest. The audience further start to have some second thoughts about Proctor’s first cold hearted appearance in the way that Elizabeth seems to be a cold and demanding woman and Elizabeth herself believes that her chilly behaviour may have driven her husband to adultery. She is also withdrawn and distant, this has gradually given her home a silent and insecure atmosphere, and as she continues to punish her husband for his sin, their marriage becomes increasingly tenser. The tension continues to build when Mary Warren then enters, as she informs Proctor and Elizabeth of the many people that have been arrested and how some people will hang. She hands Elizabeth a poppet that she made in court that day, ‘I made a gift for you today, Goody Proctor’ and claims that Sarah Osburn sent her spirit out in court to get them, this shows how easily Abby influenced her and the increasing power Abby is getting as the girls are willing to do whatever she orders them to do. Proctor can not believe the power Abby seems to have over the girls at court and demands evidence of witchcraft from Mary Warren and forbids her to go to court again but she replies that she is ‘amazed you do not see the weighty work we do’ but he threatens her with a whip, ‘strangely she does not resist him’. This shows how although Proctor can use his strength and power to his advantage, he can also use it in a negative way. It also illustrates how Abby is gaining increasingly more power as even the girls themselves are starting to believe that there is witchcraft. Mary claims that she saved Elizabeth’s life today, for she was accused. Elizabeth then realises that Abigail wants to kill her, ‘she wants me dead, John, you know it’. Proctor underestimates Abby, as he never once thought that she would be as wicked or malicious as to accuse Elizabeth of witchery, as Elizabeth is such a good, honest woman who strongly believes in justice and sticking to moral principles. Elizabeth is a well-respected and dignified woman and to accuse her shows that Abigail must strongly hate her as it was dangerous to accuse such a honourable, devout Christian woman of sinful activities when she has such strong religious beliefs. The religious beliefs of Elizabeth and her husband are later questioned when Hale arrives at their house, ‘I thought sir, to put some questions as to the Christian character of this house’. Proctor tries to explain why he works on a Sabbath and has not to been to church as often, he criticises Parris and claims that he spends the church’s money wasteful. Hale asks why only two of Proctor’s children are baptized and asks him to say the Ten Commandments but he can only remember nine of the ten, Elizabeth instantly gives him a sharp and bitter reminder of the tenth, adultery. This is ironic as he broke this commandment when he had his affair with Abby. Proctor obviously knows how foolish he was to be unfaithful and now feels very guilty, this is shown in his constant desire to forget about his sins, and when Elizabeth reminds him, it is ‘as though a secret arrow had pained his heart’. When Proctor tries to tell Hale that witchcraft accusations are not true he does not believe him as he feels that many have confessed to witchcraft. It is here that the hypocrisy of the witchcraft hysteria is exposed as the only way for people to save themselves from hanging was to admit to witchcraft, this sent the witchcraft trials off in a vicious spiral as people would definitely confess to witchery and accuse others, if they would be hanged for denying it. This makes the audience consider if Proctor would confess to witchcraft like the majority of the village to save his life as although he has been represented as not being totally religious by not going to church all the time like the rest of the community, he has given good, moral reasons for not attending. Some of Proctor’s qualities are also helped to be further expressed in Elizabeth’s arrest on the charge that her spirit stabbed Abigail with a needle, ‘stuck two inches in the flesh of her belly he drew a needle out’. He says that he will ‘not give his wife to vengeance’ and when Reverend Hale insists that the court is just, Proctor calls him a ‘Pontius Pilate’. His deep passion and love for his wife mounts along with his anger against the charge and how he is willing to fight for what is right and moral is also expressed. This also shows how Proctor misjudged Abigail as is actually more cunning than he first thought, this seems to show how Proctor sees some good in everybody as he thought she was better than that. The poppet shows that Abigail is yet more wicked, it illustrates how she is jealous and envious of Elizabeth because John loves her so much and also shows how she is determined, unscrupulous, cold and scheming. In the first act, she behaved just in her own interests; she was ready to harm others, but only to save herself. However, in this instance she frames Elizabeth on purpose out of revenge, planting the poppet to murder her. When Elizabeth is taken away, Proctor demands that Mary Warren come to court with him, he uses his intelligence as he knows that he can use Mary to his advantage by making her give evidence against the charges of witchcraft and therefore to prove Elizabeth’s innocence. However, Miller adds irony here as Proctor can rely on one single person to save them from Abigail’s charges