Tuesday, November 26, 2019

Childhood Memories

Childhood Memories Childhood Memories Any age our life is full of events. However, there are events which are like bright flashes. These are flashes of our feelings. They instantly illuminate the life and fill it with new meanings. With them the soul of a man is growing and changing, but sometimes we manage to notice just how our body grows. Hence, the brightest moments happen in our childhood, when being small we perceived the whole world completely differently. My earliest childhood memories are about my mother the most precious person to me in the world. I remember when we were walking through a park, eating ice-cream and candies. Smiles, stories, good humor, lots of toys and sweets this is what my childhood means to me. I remember how we waited for family New Year's and birthdays. A human being is escorted with holidays, with its beauty and solemnity, from early childhood. They make life more colorful, diverse and joyful. Of course, I associated my childhood with gifts. Some of them I am still keeping, because they are dear to me as a memory of unforgettable fun and happy days. I remember how we, being small children, were well-dressed and happy to be in the first class. We considered ourselves adults because were students. I was escorted by all my family and wished a good journey. I remember the first lesson and my teacher's words: Good afternoon, children! From lesson to lesson, from class to class, we opened and mastered the supreme values of life at school every day. Now, seeing little first-graders, I remember my own first days at school and compare myself to them. I was just as restless, confused and sometimes moderately curious. Each of us has different memories about the childhood years, but it brings us to our carefree and happy childhood.

Friday, November 22, 2019

5 Minute Activities for Elementary School Teachers

5 Minute Activities for Elementary School Teachers Every elementary school teacher dreads that point  of the day when they don’t have enough time to start a new lesson, but yet, they have a few extra minutes to spare before the bell rings. This â€Å"wait time† or â€Å"lull† is the perfect opportunity for a quick activity  for the class. And,  what’s great about this type of  time-filler activity is that it requires little to  no preparation and the students tend to think of them as â€Å"play† time. Check out these ideas:   Mystery Box This five minute filler is a terrific way for students to develop their thinking strategies. Secretly place an item into a covered shoe box and ask the students to figure out what is inside without opening it. Allow them to use all of their senses to find out what is in the box: touch it, smell it, shake it. Suggest to them to ask â€Å"yes† or â€Å"no† questions such as, â€Å"Can I eat it?† or â€Å"Is it bigger than a baseball?† Once they figure out what the item is, open the box and let them see it. Sticky Notes   This quick time filler helps students build their vocabulary and spelling skills. Write compound words in advance on sticky notes, dividing each half of the word into two notes. For example, write â€Å"base† on one note and â€Å"ball† on the other. Then, place one sticky note on each student’s desk. Then students can go around the classroom and find the peer who owns the note that  makes the compound word. Pass the Ball   A great way to reinforce fluency is to have the students sit on their desks and pass a ball while saying anything, from rhyming words to naming the capitals of the United States. This is a fun time filler where students will enjoy playing while reinforcing important learning concepts. The act of passing a ball engages students and keeps their attention, and encourages order within the classroom by limiting who is speaking and when. Should students get out of hand, use this as a  teachable moment  and review what it means to be respectful of each other.   Line  Up This is a great five minute activity to take your time lining the students up for lunch or a special event. Have all of the students remain in their seats and each student stands when they think you are talking about them. An example is, â€Å"This person wears glasses.† So all of the students who  wear glasses would stand up. Then you say, â€Å"This person wears glasses and has brown hair.† Then whoever has glasses and brown hair would remain standing and then line up. Then you move on to another description and so on. You can modify this activity to last two minutes or even 15 minutes. Line up is a quick activity for children to reinforce their listening skills and comparatives. Hot Seat   This game is similar to Twenty Questions. Randomly select a student to come up to the front board and have them stand with their back facing the white board. Then choose another student to come up and write a word on the board behind them. Limit the word that is written to a site word, vocabulary word, spelling word or anything that you are teaching. The goal of the game is for the student to ask his/her classmates questions in order to guess the word written on the board.   Silly Story   Challenge students to take turns making up a story. Have them sit in a circle, and one by one add a sentence to the story. For example, the first student would say, â€Å"Once upon a time there was a little girl that went to school, then she†¦Ã¢â‚¬  Then the next student would continue the story. Encourage children to stay on task and use appropriate words. This activity is the perfect opportunity for students to develop and use their imagination and creativity. This can also be turned into a longer project in which students collaborate on a digital document. Clean Up   Have a clean-up countdown. Set a stopwatch or alarm and assign each student a specific number of items to clean up. Tell students, â€Å"Let’s beat the clock and see how fast we can clean up the classroom.† Make sure that you set rules ahead of time, and every student understands exactly where each item goes in the classroom. As an extra incentive, choose one item be the â€Å"trash of the day† and whoever picks up that item wins a small prize. Keep it Simple Think of the skills you want your students to grasp and prepare activities that correlate with that, then use those five minutes to practice those skills. Younger children can practice printing or coloring and older children can practice journal writing or do math drills. Whatever the concept is, prepare for it ahead of time and have it ready for those awkward in-between moments. Looking for more quick ideas? Try these review activities, brain breaks, and teacher-tested time savers.

