Literature class Essay Example | Topics and Well Written Essays - 500 words

Literature class - Essay Example This short story reflects Clarke’s attitude about coming from Barbados himself. Clarke was raised on the island, only to come to Toronto to find a whole new world, just like his narrator of â€Å"The Motor Car†. The sense of losing oneself in a new country, which has a different culture, was one of Clarke’s fears, which he expresses in this story. Unlike the narrator in â€Å"The Motor Car†, Clarke managed to move and keep his traditional values. â€Å"Hazel† by Carol Shields is a novel that any middle aged homemaker can relate with. After raising two daughters and being supported by her husband, Hazel’s life is changed forever when her husband dies. Hazel felt depressed and lonely, so decided to take a job. Her mother-n-law, best friend, and daughters were appalled. Hazel’s mother-n-law said â€Å"there is no need† (Shields). She felt that since Hazel was well provided for, that a job was not necessary. Maxine, Hazel’s best friend, said â€Å"your not the type† (Shields). Her daughters insisted their father would not have approved. What Hazel’s family and friends did not realize was Hazel needed her job. It might have been a nothing small job, but she needed to feel useful. People need a purpose in life. Hazel just happened to find hers in a job demonstrating pots and pans. Alistair Macleod’s â€Å"The Boat† is a story about the narrator’s sorrow regarding his father’s death. The sorrow expressed by the narrator was wrapped up in a boat. The boat symbolized tradition and a family bonding around working on it. In fact â€Å"Jenny Lynn had been my mother’s maiden name and the boat was called after her as another link in the chain of tradition† (Macleod). The narrator relates stories from every stage of his life by remembering times in the boat. The boat is the focal point of the narrator’s life. When he remembers his father, he remembers

Intrinsic vs. Extrinsic Motivation (Opinion Paper) Essay

Intrinsic vs. Extrinsic Motivation (Opinion Paper) - Essay Example Intrinsic motivation comes from within such as a person's need to feel useful or need to seek self-actualization (Law, 2006). Extrinsic motivation consists of external factors that motivate an individual such as pay and benefits or other motivators provided by employers. Intrinsic and extrinsic motivators are not limited to the workforce. Motivators, or rewards, are provided beginning in childhood. Taking piano lessons and studying a foreign language are intrinsically motivated for this author. The intrinsic rewards that I am receiving are satisfaction and enjoyment. Extrinsically motivated activities include cooking and exercising. The extrinsically motivated activities are performed to please others who hope that diet and exercise will help improve my quality of life. There are several principals and theories related to intrinsic and extrinsic motivation. Motivation itself can be described as the "mental processes that arouse, sustain, and direct human behavior."(Law, 2006) People can be positively motivated or negatively motivated. One boss' leadership style may motivate productivity while another boss' leadership style may negatively affect productivity. It is key for any organization to conquer motivation within the workplace. In my opinion coaches of sports teams have known for years that the combination of intrinsic and extrinsic motivating factors can create the need to excel or a... George Gipp was a varsity football player at Notre Dame. When he fell ill and died Knute Rockne used a statement that Gipp is said to have made on his death bed: I've got to go, Rock. It's all right. I'm not afraid. Some time, Rock, when the team is up against it, when things are wrong and the breaks are beating the boys, ask them to go in there with all they've got and win just one for the Gipper. I don't know where I'll be then, Rock. But I'll know about it, and I'll be happy. (Estate of George Gipp, 2007). Knute Rockne used this statement to motivate his team to defeat the undefeated Army team in 1928. He knew that his team would be intrinsically and extrinsically motivated to win the game. Another principal relating to motivation is the multicative principal. This principal is based upon the belief that intrinsic and extrinsic motivation are interactive rather than additive. I agree with this principal because I have seen how in playing the piano I am rewarded by other people noticing and commenting on my performance. At the same time I have a sense of personal satisfaction when I play well (intrinsic). Although it is nice to receive positive comments, and encouragement, I gain more from the intrinsic award. I am motivated more by how I feel about myself and am motivated to play better despite the extrinsic rewards. The discounting principal of motivation has to do with the rewards affect on atheletic performance. The athelete may be intrinsically motivated to perform and win. But, an athelete that is paid to perform (such as major league baseball and NFL football) may stop performing if the paid reward is removed. Thus the intrinsic motivation is pushed aside or 'discounted' when the extrinsic reward is

Contributing Factors to Nurse Burnout Essay Example | Topics and Well Written Essays - 250 words

