Global Leadership And Organizational Behavior

Worldwide Leadership And Organizational Behavior Initiative has animated a huge number of examination reads for social researchers for more than 60 years (Yukl, 2006). In excess of 400 definitions have been proposed to clarify the elements of administration (Crainer, 1995; Fleishman et al., 1991), yet Crainer (1995) tended to that it is an authentic minefield of misconception and distinction through which scholars and experts must track carefully (p. 12). Authority is, hence, not a simple idea to characterize. While one meaning of initiative, straightforwardly identified with our conversation, is the framework proposed by Stogdill (1950), whose work profoundly affected one of phases of examination to be experienced beneath: Administration might be considered as the procedure (demonstration) of impacting the exercises of a sorted out gathering in its endeavors toward objective defining and objective accomplishment (p. 3). Three components can be tended to in this definition: impact, gathering and objective. To start with, administration is seen as a procedure of impact where the pioneer affects others by initiating them to carry on with a particular goal in mind. Second, that impact procedure is conceptualized as occurring in a gathering setting. Collinson (2009) contends bunch individuals are constantly taken to be the pioneers supporters, in spite of the fact that that is in no way, shape or form mandatory. He, be that as it may, accentuates that without supporters pioneers don't exist and that authority just exists in the association among pioneers and adherents. Furthermore, Parry and Bryman (2006) include authority, being a procedure of impact, need not originate from the individual in control, yet can emerge out of anybody in the gathering. Third, a pioneer impacts the conduct of gathering individuals toward objectives with which the gathering is confronted (Mullins, 2008). Also, pioneers must a ssistance make strong and propelled groups (Knippenberg DeCremer, 2008). They should sell, or champion, new activities (Howell and Boies, 2004). What's more, pioneers must assist individuals with comprehending emergencies (Drazin et al., 1999). 2.2 Global Leadership and Organizational Behavior Effectiveness (GLOBE) Project 2.2.1 Introduction of GLOBE Project Worldwide Leadership and Organizational Behavior Effectiveness (GLOBE) Project featured the examination of initiative, national culture and hierarchical practices focused on further honing and refining the social information for giving a precise and coordinated procedure on the cooperation of culturally diverse administration (Chhokar, et al., 2007; House, 2004a; Gupta and House, 2004). In view of the quantitative information of 17,000 chiefs in 62 social orders, GLOBE as a ten-year research program is upheld by 150 specialists all through the world (House, 2004b). The significant develops examined in the GLOBE Program are nine components of societies in the view of worldwide pioneer practices: Force Distance; Vulnerability Avoidance; In-Group Collectivism; Institutional Collectivism; Sex Egalitarianism; Execution Orientation; Confidence Orientation; Future Orientation; Sympathetic Orientation. 2.2.2 Intellectual Roots of GLOBE Constructs Gupta and House (2004) stressed that GLOBE builds were hypothetically determined, and observationally approved. They contended that Power Distance and Uncertainty Avoidance depend on Hofstedes (1980) work; In-bunch Collectivism estimates pride in, and dependability to, the family, and is gotten from the Triandis et al. (1988) take a shot at in-gatherings; Institutional Collectivism catches (conversely) a similar develop as Hofstedes Individualism. They tended to that Hofstedes (1980) build of Masculinity was utilized as a premise to build up the two particular measurements: Gender Egalitarianism and Assertiveness Orientation. Sexual orientation Egalitarianism is like the United Nations Development Programs (UNDP) idea of Gender Empowerment. Confidence Orientation is established in the relational correspondence writing (Sarros Woodman, 1993). Moreover, they asserted that Performance Orientation was gotten from McClellands (1961) chip away at the requirement for accomplishment. Future Orientation is gotten from Kluckhohn and Strodtbecks (1961) Past, Present, and Future Orientation measurement, and from Hofstedes (2001) Long Term Orientation, which centers around the transient method of the general public; and Humane Orientation has its foundations in Kluckhohn and Strodtbecks (1961) work, Human Nature is Good versus Human Nature is Bad measurement. 2.2.3 Strategic Significance of Cultural Dimensions 2.2.3.1 Power Distance Hofstede (2001) and Schwartz (1994) address that Power Distance alludes to a societies inclination for separated, various leveled versus undifferentiated, populist status inside the general public. Expanding on their work, the GLOBE Project meaning of Power Distance is how much individuals from an association or society expect and concur that force ought to be shared inconsistent (House and GOLBE Program, 2004, P.517). Accordingly, lower-status people are relied upon to yield to higher-status people who, thusly, have the obligation to take care of the requirements of the lower-status people. In societies low in power separation, predominant subordinate relations are hypothetically close and less formal in nature; in societies high in power separation, their connections are relied upon to be all the more progressively inaccessible, requested and held (House and GOLBE Program, 2004). Convictions about the proper Power Distance among specialists and subordinates could shape the idea of people groups relationship with specialists (Offermann and Hellmann, 1997). Force Distance, along these lines, is exceptionally pertinent to the investigation of authority. High Power Distance shows an inclination for absolutist and paternalistic administration, while low Power Distance requires progressively administrative discussion and agreeability (Gupta and House, 2004). 2.2.3.2 Uncertainty Avoidance The element of Uncertainty Avoidance is worried about the degree to which individuals look for organization, consistency, structure, formalized techniques, and laws to manage normally happening unsure and significant occasions in their day by day lives (Luque and Javidan, 2004). Individuals associated to have a significant requirement for security are probably going to oppose change since it compromises their sentiments of wellbeing. In higher vulnerability evasion social orders, greater need is given to the preparation of specialists instead of laypeople for specific undertakings (Hofstede, 2001). Here, Citizens are progressively reliant on government, however they like it as such. (Hofstede, 2001, P. 172) Uncertainty Avoidance is additionally connected with tight social orders, where social solidarity and strength is stressed (Hofstede, 2001). In this way, Uncertainty Avoidance is identified with the estimations of individual congruity, protection from social change, enthusiasm for national as opposed to worldwide undertakings, and a call for national administration (Eckhardt, 1971). Then again, the free social orders will in general be less vulnerability maintaining a strategic distance from. Here the estimations of gathering association, convention, perp etual quality, strength and solidarity are lacking, and degenerate conduct is effectively endured (Pelto, 1968). 