Biography of Calamity Jane, Wild West Figure

Calamity Jane (born Martha Jane Cannary;  1852–August 1, 1903) was a controversial figure in the Wild West whose adventures and exploits are shrouded in mystery, legend, and self-promotion. She is known to have dressed and worked as a man, to have been a hard drinker, and to been skilled with guns and horses. The details of her life are mostly unproven, given the amount of fabrication and hearsay that inform her story. Fast Facts: Calamity Jane Known For:  Hard living and drinking; legendary skill with horses and gunsAlso Known As:  Martha Jane Cannary BurkeBorn:  1852 in Princeton, MissouriParents: Charlotte and Robert Cannary or CanaryDied:  August 1, 1903 in Terry, South DakotaPublished Works:  Life and Adventures of Calamity Jane by HerselfSpouse(s): Undocumented spouses, Clinton Burke, Wild Bill Hickok; documented spouse, William P. SteersChildren: Possibly two daughtersNotable Quote: By the time we reached Virginia City I was considered a remarkable good shot and a fearless rider for a girl of my age. Early Life Calamity Jane was born  Martha Jane Cannary  around 1852 in Princeton, Missouri—although she sometimes claimed Illinois or Wyoming as her birthplace. She was the oldest of five siblings. Her father Robert Cannary (or Canary) was a farmer who took the family to Montana during an 1865 Gold Rush. Jane relayed the story of their journey in her later biography with considerable relish, describing how she hunted with the men and learned to drive the wagons herself. Her mother Charlotte died the year after their move and the family then moved to Salt Lake City. Her father died the following year. Wyoming After the death of her parents, young Jane moved to Wyoming and began her independent adventures, moving around mining towns and railroad camps and the occasional military fort. Far from the ideal of the delicate Victorian woman, Jane often wore mens clothes. She eked out a living doing menial jobs, some of which were jobs usually reserved for men. She is known to have worked on the railroad and as a mule skinner. She worked as a laundress and waitress and may have also worked occasionally as a sex worker. Some legends say that she disguised herself as a man to accompany soldiers as a scout on expeditions, including the 1875 expedition of General George Crook against the Lakota. She developed a reputation for hanging out with the miners, railroad workers, and soldiers—enjoying heavy drinking with them. She was arrested, with some frequency, for  drunkenness and disturbing the peace. Deadwood Dakota Jane spent many years of her life in the boomtown of Deadwood, Dakota, including during the Black Hills gold rush of 1876. She claims to have known James Hickok, known as Wild Bill Hickok, and she is thought to have traveled with him for several years.  After his August  1876 murder, she further claimed that they had been married and that he was the father of her child. (If said child had actually existed, he or she was said to have been born September 25, 1873, and given up for adoption at a South Dakota Catholic school.)  Historians do not accept that either the marriage or the child existed. A diary supposedly by Jane that documented the marriage and child has been demonstrated to be fraudulent. In 1877 and 1878, Edward L. Wheeler featured Calamity Jane in his popular Western dime novels, adding to her reputation. She became something of a local legend at this time because of her many eccentricities. Calamity Jane gained admiration when she nursed victims of a smallpox epidemic in 1878, also dressed as a man. Possible Marriage In her autobiography,  Calamity Jane said that she had married Clinton Burke in 1885 and that  they  lived together for at least six years. Again, the marriage is not documented and historians doubt its existence.  She used the name Burke in later years. A woman later claimed to have been a daughter of that marriage but may have been Janes by some other man or Burkes by another woman. When and why Clinton Burke left  Janes life is not known. Later Years and Fame In her later years, Calamity Jane appeared in Wild West shows, including the Buffalo Bill Wild West Show, around the country, featuring her riding and shooting skills. Some historians dispute whether she was indeed in this show. In 1887, Mrs. William Loring wrote a novel named  Calamity Jane. The stories in this and other fiction about Jane were often conflated with her actual life experiences, magnifying her legend. Jane  published her autobiography in 1896,  Life and Adventures of Calamity Jane by Herself,  to cash in on her own fame, and much of it is quite clearly fictional or exaggerated.  In 1899, she lived in Deadwood again, supposedly raising money for her daughters education.  She appeared at the Buffalo, New York, Pan-American Exposition in 1901, in exhibitions and shows. Death Janes chronic drunkenness and fighting caused her to be fired in 1901 from the Exposition and she retired to Deadwood. She died in a hotel in nearby Terry  in 1903.  Different sources give different causes of death:  pneumonia, inflammation of the bowels, or alcoholism. Calamity Jane was buried next to Wild Bill Hickok in Deadwoods Mount Mariah Cemetery.  Because of her notoriety, her funeral was large. Legacy The legend of Calamity Jane, markswoman, horsewoman, drinker, and performer, continues in movies, books, and television Westerns. How did Jane get the moniker Calamity Jane? Many answers have been offered by historians and storytellers. Calamity, some say, is what Jane would threaten to any man who bothered her. She also claimed the name was given to her because she was good to have around in a calamity, such as the smallpox epidemic of 1878. Maybe the name was a description of a very hard and tough life.  Like much in her life, its simply not certain. Sources Calamity Jane. Life and Adventures of Calamity Jane by Herself. Ye Galleon Press, 1979.â€Å"Calamity Jane: Exposed.†Ã‚  True West Magazine, 21 Aug. 2015.â€Å"Encyclopedia of the Great Plains.†Ã‚  Encyclopedia of the Great Plains | CALAMITY JANE (1856-1903).

