Two Friends with Different Lifestyles Essay Example

Two Friends with Different Lifestyles Paper Two Friends with different life-styles Cecilia Vega Everest Online Composition I – (ENC1101-9)/ Instructor McClure Two friends with different life-styles When I asked, â€Å"What is a life-style? † People have different opinionated-response: it is the way that you live; to leisure activities with friends, habits, work, interest and opinions. In 2009 Dr. Jeffery Cherubini stated that there are three different paths to pursuit you happiness: The pleasant life, the engaged life and meaningful life (Jacobs, 2011). Friends are someone who you would trust, have common habits and interests, share opinions and enjoy leisure activities; it is a companionship between two people. When you put two friends together, there will always be the different life-styles among them. Seven years from yesterday, I met a friend who has made the term opposites attract really come to life! Tiffany is 24 and I am 27; she has two kids, and I am pregnant with my first one. I am from a military family; and traveled quit often on the other hand Tiffany grew up in a small town, south of the Mississippi border. We will write a custom essay sample on Two Friends with Different Lifestyles specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Two Friends with Different Lifestyles specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Two Friends with Different Lifestyles specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I work a minimum of 40 hours week and Tiffany is a stay at home mother. I have two incomes in my house and Tiffany has one income. Tiffany has a fiance and I am married. â€Å"There is a difference between being married and single friends. Some of my friends that are single are up for hitting the towns’ night life. Whereas, the married friends that I have are busy at home with their busy families† (Cheryl, 2011) I was raised to respect my elders or those who are older then me. Tiffany is polite but rude at the same time. I do stick-up for myself but I feel that my life just isnt worth fighting with someone whereas Tiffany doesn’t put up with nobodies stink! I am child number three out of four and Tiffany is the oldest out of three. I am extremly close with all my family and Tiffany runs them over like road kill. I am seen her fight with her family and call them names. If that was me, my father would have jacked me up for the lack of respect. Tiffany was a wild child growing up; I was into school and sports. I set goals for myself so that I don’t get let down and Tiffany nevery ccomplishes anything that she starts. Necessities of life are essential that are required for you to live on a daily basis. According to the â€Å"Maslow’s Hierarchy of Human Needs† the bare necessities are: food, water, oxygen, sleep, and other simple bodily functions (Ruud, Copyright 2011). Tiffany and I have a different meaning of necessities of life. I like to save just about every penny opposed to Tiffany spending everything she has. I mean don’t get me wrong, I like to go shopping for my husband and I; but I try to only but what we need at that moment. I like to have a little room for play, just incase I want to take a trip whereas Tiffany has to give herself a months notice so that she can save up for the trip, to include spending money. I like to go grocery shopping every week and she goes like twice a week; I feel like she spends twice as much instead of doing one big trip. Parenting is not the easiest task in the world; it could be very complex and strinous some times. Kendra Cherry say â€Å"There are four inportant dimensions of parenting: (a) disciplinary strategies, (b) warmth and nurturance, (c) cummunication styles, and (d) expectations of maturity and control (Cherry, Copyright 2011). Tiffany has a tendency to yell and curse at her children and I do not plan to do that. Tiffany raises her hands to her childer and treatens them while I plan to use the disciplinary strategies to the fullest. I am a very calm person and Tiffany is consitanly being loud. I have yet had the heart to tell her that I don’t agree with home she talks to her childern. I almost feel like they are little slaves to her becking call. But there again parenting is a challenge so bring it on!! Even though everyone is different, a friendship is about trust, befriending someone; when two friends colide, you are always going to have the different lifestyles. Tiffany and I don’t get to hang out much because of our different lifestyles, but when we get that special time together; it is always cherished. Tiffany and I are complete oppisets of each other. She is a party-goer and I am a home body. She has a lived-in house and I am a neat freak. So the question is: How do two oppisets attract? References Cherry, K. (Copyright 2011). Parenting Styles The Four Styles of Parenting. Retrieved 12 3, 2011, from About. com: http://psychology. about. com/od/developmentalpsychology/a/parenting-style. htm Cheryl. (2011). Family Life vs. Single life. Retrieved 11 24, 2011, from HubsPage. Jacobs, O. (2011, June 14). What is the meaning of lifestyle? Retrieved December 3, 2011, from livestrong: http://www. livestrong. com/article/290197-what-is-the-meaning-of-lifestyle/ Ruud, M. (Copyright 2011). Maslows Hierarchy of Human Needs 87. Retrieved 12 3, 2011, from HubPages: http://maddieruud. hubpages. com/hub/Hierarchy_of_Needs

Differentiate educated uneducated person Essay Essays

Differentiate educated uneducated person Essay Essays Differentiate educated uneducated person Essay Paper Differentiate educated uneducated person Essay Paper 1. Relate: Education and adult male. Differentiate educated adult male from an uneducated one. The difference between educated and uneducated people is precisely that. It is the degree of instruction that a individual has. Education is really of import. Actually it is one of the most of import thing for our lives in my ain point of position. It is clear to us that non everyone can hold the chance to hold the instruction they need and this lead to split people into two groups: educated and uneducated people. Both of them have their advantages and disadvantages for themselves. Let us measure them in footings of economic power. societal position and outlook. It is true that educated people have a batch more chances in concern universe than uneducated people. Because they chiefly have a certification verifying their province of being educated and this is what counts most of the clip. They have more chances to hold a good occupation. they have a better income. Uneducated one have to work in simple impermanent occupations or have to make really heavy musculuss work in a building or field. More earned money over a life clip means a higher quality of life. better nutrient and a longer life than person without a batch of instruction. The issue of income harmonizing to their occupations brings us to another facet which is the societal position of these people. When you have money. you seem to be respectable for other people. One other ground why educated people have a superior position is that they act in life harmonizing to their degree of cognition. The truth that if you earned a batch. the position of life is higher. but if you have those bluish neckband occupations the societal position is someway lower. The outlook instance. we have the feeling that educated people are open-minded whereas uneducated people are slightly close-minded. This is the world. the educated people have an advantage of greater cognition about the universe. other people. possibilities and being because they are educated non merely technically or scientifically but besides culturally. They have a opportunity to see the universe from the eyes of other people through the instruction they receive. Yet uneducated people are largely directly laced because they have what they see and learn from their parents and what they experienced in life and the sometimes its disquieted most is that they treat their kids with the same outlook. However. educated people want their kids to travel far beyond them. They want them to do better than what they did. because they know that every twenty-four hours and every second of our lives some things alteration and develop and some things are discovered and invented. As we see there are some facets harmonizing to which educated and uneducated people can be compared and contrasted. I don’t know if I find myself biased but I guess I am. because I value instruction so much. I don’t want to set a incrimination on uneducated people. possibly there are grounds behind these. but I believe that poorness is non a hinderance to be educated. All of these remind us the importance of everything is EDUCATION. 2. Connect: Man and his acquisitions. â€Å"Give a adult male a fish. feed him for a twenty-four hours. Teach a adult male to angle ; feed him for a life-time. † The laminitis of Taoism. Lao Tzu. spoke these words over 2000 old ages ago. Education is similar to this rule. For centuries pupils were â€Å"fed† information and taught to memorise facts. in the hope they would retain a part of what was taught. Today it isn’t adequate merely to feed information to pupils. Our universe is altering so fast that new information becomes available faster than it can be taught. If a state wants to maintain gait with this ever-changing universe. so larning can’t halt at graduation. Students every bit good as instructors must larn â€Å"how to fish† for cognition by going womb-to-tomb scholars. Teachers can go life-long scholars by recognizing and admiting that life long-learning is a necessity ; by larning to maintain up with alterations through personal and pro fessional development ; and by learning with passion. animating immature heads to see larning as something wonderful. If a adult male followed his acquisitions. the life of each of us is in good way. instruction is the key to larn and be cognizant of everything. .

