Music in Japanese Animation Essay Example | Topics and Well Written Essays - 2000 words

Music in Japanese Animation - Essay Example The beginning of Anim of Japanese animation dates back to the early years of the 20th century. Patten (2004) mentions that the earliest Japanese animation was inspired by the pioneer animators of France, Germany and the United States. Anim during that period was basically an approach by Japanese filmmakers to experiment with the animation techniques. The first known anim was screened in 1917, which was a two minute clip of a samurai trying his new sword on a target only to face defeat. It is only in the 1930s that animation has successfully become an alternative from of story-telling in Japan. The reason for its lagging behind the European and American film industries is the small market size of Japanese live-action industry suffering from budgeting and other restrictions. Shooting films set on European or American backdrop was almost next to impossible for Japan due to lack of finance as well as absence of a fantasy world in Japan. In other words, the scope was really limited for Ja panese film industry.

Human Resources Management. Diversity Essay Example | Topics and Well Written Essays - 2250 words

Human Resources Management. Diversity - Essay Example Diversity is not only in terms of caste, religion but also in other demographic factors such as age, education, gender etc. Here our focus and main concern is age and gender diversity and we strive to find out to what extent are they beneficial or a source of conflict among the organizations. Previously women were not a major part of the workforce, but now the trends have been changing, more and more women are entering the workforce. Acceptance of women is becoming the norm and myths such as women value family more than careers is also fast eroding. Similarly, young graduates are also entering the workforce thus sometimes replacing and at others working under the more experienced person, a myth about these younger people is that they lack commitment. In Australia the facts suggest the same; the population trends are changing and studies also show that the population is ageing and it is predicted that by 2051 around 25% of Australia's population will be aged 65 year or older; and also the number of women in the workforce has increased from 40% in 1979 to 53% in 2004.1 For companies to prosper and create a positive cultural climate they need to strike a balance between young and mature and also the male and female counterparts in the organization. To manage gender differences firstly, the acceptability levels of the women in workforce should be enhanced, besides policies in the organizations should be supportive of women and in their favor; some steps that are taken and should be taken by the companies is that women should be provided equal opportunity as men, there should be laws against bullying, unlawful harassment, career leave and parental leaves for women in times of dire need. Career development programs like men should also include women to develop and focus themselves on the path to progression and move up the organizational ladder. When managing the age diversity i.e. attaining a balance between younger and mature employees, one major factor is giving and taking respect. It should be realized that younger generation takes the organization forward, by providing new and latest views of changing trends and brings young ideas that are more creative; but on the other hand older employees also have their experiences that are far more important in running the organization and is important in keeping the strong cultural bond developed over the years in the organization intact. Older employees should not be replaced by younger employees but should be provided with opportunity in terms of flexibility to serve the organization as it fits with their changing lifestyle which is a requirement for their old age. Besides, they should also always be available to mentor and share their experiences with their juniors. Some Australian companies were observed to be working on areas such as embedding diversity into key employment policies and programs to advance equitable outcomes for women. They are striving to achieve a 95% agreement rate from their female survey respondents that their immediate supervisor genuinely supports equal opportunity by random sampling. The companies have already. Achieving similar rates of promotion for men and women at all levels. And

Role of Women in the Epic of Beowulf and Anglo-Saxon Society Essay

Role of Women in Beowulf and Anglo-Saxon Society  Ã‚  Ã‚  Ã‚  Ã‚   Beowulf, the hero of Anglo-Saxon epic, had many adventures, and many companions and fellow-warriors are mentioned throughout his story. Some of them seem noble and courageous, truly living up to the standards of their culture; some seem cowardly. But all have gained immortality in the words, many times transcribed and translated, of the famous epic. However, the women of the time are rarely mentioned in Beowulf. Still, even from those few women who are mentioned and from other documents of the era, it is possible to see the position of women in of Anglo-Saxon society. In many cases, they enjoyed more rights than women in later Medieval cultures. Both Wealhtheow, Hrothgar's queen, and Hygd, Hygelac's queen, apparently held power in their courts. Wealhtheow's actions in rewarding Beowulf after his battles show the queen's role and position as hostess. She awards him "two arm ornament... ... impact on today's life, goes far toward dispelling notions that the Anglo-Saxons restricted the freedom of women in favor of a purely male-oriented, hero-worshiping society. Works Cited Beowulf and Other Old English Poems. Trans. Constance B. Hieatt. New York; Odyssey Press, 1967. Gies, Frances and Joseph. Marriage and Family in the Middle Ages. New York; Harper and Row, 1987. Page, R.I. Life in Anglo-Saxon England. New York; G.P. Putnam's Sons, 1970.

