Napoleons Return to France Essay - 1037 Words

Napoleon returned to home to France with only about 10% of his Army still alive. He lost most of his soldiers during the Great White Death, which is one of the largest French disasters to date. Since all the coalition allies knew he was in trouble, they decided to follow him and take him out while he was down and burned out. This is when he decided to give himself up and be exiled to Elba with 1000 guards. Before he left though, he promised his men that he, â€Å"†¦ would return when the flowers bloomed.† And that was a promise that Napoleon kept. When he returned to France he came face to face with Marshal Nay but as an enemy and not a friend. Marshal Nay had started working for the new King of France, King Louis XVIII and built one of the†¦show more content†¦Unfortunately, for Napoleon there was two days of rain that mad this particular area very muddy. Napoleons forces where divided since Grouchy was keeping a close eye on Blucher. If only they would have k nown that he should have stayed with Napoleon they would have won Waterloo instead it was a drawn out battle that caused a lot of bloodshed on La Belle Alliance Ridge. Waterloo didn’t get started till 11:35 am because the ground was too muddy to get his cannons into place. Once he did get his cannons into place he decided he wanted to take Hougomont. Hougomont became a huge headache to Napoleon because he would constantly try to take it and never did during the entire battle. Picton ordered Major General William Ponsoby, who led the Scots Grays, to attack the French. Every English boy would have wanted to be one of those brave men at the time. They collided with the French lancers and they were annihilated. The Scots Grays tried to ever turn back but not one of them survived. While this was going on, around 1:45 pm, Picton was shot in the head, through his top hat. Picton was not dressed in his usual military uniform because Napoleon had attacked his train and stole his gear so all he had to wear was a black suit and top hat. That particular hat is on display in a museum at waterloo. A wind storm begin and actually started making Wellington a little nervous. He said give me Blucher or give me night.Show MoreRelatedNapoleon Bonapartes Biography Essay1520 Words   |  7 Pageson August 15, 1769, in his island homeland of Corsica. Napoleon was the second son of Carlo and Letizia. Corsica and France were at war. France had easily crushed the Corsican resistance, and taken over Corsica. So when Napoleon was born, he was considered a citizen of France. When Napoleon was nine years old and it was time for his schooling, he was sent to a school in Autun, France. 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Napoleon had a meteoric rise to power in the late 18th century, and lasted to the early 19th century. He was able to rise to power through his great military victories and he was able to keep his power by fending off enemies in wars and with some refor ms. Napoleon started his life good, but different than many French rulers. NapoleonRead MoreNapoleon Bonaparte : The Downfall Of The French Revolution702 Words   |  3 Pages Napoleon Bonaparte was a military leader whose fame reached his peak in the French Revolution. He would serve as the Emperor of France from 1804-1814; He would resume this role in 1815 during the Hundred Days. He would become one of the most successful emperors in all of France and world history. He would win many wars and build a huge empire that ruled across Europe. His legacy has been analyzed by historians and learned by students in modern time. 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Napoleon’s father was a Corsican Lawyer named Carlo Buonaparte whom would serve as Corsica’s representative in the Royal Court of King Louis the XVI and as personal representative to Pasquale Paoil. Napoleon’s father and familial connections afforded NapoleonRead MoreNapoleon Bonaparte, a Man of War1522 Words   |  7 PagesNapoleon Bonaparte rise to power was because of his strong army he formed and his strategy for winning wars however his fall came when he went to Russia intending to defeat them but lost. Napoleon’s policies were to ensure freedom and equality for the people and to give the people the education they needed. Napoleon Bonaparte was born Napoleone di Buonaparte in Corsica, August 15, 1769. He was a small child, and often was teased by his classmates when he was enrolled in military college

The Youthworks ML2 Program Evaluation Taskforce - 1591 Words