How Does Amirs Actions Lead to Him Feeling Guilty for the...

â€Å"The guilty one is not he who commits the sin, but the one who causes the darkness.† – Victor Hugo. In the novel, The Kite Runner, by Khaled Hosseini, Khaled effectively portrays guilt as being destructive to oneself and affecting others around it. The violence that the main character, Amir, experiences leads to him feeling guilty for rest of his life, which breaks up the relationships that he once had in his previous years. Amir’s guilt turns brother against brother and friend against friend. In the novel, The Kite Runner, Khaled uses the character, Amir, to demonstrate how violence leads to betrayal, which creates guilt within oneself, and ultimate destroying relationships. The impact of violence on Amir leads him to betray Hassan,†¦show more content†¦Later, the same guilt that Amir obtains hurts Baba and Ali’s relationship as they leave because Amir makes a plan to get rid of Hassan as he cannot stand looking at him which creates darkness in theirShow MoreRelatedThe Kite Runner by by Khaled Hosseini: Blinded by Guilt795 Words   |  4 PagesThe Kite Runner: Blinded by Guilt A person’s childhood is the foundation that paves the way for the rest of one’s life. Memorable events can trigger certain emotions in a child and, as a result, change the nature of that person as an adult. Set in the 1970s in California, the novel The Kite Runner by Khaled Hosseini is told in flashbacks as the reader follows the main character through his resolutions to lifelong conflicts. The novel traces Amir’s mixed feelings of love and jealousy towardsRead MoreThe Kite Runner: Forgiveness, Loyalty, and the Quest for Redemption2381 Words   |  10 PagesThe Kite Runner: Forgiveness, Loyalty, and the Quest for Redemption Khaled Hosseini’s The Kite Runner is an award-winning novel and considered one of today’s most popular, contemporary classics. The story is one of familiar themes such as loyalty, forgiveness, betrayal, love, and redemption. It follows the tale of Amir and how he must atone for his sins and find a way to â€Å"be good again† (Hosseini 2). The quintessential message of this book relies on the idea of second chances. Themes of redemptionRead MoreThe Meaning Of Betrays In The Kite Runner By Khaled Hosseini1417 Words   |  6 Pages In reading Khaled Hosseini’s novel â€Å"The Kite Runner†, we as the reader can assume the novels meaning is tied to regret. Our protagonist Amir, remains holding himself accountable for the rape of Hassan, due to his lack of courage to stop the incident. Nonetheless, after the horrific incident happens, it unties the novels secondary meaning, which is betrayal. Throughout the novel, we see Amir trying to rid of Hassan as a way of trying to forget what he has done, or better yet what he didn’t do. However

Lease Essay free essay sample

Objectives and key issue of DE-242 The revised DE is aimed to improve the quality and comparability of financial porting by providing a greater transparency about the leverage, the asset that an entity used in its operations, and the risk to which it is exposed from entering into lease transactions (SAAB DE-242, 2013). Lessee Accounting The DE wants all leases to be recognized as right-of-use assets and lease liabilities, except short-term leases.SAAB 11 7 only requires finance leases to be recognized on statements. This essay will focus on lessees and recognizing operating leases on financial statements as the DE affects them the most. Presentation of Statements Financial statements will include more lines of items as a result of capitalizing operating leases. Items include right-of-use-asset, lease liability, interest expense and amortization. This ensures quantitative information is provided to decision makers.Disclosures Additional qualitative information such as descriptions of leases is to be included on statements due to the overwhelming complexity for users to understand elements such as how variable lease payments are determined. Enhanced disclosures will assist users to understand the additional information to be presented on statements. Effects of DE-242 Recognizing operating leases Current situation Operating leases are a way to avoid on-balance sheet debt to make financial statements look more appealing (F;libber, Silva Fertility, 2006, p. 1).Beauties, Goodyear and Thomson (2000) estimated that operating leases were approximately thirteen times larger than finance leases. The attraction to classify leases as operating is the ability to manipulate ratios and thereby increase finance opportunities (Leo, Hogget Sweating, 2012, p. 343) (Hartman Same, 1989) such as low-interest loans. Duke, Whish and Us (2009) leased a study on capitalization of operating leases and found that companies hid billions Of dollars Of liabilities, enhanced retained earnings, income and ratios by reporting leases as operating.Effects of capitalizing operating leases