Leadership And Management Skills Portfolio

Introduction This reflective work focuses on assessing my personal weaknesses in different areas. It starts by a self –assessment of my personal development needs.The next section looks at the difficulties I experienced on various issues. Finally, the action plans for self-development in the various areas are suggested. Portfolio Section 1Planning and personal management skills Using a paper exercise, I assessed my planning and personal management skills to determine areas of development. Concerning planning, I scored 13, which is a relatively low score. This indicates an area for development because my score was less than 24, which was the score I had to attain to show that I did not further development. I knew this was a weakness and a concern for me prior to starting my postgraduate studies while working full time. On the time management dimension, I scored 15 and this demonstrated a need for further development. I should have a score of above 24 to demonstrate that this area did not require further development. The issue of time management was a concern for me because of starting my postgraduate studies and working full time. I have had challenges in the past characterized by attempting to do too much at work and not managing my time effectively. The low scores on both planning and time manageme nt reveal that I have challenges with task prioritization. An action plan for self-development in these areas is presented later under task prioritization.Learning style Honey and Mumford designed a Learning Styles Questionnaire that is used in assessing the learning styles of individuals, and these are categorised into activists, theorists, pragmatists, and reflectors (Jarvis, 2005). When I completed this questionnaire, the results showed that I have a strong preference for the activist learning style and a moderate preference for the pragmatist learning style. As an activist, I enjoy novel experiences, I am active and depend on intuitive decision making and I have an aversion to structure (Jarvis, 2005). I learn best from learning activities that provide new problems and experiences, role playing and working together with others in group tasks and opportunities for dealing with challenging tasks. In addition, I prefer tasks with high visibility including presentations, leading discussions, and chairing meetings.However, I learn less when I have to listen to lectures, think, write or read on my own, or absorb and understand a lot of data. Furthermore, my learning is impaired when I have to follow precise instructions without any form of flexibility. As a pragmatist, I prefer risk-taking, group work and application and testing of concepts (Jarvis, 2005). I learn best when there is a clear association between the learning topic and actual issues in life. Learning activities should be structured around demonstrating techniques for accomplishing tasks with clear, realistic advantages. Furthermore, I prefer to be provided with opportunities for trying out and practicing techniques with feedback or coaching from a reliable expert. Similarly, I need examples or models that I can emulate, and I should be taught techniques that are presently applicable to my work context. I also prefer being offered with opportunities for immediately applying any new knowledge that I have learnt. As a pragmatist, l learn less when the learning activities are not associated with an immediate need, lack clear guidelines, and when there are obstacles to implementation of acquired knowledge. Such obstacles can be personal, managerial, organisational or poli tical in nature. These learning styles have an important influence on the learning activities undertaken in the action plan for developing different skills as demonstrated later. Assessment of how I work In a paper exercise, I assessed the way I work and the results revealed that I procrastinate when faced with tasks that I do not really like, I spend a lot of time attempting to perfect things, and I am unable to find things and notes whenever I require them. This is an indication that I have poor prioritization skills, and this will be addressed through an action plan on task prioritization that is explained later.Personality indexI assessed my personality index using an online exercise, and the results demonstrated that I possess various traits. First, I demonstrate low assertiveness as I do not need to be in constant control, and I have a higher orientation toward teamwork than tasks. Second, I am an extreme extrovert because I need to discuss issues in detail with other people. Third, I am extremely impatient as I find it challenging to concentrate on repetitive tasks, and I have a high sense of urgency. Finally, I am highly detailed because I want to acquire knowledge and become an expert. These traits of my personality affect how learning activities will be structured in the action plan to improve learning. Portfolio Section 2Group leadershipIn the first week of my course work, I was leader of my group. I did not know my fellow colleagues very well as we had just started on the course. Therefore, stepping up and being a leader of people I did not know was tough considering that I am not a manager or leader at work. I had to lead the group in the preparation of a group presentation on a case study of someone else’s leadership skills and present with them. I needed to take control and set the direction for the team more rapidly, and a lot of time was wasted as I did not know what was expected of me as a leader. For instance, a group or team leader is required to set the goal of the group and establish performance expectations (Morgeson, DeRue & Karam, 2010). This was a challenging undertaking as I decided to choose an informal approach to this activity where the group members actively facilitated the process of setting goals and determining how the members would be held responsible in relation to the performance expectations. This approach resulted in wastage of time because it was difficult for consensus to be achieved among the group members on the goals and performance expectations. Similarly, I had challenges in structuring and planning the group in terms of developing a shared understanding among the group members on the best approach for coordinating action and working together to achieve the