SLP - 2 RECRUITMENT, SELECTION, AND RETENTION Essay

SLP - 2 RECRUITMENT, SELECTION, AND RETENTION - Essay Example The employees need to feel that they are part and parcel of the organization and to own its success as well as failures. This can be attained through sharing of bonuses or shares of the company in times of huge profits as well as increasing their remuneration and rewarding top performances in order to boost their morale. Making employees to own the organization will make them cautious on how they relate among each other and how they will handle the assets of the organization. Choosing the right reward for employees offers another approach to retention strategies (Dibble, 1999). The management needs to devise creative techniques of appreciating the performance of employees which is not only based on monetary terms but the inclusion of other incentives. Such may include time off, initiation of shifts, leave days or exclusion from work on certain occasions. It has been realized that some employees quit their jobs because of lack of proper treatment by their immediate managers who may not have the basic knowledge required to relate well with their juniors. Therefore another strategy of retaining employees is by investing in the line managers through training so that they can be well equipped to empower employees to success and growth. It is proper for the management to create more opportunities for the check-ins of employees with their respective managers as well providing avenues for both formal and informal interactions. Some of the retention strategies that are not appropriate for the organization to adopt include the use of strict supervision to ensure to ensure that employees comply with the laid down rules and regulations of the organization or setting stiffer penalties for employees who wish to resign from their positions. Some organizations do not allow their employees to exit at their own free will so that they can be retained in the organization which only serves to lower the morale of the employees thus reducing their performance. Another

Project 2 Essay Example | Topics and Well Written Essays - 1250 words - 1

Project 2 - Essay Example Modern society is filled with hollow people who worship power and materialism, and it is a bad situation because they cannot be redeemed, until their deaths, when they whimper with the sight of their own emptiness and darkness. â€Å"The Hollow Men† is about the modern society of hollow men because people are empty and dark without meaningful identities. They are empty because they are like Kurtz who are consumed with pursuit of power and wealth. The allusion to Kurtz in the epigraph says something about this pursuit: â€Å"Mistah Kurtz- he dead† (Eliot). The native who says this is lost after their master is gone, a master who nurtured them to believe that power and wealth are the only things important in the world. He is one of the hollow men with hollow gods. The repetition of â€Å"we† signifies the rise of the majority that has the same thinking: â€Å"We are the hollow men/We are the stuffed men†¦Headpiece filled with straw† (Eliot 1-2, 4). They are hollow because they have stuffed their heads with the thinking that modern life should be based on the accumulation of wealth and power. Furthermore, the hollow men are dark because they conform to meaningless social norms. The poem describes the way they move: â€Å"We whisper together /Are quiet and meaningless/As wind in dry grass/Or rats' feet over broken glass† (Eliot 6-9). ... The rats’ feet over the glass shards indicate the rat race that they run, and the glass is broken because they cannot see that materialism has dehumanized them completely. Their identities are empty, hollow without meaning in and after life. Aside from meaningless identities, the poem shows that the hollow men want to be redeemed, but they cannot achieve it because they fear the knowledge of their wasted lives. The allusion to Dante Alighieri’s The Divine Comedy is present in the poem. The hollow men say: â€Å"Eyes I dare not meet in dreams/In death's dream kingdom† (Eliot 19-20). These lines can pertain to Dante who cannot look into Beatrice’s eyes yet because he is impure. In addition, the hollow men cannot be saved, until they die and see the depths of their emptiness and darkness. Eliot revises the children’s song on the mulberry bush: â€Å"Here we go round the prickly pear/At five o'clock in the morning† (70-71). The hollow men want re demption, as Christ died during this time. But they cannot be redeemed until their deaths: â€Å"This is the way the world ends/Not with a bang but a whimper† (Eliot 97-98). The whimper comes from seeing their lives as Kurtz had- horrified at the emptiness and darkness of their hearts. â€Å"The Hollow Men† is a reflection of the dead on the living. It manifests their desire to know what led them to be hollow. The hollow men are real men in modern society. They want power and wealth for itself, and as it becomes a constant pursuit, they are dehumanized. They become hollow with gaping space of darkness and emptiness in their souls. The saddest thing is that they vastly multiply, for the whispers of power and wealth have taken easily over the lives of many women and men, ringing loudly, turning