The effects of the DE are researched to gauge the impact of the changes and the usefulness of the new information provided to the user. Canadian studies resulted in the recognition of additional assets and liabilities on the balance sheet, increasing the debt-asset ratio and decreasing current ratio (Drencher, 201 0, up. 227-256). New Zealand studies on materiality indicated impacts on reported liabilities, therefore affecting leverage. It also showed decreases in liquidity and profitability (Bennett Bradbury, 2003, p. 1 12).US studies were done and reported back to the FAST comparing various lease capitalization techniques on five US corporations. The study summarizes that because of the necessary assumptions to capitalism leases, the capitalization can only be deemed an estimate, so as long as companies are not required to disclose the actual parameters (Biostatic, Evanescent Coffee, 2013, p. 98). The DE will remove estimation uncertainties and provide users with an accurate picture of the companys assets and liability obligations. It will also provide analysts with information that will enable informed decisions on the companys worth.However, capitalizing operating leases causes changes in equity which will affect investor and creditor decisions as to whether or not to finance a firm because of the increased risk being assessed (Beauties et al. , 2006, p. 82). But this allows users to properly assess a firms actual profitability, debt and risk levels when deciding if investing in the firm will lead o positive returns. Financial statement presentation Balance sheets For both types of leases, a right-of-use asset and lease liability is to be recorded. Operating leases previously only needed to be expensed, thus misleading users about the firms profitability by overstating return-on-assets and understating debt-equity ratios (Tat, 2013, p. 128). Former SAAB chairman, David Tweeted, found billions of dollars worth of leases do not appear on balance sheets hindering users to make informed decisions. The SAAB and FIRS believe that identifying the relationship between right-of-use assets and ease liabilities from the lease agreement provides useful information to users (Ernst Young, 2013, p. 55) because leased assets are used similarly to owned assets.Capitalizing right-of-use assets allows users to identify assets that play a role in profit mastication and liabilities owing improving faithful representation in disclosures. Info, Lippie and Wright (1993, p. 362) found when trying to determine rockiness in a firms shares, stock market investors incorporate operating leases to aid their decision. Effectively, investors who previously did not have access to such information will now be provided with it. However, increasing assets and liabilities will result in lower return-on-assets (incorporating amortization) and higher debt-equity ratios.Firms with large amounts of operating leases will face massive fluctuations on financial statements (Tat, 2013, p. 1 30) which will negatively affect decision makers to invest in the firm. P statements Type A leases require lease-related amortization and interest expenses incurred to be shown on two separate lines. For example, amortization such as rent expense, share different characteristics than interest expense thus it is logical to separate them. Rent expense is amortized against the liability whilst interest expense shows users the risk-return trade-off.Currently, lease-related liabilities are only expensed. The new proposal will replace expenses with amortization and interest expense thus impacting EBITDA (PWS, 2010, p. 1) resulting in increased debt-equity ratios and lower return-on-assets due to net income decreasing and total assets increasing (Maharanis, 2011 , up. 64-65). The respective increases and decreases provide users with more accurate information on leverage, risk and profitability ratios because lessees will have to record amortization, offsetting he right-of-use asset, and interest expense.Currently, recording them as one line of expense implies to users that assets are leased risk-free. Cash flow statements Cash payments for Type A leases are to be presented in Financing Activities. This shows users how lessees intend to finance the acquisition of right-of-use assets. Type B lease payments are to be presented in Operating Activities. This should reflect how the lessee plans to pay the lease liability Of the asset. (Ernst young, 201 3, p. 4) The acquisition of a right-of-use asset will create an increase in operating cash inflows due to the asset being used in the production process of goods, resulting in revenue. By capitalizing operating leases, users can now accurately determine return-on-assets and debt-equity ratios. Cash flow statements are useful for users to identify how much money a firm has and how much they can borrow. If uncial statement disclosures Lessee accounting Devilries and Midfielder (2013, p. 1) point out deficiencies of AS-1 7 under the conceptual framework such as insufficient disclosures Of entities leasing activities.The DE sets out new disclosure requirements of the reconciliations f amounts recognized in the statement of financial position, maturity analysis of discounted lease payments, and narrative disclosures about leases like information about the variable lease payments. (Ernst Young, 201 3, up. 56-57). Some financial ratios may be altered since there are changes in the manner of ensuring decision-makers understand the overview of leasing activities such as reflecting the right-of-use asset and the lease liability (Devilries Midfielder, 2013, p. 656).New York Universitys studies compared the effects of capitalization of operating leases resulting in lower net income due to interest and amortization, debt ratios increasing and lower return-on-equity. Thus the new requirements will increase the amount of information disclosed about leased assets and liabilities, including information about the basis, terms and conditions on determining variable lease payments, residual value guarantees and restrictions imposed by leases, which can improve the reliability and understandably of the financial statement for the users.

Values in Death of a Salesman Essay Example For Students

Values in Death of a Salesman Essay Like real people, fictional characters have beliefs and values that influence what they say and do. In Death of a Salesman by Arthur Miller, Willy Lomans determination to live up to his American Dream and to seek material possessions in a capitalist society only takes his life. The American Dream is the idea that any man or woman can make his or her own fortune, despite his or her past. Willy is trying to achieve success through this thought. He dreams of making personal achievement, enjoying popular fame, and getting great wealth through his hard work. He has great expectations of life and any failure in achievement leads to keen disappointment. His life is too much devoted to the pursuit of wealth power and social position. He once said, the man who makes an appearance in the business world, the man who creates personal interest, is the man who gets ahead. It is clear that he values superficial attractiveness, popularity and likeability more than anything. When Willy realises that Biff is unsuccessful in fulfilling his expectations, he cannot accept that Biff is not what he dreams of. He cannot understand why is Biff, a popular football player, is unable to succeed. He thinks that In the greatest country in the world a young man with such personal attractiveness, gets lost. He thinks that it is just Biff who does not recognize his limitations. But then he has never noticed that hard work and education are more important than social popularity and physical attractiveness. His beliefs are incompatible with the modern business world. His wholeheartedly faith in the American Dream makes him even harder to face the truth. Willy has been defeated and disillusioned by the American Dream and this leads to his downfall. In addition, Willy has a false view of life. He values legacy and has high hopes in Biff in fulfilling his dream for him. Passing on a legacy would probably be the only meaning of life to Willy. When he finds himself unable to leave Biff an intangible legacy, meaning probably history, and the insurance money being the one and only tangible legacy he can afford, he chose to kill himself. The fact that his father and brother left him with nothing makes him believe that he has a great responsibility in leaving his sons a legacy. Willy never fully comes to terms with reality, he lives in his dreams, whether they be self-delusions (his achievements at work), or his past coming back to haunt him (his flashbacks). It also becomes obvious that the pride he has is for nothing, because he expects the wrong things. He ends up, according to his own values, a failure. It is tragic in itself that Willy feels success dictates the worth of a persons life. His complete acceptance of the American Dream and capitalist ideology ultimately leads to his downfall. His suicide supports the beliefs to which he has lived and died by. He commits suicide so that his family can claim the insurance; both to pay off the mortgage on the house, and to give them, what he would consider, a better start in life, especially for Biff. Although Willy is never able to attain his ideals, and his life is a massive self-deception, he still retains his hopes. Even as he contemplates suicide he is still hopeful that his insurance money will sort out his familys financial problems. It is definitely a tragic turn of events that Willy gives his life for the very system that failed him. To conclude, Willys ignorance of realizing that fact that a professional salesman has a life built upon the foundation stone of attitude, knowledge, integrity and