Art Imitating Life Imitating A essays

Art Imitating Life Imitating A essays The late 1950s saw a new movement in the art world this became known as "pop art" due to the fact that the artists in this movement with this movement manly Andy Warhol and Roy Lichensten of the unites states as well as David Hockney and Derek Boshier of Great Britain, used elements of popular culture as main sources of their work. A good example of this is Warhole's screen prints of Marilyn Manroe, where he took a famous icon of the time and used a mass production technique to make her into a work of art. Lichenstine looked at a different element of popular culture youth culture- comic books. He used this style of painting and drawing to create a comic strip image. For example "Wham", although looks screen-printed it was infact panted by hand dot by dot. Hockney was influenced by graffiti a part overlooked by his contemporaries, he used it in the form of messages scrawled across the background of his paintings . Hockney said that he did this in order to make it clear to the viewer what the picture was about. Derek Boshier painted a series of pieces based on ideas he got from a toothpaste commercial. "identi-kit man" was his way of suggesting how easy it was for companies to manipulate people with the use of advertising and create mass markets. The whole ideas of pop art, as to take things from everyday life and make them into a piece of artwork. These things were those, which the people of post-war Britain were not ready to consider art in any way. There was a thing like Campbell's soup can of Warhol, The kitchen utensils of Tom Wesselman and Richard Hamilton and child like scribbles of David Hockney. Due to the art boom, in the 1960s and clear trends through pop art That designers were able to pick up on these and incorporate them into their work, influenced by fashion icons, movie stars, technology, and motorcars. Although the artists did have some overlapping styles, pop art focuses more on the subject and less on styl...

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Accomplishment of the Eeffectiveness of the World Essay

Accomplishment of the Eeffectiveness of the World - Essay Example My first accomplishment in Motorola was in transplanting the team cooperative culture into two enemy-like teams' DNA. It was a challenging interaction for me as the newly appointed leader of ## department, which is the "joint point" of R&D and marketing. In the cross-departmental meeting at Motorola, R&D and marketing were sharply divided on whether to add a feature application into a new product. R&D refused to incorporate this fearing that technology was still immature, while marketing insisted on an immediate launch of the feature to enlarge market shares and gain clients. In order to draw a resolution, I identified the sharp conflicts existing in two internal cultures-the traditional technology-driven culture and the newly market-driven one. To tackle this challenge was an opportunity to rebuild a collaborative culture, which will serve for the long-range strategy of Motorola. Thus, I launched a two-pronged approach which involved closer collaboration and effective interaction. I started out by conducting brainstorming sessions which allowed the interaction of these functional areas and identify strategy strengths and weaknesses. A better and deeper understanding of each other aroused them to learn from one another and embrace mutual trust building a productive partnership. This experience tested and enriched my leadership influence in exercising the political, interpersonal, and process skills to facilitate a successful outcome to the group's work. The public sector and the private sector often pursue to operate independently from each other. However, this independence hinders each sector to reap the benefits from using strategies and know-how which will enable them to function more efficiently. Thus, my second accomplishment is in transplanting the business concept into the governmental officers' DNA. At the beginning of 2008, Pingyao badly needed to reform its tourism industry which commenced with the Ancestral Hall Tour Company. As the leader of this project, I had an immediate inspiration from the venture capital practice in the business world in order to generate financial resources. However, this has been met with disagreements from conservative public officials. Noting that my problem in not changing the system but changing my leadership style to suit the situation, I began to present the successful cases of Italy in protecting cultural heritage which eventually opened their eyes. The project has been successful and thes e initial accomplishments greatly worked up government officers' immense enthusiasm on integrating business skills into public administration. With this experience, I realized that change leadership goes beyond leading a team, but rewriting the DNA of the team. Lastly, I believe that my humble interaction with a poor woman enabled me to transplant hope into the her DNA. Having been touched by the story of her son who died because of poverty, I was stirred to give her a chance to improve her living condition by finding her a job which made her self-sufficient. Currently, this woman is recognized by the homeowner's association and is also passing on to others the love and hope that I have passed on to her.

Joseph Epstein The Perpetual Adolescent Essay Example | Topics and Well Written Essays - 750 words