2.2.3.3 In-Group Collectivism In-Group Collectivism identifies with how the people identify with their family, as a self-sufficient character or on the other hand as cognizance of obligations towards their family (Gelfand, et al., 2004). It is related proudly in alliance and a general full of feeling recognizable proof with, and a general emotional duty towards, family, gathering, network, and country (OReilly and Chatman, 1986). In solid in-bunch aggregate societies, individuals from birth onwards are incorporated into solid, firm in-gatherings, which all through people groups lifetime keep on ensuring them in return for unquestioning reliability. (Hofstede, 1980: 51) In such societies, there is an accentuation on joint effort, cohesiveness and agreement, just as an exertion by individuals to apply aptitudes to help their family or in-gathering. The in-bunch serves three essential needs: the requirement for association, contribution, consideration and belongingness; the requirement for closeness, love, and a feeling of character; and the requirement for government managed savings, backing, control, and force (Schutz, 1958; Festinger, 1954). It speaks to a high level of passionate connection and individual association of individuals in the bigger gathering, and in this manner cultivates an enthusiasm of the individuals in the general eventual benefits of the gathering (Allen Meyer, 1990). In-bunch cooperation encourages availability to a gathering principally in light of the fact that individuals need to be an individual from the gathering and just optionally on the grounds that they should or need to. 2.2.3.4 Institutional Collectivism The component of Institutional Collectivism is reflected in inclinations for closer work relations and higher association with ones social unit (Chhokar, et al., 2007). Institutional Collectivism accentuates shared goals, compatible interests, and normal social practices of the individuals dependent on relationship with others in gatherings (Chatman et al., 1998). Conversely, an absence of institutional cooperation will in general be related with a distraction with confidence (Bellah et al., 1985). In less institutionally aggregate social orders, individuals recollect their past presentation as far superior to it really was (Crary, 1966), guarantee more obligation than their mates give them kudos for in family unit undertakings (Ross and Sicoly, 1979), judge constructive character ascribes to be more proper in portraying themselves than in depicting others (Alicke, 1985), and assume acknowledgment for progress, yet credit inability to the situational factors (Zuckerman, 1979). Instit utional Collectivism will in general be more noteworthy in the Eastern pieces of the world, which regularly depend on stable casual establishments for social soundness and financial action, when contrasted with most social orders in the West, which depend on increasingly formalized foundations (Gupta, Sully and House, 2004). 2.2.3.5 Gender Egalitarianism Sex libertarianism mirrors a characteristic comprehension among people, which enhan

The Supreme Sir Isaac Newton Essays - Copernican Revolution

The Supreme Sir Isaac Newton The Supreme Sir Isaac Newton Sir Isaac Newton (1642-1727) was the best and most unmistakable physicist to ever stroll upon the Earth's surface, yet we have the Anti-Newtonians who state that Sir Isaac Newton ought not be considered the best/most compelling physicist of the past or present. Be that as it may, in Dr. Michael Harts book The 100 Most Influential People in History Sir Isaac Newton is recorded as the second most significant individual in history with Muhammad being the first, and Jesus Christ being the third. Unquestionably it must take an extraordinary man to arrive at a status higher than Jesus Christ! So what was it that Sir Isaac Newton did to hoist himself over different physicists of yesterday and today, for example, Thales of Miletus (625-545 B.C), Tycho Brahe (1546-1601), Galileo Galilei (1564-1642), Albert Einstein (1879-1955), James Clerk Maxwell (1831-1879), and Richard Feynman (1918-1988)? The response to this inquiry can be found inside Sir Isaac Newton's get-together of the laws and spec ulations of the physicists before him that should have been utilized in the advancement of his own three laws of movement. These three laws made ready for the physicists of things to come, and still lie at the core of pretty much every advanced material science issue. Michael Write the writer of Isaac Newton The Last Sorcerer states ?It is no distortion to state that nearly all that we do in the advanced world depends on Sir Isaac Newton's tremendous accomplishments and that this position is supported by his unparallel commitments to science.? (p.363) The gifts to science that made Sir Isaac Newton the most famous physicist in history likewise formed and improved humanity's perspective on their general surroundings. Daniel Orange, PhD., and Gregg Stebben state, ?The virtuoso of Newton's laws made it conceivable to anticipate the conduct of anything mechanical that the eye can see? diminishing the perplexing scene to a basic machine a lot of like a vehicle, a bicycle, or an egg blend er.? In spite of the fact that Sir Isaac Newton kicked the bucket in 1727, his extraordinary work kept on propelling our insight into our planets machinelike properties, yet of the other planetary bodies inside our universe. In George Gamow's book The Great Physicists from Galileo to Einstein It is composed ?The advancement of Newton's work done by extraordinary mathematicians of the eighteenth and nineteenth hundreds of years have permitted us to ascertain with incredible accuracy the movement of the planets of the galaxies under the activity of shared gravitational fascination.? (p.62) So as should be obvious, Sir Isaac Newton's direction helped us to accomplish the most recent 600 years of logical edification, and as Alexander Pope once said ? Nature and nature's laws lay covered up in the night: God stated, Let NEWTON BE and everything was light.? Reference index Not so much an article. Pretty much it is a short section I composed for formative english. Material science

What You Can Learn About Life, Communication and Death from Reality TV

