Project Management A Project - 969 Words

Contents 1. What is project and project management?..................................................................2 2. Example of project mismanagement..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 3. Atlassian buying Trello, a tool for project management..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....2 4. Slacks’ new launch – Slack Enterprise Grid†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 5. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦3 6. Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 What is project and project management? As per the definition, a project is a â€Å"temporary endeavour undertaken to achieve a unique purpose† (Schwalbe, 2014 p.4). It is developed through progressive elaboration and requires resources from different areas. On the other†¦show more content†¦The consequence of being behind in schedule meant an increase in cost of the project. The project initial cost estimation was approximately 6.4 billion pounds however poor management has increased it to close to 10 billion pounds (Syal, 2014). The project failure clearly outlines the importance of taking into account all the parameters affecting the project. Atlassian buying Trello, a tool for project management Software industries like Atlassian are aware of the significance of project management in the functioning of organisations (King, 2017). Appendix 1 outlines Atlassian buying Trello, a collaborative digital whiteboard. Trello is known as a social task management, meaning it is a software tool for collaborative work, especially used for organising. Organising, along with other parameters including equipment, time and cost is important in project management. It is important since it contributes to smooth functioning of project as well as keeping the progress of the project within the boundaries of the triple constraints. Trello is used as a project management tool as it is good for visualizing the overall project and also track progress. This concept of organising and tracking progress is fundamental in project management in order to efficiently and effectively complete a project within theShow MoreRelatedProject Management : Projects Management902 Words   |  4 PagesProject Managem ent Project Management. What does the words Project Management mean and what are the steps to managing a great project. If we break down the two words Project Management it is defined on dictionary.com as â€Å"The process of planning, organizing, staffing, directing and controlling the production of a system†. As shown in the website Project Insight there are multiple different steps in the project management roll such as project scope, life cycle, objectives, assumptions, constraintsRead MoreProject Management and Project Management It3115 Words   |  13 PagesExamination Paper: Project Management IIBM Institute of Business Management Examination Paper Project Management Section A: Objective Type (30 marks) †¢ †¢ †¢ This section consists of multiple choices questions and short answer type questions. Answer all the questions. Part One questions carry 1 mark each and Part Two questions carry 5 marks each. Part One: Multiple choices: 1. During _________formal tools and techniques were developed to help and manage large complex projects. a. 1950s b. 1980sRead MoreProject Management : A Project Essay2232 Words   |  9 PagesA project is determined by a start and an end. Before the project started the work does not exist. During a project the work does exist. When the project ends work no longer exist. To determine if something can be identified as a project it must have certain characteristics. They include a defined scope, finite budget, deliverables (specific end results) and assigned resources. During a project there are interacting processes. The initiatio n process starts the project and identifies the organization’sRead MoreProject Management, Project Communication, And Project Stakeholder Management797 Words   |  4 Pagesareas of project management that stood out while taking this program. Project integrated management, project communication, and project stakeholder management. A discussion on how they are executed will be presented. As more courses were taken during this project management graduate program, many of the project management concepts became clear and revealed more of the interdependencies and intricate dynamics that are required for successful project management. Stakeholder Management Project StakeholderRead MoreProject Management Project Manager Project1011 Words   |  5 PagesProject managers cannot, and must not, do everything. They must rely on the project team to complete the project work. Project managers must find ways to motivate the project team to complete the work. There is a tendency, in many projects, for the project team to be very excited about the project at the start and then excitement wanes as the project moves toward completion. The project manager must coach and mentor to develop the project team to ensure the excitement, willingness, and dedicationRead MoreResearch Project : Project Management Project1114 Words   |  5 PagesOverview of Project 2010 Project 2010 is known for its usefulness in assisting with project management. Project 2010 is good for creating, scheduling and arranging tasks for any size projects. This tool allows project managers and others to manage projects, task, scheduling and linking tasks just to name a few options. This tool is very easy to navigate that novice or skilled can clearly understand the screen and tabs needed to complete a project. In addition to all of the above, Project 2010 has waysRead MoreProject Management Msc. 7Pjmn009W Project Management Project.1391 Words   |  6 Pages Project Management MSc 7PJMN009W Project Management Project Author: Maria Chico Garrido Date: 06 March 2017 Version: 1.1 Project type: Academic Preferred Supervisor: Proposed Title: How does the use of formal project management methodologies in complex Home Automation projects contribute to project success? Main Deliverables/Milestones: Deliverable Date Project Mandate 09 March 2017 Project Brief: In depth literature review of formal project management methodologies and project success. BackgroundRead MoreProject Portfolio Management : Project Management1432 Words   |  6 PagesProject Portfolio Management (PPM) is the centralized management of the processes, methods, and technologies used by project managers and project management offices (PMOs) to analyze and collectively manage current or proposed projects based on numerous key characteristics. The objectives of PPM are to determine the optimal resource mix for delivery and to schedule activities to best achieve an organization’s operational and financial goals ― while honoring constraints imposed by customers, strategicRead MoreProject Quality Management : Project Management1322 Words   |  6 PagesQUESTION 1 Q: Why Project Quality management is so crucial in the completion of any project? Outline the various project quality management processes used. Describe in detail the process of Quality control. a. INTRODUCTION. Within any project there are a number of factors that are right up there and often preoccupy members of the Project Team. These include making sure that the project completes on time, making sure that the project does not go over budget and ensuring that all the team members areRead MoreProject Plan For Project Management Project1819 Words   |  8 Pagesbeginning of Project Initiation, a Project Manager is assigned, if not already present. The Project Manager works with the Project Sponsor to identify the necessary resources and team members needed to further develop the key project parameters – Cost, Scope, Schedule, and Quality (CSSQ). The Project Team documents its charge in the form of a Project Charter, which is based on the Project Proposal, which includes the initial Business Case. Approval of the Project Charter by the Project Sponsor authorizes

India’s Caste System Free Essays

The caste system is a system of division of labour and power in human society. It is a system of social stratification, and a basis foraffirmative action. Historically, it defined communities into thousands of endogamous hereditary groups called Jatis. We will write a custom essay sample on India’s Caste System or any similar topic only for you Order Now The Jatis were grouped by the Brahminical texts under the four well-known caste categories (the varnas): viz Brahmins, Kshatriyas,Vaishyas, and Shudras. Certain people were excluded altogether, ostracized by all other castes and treated as untouchables. Although identified with Hinduism, caste systems have also been observed among other religions on the Indian subcontinent, including some groups of Muslims, Buddha. Caste is commonly thought of as an ancient fact of Hindu life, but various contemporary scholars have argued that the caste system was constructed by the British colonial regime. Caste is neither unique to Hindu religion nor to India; caste systems have been observed in other parts of the world, for example, in the Muslim community of Yemen, Christian colonies of Spain, and Japan. The Indian government officially recognizes historically discriminated lowest castes of India such as Untouchables and Shudras underScheduled Castes, and certain economically backward castes as Other Backward Castes. The Scheduled Castes are sometimes referred to as Dalit in contemporary literature. In 2001, the proportion of Dalit population was 16. 2 percent of India’s total population. Since 1950, India has enacted and implemented many laws and social initiatives to protect and improve the socio-economic conditions of its Dalit population. By 1995, of all jobs in the Central Government service, 17. 2 percent of the jobs were held by Dalits. Of the highest paying, senior most jobs in government agencies and government controlled enterprises, over 10 percent were held by members of the Dalit community, a tenfold increase in 40 years but yet to fill up the 15 percent reserved quota for them. In 1997, India democratically elected K. R. Narayanan, a Dalit, as the nation’s President. In the last 15 years, Indians born in historically discriminated minority castes have been elected to its highest judicial and political offices. While the quality of life of Dalit population in India, in terms of metrics such as poverty, literacy rate, access to health care, life expectancy, education attainability, access to drinking water, housing, etc. have seen faster growth amongst the Dalit population between 1986 and 2006, for some metrics, it remains lower than overall non-Dalit population, and for some it is better than poor non-Dalit population. A 2003 report claims inter-caste marriage is on the rise in urban India. Indian societal relationships are changing because of female literacy and education, women at work, urbanization, need for two-income families, and influences from the media. India’s overall economic growth has produced the fastest and most significant socio-economic changes to the historical injustice to its minorities. Legal and social program initiatives are no longer India’s primary constraint in further advancement of India’s historically discriminated sections of society and the poor. Further advancements are likely to come from improvements in the supply of quality schools in rural and urban India, along with India’s economic growth. How to cite India’s Caste System, Essay examples