industry but not only physical attractiveness, popularity and likeability has led to his downfall. .u5fb0f62fb51d8bac931c8445470a2f59 , .u5fb0f62fb51d8bac931c8445470a2f59 .postImageUrl , .u5fb0f62fb51d8bac931c8445470a2f59 .centered-text-area { min-height: 80px; position: relative; } .u5fb0f62fb51d8bac931c8445470a2f59 , .u5fb0f62fb51d8bac931c8445470a2f59:hover , .u5fb0f62fb51d8bac931c8445470a2f59:visited , .u5fb0f62fb51d8bac931c8445470a2f59:active { border:0!important; } .u5fb0f62fb51d8bac931c8445470a2f59 .clearfix:after { content: ""; display: table; clear: both; } .u5fb0f62fb51d8bac931c8445470a2f59 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5fb0f62fb51d8bac931c8445470a2f59:active , .u5fb0f62fb51d8bac931c8445470a2f59:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5fb0f62fb51d8bac931c8445470a2f59 .centered-text-area { width: 100%; position: relative ; } .u5fb0f62fb51d8bac931c8445470a2f59 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5fb0f62fb51d8bac931c8445470a2f59 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5fb0f62fb51d8bac931c8445470a2f59 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5fb0f62fb51d8bac931c8445470a2f59:hover .ctaButton { background-color: #34495E!important; } .u5fb0f62fb51d8bac931c8445470a2f59 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5fb0f62fb51d8bac931c8445470a2f59 .u5fb0f62fb51d8bac931c8445470a2f59-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5fb0f62fb51d8bac931c8445470a2f59:after { content: ""; display: block; clear: both; } READ: A Dream Deferred EssayMoreover, it is his twisted view of life, his pride, his unawareness of his desires and his inability to see past the materialistic side of his American dream that leads him to his destructive action. 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Tamed Shrews And Twelfth Nights The Role Of Women Essay Example For Students

Tamed Shrews And Twelfth Nights: The Role Of Women Essay In ShakespeareIt is curious to note the role of women in Shakespearean literature. Many criticshave lambasted the female characters in his plays as two-dimensional and unrealisticportrayals of subservient women. Others have asserted that the roles of women in hisplays were prominent for the time and culture that he lived in. That such contrastingviews could be held in regards to the same topic is academic. It is only with closeexamination of his works that we are able to suppose his intent in creating characters thatinspire so much controversy. Two works, Taming of the Shrew, and Twelfth Night, standout particularly well in regards to Shakespeares use of female characters. Afterexamining these two plays, one will see that Shakespeare, though conforming tocontemporary attitudes of women, circumvented them by creating resolute femalecharacters with a strong sense of self. We will write a custom essay on Tamed Shrews And Twelfth Nights: The Role Of Women specifically for you for only $16.38 $13.9/page Order now The Taming of the Shrew is one of Shakespeares most famous plays, and hasweathered well into our modern era with adaptations into popular television series such asMoonlighting. For all the praises it has garnered throughout the centuries, it is curious tonote that many have considered it to be one of his most controversial in his treatment ofwomen. The taming of Katherine has been contended as being excessively cruel bymany writers and critics of the modern era. George Bernard Shaw himself pressed for itsbanning during the 19th century (Peralta). The subservience of Katherine has been labeledas barbaric, antiquated, and generally demeaning. The play centers on her and her lack ofsuitors. It establishes in the first act her shrewish demeanor and its repercussions on herfamily. It is only with the introduction of the witty Petruchio as her suitor, that one beginsto see an evolution in her character. Through an elaborate charade of humiliatingbehavior, Petruchio humbles her and by the end of the play, she will instruct other womenon the nature of being a good and dutiful wife. In direct contrast to Shrew, is Twelfth Night, whose main female protagonist is byfar the strongest character in the play. The main character Viola, has been stranded in aforeign land and adopts the identity of her brother so that she might live independentlywithout a husband or guardian. She serves as a courtier to a young, lovesick noblemannamed Orsino. Throughout the play she plays as a go-between for him to the woman heloves. In the course of her service, she falls in love with him. Only at the end, does sherenounce her male identity and declares her love for him. Both plays portray female characters unwilling to accept the female role ofpassivity. Katherine rebels against this stereotype by becoming a shrew, a violentlytempered and belligerent woman. Viola disguises herself as a man for most of the play inorder to preserve her state of free will. Katherine endures