Joseph Epstein The Perpetual Adolescent - Essay Example This argumentative paper aims to defend my view of growing up and gaining maturity that should also be projected by media. The defensive account will be made in the paper by taking examples from Epstein’s article into consideration. The reason why I consider growing up as a wise phase in life is due the experience of older people that have allowed the young ones to learn from and understand the difference between right and wrong. The distinction between the adolescents and older people is in terms of experience. I would say that gone are the days when men and women were proud of the fact that they were growing wiser. Epstein has also stressed on the same view in his article by comparing example of intellect of older people with Aristotle (Epstein). Similarly, older generation needs to understand that they have the power of experience that would allow them to have a mature approach towards life. Maturity should be considered as an asset by the older generations, which is now no t given due consideration. It is because even older people are impressed by the false youth culture being projected by the media. Such a claim as per my observation becomes easy to understand by considering modern day older women as an example of this. Older women are no more reluctant to follow fashion trends displayed by young models in the media (Epstein). American women who are growing wiser must understand the distinction between youthfulness and adulthood, and then follow the trends. Similar example has also been given by Epstein in his article stating that women undergo a great deal of plastic surgeries just to look young because they think that being young and by following adolescent culture they will be valued more. However, the true attractive feature of women is when she grows older and wiser (Epstein). I believe that Epstein’s view on the faded line of distinction between the youth and adulthood in terms of the American nation is correct. At one hand, being young is not dire as adolescents have a lot of energy because they get to see new in life and are full of creativity; while on the other hand, becoming older and wise is a blessing as individuals have already been through crucial moments of life. But it should be noted that the media has misinterpreted the distinction between these two phases of life. The American nation has become a victim of the media’s agenda to sell youth culture depriving the confidence of living a life with wisdom and maturity (Epstein). I have also observed that our society has also accepted the youthful culture being projected by media in this way. This acceptance has led lives of adult to become miserable, as they have started to run after the youthful culture. The point to be noted here is that the adults are chasing youthful trends and culture which has passed them long before and it is about time that they must live with mature decision-making in every aspect of life. Society and media should go hand in hand to make a difference in people’s view for growing older and wiser. Media should celebrate experience of older people by appreciating them. Media should enhance the need of maturity that is lacking in the American society (Epstein). Through the above counter arguments, it could be said that adolescences have the energy that can create implications of a vision. Youth can be strong

Occupational hygiene survey Essay Example | Topics and Well Written Essays - 1500 words

Occupational hygiene survey - Essay Example The weight of dust sample was used to determine the exposure level of dust. Besides, the samples were chemically analyzed to determine the level of resin acids. In addition to that the details of the subject, environmental factor like temperature and relative humidity was recorded Air samples were collected too for analysis of microbiological content. Sampling was done several areas. Samples were collected simultaneously for a sampling period of 5 minutes. A sample was collected outside the gate of the factory to be a representative of ambient condition. Samples were then sent back to the laboratory for analysis. A seven-hole inhalable dust sampler (JS holdings, UK) was used to collect dust sample. The sampler was with 0.45m pore sizes, 25mm diameter Teflon Filters (Costar). This device was used to collect sample inhalable, as if inhalation through one's nose. The resemblance of the mechanism allowed study on health hazards by the dust inhaled. Teflon filter were used in order to collect particles for resin acids analysis. In the study, air was drawn through the sampler at the speed of 2 litre/minute. Four samples were taken for each location respectively. The weight of dust was determined by subtracting the pre-weight of the filter from the post-weight. All the weight measurement was conducted on the micto-balance (0.001mg sensitivity). Samples were equilibrated to the same temperature and relative humidity. All readings were taken at temperature 20+0.5 C and 50% relative humidity. Resin Acid Analysis There are two categories of resin acids: abietic and pimaric acid. The amount of acids exist in the dust depends on the species, maturity and storage condition. Method used to analyze resin acid was developed by Victor Leong and Mary Ellen Cassinelli (Pengelly, 1994). The quantity of abietic and pimaric acid was determine by a gas chromatography methodology. From the previous analysis, the Teflon filters were shifted into 100mm glass tubes with phenolic caps. 3ml of dichloromethane was used to extract the filters under ultrasonic bath for 30minutes. The extract was filtered with 24mm diameter 0.45 m pore nylon syringe filters. It was then washed with 0.5 ml of dichlorometh

