Comparison of the Representations of Love and/or Melancholy in Louise Labes Poems

Love has always been associated with complications. To some, love is the best thing that has ever happened to them; to others, the mention of the word love revives pain, deeply buried for so long in their hearts. Love can be a therapy to a person in pain when expressed in a genuine manner. This is however, a rare occurrence as only a few humans are able to express true love, as it should be.Advertising We will write a custom essay sample on Comparison of the Representations of Love and/or Melancholy in Louise Labe’s Poems specifically for you for only $16.05 $11/page Learn More The type of love expressed by human is far much different from what the recipient expects. Variation in the expectations and delivery of love is the cause of hurt and mistrust. Louise Lobe probably experienced this fact when she composed Long-felt Desires and I Live, I Die, I Burn, I Drown. The two poems must have been a confession from Louise as they talk of real experienc es that many would confess as true. In these poems, love is not a source of joy but a source of pain and mistrust. In I Live, I Die, I Burn, I Drown, Labe laments the inconsistencies associated with love. â€Å"Thus I suffer love’s inconsistencies† (â€Å"I Live I Die I Burn, I Drown† Line I) tells of the sufferings associated with love due to inconsistencies. The inconsistencies bring in confusion. Being unsure of what to feel is more troublesome than having negative feelings. The poet undergoes many contradicting feelings that leave her unsure of everything. All of which have both sides of emotions: good and bad. â€Å"I live, I Die, I Burn, I Drown,† (â€Å"I Live I Die I Burn, I Drown† Line 1) tells of tribulations that the writer goes through. In one minute, life is smiling at her and in the other life seems to be fading away. Her spirits are lifted by the good deeds that come with love at one moment. Yet in the next, the bad things that ensue dampen them. She is not sure whether she is burning or drowning, whether she is alive or dead. Bad things and good ones come together leaving her confused and exhausted. Sometimes the tribulations are manageable while at other times they are unbearable. Life is both good and bad at the same time as troubles and joys are intermingled. When it seems like rejoicing time something happens that would make her celebrate and grief at the same time. She does not know if she is happy or not. She is torn between the two. It is as if happiness is always there and always absent. Sometimes she feels like love is crushing her and sucking her life away. This occurs when her partner hurts her. When things are good between them she feels like she is growing.Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More She starts to grow emotionally, physically and spiritually. However, this does not last for long, a s she is forever doomed to inconsistencies. Sometimes she thinks that she is condemned to pain but this pain does not seem to exist. When she is about to rejoice that happiness is back; meant to last, nevertheless, this feeling also does not last. Labe is confused and suffering due to the events that are neither good nor bad. To her, love is pain and joy at the same time. Long- Felt Desires also by Labe is a poem told by a heartbroken person. The experience with love has planted a seed of pain and hopelessness in the heart of this person. However, she still longs for the good feeling associated with love. What she is not sure of if is whether the crushed heart will ever accommodate love again. The experience from the past has left her with painful emotions, â€Å"cruelty beyond humanity/ a pain so hard it makes compassionate stars go mad with pity/ these are the first passions I’ve had† (Labe, â€Å"Long-Felt Desires† Line V-VII). She was treated with cruelty th at has resulted to all the pain that she feels. She bears so much sadness and sorrow that calls for pity. This has left her cynical about love. Labe wonders, â€Å"Do you think love could root in my soul again?† (â€Å"Long-Felt Desires† Line VIII). It leaves her wondering whether, at any point of her life she will be able to love again. Whether love will ever revive what she felt before the bad experience remains debatable to her. She knows that this will not be possible as the wounds from the past â€Å"†¦covers me. It can pierce no more† (â€Å"Long-Felt Desires† Line XIV). She is destined not to love again in her life. The two poems are similar in that the writer has had experiences in love. The writer has suffered in both poems, from love inconsistencies and heartbreak. The two poems share a common thing, pain. In I Live, I Die, I Burn, I Drown, although in love, Labe is going through pain. In Long-Felt Desires, the writer is not in love. Howeve r, she is going through a lot of pain from the past cruelty she had experienced in love. In the two poems, love is nothing but unhappiness. However, the two poems varies in that, in I Live, I Die, I Burn, I Drown Labe is in love while in Long-Felt Desires, she is no longer in love. In I Live, I Die, I Burn, I Drown, the writer is undergoing all this while still in love. She is experiencing the both sides of emotions while still in love. On the contrary, the persona in the Long-felt Desires is no longer in love. All the pain and hopelessness emanate from what she has experienced in her life. The writer’s past is full of cruelty that caused a wound that will forever shield her from falling in love again. In the first poem, though the persona is undergoing painful moments, there are also some moments of joy. Sometimes she experiences happiness, and joy. This leaves her with some hope to carry on loving. However, the poet in Long-felt Desires is hopeless. The experiences in the p ast have left her hopeless. She does not think that she will ever love.Advertising We will write a custom essay sample on Comparison of the Representations of Love and/or Melancholy in Louise Labe’s Poems specifically for you for only $16.05 $11/page Learn More Based on Labe’s history, love must have been a painful and at the same time exciting experience. Her father married her to a prosperous rope maker who was thirty years older than she was. On the other hand, Labe was in love with a young royal guard who unfortunately, she could not marry. The two poems reflect the painful reality associated with love. Though to some love is still a paradise, to many people, love is a source of pain and misery. Heartbreak, misery, emptiness, and unfulfilled promises define love in most cases leave its victims with wounds that cannot heal. Works Cited Labe, Louise. I Live, I Die, I Burn, I Drown. N.d. Web. —. Long-Felt Desires. N.d. Web. 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Brief Overview of the Anti-Lynching Crusade Movement

