Comparing The Jewel in the Crown and Wuthering Heights Essay -- compar

Similarities in The Jewel in the Crown and Wuthering Heights      Ã‚  Ã‚  Ã‚  "He stood a stranger in this breathing world, An erring spirit from another hurl'd... What had he been?   What was he, thus unknown? Who walked their world, his lineage all unknown?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   George Gordon, Lord Bryon (1788-1824)       This except of a poem from the Romantic period could be used to describe two characters from two different works of different time periods.   Heathcliff - the "dark-skinned gypsy" with the "manners of a gentleman"(WH 5) is the villain/hero of Emily Bronte's Wuthering Heights (1847) and Hari - the very English, Hindu-Indian, outcast/hero of Paul Scott's The Jewel in the Crown (1966) share many common characteristics.   Both represent a lower class of dark-skinned people that are disadvantaged by the times and societies that they live in.   Each fights outward prejudices as well as their own inner battles to determine self-worth.   Heathcliff and Hari find themselves in love with white-skinned women who represent the superior class in...

Monday Morning

Monday Morning’s It is said by many that on Monday’s, it is the hardest day of the week. After two days of resting, Saturdays and Sundays, many dislike, Monday mornings, most often when they have to get up early to go to work for eight hours and or more. School!! I have assembly? â€Å"OH! † I would exclaim with the most amount of disappointment. Now as a school we would all have to stand up and now for a little more than thirty (30) minutes, we would have to listen to the principle, Fr. Gregory Augustine, give the results or talk about the problems of what took place that week in school.After, the rest of the day feels like an entire week at school. My mother, Lauretta, for one, dislikes Monday morning’s, Period . She always claimed that she only goes thought the process( working on Mondays) to get me thought my school years; by that she means she goes to work on a Monday to put me thought school. Monday morning’s for her is usually a tiring one. L auretta’s saying of Monday’s is that it’s the first working day of the week and usually it’s where you prepare for the week , getting up early ,then prepare meals for the children and ironing the children’s clothes.After she heads down to the office, picks up two colleagues on the way and drives, from Arima to Chaguanas . Boy, this must have been tiring for her. There are many things people around the world could tell you about their time/ experiences on Mondays. After Sunday‘s resting, it’s always hard to get up early to go to work. * INTERVIEW: Why go to work on a Monday if we find it to be a problem? Some {89. 26 %} of humans out there said that they do it for the money . Susan Espinoza, says that if she don’t go to work she will be begging for a job.There are some people who are different, Sheila Richardson, is one who finds Thursday to be the hardest day of the week. Monday’s and Friday’s are, â€Å"The easie st days of the work week! â€Å"She exclaimed. In Fatima College we will find that there are some people who adore Mondays, Greg, for one loves Mondays for he gets to tell his crew all what took place that weekend . He said in his interview that he will love his holidays unlike Sylvia on the Friday. To me weather a holiday falls on a Friday and or a Monday, I am glad for the holiday given and any way you ake it ,IT WILL STILL BE A LONG WEEKEND. Jelani said that his mother makes him come to school and if he got the chance he would stay home every Monday. This taught is of no good to anybody for his future; I feel there is no good. In this essay, you will be able to see that not everyone is not the same. Some may like Monday’s and others may not. A person once told me that if she could take a sick leave every Monday, she will be more than welcome too. Sylvia Espinoza doesn’t like Mondays for it is too close to Sunday’s .She expresses that if she doesn’t go to work she will lose her job and will be out of sick leave. She also said she wishes to change Mondays. into Sundays She doesn’t like Mondays but will prefer holidays on Friday for three days of resting. The comparison was made that Sunday’s are red, while Mondays are taught as Blue. This is because blue is seen as a sad colour for many. Regardless of if you like Monday’s or not, the truth is; it comes across like this. If I was to change or put three days of resting (Saturday.Sunday and Monday) as our weekends we will find that almost 90 percent of our population will and or begin to hate/dislike Tuesdays. This saying is something in our heads/minds which is not bad but yet not very healthy for us, for it is proven that some 0. 04 percent of people around the world lose their jobs for this taught and or act. The INTERVIEW FOR THIS TOPIC. Questions: Do you like Monday morning’s? Why do we find it so tiring? Do you find it to be the longest day of the wo rk week? Why do we find it to be the longest day of the week?When would you prefer a holiday on a Friday or a Monday for the LONG WEEKEND? Do you go to work on a Monday Morning? Why go to work on a Monday if we find it to be a problem? Why you think Monday is such a hated day? Interviews: Susan Espinoza Sheila Richardson Patrice Espinoza Charleen Murphy Lydia Doolam. Greg felician Jelani Ellis Sylvia Espinoza Lauretta Espinoza Neil Espinoza INTRODUCTION: I , Noel Neil Espinoza was not tired, but concerned why my mother(Lauretta Espinoza), always disliked Sunday Evenings because she knew that then next day was Monday and how she HATED Mondays .I took it upon myself to write a six hundred and eighty seven worded essay on why PEOPLE DISLIKED MONDAYS SO MUCH ! I took a little over a week to do this with some intense interviews and a lot of research, this story was born and discovered. We know that some people are different and feel different ways about different things. I interviewed my neighbourhood and my school {Fatima College} and we thank everyone who gave an input to make this story as beautiful as it is . This story is (? ) three, quarters, of facts and (1/4)one quarter fiction.