During October 2017, the Department of Youth Development organized the YouthWorks ML2 Program Evaluation Taskforce to oversee and design this comprehensive program evaluation to assess 2015-2016 impact of services provided by the YouthWorks ML2 Program (a youth development afterschool program in Harrisville, SC.); and this program evaluation was guided by seven key evaluation questions that relate to program effectiveness, efficiency, outcomes, and enrollment demographics as discussed within this report; and program findings revealed the following: †¢ The YouthWorks ML2 program successfully achieved its goal of improving math, reading, and leadership skill levels. †¢ 81% of participants had an increase in math level. †¢ 65% of participants†¦show more content†¦Services provided by ML2 are geared to reducing at-risk behaviors, renewing minds, and restoring hope in children of low-income families; and YouthWorks ML2 is guided by the recommended principles of the Afterschool Alliance and the U.S. Department of Education. Program Objectives The YouthWorks ML2 Program main program objectives are to: 1. Improve math, reading, and leadership skills. 2. Reduce at-risk behaviors and actions of participants. 3. Get participants involved in community service. Program Strategies, Resources Activities According to the Afterschool Alliance, research reveals that after school programs should employ resources that implement strategies and activities designed to enhance academic achievement, actively engage participants, and expose participants to enrichment activities. Therefore, the YouthWorks ML2 Program provides strategies, resources, and activities via coordination, physical resources (community center, materials, supplies, etc.), technological resources (computers, internet, printers, etc.), mentoring services, partnerships, pre-and posttest assessments (SC PASS, SC-Alt., county exams, etc.), tutoring, summer camps (ML2 Computer Exploration, ML2 Coding Game Design, ML2 Robotics, etc.),

Production Placement in Video Games- MyAssignmenthelp.com

Question: Discuss about theProduction Placement in Video Games. Answer: The term In-game marketing refers to a non-traditional advertising style that is pursued through digital gadgets and video games. On the other hand, product placement is indicative of a distinct marketing practice for a commercial purpose, in which a particular brand name, package or any kind of trademark merchandise are inserted as well as utilized in a motion picture or in television or in other form of media vehicle. However, several times it is considered that has been considered that the entire method of In-game marketing and product placement distracts from the mesmerizing experience related to playing video games (Dardis et al., 2015). It is not a worth admitting fact as In-game advertising and product placement provides a great sense of realism to the players, which indulge them more into the game. In a video game like Grand Theft Auto IV that is completely fictional, the style of In-game advertising and product placement gives an ironic as well as humorous reflection on the real-world society (Dardis et al., 2016). Through depicting products and premises those have similarities with the real world, the aforementioned video game actively indulge the players into an exciting visual world. At the same time, allows the players to understand what such rock star games attempting to make about the real society. Therefore, the thesis statement of the following essay is In-game marketing and product placement does not distract from the immersive experience of the game play. The Grand Theft Auto or GTA is officially known to be a video game that is based on action-adventure and is created by the combine effort of David Jones and Mike Dailly. Primarily developed by the DMA design or Rock star north and published by Rock star games, the video game is a series that are set in varied fictional locales (gta4.net, 2017). These fictional locales are Liberty city or San Andreas or vice city, which are ironical representations of real cities like New York City and Miami. It has been found out that there are presently sixteen games in the Grand Theft Auto along with two expansion packs for the original series. For the Grand Theft Auto IV, there have been made two expansions too. The most significant fact about the distinct gaming series is the video game series holds near about 10 world gaming records, which includes largest voice cast along with most guest stars in single video game series (nytimes.com, 2017). Moreover, the GTA has been ranked 5 in the best selli ng franchises of video game of all time. In this context, it is required to mention that each of the video games allows the players to have the freedom to select what to do and how to accomplish through varied procedures of transport and weapons. The GTA IV, which is set in the Liberty city, is about a single player a war veteran Niko Bellic who is struggling with the attempt to escape his past and at the same time is having pressure from the mob bosses as well as from the loan sharks (gta.wikia.com, 2017). The game is played in a single player mode and the world presented in the game is navigated by vehicle. The city depicted in the game is the Liberty city, which is based on the metropolis of the city of New York. Unlike the GTA3 that had vaguely represented its real world counterpart, in GTA IV, the Rock star production brings out a modified Liberty city that appropriately resembles the New York City (gta.wikia.com, 2017). It can be therefore said that the visual graphics of GTA IV is the mocking representation of the city of statue of liberty that helps the game series to attract more users who can indulge themselves in doing some exciting