Thursday, November 21, 2019

Explication of a poem Essay Example | Topics and Well Written Essays - 750 words

Explication of a poem - Essay Example wen presents a poem which through its rich imagery, use of sounds and literary allusions, creates a picture of the soldier that is extremely different from the conventional portrait of the soldier. The most important contribution of this poem to one’s understanding of war is the fact that it breaks down the notion of war as an honorable occupation for men. Such accounts of war are almost always premised upon the masculine prowess of the people involved in the war. This poem, however, significantly, alters the view of the soldier as a masculine person. What the poem does is to introduce images of the soldier as a helpless weakling who is trapped in the hostilities between two nations. The sight of the soldier is that of a man â€Å"guttering, choking, drowning† and immersed in pain. The â€Å"desperate glory† (Owen) that he seeks turns out to be a mirage, something that is unattainable in modern warfare. What Owen seems to be indicating is the fact that the older forms of warfare that led to lesser numbers of casualties had given way to more dangerous and more impersonal forms of warfare that led to the numbing of the soldiers in question. One of the most important techniques that the poem uses in order to undercut the rhetoric of war and patriotism is the very rhyme pattern that it follows. The rhyme scheme is abab. This resembles the marching pattern of an army. The pattern, however, in the poem, only symbolizes death and decay. It represents the impossibility of progress and the boredom that accompanies a life as a soldier. Even instances of urgency and vigor are followed and accompanied by the clumsiness of wearing one’s â€Å"helmets just in time†. This is an example of a transferred epithet where the characteristics of one object are transferred to the other. The very basic act of marching is undercut and parodied in the poem, something that locates it in a canon of anti-war poetry. War is thus, something that stunts the growth of one human being and of the

Tuesday, November 19, 2019

Story Response #3 Assignment Example | Topics and Well Written Essays - 250 words

Story Response #3 - Assignment Example He fell in love with her reasons beyond her schoolwork and the fact that he thought she knew much despite her tender age of thirteen. At first, the story seemed confusing. Why was it that Hannah chose on this boy and not any other in the class? It is not clear that they are close friends in as much as he was willing to bend down rules so as to please Hannah who had caught his attention. It would be best preferred if the central character explain to him what the makeup kit entailed and to whom he was to take to. It was shocking when he later came to realize the Mick guy in the B-building was Hannah’s boyfriend. He realized he is an innocent culprit whom the teachers would not suspect quickly. Next time, if the boy would fall in love with a woman, I find it useful to lay down the intentions first and let the lady decide. These could best come out if only he told Hannah the real feelings, she would not have taken him for a friend been used to do dirty business in the name of a boyfriend who got arrested

Thursday, November 14, 2019

The Celebration of the Lizard Essay -- Analysis, Jim Morris

It was 1968's album Waiting for the Sun that marked the appearance of a new aspect of Morrison's image, the Lizard King. A poem entitled â€Å"The Celebration of the Lizard,† in which he pronounced â€Å"I am the Lizard King,† was printed on the album jacket. Morrison later claimed that this poem was meant to be partly in jest, but it took on a life of its own and would play an important role in Morrison mythology. In a 1970 interview, Morrison respond to a question about being called a Lizard King: Stevenson: How do you feel about some of the magazine articles that used to come out calling you the Lizard King and things like that? Morrison: Oh, I liked it! I enjoyed it! I thought it was, you know, I always liked reptiles, I always had a fondness for them . . . We did evolve from reptiles . . . I used to see the universe as a mammoth peristaltic snake and I used to see all the people, objects and landscapes as pictures on the facets of their skin, their scales. I think the peristaltic motion is the basic life movement: swallowing, digestion, the rhythms of sexual intercourse. Even your basic unicellular structures have this same . . . Stevenson: Fluidity and motion? Morrison: Yeah!14 Morrison used the attribution of Lizard King to expand on his image, as seen in this interview, by molding it to his ideals of proximity to the earth, suggesting that the motion of a reptile mimics the basic motion of all life. He further used the Lizard King image in the theatricality of his on-stage performances and, whether consciously or sub-consciously, to contribute to his own, as well as the band's, image. At best, it is possible to distinguish between Morrison as shaman and Morrison as the Lizard King,... ... difficult to confirm the cause of his death. Was it suicide? Murder? This uncertainty may have contributed to a Morrison-like image and myth. Now, that his physician has been convicted of negligence, the uncertainty is reduced. We will have to wait and see what develops. It is the public discourse, after the death of a celebrity, which results in the emergence of an icon. In books, films, and other media content about the celebrity, various narratives and central values become associated with the celebrity. After several years of continued public interest in the dead celebrity, the image and values associated with the celebrity become more significant than, and transcend, the factual details about the historical existence of the individual. The following section will outline elements contributing to the construction of the image of a celebrity, after their death.

Tuesday, November 12, 2019

All American Hero!