Instructional Design | Definitions and Principles

Instructional Design | Definitions and Principles Section 1 – My Definition of Instructional Design According to the Internet Wikipedia, â€Å"Instructional Design, also called Instructional Systems Design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.† The course of action to be undertaken is made up in a broad sense of deciding the state in which the learner is in as we see it, stating the end purpose of the teaching, and cause the existence of some light at the end of the tunnel so as to make the transition smooth. Andragogical and pedagogical theories of learning inform the instructional design process which may transpire in three settings; teacher-led, community-based and student-only. Instructional design may be measured scientifically, observable directly or hidden completely and assumed. As much as there may be so many models of Instruction design, most of them are based on the ADDIE model in which the different phases are analyzed; design phase, development phase, implementation phase and evaluation phase. Training is everything. The peach was once a biter almond; cauliflower is nothing but cabbage with a college education (Mayer et al, 1996). In addition, Nadler (1984) postulates that training is defined as learning that is provided in order to improve performance on the present job. â€Å"Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning† (Alessi Trollip, 1991). Most authors have looked at Instructional Design as a Discipline, a Science, and a Process and also as a Reality. â€Å"Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities† (Gentry, 1994). Instruction Design can also be explained as a Discipline. â€Å"Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies† (Anglin, 1991). It can also be explained as reality. â€Å"Instructional Design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and her or him checks to see that all parts of the â€Å"science† have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion† (Venezky, R. Osin, L., 1991). Instructional design is the systematic development of instruction by using learning and instructional research and theories, as well as established best practices, to ensure the quality of classroom/course materials (Learner, 1986). The entire process of analysis of what a group of learners needs, objective identification and development of learning objects constitutes instructional design. Instructional design cannot come to a standstill at some point then pick up again. It is an ongoing process. When instruction comes to a completion, there is evaluation and after this the instruction design starts all over again. From the many authors, I can say instruction design is a process in which instruction is followed up to its completion and also the means and ways the same could be achieved. In education, instruction is part and parcel of the system. It is therefore important that means to follow instructions by students is looked into. Research and observations has it that most students do not fail because there is anything wrong with them but they fail because everything is right with them but cannot follow instructions! Section2 – The principles of Instructional Design Before looking at the key principles of Instructional design, we need to list the most important of the principles and elements of the instruction design. They include; objectives, evaluation, the learner and methods. We are going to look at the most important elements of the four principles of instruction design and see how they fit in the instruction design models that exist. Under the elements of the instruction, for one to develop a good instruction design then we need to identify the people the instruction is being developed for. This gives us a starting point. It becomes clear immediately when we have the target audience. In this way, we can profile the targeted audience and out of the profiling, we may get a rough idea of how to design the instruction. It is also important to come up with a list of things that the people for whom the instruction is being developed for should be able to accomplish after going through the instruction. This also adds some meat to the skeleton of the design of the instruction we have from the profiling we did above after identifying the people the instruction is being designed for. This is like starting from the end in order to design the instruction. Once we have an idea of what a learner should have achieved by the end of the instruction then we can come up with the best ways in which to achieve the same for the learner. Some of the things we need to think about are the teaching methods or learning methods that could be employed so as to have the objectives achieved in the best way possible (Mayer, 2001). Activities to be included in the design and resources to be used are also very important factors that we should also look into. The way to look at them is to have an established plan of how to use the resources and the activities in order to achieve the objectives of the instruction design. Another element that needs to be looked at is a way of knowing whether the learner has been able to do the things the learner should be able to do once the