Brief Overview of the Anti-Lynching Crusade Movement The Anti-lynching movement was one of many civil rights movements established in the United States. The purpose of the movement was to end lynching of African-American men and women. The movement was comprised mainly of African-American men and women who worked in a variety of ways to end the practice. Origins of Lynching Following the passing of the 13th, 14th and 15th Amendments, African-Americans were considered full citizens of the United States. As they sought to build businesses and homes that would help establish communities, white supremacist organizations sought to repress African-American communities. With the establishment of Jim Crow laws prohibiting African-Americans from being able to participate in all aspects of American life, white supremacists had destroyed their enfranchisement. And to destroy any means of success and oppress a community, lynching was used to create fear. Establishment Although there is no clear founding date of the anti-lynching movement, it peaked around the 1890s. The earliest and most reliable record of lynching were found in 1882 with 3,446 victims being African-American men and women. Almost concurrently, African-American newspapers began  publishing news articles and editorials to show their outrage at these acts. For instance, Ida B. Wells-Barnett expressed her outrage in the pages of Free Speech a paper she published out of Memphis. When her offices where burned in retaliation for her investigative journalism, Wells-Barnett continued to work from New York City, publishing A Red Record. James Weldon Johnson wrote about lynching in the New York Age. Later as a leader in the NAACP, he organized silent protests against the actionshopeing to bring national attention. Walter White, also a leader in the NAACP, used his light complextion to gather research in the South about lynching. The publication of this news article bought national attention to the issue and as a result, several organizations were established to fight against lynching. Organizations The anti-lynching movement was spearheaded by organizations such as the National Association of Colored Women (NACW), the National Association of Colored People (NAACP), the Council for Interracial Cooperation (CIC) as well as the Association of Southern Women for the Prevention of Lynching (ASWPL). By using education, legal action, as well as news publications, these organizations worked to end lynching. Ida B. Wells-Barnett worked with both the NACW and NAACP to establish anti-lynching legislation. Women such as Angelina Weld Grimke and Georgia Douglass Johnson, both writers, used poetry and other literary forms to expose the horrors of lynching. White women joined in the fight against lynching in the 1920s and 1930s. Women such as Jessie Daniel Ames and others worked through the CIC and ASWPL to end the practice of lynching. The writer, Lillian Smith wrote a novel entitled Strange Fruit in 1944. Smith followed up with a collection of essays entitled Killer of Dreams in which she bought the arguments established by the ASWPL to the national forefront. Dyer Anti-Lynching Bill African-American women, working through the National Association of Colored Women (NACW) and the National Association for the Advancement of Colored People (NAACP), were among the first to protest lynching. During the 1920s, the Dyer Anti-Lynching Bill became the first anti-lynching bill to be voted on by the Senate. Although the Dyer Anti-Lynching Bill ultimately did not become a law, its supporters did not feel they had failed. The attention made citizens of the United States condemn lynching. In addition, money raised to enact this bill was given to the NAACP by Mary Talbert. The NAACP used this money to sponosor its federal antilynching bill that was proposed in the 1930s.

On killing Essay Example | Topics and Well Written Essays - 1500 words

On killing - Essay Example Grossman has utilized Milgram’s experiment of obedience as his research base. According to Milgram’s findings, humans obey authority and inflict pain on the subject without the rational evidence, but only due to obligatory requirement. Thus, Freud’s intuitive theory of human nature contradicts with this dichotomy, which emphasis that undue submission and pressure by authority evokes rebelliousness in the subordinates (Grossman, p.142). The author also lays an emphasis on the dichotomy of human intrinsic defence mechanism; this enables individuals to either fight for their survival in a threatening environment or escape from it, which is either due to fear or strategic aversion of killing another human being (Ibid, p.143). Another unanticipated fact about killing in a war is that without a leader’s direction, soldiers often feel without a sense of direction. Hence, become incapable of determining their own action, which shows the abrupt nature of humans to require authority, set path for direction and specific guidelines to react or respond in certain situations (Ibid, p.145). Leaders possess or influence subordinates in both physiological and psychological manner. Their presence can persuade subordinates to act in the most violate manner and can also impede them from violation. The repute of a leader or authority, the nature of demand of killing from the authority and authenticity of leader’s command act as the sound and rational bases for a subordinate to follow the commandment of a leader without consolidating it with his own belief or values (ibid, p.145). In addition, the author has also signified the importance of posture and submission process along with killing or fleeing mechanism in the time of war or life threatening situation. The hostility of a being is detected through its basic nature, posture or level of fear. Thus, one can determine that a baboon and rooster do not tend to attack

Final Manifesto of Architecture Essay Example | Topics and Well Written Essays - 1000 words

Final Manifesto of Architecture - Essay Example In this manifesto on architecture, I am going to present my personal views on architecture with historical evidences. First of all, I would like to describe my vision of architecture by considering it as something with modern approach. As Buckminster Fuller (1969) in his essay ‘From Utopia or Oblivion’ quoted on the future architectural approach that started in an era with the stepping of foot on human on moon. It was this era that made man to think of creating ‘floating city’ or a utopian state. He also talked about the change in our way of living that is more oriented toward making changes in our surroundings by adjusting them according to our needs. I would like to relate architecture with his vision that is the name of creating buildings and places that better serve our needs to adjust to temperature changes and other things that were beyond our control in the past. Also architecture should be focused on simple but modern way of constructing buildings th at is not much oriented toward immense decorations. Adolf Loos (1929) in ‘Ornaments and Crime’ identified the modern man’s focus toward simplicity with lack of interests in ornaments and decorations. I believe that architecture should focus on the modern approach of man in order to create buildings according to his taste. Architecture is a way of symbolizing different things depending upon the way a building is structured. Roland Barthes in ‘Image Music Text’ talked about the power the image has in terms of communicating a message to receivers. There are many ways in which a message gets to a person through studying numerous parts of an image. It can be linguistic, if an image has a text or caption on it or simply iconic that may be coded or non-coded. It may also possible that the image is conveying a message in the context of a certain culture or society. In other words, we get to know various meanings by simply looking at an image. Likewise, archi tecture is an art that give rise to erect structures and buildings with a touch of sculptures and art work that convey to us a specific message that can be deciphered in a language or coded in a certain way. Therefore, architecture should give rise to a carefully designed structure in order to signify many things in a specific setting. In addition to the description of architecture as a skill that needs careful handling by people involved in doing architectural work; architects, it is also a profession that has seen changing trends from the last decade. It is important to state that it has now become more of a heterogeneous nature than before with bringing strangely conflicting structures to places on earth. It has been quoted by Greg Lynn in ‘Architectural Curvilinearity’ that architecture had been deviating from pervious forms and now practicing principles of pliancy and curvilinearity. I suggest that architecture should inculcate modern methods in attempting to give people the places they want to live in. The heterogeneous approach is a particularly a new one with great potential and it could be continued to give a new form to architecture. Moreover, the buildings that are constructed now are not accurately of geometrical figures or anything close to that. Rather they are given different shapes that is not to be find similar with other buildings. Based on the architectural manifesto

