Steel Magnolias Theater Review :: essays research papers

In my theater class I was given the assignment of having to write a critical review of the play â€Å"Steel Magnolias,† by Robert Harling. So on the Wednesday before the holiday weekend (Rosh-Ha-Shana) I decided to make the trip over to the Hand Chapel on the Mount Vernon Campus, to see this play that I had already convinced myself was going to be dreadful, or at least that was what I wanted myself to believe. It was for this reason that in the beginning I wanted to be over critical and to pick apart every little detail. There was only one problem, the fact I thought the play was absolutely terrific. The caliber of this play was far superior to that which I had expected. Although, there were a few minor complaints I did have they hardly took away from the overall production. In my opinion, the most successful aspect in this play was the actresses, not just because they were good, but rather because they were incredibly believable. I did not feel that I was watching actors on the stage, rather that I was watching the lives of the six individuals unfold. They became their characters. A perfect example of this can be seen when Sabrina Hyman, who was playing the part of Truvy, was decorating the salon for Christmas and had to improv. While placing tinsel on the couch she was unable to keep it on the desired spot, because it kept falling off of the arm. Initially when she realized that the tinsel was not staying in its place she did not panic, as one would have thought. Instead she simply tried again, and then even a third time without showing any signs of a problem, she had to finally walk away without properly placing the tinsel where it should have been. This quick change in events did not throw her off in the least; she played it off like nothing was wron g. She played it off, as Truvy Jones would have in real life. Although I did feel that the acting in the play was truly amazing I did have two problems, and a couple of instances where I was given a reality check and reminded that it was just a play. My first complaint was that although Patricia Jenson and Jenny Towns did a terrific job, they were not able to play the part of elder women simply because of their age.

john kerry :: essays research papers

Massachusetts Senator John Kerry was the second Democrat to enter the race, announcing on December 1, 2002. Going into 2004, he was not considered a front-runner but came back to win the Iowa caucuses and almost every primary and caucus afterward, gathering enough delegates to be the Democratic nominee. His history includes a bachelor's degree from Yale University in 1966 and a law degree from Boston College in 1976. His military service includes the Navy from 1966 to 1970 and the Naval Reserves from 1972 to 1978. He was first elected Massachusetts lieutenant governor in 1982 until 1984. He was then elected as a U.S. senator in 1984, and he considered a presidential run in 2000. Kerry has his own unique position on many key issues, including national security, the environment and energy, and education just being a few. One issue that Kerry has spoken about is our national security. Especially after September 11th, many people want a president who will be able to provide us with a safe place to live. Kerry has many new plans that he will put into effect to do this. First, he backs letting the Patriot Act expire without congressional approval. He does not believe that this act will make Americans safer, but instead feels that it infringes on our rights as citizens. Also to protect our rights, he is against labeling U.S. citizens "enemy combatants". Next we need to be able to track and stop terrorists before they are able to strike. Many of the intelligence problems that allowed terrorists to slip into our country before 9/11 have not been addressed. Kerry will improve our ability to gather, analyze, and share information so we can track down and stop terrorists before they cause us harm by setting up new organizations and reforming the ones in place already. We then need to protect our bord ers and shores. Today, our borders, our ports, and our airports are not as secure as they must be. Kerry will make our airports, seaports, and borders more secure without intruding upon personal liberties by giving these areas the resources and training that they desperately need. Also to help improve the border situation, Kerry will speed the immigration process to help unite families and decrease the amount of illegal aliens crossing into the country. The hardening of vulnerable targets is also part of his plan to protect Americans.