Large wars were a normal occurrence in my home. Men would fight the forces of evil using their plastic weapons and toy tanks. My G.I. Joes and I would combat the evil C.O.B.R.A. for hours making me forget everyday hassles like my chores and homework. I never thought about why I played with my action figures, but I was hooked by G.I. Joe's concept of honor and pride. My obsessive play with these toys revealed much about myself as a child. As a child G.I. Joe was my life. School provided me a chance to show off my G.I. Joe lunch box before I would run in my G.I. Joe sneakers at recess. After school my best grade for the day would be posted on the refrigerator with my special G.I. Joe magnet, which I sent away for in the mail. Weekends provided me with chores that, upon their completion, allowed me to finance a new G.I. Joe figure. There was no time when G.I. Joe was not in some way involved in my life. I still remember seeing my first G.I Joe on the shelf in the store. These figurines were often sold in packaging that had comics on the back recounting heroic stories of G.I. Joe victory. The first time I saw a G.I Joe, I went over to the shelf and pulled it off the peg, flipped the package over and read the cartoon on the back. Everytime I read the comic for a different character, it made me want that toy more and more. However, I believe my fondest moment with G.I Joe was when I saw my first G.I. Joe cartoon on television. Every episode contained dozens of different characters and vehicles all of which could be bought in toy form. G.I. Joes lived up to their definition as the real American hero by fighting evil terrorists in defense of their country. Each episode even ended with a moral about duty or virtue. Eventually, my fantasy became a when the G.I. Joe cartoon television series was made into a movie. The movie introduced new characters, new vehicles, and new story lines for me to enjoy. Unfortunately, as I got older, I began to realize that the whole G.I Joe scheme was just a way for the company producing them to make money. The marketing power of G.I Joe was further subsidized during the television series by advertisements that aired during the shows commercial breaks. Images of plastic figures fighting on elaborate battlefields were designed to grab children's imagination. I was often shown in the ads creating elaborate scenarios in which G.I. Joe would combat the evil C.O.B.R.A. This melding of the show and commercials bombarded me with the visuals of desired toys. The toys were the basis for an exponential marketing strategy that forced me or my parents to buy more and more products for me. The thought behind this strategy was very simple in that if I bought one G.I. Joe that I would most likely buy another. Not only that, but if I already had a few G.I Joes then I would probably buy a vehicle for them. Eventually, it led to me buying other paraphernalia such as clothing and even lunch boxes. Furthermore, I even remember going to different stores and seeing different marketing campaigns set up. For example, I remember Sears only selling the command center for the bad guys Toys â€Å"R† Us selling a special figurine that came with an audio cassette that is now a valuable collector's item. These special toy sets appealed to me who desired to have all of the rare G.I. Joe items. What does this say about America? It reveals that capitalism was present in nearly everything made in America. No matter how much I loved my G.I. Joe, I was still the puppet of corporate executives who merely desired to make money. Though honor was emphasized on the show to sell toys, it only contrasted the dishonorable marketing scheme of the companies. Personally, my childhood love for G.I. Joe was therefore created by a company solely to profit from. And yet I don't care. After realizing that I was merely being used I still love my G.I. Joes because they were a part of me regardless of how much money I spent.