Contributing Factors to Nurse Burnout - Essay Example Nurses play a crucial role for the patients in hospitals. For that, they should be well motivated and avoid anything that can distract their attention and driving force for work resulting in burnout. The work associated factors involve nurses being overworked, especially in the case of those working in the emergency section. Most of them have no control over their job and they frequently find themselves working for long hours and at times they are forced to forego sleep. Their timetable is not regular and one cannot plan for another task after finishing his/her session.Some encounter complicated and new challenges that require them to improve their skills continuously especially on machines and technology. Their tasks are done in a specific place like within a hospital ward that can become monotonous. Additionally, clinicians are the ones normally recognized for successful treatment and not the nurse who manages the patient. The people related to the patient can sometimes expect too much from the nurse to save the life of the patient. In the case of misfortune, these can affect the nurses and mostly to perfectionists who are reluctant to delegate duties or ask for support.The human mind is created in such a way that it requires rest after work. This makes people take a rest and join their social groups away from their work environment.This can be limited by professions like nursing. Nurses should be involved in decision-making and their grievances taken critically.

Religion Is The Opium Of The People Philosophy Essay

Religion Is The Opium Of The People Philosophy Essay Religion is the opium of the people Karl Marx, Critique of Hegels Philosophy of Right, 1844 The construct of two uniquely different terms being used together often raises the eyes of persons who focus on strategies to influence the thinking and actions of many persons. In this case, religion represents those persons around the globe who hold strongly held beliefs. Opium, conversely, often represents an addictive substance that shifts the ability of individuals to maintain control of their own faculties, abilities, or behaviors. Each term provides numerous images in the minds of people who value either religion or the use of substances. In this case, however, the terms are used in a statement of emphasis that demands that one see the critical direction that Karl Marx was approaching in 1844. According to Oxford Dictionaries (2009), Religion is the belief in and worship of a superhuman controlling power, especially a personal God or gods. Opium is a reddish -brown heavy-scented addictive drug prepared from the juice of the opium poppy, used illicitly as a narcotic and occasionally in medicine as an analgesic. The opium of the people is a thought and action-reaction regarded as inducing a false and unrealistic sense of contentment among people. In this case, it is Religion, according to Marx. History reports that the majority of people believe that Marx criticizes religion as being a relief for the masses, in the way that it creates an illusory fantasy to the poor, assuring them that even if they are living in misery in this life, they will find true happiness in the afterlife, thus only masking the problem and not solving it. However, based on the sudden change in the 19th century (period in which Marx lived) of how opium is perceived, the quote can be assessed in two way s; positively and negatively. This makes it interesting for us to analyze it since history plays a big part on how it should be understood. Since prehistoric times, opium has been used worldwide. From Egypt to China, it was highly regarded and used for many things, such as to relieve pain, to bring courage and strength to soldiers, to reach a feeling of ecstasy or to get in touch with the divine. These practices continued and spread, until the 19th century, when its negative effects were being detected. At this point, opium was found to be addictive, sometimes lethal and had started to be regulated. The impact and harm that was done through the use of opium caused societies to consider changing the perspective held on the use of the drug. Eventually, the use of opium became illegal because its damage was significant to the members of every society where it was used. Parenthetically, it was and sometimes still is being used for medical experiments and pain-reduction, delusional practices to this day and remains the most efficient pain-killer. However, despite the illegalization of opium and its derivatives, it was and is still being used by a wide variety of people in all parts of the world, most commonly in the form of heroin, in order to achieve a feeling of pleasure and to escape from reality. In the 19th century, opium was responsible for two wars that took place between the United Kingdom and China. The Opium Wars occurred because China illegalized the drug though the United Kingdom continued to traffic it in China, through India. After having had an overview on the history of opium, we can now deduce the different possible meanings that Marx conveys in his quote. In a first perspective, Marx could imply that religion is the opium of the people in a positive manner. This being the case, Marx meant that opium provides comfort and relief. Since Marx was a big supporter of the proletarian movement, which in his time was working in horrible conditions and leading miserable lives in cities, Marx might have insinuated that religions purpose was to create illusory fantasies for the poor as opium did for drug abusers and addicts. Economic realities often prevented the poor and to a large extent, even the aristocrats, from finding true happiness in this life; so religion tells them that this is OK because through a belief in God, through accepting the power and authority of God; through dying and going to heaven, one will find true happiness in the next life. Additionally, religion might bring comfort to people in hard times, for example during times of war, when people would pray for God to protect them, or after the death of a loved one, thinking thi s person would go to heaven and be at peace. Another argument would be that religion and opium give courage to people. Christians and Muslims believe that God Allah is always with them, protecting them and loving them, which could boost their confidence and make them feel they can do anything with God on their side. Lastly, religion can give, for some, a purpose to life based on the principles and tenets of God suggesting that God has a plan for each human being. Moreover, it explains all that science is unable to explain, for example the creation of the Human race. Effectually, what is not scientific is created by faith often unchallengeable in the eyes of rational thought. To conclude, Marx could be stating by his quote that people are in distress and religion provides solace, just as people who are physically injured receive relief from opiate-based drugs. On the other hand, Marx could very well be criticizing religion. First of all, opiates do not fix a physical injury, they merely make you forget pain for a limited time; this is a good thing only if you work on solving the underlying roots of the pain. Equivalently, religion doesnt fix peoples pain, it simply conceals their reasons of suffering and causes them to look ahead to an illusory future when the pain will cease, instead of working on changing their present condition. In other words, Religion as opium creates an imaginary world that prevents people from being accountable for their own lives and their own futures since they believe their path is traced and controlled by a certain God. They are thus led to let things happen and not be responsible for the situation in which they are. Moreover, religion is used as a control mechanism that gives power and authority of some over the masses. The desire to create a collective unconscious that diminishes the power of man to an acquies cing to the power and authority of a higher power often unseen and unknown. Because of the unknown nature -there is a concern that the higher power is infinite; man is finite, and in that finite nature, man can never be in control of his own destiny. Thus, man must acquiesce to the power of the higher authority, and its emissary on earth the Church. However, the church is the work of man and is bound to be flawed. For example, regarding Christianity, Jesus advocated helping the poor, but the Christian church merged with the oppressive Roman state, taking part in the enslavement of people for centuries. In the Middle-Ages the Catholic Church preached about heaven, but acquired as much property and power as possible. Finally, religion, just like opium, is a cause of war. Opium was the cause of two wars between the United Kingdom and China in the 19th century. Similarly, religion was the cause of the crusades, a war between Christians and Muslims that lasted nearly two centuries. This could be one of the reasons why Marx associated the word opium with religion. The quote Religion is the opium of the people can apply to the two major religions: Christianity and Islam. Both religions believe in one God, and both believe in a final judgment, where a person is judged according to their actions on earth, and then sent to either Heaven, place of joy and bliss where they will be happy, either in Hell where they will spend an eternity of misery. On the other hand, other religions such as Hinduism and Buddhism believe in reincarnation of the spirit, which means the person might or might not be happy in his new life, and this excludes Marxs theory of religion being a comfort to the people.

