After easter by anne devlin

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Identity is definition. As Althusser theorized, we bring things into existence through the utterance of their names. So why can we not bring ourselves into our own existence or a new existence by re-uttering our name? By doing so we can shape our own identities with a tailored definition rather than choosing one already out there and trying to format ourselves within those boundaries. I think the acceptance of what Homi Bhabba calls "hybridity" is doing just that. In realizing that your identity takes many different border-crossing forms, one essentially creates for themself their own space and their own actualization of their self.

In Anne Devlin's play After Easter there is a triad of power structures that must be contended with in the process of establishing an independent self. Aoife, Helen, and Greta live under the authority of the colonizer, the Catholic church, and patriarchal social structures. These three women represent three different responses to these power structures. Their life choices are reflections of the impositions. After Easter explores female identity and the reader is taken on a journey with Greta from the time, "[t]he unhomely moment creeps up on [her]"(Bhabba, 1) until her deliverance to the ability to shape her own identity which takes the form of a seanachai, a traditionally male role of storyteller. Essentially we observe the story of Greta coming to a place where she can tell her own story.

Aoife chooses to to live a life where she seems to be the idealistic and traditional "good" Irish catholic mother. She deals with questions of identity by portraying herself as this accepted role while she allows herself to expolre other realms in secret. Greta says to her, "You have affairs and you still go to mass" to which Aoife respons, "I don;t have affairs- I have phone numbers"(Devlin, 7). Although Aoife seem conflicted she believes strongly in an Irish upbringing and tells her sister, Greta that her children would end up alright if she moved them back to Ireland. She also says that Greta is not mad but rather normal and that it is English people who have a problem(Devlin, 1). Aoife pushes Greta to visit the church explaining that a good confession is in order because Greta is suffering from the guilt of marrying an English Protestant and not baptizing her children. What is seen here is not only a different response to the power structures in the Irish society but also another structure within Greta's family which is also an influence.

Helen represents a different response to society's expectations. Helen experiences a form of colonial mimicry, which has, "come to describe the ambivalent relationship between colonizer and colonized"(Bhabba, 1). Helen feels that to get away from the structures which are determined to assign her the role of a traditional Catholic family woman, she must leave. Helen says, "You have to go away to get away"(Devlin, 74). One would think that Helens vehicle of constructing her own identity is exile but why does she then choose England to live in? She exiles herself from the colonized country only to move to the colonizer's land. More interestingly she uses an American accent explaining,"There are limits to betrayal- even for me"(Devlin, 15). We see the ambivalence that Helen has for English ways through her love of the freedom it affords her to be a career woman but her hatred of their cultural history in her refusal to take on their language. Helen's response seems to be the usage of certain attributes from certain cultures for her to attain prosperity and consequently happiness. Helen's identity is not based on her Irish nationality because she consciously will not allow herself to be shaped by it's influence. She says to Aoife, "What is it with you, does everything have to have a nationality?"(Devlin, 17). By keeping herself ambivalent towards nationality as a form of identity she enables herself to avoid confrontation.Order College Papers on after easter by anne devlin

Greta is obviously the most interesting and conflicted character in the text. Here we will focus on her journey through unhomliness to a state of accepted hybridity and self actualization using her sisters as a solid starting examination point for the purposes of contrast and comparison. As Bhabba explains, "The unhomely moment creeps up on you...taking the measure of your dwelling in a state of incredulous terror...the borders between home and world become confused; and uncannily, the private and the public become part of eachother, forcing upon us a division that is as divided as it is disorienting"(Bhabba, ). The play opens up with Greta describing an occurrence in her life when she sat in the middle of the road. Sitting in this road is a kind of silent protest. Bhabba explains, "...the halfway house of racial and cultural origins"...a difference within a subject represents a hybridity, a difference within a subject that inhabits the rim of an in-between identity reality. And the inscription of this borderline existence inhabits a stillness of time and a strangeness of framing"(Bhabba, 1). This obviously portrays a woman stuck in between two places. More specifically Ireland and England as Greta explains,"You see, I left Ireland in 17, but I never arrived in England. I don;t know where I went"(Devlin, ). This is the moment in the play where the reader is made aware of Greta's position in life or in regards to the understanding of her own identity.

This issue of Greta's swaying identities is regarded by Aoife not as a mixture of all identities but as neutrality. Greta explains he religious affiliation,"I am a Catholic, a protestant, a Hindu, a Muslim, A jew"(Devlin, 1). Greta goes on to say, "I'm not even Christian. I don't want this- I don't want to be Irish. Im English, French, German"(Devlin, 18). Aoife takes this as Greta not choosing "sides" and through this idea of neutrality she rationalizes that this is the reason God has chosen to express himself through her. Greta is not neutral however because if she were, she would have no problem with the inclusion of Catholic, and Irish. Furthermore her actions are completely contradictory to her verbal expression which is obviously a form that her resistance takes on. Her visions are both descriptively religious and national as she says, "I felt as if the whole of Ireland was crying out to me"(Devlin, 17). Greta is full of contradictions throughout the play and the most interesting of them all are her death and re-births.

When Greta is explaining her "death" to her sisters she say that there were roses everwhere and suddenly she was outside looking at the sky where she could see a constellation. She says, "And I felt it leave my body"(Devlin, 0). She never says what exactly "it" is. One could propose that the "it" is her soul, but that is very abstract. It is the understanding of who she is and her identity that is lost because she is still physically living on Earth going through the motions of life. She says, "I had no self to throw away"(Devlin, 1). When one throw sometimg away, it is theirs to throw away. They have ownership over that which they choose to remove from themself. Greta did not own her own space or her own person and so it was impossible for her at that time to make waste of her life. Most interesting in her explanation of her death is that she feels the need to resist. A voice tells her to distribute communion wafers to the public but she feels that it is her duty and struggle to deny this voice. This is a denial of her self.

