Why I want to be a Nurse free essay sample

Choosing the career of my future was one of the toughest decisions I had to make. During my underclassmen years, while many of my peers had already chosen the career path they wanted to pursue, I still was struggling to make a decision. By the end of junior year, with no clear career goal in mind, I was really starting to panic. It was not until I started watching a certain youtubers vlog that I became interested in nursing. This youtuber had recently been diagnosed with cancer and in his vlogs he talked about how the staff at the hospital, especially the nurses, was extremely caring and helped him through that difficult time in his life. There were several times when he would get emotional thanking the nurses for all they had done. I realized how I wanted to be able to help someone in the way the nurses had helped him. We will write a custom essay sample on Why I want to be a Nurse or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I have always dreamed of a career which I would truly enjoy for the rest of my life and I believe nursing is that career. Nursing, as a profession would be a personally rewarding job in many aspects and also set me up for a successful career for my future. I want to be a nurse because I enjoy being around people in their times of need and I get internal satisfaction by serving those that need help. I believe that if I fully devote my life to achieving this goal I can become a wonderful addition to the medical field and make a difference. Nursing to me is more than a profession it is an art. I believe that caring is the essence of nursing, and that it goes beyond just science. Being a nurse means helping patients find deeper meanings to their illnesses and suffering so that they are able to understand themselves better and are able to heal. Thus, I believe that if I am to become a nurse I have to be consciously engaged in caring for the patients if I am to connect and establish relationships that work to promote my patient’s health and healing. I look forward to forming these relationships .

Compare and Contrast My Mistress essays

Compare and Contrast My Mistress essays Compare and Contrast: My Mistress Eyes Are Nothing Like the Sun She Walks In Beauty Time has seen an infinite amount of beauty in its long existence. Nature has produced so many wonderful scenes and objects that we cannot collect it all even in one life. We ourselves are keepers of such beauty and intrigue that poets and other writers have captured our essence in prose. Whether its beauty that is skin deep or the beauty of a face that makes you look twice, what attracts us is not always what attracts your neighbor. Shakespeares, My Mistress Eyes Are Nothing Like the Sun, and Lord Byrons, She Walks in Beauty, are the epitome of what men and women long for. Although different in their interpretations of beauty, they hold true to the meaning of beauty, and the meaning of love. In Shakespeares My Mistress Eyes are Nothing like the Sun, beauty is definitely only skin deep. Shakespeares description of his love is an abomination to the quintessential woman every m! an lusts for. He describes her as having, black wires grow on her head (Mistress line 4), instead of the beautiful, long black hair that most men would die for. Shakespeare also states, I love to hear her speak, yet well I know That music hath far a more pleasing sound (Mistress line 9-10). The subject in this sonnet is well beyond grotesque, and her voice is to be thought as a plague on the ears. However, what she has to say to him and the way she says, I Love You is like music in Shakespeares ears and his heart. No matter how unattractive she is to him or to anyone else, only he knows her true beauty, and that lies deep inside her. Beauty is not just a word, nor is it just an appearance to Shakespeare in this sonnet. Beauty is something that has already been achieved by someone who is looking desperately to find it - that ...

Cognitive and Observational Learning Essay Example | Topics and Well Written Essays - 750 words

Cognitive and Observational Learning - Essay Example The learning, which is acquired from observing others, is called observational learning. According to the observational learning theory the behavior of an observer changes when he or she views the behavior of another model. (Woods & Boyd, 2008) We first observe the behavior of other people and consequences and then we apply it to our lives. Positive and negative consequences can affect our behavior. There two main principles behind observational learning theory. First, the observer learns and imitates the behavior of another model if the other person has intelligence, good looks and talent. Second, the observer will only reacts to the rewarded behavior of the other person and if the model behavior is punished which is called the vicarious punishment then there are less chances that the observer will imitates the model's behavior. Cognitive learning theory is concerned with the behavior that involves more than a response and an environmental stimulus. It is related with the experiences of our behavior. The cognitive theory differs from the observational learning theory because it involves analysis of information through thinking and remembering which is our internal event. (Woods & Boyd, 2008) But these internal events are deeply related to the observation of behavior of another model. ... The main focus of cognitive learning is on the organism, which is the processor of several types of information, which helps in modifying the new experiences. It also helps in relating new experiences with the past experiences in order to organize information for storage. The cognitive theorists assume that the learning occurs in the absence of an obvious behavior. Some cognitive theorist believes that reinforcement is not necessary element of the learning process. An organism only demonstrates latent learning when he or she is willing to show it. Our internal states are responsible for differences in behavior. The early cognitive theorists rejected this idea. So, the behavior varies from person to person depending on the physiology and the metal states. Conclusion Learning is the process of understanding and acquiring knowledge and skills. Both the perspectives of learning i.e. observational and cognitive theories are essential for our learning. They are related to each other. Learning starts form observation and collection of information and then this information is processed and analyzed by our minds in order to store the information and later retrieving the stored information. References: The world of psychology 6th edition by Wood, S.e., Wood, E.G., & Boyd, D

Sustainability And Business Research Paper Example | Topics and Well Written Essays - 750 words

Sustainability And Business - Research Paper Example The article to be discussed is a 2010 study by B. E. Wright and S. K. Pandey entitled Transformational Leadership in the Public Sector: Does Structure Matter and has an â€Å"Organizational Communication† classification. Article Critique: Transformational Leadership in the Public Sector: Does Structure Matter? By Bradley E. Wright and Sanjay K Pandey Introduction The study by Wright and Pandey was intended to determine why there was a discrepancy between theoretical models on mainstream leadership which showed that transformational leaders are â€Å"expected to be both less common and less effective in public sector organizations† (p. 75) than in the private sector because of strong â€Å"bureaucratic control mechanisms† which apparently leave the public sector without a need for strong leadership. Wright and Pandey noted that this theory has not been supported by meta analyses which had found that â€Å"transformational leadership is as common and effective in public organizations† (2010, p. 75). The authors had considered a number of reasons why there would be a difference between theory and the empirical work on the topic. One of those reasons for example was that perhaps government organizations themselves were not as bureaucratic as theorists presumed although Wright and Pandey (2010) were not convinced on this idea. They decided to test the organizational and contextual influences on the emergence and effectiveness of transformational leadership. The study itself was to test how the culture of the public sector organizations might â€Å"hinder the emergence of transformational leadership† (Wright & Pandey, 2010, p.76). The background to the hypothesis The author’s provided an extensive literature review that covered concepts such as what transformational leadership was; the attributes transformational leaders would have and how the behavior of these leaders impacted employee performance and satisfaction, in govern ment agencies and non-profits. The second part of the review was written to support the author’s idea that there were not a lot of studies that considered organizational structure and its impact on leadership. This led them to test their hypothesis that: â€Å"The more hierarchical an organization's authority structure, the lower the reported practice of transformational leadership behaviors. [H.sub.2] The weaker the lateral/upward communication in an organization, the lower the reported practice of transformational leadership behaviors. [H.sub.3a,b] The greater organizational formalization (measured as [3a] procurement red tape and [3b] human resource red tape), the lower the reported practice of transformational leadership behaviors† [H.sub.4] The more an organization's structure impedes the establishment of extrinsic reward-performance contingencies (here measured as human resource red tape), the higher the reported practice of transformational leadership behaviors. [H.sub.5] The use of organizational performance measures will decrease the reported transformational leadership behaviors† (Wright & Pandey, 2010, p.79). The Method The data was collected as part of the Phase 4 of the national Administrative Studies Project (NASP-IV) and comprised of a survey given to senior managers who had local government jurisdictions with populations over 50,000. This included general managers, as well as functional managers in a variety of departments including Finance, Public Works and Economic Development. International City/County Management Association (ICMA) compiled a list according to study criteria set by the authors. Then because email addresses could not be supplied because of

