Mesopotamian Reed Boats The Earliest Boat Builders

Mesopotamian reed boats constitute the earliest known evidence for deliberately constructed sailing ships, dated to the early Neolithic Ubaid culture of Mesopotamia, about 5500 B.C.E. The small, masted Mesopotamian boats are believed to have facilitated minor but significant long-distance trade between the emerging villages of the Fertile Crescent and the Arabian Neolithic communities of the Persian Gulf. Boatmen followed the Tigris and Euphrates rivers down into the Persian Gulf and along the coasts of Saudi Arabia, Bahrain, and Qatar. The first evidence of Ubaidian boat traffic into the Persian Gulf was recognized in the mid-20th century when examples of Ubaidian pottery were found in scores of coastal Persian gulf sites. However, it is best to keep in mind that the history of sea-faring is quite ancient. Archaeologists are convinced that both the human settlement of Australia (about 50,000 years ago) and the Americas (about 20,000 years ago) must have been assisted by some sort of watercraft to assist moving people along the coastlines and across large bodies of water. It is quite likely that we will find older ships than those of Mesopotamia. Scholars are not even necessarily certain that Ubaid boat-making originated there. But at present, the Mesopotamian boats are the oldest known. Ubaid Boats, the Mesopotamian Ships Archaeologists have assembled quite a bit of evidence about the ships themselves. Ceramic boat models have been found at numerous Ubaid sites, including Ubaid, Eridu, Oueili, Uruk, Uqair, and Mashnaqa, as well as at the Arabian Neolithic sites of H3 located on the northern coast of Kuwait and Dalma in Abu Dhabi. Based on the boat models, the boats were similar in form to bellums (spelled bellams in some texts) used today on the Persian Gulf: small, canoe-shaped boats with upturned and sometimes elaborately decorated bow tips. Unlike wooden planked bellams, Ubaid ships were made from bundles of reeds roped together and covered with a thick layer of bituminous material for water-proofing. An impression of string on one of several bitumen slabs found at H3 suggests that the boats may have had a lattice of ropes stretched across the hull, similar to that used in later Bronze Age ships from the region. In addition, bellams are usually pushed along by poles, and at least some of the Ubaid boats were apparently had masts to enable them to hoist sails to catch the wind. An image of a boat on a reworked Ubaid 3 sherd (a ceramic fragment) at the H3 site in coastal Kuwait had two masts. Trade Items Very few explicitly Ubaidian artifacts have been found in the Arabian Neolithic sites apart from bitumen chunks, black-on-buff pottery, and boat effigies, and those are fairly rare. Trade items might have been perishables, perhaps textiles or grain, but the trade efforts were likely minimal, consisting of small boats dropping in at Arabian coastal towns. It was a fairly long distance between the Ubaid communities and the Arabian coastline, approximately 450 kilometers (280 miles) between Ur and Kuwait. Trade does not seem to have played a significant role in either culture. It is possible that the trade included bitumen, a type of asphalt. Bitumen tested from Early Ubaid Chogha Mish, Tell elOueili, and Tell Sabi Abyad all come from a wide variety of different sources. Some come from northwestern Iran, northern Iraq, and southern Turkey. Bitumen from H3 was identified as having an origin at Burgan Hill in Kuwait. Some of the other Arabian Neolithic sites in the Persian Gulf imported their bitumen from the Mosul area of Iraq, and it is possible that boats were involved in that. Lapis lazuli, turquoise, and copper were exotics in the Mesopotamian Ubaid sites that potentially could have been imported, in small amounts, using boat traffic. Boat Repair and Gilgamesh Bitumen caulking of the reed boats was made by applying a heated mixture of bitumen, vegetal matter, and mineral additives and allowing it to dry and cool to a tough, elastic covering. Unfortunately, that had to be replaced frequently. Hundreds of slabs of reed-impressed bitumen have been recovered from several sites in the Persian Gulf. It may be that the H3 site in Kuwait represents a place where boats were repaired, although no additional evidence (such as woodworking tools) was recovered to support that. Interestingly, reed boats are an important part of Near Eastern mythologies. In the Mesopotamian Gilgamesh myth,  Sargon the Great of Akkad is described as having floated as an infant in a bitumen-coated reed basket down the Euphrates River. This must be the original form of the legend found in the Old Testament book of Exodus where the infant Moses floated down the Nile in a reed basket daubed with bitumen and pitch. Sources Carter, Robert A. (Editor). Beyond the Ubaid: Transformation and Integration in the Late Prehistoric Societies of the Middle East. Studies in Ancient Oriental Civilizations, Oriental Institute of the University of Chicago, September 15, 2010. Connan, Jacques. An overview of bitumen trade in the Near East from the Neolithic (c.8000 BC) to the early Islamic period. Thomas Van de Velde, Arabian Archaeology and Epigraphy, Wiley Online Library, April 7, 2010. Oron, Asaf. Early Maritime Activity on the Dead Sea: Bitumen Harvesting and the Possible Use of Reed Watercraft. Ehud Galili, Gideon Hadas, et al., Journal of Maritime Archaeology, Volume 10, Issue 1, The SAO/NASA Astrophysics Data System, April 2015. Stein, Gil J. Oriental Institute 2009-2010 Annual Report. Oriental Institute, The University of Chicago, 2009-2010, Chicago, IL. Wilkinson, T. J. (Editor). Models of Mesopotamian Landscapes: How small-scale processes contributed to the growth of early civilizations. BAR International Series, McGuire Gibson (Editor), Magnus Widell (Editor), British Archaeological Reports, October 20, 2013.

Abortion Is Not A Free Card Away From Responsibility

Ms. Moore English 10 16 November 2015 Abortion Research Paper Every year, millions of innocent babies lose their lives due to abortion. This means that because their own mother did not want them, the children have been killed without even being able to blow out their first birthday candle. Abortion is not a free card away from responsibility. It is dangerous to the Mom mentally and is the murder of a child is why it must be stopped. A majority of abortions today are not due to health risk or rape. According to Abort72.com, â€Å"3/4 say that having a baby would interfere with work, school or other responsibilities; about 3/4 say they cannot afford a child; and 1/2 say they do not want to be a single parent† (U.S.†). Getting pregnant is most definitely the mother and father’s fault. They knew what could possibly happen if they engaged in sexual intercourse, but they irresponsibly chose to do it anyway. Getting an abortion is just an excuse for laziness in â€Å"87%† of the cases (â€Å"U.S.†). There is no excus e to murder the child because they did not just suddenly appear in the Mom’s womb. Abortion is growing more and more common because our country is getting lazier and more irresponsible. If the parents cannot possibly take care of the baby, there are other ways to go about it besides killing the unborn child. For example, they can take it to an orphanage or ask their parents to help out. However, it is understood that taking away abortions will make orphanages even moreShow MoreRelatedPropaganda Is A Form Of Communication1345 Words   |  6 Pagesthe producers decided to focus on abortion politics. The entire episode was basically a free publicity for Planned Parenthood (PP), which at the time was fighting with Congress over funding. The audience witnessed the former First Lady and current Senator of Virginia, Mellie Grant, perform a filibuster. 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Another 15% were sold by family friends or other relatives (Lim 1998, page 180). Many of these children are from the poor regions of Cambodia and some are smuggled into the country from neighboring Vietnam which is equally poor. Most are sold, others believe that they are being engaged for employment in legitimate work like waitressing; still other young girls are kidnapped off of the streets. Read More Decreasing Violence in America Essay6606 Words   |  27 PagesThe suspect is in custody and the case is under investigation,† a reporter in the ten o’clock news reports. â€Å"Spouse and child abuse are on the rise. This year alone over ‘6 million men, women, and children were victims of severe physical attacks from their spouses or parents’(article 16)*,† another reporter reports. Is it just me or does this seem like something that is all too often heard on the news? The violent acts in the United States are out of control. But what can be done about it, and