This is also an important place to stop and make a juxtaposition of Greta and her two sisters. Aoife insisted that the constellation Greta say was the plough, which is on the flag on the Irish Citizen Army. To Aoife, Greta's vision was fixed to Irish nationalism and the struggle against colonialism. Helen believes that the constellation was the Pleiades which the Greeks called the sisterhood of seven. The myth behind the Pleiades is that they are seven sisters running from Orion, the hunter, who is trying to capture them. Perhaps Devlin uses this allusion to point out Helen's choice to exile England, her being one of the sisters, Ireland being Orion, the hunter, and England (and the opportunity it affords) being Zeus(who enabled the sisters to escape).

Although Greta experiences more than one rebirth, the first she experiences has the most description and layered meaning. Bhabba explains, "By making visible the forgetting on the unhomely moment in civil society, feminism specifies the patriarchal, gendered nature of civil society...This results in re-drwing the domestic space"(Bhabba, 11). Greta is obviously restained by religion and patriarcy. We see both of these darknesses embodied in her husband. In the scene of her re-birth she explains, "I could see out of two separate windows each with a different view"(Devlin, 1). Greta is silenced by a man and she is silenced by Catholic orthodoxy which is perpetuated by colonization so here we again encounter the triad of power structures exerting their forces on Greta.

Greta sees, "...an old man in the corner watching [her]. [She has] felt watched all [her] life"(Devlin, 1). She goes on to say, I was being silenced"(Devlin, 1). Greta in this experience sees a sphere lit up below her and it is symbolic of the world being hers for the taking. The good voice comes to tell her, "Enjoy your fall through space and time"(Devlin, 1). In other words she should turn around from the bad situation she is in with her husband and be reborn out of his grips and to herself. When the voice is telling her to "turn around", Devlin is referring to the earlier idea that Greta should resist her instinct and the voice is telling her not to resist but rather to go to it and embrace it. At Greta's rebirth see can see through her own window which is her individually made perspective. Elish however, slave to patriarchal Catholicism can not even fathom the importance of an ascent from the enslavement of a two window view to her own perspective and says, "And that was all"(Devlin, 1). To which Greta responds, "All? That was the beginning"(Devlin, 1).

Greta explains that she was living in the "outer room" of her life. Greta was going through the motions of life with her husband and children on an exterior level and on an interior level something very different was going on. Why does Devlin equate these layers of being to a home with rooms? Perhaps she is making a comment on accessibility both entering and exiting. The idea that Greta for many years had two separate rooms of habitation, and two separate windows of perspective is not unlike Aoife who secretly dreams of affairs with men. (Whether or not the affairs take place Devlin leaves up to the reader as the suggestions are often contradictory) Either way the idea of having such a duality or oppositions of inside and out make a commentary on the expectations of women in Ireland.

One of the most significant events of the play, is when Greta actually did steal the chalice from the church and distribute the communion wafers to people on the bus. Aoife and Helen's response to this is, "She did it. She said she wasn't going to do it. Didn't she? She did and she did it"(Devlin, 51). In this brief moment after the family finds out what has happened there is a strong repetition of the exact words "did it" and other similar sounding words such as "do it" and "didn't". The suggestion here is one of accomplishment as in the joyous exclamation, "She did it!". This is exactly what this event is for Greta, an accomplishment. It is with this action that she gives in to her instinct and does something for herself. She no longer can or feels the need to "resist". Why should she resist? This is never thoroughly explored except for the damaging social effects it would have on their family in relation to the church and her mother's local business. What is suggested but not spelled out specifically in words is that the resistance is due to the influences of the oppressing power structures, again, men, church, and British. By breaking past these inhibitions, Greta comes one step closer to the actualization of her identity.

The mother says, "I'm looking for the franchise ofor the school uniforms in this parish and you've just been arrested for stealing a chalice from the church. Wait till the parish priest hears about this!"(Devlin, 5). What the integration of the mother's business suggests is the dependence of the people on the power structures to live. These structures have made life so that the people become dependent. When Greta says, "I'm not I'll I acted deliberately"(Devlin, 5), it not only makes a statement for Greta's relation to her instinct and desire but also about her mother's concern with the impression this has on the church. Further layered is the fact that this is their only concern, no one mentions that they feel in their own hearts that this is blasphemous or even just disrespectful to the Catholic community or to God himself. In this scene Devlin is giving many messages one being that in the context of religious loyalty, these people are not concerned with their personal relationships with God but with the possible negative outcome of a poor relationship with the church. As a part of Greta's journey she realizes that it does not matter to her how she is seen in the eyes of society, she says, "I suddenly understood it"(Devlin, 5). This idea of "it" resurfaces and this time there is an understanding and a consequent action. The "it" is herself and the voice inside her and so she is understanding who she is.

Homi Bhabba explains, "...colonial mimicry is the desire for a reformed, recognizable other, as a subject of a difference that is almost the same but not quite...mimicry emerges as the representation of a difference that is itself a process of disavowel"(Bhabba, 86). Scene six opens with a monologue that Greta has arguably been having with the audience in continuum throughout the play. She tells the stories of two people she once taught. One a man who came from Mayo and didn't know how to write. Instead of writing his daily memos, he would copy ones from previous years. She says, "he couldn't write- and he thought if he told them, they would sack him"(Devlin, 6). She tells another story of a little boy who couldn't write and for a very long time, copied the name of the person sitting next to him. She describes the boy as "confused" and explains that she identifies with these people, " I too am a copier. I do it out of fear. I listen to people speaking and I hear there are no individuals"(Devlin, 6).