but this one person, Mary Warren, is one of the weakest characters in ‘The Crucible’. She alone has the power to stop the hysteria of the witchcraft trials, but does not have the strength or will to do it. Mary needs a lot of force from Proctor to even think about coming clean about the lie in court and as Proctor uses one of his qualities, power, as he is demanding her to give evidence against Abby. She sobs ‘I cannot, I cannot’ but Proctor further expresses his love for his wife as he cries that his ‘wife will not die for him’. His morals and principles allo w the audience to believe that his death will be inescapable. Act Three continues to defend Proctor by focusing on his good points. He enters the court in a powerful manner, presenting a piece of paper signed by Mary Warren saying that the accusations of witchery are false. This shows how he is a natural leader but this quality causes friction between him and Parris. This is revealed as Parris takes the evidence from Proctor as an attack on the court, and even as an attack on him, further, it illustrates how Parris is paranoid and foolish. When Proctor is told that his wife is pregnant by Danforth; although Proctor did not know if it is true or not, he tells everyone in the court that Elizabeth never lies so he believes it, this shows that even thought Elizabeth is often cold towards him, he still deeply loves and trusts her. When Abigail starts to pretend that she can feel a sharp cold wind, ‘a wind, a cold wind has come’, Proctor calls her a ‘whore’ and grabs her by the hair, finally admitting that he had an affair with her, he cries ‘I have known her sir, I have known her’. This again shows how Proctor’s energy and strength can be used negatively. However, he also illustrates deep shame and regret for his unfaithfulness but lets all of the truth be known even if it does mean that he will be charged and the once totally respected member of the community will have a dint in his reputation. He lets all the truth be known as he knows that many innocent people are dying for stupid reasons, this expresses how Proctor supports the theme of truth and justice. It also conveys how Proctor will not lie to defend himself, therefore portraying the idea that he will not later admit to witchcraft to save his own life, therefore expressing how his death may be inevitable. This scene is very ironic as to prove that he is innocent and to show that he is now faithful to his wife, Proctor has to openly tell everyone in the court about his affair. To save Elizabeth and to stop himself from being accused of witchcraft, he has to blacken his name. Even with this sin, Proctor is still shown as a martyr, as he sacrifices his good reputation in Salem, where public reputation is very important, in order to save his wife and others who have been accused of witchcraft even though they are innocent. His great belief in justice helps the audience to believe that his death will be unavoidable as it expresses how he will not carry on the accusations, which will undoubtedly cause many more unjustified deaths, and therefore his life will be lost to save other people.

Free Essays on Role Of African-Americans During The Civil War

The foundation for black participation in the Civil War began more than a hundred years before the outbreak of the war. Blacks in America had been in bondage since early colonial times. In 1776, when Jefferson proclaimed mankind's inalienable right to life, liberty, and the pursuit of happiness, the institution of slavery had become firmly established in America. Blacks worked in the tobacco fields of Virginia, in the rice fields of South Carolina, and toiled in small farms and shops in the North. Foner and Mahoney report in A House Divided, America in the Age of Lincoln that, "In 1776, slaves composed forty percent of the population of the colonies from Maryland south to Georgia, but well below ten percent in the colonies to the North." The invention of the cotton gin by Eli Whitney in 1793 provided a demand for cotton thus increasing the demand for slaves. By the 1800's slavery was an institution throughout the South, an institution in which slaves had few rights, and could be sold or leased by their owners. They lacked any voice in the government and lived a life of hardship. Considering these circumstances, the slave population never abandoned the desire for freedom or the determination to resist control by the slave owners. The slave's reaction to this desire and determination resulted in outright rebellion and individual acts of defiance. However, historians place the strongest reaction in the enlisting of blacks in the war itself. Batty in The Divided Union: The Story of the Great American War, 1861-65, concur with Foner and Mahoney about the importance of outright rebellion in their analysis of the Nat Turner Rebellion, which took place in 1831. This revolt demonstrated that not all slaves were willing to accept this "institution of slavery" passively. Foner and Mahoney note that slaves find the significance of this uprising in its aftermath because of the numerous reports of "insubordinate" behavior. Individual acts of defi... Free Essays on Role Of African-Americans During The Civil War Free Essays on Role Of African-Americans During The Civil War The foundation for black participation in the Civil War began more than a hundred years before