Confusion of Subjective and Objective Pronouns

Confusion of Subjective and Objective Pronouns Confusion of Subjective and Objective Pronouns Confusion of Subjective and Objective Pronouns By Mark Nichol How do you decide which form of a pronoun to use, as in the choices of the wording in â€Å"John is as fast as him† and â€Å"John is as fast as he†? Knowing the varieties of pronouns will help you choose the correct form. A subject pronoun is one used as the subject of a sentence, as in â€Å"He is right† or â€Å"I am amazed.† (Subject pronouns include I, you, he, she, it, we, and they.) Subject pronouns may also rename the subject, following a copular verb (one that is a form of â€Å"to be†): â€Å"It is I who left the chair there.† A subject pronoun should also be used for such sentences as â€Å"It might have been she,† though an object pronoun is used in its place almost invariably in casual speech and often in writing. Object pronouns (me, you, him, her, it, us, and them), by contrast, are used to identify the object of a sentence, as in â€Å"Mary gave it to her† and â€Å"The tourists went to see them.† (Notice that you and it can serve as both subject and object pronouns.) Object nouns are used with all the three types of objects: â€Å"The Smiths invited us† (direct object), â€Å"The Smiths gave us our dish back† (indirect object), and â€Å"The Smiths gave a party for us† (object of a preposition). Should a sentence read, â€Å"I am older than her† or â€Å"I am older than she†? In a statement of comparison that uses as or than and does not end with a copular verb, temporarily add one to test the correct type of pronoun: â€Å"I am older than her is† does not sound right, but â€Å"I am older than she is† does, so the correct word in this sentence is she. (Therefore, the correct sentence in the pair of examples in the first paragraph of this post in formal writing, at least is â€Å"John is as fast as he.†) Note, however, that what appears to be a sentence with an incorrect form of a pronoun can be correct when it means something else. For example, â€Å"She fell asleep before him† could mean that the woman fell asleep in front of someone, not earlier than someone, in which case the statement is correct. What if the sentence refers to more than one person? Several factors come into play. The pronoun in â€Å"Joe and I were invited to the party† is correct because I is part of the subject (â€Å"Joe and I†). But â€Å"John went to the party with Joe and I† is not, because â€Å"Joe and I† is now the object, and the correct personal pronoun for an object is me: â€Å"John went to the party with Joe and me.† (Test for the correct form of the pronoun by removing the other person from the object: â€Å"John went to the party with me,† not â€Å"John went to the party with I,† is correct, so â€Å"John went to the party with Joe and me† is correct.) But an exception is made when the reference to Joe and the writer is preceded by a copular, or linking, verb (a form of â€Å"to be†), as in â€Å"The last people at the party were Joe and I.† In this sentence, â€Å"Joe and I† are predicate nominatives, meaning that they rename or describe the subject: â€Å"Joe and I† equals â€Å"the last people at the party.† A pronoun in a predicate nominative takes the subjective, not objective, case: â€Å"The last people at the party were Joe and I† is correct. It may seem wrong, but that’s because the rule is ignored in most spoken English and in much written English as well, so we’re accustomed to hearing and reading the error. It should be observed, however at least in formal English. (Some comments on this post refer to a previous version of this discussion.) Possessive pronouns (mine, yours, his, hers, its, ours, and theirs) signal possession or relationship and, unlike nouns in possessive form, never include apostrophes. They take the same form whether in the subjective position or the objective position: â€Å"That is hers. Yours is here.† Reflexive pronouns (myself, himself, herself, itself, themselves, ourselves, yourself, and yourselves) refer to something already mentioned (â€Å"The machine appeared to start by itself†) or implied (Suit yourselves†). â€Å"The directions applied only to myself† is wrong because the person indicated by myself is not explicitly or implicitly referred to. (The correct wording is â€Å"The directions applied only to me.†) However, â€Å"I followed the directions myself† is correct because myself refers to the subject I. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)"Wracking" or "Racking" Your Brain?Treatment of Words That Include â€Å"Self†

Slanket Case from Harvard Business Review by John Deighton Essay

Slanket Case from Harvard Business Review by John Deighton - Essay Example A slanket’s body length makes it convenient to use in the comfort of a sofa or even while studying. Some customers send slankets to their loved ones as gifts during feasts and festivals, such as Christmas and Halloween. It saves money that could otherwise be spent on thermostats during winter. Its use is further promoted by consumers when watching movies and during long car journeys. Distribution Situation Gary Clegg ensured the effective delivery of the product to customers’ doorsteps. Every time an online order was made, the details of the client were noted and responded to online. Gary accompanied these deliveries with a personal note, thanking the customer for purchasing the product. He also built a supply chain that helped source the product from China, in partnership with a North Carolina company. Competitive Situation The main competitor of the Slanket Organization came in October, 2008, by the name Allstar Marketing Group (AMG). Based in Hawthorne, New York, the firm was a Direct-Response Television (DRTV). This was a highly successful marketing firm that was previously credited with the production of Aqua Globe, a self-watering system for house plants, and Big City Sliders, a device that produced miniature hamburgers. As an infomercial marketer, the Allstar Marketing Group produced a cheaper version of the Slanket, dubbed â€Å"snuggie†. ... However, there is uncertainty in this industry as it is not known whether other consumer trends may occur or which other company may enter and invest in the industry. SWOT Analysis of the Slanket Business Strengths To begin with, the Slanket Business had quite a diligent and industrious pair of managers. Gary Clegg researched on patents, found a textiles supplier and oversaw production. Despite the discouragement from lawyers concerning the impossibility of obtaining a patent of their work, due to the difficulty in distinguishing the design from a bathrobe, hospital gown, stylized shawl or poncho, Gary persisted and would not let go of the business. Gary’s elder brother, Jeff Clegg, was also important in the success of the business in its earlier years. He set up the infrastructure for a web-based business. On day one of their business, he worked tirelessly for 14 hours on the screen, answering emails and filling orders. These two brothers further cooperated in effectively man aging the staff and the transaction operations of the Slanket Organization. The Slanket Business had an upper hand in ensuring product awareness. The on-line word of mouth promotion was also strength to the business. At Digg.com and the Daily Candy, an email newsletter and insider guide that appeared in one million subscribers’ inboxes daily, Gary and Jeff could reach over a vast proportion of potential clients each day. Exclusive contracts went as far as having Gary host live sales for the slanket on the QVC Channel, a televised home-shopping network. This was an added strength in getting more customers, ensuring more sales. For instance, by the end of 2007, QVC had sold over 30 000 units (Deighton & Kornfeld, 2010). Another contract was made with an airline