This is Greta's articulation of her accomplishments thus far and a prescript to her final deliverance. Isn't this the source of mimicry? Oppressive power structures give people a fear of themselves, a fear of their ability to survive independent of the colonizer. Because of this fear people are forced to respond. Imitation is one response. Helen, as we see goes to the colonizer to find opportunity, in some ways mimicking the English and their way of life. It is unfortunately cyclical as colonization has perpetuated the oppression Helen feels from Ireland. For Greta this is not only a realization of independence but also that she is not alone and perhaps this gives her the final strength to push towards her found identity.

Although Greta throughout the play wandered in confusion somewhere between Aoife and Helen, our two examples of standard forms of response, living the expected role for the sake of society despite conflicting internal beliefs, and choosing exile, Greta's most outstanding quality juxtaposes her siblings because it is final deliverance. The play closes with Greta who is "home" Devlin does not exactly define home to infer that home is now within Greta. Greta is the seanachai, a traditionally male role of storyteller. She says, "My mother was afraid, but I saw that [the stag] was only hungry...as it ate, it's face was transformed and it began to take on human features"(Devlin, 7). This is Greta's arrival after confusion, her re-birth from a "second class no one" to a full and empowered human being. Greta took the risk that her mother could not bear and crosses a boundary into a realm of autonomy and self actualization. The leap through the years represents generations of women in Ireland who have struggled and also represents Greta's own journey. Devlin is also making commentary on the root of many difficulties in Ireland. Perhaps the people should realize that they are all hungry for the same thing like the stag.

The disputes in Greta's family all arose from the constraints placed on them in one way or another from the triad of power structures, the church, patriarchy, and the colonizer. We journey through questions of nation, religion, and sex with Greta and by doing so explore the roots of her unhomliness, which enables her to finally find identity and peace in the notion that she can create her own space. Greta goes through a period of evaluation through which she claims her right to make her own decisions regarding who she is, where she is from, to whom she prays, as well as to whom she answers. After Easter is the story of a woman's journey to self realization and autonomous identity fighting the forces of colonialism, Catholicism, and patriarchal power structures.

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My DVD Player

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A purchase I made that lived up to all my expectations was my DVD player. When I first opened my DVD player I expected it to be fairly easy to hook up to my surround sound receiver. Not only was it easy, but I'm sure a young child could do it in a matter of seconds. The DVD box contained a manual that had everything to know about the DVD player. There was an easy to read table of contents and a few short paragraphs that followed. I was happy that the sentences in the paragraphs were not hard to read like most electronic manuals that need rocket scientists to decode them. After reading the few short paragraphs, while glancing at the diagram, I easily hooked the plugs and wires to the right holes. I had a DVD movie with awesome sound playing within minutes. While reading the material in the manual, I expected my new DVD player to have a ton of cool features. I was not let down to say the least. I've had this DVD player for about a year and I'm still finding new features on it. There is one chapter in the manual dedicated to just getting to know the features. One feature that I really enjoy is the different angle feature. I can use this feature to get different angles of the paused movie shot. Another feature that I like is the zoom button. This feature allows me to zoom in on the paused shot so I can see how many hairs are on the actors head, or what the person looks like standing in the far off window. This DVD player has so many features on it that I couldn't possible have a need for all of them. Although, knowing that I have so many of them satisfies me to the fullest. After hooking the player up and reading up on all the features, I finally got to watch a movie on it. I was expecting it to have a clearer picture than the picture on my VCR, and it exceeded my expectations. The clearness of the picture is so fine and precise that it's almost as if I'm in the movie. I feel as though I could reach my hand through the TV and pet the dog, or feel the fabric of the bed sheets. I was happy that it was so easy to hook up and the zillion features that it carried, but after watching a movie on it, I was overly satisfied. I have never felt so glad about a single purchase in a long time. This DVD player not only lived up to my expectations, but it exceeded them.

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Should assylum seakers be able to styay in australia

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Good morning chairperson, ladies and gentlemen. I am the first speaker for the affirmative team, Erin is the second and Cassie is the third.

The definition of asylum seeker is a person seeking protection in another country but not yet officially considered as a refugee by the government. A refugee is one who flees from invasion or political danger.

· When a person steps foot in Australia they are entitled to seek rights through the court system and this is why the government has sent the asylum seekers to other countries such as New Guinea and Nauru.

· Asylum seekers are not illegal, a person is entitled under international laws to seek asylum from persecution in another country.Order College Papers on should assylum seakers be able to styay in australia

· Australia needs to stop stereotyping asylum seekers and embrace them as people with the same needs as anyone else.

· There is nothing fair about locking up hundreds of children, women and men without charge or review by a court simply because they lack a visa especially when the vast majority of the people who are detained are later found to be genuine refugees and are eligible to stay in Australia.

· There is nothing fair about labeling asylum seekers as "queue jumpers" when there was no queue they could of joined in the first place.

· These are traumatized people who have witnessed death, murder and terror on a huge scale who are looking for a safe place to live.

· What is so wrong about wanting to improve your life and the lives of your children, are not many of the asylum seekers who come from countries where they're devoted to their own.

· About one third of asylum seekers are living in detention and the other two thirds are living in the community. These people should be allowed to stay in Australia depending on the results of their applications. They should be at least entitled to basic human rights including quality health care.