activities, which they could not accomplish in real life. The game employs some of the realistic resemblance to numerous well known buildings of New York like Astor Plaza, Bertelsmann building, Chrysler building, Brooklyn Bridge, Coney Island Cyclone, Doubletree Guest Suites, Erie Lackawanna Terminal and Manhattan Bridge (gta.wikia.com, 2017). By depicting the realistic representation of the aforementioned premises, it can be said that the game rightly possess all the potentials which are required to engage the players as well as mesmerize them into a game. A player or user gets immersive experience of a video game only when the person gets a taste of real life aspects in the game. The deliberate mocking presented by the aforementioned game of real life counter parts rightly provides a sense of realism to the users (Glass, 2007). In this context, it is required to be mentioned that people can make argument about the fact that the GTA game series and specifically GTA IV does not depict every street of the New York City but most of the major landmarks are presented in the game, which are rendered in exciting and surprising details. It should be considered here that the virtual world of video games gives an alternate reality to the users and allow them to freely implement their selves without having the fear of undesired consequences. Moreover, the video games and the virtual world presented by the games attract the consumers as they can escape all the responsibilities of the real world as well as the mandatory routines of daily life (Greitemeyer Mgge, 2014). On the other hand, the In-game marketing is the way of including products or brands in the virtual world through product placements. As per Jin and Phua (2015), it can is not a considerable fact that product placement in video games distracts from the hypn otic experience of video games as natural product replacement in the video games efficiently enhances the quality of the gaming experience. However, it also to consider in this case that incongruently placed products produce negative associations and absolutely distract the gamers (Hansson, 2017). Therefore, it can be said In-game marketing and product placement can only distract the immersive gaming experience when the representation of the realistic counterparts are made incongruently. However, it is to regard in this context that In-game marketing and product placement have become famous for exciting gamers to immerse into the gaming experience as most of the time, the characters and the products shown in the games mocks the real life counterparts of them. As per Mart-Parreo et al. (2017), the phrase immersive game play experience means a practical contact with observation of facts or a person, event or an occurrence that imposes an impression on the players. More precisely, the immersive gaming experience is indicative of an experience that evoked a special kind of sensation in the participants. Most significantly, according to Walsh et al. (2014), a gaming experience occurs through five particular elements, which are visual scanning, motor responses, auditory discriminati on, perceptual patterns of learning and concentration. Through the In-game marketing and product placement, the aforementioned elements like motor responses, visual scanning and auditory discrimination are infused in a game. On the other hand, it should be also considered that in terms of generating excitement or sensation among the players, video games like the GTA series and particularly GTA IV make inclusion of varied mock brands and places. In this respect some of the in-game fictional brands, which have been perceived to be the real-life counterparts should be listed. Some of the brands and places, which have been mockingly represented in the GTA IV, can be classified into American, British, Australian, French, Italian, Japanese, Swedish and South Korean brands. The GTA Albany, Schyster, Bravado, Vapid, Invetero, Declasse and Mammoth are real world American brands Cadillac, Chrysler, Old logo, Dodge, Ford, Chevrolet, Corvette, Coquette and Hummer respectively. On the other side, GTA Cheval is considered to be the real world Holden. Furthermore, British Brands, such as Jaguar, Aston Martin, Rolls Royce, Bentley, Mini and Land Rover are represented as GTA Ocelot, Dewbauchee, Enus, Weeny and Gallivanter respectively (reddit.com, 2017). The popular French brand Bugatti is represented as Truffade and the Italian brands Lamborghini, Ferrari and Maserati have been depicted as GTA Pegassi, Grotti and Lampadati (reddit.com, 20 17). However, along with the aforementioned brands, the GTA series players enjoys some not so famous country brands like Fisker, Telsa, Mercury and Lincoln in the GTA name of HIjak, coil and Dundreary respectively. In this context, it is to keep in consideration in this respect that not only through depicting the aforementioned brands, GTA series and specifically GTA IV displays the radio stations, which plays real music and real voice over of actresses and models (gta4.net, 2017). Here, it should be mentioned that the utilization of the models is primarily pursued for the brand endorsements, which