Saturday, November 9, 2019

Work force Up-skilling

Organisations usually view its work force as their driving force. The work force is believed to be the determinant of how far the company will go in terms of achieving its objectives. Organisations usually formulate strategies aimed at upskilling this workforce. This is usually done through methods aimed at improving the skill possessed by its workers. Organisations usually formulate strategies, which are aimed at achieving their workforce level objectives (Argyris, 1976p. 34-56). Since the organisations are required to try and create a team that possess high skills the process of coming up with a workforce of higher skill need not be universally accepted. The companies are supposed to adopt a way of moving towards higher skill that fits its requirements (Terry, 1960p. 104-109). This method of creating a workforce of higher skill should be formulated the best way possible an organisation can manage considering its requirement in terms of organizational strategy (Torbert, W. 2004p. 41-42). Workforce structure. Work force in organisations is usually composed of two categories depending on the type of workers. These categories are: – (i) Skilled workers (ii) Unskilled workers Skilled workers refers to workers of organisations who are believed to possess qualities such as possession of a certain level of good education in their field of specialisation. The Skilled workers are also believed to have acquired experience in their fields of specialisation. Skilled workers are required to have other features that enable them to be termed as efficient in their duties. Examples of these features include good communication skills and also interpersonal skills which aid incase one has to work in a group. Skilled workers are also termed as having broad level of general knowledge which is a factor in efficiency in their duties. Examples of skilled workers include Mechanical engineers, doctors, management accountants, finance officers and also civil engineers. Unskilled workers are workers in organisations who do not need to have any educational (formal) background. These workers need not have any experience to get jobs in an organisation. Unskilled workers are believed to have no skill for the jobs they carry out for organisations. These are the workers in an organisation who are believed to be at the bottom under the consideration of the level of qualifications. Most of the employees who are unskilled in organisations include cleaners and also loaders in stores. According to statistical data in the UK the skilled workers usually get the task of seeking employment easy. This is because most of the employment vacancies available are skilled occupations. It has been found that out of every 1,000 skilled job seekers, 75% end up succeeding. The statistical data has also revealed that the organisations in the UK give better working conditions to the skilled employees. It has been found that this preference in terms of better working conditions to skilled workers is usually an attempt by the organisation to maintain skilled teams in their organisation. This is not the case with unskilled workers. These workers find it hard to get good working conditions in organisations (Bass, & Avolio1995p. 100-123). The reason deducted for this occurrence is the fact that unskilled workers are readily available and incase their turnover tends to be high, there is no actual loss to the organisation. Human resource management refers to the process of handling matters concerning work force in an organisation. Each organisation usually has a department overseeing the efficiency of its work force. The human resource management is done by application of various models such as the goal Management Model. This human resource management model emphasizes on the need for organisations to handle their human resource in a manner likely to lead to the goal achievement. In the even of workforce upskilling a company should create a team of higher skill through assessment of the company’s goals. The organisations should use strategies likely to incorporate the needs of the organisation in terms of employee level of skills. The organisation should apply a strategy based on the level of skills required in achieving given goals. Another example of these models is the Culture change Model this is a model in human resource management which emphasizes that organisation changes their culture (House, 2004p. 23-31), and therefore the employees / workers should be upskilled to match the changes. Kurt Levin developed this model. Open systems Model is another model, which emphasizes that the human resource in an organisation should be managed as per the open system concept. This concept views systems as units that exchange requirements. The model argues that in employee upskilling the organisations should be able to get new employees from outside but not just develop the existing workers (Lowman, 2002p. 54-61). This model gives an organization option of acquiring workers of higher skills. All the three models described above show that there is no generally accepted way of upskilling an organisation workforce. The models suggest that an organisation should adopt a movement, which will be in agreement with the events at the organisation. For example when the organisation is faced with a change in its organizational culture, Lewin’s human resource management model should be adopted. When an organisation finds out that it cannot get the level of skill in the current workforce the open system human resource management model should be adopted, or just develop the existing workers to the level required, a characteristic of the Path Goal leadership model. Organisations usually emphasise on employee development in the attempt to reach a higher skilled work force. Employee development refers to the process in which employees of an organisation are involved in training in the organisation. Employee development involves a programme whereby the employees participate in their own will, the employees schedule their learning hours, the content to be learned is usually extra of what the job training requires and the workers select the content to learn without the influence of the organisations. Most companies in the UK emphasize on employee development since it is believed to give higher skilled employee workforce. Some of the companies in the UK, which emphasize on employee development, include Siemens UK and also Roll Royce Cars. These companies give a given level of provision in terms of sponsorship for employee training in the employee. The personal development theory in employee development argues that workers should be in a position to enhance the programme of employee development. The workers are required to be willing and interested in developing as employees of a given organisation. The employee motivation theory argues that the organisations should put efforts in the process of employee development. The organisations efforts should be in the form of programmes likely to boost the morale of employees (Stacey, 1992p. 31-39). The Benziger theory also provides directions on the employee development programmes in an organisation. In the process of employee development the organisations can create programmes bearing in mind that workforce usually consist of skilled and unskilled workers. The organisations should create programmes likely to give formal education, experience, skills and also general knowledge to the unskilled workforce. This is likely going to improve the skill of employee team hence likelihood of a success towards organizational strategy. The organisations should create programmes which will enable the skilled workforce improve their efficiency and also make them acquire certain level of vital attributes such as confidence and self-initiative (Warneka, 2006p. 23-29). Employee development should be structured in a way likely to make the organizational strategy give desired results. The employee development should be done in a way likely to put all the levels of the work force at a higher level of skill (Burns, 1978p. 65-71). Organisations should not copy the programmes adopted by their competitors or other comparable organisations. Copying of employee development programmes would not help organisations in the process of up-skilling its workforce since it might not suit the organisation. The organisations should structure these programmes as per their workforce requirement bearing in mind that the best workforce is that which is at a higher level in terms of suitability to a specific organization. Conclusion. Organizations should try as much as possible to avoid the perception that, workforce up-skilling is standardised (Heifetz, 1994p. 12-19). Organizations should formulate organizational strategies aimed at effective teams’ suited to the needs of specific company. The above is only possible if the right human resource models are applied and practiced.