the outbreak of the war. Blacks in America had been in bondage since early colonial times. In 1776, when Jefferson proclaimed mankind's inalienable right to life, liberty, and the pursuit of happiness, the institution of slavery had become firmly established in America. Blacks worked in the tobacco fields of Virginia, in the rice fields of South Carolina, and toiled in small farms and shops in the North. Foner and Mahoney report in A House Divided, America in the Age of Lincoln that, "In 1776, slaves composed forty percent of the population of the colonies from Maryland south to Georgia, but well below ten percent in the colonies to the North." The invention of the cotton gin by Eli Whitney in 1793 provided a demand for cotton thus increasing the demand for slaves. By the 1800's slavery was an institution throughout the South, an institution in which slaves had few rights, and could be sold or leased by their owners. They lacked any voice in the government and lived a life of hardship. Considering these circumstances, the slave population never abandoned the desire for freedom or the determination to resist control by the slave owners. The slave's reaction to this desire and determination resulted in outright rebellion and individual acts of defiance. However, historians place the strongest reaction in the enlisting of blacks in the war itself. Batty in The Divided Union: The Story of the Great American War, 1861-65, concur with Foner and Mahoney about the importance of outright rebellion in their analysis of the Nat Turner Rebellion, which took place in 1831. This revolt demonstrated that not all slaves were willing to accept this "institution of slavery" passively. Foner and Mahoney note that slaves find the significance of this uprising in its aftermath because of the numerous reports of "insubordinate" behavior. Individual acts of defi...

How Much House Can You Afford Learn to Calculate a Mortgage

How Much House Can You Afford Learn to Calculate a Mortgage SAT / ACT Prep Online Guides and Tips If you’re looking to buy a new home, then you’re likely asking yourself, how much house can I afford? How much mortgage can I afford, and what’s a reasonable monthly payment to take on? You don’t want to get in over your head, but you also don’t want to live in a shoebox in the middle of nowhere. Where does the balance lie? This guide will help you answer the question, "How much house can I afford?" based both on the numbers and your overall happiness. To begin, let's go over some general guidelines to consider when buying a home. Buying a Home: General Guidelines There’s a common misconception around buying a house, and it’s that you should buy the biggest and best house you can afford. However, the house you can buy and the house you should buy are not necessarily the same thing. Some banks will lead you right up to the precipice of spending when they offer you a mortgage. They’ll give you a loan that you can just afford to pay, but any big life changes, like getting fired or ill, could push you over the edge into bankruptcy. Not only is taking on the biggest mortgage you can financially risky, but it also may not do much for your overall life satisfaction. When it comes to house size and location, what we think we need and what actually fulfills us don't always match up. Figuring out the answer to "how much house can I afford" isn’t just about facts and figures. It also requires that you get introspective and strive to make the best financial and emotional decision based on your resources and needs. Before exploring issues of personal needs in greater depth, let’s take a look at the hard numbers. What percentage of your income should go toward housing payments? Deciding on a house is a balancing act between your financial and emotional needs. Key Rule of Thumb: Spend No More Than 30% of Your Income To figure out, how much home can I afford, the conventional wisdom tells us to spend up to 30% of our gross income on housing a year, or a little less than one-third. Gross income is what we make before taxes, not our actual take-home pay. We use gross income because the interest you pay on a mortgage is tax deductible. Regardless of whether you’re making $20k a year or $2 million a year, you should stick to this rule of thumb. You don’t want to overcommit to home ownership payments in case of an emergency, like losing your job or a costly injury. So, how can you calculate the house price that would correspond to 30% of your income? It's not just three times your income, because you have to consider total housing costs, which include the mortgage principal, mortgage interest, and general maintenance costs. Consider the example below. Remember the golden rule of real estate: spend no more than 30% of your annual income on housing costs. Estimating House Price: An Example You don't necessarily need a mortgage calculator to answer the question "how much mortgage can I afford?" When figuring out how expensive of a house you can buy, you can estimate that the lump sum house price can go up to roughly five times your total income. Why? The average person gets a 30-year mortgage and pays off 6% of the house price each year. This percentage may vary depending on your exact agreement (typically somewhere between 4% and 8% of the house price), but it's an average that applies to lots of people. This payment refers to