established goals (Morgeson et al., 2010). I faced difficulties in determining how the activities would be performed, the individual’s responsible for specific tasks, and when the group activities would be done. On the issue of when the group activities would be performed, it was challenging to achieve consensus because the group members had conflicting schedules that interfered with choosing an appropriate time for the group meeting to determine the progress of the tasks. Although I faced various challenges during the initial process of forming group, I eventually embodied the role of the group leader. However, I did not always allow everyone to have input. It is suggested that soliciting and using continuing feedback from the group members is vital for achievin g the group objectives (Morgeson et al., 2010). By failing to allow the group members to offer their input into the group presentation, I ended up not including their diverse and useful perspectives on the group activity.Coaching sessionI acted as a coach on how to reactively write. There are specific skills required of coaches including social competence, emotional competence, listening, questioning, framing and contributing (Maltbia, Marsick & Ghosh, 2014). Social competence is associated with establishing relationships with individuals being coached by increasing a supportive and a safe environment that is characterized by freedom in expression thoughts, mutual respect, and trusted partnership (Goleman, 2006). However, I lacked in this competency as I did not allow the individuals I was coaching to freely express their opinions on reactive writing. Rather than encouraging engagement with my peers, I monopolized the coaching process. Emotional competence is associated with having self-awareness of one’s emotions and those of other people to ensure that the coaching relationship is experienced as productive, flexible, and open (Maltbia et al., 2014). I had a difficult time managing my own emotions when coaching others as I got angry whenever any person I was coaching did not understand what I was communicating to him or her. Furthermore, I did not recognize the effects of my actions on the emotions of the people I was coaching. For instance, some of the people I was coaching were visibly frustrated during the coaching process but I did not take time to address these issues. Listening involves understanding the meaning of what the person under coaching is saying with regard to achieving desired outcomes (Maltbia et al., 2014). When I started the coaching session, I did not ask the person I was coaching the specific outcomes they desired from this activity. It is suggested that a hierarchy should not exist in the relationship between the coach and the p eople being coached (O’Broin & Palmer, 2009). By failing to include the objectives of the people being coached into this relationship, their agenda failed to take precedence in the coaching process. As a coaching skill, questioning entails inquiry for revealing the information necessary with the highest benefit to the client (Maltbia et al., 2014). I was lacking in this competence as I rarely asked the person I was coaching questions related to the coaching process. I took on the role of an active coach and required the people I was coaching to assume a passive role in this process.Framing is characterized by expanding the world views of the people being coached through an examination of whether learning is rooted in experience (Maltbia et al., 2014). This skill requires the coach to establish whether the coaching process has had a positive effect on learning in terms of addressing the initial challenge or problem that influenced this activity to be undertaken. During the coaching sessions, I did not frame the coaching process to establish if the people I was coaching had benefited from this activity. Finally, contributing entails effective communication during the coaching sess ion as a mechanism for achieving balance between the support and challenge required for facilitating growth and learning (Maltbia et al., 2014). As initially mentioned, I monopolized conversations, and this prevented the people I was coaching from effectively contributing to the coaching process. Moreover, I failed to offer adequate challenges to promote learning in relation to reactive writing.Role playing as a manager in an appraisalPerformance appraisal is an important process as it is utilised in assessing recent performance and addressing future opportunities and objectives (Chartered Institute of Personnel and Development, 2014).). When conducting a performance appraisal, employees have to be provided with sufficient notice of the expected performance standards and timely and regular feedback about their performance (Heslin & VandeWalle, 2011). During my role play as a manager in an appraisal, I did not offer timely and regular feedback on individual performance toward the ach ievement of expected performance standards. It is also suggested that employees should have an input in the appraisal process and be provided with opportunities for challenging it if they view it as being unfair (Heslin & VandeWalle, 2011). Conversely, during the appraisal, I did not allow the individuals with opportunities for presenting their views and opinions in relation to assessment of their performance. In this regard, I failed to consider the voice of these individuals that would have provided a deeper understanding of the performance achieved.Acting as a consultantI took up the role of as a consultant in a team of two individuals to pitch to a client our ideas for their people strategy of their new business. According to the Institute of Management Consultants (2014), consultants need competencies to deliver consulting services. Some of these competencies are balanced judgment, awareness of the organisational context and external environment, and listening (de Caluwe & Re itsma, 2010). Balanced judgment entails a comparison of potential courses of action and evaluating available information and using relevant criteria, which leads to realistic decisions (de Caluwe & Reitsma, 2010). In the role of consultants, my colleague and I only focused on a single course of action for the organisation in relation to the people strategy for the new business. Consequently, when the clients asked us any alternative