Thursday, November 7, 2019

Work and leisure patterns and globalisation Essay Example

Work and leisure patterns and globalisation Essay Example Work and leisure patterns and globalisation Paper Work and leisure patterns and globalisation Paper Societies among the world have undergone drastic changes throughout the years; these changes may be political, social, economic, demographic, or even environmental. Also under these several changes is the way we value our time- our time for work as well as our time for leisure and recreation. Social and technological changes have changed our way of life. Some opted to stay almost the whole inside their work place while some prefer having more time for recreation and leisure. Economic factors and dictations may also be a factor on what option should an individual would take. Logically speaking, more time for work would mean less time for leisure and recreation and vice versa. In the past, we have witnessed individuals giving much priority to the required time of the work place. The society dictates then the importance of being economically stable ignoring the importance of having leisure and recreational activities. Undeniably, there is a connection between work and leisure; regarding the wide aspects of the term â€Å"work†, people can be divided into two groups: leisure oriented and work oriented. Unfortunately, amidst the busy environment of the world, some people ignore the importance and benefits of having time to relax or spending a little time for leisure’s sake. Some forget that leisure is not just mere wasting one’s time but it is an opportunity to â€Å"re-charge† your energy after spending mush time to work or at home. Spending time for leisure is actually a preparation for a more productive self in the future. â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#2 Leisure and Recreation Leisure can be defined as those activities done for pleasure purposes only which do not involve family and work responsibilities. Leisure activities are usually done to break free from the stressful environment of the workplace as well as of the home. Recreation is basic need of all humans despite different ages and interests which is important to the social, psychological, and physical being of man (National Recreation Statement, 1987). Thus, a day or more are devoted to activities which spell fun and break. Leisure and recreational activities also serve as time to relax and the â€Å"re-charge† after the stressful environment of the workplace and home. We usually consider out-of-town trips as a form of relaxation, leisure or recreation. Unconsciously, leisure and recreation activities bring benefits not just to the group involved but to the society as well. Leisure and Recreation among societies Particular nations around the globe put much importance of having leisure and recreational activities. Several international studies have been made in support of the benefits of having leisure and recreational activities. Studies have been conducted on the effects of recreational and leisure activities among students. Their study revealed that these kinds of activities surprisingly make the rate of school dropouts to decrease (Mahoney and Cairns 1997). â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#3 In Ireland, a study investigated the supports and barriers as well as the opportunities of having recreational and leisure activities. Their survey involved 2, 260 young individuals with ages between 12 and 18 (de Roiste and Dinneen, 2005). Some of the activities that the respondents are involved with are listening to music, watching television, and hanging around with friends. Most of the respondents believe that there is a little opportunity within their area to conduct recreational and leisure activities. Meanwhile, respondents who have financial difficulties are most likely to avoid recreational and leisure activities; while those living in rural areas complain that they transportation difficulties thus serve as a barrier in the recreational and leisure activities. Moreover, a study was conducted on the dependency of recreational and leisure activities on poverty and social exclusion (Daly and Leonard 2002). The research study involved 30 Irish urban and rural families who are cloaked in poverty. Findings of the study showed that respondents who are 12 to 16 years of age are usually engaged in recreational and leisure activities which are not structured. Only two out of the 25 adolescents are engaged in structured recreational and leisure activities. â€Å"Hanging around with friends† is the usual activity of the respondents. In Canada, citizens are tasked to do their own planning of their leisure and recreational activities. The changes happening in the society of Canada has also brought changes in the Canadian workforce. Unemployment and underemployment may cause serious effects among other people; others view these situations as opportunity to have more challenges. Studies show that there people who actually opt to work less for them to have more quality time with their family and to spend some time with their own personal interests. â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#4 Disappointingly, such a social order is not yet fully accepted by the society as it is viewed as something that is not in line with our social norms. The exiting â€Å"social institutions† are perilously not apt to the current needs of the citizens. The individuals within the society must learn how to adapt to certain social conditions for us to be able to achieve social change (Toffler 1983). In Canada focusing on the recreation needs and the behavior of the unemployed persons, based on a study, and some of the conclusions are as follows: Rather than working alone, people seem to feel their own personal meanings during recreational and leisure activities. Given the current social order and the economic environment that we have, the recreation delivery system has not responded to our needs adequately (Reid, 1987). â€Å"Free time† refers to the time which remained after accomplishing tasks related to â€Å"paid labour,† â€Å"unpaid household chores† and other â€Å"personal care† (Goodin, 2005). Some people tend to work longer for them to veer away from poverty. Hence, their time for leisure and recreation suffers. The Australian Bureau of Statistics (ABS) conducted the 1992 Australian Time Use Survey which was aimed to evaluate the â€Å"time pressures† made by the concurrence of paid and unpaid household labour. The survey involved 7,056 individuals who are 15 years of age and older. The survey focused on nuclear families as to avoid conflicts on how do responsibilities on the household and income is shared. The respondents of the study were asked to keep of a written account of what they do everyday. Their account should indicate the starting and ending points of each activity within five minutes. â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#5 In cases where there are respondents who are practice â€Å"multi-tasking† or they are doing tasks simultaneously, they are asked to list their â€Å"main activity† and â€Å"what else they were doing. † The respondents involved in the study were also interviewed for the researcher to know their basic background information like age, employment, sex, income, and so on. The answers of the respondents pertaining to their activities were actually grouped into different categories. The categories include: â€Å"time spent in paid labour,† â€Å"time spent in unpaid household labour,† and the last, â€Å"time spent in personal care. † The remaining times were under â€Å"free time. † Work Patterns Much has been written about the sociology of leisure and work. The usual definitions of work revolve around paid labour and employment with wage. During