What You Can Learn About Life, Communication and Death from Reality TV I have a confession to make: I am a communication junkie. And it gets worse: I have been following the reality show The Bachelorette (with bachelorette Andi Dorfman), entranced by the ins and outs of communication between the show’s participants. I admit that I am susceptible to getting swept up in the drama of these shows, especially when something happens that strikes a chord in my own life. “Reality” TV, after all, is about real people. Real things happen on the show, as well as to people after they leave. Real communication happens constantly. This season, about a month after Andi sent one of the men, adventurer Eric Hill, home, he was killed in a paragliding accident. Their last conversation, the one that drove him off the set permanently, was not exactly a positive one. I was frankly shocked by how it went. The following is excerpted from their conversation: Eric: I feel like you’re not being “the” Andi with me. I’ve seen little glimpses of you. Like the real you… And that’s the Andi I like. When we were building the kite. When we were building the sand castle. When you were just gripping leather when we took off in the helicopter. I came on this to meet a person, not a TV actress. Andi: You think I’m a TV actress? Eric: I see two different sides of Andi. Andi: What do you think you see every day though? Eric: Poker face. Andi: Really? Eric: And I understand. You do need to be fair and diplomatic around the other guys. But this is our one-on-one time. This is where you can show me… Andi: You’re sitting here looking me in the eye and telling me I have a poker face on. Eric: Not now. Andi: But before? Eric: Yes. When we would talk, I was having such a hard time reading you. Andi: I’ve asked everybody to be open and this is what this is about and you have every right to be open and I respect you being open, I really do, even though it hurts. But I’m very taken aback by that. Eric: This is the real Andi I’m talking about… Do you feel like you’ve been comfortable and natural all the time? Andi: … Not a chance. But do I work my ass off and stay up late so that everyone knows that I’m here for them? Yeah I do. You have no idea what it takes. You have no idea how exhausted I am. You have no clue how it is to look people in the face and send them home. You have no idea. So for you to sit here and tell me I have a poker face is so offensive to me… Eric: Andi, I’ve seen you smile, and I know that when the cameras aren’t here, there’s been a different side of Andi. Andi: You’re continuously calling me fake though… Do I not realize that there are cameras everywhere? Do I not realize there are guys there? YES I do. But you’re seriously still insulting me. What if I sat here and was insulting you? Can I just be honest? This is so far past healthy, this is so far past what needs to be happening. I want you to have come here and have had a good experience… I… Eric: You’re so upset with me… I’m sorry. I just, I want you to be totally comfortable with me. Andi: I’m not gonna sit here and pretend to just be okay with that. But I think at this point you and I both know this is not gonna work… I cannot fight for somebody who doesn’t believe in me and I don’t think you do. Eric: If you don’t think I believe in you it won’t ever work. Andi: I don’t think you do. … Am I missing something here? Eric gave Andi some genuine feedback on how much he liked her when she was able to relax and be herself. He tried to tell her he wanted more of that. He tried to tell her, while she was expressing her anger and pain, that he was now seeing the true Andi, the one he wanted to see. Yet all she could hear were the negatives and “insults” that, in my opinion, were not even there. She latched on to “poker face” and “actress” and refused to let go. If I had been Andi, I would have been more, not less, interested in Eric after this conversation. I want a relationship partner who challenges me to show my true self, whether playful or hurt or angry. And I wonder, if Andi had known that Eric would die shortly after their conversation, if perhaps she would have responded with a bit more receptivity. Perhaps she would have appreciated Eric for his honesty. Perhaps she would have taken his coaching. Perhaps she could have seen, instead of a man who was insulting her, a man who was 100% on her side and wanting to be with her most open and genuine self. Instead, they left it like this: Eric: I do think you’re reading the way I feel a little bit heavy. And I’m gonna be thinking about how it all ended. Andi: Me too, me too. Now the entire reality-TV-watching world is thinking about how it ended. I hope others, like me, are reflecting on what’s important in communication and in life.

Robert Frosts Mending Wall - 1183 Words

Robert Frosts Mending Wall In his poem Mending Wall, Robert Frost presents to us the thoughts of barriers linking people, communication, friendship and the sense of security people gain from barriers. His messages are conveyed using poetic techniques such as imagery, structure and humor, revealing a complex side of the poem as well as achieving an overall light-hearted effect. Robert Frost has cleverly intertwined both a literal and metaphoric meaning into the poem, using the mending of a tangible wall as a symbolic representation of the barriers that separate the neighbors in their friendship. Mending Wall is about two neighbors who disagree over the need of a wall to separate their properties. Not only does the wall act as a†¦show more content†¦These phrases are also figurative and represent the setting of a barrier in the neighbors friendship. When they meet to repair the wall, it could be metaphorically interpreted as repairing their friendship and resolving disputes. To each the boulders have f allen to each (line 16) shows that fault lie on the behalf of both neighbors. The metaphor in line seventeen compares their disputes to loaves and balls - some are small and some are large. Figurative language has been used to convey the meaning and significance of building the wall. An overall light-hearted tone has been achieved throughout the poem. One of the main techniques used to achieve this is the inclusion of conversation. Stay where you are until our backs are turned! (Line 19) and the metaphor spring is mischief in me (line 28) for example, shows the neighbors having fun mending the wall together, creating a cheerful, light-hearted atmosphere. The comparison of the repairing of the fence to an outdoor game also contributes to this light-heartedness. Although the narrator does not want the wall, ironically, the mending of the wall brings the neighbors together. In repairing the fence, the neighbors are spending time together, building their friendship and improving the com munication between them. Humor has also been used as a technique to achieve a light-heartedShow MoreRelatedAnalyzing Robert Frosts Mending Wall1475 Words   |  6 PagesAnalyzing Robert Frost’s â€Å"Mending Wall† Robert Frost was born in San Francisco, California on March 26th in 1874. Robert Frost s personal life was filled with grief and insecurities. When he was 11, his father died of tuberculosis, his mother died