is the sole aim of In-game marketing and product placement. However, it could not be ignored that the real life music presentations and voice over creates a sense of excitement among the players as they feel like existing in a real world where they can do anything they chose (Walsh et al., 2014). Therefore, it could not be admitted that the In-game marketing distracts from the immersive gaming experiences. Besides the above discourse, it is to consider also that the entire idea of In-game advertising and product placement has proven one of the effective marketing procedures in the contemporary time (Mart-Parreo et al., 2017). It is because the excitement brought by the product placement style or the real life depiction of the brands successfully drives the minds of the players towards the real world product. Consequently, the real world brands are generating sales for the record labels (Siemens et al., 2015). Henceforth, it should be considered with utmost priority that the In-game marketing and product placement is potential in accomplishing a huge number of customer acquisitions as well as indulging more gamers into the virtual world of video games. The reason behind the increasing persuasion of In-game marketing and product placement is that people nowadays are more connected to the digital world and to attract young customers, there is no better way but the In-game marketing that s uccessfully lures them towards a particular brand (Terlutter Capella, 2013). In this context, one thing should be noted that product placement has an immense impact on the consumers. According to Lull et al. (2016), fruitful consumer recall is possible through varied kinds of product placement. It has been a proved fact that participants or the consumers can properly recall product in the audio and video placement as the audio-visual sensorial cues are efficient in producing greater recall among the participants. Specifically, in the video games, there are seen peripheral and highly integrated product placements (Greitemeyer Mgge, 2014). Both of the aforementioned product placement styles are easy to include as well as efficient in establishing mock presentations of real world products and brands. However, relatively the highly integrated product placement is less in video games as they consume more time and effort (Hansson, 2017). However, the highly integrated product placement is proven most successful in creating acute depiction of the real world product s and unlike the peripheral product placement; it cannot be integrated as well as improvised in the final stages (Jin Phua, 2015). However, it should be considered that without the help of the highly integrated product placement, it was not possible for the Rock star games publishing could not have portrayed a virtual world that is potential in giving real experience. Specifically, the GTA IVs product placements like the presentation of the Jazz channel through salsa, alt-rock, hip-hop stations is one of the most real world representation that is considered to have indulged gamers into the game and has given them the immersive gaming experience. However, it is to consider in this respect that instead of keeping real world similarities, the producers of the real world depicted game series like the GTA series prefers to has a legal disclaimer that indicates that each of the contents of the video games is fictional and does not intended to depict any real life event (greenmangaming.com, 2017). It can be perceived that such legal disclaimer is shown in order to avoid any legal and public offense and harassment. Therefore, from the above essay it can be said that it is not a fact worth agreeable that In-game advertising as well as product placement creates distraction among the players and prohibit them from enjoying an immersive gaming experience. References Dardis, F. E., Schmierbach, M., Sherrick, B., Waddell, F., Aviles, J. (2015, January). WHICH WAY TO GO?: THE RELATIVE EFFECTIVENESS OF BRANDED ADVERGAMES, BANNER ADS, AND PRE-ROLL ADS ON BRAND RECALL IN VIDEO GAMES. InAmerican Academy of Advertising. Conference. Proceedings (Online)(p. 69). American Academy of Advertising. Dardis, F. E., Schmierbach, M., Sherrick, B., Waddell, F., Aviles, J., Kumble, S., Bailey, E. (2016). Adver-Where? Comparing the Effectiveness of Banner Ads and Video Ads in Online Video Games.Journal of Interactive Advertising,16(2), 87-100. Glass, Z. (2007). The effectiveness of product placement in video games.Journal of Interactive Advertising,8(1), 23-32. GRAND THEFT AUTO IV - Liberty City: Real-World Comparisons, New York, New Jersey. (2017).Gta4.net. Retrieved 14 May 2017, from https://www.gta4.net/setting/liberty-city-versus-real-world.php Grand Theft Auto IV. (2017).Greenmangaming.com. Retrieved 14 May 2017, from https://www.greenmangaming.com/de/games/grand-theft-auto-iv/ Greitemeyer, T., Mgge, D. O. (2014). Video games do affect social outcomes a meta-analytic review of the effects of violent and prosocial video game play.Personality and Social Psychology Bulletin, 0146167213520459. Hansson, L. (2017). Dynamic In-Game Advertising: How important is it that ads are dynamic