Disadvantages of Credit Cards Free Essays

Disadvantages of Credit Cards Mehmetcan Sevim 070090077 Faculty of Management Faruk Cetiner 070090005 Faculty of Management Ceylin Ulusel 020090306 Faculty of Architecture English 201 Esra Sancak December 28, 2011 Disadvantages of Credit Cards Thesis: It is argued that credit cards are beneficial for individuals however they bring many financial problems, trigger consuming and cause psychological conflicts in long-term period. I. Financial A. We will write a custom essay sample on Disadvantages of Credit Cards or any similar topic only for you Order Now Penalty rate 1. Late payments 2. Exceeding credit limit B. Transaction fee 1. Interchange fee 2. Foreign transaction fee I. Consumption A. Trigger effects 1. Consumer culture 2. Compulsive buying B. Spending addiction 1. Overspending 2. Indebtedness III. Psychological A. Behavior 1. Compulsive buying behavior 2. Money attitudes B. Mental 1. Depression 2. Self Esteem Finance can be defined as an art which leads to maximize return against risk. Dramatically increase at industrialization required more specific management and revealed many departments of companies such as marketing, sales, human resources. Finance provides pecuniary resources to these departments and also are used for cash flow management. When finance became more important in business life, finance industry emerged. Finance industry provides services related with the management of money. Banking service is the most ongoingness sector in the finance industry. It provides personal, commercial and mortgage loans which is related with credit system. Credit card which works to loan money monthly to consumers, is the most important component of credit system. People can buy goods, services without cash thanks to credit cards. It can be seen that credit card usage is so popular in banking system and most of the credit card holders have more than one credit card. It is argued that credit cards are beneficial for individuals however they bring many financial problems, trigger consuming and cause psychological conflicts in long-term period. First of all, credit cards bring difficulties for consumers related with financial problems. Credit cards can be so dangerous financial tool when it is used by unconscious costumers. Financial difficulties related with credit cards are also derived from lack of knowledge about credit card usage. The first significant financial problem for credit card users is penalty rate. Late payment is one of the reasons which gives rise to penalty rate. As Buttel explains, there is no difference between time periods when people paid their credit card payments late. Grace period changes between 20 and 31 days and even if card holders make their payments one day late, they are exposed penalty rates. Moreover, although payment is made before the new grace period, credit card holders could be charged penalty rates if they don’t pay their current bill(2003,para. 8-11). This is why it is important that credit card holders should be careful about making their card payments on time. Furthermore, exceeding credit limit is another reason of penalty rate. Buttel states, according to the Consumer Action, credit card holders are exposed to pay high payments and over limit fees with be dragging customer limit down under the current balance by some credit card issuers (2003, para. 14). Clearly, some credit card issuers fox about credit card limits. Apart from penalty rate, credit cards also result transaction fee. To begin with, credit card holders suffer from interchange fee. When customers choose to pay with credit card instead of cash, they usually exposed to pay higher prices related with interchange fee. Mitchell states, â€Å"Interchange fees not only enhance the profits of large banks at the expense of retailers, but ultimately these fees are paid by consumers in the form of higher prices† (2009, para. 11). Obviously, credit card usage makes retailers raise their prices. In addition, foreign transaction fee is a variable charge that card holders usually can not chase. In foreign countries, it is possible that credit card holders have to make more payments. As Gerson explains, foreign transaction fees are hided by some issuers and they are so hard to be followed even if the card holders ask them from the customer service or the corporate office. Also, if cardholders use a card like Bank of America-issued Visa abroad, they have to pay Visa fee in addition to Bank of America’s own fee. This clearly shows the risk of using credit cards in foreign countries (2008, para. 3-5). Consequently, credit card usage brings along many problems related to transaction fee. Second of all, credit cards also have many trigger effects on consumption. The first major problem is the impacts of changing consumer culture and how it reforms the psychology of the credit card users. As Sheth indicates that triggers of consumption attitudes are mostly provided by the independence that is connected to process of production and the increasing force of authorization, which are also parts of the consumer culture (2003,para. 3). This is a fundamental and a detailed explanation of the connection between trigger effects of consumption and cultural consequences. Furthermore, compulsive buying is another triggering impact of credit cards. According to Roberts, Jones, in the realm of consumer behavior, credit cards can certainly be construed as promoting spending by making the transaction simpler or by removing the immediate need for money (2001, p. 220). It is obvious that credit cards stimulates spending in consumer behavior by many ways. In this case, these two facts are truly supporting the idea that credit cards are triggering consumption attitudes. Spending addiction is another outcome of credit card based consumption. One of the results of this addiction comes to the scene as the overspending attitude. According to Roberts, Jones, increasing number of indebted people creates a psychology that consents overspending and excessive shopping as a normal behavior which is expected to be changed in time (2001, p. 214). This fact explains the general judgement of overspending behavior among indebted customers. Moreover, indebtedness is another significant impact of spending addiction. Griffin states that, instead of accepting indebtedness as a moral failure, mischance is a commonly approved excuse that obstructs making other approaches about the situation (2003, p. 4). This fact clarifies that misconceptions about indebtedness in consumer psychology can orient credit card users negatively and can give rise to unconscious consumption. Eventually, overspending and indebtedness can be counted as the major consequences of spending addiction which –as it explained before- is triggered by many factors. The last and most dangerous effects of credit card usage are considered as psychological effects. First of all, credit cards cause some differences on consumer’s behavior. Credit cards provide a financial confidence even if the user’s financial situation is not reliable. Consumers buy goods and services by money which they had not earn, that situation causes uncontrolled consuming desire. As Parecki states, ‘’Many researchers define compulsive buying behavior as a form of chronic addiction –that is an ‘endless cycle of trying to satisfy that which cannot be satisfied’. Instead of creating healthy interpersonal relationships with other people, compulsive buyers replace their love and trust in the acquisition of objects’’ (1999, p. 4). This definition clearly leads us to negative effects of compulsive buying behavior. In addition, credit card usage also causes price sensitivity of consumer which becomes unbalanced. As Fogel and Schneider cited in Roberts and Junes, irresponsible credit card usage is related with the money attitudes of power and prestige but not price sensitivity (2010, para. 10). Credit cards cause irresponsible behavior because of the money attitudes of power and prestige. As a result, credit card usage changes consumer habits in a negative way. The second psychological effect of credit cards is causing mental disorders. Credit card usage and card debts mostly lead to depression. Card debts getting higher and higher by default interest, and consumer becomes hopeless about clearing that debt. As Stevenson cited in Andrews and Willing explains, when the negative experiences are researched according to their effects on anxiety and depression level, the financial strain has been shown as %21 among participants (2008, p. 5). Financial issues mostly trigger depression and anxiety. Because of the default interest, situation gets worse and worse. Beyond that, card debts and uncontrolled credit card usage leads consumer to lowering self-esteem. As Parecki cited in Cole explains, compulsive buyers see themselves worthless and try to find ways to self-destruct. The consequences may include unemployment, bankruptcy, social isolation and divorce (1999,p. 9-10). Lowering self-esteem may trigger self-destruct. All of the above show us how uncontrolled credit card usage damages mental health. References Buttel, A. E. (2003, September 25). Credit card penalty rates:Mistakes that trigger default APRs, from http://www. creditcards. com/credit-card-news/credit-card-penalty-rates 1267. php Gerson, E. S. 2008, November 21). Top credit card issuers’ foreign transaction fees, from http://www. creditcards. com/credit-card-news/foreign-transaction- conversion-fees-1276. php Mitchell, S. (2009, May 5). Soaring Credit Card Transaction Fees Squeeze Independent Business, from http://www. newrules. org/retail/news/soaring-credit-card-transaction- fees-squeeze-independent-businesses Sheth, J. , Maholtra N. (2003). Global Consumer Culture. Retrieved October 18, 2011 from http://www. uwyo. edu/sustaindevsupport/docs/Global%20Consumer%20Culture. df Roberts, J. , Jones E. (Winter 2001). Money Attitudes, Credit Card Use, and Compulsive Buying among American College Students. The Journal of Consumer Affair, 35(2), 213-231. Griffin, B. (2003). Reviewed from â€Å"The Character of Credit. Personal Debt in English Culture†. Finn, M. Retrieved October 18, 2011 from https://www. history. ac. uk/reviews/review/435 Vohwinkle, J. (n. d. ). Examine the Roots of  Overspending. Retrieved October 11, 2011 from http://financialplan. about. com/od/savingmoney/qt/Overspending. htm How to cite Disadvantages of Credit Cards, Essay examples

