Why does he shift the the first person plural w Essays -

why does he shift the the first person plural we' in the final lines of the poem? The narrator feels a sense of frustration as he waits for his lover as evidenced through the first person , " I listened with heart fit to break." The shift to second person in the last lines of the poem, "And thus we sit her enow" indicates how his frustration of waiting for his lover are now appeared through her death as he has possession of her, "And I untightened next to the tress." Through her murder he has gained control of his lover now she will never leave him again. What is the effect of repeating and' Thecumulativeeffect ofand', shows the actionofPorphyria'sloveras illustrated in "And kneeled and made the cheerless grate" and shows her dominance in the relationship. This poem was written during the Victorian period- why is it important to have an understanding of this period when you read the poem It is important to understand the context of the poem as in the Victorian Period there was certain social constraints and gender expectations such as the male being dominant' and 'powerful' in a relationship. Women were also not allowed to have affairs and be dating people of lower social status to them. Without knowing it would be hard to develop a deeper understanding as to why there relationship was behind closed doors and why at first Porphyria' had more power. Thus the reason behind why she was killed. Porphyria is perfectly pure and good and thus satisfies her role as a traditional Victorian women. Why is this ironic? find quotes to support your answer. This is ironic as she subverts the 19 th century gender and relationship expectations as demonstrated through "she put my arm about her waist", to convey her control and dominance within the relationship. During this time period men were usually powerful' and dominant'. However this is not the case in her relationship. This is further supported by the use of active verbs and repetition of and' in "And kneeled and made the cheerless grate" showing her action and the fact that she is in control. What might the removal of her dipping cloak and shawl' etc be symbolic of? This shows her status , and conveys the fact that she is behind the closeddoor which is metaphoric/symbolic of her freedom from theoutside constraints. Although Porphyria's lover appears to be insane Browning is making a comment about the Victorian social class system- what do you think he is trying to say? He is trying to convey that in the Victorian Social class system women generally were not dominant and did not have power in the relationship. They were also not allowed to be have affairs. In the poem Porphyria' is dating a person on a lower social status to her which was not socially accepted in this time period and thus she had more power and control. This is why their relationship was behind closed door showing the society's opposition to their unequal match of their inequality. The poem Porphoriyas lover' was opposite to what was socially acceptable in that time period and hence leading to her lover murdering her. Extended response Browning examines the potential for tragedy when lives are controlled by thee strict social rules such as those of Victorian England Browning examines the potential for the tragedy when lives are controlled by the strict social rules such as those of Victorian England. Porphyria subverts the 19 th century expectations as demonstrated through "she put my arm about her waist", to convey her control and dominance within the relationship. Due, to the constraints of that time, the lovers meet in secret as metaphorically depicted through "she shut the storm", where the words cold' and storm' indicate society's opposition to their unequal match of inequality. The removal of her dipping cloak and shawl' indicate her status and convey the fact that she is behind closed doors which is symbolic of her freedom from the outside constraints .The persona refers to Porphyria as " To weak, for all her heart endeavour' implying that although in love with him pride' will not allow her to dissever' her' social ties' as she is vain and will not surrender her position in society.

Lights and Sounds Museum Essay Example

Lights and Sounds Museum Essay Example Lights and Sounds Museum Essay Lights and Sounds Museum Essay â€Å" The trip on February 10 , 2011 to Lights and Sounds was very educational and was very fun . The parts about Jose P. Rizal were very interesting and I learned a lot about his life. There were two parts that scared me the most . First , was the one where we saw the characters of Noli Me Tangere and El Felibusterismo . What scared me there was Sisa , because of her laugh( while she cried ) and how she moved . The second thing that scared me was at the last part when we entered the room the lights went of and we could only hear voices . I’m so glad I’ve gotten over it easily . I’ve also seen how big Intramuros is just by looking at it’s model . Although, there were parts I didn’t quite understand . At the end of the tour we all sat down on the floor to watch a video and at the end of that video the doors were opened by a soldier . The light sort of blinded our eyes. I think it was because we spent time in the dark for an hour. I had a laugh with my friends about that part . All the lessons I’ve had since Grade Four started coming back to me . It was like a review for us . I’ve also learned more details to Jose Rizal’s life . My classmates and I enjoyed the trip going there because we got to spend it together . It was our last field trip in CCWB . I’m so glad to have went there and I feel like I want to go back this time with my family .