Lay-Off due to Economic Difficulties Essay Example | Topics and Well Written Essays - 1000 words

Lay-Off due to Economic Difficulties - Essay Example In this regard, as a human resource professional tasked to evaluate and propose recommendations for the situation, the following discourse would initially present a description of the facts, the relevant law, application of the law, and suggestions of handling the issue. Recommendations would be proposed in the form of a memo addressed to the supervisor. Description of Facts 1. Advance Notice of 60 calendar days Company ABC employs 100 employees and is therefore covered by the Worker Adjustment and Retraining Notification Act (WARN) in cases where lay-offs are being reflected on at least 33% of their work force. Supposedly, ABC must provide a 60-day notice to the employees being laid-off. But since ABC plans to lay-off only 25% and that the reason for laying off is economic difficulties, the 60-day required notice is thereby not required. In one of the frequently asked questions posted in the US Department of Labor, the exception to giving a 60-day notice is hereby addressed: â€Å" if an employer believes their situation is the result an economic crisis, it may apply the unforeseen business circumstance exception; however, there could be a burden on the employer to prove why it could not plan 90 days in advance† (U.S. Department of Labor, 2010). During the termination meeting, the only time period indicated was that the benefits of the employees would be terminated at the end of the month. Therefore, there was no stipulated number of days from the time the employees were informed up to the time their services would be terminated. This does not violate any labor law because as the Department of Labor disclosed, â€Å"the Fair Labor Standards Act (FLSA) has no requirements for notice to an employee prior to termination or lay-off. In certain cases, employers must give the workers advanced notice of mass layoffs or plant closure. The Warn Act provides specific information on advance notice, employer responsibility and workers rights during mass layoffs or plant closure† (U.S. Department of Labor, N.D.). 2. Severance Pay Company ABC will offer a severance package that depends on gender and members of the union. As indicated: â€Å"because men generally are the heads of households and support dependents, ABC is going to offer them more severance pay than women.   Some employees are union members and their CBA provides less severance than the Company plans to offer, so management is going to be nice and give them the higher severance amount† (Case Facts, N.D., par. 1). According to Employee Issues (2011), under the Fair Labor Standards Act (FLSA) and state equivalents, â€Å"severance pay is generally considered to be a matter of agreement between employers and workers or employers and unions† (Employee Issues.com, 2011). 3. Age of Employees being Laid-Off By suggesting the inverse seniority policy, ABC could face violations of wrongful termination due to Age Discrimination in Employment Act (ADEA). The U.S. Equal Employment Opportunity Commission revealed that â€Å"the law forbids discrimination when it comes to any aspect of employment, including hiring, firing, pay, job assignments, promotions, layoff, training, fringe benefits, and any other term or condition of employment† (U.S. Equal Employment Opportunity Commission, N.D. ). Application of the Law Since ABC is planning to lay-off a lesser percentage of employees than the prescribed 33% threshold, it is not covered by the 60-calendar days notice for the employees due to be laid-off. However, their