The Impact of Transformational Leadership on Organization Growth

Questions: 1. What is the impact of transformational leadership of top leaders on organizations growth? 2. How transformational leadership can drive the growth and development for large organizations? Answers: SECTION 1: 1.1 Introduction Transformational leadership is often defined as the that particular style of leadership which encourages the leader to participate in the various operational activities of the organization, to make significant contribution to the process of defining the changes that must be incorporated within the organization, to assist the subordinates in defining the aims an objective of the change management process and to execute the said changes in a committed manner (Clarke, 2013). Researchers al-Dumur and al-Awamilah (2013) are of the opinion that the transformational leadership style is one of the most appreciated and most successful organizational leadership styles that are practiced in the real world. The primary objective of this paper is to provide insight in to a project aimed at assessing the impact of transformational leadership style on the growth of organizations. A brief description of the problem would be stated, along with the identification of the aims and objectives of the research work. The research work is being conducted to find the answers to certain queries: the said questions would also be mentioned in the paper, along with the methods chosen for conducting the research work. 1.2 Problem Statement Transformational leadership is often considered as that particular type of leadership styles that emphasizes on providing the subordinates with long term vision based motivations, thus enhancing the entire work environment (Choudhary, Akhtar Zaheer, 2013). Numerous research works have been conducted in the recent past with the aim of identifying the most appropriate and successful method of organizations and the findings of majority of such studies indicated that the utilization of transformational leadership style has been found effective in increasing the efficiency of the employees, thus enhancing the financial benefits of the organization (Roueche et al. 2012). However, very few studies have been directed towards the identification of the relationship between the said leadership style and the overall growth of the organization. The absence of scholarly works in the said domain has encouraged the researchers to make an attempt at identifying the manner in which transformational leadership styles influence the overall goal of a business organization. 1.3 Research Objectives/Questions 1.3.1. Aim of the research work The aim of the said research work is to identify the impact of transformational leadership styles on the overall growth of an organization, besides revealing the manner in which the said leadership style can be effectively used to escalate organizational development and growth. 1.3.2. Objective of the research work The objectives of this research work are: To identify and analyze the impact of transformational leadership styles on the overall growth of an organization. To reveal the manner in which the transformational leadership style can be effectively used to escalate organizational development and growth. 1.3.3 Research questions The proposed research work would be conducted so as to find the answers to the following sets of questions: How does transformational leadership practices of the higher management influence the growth of an organization? How transformational leadership can be efficiently used to drive the overall growth and organizational development for business corporations? 1.4 Justification Of The Project It has already been mentioned that in spite of the fact that transformational leadership style is unanimously considered as the most efficient manner leading the subordinates within an organizational infrastructure, the number of research conducted towards the identification of the influence of transformational leadership styles on organizational growth factors. Thus, conducting the proposed research work is justified as it would facilitate the identification of the following factors: The effect or impact of transformational leaders (or their leadership styles) on the daily operational activities of business organizations. The efficient utilization of the principle of transformational leadership in escalating the growth of business organizations. The findings of this research work would be efficiently used by organizational leaders to boost up the morale of their employees, thus enhancing their efficiency: a much used route for achieving organizational growth. The findings of this research work would also be of much help to organizations that encourage transformational leadership styles but still struggling with finding the route to organizational growth. Last but not the least, the findings of this research work can be used to conduct a comparative study between the efficiency of various leadership styles in making a business organization grow. 1.5 Expected Research Output/Outcome It is being expected that the findings of this research work would help in the development of a conceptual framework, which in turn could be utilized in understanding how transformationa leaders can influence the growth of an organization in a direct or indirect manner. Besides this, the said research work would be helpful in revealing the strategies that transformational leaders use to ensure both financial and organizational growth of business enterprises. The proposed research work is expected to find answers to all the research questions defined in the section above: the literature review, data collection and data analysis sections would in evidently help in creating a blue print for the successful and efficient utilization of the transformational leadership principles in the practice. It is expected that organizations that are striving at finding the right leadership strategy or the entrepreneurs who are considering setting up new ventures would be immensely benefitted by the findings of the research work. SECTION II: 2.1 Conceptual Framework Researchers (Lowe and Avolio, 2013) have made an attempt of identifying the most common leadership factors that are capable of influencing the growth of an organization: the factors revealed by them include the technical and industrial knowledge of the leader in concern, the manner in which he or she motivates the subordinates, the personality of the said leader and his / her motives. Authors Van Dierendonck et al. (2014) on the other had are of the opinion that the higher management of an organization can play a significant role in escalating the growth of an enterprises. Researchers Baloch, Ali and Zaman (2014) second their opinion as they are of the opinion that the higher management retains the unique capability of managing the manner in which the employees interact with each other, maintain a competitive spirit among the employees and develop a healthy work environment: needless to say that all these factors are essential for the growth of an organization. Figure 1: Conceptual Framework of organizational growth 2.2 Research Hypothesis In the light of the research objectives and research questions stated in section 1, the following research hypothesis are being stated so as to be tested during the research work: H (1): Null Hypothesis: Transformational leadership has no impact on the growth and development of an organization. H (2): Alternate Hypothesis: Transformational leadership has significant impact on the growth and development of an organization. 2.3 Research Methodology The following research methodologies would be utilized for conducting the research work: Literature review: Researchers Takhar-Lail and Ghorbani (2015) are of the opinion that conducting a review of the existing literary articles provides an insight in to the domain being studied upon. A detailed literature survey would thus be conducted so as to collect secondary information on the research topic. Data collection: It has already been mentioned that the primary objective of conducting the research work would be to collect information from secondary sources. On the other hand, primary data to be utilized in the research work would be collected using the following techniques: Group interviews: Veteran organizational leaders would be interviewed so as to collect information regarding their leadership styles and the efforts they made towards the growth of the organizations they have been associated with (Coleman Ringrose (2013). Online questionnaires would be utilized to collect information from individuals willing to participate in the survey (Wahyuni, 2012). The questioner would be set up keeping the objective of the research work in mind and is expected to reveal information useful for the study. Data analysis: The collected using the above mentioned techniques would be interpreted using both qualitative and quantitative methods of data analysis. Quantitative data analysis: The two techniques to be utilized by quantitative data analysis include descriptive statistics and hypothesis testing . The term descriptive statistics can be utilized to define the process of collecting statistical data from secondary resources ( including the standard deviation, mean, mode and median of the key variables of the research work), so as to compare the position of each of the values with that of the mean (Amelina, 2012). On the other hand, hypothesis testing would be utilized so as to understand whether the data collected during the research study supports the research hypothesis or not (Petty, Thomson and Stew, 2012). Besides this, the technique of regression analysis would also be utilized for interpreting the information shared by the individuals who participated in the survey (Feinsinger, 2013). Qualitative data analysis: The information collected from the secondary sources of data (including existing literary articles, scholarly papers, etc) interpreted so as to develop the relationship between the various information available from the interviews and the online surveys (Finley, 2014). It is expected that the utilization of the above mentioned methods would facilitate the process of meeting the objectives of the research work SECTION III: The following section of the report presents a detailed description of the manner in which the findings of the proposed research work would be published, along with the estimated time and budget required for conducting the project in a successful manner. 