courses of actions that might be undertaken, we were unable to provide satisfactory responses because we were unprepared. Furthermore, external environment awareness is related to being adequately informed about issues in the business environment that have influences on strategies and utilising such knowledge for the benefit of the organisation (de Caluwe & Reitsma, 2010). In our case, we considered legal, economic and technological factors that affect an organisation’s people strategy. However, we failed to consider trends influencing human reso urces in the organisation and political issues. Thus, the clients were dissatisfied as the people strategy we developed did not take into consideration all the factors in the business environment that have impacts on the organisation’s human resources management strategy. Listening skills are important in management consultancy as they provide the client with the space for expressing their opinions, focusing on their reactions, responding suitably and posing further questions (de Caluwe & Reitsma, 2010). Regarding this, my colleague and I did not focus on the clients’ reactions. We were focused on pitching our strategy and thus we were unable to capture nonverbal signals that would have communicated to us whether the clients were in agreement with the arguments we had made in the people strategy that the organisation had to adopt. Regarding organisational context, management consultants are expected to understand how an organisation operates and considering these issues when developing an action (de Caluwe & Reitsma, 2010). We strived to develop a people strategy that reflected the organisation’s current practices related to management of human resources. However, the information related to this issue was not easily available. Therefore, we ended up pitching a people strategy that we considered as non-existing in the organisation. We later discovered that some aspects of the people strategy were already present in the organisation, which means that we had not provided a more effective solution to the clients.Task prioritisation I had two finance classes but missed the first one but then I attended the second class. It was only after attending the second class that I realised that I should have attended the first one. The content covered in the second class was only a continuation of the issues addressed in the first class. Therefore, by failing to attend the first class, I missed out on the necessary context for understanding the topics covered in the second class. This negatively interfered with my learning. Upon reflection, I learned that I did not attend the first class because I did not prioritise the things that I had to do. I have to deal with conflicting demands of working full time and pursuing my postgradu ate education (Armstrong, 2012). In this regard, I missed the first finance class because I was attending a meeting at work where I was presenting an important report to senior management.Negotiating as a ClientMy colleague and I assumed the role of a client negotiating with a software vendor on delivery times and price. As clients, we argued and debated with the software vendor on the relevant issues. For instance, there was prolonged argument and debate on the delivery times because we were considering small insignificant factors on this issue. The outcome was that the arguments related to the main issue of delivery times were largely neglected. Indeed, it is suggested that it is important to have awareness of any insignificant arguments that might derail the negotiation process (Pinet & Sander, 2013). In our case, we concentrated on being right rather than winning the arguments associated with the price and delivery times. The negotiation process deviated from the agenda establi shed prior to the meeting with the software vendor. Consequently, a lot of time was wasted on these arguments and compromises were achieved after a protracted process.Portfolio Section 3This section presents an action plan for developing my postgraduate, management and leadership skills further. The action plan covers skills required for group leadership, management consultant, appraisal manager, coaching, negotiation, and task prioritization as presented below.Action plan for group leadership skillsObjective To improve my skills in leading and managing groups in completion, of course, related tasks Tasks Read and brainstorm with my peers on available literature including books, reputable online articles and journal articles about team leadership. I will focus on literature that looks at leadership functions on the different phases of teams namely the transition and action stages. The transition stage is a time when a group or team focuses on activities associated with the team’s structures, planning tasks, and assessing the performance of the team in terms of the whether the team has the ability of achieving its objectives (Marks, Mathieu & Zaccaro, 2001). The specific leadership skills that I will learn about for this phase include defining the mission of the team, goals, and performance standards, structuring responsibilities and roles in the team, and promoting feedback processes (Morgeson et al., 2010). The action stage is where the team or group members are focused on tasks that directly contribute to goal achievement (Marks et al., 2001). In this phase, I will learn rele vant leadership skills including creating a positive climate in the group, encouraging autonomous actions by members, resource acquisition for the group, problem solving, involvement in the group’s work, and monitoring the group(Morgeson et al., 2010). Discuss with managers and leaders in my workplace about effective approaches for leading and managing groups or teams Evaluation After acquisition of the necessary leadership skills, I will apply to future group assignments in my course work. I will evaluate the acquired group leadership skills by asking my peers to rate my performance as a leader. I will design a checklist where the group members will provide their responses about my overall leadership skills and areas that require improvement. Review date The reading of literature, applying the relevant knowledge to actual practice, and evaluating leadership skills will be reviewed on a regular basis whenever there is a group assignment.Action plan for coaching