the 1970s, there were almost the same average working hours for the persons in the United States and in Europe. However, after some decades, the trend had drastically changed as the average working hours of individuals in Europe became only the half of the average working hours of the people in the United States (Alesina, Glaesar, and Sacerdote, 2005). These differences may be brought about by the â€Å"enormous† differences between the labor supply of Germany and France and the United States (Prescott, 2004). Economies may be categorized into sub-categories which involve paid labor or simply, work (Pahl and Gershuny, 1980): â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#6 Formal economy- a kind of economy which is recognised by the government with work recorded in official statistics. Informal economy- this is usually called the black market economy. People working in this kind of economy evade tax that the government imposes. They are not also declaring earnings. Household economy- this kind of economy pertains to the work accomplished within the household by its members. Communal economys of the occupations under this are: social works, business, and teaching. Work is more prioritized than any other else including family and leisure. Individuals with an extended work pattern usually do not have much time for leisure intended for their personal development. On the other hand, individuals with a neutrality pattern of work ha a clear understanding or distinction between leisure and work. Their time for their family and leisure are equally the focus of their lives. Their occupations usually are usually of low autonomy and their job satisfaction is with wage and conditions not in the work itself. Their occupations may be into clerical worker or any semi-skilled manual job. Individuals who have this kind of work pattern have longer hours from recreational and leisure activities intended for relaxation. Meanwhile, those individuals who have an opposition work pattern put recreation and â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#7 leisure at the center of their lives. Their work is vividly different from mere leisure. Their occupations usually have a very low of autonomy which makes them hostile toward their jobs. Their hours devoted for leisure and very long. Their occupations may involve the usual unskilled manual work. Work pattern may refer to the concept of being part time or full time in work; or to the number of hours an individual devote to his work. Work patterns may vary among individuals and societies as there are different natures of jobs. Among the known working patterns are: Short-time work Regular day time hours Regular night time hours Week end work Shift work Flexible working hours Work with deferred work periods Also, there are circumstances in which working hours are divided in a day by long pauses or termed as the â€Å"split shift. † This situation is usual among countries with a relatively hot climate and among individuals who are into social care and even public transport. As industrialisation is becoming more evident around the globe, changes in the work patterns are also becoming evident just like in Japan. In Japan, the usual office hours is nine to six and their overtime is between two and three hours. These working patterns in Japan led to crowded trains and made the women â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#8 from their career tracks because of their family. Publication companies based in Japan that have obviously tight deadlines to follow cannot afford to pay the over time pay of their employees. Employees in publication companies practically have to work non stop to comply with the deadlines that they have. But because the budget of the majority of the companies is not enough, they have resorted lately to let their employees work using â€Å"flexible time models. † These flexible time models will allow each employee to make up for their over time before the deadline that has to be met on days after. Thus, the company will only pay as if the employees only worked for eight hours each day. This serves as one of the austerity measures of the private companies in Japan. This seems disadvantageous on the side of the employees. While they are underpaid and overworked, their time for recreational and leisure activities are eaten up by their work. However, this flexible time model turned out to be illegal in Japan. In the present Labour Law Standards Law enacted in 1946, during the time when workers are into manufacturing, the work and leisure are clear-cut. The time spent in the work place should be equal to the output of the employee. There is an average of fourty hours of overtime among civil workers in Kasumigaseki and for the majority of the companies, the over time is even higher. If these companies would actually pay for the time spent in the work place of their employees, they are most likely to face financial problems (Nikkei Shinbun, 2006). Because of the labour law that is no longer applicable to the current situation, the Labour Policy Advisory Council is now deliberating the â€Å"White Collar Exemption† just like what has been adopted in the United States. The executives working in offices â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#9 will be able to set their flexible hours in work for them to be able to compensate for their overtime. Tourism and Globalisation Tourism increases decreases our reliance on local resources like food, technologies, among others. Also, tourism increases the dependence of the local economy to the global market. People of the locality will also be pushed to sell out and the prices of the services, as well as the commodities, may rise. We have witnessed different groups that are formed protesting the concept of â€Å"globalization. † Globalisation mainly pushes for free trade and the regional agreements like the General Agreement on Tariffs and Trade or GATT and the European Union. Organizations against globalisation claim that promoting expanded economy units will just result to urbanization which in essence, will destroy the wilderness and rural communities of the world. Meanwhile, proponents said that globalisation will bring us â€Å"global cooperation† and prosperity in the long run. However, according to the International Society for Ecology and Culture, what the proponents are saying are much far from the reality. Expanding the economy units and increasing the level of world trades would mean and greater gap between the rich and the poor. More so, it could lead to environmental degradation, and progress of big corporation in expense of the citizens of the world. Tourism is a vital factor in international relations. Tourism serves as a huge business for private companies as well as for the government. â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#10 Work, Leisure, and Globalisation Globalisation may be defined as the â€Å"global connectivity† among nations which concerns technological, ecological, social, economic, political, and cultural spheres. The term â€Å"globalisation† originated way back in the 20th century when there no still consciousness among the nations of the world about the concept. Despite its other concerns, globalisation is mostly being related to the economic interdependency of nations. Some economic factors that are usually related with globalisation are: goods and services, capital, labour, and technology. Globalisation promised the nations of the world more employment opportunities, economic progress, and social development, among others. Several debates and arguments have been heard from the opposing groups who are pushing and taking stand against the globalisation. In the long run, globalization may affect the work and leisure patterns of the