Jewish worship, prayer, and instruction

Jewish worship, prayer, and instruction Class Lectures Name and discuss three elements of Jewish worship practice that have influenced Christian worship. First of all, Jewish worship, prayer, and instruction was opened the service with praise. They praised God to honor Him. The first record of praise was the Moses and Miriams Praise when they crossed the Red Sea. Miriams praise was dancing and playing the tambourine. Second element is speaking of prayer. Jewish people expressed Gods love, and prayed for Gods blessing for their needs. Final element is instruction. The instruction emphasized the Scripture Reading. The congregation read the Laws and the Prophets and the scripture lessons were stated in the vernacular language. List four of the festivals celebrated by Israel in the Old Testament along with their corresponding observance in the Church Year. Sukkoth- The Feast of Tabernacles. This was celebrated within the months of September / October and is comparable with Thanksgiving. Hanukkah-The Festival of Lights. It is celebrated in December and often falls close to Christmas. Hanukkah and Christmas share other similarities such as gift giving. Passover-Remembrance of the Israelites deliverance out of Egypt. It usually happens in March/ April and is closely tied to Easter. The Lords Supper was a Passover meal. Pentecost-The Jewish celebration 50 days after Passover. It occurs in May or June. The first Christian Pentecost took place on this Jewish holiday. What is the Church Year? Discuss in detail the major celebrations of the Church Year. The Church Year is an official set of worship services and observances outlining the earthly life and ministry of Jesus. It is used to teach church history and doctrine and serves as a reminder of these elements. Concerning the tradition of the Western church, Hustad remarks that the year can be broken into two parts: the Life of Christ and The Christian Life, which the church would refer to as the Proper of the Mass and the Ordinary of the Mass, respectively. The life of Christ is remembered from Advent through Easter. Pentecost would then be the beginning of The Christian Life, with the emphasis on the ministries and missions of the church. Advent. Hustad lists this as the start of the Western Liturgical Year. The Advent Season begins four Sundays prior to Christmas. On the surface, it looks to commemorate the events leading to the birth of Christ, but it also focuses on all of Christs reign, both past, present and future. Christmas. Christmas was introduced into the liturgy of the Roman church sometime during the Fourth Century. The date of December 25th was the last day of a pagan Roman celebration known as Saturnalia. As many pagans had been converted and brought into the church, the church claimed the date as being Jesus birth to Christianize the feast. In reality, Jesus birth is more likely to have occurred in early spring. The choice of December 25th also puts the celebration of Christmas in relation to the Jewish celebration of the Feast of Light, Hanukkah. Epiphany. This begins January 6th and continues until Ash Wednesday. The term comes from Greek, meaning appearance and commemorates the beginning of Jesus earthly ministry, as well as the arrival of the wise men to Bethlehem. Ash Wednesday. This is the beginning of the season of Lent, forty days prior to Easter. It is a call to repentance, remembering the sackcloth and ashes response of the Old Testament. Lent. The season covers forty days prior to prior Easter. It is a time of repentance and remembrance of Jesus forty days of temptation in the wilderness and prepares the hearts of believers for the events of Holy Week. Holy Week. These are the most detailed days of the life of Jesus in all of the Gospels. Including the events of Palm Sunday, the week is a reminder of the final days of Jesus earthly ministry. During this week, among many other things, Jesus institutes the Lords Supper, prays and is betrayed in the Garden of Gethsemane, is brought before Pilate and led to Golgotha for His crucifixion and then burial. Easter. This is the keystone day of all history. Hustad remarks that Easter is often referred to as the Christian Passover. It parallels the Jewish Passover celebration and is the focal point of Christianity. Paul reminds believers of the importance of the Resurrection in 1 Corinthians 15:14, And if Christ is not risen, then our preaching is empty and your faith is also empty. Pentecost. This is so-named from the Jewish festival of First Fruits, which occurs fifty days after Passover. It is the birthday of the church, the day of the coming of the Holy Spirit. List the three major reformers of the 16th Century and summarize the philosophy of church music of each one. Evaluate the strengths and weaknesses of each reformers philosophy of church music. Luther, Cranmer, and Calvin were the three major reformers of the 16th century. Luther who loves the use of music in worship is one of important figure in the Reformation. He accepted the doctrine of believer-priesthood. He also translated Bible language into German, so congregation could understand more about Bible. He used music to represent Gods Word. There are three aspects which are liturgical, biblical, and educational approach in his philosophy of church music. He used various music styles in the church and from Gregorian chants to secular tune were used for music. Strengths of music can be found in Lutheran worship. The music led congregation to participate in worship. The congregation could experience various style of music from the old one such as Gregorian chant to the new songs composed by their 5 own languages. People could know through music about the Gods word and His instruction. The weakness of music in Lutheran worship is limitation of the use of organ, so people used their voice to sing hymns without accompaniment. One the other hand, Calvins philosophy of church music is to focus only on Gods Word. Therefore, the glory of God can be expressed by Gods Word. He who emphasized on only Bible thought music is harmful in worship. In other words, his opinion was that people in worship can be distracted by music. As a result, he limited the use of music in worship completely. He focused on the Word of God, so only psalms can be sung in worship in his time, not hymns. The people only could praise God with Gods Word in worship. As they could not use the musical instruments, so worship was very dry in the church. Cranmer who was an important figure in English liturgy accepted a Protestant style than Roman style into English liturgy. He wanted to have congregational singing in worship. Calvin influenced on the music in Cranmers time about speaking of music. Therefore, people could sing Calvinistic metrical and add to sing psalms, anthems, and canticles with Book of Common Prayer in worship. Therefore, the Calvinistic influence on the music in Cranmers time made similarity to strengths and weakness of Calvins philosophy of church music. Discuss the role of music in worship, nurture, and outreach. What types or styles of music are most suitable for each? Why? God is the center of the triangle, he is the focus of the worship, edification and outreach Worship Ministry always begins with God His glory and satisfaction primary. Music of worship should emphasize the Trinity, salvation. Worship is needed for the sake of feeding of His Word, encouraging brothers and sisters in Christ, and forgiveness of our sins. Nurture Ministry is demonstrated within the community of faith with the love and edification of Gods people-brotherly love and mutual benefit. Music of edification is an incredible tool in teaching and in bringing people together. This brings fellowship. Rocks polish each other. Church is like a tumbler and rocks bump into each other and get refined: bad rocks becomes powder, good rocks become more glistening. If you deny church, you forfeit the chance of refining. Abrasive Word of God refines. That is the reason that the law of church is love and forgiveness. Paul mentions togetherness and community (Rom. 12:1-2) and this is the essence of church. It includes ass aspects of education, discipleship, teaching doctrine, even the counterpart of the doctrine. Outreach Ministry continues by impacting the unbelieving world with the witness of the Gospel and everyones need to know Christ in a personal way. Music of evangelism is not the same as music of worship or edification. The center here is the Gospel: you need to be born-again to meet Jesus. It should be the music of culture that you are going to reach. The saved people will bring music of worship to God. Discuss ways that music can prepare a church for evangelism. Give examples of some specific activities that can help the church to evangelize the lost. To witness is to reach the whole world to the vicinity. Non-verbal communication express more than verbal. Walking should proceed the talking. If life does not show one cannot be a witness or witness. People would not be converted by that witness; moreover, it will disprove what were saying. Evangelical worship music should be both objective and subjective, expressing our awesome wonder and praise of God who is above and beyond our imagination and also our love of, and communion with, God in Jesus Christ who lives in us through the Holy Spirit. Jubilate II: Church Music in Worship and Renewal by Donald Hustad How does Hustad define: 1) high art church music, 2) traditional church music, 3) folk music, and 4) popular church music? Compare and contrast these styles and discuss the potential usefulness of each in the life of the church. (59-61) High art church music, which is also called as classical or serious music, represents the well (or best) identified liturgical music through history by recognized art critics who have the high knowledge about standard aesthetics in their academic/aesthetic community. High art church music is not for everybody but for very limited people who has abundant knowledge in aesthetics. Traditional church music is the liturgical music which is simple and easy in style and form but originated from high art music. The term can be also used for the music just for liturgy in church. Folk music means the music including a common understanding in a community and orally carried over in the community from generation to generation as its own way. The characteristics of folk music are simple and reflect the nature or a common and that there is a large population understanding the music. Popular church music is any music that most of community members can accept and has more affinity to secular entertainment. This form of music usually disseminated through commercial media. The most distinguishing difference among the four types of music is who can understand the music. Obviously, the audiences levels are very different according to Hustads definitions, so that the way how people use their musical talent given to each individual and how they approach to the music would be very different. There are two things in common between high art church music and the traditional church music which are they pass the acid test and last long in history, and both were composed for worship. Traditional church music is, however, more accessible to people than high art church music since high art church music is more sophisticated. Presenting this kind of sublime church music once in a while, church lets the congregation experience solemnness and transcendent God through music. Music leaders can choose this kind of high art church music carefully for special occasions or thematic services such as Christmas. On the other hand, traditional church music can be sung more often. And this music connects the geriatric with the young and enables people to look back the history. Moving on to folk music, folk expressions are closely related to the culture, so folk music can be more meaningful and attractive to each ethnic or culture group. There are two different things observed between traditional church music and folk music. First, traditional church music was composed for strictly liturgical purpose while folk music as a secular music but adopted by church and the new sacred text added to its tune. Secondly, traditional church music does not show specific national characteristics much while each folk music has its own color and often the composers are anonymous. However, both music genres can be used commonly in church since both were sung from generation to generation. Borrowed folk tunes can serve church as traditional church music. When it comes to contemporary popular church music, it is generally attractive to younger group people compared to traditional church music or folk music which are more appreciated by older generations. The contemporary church music is sung in many charismatic churches. Of course, traditional churches can use this type of church music. I believe it is the best way to serve church that church musicians select music carefully and place various types of music properly when worshiping to magnifying the glory of God. List and discuss the sins which best non-liturgical evangelicals in their use of music in worship. (65-66) The sin of pride. When we truly concentrate on music itself to give the best thing to God, we may make a serious mistake because our effort for music can turn into an activity to show our musical technique and talent rather than praise Him if we cannot keep our heart focusing on God. We should focus on the glory of God with our best effort and try to avoid the temptation that my music is better than others and worthy to be applauded. The quality of music plausible to our ears is not a matter to God. He is looking at our heart first so we should throw away the thought that my music is much better than others (my music will be accepted by God) and be humble. God says that He brings down the proud who have arrogance. If we fall into arrogance in our music ministry, God would never be pleased with our music and worship and even will not accept them. The sin of hedonism. Here, the hearing of the music becomes the issue rather than the glory of God. Instead of a heart being changed by hearing what God has prepared the pastor to speak, more attention is given to the enjoyment of the music. The sin of spectatorism. The writer of Hebrews exhorts believers in Hebrews 10:25 to not forsake the assembly of ourselves together, as is the manner of some, but exhorting one another, and so much the more as you see the Day approaching. It is apparent to this writer that being a Christian requires participation. Hustad points out that many in todays churches would rather be sung to than to sing for themselves. Very simply put, Christianity is not a spectator sport. The sin of sentimentalism. An old pair of shoes is much more comfortable than a new pair that has yet to be worn-in. It follows then, that people would desire to remain in their comfort zones, not willing to be open to changes in music and worship. Enjoying what is familiar is not bad in itself, but as with all things, it must not become