My Play about an Old Persons Home :: Drama

Old Persons home, in this task I will be try to show how explorative strategies are used in a piece of drama. This includes still image, narration, role-play, cross cutting and marking the moment. 5th July 1979 Strange, that it is a Monday I have decided to start a diary. I have always had trouble getting up on Mondays dreading the day ahead. I always wanted just five minutes more after that damned alarm. Of course where I am now they never let me lie in. With their foolish "regulations", I could teach them a thing or two about regulations. It's unbeknownst to me why I'm here, I shouldn't puzzle over it any longer it would boil my brain. 11th July After many days and nights in this establishment I finally saw someone else, like myself is unexplained to as why we are here. Peter, I think he is a little loony haha, he believes we are here because we are a threat to the government, says he knows things that if the Russians got we wouldn't be here for long. Aha I think he's had too many doses of their magic medicine. Course I don't trust that liquid anything that looks like all the colours of the spectrum cannot be good for you. 18th July Today I managed to speak to Peter for a few minutes he wasn't making sense today and was belted in to his wheelchair almost like a restraint which is queer for a one legged man. He was talking about Churchill and Hitler and WW two, I couldn't hear any full sentences, and he trailed off when that trunch-bull of a nurse came to take him back to his room. He did get me thinking about my experiences in the war. A chill runs down my spine every time I think about that time at Wolf Castle. The village around it still is a ghost town as far as I'm concerned and I do not wish to think about it anymore. Till the day I die. 1st August It seems me and peter almost served together at Wolf Castle. He would have reached it and we would have met forty years ago if it wasn't for that minefield. That's how he lost his leg you see; although unfortunately he does know about the atrocities that happened there. Least he didn't see them first hand. 3rd August Peter was talking about Castle again. I tried to explain to him I didn't want to hear but you know peter always babbling on about past times. He knew my Captain. This room is far too white for my old eyes; all I can see is white, I

South Africa :: essays research papers

AMAGASAKI, Japan - The death toll jumped to 71 Tuesday as crews pulled more victims from the wreckage of Japan's deadliest rail crash in decades. Investigators focused on whether excessive speed or the driver's inexperience caused the train to derail and slam into a building. AP Photo AFP Slideshow: Train Derails in Japan, Dozens Dead Train Derails in West Japan, Killing 50 (AP Video) The seven-car commuter train carrying 580 passengers left the rails Monday morning near Amagasaki, a suburb of Osaka about 250 miles west of Tokyo. It hit an automobile and then a nine-story apartment complex. More than 440 people were injured. Rescuers working under floodlights pulled out a conscious but seriously injured 46-year-old woman then reached a 19-year-old man passenger, also in serious condition. But most of the work was grim as crews pulled 14 more bodies from the twisted rail carriages, pushing the death toll from 57 to 71. Two of the five derailed cars were shoved inside and flattened against the wall of the building's first-floor parking garage. Distraught relatives rushed to hospitals looking for loved ones who might have been injured or killed in the 5:18 a.m. crash. They struggled to comprehend their loss. "I only saw him the night before," said Hiroko Kuki, whose son died in the crash. "I wish he were alive somewhere... I wish it were only a nightmare." Takamichi Hayashi said his elder brother, 19-year-old Hiroki, might be among those still in the wreck. He said Hiroki had called their mother twice on a mobile phone from inside one of the train cars hours after the crash but remained unaccounted for.

Uk institution culture

Charity business has been an important part in English civil society through 400 years' development. This article alms to introduce two leading charities organisations In UK the National Trust and the Royal 3ritlsh Legion, and to research how they shape and reflect the UK culture. 2. The National Trust and UK Culture This section introduces the definition of the National Trust and states how it shapes and reflects uK culture trom three aspects. 2. 1 3ackground of the National Trust The National Trust was founded in 1895 as a charity body, independent of the UK government.Its' mission is to prevent the nation of lands and tenements (including uildings) of beauty or historic interest In perpetuity for the benefit of society (Lansley, 1996: 227). The National Trust has been one of the biggest environmental organizations In the world through hundreds development. It raises money heavily on the support of its' members, visitors, donors and partners. The membership fee accounts largely in the total amount. The memberships' numbers ot the national trust were 7,000 people in 1945, and it increased rapidly to 220,000 people in 1970.After that, the amount of memberships doubled every ten years. In 201 1, membership recruitment had reached the number of 3. million (National Trust, 2010/2011 : 2). Besides the huge number of memberships, it has a large number of volunteers. As the National Trust motto said â€Å"No volunteers, No Nauonal Trust†. From housing repair to gardens management, customers' service or cultural relics introduce, volunteers play an important role in the National Trust. From a recent statistic, the volunteers' numbers have reached 67,000 in the year of 201 1 (National Trust, 201112012: 6). 2 The influences of National Trust to UK culture The National Trust has an Influence to UK culture from the following aspects: nvironment protection, citizen awareness, and life enrichment. Firstly, the huge success of the National Trust In environment conserv ation shapes the uK culture deeply. The responsibility of Trust mainly reflected in protection of country land, coastline and historical culture relics