Interpersonal Relationships: Development And Deterioration Essay

There is an adage that says, ‘No man is an island’. Every man or woman if I am permitted is sustained by some form of some form of interaction with people. Man was made for it, so to live without it is like taking a fish out of its natural habitat. What do you expect from such a fish? It will surely die. You ever wonder what the world would look like without somebody to lean on, talk to, and share your feelings with. One could explode carrying all that ‘burden’ on one’s mind. Even from the religious perspective, the Bible has it that God made man for himself, so he could talk relate to someone. You wonder if God needed relationship, why we would not need it more. All social intercourse between human beings is a response of personality to personality, grading upwards from the most casual brush from people to people to the fullest, and most intimate of which the human soul is capable. An interpersonal relationship is simply a person to person association between two or more people. This could be a love relationship (marriage), family, work, and people living in your neighbourhood etc. In this kind of relationship, there is some level of interpersonal knowledge where both parties have certain knowledge of the other person(s) involved. In all of these relationships, on thing is evident, there is a bond or a tie formed between them. In other words, interpersonal relationships are about meeting the needs of one another. Not limiting this interpersonal relationship idea to man alone, even animals and plants. In Biology, we were taught Symbiosis as a form of relationship existing between algae and Fungi. Even the plants need each other to live. We see that every form of life is sustained by some form of relationship(s). These relationships also have their effects on us, either positively or negatively. Take a sample study on people who engage in interpersonal relationship, you will notice a rubbing off that occurs in both parties. You see that each one picks some attitudes of the other and exhibits them unconsciously. And you wonder, how did that happen? Every interpersonal relationship operates by certain principles which we overlook. People just don’t become intimate or close all of a sudden. It begins with a law called ATTRACTION. Since relationships are choices we make individually and not forcibly, we naturally relate with people we are physically attracted to. Spending QUALITY TIME with the other party involved. Taking a marriage relationship for example, one major reason for the break ups that we see in marriages is the lack of spending quality time with the other party. This leaves the other party very lonely, and this could open the door for infidelity and a lot more. Since we said earlier that relationships is about meeting needs, then NOT BEING SELFISH also helps develop interpersonal relationships. The key to a good interpersonal relationship is simple once you understand the role that needs play in making a relationship weak, moderate, average, or strong. Relationships are strong when there is a ‘give and take’ rule in operation ‘Relationship deterioration refers to the weakening of the bonds that hold people together. This happens when both parties are currently unhappy with the state of things. Among the causes of the deterioration include: financial problems, sex-related problems, work –related problems, third-party relationships and many more’. For the fact that one has problems in interpersonal relationships does not make you the first person with issues, neither does it make you a failure. What we need to do is to put the matter on the table, settle issues and make things work between us. This is the key to every long standing relationship till now and will always be. References: Goldman, B (2008), â€Å"Improving Interpersonal relationships. † Pearson, A (2008), ‘Interpersonal Relationships: Growth and Deterioration -The Interpersonal Communication Book. Tanner, D. (1990) Women and men in conversation. New York: Ballantine Books. Doyle, T (2000). Types of Interpersonal Relationships