African American free essay sample

Please show how Segregation shaped the lives of African Americans during the time frame 1870-1920. Please examine all faucet of society under slavery to support your argument. In the year of 1870, It was the re Invention of slavery. America could not be built without economic. The south was still a negative place and they tailed to accept blacks. After decades of discrimination, the voting rights act of 1965 aimed to overcome legal barriers at the state and local levels that denied blacks tovote under the 15th amendment. The 1 5th amendment in 1870 gave African Americans the right o vote. The constitutional amendment passed after the civil war that it guaranteed blacks the right to vote. It affected not only freed slaves In the south but the blacks that were living In the north who was not allowed to vote(3). The amendment was favored by the Republican Party; since the votes of the slaves helped the party dominates national politics In the years after the war. During the same year, Hiram Rhodes Revels. who was a republican from Mississippi, became the first African American to sit in the United States congress when he was elected to the United tates senate. Millions of black men served In congress during reconstruction but more than 600 served In the states legislatures and many more held local offices(3). The Jim Crow laws were the era of struggle. The state and local laws in the united states enacted between 1876 and 1365. In 1890, there was a separate but equal status for African Americans. Jim Crow laws followed the Black codes which restricted the civil rights and civil liberties of African Americans with no equality. During the reconstruction period, the federal law provided clvll rights protection In the united States for the African Americans who had formally been slaves(l)_ In 1890, Louisiana required by law that blacks ride In separate railroad cars. The whites on railroads, including separate railway cars. Plessy attempted to sit in an all- white railroad car. After refusing to sit in the black railway carriage car, Plessy was arrested for violating in1890. Louisiana statute that provided for segregated separate but equal railroad accommodations. Those using facilities not designated for their race were criminally liable under the statute(4). Plessy was found guilty on he grounds that the law was a reasonable exercise of the states police powers based upon custom, usage, and tradition in the state. Plessy filed a petition in the Supreme Court of Louisiana against Ferguson, asserting that segregation stigmatized blacks and stamped them with a badge of inferiority in violation of the Thirteenth and Fourteenth amendments(4). The case of Plessy vs. Ferguson was one of a combination of rulings passed by the U. S and the state Supreme Courts after reconstruction. Many of these decisions allowed and required Jim Crow segregation laws in southern states. At the highest level, the case was decided on May 18th in 1896, in favor of Ferguson and the state of Louisiana. The Supreme Court had given southern states all the permission they needed to let any remaining equality between the races fade away and be replaced by the Jim Crow laws standing(S). By the 1870s, many southern whites had resorted to intimidation and violence to keep blacks from voting and restore white supremacy in the region. Beginning in 1873, a series of Supreme Court decisions limited the scope of Reconstruction-era laws and federal support for the Reconstruction Amendments, particularly the 14th nd 15th, which gave African Americans the status of citizenship and protection. The Compromise of 1877 occurred after the Presidential Election of 1876, when Congress formed the Electoral Commission to resolve disputed Democratic Electoral votes from the South. The republicans agreed to enact Federal legislation that would spur industrialization in the south. They agreed to withdraw federal soldiers from their remaining positions in the south(5). They did this to appoint democrats to positions in the south and to appoint a democrat to the presidents cabinet. The Compromise f 1877 effectively ended the Reconstruction era. The Southern Democrats promised to protect but the political rights of blacks were not kept. The end of federal interference in southern affairs led to widespread disenfranchisement of blacks voters(4). From the late 1870s, southern legislatures passed a series of laws requiring the separation of whites from persons of color on public transportation, in schools, parks, restaurants, theaters and other locations. These segregationist statutes governed life in the South through the middle of the next century, ending after the uccess of the civil rights movement in the 1960s. The migration was a watershed in the history of African Americans. It lessened their overwhelming concentration in the South, opened up industrial Jobs to people who had up to then been mostly farmers, and gave the first significant impetus to their cities such as Chicago, Detroit, Cleveland, Philadelphia, and New York(8). The single largest movement of African Americans occurred during World War l, when people moved from rural areas and small towns in the South to cities in the North and the East. Even in the North, blacks encountered violence at the hands of whites, who esented competition for Jobs and black economic success. Segregation and discrimination in housing, education, and Jobs was pervasive in the North as well. From 1916, more than six million blacks left the South for other regions of the United States. Over the next fifteen years, more than one tenth of the countrys black population would voluntarily move north. The Great Migration lasted until 1930. This was the first step in the full nationalization of the African American population(2). The Klu Klux Klan is the oldest organization. During this time 1920s, there were still 5 percent of African Americans in the south. The Klan was created in 1871 by the Democratic Party to prevent African Americans from voting the 1 5th Amendment. The Klan also became Americans 1st terrorist group and became an institutional part of American life and political colt.

Oedipus Rex Essay Example Blinded by Fate

Oedipus Rex: Blinded by Fate In Oedipus Rex the theme of blindness and vision refers to the knowledge and insight or lack of it that the characters suffer.   Fate is another strong theme.   In attempting to escape his fate, Oedipus only becomes more deeply entwined with it – he is blind to and bound by his own fate. In contrast, the narrator in Truth Unwanted feels able to reject the constraints of fate, because he has instead decided to follow his heart. Oedipus Rex contains many instances of tragic irony, in scenes where the audience is shown the true circumstances of the situation, and can clearly see that tragedy will result when the characters find out as well. For example, there are several instances where Oedipus â€Å"dooms himself† by announcing what will happen when the king’s murderer is discovered: â€Å"And on the murderer this curse I lay (On him and all the partners in his guilt): Wretch, may he pine in utter wretchedness!† Another example of this is how Oedipus runs from the prophecy he is given, not knowing that he is in fact running straight to the only place where the prophecy can be fulfilled.   Believing Polybus to be his natural father, he leaves his house, and then encounters and kills King Laius, who is of course his natural father, although he has no way of knowing this at the time. Not only is Oedipus bound to his fate, he is also blind to it. Oedipus is said to be clear-sighted, but circumstances have blinded to the truth of his birth.   Even after hearing that King Laius was murdered at the same crossroads where he murdered an unknown man, and then that Polybus is not his natural father, Oedipus still does not recognize the truth.   When, after hearing testimony from the shepherd, he finally does understand, he physically blinds himself so that he doesn’t have to face it. Sean Quinlan’s poem Truth Unwanted also explores the concept of fate and how one can feel trapped by such a concept.   However, unlike Oedipus, who is bound by fate and cannot escape it, the narrator in Truth Unwanted has decided that his fate is â€Å"still to be decided†. The narrator seems to be making a choice between the dictates of fate, and the freedom of choosing to love, of the â€Å"pursuit of heart†, and says that choosing love is a kind of rejection of the bounds of fate.  Ã‚   The narrator feels that his heart is â€Å"choosing its own path† and that while fate may perhaps be written already, how he gets there is up to him.   Relating this to Oedipus is interesting, because Oedipus himself was unable to separate fate from the actions that brought him to his fate, because they were one and the same. In addition, it was his fate to marry his own mother, and it seems from the play itself that this was a political marriage rather than anything else. If love was the thing that would set Oedipus free of fate, it seems he did not get the opportunity to find it. Oedipus is unable to escape his fate.   As shown, he has tried to escape it, but only ends up becoming more firmly enmeshed in it.   Eventually, he tries to escape his fate by blinding himself to the truth.   When ultimately he is forced to realize that the prophecy has been fulfilled despite his efforts to prevent it, he responds by taking an action which symbolically blinds him to it permanently. References Quinlan, Sean.   Truth Unwanted. Sophocles.   Oedipus Rex. Retrieved April 21, 2006 from http://classics.mit.edu/Sophocles/oedipus.html. SparkNotes. The Oedipus Plays.   Retrieved April 21, 2006 from http://www.sparknotes.com/drama/oedipus/index.html Buy That Research Paper Nail that paper you’ve been trying so hard to write yourself, but couldn’t. So many students are buying research papers from us on a regular basis. Many of them get their papers even published in high impact journals. So you really have no reason to keep thinking. Start the process here.