skillsObjective To become a very effective coach Tasks Read books, journal articles, and online publications on the coaching process and the required skills and competencies for this activity followed by a brainstorming exercise with my colleagues. Participate in training in coaching provided by my organisations to equip with necessary skills. Ask a senior manager in my workplace to act as my coach to enable me to understand this process from a practical perspective and model it. Evaluation The knowledge acquired from literature, training, and on-the-practice will be utilised in coaching my peers in coursework on different topics. The performance data that will be collected to establish the level of my effectiveness as a coach will be obtained from interviewing the individual that I will be coaching. Review date Ongoing throughout my course work.Action plan for management consultant skillsObjective To enhance my skills as a management consultant Tasks Read available literature on management consultancy and look at case studies on the process of management consultation. After reading alone, I will brainstorm these issues with my study group. Discuss with management consultants within and outside my organisation to learn the criteria for success. Evaluation Evaluation will be based on establishing the extent to which the client is able to achieve desired outcomes in relation to the consultation services I will offer them. This will be achieved by using a questionnaire to ask the clients whether I demonstrate the skills of a management consultant. Review date Ongoing based on management consultancy projects.Action plan for managerial skills in appraisalsObjective To improve my skills in conducting performance appraisals Tasks Read widely and brainstorm on skills for performance appraisals. Role playing with my peers on posing the right questions to the individual under appraisal. Discuss with senior managers in my workplace about successfully performing performance appraisals. Evaluation The assessment of my skills in this area will be based on determining to which I successfully complete a performance appraisal. This will involve asking individuals involved in the appraisal process to rate my performance using a checklist. Review date This activity will be completed on a monthly basis.Action plan for negotiation skillsObjective To improve my negotiation skills as a client Tasks Reading widely and brainstorming with colleagues on negotiation skills for clients to understand negotiation skills, negotiation phases, and sources of conflict in negotiation process. Engage in role play to assist in clarification of responsibilities and roles in working in a negotiating team. Evaluation Evaluation will involve collecting evidence indicating whether I applied competencies and skills required in negotiating as a client. This will be achieved by interviewing the other parties to the negotiation process to determine the level of my skills in negotiating as a client. Review date This will be completed by February 2015.Action plan for task prioritizationObjective To enhance my skills in prioritizing both work and education tasks. Tasks Listing all the tasks that I have to perform on a daily basis in my work and college and categorising them based on their impacts on my work and educational pursuits. Using a personal calendar to plan my tasks. Using a checklist to determine completion of tasks on daily basis. Evaluation Performance in task prioritisation will be evaluated by assessing the extent to which I complete all the tasks required in my workplace and at college. Review date This activity will be completed on a daily basis. Conclusion This reflective work has identified areas that require further development in improving my managerial and leadership skills. Based on this reflective work, it is evident that I lack skills in different areas including leadership, task prioritization, effective coaching, managerial skills in performance appraisal and management consultancy. Therefore, these skills have to be improved to ensure that I am effective as manager and leader. Therefore, action plans for improving the different skills have been presented. It is expected that implementation of the action plans will equip with skills that are applicable to my workplace and educational setting. References Armstrong, M. (2012) Armstrong’s handbook of management and leadership: developing effective people skills for better leadership and management. PA: Kogan Page. Chartered Institute of Personnel and Development (2014). Performance appraisal. [Online]Available from: http://www.cipd.co.uk/hr-resources/factsheets/performance-appraisal.aspx (Accessed: 15 Dec. 14). De Caluwe, L., & Reitsma, E. (2010) `Competencies of management consultants: a research study of senior management consultants’, In Buono, A., & Jamieson, D (Eds), Consultation for organisational change, pp. 15-40. NC: Information age publishing. Goleman, D. (2006) Social Intelligence: the new science of human relationship. NY: Banam books. Heslin, P., & Vandewalle, D. (2011) `Performance appraisal procedural justice: the role of a manager’s implicit person theory’. Journal of Management, vol.37, no.6, pp.1694-1718. Institute of Management Consultants (2014) The management consultancy competency framework. [Online] Available from: http://www.imcusa.org/?page=CONSULTINGCOMPETENCY (Accessed: 15 Dec. 14). Jarvis, M. (2005) The psychology of effective learning and teaching. UK: Nelson Thornes Ltd. Maltbia, T., Marsick, V., & Ghosh, R. (2014) `Executive and organisational coaching: a review of insights drawn from literature for inform HRD practices’. Advances in Developing Human Resources, vol.16, no.2, pp.161-83. Marks, C., Mathieu, J., & Zaccaro, S. (2001) `A temporally based framework and taxonomy of team processes’, Academy of Management Review, vol.26, pp. 356-76. Morgeson, F., DeRue, S., & Karam, E. (2010) `Leadership in teams: a functional approach to understanding leadership structures and processes’. Journal of Management, vol.36, no.1, pp.5-39. O’Broin, A., & Palmer, S. (2009) `Co-creating an optimal coaching alliance: a cognitive behavioural coaching perspective’. International Coaching Psychology Review, vol.4, no.2, pp.184-94. Pinet, A., & Sander, P. (2013) The only negotiation book you’ll ever need. Littlefield Street, MA: Adams Media.