Customer Relationship Management Program Case Study

Customer Relationship Management Program - Case Study Example Both companies before merger had well-developed Customer Relationship Management program according to their respective visions and the employees have trained accordingly (Dyche & Wesley, 185). After the merger, the focus was on coming up with a Customer Relationship Management system to satisfy the needs and demands of the employees and customers of both companies, while communicating the new brand philosophy and vision. In this regard, the company had to face and overcome different challenges and issues. The major issue was of establishing consensus on the values and vision of the Customer Relationship Management program. Implementation of the new Customer Relationship Management program demands extensive attention from the top management. In order to ensure efficient and effective implementation of the Customer Relationship Management system, the top management of the organizations should come up with appropriate plans and strategies. Most important step in this regard is to make sure that overall organization is ready for the implementation of a new Customer Relationship Management program. The organization should start with scanning the internal and external environment in order to identify any hurdle or resistance. Apart from this, it is essential to train and educate the employees about the new Customer Relationship Management system so that an understanding of CRM is developed. Implementation of the Customer Relationship Management program requires well-thought change management strategies so that the organization is able to minimize resistance and at the same time is able to take help from the supportive factors. In order to ensure successful implementation of the Customer Relationship Management program, it is important to identify important customers with whom the organization want to interact.

Charles Dickenss Great Expectations Essay Example for Free

Charles Dickenss Great Expectations Essay Charles Dickenss Great Expectations is the coming-of-age story of Philip Pirrip, better known as Pip. The story presents the development and growth of Pip as he becomes an adult. During the novel, the characters seem to have trouble communicating with each other. Because of the characters interest in only themselves, especially Pip, messages, some important and some not, are delayed or not received at all. According to G. K. Chesterton (1911/1996) in his article The Characters in Great Expectations, despite the novels title, expectations were never realized. This statement could be interpreted as expectations were never realized because of the communication problems between the characters. The characters never seem to express what they want to tell one another. Messages are misinterpreted, and some messages are never heard. For example, Pip had loved Estella from the first time he met her. Toward the end of the novel, he finally told her so, but she did not reciprocate his love for her. She replied instead that she never misled him into thinking she felt the same way about him that he did for her. As a result, Pip was heartbroken (Dickens, 1861/1998). Pip only believed what he wanted to believe, and saw what he wanted to see. This was evident when he dismissed her cold-hearted personality. She tried to tell him that she did not love him, but he would not listen. Pip turned a blind eye and a deaf ear to Estella until he was ready to profess his love for her. Perhaps he was hopeful that, one day, she would love him as much as he loved her. Pip refused to see that Estella did not love him; he instead chose to look at the world through rose-colored glasses. This was not the only time in the novel when Pip had trouble communicating with another character. Early in the story, Pip is reunited with Magwitch. Pip wanted Magwitch to know that he did not turn Magwitch in to the police. However, Magwitch is seemingly not interested in what Pip has to convey. Instead, Magwitch gives Pip a look that Pip cannot quite understand (Dickens, 1861/1998). Magwitch does not seem at all interested in Pips explanation. It was evident to Pip that Magwitch did not comprehend the message Pip was trying to get across to him. Many of the characters have facades (Harris, 2000). This could be a cause of the communication problem. For instance, Pip, when he became a gentleman, began to act how he though a gentleman should act. This led Pip to alienate Joe. Toward the middle of the story, Joe visited Pip in London. Although the visit was awkward, Joe wanted to tell Pip about what was happening back home. Joe was going to tell Pip that Wopsle became an actor. However, Pip did not listen. Instead, he was only interested in hearing that Estella wanted to see him. After Joe told him that Estelle did want to see him, Pip became friendlier and was then open to hearing what Joe had to say. Unfortunately, Joe ended their visit before Pip had a chance to change his behavior (Dickens, 1861/1998). Had Pip not been interested only in himself, Joe would have been able to tell Pip about Wopsle. Because Joe felt alienated, Pip never heard the news about Wopsle. Perhaps if Pip had stopped thinking about his own, selfish needs for a few minutes, he would have been able to hear the news from Joe. On the road to adulthood, there are many times when miscommunication occurs. At the beginning of the story, Pip was an orphaned boy trying to find his way. On his path to adulthood, he was misled. Paul Pickrel (1960/1999), editor of the Yale Review, likened Pips journey to adulthood to a fairy tale, with Joe and Jaggers as Pips guides, and Magwitch as the terrible ogre. Magwitch led Pip to try to become a gentleman; Magwitch was the benefactor for one of Pips â€Å"great expectations. † While Pip was thinking he was being a gentleman, he alienated Joe, one of his guides to adulthood. This alienation led to the miscommunication when Joe went to visit Pip in London. The reader follows Pip on his journey to adulthood from an innocent little boy to a man educated by experience. He is a fantasist; he thinks he can have the best of both worlds (Pickrel, 1960/1999). Pip isolates himself, and in the process becomes a terrible snob. He cut himself off from the people he loved, the people who loved him. At the end of the story, Pip returned to the forge. He was then informed that his sister has died and Joe married Biddy. Had he not been sucked into the myth of his own life, Pip could have married Biddy. Pips life could have turned out much differently had he kept the lines of communication open with Joe. Miscommunication happens along the way, but Pip learned from those experiences, and he became a better man for it. Chesterton, G. K. (1911/1996). The Characters in Great Expectations. In Harold Bloom (ed. ), Charles Dickenss Great Expectations. Broomall, PA: Chelsea House Publishers. 34. Dickens, Charles. (1861/1998). Great Expectations. New York: Barnes Noble Books. 43, 216-217, 345. Harris, Robert. (2000). Notes for Great Expectations. Retrieved June 10, 2009, from Virtual Salt. http://www. virtualsalt. com/lit/greatexp. htm Pickrel, Paul. (1960/1999). Pips Personal Journey to Adulthood. In Lawrence Kappel (ed. ),

Playing Basketball Essay -- Personal Narrative Essays

Playing Basketball Being part of the basketball clique in high school helped me learn the intrapersonal and social communication skills I use today. As a child playing basketball was my favorite activity or hobby. It's also the way I met a lot of my good friends that I have now. All my close friends I have met. I have met them through playing basketball.. Whether they were on my team, the opposing team or just fans in the crowd who admired my play. Not only has basketball helped me gain friends, but basketball also taught me a lot about life. There are many aspects of life that coincide with basketball. For instance basketball is a team game and an individual game. Like in life you have to work together with other people. The communication skills I learned from basketball helped me communicate with friends, girlfriends, parents and bosses at work.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  I started playing basketball in the fifth grade. In the fifth grade I was a quiet and shy little boy. I rarely talked to my teammates and kept to myself. As the years went by I learned how to communicate with my teammates and my coaches and began to break out of my shell so to speak. I started making more and more friends that also went to my junior high. Basketball helped me meet a lot of new people. By the time I left junior high I had already a core group of friends I hung out with that I met from playing basketball.   Ã‚  Ã‚  Ã‚  Ã‚  I remember my first day of high school like it was yesterday. A lot of my friends were...