instruction is complete. This is some kind of the examination of the design of the instruction. One wise man once said that an unexamined life is a wasted life. Examination in whatever we do is very crucial and so it is also very important in the design of an instruction (Newby et al., 1996). It is the examination that reveals whether something is working or not. It is also good for us to put measures in place so as to determine whether the design of the instruction has made the learner learn something. Evaluation of the learning characteristics, objectives of the instruction and the methods of instruction needs to happen before taking on the actual instruction design. Learner characteristics are one of the factors to put into consideration before designing an instruction. It is very important to run a background check on the level of exposure the learner has on the topic, the grades of the learner and also how the learner has been performing academically in the past not necessary in the instruction topic but in general. The social characteristics o rather personal characteristics have to be looked at. The learners work experience, age, the relation of the content of the instruction to the leaners life and the attitude as well. It is also good to put non-conventional learners into consideration. These may include the learners who have disabilities, learners from different cultures and also primary language learners. The style of the learner is also put into consideration. This means looking at the conditions the learner has to be in when learning. Lastly, we all know that when one is motivated, the motivation quickly serves as an ingredient for success (Sweller, 1988). The motivation of a leaner is also a point to look at. Some of the pointers are the students grade, a persons credit, the self improvement of a person, the salary one earns and also the advancement of ones status. Section 3- Models of Instructional Design ADDIE model The ADDIE model is the most common of all models. The acronym ADDIE stands for five words which make up the five phases of the ADDIE model. The â€Å"A† stands for analyze. The analysis is of things like the characteristics of the learner, the tasks that the learner should learn. The â€Å"D† stands for design where the learning objectives are developed and also an approach that is instructional in nature is chosen in this phase. The second â€Å"D† stands for develop where the training or the instructional materials are brought to existence. The â€Å"I† stands for a big word and the word is the â€Å"I† stands for is implement. Implementation in a nutshell involves the distribution of the materials containing the instructions. Lastly, the â€Å"E† stands for evaluate. In the evaluation phase, checking of how the materials distributed in the implementation phase affected the learner takes place (Saettler, 1990). It is in this phase that we a re able to know whether the goals for designing the instruction were achieved. Most models of instruction design have been modified from the ADDIE model. Rapid Prototyping Rapid prototyping is a model that was adopted from the ADDIE model. It is considered a simpler version of the ADDIE model b y many instruction designers. The heart of Instruction design is the analysis phase. This phase comes first. It is the doorway to the other four phases of instruction design (Seels Glasgow, 1990). It is after the analysis stage that we are in a position to choose the instruction design model that is most suited for the design of the instruction. This is because it is only after understanding exactly what we are dealing with is one able to pick the right bus to take him or her to the right destination. Analysis should be done thoroughly. Most instruction designers do not do a thorough job when it comes to analysis. The result of this is pretty much obvious. This is synonymous to expecting a very strong house to be sustained by a very weak foundation (Smith Ragan, 1993). The analysis is the foundation of the house called instructional design. It is therefore encouraged that at the analysis stage, a lot of time and keenness should be put into the analysis so as to gather as much information as possible. The Dick and Carey Systems Approach Model In the book entitled The Systematic Design of Instruction, which was published in 1978, Walter Dick and Lou Carey came up with The Dick and Carey Systems Approach Model. In this model, the instruction is not viewed as a breakdown of parts isolated but as a system. Its main focus is on the interrelationship between content, instruction, context and learning. â€Å"Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about desired student learning outcomes† (Clark et al, 2006). The components to this model include instructional goal identification, instructional analysis conduction, learners and contexts analyzing, writing of performance objectives, developing of assessment instruments, developing of instructional strategy, developing and selecting of instructional materials, designing and conducting formative evaluation of instruction, revi sion of instruction and lastly, designing and conducting of summative evaluation. In the Dick and Carey Systems Approach Model, the execution of