3.1 Organization of the Study The findings of the proposed research work would be presented in form of a report: the contents of the report being segregated in to the following sections: Chapter 1: Introduction The very first chapter of the report would be utilized to introduce the research topic to the audience: a brief description of the research domain, along with the formal definition of transformational leadership would be presented in this section. Besides this, the aim and objective of the research work, along with the justification behind the selection of the research topic would be presented in this chapter. Chapter 2: Literature Review The conduction of a background literature is considered to be an essential element of any research work: the second chapter of the report would be utilized to discuss the information available from the existing literary works. Chapter 3: Research Methodology It is a well known fact that the identification of appropriate research techniques facilitates the conduction of successful research works. Thus, the third chapter of the report would be utilized to identify the techniques that have been utilized in conducting the research work: justification for the selection of the said techniques would also be mentioned in this chapter. Along with the above mentioned factors, discussions would also be made on the interview questions and the online questionnaire that have been utilized for collecting information from the primary data sources. Chapter 4: Data Analysis The data collected from the primary and secondary sources of data would be analyzed using various analytical techniques: the results of this analysis would be described in chapter 4 of the report. Chapter 5: Conclusions and Recommendations This would be the last and concluding chapter of the report: the findings of the research work would be presented in a comprehended manner, besides pinpointing the direction in which further research works can be conducted. Attempts would also be made toward assessing the success of the research work with respect to its aim and objectives. 3.2 Project Schedule The project has been scheduled in the following manner: Table 1: Estimated time schedule Outline Number Task Name Duration Start Finish 0 Research work 87 days? Fri 7/1/16 Mon 10/31/16 1 Start date 0 days Fri 7/1/16 Fri 7/1/16 2 Topic Selection 22 days? Fri 7/1/16 Mon 8/1/16 2.1 Considering a wide range of topics to conduct research on 10 days Fri 7/1/16 Thu 7/14/16 2.2 conducting primary background research on the selected topics 5 days Fri 7/15/16 Thu 7/21/16 2.3 Finalizing the domain of research 5 days Fri 7/22/16 Thu 7/28/16 2.4 Research topic finalized 1 day? Fri 7/29/16 Fri 7/29/16 2.5 finalizing the research topic 2 days Fri 7/29/16 Mon 8/1/16 2.6 research topic finalized 0 days Mon 8/1/16 Mon 8/1/16 3 Creating the layout of the research work 10 days Tue 8/2/16 Mon 8/15/16 3.1 Forming the research plan 5 days Tue 8/2/16 Mon 8/8/16 3.2 Selecting the research techniques to be used 5 days Tue 8/9/16 Mon 8/15/16 4 Data collection 25 days? Tue 8/16/16 Mon 9/19/16 4.1 collecting data from secondary sources 7 days Tue 8/16/16 Wed 8/24/16 4.1.1 literature review 7 days Tue 8/16/16 Wed 8/24/16 4.2 collecting data from primary sources 18 days? Thu 8/25/16 Mon 9/19/16 4.2.1 Conducting group interviews 4 days? Thu 8/25/16 Tue 8/30/16 4.2.1.1 Group interview 1 1 day? Thu 8/25/16 Thu 8/25/16 4.2.1.2 Group interview 2 1 day? Fri 8/26/16 Fri 8/26/16 4.2.1.3 Group interview 3 1 day? Mon 8/29/16 Mon 8/29/16 4.2.1.4 Group interview 4 1 day? Tue 8/30/16 Tue 8/30/16 4.2.2 Online survey 18 days Thu 8/25/16 Mon 9/19/16 4.2.2.1 creating the questionnaire 3 days Thu 8/25/16 Mon 8/29/16 4.2.2.2 conducting the survey 15 days Tue 8/30/16 Mon 9/19/16 4.3 data collection completed 0 days Mon 9/19/16 Mon 9/19/16 5 Analysis and Interpretation of the information collected 10 days Tue 9/20/16 Mon 10/3/16 5.1 qualitative analysis 10 days Tue 9/20/16 Mon 10/3/16 5.2 quantitative analysis 10 days Tue 9/20/16 Mon 10/3/16 5.3 data analysis completed 0 days Mon 10/3/16 Mon 10/3/16 6 Arriving at the conclusions 3 days Tue 10/4/16 Thu 10/6/16 7 Creating a rough draft to present the findings of the research work 7 days Fri 10/7/16 Mon 10/17/16 8 Publishing the results of the research work 10 days Tue 10/18/16 Mon 10/31/16 9 End date 0 days Mon 10/31/16 Mon 10/31/16 Figure 2: Gantt char of the project 3.3 Project Budget and Budget Justification The estimated budget of the project is being provided in the following table: Table 2: Estimated budgetary requirements Outline Number Task Name Duration Start Finish Predecessors Resource Names Cost 0 Research work 87 days? Fri 7/1/16 Mon 10/31/16 $4,000.00 1 Start date 0 days Fri 7/1/16 Fri 7/1/16 $0.00 2 Topic Selection 22 days? Fri 7/1/16 Mon 8/1/16 $0.00 2.1 Considering a wide range of topics to conduct research on 10 days Fri 7/1/16 Thu 7/14/16 1 $0.00 2.2 conducting primary background research on the selected topics 5 days Fri 7/15/16 Thu 7/21/16 3 $0.00 2.3 Finalizing the domain of research 5 days Fri 7/22/16 Thu 7/28/16 4 $0.00 2.4 Research topic finalized 1 day? Fri 7/29/16 Fri 7/29/16 5 $0.00 2.5 finalizing the research topic 2 days Fri 7/29/16 Mon 8/1/16 5 $0.00 2.6 research topic finalized 0 days Mon 8/1/16 Mon 8/1/16 7 $0.00 3 Creating the layout of the research work 10 days Tue 8/2/16 Mon 8/15/16 $0.00 3.1 Forming the research plan 5 days Tue 8/2/16 Mon 8/8/16 7 $0.00 3.2 Selecting the research techniques to be used 5 days Tue 8/9/16 Mon 8/15/16 10 $0.00 4 Data collection 25 days? Tue 8/16/16 Mon 9/19/16 $3,000.00 4.1 collecting data from secondary sources 7 days Tue 8/16/16 Wed 8/24/16 $1,000.00 4.1.1 literature review 7 days Tue 8/16/16 Wed 8/24/16 11 Literature Review[1] $1,000.00 4.2 collecting data from primary sources 18 days? Thu 8/25/16 Mon 9/19/16 data collection[1] $2,000.00 4.2.1 Conducting group interviews 4 days? Thu 8/25/16 Tue 8/30/16 $0.00 4.2.1.1 Group interview 1 1 day? Thu 8/25/16 Thu 8/25/16 14 $0.00 4.2.1.2 Group interview 2 1 day? Fri 8/26/16 Fri 8/26/16 17 $0.00 4.2.1.3 Group interview 3 1 day? Mon 8/29/16 Mon 8/29/16 18 $0.00 4.2.1.4 Group interview 4 1 day? Tue 8/30/16 Tue 8/30/16 19 $0.00 4.2.2 Online survey 18 days Thu 8/25/16 Mon 9/19/16 $0.00 4.2.2.1 creating the questionnaire 3 days Thu 8/25/16 Mon 8/29/16 14 $0.00 4.2.2.2 conducting the survey 15 days Tue 8/30/16 Mon 9/19/16 22 $0.00 4.3 data collection completed 0 days Mon 9/19/16 Mon 9/19/16 23 $0.00 5 Analysis and Interpretation of the information collected 10 days Tue 9/20/16 Mon 10/3/16 data analysis[1] $1,000.00 5.1 qualitative analysis 10 days Tue 9/20/16 Mon 10/3/16 23,20 $0.00 5.2 quantitative analysis 10 days Tue 9/20/16 Mon 10/3/16 23,20 $0.00 5.3 data analysis completed 0 days Mon 10/3/16 Mon 10/3/16 27 $0.00 6 Arriving at the conclusions 3 days Tue 10/4/16 Thu 10/6/16 26,27 $0.00 7 Creating a rough draft to present the findings of the research work 7 days Fri 10/7/16 Mon 10/17/16 29 $0.00 8 Publishing the results of the research work 10 days Tue 10/18/16 Mon 10/31/16 30 $0.00 9 End date 0 days Mon 10/31/16 Mon 10/31/16 31 $0.00 As depicted in the table, it has been assumed that cost associated with conducting the literature review would be $ 1000 approximately: it includes the cost associated with gaining access to the recently published literary articles (most article repositories encourage subscriptions to be made for full access of the literary works), besides other miscellaneous costs. The cost associated with the data collection process has been estimated to be approximately $ 2000: this includes the costs associated with conducting the group interviews (the cost of hardware and software tools for recording information, providing travelling expenses to the participants, etc), the cost associated with the development of the questionnaire and conducting the online survey. On the other hand, the analysis and the interpretation of the information collected from the primary sources would require the utilization of specialized software tools: the licensing of these tools along with the maintenance of the computer devices to be utilized for this purpose would definitely incur an expenditure of around $ 1000. Thus, the estimated cost of conducting the research work is $ 4,000 approximately. Bibliography al-Dumur, H., al-Awamilah, R. (2013). 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Journal of business ethics, 116(2), 433-440. Clarke, S. (2013). Safety leadership: A meta analytic review of transformational and transactional leadership styles as antecedents of safety behaviours. Journal of Occupational and Organizational Psychology, 86(1), 22-49. Coleman, R., Ringrose, J. (Eds.). (2013). Deleuze and research methodologies. Edinburgh University Press. Du, S., Swaen, V., Lindgreen, A., Sen, S. (2013). The roles of leadership styles in corporate social responsibility. Journal of business ethics, 114(1), 155-169. Feinsinger, P. (2013). Research methodologies in applied and basic ecology: which am I following, and why?. REVISTA CHILENA DE HISTORIA NATURAL, 86(4), 385-402. Finley, S. (2014). An Introduction to Critical Arts-Based Research Demonstrating Methodologies and Practices of a Radical Ethical Aesthetic. Cultural Studies Critical Methodologies, 1532708614548123. Garca-Morales, V. J., Jimnez-Barrionuevo, M. M., Gutirrez-Gutirrez, L. (2012). Transformational leadership influence on organizational performance through organizational learning and innovation. Journal of Business Research, 65(7), 1040-1050. Kelly, J. R., Benetti, P., Rungruanganunt, P., Della Bona, A. (2012). The slippery slopecritical perspectives on in vitro research methodologies. Dental Materials, 28(1), 41-51. Lowe, K. B., Avolio, B. J. (2013). Uldarico Rex Dumdum (2013), Addendum: Dont You Love it When a Plan Comes Together? Update on Meta-Analytic Findings for Transformational and Transactional Leadership. Transformational and Charismatic Leadership: The Road Ahead 10th Anniversary Edition (Monographs in Leadership and Management, Volume 5) Emerald Group Publishing Limited, 5, 71-75. Moriano, J. A., Molero, F., Topa, G., Mangin, J. P. L. (2014). The influence of transformational leadership and organizational identification on intrapreneurship. International Entrepreneurship and Management Journal, 10(1), 103-119. Petty, N. J., Thomson, O. P., Stew, G. (2012). Ready for a paradigm shift? Part 2: Introducing qualitative research methodologies and methods. Manual therapy, 17(5), 378-384. Rothfelder, K., Ottenbacher, M. C., Harrington, R. J. (2013). The impact of transformational, transactional and non-leadership styles on employee job satisfaction in the German hospitality industry. Tourism and Hospitality Research, 1467358413493636. Roueche, J. E., Baker III, G. A., Rose, R. R. (2014). Shared vision: Transformational leadership in American community colleges. Rowman Littlefield. Shahhosseini, M., Silong, A. D., Ismaill, I. A. (2013). Relationship between transactional, transformational leadership styles, emotional intelligence and job performance. Researchers World, 4(1), 15. Takhar-Lail, A., Ghorbani, A. (2015). Market Research Methodologies: Multi-Method and Qualitative. Van Dierendonck, D., Stam, D., Boersma, P., De Windt, N., Alkema, J. (2014). Same difference? Exploring the differential mechanisms linking servant leadership and transformational leadership to follower outcomes. The Leadership Quarterly, 25(3), 544-562. Wahyuni, D. (2012). The research design maze: Understanding paradigms, cases, methods and methodologies. Journal of Applied Management Accounting Research, 10(1), 69-80. Whong, M. K., Wright, C. (2013). Scope and research methodologies. Zhang, Y. (2013). Urban metabolism: a review of research methodologies. Environmental pollution, 178, 463-473.