Why I Want to Return to School Essay Example | Topics and Well Written Essays - 500 words - 3

Why I Want to Return to School - Essay Example Having served as a manager in the corporate world, I feel the dire need of acquainting myself with the right management skills. I deem that essential for progressing in the corporate world. I currently work as a security consultant and am placed in the middle management in the organization structure. When I was originally hired for this job, my plus point that counted more than my skills was that I was a woman. The company wanted to see how including a woman in the team would impact the clients. So although I was not quite skilled in management, I was offered a chance to prove them. I am optimistic that this degree will acquaint me with the necessary skills to help me become a subject matter expert in the security career field in the near future. Taking this course of management would enable me to optimize on my skills so that I provide my company with a reason to offer me a place on behalf of my skills rather than for my gender. Till now, all I have been concentrating upon my professional career. I tried being part of the Air Force and then tried being a civilian. Although I love the added freedom that comes with being a civilian, yet it is equally important for the civilians to keep advancing in their careers in order to remain competitive. In order to pursue my degree, I would have to manage the job along with studies and yet give time to my family as well. This would require me to make certain changes in my lifestyle. The biggest challenge for me is to be in the right place at the right time. Since I am divorced and my daughter is with me, I assume full responsibility for her. What makes the challenge even bigger for me is the fact that my daughter is only six years old. She is a toddler and requires full-time attention and care. In order for me to devote myself wholeheartedly to my degree, it is imperative that I find some objective solution to this problem.

Performance Appraisal, Diversity Management, And Employee Essay

Performance Appraisal, Diversity Management, And Employee Participation - Essay Example The leaders of the organization are the key to the success of any organization. They who set the goals, define the mission and vision and work with the employees to get the objectives completed. The problem that the company is facing is due to the lack of leadership qualities shown by the leader and non-satisfactory part played by the managers in performing their roles. Let’s identify some of the problems that are found in the company: Like the case study tells us, most of the top level and middle-level management positions are occupied by white men who share similar interests. This gives an idea that the organization is in control of the white men, and decisions are taken by them. When even white middle managers would spend time with the white top-level managers, the minority groups in the company would feel cut out and would generally blame the management of favoring the whites even if this wasn’t true. So by not having a diverse top management force, the perception o f the minority groups becomes biased. (Ely & Thomas, 2001) The minority groups are complaining about the incorrect and unjustified performance appraisals done. They received lesser points when compared to other white employees and for this very reason, their accusations of discrimination have become certain. Although the management may not be discriminatory and performance appraisal is done solely on merit, but due to the management’s negative attitude towards the minorities, any appraisal done is looked from a critical look.  ... This gives an idea that the organization is in control of the white men, and decisions are taken by them. When even white middle managers would spend time with the white top level managers, the minority groups in the company would feel cut out and would generally blame the management of favoring the whites even if this wasn't true. So by not having a diverse top management force, the perception of the minority groups becomes biased. (Ely & Thomas, 2001) 2. Injustices to the Minority Groups The minority groups are complaining about the incorrect and unjustified performance appraisals done. They received lesser points when compared to other white employees and for this very reason their accusations for discrimination have become certain. Although the management may not be discriminatory and performance appraisal is done solely on merit, but due to the management's negative attitude towards the minorities, any appraisal done is looked from a critical look. (Ely & Thomas, 2001) 3. Lack of Knowledge and Trained Human Resource Staff The company has a HR team however the team hasn't been able to fulfill its responsibilities as yet. Not enough knowledge is imparted to the employees about employee appraisal and diversity at the work place which is turning the company into a non-diverse white men company. Such a company can only be successful to an extent since diversity brings in new challenges and with it, it brings creativity. (French, 2006) 4. No Motivation for Minority Groups Minority groups are not finding any luck on their sides. They see no benefits for working and hence some have even resigned from their jobs. Since there is no encouragement, motivation, rewards and appreciation