English Essay Example | Topics and Well Written Essays - 500 words - 34

English - Essay Example Many people have had their faith in the American dream shattered by the crisis and the loss of their home. Many have said that the whole financial system will collapse due to the huge problems revealed by the credit crunch and the failure of banks around the world. In the face of these problems each country has had to find economic policies to try to stave off a serious depression. Many economists believe the crisis began because of a big asset boom in the United States. Banks and other lenders gave away many loans at very low interest rates to people who simply who could not afford to pay back the money. In the beginning this led to a huge boom in housing prices because there were so many buyers in the housing market and there was a high demand and a somewhat low supply. However, eventually what happened was that people began to default on their mortgage payments. During the boom years many complicated financial products involving mortgages were bought and sold by banks and it was d ifficult to know how many of these "toxic mortgages" were actually on a banks balance sheet. As the number of defaults and foreclosures increased people began to become very nervous as they had trouble determining the value of banks stocks and how many bad mortgages they held. These are serious problems the government needs to fix. We need to have a new era of hope and faith in order for people to begin to believe in the American dream

Baby Abandonment in Malaysia

Baby Abandonment in Malaysia The problem of abandonment of babies that has become more serious over the years with more and more babies is being abandoned in our country. According to Syed Zahar, 2010, on Valentines Day, charred remains of a baby, believed to be a few days old, and was found in a rubbish bin in Kuala Krai, Kelantan. On March 21, a newborn baby girl was found abandoned in the rubbish dump of a shopping mall in Ipoh, Perak. Then on March 26,ÂÂ  a day-old infant was found dead in Kampung Melayu Subang. The latest data from the police showed that 65 babies have been dumped this year alone, 26 of them boys, 25 girls and the other 14 being foetuses. This brings the total to 472 cases since 2005, in more than half of which, or 258, the babies were found dead in our country and a total of 79 cases were reported on last year (The Star online, 2010). Official statistics reveal an average of 100 cases annually but these figures do not include abandoned babies who died after being abandoned or those ba bies that disposed off without a trace. So, this issue deserves urgent attention by everyone before it goes out of hand. In our opinion, government should play an important role as to reduce the cases of abandoned babies by classify the abandoned baby cases as murder and attempted murder or enforced the law in our country. Those responsible for babies who die would be investigated for murder while abandoned babies found alive would be classified and investigated as attempted murder. Police should investigate and use modern technique such as the DNA test to identify the parents of the abandoned baby. Besides, police should also set up a special squad if they need to probe cases of abandoned newborn babies so as to track down the suspects swiftly. According to The Star on 17 August 2010, there is an 18-year-old factory worker and his 17-year-old girlfriend in Malacca became the first couple in the country to be charged under the Penal Code for baby dumping. The couple pleaded guilty to the offence, which carries a maximum sentence of seven years jail, a fine or both. This is the only way to bring those r esponsible for the death of a baby to justice. Many cases involving baby-dumping could not be resolved fast because of lack of information and expressed the need for public cooperation to help police to solve the cases. So, as a citizen in our country, it is now the time for the society had to be a busybody, especially in matters pertaining to social problems. An NGO in Malaysia has opened the countrys first baby hatch for rescuing unwanted newborns as authorities battle increasing cases of abandoned babies (VR Sreeraman, 2010). A BABY hatch is a place where an unwanted child might be left anonymously by parents. The hatch has a small door which a mother can open and place her baby on an incubator bed. Once the door is closed an alarm bell will alert the NGOs staff to the babys presence, after the mother has left. Although the baby hatch helps to avoid newborn babies being abandoned at the roadside or in a rubbish dump, but many people feel that it seems to encourage pre-marital sex. However, the aim of the baby hatch is to discourage women, especially young unwed mothers, from abandoning their newborn and instead have them placed with caring parents. According The Star newspaper, the baby boy abandoned at the baby hatch on 27 June 2010 has been adopted. The baby hatch, set up on May 29 by OrphanCARE, received its first baby on June 27 whe n an unmarried couple in their early 20s left the newborn there. With the establishment of the baby hatch, government hoped there would be a reduction in the number of babies being dumped. Besides that, NGO plans to place baby cots where mothers can leave their unwanted babies anonymously to save abandoned babies. Unlike the baby hatch, that the baby cots, which would be located at the premises of NGOs, were merely a place for women to place their unwanted babies. The baby cots would most likely be made of wood and designed with an umbrella-like shade to keep out crows and protect the child from the blistering heat. Once a baby is dropped in a cot, the NGO concerned would alert and contact the police and the welfare department. This objective is to protect the abandoned babies lives. Nowadays, cases of baby abandonment usually results from unwanted pregnancies. So, educating youths on the risk of having sex, especially unprotected sex are needed. Sex education should include in our school syllabus, not just implemented as a brief part of other subject like biology, moral and physical education, but as a subject on its own. From the many cases as we know, it was found that many youths did not know their own bodies. Some did not even know that they will get pregnant if they have sex. So, these provide the authorities with a good reason that it is time we had sex education in our schools as one of the subject. Knowledge is power and sex education is not about free sex. Sex education is about giving our children informed choices. Sex education will teach the child about his or her body, changes to the body at puberty, hormones, how to form stable meaningful relationships, responsible relationships, unprotected sex, consequences of having sex and how to say no'(Mariam Mokhtar, 2010). Awareness and education on sexual health will play a vital role in helping to reduce the number of unplanned pregnancies and cases of abandoned babies. Besides, Government or non-governmental organization should provide shelter homes for pregnant unwed girls and unwed mothers to solve the problem of abandoned of babies that has become more serious in our country. Basically a young mother would abandon her baby because she is afraid. She does not wantÂÂ  to keep her baby and she just wants someone to take it, keep it safe, and make sure it gets a good home because she might be unmarried. Because of this, the welfare department officers will be on 24-hours standby to help those having such problems and give them counselling. They should also take the initiatives to identify cases of unwanted pregnancies in their respective areas and provide assistance to the mothers to prevent them from abandoning their babies. While caution need to be taken in implementing any measure as not to encourage young girls to be involved in sexual relationship before marriage, it is equally important to ensure that those who have already crossed the li ne do not shy away from seeking help and doing the right thing. Most cases of abandoned babies were due to weak family institutions and where the responsibility of bringing up a child was left to other parties. So, parents and family members are actually also playing an important role to prevent the unwanted pregnancies so that it will not becoming rampant in our country. Most of the parents in our country are full time workers that force them to spend about 10 hours out of their house per day. As a result, most of their children are abandoning of love and time by their parents. Their parents are too busy with their work and career development. This situation can cause lack of time between the family members. In relation to that their children tend to find others affection among their peers. It can contribute to their feeling in trying new things such as find someone who loves them or having sex with their partner. When parents come to know of their children are pregnant before they had married they will blame the whole world instead of helping t hem and providing the necessary support to them. Parents or family members should not blaming others if their children became pregnant or gave birth to babies conceived out of wedlock but take the necessary steps to support them in times of distress. As you all know, raising a baby as a young teenager is already tough but dealing with the stigma will let the parents and the child feel more pressure. This is why counselling from social agencies do their big part in helping these women deal with the discrimination. In our point of view, teacher should teach young people commit to abstaining from sex until marriage to avoid unwanted pregnancies through education because people also believe that it is morally wrong for the people to have sex before they are married. Since sex is one of the natural force that one cannot resist, as human being we can resist having sex at the wrong time or we should use the effective contraception to avoid unwanted pregnancies. The use of effective contraception, such as the oral contraceptive pill and condom not only reduce the risk of getting unwanted pregnancies but also reduced the rate of HIV (Human Immunodeficiency Syndrome) infection. We may not be able to stop our teenagers from having sex before marriage, but we can at least tell them about responsibilities and consequences of having unprotected sex before married. Government and non-governmental organization should also set up a special school for pregnant teenagers to let them complete their education to ensure a better future for them. They should not be alienated and left feeling as if they have been excluded from the society when they got pregnant. The school will also take care of the needs of pregnant teens and this, indirectly, will rid of negative perception against them. Arguments that say setting up such school or the baby hatch would encourage teenagers to be involved in premarital sexual activities should be considered, but we should look at this by taking into consideration that it is already happening, baby dumping has already happened. So what is wrong with setting up the school to give them a venue, a place for them to seek help and save themselves from being trapped in the cycle further. I think we have to give them a second chance, which is more important. The reality is that it is already happening and we need to take action to address the problem, otherwise we will lose young individuals who could contribute to our country. Last but not least, another way to overcome abandoned babies is to create awareness through media. Every country should have a common reminder to their citizen by advertising through any sorts of media whether it is newspaper, television, radio and etc. The citizen will also be educated not only through school but also through media. Media plays a huge part in creating awareness and by doing so it could help to minimize the rate of abandoned babies in the future. People who are not educated are the main problem to this cause because they dont know the value of a new born life and abandoned the baby for the sake of themselves. Through media can also promote ways to handle unwanted babies rather than abandoned them on valleys or dustbins. The role of media is essential because it can deliver a message throughout the nation in a split second and at the same time a lot of people will receive their message at once. Media is the best and fastest way to promote or create awareness among oth er roles. Media serve as a constant reminder to people about how to react and prevent abandoned babies happening and to also promote alternative to donate the babies rather than to leave at somewhere and let the baby die off. In other ways of it is cruel to deal with the issue that way and the babies is paying the price for the mistake their adult are making. That is wrong because there are still so many ways to handle things and people prefer to handle things the wrong way to protect their dignity and to cover the shameful things that has happen to them. There is no dignity left for those who their abandoned babies in dark alleys so why care to protect them? Baby dumping has become a hot topic with newspapers highlighting new cases almost every day. We think that, in solving the issue of abandoned babies, the main goal should be towards creatingÂÂ  awareness among youths that abandoning of babies is not the easiest way out. We have to let them know there are places and people that can provide help and its also these NGOs duty to reach out to those going through unwanted pregnancies. Society too should play their part by understanding the problem and not discriminate unwed mothers. Accidents happen and human make mistakes are no way to redress an initial oversight. In conclusion, lets hope morals of the people in this country not deteriorate as we take this road towards achieving the status of a developed nation. After all, its not much use in having a first-world infrastructure and system when the citizens are still in a third-world state of mind.