Strategic Significance of HR

6 steps to set yourself up for career success

6 steps to set yourself up for career success Do you want to set yourself up for success? Of course, you do- we all want that- most of us strive for happy, successful lives. However, what success means to each of us is a unique and individual thing, based on our specific desires and goals. It also changes over time for each of us- your professional goals and metrics for success when you’re at the beginning of your career path will probably look different than when you’re older and further along in your journey. Forbes recently published an article that highlights some helpful actions that you can take to achieve career success. According to the article, â€Å"no matter what your professional goals and visions are, there are six core actions that will support you to achieve greater success and fulfillment over the long arch of your professional life.†Consider taking advantage of these strategies to set yourself up for a successful future.Make a solid plan.If you want to achieve some measure of career success in your life, you first have to have a clearly discernible and measurable goal to pursue. There’s nothing more dispiriting and unmotivating than a directionless future. Defining a clear goal for yourself- one that will potentially deliver happiness and fulfillment when reached- will help you gain a healthy measure of clarity and allow you to carve out the steps necessary to achieve it.Don’t be afraid to set a specific goal out of fear that you’ll be handcuffed to it forever. Remember, your goals will likely change over time and across the span of your career. Also, don’t be afraid to fail- a life well lived often contains a series of successes and failures. The goal is to learn from both and take these valuable lessons to help guide you towards future success.Transform your depression.Depression can stop all forward progress in your life dead in its tracks. The Forbes article discusses making the effort to turn your depression into inspiration in order to get yourself back on the path to success: â€Å"This is a vitally important endeavor- to move away from feeling desperate, victimized and out of control in the face of your professional challenges.  The key is to learn how to be more accountable, responsible and capable- viewing what’s happening as a way for you to learn and grow.†There is never a time when things will always go your way. You are going to face setbacks and failures throughout your life, and despite your best efforts they can drag you down into a funk. Fight against it the best you can. Assess why you’re down, what went wrong, and how to avoid the same situation in the future. Make a plan about how you’ll climb out of your sadness and self-doubt. Action gives you control, which can make the skies seem a little clearer.Enforce boundaries.Once you have set a clear path towards success for yourself, it’s up to you to set and enforce boundaries that will allow you to keep on track. K eep away habits, people, and behaviors that will only drag you down. Depending on your goals, these boundaries will comprise your personal â€Å"mission statement†- capturing the priorities and steps needed for you to learn, grow, and move forward toward career success. It will also clarify things to avoid along the way- those unhealthy and negative things that only serve to derail your progress. In all areas of life, boundaries help us stay on track and reach our desired destination- use them to your full advantage and don’t be shy about sticking up for yourself and what you need.Commit yourself fully.Achieving your professional goals can be a real challenge- in addition to intense competition and hard work, there are a variety of unforeseen setbacks and obstacles that can potentially throw you off track along the way. Even the luckiest and most successful among us face these challenges- the key difference between those who eventually achieve success and those who giv e up before they reach their goals is often commitment. Put in those extra hours. When you fail, try again. When you get rejected, apply somewhere else. Keep your plan and goal in mind and don’t stop when you veer off course- and you  will veer off course, so plan on it.Learn how to communicate with power.Your voice can be a powerful tool as you advocate for yourself in the professional world. Successful individuals in all walks of like make sure they are clearly and confidently articulating their ideas, thoughts, visions, and goals to the world around them, and are constantly their own best advocates, striving to create positive outcomes whenever possible. As you travel along your path to success, make sure you follow the same mindset.Maintain strong connections.Although we each strive to be the architect of our own successful future, we must admit that none of us operate in isolation- we are all part of a collective of individuals whom we support and draw support from, an d nurturing these relationships is often a crucial step towards achieving success. According to the Forbes article, â€Å"†¦highly successful professionals understand that they cannot achieve their visions alone or in a vacuum.  They invest time and energy in building mutually-beneficial relationships, and solid bonds and energizing partnerships that last over time.† On your journey to success, be sure to recognize, value, and take care of these important relationships- and build new ones along the way.If you’re relatively new to the world of work and are in the early stages of your career path, consider following these helpful guidelines to help you either define what a successful future looks like for you, or to help you achieve the goals you have set for yourself and find success. Good luck!

Novel Essay Example | Topics and Well Written Essays - 1250 words

Novel - Essay Example Whether Ryan will be able to do the justice to the task assigned to him, while solving a mystery of his past simultaneously. There seems to be no clear link between the abduction of his friends and the murder of Katy, except that they both occurred at the same place with a gap of twenty years. It appears as if Ryan is so disturbed by his past that he cannot analyze the situation critically. Dealing professional consignments with personal motives may end up in a blunder, and this is very much the case with Ryan’s search for the truth. In the start of the novel, the narrator explains the relationship between truth and detectives as that of a most desirable woman and her jealous lovers. He also warns the readers in the start that he craves for truth yet he lies (French, p.5). This is the paradox of the story, because Ryan has not revealed his identity of Adam Ryan, who was found in the woods in the summers of 1984. Therefore, Ryan’s services towards truth have been based on a lie. At the end of the novel Ryan receives the punishment for his dishonesty towards his lover, when he is removed from the case as well as he is restricted to a desk job. Ryan was after all not a good detective, because he did not respect the demands of his profession. A detective must use his mind while investigating a crime; he needs to be clear of all the prejudicial biases. The reason why Ryan was taken of the case was the fact that he was involved in similar incidence in the earlier part of his life. If he had been true to his pro fession, he would have not been transferred to the desk job; rather, the maximum that could have happened to him would be cancellation of investigation in only one case. Ryan took the matter personally, his conduct was based on logical fallacies, and as result of which he had to suffer. One can feel apologetic towards Ryan, but on rational grounds it

Comparison between two Pieces of a Music Class that Occurred on Friday Essay - 1

Comparison between two Pieces of a Music Class that Occurred on Friday 11th April, 2014 - Essay Example The notes in both pieces are long, loud and they descend extremely fast. However, Moment Musical No.4 is particularly similar to Chopin’s Prelude in G major Op. 28, No. 4 because of the fast tempo, thick texture in the left hand and a melodic intensity. It sounds and feels like an improvement of Chopin’s Prelude in G Major Op. 28, No.4 The attendance was poor, and those who attended sat at the back and not the front. On the positive side, the program was well organized with little interruption. The music was also good, nice accompaniment in the first three pieces, and the tenor played his part very well. His rounded voice was well timed and his expressions, especially in the third piece (If you’ve only got a mustache), were comical which is what the piece demands. The first chorus a Capella had a slow rhythm and soothing melody that was relaxing. It began softly, the tempo did not change expect in the piano and it ended in the same rhythmic manner that it started. The second choral song was one that began with the same fashion as the first, soothing and reassuring. A slow tempo, with variations in high and low notes to keep the rhythm going. The third piece was a comical piece, with a dramatic melody that was repetitive in every verse of the song. Yuan Lu’s performance of the Moment Musical No. 4 was remarkable. It is a piece that is very difficult to master especially due to the taxing emphasis on the left-hand movements. Listening to his Moment Musical No.4, one relates to the fast tempo which can be compared to the fast challenges and changes in life that happen impromptu. The music gives one an adrenaline rush that encourages one to tackle the obstacles in life. In the end, the music becomes softer with more emphasis on the right hand, this gives one a sense of hope and release. Sergei Rachmaninoff composed the six Moment Musicals at a time when he was in financial ruin.  He composed the moments within three months to get money. At the same time, he expressed his emotions through the music. One can feel that through the fast-paced tempo, and through loud and long notes.