Jungs Theory of Psychological Types

Jungs Theory of Psychological Types Explain C.G. Jungs theory of psychological types as a developmental model As Anthony Stevens (1990) details, Jung’s theory of psychological types has many precedents in psychology and the philosophy of mind; it can be seen to be connected to such notions as Hippocrates’ concept of the four temperaments, its medicalisation in Galen’s four humours, the ancient Egyptian systems of astrology and the Chinese binaries of Yin and Yang. Jung, however, in his essay ‘A Psychological Theory of Types’ (1960) despite acknowledging his debt to such systems, stresses the notion that his theory can be distinguished from such intuitive ones through its use of scientific and analytical understanding, as he states: The historical retrospect may set our minds at rest as to the fact that our modern efforts to formulate a theory of types are by no means new and unprecedented, even if our scientific conscience no longer permits us to revert to these old, intuitive ways of handling the question.[1] As this paper shall assert, this image of change and continuity is crucial in understanding how Jung’s theory has and can be used as a developmental model to examine not only childhood development but that of the whole lifecycle. Jung’s theories on this area can be seen as a being constantly adapted by himself and others to widening their theoretical importance and, more importantly perhaps, to broaden their practical application. To this end, this paper is divided into three main sections: the first looks at Jung’s theory of psychological types as laid out in texts such as ‘A Psychological Theory of Types’ (1960), The Development of Personality (1981) and Psychological Types (1983); the second section looks how this was adapted and altered by Isabel Myers and Katherine Briggs (Myers, 2000; Myers, 1962; Bayne, 1997) and lastly, the third and final section details briefly how each of these has been used as a full developmental model in practical psych ology and developmental science. It is hoped then that this paper represents not only a historical explanation of Jung’s theories but how they fit into a developing discipline. Jung describes the basics of his theory of types concisely in the introduction to the work Psychological Types (1983): In my practical work with nervous patients I have long been struck by the fact that besides the many individual differences in human psychology there are also typical differences. Two types especially become clear to me; I have termed them the introvert and the extraverted types.[2] There are two things of interest in this simple statement: firstly, as we have already stated Jung asserts the scientific method of his research (his theory arises out of observations in a clinical setting) and secondly, as Stevens (1990) details, Jung’s theory of types aims to accommodate both individual difference and universal similarity. The two basic psychological types in Jung’s framework, the introvert and extrovert, describe the basic relationship the individual has with the world and the objects around them: the extravert is defined by an outward flowing of libido, and as Fordham (1964) states â€Å"an interest in events, in people and things, (and has) a relationship with them and a dependence on them.†[3] The extravert draws energy from the world in which they inhabit and as Jung (1983) states, is more likely to have a ready acceptance of external events and happenings. They also show a need to be influenced by events happening to them and will have mo ral and ethical leanings that gravitate towards the collective[4]. The extravert is likely to be more willing to share views, to engage with others and to see their ideas as existing within a network of influencing factors (Shamdasani, 2003: 68). Conversely, the introvert presents us with the opposite view, as Fordham (1964) details: The introverted attitude, in contrast, is one of withdrawal; the libido flows inward and is concentrated upon subjective factors, and the predominating influence is ‘inner necessity’. When this attitude is habitual Jung speaks of an ‘introverted type’.