Summary of the Article “All Fired Up-Tapping The Rockies” by Mitchell

The article ‘All fired up-Tapping the Rockies' by John G. Mitchell appeared in July 2005 issue of National Geographic. It is an interesting commentary on energy development initiatives that are being planned for Rocky mountain region in Wyoming. The article identifies five important locations in Rocky Mountains that have been selected by the government for energy exploration. The Bureau of Land Management controls these regions and can lease them out for energy development when the right time comes. Already, Pinedale mesa has seen aggressive gas and energy development activities which have dented the beautiful landscape to a large extent. The area is laced with pipelines and there are already 500 wells that BLM plans to use for natural gas extraction purposes. The number of wells is likely to rise to more than 3,000 soon. It must be made clear that if all these regions are fully exploited, it can cause serious harm to the environment and for this reason, there is a provision in Bush administration's 2001 National energy policy report that indicates that 40 percent of natural gas resources found in Rocky Mountains will not be used because of environmental concerns. But opponents put the figures at 12 percent. It is interesting that while BLM is proposing more aggressive exploration, it has not yet fully exploited the existing leased natural gas resources. Out of close to 46,000 leases nationwide, only half were producing anything while the rest were lying idle. Why lease more land when the existing leases are not being utilized properly. Throughout this region, two types of natural gas are being targeted: tight sands gas and coal bed methane (CBM). The Powder River Basin is rich with CBM resources but extracting the gas is more costly than sands gas even though drilling costs much less. The extraction problem is also aggravated because of the water that comes out during exploration. This water has to be safely disposed off but it is highly saline and can thus cause damage to land and crops. While the officials might come up with many benefits that they feel would accrue to landowners with this kind of exploitation, the residents of the region do not agree with them. People believe that due to lack of water, the area has become unlivable. Montana's Rocky Mountain Front is another area rich in natural resources but it is less vulnerable than other parts because owners have rights to mineral under their land. However if aggressive energy developments efforts are started in this region, even these owners will be forced to allow vehicular access to neighboring wells along with pipelines and drill pads. People are furious with BLM's inability and lack of commitment to provide safer environment. Some ranchers in San Juan Basin complain that their region has become unfit for cattle because of the wells. Land erosion and pollution have made the environment hostile to cattle. The article speaks against government's energy policies and explains the environmental damages that would result due to unmitigated use of land for energy exploration. People have complained of government's failure to take into consideration environmental safeguards which has made living harder. Water resources are being brutally exploited for gas exploration when it is desperately required by the residents to meet their daily consumption needs.