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Organizatinal Analysis

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Organizational Analysis of the YWCA

I. Introduction

a. The Young Women's Christian Association states its mission as the following "The YWCA of the United States of America is a women's membership movement nourished by its roots in the Christian faith and sustained by the richness of many beliefs and values. Strengthened by diversity, the Association draws together members who strive to create opportunities for women's growth, leadership and power in order to attain a common vision peace, justice, freedom and dignity for all people" (YWCA Mission). The Richmond branch of the YWCA strives to empower women, children, and families through their current programs addressing family violence, sexual assault, and homelessness.

b. The YWCA currently employs 65 part-time and full-time staff. In addition to the staff, the YWCA utilizes many volunteers and interns to assist the agency in providing various services to women and children in the community. The agency is located in a newly renovated building on 5th Avenue in downtown Richmond. The building is comprised of four levels that have been built to accommodate those with physical disabilities. When entering the edifice, one is located on the first floor that houses the secretary, two conference rooms, the gymnasium, and the only two enclosed offices of the Executive Director and the Assistant Executive Director. The basement is a newly constructed children's center. This location includes several classrooms, a computer room, and a cafeteria. The second floor consists of a break room for the staff, an art room designed for the children, and a large play area that the children partake in many activities including riding tricycles to taking their naps. The third floor contains cubicles that house the student unit, the rest of the full-time and part-time staff (excluding childcare workers), three private rooms for the purpose of counseling services, and a large room utilized for support group meetings. The entire agency atmosphere produces an environment that is conducive to feelings of support, comfort, and an overall sense of openness. This is demonstrated by not only the structure and design itself, but by the employees staffed at the YWCA. Please refer to Figure 1.1 for an organizational chart of the agency.

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c. The YWCA offers a variety of services to women, children, and families located in the Richmond community. For example, the agency maintains two twenty-four hour crisis hotlines operated by crisis hotline specialists and has two confidential emergency shelters for victims of domestic violence and sexual assault. The two shelters are located in the Richmond and Chesterfield areas that each can accommodate twenty women and children. The shelters provide individual and group counseling for women and their children, case management services, employment and legal assistance and childcare for victims of domestic violence, and serve as temporary emergency shelter for victims of sexual assault. The main office, located on 5th street, provides individual short-term crisis counseling for women, men, and adolescents who are victims. In addition, group counseling is available for victims of domestic violence with a concurrent group for their children. Groups are also available for adults and teenagers who are victims of sexual assault. Furthermore, a trained volunteer or staff member is available 4-hours a day to meet sexual assault clients at the hospital emergency room to provide support and information. Another example of the services provided by the YWCA is the childcare program implemented for low and no income families. The YWCA Children's Center is the only source of free childcare for families living in area homeless shelters. As one of Richmond's largest Head Start sites, the YWCA serves over sixty preschoolers each day with comprehensive programming (YWCA Children's Center). After school and during the summer, homeless and low-income children enjoy field trips, homework assistance, and educational activities in a safe, nurturing environment. Last, but certainly not least, the YWCA provides educational programs on the issues of domestic violence, sexual assault, and healthy relationships for organizations, businesses, prisons, schools and youth groups.

d. The YWCA serves women, children, and families of all ages, races, and income levels. Specifically, the agency serves any and all primary or secondary victims of domestic violence and sexual assault. The majority of the client population lives in the Greater Richmond area. However, clients are welcome from any location. Moreover, the agency serves the children of no and low-income

families.

II. Theory

a. The political economy model, as presented in Hutchinson (1), reflects the organizational theory that best applies to the YWCA. This model focuses on the dependence of an agency on environment resources in its ability to function and provide appropriate and necessary services to the community (Hutchinson, 1). Specifically, the political economy model addresses two main resources necessary for such organizations (1) political resources and () economic resources (Hutchinson, 1). The interplay of these two sources results in the overall operation of the agency. It is also important to note that this model recognizes clients as a potential resource for advocacy and power in the political arena (Hutchinson, 1).

b. The YWCA is a non-profit organization that depends on both political and economic resources to fund the agency. Therefore, the actions of the political arena directly effect the operations of the YWCA. If the government officials in power have elected to campaign for issues concerning domestic violence and sexual assault, the YWCA can ultimately benefits from such interactions and attention. Often, when political figures get involved in advocating for domestic violence, private donators become more aware of the need for such services provided by the YWCA. This awareness is a potential avenue to raise donations for the agency. Moreover, political figures make the decisions concerning federal and state laws. These political resources provide potential for additional granting and funds for the organization. In addition, several large organizations and businesses, including United Way and Capital One, provide funding for the YWCA. These funds are accompanied with expectations and obligations by such businesses. Therefore, they claim power over what type of services and programming they would prefer to fund. The YWCA is directly affected by their major contributors in that fashion, often creating limitations for the organization. However, the agency depends on these resources to operate effectively and efficiently. A number of other funds and grants are needed to run the YWCA. Whether or not these grants are approved on a yearly basis, seriously affects the clients, community, and the staff. For example, one part-time staff member was recently dismissed from her position because the grant the agency needed to continue funding her position was lost. As a result, they lost the only staff member that ran the Teen Advocacy Program. Since her departure, the YWCA has had to cancel over thirty scheduled teen public education seminars. Due to the political economy model, these types of decisions are often the result of the interplay between political and economic interest. The YWCA had no other feasible options, because of economic resources, other than to eliminate her position within the organization.