Critical Examination of Strategic Leadership

Critical Examination of Strategic Leadership Introduction Leadership has been used to refer to a pattern of influence that an individual possesses. On the other hand, leadership refers to a group’s innovative ideas and creative achievements that are actually outside the bounds of formal institutions (Glanz 2005, p.1).Advertising We will write a custom critical writing sample on Critical Examination of Strategic Leadership specifically for you for only $16.05 $11/page Learn More Accordingly, strategic leadership has evolved to become critical component in effective development and performance of organization and other key institutions (Glanz 2005, p.1). At the same time, Glanz perceives strategic leadership in the broader perspective that also involves other models of leadership. Within this view, it can be said that strategic skills have become useful to managers that have been utilized to improve and realize better performance where collaboration initiatives are incorporated with other broader parts and transformation of organizations become the ultimate goal of strategic leadership (Glanz 2005, p.1). On overall, strategic leaders are usually committed to improving their organizations on many levels, and leaders who demonstrate strategic leadership believe and facilitate the following. Coordinate all functions and practices in their organizations so that everything is able to function in harmony towards realization of particular goal; ensure that all individuals share common goals; are able to assess the ability of the organization to respond to social, political, or even interpersonal crises (Glanz 2005, p.2). Other notable functions of the strategic leaders include adjusting the organization’s mission to meet newly developing exigencies, and lastly, being innovative of varied possibilities for the future (Glanz 2005, p.2). Schools of all types, in the new 21st century require strategic leadership. This is particularly necessary given the increasing competition that characterizes any given market (p.3). According to three authors Preedy, Glatter, and Wise (2003, p.3), schools, colleges, together with other educational organizations are carrying out their functions and roles in competitive environment in which they need to have the best staff members. This call for competitive recruitment in order to align the school’s needs and goals given funding and resource capacity are attached to student’s number. Effective leadership is required in order to enable school realize success and sustained performance that in most cases is demonstrated in terms of students outcomes.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When a school is able to realize effective student performance the potential market for the school increase and on the other hand, when performance decline then negative public perception develops over t he school. Hence, the above circumstances have forced educational leaders to adopt strategies that are effective in managing the boundaries between the school and the environment. Moreover, the vision should be to adopt pro-active stance in creating an effective relationships with external stakeholders (Preedy, Glatter, and Wise 2003, p.3). Guided by these introductory statements, this research paper aims at exploring the concept of strategic leadership with particular interests in exploring the characteristics of strategic leadership, the contextual factors, both internal and external that has the ability to affect strategic decisions, and lastly the tools available for the strategic analysis of key evidence specifically with regard to school. This research methodology will largely involve review and analysis of relevant literatures, and in this case, secondary and where appropriate, primary literature will be used especially with regard to statistical data. Characteristics of Stra tegic Leadership Preedy, Glatter, and Wise (2003) observe that developing relationship between the school and external stakeholders require effective environmental scanning. The postulation of this statement is that strategic leaders are the ones who incorporate effective strategic environmental scanning aspects (p.3). In carrying out environmental scanning strategic leaders, adopt necessary steps of identifying stakeholders’ needs and expectations, together with broader social, economic, and political trends that have opportunities for future development of the school (Preedy, Glatter, and Wise 2003, p.3). At the same time, strategic leaders incorporate empirical studies on how their schools should incorporate and utilize environmental information and as a result, these leaders develop effective school systems that exhibit good processes for learning about and responding to changes in the environments (Preedy, Glatter, and Wise 2003, p.3).Advertising We will write a custom critical writing sample on Critical Examination of Strategic Leadership specifically for you for only $16.05 $11/page Learn More Another aspect of strategic school leaders is that they should be effective at interpreting the wider environment in which they operate and carry their functions in. Effective interpretive requires strategic leaders to note that operational environment is not fixed but rather it is complex and always changing. This scenario calls for strategic leaders to be more active in initiating ongoing learning by creation effective interactions with the environmental information and at the same time initiating individual and organizational capacities to interpret external events by identifying key trends that need to be responded to (Preedy, Glatter, and Wise 2003, p.3). Other aspects have been identified that characterize strategic leadership in school context. For instance, these leaders exhibit exceptional capabilities in reducing dependen ce of the school to its environment and they achieve these through seeking alternative sources of funding. Mike Freedman and Benjamin B Tregoe writing in a strategic book titled ‘The Art and Discipline of Strategic Leadership’ observe that most companies fail to realize their set objectives from multiple reasons but the major ones revolves around lack of incorporating key elements of strategy (Freedman and Tregoe 2004, p.2). For instance, the authors observes that most organizations have excellent management teams that at same are dedicated in their work and also exhibit the best strategic intentions but occasionally fail when at least one critical aspect of the strategy process is missed (Freedman and Tregoe 2004, p.2). On overall, strategy of any organization fails when observation and fulfillment of certain aspects fail in some of the following instances. 1) In formulating strategic vision based on facts, informed assumptions, and the best-possible what-if thinking; 2) in implementing and communicating the vision throughout the organization to clarify and align the role of every strategically critically player and process; and 3) in monitoring and updating the vision to ensure its continued strength, agility, and relevance (Freedman and Tregoe 2004, p.2). Michael A. Hitt, Duane R. Ireland and Robert E. Hoskisson, writing in a book titled ‘Strategic management: competitiveness and globalization: concepts and cases’, observe that there exist certain and specific actions that characterize effective strategic leadership and many of the elements characterizing strategic leadership in most cases operate collaboratively (Hitt, Ireland and Hoskisson 2009, p.350).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, the authors are of the view that managing school resources effectively requires the leader or manager â€Å"to develop human capital and establish strategic direction, fostering an effective culture, exploiting core competencies, using effective organizational control systems, and ethical practices† (Hitt, Ireland and Hoskisson 2009, p.350). At the same time, most strategic and effective leaders create viable options when dealing with each of the key strategic leadership action situations as the foundation for making effective decisions. Therefore, key elements that characterize strategic leadership according to the authors include the following: determining strategic direction by the leader, where the postulation is that, strategic leaders need to have adequate knowledge. In addition, there exist diverse conditions that create both opportunities and threats, and it is upon this premise that strategic leaders need to determine and provide the appropriate direct an organization can chart in future or over a specified period of time (Hitt, Ireland and Hoskisson 2009, p.350). With regard to determining strategic direction, strategic leadership has to deal with two strategic directions in two parts that include core ideology and an envisioned future. With regard to core ideology, the strategic leadership has to motivate the staff to meet the organizational goals and objectives through encouraging them to focus on the main strategies earmarked for delivering value to all the firm’s stakeholders. Envisioned future, in most cases, serves as a guide to many aspects of school’s strategy implementation process, including motivation, leadership, staff empowerment, and overall school design (Hitt, Ireland and Hoskisson 2009, p.350). In actual cases, a leader instituting a strategic direction normally faces many challenges, while the work in general is not easy. It is therefore always advisable for the leader to win the hearts and minds o f school members while constantly â€Å"tackling unscalable heights and make them understand why change is necessary, passionately explaining what is in for the company and the employees† (Hitt, Ireland and Hoskisson 2009, p.351). Further, it is recommended that strategic leadership with regard to strategic direction needs to employ appropriate strengths that ensure continued positive performance. Second, strategic leadership constitute effective management of the school resource portfolio. In general, school â€Å"resources are categorized into financial capital, human capital, social capital, and organizational capital, together with organizational culture† (Hitt, Ireland and Hoskisson 2009, p.351). For instance, financial capital is vital to success and growth of the school and strategic leaders become aware of this. Nevertheless, in most cases, many of the strategic leaders recognize the equivalent importance of managing each remaining type of resource as well as m anaging the integration of resources. Strategic leaders in most cases â€Å"manage school resource portfolio by organizing them into capabilities, structuring the firm to facilitate using those capabilities, and choosing strategies through which the capabilities are successfully leveraged to create value for customers† (Hitt, Ireland and Hoskisson 2009, p. 351). At the same time, strategic leaders are tasked with the role of ensuring competency of employees, as well as helping to retain the most successfully staff. Next, strategic leadership has to do with exploitation and maintenance of core competencies. Core competences in many schools function as source of competitive advantage for a school over its competitors (Hitt, Ireland and Hoskisson 2009, p.351). Strategic leaders in many cases carry