Memasyarakatkan Alkitab atau meng(al)kitabkan masyarakat? :: essays research papers

Memasyarakatkan Alkitab atau meng(al)kitabkan masyarakat? Tantangan dan Kesempatan bagi metode BGA dalam konteks kelisanan dan keberaksaraan Makalah ini disajikan dalam salah satu sesi dalam pelatihan Tim Pelayanan Proyek Philadelphia (TP3) pada tanggal 26 Juli 2004, di Wisma Anugerah, Cisarua, Bogor. Pengantar Makalah ini merupakan bentuk konkretisasi dari refleksi saya berdasarkan berbagai pergumulan berteologi serta pengalaman melayani dalam pembinaan BGA serta berdasarkan karya sehari-hari sebagai anggota staf penerbitan Yayasan PPA. Sebelumnya saya pernah menyusun dan menyajikan beberapa renungan dan makalah yang telah saya sajikan dalam berbagai pertemuan internal PPA. Perkembangan serta perubahan pemikiran saya setelah saat-saat tersebut kini tertuang dalam makalah ini.   Ã‚  Ã‚  Ã‚  Ã‚  Melalui judul dari makalah ini, saya ingin menunjukkan bahwa masih ada beberapa kebijakan, pemikiran, dasar ideologis-teologis dll. yang berkaitan dengan metode BGA, yang masih perlu diperjelas. Judul dari makalah ini menyiratkan salah satu dari beberapa pilihan yang harus diambil: memasyarakatkan Alkitab atau justru meng(al)kitabkan masyarakat. Tujuan makalah ini adalah untuk mengajak kita memikirkan pertanyaan-pertanyaan seperti ini, serta pendapat saya tentang jawaban-jawabannya bagi pertanyaan-pertanyaan tersebut. Mencari udang di balik batu: Konteks keberaksaraan, kelisanan, dan kemajemukan media dalam gaya hidup orang Indonesia Ada banyak istilah yang digunakan orang untuk menjelaskan kemampuan seseorang untuk membaca dan menulis. Ada yang menggunakan istilah melek huruf, keaksaraan, keberaksaraan dll. Dalam makalah ini, saya akan menggunakan istilah  ¡Ã‚ ®keberaksaraan ¡Ã‚ ¯ untuk menunjuk kondisi masyarakat yang secara umum didasarkan pada kemampuan membaca dan menulis, dan  ¡Ã‚ ®melek huruf ¡Ã‚ ¯ untuk kondisi seseorang. Untuk kondisi seseorang yang tidak mampu membaca dan menulis saya menggunakan istilah  ¡Ã‚ ®buta huruf ¡Ã‚ ¯, sementara  ¡Ã‚ ®kelisanan ¡Ã‚ ¯ menunjuk kepada kondisi masyarakat yang lebih didominasi oleh ujaran verbal ketimbang teks tertulis. Saya juga ingin memperjelas makna dari satu istilah yang saya gunakan dalam makalah ini. Mengikuti definisi yang digunakan oleh UNESCO,  ¡Ã‚ ®buku ¡Ã‚ ¯ atau  ¡Ã‚ ®kitab ¡Ã‚ ¯ adalah bahan cetak yang terdiri dari 49 halaman atau lebih, tidak termasuk halaman sampulnya. Menurut Susenas/Statistik Pendidikan, proporsi penduduk buta huruf usia 10 tahun ke atas adalah sebagai berikut: Jenis Kelamin  Ã‚  Ã‚  Ã‚  Ã‚  Kota  Ã‚  Ã‚  Ã‚  Ã‚  Desa  Ã‚  Ã‚  Ã‚  Ã‚  Kota dan Desa Pria  Ã‚  Ã‚  Ã‚  Ã‚  3.76  Ã‚  Ã‚  Ã‚  Ã‚  10.32  Ã‚  Ã‚  Ã‚  Ã‚  7.52 Wanita  Ã‚  Ã‚  Ã‚  Ã‚  9.44  Ã‚  Ã‚  Ã‚  Ã‚  20.17  Ã‚  Ã‚  Ã‚  Ã‚  15.54 Pria dan Wanita  Ã‚  Ã‚  Ã‚  Ã‚  6.63  Ã‚  Ã‚  Ã‚  Ã‚  15.53  Ã‚  Ã‚  Ã‚  Ã‚  11.55 Beda Wanita Pria  Ã‚  Ã‚  Ã‚  Ã‚  5.68  Ã‚  Ã‚  Ã‚  Ã‚  9.85  Ã‚  Ã‚  Ã‚  Ã‚  8.02 Angka ini bisa kita bandingkan dengan tabel keberaksaraan penduduk dunia menurut wilayahnya yang ada di bawah ini. Secara sekilas, kelihatannya taraf keberaksaraan penduduk Indonesia, termasuk umat Kristen di dalamnya, telah mencapai angka yang cukup menggembirakan. Kita dapat mengandaikan bahwa penduduk Indonesia beragama Kristen (yang pada tahun 2000, demikian menurut LP3ES, berjumlah 17.954.977 jiwa atau 8,92% dari keseluruhan jumlah penduduk ) juga memiliki persentase keberaksaraan yang kurang lebih sama dengan komponen penduduk Indonesia lainnya. Bila angka-angka ini benar, maka kelihatannya tersedia ladang yang cukup besar bagi pelayanan pencetakan Alkitab serta literatur penyertanya (sekitar 15 juta jiwa orang Kristen yang dikategorikan tidak buta huruf).