Why does Kirsner think that amateur producers of video on You Tube will give way to the professional big media players?

There are a number of reasons used by Kirsner to support his views that amateur producers will given way to professional big media players. Firstly, it is due to their lack in value-added content.Undoubtedly, viewers were curious and attracted to the humorous video clips initially but such a ‘market’ has become too saturated and boring as more and more amateur producers try to follow suit.As such, viewers would switch back to familiar professional productions which are not a waste of time in watching. He felt that people nowadays are more selective as they have more choices and would want to choose the better ones.This is especially so when these big media players are entering the internet market to bring up the production quality to re-attract the viewers. Kirsner further cited examples where many of the previously popular amateur producers were still ranked high on the web only because they had merged forces with the professional big media players.Another reason is tha t Kirsner believe that amateur producers do not have the large revenue to spend on marketing, unlike the big media players. They could only rely on word of mouth or simply hope that their movie clip was ‘discovered’ by viewers. Thus, it would only be a matter of time before they become forgotten.Finally, Kirsner mentioned that even if the amateur producers were able to attract a large group of viewers, most of them were usually unable to come up with interesting content to sustain the viewers’ interest.Therefore, Kirsner believed that it would only be a matter of time before such amateur producers of video on You Tube give way to the professional big media players.2. Do you think most informed Americans would find Kirsner’s predictions about the big media corporations dominating 80% of viewers compared to 20% for amateur videos is accurate?In my opinion, I do not think that most Americans would find Kirsner’s predictions about the big media corporat ions dominating 80% of viewers compared to 20% for amateur videos is accurate.No doubt, there will be a shift in the viewers’ taste but the shift will not be so great as there would still be unforeseen circumstances when the professional producers were not at hand to film the interesting content such as an earthquake, a tsunami or a hurricane.Many of such video clips were taken by amateur producers and posted on the internet for viewers as they happened to be at the scene and were armed with a video camera.3.  Ã‚   his prediction of 60/40?I believe that his 60/40 prediction is likely to be more accurate. As mentioned in his article, the latest professionally produced had nearly attracted 900, 000 viewers daily but that definitely would not account for the majority of the population.It is likely that the big media players had re-attracted the older viewers but not the younger generations. This is especially so when young people usually do not have the patience to watch long serial. They would rather watch the short humorous video clips by amateur producers. In fact, many of my peers today still discuss and share the amateur productions that they have watched.There are also many comments and discussions still posted on the internet about the video clips. It could be a sort of peer pressure for them to continue watching as they might feel out of place if they had not watched such clips.Kirsner had also mentioned in his article that there had already been evidence of amateur producers ‘developing continued series’ (Kirsner Scott, 2006), thus the number of viewers is unlikely to drop too low.BibliographyKirsner, Scott. 2006. As online viewing booms, the amateurs give way to big media. http://mecury news.com/mld/mercurynews/news/editorial/16154786.htm