Teen Dating Violence Support Group

Although most teen dating relationships last a shorter amount of time, it is an important part of a teen’s life that can impact them greatly. Teen dating violence occurs when one partner in the dating relationship is abused by the other partner and tries to control their daily functions. In the 2007 Youth Risk Behavior Survey, nearly10 percent of teens nationwide reported having an experience of physical violence from a romantic partner a year prior to this article (Mulford, & Giordano, 2008). It is important for teens to be aware of signs that their relationship may be heading towards violence or that they are in an abusive relationship so they could receive help before any serious injury or death occurs. The teen dating violence support group will give teens an arena to discuss actions that can be defined as dating violence or abuse from a romantic partner. The group will also be a supportive arena for those teens who have experienced violence or abuse in a romantic relationship in becoming survivors and coping with their experience and moving on to feeling safe and living a violence free life. In the support group, there will be discussions on what is considered a healthy relationship and how to maintain a healthy relationship. The support groups main focus is to empower teens to be educated about the signs and the dangers of dating violence and to empower teens with information on how to avoid dating violence, to recognize an abusive relationship, and to be able to escape abusive situations safely. Rational Working with women at a domestic violence shelter, I have noticed a high percentage of the women who receive services from our program, discuss they had experienced a form of abuse from a boyfriend or a romantic partner as teenagers. Some of the women stated as teens they did not take their experience serious enough or understand that they were being abused or that it could happen to them again as an adult. A survey done by the Center for Disease Control and Prevention in 2010, states approximately 1 in 5 women and almost 1 in 7 men who at one time experienced rape, physical violence, and stalking by a romantic partner, had first experienced some form violence from a romantic partner between the age between 11 and 17 years old (Center for Disease Control and Prevention, 2012). Most teens do not report their experiences of dating violence making it hard for adults and practitioners to find out about this experience in the teen years. Ashley and Foshee (2005) explain that it is far less likely that teens will report an episode dating violence than will adults reporting a domestic violence episode. Teens need to be educated and informed on the dangers of violence to understand why it is important to report their experience of violence so the cycle of abuse can stop and they could learn to be safe and live a violence free life. Additional Information The population that this support group will target are students that are in middle school where the ages are between 11 and 14 years of age. The support group will be open to both male and female students. Although high school is where most teens will begin to date, middle school aged teens also experience dating violence. It is essential for the group leaders to understand the importance of peer influence and the impact it has on the development of teens. It will be important to assure all members of the group that all information discussed will be confidential so they could feel comfortable in expressing their feelings and experiences. The desirable group size for this particular support group would be 6 to 8 teenagers at a time. This allows for a group small enough to have intimate dialogue and large enough for the members not to feel being singled out. A group this size with teens will allow the flow of conversation and interaction of the members. This group is open to male and female students to discuss their experiences of dating violence and become educated on signs and the cycle of dating violence. There will be times when the males and females will be separated to complete activities then they will come together to discuss the different gender perspective on certain facts about teen dating violence. Legal and Ethical Considerations It is important that the group leader take precautions to protect all clients from any physical, emotional or psychological harm (ACA, 2005). An informed consent with the parents and the students under the age of 18 years old will be necessary for the students to participate in this support group. In the consent the confidentiality and the limitations of confidentiality must be explained and the purpose and the focus of the support group must be clearly explained. Failure to explain this information to the students or their parents, could result in legal actions being taken against the therapist that could lead to loss of professional license. It would also be important to discuss the particulars and the process of the group with the parents of the students because they are minors and the parent consent is needed for them to participate in the support group. References American Counseling Association. (2005). ACA code of ethics. Retrieved from http://www. counseling. org/resources/codeofethics/TP/home/ct2. aspx Ashley, O. S. , & Foshee, V. ( 2005). Adolescent help-seeking for dating violence: Prevalence, sociodemographic correlates, and source of help. Journal of Adolescent Health, 36, 25-31. Centers for Disease Control and Prevention. (2012). Teen dating violence. Retrieved from http://www. cdc. gov/ViolencePrevention/intimatepartnerviolence/teen_dating_violence. html Mulford, C. , & Giordano, P. C. (2008). Teen dating violence: A closer look at adolescent romantic relationships. National Institute of Justice Journal, No. 261. Retrieved from http://nij. gov/journals/261/teen-dating-violence. htm Abstract Teen dating violence is becoming more recognized and important to today’s society as a major safety concern when it comes to dealing with teens. It is important for communities to be aware of this concern and have the appropriate services to provide teens the necessary information that promotes awareness and prevention. To ensure that teens are empowered with being educated on the dangers of teen violence and knowing how to escape a violent relationship safely is important to the health and development of teens into adulthood. Parents and communities need to understand the dynamics of teen dating violence to break the cycle and to lessen the chances of teens experiencing abuse or violence in a romantic relationship. The purpose of this paper is to review the literature that is relevant to educating, recognizing and preventing teen dating violence. An analysis of the current literature and research was done to provide information on recognizing the signs that a relationship is abusive or heading towards violence, the reasons surrounding why this type of violence is less likely to be reported, the risk factors associated with teen dating violence, and the impact dating violence has on the development of adolescents. Also, an analysis on the different types of prevention that is helpful to teens in avoiding and safely escaping an abusive or violent romantic relationship. Most middle school students are not aware that certain behaviors that their romantic partners display are the beginning signs of abuse or violence in the relationship. Dating violence can be defined as the act or the threat of the act of violence that is displayed by one member of a union that is not married that takes place during dating or courting (Glass, Fredland, Campbell, Yonas, Sharps, & Kub, 2003). Most teens in middle school do not recognize the actions that their partners display are signs that they may be in an abusive or violent relationship. Common