out verification of school competencies when implementing strategies. At the same time, strategic leaders pursue school strategies through competitive agility and competitive speed whe re the leaders develop core competence capabilities which they develop over time as the school learn from their actions and enhance their knowledge about specific actions needed (Hitt, Ireland and Hoskisson 2009, p.351). Furthermore, strategic leaders develop human capital and social capital whereby the leaders have adequate knowledge and skills of the school entire workforce (Hitt, Ireland and Hoskisson 2009, p.352). Strategic leadership identifies that there is need for effective training and development programs in order to enhance performance of the leaders for the benefit of the whole school. The programs developed by strategic leaders generally link the success of the school needs, thus the leader gains and sustains competitive programs that benefit the school (Hitt, Ireland and Hoskisson 2009, p.352). At the same time, the programs developed by strategic leaders should â€Å"build knowledge and skills that inculcate a common set of core values and that they should provide sy stematic view of the organization thus promoting the organization’s vision and organizational cohesion† (Hitt, Ireland and Hoskisson 2009, p.352). On his part, Richard L. Morill, in a book titled ‘Strategic leadership: integrating strategy and leadership in colleges and universities’, summarizes the key characteristics that a strategic leader needs to have. These include â€Å"being integral which should begin at the level of human urgency, values, and paradigms; have sense-making, that is relying largely on narrative to make sense of experience and give meaning to the future; being motivational, where the strategic leader is able to mobilize energy and commitment; putting into application decisions and choices that are strategic; encouraging collaboration; being systematic; and lastly, being data driven† (Morrill 2007, p. 108). Contextual factors, internal and external that affect strategic decisions Two sets of factors affect strategic making decis ion (SDM) process, which in most cases is external environmental factors and internal organizational factors (Papadakis and Barwise 1998, p.230). Both these factors affect the SDM process both directly and through the cognitions and actions of managers. These factors along with leadership actions, together with SDM process characteristics in turn influence outcome in a school (Papadakis and Barwise 1998, p.230). The outcomes in most cases include process outcomes such as decision quality, decision speed, timeliness of the decision and school learning, as well as economic outcomes that may include profitability and revenue growth. Internal factors Internal factors that influence strategic decision-making process have to do with assessment of internal school environment, which may involve identifying the strengths, and weaknesses that might be important to strategic decision-making process. First, internal aspect that affects strategic decision-making process has to do with school mis sion. On overall, school mission constitutes a statement why the school exists, and in most cases, mission statements fall into three groups. 1) To create shareholder value; 2) meet the needs and expectations of all the stakeholders such as the staff, employees, suppliers, parents, students and the larger community; and 3) inspiring where it tends to create school’s aspirations among school and its stakeholders (Sadler and Craig 2003, p.10). The second internal aspect that affects strategic decision-making process has to do with school main policies. Generally, a school strategy depend and rests on policies that in most cases constitute guiding rules or principles that a school perceive to be integral to the success of the school. Policies reflect practices or ways that a school conducts its activities, and hence, they are seen to be indispensable parts of the school’s formula in creating, achieving, and sustaining competitive advantage (Sadler and Craig 2003, p.10). A nother internal factor that affects strategic decision-making process has to do with school’s goals and objectives. Objectives in most cases are set to be achieved over a short, medium to long term. Objectives may be of different forms such as financial objectives, human resource objectives, enrolment objectives, school promotion objectives, and many more (Sadler and Craig 2003, p.11). Strategic decision-making will largely be influenced by school’s objectives and goals. Strategic decision-making process has to be limited, for instance, within the financial objectives of the school, where at the same time with little or inadequate financial resources the strategic decision-making process may be hampered or stalled. School culture is another internal factor that influences school strategic decision-making process. School culture constitutes values and beliefs, together with ideas about how the school is perceived by the members and other stakeholders (Hill and Jones 200 9). School culture constitutes aspects which members of a â€Å"school should pursue and the appropriate kinds or standards of behavior school members should use to achieve these goals† (Hill and Jones 2009, p.394). Strategic decision-making process on large part will thrive from presence of well established â€Å"school values, norms, guidelines, or even school expectations† that in largely prescribe â€Å"the appropriate kind of behavior organization members express towards each other† (Hill and Jones 2009, p.394). Further, Charles Hill and Gareth Jones suggest that when making strategic decisions leaders need to create adaptive culture, one that is innovative and encourages support for school strategic goals (Hill and Jones 2009, p.394). Adaptive cultures are able to introduce changes in the way the school operates that sometimes may include changes in the school structure. Further, the author note that schools with adaptive cultures are more likely to surviv e and continue in the changing environment and in most cases through strategic decisions such school are able to realize increased performance than school that have inert cultures (Hill and Jones 2009, p.394). External factors T. R. Jain, Mukesh Trehan, and Ranju Trehan, in a book titled ‘Business Environment’ observe that, in general, operating environment for any kind of player or institution is complex and dynamic, a situation that is more complicated (Jain, Trehan and Trehan 2009, p.16). At the same time external environmental factors affect the school both in short-term and long-term (Jain, Trehan and Trehan 2009, p.16). External factors that influence strategic decision-making process can be regarded as macro environment factors and these will have to do with demographic aspect, politico-legal aspects, and regulatory issues that affect the schools, the general economic issues affecting stakeholders, competition from other schools, and government policy that affect schools. First, demographic aspects are important and influence strategic decisions in the sense that school strategies both existing and anticipated will greatly be influenced by population, age, religion, family size and nature, workforce composition. Demographic aspects have the capability to influence the strategic decision making process in that, the school has to have enough and adequate knowledge of demographic shifts, which in turn forces the school to constantly modify the strategies adopted and employed. According to Goodman, Ladzani, Bates, Vries, and Botha (2005) external environment can be divided into two: market or task environment, which include consumers, suppliers, labor market, competitors, and intermediaries (p.102). The second type is the macro or general environment that constitutes legal-political environment, economic environment, socio-cultural environment, technological environment, and international environment (Goodman, Ladzani, Bates, Vries, and Botha 2 005, p.102). Consumers constitute the group of people, institutions, organizations, and all other key elements organization depends on in order to purchase the organization’s products or services. The decisions made in an organization have to touch on consumers. In other words, consumers are the ones that influence the decisions and strategies the organization undertake. Supplier, on the other hand is a group that ensures the organization has the input required to ensure consumer needs are made. Therefore, the suppliers’ actions or the school’s strategies will largely affect the suppliers of the school (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.102). Therefore, the strategic decision-making process is largely influenced by actions and decisions of the suppliers. Labor market on the other hand, is the avenue the school has to recruit its staff and employee to facilitate and pursue school goals and objectives. In most cases, the structure of the labor mark et changes an aspect that affects organization’s strategic goals and objectives. When the labor market changes, then the organization has to restructure itself and generally restructuring involves modifying the strategies of the organization (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Another external aspect is the competitors of the school. Competitors constitute other external schools and institutions, which the school has to put down strategies of encountering in the market place. As the market become uncertain and more competitors enter the market, schools finds it both challenging and necessary to initiate strategies that will place the organization at a better place or level to compete effectively in the market. Competitor’s marketing strategies may be advanced and superior, they may be providing superior learning opportunities with greater and constant performance, and they may have established brands in the market, and may just have enhanced tools of leveraging market advantage than the concerned school (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). What becomes necessary and of much help is for the school to carry out environmental scanning which will enable the organization to take appropriate steps in strategic decision-making making with aim of improving or positioning the organization at an advantageous level. Further, the macro-environment factors at the same time have the potential to influence strategic decision-making process. For instance, legal-political environment has the capacity to affect an organization’s strategies. Legal aspects such as tariffs, taxes, business permits, market competition laws, service standards laws, and quality assurance laws, all have the potential to affect and influence the strategic decisions a school makes. Political environment and regime at the same time has the capability to influence how the school is able to set its strategies. For example, there are political re gimes that will institute restrictive business and market measures, a situation that will force many schools to modify their strategies (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Economic environment on the other hand has the potential to influence school strategies. As situation becomes tighter, organizations are forced to re-design