English Assessment Essay

? Controlled Assessment is a new form of internal assessment. Following a coursework review by QCA, Controlled Assessment has been introduced as part of nearly all new GCSEs, to replace coursework. High, medium or limited control levels are set for each of the Controlled Assessment processes: task setting, task taking and task marking. For each stage, the level of control will ensure reliability and authenticity, and make assessments more manageable for teachers and candidates. Weighting of Controlled Assessments is defined by QCA subject criteria and, depending on the subject, will be  25% or 60% of the total assessment. 1. 2 What does ‘control’ actually mean? QCA has produced a Glossary of terms for Controlled Assessment regulations. The levels of controls are defined as follows: ? Formal supervision (High level of control) – the candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed. Informal supervision (Medium level of control) – questions/tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to (i) ensuring that the contributions of individual candidates are recorded accurately, and (ii) ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates. Limited supervision (Limited level of control) – requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes. ? ? 1. 3 What is the purpose of this Guide? This Guide provides detailed information for teachers about how to manage Controlled Assessment: some of the information applies to all GCSE subjects and some information provides subject specific guidance. It is important to make the point that this Guide plays a secondary role to the Specification itself. The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times,  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 3. therefore, this teacher support should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself. Teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this Guide is offered as guidance but may be subject to modifications by the individual teacher. 4  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 2 Summary of the Controlled Assessment units Unit A242: Making your mark in business. This unit represents 60% of the total GCSE (Single Award) marks and 30% of the total GCSE (Double Award) marks. It has a maximum of 60 marks. Candidates will choose one business scenario from a selection of five. They then choose a local business on which to base their subsequent research and complete all the tasks. This unit is internally assessed, applying the principles of Controlled Assessment. Controls are set within the assessment in each of the stages of the assessment process: Task setting: high level of control in relation to the setting of tasks. Task taking: this stage is divided into 2 different stages, each with a different level of control: – Research/data collection: limited level of control – Analysis and evaluation: high level of control Task marking: medium level of control. More information about each stage of the process is provided in the following sections of this Guide. Unit A244: Business and you This unit represents 60% of the total GCSE (Single Award) marks and 30% of the total GCSE (Double Award) marks. It has a maximum of 60 marks. Candidates will choose one job role from a selection of five and investigate a range of human resource activities in relation to this role. This unit is internally assessed, applying the principles of Controlled Assessment. Controls are set within the assessment in each of the stages of the assessment process: Task setting: high level of control in relation to the setting of tasks. Task taking: this stage is divided into 2 different stages, each with a different level of control: – Research/data collection: limited level of control – Analysis and evaluation: high level of control Task marking: medium level of control. More information about each stage of the process is provided in the following sections of this Guide.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 5 3 Teacher guidance on how to plan Controlled Assessment 3. 1 Controlled Assessment delivery flow chart Timetabled Lessons OCR set tasks for centres Unit A242 Making your mark in business Task 1: Get prepared 2 hours Teacher Guidance/ Feedback Candidates Work in Progress Task induction Task research Task 2: Research Up to 30 hours Task 3: Consider your results 5 hours Task 4: Attract customers 6 hours Candidates Work in Progress Review outcomes of research. Task 5: Reflect on outcome 2 hours Unit A244 Business and you Task 1: Research Up to 30 hours Candidates Produce Outcome for Assessment Task completion Task authentication Task 2: Apply for the post 5 hours Task 3: Getting selected 5 hours Task 4: Best practice – induction 2 hours Evaluation/ Review Task 5: A promotional opportunity 3 hours Teacher Assessment and Submission to OCR for Moderation by specified deadlines Submission of marks: January series: 10 January June series: 15 May 6  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 3. 2 Guidance on the release of Controlled Assessment tasks to candidates 3. 2. 1 Choice of Controlled Assessment task For these GCSEs in Applied Business, OCR will assume a high level of control with regard to task setting. A number of scenarios will be available from OCR for the Controlled Assessment units. Once a scenario has been chosen, then the candidate will carry out necessary research in order to respond to a series of tasks. These tasks have been designed to meet the full assessment requirements of the unit. It is important that before candidates begin the assessment, they are equipped with the necessary knowledge, understanding and skills specified in each of the unit specifications for Units A242 and A244. Unit A242 – The candidate must choose one business scenario from a list of five and then choose a local business on which to base their subsequent investigations. The series of tasks which the candidate must complete are supplied by OCR. It should be noted that the types of business scenario have been chosen to be as wide ranging as possible to suit all centre requirements. Unit A244 – The candidate must choose one job role scenario from a list of five and investigate a range of human resource activities in relation to this role. The series of tasks which the candidate must complete are supplied by OCR. It should be noted that the types of job role scenarios have been chosen to be as wide ranging as possible to suit all centre requirements. Further guidance on how to choose a scenario for the Controlled Assessment will be provided within the Controlled Assessment scenario. Live OCR Controlled Assessment material must NOT be used as practice material. Centres should devise their own practice material or use the specimen Controlled Assessment material. 3. 2.2 When and how to give Controlled Assessment tasks to candidates Controlled Assessment tasks will be available from Interchange from 1 June 2009. Centres must be aware that live Controlled Assessment material will be reviewed on a regular basis to ensure to ensure that it continues to be fit for purpose. Should it be necessary to amend or revise the material then centres will be notified. Centres should refer to the sample scheme of work and lesson plans which are available to download from OCR’s website to assist planning and delivery of the Controlled Assessment units and its assessments.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 7 3. 3 Guidance on research/data collection There must be a medium level of supervision when candidates complete the research/data collection element of these units. Candidates may need access to the internet; library, textbooks, and/or optional visits to local businesses. This research element can be carried out as part of a group or individually as outlined in the specification. (a) Authenticity control: Candidate can complete the research individually or in a group without direct teacher supervision. In Unit A242, each candidate MUST carry out both individual and group research. The write up of findings and responding to tasks must be completed individually and under direct supervision. The teacher must be able to authenticate the work. (b) Feedback control: Feedback to the candidate will be permissible but tightly defined. Within these specifications, OCR expects teachers to equip candidates with the knowledge, understanding and skills which they will need before they respond to the tasks. It should be remembered that candidates are required to reach their own judgements and conclusions without any guidance or assistance from others. When supervising tasks, teachers are expected to: Exercise continuing supervision of work in order to monitor progress and to prevent plagiarism Exercise continuing supervision of practical work to ensure essential compliance with Health and Safety requirements Ensure that the work is completed in accordance with the specification requirements and can be assessed in accordance with the specified marking criteria and procedures. (c) Time control: The overall time limits available to the candidate to complete the Controlled Assessments are specified in Sections 4. 1 and 4. 2 of these specifications. A more detailed breakdown of time limits for particular tasks is contained in the specimen Controlled Assessment material for Units A242 and A244. Tasks should be completed within the time limits set, and be supervised and marked by the teacher. Some of the work, by its very nature, may be undertaken outside the centre, eg research work. The use and application of the research material will be undertaken under direct teacher supervision. With all internally assessed work, the teacher must be satisfied that the work submitted for assessment is the candidate’s own work and be able to authenticate it using the specified procedure in Section 5. 4. 