[5] The introverted type, then, is happiest alone, ‘in their own company’ (to use Jung’s own phrase), draws energy from solitude, is more likely to formulate their own ethical judgements and frameworks, has a tendency towards pessimism and anxiety and finds safety and warmth with other people only when security has been established and the relationship boundaries have been fixed (Jung, 1983: 142-5). As we can see here, Jung’s basic taxonomy recognised only two general types and each of these corresponded to the individual’s interaction with themselves and the world about them. In his work ‘Psychological Types’, however, Jung also characterises ‘four basic psychological functions’ that he lists as: thinking, feeling, sensation and intuition. Each of these functions, taken as individual tropes and as two pairs of binaries (thinking/feeling and sensing/intuiting) enables us to frame not only the two basic types per se but how they are manifested in situation and behaviour. The two basic types and the four functions can be combined to form a series of eight major psychological types that serve to define and characterise an individual’s psychic propensity (Extraverted thinking, Introverted thinking, Extraverted feeling, Introverted feeling and so on). As Jung explains, this grouping was seen more as a flexible framework than a rigid meth od of pseudo-scientifically condensing the richness and breadth of humans as a species. As Stevens (1991) details, although these initial eight types have been expanded upon and used as the basis for psychometric testing, Jung’s interest in them was largely clinical, his writings outline how they can be used to understand the ways in which individual’s react to their environment and how clinical and pedagogical strategies can be formulated to best work with an individual’s own behaviour. As Knox (2003) suggests, the eight basic types of Jungian theory can be seen more as a method of classification than a developmental model. Whereas Jung’s concept of the archetypal lifecycle employed similar processes of taxonomy (the notion of life stages for instance) it was Isabel Myers and her mother Katherine Briggs who were to take Jung’s work and fully utilise it as a developmental model. As Myers (2000) details, the Myers-Briggs model expanded on Jung’s original thesis by adopting and adapting the concepts of the ‘dominant’ and the ‘auxiliary’ functions, this allows for the types to be seen, not so much as a series of binaries, but as a set of dichotomies that can be used to measure the relative make up of personality types within each individual. This resulted in an expansion of the eight types to sixteen, each of which was assigned a series of letters that allowed psychologists to formulate questionnaires and to calibrate results, as Myers herself details: Jung’s theory and the 16 MBTI types do not define static boxes; instead, they describe dynamic energy systems with interacting processes.[6] The Myers-Briggs adaptation of Jung’s original types made it possible for them to be used in more general, non-clinical situations (Waktins and Campbell, 2000). The sixteen types in the Myers-Briggs system have specific characteristic traits that can be used as a developmental model, not only in terms of how the individual may react to the changing life stages outlined by Jung (childhood, adolescence, early maturity, mid-life transition, middle age, late life transition, late maturity, death – [Stevens, 1990: 62]) but also in terms of the challenges that face individuals everyday. Myers (2000) for instance outlines the ISTJ individual (Introverted Sensing with Extraverted Thinking) as having: †¦a strong sense of responsibility and great loyalty to organisations, families and relationships in their lives. They work with steady energy to fulfil commitments as stated and on time. They go to almost any trouble to complete something they see as necessary but baulk at doing anything that doesn’t make sense to them.[7] Myers (2000) places such descriptions within a developmental context that highlights problems and potential areas for growth, asserting for instance that ISTJ personalities can â€Å"become rigid about time, schedules and procedures† and â€Å"find it difficult to delegate† (Myers, 2000: 14). Alternatively, those classified as ENFP (Extraverted Intuition with Introverted Feeling) can be described as innovative, stimulated by new people, see connections where others don’t and are likely to be curious, creative, imaginative and spontaneous. In terms of personal development, however, they can become frustrated â€Å"become scattered, have trouble focusing (and) be easily distracted† (Myers, 2000: 21). We can see how the Myers-Briggs model not only adapts the taxonomy of Jung’s original classification but also expands its uses – employing it far more as a general developmental model than a clinical tool, as Allen and Brock (2003) state: (The MBTI is) a tool for assessing those individual differences and has given millions of people a positive understanding of their own patterns of communication as well as an understanding of the mutual usefulness of differences.