total housing costs, which include both the mortgage and other costs. If 6% of the total housing costs equals about 30% of your income (using the 30% rule of thumb discussed above), then the total house price equates to about five times your income. We can represent this using the variable "h" for house price and "i" for income. Here’s how the math works out: 0.06h = 0.3i Divide both sides by 0.06 h = 5i Let’s say you make about $40,000 per year. Using this guideline, you can estimate that you can afford a house up to $200,000. While you can spend up to approximately five times your income on a house, you could also choose to purchase a less expensive home (then you’ll have more disposable income for golf or spontaneous trips to Paris!). Once you figure out the mortgage, or loan, you need, you’ll apply through a bank. Below are three steps you can take to qualify for your mortgage and reduce your monthly payments. Besides crunching the numbers, how else can you prepare to buy a house? Qualifying for a Mortgage: Steps You Should Take Unless you’re paying for the house with a suitcase full of cash and gold bars, you’ll need to apply for a mortgage. Most mortgages have fixed interest rates somewhere between 2.6% and 3.7%, and people commonly choose a repayment plan that spans 30 years. Once you reach this step, your next questions might be, how much mortgage can I afford and how much can I borrow? Banks look at three main factors when determining your mortgage and repayment plan. The first is how much you pay up front as a down payment. The second is your outstanding debts, and the third is your credit score. These are the three steps you can take to put yourself in the best financial position for getting a mortgage and buying a house. Step #1: Save for a Large Down Payment The more money you can pay on a house up front, the less you’ll have to pay per month. With reduced monthly payments and perhaps a shorter term, you also won’t have to pay as much on interest in the long run. Aim to pay at least 10% of the total house price as a down payment. Ideally, you can pay 20%. On a $300,000 house, for example, a 20% down payment would be $60,000. Some banks charge an extra monthly payment toward Private Mortgage Insurance (PMI) if you have less than a 20% down payment. Banks want to avoid risk, and a low down payment is one sign of risk. The bigger your down payment, the better contract you’ll get with the lender. The bigger down payment you can put down up front, the better! Step #2: Pay Down Your Debts Another way that banks assess risk is by looking at your outstanding debts. These debts might include student loans, car loans, or other personal loans. The less debt you have, the better deal you’ll get. If you have a huge monthly payment toward student loans, for instance, then you may not appear to be in a good position to put money toward a mortgage. You should also strive to show a history of consistent, on-time payments. If you’ve let your loans go into default, then you may not get approved for a mortgage. If you’re planning on buying a house, then it’s important that you handle your debts responsibly and work toward reducing them. Step #3: Build Up Your Credit Score Finally, your credit score is an important factor when you apply for any kind of loan. Lenders look at your financial behavior in the past as an indication of your financial behavior in the future. The strongest credit scores fall into the upper 700s or 800s. Now that you have a sense of the numbers - paying up to 30% of your income on housing - what else should you think about as you venture down the path toward home ownership? Buying a House: Beyond the Numbers A lot of guides for first time homeowners will urge you to go out and find a house that costs about five times your annual income (or the combined incomes of you and your spouse). While this mortgage calculator estimate may work well for you, assuming no unexpected interruptions in your income, it’s not necessarily the end all and be all in real estate advice. This mindset urges people to step right up to the limits of their financial profile to get the biggest house in the best location that they can. It prompts you to answer, how much house can I afford, with the biggest possible number. Banks and realtors, of course, are motivated to keep people in this maximizing mindset. But is this way of thinking necessarily the best way to approach buying a house? How much mortgage can I get and how much mortgage should I get are two different questions. If you think you’ll be happiest with the biggest or most centrally located house you can get, you may be overestimating the importance of house size and location. Let’s consider both of these factors, amount of space and location, individually. If your realtor shows you places like this, you might remind her that you probably don't need quite this much space for a three-person family. How Big a House Do You Want? People often want to maximize the amount of space they can afford, but they may not be happier with more space in the long run. Humans have a knack for adjusting, which can have many benefits, but also means that we won’t stay satisfied with material improvements in our surroundings for long. According to UC Riverside psychology professor, Sonja Lyubomirsky, â€Å"Someone who feels elated after upgrading to a big house is likely to soon start yearning for more - an extra bedroom, a pool, whatever it may be. But ultimately, whether we drive a battered truck or a Lexus to work; whether we have hypertension or asthma, our ability to be happy and get happier doesn’t vary much.