Hoover vs FDR

The Great Depression caused hardship for almost everyone in America. Franklin Roosevelt and Herbert Hoover were two presidents during this era with two very different approaches on how to deal with It. Roosevelt Is generally thought of as a liberal, while Hoover Is considered a conservative. A liberal Is generally someone who pushes for direct government involvement In citizens' lives, while a conservative typically pushes for limited government.Roosevelt did indeed have a more liberal approach, putting mammoth sums of money into relief programs directly for the people; Hoover was conservative in his approach?he claimed it was the Job of churches and private charities to provide relief, however became less conservative towards the end of his term. Hoover was especially conservative for the beginning of his term. He showed limited government involvement through very limited spending. In 1929, the first year of Hover's term, the government expenditures were only $3. 27 billion, barely rising 1933, however, spending Increased to $4. 659 billion and $4,598 billion, respectively Doc F), showing that his conservatism decreased a bit. The deficit still remained extremely low, showing Hover's unwillingness to be too Involved In recovering the economy, but rather allowing the private factor to grow. Hoover also worked on limiting government by literally limiting government?by not increasing control or spreading bureaucracy. He said that Liberalism, â€Å"should not be found striving to spread bureaucracy but striving to set bounds to it† (Doc A).He showed his conservative values by criticizing a large government. He also left the charity work to private charities and churches, saying that â€Å"economic depression cannot be curbed by legislative action or executive pronouncement (Doc 8). Later in his term Hoover became slightly more liberal in his approaches to ending the Great Depression. The federal expenditure Increased from $3. 127 billion In 1929 to $4. 659 billion In 1932 (Doc F). He started helping the people more directly by creating huge government sponsored projects which created Jobs. These Include the Hoover Dam.Hoover also hectically increased the size of government, passing more legislation and creating more bureaucracy. Under him later in his term, farmers were lent money to buy and sell agricultural goods and were helped through cooperatives. Such spending and loaning is very liberal. Hoover wanted to â€Å"rehabilitate agriculture† through â€Å"large appropriations for loans† (Doc D). Document C depicts Hoover as no longer caring about being seen as conservative, rather saving the poor by spending government money. Roosevelt, unlike Hoover, was a liberal president from the beginning to the ND of his term.He stated himself that â€Å"Liberalism becomes the protection for the far-sighted conservative† (Doc G). This not only promotes liberalism, but attacks conservatism. Franklin Roosevelt liberalism Is most clearly seen through the federal spending under him. During his term, annual government expenditures rose from government spending more to end the depression. Roosevelt also, as Hoover did legislation and increasing bureaucracy. The legislation included the Works Progress Administration. The WAP cost $1 1. 4 billion and employed a huge portion of the workforce.He also passed the Agricultural Adjustment Act to stabilize the farm industry by decreasing the surplus created by farms. FDA can be characterized as liberal due to his extensive spending, loans, and government intervention. While FDA is most commonly known as a liberal and Herbert Hoover is most commonly known as a conservative, Hoover became more liberal in his approach to ending the Great Depression toward the end of his term. Although Hoover played a part in ending the Great Depression, it really took Fad's extreme liberalism to completely recover America's economy.

Bridge Syllabus 2012-2013 Essay Example for Free (#2012)

Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the university’s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides – if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category – the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should †¢ explain what the problem is †¢ explain why you chose it †¢ describe your solution with relevant details †¢ suggest what should be considered in designing the solution(s) †¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. g’Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts – both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade or  high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology – for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook – during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point â€Å"scrapbook†. Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: †¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. †¢ To develop a group of friends who will be in some of your classes †¢ To share information on campus resources. †¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. †¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. †¢ To introduce students to the IUPUI Principles of Undergraduate Learning. †¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: †¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. †¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project – submit a 250 essay summarizing what you learned. For the two Service â€Å"Teaching Science† projects, work with the class to complete and submit your part by the due dates. †¢ Learn how to use technologies such as Oncourse and information resources. †¢ Complete assignments and submit them by the due date. †¢ Submit daily journals and other assignments via Oncourse. †¢ Meet with the faculty member at least once before October 1. †¢ Meet the student mentor outside of class before October 1. †¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. †¢ Register for spring 2013 on October 25, 2012. †¢ Attend two campus activities/events. †¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) †¢ There is NO FINAL EXAM in Windows – yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: †¢ Imagination Project – 40 points †¢ Knowledge Project – 100 points †¢ Service Project – 100 points †¢ Meeting with advisor to plan spring schedule prior to Oct 11 – 25 points †¢ Meeting with student mentor during September – 20 points †¢ Meeting with faculty mentor before Oct. 1 – 20 points †¢ Journals – 10 points each †¢ Attendance – 10 points per class meeting (including Bridge) †¢ Registration – 20 points †¢ Career Shadowing – 20 points. †¢ Campus events/activities – 10 points each (you may do additional ones for extra credit) †¢ Career Assignment – 20 points †¢ Time Management – 10 points †¢ Scrapbook – 15 points †¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time – together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of one’s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each other’s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we don’t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish – not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future – regardless of whether you are â€Å"caught† or not. We hope the person calculating the dosage of radiation you will receive really did earn that â€Å"A† in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 – 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semester’s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class. Bridge Syllabus 2012-2013. (2016, Sep 23).

Ways of Looking at Culture Within Organizations Essay

Ways of Looking at Culture Within Organizations - Essay Example all the members to allow for effective use of different skills and talents to the team, and problem solving where mechanisms for problem solving and conflict management are put in place. An example in a small organization is where a team of the management and employees of a small organization form a team. The team, in this case, should have a common goal of expanding the business, augment revenue, and provision of quality goods and services. Having a common goal allows for the development of synergy among the team members and provides a sense of purpose in achieving the clear and specified goal of the small organization. The effect will be an emphasis on ensuring all the strategies in the small business are synchronized for the achievement of the goal and each of the team members know their responsibility to the team and feel honoured to be in a team that has a specific goal allowing for augmented success of the small business. The structural elements of successful teams include having a shared vision, clear and continuous communication allowing for resolving issues amicably, and visibility and accountability of each of the team members. The other structural elements for successful teams are having clear expectations defined as all members, respect, planning, and trust among the members of the team allowing for cohesiveness and success of the teams (Sloane, 2007). Schneider believes that cooperation, contribution, and commitment are the other structural elements for successful teams (Schneider,

Self Discovery Journey in Literature Essay Example | Topics and Well Written Essays - 750 words

Self Discovery Journey in Literature - Essay Example The discourse of self initiation should be looked at through the eye glass of the self; the characters created by the two authors display this side of every human being and, the almost desperate search that they start is common for all humans, thus I believe that the personal endeavor and voracious desire for knowledge do not shadow, but rather illuminate my very own understanding of the two books. The confession like statement of this paper that unravels the past fears and discoveries of my self concludes that life and the journey dedicated to spiritual evolution is present in every individual and that such novels as "The Alchemist" and "Jonathan Livingston Seagull" are not only very appealing to the readers, but also manage to bring back into focus the stages of becoming by unweaving and weaving back one's path. The analysis of the given literary corpus proved to reach a difficult point when I compared the styles of the two novels and the two different tones that speak about the becoming of the individual. Coelho's language is easier to apprehend and thus it proved to carry a more explicit message that immediately assures the revelations of the readers in front of a promised destiny. This author's description of the theme 'life as a journey' brings a world of magic and yet simple happiness that seems to be there at the end of the path. Unlike Coelho, Richard Bach imposes upon his readers a metaphor that shadows the plot and the message of the novel. As similar as they may seems, the language of the two novels has two tones: a calm and eventful one in "The Alchemist" and an extortionately dry one in "Jonathan Livingston Seagull". It is difficult and it takes an in-depth analysis in order to be able to set and discuss the intimate coordinates of the two souls that are incorporated in this unf olding. The main idea that this paper managed to discuss and that represents its strong point is the fact that the comparison between the two novels conveys a good understanding of the main characters: the shepherd and the seagull and their dynamics. Leaving aside the plot and focusing on the changes they go through, this paper brings in front of the readers a good understanding of the restless seagull and of the thriving young boy. The paper discussed only a part of the aspects present in the two novels and it did not cover the metaphysical and deeply symbolical dimension of the language. As simple as it may seem, the language used by both Coelho and Bach hides a symbolism that should be discussed in connection with the author's philosophy and not with my own personal believes; the literary analysis of the abstract ideas that come along with the story line is sure to bring a better understanding of the novels. However, this paper does trigger important questions which should be part of a future and detailed study of the transcendental dimensions of the self discovery journey as it appears in "The Alchemist" by Paulo Coelho and Richard Bach's "Jonathan Livingston Seagull". What's not a part of your paper that you think might help a reader understand or appreciate