their strategies in order to meet the stakeholders’ needs and desires (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Further, socio-cultural environment has the capacity to affect the strategies an organization makes. Socio-cultural environment has to do with aspects such as demographics, culture, beliefs, religion, social status, age, and gender (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Organizations operate and carry out their functions in environments that exhibit different cultures, different religions, people of different ages, and so on. Consequently, all these aspects will influence the strategic deci sion making process in the organization since their ignorance or inadequate incorporation will results into poor performance by the organization (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Technological environment exhibits potentials of influencing an organization strategic decision-making process. Organizations such as schools operate in changing environments that are characterized by evolving technologies. At the same time technology has become a source of competitiveness and schools that adopt and implement the most appropriate technology is seen to have better market and overall performance as compared to others (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Tools available for the strategic analysis of key evidence Organizations such as learning institutions that are able to articulate where they currently stand and operate, as well as where they want to go and vision they aspire to adopt, such organizations become success and goal-oriented that is built on strong strategic planning. In order to chart a clear journey of success, learning institutions adopt particular and specific well-tested tools and techniques, which in turn are able to utilize in strategic planning (Courtney 2002, p.150). Schools are presented with both internal review tools and external review tools, which they can be able to use to carry out strategic analysis. With regard to internal review tools and techniques, the following particular tools are common. First, there is mandate analysis, which constitutes a tool that was developed in 1995 by Bryson (Courtney 2002, p.150). In general, this tool largely provides support for policy or course of action. Mandates analysis constitute a process of exploring the written documents that exist in support of the mission of the school (Courtney 2002, p.150). Mandate analysis for school may include research reports, mission and vision statements documents, and school’s objectives and goals documents, together with t he school’s strategic goals documents. In most cases, these documents can be used by a strategic leader or manager to explore and analyze the fundamental bases of the organization’s mission, to understand the extent the school set and pursue goals, and reflect on the distinctive competencies of the organization (Courtney 2002, p.150). Another technique is that of stakeholders’ analysis, which again constitutes a powerful technique developed by John Bryson in 1995. Stakeholders in this case constitute all those who are affected by the activities of the school or who express great expectations in the school. Stakeholders’ analysis in large measure gets concerned with internal analysis but has become to be associated also with external analysis of the organization (Courtney 2002, p.150). When the stakeholders’ analysis is carried out, the paramount intent is to identify the internal aspects of the organization and identify the implications of changes in the external environment. The third technique has to do with portfolio analysis, which was developed by the Boston Consulting Group, and largely this technique involves making evaluation of programmes that a school undertakes at the moment, and elaborate on the future of the programmes in the school (Courtney 2002, p.151). Further, portfolio analysis operates to link the school’s current programs and the demand of the market or business environment. On the other hand, external strategic analysis has been carried out using resource-based tools and techniques such SWOT analysis tools, PESTEL analysis tools, and Porter’s Five Forces analysis. With regard to SWOT tools, strategic leader is able to carry out business environmental scanning by identifying school’s strengths, weaknesses, opportunities and threats (SWOT) from which it becomes possible to create and implement appropriate strategic decisions. Furthermore, when adopted by the strategic leader for strate gy analysis, the guiding wisdom in PESTEL analysis is for the leader to analyze and evaluate political factors that affect the business strategy. In addition, the leader should analyze the economic factors influencing the strategy, social factors, technological factors that have the ability to affect the organization, and the environment issues that organization will have to put in mind before implanting the desired strategy. This is in addition to the legal factors that the organization needs to factor in before implementing the strategy (Hill and Jones 2009, p.41). Lastly, Porter’s five forces constitute tools an organization is able to use in analyzing the competitive industry environment with aim of identifying opportunities and threats before initiating and pursuing certain strategies. Porter’s Five Force Model comprises tools that analyze industry environment with regard to the risk of entry by potential competitors; the intensity of rivalry among established com petitors within an industry; the bargaining power of buyers/stakeholders; the bargaining power of suppliers; and the closeness of substitutes to an industry’s products or services (Hill and Jones 2009, p.42). Analysis and having adequate knowledge about these aspects enable an organization like school to pursue its strategy in a more appropriate way. Conclusion The 21st century constitutes a period that many organizations are undergoing transformation. Even the earlier conservative and change-averse organizations have discovered that they cannot continue to remain immune to change. Nevertheless, one aspect that is contributing to smooth transformation and success of these organizations has to do with strategic leadership. In adopting one expressed definition of strategic leadership, Boal and Hooijberg (2006) note that, it is kind of leadership that is â€Å"marked and concerned with evolution of the organization as a whole, including changing aims and capabilities.† As a result, â€Å"strategic leadership is in general associated with people at the top of the organization, and the concern becomes largely centered on internal organizational environments and the external context the business operates in† (Amos, Ristow, Ristow, and Pearse 2009, p.406). Therefore, it can be said in summary that strategic leadership is key to transformation of an organization whereby an organization is able to equip itself very well to compete effectively in the market place. Further, strategic leadership to win and realize success for the organization, there is need for collaboration, cooperation, and necessary support from other key stakeholders. Reference List Amos, T., et al. 2009. Human Resource Management. Cape Town: Juta and Company Ltd. Web. Available from: https://books.google.com/books?id=z239tBfhu_cCpg=PA406dq=strategic+leadershiphl=enei=m7tITZm8JoXrOYLn_ZMEsa=Xoi=book_resultct=resultresnum=3ved=0CDIQ6AEwAjgK#v=onepageq=strategic%20leadershipf=true . Courtney, R., 2002. Strategic management for voluntary nonprofit organizations. NY: Routledge. Web. Available from: https://books.google.com/books?id=wB94L6x2KBwCpg=PA149dq=Tools+FOR+CARRYING+OUT+strategic+analysishl=enei=nq1ITba8GMOCOtCazLEEsa=Xoi=book_resultct=resultresnum=2ved=0CDEQ6AEwAQ#v=onepageq=Tools%20FOR%20CARRYING%20OUT%20strategic%20analysisf=false . Freedman, M. and Tregoe, B. B., 2004. The Art and Discipline of Strategic Leadership. NY: McGraw-Hill Professional. Web. Available from: https://books.google.com/books?id=H9d0trWi3XkCprintsec=frontcoverdq=Strategic+Leadershiphl=enei=YuZHTbXtMcWKswaw69X9Agsa=Xoi=book_resultct=resultresnum=1ved=0CC0Q6AEwAA#v=onepageqf=false . Glanz, J., 2005. What every principal should know about strategic leadership. CA: Corwin Press. Web. Available from: https://books.google.com/books?id=abTZUbfUNccCprintsec=frontcoverdq=strategic+leadershiphl=enei=sqpHTaqJJYrLswbUuKycAwsa=Xoi=book_resultct=resultresnum=3ved=0CDUQ6AEwAg#v=onepageqf=true . Goodman, S. et al 2005. Business management: fresh perspectives. Cape Town: Pearson South Africa. Web. Available from: https://books.google.com/books?id=yHWRgWNYDlsCpg=PA93dq=external+business+environmenthl=enei=r5RITemCFYfssgbF4PSOAwsa=Xoi=book_resultct=resultresnum=5ved=0CEMQ6AEwBA#v=onepageq=external%20business%20environmentf=false . Hill, C. and Jones, C., 2009. Strategic Management Theory: An Integrated Approach. OH: Cengage Learning. Web. Available from: https://books.google.com/books?id=CzIK9ELsyYwCpg=PA394dq=organization+culture+and+strategic+managementhl=enei=1npITff_GInLswadoomZAwsa=Xoi=book_resultct=resultresnum=2ved=0CDgQ6AEwAQ#v=onepageq=organization%20culture%20and%20strategic%20managementf=false . Hitt, M. A., Ireland, R. D. and Hoskisson, R. E., 2009. Strategic management: competitiveness and globalization: concepts cases. OH: Cengage Learning. Web. Available from: https://books.google.com/books?id=ul5FsIlWa3ECpg=PA350dq=Strategic+Leadershiphl=enei=YuZHTbXtMcWKswaw6 9X9Agsa=Xoi=book_resultct=resultresnum=10ved=0CGAQ6AEwCQ#v=onepageq=Strategic%20Leadershipf=false . Jain, T. R., Trehan, M. and Trehan, R., 2009. Business Environment. New Delhi: FK Publications. Web. Available from: https://books.google.com/books?id=nfADHVmJkTUCpg=PA16dq=external+business+environmenthl=enei=r5RITemCFYfssgbF4PSOAwsa=Xoi=book_resultct=resultresnum=1ved=0CC8Q6AEwAA#v=onepageq=external%20business%20environmentf=true . Morrill, R. L., 2007. Strategic leadership: integrating strategy and leadership in colleges and universities. CT: Greenwood Publishing Group. Web. Available from: https://books.google.com/books?id=LHoLauq00SECpg=PR15dq=ELEMENTS+OF+A+Strategic+Leaderhl=enei=NCpITZ3EEciRswbq0pXrAgsa=Xoi=book_resultct=resultresnum=5ved=0CEIQ6AEwBA#v=onepageq=ELEMENTS%20OF%20A%20Strategic%20Leaderf=false . Papadakis, V. and Barwise, T. P., 1998. Strategic decisions. NY: Springer. Web. Available from: https://books.google.com/books?id=Rm0tqselI8UCpg=PA230dq=external+and+intern al+factors+that+affect+strategic+decisionshl=enei=HTJITYTpF8HS4gbvgNnkBQsa=Xoi=book_resultct=resultresnum=10ved=0CF0Q6AEwCQ#v=onepageq=external%20and%20internal%20factors%20that%20affect%20strategic%20decisionsf=false . Preedy, M., Glatter, R. and Wise, C., 2003. Strategic leadership and educational improvement. NY, SAGE. Web. Available from: https://books.google.com/books?id=T8iDRMW4qFsCprintsec=frontcoverdq=Strategic+leadership+and+educational+improvementhl=enei=2vFKTZqTLcWUswbR1t2dDwsa=Xoi=book_resultct=resultresnum=1ved=0CC4Q6AEwAA#v=onepageqf=false . Sadler, P. and Craig, J. C., 2003. Strategic management. London: Kogan Page Publishers. Web. Available from: https://books.google.com/books?id=9C3RVivbbX0Cprintsec=frontcoverdq=strategic+managementhl=enei=xG5ITY_JHMHGswa4uPHuAgsa=Xoi=book_resultct=resultresnum=2ved=0CDMQ6AEwAQ#v=onepageqf=false .