behaviors like constantly calling and texting their partner to find out where their partner is at, what the partner is doing, and who their partner is with are jealous behaviors and is considered warning signs that can lead to dating violence. Other warning signs that the relationship is heading towards becoming violent are name calling, putting their partner down, making threats to harm family and friends, using violence to solve problems in the relationship, forcing the partner to do things that the partner does not want to do, and threatening to do self harm (Oklahoma Department of Health, 2010). At times teens do not take the hitting, jealous and controlling behavior seriously and may just take the hitting as playing around and the jealous and controlling behavior as signs of love and not signs of danger that could lead to getting physically hurt. Herrman (2009) explains that research has found that there are important differences in which teens define interpersonal violence based on gender. She further states that boys are likely to connect the act of violence to being provoked and girls see violence as a way of showing control or to dominate their partner. Although teen dating violence is prevalent in today’s society, many teens do not tell anyone or report their violent or abusive relationship to adults or the authority. Teens are far less likely to report a violent incident with a partner and it is estimated that about 1 in 11 events of teen dating violence are reported to adults or police and then some incidents are reported but not attended to (Ashley & Foshee, 2005). The study that Ashley and Foshee (2005) conducted to find the percent of victims and perpetrators that would seek help resulted in showing 60% of the 225 victims in the study and 79% of the 140 perpetrators in the study reported they did not go and ask for help. Sometimes victims are afraid that their partner will come back at them to do harm and make the violence continue or worse and some victims believe that they are at fault or they made their partner act violently because of something they did. Herrman (2009) explains that some teens that have children by the perpetrator will not report due to being loyal or having to depend on the abuser who is the father. Another factor that could have something to do with teen’s lack of report when they experience teen dating violence is some teens believe that violence is one-sided to the point where boys are the ones who get in trouble more and girls can abuse and it not thought of as serious and do not get in trouble as much as boys. Herrman (2009) explain that boys report that girls are allowed to do more violence to boys with no punishment because boys do not have considerable injuries in comparison to girls who are abused by boys with significant injuries. This is part of the reason why males do not report incidents of violence or abuse by females and also their macho thoughts of being the stronger one keeps most males from reporting dating violence. In society today, there is a double standard about who is actually being abused when it comes to males and females due to who is considered stronger species. This should not matter if someone is being abused or being hurt by another person. There are many risk factors that are associated with teen dating violence. If a teen is raised in a family that experiences or observes violence when solving problems it is possible that the teen will act in the same manner. Ayers and Davies (2011) explain that when teens have violent or abusive behavior shown in the home, the children can learn to behave in the same manner and the act of violence becomes an acceptable way to respond to others when there is a problem. Some studies show that an area where one lives can have an increase in domestic and teen dating violence. On study show that males and females that live in the southern region of the United States has more dating violence rates and may have increased tolerance to violence (Marquart, Nanni, Edwards, Stanley, & Wayman, 2007). Other studies report that dating violence is more likely in rural environments due to the thoughts about male and female roles, isolation, not having activities that are structured, and the customary practice of some teens driving around with alcohol (Marquart et al. , 2007). Teen dating violence can seriously impact adolescents in many different ways. The violence behavior from a romantic partner can cause physical injuries to the other partner where they may have to go to the hospital. Herrman (2009) discusses that nearly 8% of teens report going to an emergency room to get care for injuries that they got while in a romantic dating relationship. Teen dating violence can also result in the death of a partner as it was reported in an article in the New York Times (2009) of how a 20 year old girl in Indianapolis was killed by her boyfriend after trying to leave the abusive relationship several times. Teen dating can also have long-term effects on the health of the adolescent during their life like drug and alcohol abuse, depression, low-self esteem, and eating disorders (Oklahoma Department of Health. 010). Violence in a teen relationship can develop into a long term pattern of unhealthy intimate partner violence and the development of poor relationship skill (O’Keefe, 2005). Teens who were victims of dating violence are more likely to be victims of intimate partner violence in their life as an adult. It is important for teens to be aware of the long term effec ts of dating violence that could continue on into adulthood and dictate the relationship style for future relationships. Teens that experience dating violence have a greater chance of emotional and behavioral problems as young adults and increased risk of having violent relationships in the future (Healy, 2012). Researchers from a nationally representative survey that examined teens between the ages of 12 to 18 that said they were the victim of a violent dating relationship, examined these young adults five years later and found that these same teens, boys and girls were three times more likely to be involved in a violent relationship as a young adult (Healy, 2012). Teens who learn and develop negative relationship skills tend to carry on those negative relationship skills into adulthood. To address the issue of teen dating violence there have been many interventions and preventions established to minimize and hopefully eliminate dating violence with teens. There teen dating violence to parents, adolescents, and other adults in the community to raise public awareness like The National Teen Dating Abuse Hotline, and the National Center for Victims of Crime (Herrman, 2009). There has also been education in the schools to make the teachers and students aware of the signs and the risk factors. Herrmann (2009) explain that many schools include prevention topics in the health classes to help students think of ways to improve conflict management skills and to change the dating violence norms. Prevention strategies such as awareness and promoting healthy relationships by providing assistance and addressing change at all levels of social environment the give power to intimate partner violence will eventually enhance the efforts to reduce the risk factors and advance protective determinants (Center for Disease Control and Prevention, 2012). Teen dating violence is becoming a widespread issue in today’s society and needs to be addressed and made know so parents, school officials and professionals can be aware and know how to assist those in need of help. Making teen dating violence more aware to adolescents and the community will help to reduce incidents of teen dating violence and help to educate adolescents on healthy relationships, what the signs are for teen dating violence, and seek help to deal this issue.