Youth Subcultures and Clubbing

Youth Subcultures and Clubbing What is So Good About Clubbing? Introduction Hyder (1995) has argued that clubbing is one of the major forms of youth consumption and experience in towns and cities across the UK. Clubbing is so popular among the young that it is now a billion pound industry which is growing all the time, and which is indulged in by both employed and unemployed alike. Many youngsters spend their time counting the hours to Friday night when they can start dancing the weekend away, with an increasing number also becoming involved with soft drug taking. This assignment will investigate the growing tendency for many young people to plan their lives around the clubbing scene. It will look at a number of studies on this to try and ascertain why young people feel the need to live their lives in this way and to attempt to find an answer to the question â€Å"What is so good about clubbing?† Youth Subcultures Traditionally, sociologists regarded youth as the transition stage between childhood and adulthood. This is the generally accepted functionalist view of youth. Youth provides a link between the transmitted values of childhood and the changing values of adulthood. Eisenstadt (1956) maintained that young people dealt with this conflict through different dress styles and value sets. This helped them to deal with the transition in distinguishing themselves from their parents and at the same time it provided them with their own standards by which they would live their lives. However, functionalists did not deal with separate groups of young people, rather they saw this process as a function of everyone making that transition. Because these problems are faced by each succeeding generation of young people it leads to the development of a distinctive youth culture (Moore, 1996). The Marxist approach however, stresses the content of youth culture and the difference in social backgrounds. Cohen (1972) undertook one of the earliest Marxist studies into what he referred to as youth subcultures. While this study was restricted to youths in East London much of what he had to say has been drawn on time and again by people working in both sociology and in cultural studies. Cohen believed that in order to truly understand youth subcultures they needed to be examined both in their immediate context and in the wider context. Lea and Young (1984) maintain that youth subcultures reflect a multiplicity of groups that are not entirely divorced from the wider society, rather they reflect what is going on at a wider level. The Macro/Micro and Clubbing What is going on in the world affects how youth subcultures develop. In contemporary Britain there is a far more individualist and hedonistic attitude than at any other time since the Second World War. This hedonism or pleasure for pleasure’s sake is reflected in the increasing number of young people whose lives revolve around clubbing. Thus Cohen was right when he said that in order to understand youth subcultures one had to examine the local (micro) context and the wider (macro) context. Increasingly clubbing is seen by many theorists as a response to and consequence of city life. Skelton and Valentine (1998) interviewed three young people who visited different clubs. The researchers found that some young people often indulged in marijuana and alcohol before visiting a club, to put them in the right mood. Ecstasy is often used in certain strands of clubbing (Saunders, 1995). The researchers found that many young people felt the need to be part of a group in a narrow context rather than a stranger in the outside world and many of them would take soft drugs in order to do this. Parker (2003) undertook a study on young people, clubbing and drug taking, in three venues in the North West of England. The first was a city centre club with a large lesbian and gay customer base, another was situated on the edge of the city and played different types of dance music, the third was originally an out of town leisure centre but now hosted different hardcore rave type events. The s tudy was interested in young people’s safety but concentrated on those youngsters who danced and used drugs. The study sought to understand ways of researching an illegal activity on a large-scale, and in semi-private settings such as night clubs. Drug taking was common and some youngsters would be clubbing all weekend. Other studies have found that the practices of clubbing involve their own norms and rules such as competence in movement and dancing (Crossley, 1995). Clubbers develop their own norms and rules as a means of resistance. Herman and Ott (2003) found that clubbing, and particularly rave clubs, were both sites and means of resistance for those young people who were feeling alienated from mainstream society. Although Brewster and Broughton (2000) have noted that while clubbing is good, a rave is an idealized form of clubbing because its proponents believe they are beginning something new. Herman and Ott (2003) found that clubbing, to some extent involved a loss of self as boundaries between individuals were fragmented or overcome and the clubbers became as one community. They also found that this communal sense was enhanced by the taking of ecstasy – a particular favourite of the rave clubs because it was not just a drug, rather it raised consciousness among those who took it. Jackson (2003) maintains that clubbing is an important social experience that deserves further explanation. As we saw earlier clubbing has its rules of movement and dance, thus clubbing is a very physical experience and this makes it an embodied experience and thus and important source of social knowledge. Clubbing is uniquely related to the city, it is part of the city at night and as Alvarez (1996) argues this is a time when the city comes alive – clubbing is an important part of that life: Night in the city is time out – time for leisure and intimacy, family and lovers, hobbies and pastimes, reading and music and television. It is also the time for excitement and celebration: theatres, movies, concerts and party–going, wining, dining, dancing and gambling. For people who hold down boring or unsatisfactory jobs, night is the time when they feel they lead their real lives (Alvarez, 1996, p.295). It is upon this understanding of the city and the night that clubbing is built. Clubbing makes young people feel alive it is therefore an integral part of their ‘real’ lives. Jackson (2003) maintains that contrary to much popular thinking, clubbing is not confined to youth and youth subcultures – rather it is part of the wider social mileu in which these things have their existence. Parker’s (2003)[1] study also suggested that this might be the case as in the initial survey research some clubbers were in their fifties which can hardly be described as young. Jackson (2003) argues that having a wider age range shows the historical aspect of clubbing and how it may have changed over time. The change from clubs as private, late night drinking establishments to places where entertainment was on the agenda and marijuana and ecstasy later became key elements of this scene, is what interested promoters in the marketability of the clubbing scene as a mainstream leisure pursuit (Jackson, 2003). Conclusion Clearly clubbing can no longer be regarded as the preserve of youth sub cultures, rather it is something that is enjoyed by a variety of groups, each of whom find something that appeals to them and is an enjoyable part of their experience. It is arguably the case that clubbing can have the effect of making a person part of an elite group. On the other hand, clubs are such that they can also provide space to individuals who are tired of the lack of this in the busy cities in which they live. Clubbing allows people to let their hair down and to indulge in alcohol, illicit soft drugs, and dancing. Clubs are a place where you can meet others or be by yourself and it is this universality of experience that makes clubbing good for a large number of people. Bibliography Alvarez, A. 1996, Night: An Exploration of Night Life, Night Language, Sleep and Dreams, London: Vintage. Brewster, B., Broughten, F. 2000. Last night a dj saved my life: the history of the disc jockey. New York: Grove Press. Cohen, P 1972 Sub-Cultural Conflict and Working Class Community Working Papers in Cultural Studies No.2 University of Birmingham Crossley, N. 1995 Body techniques, agency and intercorporeality: on Goffmans Relations in Public, Sociology 29, 1:133-49. Eisenstadt, S 1956 From Generation to Generation New York, Free Press Herman, B and Ott, B 2003 â€Å" Mixed Messages: Resistance and Reappropriation in Rave Culture† Western Journal of Communication Vol 67 2003 Hyder, K. 1995 Ecstasys deadly cocktails, Observer, 13 August: 10 Jackson, P 2003 Inside Clubbing: The Art of Being Human New York, Berg Lea, J and Young, J 1984 What is to be Done About Law and Order Harmondsworth, Penguin Moore, S 1996 Investigating Crime and Deviance London, Collins Educational Parker, H 2003 Dancing on Drugs The Sociological Review Saunders, N. 1993 E for Ecstasy, London: Neals Yard Press. 1995  Ecstasy and the Dance Culture, London: Neals Yard Press. Skelton, T and Valentine, G eds 1998 Cool Places: Geographies of Youth Cultures London, Routledge. Footnotes [1] The survey was a means of reaching those who were aged 30 and under. Members of the younger group were then selected for interview.