Persuasive Topics for High Schoolers’ Speeches

Persuasive Topics for High Schoolers’ Speeches Every persuasive speech starts with a good topic. We decided to make a list of nice persuasive topics, but before we get to it, let’s define what persuasive speeches are and what is the goal of these tasks. First of all, persuasive speeches are aimed to convince an audience to accept a certain point of view. Usually, there are people in your audience who already have an opinion on your topic, so you can either reinforce a popular opinion or refute it. You have to deliver a message or motivate your audience to take some actions. Anyway, high school is the best place to develop your persuasive skills so we suggest taking this task seriously. If you can’t figure out what your speech should be about, we can help your with our list of interesting topics. Many our topics also contain key questions that may give you a hint on what arguments to use. There are topics from various fields, including medicine, education, and social issues. We hope that you will easily find a topic that will be interesting to discuss with other students. High School Persuasive Topics About School Why are exams important for students? You can tell about important knowledge that you get in school and how it can be used after graduation. You can also provide some suggestions on how to become more productive. Field trips and their role in the process of education. Obviously, field trips are aimed to make education fun. What knowledge students can get during such trips? What other benefits do you see? Why we go to college after school? Explain how can students benefit from college and describe what can happen if they don’t go to college. You can give a couple examples of successful people who managed to build their careers without college. What is their secret? Advantages of changing school hours. Every student has his or her biorhythms that may differ from the school schedule. Many if such students feel too tired after school or don’t eat their breakfast at morning because of the rush. What other problems do you see? Why should students use their phones? How can they benefit from using cell phones? Most professors claim that it is a distraction. What do you think about it? iPads and other tablets in high school. What are advantages of tablets over textbooks? How may these devices help students learn better? How to motivate students to use their tablets for studying instead of playing games? Why should educational facilities provide free textbooks? Textbooks become more expensive every year. Think of how much money students spend on their textbooks. Convince your audience to raise funds for some threatened species, for example, Angonoka tortoise or Sumatran rhino. What measures can help us save these animals? What is the biggest danger for them? Female students and makeup. Many teachers shame girls who wear makeup in school. Is it right? Every person has a right to look like he or she wants. Some people have problems with their skin so they wear makeup to feel more confident. What kind of makeup do you consider appropriate for school students? Should students be allowed to listen to music when studying? Provide your audience with necessary facts so they can think whether listening to music is a distraction from studying or something that may help students focus. Persuasive Topics on Medicine for High School How often do we need to wash hands? Why we must wash hands and what happens if we don’t do it? Tell about diseases that spread due to dirty hands. How may washing hands help treat some diseases? Cancer. How can we fight it? Persuade your audience to join the American Cancer Society. Why is it important to stand up against this deadly disease? How such societies help people diagnosed with cancer? Why should students donate plasma? Tell about the use of plasma in various kinds of therapy. Describe benefits of donating plasma and give some examples of how donors saved lives. The role of red wine in preventing stomach ulcers. Provide your audience with information about the use of red wine for fighting bugs that poison food. Does white wine have the same effect? Benefits of healthy food. Describe the main reasons why we need to eat healthy food. List key principles of healthy eating and its role in fighting obesity, anxiety, and other health problems. Benefits of eating potatoes. Describe how potatoes help in lowering blood pressure, fighting obesity, etc. Conduct a research and provide as many facts as you can. Why should people donate their organs? Choose several reliable sources and explain why it’s better to donate your organs in case of a car accident or any other kind of unexpected death. Advantages of free healthcare. Do you think that healthcare should be free? Why? Compare the situation with healthcare before the Affordable Healthcare Act was repealed against the Trump’s healthcare policy. Plastic surgery. Focus on arguments for and against plastic surgery and tell about its history. Tell how plastic surgery is used to help soldiers and people who survived tragic accidents. What are negative sides of plastic surgery? How people use it to improve their self-esteem? Persuade your audience to join the American Red Cross. Tell what internship programs this organization offers students. Describe benefits of joining the Red Cross for their education and careers. Topics on Society for High School Students Cyberbullying. Why should we fight against it? Provide your audience with statistical data on children who become victims of cyberbullying. How bullying affects their self-esteem and psychological condition? You can also mention cases of cyberbullying among adults. How can it be stopped? Crime among juveniles. How should they be sentenced? Explain why they are sentenced as adults and how it can affect their future. Do IQ tests really reflect the level of somebody’s intelligence? Find reliable sources and provide your audience with information on alternative tests. Explain what tests are more accurate and why. Do we need to protect freedom of speech on the internet? Consider sexist, racist, and homophobic views in the context of freedom of speech. Should we allow people with such views express their opinion on the internet? Explain how we can make the internet safer for children. What types of discrimination are present in the modern world? Do we realize all possible ways of discrimination? Provide your audience with information on discrimination by age. Why we can’t just deport Hispanic immigrants? Tell about the reasons why immigrants from Mexico and other countries come to the US. Mention examples of Mexicans who work hard in the US, making their contribution to the economy. Compare Barak Obama’s and Donald Trump’s positions on this issue. Why should same-sex marriage be legal? Why should we allow gay couples to adopt children? Support your point with examples from states where gay marriages are legal. Why should we support the system of birth control? What methods of birth control are most effective? Tell why birth control is good for society and provide examples from various countries. Incarceration. Provide examples of the effective and ineffective use of incarceration. What are benefits and drawbacks of incarceration? Should women make a proposal? Explain why everybody must be able to propose marriage and express feelings. Interesting Persuasive Speech Topics for High School Benefits of learning foreign languages. How can foreign languages can help in education? What career opportunities you get when you know a foreign language? Why do people like to travel? Does it help in developing certain qualities and skills? Mention the importance of new experiences for our psychological state. What can students do if they want to travel but don’t have enough money for it? Why is Bora Bora a perfect place to spend your holidays? Tell about its climate and provide other important information about the island. What is the influence of devices on kids? Many experts state that devices make them lazy. Find reliable sources and provide examples of such an impact of electronic gadgets. Mention such problems as decreased social activity, obesity, anxiety, and isolation. Texting while driving. Why is it dangerous? Provide your audience with statistical data on car accidents caused by drivers who were texting. Compare these statistics with data on driving on drugs and alcohol. Human-animal hybrids. Should scientists be allowed to create them? Why? Focus on ethical and practical aspects of this issue. What is the difference between animals and human-like beings? Why it’s important to use alternative energy sources? Describe how solar panels work and why we should use them instead of traditional technologies. Focus on the environmental and economic issues. Do we need to prohibit the use of animals in circus performances? Provide examples of trainers abusing their animals and examples of good treatment. Why do we need to stop plastic pollution? Find information on how plastic decomposes and how much time it takes. What eco-friendly technologies can help us stop pollution? What recycling technologies we can use? Positive aspects of electric cars. Why should we buy them instead of traditional vehicles? How can electric cars help us stop air pollution? What disadvantages they have? For example, describe the process of battery utilization. Funny Topics for a High School Persuasive Speech Find some evidence that UFOs exist. Begin your speech with skeptical arguments and then refute them from the ufologists’ perspective. Why should we stop tipping waiters? Focus on the fact that, by tipping, we motivate employers to pay minimum wages. Mention Japanese traditions ? Japanese waiters consider tipping as an insult. Why do we need to spend less time with our devices? Provide statistical data on how much time we spend surfing the web. What hard do mobile devices cause? How can we spend less time in social media? Why should we eat Chinese food with chopsticks? Find interesting information about the history of Chinese kitchen and etiquette. Imagine yourself a Big Brother and write a speech from this person. Try to make it a hate speech. Focus on some country that is currently at war and describe how people hate each other and why you like it. The moon landing was a lie. Choose any conspiracy theory about the fake mission and tell how the â€Å"fake† video with Neil Armstrong was filmed. Don’t forget to mention the fluttering flag. Why are GMOs actually good? Many people believe that GMOs cause various diseases, including cancer. Find reliable sources that prove the complete safety of GMO products. Why should we realize that ghosts are real? Present evidence that ghosts are real. Find some shocking photos and videos as well as interviews with people who claim that they have seen ghosts. Why pit bulls have a bad reputation? Provide your audience with information on the history of these dogs and refute common misconceptions about them. Abstinence is a perfect way to protect yourself from STDs or pregnancy. Present statistical data on the efficiency of abstinence compared to common contraceptives. Tell how abstinence can improve a marriage. If you can’t find any topic that looks interesting to you, check some creative ideas for a persuasive speech in high school: We need censorship in music. Orange juice is good for your health. We need law regulation for graffiti. Weed must be legal. Public broadcasting. Small stores are better than malls. We must drive slower. We should buy generics instead of brand name products. The best movie in history. Angels exist. Benefits of learning CPR. We must use public transport instead of personal cars. Agenda-setting in media. We need larger counties. Why we must read more. We should stop wearing tight pants. Stomach stapling. Darfur crisis. Benefits of joining the army. Smoking in public. Drinking is dangerous for society. Martin Luther King Jr. Day. Columbus Day. Build a strong family. Public bathrooms must be cleaner. Benefits of buying security systems. How to avoid food with artificial hormones. Live your life as good as you can. Alternatives for prisons. Why religious cults are dangerous. Reincarnation is real. We need to completely reduce secondhand smoke by making a smoke-free environment. Benefits of the Greek system. We need a strict system of regulations for the internet. We can fix potholes. France boycott. Why we need to ban fireworks. We need more strict laws for advertising. Good sides of state lotteries. We should ban aggressive driving. Why you should be who you really are. The best TV show ever. We must ban Ticketmaster. Why we don’t need sin taxes. The importance of bachelorette and bachelor parties. We shouldn’t use shock therapy. The government must control freedom of speech. Share the road with bicycles. Find Even More Topics for Your Persuasive Speech on Our Website! We know that sometimes it’s hard to find a good topic for your high school speech. If you think that you’re never going to make it, don’t worry and contact us. Place an order and our experts will find a perfect topic and prepare an impressive persuasive speech for you. Describe your task in details and our writers will deliver you the exact content you are looking for.

The Paradox of Brand Boratistan Essay Example | Topics and Well Written Essays - 500 words

The Paradox of Brand Boratistan - Essay Example spective, as the saying goes, any publicity is good publicity, so many people see Cohen’s movie as actually brining wanted attention to the country. It is the overall assumption of the current report that in the movie, the character Borat mostly represented Kazahkstan in terms of very negative stereotypes that hurt the country’s national image, especially during a time in which this image was nascent. In other words, before this nation can be known for something positive, it is already in a mud-bath of bad publicity depicting the country’s men as pigs and women as abused and ignorant. Overall, Borat as a character represents very negative stereotypes. The movie doesn’t spend much time in the fictional Kazakhstan of wherever it was filmed, but what time is spent there, early in the movie, hits some very hard notes of satire for this very brief period. The audience sees Kazakhstan as a place where donkeys pull half-trucks around unpaved towns, where the men are unafraid to involve their own family in pornography, and where there is no discernable place of culture or development. Then, the movie goes into the infamous and offensive scene of the Kazakhstan parade, in which the â€Å"Jew egg† hatches and the villagers celebrate in a ritual of merry and explicit anti-Semitism. This is not incisive, cutting sarcasm; the weapon is more of a cudgel. And the target, unfortunately, is Kazakhstan. The national image of the country is invariably negative, and, as one Kazakhstan resident complains on the internet, â€Å"Unfortunately, in todays world where every thing is about image, when somebody with influence spills mud on you it sticks. I havent watched Borat but read about him everywhere. I think this character is irrevocably damaging Kazakhstans reputation as a country where abuse of women is common and all men are macho fools† (National, 2009). From another perspective, however, one could argue that Borat is a fictional character, protected by free speech,

Ludwig van Beethoven Moonlight Sonata Essay Example | Topics and Well Written Essays - 500 words

Ludwig van Beethoven Moonlight Sonata - Essay Example There should not be any form of discrepancy in the music in accordance with the counterpoint rules laid out in the classical period. As such, this rule requires that two separate voices not to move in parallel fifths or octaves. This is unless one of the voices acts as a double to the other voice. Therefore, it should be clear that the middle triplet not does not double the bass-line, which is already doubled. This provides that the –c should be played in the place of b. The First Movement In most cases, the first movement adheres to the form required for the sonata. The explosion provides that the second subject is from an inferior key rather than from a key that is dominant. This is usually the case in a classical sonata form. As such, the key instead sounds in a key that is not even a parallel key, the B minor key. The Second Movement Going forwards, the second movement is apparently a lighthearted exercise as expected in classical harmony. This is unfortunate because the main motif hardly comes out as a good melody. In addition, the main motif appears repeatedly in the second movement, more than twenty times in the course of about two minutes. he third movement begins with notes that are the same to those in the first movement. As such, this 3rd movement stands out as a fierce fiery presto in the sonata form. The notes that appear in both the 1st and 3rd movements are the c-sharp, g-sharp, e and c-sharp.