and capable of changing?. Jin, S. V., Phua, J. (2015). The moderating effect of computer users autotelic need for touch on brand trust, perceived brand excitement, and brand placement awareness in haptic games and in-game advertising (IGA).Computers in Human Behavior,43, 58-67. Liberty City/New York Landmarks. (2017).GTA Wiki. Retrieved 14 May 2017, from https://gta.wikia.com/wiki/Liberty_City/New_York_Landmarks Lull, R. B., Gibson, B., Cruz, C., Bushman, B. J. (2016). Killing Characters in Video Games Kills Memory for In-Game Ads. Mart-Parreo, J., Bermejo-Berros, J., Alds-Manzano, J. (2017). Product Placement in Video Games: The Effect of Brand Familiarity and Repetition on Consumers' Memory.Journal of Interactive Marketing,38, 55-63. Schiesel, S. (2017).Grand Theft Auto IV: Dystopian Liberty City.Nytimes.com. Retrieved 14 May 2017, from https://www.nytimes.com/2008/04/28/arts/28auto.html Siemens, J. C., Smith, S., Fisher, D. (2015). Investigating the Effects of Active Control on Brand Recall within In-Game Advertising.Journal of Interactive Advertising,15(1), 43-53. Terlutter, R., Capella, M. L. (2013). The gamification of advertising: analysis and research directions of in-game advertising, advergames, and advertising in social network games.Journal of Advertising,42(2-3), 95-112. The car companies of GTA V and their real life counterparts r/GrandTheftAutoV. (2017).reddit. Retrieved 14 May 2017, from https://www.reddit.com/r/GrandTheftAutoV/comments/39kzn4/the_car_companies_of_gta_v_and_their_real_life/ Walsh, P., Clavio, G., Mullane, S., Whisenant, W. (2014). Brand Awareness and Attitudes Towards Political Advertisements in Sport Video Games.Public Organization Review,14(2), 127-138. Walsh, P., Zimmerman, M. H., Clavio, G., Williams, A. S. (2014). Comparing brand awareness levels of in-game advertising in sport video games featuring visual and verbal communication cues.Communication Sport,2(4), 386-404.

The Name of the Rose Essay Paper Example For Students

The Name of the Rose Essay Paper Kristopher Rodriguez August 1, 2009 English 3 1. The Rules of St. Benedict are basically 73 rules monks used when they lived in an abbey under an abbot. In this particular novel, the Rule is referring to Cenobites, which are monks living in a monastery under an abbot. Some of the monks follow the Rule, but some of the other monks sometimes break the Rule. For example, in the Rule of St. Benedict, it says that monks are not to act violent towards other monks. Malachi the librarian broke this because the book says, â€Å"And Malachi has struck him with the armillary sphere because it was the only thing he found handy,† (Eco 470). We will write a custom essay on The Name of the Rose Paper specifically for you for only $16.38 $13.9/page Order now He broke one of the rules, which was not a good thing. The cellarer also broke one of the rules as well, the book says, â€Å"That he didn’t want the cellarer, who was powerful, or me, young and handsome, to enjoy the love of the village girls anymore,† (Eco 308). What that quote is saying is that the cellarer slept with the women from the village and that is against what the monks believe in. The abbot of the abbey was basically the only one out of the three mentioned who followed the Rule. He was never going against the rule, all he wanted was for the abbey to maintain wealthy and safe. The monks justified them altering for a very obvious reason. They did not want people to think badly about them and they didn’t want to be humiliated by what they did. They altered the rules so that it would be better for them and they wouldn’t get in trouble with anyone. These flaws in the important people of the abbey basically led to the abbey’s destruction. These were the people that the monks looked up to and they were flawed in bad ways. The whole abbey burned to the ground because of a lot of ruckus these people caused the abbey. 2. When William and Adso come upon Nicholas, the master glazier, William and Nicholas engage in a conversation about job stereotypes and of William’s glasses. The metaphor, â€Å"knowing is seeing† is basically saying that when you know more of something, you see things more clearly and you are more aware of the things that surround you. The occupation of the master glazier in this abbey is to fix the windows of the buildings as they get damaged over time. Obviously, to become master glazier, you must know how to work with glass pretty well. Nicholas believes that when you are a glazier, all you should be doing is fixing windows or making new ones. William then says, â€Å"It is not written that master glaziers must go on making windows,† (Eco 86). To us, a mirror is something we use daily to look at our personal appearances. In the novel, the mirror is used in a different way. As Adso is exploring the library, he comes upon a â€Å"ghost† and screams out that it’s a devil. William laughs and says, â€Å"And now you are frightened by your own image. A mirror that reflects your image enlarged and distorted,† (Eco 172). Have you ever been to one of those fun houses where all the mirrors make you look fat and weird? This is exactly what Adso was experiencing, but