Capstone Paper Coursework Example | Topics and Well Written Essays - 5000 words

Capstone Paper - Coursework Example rimary objective of this business plan is to describe the company, present the market analysis, highlight the market strategy, and define the implementation strategy. The marketing plan will also present financial statements and projected financial report for the first year of operation. The mission of Cypress Workforce Training is to take a unique and innovative approach towards providing educational services that help employees and fresh graduates connect their classroom education to workplace requirements. 1. To provide high quality, experienced, and professional workers to business entities that currently rely only on the formal academics, and are spending excessive resources to train employees for short-term contracts. 1. Cypress Workforce Training intends to develop methods of approach that links workplace requirements and classroom teaching particularly in solving ethical dilemmas and dealing with cultural and behavioral diversities. This is critical to the success of the business because employees will develop self-adjustment mechanisms to enable them fit into the workplace regardless of widespread diversities. 2. The company will create effective marketing strategies that can reach as many people as possible. Reaching a variety of people will increase demand for the company’s services. Cypress Workforce Training will benefit from increased number of customers in terms of profitability and sustainability. 3. Listening to the requirements of the clients and striving to institute their needs and proposals into training programs will be vital for the success of the business. Success of the business is founded on principles of quality service provision. Quality implies tailoring the services to meet customer satisfaction. This implies that the institution will operate in accordance to the customer demands. Meeting customer needs and requirements will guarantee business growth and sustainability. Cypress Workforce Trainers will work under the industry of

The Primary Music Curriculum Education Essay

The Primary Music Curriculum Education Essay My research is based on the primary music curriculum and about the teaching between the music specialists and the classroom teachers. I collected many data from books, articles, from an observation in a school and from my experience as a student who I was. To start with in the late nineteenth century the educational forum, the National Education Association, included a music section which music was recognised to be in the primary education (Jones and Robson, 2008). When then the National curriculum was determined it was compulsory for all the children in primary schools to attend the music curriculum which was a supplemented part of the school curriculum. In the music curriculum the three main musical skills are performance, listening and composing. Through the performance the children will be able to practice their voices in singing parts and perform different songs in their instruments. Through the listening they will be able to develop their audibility by hearing different sounds and songs and experiment with these. Also through the composing they will be able to develop their creativity and make different music patterns using some musical ideas. The primary music curriculum represented in key stage 1 which is the years 1 and 2 and key stage 2 which is the years 3 to 6. In key stage 1 the children should be able to recognise and identify musical materials and use them to describe an atmosphere or a dramatic situation (Swanwick, 1992). In this age the children start study music with so simple and interesting methods. Moreover during key stage 1 the children listen carefully and respond physically to a wide range of music. Also they play different instruments and they sing songs from memory using their fantasy (The national curriculum for England, 1999, p. 16). They experiment with simple musical instruments like recorder and some percussion and learn the songs with a specific way in order to remember the lyrics and make some movements. The children also learn the difference between the melody and the rhythm and how to experiment with these in their own compositions. As Swanwick (1992, p. 16) states the children in key stage 2 should be able to distinguish melodic and rhythmic devices found in songs and instrumental pieces and try to use them. During key stage 2, the children sing songs and play instruments with increasing confidence, skill and awareness of their own contribution to a group or class performance. Also they can improvise their own musical compositions and explore their thoughts and feelings for music from different cultures (The national curriculum for England, 1999, p. 18). The aim of the music curriculum is to make the children acquire some useful knowledge and also to feel confident and independent. For example the children until the end of year 2 in key stage 1 will learn to sing with a sense of the shape of the melody and perform simple melodic or rhythmic patterns keeping to a steady pulse (Music Teachers guide, 2000). By the end of year 4 in key stage 2 the children are able to perform different rhythmic patterns again but now with some notes included and also to improve their own compositions. Moreover until the end of year 6 in key stage 2 again, the children will learn to recognise the relationship between the sounds and perform by ear and from simple notations. Also they will have the opportunity to describe or characterise different kinds of music that they listen to with music vocabulary (Music Teachers guide, 2000). The music specialist has of course more knowledge in music than the classroom teacher, because he studied it and he made music training for many years in order to be worthy to teach to the students anything about music. This is also supported by Steinel (1990), who notes that certified music specialists have spent a minimum four years plus several precollegiate years training in music (Byo, 1999, p. 113). According to Hoffer (1961, p. 46), music specialist must be the leader in the classroom due to his advantage that he completed high music training. In my view it is a bit unfair the music specialist to be in a lower stage than the classroom teacher, because they do not have the same level in music knowledge. The music specialist is better to design the structure of the music lesson according to his own knowledge as he knows to organise it better from his experiences. This is also supported by Hoffer (1961, p. 46) who states that without the structuring efforts of the specialist no r eal musical progress will take place throughout the school. Through this, he wants to tell us that music specialist is very important for the music in schools, because he is the most suitable to organise an effective music lesson with a good structure. Moreover the music specialist is more able to teach some instruments to the students due to the knowledge and his experience that he has from his music training. As Hope and Lehman (1995) note, music specialists receive comprehensive training in music performance and theory (Byo, 1999, p. 114). So through the performance aspect, the music specialists can experiment with different instruments and be familiar with them in order to be able to teach them to the students with a good teaching method. Also if there are music specialists at primary schools the lessons will operate with more confidence and the students will understand better the meaning of music and acquire abilities and knowledge in everything; playing instruments, singing, about the history and theory of music through teachers experience and abilities. As Hennessy (1998) also states, music teachers with many years training are very important in primary schools for their specialist skills and knowledge, because they give mor e emphasis to the curriculum and they follow it on the right way. It seems that music specialists can follow exactly the curriculum without change something and accomplish to deliver it effectively, because they are expert in it and they also know what teaching methods have to use and when each one. According to Picerno (1970) the classroom teachers feel they can teach to the students about the music literature, some songs and plan a program for the music lesson. Also the classroom teachers feel that they cannot teach about conducting, music theory and music history and it is better the music specialists to teach these skills. (Picerno, 1970). I agree with this statement, because the classroom teachers do not have so high standards as music specialists in order to be able to teach the music in depth. They can just teach simple elements in music such as different kinds of songs and activities which have also help from Music Express scheme. Music Express scheme is a guide for non-specialized teachers in order to have help on what they can teach and how. Through the observation, I noticed that the classroom teachers learn from different readings and guides and then teach just the basic from the music curriculum. Hoffer (1961) notes that some persons believe that classroom teachers are able to teach at least some