the focus or the issue. God must remain the focus, not our singing of favorite hymns. List and discuss the evangelical standards of church music suggested by Hustad. (68-69) It should express and communicate the gospel in text and music languages that are contextualized to the culture for which is intended. It should offer a worthy sacrifice of praise, for the individual and for the corporate body in worship experience. It should be their best performance. It should be offered with love, humility, gratitude, and grace. It should express and enhance the best Christian theology of each particular culture, supporting all doctrines of that faith in proper balance. It should express and support all the activities related to the groups beliefs-worship, proclamation, education, pastoral care, and fellowship-with due consideration of musical needs of each. It should speak from the whole person to the whole person, carefully balancing the physical, intellectual, and emotional while avoiding sentimental. It should be genuinely creative, avoiding the out-of-date as well as too much sophistication. Communication in text and music language is very important. Sometimes, we say that the gospel is our confession of our heart to God. This is true. In a culture, there are lots of things we feel in the same way and we share them in its own language. This often deeply touches others hearts so that church music becomes a very good method to share and proclaim the evangelism to believers and non-believers. Therefore, church music should be expressed in richly understandable way and communicable in a culture. Hustad also pointed out a worth sacrifice of praise. In the Old Testament, God wanted faultless lambs for sacrifice. He wanted everything to be faultless. Church music is also a kind of sacrifice we give to God. In other words, our music should be the praise itself and intended for our devotional sacrifice to God. Evangelically, church music should include love, humility, gratitude, and grace with no arrogance. This idea might include the creativity of church music. Using our creativity endowed from God would be one thing to make our music faultless as a sacrifice. Culture might be an important ingredient in evangelical church music. As mentioned, music is another type of communication method in a culture. However, common components in a culture should be used in church music for more effective communication, so that theological and evangelical components can have more power with the proper balance of common components to touch people hearts in a culture. In fact, the direct import of church music from the Western to Asian showed a large problem in understanding the evangelical message in music. This discussion includes the fundamental that church music always delivers the core of evangelism. Evangelical church music should express the Christian theology, as well as all activities found in the Bible such as worship, proclamation, education, pastoral care, and fellowship. Many churches tend to show they are leaning toward certain specific aspects. If only one or two things are standing out, the balance would be broken, which means the church is not healthy. Compare and contrast the contributions of revivalist and formal evangelical churches to worship and church music. By what names are these traditions identified among Southern Baptists? (219-223) Revivalist and formal evangelical churches are categorized by several distinct characteristic. Revivalist seemed to adopt more informal styles in worship so that it naturally pulled more concentration onto God. In the textbook, it says that it was directed toward heaven, not earth. The object was to praise God, not entertain people. Also, its style is ordered and stately. Revivalist had more dynamics in worship so Hustad described its characteristics as informality, noise, disorder, energetic, passionate, loud proclamation style, and charismatic variety of worship. Naturally, the worship was being highly emotional. This does not indicate that revivalist worship was human-oriented. Revivalist worship rather focused on horizontal praise of God, spreading the work of the Holy Spirit in us to the congregations/friends/neighbors through themselves. There are two types of Baptists derived from revivalists: Regular Baptist, the more-Calvinistic, i.e., Charleston church, and Separate Baptist , the more charismatic, i.e. Sandy Creek group. On the other hand, the formal evangelical churches are more rooted in history having more consistent themes in sermon, music, and prayer. They appreciate the liturgy, other formal elements found in historical churches besides the work of Holy Spirit while revivalists mainly focus on the work of Holy Spirit and redemption. Hustad pointed out the tendency of the theological integrity for the formal evangelical churches, so that the churches had highly developed ritual. One of the typical formal evangelical churches is the Broadway Tabernacle Church (Methodist). However, the liturgical contents for both of the churches have the most common elements discussed by Hustad; for example, sermon/preach, prayer, hymn, and benediction. Also, the influences from the both churches are currently being continued in our churches. Churches not only keep the formal evangelical style of worship but also expect the strong power of the Holy Spirit. Also, with the requiring elements by Hustad, current churches try to use a common language for the congregations to bring up the power of the Holy Spirit in church music. Briefly discuss the impact of the following on church music: (204, 223-276) Pietist Movement in Germany. This was a movement born out of the Lutheran church in the late 1600s. The viewpoint was that the goal of worship and music was the edification of humanity. Pietists taught that music was for every person and should be kept very simple. George Whitefield George Whitefield was the Calvinistic Methodist who was associated with the Wesleys in England, and brought 18th-century revivalism to the colonies. He was influenced by the Anglican tradition so that hymns began to be sung widely, especially those of Isaac Watts, and strict psalm singing was broken in England. Camp meetings Camp meeting were outdoor gatherings without regard to the gender, denominations and races. People mixed, socialized and worship together so simple so music showed a tendency to be simple. As black slaves brought their musical heritage, Spiritual became popular. Songs were not only simple, but also frequently improvised, and very repetitive. In the improvised manner, some words were changed with each repetition. Camp meetings music helped church music to get more freedom in terms of the form. Lowell Mason He was a prominent figure in public school music education in the mid 1800s and assisted in developing the first public school music programs in the United States, around the Boston and New York City areas. His teaching emphasized the use of standard notation (referred to by Mason as scientific music), rather than the shape notes used in the frontier areas of the 1800s. He also composed and arranged many hymns, of which 13 are included in the 1991 Edition of The Baptist Hymnal. Among those he composed are BETHANY (Nearer, My God to Thee), OLIVET (My Faith looks up to Thee) and HAMBURG (When I Survey the Wondrous Cross). Gospel Songs. This style of music was so-named by Philip Phillips and was patterned after the music heard in the camp meetings. They could also be known as experience hymns or hymns of witness and testimony. Names such as Fanny Crosby, William Bradbury, B.B. McKinney and Phoebe Palmer Knapp are now synonymous with Gospel Songs. Radio and television. According to Hustad, radio and television contributed to the passive culture of recreation in our culture. This change would also encourage the lack of participation in church life. Now distant from the church, the music broadcast over the air would need to encompass a broad spectrum of music styles and tastes. The celebration era. This time begins in the 1960s and is characterized by an emphasis on celebration in worship and places high value on ones experience. Hustad refers to this as The New Pietism and even The New Worship Hedonism, the latter with an emphasis on having an enjoyable experience. List and briefly discuss Hustads twelve suggestions for worship renewal today. (308-312) Study worship thoroughly: its scriptural basis, theology, history, psychology, in a full revelation of God and a full human response. Regular worship should contain all the elements in the New Testament churches: scripture reading, preaching, prayers, acts of dedication, and musical expressions. Worship should use as much language of scripture as possible: worship words should be chosen, so that it may speak to all age groups in the congregation, to the typical cultural levels represented, revision of old sermons, simplifying language for declining literacy. Completely secularized worship language is not healthy. Worship should conform to the basics of historic liturgy: basic historical worship outlines are the products of the accumulated wisdom of almost 2,000 years during which the Holy Spirit has been present and working in the church. One of the requirements of liturgical worship is congregational action. Worship is the work of the people, this is the most important. Worshipers should be involved in as much speaking, singing, and bodily action as possible. In making changes, dont follow the madding crowd unless you are convinced they are following the Holy Spirit: Follow your tradition based on your own theology. Be sure that the joy of the Lord shows in your worship, is modeled by the service leaders, and is evident in the congregation: the unbelievers come to church, not primarily to investigate the claims of Christ, but to investigate the Christ in us. Add ample right-brain language in emotive-intuitive symbolism, not for fun or for aesthetics, but for truths sake: Ever-present danger of idolatry-the worship of self or of cultural icons in the place of God. it is important to keep old ones, like hymnal-the repository of the churchs memory, preserving the heritage of its greatest singers and important hymn literature. In music, sing as wide a spectrum of song as did the first-century church with musical styles that will meet the expectations of todays congregation: New worship choruses (high emotional experience and release) Taize minimalist music (cognitive and emotional expression) Older gospel songs Contemporary ballads (experience of Christ) Psalms settings (full language of prayer) Classic hymns (identity with the historic church and doctrine, the perpetuity of Gods covenants, and the continuity of the Holy Spirits indwelling of Gods people) Worship changes should aim to unite a congregation, not divide it: worship must include a full range of emotions, including penitence and sober reflection, the spirit of celebration based on thanksgiving should be predominant. Teach the significance of each worship experience in the context of regular services: teach the meaning of worship words. Protect music education in the church, because Christians are stewards of God-given talents: God expects the talents to be returned to him by giving glory. Be sure that worship is finally incarnational, in that men and women become more perfectly human as Jesus Christ was perfectly human: as a result of their encounter with God, in the name of Christ, through the power of the Holy Spirit. Outline and discuss the elements of the Genevan Order of Worship (Isaiah 6). (330-338) Preparation for worship- instrumental prelude is a curtain which we draw to shut out lifes busting distractions so that we may sense the presence of the numinous, powerful, loving God. But this does not function since folks tend to talk over the music. Informal music may be directed by a songleader and may be interspersed with personal witnessing, and this may conclude with a time of greeting one another. The minister may say Now let us worship God as a call to worship. Confession, Forgiveness- The call to confession may be preceded by reading or paraphrasing 1 John 1:9. The call could be Let us admit our sin before God, first in a verse of a hymn and then in our united confession. An assurance of forgiveness is an announcement that, if we confess, God forgives our sins, as he has promised to do. God Speaks Scripture reading are given to keep both ancient and modern practice (Old and New Testaments), psalm is followed after to be response to the reading. In many congregations it is customary to close a scripture reading with the phrase This is the Word of the Lord and the peoples response Thanks be to God. a gospel reading would be followed with This is the gospel of the Lord and the response, Praise be to you, O Christ. the virtue of Geneva order is that scripture reading is followed closely by its interpretation in the sermon without a lot of intervening numbers. However, it is considered appropriate to follow any scripture with the Gloria Patri, with a canticle, or with a psalm, hymn, or anthem. It is appropriate for the minister to follow Calvins example by prefacing the homily with a Prayer of illumination. We Respond- the response hymn in this instance is a parallel to the opening hymn, in keeping with the sermon emphasis, the first speaks of transcendent God, second speaks of the immanent Jesus Christ as a friend. It is also appropriate as an invitation to Christian decision. Offering is placed after the sermon and response hymn, one way of saying Amen to Gods will expressed in his word, read and preached. This is based on a song of praise to Christ for his incarnation and self-emptying, or any other text of adoration. Another type is the reciting of a doctrinal confession, we stand to state our belief. The preferred form is the short Apostles Creed. We Pray- prayer is placed after the hearing of and responding to, the Word of God. It is because God called the meeting to order to reveal himself, his actions and his will. It is good etiquette to hear God out and to offer a full affirmative response. And it is a moving experience for believers to pray together as the closing act of a community at worship. These could be bidding prayers that leader calls for silent, personal petition for church, for ministers, and Christian workers around the world, for peace and justice among nations, and for the sick and bereaved persons. We Celebrate Communion- The prayer should contain both bread and drink part of Jesus command. In recent years, many churches added central memorial acclamation after the statement of remembrance: Christ had died; Christ had risen; Christ will come again. The Close of Worship- Hymn is sung proclaiming the Cross, because it is only through Christs death on the cross that we may know God, both transcendent and immanent. The instrumental postlude is generally exuberant in tone, reflecting thanksgiving for the opportunity of worship and the movement of the congregation into the week of continuing worship, witness, and service. List and discuss the emphases of evangelistic