[8] As McCaulley (2000) suggests, Myers-Briggs Type Indicators can be used a developmental and psychometric model in many areas of counselling and education to determine such things as teaching styles, lifestyle strategies and methods of dealing with challenges and life situations. The development of type is a process that continues throughout one’s life: youth is seen as the stage in which we develop the dominant and auxiliary functions that form a major part of one’s personality, midlife allows us to develop and set the third and fourth functions and the latter stages of life allow us to adopt a lifestyle that is in conjunction with our own type preferences. As McCaully (2000) states, here Jung’s theory of psychological types and his theory of the developing lifestyle can be seen to coincide, with the latter being able to be used as a way that individuals can negotiate the former. Psychological types, especially as they were framed and described by Isabel Myers and Katherine Briggs, can be used as a basis with which to formulate strategies that aid in the transition from one life stage to another. As a developmental model then it seeks to be both descriptive and curative. Isabel Myers saw the a whole range of uses for Jungian psychological types as a developmental model, most notably in the area of education and child development, for instance she states that It is particularly important to apply the ethics and values of type to relationships with children. Often in trying to meet a child’s needs, adults assume that what has worked best for them will also work best for the child. Lack of validation or acceptance of one’s preferences as a child can lead to low self esteem, defiance or adaptation of that creates strain.[9] The Jungian based MBTI developmental model has been used by all manner of different disciplines from management practice (Davidson Frame, 2003, Bess, 1995) to education (Morgan, 1997) from organisational theory (Schneider and Smith, 2004) to religion (Watts, Nye and Savage, 2002). Its use by such a wide variety of fields is surly a reflection of its place as a model that seeks to understand both individuated personality and universal archetypes. Also, as we have seen, it is a theory is constant evolution and one that is being utilised by an ever growing range of academic and practical disciplines. References Allen, J and Brock, S (2003), Health Care Communication Using Personality Types: Patients Are Different, London: Routledge. Bayne, R (1997), The Myers-Briggs Type Indicator: A Critical Review and Practical Guide, London: Nelson Thornes. Bess, J (1995), Creative R and D Leadership, London: Quorum Books. Davidson, Frame, J (2003), Managing Projects in Organisations, London: Jossey Bass. Fordham, F (1964), An Introduction to Jung’s Psychology, London: Pelican. Jung, C.G (1960), Modern Man in Search of a Soul, London: Harvester. Jung, C.G (1991), The Development of Personality, London: Routledge. Jung. C.G (1983), Jung: Selected Writings, London: Fontana. Knox, J (2003), Archetype, Attachment, Analysis: Jungian Psychology and the Emergent Mind, London: Brunner-Routledge. McCaulley, M (2000), ‘The Myers-Briggs Type Indicator in Counselling’ published in Watkins, E and Campbell, V (2000), Testing and Assessment in Counselling, London: Lawrence Erlbaum Associates, pp. 111-174. Morgan, H (1997), Cognitive Styles and Classroom Learning, London: Praeger. Myers, I (1964), The Myers-Briggs Type Indicator, London: Consultant Psychologists Press. Myers. I (2000), Introduction to Type, London: OPP. Schneider, B and Smith, D.B (2004), Personality and Organisations, London: Lawrence Erlbaum Associates. Shamdasani, S (2003), Jung and the Making of Modern Psychology, Cambridge: Cambridge University Press. Stevens, A (1990), On Jung, London: Penguin. Watkins, E and Campbell, V (eds) (2000), Testing and Assessment in Counselling, London: Lawrence Erlbaum Associates. Watts, F, Nye, R and Savage, S (2002), Psychology for Christian Ministry, London: Routledge. 1 Footnotes [1] C.G. Jung (1960), ‘A Psychological Theory of Types’, published in Modern man in Search of a Soul, London: Harvester, p. 83 [2] C.G. Jung (1983), Psychological Types, published in Jung: Selected Writings, London: Fontana, p.129 [3] Frieda Fordham (1964), An Introduction to Jung’s Psychology, London: Pelican, p.29. [4] See for instance Jung’s assertion that â€Å"the extravert’s philosophy of life and his ethics are as a rule of a highly collective nature with a strong streak of altruism, and his conscience is in large measure dependant on public opinion.† (Jung, 1983: 141) [5] Fordham (1964), p. 30. [6] Isabel Myers (2000), Introduction to Type, London: OPP, p.7 [7] Myers (2000), p.14 [8] Judy Allen and Susan Brock (2003), Health Care Communication Using Personality Types: Patients Are Different, London: Routledge, p.7 [9] Myers (2000), p.36