important things about the music curriculum, but they need the help of the specialists with some workshops and advices. According to Gamble (1988, p. 26) the classroom teachers provide the fundamentals of learning that students use later throughout their lives. This is right but I think it is apply just if the classroom teachers have help and support from a music specialist to give them some important guidance. Also Hoffer (1961, p. 45) states that some experiences have shown that classroom teachers even with the workshops, they cannot teach single-handedly a completely satisfactory music lesson. In my view Hoffer is right and not the people, because it is logical that it is impossible for the classroom teachers to know everything about the music curriculum, because many years of experience are required and also further knowledge in music education especially practical in a universit y or a college. Nevertheless there are some classroom teachers that wish not to teach music which is natural and they do it just because it is in their obligation to be able to teach all the subjects. In this case it seems that these teachers cannot teach music with success, because every teacher must like and find interesting the subject that he teaches in order to make the students also to be interested and concentrated on it. In contrast with music specialists who like to teach music and this is implicit and also this is the proof that they study it so many years and they teach it with so affection. This is also supported by Hoffer (1961, p. 45) who notes that some classroom teachers have extra music training and are proficient in teaching the subject but some others have no ability or interest in teaching music. This means that some classroom teachers may have the music knowledge that a music specialist has and some others may have anything, because they do not like to accomplish with this subje ct. Moreover Rainbow (1971, p. 1) states that the teacher who teaches music must be able to infect his students with his enthusiasm. So the teacher must like music in order to be able to teach it to the students effectively and also to take out his feelings about music and make the students to feel the same. Both Hoffer and Rainbow mention the same statement and it seems to agree with my own view; that if the students see their classroom teachers during the music lesson to express a bad feeling about music or that they do not want to teach it, then the students will ignore the lesson and will not be interested. But with music specialists this will not happen, because they all like music and teach it with very enthusiasm. Classroom teachers it seems that due to the non-training about music education who have, feel that they cannot teach music and they have lack of confidence. They do not know if they teach on the right way or not and if the students are able to understand what he teaches them. This is also supported by Jeanneret (1997, p. 37) who notes that from a research that she did in some countries like Australia, Great Britain and North America, the classroom teachers are responsible to teach music in their classrooms and they have a negative attitude towards music and lack of confidence to teach it. In my view a good point for the classroom teachers to teach music is that they know better the students; their character, their preferences because they are all the day together and they can teach them better regarding their interests. This is also supported by Mills (2005) who notes that the students can learn more things by a classroom teacher who knows them will rather than a teacher who is expert in music, but he does not know how the students work and their personalities. So this is a disadvantage for the music specialists who see the students just once a week and they cannot come close enough to them in order to know what they like to listen or how each student like to work. According to Hoffer (1961, p. 45) if the classroom teachers do not contribute in the music lesson, then the music program will become detached from the rest of the school curriculum. From that angle, he is right, because all the subjects are taught from classroom teachers and if the teachers leave out music is like ignoring music as a subject or considering music as a subject of less importance. According to Hennessy (1998), classroom teachers think that they cannot teach music, because they have no background in music education and they cannot read music. Hennessy (1998, p. 14) also mentions that these teachers usually have the abilities to play by ear, improvise and accomplish better with pop, folk or jazz styles. Personally I find my self disagree with this, because the classroom teachers are not in the position to teach music so well, if they do not have just a bit background of music education or if they do not attend a music workshop before. It seems these to be important, because they have to receive the main elements of music and some good teaching methods in order to be able to deliver the music curriculum to the students and have a successfully music lesson. According to an Ofsted report (Making more of music: Improving the quality of music teaching in primary schools, 2009, p. 3) the classroom teachers are able to provide a good music teaching when they are suppor ted effectively. It seems that the author wants to states that if the classroom teacher has help and useful guides from the music specialist, then he will be able to teach music well. This is a difference between a classroom teacher and a music specialist. The music specialist can teach music curriculum alone with his own mind, experiences and knowledge, but the classroom teacher needs a support to be able to starts and complete his teaching. Mills (2005, p. 28) notes that good teaching leads to students learning. By this, she wants to tell us that there is no importance if the teacher that teaches music has a music degree; if is the music specialist or the classroom teacher. The most important is that anybody from these teachers who teach music must do it very effective. According to Hennessy (1998) the classroom teachers are able to teach until year 4, because the music curriculum is easier to teach it at this stage, but in years 5-6 the music specialists are more able to teach it, because it is more complicated and more musical experience is required. The classroom teachers are able to teach during the beginning years, because except from a music guide to help them, they can also experiment easier and simple with the teaching and also using their fantasy. In later years this is difficult, because the standards go up and the music curriculum has more challenges towards the teacher. So a music specialist is more necessar y to teach it, because he can infect to the students his music knowledge through his experiences and his abilities to the music activities. To conclude, my own view is that music specialists can teach music more effectively than the classroom teachers at primary schools due to their experiences, their skills, their knowledge, their music training courses and the confidence they feel when they make in practice all of these. They know how to organise the music lesson better and how to teach each part of the lesson such as the performance, the listening and the composing in order to have a formative lesson and the students to be interested and familiar with music. Nevertheless I believe that the classroom teachers if they have a bit background about music and with the help of music guide, they will be able to teach music as well but until an extent. This is because they have the advantage that they know the students very well and they teach them based on the general progress of the students and they also help each student separately to improve his skills. Personally when I was a child in primary school my teacher was a music specialist and I gained a lot from her. That is why I believe that music specialists can teach music very effectively. She helped me to acquire the fundamental things which I had to know in music in that age and also to be interested in music. She taught me how to play some instruments, to sing, to learn some important elements of music such as the rhythm, notation, melody and different others. She did not know me and the other students very well, because she was seeing us just two days per week, but she was able to teach us music and also all the students were attend the lesson very carefully. Of course I am not sure if this happens with all the music specialists. As I mentioned above some authors state that this happen with the classroom teachers and that is an advantage for them to teach music better. So I think it is depends on the character of the teacher if he/she can teach music well and from his teaching m ethods except from his knowledge about music and not if he is a music specialist or not. The most important is the teacher; either the music specialist or the classroom teacher to transmit to the students his love and interest about music in order the students to be able to participate easier in the music lesson. All the weight and the organisation of the lesson is based on the teacher, because it depends on him if the lesson will be effective or not.