† As long as we have a certain amount of comfort and our needs our being met, we won’t get much happier from a bigger house in the long run. People tend to acclimate to the space that they have, and many report higher levels of happiness after minimizing their lifestyles. All too often, extra space just becomes storage for extra stuff. You don't need to donate all your possessions and join the tiny house movement, but you should take time to think back on your various living spaces. Were you substantially happier in larger spaces? What was the smallest space you’ve lived in and felt satisfied? Before falling prey to the McMansion mindset, think about how much space would actually make you happy and how much would be unnecessary excess. Where Should Your House Be Located? While the size of your house may not be as important as you think, its location can have a large effect on your happiness levels for one main reason: your commute to work. Several studies have shown that commute time has a big impact on personal well-being. A study conducted at the University of Waterloo concluded that long commutes link with low overall satisfaction in life, while a 20 study from Sweden connected long commutes with low energy, high stress, and more frequent absences from work due to illness. While you may not be able to afford a location with the best commute, you should avoid buying a house far away from your place of work. Finding the right house becomes a balance, then, among your finances, the size of the house, and the area where it’s located. We all want to live in Danny Tanner’s townhouse from Full House, but with the average cost of a 4-bedroom house in San Francisco going for over $1.7 million, most of us have to let this dream go. How Much House Can I Afford? Final Thoughts There are lots of steps that go into buying a house, and you have to take a close look at your finances and personal needs. Generally speaking, you should spend no more than 30% of your income on housing payments (mortgage plus the other costs of home ownership). You can use this rule of thumb to look at houses that cost five times your annual income or less. While banks might be all too eager to grant you a large mortgage - assuming you can put down a large down payment, are paying down your debts, and have a strong credit score - you shouldn’t necessarily take on the biggest mortgage you can. Taking on any kind of debt is a risk, and you should be cautious about over-committing to a 30-year mortgage if you’re concerned about things in your life, like job security. You should also consider how much of your monthly income you need for spending in other categories, like a retirement savings account or a January vacation to the Caribbean. Think about what will make you happiest, whether it’s a larger space, a short commute, a location close to restaurants and cafes, or a small monthly payment that frees up your income for leisure activities. When purchasing a home, you need to think long-term about both your finances and your overall happiness. Once you’ve figured out what you’re looking for, you can make steps to put yourself in the best position for getting a mortgage and buying your perfect house.

Quality Management and Business Process Management Essay

Quality Management and Business Process Management - Essay Example It is evidently clear from the discussion that scholars like Apel viewed the Characteristic core of the scientific philosophy as the main alternative of modern scientific theory. Habermas’ theory of communication is of the notion that communication patterns are analyzed as well as ideal speeches are of utmost significance. Characteristics of honesty and accuracy provide a way for reflective, rational as well as moral decision making. Top quality management also consists of efforts that are aimed at installing and making a permanent condition in which a given organization continuously aims at improving its ability to deliver products and services of high quality to its clients or customers. The techniques of TQM mostly draw upon previously developed techniques and tools of quality control. This refers to a holistic approach to management to align an organization’s commercial processes with the needs of the customers. It makes use of a systematic approach in an attempt to gradually improve the efficiency and effectiveness of a business while at the same time striving to achieve flexibility, integration with technology as well as innovation. This can actually be referred to as a process optimization procedure. This form of management can positively affect the revenue generation as well as cost. As an approach to management, BPM sees processes as an organization’s strategic assets that must be managed understood as well as improved so as to deliver services and products that are value added. This is the term that is associated with thinkers from the Frankfurt school of critical and social theory like Adorno, Fromm, Marcuse, Horkheimer as well as Habermas. The sole purpose of these is to help us to recognize how dominant ideologies are unjust and uncritically accepted by the majority.