Every Man Dies but Not Every Man Really Lives Essay

â€Å"Every man dies but not every man really lives† was among the few words written by Sir William Ross Wallace, an American poet during the 1860s. Well, as for me I want to live my life to the fullest before I leave to my eternal home up there. Having a bucket list simply keeps me on track to full fill every minor and major thing I want to do before I kick the bucket. The very first item on my list is to tell my mother that I love her. I believe in love at first sight because since the very first day I opened my eyes until to this very second, I still love my mom. My mom is my best friend and my hero because she has been with me through my laughs, heart breaks, tears and everything that came in between. Since babies are precious angels gifted from heaven, I would not want to miss the next thing on my list which is to make a baby laugh. That moment of being so satisfied upon witnessing the joy on their faces is a feeling of no value. Next, I want to make a difference in a beggar’s life by taking some incredibly small steps which will mean so much to them some day. Back to the olden days blockbuster ‘Dr No’, right up to ‘Casino Royale’ that hit the box office in year 2006 will be one of the thing I want to do which is to watch all of James Bond’s movies. Just like how Alex Thompson wrote a poem entitled ‘My First Time’ to share his experience milking a cow, I want to roam freely and spend one week of my life to learn how to milk a cow. Besides that, I want to go on a holiday with no luggage to add a little more spice to the memories I will take back. The ‘Steel Dragon’ roller coaster in Spaland located in Nagashima, Japan will be one thrilling ride I would not want to miss. To add more excitement, I will pay the risk to swim with a shark and to swing myself in the sky on a trapeze. Besides that, one thing I will definitely do is to push a policeman down the street and run away. To appreciate mother-nature and the greens that provided me sufficient oxygen to respire, I will plant a tree with my name carved on it. Among the crazy things that I do not want to miss to do is to pretend to be invisible just like drawing a picture using a white crayon on a white paper. From laughing at a public phone to confessing my love to a traffic light, I wish to do all kind of things that will make people think I just lost my mind for one simple reason that I wish to relate to the sayings of Mahatma Gandhi, ‘Live every moment of your life as if there is no tomorrow and as if there is no one watching’. Among the few last things I will do is to fall in love. Somewhere between laughing for no reason, stupid arguments, and making fun of each other, I will fall for the ‘him’ who is willing to catch me when I fall. Elvis Presley put it best in his classic love songs and I want to fall in love with no regrets. I want to be in love with a love that is nothing because nothing last forever and therefore my love will last forever. With commitments, trust and care I want to fell so alive to be in love with the right man. Finally, I will prepare letters and leave it to cope up with my loved one once I am gone just like how Gerard Butler did to Hilary Swank in the movie, ‘P.S. I Love You’. ‘As a well-spent day brings happy sleep, so a life well used brings happy death’ said by Leonardo da Vinci is the one thing that keeps me going and to stand up to live every day of my live doing things I want to do by simply being just the way I am.