of cancer years after, and his sister was confined into a mental institution where she also later died. Elinor and Robert Frost had six children together. One of their sons died of cholera, one son committed suicide, one of their daughters died afterRead MoreAnalysis Of Robert Frosts Mending Wall995 Words   |  4 Pages Mending Wall† is a poem by the twentieth century American poet Robert Frost. Whenever we learn about poetry in school, Robert Frost has always been one of my favorite poets (along with Charlotte Brontà «). Poems like The Road Not Taken† and Nothing Gold Can Stay† were always my favorites. I remember reading Mending Wall† sometime freshman or sophomore year, and it had intrigued me. We hadnt looked to deep into the poem as much as I would have liked. All of his poems have thisRead More Robert Frosts Mending Wall Essay535 Words   |  3 PagesRobert Frosts Mending Wall Traditions have always had a substantial effect on the lives of human beings, and always will. Robert Frost uses many unique poetic devices in his poem â€Å"Mending Wall,† as well as many shifts in the speaker’s tone to develop his thoughts on traditions. The three predominant tones used are those of questioning, irony and humor. The speaker questions many things in relation to the wall that is being rebuilt. For example, â€Å"Something there is that doesn’tRead MoreRobert Frosts Mending Wall1210 Words   |  5 PagesAnalysis Mending Wall, By Robert Frost In Mending Wall, Robert Frost uses a series of contrasts, to express his own conflict between tradition and creation. By describing the annual ritual of two neighbors repairing the wall between them, he contrasts both neighbors through their ideas and actions, intertwining the use of parallelism and metaphors, in order to display his own innermost conflict as a poet; the balance between what is to be said and what is to be left to the reader, the balanceRead More Analysis of Robert Frosts Mending Wall Essay1173 Words   |  5 PagesRobert Frost’s Mending Wall In his poem Mending Wall, Robert Frost presents to us the thoughts of barriers linking people, communication, friendship and the sense of security people gain from barriers. His messages are conveyed using poetic techniques such as imagery, structure and humor, revealing a complex side of the poem as well as achieving an overall light-hearted effect. Robert Frost has cleverly intertwined both a literal and metaphoric meaning into the poem, using the mending of aRead More The Themes of Robert Frosts Mending Wall Essay2147 Words   |  9 PagesThe Themes of Robert Frosts Mending Wall One of the major themes of Frosts Mending Wall is the cycle of the seasons. Several phrases refer to the seasons, particularly in a repetitive, cyclic way: spring mending-time, frozen ground-swell, once again, spring is the mischief in me. Another theme is parallelism or the lack of it. Sometimes this parallelism takes a physical form, associated with the wall, as we imagine the two men walking parallel paths: We meet to walk the line. WeRead MoreLiterary Analysis Of Robert Frosts Mending Wall1031 Words   |  5 PagesTo build a wall   Ã‚  Ã‚  Ã¢â‚¬Å"Mending Wall† is a poem written in Robert Frost’s second book of poetry, â€Å"North of Boston†. This poem tells a story about the so called crucial part of every piece of property, a fence, and the advantages and disadvantages that seem to come with having a fence in your property.This poem involves two neighbors who hold opposite answers as to weather the wall should stay or go. Though the speaker presents himself as an enlightened person and his neighbor as a foolish prisonerRead More Working Together in Robert Frosts Mending Wall Essay869 Words   |  4 PagesWorking Together in Robert Frosts Mending Wall The air is cool and crisp. Roosters can be heard welcoming the sun to a new day and a woman is seen, wearing a clean colorful wrap about her body and head, her shadow casting a lone silhouette on the stone wall. The woman leans over to slide a piece of paper into one of the cracks, hoping her prayer will be heard in this city of Jerusalem. Millions are inserting their prayers into the walls of Japanese temples, while an inmate in one of aRead More The Theme of Isolation in Robert Frosts The Mending Wall Essay797 Words   |  4 PagesThe Theme of Isolation in Robert Frosts The Mending Wall Robert Frosts The Mending Wall is a comment on the nature of our society. In this poem, Frost examines the way in which we interact with one another and how we function as a whole. For Frost, the world is often one of isolation. Man has difficulty communicating and relating to one another. As a result, we have a tendency to shut ourselves off from others. In the absence of effective communication, we play the foolish game of avoidingRead More Societal Barriers in Robert Frosts Poem The Mending Wall Essay980 Words   |  4 PagesSocietal Barriers in Robert Frosts Poem The Mending Wall The Mending Wall by Robert Frost is one of the poems in his collection that he wrote after his encounters with back- country, New England farmers. The poem centers on a wall that separates one neighbor from the other. The introduction to the wall describes the large gaps in need of repair that appear after hunters accidentally shoot the wall while hunting rabbits. The narrator then lets his neighbor know that the wall is in need of repair

Words For Transportation in Spanish

If youre visiting an area where Spanish is spoken, youll need a means of transportation. Here are some of the most common ones, along with a sample sentence for each. Common Spanish Words For Transportation Airplane: el avià ³n. (An airport is un aeropuerto.) Los bebà ©s pueden viajar en avià ³n desde los primeros dà ­as de vida. (Babies can travel by plane from the first days of life.) Bicycle: la bicicleta, la bici. Cuando la gasolina subià ³ a cuatro dà ³lares, comprà © mi bicicleta para ir al trabajo. (When gasoline rose to four dollars, I bought my bicycle for going to work.) Boat: el barco, la bota, la barca, el ferry, la lancha, la chalupa, la canoa, la piragua, el kayak. (Names vary with type of boat and sometimes region.) Usted puede viajar en barco de una isla a otra sin problemas. (You can travel by boat from one island to the other without problems.) Bus: el bus, el autobà ºs, el à ³mnibus, el camià ³n, la camioneta, la chiva, el pullman. (Names vary with region and type of bus, and there are also other names not listed here.) El bus de Barcelona es probablemente el mà ¡s conveniente. (The Barcelona bus is probably the most convenient.) Car: el coche, el carro, el automà ³vil, el auto. Los nià ±os viajarà ¡n con mà ¡s seguridad en el coche si usan las sillas homologadas. (Children will travel more safely in the car if they use approved car seats.) Foot: el pie. El hotel se encuentra a 7 minutos a pie de la estacià ³n de ferrocarril. (The hotel is located seven minutes by foot from the train station.) Helicopter: el helicà ³ptero. El helicà ³ptero es una aeronave propulsada por uno o mà ¡s rotores horizontales. (The helicopter is an aircraft propelled by one or more horizontal rotors.) Horse: el caballo. Hay dos paseos a caballo al dà ­a, uno en la maà ±ana y uno en la tarde. (There are two horseback rides a day, one in the morning and one in the afternoon.) Motorcycle: la motocicleta, la moto. Diarios de motocicleta es una pelà ­cula biogrà ¡fica basada en los diarios de viaje de Che Guevara y Alberto Granado. (The Motorcycle Diaries is a biographical movie based on the trip diaries of Che Guevara and Alberto Granado.) Subway: el metro, el subterrà ¡neo. El subterrà ¡neo de la Ciudad de Mà ©xico es uno de los mà ¡s modernos del mundo.  (Mexico Citys subway is one of the most modern in the world.) Taxi: taxi. Ofrecemos servicio de taxi seguro, rà ¡pido y confiable. (We offer safe, fast, and reliable taxi service.) Train: el tren. (A high-speed train is often a tren de alta velocidad. An express train is known as a tren expreso, tren express, or tren rà ¡pido. A sleeping car is usually known as a dormitorio. A railway is un ferrocarril.) Suiza es el paà ­s de los trenes de montaà ±a. (Switzerland is the country of mountain trains.) Truck: el camià ³n. (Other names are also used; a pickup truck is often known as una camioneta, un pickup, or una pickup.) Busco trabajo de chofer de larga distancia en camiones. (Im looking for work as a long-distance truck driver.) Van: la furgoneta, la camioneta, la vagoneta, la buseta, el furgà ³n, el van. (Names vary with region and type of van.) La furgoneta Volkswagen fue popularizada por los hippies en Norteamà ©rica. (The Volkswagen van was popularized by American hippies.) Using Prepositions With Transportation The preposition a is used most often when stating the type of nonmechanical transportation behind used, as in the examples above. En is used most often in phrases that state the type of mechanical transportation being used. It is usually translated as in or by. Tenemos consejos prà ¡cticos sobre el transporte marà ­timo en Grecia y las principales rutas por barco. (We have practical advice about sea transportation in Grence and the principal routes by ship.)Desde allà ­ se puede llegar al hospital por autobà ºs urbano. (From there you can arrive at the hospital by municipal bus.) ¿Es normal que me duelan los oà ­dos cuando viajo en avià ³n? (Is it normal that my ears hurt when I travel in a plane.)En tren de alta velocidad el viaje lleva unas seis horas. (The trip takes six hours by high-speed train.)Un joven en bicicleta fue atropellado por un vehà ­culo el lunes por la maà ±ana. (A youth on a bicycle was struck by a vehicle Monday morning.) However, por is seldom wrong: Tenemos consejos prà ¡cticos sobre el transporte marà ­timo en Grecia y las principales rutas por barco. (We have practical advice about sea transportation in Greece and the principal routes by ship.)Desde allà ­ se puede llegar al hospital por autobà ºs urbano. (From there you can arrive at the hospital in a municipal bus.) Key Takeaways The Spanish words for many types of transportation vary with region.The prepositions por and en are used most often in phrases referring to the type of transportation being used.

Ap English Literature and Composition Free Essays

string(21) " in our own writing\." AP English Literature and Composition â€Å"Only connect!†¦. Live in fragments no longer! † General Course Information 1. 0 Credits (. We will write a custom essay sample on Ap English Literature and Composition or any similar topic only for you Order Now 5 per semester) Prerequisites: Accelerated English is recommended Course Overview †¢ This class will prepare students for AP English Literature and Composition Exam, as well as the AP English Language and Composition Exam. When registering for exams in the Spring, students will choose which exam to take. †¢ This course is set according to the requirements listed in the AP English Course Description. †¢ The reading in the course will cover a wide variety of genres.You will be introduced to everything from formal literary theory to creative writing. Deep reading, the kind that poses as many questions as it answers, will be expected. We will read for a variety of reasons, sometimes to grasp a thematic element and sometimes to simply enjoy the sounds of words. We will not only identify literary elements, but also why they are used and discuss their effectiveness. We will read across curriculums and relate English literature and its themes to those in philosophy, science, and psychology. †¢ This course also intends to hone your skills as writers.We will learn how to appeal to a certain audience and how vocabulary and structure change depending on the type of writing. We will practice deep revision and constantly recognize that writing is not simply putting thoughts down on a page, but a craft that takes a lifetime to perfect. We will discover our own individual styles as writers and use these to our advantage. Mechanics, citations, and technical writing will all be monitored closely. Above all though, we will see how our own words can excite, persuade, and create understanding. †¢ Finally, the course will hopefully make you a critical thinker.We live in the information age and no skill will be more in need than the ability to interpret information. The critical thinking skills you develop in this class will go on to help you on the AP Exams, the SAT, and in almost every aspect of your life. †¢ This course is divided around the different thematic ideas of conflict in literature, non-fiction, and life in general. While the traditional elements of conflict seem simple, we will explore the motives behind them. Finally, we will attempt to figure out how the characters choose to live (or die) with conflict and find resolution. Through non-fiction, we will explore how conflict has been created and resolved through rhetoric and argument. And how a well-written and polished argument can create a path of possibility even through the most mired of conflicts. Elements of the course: †¢ Writing. Drafts will be submitted to me and returned with comments. All papers will have a first and a final draft. Students may be asked to correct their drafts twice before submitting a final draft. All compositions will be graded on the AP rubric. One Friday a month, students will access their writing from the past month from their portfolio in class.During this time, we will have a writer’s workshop and address specific revision strategies. We will focus on revising sentence structure, organization, rhetorical structures, transitions, detail, imagery, conventions, and grammar. While timed writings are a part of this class, the Friday writer’s workshops will illustrate the importance of constant and careful revision. Students will also sign up for a meeting with me after-school every 2 months. At the first meeting, students will discuss with me their strengths and weaknesses. Together, we will assess their improvement throughout the year. †¢ Wordly Wise Vocabulary book will be due weekly.Periodic quizzes will test students’ knowledge. Wordly Wise is an excellent preparation for the SAT. The class will also have a Word Wall. The Word Wall will function to remind students of past vocabulary learned and encouraged the use of new vocabulary in writing. †¢ One interactive class project will happen for every unit. The project will often involve synthesizing knowledge from the unit and applying it to something outside English class: art, nature, current events, family life, etc. †¢ Reading journals: Students will keep dialectical reading journals throughout the course. These journals will help facilitate deep and thorough reading. he reading journal is also a great place to practice writing and collecting your thoughts cohesively. We will continuously use the reading journal in class discussion and come back to it to get ideas for essays. The reading journal will be counted as a grade underneath the writing category. Grading: |Writing (Journal included) |50% | |Exams |20% | |Vocabulary |10% | |Assignments and Projects |20% | Course Syllabus: Unit 1: Introduction 4 weeksReadings: †¢ Class Handouts †¢ â€Å"Allegory of the Cave† by Plato †¢ â€Å"Good Readers, Good Writers† by Vladimir Nabokov †¢ Excerpts from â€Å"Why I Write† by Joan Didion †¢ â€Å"Finishing School† by Maya Angelou †¢ Excerpt from Dust Tracks on a Road by Zora Neale Hurston †¢ â€Å"My Mother Never Worked† by Bonni e Smith-Yackel †¢ Everything’s an Argument by Andrea Lunsford and John J. Ruszkiewicz †¢ Current articles from the New York Times Discussion Topics: The first few days in class will be spent looking at class policies, organizing notebooks, and receiving helpful information on the strategies we will use throughout the year. SOAPSTone, Dialectical Journal explanation, AP terms list, DIDLS, etc. ) Our first reading will be Plato’s â€Å"Allegory of the Cave. † Plato tells us that ideas, not necessarily our experiences, are reality. This argument will encourage us to look deeper into the ideas behind what we are reading and writing. Essays from Didion and Nabokov will give us specific tips on how to begin our journey as accomplished readers and writers. Then, we will switch gears to a short segment on narrative writing where will read 3 excellent examples of narrative in time for us to write our own narrative essay.While studying narrative writing, we will focus on specific examples of excellence in sentence structure, form, organization, and conventions. Finally, we will spend two weeks studying the text Everything’s an Argument, which we will continue to refer to throughout the year. We will learn how to identify successful rhetorical structures and use them in our own writing. You read "Ap English Literature and Composition" in category "Literature" During this examination of rhetorical analysis, we will use current New York Times editorials. Our writer’s workshop will for this unit will focus on varying our sentence structure for emphasis and effect. Assessments: Composition: AutobiographyComposition: Narrative essay over family Timed Writing: 2010 English Language and Composition Released Free Response Questions Argument Analysis: NY Times articles Writer’s Workshop: Sentence structure Unit 2: Person vs. Nature 5 weeks Reading: †¢ Robinson Crusoe by Daniel Defoe †¢ â€Å"The Santa Ana† by Joan Didion †¢ Poetry of William E. Stafford †¢ Excerpts from Maslow’s â€Å"A Theory of Human Motivation† †¢ Desert Solitaire by Edward Abbey †¢ Excerpts from Walden by Henry David Thoreau †¢ â€Å"The American Forests† by John Muir Viewing: †¢ Clips from Man vs. Wild Discussion topics: Person vs. Nature is possibly the oldest conflict in the world.Maslow theorizes that we cannot ascend up the hierarchy of needs until our most basic needs are met. Robinson Crusoe is essentially the story of a man having to begin at the bottom of the hierarchy and work his way up. Person vs. Nature is often illustrated with diction and imagery. In Stafford’s poetry and Didion’s essay, we are invited into their personal experience of nature through word and image choices. Finally, we see how the person vs. nature conflict changes as technology begins to take care of our rudimentary needs. In Desert Soltaire, nature maintains little of its aggressor status.Instead, man takes over as the force bent on destruction. Finally, we will end our discussion of person vs. nature by taking a field trip to McKinney Falls State Park. There, we will take pictures to provide visual evidence of multiple points of conflict. Our Writer’s Workshop will highlight organization. We will review our own strengths and weaknesses in organization from our past unit’s writing. Assessments: Composition: Using Maslow’s â€Å"Theory of Human Motivation† to explain Robinson Crusoe Composition: Literary analysis of imagery in Stafford poetry Composition: Compare/Contrast- Abbey and ThoreauTimed Writing: 2002 AP English Language and Composition Free-Response Questions Form B Argument analysis: John Muir’s letter to Congress Project: Field trip to McKinney Falls State Park. Capture visual evidence using cameras that illustrates the conflict of person vs. nature. Writer’s Workshop: Organization Unit 3: Person vs. Person 6 weeks †¢ A River Runs Through It by Norman McClean †¢ â€Å"Speech to the Troops at Tillbury† by Queen Elizabeth †¢ â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ â€Å"The Story of an Hour† by Kate Chopin †¢ Excerpts from â€Å"A Room of One’s Own† by Virginia Woolf †¢ â€Å"I Want a Wife† by Judy Brady All the Pretty Horses by Cormac McCarthy †¢ Selected poetry of e. e. cummings Viewings: Discussion topics: A River Runs Through It is the perfect bridge between discussion of the conflicts in nature to the conflicts between people. We will explore familial conflicts and traditional family archetypes. After we finish the novella, we will take a look at another reoccurring person vs. person conflict: gender roles. Queen Elizabeth, in her â€Å"Speech to the Troops at Tillsbury† used certain rhetoric to explain herself that was needed at the time. We will focus on how that language changed as women gained more equality. Finally, we will focus on style and the creative use of structure across two genres: novel and poetry. All the Pretty Horses will take us through several conflicts as John Grady Cole becomes an adult. Most striking though is McCarthy’s mastery of prose and creativity in structure. We will then make a comparison to e. e. cummings poetry, which also manages to leave out what we expect in format, in order to open our eyes to the exuberant images the poet provides. Our writer’s workshop will focus on how to add specific and concise, yet eye-opening detail to our writing. We will use our previous work in Unit’s 1 and 2 to revise and add detail. Assessment: †¢ Composition: Jung’s Archetypes in Literature †¢ Composition: The changing language of the women’s movement †¢ Composition: Analysis in style of either Cormac McCarthy’s