4 of these specifications. (d) Collaboration control: Group work is permissible in some cases for the research phase of the units. However, each candidate must respond to the tasks individually. Where group work is suggested as an alternative to individual work, candidates will still be analysing the outcome of the group work on an individual basis before forming their own conclusions. (e) Resource control: Access to resources will be limited to those appropriate to the task and as required by the unit. Candidates will need to be provided with the most appropriate materials and equipment to allow them full access to the marking criteria but this must be closely monitored and supervised, especially the level of ICT access. During the write up (Unit A242 Tasks 3, 4 and 5 and Unit A244 Tasks 2, 3, 4 and 5) candidates should only have access to their research which they have made during the research phase of task taking (Unit A242 Task 2 and Unit A244 Task 1). Generating and reviewing the action plan should be done in the specific time allocated for the completion of this task and should not form part of the write-up phase. It is the responsibility of the 8  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business centre to ensure that these are only research and that they do not include a draft or final version of the tasks 3. 4 Guidance on the production of the outcome 3. 4. 1 Controls for the production of the outcome Teachers must keep live Controlled Assessment tasks secure and confidential at all times whilst in their possession. For example, candidates may collect the results of any research or investigations undertaken in a research folder which must be handed in to the teacher before the writing up sessions begin. In such circumstances, it is the responsibility of the teacher to keep the research folders secure between the writing up sessions and that candidates do not have access to these folders outside of the allotted sessions. There must be a high level of supervision when candidates complete the Controlled Assessment tasks for these units. Although candidates will  have access to their research notes, they must work individually and be supervised at all times. Analysis and evaluation of findings – high control When candidates analyse and evaluate their findings as they address each of the Controlled Assessment tasks (excluding the research tasks, which carry no marks), they must be supervised at all times and work individually. Completing the tasks The candidate will be provided with sufficient time to complete all of the tasks. It is suggested that evidence is produced in a number of sessions, each focusing on a specific mini-task. Each candidate must produce individual and authentic evidence for each of the (mini) tasks. It is particularly important that those candidates who conducted research as part of the group still produce individual evidence. The teacher may give appropriate support and guidance to the candidates during the research phase of these units but not during the write-up phase. This support and guidance should focus on checking that the candidates understand what is expected of them. It is not acceptable for the teacher to provide model responses or to work through answers in detail. The candidate will have the opportunity to use information from a wide range of resources as part of their research time in Units A242 and A244. This research will help them to produce evidence which is clearly targeted to meeting the assessment requirements of each of the remaining tasks. It is not permissible, however, for candidates to introduce any new material into their evidence that is not accessed during this research time, and teachers must safeguard against this. Candidates must also be guided on the use of information to ensure that confidentiality and intellectual property rights are maintained at all times. It is essential that any material directly used from a source is appropriately and rigorously referenced. In both Units A242 and A244, candidates  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 9 will be asked to complete a bibliography during their research time which will be required for review at the point of internal assessment and external moderation. 3. 4. 2 Controlled Assessment task security It is the responsibility of the centre to ensure that downloaded Controlled Assessment Tasks and candidates’ scripts are stored securely. Any breach in security must be reported to OCR as soon a possible by submitting a written report (a blank report form is available on Interchange) from Head of Centre to the OCR Quality and Standards Division detailing the circumstances, the candidates concerned and any action taken. Candidates’ scripts for all completed Controlled Assessment tasks must be stored securely and they should be available for moderation. It is suggested that they are destroyed after the last date for Enquiries about Results following the examination series in which entries for the units concerned are made. Candidate absence at the time of assessment If a candidate is absent from a centre when an assessment is carried out, the Controlled Assessment task may be set at an alternative time provided that the centre is satisfied that security has been maintained by keeping all materials secure. Unexpected circumstances If an unexpected problem (such as a fire alarm or other circumstances beyond the teachers’ control) occurs while a Controlled Assessment task is taking place, the task may be resumed subsequently provided the teacher ensures that no candidate is likely to have been advantaged or disadvantaged by doing so. 3. 4.3 Presentation of work Candidates must observe certain procedures in the production of Controlled Assessments. ? charts, graphs, images and tables may be produced using appropriate ICT. These should be inserted into the candidate’s evidence at the appropriate place any copied material must be suitably acknowledged quotations must be clearly marked and a reference provided wherever possible work submitted for moderation or marking must be marked with the: – centre number – centre name – candidate number – candidate name – unit code and title. ? ? ? 10  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Work submitted on paper for moderation or marking must be secured by treasury tags. Work submitted in digital format (CD or online) must be in a suitable file structure as shown in Appendix B of the Specification.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 11 4 Controlled Assessment candidate guidelines 4. 1 Task setting For this subject OCR will provide a list of tasks. 4. 2 Task taking 4. 2. 1 What can I do in relation to research, drafting and re-drafting? Your teacher will discuss the tasks on offer and the proposed areas of enquiry and the resources available. An induction period into the research methods, sourcing and the use of equipment may also take place. Time constraints and a programme should be adopted and this will be explained by your teacher. Your research and planning may involve interviews, fieldwork, visits, library research, internet research or questionnaires. You should keep a record of the sources you have consulted at this stage and this will form part of your portfolio. You should provide a plan of action to the teacher which can be discussed. You teacher will inform you what materials are appropriate and inappropriate. Your draft piece will be discussed with your teacher and they may offer advice, answer any questions and give feedback. Throughout this process your teacher will supervise to ensure there is no plagiarism and will ensure all your work is within the Health and Safety requirements and that all candidates work is in accordance with the Controlled Assessment regulations. At no stage will model answers be provided. You should reach your own conclusions and make your own judgements and any teacher support will be recorded. You may be given opportunity to edit, check redraft and reorganise your work. During this period your teacher may make general observations but will not give any specific advice. 4. 2. 2 How much teacher support can I expect? During your work for Controlled Assessment you must produce work/evidence independently but your teacher will be able to give you some advice, support, guidance and feedback but the amount will vary depending upon the type of task you are doing. You must make your own judgements and draw your own conclusions but your teacher will: 12  ©OCR 2009 Guide to Controlled Assessment in GCSE Applied Business ? ? Offer advice about how best to approach a task offer guidance on the way you work in groups so that you all have an opportunity to tackle your tasks offer advice to help your research, possibly arranging visits to place of interest, if this is appropriate monitor your progress to make sure your work gets underway in a planned and timely manner ensure that your work meets the Specification requirements keep a log of the feedback they give you supervise any practical work you do to ensure you receive advice about health and safety. ? ? ? ? ? The support given by your teacher will be to make sure you understand what it is you have to do. Your teacher will not be allowed to provide model responses for you or work through your responses or outcomes in detail. 4. 2. 3 What can I expect in the supervised sessions? This period should include some form of evaluation either in the written form, in a teacher interview or a presentation to the group. For the last two your teacher may record these sessions. This is particularly essential in group work where the teacher will be attempting to ascertain your individual contribution within the group. You should reference all sources used and any materials you have used in the whole piece whether in supervised or unsupervised sessions. Quotations should be clearly marked and referenced to ensure all intellectual property rights are maintained. It is unlikely that complete downloaded documents from the internet are suitable. Your teacher will sign an authentication form to complete the process. You may also be asked to sign the form.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 13 5 Teacher guidance on task marking 5. 