societies around the globe. We have seen how globalisation affected the work patterns in the different parts of the world. We know that globalization mainly talks about economic development. Hence, this may mean more job opportunities and more load of work for the citizens of the world. Our time will be spent more in the work place than in having more recreational and leisure activities. Globalisation would mean less time to relax. In the context of globalization, less recreational and leisure activities would mean more work and money. Conclusion As expected, globalisation has an adverse effect on our work and leisure patterns. â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#11 Though proponents of globalisation argue that globalisation is the betterment of each nation in the world, we cannot deny the fact that it has also negative effects. Often neglected by some societies, work and leisure patterns truly affect our productivity as a nation. We have heard arguments from the anti-globalisation groups that extending the economy units if each country would only harm the countries that do not have stable economies yet. Also the political and cultural aspects of each nation in the world will be greatly affected. Globalisation not only intervenes in the economic autonomy of each country but also in the political and cultural characteristics of a nation. Although some may not be conscious of the changes that have been or would soon be taking place due to globalisation, we must remain watchful of these changes that would soon effects us as individuals. By this, it means that certain social practices will be affected by globalisation. We do not know up to what extent does globalisation will â€Å"invade† each nation. What is evident is that globalisation will make the norms and usual activities of a nation will be subjected to change. As leisure tourism is connected with the political and cultural landscape of a nation, globalisation will also have adverse effect on it. On the political aspect, the policies that will be implemented will have higher risks of having provisions that will only benefit the â€Å"outsider nations† rather than its inhabitants. Profit will the main concern of the policymakers since it is the primary concern of the proponents of globalisation. The welfare of the citizens of the country will be neglected. Although globalisation may indeed give more employment opportunities within the locality â€Å"WORK ANDLEISURE PATTERN AND GLOBALISATION† Page#12 of leisure tourism, we cannot deny the possibility of higher prices of commodities and degradation of the localities’ natural resources. On the cultural aspect, meanwhile, the cultural orientation of the localities might change because of globalisation. Leisure tourists’ spots might be adopted according to the needs of the foreigners while serving their interests instead of the locality. This means that globalisation, later on, will greatly influence the work and leisure patterns of each citizen around the world. Leisure, indeed, has been ignored by some as they opt to have a higher earning. But then, leisure is a â€Å"way of being†; it is of great help for us to be more productive as we go back to work. The quality of the â€Å"free time† that we could get mainly depends on the individual and the society- in a larger scale. In the end, we should not let globalisation â€Å"eat† much of our time. We should put importance to the vitality of having some time for relaxation and leisure. References: _________ (2006) â€Å"Leisure for Pleasure†¦How to Take Charge of Your Leisure Time† [Online] Available at: warrenshepell. com/WCMS/EN-CA/Employees+and+Families+Home/Wellness+Articles/HealthQuest+Newsletter/_Leisure+For+Pleasure+How+To+Take+Charge+Of+Your+Leisure+Time. htm __________. (2005) â€Å"East and Brighton Hove Structure Plan† [Online] Available at: eastsussex. gov. uk/NR/rdonlyres/5EA74603-5D38-4140-9FB7-33B267A3230E/0/Section_A_10Leisureandtourism. pdf ______. (2005) â€Å"Globalization: Saving Thailand’s other languages. † [Online] Available at: iht. com/articles/2006/10/23/features/lang. php ________. (2005) â€Å"Recreation and Needs Study† [Online] Available at: geelongaustralia. com. au/Services_In_Geelong/Planning/Strategic_Planning/Recreation_and_Leisure_Needs_Study/ ________. (2005) â€Å"Leisure, Work, and the Use of Time. † [Online] Available at : http://eric. ed. gov/ERICWebPortal/Home. portal? _nfpb=true_pageLabel=RecordDetailsERICExtSearch_SearchValue_0=ED037626ERICExtSearch_SearchType_0=eric_accnoobjectId=0900000b800ced5d _______. (2006) â€Å"Tourism† [Online] Available at: http://en. wikipedia. org/wiki/Tourism ________. (2006) â€Å"What is Leisure? † [Online] Available at: whywork. org/about/faq/leisure. html _______. (2006) â€Å"Leisure† [Online] Available at: http://en. wikipedia. org/wiki/Leisure _______. (2006) â€Å"Globalization. † [Online] Available at: http://en. wikipedia. org/wiki/Globalization ALESINA, A. , ET. AL. (2005) â€Å"Work and Leisure in the US and Europe: Why so Different? † [Online] Available at: nber. org/papers/W11278 BYRNE, TINA. (2006) â€Å"Free Time and Leisure Needs of Young People Living in Disadvantaged Communities. † [Online] Available at: cpa. ie/research/seminars/presentations/2006-04-26_TinaByrneEtAl. pdf CAIRNS, J. M. A. R. (1997) Do extracurricular activities protect against early school dropout? Developmental Psychology, 241-253. CHAPLIN, DAVINA. (1999)  « Consuming work/productive leisure: the consumption patterns of second home environments. † [Online] Available at: http://taylorandfrancis. metapress. com/content/7de26lxpu11pgmkh/ COUNCIL, I. S. A. R. (1987) National Recreation Statement. DEPARTMENT OF HUMAN RESOURCES. 2002. â€Å"Alternative Work Patterns Policy. † [Online] Available at: uwm. edu/Dept/HR/refmaterial/htms/alt_work_policy. html DEUTSCH, MARIA. (2006) â€Å"Changing Work Patterns in Japan. † [Online] Available at: focusjapan. com/0210_105_focus_japan DINNEEN, A. D. R. A. J. (2005) Young Peoples Views about Opportunities, Barriers and Supports to Recreation and Leisure. National Childrens Office. GOODIN, R. (2005) The time-pressure illusion: Discretionary time vs. free time. Social Indicators Research 73, 43–70. HULME, B. (2000) Definitions of work, non work, and leisure. [Online] Available at: le. ac. uk/education/resources/SocSci/defwork. html LEONARD, M. D. A. M. (2002) Against All Odds: Family Life on a Low Income in Ireland. Dublin, Combat Poverty Agency. MCLAREN, DEBORAH. (2003) â€Å"Rethinking Tourism and Ecotravel†, Kumarian Press, Inc. MERG, MIKE. (1999) â€Å"Tourism, Globalisation and Sustainable Development. † [Online] Available at: untamedpath.com/Ecotourism/globalisation. html NATIONAL STATISTICS. (2005) â€Å"Employment/Related Employment concepts/Work Pattern† [Online] Available at: statistics. gov. uk/about/data/guides/LabourMarket/concepts/employment/aspects/pattern. asp J. GERSHUNY, R. P. (1980) Britain in the decade of the three economies. New Society. UNECSO Courier. (2006) â€Å"The Globalization of tourism. † [Online] Available at: unesco. org/courier/1999_08/uk/dossier/txt13. htm UNIVERSITY OF LEICESTER. (2005) â€Å"Definitions of work, non work, and leisure. † [Online] Available at: le. ac.uk/education/resources/SocSci/defwork. html REID, DONALD. (2005) â€Å"Tourism, Globalization, and Development. † [Online] Available at: press. umich. edu/titleDetailDesc. do? id=114303 SCHNEIDER, PAIGE. (2005) â€Å"Leisure Activity Patterns and Household Composition: the Changing Household. † [Online] Available at: http://72. 14. 253. 104/search? q=cache:7Gmg7sQw_roJ:www. fs. fed. us/ne/newtown_square/publications/technical_reports/pdfs/2006/341%2520papers/schneider341. pdf+leisure+patternhl=tlct=clnkcd=27gl=ph TOFFLER, A. (1983) Previews Premises, New York, William Morrow Co.