Teaching Students with Diverse Abilities

Teaching students whose first language is not English is often a challenging task. This essay will focus on a few effective teaching and learning strategies for teaching business studies to second-language learners (ESL learners) in the context of the mainstream classroom. Studies reveal that the negative effects of wrong beliefs about learning are significant (Sawir 2005). However, it has also been suggested that it is possible to intervene in relation to beliefs about learning (Sawir 2005). Hence a clear understanding of belief issues is of paramount importance for teachers. Care should be taken to give speaking and listening skills the appropriate status and these should be backed by comprehensive practical programs (Sawir 2005). Having oral presentations and listening tasks as part of the business studies assessment program can help develop these skills. Krashen and Terrel (1983) suggest using language to transmit messages rather than teaching it explicitly for conscious learning. They use the expression the ‘natural approach’ and claim it is based on the theory that language acquisition occurs when students receive clear instructions in acquiring language proficiency (Webster and Hasari 2009). Therefore, the business studies teacher can introduce new words and concepts within the subject content thereby improving student vocabulary. Four key strategies were considered by the majority of teachers in a study by Facella et al. (2005) as being effective in teaching second-language learners. These included gestures and visual cues; repetition and opportunities for practicing skills; use of objects, real props and hands on materials; and multi-sensory approaches. Thus, giving students real life business case studies to discuss and evaluate is an effective strategy. Taking students out to real businesses and letting them see first-hand how a business operates can also be useful. Rice et al. (2004) argue that the use of visuals and demonstrations are often the primary source of information for ESL learners and suggests the use of outcome-based objectives against which students can assess their own progress. They also advocate the modulation of lesson objectives to each student’s level of language acquisition. The belief is that repeating demonstrations and instructions facilitate student learning. Hence, teachers should endeavour to demonstrate procedures, provide illustrations and diagrams before students commence research projects, as opposed to providing students with only written instructions. In addition, when forming groups, members should ideally be bilingual, strong in commerce and business studies and be willing to work with limited-English proficient students (Sutman et al. 1993). Sheltered instruction is another effective strategy for teaching second-language students. It refers to a research-based instructional framework that provides clear and accessible content and academic language to ESL learners (Hansen-Thomas 2008). Features of sheltered instruction include use of cooperative learning activities with appropriately designed heterogeneous grouping of students, a focus on academic language as well as key content vocabulary, careful use of the student's first language as a tool to provide comprehensibility, use of hands-on activities using authentic materials, demonstrations, and modeling and explicit teaching and implementation of learning strategies (Hansen-Thomas 2008). Sheltered classes can be team-taught by an ESL teacher and a content-area teacher or taught by a content-area specialist trained in sheltered instruction. ESL mentoring is another effective strategy to help teachers of second-language students. It is â€Å"a means of fostering stronger connections among the teaching staff, leading to a more positive and cohesive learning environment for students† (Brewster and Railsback 2001). One of the goals of the ESL mentor is to assist the teacher in learning how the school identifies ESL students. Furthermore, a teacher needs to know some basic background information such as where the student is from, how long the student has been in the country and the student's stage of language development. The guidance of an ESL mentor can help a teacher understand his/her ESL students quickly and prevent possible problems later in the year (Mittica 2003). The ESL mentor can also provide training on accommodations and alternate forms of assessment. The ESL mentor can assist the teacher to set achievable goals for ESL students at the beginning of the semester. In teaching ESL students, success is not always measured on a report card. Therefore, teachers have to be guided to observe his/her ESL students closely by focusing on issues such as the progress demonstrated by the student over time and by observing to see if the student is more comfortable participating in class and asking questions (Mittica 2003). Above all, ESL mentors can provide a â€Å"vision of students as capable individuals for whom limited English proficiency does not signify a lack of academic skills and does not represent an incurable situation† (Walqui, 1999 in Mittica, 2003). ESL mentors can guide mainstream teachers in discovering his/her students' strengths and to celebrate multicultural education (Mittica 2003). By fully involving mainstream classroom teachers in the education of ESL students, these students will be more likely to achieve success a nd adjust to their lives in a new country (Mittica 2003). (ii)  Teachers need to work in partnership with parents and the wider community to help educate students from culturally