Free Catcher in the Rye Essays: Role of Allie :: Catcher Rye Essays

The Role of Allie in Catcher in the Rye  Ã‚  Ã‚  Ã‚  Ã‚      Some authors create characters that appear briefly or not at all, but are a significant presence.   Even though he was dead, Allie affected the action, theme and development of Holden.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The death of Holden's younger brother Allie played an important role in Holden's actions.   Holden could not deal with his death and showed it by causing physical harm to himself.   He did this to escape the pain he was feeling inside.   Holden said that Allie was "terrifically intelligent" and the "nicest" person.   Because Allie died so young, Holden felt that his innocence was taken away from him. This led to many of Holden's actions.   Such as, Holden acted out and pretended to be people so that you could deal with the pain he felt inside.   It caused Holden to condone something that he was strongly opposed to as a mere escape from the present.   This is a direct result of the strife Allie’s death left on Holden.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The theme of   Catcher in the Rye was greatly influenced by Allie. Because of his early death, Holden felt his innocence had been stolen.   In reaction to this Holden felt it was his responsibility to protect the innocence of all children.   As a result he developed a job that he would like to have-- "a catcher in the rye."   He would stand at the edge of a cliff and catch the kids who were about to fall off.   This meant that if someone was about to lose their innocence, Holden would save them.   If it weren’t for Allie, Holden would not feel obligated to act as a proctector of innocence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout the novel, Holden repeatedly asked Allie not to let him disappear. Holden felt like he was becoming invisible to the work around him.   He had great respect for Allie and knew that if anyone could save him, Allie could. During one incident, Holden calls for Allie.   This marks his breakdown.   It is then, because of Allie, that he realizes that it is inevitable that he will grow up. Holden is put in a psychiatric hospital.