Pre-Linguistic Development Essay

As linguistic development designates the stage when children are able to manipulate verbal symbols, it should be apparent that pre-linguistic development refers to the stage before the child is able to manipulate such symbols. Consequently, this stage is sometimes called the pre-symbolic stage. Pre-linguistic development, therefore, concerns itself with precursors to the development of symbolic skills and typically covers the period from birth to around 13 months of age. Four stages can be identified: * Vegetative sounds (0-2 months): the natural sounds that babies make, e.  g. crying, coughing, burping, and swallowing. * Cooing and laughter (2-5 months): these vocalizations usually occur when the baby is comfortable and content. They are typically made up of vowels and consonants. * Vocal play (4-8 months): the infant engages in longer and more continuous streams of either vowel or consonant sounds. * Babbling (6-13 months): at least two sub-stages are identified – reduplicated babbling, in which the child produces a series of Consonant-Vowel (CV) syllables with the same consonant being repeated (e.  g. wa-wa-wa, mu-mu-mu) and non-reduplicated babbling, consisting of either CVC vocalizations (e. g. mom, pip) or VCV vocalizations (e. g. ama, ooboo). [See Speech Development] Up to this stage of development much of what the child produces is really no more than a sort of verbal play. The child is practicing individual sounds, and sound sequences, and gaining the motor skills necessary to produce what will eventually be considered as actual adult words. So, young children make various sounds and others then assign meaning to these. So, for example, a child may reach for an object whilst at the same time saying ‘m’. An adult may interpret this as the child wanting help to get the object. The child, having realized that this combination of physical gesture (reaching) and articulating ‘m’ prompts an adult to pass the desired object, may go on to repeat this behavior. The child is learning that certain actions that he or she performs can be used to control his or her environment. These changes come about because the child’s ability to focus their attention on their caregiver and on objects becomes more refined as they mature. For example, from 0-2 months there is shared attentiveness in which only the baby and caregiver form part of any interactive event – all other elements are ignored. From 2-6 months there is interpersonal engagement when the baby is conceptually able to differentiate their own self from the caregiver and focus attention on each other and on the ‘message’ of the communicative event. Then, from about 6-15 months there is a shift such that the child is now able to focus attention on objects (e. g. cups, toys, books) and understand that the communicative event is focused on these. This is sometimes called joint object involvement. It is, however, the emergence of words from about 12 months onwards that signals the onset of linguistic development. This is the stage when there is symbolic communication emerges. Linguistic Development Linguistic development occurs at what is called the One Word Stage. It is at this stage that we can properly talk about a child’sexpressive language, i. e. the words used to express emotions, feelings, wants, needs, ideas, and so on. This should not be confused with the child’s understanding or receptive language. The two are, of course, closely related. However, a child will typically understand much more than he or she can actually express and a child’s expressive language, therefore, lags behind its comprehension by a few months. Early One Word Stage (12-19 months) Before the emergence of the first ‘adult’ words the child will use specific sound combinations in particular situations. The sound combinations are not conventional adult words but they appear to be being used consistently to express meaning. For example, if the child says mu every time he or she is offered a bottle of milk then this may be considered to be a ‘real’ word. Similarly, if the child says bibi each time he or she is given a biscuit then, even though the sound combination does not represent an exact adult word, it would still be considered an early word. These early words are called protowords. The child will also be using gesture together with these specific vocalizations in order to obtain needs, express emotions, and so on. The important point is that the child is consistent in his or her use of a particular ‘word’. Later One Word Stage (14-24 months) The words used by the child are now more readily identifiable as actual adult words. A variety of single words are used to express his or her feelings, needs, wants, and so on. This is the stage at which, amongst other things, the child begins to name and label the objects and people around them. Examples include common nouns such as cup dog hat proper nouns such as Dad Sarah Rover and verbs such as kiss go sit The child may also use a few social words such as no bye-bye please The child will not yet have developed all the adult speech sounds and so the words used are unlikely to sound exactly as an adult would say them. However, they are beginning to approximate more closely to an adult model and they are beginning to be used consistently. At the end of the One Word Stage the child should have a much larger vocabulary, should be able to sustain a simple conversation, be using several adult speech sounds appropriately, and be conveying meaning through the use of single words in combination with facial expression, gesture and actions. These single words will express a variety of meaning. The next stage in the child’s development of expressive language is that he or she begins to combine two words together into simplephrases. Two Word Stage (20-30 months) It is at this stage that the child begins to produce two-word combinations similar to the following. daddy car shoe on where Katie Note that a variety of different word classes may be combined: * For example, daddy car involves the combination of two words from the same word class of nouns one noun (daddy) with another noun (car). * However, shoe on consists of two words from two different word classes, nouns and prepositions: one noun (shoe) plus a preposition (on). * Also, where Katie uses a so-called interrogative pronoun (where) together with a proper noun (Katie). In fact, a high percentage of these two-word combinations incorporate nouns. This is not surprising, as the child has spent a lot of time learning the names of objects and people. These are the important things in his or her environment and the things that are most likely to be manipulated, talked about, and so on. They are often the concrete, permanent things to which the child can most readily relate. In addition, at this Two Word Stage there is also prolific use of verbs (e. g. go, run, drink, eat). Three Word Stage (28-42 months). As its name implies, at this next stage of development children extend their two-word utterances by incorporating at least another word. In reality children may add up to two more words, thereby creating utterances as long as four words. The child makes greater use of pronouns (e. g. I, you, he, she, they, me) at this stage, e. g. me kiss mummy you make toy he hit ball It is at this stage that the child also begins to use the articles the, a and an. At first their use is inconsistent but as the child approaches 42 months of age they become more consolidated in their utterances, e. g. me kick a ball you give the dolly he throw an orange. In addition, it is common for the prepositions in and on to be incorporated between two nouns or pronouns, e. g. mummy on bed you in it Sarah in bath Four Word Stage (34-48 months) From about 34 months the child begins to combine between four to six words in any one utterance. There is greater use of contrast between prepositions such as in, on and under and adjectives such as big and little, e. g. mummy on little bed daddy under big car daddy playing with the little ball Complex Utterance Stage (48-60 months) This stage is typified by longer utterances, with the child regularly producing utterances of over six words in length. It is at this stage that the concept of past and future time develops and this is expressed linguistically in a child’s utterances, e. g. we all went to see Ryan yesterday [past time] Daddy is going to get a shoe [future time] Robert stopped and kicked a good goal [past time] Some of the more conceptually difficult prepositions such as behind, in front and next to also become established at this stage. The child will also be using the contracted negative, e. g. can’t rather than can not, didn’t rather than did not, won’t rather than will not, and so on. Example utterances include the following. Helen can’t go to granddad’s house Connor didn’t stop crying he won’t eat up all his dinner for mummy There is a lot of controversy about just when the Complex Utterance Stage is completed. Some researchers claim that at five years of age a child has developed all of the major adult linguistic features and that the only real progression beyond this stage is the further acquisition of vocabulary items. Other researchers, however, argue that children up to the age of 12 years are still developing adult sentence structure. As indicated, our overview of language development has focused on how the child develops longer and longer utterances, i. e. it has concentrated on expressive language. It should be noted, however, that there is a parallel development of comprehension, or receptive language. So, for example, at the Early One Word Stage the child is capable of understanding a few single words spoken by others as well as speaking a few words. Similarly, at the Three Word Stage the child can also comprehend the four to six word utterances spoken by others as well as producing such utterances themselves. In summary, the child will need to be able to comprehend utterances at least at the same level as those that he or she is able to construct and use expressively. In reality, we find that a child’s level of understanding actually precedes their level of expression. That is to say, a typically developing child will always understand more than they can express. The extent to which the development of receptive language precedes expressive language is highly variable and it is not possible to define any precise norms. The following table summarizes the stages of early development of expressive language. Precursors to Language (Pre-linguistic)| 0-2 months| 2-5 months| 4-8 months| 6-13 months| reflexive crying and vegetative sounds| cooing and laughter| vocal play| babbling – reduplicated – non-reduplicated| (Symbolic) Language| 12-19 months| 14-24 months| 20-30 months| 28-42 months| 34-48 months| 48-60 months| Early One Word Stage(protowords)| Later One Word Stage| Two Word Stage| Three Word Stage| Four Word Stage| Complex Utterance Stage| Table 1. Early Development of Expressive Language.