reprimands, chiding, andhumiliation in the course of her chosen rebellion. Viola enjoys life and position as a man,and does not reveal who she is until the last scene of the play. Curiously enough, bothwomen voluntarily accept the roles that society would impose on them again at the closeof the plays. It is important to note though, that they freely resume these roles, and thatthey do so out of their own sense of self. For each woman, it is a personal choice basedon their desires. In the case of Katherine, she realizes that propriety is as much a signatureof self-respect as respect for others, and she has a husband whom she need prove nothingto because he already respects her. .u106b3cdc0f6cb0233d1d95f9acab242e , .u106b3cdc0f6cb0233d1d95f9acab242e .postImageUrl , .u106b3cdc0f6cb0233d1d95f9acab242e .centered-text-area { min-height: 80px; position: relative; } .u106b3cdc0f6cb0233d1d95f9acab242e , .u106b3cdc0f6cb0233d1d95f9acab242e:hover , .u106b3cdc0f6cb0233d1d95f9acab242e:visited , .u106b3cdc0f6cb0233d1d95f9acab242e:active { border:0!important; } .u106b3cdc0f6cb0233d1d95f9acab242e .clearfix:after { content: ""; display: table; clear: both; } .u106b3cdc0f6cb0233d1d95f9acab242e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u106b3cdc0f6cb0233d1d95f9acab242e:active , .u106b3cdc0f6cb0233d1d95f9acab242e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u106b3cdc0f6cb0233d1d95f9acab242e .centered-text-area { width: 100%; position: relative ; } .u106b3cdc0f6cb0233d1d95f9acab242e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u106b3cdc0f6cb0233d1d95f9acab242e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u106b3cdc0f6cb0233d1d95f9acab242e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u106b3cdc0f6cb0233d1d95f9acab242e:hover .ctaButton { background-color: #34495E!important; } .u106b3cdc0f6cb0233d1d95f9acab242e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u106b3cdc0f6cb0233d1d95f9acab242e .u106b3cdc0f6cb0233d1d95f9acab242e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u106b3cdc0f6cb0233d1d95f9acab242e:after { content: ""; display: block; clear: both; } READ: The Dangers of Bombs Essay In the case of Viola, she is in love with the youngOrsino. Having found the man she would be willing to wed, the pretense of her maleidentity is no longer necessary, as she desires to be his wife. Having seen the similarities between Viola and Katherine, one should take noticethat they do have different circumstances regarding their behavior. The reason forKatherines shrewish demeanor is never given in the play, though many directors haveinterpreted it as an act to discourage suitors, much like Hamlets feigned madness. Others have attributed it to sibling rivalry between Katherine and her sister Bianca. In any case,no clear rationale is given to the audience as to the reason for Katherines behavior. It isenough to say that the actions of her father and sister do not relieve the situation as well. Throughout the whole of the play, her father treats her as a commodity to be bargainedaway to whoever is willing to take her. Granted that he doesnt view Bianca as anythingmore than a commodity as well, but he clearly favors her over Katherine as unspoiledmerchandise. Bianca has a rather small role to play in the whole of things. She seems tobe the archetypal young lady of quality. Her lack of understanding for her sister causesthem to quarrel and results in Bianca taking the physical worst of it, whilst Katherine isblamed for her belligerent nature. The entire presence of family in the play givesKatherine her motivation and explains much of the whole situation in the dialogue. Contrast this with the isolated Viola. She is shipwrecked and has no one to connect withat all. Her situation is implicitly understood by the Shakespearean audience as being anawkward one for a young woman. Lacking anyone to provide for her, she is forced totake measures to protect herself and her estate. The understood reason for her deceptionis to insure for herself, and it is clearly stated by Viola at the end of Act I .Scene 3. Obviously, the two women are very different individuals. Yet they share thesame characteristics that Shakespeare imparted onto many of his heroines. Each isresolute and knows her own mind. Though society demands certain behavior from them,they each chose to undertake a different path to deny that behavior. The self is promotedover the public image. Yet, each is not averse to returning to societys established roles ifit serves their needs and wants. The entire concept of choice and free-will, of whichShakespeare was so fond of, applies as equally to his feminine characters as to hismasculine. It is this very important point which establishes the conclusion thatShakespeare did indeed create realistic and meaningful female characters.Sources Cited Peralta, T. The Taming of the Shrew. English 28: Shakespeares Plays. CerritosCollege. Norwalk, CA, Fall semester 1996.