III. Critique

a. The YWCA performs poorly under the political economy model. Unfortunately, due to the nature of a non-profit organization, these conflicts will always be an issue and effect the organization on some level. Because the YWCA is so heavily dependent on political and economic resources, it is not always possible to provide efficient and effective services to clients, nor is there always the possibility of implementing additional programs the community addresses as needs. It is also important to reflect on the aforementioned staff member who was dismissed due to lack of funding. Now that her position is eliminated, the Teen Advocacy Program has no available staff to take her place resulting in the elimination of a community educational program. Therefore, this indicates a lack of efficiency and effectiveness to service those potential client populations. Moreover, the lack of government and overall funding is causing the agency to collapse positions together resulting in staffing patterns that are inappropriate the services being provided. For example, the Director of Domestic Violence has additionally been assigned the position and responsibility of Director of Community Outreach. She is not only handing an abundance of individual domestic violence clients, but is now responsible for follow-up and outreach counseling in the community. It would be impossible for her to adequately, efficiently, and effectively serve each client to the best of her ability. Unfortunately, many of the other staff members are encountering the same problems and issues. Another example are the childcare workers. They often have more children in their care than they can feasibly manage. In addition, they are not trained appropriately to provide the necessary services to the population of children. The problem here arises in the issues of salary. The YWCA cannot afford to hire qualified individuals in their childcare programs. As a result, the programs offered to these children are not performing to their highest expectations. As a whole, there are not enough people within the organization to accomplish the expectations given to them on a daily basis. This could, and probably is, affecting the way clients are being served at the agency. However, there does seem to be a common understanding among management and line staff within each program about problems, populations to be served, services to be provided, and client outcomes to be achieved. The problem arises when such needs, issues, and problems are not being met. Most of the issues concerning efficiency and effectiveness of the YWCA stems from the political and economic resources the organizations depends on for its existence. On a more positive note, the YWCA does utilize their clients as resources in the political arena. Often, the clients return to collaborate with the YWCA on political issues. Together they advocate for new governmental policies and regulations. These collaborations have proven to be effective process for change.

b. The contingency theory should be considered as a possible model that might prove to be effective for the YWCA. This theory states that there is no "one best way" to organize (Hutchinson, 1). It maintains that flexibility within the organization is key to identifying and adapting to the changing environment. Since the YWCA is consistently redefining issues of importance within the community, a more flexible theory would assist in the organization of the agency. However, the failure to recognize the strong influences of political and economic forces regarding the agency may ultimately be a limitation.

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Learning Stlyes

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According to the Learning Styles Inventory my weakest modalities are visual and auditory and my strongest is kinesthetic. I strongly agree with my strongest modality being kinesthetic because throughout my years of education, I have always had my best experience of learning when I was able to participate in the learning process. The hands-on experience allows me to understand what I am learning in a more coherent manner.

As a child in elementary school I would always experience getting into trouble for not being able to sit still for long periods of time. I found that paying attention and not being able to move around was very difficult so out feelings of restlessness I would talk to people around me, I would make rude comments and fidget around with any objects. Consequently, this would lead to bad behaviour marks and detention time.

As I matured and entered high school and subsequently college, I was able to sit and pay attention for longer periods of time but I also realized that I learned best when I could physically be involved in what I was learning. In high school, when we were able to do projects that involved making charts, videos, maps etc, I found that I enjoyed my learning experience much more and it was reflective in my grades. When studying for major exams, walking around and repeating what I was reading out loud helped me remember and the information became clearer. I also experienced better grades when I was involved in extra-curricular activities, mainly sports. Being physically active assisted me in staying focused on homework and allowed me to manage my time much more efficiently.

Study strategies that I currently use that is more related to the visual modality are such things as copying information into my own words, because seeing information rephrased in my own words helps me to remember information more easily, and I also highlight certain important facts. Using colour to make certain bits of information stand out helps me to study more effectively. During this semester I would like to try using flash cards to study and when I am reading charts, graphs, or printed information, I would like to take time to visualize what I just read in my mind. Study strategies more related to the auditory modality that I currently practice include verbally explaining information to an imaginary person, and I frequently recite what I just read in my own words. Another study strategy that I would like to try include is studying with a partner so when I have questions, I have instant access to another persons point of view. As a kinesthetic I currently use strategies such as walking around when studying and I learn best by incorporating objects as a visual aid. For example when solving problems I use objects around to assist me so I can be involved in what I am learning. Other methods of learning that I would like to try during this semester include using exaggerated hand movements and expressions; this consists of using role-playing and pantomime to assist in my studies.

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According to the Dominance Inventory, I scored between a four and a seven, which puts me into the category of being able to use either side of my brain without relying too much on one specific side. I agree with this because I often times switch back and forth in my learning techniques. Initially I believed I used the right side of my brain more, making me a global learner, because during high school I faired much better in more generalized, non-specific studies such as Social Studies or English as oppose to more logical learning such as math. While I was doing the inventory, I realized that there are often times when I learn best by structural and logical boundaries. I enjoy learning from logical arguments as oppose to abstract ones where no real conclusion is ever achieved. Many times over generalizing and analyzing abstract information, for example studying poetry, can be very frustrating and I often times feel bored and see no real distinct point. Knowing that I do not rely to heavily on either side of my brain allows me to try to incorporate methods from either side. This will ensure that I can be experienced in using both sides of my brain so I am able to choose freely which side I would like to use depending on the current assignment.

I¡¦ve always believed that I learn best by myself because I am generally an independent person so I would assume that I learn best independently. I realize now that although I do still feel that I learn best independently I can also learn effectively, depending on the type of class, from interacting with different people and sharing our ideas or also from a more structural approach. Classes where the learning is more logical and the class itself is more structured by nature such as a math class, I would prefer to learn from clear and rigid instructions. Knowing exactly what the teacher expects and having step-by-step instructions keeps me on track and I find that I am able to keep up with the pace of the class more readily.

Classes such as foreign language classes and computer classes where the atmosphere is more light and relaxed, I find that I learn best by interacting with other people and sharing our ideas. When an entire class is learning a new language, having a group to learn something new with where each person is on the same level and no one person is far superior than the other is more comfortable because there is no sense of competition. People are able to laugh and learn freely. Similarly with a computer class, assignments are usually less rigid allowing you to express yourself and work cooperatively in groups.

When I am reading or writing I like to work alone and have complete silence. Having the quietness allows me to think clearly without the distractions of other people. Especially while reading, I find that I am distracted easily; as a result, I like to read alone and not be in the presence of potential distractions. Also I understand best what I am reading when I can read out loud, so out of consideration for other people, I find that it is best that I am alone. Many times I find that it is hard to study in libraries because I am not able to read out loud or pace back and forth without distracting others. I generally just fall asleep when trying to study in a library. By knowing how I learn best I am able to use that specific method depending on what classes I am currently enrolled in. For example, this semester I am enrolled in a math class and knowing that I like structure in that type of course I would approach the teacher if he were not giving out enough guidelines for me to follow. I am also enrolled in a CSS class and a English class and because English involves reading and writing I would most likely tend to work independently in that course and I would work best interactively in my CSS class.