Mixed Methods Research Manuscript Critique Assignment

Mixed Methods Research Manuscript Critique - Assignment Example plied the communication theory on its sample students in an attempt to understand the students’ perception on the use of the substances (DeSantis, Webb & Noar, 2008). Through the communication theory, the researcher would understand the health knowledge of the students, their attitudes and even reactional behaviors towards the substance. After gathering information on the students’ perception on the use of the drugs, the researcher would then be better placed to define mechanisms that would properly educate the students on the dangers of the prescription drugs (DeSantis, Webb & Noar, 2008). The quantitative and qualitative methodologies complemented each other in the research. The two forms of methodology provided an understanding on the rising numbers on the use of ADHD stimulant use. The quantitative methodology gave the statistics on the use of the stimulants while qualitative gave results on the interviews with the students (DeSantis, Webb & Noar, 2008). Data was collected quantitatively using surveys and qualitatively using in-depth interviews. Convenience sampling was used to get the best students to give the correct data on the use of ADHD stimulant drugs (DeSantis, Webb & Noar, 2008). Data was gathered via the use of in-depth interviews through the hand-held audio tape recorders. Rigor was assured through training and supervising the researchers on interviewing process, the ethical strategies, and the transcription procedure (DeSantis, Webb & Noar, 2008). Prior to participating in the study, the students were advised that the study would be voluntary and would lead to a productive educational experience. The students then provided their consent before the survey completions. Written agreements were also obtained from the students before the interview took place (DeSantis, Webb & Noar,

DRIVING THE ORGANISATION - ORGANISATIONAL DESIGN AND DEVELOPMENT Assignment - 1

DRIVING THE ORGANISATION - ORGANISATIONAL DESIGN AND DEVELOPMENT - Assignment Example The point of debate is that whether the organizational strategy is purposely changed to adapt to the external environment or the strategy is automatically determined due to external forces, as noted by Hannan and Freeman (1977). Wieck, (1979) agrees with this stance and argues that developing mutually exclusive theories; relying one single causation, focusing on the origins and elimination of elements such as â€Å"choice† are problematic. This theory can be put to test in Sony’s case - we see that Sony’s strategic direction was determined by external and internal factors, and as a result, the external and internal environment was influenced by its direction. Some strategic choices were made due to adaptation, while the others were determined by external forces- both these forces conglomerated to create Sony’s’ strategic direction. This can be better portrayed using a Venn Diagram Given Sony’s position in the market, it can be said that it had a number of strategic choices; although most of these choices were somewhat influenced by the external environment and company decisions, but due to its size and complexity, it was able to achieve its desired outcome with the availability of multiple choices. According to the work of Porter (1980), such Companies are able to follow â€Å"differentiation and focus strategies, choose market niches or segments within the constraints laid down by the environment or alternatively pursue different strategies despite external forces†, as stated by Berle and Means (1932). Upon using Porter’s (1983) analysis of the external environment on Sony, we can understand how the external environment shaped the Sony’s strategic direction and how Sony’s decision in turn shaped the external environment. The five elements of Porter’s design include: Threat of New Entrants: For Sony, this was a major external force that based their strategic direction, and this is evident