Professional Standards for Teaching: a Review or Literature Essay

ABSTRACT Abstract:- The aim of this article is to review the related literature about the Professional Standards for teachers. The conceptual and historical background of the professional standards has been discussed in this article. It is viewed that quality of education and quality of life are interdependent. Quality of education to a great extent lies on the quality of his teachers. Professional standards for teachers are being used as a tool to improve the quality of education. Standards are the measures of achievement for both the professional teachers or educators and the their students. These professional standards are sub divided into content and performance standards in the curriculum seek to assure excellence. These standards define and establish expectations, and provide a common base for planning. Professional standards for teachers also provide a foundational framework to develop pre-service teacher education programmes, accredit the institutions that offer them and to certify their graduates as licensed teachers. In different western countries various organizations are responsible for the development of different types of professional standards for teachers. In Pakistan, National Professional Standards for teachers has been introduced by the Federal Ministry of Education in collaboration with UNESCO and USAID, which are discussed in detail in this review. Introduction Education is considered as one of the basic elements which contribute to the development of a country and the prosperity of the masses. It promotes awareness among people by making them able to ‘read’ the world (Freire, 1987). The increasing use of technology has transformed the world into a global village. This global community has accepted the principle that education is a basic human right. Accomplishment of such right does not only involve being given access to schools and being trained for life-long learning via either formal or non-formal means, but more importantly, being provided quality education (Ibrahim & Ahmed, 2008, p. 402). For many children, youth and adults today, access to learning opportunities is no  longer a luxury; however, getting quality education remains to be elusive even in developed countries. The declarations of the 1990 Jomtien World Conference on Education and the 2000 Dakar World Education Forum both emphasized that to achieve Education f or All (EFA) by 2015 would require, in addition to increased access to education, all countries to improve the quality and equity of education â€Å"so that recognized and measurable learning outcomes are achieved by all† (Ross K., 2007). Teachers are vital. Unless we can get more teachers, and better teachers, we will not reach the target of making quality education available for all by 2015.The quality and standard of excellence in education depend upon the quality and standard of teachers. Strong evidence demonstrates that the quality of teachers is the most significant educational input for quality learning in schools. The importance of the role of the teacher as an agent of change, promoting understanding and tolerance, has never been more obvious than today (Delors, Mufti, Amagi, Carneiro, Chung, Geremek, Gorham, Kornhauser, Manley, Quero, Savane, Singh, Stavenhagen, Suhr, Won, & Nanzhao,1996). This is reflected in the international trend to give greater attention and effort to improve the quality of teachers. If any country aspires to compete successfully in the global knowledge economy and convert the raw talents of its people into productive asset it has to create a world class educational system from pre-school to postgraduate levels. A world class education is not possible without world class teachers, most importantly at the foundational levels of K -10 grades, who instruct, inform and inspire their students to quality learning and scholarship. MacBer (2000) describes the qualities of a teacher, A good teacher is kind, is generous, listens to students, encourages them, has faith in them, keeps confidences, likes teaching children, likes teaching their subjects, takes time to explain things, helps them when they are stuck, tells them how they are doing, allow them to have their say, doesn’t give up on them, cares for their opinion, makes them feel clever, treats people equally, stands up for them, makes allowances, tells the truth and is forgiving ( p. 3). Since last decade, there has been a worldwide focus on quality in education in many countries. Calls for quality teachers, quality outcomes and quality schools have become something of a mantra for politicians employing authorities and business leaders (Ibrahim & Ahmed, 2008, p. 402). K. Kennedy (2001) describes a quality  profession and a quality classroom teaching as two sides of the same coin. It is true that we want a need a â€Å"quality profession†. Yet it equally true that we need individual teachers who make up the profession to be committed to quality teaching [†¦]. What the profession as a whole says about standard of professional practice should come to life in individual classrooms (Kennedy, 2001). To produce world class teachers and empower them to educate generations of learners /scholars, the fundamental requirements have been clearly delineated in professional literature. It includes standards of what teachers need to know and be able to do. Professional Standards for Teachers Standard-setting and accreditation of teacher education are key mechanisms to ensure the quality of teacher training. Quality assurance requires Professional Standards of teacher education and an effective mechanism of teacher accreditation of teacher education institutions and programmes. Developing and implementing standards of professional practice to reflect a new model of teacher professionalism is emerging as a priority in a number of countries across the globe. Professional teaching standards help to make teachers’ knowledge and capabilities more explicit, as well as provide a powerful mechanism for defining and communicating what constitutes good teaching. They can also provide a useful framework for ongoing professional learning. Quality of teachers is reflected in their quality of teaching. To ensure quality in teaching, standards for what teachers should know and be able to do should be developed. The standards are used as the criteria for licensing or certification , recruitment, and career planning and development (Ibrahim & Ahmed, 2008, p. 414). Meaning of Standards The term â€Å"standards† can be used in at least two ways: firstly, standards are statements about what is valued – statements of principle; secondly, they are measures – levels or measures of performance. A standard, in the later sense â€Å"points to and describes a desirable level of performance† (Ingvarson L. , 2002). Sykes and Plastrik point out that the word ‘standard’, as in the second sense of a measure, carries different usages and nuances. One of these is the idea of a standard as a legally recognized unit, such as that of Greenwich Mean Time, or the Gold Standard, or the Standard Meter for length. Another is the notion of a standard as ‘an authoritative or  recognized exemplar of perfection’, such as the sacred books of a religious organization. Yet another usage refers to ‘a definite level of excellence, attainment, wealth or the like’ such as ‘standard of living’, standards of health or a particular level of proficiency’, as in playing the piano or conducting a hip replacement, for example (1993). There are two main types of standards as applied to teaching: The first defines the basic tasks or duties of a teacher – what a teacher is hired to do. These are the kinds of generic criteria that school administrators usually have authority to apply in appraising whether teachers are doing their basic job. †¦ The second are standards for good teaching specific to particular