My strengths according to Howard Gardner¡¦s Theory of Multiple Intelligences are logical/mathematical, Verbal/Linguistic, and Interpersonal. My weaknesses include Visual/Spatial and Naturalist. When listening to lectures or debates, I enjoy hearing logical explanations and arguments and being able to distinguish fact from fiction with logical evidence. Similarly, with my Verbal/Linguistic strength, I enjoy debates from a logical perspective. I like to express my views to others so they are able to understand my points coherently. When dealing with a team or just a group of friends, I like to incorporate everyone and get everyone involved. I enjoy socializing with different people and creating bonds with them. I feel a sense of responsibility towards my friends and to the general public to assist those who approach me for help. I try as much as possible to help a little more than is asked from me so others can feel less stressed. These traits help to highlight my Interpersonal strengths.

I have never done too well in classes that dealt with things that involve life entities and the environment either from a lack of interest or for other reasons so that is the reason why Naturalist is one of my weaknesses. In high school I enrolled in a biology class. The class was fairly difficult for me to follow despite the fact that I kept pace with all the homework assignments. My lack of interest for the subject was representative in my overall grade. Visual/Spatial is another of my weaknesses because I do not possess much artistic ability. Knowing how far something is from me or how fast it is coming towards me is sometimes very hard for me to determine.

Having now a comprehensible idea of what are my strengths, I would enrol in classes that emphasis these strengths and minimize my weaknesses. As of this point I am not too sure what career path I am aiming for but knowing what areas I have strength in puts into perspective what are my potential options. Until I choose a career path I could spend time on strengthening my weak areas so that I can broaden my career options and eventually choose one that is suitable to my learning style and that one in which I enjoy.

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Standarized Test-Should we have them?

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Michele Coulon

7-16-0

Standardized Tests- should we have them?

Standardized tests are exams designed to measure a student's scholastic performance. These tests are a controversial issue, because some people feel the test do not show the students' intelligence. I am one of these people. What the test may cover may not be what the students have learned in class. However, some critics feel "that standardized tests allow administrators, teachers, and parents the opportunity to view solid evidence of the students performance, which in turn could lead to curriculum changes" (Banta, p.1). So, is standardized test really the best way to test?

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No, standardized testing is not the best way to test. Unfortunately these tests do not prove how smart a person is. Standardized testing was a good idea, to test the students capabilities and to see how they compare with other districts, but teachers teach using different methods and focus on different issues. What they think is important may not be what other teachers feel is important or what the state thinks is important. So, as a student you learn more about what the teacher deems important, but are evaluated on by what the state thinks is important. Standardized tests are not a reliable way to evaluate someone's intelligence. Intelligence comes in many forms.

Our society has many different ethnic backgrounds and variations in social classes. So, how can one test acknowledge all variables? The people who make the test would have to have in mind everyone's socioculture theory and social learning theory. This is where people learn from their culture and from the social environment in which they grew up. These issues are a big argument among critics, who are opponents for and against standardized testing, because they say, "Standardized […] tests do not account for [the] differences in social and economic backgrounds among test-takers…." Well the simple answer to the question is that no test can accommodate the difference in social classes (Banta, p.). Upper to middle class society usually have someone to help them do their homework at home. The lower class society, unfortunately does not. My mother, who is an independent high school teacher, works with people in this situation. She has found that this is partly due to the parents lack of education. The parents, therefore, are ill-equipped to help their children with homework. They place a lower value on education. This can make a big difference and allow the cycle to continue.

Critics also argue, "… that the exams do not accurately assess the scholastic performance of female students. Females consistently earn higher grades than males in both high school and college, but their average scores on standardized tests are lower…. " (Encarta, p.). Maybe this occurs because females are social people and don't like to sit for long periods of time. I know I am this way. If I had a choice I would prefer to be taught what is on the test, if that is what needs to take place in order to be evaluated correctly. It would not be an accurately assessment if I have not had instruction on the subject they are testing me on.

Another argument against standardized testing is the multiple choice questions. Do they really have the right answer? A student may deliberate about this because some tests have all correct answers, but one that is the better choice. So, how can it be wrong? Which is why, "the arguments against the multiple choice question tests [should] allow an individual to give reasons for an answer they have chosen" (Banta, p.). This is a vital part of the test. People who come from different backgrounds are going to have a different explanation of why they chose that answer. Which brings us back to what the students were taught in class and how it has been assimilated.

Curriculum is said to be affected by the standardized test. Some critics say, "that teachers are going to teach what will be covered on the test and unfortunately the information not covered on the test is not taught" (Banta, p.). I know that if students have to be tested for a long period of time they get tired. In high school I was not taught all the information that would be on the test and our test scores were not up to the standards. This was not just because we were not being taught the test, but also because many students did not care about taking the test due to being told that it did not affect our grade. Therefore, students did not take the test seriously.

David Coulon is a high school student who I interviewed about his thoughts on standardized testing. He told me, "I do not feel the tests truly evaluate someone's intelligence because some people are not good test takers and what they may be tested on will not have anything to do with the career they want to pursue." I agree with his statement. I feel that if the student knows which career they want to pursue they should be able to take classes that only pertain to that area. I also interviewed Karen Coulon who is a high school teacher. She told me, "I feel standardized tests is one way to evaluate, but should not be used as the sole criteria. When I look at students' test scores that is just my starting point. Then I adjust curriculum and readjust until I get the results I am looking for. I never trust standardized tests to determine ability." These two people make good points because they give two different perspectives, a teacher and student. They both feel that test are not the best way to evaluate someone's intelligence.