Comparative description and detailed critical evaluation of three linked sessions The WritePass Journal

Comparative description and detailed critical evaluation of three linked sessions Introduction Comparative description and detailed critical evaluation of three linked sessions . I undertook extensive preparation for these three linked lessons in order to update my subject knowledge for GCSE catering. First, I have also attended Food Safety and Fire Safety courses in order to deepen my knowledge of the topic. Second, I have familiarised myself with the Catering exam board’s (WJEC) specification and made sure that my lessons were planned in accordance with JEC format. Also online resources from classroom management specialist, Sue Cowley gave me additional ideas on how to prepare my lessons. Furthermore, I researched the roles of food safety professionals such as Environmental Health Officers, Public Health Scientists and Pest Control Officers, and sourced case study exercises and activities from regulators of these professions. I have also observed two colleagues with different teaching styles. I decided to follow one of my colleagues who engaged his learners by demonstrating practical skills, as such style seemed to be more appealing to learners. Fina lly, I have gather a list of my students and learn their names before the lessons started in order to avoid any indications of gender discrimination. Evaluation of Lessons Lesson One The first lesson was based in a food technology room and consisted of an introduction to food safety and hygiene. The students seemed to be disappointed by the theoretical character of this lesson. Not only did I assure them that first lesson will be followed by practical work in a lab for next two weeks but I also I also explained to them that this topic would represent 40% of the final mark in the coming exam, as it is crucial to students’ motivation and self-esteem to involve them in their assessment process (Assessment Reform Group 2002). The aim of this introductory lesson was to check the level of student’s knowledge of the topic, in particular on three major food poisoning bacteria (e-coli, salmonella and campylobacter). I tried to incorporate the interactive learning components by asking them question and engaging in a discussion on the topic and by using a crossword at the end of the class. Generally the lesson can be regarded as a success. While the large proportion of the session was heavily teacher led I have tried to change my voice when talking about a new idea or emphasizing important issues. I also gave the learners 3 minute breaks when I saw that they were getting bored or unfocused. I think that these two methods helped me to maintain the full attention of the class. The discussion was also a good idea as the students participated actively and were willing to ask questions. I think that the awareness of the crossword at the end of the class helped them to remain focused. Perhaps the only weakness of this lesson was ‘spoon feeding’ the missing information which I decided to apply, as the students had problems with identifying the symptoms of each type of bacteria or what type of food they could be found on. This was necessary so that the students would be well prepared for the practical session the following week. However, if I had anticipated this difficulty I would have planned a different way of delivering the information because while ‘spoon feeding’ is a quick and direct way of transferring information, it discourages inventiveness, creativity, and independent thinking (Claxton 2002). Lesson Two The second lesson was held in the science lab and was observed by my PGCE Tutor. I went to considerable lengths when planning this session and provided resources such as PowerPoint and swabbing equipment because I wanted to concentrate on helping students to become creative and independent learners. The swabbing activity was designed not only to increase students’ knowledge about bacteria, but also to involve a ‘real life’ activity, helping them to connect their learning goals to potential careers. The accompanying lesson plan sets out four clear and measurable objectives. The opening activity was called â€Å"Name the Bacteria†, and was designed to recap on the learning from the previous lesson. The activity had mixed results. While students got actively involved, they were raising their voices as everybody tried to give a correct answer. I also had to raise my voice to be heard over students’ talking and intervened frequently in their activities. Hence, this exercise became chaotic and I had to stop it in order to make sure that the lesson’s objectives were met. This exercise helped me to understand that I shall clearly explain to the students the rules of such activities in the first place in order to avoid chaos. More successful was the mini-plenary I incorporated at the end of the activity to assess progression. This activity not only allowed me to measure whether learning objectives had been met, it also rounded off the class and made sure that all the students were engaged with the topic and understood the purpose of the class. At the end of the class I have asked students for feedback. Mostly they agreed that they were not happy with my sudden decision of stopping the first activity. They also thought that I did not speak loud enough during the first activity and then unexpectedly raised