1 Generic guidance on how to mark Controlled Assessment tasks The marking criteria detail the skills, knowledge and understanding which the candidate is required to demonstrate. The (mini) task should be marked by the teacher according to the given marking criteria using a ‘best fit’ approach. For each of the (mini) tasks, the assessor should select the descriptors, provided in the marking criteria, which most closely describe the quality of work being marked. Marking should be positive, rewarding achievement rather than penalising failure or omissions. The award of marks must be directly related to the marking criteria. Teachers use their professional judgement in selecting the descriptor which best describes the work of the candidate. To select the most appropriate mark within this descriptor, teachers should use the following guidance: ? where the candidate’s work convincingly meets the descriptor, the higher marks in the mark range should be awarded where the candidate’s work adequately meets the descriptor, the most appropriate mark in the middle range should be awarded where the candidate’s work just meets the descriptor, the lowest marks in the mark range should be awarded. ? ? The final mark for the candidate for each unit is out of a total of 60 and is found by totalling the marks for each of the (mini) tasks. 5. 2 Unpacking assessment objectives in Controlled Assessment tasks Assessment objectives (AOs) identify what the candidate has to do. They specify the context and use the ‘command words’ to indicate the level of the intellectual task, so, for example, the candidate may be directed to ‘identify’, ‘describe’ or ‘explain’. 14  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Assessment objective 1 assesses candidates’ ability to recall, select and communicate their knowledge and understanding of concepts issues and  terminology; Assessment objective 2 assesses candidates’ ability to apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks; Assessment objective 3 assesses candidates’ ability to analyse and evaluate, make reasoned judgements and present conclusions. 5. 3 Interpretation of the Controlled Assessment marking criteria These general assessment objectives have been contextualised to the specific tasks in each Controlled Assessment (see the assessment grids below). So the teacher needs to: 1.identify the knowledge and skills the candidate will need to demonstrate if they have meet the AO 2. identify what the candidate has to do with this knowledge and/or skill; for example, should they be describing or explaining? Each assessment objective has been written at 3 levels, which increase in intellectual difficulty. The teacher will need to make a holistic judgement of which level (1, 2 or 3) best fits the candidate’s work. In general terms, a candidate who is able to produce some limited evidence for achieve Mark Band 1. A candidate who produces a range or evidence but significant gaps in coverage, knowledge and understanding, is likely to achieve candidate who has addresses most, or all of the issues needed to fully complete to achieve Mark Band 3. a task is likely to where there are Mark Band 2. A the tasks is likely For example, in Mark Band 1 a candidate might identify some relevant knowledge required to address the task but fails to adequately explain the issues. In Mark Band 2 a candidate might list a comprehensive range of issues and explore them all to the required standard but some explanations are incorrect or lacking application to the context. In Mark Band 3 a candidate is likely to identify an appropriate range of issues and analyse them all appropriately, in depth and within the required context. 5. 4 Authentication of Controlled Assessment outcomes Teachers must be confident that the work they mark is the candidate’s own. This does not mean that a candidate must be supervised throughout the completion of all work but the teacher/course tutor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of the candidate’s work. Candidates must not plagiarise. Plagiarism is the submission of another’s work as one’s own and/or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to the candidate being disqualified. Plagiarism sometimes occurs innocently when candidates are unaware of the need to reference or acknowledge their sources. It is therefore  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 15 important that centres ensure that candidates understand that the work they submit must be their own and that they understand the meaning of plagiarism and what penalties may be applied. Candidates may refer to research, quotations or evidence but they must list their sources. The rewards from acknowledging sources, and the credit they will gain from doing so, should be emphasised to candidates, as well as the potential risks of failing to acknowledge such material. The candidate must sign a declaration to this effect. Centres should reinforce this message to ensure that candidates understand what is expected of them. Please note: Centres must confirm to OCR that the evidence produced by the candidate is authentic. The Centre Authentication Form includes a declaration for assessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proof of authentication is received. 5. 5 Internal Standardisation of Controlled Assessment It is important that all internal assessors, working in the same subject area, work to common standards. Centres must ensure that the internal standardisation of marks across assessors and teaching groups takes place using an appropriate procedure. This can be done in a number of ways. In the first year, reference material and OCR training meetings will provide a basis for centres’ own standardisation. In subsequent years, this, or centres’ own archive material, may be used. Centres are advised to hold preliminary meetings of staff involved to compare standards through cross-marking a small sample of work. After most marking has been completed, a further meeting at which work is exchanged and discussed will enable final adjustments to be made. 5. 6 Moderation of Controlled Assessment All work is marked by the teacher and internally standardised by the centre. Marks are then submitted to OCR, after which moderation takes place in accordance with OCR procedures: refer to the OCR website for submission dates of the marks to OCR. The purpose of moderation is to ensure that the standard of the award of marks for work is the same for each centre and that each teacher has applied the standards appropriately across the range of candidates within the centre. The sample of work which is presented to the Moderator for moderation must show how the marks have been awarded in relation to the marking criteria. Each candidate’s work should have a cover sheet attached to it with a summary of the marks awarded. If the work is to be submitted in digital format this cover sheet should also be submitted electronically within each of the candidate’s files. 5. 7 Minimum requirements for Controlled Assessment There should be clear evidence that work has been attempted and some work produced. If a candidate submits no work for an internally assessed component, then the candidate should be indicated as being absent from that component on the mark sheets submitted to OCR. If a candidate completes any work at all for an internally assessed component, then the work should be assessed according to the internal assessment objectives and marking instructions and the appropriate mark awarded, which may be zero. 16.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 5. 8 Submission date for Controlled Assessment Candidate’s marks must be despatched to the Moderator and to OCR. Please refer to the OCR website for details of submission dates relevant to the current series of examinations.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 17 6 FAQs What are the dates in which the Controlled Assessments can be taken? Controlled Assessment is a form of internal assessment and as such there isn’t a specified date in which Controlled Assessment has to be taken. It is up to the centre to decide when Controlled Assessment will be taken: guidance on this can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). When can teachers and candidates access the material? Controlled Assessment tasks will be available from Interchange on 1 June of the year prior to an assessment series, i. e. 1 June 2009 for assessment in June 2010 series. Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task. Why are you not making hard copies available to centres? This is an internal assessment and centres are responsible for the resource of internal assessment. It would be impossible to despatch hard copies of the Controlled Assessment without vast amounts of provisional entry data. Can any preparation work be done out of the classroom? Yes. Controls are set at the level of tasks setting, task taking and task marking. Preparation work comes into the task taking level, under Research and Data Collection, which have a limited level of control i. e. work can be carried out without direct supervision. More guidance on this can be found can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Is there a minimum or maximum time that can be spent on the assessments? Suggested time limits vary per subject: there are suggested time limits given in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Where can the Controlled materials be accessed and by whom? Controlled Assessment tasks and other documents are accessed via Interchange. Centre access to the Interchange Controlled Assessment area will be available to the registered Centre User (normally the Examinations Officer). However, the Centre User can set access permissions to others within their centre, eg HODs, subject leaders or subject teachers. How long is each assessment valid for i. e can we use last year’s one this year? 18  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task. Where can the Mark Schemes be accessed? Mark Schemes are included in the specifications and can also be accessed from the OCR website: In addition, Mark Schemes are attached at the end of each Sample Assessment Material and also available from OCR Interchange. Do we have to take the Controlled Assessment under exam conditions/teacher supervision? Yes, but only for the write up , i. e. the last part of Controlled Assessment when candidates are producing the outcomes of their research – note that this can be over more than one supervised session. More guidance on this can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Are the Controlled Assessments the same as written examinations, can we re-sit? Yes, candidates can resit controlled assessed units but as with any other unit, candidates can only resit once. Also, the 40% terminal rule means that 40% of the assessment has to be taken in the examination series in which the qualification has to be awarded. Centres have the responsibility to ensure that the correct tasks are used for a controlled assessme.