All the Pretty Horses or e. e. cummings †¢ Timed Writing: 2004 AP English Literature and Composition Free-Response Questions (Form B) †¢ Argument Analysis: â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ Project: Use Feminist Literary Criticism to analyze a children’s picture book. Writer’s Workshop: Detail Unit 4: Person vs. Himself 6 weeks Readings: †¢ King Lear by Shakespeare †¢ Sylvia Plath poetry †¢ â€Å"The Jilting of Granny Weatherall† by Katherine Anne Porter †¢ â€Å"Fate† by Ralph Waldo Emerson †¢ Heart of Darkness by Joseph Conrad †¢ â€Å"An Image of Africa: Racism in Conrad ’s Heart of Darkness† by Chinua Achebe †¢ â€Å"Shooting an Elephant† by George Orwell Viewings: †¢ Excerpts from Apocalypse Now Discussion Topics: King Lear will begin with family conflicts but by the end of the play, we will see a new type of conflict arise.Lear will have to grapple with his failing sense of reality and atone for what he now sees as his past sins. Katherine Anne Porter’s short story will also show the failure to grasp reality. Through the stream of consciousness point of view, the reader will feel like they are losing their grip on reality as well. Emerson’s poem will help us to understand if Lear’s problems were fate, or if fate merely took the fall for Lear’s bad judgment. Heart of Darkness is tied very closely to two types of conflict: person vs. himself and person vs. society. We will see how Kurtz’ descent into madness (yes!There will be many descents into madness in this unit! ) was caused by the evils of colonialism. Achebe argues in his essay â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† that while Conrad was arguing against imperialism, he was doing so from a racist standpoint. We will analyze Achebe’s argument. Orwell will close out the unit by illustrating his own personal conflict with duty and attempt to â€Å"avoid looking a fool† in imperialist times. The Writer’s Workshop will focus on conventions, specifically advanced punctuation and its uses.Assessments: †¢ Composition: Characterization. Choose a character from King Lear, The Jilting of Granny Weatherall, or Heart of Darkness. Analyze the literary techniques that are used to illustrate insanity and the onset of madness. †¢ Composition: From the 2004 Exam- â€Å"Contemporary life is marked by controversy. Choose a controversial local, national, or global issue with which you are familiar. Then, using appropriate evidence, write an essay that carefully considers the opposing positions on this controversy and proposes a solution or compromise. †¢ Timed Writing: 2003 AP English Literature and Composition Free-Response Questions †¢ Argument Analysis: â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† †¢ Project: Using the class copy of the Diagnostic and Statistical Manual of Mental Disorders 1994, create a power-point presentation that diagnoses either Lear or Kurtz with a particular mental illness. †¢ Writer’s Workshop: Conventions Unit 5: Person vs. Society 6 weeks Readings: †¢ The Things They Carried by Tim O’Brien †¢ Political Cartoons from the Vietnam Era †¢ â€Å"Mutual Deterrence† Speech by Sec. f Defense Ro bert McNamara †¢ War Poetry Selections: â€Å" Dulce Et Decorum Est† by Wilfred Owen; â€Å"The Death of the Ball Turret Gunner† by Randall Jarrell; â€Å"An Irish Airman Foresees His Death† by William Butler Yeats; â€Å"My Father Leaves for Vietnam† by Lenard D. Moore; â€Å"Palestine† by Lorna Dee Cervantes; â€Å"The Daisy Cutter† by Louise Rill †¢ The Sound and the Fury by William Faulkner †¢ â€Å"Living Under Circe’s Spell† By Matthew Soyster Viewing: †¢ â€Å"The War in Vietnam- A Story in Photographs† from The National Archives †¢ Excerpts from â€Å"Reporting America at War: The Reporters† from pbs. org †¢ Excerpts from The Fog of WarDiscussion Topics- We will begin studying person vs. society by examining how the life of a soldier is deemed honorable and sometimes necessary by society, but often looks mundane and horrific on an individual level. The Things They Carried will take us to one of the more controversial wars, Vietnam. By looking through collections of war photography from the National Archives and watching evening news broadcasts, we will determine what role the media had on the society’s opinion of the war. By reading a collection of war poetry, w e will look at the emotional toll that war exacts on individuals.Then, we will shift gears and begin reading The Sound and the Fury, a novel where each character struggles against societal norms that no longer fit the family’s reality. Finally, we will read Soyster’s essay on disability and the struggles associated with it. The Writer’s Workshop for this unit will focus on broad, thematic revision by evaluating the effectiveness of our thesis statements in our portfolio. Assessments: †¢ Composition- Research Topic: Choose one form of media. (Some examples could be television, movies, internet, telephones, etc.You may not choose photography. ) Research and examine the chosen media form’s impact on modern warfare. It should include both positive and negative impacts. †¢ Composition- Persuasive essay: Where should we draw the line with war photography? †¢ Composition- Literary analysis of symbolism in The Sound and the Fury. †¢ Timed Writing- 2001, Question 3- the Sontag photography piece, On Photography, 1977. †¢ Argument Analysis- â€Å"Mutual Deterrence† Speech by Sec. of Defense Robert McNamara †¢ Project- We will create a family tree that spans back 3-4 generations.As a class, we will discuss what â€Å"societal values† are family tree puts on us. We will take a particular look at any â€Å"values† that are placed there because of our blood and not because of our reality. †¢ Writer’s Workshop- Thesis Revision Unit 6: Resolutions 5 weeks â€Å"Only connect! That was the whole of her sermon. Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer. Only connect, and the beast and the monk, robbed of the isolation that is life to either, will die. – Howard’s End Readings: †¢ Howard’s End †¢ â€Å"Cathedral† by Raymond Carver †¢ â€Å"On Self-Respect† by Joan Didion †¢ Poetry of Kahil Gibran †¢ Faulkner’s Nobel Acceptance Speech †¢ Woody Allen’s â€Å"My Speech to the Graduates† Viewings: †¢ Howard’s End 1992 version †¢ Discussion Topics: We will end the year with a Victorian class study in the novel Howard’s End. With a host of characters, we will see how some are able to overcome the conflicts and others do not. We will also look at â€Å"connecting the prose with the passion† as we reflect on our studies this year.Before exams, we will take a full week to do practice exams an d prepare the final touches on our AP experience. Finally, we will read several writers who focus on resolution rather than conflict. Through emotional experience, logical thinking, and even humor, we will see how characters and people in real life live and deal with conflict. Assessments: †¢ Composition: Analyze the role the house plays in the novel Howard’s End. †¢ Composition: Write a mock graduation speech that includes at least 4 quotes from readings throughout the year. †¢ Composition: â€Å"A picture is worth a thousand words. In our age of information, is a picture/movie/symbol worth more than the written word? Use the Rogerian style to persuade your audience. †¢ Timed Writings: Students will choose 3 timed writings to practice from released exams. †¢ Project: Collage. As a class, we will create a pictorial collage that represents conflict in the literature we have read and in life. We will then put quotes and phrases from the literature and essays we have read that illustrate overcoming conflict. The last part of the collage will show representations of different resolutions in life. 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Who commits the biggest sin an Example by