Similarities Between Cinderella Man And The Great Depression

Life in the 1920’s was drastically different from life in the Great Depression. In the 20’s life was amazing. Wealth was being spread and the parties never stopped. It was all over when the stock market crashed in 1929. Banks closed and everyone lost their money. The movie Cinderella Man showed how life changed for boxer James Braddock. He was a famous boxer during the twenties. The movie showed the struggles he went through when the Depression hit. He lost his job and barely made it by. Cinderella Man shows James Braddock being on top to being at rock bottom. He was forced to go on public assistance to provide for his family. Cinderella Man showed how life changed from the 20s to the Great Depression and how the New Deal helped people†¦show more content†¦James promises him that will never happen. The New Deal allowed people to get some relief in their lives. The New Deal aimed to provide reform, recovery, and relief. FDR made organization that provided relief and reform. He made the banks close. The organizations were known as Alphabet Agencies and Acts. Some examples of the Alphabet Agencies are the FERA, SSA, and WPA. FERA (Federal Emergency Relief Administration) provided relief for the people in need and provided state assistance for the unemployed and their families. SSA(Social Security Act) provided pensions, unemployment insurance, aid to the blind, deaf, disabled, and dependent children. WPA (Works Progress Administration) provided jobs to those who needed them. James Braddock had to go on public relief to help his family. If FDR had not made the Alphabet Agencies James would not be able to provide for his family. During this time it was hard to get a job. In Cinderella Man, James goes to the docks to try and get a job. Some days he was picked and others he was not. At another point of the movie James goes back to the boxing ring to beg the managers for some money to pay for his house. 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Pros And Cons Of Standardized Testing - 801 Words

My personal interest in this controversial topic Since Middle School, I was not opposed to standardized testing. I thought of it as a way of testing us of what we have learned. Although, after reading some articles about standardized testing I am re-thinking the pros and cons. From personal experience, I thought of it as a challenge to pass them. But now that reminisce about it, I noticed some of the cons of standardized testing. I remember having a week or two dedicated for testing, and in case of students failing they had to take time to redo it. It would take a while for all the students to finish their tests. And after remembering how it was back in those times I was more on the opposed side. The act signed in 2002, NCLB, caused for a†¦show more content†¦Parents oppose the standardized tests because they can cause stress and anxiety to their children. Students disagree with many tests because it can cost them admission to a university, or passing to the next grade. Teachers oppose the tests because it takes too much time. They have to teach their students what is going to be on the test. Also, the schools and teachers lose funding depending on the results. What warrants (assumptions) will you imply or state? Why? First, I will state that standardized testing is not helping education in the United States. This will be stated first because it will clarify my topic. Secondly, I will imply that there are other ways education in the United States could improve without the use of standardized testing. Can you maintain an open mind and reverse your views if you come across information you hadn’t anticipated? If I find, research about why standardized testing has helped improve the education in the United States; and, if there is information on how it has helped students progress over time. I would be open to information that could counter my claims. What qualifiers will you include in your claim to make it more reasonable and manageable? One qualifier I will use is standardized testing improving the US education? This will qualify the US education. Also using qualifiers like there are many students that are opposed to standardized testing. I will also be using some teachers and parents also opposeShow MoreRelatedPros And Cons Of Standardized Testing1400 Words   |  6 PagesEven though there are many downsides to standardized testing there are still viable reasons why they are still being used today. One of the main reasons includes the easy and quick access of testing students. Standardized testing allows schools to quickly access a large amount of students at one time. This is also one of the cheapest ways to tests such a large crowd due to machinery that grades which results in low tests costs for students. These tests also help by setting a national curriculum forRead MoreThe Pros and Cons of Standardized Testing1050 Words   |  5 Pageseducational world is standardized tests. All fifty states have their own s tandards following the common core curriculum. There are many positives and negatives that go with the standardized tests. A standardized test is any type of â€Å"examination thats administered and scored in a predetermined, standard manner† (Popham, 1999). These standardized tests are either aptitude tests or achievement tests. Schools use achievement tests to compare students. There are pros to standardized examinations as toolsRead MorePros And Cons Of Standardized Testing1025 Words   |  5 PagesWhat are standardized tests? Standardized tests are exams that are administered, scored, and interpreted in the same way for