Heart of Darkness Critical Paper Essay Example for Free

Heart of Darkness Critical Paper Essay Joseph Conrad’s novel, Heart of Darkness, is a work of complexity. â€Å"His stories often represent and suggest more than they say† (Skinner). Conrad gives the novel a perplex side through his tactfully written words. This unique language that Conrad uses gives a sense of duality to many phrases in the novel. The double meanings of much of the language that Conrad uses contribute to a reoccurring aspect of the novel, which is that often times there is far more substance to something than appears on the surface. This theme is played out in the novel through the setting and through the two main characters, Marlow and Mr. Kurtz. The novel takes place right in the heart of Africa, down the long and windy Congo River. The river in the setting is a crucial component of the novel because it brings a sense of darkness. â€Å"Conrad manages to hint at the darkness beyond the senses and to represent the experience of struggling with the impossibility of existential revelation in various ways, in terms of both content and form,† because not only does he describe the river’s topography, but also describes the river as having a mind of its own (Skinner). When describing the river, Conrad writes, â€Å"the long stretches of the waterway ran on, deserted, into the gloom of overshadowed distances†(Conrad). This description of the river creates an image of a vast and gloomy river. However, Conrad’s use of personification gives the river a personality, as if it is vulnerable to the dark surroundings that it’s engorged within. In the novel, Marlow’s spoken words also possess a sense of duality. On the outside, Marlow seems like a composed gentleman, who takes little regard for emotions. He speaks in a matter of fact manner, describing everything that he sees in its purest form. When conveying his thoughts about Kurtz he says ,â€Å"He was just a word for me. I did not see the man in the name any more than you do†(Conrad). Marlow’s description of Kurtz at first seems merely a factual statement, but it means more than that because â€Å"there is what is not said because it is merely left unstated (Skinner). The understated nature of his words suggests that Marlow is struggling to compress everything that he feels about Kurtz into a sentence. Furthermore, when Marlow says, â€Å"I will be loyal to the nightmare of my choice†, the reader obtains two meanings from his words (Conrad). On the exterior, Marlow simply means that he will not betray Mr. Kurtz, but on the interior, he is trying to express that he will not let go of the desire that he had to meet Mr. Kurtz, even though the experience strayed far away from his original expectations. Conrad also uses Mr. Kurtz to showcase his way of writing phrases that contain different depths of meaning. Mr. Kurtz is an individual who unknowingly lost sight of his own self because of the heart of darkness in which he is enwrapped. He is unable to blatantly express how his greed and feelings of superiority over the natives have tarnished his character. Therefore, Conrad gives depth to the words that Kurtz speaks, to allow the reader a glimpse into Kurtz’s heart, without needing to have Kurtz deliver his personal sentiments. Towards the end of the novel when Kurtz cries, â€Å"save me!† he literally is pleading for the salvation of his ivory, but figuratively, it’s a plea for someone to save his soul. â€Å"The Horror! The Horror!† are Mr. Kurtz’s notorious last spoken words. On the surface, these words may appear to be describing the face of death, but it seems plausible that Kurtz’s is instead horrified with himself for the way he has so cruelly treated the natives, and that abominable images of the native’s oppression are flashing before his eyes. The duality in meaning of Conrad’s words not only contributes to the complexity of the novel, but also helps to develop the setting and the characters. Conrad’s â€Å"unsaid dialogue and narrative hint at layers of meaning beyond what is read, and Conrads explicit and implicit insistence on mysteries beyond words emphasize the unsayable†(Skinner). These techniques that Conrad uses allows the novel to transcend past a simple narrative.(Singer)

The Unwritten History of Cave Paintings Essay -- Art History

Religious stories and scientific theories have tried for thousands of years to accurately date the formation of man. However, in the 1860s, a new art was discovered that changed the view of human creation forever. This new insight was cave painting. Cave painting is a form of prehistoric art that dates back hundreds of thousands of years. Analysts are unable to specify the reasoning behind these paintings of objects on cave walls, but many theories have been formulated to surmise the rational behind the art. Questions arise like, â€Å"why did man find a need to paint the walls of caves† and is this part of the foundation of the origin of human life as we know it? (Beacon) The ecumenical belief is rooted at history, cave paintings are man’s unwritten story of evolution. In the Upper Paleolithic period, from 40000 B.C. to 10000 B.C., paintings were created in over 300 caves across the globe. â€Å"There are two types of cave art: petroglyphs, which are pictures carved in stone and pictographs, which are pictures painted on stone† (Cave Painting). The art is usually found in hidden caves that are difficult to locate. For this reason, scientists have taken great interest in discovering why man wished to go to such extremes to produce the artistry. The graphics include mainly animals, geometric figures, and signs but rarely depict any relevance to humans. The visual communication gives valuable clues to the culture and beliefs of that era. The degree of preciseness of the images, being at such a high level, suggests that the art was not merely decorations that covered the bare surfaces of the caves, but were created for purpose. â€Å"The tonal qualities, and the ingenious use of surfaces in the rock, suggest depth and even a kin... ... However which way you interpret it, it still provides us with one thing: history. It has taught us the lives of our ancestry and the society in which they survived. The evolution from that era to today is astonishing. We see it simply in the development from our society daily. Their ideas combined with that overtime have created a new perspective for us about our own history. And before we can learn the history of other things, we must learn about ourselves first. Even through interpretation, we learned immensely from the simple paintings and carvings on a cave wall. It will continue to teach us generation after generation. But in the end, the controversies shouldn’t arise from the ambiguous paintings. If interpretation is all we have to go by, then that is what we do. And isn’t that what all history is? An interpretation of facts versus opinion.

Violence in media

Poor relationships), education (Insignificant schooling), socioeconomic status and community (egg. Neighborhood violence) M; West, M; Marrow, D; Hamburger, M; Boxer, P, 2008, p. 929). Although exposure to media violence is not the primary motive for aggressive behavior, it is however, the single most curable contributing reason. Violence is noticeably becoming a key factor within today's society; medias interpretation and representation of violence on all forms of interaction must play a role on our behavior to date.Theorists have established from recent research that violent media for instance, video games and movies, â€Å"temporarily Increase aggressive thoughts. Aggressive affect and physiological arousal† (Carnage, Anderson, & Bartholomew, 2007, p. 179), thus creating violent behaviors. In addition, Anderson cited that, â€Å"the industry markets violent video games to underage kids† (Anderson, 2004, p. 1 1 which evokes violent thoughts, imitation and aggressive ac tions. Through this proposed study a major issue raised within the area of media violence would be addressed.This Issue that needs to be noninsured Is the long-term effects that may occur to the youth. In this context, â€Å"physiological desensitizing displays reduced or no emotional feelings or empathy for others, due to media influencing thoughts, feelings and motives; primarily this has become a concern as media increased the likelihood of violent behavior† (Houseman, L & Taylor, L, 2006; & Carnage, N, Anderson, C & Bartholomew, B, 2007). The aim of this study is to investigate the potential gaps to help understand the relationship between violence in the media, and aggressive behavior between he youth of today.Firstly, notwithstanding the substantial Information already gathered on the short-term effects of media violence, little study has been able to link media and young adults to seriously violent behavioral tendencies (Hobart, M; West, M; Marrow, D; Hamburger, M; Box er, P, 2008, p. 930). Secondly, the studies undertaken to date on the effects of media violence influencing hostile behavior, seem to be more noticeable for the earlier years with once again only touching the boundaries In regards to adolescents.This study will analyses behavior and affects as not been fully investigated & recorded in the past due to concentration of research on media violence on adolescents. I wish to undertake this research to see if a link can be established between media violence and the seemingly known aggression for this age group. If proven this would assist our legislators draft comprehensive legislation, based on sound research, to address issues & provide protection for our youth going forward. Analyses of this study will focus particularly on the pervasiveness and the characteristics of young adults exposed to violence through movies and video games.Aims and Objectives The specific aim of this study is to critically assess the association between violence in the media and the expression of seriously violent behavior among the youth, ages 18-24, in a quota sample. The objectives of this project are to: 1 . Critically examine existing knowledge and gaps on this particular topic. 2. Classify and examine the different effects for different media. 3. Develop further theory to examine if media violence is considered a problem. 4. Evaluate people's perceptions of the impact media violence has on themselves and other young individual's in the youth. . Make recommendations to address issues and provide protection for the youth going forward. Literature review A significant and growing body of researchers state that the â€Å"youth exposure to media violence leads to increased aggressiveness† (Slater. M, Henry, K, Swami, R & Anderson, L, 2003, p. 713). This can be seen as a serious problem within the society; due to the fact media violence primes the viewers for aggressive behavior by stimulating violent-related thoughts, evokes imitat ion and increases arousal (Meyer, 1010, P. 243).Nonetheless, many individuals believe that media violence will not affect hem negatively or directly. However, the outcomes for media violence present instant effects or long-term effects within individuals, especially throughout the numerous types of media. From a social-neuroscience viewpoint, video games are portrayed as a different type of media than television and movies, mainly because â€Å"video games are more interactive and immerse, engaging neural systems which activate and effect aggressive behaviors† (Carnage, Anderson, & Bartholomew, 2007, p. 79); in this context, video games primarily engage the players, allowing these players o identify themselves as the attacker, to receive direct awards and promote In addition, physiological desensitizing needs to be considered for the youth as this theory leads to reduced or no emotions towards others as suggested by Carnage, Anderson & Bartholomew, where they state Moline in movies and on television has changed many individuals reactions so much that they laugh at human suffering, thus suggesting that this immediate effect is linked to an increase in aggression and reduced sympathy' (2007, p 180).Therefore this may demonstrate Eng term and repeated exposure to violence in all aspects of the media can influence and increase aggression throughout their lifespan. Various studies previously undertaken regarding video game violence and its possible promotion of antisocial behavior, shows the individual identifying and role-playing the violent characters. This is evident in a study conducted by Douglas Gentile (2004) about young individuals who frequently played violent video games, and were more likely to have increased aggression and fights then those who participated in non-hostile media games.Similarly, Potter suggests that â€Å"when violence permeates the media year after year in all kinds of programming and when the message of that violence is antisoc ial, the mean of society is likely to move gradually in an antisocial direction† (Potter, 2003, p. 50), therefore, creating the key idea that individuals will try harder to gain social acceptance through aggressive actions due to the cause of violent media. SECTION B: Methodology and Research design Methodology The proposed research conducted would be best lead through an interpretative paradigm as the theoretical framework for this study.Interpretative seeks to comprehend and describe human social reality, an understanding that is diverse for every individual person (Walter, 2010). This research will endeavourer to understand the impact media violence has on the youth within society and how behavior can be influenced and imitated through observational viewing. To comprehend the aim of this study, a mixed methodology of quantitative and qualitative research will be used for the investigation. As part of the quantitative research, quota sampling will be utilized to segregate th e population as the research focuses only on the youth populace, ages 18-24.Additionally, a convenience random sample survey on survey monkey will be utilized to gain the data of a small sample group consisting of 20 individuals. The questions asked will help gain personal perspectives of individuals and assist in understanding, if, why and how types of media cause aggression and behavioral changes in the youth. Furthermore, other factors such as socioeconomic status, environmental, and education aspects are considered within the sample survey as they can determine whether individual's behaviors can be Just affected by these factors or also linked in with media violence.Research portrayed suggested that lower socioeconomic status societies on average watch more television, thus presents higher dosage of media violence (Cantor, J, 2000). This project will gather information from key individuals based on their own The qualitative approach will be applied to analyses numerous types of literature and data to support the research proposal. This project will conduct a detailed investigation into the study conducted by Anderson, C & Dill, K (2000) on their examination of violent video games affecting aggressive behaviors in the laboratory and in life.Anderson, C & Dill, K (2000) study the ways in which media shapes individual behaviors based on aggression-related variables and personal characteristics. The myriad types of literature will be thoroughly examined and compared with the quantitative study to finalist an outcome. Research design The research aims to understand whether young individuals within today's society are influenced and dominated by the violence portrayed within the media, which can lead to changed behaviors. The first task is to select the participants for this convenient random sample survey.This research will target the youth populace; ages 18-24, with 20 participants both male and female conveniently selected to participate. All participant's wi ll remain anonymous and will take place through survey monkey in order for subjects to easily access the sample survey. The second task is to provide the link to the youth, ages 18-24, for the sample survey to be completed. The link will be conveniently published on the University of Western Sydney Backbone page to gain anonymous participants. The surveys will consist of liker- type and open-ended questions to make the survey in-depth, yet ass to complete.A third task to be undertaken whilst the surveys are being completed is to conduct the qualitative approach within this study. This methodology will be utilized to examine myriad types of literature to gather and compare data to gain an outcome. The data gathered will be analyses through statistical and text analysis of the methodology developed. Through survey monkey, the data is manually analyses from the participant surveys completed, in which, an excel sheet will be created and the results conveyed within the survey will be inv estigated further to help validate the proposal.Ethical procedures Ethical considerations are essential when undertaking research methodology. Issues such as confidentially, anonymity and the right to withdrawal from the study are significant principles that are put in place for this study, for the respect of the participants. Informed consent is the cornerstone for research and an important aspect provided to potential subjects. This study will provide the participants with an information sheet detailing all the information about the study being conducted in a clear and brief manner.Along with the information sheet, a consent form will be sent voluntarily and to be free from coercion. For ethical reasons, subjects will only be allowed to complete this study if they are 18 years of age; this will be clearly stated in the consent form to avoid any issues further down the track. The process of the consent form will also imply that subjects have to right to withdrawal from the study at any point. The right to confidentiality is essential in research (Polite & Beck, 2010) but may be conflicting in this proposed study.This is due to the facts that the surveys will be asking for their own perspectives, opinions and experiences, which ay lead to break confidentiality. However, participant's identities will remain protected from the public. Through the research methodology for this study, there is a myriad of benefits and risks that may be presented. With the online surveys being the primary form of data collection for this study, this has allowed for a cost-effective and efficient way of collecting information from a population.However, concerns arise with this form of surveying, as it is not secure in preventing under age individuals from completing it. In addition, a risk that may influence this study is the act that not all youths are the same and what may disturb one individual may have no effect on another. Likewise, development concerns, emotional maturity and relationships with others seem to be a much more significant role in determining if an individual is at risk for violent behavior (Media smart, 2012).