components is done in an iterative, parallel manner and not in a linear manner as in the Rapid prototyping. Apart from the above mentioned models, there exists the Instructional Development Learning System (IDLS), the Smith/Ragan Model and the Morrison/Ross/Kemp Model. Section 4- Relationships Between the Principles and the Models In this section we are going to look at the way the models have applied the key principles of instruction design. As we had seen in section two, the key principles of instruction design include; objective, evaluation, the learner and methods. Our goal in this section is to see how the models of instruction design have taken the principles of instruction design and blended than in the models of instruction design. We had also seen that the ADDIE model was broken down into five phases and these were analysis, design, development, implementation and evaluation phase. At the analysis, all the blind spots to the problem are removed and this is where the goals and objectives are established. It is at this stage that the identification of the skills the learner needs is identified and the learning environment determined. The analysis stage in the ADDIE model goes hand in hand with the principle of objectivity. This shows that the ADDIE instruction model has used one of the principles of objectivity as per the analysis above. At the design level, the objectives determines in the analysis level are learnt. At the design phase, the instruments to be used to asses are determined, the content of the exercises to be done are also determined. Planning of the lessons as well as the selection of media is done here. This is consistent with the principle of methods. Under the methods principle, all the items looked at are more or less similar to the ones put into consideration under the design phase in the ADDIE model. Under the evaluation phase in the ADDIE model, there exist two sides to the coin; summative and formative. Formative has been there in each and every phase in the ADDIE model. However, Summative evaluation is specific to an identified area of problem from the learners. Under the lists of principles used in the design of an instruction, there is the principle of evaluation. This goes to show that the ADDIE is consistent with the key principles of Instructional design. If we were to look at Rapid prototyping, we can say that it is also consistent with the principles of instructional design. We can say this because it is a simpler version of the ADDIE model meaning it is very similar to the ADDIE model and since the ADDIE is compliant with the principles of Instructional design, Rapid prototyping also is consistent with the key principles of instructional design. So far, we have looked at ADDIE model and also Rapid prototyping in relation to the key principles of instruction design. The Dick and Carey Systems Approach Model is seen to have quite a number of components of which we are going to look at each and every component to see of it is consistent with the key principles of instruction design or not (Paas et al., 2004). This is the model that looks at instruction as a system and not a sum of isolated parts. The identification of a goal is consistent with the objectives principle. The conducting of the analysis of the instruction is rather on its own there. There seems to be no principle in tandem with the analysis of the instruction. The principle of objectivity is in line with the analysis of learners and contexts. Writing of performance objectives can be put under the objective principle. The developing of the instruments to be used in the assessment can fit quite well under the methods principle (Clark Mayer, 2002 Cooper Sweller, 1987). The development of the instructional strategy to be used when distributing the instructions can be out under methods. The evaluation of the instruction, revision of the instruction and the summative evaluation will all fall under the evaluation principle. We can safely say therefore that all the components of the Dick and Carey Systems Approach model all follow the principles of the key principles of the design of instruction. Most models adhere to the simple key principles of instruction design. Section 5-My Lesson Plan Subject Matter and Grade Level The subject matter I choose for my lesson plan is geometry for the 6th graders. The reason behind this choice is firstly because when I was in the 6th grade, geometry was not a smooth ride but when I moved to higher grades, I felt so stupid for not being able to understand the simple geometry the teacher always taught. I would tail the class in geometry and this was not a good feeling as it interfered with my ability to grasp other subjects confidently. I can easily identify with kids whom their teachers would clearly, loudly and publically say that they have given up on them. This is because they never get above a certain grade in some subjects. This is what my teacher used to say and I would feel so inadequate. I have narrowed down to geometry because most kids at this stage feel that geometry or anything mathematical such as college algebra is hard and is beyond their capabilities (Chandler Sweller, 1991). The truth is with the principles and models of instructional