How Play Benefits Autistic Children Essay

Autism results in several deficiencies in children that affect their educational and social lives. Autistic children feel difficulty to interact with their peers and they even cannot play individually (Sherratt and Peter p. 34). Relevant behavioral deficiencies are also found in autistic children if they have deficiency to play either individually or in group (Wolfberg, p. 23) and they feel difficult to socialize (Williams, Reddy and Costell p. 67-77). Types of Play There are different types of play in which children are engaged such as soico-dramatic play, symbolic play and functional play. In symbolic play, children use their imaginations to use any object as any other object that is not present. The object used in this type of play does not possess the properties of the object that is imagined to be present in place of the actual object (Libby, Powell, Messer, & Jordan, p. 487-497). Children use common things in their symbolic play to represent specific things such as they use sticks and imagine that they are using swords. Where as, in functional play, children do not use imaginary things, rather they use things that are really useful for their play (Libby et al. , p. 487-497). In such a play, children may cook pretend food by using toy kitchen objects such as cooking utensils that are made from plastic for playing purpose. Children play specific roles in socio-dramatic play. They use particular themes to represent specific roles. Most common socio-dramatic themes are playing school, playing hospital and playing house in which each child is given a specific role to perform. Autistic children find it hard to engage in such type of play because they do not feel comfortable in playing roles that require specific social cues, nature of pretending and language. There are different levels of playing. The child does not require any other child to play with in an isolated play. In this type of play a child plays gets involved in a particular activity and plays with an object with out the need of other children (Sherratt and Peter p. 58-74). Children involve in this type of play only when they are engaged with their favorite toy or object. Autistic children play with an object or a toy in a way that is not common to that object or toy (Wolfberg, p. 78). An autistic child with lacking playing skills does not play with a car in a way that normal children do rather that child would prefer to spin the wheels of the car and would not move the car as normal children do. There is another type of play known as common focus or dyadic play. This type of play requires a child to play with another child. This type of play cannot be played in isolation (Sherratt and Peter, p. 76-95). Usually two children get involved in this type of play. When an autistic child gets involved in this type of play, he or she is more likely to be closer to another child while play but he or she will not interact with another child. Three or more children get involved in group play (Mittledorf, Hendricks and Landreth, p. 63-86). Children involved in group playing usually play board games, non-team games that can be played in a playground. An autistic child does not get involved in this type of play as it requires social cues and peer interaction Another example of play is team play in which a common goal is set to achieved and two or more groups compete with each other to achieve their goal (Mittledorf, Hendricks and Landreth, , p. 63-86). This type of play is organized either on a playgroud or in-house such as team tag, baseball, kickball and basketball. This type of play requires social interaction, rules of play to be followed and high level of activity and thus autistic children usually find it difficult to get involved in this type of play. Some Play Strategies to Help Autistic Children Learn More Efficiently Educational decisions should be based on the individual qualities, skills and needs of every child. Autistic children should be considered in the same way. There are several factors that determine which intervention should be implemented by a teacher to teach playing skills to a child. These factors are the determination of the developmental level of the child, the language level of the child and the determination of the type of the play to be taught. Developmental Readiness It is very important to determine the developmental level of the child before considering which intervention will be implemented for the child. This type of determination is very important for the children that are passing through their early childhood phase. Lifter et al. (1993) found out that it is very important to know the developmental level of the autistic child in order to select a play to teach preschool autistic children. When children are involved in play activities that are appropriate according to their developmental level, they get involved in those activities very quickly and they do not spend much time to learn those activities. Children learn developmentally appropriate activities more quickly as compared to activities that are appropriate according to their age because at the same age, different children have different developmental levels that are necessary to know (Lifter et al. , p. 139-159). Different developmental objects are used to identify which activity is developmentally appropriate for a child to learn (e. g. , Broomfield p. 732-745). The present level of functioning of a child determines which developmentally appropriate activity should be chosen regarding of the age appropriateness because the developmental level of every child is different. Some children’s level is more advanced so the activities and skills selected for them are different from those whose developmental level is lower than their age. Same thing goes to the autistic children whose developmental levels differ from child to child. Language Development Stahmer (p. 123-141) observed the autistic children with the typical children when both types of children were involved in symbolic play. It was observed that both the groups were involved to an equal extent when their language abilities were the same. So it is advised to initially find out the language abilities and developmental level of autistic children when plan to teach play skills to such children. Mundy, Sigman, Ungerer, and Sherman (p. 349-364) found that language development is based on play skills. The language abilities of autistic children can be developed during their play with other children. The autistic children learn different aspects of language such as they learn how to take turn, their behavior is related when they request for their turn, and they are involved in joint attention and other social interactions (Baranek et al p. 20-30). Peer Involvement Peer involvement matters a lot. Typically developing children can play a great role in engaging their autistic peers in appropriate play and positive activities (Blanc, et al p. 229-245). There are different ways in which the typically developing children can be encouraged to engage their autistic peers in social activities such as programs for peer tutoring, Circle of Friends etc. Teachers can discuss with typical peers about autism through an informal method. In this method, teachers discuss with typical peers about the ways in which they should initiate their social interactions with their autistic peers and they are also taught that they should accept social initiations if made by their autistic peers. If typical peers do not encourage social interactions in a natural setting then training programs are initiated for them. It is also found that group games with same age-group play an important role in increasing positive social interactions and appropriate play (Baker et al. , p. 300-308). The researchers also pointed out that natural setting plays a great role. So, it is advised in order to get successful generalization, the setting of group games should be kept as natural as possible. There are a number of games that can be played in groups on the playground such as tag, baseball etc (Baker et al. , p. 300-308). Setting and Intervention Method Setting and intervention method are as important to consider as the type of play. Teachers should consider different types of setting when they are to select the settings to teach play skills to autistic children. There is a variety of appropriate setting for such a task including the classroom of autistic children or of typical children to give them general education, a day care setting, the home of a child, playground of the school or a local park or other areas where students can be engaged in playing. Using Peer Trainers and Peer Models Blanc et al found that children usually make other children involve with them while they are playing. Children should be encouraged to play because when they play with each other, they learn social and behavioral skills through interaction. Children who do not feel comfortable in such interactions do not go through experiences that are essential for their development. Autistic children do not prefer to play with their peers and they hesitate to socialize but they also get involved in activities when integrated settings are provided to them. This means that autistic children do not prefer non-integrated settings (Blanc, et al p. 229-245). Integrated classroom is essential when typical children are encouraged to interact with their autistic peers. Integrated classroom is useful only if an intervention is implemented, otherwise typical children would prefer to play with other typical children and they would not preferably interact with their autistic peers (Blanc et al p. 229-245). Goldstein et al. also believed that social interactions among typical and autistic peers should be increased and for that purpose they developed a number of intervention strategies that were purely peer-mediated. The main purpose of those strategies was typically to bring typical and autistic peers closer by increasing social interactions between them. In this intervention strategy, typical children were taught how to initiate social interactions with their autistic peers and how to respond when their autistic peer initiate an interaction. This intervention resulted in an improvement in the social behaviors of autistic peers. Autistic children are encouraged through this strategy to respond to any initiation made by typical peers. The social behavior of autistic children are also strengthened when they get a response from the typical peers (Goldstein et al. , p. 265-280). Group Games. The facilitation of play skills and social interactions can be increased by incorporating typical peers into games and activities with their autistic peers (Baker et al. , p. 300-308). Teachers can use the preferred topics of autistic children in which they can get involved easily to increase their social behaviors. Baker et al. (p. 300-308) suggested that group games should be developed by asking the autistic children about their favorite topics. These groups are usually very common such as tag. Children are usually inspired by movie characters so teaches should ask autistic children about their favorite movie character and they should incorporate that character into the game. In this way, autistic children are motivated and they become interested in engaging with their typical peers through social interactions. In tag game, the target autistic child and typical children are given instructions about the game and then they are encouraged to play the game. Baker et al. , found that social interactions among autistic child and typical children increase because the target autistic child is given more importance as he or she is the who has chosen the topic of the tag game, typical children become involved because they find a lot of fun in the tag game, and the target autistic child, as a result, gets motivated to increase his or her social interactions with his or her peers. Integrated Play Groups Model. Integrated play groups model can be used as another effective method to increase the play interactions among the typical and autistic children. In this type of play, the children are provided with proper guidance, support, environmental arrangements (Wolfberg, p. 52). the setting of the play area is very important to consider. Children should be engaged in activities in places where children normally play. In such a setting majority of the children should be socially competent so that they are able to integrate their autistic peer easily and comfortably. The environment of the play area should encourage play activity. The play area should be of a normal size, the materials should be arranged properly and the children should be able to access and organize the material easily (Wolfberg, p. 52). The play groups should be balanced. Wolfberg (p. 52) explained that all the members of the play groups must be familiar to each other, means that they are children who meet with each other regularly. The play groups may have children of different age groups but they should be socially competent. It is very important to determine the competencies of the target child. This element is very important to consider when developing an integrated play groups model. With the help of this feature it will be easy for the teacher to find out how much and what type of support has to be given to the target child. In order to facilitate the group play, the target child should be given the opportunity to select what type of activity he or she wants to play and this thing will help the teacher to find out the developmental level of the target child. Guided participation is also encouraged in this model. Children are guided by an adult how to involve in a play that will enhance their social behaviors. The adult should provide supportive guidance instead of directive one (Blanc et al pp. 229-245). The principle of immersion should be followed in this model, means that children should be fully immersed in the play. Through immersion, more experienced children help the less experienced children in learning their roles under the supported guidance of an adult facilitator (Blanc et al pp. 229-245). Conclusion As autistic children have to struggle for the development of play and social skills in them, the teachers should be aware of all the necessary methods that are useful to teach the autistic children the required skills. A teacher must be able to determine the developmental level, language level and peer involvement level of the target autistic child and then the teacher should design, select and implement strategies that will enhance the required skills in him or her. The learning ability of autistic children also depends on the type of play and setting in which the activity will be initiated. The researcher can conclude at this point that play is very important in childhood as children learn from each others experiences. Autistic children need to be taught how to socialize in order to make them useful citizens and for this purpose it is very important to implement strategies that are necessary to fulfill this task. Works Cited Baker, M. J. , Koegel, R. L., & Koegel, L. K. Increasing the social behavior of young children with autism using their obsessive behaviors. The Journal of the Association for Persons with Severe Handicaps, 23 (1998), 300-308. Baranek, G. T. et al Object play in infants with autism: methodological issues in retrospective video analysis. American Journal of Occupational Therapy, 59(1) (2005), pp. 20-30. Blanc, R, et al Dysregulation of pretend play and communication development in children with autism. Autism, 9(3) (2005), pp. 229-245.