all students. Now there are many pros and cons of standardized testing however, I believe that public and private schools should just abolish standardized testing all together. These tests determine a student’s academic performance and each student is given the same test with the same questions and answers. These tests are designed to measure the students learning capabilitiesRead MorePros and Cons of Standardized Testing583 Words   |  2 PagesStandardized testing has its pros and cons I do not believe in it but I will give you proof for and against the testing. We will cover some the history and where the testing came from and why we do it. I will talk a little bit of how I feel about testing and how much we should focus on ho w the students do on the test. I have interviewed a few teachers that I had when I went to school and some personal friends that are teachers now and how it effects how they teach. Most historians trace the beginningRead MoreThe Pros and Cons of Standardized Testing Essay674 Words   |  3 PagesStandardized testing is a down fall to many students but also an opportunity for many others. Standardized testing has its pros and its cons. It can be the make it or break it factor into getting into colleges you are hoping to attend or the scholarships you want to earn. Some people may have their opinions about the test, whether they hate it or not but the fact is that it’s here to stay. What exactly is standardized testing you may ask, it is a test which measures the knowledge among differentRead MoreThe Pros And Cons Of Standardized Testing1491 Words   |  6 PagesStandardized testing was introduced by French psychologist Alfred Binet in 1905. The test originated because Binet was commissioned by the French government to create a tool to identify which students needed remedial studies. Over time, the standardized tests evolved into multiple different tests in multiple subjects for varying age groups of students. The tests were initially seen as a way to test a large sum of people with the same general questions to see an individual’s knowledge. Some peopleRead MoreThe Pros And Cons Of Standardized Testing1511 Words   |  7 PagesOver the years the educational system has faced various controversial issues, but the most recent one making a negative impact on students, is standardized testing. Standardized testing is a type of testing used to evaluate stud ents academic abilities . It is a way to measure if standards are being met but does not provide a variation in the type of administration based on the students needs (Sacks, 2000). In other words, all children are provided these test to track their learning progress basedRead MoreThe Pros And Cons Of Standardized Testing1100 Words   |  5 Pagesscience, history, and science. Then, every year, students typically take one big standardized test, or even more. These tests are claimed to give educators an objective that’s unbiased. Standardized testing supposedly helps identify the natural tendency of individual students, identifying skill development and progress. However, are these things what standardized testing really do for students? Standardized testing only measures a small portion of what makes education substantial. This means thatRead MorePros And Cons Of Standardized Testing1201 Words   |  5 Pages Standardized testing is all based on your performance as a student on a specific day, time and place. What it doesn’t show is how you perform on a day to day basis. These types of test can be given in any type of form that requires test takers to answer the same questions, and is then scored in a â€Å"standard† or consistent manner. Students should not have to take standardized test because of many reasons. As a human I have days where I’m tired and didn’t get enough sleep the night before or it isRead MoreThe Pros And Cons Of Standardized Testing704 Words   |  3 Pagesschool. But the majority can attest to saying that they all hate standardized testing and the week that it brings. Every student knows this week all too well. From having one to two tests a day and then shortly after not being able to function properly on the rest of the school day. Many students will say that they all hate the idea of standardized testing and wish it to be gone. The real question stands though: is standardized testing increasing the performance of students? The main argument against

John Steinbeck Experiencing the Dust Bowl Essay - 1364 Words

The 1930s were a decade of great change politically, economically, and socially. The Great Depression and the Dust Bowl wore raw the nerves of the people, and our true strength was shown. From it arose John Steinbeck, a storyteller of the Okies and their hardships. His books, especially The Grapes of Wrath, are reflections of what really went on in the 1930s. John Steinbeck did not write about what he had previously read, he instead wrote what he experienced through his travels with the migrant workers. His method was not to present himself notebook in hand and interview people. Instead he worked and traveled with the migrants as one of them, living as they did and arousing no suspicion from employers militantly alert against†¦show more content†¦Steinbeck had been aware of the labor problems in his state of California, but for these articles he wanted to experience it firsthand. For inspiration for his articles, and also what would turn out to be the inspiration for Gra pes of Wrath, he visited the farms outside his native Salinas and also visited the squatter camps near Bakersfield (Lisca 12-14). These visits to the squatter camps led to his creation of the Weedpatch camp in Grapes of Wrath. A