design, there is nothing that cannot be learnt! The lesson I want to design is the simple formula on how to get the circumference of a circle. This was also an area I used to be confused at. Firstly, the confusion came when choosing the figure to put as diameter and the figure to put as radius. There may be students who have no problem with this but my target is the students who have time and time again gotten this geometric question wrong. The Model The model I choose to work it is the Dick and Carey Systems Approach Model. I chose this model because I want to have a system approach to the instruction and not as a sum of little instruction bits and pieces. The goal of the instruction is to prompt the learner to give the circumference of a circle whether operating from the radius or the diameter. The instruction can either be wordy or delivered using the mathematical language. The Lesson The sixth graders analyzed cannot tell the difference between the radius and the diameter and this may be the reason as to why the question is failed so many times. The performance objectives are to see a bigger percentage of the sixth graders getting questions related to the circumference of a circle correct. In school, every single mark is important just the same way as in life, every small thing done to enhance your life counts. The assessment instrument to be used is a geometry test. The strategy in getting the objectives met is to make the learning process as interesting as possible. For example, instead of drawing boring shapes using chalk on the board, we use colorful shapes and abstract shapes so as to make learning less formal for the students to relate with the interesting shapes (Kemp et al., 1996). These will be the interesting instructing materials. The formative way of checking if the instruction did work is by looking at the marks to the geometry test. If the grades ar e higher than what they were then the instruction design process was a success. Relationships The model is consistent with my theory of learning because of the components. B following the components of the Dick and Carey Systems Approach Model, I already could feel how easy the learning process has been broken down. This is exactly what I believe learning is all about. It is about taking the â€Å"complex† stuff and simplifying it further into step by step basic components which can easily be digested by the learners whom you have already profiled. The model also allows for evaluation (Mayer, 1997). Whenever there is learning, the learnt information has to be examined for the instructor to know whether their way of instruction design helps or not. References Alessi, S., Trollip, S. (1991). Computer-based instruction. Englewood Cliffs, New Jersey: Prentice-Hall Inc.. Anglin, G. (Ed.). (1991). Instructional technology: Past, present and future. Englewood, Colorado: Libraries Unlimited. Chandler, P. Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction.† Cognition and Instruction 8 (4): 293–332. Cooper, G., Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer.† Journal of Educational Psychology 79 (4): 347–362. Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. Clark, R. C., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. Gentry, C. (1994). Introduction to instructional development. Belmont, California: Wadsworth Publishing Co. Kemp, J., Morrison, G., Ross, S. (1996). Designing effective instruction. Upper Saddle River, New Jersey: Prentice-Hall, Inc. Learner, R. (1986). Concepts and Theories of Human Development (2nd ed.). New York: Random House). Mayer, R.E. (1997). Multimedia Learning: Are We Asking the Right Questions?† EducationalPsychologist 32 (41): 1–19. Mayer, R.E. (2001). Multimedia Learning. Cambridge: Cambridge University Press. Mayer, R.E., Bovet, W. Bryman, A. Mars, R. Tapangco, L. (1996).When Less Is More:Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons. Journal of Educational Psychology. 88 (1): 64–73. Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text.† Educational Technology Research and Development. 43 (1): 31–41. Nadler, Leonard (1984). The Handbook of Human Resource Development. New York: John Wiley Sons. Newby, T., Stepich, D., Lehman, J., Russell, J. (1996). Instructional technology for teaching and learning. Englewood Cliffs, New Jersey: Prentice-Hall Inc.. Paas, F., Renkl, A. Sweller, J. (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science 32: 1–8. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science 12 (1): 257–285. Sweller, J., Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2 (1): 59–89. Saettler, P. (1990). The evolution of American educational technology. Stolovitch, H.D, Keeps, E. (1999). Handbook of human performance technology. Seels, B. Glasgow, Z. (1990). Exercises in instructional design. Columbus, Ohio: Merrill Publishing Company. Seels, B. Glasgow, Z. (1998). Making instructional design decisions. Columbus, Ohio: Merrill Publishing Company. Smith, P. Ragan, T. (1993). Instructional design. Upper Saddle River, New Jersey: Prentice- Hall, Inc. Venezky, R. Osin, L. (1991). The intelligent design of computer-assisted instruction. New York: Longman. Furagin: Forced Degradation Studies Furagin: Forced Degradation Studies