Elijah Muhammad, the Leader of the Nation of Islam

Elijah Muhammad, the Leader of the Nation of Islam For more than forty years, human rights activist and Muslim minister, Elijah Muhammad stood at the helm of the Nation of Islam- a religious organization that combined the teachings of Islam with a strong emphasis on morality and self-sufficiency for African-Americans. Muhammad, a devout believer in black nationalism once even said, â€Å"The Negro wants to be everything but himself[...] He wants to integrate with the white man, but he cannot integrate with himself or with his own kind. The Negro wants to lose his identity because he does not know his own identity.† Muhammad Rejects the Jim Crow South Muhammad was born Elijah Robert Poole on October 7, 1897 in Sandersville, GA. His father, William, was a sharecropper and his mother, Mariah, was a domestic worker. Muhammad workforce in Cordele, GA with his 13 siblings. By the fourth grade, he had stopped attending school and began working a variety of jobs in sawmills and brickyards. In 1917, Muhammad married Clara Evans. Together, the couple had eight children. By 1923, Muhammad had grown tired of the Jim Crow South saying, â€Å"I seen enough of the white man’s brutality to last me 26,000 years.† Muhammad moved his wife and children to Detroit as part of the great migration and found work in an automobile factory. In Detroit, Muhammad was drawn to the teachings of Marcus Garvey and became a member of the Universal Negro Improvement Association. The Nation of Islam In 1931, Muhammad met Wallace D. Fard, a salesman who had begun teaching African-Americans in the Detroit area about Islam. Fard’s teachings connected the principles of Islam with black nationalism- ideas that were attractive to Muhammad. Soon after their meeting, Muhammad converted to Islam and changed his name from Robert Elijah Poole to Elijah Muhammad. In 1934, Fard disappeared and Muhammad assumed leadership of the Nation of Islam.  Muhammad established Final Call to Islam, a news publication that helped build the membership of the religious organization. In addition, Muhammad University of Islam was founded to educate children. The Temple of Islam Following the disappearance of Fard, Muhammad took a group of the Nation of Islam’s followers to Chicago while the organization broke off into other factions of Islam. Once in Chicago, Muhammad founded Temple of Islam No. 2, establishing the town as the headquarters of the Nation of Islam. Muhammad began preaching the philosophy of the Nation of Islam and began attracting African-Americans in urban areas to the religious organization. Soon after making Chicago the national headquarters for the Nation of Islam, Muhammad traveled to Milwaukee where he established Temple No. 3 and Temple No. 4 in Washington D.C. Muhammad’s success was halted when he was imprisoned in 1942 for refusing to respond to a World War II  draft. While imprisoned, Muhammad continued to spread the teachings of the Nation of Islam to inmates. When Muhammad was released in 1946, he continued to lead the Nation of Islam, claiming that he was Allah’s messenger and that Fard was in fact, Allah. By 1955, the Nation of Islam had expanded to include 15 temples and by 1959, there 50 temples in 22 states. Until his death in 1975, Muhammad continued to grow the Nation of Islam from a small religious organization to one that had multiple streams of income and had gained national prominence. Muhammad published two books, Message to the Black Man in 1965 and How to Eat to Live in 1972. The organization’s publication, Muhammad Speaks, was in circulation and at the height of the Nation of Islam’s popularity, the organization boasted a membership of an estimated 250,000.   Muhammad also mentored men such as Malcolm X, Louis Farrakhan and several of his sons, who were also devout members of the Nation of Islam. Muhammad died of congestive heart failure in 1975 in Chicago. Sources Muhammad, Elijah. How to Eat to Live - Book One: From God In Person, Master Fard Muhammad. Paperback, Reprint edition, Secretarius Memps Publications, August 30, 2006. Muhammad, Elijah. Message to the Blackman in America. Paperback, Secretarius Memps Publications, September 5, 2006.