The Lady with the Pet Dog Comparison Essays

The Lady with the Pet Dog Comparison Essays The Lady with the Pet Dog Comparison Essay The Lady with the Pet Dog Comparison Essay The two stories of The Lady with the Pet Dog, by Anton Chekhov and Joyce Carol Oates are extremely similar in plot. They are both about a love affair between two married people and each couple discovering true love. However, these stories are completely different for one reason, their perspective. Chekhovs and Oatess versions of the story are told from the opposite point of view of each couple. Each situation, because told for a different point of view, allows for an alternative interpretation in the story. Chekhovs protagonist, Gurov, at the beginning of the story is a rough, arrogant, and immature person, a fact he is well aware of. His attitude toward women in general is indifferent. He refers to women as the inferior race. And his attitude toward Anna Sergeyevna in particular is just as insensitive. After he meets with her for the first time, he considers her as something pathetic. Since the story is told largely through his point of view, Gurov leads the direction of the plot. He is the one who pursues the relationship with Anna, and, after their first encounter, follows her to Moscow to  continue  their affair. The fact that he is pursuing her contradicts his feelings in past of his affairs. He would generally grow bored of these women rather quickly. This change became very clear after Gurov returned to his family, but he could think of nothing but Anna. At the end of the story, Gurov realizes he is truly in love for the first time, with Anna, which opens him up to greater, more tender emotions in himself. While we do get a small glimpse of Anna’s internal emotions through her dialogue, she is seen mostly through Gurovs examinations of her. Towards the very end of the story, she basically stops speaking altogether, which pretty much means that in Gurovs imagination, they have completely joined together. Joyce Carol Oatess version reimagines the story through Annas eyes. The setting is also set in New York. Unlike Chekhovs Gurov, Oatess protagonist is passive. She does more of the following as the story progresses and does not direct the action in the plot. Oates directs most of the action in her version through the characters interior emotions. Oatess Anna is a hysterical character. She has suicidal thoughts, has  a melodramatic self-image, and is full of self-loathing. Even though Oatess version has been updated, she maintains many of the same characteristics that Chekhov displayed in his character of the late 1800s. This is an interesting aspect of the Oates’s story because considering that a woman during the 1970s might have a different attitude toward adultery than a woman in the 1800s. Another way that Oatess version of the story differs for Chekhovs version is the subtext from â€Å"Anna’s† perspective is completely different. While Chekhovs character discovers real love for another human being for the first time in his life, and experiences the ultimate sacrifice that involves it, Oatess protagonist begins to love herself for the first time. Gurovs love is about his partner, but Oatess Anna takes her back to self. These two stories offer a very interesting look into two people’s perspective of the same situation. Chekhov gives you the chance to see a man who was generally ambiguous when it came to love, but grew to understand it. He also learned how to love and how to look outside his own selfishness. Oates’s story takes a modern twist on Chekhov’s story. She gives you the opportunity to see how the story looks from the woman’s perspective. Oates’s story was more about self-discovery and learning how to love one’s self. The woman at the beginning of the story hated herself and through the affair learned how to change that, while Gurov was in love with himself, and learned how to truly love someone else.

Amos Is Identified As The Prophet Amos Religion Essay

Amos Is Identified As The Prophet Amos Religion Essay Introduction: The author of the Book of Amos is identified as the prophet Amos. Amos was the first prophet in the Bible whose message was recorded at length. Although he came from a town in Judah, he preached to the people of the northern kingdom of Israel, about the middle of the eighth century B.C. The Book was likely written between 760 and 753 B.C. As a shepherd and a fruit picker from the Judean village of Tekoa, he was called by God, even though he lacks an education or a priestly background. His mission is directed to his neighbour to the north, Israel. It was a time of great prosperity, notable religious piety, and apparent security. But Amos saw that prosperity was limited to the wealthy, and that it fed on injustice and on oppression of the poor. Amos’ ministry takes place while Jeroboam II reign over Israel, and Uzziah reigns over Judah. Amos can see beneath Israel’s external prosperity and power; internally the nation is corrupt to the core. In short, they had forgotten what it meant to follow God. Amos took his uncompromising message straight to the religious authorities of his day, instead of listening to him, they threw him out. In the same way that Amos challenged the Israelites to reconsider their priorities, he challenges us in the climax to his book, and reminds us of what God wants (Amos 5:24). In this essay, I wish to write an introduction on the Book of Amos. Background and Meaning of Amos: The Book of Amos is set in a time when the people of Israel have reached a low point in their devotion to God. The people have become greedy and have stopped following and adhering to their values. The people in Amos’ time expected the ‘day of the Lord’ to be a picnic; but Amos pointed a different picture of inescapable terror. Scholars have understood Amos’ image of Yahweh passing through the midst of the people of Israel as an allusion; to his passing through Egypt. They make reference in this regard to (Exodu s 12:12). ‘For I will pass through the midst of you; says Yahweh.’ According to Amos, Israel is guilty of injustice toward the innocent, poor and young women. As punishment Yahweh’s vengeance would be directed against Israel, and the prophet warns his audience; ‘Is not the day of the Lord darkness in it'(Amos 5:20). The ‘day of the Lord’ was widely celebrated and highly anticipated by the followers of God. Amos came to tell the people that the ‘day of the Lord’ was coming soon and that it meant divine judgement and justice for their iniquities. Structure and Theme: The nine chapters of the Book of Amos emphasize one central theme. The people o the nation of Israel has broken their covenant with God, and his judgement against their sin will be severe. In the first major section of the book, Amos begins with biting words of judgement against the six nations surrounding the lands of Judah and Israel.

Quality tools Research Paper Example | Topics and Well Written Essays - 1750 words

Quality tools - Research Paper Example To begin with, this model is a self-assessment framework (Benjamin, 2006). It is mainly used for evaluating strengths in an organization and it is used for assessing or measuring areas for improvement in an organization. This process cuts across every activity that the organization engages in. Excellence is a term used to emphasize on the focal point of the model. This model mainly targets to analyze the things that an organization does. These activities are the efforts that an organization in question may employ to provide excellent services and products to the market or to its customers. It originated from the private sector, but it is a model that all organizations; public, voluntary and every other organization can apply to improve its performance in terms of products and services. Studies designate that this classical is non-prescriptive; this means there are no strict rules set out to be followed in order to achieve quality results. It employees broad and coherent set of assump tions that reveals what the organization and the management needs to do to make up a good and reputable organization. Because of its simplicity, every organization can use its own methods to manage and create improvements. This calls for internal use of methods in assumptions rather than the use of external evaluators. The excellence model starts with the customer, outcomes, people outcomes, and society outcomes, it is suggested that his important results are achieved through leadership driven policy strategy. It is revealed that people, resource leading and partnership form the key to excellence in terms of performance and results. The figure above shows the various criteria and their interrelation. It also gives the two broad categories: the enabler and the results. The model is used on nine important criteria to achieve results. This are used to cover all actions of the society and the ideas are in two types; enabler and results. Through the enabler standards, this is alarmed wit h how the organization demeanors itself: how it manages its capitals and its employees. This also gives information about how the organization lays out its strategies by reviewing its key process (Hansen, 2010). The key process is people, leadership, procedures, companies, incomes and every model aims to accomplish outcomes. The results are revealed after employing this model are the results of the quality tool use. The results involve the level of gratification among the employees, clients, and the impact on the larger community, while touching on the functioning signs. The organization more often begins by gathering evidence or relevant information about every criterion. For instance, questions may be direct to ask how good the organization is and the variation goes from one organization to another. There many benefits realized when EFQM is employed in an organization to improve quality. Firstly, excellent model provides a clear analysis of an organization`s activities, which beco mes useful for planning through links between the results and what the organization does. Through this model, it is possible to instill an organizational culture of continuous improvement. In addition, the model is a holistic framework addresses a wide range of organizational quality issues in a thorough manner