and linguistically diverse backgrounds. This essay will discuss some strategies for developing such partnerships. Several researchers have documented the challenges associated with school, family, and community partnerships. Rubin and Abrego (2004) suggests that parents are not involved with their children's learning because of cultural and communication barriers, confusion with education jargon, feelings of inferiority, inhibition, inadequacy, or failure, lack of understanding of the school system, staff's lack of appreciation of the student's culture or language and parents' previous negative experiences or feelings toward schools. Other researchers who examined the success factors in school-parents-community relationship found an open and trusting communication between teachers and parents as critical (Obeidat and Al-Hassan 2009). Parents and schools should communicate regularly and clearly about information important to student success (NCPIE). This can be accomplished through newsletters, handbooks, parent-teacher conferences, open houses, as well as home visits, and email. Translations should be made available, if needed, to ensure non-English speaking parents are fully informed. Researchers believe that personal contact whether by telephone or in person is usually the best way to promote two-way communication (NCPIE). Schools can also form partnerships with community and faith-based organizations to engage families from diverse cultural backgrounds who often do not feel comfortable in school (NCPIE). Conferences, meetings and informal get-togethers can take place outside the school building, such as at a faith-based or community center. Once again Interpreters should be provided as needed. Attitude is another potential success factor for developing partnerships with parents. A survey of more than 400 parents of high school students in the USA revealed that their attitudes toward their children's schools were positively influenced by the efforts the school made to promote partnerships with them (Obeidat & Al-Hassan 2009). Parents are more likely to come to the school if school personnel encourage them to be volunteers and participate in decision making (Sanders et al. 1999). School factors, specifically those that are relational in nature, have a significant impact on parents' involvement. When school staff engage in a caring and trusting relationship with parents and view parents as partners in the education of their children it enhance parents' desire to be involved and influence how they participate in their children's educational development. Schools should create an environment that welcomes participation (NCPIE). Signs that greet families warmly at the school door, the central office, and the classroom should be in the languages spoken by the community. A school-based family resource center providing information, links to social services, and opportunities for informal meetings with staff and other families also contributes to a family-friendly atmosphere (NCPIE). Schools should also provide professional development opportunities for teachers and other staff in the cultural and community values and practices that are common to their students and their families (NCPIE). Strengthening the school-family partnership with professional development for all school staff as well as parents and other family members is an essential investment that can help foster lasting partnerships with parents and the community at large (NCPIE). In their 1997 study, Hoover-Dempsey and Sandler identified two key factors influencing parental involvement. They were an inviting climate at school, which refers to the frequency that schools actually invite parents to be involved in their children's schools and parents' perceptions of being welcome at school. Epstein (1995) identified six general types of activities that can help parents, schools, and communities come together to support children's education: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Epstein (1995) says that partnership programs should draw on each of these elements and that programs should take into account the unique character of the local community and the needs of its students and families. Martin et al. (1999) in their studies identified key characteristics of effective partnerships between schools, parents and the community these included; inclusiveness, recognizing social as well as academic goals, raising expectations through education achievement, involving local people in decision-making and democratic participation and active citizenship. Hence, schools need to focus on developing these areas to grow positive relationships. The use of service learning can be a useful strategy for this purpose. Serve learning is more than just community service. It involves a blending of service activities with the academic curriculum in order to address real community needs while students learn through active engagement (Lynass 2005). The service needs to be closely linked to the curriculum as possible with an emphasis on students applying the skills they are learning (Lynass 2005). Service learning will benefit students, teachers and the community concurrently. It allows teachers and students to connect with and benefit their surrounding communities while integrating this learning back into their curriculum (Lynass 2005). In conclusion, it is essential for schools to develop strong relationships with parents and the community to successfully educate students from culturally and linguistically diverse backgrounds. This essay has identified a few strategies to develop such partnerships.