Shakespeare †Sonnet 116 Analysis and Interpretation Essay Essays

Shakespeare – Sonnet 116 Analysis and Interpretation Essay Essays Shakespeare – Sonnet 116 Analysis and Interpretation Essay Paper Shakespeare – Sonnet 116 Analysis and Interpretation Essay Paper Sonnet 116 was written by William Shakespeare and published in 1609. William Shakespeare was an English author and poet. and has written a batch of celebrated dramas. amongst them Macbeth and Romeo and Juliet. Shakespeare lived in the Elizabethan epoch. At that clip. the literature and art was in bloom. and his plants are clearly characterized by that epoch both as linguistic communication and subject goes. A sonnet is a poem consisting of 14 lines. three quatrains and a pair. in which the round follows the iambic pentameter. Sonnet 116 is. like the most of Shakespeare’s sonnets. about love. In this sonnet. Shakespeare tries to specify love by utilizing comparings. metaphors and personification. The subject of the sonnet is decidedly â€Å"true love† because of all his efforts to specify it by depicting what true love agencies. and why it is so of import to human existences. The first quatrain is kind of the â€Å"introduction† of the sonnet. while the two following quatrains are the organic structure of the sonnet. where he elaborates the two first lines. The pair in the terminal is the decision. and is used to sum up and shut the sonnet. In Shakespeare’s sonnets. the last two lines are frequently about Shakespeare himself in some manner. Either by sharing his ain sentiment on the subject he is composing approximately. or to praise himself as an creative person. In the first one and a half line. he says â€Å"let me non to the matrimony of true heads admit impediments† . That means. that he won’t declare any grounds to why two people with true love towards each other shouldn’t acquire married. He continues with: â€Å"love is non love which alters when it change finds. or bends with the remover to remove† . which can intend that love is non love if it changes or fades off when a better chance comes up. He elabor ates this in the following quatrain. where he uses a metaphor and compares love to an ever-fixed grade. taking the ships like the North Star. The ships are meant to be the human existences lost in the hunt for life’s true significance. The last line of the quatrain says: â€Å"whose worth’s unknown. although his tallness be taken† . which is a clear comparing to love. and how it is mensurable. but still more valuable than words can of all time explicate. This metaphor makes the message more clear. because you can conceive of this star steering the lost crewmans in the center of the ocean and you understand the significance of the words in an other manner than if he had merely written: â€Å"love is priceless† . In the 3rd quatrain. he begins with: â€Å"Love is non Time’s sap. though rose-colored lips and cheeks within his flexing sickle’s compass semen. † First of all. â€Å"Love is non time’s fool† is a personification. because â€Å"time† is given a human quality by being a sap. The whole sentence agencies. that clip is nonmeaningful to love and that love doesn’t attention about aging or decease. The following two lines: â€Å"Love alters non with his brief hours and hebdomads. But bears it out even to the border of day of reckoning. † Empathizes the fact that love is a changeless construct and goes beyond decease. This last quatrain is truly powerful and to state that non even decease can halt love makes it even stronger. This is really the whole message in the sonnet. that true love is so strong. non even decease can get the better of it. With the pair in the terminal. he turns the focal point on himself by stating: â€Å" If this be mistake and upon me proved. I neer writ. nor no adult male of all time loved. † He sort of says. that if what he has merely written is proved incorrect. no 1 has of all time loved. and he isn’t a poet. He likely means that he is so certain about this ceaseless true love. that he would curse on his most cherished ability. viz. his accomplishments as a author. In some manner. you can state that he ends up praising himself a small spot in this sonnet excessively. The same thing happens in the pair of sonnet 18 â€Å"shall I compare thee. . † where he ends up proclaiming that his verse form makes people immortal. Another thing that sonnet 18 and sonnet 116 has in common is their many comparings. Al though the comparings in sonnet 18 are a little more obvious in sonnet 116. it is still sort of the same construct. comparing love and beauty to nature. And of class. the subject of love is consistent through so many of his sonnets. The difference between these two sonnets is largely the fact that sonnet 18 is written to a specific individual ( at least. we assume that ) . while the receiving system of sonnet 116 can be anyone who is funny to cognize the definition of true love. The â€Å"love† issue takes up a batch of infinite in both Shakespeare’s sonnets and dramas. and I think that it is the ground that his plants neer go out of manner. It is merely a dateless subject. interesting no affair what race. age or gender you are. His plants are known around the universe. and can beinterpreted so it fits every head everyplace in the universe. With this sonnet. Shakespeare has defined love for the full human race.