Special Children’s Necessities and Managements

The term, sprecial-needs children is defined as children whose developmental and/or behavior requires help or intervention beyond the scope of the ordinary classroom or adult interactions. About 15 to 20 percent of all children in the United States will exhibit some form of atypicall development and need special services (Bee, 1995). These children include children with learning disabilities (LD), Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), Down Syndrome children, physically and mentally disabled children and gifted children. Children with learning disabilities may have poor memory skills, trouble following directions, eye-hand cordination problems and trouble with distinguishing between letters, numbers and sounds. There is no scientific explanation why children have learning disabilities, but some experts believe the cause may be due to slight brain damage. ADHD affects up to 5 percent of children up to the age of 18(Walls, 1994. When hyperactivity components are not present, it is diagnosed as Attention Deficit Disorder, or ADD. Children with ADHD are prone to restlessness, anxiety, short attention spans and impulsiveness. They have trouble listening, remaining seated, interacting with other people and are easily distracted. A child with ADHD will show extreme symptoms, usually before the age of 7. The most common medication for children with ADHD is an amphetamine called Ritalin, which produces a paradoxical effect. The speed stimulates the cerebral cortex, allowing the brain to manage incoming sensory information efficently. Ritalin is very controversial since the side effects can be quite serious, such as inhibiting growth. Down Syndrome is one of the most common and easily determined forms of mental retardiation. It affects 1 in 100 births among women under the age of 35 and 5 per 100 of woman over 40. Down Syndrome, formerly called mongolism, is caused by a chromosal abnomality. The affected individual has 47 chromosomes in all body cells instead of the normal 46. There is no treatment for Down Syndrome, but better medical care, which has resulted in an almost normal life span compared to the previous life expectancy of 14 years. A disabled child is a child with physical, mental or sensory impairment that makes performing everyday tasks more difficult. In the early 1980's, it was estimated that 9 to 10 percent of the United States population was diabled in some way. Until the second half of the 20th century, it was rare to find simple recognition that aside from the specific diability, disabled children have the same needs, interest and abilities as mainstream children. In schooling, the federal law now gurantees a free fit education to all handicapped children, regardless of the severity of their handicap. Gifted children are children who have unusually high intelligence. They generally have long attention spans, learn quickly, good memories and have a wider range of vocabulary thatn their peers. Gifted children usually tend to be bored with activities based for children their own age. Children who score between 130-150 on the standard IQ tests have traditionally been classified as gifted. These children come from all social, economic and ethnic backgrounds. There are many concerns that the majority of these children are being overlooked, since a lot of them are not given the same opportunities, attention and support as the child who is raised in the â€Å"All-American Family†.