Newspapers -- essays research papers

The front page of a newspaper provides a great deal of information on various subjects. Most newspapers include a weather forecast, an index or brief description of articles inside the paper, and a small sports scorecard to accompany the local and national news. Newspapers also concentrate on how to grab the attention of readers. They most commonly use a larger, darker type of print, mixture of color, and/or pictures on the front page of the paper. A newspaper’s job is to update people on the happenings around the world as well as in their own community. Community size often may influence or even dictate the findings on the front page of a newspaper. Normally the front page of a newspaper lets a person in on the findings throughout the remaining sections of the paper. A small index, or article description containing page numbers, usually shows a reader what the rest of paper contains. Accompanying this index, usually a forecast of the weather to come in the next few days manages to make it on the front page also. Some papers actually save the die-hard sports fans some time by having a miniature scoreboard recapping the scores of the day before. Remember that this doesn’t apply to all papers only to some. Newspapers constantly look for more readers and to help attract these readers many attempt to dress up their paper. While some papers remain basic and plain, others add color and size to font in a try to appeal to readers. Background color adds a little life to an otherwis...

Computer user freedom Essay

1) Users have the freedom to run, copy, distribute, study, change and improve the software. The freedoms to run the program as you wish, for any purpose. The freedoms to study how the program works and change it so it does your computing as you wish. Access to the source code is a precondition for this. The freedom to redistribute copies so you can help your neighbor. https://www.gnu.org/philosophy/free-sw.html 4) A nonprofit with a worldwide mission to promote computer user freedom and to defend the rights of all free software users. Linux is an open-source operating system modeled on UNIX. GNU developed many of the tools, including the C compilers that are part of the Linux operating system. Linux is the name of the operating system kernel developed by Linus Torvalds, which has since been expanded and improved by thousands of people on the Internet. http://www.sobell.com/CMDREF1/answers/01.answers.even.cmdref.i.pdf Chap.2 pg.50 1) Installing Fedora/RHEL is the process of copying operating system files from a CD, DVD, or USB flash drive to hard disk(s) on a system and setting up configuration files so Linux runs properly on the hardware. Several types of installations are possible, including fresh installations, upgrades from older releases of Fedora/RHEL, and dual-boot installations. Chap.3 Pg.86 1) A live system gives you a chance to preview Fedora without installing it. It does not write to hard disks. 4) Put /boot at the beginning of the drive (partition 1) so that there is no issue of Linux having to boot from a partition too far into the drive. 8) When the system enters runlevel 5. http://www.sobell.com/RH4/answers/03.install.main.ans.even.RH4.pdf Chap.11 Pg.498 1) When a system is in single-user mode, you can log in only at the console. Not all of the file systems are mounted, and many daemons are not running. With the system in multiuser mode you can log in at any terminal or workstation that is set up for login, most or all of the file systems are mounted, and all of the daemons that your system is set up to run are  running. 3) The letters stand for substitute user. You can give yourself privileges of any user whose password you know (or any user when you are running as root). You can also execute a command (other than a shell) as the specified user. To log in as Alex, you would first log in as root, and then give the command su alex, or su – alex to establish the same environment that Alex has when he logs in. 7) Use Uppercase and lowercase characters, along with numbers and special characters, and your password should be at least 8 characters long. http://www.sobell.com/RHLINUX1/answers/Chapter_17.ans.pdf