subject and curriculum fields. †¦ These standards are based on professional values and images of high quality learning specific to subject fields (Ingvarson L., 1998a, pp. 32-33). Standards are used in different ways in teaching profession. For example pre-service preparation and at the time of induction, they are used to select new members of the teaching profession (Selection Standards), to assess that what graduates from teacher education courses should know and able and to do (Standards for higher qualification in teaching), to assess the teacher preparation course and institutions (Accreditation standards), and to measure the performance for full entry to the profession after probationary year (Registration / Licensing Standards). Professional Standards for teachers are also used to improve continuing Professional Development (CPD). These standards may include Employer specific standards, where permanency still applies (Permanency / Tenure standards), Standards for periodic review of performance of contractual duties for retention or dismissal decisions (Accountability standards), Standards for self-analysis and reflection on practice (Appraisal Standards for Professional Development), Profession-wide standards for highly accomplished practice set by a professional body (Advanced Certification Standards) and Standards for career advancement specific to an employing authority (Promotion Standards) (Ingvarson L. 2002, p.3-6). History of Initiative or Development of Professional Standards There is considerable interest worldwide in the potential of professional teaching standards to support improvements in the quality of teaching and learning. This interest reflects the findings of  recent research on quality teaching (Darling-Hammond. 2000; Cuttance, 2001; Rivkin, Hanushek & Kain, 2000). The development of professional standards has proceeded with remarkable speed within a number of countries. Developments have been â€Å"driven by a diverse range of factors. It includes the demand for greater accountability, the desire to reform education, the need to strengthen teacher professional development and the introduction of teacher performance appraisal† (Mulcahy, 2003). A brief history of development of Professional Standards around the world United States of America At the national level, the establishment of the National Board for Professional Teaching Standards (NBPTS) has dominated discussion of professional standards in the United States. The National Board established in 1987 in response to the criticisms of teaching standards in â€Å"A Nation at Risk†, is credited as being the catalyst for action in the United States. The National Board’s mission was to establish rigorous standards for what accomplished teachers should know and be able to do. The vast canopy of NBPTS standards of accomplished teaching is built on five core, underpinning propositions. (1) Teachers are committed to students and their learning; (2) Teachers know the subjects they teach and how to teach those subjects to students; (3) Teachers are responsible for managing and monitoring student learning; (4) Teachers think systematically about their practice and learn from experience; and (5) Teachers are members of learning communities (NBPTS, 1987). Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies, higher education institutions, and national educational organisations dedicated to the reform of the education, licensing, and on-going professional development of teachers in the USA, which had also formulated the professional standards for teachers. INTASC’s mission is to promote standards-based reform through the development of model standards and assessments for beginning teachers (INTASC, 2006). In comparison with the National Board’s approach to developing standards, the INTASC standards are performance-based, that is they describe what teachers should know and be able to do rather than listing courses that teachers should take in order to be awarded a licence (Ibrahim & Ahmad, 2008, p. 418). Developed for purposes of licensing  beginning teachers, they do not differ markedly in knowledge or skills requirements from those used by the NBPTS for accredita tion of accomplished teachers. Where they do differ is in the expectation that accomplished teachers will be able to demonstrate their knowledge and skills in more refined ways (Ramsey, 2000, p. 22). The United Kingdom The issue of standards for teachers has been a focus of policy development in England for most of the last decade. Four separate agencies are now involved in the development, monitoring and accreditation of teachers against educational standards. They are; (1) The Teacher Training Agency (TTA) or Training and Development Agency (TDA); (2) Office for Standards in Education (OFSTED); (3) The General Teaching Council (GTC); (4) The Further Education National Training Organisation (FENTO). The General Teaching Council (GTC) was established by the Teaching and Higher Education Act 1998, started work on 1 September 2000 as the independent professional body for teaching in England. The Act gave effect to a long-held aspiration to give teaching the same status as other self-regulating professions, such as nursing. It set the GTC two aims: (1) to contribute to improving standards of teaching and the quality of learning, and (2) to maintain and improve standards of professional conduct among t eachers, in the interests of the public. The GTC code has been revised and is effective from September 2009. The Code describes professionalism in practice in relation to registered teachers: (1) Put the wellbeing, development and progress of children and young people first (2) Take responsibility for maintaining the quality of their teaching practice (3) Help children and young people to become confident and successful learners (4) Demonstrate respect for diversity and promote equality (5) Strive to establish productive partnerships with parents and carers (6) Work as part of a whole-school team (7) Co-operate with other professional colleagues (8) Demonstrate honesty and integrity and uphold public trust and confidence in the teaching profession (The General Teaching Council (GTC), 2009). Australia The issue of standards is under discussion in Australia since 1980’s. Professional Standards for teachers have been developed both at National and state/ province level after a long and continuous struggle. This Standard  movement can be divided into two parts. (1) First Phase of standards development (1980 – 1999), (2) Second Phase of standards development (21st Century). Most of the initial work on professional standards done in first period was the result of state government agencies or employers. However, no comparable professional standards for teachers were developed. Accreditation of teacher education programs, entry to and succession within the teaching profession was organized in line with the particular qualification or registration requirements within each State or Territory. Regulatory bodies for teachers within Australia were state-based (Mulchay & Jasman, 2003, p. 13). In the second phase of standards develop movement; the responsibility of developing pr ofessional standards was squarely placed with the profession. It was increasingly argued that standards should be generated by the teachers so that establishment of these standards would craft point of reference for teachers. Ingvarson (1998, p. 127) writing in the context of school teaching, argues that teaching standards â€Å"need to be embedded in the teaching of a particular subject if they are to be valid representations of expertise and useful guides to professional development† (as cited in Mulchay & Jasman, 2003, p. 16). The National Standards for Teachers (the Standards) in Australia has been validated and finalized by The Australian Institute for Teaching and School Leadership (AITSL) in collaboration with