Culture and Identity

BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 29 CHAPTER 2 Culture and Identity BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 30 ContentsKey issues The meaning and importance of culture Dominant culture Subculture Folk culture High culture Mass, popular or low culture The changing distinction between high culture and mass culture Global culture The concept of identity Different types of identity The socialization process Primary socialization Secondary socialization Socialization and the social construction of self and identity Theoretical approaches to the role of socialization in the formation of culture and identity Structural approaches Social action approaches A third way: structuration Social class and identity Social class Life chances Objective and subjective dimensions of class Social class cultures Is social class of declining importance in forming identities? The continuing importance of social class Gender and identity Sex and gender Gender a nd biology The signi? cance of gender as a source of identity Gender stereotypes and hegemonic gender identities in Britain The social construction of hegemonic gender identities through socialization Changing gender identities 31 31 31 32 32 32 33 35 36 Is there a crisis of masculinity? Is gender still an important source of identity? 4 74 38 41 43 44 44 46 46 47 47 50 50 51 51 52 53 59 60 61 61 62 63 63 65 70 Sexuality and identity Gender, sexuality and ‘normal’ sex Changing sexual identities Stigmatized or spoiled sexual identities Gay and lesbian identities A note of caution Ethnicity and identity What is meant by an ethnic identity? Diaspora and globalization Changing ethnic identities: new ethnicities and hybrid ethnic identities Ethnicity as resistance Ethnic identities in Britain Nationality and identity What is nationality? Nationality as a source of identity What is meant by a British identity? Globalization and declining national identities A British identity crisis?Disability and identity The social construction of disability Disability, socialization and stereotyping Disability as a ‘master identity’ Disability – a stigmatized or spoiled identity: an identity of exclusion Age and identity The social construction of age Age groups and identity Leisure, consumption and identity Postmodernism and identity The creation of identity in a media-saturated society How much free choice is there in choosing identities and lifestyle? Conclusion on leisure, consumption and identity Chapter summary Key terms Exam question 76 76 76 77 77 78 79 79 80 81 82 82 87 87 88 88 91 92 93 93 94 95 95 96 96 97 100 100 101 103 109 110 111 112 BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 31 CHAPTER 2 Culture and Identity K EY I SS U ES ? ? ? ? ? ? ? ? ? ? ? ? The meaning and importance of culture The concept of identity The socialization process Socialization and the social construction of self and identity Theoretical approac hes to the role of socialization in the formation of culture and identity Social class and identity Gender and identity Sexuality and identity Ethnicity and identity Nationality and identity Disability and identity Age and identity Leisure, consumption and identity The meaning and importance of culture The term ‘culture’ refers to the language, beliefs, values and norms, customs, dress, diet, roles, knowledge and skills, and all the other things that people learn that make up the ‘way of life’ of any society. Culture is passed on from one generation to the next through the process of socialization. Although there are many aspects of everyday life which are shared by most members of society, there are di? erent conceptions and de? nitions of culture within this general approach. These are discussed below.The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of peop le. Dominant culture The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of 31 BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 32 32 | Culture and Identity people. For example, it might be argued that the main features of British culture include it being white, patriarchal and unequal, with those who are white and male having things they regard as worthwhile rated as more important than those who are female or from a minority ethnic group.Similarly, those who are rich and powerful (who are mainly also white and male) are in a position to have their views of what is valuable and worthwhile in a culture regarded as more important, and given higher status, than those of others. Subculture When societies are very small, such as small villages in traditional societies, then all people may share a common culture or way of life. However, as societies become larger and more complica ted, a number of smaller groups may emerge within the larger society, with some di? erences in their beliefs and way of life. Each group having these di? erences is referred to as a subculture. Folk culture Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people.It is ‘authentic’ rather than manufactured, as it is actively created by ordinary people themselves. Examples include traditional folk music, folk songs, storytelling and folk dances which are passed on from one generation to the next by socialization and often by direct experience. Folk culture is generally associated with pre-industrial or early industrial societies, though it still lingers on today among enthusiasts in the form of folk music and folk clubs, and the Morris dancing which features in many rural events. A subculture is a smaller culture held by a group of people within the main culture of a society, in some ways different from the main culture but with many aspects in common.Examples of subcultures include those of some young people, gypsies and travellers, gay people, different social classes and minority ethnic groups. Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people. High culture High culture is generally seen as being superior to other forms of culture, and refers to aspects of culture that are seen as of lasting artistic or literary value, aimed at small, intellectual elites, predominantly upper-class and middleclass groups, interested in new ideas, critical discussion and analysis and who have what some might regard as ‘good taste’.High culture is seen as something set apart from everyday life, something special to be treated with respect and reverence, involving things of lasting value and part of a heritage which is worth preserving. High culture products are often found in special places, like art galleries, museums, concert halls and theatres. Examples of high culture products include serious news programmes and documentaries, classical music like that of Mozart or High culture refers to cultural products seen to be of lasting artistic or literary value, which are particularly admired and approved of by elites and the upper middle class. An elite is a small group holding great power and privilege in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 33Culture and Identity Morris dancing is an example of traditional folk culture | 33 Mass culture, sometimes called popular culture or low culture, refers to cultural products produced for sale to the mass of ordinary people. These involve massproduced, standardized, short-lived products of no lasting value, which are seen to demand little critical thought, analysis or discussion. Beethoven, the theatre, opera, jazz, foreign language or specialist ‘art’ ? lms , and what has become established literature, such as the work of Charles Dickens, Jane Austen or Shakespeare, and visual art like that of Monet, Gauguin, Picasso or Van Gogh. Mass, popular or low cultureMass culture, sometimes called popular culture or low culture, is generally contrasted with high culture. This refers to everyday culture – simple, BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 34 34 | Culture and Identity Video games are an example of popular culture undemanding, easy-to-understand entertainment, rather than something ‘set apart’ and ‘special’. Mass culture is seen by many as inferior to high culture. Such aspects of culture are a product of industrial societies. They are aimed at the mass of ordinary people, but lack roots in their daily experiences as in folk culture, and are manufactured by businesses for pro? t rather than created by the community itself re? ecting its own experiences of daily life.Popular culture involves mass-produced, standardized and short-lived products, sometimes of trivial content and seen by some as of no lasting ‘artistic’ value, largely concerned with making money for large corporations, especially the mass media. Popular culture might include mass circulation magazines, extensive coverage of celebrities, ‘red top’ tabloid newspapers like the Sun or the Mirror, television soaps and reality TV shows, dramas and thrillers, rock and pop music, video games, blockbuster feature ? lms for the mass market, and thrillers bought for reading on the beach. Such culture is largely seen as passive and unchallenging, often fairly mindless entertainment, aimed at the largest number of people possible.Some Marxists argue that mass culture maintains the ideological hegemony (or the dominance of a set of ideas) and the power of the dominant social class in society. This is because the consumers of mass culture are lulled into an uncritical, undemanding pass ivity, making them less likely to challenge the dominant ideas, groups and interests in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 35 Culture and Identity | 35 The changing distinction between high culture and mass culture Some now argue that the distinction between high culture and mass culture is weakening. Postmodernist writers, in particular, argue that mass markets and consumption now make the distinction between high and popular culture meaningless.There has been a huge expansion of the creative and cultural industries, such as advertising, television, ? lm, music, and book and magazine publishing. This means there is now a huge range of media and cultural products available to all. Technology in industrial societies, such as mass communication technology like the internet, music downloads, cable, satellite and digital television, ? lm and radio, printing for both mass production and personal use in the home, the global reach of modern mass media tec hnology, the mass production of goods on a world scale and easier international transportation, make all forms of culture freely available to everyone.Such technology enables original music and art and other cultural products to be consumed by the mass of people in their own homes without visiting specialized institutions like theatres or art galleries. High culture is no longer simply the preserve of cultural elites. People now have a wider diversity of cultural choices and products available to them than ever before in history, and can ‘pick and mix’ from either popular or high culture. High culture art galleries, like Tate Modern in London, are now attracting very large numbers of visitors, from very diverse backgrounds. Live opera is now available to the masses, through popular ? gures like the OperaBabes, or concerts in the park.Strinati (1995) argues that elements of high culture have now become a part of popular culture, and elements of popular culture have been incorporated into high culture, and that there is therefore no longer any real distinction between high and popular culture, and it is ever more di? cult for any one set of ideas of what is worthwhile culture to dominate in society. For example, artist Andy Warhol painted thirty pictures of Leonardo da Vinci’s Mona Lisa in di? erent colours, arguing that ‘thirty was better than one’, turning high culture art into popular culture. Although Warhol’s work has been marketed to millions through postcards and posters, at the same time it is widely admired by the supporters of high culture.In 2007 there was some controversy in Britain when the Victoria and Albert Museum in London, generally seen as an institution of high culture, held ‘Kylie: The Exhibition’ – an exhibition of costumes, album covers, accessories, photos and videos from the career of the then 38-year-old pop singer Kylie Minogue. This drew widespread accusations from critics th at high culture was being ‘dumbed down’. High culture art forms are themselves increasingly being turned into products for sale in the mass market for consumption by the mass of BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 36 36 | Culture and Identity ordinary people, and there is no longer anything special about art, as it is incorporated into daily life. Technology now means mass audiences can see and study high culture products, such as paintings by artists like Van Gogh, on the internet or TV, and have their own framed print hanging on their sitting-room wall.The originals may still only be on show in art galleries and museums, but copies are available to everyone. High culture art like the Mona Lisa or Van Gogh’s Sun? owers are now reproduced on everything from socks and t-shirts to chocolates and can lids, mugs, mouse mats, tablemats, jigsaws and posters. (Visit or for some bizarre images and uses of the Mona Lisa. ) Classical music is used as a marketing tune by advertisers, and literature is turned into TV series and major mass movies, such as Jane Austen’s Pride and Prejudice. Global culture Global culture refers to the way globalization has undermined national and local cultures, with cultural products and ways of life in di? erent countries of the world becoming more alike.The same cultural and consumer products are now sold across the world, inspired by media advertising and a shared mass culture spread through a media-generated culture industry, and they have become part of the ways of life of many di? erent societies. For example, television companies sell their programmes and programme formats like Big Brother and Who Wants to be a Millionaire? globally. Companies like McDonald’s, Coca Cola, Vodaphone, Starbucks, Nescafe, Sony and Nike are now symbols that are recognized across the world, along with the consumer lifestyles and culture associated with them. As Ritzer (2004) shows, using the exampl e of the American food industry, companies and brands now operate on a global scale.For example, McDonald’s is a worldwide business, with 26,500 restaurants in more than 119 countries (in 2007), Pizza Hut and Kentucky Fried Chicken operate in 100 countries, and Subway in 72 countries, with Starbucks growing at a colossal speed. It is now possible to buy an identical food product practically anywhere in the world, promoting a global culture and also weakening local cultures, as local food outlets close in the face of competition and local diets change. Combined with global marketing of ? lms, music, computer games, food and clothes, football and other consumer products, these have made cultures across the world increasingly similar, with people watching the same TV programmes and ? lms, eating the same foods, wearing the same designer clothes and labels, and sharing many aspects of their lifestyles and identities.Global culture refers to the way cultures in different countries of the world have become more alike, sharing increasingly similar consumer products and ways of life. This has arisen as globalization has undermined national and local cultures. Globalization is the growing interdependence of societies across the world, with the spread of the same culture, consumer goods and economic interests across the globe. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 37 The Mona Lisa †¦ Leonardo da Vinci’s Mona Lisa, c. 1503–1507, oil on poplar, The Louvre, Paris †¦ now has a spliff to relax and a mobile to keep in touch Mona Stoner, c. 2006, posted on internet: Fine art is now available on cubes to play with Source: The Mona Lisa is transformed into a window blindIn what ways do these pictures illustrate the erosion of the distinction between high culture and popular culture? Try to think of other examples of this BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 38 38 | Culture and Identity Activity 1 Refer to the pictures on this page, and explain in what ways they illustrate global culture. Try to think of other consumer products that are also global. 2 In what ways do you think consuming these products also involves lifestyle choices? For example, what’s the difference between having a coffee in Starbucks and in the local cafe (apart from the coffee itself)? Explain what lifestyle you think is identi? ed with your selected products. Identify and explain, with examples, three differences between high culture, mass culture and folk culture. 4 Identify and explain three reasons why the distinction between high culture and popular culture might be weakening. Globalization means that many of the same product brands are now found in many countries of the world. The concept of identity Identity is about how individuals or groups see and de? ne themselves, and how other individuals or groups see and de? ne them. Identity is formed through the socialization process and the in? uence of social institutions like the family, the education system and the mass media. The concept of identity is an important one, as it is only through establishing our own identities and earning about the identities of other individuals and groups that we come to know what makes us similar to some people and di? erent from others, and therefore form social connections with them. How you see yourself will in? uence the friends you have, who you will marry or live with, and the communities and groups to which you relate and belong. If people did not have an identity, they would lack the means of identifying with or relating to their peer group, to their neighbours, to the communities BROWNE CH 1–4 (M1203). qxp:John Q7 3/4/08 15:49 Page 39 Culture and Identity | 39 in which they lived or to the people they came across in their everyday lives. Identity therefore ‘? ts’ individuals into the society in which they live.The identity of individuals and groups involves both e lements of personal choice and the responses and attitudes of others. Individuals are not free to adopt any identity they like, and factors like their social class, their ethnic group and their sex are likely to in? uence how others see them. The identity that an individual wants to assert and which they may wish others to see them having may not be the one that others accept or recognize. An Asian woman, for example, may not wish to be identi? ed primarily as an Asian or a woman, but as a senior manager or entertainer. However, if others still ‘Look, don’t identify me by the size and shape of my body, my social class, y job, my gender, my ethnicity, my sexuality, my nationality, my age, my religion, my education, my friends, my lifestyle, how much money I earn, the clothes I wear, the books I read, where I go shopping, the way I decorate my house, the television programmes and movies I watch, my leisure and sports activities, the car I drive, the music I listen to, the drinks I like, the food I eat, the clubs I go to, where I go on holiday, the way I speak or my accent, the things I say, the things I do, or what I believe in. I’m just me. OK? ’ continue to see her primarily in terms of her ethnic and gender characteristics, she may ? nd it di? cult to assert her chosen identity. Similarly, the pensioner who sees him or herself as ‘young at heart’ may still be regarded as an old person by others.Individuals have multiple identities, asserting di? erent identities in di? erent circumstances. An individual may, for example, de? ne herself primarily as a Muslim in her family or community, as a manager at her work, as a lesbian in her sexual life, or as a designer-drug-user in her peer group. While the example of the Muslim, lesbian, drug-taking manager might seem a somewhat unlikely mix of identities, it does suggest that it is possible for people to assert di? erent identities or impressions of themselves in di? erent soci al situations. Identities may also change over time. For example, as people grow older they may begin to see themselves as di? erent from when they were younger,