Elwira Bauers Nazi Propagandist Childrens Book Trust No Fox on Green

Elwira Bauer's Nazi Propagandist Children's Book Trust No Fox on Green Meadow and no Jew upon his Oath In response to the factional society of the Weimar Republic, Nazism endeavored to create a new, more-unified society; an ideal national community, populated by an ethnically and culturally homogenous citizenry dogmatically obedient to the theories, laws, and policies of the central governing apparatus (the Nazi Hierarchy and ultimately Hitler). To attain its aims, Nazism employed a variety of tactics: laws were enacted to ethnically purify the population (e.g., the 1935 Nuremberg Laws), sentiments were propagated with the intention of uniting the population behind its leadership (i.e., the Fà ¼hrer Principle), and policies were instituted to ensure total cultural, political, and economic unity (e.g., the 1933 implementation of â€Å"Gleichschaltung†). In addition, Nazism utilized enormous amounts of written and oral propaganda to reinforce its principles and accompany its measures, rendering them more palatable to the public and consequently increasing their success,  "Local cooperation and leadership were essential to the success of Coordination. So was a bombardment of propaganda from party newspapers and publicists†¦[e.g., Dr. Goebbels, der Angriff, etc.]† (Bergen 65). The excerpt entitled â€Å"The Fà ¼hrer’s Youth† from Elwira Bauer’s 1936 Nazi propagandist children’s book Trust no Fox on Green Meadow and no Jew upon his Oath, exemplified the new ideal society envisioned by Nazism and reinforced Nazi theories and processes. The title of the book itself, â€Å"Trust †¦ no Jew upon his Oath,† reinforced Nazism’s principle that â€Å"non-Aryans† were inferior to â€Å"Aryans† and, consequently, supported Nazism’s position that an ethnically homogen... ...bably appeared in children’s stories written prior to the twentieth century and still in circulation today is not surprising in light of the fact that Hitler’s, and consequently Nazism’s, beliefs were unoriginal, â€Å"Adolf Hitler was not a brilliant, original thinker. There was nothing new about his views nor even in the way he combined them†¦.What was different was the intensity with which he held his views†¦his ability to captivate large audiences [and] the tremendous power he achieved after he became chancellor of Germany†¦Ã¢â‚¬  (Bergen 40). Works Cited Bauer, Elwira. â€Å"The Fà ¼hrer’s Youth.† Nuremberg: Stà ¼rmer Verlag, 1936. Bergen, Doris. War & Genocide: A Concise History of the Holocaust. New York, NY: Rowman & Littlefield Publishers, Inc. 2003. Gay, Peter. Weimar Culture: The Outsider as Insider. New York, NY: W. W. Norton & Company, 2001.

The Renaissance North And South

Southern Renaissance was more secular compared to the Northern. Northern focused solely on religion. Southern focused more on art, but did not disregard religion completely Southern Europeans during the Renaissance focused on art and religion, while the Northern Europeans created many institutions of higher learning, where they taught practical learning, science, and technology. The ‘Golden Age' as many call it, is believed to be the time in which Europe has finally started to enter the ‘Modern Age. The Southern Renaissance (in Italy) began during the 14th century while the Northern Renaissance is believed to have started during the 1 the century. The Renaissance has increased the popularity of works of art and other fields of stud including: architecture, literature, sciences, politics, and religion. There is quite a few differences between the Southern and Northern Renaissance, and it is also based on the concept of Humanism.Different artists from the south and the nort h have shown these differences in views in their works of art and their concepts in picturing the WA way person lives his or her life. The Northern part of Europe during those times was strongly attached to the teaching gas of Christianity. The church led power, and humanists pictured their society as being more close to God or nature as possible. The North held that Middle Ages belief far longer than their Southern counterpart, and that is also the reason why most of their works of art are about landscapes and the lifestyles of people.The Southern part of Europe (Italy to be more precise) has a very different outlook on how art should be viewed and appreciated. Their artists created paintings about Greg eek and Roman mythologies, about gods and goddesses, and they were always searching for something new and better to create. The colors that they also developed made the nettings seem alive but not in a sense where the painting is the only thing that a person can see. It's more like the viewer can see the object and let his imagination roam freely.The layout of the land might have also played a significant role on how the Renaissance took place in the Northern and Southern parts of Europe. Italy is a place were trade w abundant, and they were exposed to different cultures (Asians and the like). These GA them the option to develop and discover new things. Southerners think that religion I still important, but it is not the only priority that they should be focusing upon. Politic and other sciences were the things that people thought about during those days, and that also changed their way of living.Northerners, on the other hand, was not too exposed to these changes and still clung to their belief of Jesus Christ and the church. The Southern and Northern Renaissance might have a lot of differences, but they have one thing in common: They valued artwork. There even came a time when these artists met and shared their opinions WI the each other. These led to the cr eation of better works of art which are appreciated by t he world today. Summary: 1 .The Southern Renaissance began during the 14th century while the Northern Renaissance was believed to have started during the 16th century. 2. The Northern Part of Europe is strongly attached to Christianity and the church. 3. The Southern Part of Europe during the Renaissance is more focused on the improvement of different fields of science including literature, architecture, politics, a ND religion. 4. Artwork from the North are based on Humanism and Landscapes. 5. Artwork from the South are more about Classical Greek and Roman Mythologies.