Who commits the biggest sin? Nathaniel Hawthornes Scarlet Letter is an exploration on how people deal with the concept of sin in their lives. Even in some of the earliest literatures like the Bible, sins and sinners have been a common topic for discussion. In this novel, the readers are presented with various characters, which have committed sinful acts at some point of their lives. The novel presents us with lovers whose sin was to fall in love with each other while they are in a wrong situation. The society marked this sinful act as adultery: both lovers have to repent and suffer for this sin for a very long time. The biggest sin committed in the novel however, was not by the lovers, but by the womans estranged husband. His sin was to think ill of other people, to the point of harming and killing them. His sin was not anchored on his love for the woman, but on his hatred towards the lovers. He was seeking deliberate destruction through illicit forms of knowledge. There are various identifiers on who committed the biggest sin in the novel. The biggest sin was identified because of the sinners intention. It could also be identified by the lives these sinners lived, whether it is a life of repentance or a life filled with hate. Finally, the most important identifier for the biggest sin is the sinners determination to make up for these sins. Need essay sample on "Who commits the biggest sin?" topic? We will write a custom essay sample specifically for you Proceed The first identifier for the biggest sin was the sinners intention when he committed that sin. In the novel, the sinners were the lovers Hester Prynne and Arthur Dimmesdale, and Hesters estranged husband, Roger Chillingworth. Roger Chillingworth faces the biggest sin in the novel because of his intentions in when he committed the sinful acts. His primary sin was to think evilly of his wife and her lover, with intentions of harming them both and murdering them. Roger Chillingworth represents true evil, with his intentions purely on the deliberate destruction of others rather than correcting others mistakes. He is also associated with the use of illicit forms of knowledge like his various chemical experiments and illegal medical practices that can be associated to witchcraft and crimes like murder. In Hawthornes 8th chapter entitled Another view of Hester, he stated that Hatred, by a gradual and quiet process, will even be transformed to love, unless the change be impeded by a continua lly new irritation of the original feeling of hostility (Hawthorne Chapter 8). This means that people who feel hatred may eventually outgrew hate, transforming it into love and acceptance. However, there are truly some who cannot do so because they are constantly thinking of the irritation it brings, thus awakening the original feelings of hostility. This is manifested by Roger Chillingworth, who intends to have his revenge no matter what it takes. With the Roger Chillingworths life intension based on revenge, he fits in as the biggest sinner on another identifier. This one is based on the life that each sinner lived, whether it is a life of repentance or a life still full of hate. Hester Prynne and Arthur Dimmesdale lived a life of repentance, wherein they both bear the scarlet letter in their chests. Dimmesdale was able to conceal it, since he holds an important position in the church. For Hawthorne, concealing the mark wont change anything: Ah, but let her cover the mark as she will, the pang of it will be always in her heart (Chapter 2). The mark they carry is a sign that they are bearing the pain of their sins anywhere they go. Their suffering is a proof that they bear it deep within their hearts. On the other hand, Roger Chillingworth is living a life full of hatred, wherein he is more concerned with revenge rather than fixing the matters with his wife and her lover. He is bent on destroying those who he thinks opposed hi m. With his life so full of anger, it is almost impossible to make amends with a person like him. As a husband, Roger Chillingworth was really neglectful, yet he expects that his wife would love and care for him. Despite the mistakes that Hester made, she was still willing to make up for all her sins. This is the final identifier for the biggest sin committed in the novel, which Roger Chillingworth still fits in. The final identifier for the biggest sin is whether or not the sinner is doing anything to make up for his mistakes. It is important to know whether or not the sinner is determined to make up and correct his mistakes. According to Hawthorne, a sin is like an ailment; A bodily disease, which we look upon as whole and entire within itself, may, after all, be but a symptom of some ailment in the spiritual part (Chapter 10). Hawthorne allusion to a disease means that it can be cured. He even emphasized that it could just be an ailment of the spiritual part, wherein it could be remedied by spiritual healing, by the repentance being made by both Hester and Arthur. On the other hand, Roger Chillingworth has made no efforts to change his ways and redeem his sins. Instead, he kept on spying on the two, and scheming on how he would be able to get even with Hesters betrayal and adulterous acts with Arthur. Roger Chillingworth committed the biggest sin in the Nathaniel Hawthornes novel, Scarlet Letter. This is because he neglected his wife, that she sought the love from someone who can give to her. The only sin that Hester and Arthur committed was to fall in love at a wrong situation. Their sin was rooted on love, as compared to the sins of Roger, which are rooted to hate and destruction. The lovers lived a life of repentance, while Roger lived a life full of hate. Above all, Roger didnt show any efforts to change his way and make up for his mistakes. References: Hawthorne, N. (1850). Scarlet Letter. Retrieved November 6, 2007, from http://www.sparknotes.com/lit/scarlet/ Hawthorne, N. (2006). Themes, Motifs & Symbols of The Scarlet Letter. Retrieved November 6, 2007, from http://www.sparknotes.com/lit/scarlet/themes.html Novelguide.com. (1999). Novel Analysis Scarlet Letter. Quotegarden.com. (2006). Quotations from The Scarlet Letter by Nathaniel Hawthorne, 1850.