Age discrimination in employment (especially for older people) Research Paper

Age discrimination in employment (especially for older people) - Research Paper Example Policies and procedures for the company should be written clearly in an employee manual. This should include how promotions, salary increases/decreases and reduction in work force will occur. Having clearly written policies and procedures will benefit the employee and the company in age discrimination cases. These laws fall under the federal United States Equal Opportunity Employment Commission, although state governments also have their own laws regarding age discrimination (eeoc.gov). Age discrimination can be defined as when either an employee or an applicant who is over the age of 40, experiences unfair treatment when it comes to anything related to employment including hiring and dismissal, pay, job assignments, layoffs, work hours, promotions, etc. (eeoc.gov). Although there are many reasons for age discrimination, insurance companies are primarily to blame. Harassment relating to age occurs when supervisors, other employees or even clients continually hassle or badger someone. The law does not cover light hearted teasing or occasional off handed remarks, but when the situation escalates to create a hostile work environment for the employee it could be an issue of age discrimination (eeoc.gov). Keep in mind that the law pertains to people over the age of 40. According to U.S. News Money, people in the United States are retiring later than in previous years. This can be attributed to a lack of employer sponsored retirement benefits, reduction in Social Security benefits, longer life expectancy, improved health as people age and the coordination of retirement between wives and husbands when statistically, wives are three years younger than their husbands (money.usnews.com). Increased career length leads to an increase in age discrimination instances. With the recent downfall of the United States economy beginning in 2008, it has become more important for people to continue to work past typical retirement age. Since that time, age

Managing Resistance to Change Research Paper Example | Topics and Well Written Essays - 3000 words

Managing Resistance to Change - Research Paper Example Using the systems thinking approach, an organization can be assessed for the way in which it functions as a single entity, all of its parts performing so that the performance of the whole achieves mutual goals. Identifying the way in which the system functions is vital in assessing the way in which change will be accomplished. The model of managerial approach that can best be used is through establishing a work culture that has enough flexibility to embrace change. The second step is in providing clear information and creating inclusion in the ways in which the change is created. These two aspects of management are the most important in defining the environment in which change can take place. Resistance is minimized when an organization becomes an organic entity with flexible, porous boundaries that are focused on the overall success of the goals of the company. Through information and inclusion, this environment will not only achieve the goals of transition and change, but keep on t rack for achieving overall goals for the company. Managing Resistance to Change Introduction Change is a phenomenon that requires swift adaptation, an uncomfortable situation for people to manage. Human behavior is approached with apprehension of an outcome and when change occurs, fear of the unknown can create resistance. As a manager, the professional leader must find a way to create smooth transitions when changes occur in a work environment. This can be difficult as the manager is not only trying to reassure his team members, but to alleviate his or her own concerns. Despite the perception that change will be an unwelcome addition to a routine, most changes are intended to increase productivity and provide benefit for a business. Therefore, it is vital that a manager find a way to successfully introduce and implement changes so that the benefit that is intended can be realized. In examining managing resistance to change, the systems thinking approach is the model that allows for the best possible outcome through the most organizational structures. All organizations have a basic number of ways in which they function. These elements of the organization exist in small and large entities, their purposes vital to the overall functioning of the system in order to provide an organic structure. Some organic structures are flexible, while others are rigid, and it is in the level of rigidity that management fails to create an organization that can more easily create transitions when needed. Without transitions, there is not growth, therefore in order to best manage resistance to change, an organic, flexible ideology will best serve reducing resistance to change. Literature Review The primary problem presented with an element of change within an organization is in dealing with the anxiety that team members feel when their space of comfort is disrupted. Work consists of creating known habits and behaviors that define the progression of the day. When change is implemen ted, anxiety is created as the individual must reconcile what is a known outcome with what is an unknown variable. Maltz (2008), discusses the balance that is created by the existence of transition having a natural correspondence with resistance. There is an element of ’data’ in regard to resistance which is critical in defining productivity, development, and the creation of a successful change within the organization (p. 3). The primary focus of the work that Maltz (2008) has