Family and Marriage in Shakespeares Comedy of Errors :: Shakespeare Comedy of Errors Essays

Comedy of Errors - Family and Marriage Shakespeare's Comedy of Errors is a madcap romp of mistakes and misadventures, wrapping together two Plautine comedies sauced with Scripture and Renaissance poetry. Yet the tangled web of estranged family that Shakespeare weaves holds significant differences from any of his originals, pointing to ideas about family and marriage that Shakespeare no doubt held, and was to develop further in later works. Plautus' Menaechmi yields a basic framework for Shakespeare's plot: two long-separated brothers mistaken for one another. Yet Plautus' two brothers differ markedly in attitude: one is "gay, generous, and fun-loving," the other "shrewd, calculating, and cynical" (Kinko, p. 10). Shakespeare's Antipholi seem as confused as their Menaechmi relations, but more interchangeable in general temperament. Plautus' Amphitryon provides the idea of doubling servants as well as masters, but these are duplicates by divine action: one set are disguised gods fully aware of the situation, the other confused mortals. So why the device of like-behaving mortal twins? Perhaps it is in the family members Shakespeare adds -- Egeon, Aemilia, Luciana -- that we discover the motives for his adaptations. One of the main themes of Shakespearean comedy is that of the new community: thus the stereotypical round of marriages that is a given for almost any comic Act V. Here we have only one new marriage, between (Syracusan) Antipholus Erotes and Luciana, the restoration of happiness to (Ephesian) Antipholus Sereptus and formerly shrewish Adriana, and the renewal of Egeon and Aemilia's long-sundered wedding bonds (taken and developed from Gower's Confessio Amantis). But the characters begin the play almost wholly sundered from community: Egeon has long lost both wife and half his progeny, and abandoned his known son for a seven years' search; Antipholus Erotes seems blithely unaware of his father's presence in town, so complete is their separation; even Antipholus Sereptus is estranged from his wife Adriana, not enjoying the fruitful state of marriage that must be the lot of comic characters. They are all awash in a capitalist society of business and bonds, with little room for generosity but much for the Officer, debtors' prison, and harsh laws against Syracusan foreigners that even the Duke cannot overturn. Here St. Paul enters the fray, with the prescriptions of his Epistle to the Ephesians (!): "Wives, submit yourselves unto your own husbands, as unto the Lord.