Grammar Tips Compound Subjects

Grammar Tips Compound Subjects Grammar Tips: Compound Subjects Verb agreement gets tricky when it comes to compound subjects. Lucky for you, then, we’ve prepared this guide to help you avoid grammatical errors. Check out our advice on the different types of compound subject to find out how to use them in your writing. Subject–Verb Agreement and Compound Subjects The subject in a sentence is typically the thing or person acting. In the following, for example, the subject is â€Å"cat,† since the cat is the thing performing the action. And because there’s only one cat, we use the singular verb â€Å"is† so that the verb and subject agree: The cat is teasing the dogs. If the subject were plural, however, we would use a plural verb instead: The dogs are chasing the cat. But what about a compound subject? In simple terms, this is a subject formed when we join two things with one of the conjunctions â€Å"and,† â€Å"or,† or â€Å"nor.† But whether we use a singular or plural verb with a compound subject depends on which conjunction we use. Canine–feline harmony is a beautiful thing. Compound Subjects Formed with â€Å"And† You should almost always use a plural verb when you have formed a compound subject using â€Å"and.† For example: The dogs and the cat are running around in circles. As the sentence above shows, we even use a plural verb after a singular noun. This is because â€Å"the dogs and the cat† is treated as plural. Compound Subjects Formed with â€Å"Or† and â€Å"Nor† When you form a compound subject using â€Å"or† or â€Å"nor,† the correct verb form depends on the term closest to the verb. When this is a singular noun, we use a singular verb. For instance: Either the dogs or the cat is going to end up at the vet. But when the term closest to the verb is a plural noun, we use a plural verb: Neither the cat nor the dogs are innocent in this situation. As such, the order of the nouns in a compound subject can be important. Singular Compound Subjects There are some special cases where we treat compound subjects formed with the conjunction â€Å"and† as singular. This is usually when two things are typically seen together. For instance: Gin and tonic is my favorite drink. Fish and chips is a traditional British dish. In these cases, we use the singular verb â€Å"is† because â€Å"gin and tonic† and â€Å"fish and chips† are usually treated as a single thing (i.e., the terms are usually used together). Thus, if we used plural verbs in the sentences above, it would seem like we were discussing two separate things. Were suddenly very thirsty. Check online if you’re not sure whether a phrase is singular or plural. And don’t forget to have your work proofread so you can ensure it’s error free.