High Schools That Work: Best Practices for CTE Essay example -- Educat

High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44. High Schools That Work: Best Practices for CTE Essay example -- Educat High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44.

Education Philosophy Statement :: Teaching Education Essays

Education Philosophy Statement As a sophomore, I was required to compile a genre of educational philosophies and create my own philosophy in the process. Today, as a senior I am required to â€Å"revise† that statement into one that is sophisticated and intelligent based on new information that I have received in the last two years. One instructor said to me, â€Å"Your view on educational elements may have changed,† and another said, â€Å"Randy, your philosophy on the way you view yourself as a teacher and the view of your classroom may have evolved into a more manageable, realistic perspective,† and they were both right. In the first draft of my philosophy, it states that I see myself as a teacher with an â€Å"eclectic† view on teaching children. Although I still believe in my â€Å"eclectic† ways because it gives the students and me a variety of ways to learn, it has â€Å"evolved† into a more specific, eclectic philosophy. For example, I stated that in my classroom the children would be involved with as much of the classroom decisions as possible. In contrast, I now believe that the instructor is the primary decision-maker allowing the students to give their input on certain situations and keeping their concerns in mind when making the final decision. Why do I feel that way now? I have observed two different schools and two different grade levels – an 8th grade classroom and a 12th grade classroom. What works in at one level does not work at the other, meaning, observing a teacher who incorporated the student government, so to speak, in her classr oom did not always succeed in getting anywhere in the end. I have learned that the students are not as diplomatic as I once believed, followed by the fact that the students do not always know what they want or what is the best for them as a class. While I am on the subject of observing classrooms, another area of my philosophy that I now view with a sophisticated, intelligent insight is extra-curricular activities.