Mexican American and Poem Legal Alien Essay

Ora is in the open poem form, it has no stanzas. It does have a few words that rhyme which are â€Å"English† (5) and â€Å"Spanish† (6) and also with â€Å"Mexicans† (14) and then with â€Å"Americans† (15). The poem also has rhythm, it is a low steady beat. It is a straightforward poem about how life is for a person with the same race/ethnicity as others and at the same time, different from others. The poem â€Å"Legal Alien† is about a woman of Mexican parents, who is born and raised in America. An American citizen established by law, but at the same time this person feels like an illegal alien because of how some people treat her. She is fluent in both, English and in Spanish. Feels American because she is, but at the same time she doesn’t. She is looked at by Americans (Anglos) as inferior, and looked at by Mexicans like she doesn’t belong. They make her feel like she is not one of them, like she doesn’t fit anywhere. â€Å"An American to Mexicans a Mexican to Americans a handy token sliding back and forth between the fringes of both worlds† (14-18).Wha Rosa PantojaPeriod 110/9/12Ms. HamptonAmerican literatureLegal Alien EssayThe beliefs of the contemporary time period is that the voices of all cultures, ethnicgroups, gender, and nationalities should be heard and poetry is universal and speaks to allpeople regardless of their background. In the poem Legal Alien by Pat Mora, the literary devicesthat Pat Mora uses are metaphor and personification. These literary devices help reveal the author’s message to the audience which are the Mexican-Americans. The metaphor show thatbeing Mexican-American has its advantages and the personification shows the disadvantages of how people view Mexican-American.Pat Mora uses metaphor to reveal the message that being Mexican-Americans has anadvantage to the audience. In line 16 â€Å"a handy token sliding back and forth betwee. n the fringes of both worlds†¦Ã¢â‚¬  this is a metaphor because she is comparing herself to a token. She comparesherself to a token because tokens usually have two sides to it, and she is implying that she alsohas two sides because she is Mexican and American. P at Mora uses â€Å"handy token† because she says that it is an advantage because she can go between the borders of being Mexican andbeing American. Pat uses the word â€Å"fringes† instead of using the word border because the fringe is bringing both sides of the world together and a border separates the two worlds of Americans and Mexicans, and by her being Mexican- American she is bringing both of thoseworlds togethe.

Medical School Essays Creating a Masterpiece

Medical School Essays Creating a Masterpiece When it comes to graduate school, no program is more difficult in which to gain admission than medical school. Arduous, complex, and fiercely competitive, the medical school admissions process is not to be taken lightly. If you are considering applying to medical school, I encourage you to read the following information on medical school essays. Writing a medical school essay requires a tremendous amount of patience, passion, and perseverance. As you are competing against thousands of other students for admission, your medical school admissions composition must be a self- marketing work of genius. The medical school essay you create must effectively establish your fervor and commitment to the field of medicine, and positively distinguish you from the rest of the applicants. Regardless of where you apply to medical school, you will more than likely be asked to respond to a specific question in regards to your essay (i.e. Why do you want to be a doctor? How do you envision your practice ten years from now?). Considering that you and thousands of others will be responding to the exact same question, I recommend that you do all you can to make your essay stand out. Getting your paper professionally printed and bound is one way to enhance your medical school essay. Providing illustrations and/or personal photographs is another way. Regardless of how you choose to improve the presentation of your composition, make sure that your approach is professional and unique. There is no question that medical school essays are tough. That is why it is so important, in my opinion, to hire a professional admission essays editor to assist you. If you are interested in learning more about professional editing services or if you would like additional information on medical school essays or medical school personal statements, please dont hesitate to contact me. I understand how difficult the medical school admissions process can be and would love to make it easier on you!