Difference Between Expository Essay and Business Communication Essay Essay Example

Difference Between Expository Essay and Business Communication Essay Essay Example Difference Between Expository Essay and Business Communication Essay Paper Difference Between Expository Essay and Business Communication Essay Paper Exists many types of academic paper related to the topic of business. It is possible to emphasize the two, which are the most widespread. These are the expository and business communication paper. Both types of academic papers have many features in common. What is more, exists a difference between expository essay and business communication assignment. The first type of writing may discuss themes which are related to business as well as more general topics. In contrast, the second type can be directly related to business issues. Both of these types of papers aim to render to the target reader the points of the view of the writer. Talking about the difference between expository essay and business communication text, it is essential to emphasize their purposes. The expository paper aims to discuss specific issues and present strong and persuasive arguments, while business communication paper outlines steps for further studies. The expository piece tells about something by explaining how it works. The main task of a student is to express the idea, research it, describe, making evaluative judgments. Business communication piece has a source, a specific message, a target audience and specific action taken. It resembles a process of communication. Expository pieces aim at giving the reader information. These writing inform the audience. There is no call-to-action sentences and thought-provoking statements. It serves merely as a source of the idea. In contrast, the communicative article aims at evoking the desire in the mind of a target reader to do something and take some measures. In the business sphere, it presupposes buying the product or using a specific service. Entrepreneurs use these writings to increase the capacity of business, while expository article provides general info concerning specific product or kind of service. How to write an expository essay and communication essay? Although there is a difference between expository essay and business communication, these types of academic papers have much in common. That is why the rules and guidelines for helping to write these pieces also are similar. As each type of academic paper, these two kinds of writings comprise many specificities. An author has to take into account all the features and stick to them throughout the whole writing process. It is possible to decide the writing process of expository article and business communication document into three stages pre-writing stage, writing stage and post writing stage. On each of these preparation stages, an author has to perform many processes allowing to create an ideal essay suiting all the requirements and demands. Writing in a clear and distinct manner is compulsory. It will enable rendering the message of the writer to teh target reader with no violations. In all these stages, despite the difference between expository essay and business communication writing, the authors have to perform the same processes. In the pre-writing stage, a task of the writer is to gather all the necessary info. A proper technique will be to leaf through the sources from the reference list and surf the net to collect unique and exciting for the target reader info. An excellent and prolific technique is the preparation of the outline. It presents a plan that will make the writing process more manageable and allow the author to express and explain his idea clearly. In the writing phase, an author has to create the text, following the outline. It is not difficult if the plan of the writing was compiled carefully. The post-writing stage demands grammar and originality check as well as polishing the manuscript and presenting the final version of a paper. How to structure expository essay and communication paper Exists a slight difference between expository essay and business communication paper. However, the structural and formatting demands do not differ significantly. As every article, both these papers should comprise an introductory part, main body, and conclusion. Each of these structural parts should be compiled following the established rules. An introduction is an opening part of a document. That is why its primary task is to gove the target reader the general understanding of the topic and prepare him for the perception of the further info. The intro has to start with the hook sentence. It should be informative, attention-grabbing and familiarize the target reader with the topic. Next, you have to provide general facts related to teh topic to specify the details. The last sentence of the opening part is a thesis. It presents the basis for the whole writing and expresses the position of a writer. The main body of the explanatory document and business communicative article should comprise strong persuasive arguments enhancing the main idea of the author. Implementing relevant supporting sentences is essential. What is more, the main body section should contain a couple of examples, which will clarify and strengthen the arguments delivered by the author. It is always a prolific strategy to take the reference list as a basis for the arguments and examples. It allows presenting the only relevant info. The last part of the writing is called a conclusion. The main purpose of this section is to summarize all the info presented by a writer beforehand. The task of the student working on teh delivery of the article is, to sum up, everything and deliver a logical conclusion. It should be informative, relevant and thought or action-provoking. Â  Order your perfect paper on paperap.com As is often the case, students receiving a task to prepare any of these papers feel the lack of knowledge and experience. They are not able to find the difference between expository essay and business communication document. That is why it is difficult for them to prepare an academic assignment without qualified help. In such cases, the inexperienced writer starts to look for the services where they can buy essay papers or order custom essay. Undoubtedly, purchase essay help is a good way out, however, finding a reliable service may be quite challenging. paperap.com is a perfect service, where you can easily order essay online without efforts. It is a credible and well-developed platform offering qualified assistance. 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Resource-Based View of the Firm to Strategic Management Essay

Resource-Based View of the Firm to Strategic Management - Essay Example The Resource-based strategy can develop strategic capability. The strategic goal will be to "create firms which are more intelligent and flexible than their competitors" (Grant 116) by hiring and developing more talented staff and by extending their skills base. Using this approach to strategic management, international companies gain competitive advantage by conceiving new ways of conducting activities, introducing new methods, technologies, inputs or channels of distribution. A convincing rationale for resource-based strategy for the global environment has been produced by Grant: "When the external environment is in a state of flux, the firm's own resources and capabilities may be a much more stable basis on which to define its identity" (Grant, 115). In line with intellectual capital theory, resource-based theory emphasizes that investment in people adds to their value to the companies of any sector. According to Campbell (1997) the goals of the resource-based view is to improve resource capability - achieving st

Sales Management Essay Example | Topics and Well Written Essays - 1500 words - 8

Sales Management - Essay Example Sales force automation not only involves automation of various activities related to sales department of a company but also assists the management in carrying out sales analysis, market analysis, and employee performance analysis. Implementation of sales forces automation system in any company or organization is considered an important managerial decision but where it brings various advantages for the companies, it also leads to some disadvantages. Sales Force Automation helps the management of a company update the sales management processes in order to enjoy sheer sales success (Anderson 1996). The key activities carried out by the Sales Force Automation system include lead management, opportunity management, account management, contact management, activity management, and sales forecast analysis (Wilkinson 2010). Sales Force automation helps the companies automate different sales activities, which results in making the sales related processes more accurate and reliable as compared to traditional sales management. Sales Force Automation also helps the companies achieve market domination in any competitive market by increasing the productivity through automated sales processes. Some of the key advantages of implementing Sales Force Automation system in a company include identification of risks, elimination of wastes, decreased administrative costs, improved contract management, better order tracking system, and increased profits for the company. SFA system automates various sales processes such as order placement system, order processing system, and order tracking system. These automated systems result in making the sales department staff of a company more efficient. De Sousa (2010) asserts, â€Å"Sales management software enables sales teams to concentrate more on their sales activities as opposed to administrative tasks†. Companies should implement appropriate techniques such as supervisory feedback and