“a&P” and “Barn Burning”: a Compare and Contrast Essay”

Sammy from John Updike’s â€Å"A&P† and Sarty from William Faulkner’s â€Å"Barn Burning† are two great examples of young people raising their standards and doing what they believe is right. In â€Å"A&P†, Sammy is nineteen years old and works at a local grocery store named the A&P. His life changes the day he quits his job after defending three girls that are â€Å"called out† by Lengel, the manager, for breaking the unwritten dress code. In â€Å"Barn Burning†, Sarty is a ten year old boy who struggles between the fine line of right and wrong when his father, Abner Snopes, is put on trial for burning down a barn. When his father attempts to burn down another barn, Sarty takes charge and warns the owner. â€Å"A&P† and â€Å"Barn Burning† are short story classics that have many similarities as well as differences. While both Sammy and Sarty are dissatisfied with their figures of authority, the time periods in which they live are extremely different. A very noticeable similarity is the fact that both young men are dissatisfied with their authority figures. In the beginning of the stories, one will see that Sammy and Sarty are not like their main influences. Each young man has a mature understanding of their unfortunate lives and how they must break the mold to better themselves. Stokesie, Sammy’s friend and co-worker, is twenty two years old and married with two kids. His biggest dream is to become a manager of the A&P someday. Sammy describes Stokesie’s life as a perfect example of his future if he continues working at the A&P. To him the A&P is a dead end job; but in the eyes of his Lengel and his family it is an acceptable future. Lengel is the manager of A&P as well as the town’s preacher. He plays an important role as Sammy’s authority figure. When Sammy quits, Lengel tries to persuade him to stay and makes it very clear that leaving the A&P will be a huge mistake. This is an excellent reflection of Sammy’s authority figure and the close minded ways he must escape. Sarty’s major authority figure in â€Å"Barn Burning† is his father. Abner is a poor sharecropper who is bitter towards wealthy plantation owners and has a tendency to destroy their property. Sarty never justifies his father’s actions and is aware that if he allows things to remain the same, he will become a product of his environment. This is his motive for warning Abner’s next barn burning victim and his chance to move on with his life. The time periods and locations in which â€Å"A&P† and â€Å"Barn Burning† take place are very different. Sammy lives in a more favorable time in the United States than Sarty. â€Å"A&P† is set in a small town north of Boston, Massachusetts around 1960. At this time, the United States was the main military manufacturer and financial power in the capitalist world. The â€Å"Hippie Movement† just started and shocked many traditional families with a new way of living. Sarty lives in Mississippi about twenty years after the Civil War. Life was tough for Mississippians post Civil War. The Southern states were in debt and devastation from the war was everywhere. Although America was transforming into a more modern country in both stories, the time periods in which they live are completely opposite. Sammy and Sarty are two protagonists that have to mature beyond normal circumstances and experience the â€Å"real world† at tender ages. Each character is forced to grow up and refine themselves in their darkest hour. Sammy and Sarty are both dissatisfied with their authority figures; however, the time periods in which they live take place in different eras.

Violence in the Media ESL Classroom Debate

Violence in the Media ESL Classroom Debate This debate can easily turn into a debate about what Free Speech really means, and can therefore be extremely interesting to students who are living in countries where the right to Free Speech is considered a fundamental right. You can choose groups based on the students opinions. However, you can also have students support opinions that are not necessarily their own to help improve fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to win the argument. For more information on this approach please see the following feature: Teaching Conversational Skills: Tips and Strategies Aim: Improve conversational skills when supporting a point of view Activity: Debate about the question of whether violence in the media (Television, newspapers, magazines, internet, etc.) needs to be more tightly regulated. Level: Upper-intermediate to advanced Outline Review language used when expressing opinions, disagreeing, making comments on other persons point of view, etc. (See work sheet)Ask students for examples of violence in various media forms and ask them how much violence they experience second hand through the media every day. This guide to media related vocabulary can help provide students with terminology used to discuss the media.  Have students consider which positive or negative effects this amount of violence in the media has on society.Based on students responses, divide groups up into two groups. One group arguing that government needs to more strictly regulate the media and one arguing that there is no need for government intervention or regulation. Idea: Put students into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and d iscussion. Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.Have students prepare notes and make rebuttal to the expressed opinions.While the debate is in progress, take notes on common errors made by the students.At the end of debate, take time for a short focus on common mistakes. This is important, as students should not be too involved emotionally and therefore will be quite capable of recognizing language problems - as opposed to problems in beliefs! Violence In The Media Needs To Be Regulated You are going to debate whether the government should take regulatory steps to control the amount of violence in the media. Use the clues and ideas below to help you create an argument for your appointed point of view with your team members. Below you will find phrases and language helpful in expressing opinions, offering explanations and disagreeing. Phrases to Express Your Opinion I think..., In my opinion..., Id like to..., Id rather..., Id prefer..., The way I see it..., As far as Im concerned..., If it were up to me..., I suppose..., I suspect that..., Im pretty sure that..., It is fairly certain that..., Im convinced that..., I honestly feel that, I strongly believe that..., Without a doubt,..., Phrases to Express Disagreement I dont think that..., Dont you think it would be better..., I dont agree, Id prefer..., Shouldnt we consider..., But what about..., Im afraid I dont agree..., Frankly, I doubt if..., Lets face it, The truth of the matter is..., The problem with your point of view is that... Phrases to Provide Reasons and Offer Explanations To start with, The reason why..., Thats why..., For this reason..., Thats the reason why..., Many people think...., Considering..., Allowing for the fact that..., When you consider that... Position: Yes, The Government Needs to Regulate the Media Violence begets violence.Children copy the violence seen on TV and in films.It is the responsibility of the government to take corrective measures when a situation becomes dangerous.It seems like there are only violent TV shows anymore.Media glorifies violence and sends the wrong message.By giving so much importance to violence, the media encourages crazy people to be violent in order to get a lot of attention.What is more important to the growth of our society: A murder or a good school teacher? Who gets more coverage in the media?Media is cynical and only worried about making money. The only way things will change is if the government intervenes.Does all this violence improve your life in any way? Position: No, The Government Should Leave the Media Deregulated Have you ever heard of the right to Free Speech?The Media only reflects what society as a whole does.It is quite obvious that these films are made for entertainment purposes and anyone can tell the difference between a film and reality.Governments only make matters worse by introducing bureaucracy - they dont really improve a situation.True change needs to come from within and not be imposed from without.We need to be kept informed about the true nature of the society that we live in.Parents do quite a good job of regulating their own childrens behavior.There are already rating systems in place.Wake up. Humanity has always been violent and government regulation is not going to change that. Back to lessons resource page