my voice to stop the exercise. This feedback helped me to realise that I have failed to control student’s behaviour because of the inadequate level of my voice. I was unable to manage the class during the exercise and I decided on sudden intervention, regarded as a negative step by my students. Lesson Three Responding to feedback from lesson two, I was keen to ensure that in my next lesson I acted as a facilitator. This would allow me to more clearly evaluate the degree to which my learners are meeting the set objectives. The lesson took the form of analysing the swabs taken in lesson two, which had been incubated over the intervening week. This lesson seemed to be highly effective. I limited my verbalising and the students worked individually on their worksheets. I was able to quantify the progression of the students. I only raised my voice insignificantly when I felt that the students started to diffuse and talk. This time I was able to control the class and to avoid unnecessary chaos. At the end of the lesson the students were given a quiz that allowed peer assessment. This is another method of involving learners in their own assessment, which is so important for motivation (Assessment Reform Group 2002). Conclusion I found that teaching these lessons outside my comfort zone taught me a lot about my own areas for development and also enabled me to put educational theory into practice. For example, it enabled me to understand Black and Wiliam’s (1998) theory about the importance of assessment being used to enhance teaching and raise standards. At first I was failed to have a full control over the class and the loud intervention seemed to be the best method of having back class’ attention. Over the course of the lessons I have learnt that I am able to control the class by using a correct level of the voice. Incorporating these lessons about volume level and assessment (both mini-plenaries and student feedback) into my ILP should ensure that I continue to improve in these areas. I have also learnt that the students prefer practical classes rather than teacher’s lecture. I have a habit of too have controlling lessons. However, I have learnt that even teacher-led lesson might attract student’s attention by engaging them in discussion or organizing activities that check gained information at the end of the class. Word Count: 1,500 References LeFever, M. (1996). Creative Teaching Methods. Colorado Spring: Cook Ministry Resource. Westwood, P. (2008). What teachers need to know about teaching methods? Melbourne: ACER. Danielson, Ch. (2009). Teaching Methods. New York: Merrill/Pearson. Capel, S. (2005). Learning to teach in the secondary school. A companion to school experience. Oxford: Tylor Francis. Ram, S. (2003). Modern Teaching Methods. Maharashrta: Sarups Sons. Clark, R. and Starr, I. (1996). Secondary and Middle School Teaching Methods. New York: Merrill. Assessment Reform Group, (2002) Ten Principles: Research-based principles to guide classroom practice [online] Available from: Assessment Reform Group aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-10-principles.pdf (Accessed 28/05/2012). Richardson, H. (2010). â€Å"Why are pupils taking GCSEs early?†Ã‚   [online] Available from: BBC News bbc.co.uk/news/education-11071156 (Accessed 28/05/2012). Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment [online] Available from: Assessment Reform Group http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf (Accessed 28/05/2012). Black, P. and Wiliam, D. (1999) Assessment for learning: Beyond the black box. [online] Available from: Assessment Reform Group http://assessmentreformgroup.files.wordpress.com/2012/01/beyond_blackbox.pdf   (Accessed 28/05/2012). Claxton, G. (2002). Building Learning Power. Bristol: TLO Limited. DATA, (2011). Chilled Food Industry takes to the Classroom to Inspire Future Food Technologists [online] Available from: data.org.uk/index.php?option=com_contentview=articleid=1182:chilled-food-industry-takes-to-the-classroom-to-inspire-future-food-technologistscatid=3:dat-association-newsItemid=384   (Accessed 28/05/2012).

The analysis of Negotiations Essay Example | Topics and Well Written Essays - 2000 words

The analysis of Negotiations - Essay Example Selecting a Model for Negotiation According to Cohen , â€Å"negotiation is a field of knowledge and endeavor that focuses on gaining the favor of people from whom we want things†. In other words, it is the use of information and power to affect behavior within a â€Å"web of tension.† When preparing for negotiations, it is best to guide the flow of our arguments and counter arguments by selecting a model for negotiation. In this case, let us take a look into the application of a mixed model of creating and claiming value. Creating and claiming value are considered as two of the most basic things when it comes to negotiation. However, some conflict analysts are inclined to believe that creating and claiming value are directly in contrast with each other. The tension between creating and claiming value stems for the fact that creating and claiming value have different objectives. Where creating value is directed at integrative bargaining where the interest of the parties are considered to increase the beneficial good that everyone can enjoy, claiming value is more into positional bargaining where the parties consider themselves as disputants and not as cooperators .