The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) in 2010. The National Professional Standards for Teachers were endorsed by MCEECDYA in December 2010. The Standards represents an analysis of effective, contemporary practice by teachers throughout Australia. Their development included a synthesis of the descriptions of teachers’ knowledge, practice and professional engagement used by teacher accreditation and registration authorities, employers and professional associations (The Australian Institute for Teaching and School Leadership (AITSL), 2011). The seven Standards identify what is expected of teachers within three domains of teaching (Professional Knowledge, Professional Practice and Professional Engagement) within their four stages (Graduate, Proficient, Highly accomplished and Lead Teacher) of their careers . Teachers’ demonstration of the Standards will occur within their specific teaching context at their stage of expertise and reflect the learning requirements of the students they teach (AITSL, 2011). The Standards are;  (1): Know students and how they learn (2): Know the content and how to teach it (3): Plan for and implement effective teaching and learning (4): Create and maintain supportive and safe learning environments (5): Assess, provide feedback and report on student learning (6): Engage with professional learning (7): Engage professionally with colleagues, parents/carers and the community (AITSL, 2011, p. 5). Pakistan The Ministry of Education, with the cooperation of United Nations Educational Scientific and Cultural Organization (UNESCO) and the financial support of United States Agency for International Development (USAID), has developed National Professional Standards for Teachers in Pakistan. These standards frame a vision of the qualifications Pakistan expects of its teachers. These expectations need to be of national concern because teachers are the heart of the nation’s effort to assure a better future for all children and youth (United Nation Educational Scientific and Cultural Organization (UNESCO), 2011). These standards were launched on the 23 of February of 2009 and it is hoped that with them, a wider discussion on teacher quality will emerge and be accompanied by concrete actions dedicated to its improvement. The standards are; (1)Subject matter knowledge (2) Human growth and development (3) Knowledge of Islamic ethical values/social life skills (4) Instructional planning and strategies (5) Assessment (6) Learning environment (7) Effective communication and proficient use of information communication technologies (8) Collaboration and partnerships (9) Continuous professional development and code of conduct (10) Teaching of English as second/foreign language (ESL/EFL) (Government Of Pakistan, 2009). CONCLUSION Education is an essential need of life. The quality of life depends upon the quality of education. A quality education system depends upon the well qualified teachers. To measure the ability and performance of the teachers we need some basis and standards provide these bases for evaluation or comparison of teachers. Just like many other professions professional standards for teachers are being introduced in education in different countries of the world including Pakistan. The review of literature reveals that United States of America has a pioneering role in the development of these professional standards for teachers. In many western countries like  America and Australia these professional standards for teachers are being introduced by both public and private organizations, especially teachers’ organizations. These standards are of generic and specific types. The generic standards are introduced to general expected behavior of teachers. The specific standards are produced according to the needs of the specific subject. These standards are playing a crucial role to improve the quality of education. These standards are also motivating factor for teachers for their continuous professional development (CPD). In Pakistan these professional standards are recently introduced in 2009 by the federal ministry of Education government of Pakistan with the financial support of UNESCO and USAID under STEP project. These standards are in the process of implementation and several teachers’ organizations and NGOs are also closely monitoring and evaluating them. It is hoped that these standards may be used as agent of change for the betterment of education in Pakistan. BIBLIOGRAPHY Cuttance, P. (2001). The impact of teaching on student learning. , in: K. Kennedy (Ed.) Beyond the rhetoric: building a teaching profession to support quality teaching (Canberra, Australian College of Education) , 35-55. Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Seatle, WA: Center for the Study of Teaching and Policy, University of Washington). Delors, J., Mufti, L., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W., Kornhauser, A., Manley, M., Quero, M.P., Savane, M.A., Singh, K., Stavenhagen, R., Suhr, M.W., Won, M. & Nanzhao, Z. (1996). Learning: The treasure within: Report to UNESCO of the international commission on education for the twenty first century. Paris: UNESCO. Freire, D. M. (1987). Literacy: Reading the Word and World. London: Routledge and Kegan Paul Ltd. Government Of Pakistan. (2009). National Professional Standards for Teachers in Pakistan (NPST-2009). Islamabad: Ministry Of Education. Ibrahim, M. S., & Ahmad, A. R. (2008). An Analysis of Teacher Education Reforms Worldwide and the Need for the Introduction of the Teacher Professional Standards in the Contemporary Education Systems. SOSIOHUMANIKA , 401-426. Ingvarson, L. (1998a). Professional standards: A challenge for the AATE. English in Australia (122), 31-44. Ingvarson, L. (2002). Development of a national standards framework for the teaching profession. Melbourne: Australian Council for Educational Research. INTASC. (2006). INTASC Fact sheet. Washington D.C.: INTASC (Interstate New Teacher Assessment and Support Consortium). Kennedy, K. ed. (2001). Beyond the Rhetoric: Building a Teaching Profession to Support Teaching. Canberra: College Year Book, Australian College of Educators. McBer, H. (2000). Research into teacher effectiveness – A model of teacher effectiveness. Report to the Department for Education and Employment. Mulcahy, D. (2003). Teaching standards and professionalism in TAFE: prospects, possibilities and pitfalls. Department of Education Policy and Management University of Melbourne . Mulchay, D., & Jasman, A. (2003). Towards the development of standards of professional practice for the Victorian TAFE teabing force. Melbourne: Office of Trainig and Tertiary Education. NBPTS [National Board for Professional Teaching Standards]. (1987). What Teachers Should Know and be Able t o Do. Detroit, MI: NBTPS Ramsey, G. (2000). â€Å"Quality Matters, Revitalising Teaching: Critical Times, Critical Choices†. Report of the Review of Teacher Education, NSW Dept. of Education and Training, Sydney, NSW. Rivkin, S., Hanushek, E., & Kain, J. (2000). Teachers, schools, and academic achievement, Working Paper 6691 (revised). National Bureau of Economic Research. Ross Ken. (2007). Quality and equity in basic education: can we have both?, IIEP Newsletter, July-September 2007. P .9 Sykes, G., & Plastrik, P. (1993). Standard setting as educational reform. Washington D.C: American Association of Colleges for Teachers of Education. The Austeralian Institute for teaching and School Leadership (AITSL). (2011). National Professional Standards for teachers, Australia: The Austeralian Institute for teaching and School Leadership. The General Teaching Council (GTC), (2009). CODE OF CONDUCT AND PRACTICE FOR REGISTERED TEACHERS, London: general Teaching Council for England. Unit ed Nation Educational scientiofic and Cultural Organization (UNESCO). (2011). UNESCO Islamabad, Retrieved September 2011, from Education / STEP: http://unesco.org.pk/education/step.html