few years later, Steinbeck returned to California to write Grapes of Wrath and to further research the flawed California labor. He was not, however, merely researching materials for his next book, but passionately involved in the suffering and injustice (Lisca 16). His fervor for the migrant cause almost lead him to abandon his recent writing and revise Of Mice and Men and sell it so he could donate to money to the migrant workers. In early September 1936, Steinbeck went back to Salinas to find that there was a violent clash between growers and workers over a strike that resulted in riots and killings. This turned Steinbeck upside down, because now it was not only something happening in California, but was happening in the town where he grew up. While visiting migrant camps that were being flooded by the torrential rain in Visalia, he was filled with anger at the conditions in which these people were living (DeMott 3). The people were living inShow MoreRelated John Steinbeck: Experiencing the Dust Bowl Essay1346 Words   |  6 Pages The 1930’s were a decade of great change politically, economically, and socially. The Great Depression and the Dust Bowl wore raw the nerves of the people, and our true strength was shown. From it arose John Steinbeck, a storyteller of the Okies and their hardships. His books, especially The Grapes of Wrath, are reflections of what really went on in the 1930’s. John Steinbeck did not write about what he had previously read, he instead wrote what he experienced through his travels with the migrantRead MoreGrapes Of Wrath Literary Analysis997 Words   |  4 PagesThe Grapes of Wrath by John Steinbeck uses numerous literary techniques to advocate for change in the social and politi cal attitudes of the Dust Bowl era. Simile, personification, and imagery are among the many devices that add to the novel’s ability to influence the audience’s views. Moreover, through his use of detail, Steinbeck is able to develop a strong bond between the reader and the Joad clan. This bond that is created evokes empathy from the audience towards the Joads as they face numerousRead MoreWhen Creating His Short Stories/Novels, John Steinbeck1665 Words   |  7 PagesWhen creating his short stories/novels, John Steinbeck focused on what it meant to be human. He included life experiences and really fed off of that in many of his writings. Steinbeck was able to experience many struggles in the 1900s such as the great depression and both world wars, all events of which were first hand experiences. Being born in the early 1900’s, Steinbeck revolved around themes relevant to the world and his era. His books/novels fall under these categories: disenfranchisement, integrityRead MoreThe Strength of Unity A sense of community was a necessity for many Americans during the era of1200 Words   |  5 Pagescommunity was a necessity for many Americans during the era of the Great Depression. With the drought in the Dust Bowl and other catastrophes, many were forced to relocate elsewhere in attempt to survive. The Grapes of Wrath, written by John Steinbeck, illustrates the importance of unity during privation through the idea that members of society must work in unison to achieve a common goal. Steinbeck demonstrates this theme through multiple aspects in the book. Being united in a group provides people theRead MoreJohn Steinbecks use of Realism, Characterization, and Dreams in The Grapes of Wrath and Of Mice and Men2450 Words   |  10 PagesJohn Ernst Steinbeck has written many award winning novels, some of which has even been produced as plays that captured audiences everywhere. Steinbeck wrote about real life experiences using realism, characterization, and dreams to emphasize his poi nts and make an impact on his readers in order to reform or change society. The realism used in Steinbecks works is not only effective in informing the reader of circumstances that should be changed, but this nineteenth century literary style also createsRead MoreEssay on Grapes Of Wrath2532 Words   |  11 Pages The Grapes of Wrath nbsp;nbsp;nbsp;nbsp;nbsp;John Steinbeck wrote The Grapes of Wrath, a remarkable novel that greatly embodied the entire uprisal of the Great Depression and the Dust Bowl in the 1930’s. The usage of imagery and symbolism help to support his many different themes running through the course of the novel. His use of language assisted in personifying the many trials and tribulations which the Joad family, and the rest of the United States, was feeling at the time. This wasRead MoreThe Grapes Of Wrath By John Steinbeck1579 Words   |  7 Pages In the two texts A Fine Balance (1995) by Rohinton Minstry and The Grapes of Wrath (1939) by John Steinbeck, the idea that adverse experiences impact an individual’s beliefs is explored through the different ways that the composers of both texts convey how living in a hostile environment and loss can change an individual’s personal philosophy. Throughout the two texts it is apparent that a hostile and oppressive society exists and through the use of various techniques, the authors reveal how livingRead MoreAnalysis Of Steinbeck s The Passage 2133 Words   |  9 PagesSteinbeck magnificently developed the passage, due to he beautifully transitioned the setting from a melancholy atmosphere to a hopeful, and joyful environment, using excellent language, which adds emotion to the connotation to Ma’s words. As an illustration, in the passage Ma Joad states she currently feels forlorn, due to she is recalling her loved ones that she has lost throughout her journey to the government camp. However, the rationale for her mood is, due to she is overwhelmed by the wonderful