Standardized test are a good idea to test a students capabilities and to see how students perform compared to each other and other school districts, but they seem to not be testing in a way that is truly reliable. These test have many students who take them non-chalantly because it does not affect them directly. I will be a future educator and hope that we find another way besides multiple choice tests to evaluate our students. The best way to evaluate a person is in a way they feel comfortable and not bored. Their true abilities will not be displayed if they are uncomfortable and bored. This quote says my message best "teachers are being given a schizophrenic message teach one way, but your students will be tested another way"(Bizar, p.). It means that everything teachers are educating their students on is not what the state tests them on. Some of the information is, but not all. Standardized tests is one way to evaluate, but as my mother put it " should not be the sole criteria." We should have other forms of evaluating.

Works Cited

Banta, Tina. Should Testing be Expanded or Restricted? pgs. 1-4

http//ematusov.soe.udel.edu/final.paper.pub/_pwfsfp/00000fc.htm

Bizar, Marilyn, "Standardized Testing is Undermining the Goals of

Reform," pgs. 1-5

http//www.ncrel.org/mands/docs/4-.htm

Coulon, David. Personal interview. June. 00

Coulon, Karen. Personal interview. June. 00

"Standardized Testing," Microsoft Encarta 8 Encyclopedia, C.D. Rom.

1-17 Microsoft Corporation

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Goals

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Goal$ Renaldo Gonzalez

1.) Put a car in import nations colorado

.) Get a .0 pr better on report card

Write your Goals research paper

.) Get a 000 gt or Eagle talon.

4.) play varsity ball

5.) Make my parents proud.

6.) win joe potts league

7.) get a place with my boy chuck.

8.) keep a steady job.

.) have a better temper so i dont fight

10.) play ball next year

1.) Put a car in the important nation show.

This goal is pretty hard to achieve because of all of the people that put cars in its pretty hard to get noticed. I want this goal because i love cars and i want to get into imports as a job, so i can keep putting cars in. This will also help me get a job if people see that i put a car in.

If i dont get a car in it wont be that big of a loss because there are plenty of shows to get a car into. Ill probably try out the next year and hope that i get in.

.) Get a .0 or better on the next report card.

I want this goal so i can graduate with a high rank, and also so my parents will be happy and not have to yell at me. To get this goal i will have to work harder on my homework, study for tests and go to class.

If i dont get this goal it my grade point average better be pretty close to it or ill be in allot of trouble. Before the report card came home id be half way to mexico. Also to achieve this goal ill need to spend less time with my boys and, girlfriend.

.)Get a nice import car that i can be proud of.

I want this goal because i like cars and i want to get into the profession. I have allot of money saved in the bank to help me achieve this goal. That helps allot.

If i dont achieve this goal i wont be too bummed because its just a car it only has material value and u cant judge a person by there car. But then again it would make life allot easier to enjoy.

4.) Having a better temper.

If i have a better temper it would also make life allot easier. If i calmed down i would not get into fights, i wouldnt have high blood pressure, and will not die of a heart attack.

I want this goal so i can get along with people better and so i dont drive my parents crazy. If i keep having a bad attitude im gonna need to be sent away from c-rock.

If i dont achieve my goal im going to keep getting into fights with people. Keep driving my parents. And ill have a bad rep like my friend jose. When i have a better temper i will get along with people better and not snap even if they make me mad.

5.) Get a place with my boy chuck.

I want this goal because my friend chuck is like a brother to me and we have been planing it for like years. This will help me play the rent with two people. I think this will be easy to obtain because we both have jobs and have money saved. When i get out of high school were supposed to move some were. so i better get moving fast with this goal.

6.) Winning the joe potts league

I want this goal because im very competitive and i dont play school ball so this is the only chance i got to win something. I also have to show these C-Rock boys how its done were i come from.

If i dont get this goal i think ill still get pretty close to it because i have a good team. We will win not doubt about it.

The most inportant thing i want to do is come out about being gay. No one knows it but me and abel cause he is with me. But when i come out it will be great cause there will be no more hiding and that will help my temper put cuz i wont have to hide.

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Teens and their unnecessary back problems

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Teens and their unnecessary back problems

What is it about homework that makes it seem so daunting? Could it be that today's kids just can't seem to keep up with it? Perhaps busy scheduales prevent student from completing the assignments? Or could it be the fact that teachers feel the need to assign excess amounts of homework. The way teachers pile on homework you would think, teachers work on commission. People weren't kidding when they said, too much of a good thing, can be a bad thing.

Let's analyze for just a moment, the original intent of homework. Homework is a great tool for learning, and teaching for that matter. It gives students an opportunity to practice and perfect the skills necessary to succeed in school. Teachers today seemed to have lost this noble intent. Busy work seems to be the choice of our educators. The intent of busy work is quite clear, to have the kids sit down and shut up. When closely examined, all busy work does is frustrate students to the point of relinquishment. This coupled with the fact that students have a hard enough time staying focused we should not be waste away what valuable time we do have. Why then are we monopolizing the time of teenagers with redundant busy work?

Cheap University Papers on Teens and their unnecessary back problems

Six classes a day makes for a very demanding homework schedule. Most students having two of those classes in math and science. If the average homework load per class is twenty minutes a night, then that adds up to two hours of homework a night. That is a lot of work to keep up with, especially considering some students work and are involved in sports or other school activities. It is just not reasonable to assume that a normal active teen would be able to keep up with their activities and academic responsibilities. We can only ask so much of our youth.