Tuesday, November 5, 2019

Revealing Clothes and Show of Skin

Revealing Clothes and Show of Skin Hashtag: #MexicansProblemsAtSchool Revealing Clothes and Show of Skin There are numerous #MexicansProblemsAtSchool but the most interesting in this circumstances are not the usual funny but noisy classmates, the  inadequacy of school facilities, and others but teacher’s inappropriate physical appearance. In particular, the negative impact of a â€Å"mucho caliente† or â€Å"very hot† English teacher and obese physical education teacher on students’ learning and individual belief on the health benefits of physical education. Many will agree that teaching is an ethically challenging profession as it involves satisfying social and cultural expectations. Normally, since young people are considered the most vulnerable to the effect of power imbalances, their teacher as both professional and social model is bound to follow well-defined moral behaviors, dress code and assume a certain personality. Moreover, since people in most cultures judge a person’s morality in the way he or she behave, dress, and physical looks, teachers dress conservatively and avoiding flirty or provoking sexy looks and dresses. Many schools have dress codes for teachers in order to maintain a professional demeanor and achieve a level of classroom decorum helpful to student achievement. In reality, it can be very difficult to young male students to focus on schoolwork if their teacher is dressed seductively. In order to maintain a favorable learning atmosphere, dress codes commonly restrict wearing revealing clothes and limit the amount of skin a female teacher can show. Want to know more? Go here: Learning from Budget Books The Scientific Basis for Defining Seasons Are Plagiarism and Censorship Having Something in Common? Yasar Kemal is a Master of Word Who and What Deserve Respect Practicing What You Preach Most physical education teachers are athletic but not in Mexico. Obese physical education teachers are in fact #MexicansProblemsAtSchool that need to be addressed. Obesity, in essence, is a lack of professional development and since students’ acceptance of their teacher as a source of health information or one with admirable wellness status they can emulate; an obese physical education teacher is undoubtedly useless. Similar to dress code, teachers are expected to epitomize good health so that by examples, students will be encouraged to mimic their behavior and attitudes. How can an obese teacher promote health and well-being in school when he is unconcerned about the danger of obesity and living an unhealthy lifestyle? Similarly, since it will be difficult for students to accept that there are health benefits in physical education. A physically fit PE teacher according to study is a model that promote a positive attitude toward physical education and physical activity. This is because overweight/obese students with non-obese PE teacher are more enthusiastic about physical education, more concern about their health, and confident about the positive effect of physical activity on weight loss. It is thus important for teachers to practice what they preach and become a good model for students to emulate. There is nothing wrong with being fashionable but teaching is an ethical profession that demands self-restriction and observance of socially and culturally acceptable norms. Since teachers are expected to maintain a professional demeanor and create a learning atmosphere, distractions such as seductive clothing or looks must be avoided at all cost. Similarly, as the credibility of the source of health information is critical to the development of students’ positive attitude towards physical education and activity, a physical education teacher must be mindful of his own health and credible enough to demonstrate the health benefits of physical activity.

Sunday, November 3, 2019

Slave trade and the black race Essay Example | Topics and Well Written Essays - 2000 words

Slave trade and the black race - Essay Example With the markets of slaves being on high demand in the African continent, the methods of capturing the same slaves intensified to an extent whereby the children were enticed with sweets so as they can add up to the list of slaves. The children were visualized as persons who would carry out simple chores, for instance, cleaning the houses of the masters. In line to this argument, it is evident that the extent to which the blacks were demoralized to the trade is simply unspeakable. This can simply be discussed as an inhuman activity, that could have kept the escalating trend were it not for the intervention of the humanitarians and economist who argued against the entire concept of the slave trade. Regarding a human being as an object, and enslaving the same to a later supply in the market signifies the extent to which the Blacks were visualized. On another angle, other analysts and researchers in Black history argue that slave trade is one of the appalling crimes that have taken place in the history of the Blacks. The extent to which the Blacks experienced horror and undermine from the whites is astonishing. Diouf questions the reasons behind the continuity of the vice for a very long time and on such great extent (xiv). Additionally, questions why the same did not happen in other parts of the world, especially the new world, and why the horror had to demoralize the lives of poor Africans have always lingered in the minds of historians.