How Is the Power of Dreams and Dreaming in the Novel of Mice and Men Essay

The idea of moving from one place to another, working hard and trying to raise the quality of life for you and your loved ones is known as ‘The American Dream’. Steinbeck invites us to understand how having this dream keeps them going despite the challenging life that each character faces. Throughout the novel, Steinbeck makes this ‘dream’ the main focus of the story for both the reader and characters. George’s dream is to have independence and to â€Å"go into town and get whatever I want† but most importantly he dreams of being â€Å"somebody†. On the other hand, Lennie aspires to be with George and to â€Å"tend the rabbits†. Ultimately, George and Lennie both wanted to â€Å"have a little house and couple of acres an’ a cow and some pigs† however, George only tells Lennie about their dream to comfort Lennie. This is shown when Lennie says â€Å"No†¦ You tell it. It ain’t the same if I tell it. Go on†¦ George. How do I get to tend the rabbits. † It is only after they all realised that together, â€Å"this thing they never believed in was coming true† Even though the dream is very important to George as well, Steinbeck portrays Lennie as someone who wants the dream a lot more. This is shown through Lennie’s angry or upset feelings when he feels like he has done something that would jeopardise their dream. George uses this to his advantage to threaten and control Lennie by blackmailing him, â€Å"If you do, I won’t let you tend the rabbits. † Consequently, Lennie tries to please George and to gain his approval as much as possible. Another way in which Steinbeck shows the power of dreams and dreaming in the novel is through how much they want it. Steinbeck portrays each character’s desperation through their lifestyle. The dream that each character has reflects what is missing from their life. George and Crooks are both very desperate about this dream because they both want their current lives to be like their past. This is shown when, for a second, George loses track of the present and says â€Å"we’d keep a few pigeons to go flyin’ around the win’mill like they done when I was a kid† which is referring back to his childhood. Similarly, Crooks wants to return to his past. â€Å"The white kids used to play at our place, an’ sometimes I went to play with them. † This shows that Crooks used to be well respected and equal within his community. After all, Crooks â€Å"ain’t a southern negro†; however, he is not treated well at the ranch, therefore, the dream provides comfort for Crooks. Although George wants to return to his childhood, there is a deeper meaning to his dream. George wants to â€Å"just say the hell with goin’ to work† because unlike Candy, George doesn’t want to stay at the ranch too long so he would get ‘canned’. For George, the dream means that â€Å"nobody could can us† Furthermore, George doesn’t want to have to keep moving because he would â€Å"jus’ live there† and â€Å"belong there. There wouldn’t be no more runnin’ round the country and gettin’ fed by a Jap cook. † This suggests that he’ll be his own boss. A result of being a migrant worker, no one at the ranch has any friends, which is why Crooks was surprised to hear that Lennie had George. For George and Lennie, the dream of having their own land provides a stable home that will eventually gain them friends and family. On the other hand, Crooks is very pessimistic about the possibility of a dream becoming a reality because he has been segregated in the ranch for as long as he can remember. His cynicism has led him to believe â€Å"It’s just in their head. They’re all the time talkin’ about it, but it’s jus’ in their head†. This suggests that his past experiences have affected his power to dream. Steinbeck reinforces the power of dreaming within the novel, as he shows every character’s reaction when they all realise that there is a possibility of George and Lennie’s dream becoming reality. â€Å"They looked at each other, amazed. This thing they had never really believed in was coming true. Once they believed that the dream is a possibility, the tension is ramped up. Suddenly there is something to lose and something to fight for. This massively enhances the power that the dream has over each character and for a while the feeling of doom is lessened. The reader wants to know if each character can escape the curse they seem to be under and reach their goals. For Lennie and candy the dream would provide an exciting o pportunity, as both characters are not worth much in the real world. The dream would provide them a chance of appreciation. To Lennie, the dream is an antidote to disappointment and loneliness, and he often asks George to recite the description of the farm to him for comfort. Like a child, he loved the hear George telling him to â€Å"tend the rabbits† correspondingly for Candy it would make him feel more important as he can â€Å"cook and tend the chickens and hoe the garden some† Even though Curley’s Wife was the reason that the dream fell apart, she had big dreams to be in â€Å"pitchers† Unsatisfied by her surly husband, she constantly lurks around the barn, trying to engage the workers in conversation. However, although she may come across as very flirtatious, she only flirts with the men for attention. Which is what her dream would have provided her if she didn’t marry Curley. Shes so lonely, and so desparate for the attention of the men at the ranch that she even flirts with Lennie as she leans â€Å"closely† at him to â€Å"see if she was impressing him† To look in more detail about how Steinbeck shows the power of the dreams, take each individual character and how they all act to their dreams ending. For example, Steinbeck has made Curley very bitter after the realisation of his dreams ending when Candy’s wife is killed by Lennie. His bitterness shows how much the dream meant to him and how he needed it because he is old and disabled so he will probably get ‘canned’ soon, He shuffles out of the barn which that he has given up all hope, almost given up on life.