Sometimes being a teacher requires a little bit of psychology. In many cases kids will do just to spite authority figures. So by giving them even more homework, they would be even more apt to not do any of it. The key here is to find a balance. Giving the kids enough homework so that they learn the material but don't get burned out. It is a fine line that teachers must tread.

Homework is by no means useless or harmful. Its advantages are numerous and remarkable. The problem is with teachers feeling that quantity outranks quality. A teacher of my once put it to me in a way that made a whole lot of sense. He said that you shouldn't have to walk a mile to prove that you can walk ten feet. That is certainly something we need to keep in mind. I say save your backs and unload a few books from the Jansport. I do not feel that homework should be eliminated, I only feel that it looses it's meaning when used too excessively

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How Much Is Enough

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More and more children and students these days seem to be more preoccupied with their schoolwork than ever. With new curriculums and testing in progress we have to stop and think how much stress students are in these days. Not many people stop to think about the younger generation. The amount of homework assigned to students should be reduced.

First, the amount of homework should be reduced because children need to be children. It seems that even younger elementary children are being assigned two to three hours of homework a night. A couple years ago a ten-year-old would have twenty hours of homework and now they are stuck with hours of it. Children should be climbing amongst trees and riding their bikes until bed time. Not doing homework until eight oclock.

Secondly, students and children all need some time to them selves and a social life. They need to have time in their schedule to go out with friends or spend time with their family talking and hanging out. How are students supposed to learn how to socialize with others in the future, like in a working environment, if they never get the opportunity or time to do so? Also, students need time to them selves. To relax their mind and body. With so much homework, there isnt time for any of this anymore.

Lastly, if the amount of homework is reduced, students would be able to focus better. Two hours of homework in each subject does add up, and teachers dont realize that. How are students supposed to enjoy school or a subject, let alone stay focussed in class when theyre up until ten or eleven oclock completing homework? It has come to the point where most students dont even bother doing it anymore. If students spend an overall of two hours each night on homework they will have time for other things. Such as, extra curricular activities, clubs, and socializing, they would be a lot happier. Not to mention, they wouldnt be as frustrated or tired, so they would stay focussed more. Therefore, children and students must act and do as individuals their age are supposed to. Students need time to themselves or they will build up so much stress inside that will one day explode, causing them to react in anger or have a mental breakdown. They also need a social life they can build upon and so they feel some control in their life. When the amount of homework is reduced, students will be able to stay focussed more, theyll feel less stressful and they will be a happier and healthier person both inside and out.

Custom Essays on How Much Is Enough

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Principles of Marketing

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Principles of Marketing

MKT 00 Homework 0/0/00

Part 'A'

From the SWTO analysis for Ben & jerry's as show in figure, depends on the prestigious, well-known brand name among U.S. consumers the owner of the Ben & jerry's brand might take a strategy of marketing penetration. For example, Ben & Jerry's may find efficiencies by hooking into Unilever's Breyers and good humor ice cream brands or through developing new flavors.

Market Development, which means selling existing Ben & Jerry's products to new markets. For the growing demand for quality ice cream in overseas markets, Unilever may sell existing Ben & Jerry's products to South American, Asian or African markets.

For the flat sales and profits in recent years, Unilever might use an expansion strategy to strengthen the Ben & Jerry's brand in the area of weakness. For instance, Unilever might sell its own Ben &Jerry's brand of cake in the United States.

In order to deal with the Threat of consumer concern with fatty desserts; B&J customers are the type who read new government-ordered nutritional labels, Unilever might produce new products and sell them in the United State markets. For example, Unilever might produce diet ice cream.

Part 'B'

SWOT analysis for the BP connect concept

Location of Factor Type of Factor

Favorable Unfavorable

Internal

Strengths

• BP spent $7million developing the BP concept

• The largest gasoline retailer in U.S. with 17,500 stations

• The use of Solar panels

Weakness

• Low technologic pumps and payment transactions

• Lack of convenient service for the customer

• Single retailed product lines

External Opportunities

• BP will spend $4.4 billion to update old or build new BP Connect stations worldwide

• Demand for time and place convenience for lifestyle and shopping behavior changes

• A growing number of petroleum retailers are using brand management, co-branding, mergers and acquisitions

Threats

• Large super market chains, mass merchandisers, and membership organizations, have added retail petroleum operations

• Huge competition from other petroleum companies

• The demand for energy plummeted

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Early Dimissial for school children

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In Everett at precisely 45 pm, kids are let out of school, most are late for 00 pm activities. Many schools across the county are changing the times in which school starts and ends. Changing theses times means that students lives are being alter without any say in it. The school board members shouldnt be the only ones deciding what times school starts and ends. The school board should take into consideration the lives of the students who attend the school, not guess upon their own judgment. Schools must start earlier!

First of all, having practices right after school leaves parents stressed. Some parents must take their kids to practice every day. Some times practices are far away and need more time to get to, which leaves parents pressed for time. Other times parents are working and cant even get off work till 0 pm and by then practice has already started. And in some cases you can be kicked out of activities if you are late. To put it simply, starting school later messes up parents schedules!

Last but not least, since school starts later, parents try to schedule activities later. If kids are let out of school at 00 pm activites are probably at 0 pm, leaving time to get to the activity or practice. If the activity were three hours long (which in some cases it is) then the child would be done just in time for dinner at 60 pm. After dinner, at 70 pm the child finally starts their homework. Doing homework could take up to four hours and that you mean that the child would be up till 110 pm finishing homework. Just being on this schedule for a day would burn anybody out, but then kids have to get up and do it all over again. Doing so would leave kids tired and weary. Maybe even some would fall asleep in class from the late night study periods.

Custom Essays on Early Dimissial for school children

We need to start school earlier because it is a crime to make kids stay up so late with homework because school is getting out so much later. Also kids are late for after school activities in which if they are late they could be eliminated from doing that activity. Free children from late night study sessions and start school earlier!

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