Dracula Rhetorical Analysis Essays

Dracula Rhetorical Analysis Essays Dracula Rhetorical Analysis Paper Dracula Rhetorical Analysis Paper Essay Topic: Dracula Jake RenfroMr. McQuearyACC English 4September 8, 2013Female Sexuality in Dracula Bram Stoker’s Dracula was written and set in the late 19th century. It is one of the great classic gothic horror novels of all time. This novel appeals to a male audience more than a female one, because of its genre and graphic imagery. One of the most pertinent themes present in the novel is the theme of female sexuality and the symbolism it presents. In the novel, it is evident that the women characters reputations play a large role in how the male characters judge them. A prime example of this is when Arthur Holmwood has trouble believing that Lucy could ever contradict the characteristics of an ideal Victorian woman until he sees her actions after she has been subject to Dracula’s bite. In Bram Stoker’s Dracula, pathos is utilized to convey the theme of female sexuality to portray false morality that was present in the Victorian times. In Victorian times, women were very limited in their freedoms. In fact, â€Å"a woman’s place was in the home, as domesticity and motherhood were considered by society at large to be a sufficient emotional fulfillment for females† (Abrams). The role of the typical Victorian woman in the home consequently kept them out of the public social scene. In Victorian society, there were essentially two paths that a woman could take. â€Å"She could either be pure and virginal (or a mother/wife), otherwise she was regarded as a whore† (Abrams). Other people in the Victorian times had other opinions about Victorian morals and standards. In an article written by Herbert Schlossberg, he includes a primary resource that quotes a Victorian philosopher: â€Å"The progress made in refinement of manners and morals seems to have gone on simultaneously with the imprrovement in arts, manufactures and commerce. It moved slowly at first, but has been constantly increasing in velocity. Some say we have refined away all our sim plicity and have become artificial,

How can leaders encourage the essays

How can leaders encourage the essays I believe if people want to achieve something, then they have to change something. The change is the crucial fact that can help extremely well to achieve something they desire. Many customers want better or advanced products from the companies. And it is all up to leaders to finally decide whether they will go for it or not. However, the leader cant decide himself without asking other related workers, because they will be unsatisfied about the indignity. So, in order to persuade the workers, the leader should take some steps. First, the leader can explain the situation to the workers. It is very important to let them be aware of what the head of company is doing right now. And if the leader can explain the situation with a persuasive way, then the workers can concede the new changes. Before the leader asks or coerce the workers to follow his way, first, the leader has to respect the workers who are doing all the crucial labor works in the company. The leaders should gradually continue on their changes. If the leaders make the decision and action too early or too impetuous, the workers will be confused about their tasks. They should need time to accommodate the companys new idea. And if the customers reaction is very well off, the workers efficiency will wax. The leaders should be always prepared to any sudden plight that may hurt the progress of the business. They always have to prepare a method to breach, to survive, and to succeed in their new business strategy. For an example of KFC or Mc Donald, they would probably have done a kind of advertisements for chicken flue. They may protect themselves, like We, XXXX, cook the chickens in 70~80 Celsius to kill the chicken flue, and we imports the chickens from an area where is safe from its disease. As you can see, the leaders job is very important and their decision can lead the company to two polarized way, either success or failure. ...

Produce a Research proposal entitled does performance management Essay

Produce a Research proposal entitled does performance management motivate staff - Essay Example interest to this study is the comparison of the employees who are incited to complete their tasks in specified time spans with those who will undertake the same tasks in a desultory or in a less motivated way. Interest is also directed at understanding the various motivational strategies the company uses as well as the strategic performance management practices carried out. This proposal will clearly highlight the research methods to be used by the researcher, data analysis criteria to be used as well as the historical background of performance management and the impact on the employees’ motivation. It will also clearly identify the performance management practices that really motivate the employees and those which demoralize the employees. This research will be explorative and will seek to show both the positives and negatives of performance management. The researcher will approach the topic with open mind in order to deduct the best results that are unbiased. Performance management is one of the key goals of the human resource, management department. Performance management in the human resource department includes activities to ensure that the organizational goals are efficiently and effectively met. Performance management focuses on the output and performance of an organization, and processes to build a product or service, employees and departments among others. Performance management has been known to either motivate or demoralize the employees (Armstrong, 2000). Various performance management practices have positive impacts on the company employees while others negatively affect the employees’ performance. Sometimes the human resource management department personnel is not aware of the impact any performance management practice can have on the employees work morale of which it may be detrimental to the company or the organization. A performance management practice that was successful to another company may not work in the current one while that which

Factoring Essay Example | Topics and Well Written Essays - 250 words

Factoring - Essay Example Even though, it was not highly developed in the early centuries, major improvements have taken place in the 18th, 19th and 20th centuries. The factoring of Greatest common factors was developed in a mounting manner, with the leaders embracing it. Factoring was a royal sport which, Kings sponsored inform of contests, and the ones who emerged best in Europe went from court to court to display their skills. Techniques of trinomial factoring were secrets that were closely guarded, and topics of betrayals and intrigues. According to Mano, (pg 16) it was also developed because it helps in proving theorems in the modern number theorem such as unique factorization. It also made the computation of GCD of big numbers more efficient since it does not require more steps in division than five times the digits number (base 10) of the lesser integer. Trinomial factoring is generally aimed at improving complex integral operations and making them simpler. In medical fields, Fractional trinomials have been suggested in studies involving epidemics to investigate functional forms of continuous predictor variables. In clinics, it has been more desirable categorize patients into various prognosis groups. E.g. children, youths and adults, or diagnosis groups .E.g. ulcer, tumor and cancer. Medical distributional measures like lower, middle and upper quartile is usually done in classified age groups (e.g. 15-20, 21-25†¦). It makes hospital operations involving numbers easier than when done in other ways. Man, Carlos. "The History of Polynomial Factoring | eHow.com." eHow | Articles & More - Discover the expert in you. | eHow.com. N.p., n.d. Web. Nov. 2012.