4 page paper on James Joyce's Ulysses Essay Example | Topics and Well Written Essays - 1000 words

4 page paper on James Joyce's Ulysses - Essay Example rs at a particular time of day while others seem to be showcasing Joyce’s repertoire of voices – some journalistic, some featuring high drama, some in the modern stream of consciousness and some even in the form of questionnaires. It’s roughly divided into three segments. The first segment is about Stephen Dedalus, which reveals his perspective on life. The second and longest section is about Bloom, following him as he moves through his day. The third section is all about tying the three main characters together. It can be argued that there is a fourth section in the final chapter which focuses on Molly. The protagonist of the story is considered to be Leopold Bloom. He works as an advertising canvasser and he’s 38 years old. He’s married to a woman named Molly who he knows is cheating on him and he spends his day socializing in a detached sort of way. Although he really likes to think and talk about science and the new inventions that are being thought up, his biggest concern in life is the separation he feels between himself and Molly. He’s generally a good guy and has the unusual ability to see things from another person’s perspective. The main antagonist of the book seems to be a personified Death. Bloom is struggling against the idea of death in the immediate present with the funeral of Paddy Dignam, in the recent past when his father commited suicide and in the more distant past when his infant son died, placing a gap between himself and his wife that now has her sleeping around with other men. Bloom is realizing that his family line will die out with him and is feeling himself very mortal. While there are many other minor antagonists in the story, Death seems to be the major cause of Bloom’s disquiet and the reason for his suffering. The story takes place throughout the day on June 16, 1904. Like the chapters themselves, the setting jumps around a lot, starting in the morning with Stephen Dedalus as he moves from his apartment

Trade and labour standards Thesis Example | Topics and Well Written Essays - 500 words

Trade and labour standards - Thesis Example Bringing about this issue within the framework of WTO would indicate the enhancement of working conditions around the world. The proposed working group would be responsible for studying the trade and core labour standards. Many developing as well as some developed countries however argue against this proposition because such core labour standards should technically not be a part of the WTO. Developing countries’ representatives argue that such policies might subjugate the comparative advantage of the lower wage in developing nations. In fact the improved working conditions according to the essential labour standards require high scale improvements in the infrastructure of the workplace which is often not conducive to a developing nation. In a developing nation with relatively lower economic growth such enforcements of standards would bring about poverty and some lapse of time in improving working standards. The compulsion to stick to the labour standards and the need towards l abour market flexibility work together to bring out protests and non-cooperative approach of the workers especially in nations where political structures favored some voice to the workers.