to him it was a new and scary thing because he had never encountered it. The creators of the library used the mirrors to scare people while they are inside. Knowledge is how much of something you know, and in reference to the mirrors, Adso knows nothing. Most of the time reality is whatever is right in front of you. Sometimes, there are things that make you see things that are not really there, and in that case reality is not what you are seeing right in front of you. Perception is when you become aware of anything using your senses, especially sight and hearing. Perception and reality are related in a major way, because without one, you can’t really have the other. Perception is always related to reality because; you use your senses to see if something that you’re looking at is real and not a figment of your imagination. All of this is completely related to metaphysics because metaphysics is the philosophical study of knowing and being. William knew what the mirror was and he got that from studying and going from place to place. Since he knew what it was, his senses were already accustomed to it and he did not react in the same way Adso did when he saw his reflection in the distorted mirror. . There were some metaphorical qualities surrounding the death of Venantius. When the monks were doing their prayers before dawn, Adso says, â€Å"And I felt the warmth of renewed faith,† (Eco 102). What he is comparing here is warmth to faith and he is saying that when he does anything to do with his faith he feels warm. Another met aphor that Adso said while the monks were in prayer is, â€Å"All bowed toward the altar in a moment of meditation whose sweetness no one can comprehend,† (Eco 102). What he is comparing in this metaphor is his editation to sweetness, because when Adso meditates, he feels peaceful inside his body and that to him is sweet. Another metaphor was when dawn was approaching, it says, â€Å"It was as if the daystar in all its splendor were invading the temple,† (Eco 103). What this metaphor is saying is that the sun is invading the temple. The last metaphor I found was when they found Venantius and were studying the snow, it says, â€Å"Snow, dear Adso, is an admirable parchment on which men’s bodies leave very legible writing,† (Eco 105). This metaphor is comparing the snow to parchment because when you walk on snow you leave footprints and that is what William and Adso were looking for when they were investigating. The monks think that all these deaths are leading up to their doom because Alianardo keeps talking about the trumpets and how more people are going to died and eventually all their deaths do lead to their doom because all the deaths were the reason that the abbey burn to the ground. If none of the deaths had ever happened, the abbey would have never burnt down and nothing that bad would have ever happened in the abbey. Authors include allusions for many different reasons. One of the main reasons authors include allusions in their stories is because a lot of times the reader does not get something and they use allusions to help the reader better understand what they are reading. They try and use allusions of things that most people know and they use the allusions to relate to whatever they are talking about. 4. When you are in the abbey and you talk about laughter, it is not a good thing. To the monks, especially Jorge, laughter is seen as a bad thing. There were a total of three debates with Jorge about laughter. .u2da1bf13f71392975477e0daef13271b , .u2da1bf13f71392975477e0daef13271b .postImageUrl , .u2da1bf13f71392975477e0daef13271b .centered-text-area { min-height: 80px; position: relative; } .u2da1bf13f71392975477e0daef13271b , .u2da1bf13f71392975477e0daef13271b:hover , .u2da1bf13f71392975477e0daef13271b:visited , .u2da1bf13f71392975477e0daef13271b:active { border:0!important; } .u2da1bf13f71392975477e0daef13271b .clearfix:after { content: ""; display: table; clear: both; } .u2da1bf13f71392975477e0daef13271b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2da1bf13f71392975477e0daef13271b:active , .u2da1bf13f71392975477e0daef13271b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2da1bf13f71392975477e0daef13271b .centered-text-area { width: 100%; position: relative ; } .u2da1bf13f71392975477e0daef13271b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2da1bf13f71392975477e0daef13271b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2da1bf13f71392975477e0daef13271b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2da1bf13f71392975477e0daef13271b:hover .ctaButton { background-color: #34495E!important; } .u2da1bf13f71392975477e0daef13271b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2da1bf13f71392975477e0daef13271b .u2da1bf13f71392975477e0daef13271b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2da1bf13f71392975477e0daef13271b:after { content: ""; display: block; clear: both; } READ: Of mice and men...theme of lonliness in the book EssayThe first debate happened when the monks were eating It all started off when Jorge said that Christ did not laugh. William then says, â€Å"Because laughter, as the theologians teach, is proper to man,† (Eco 95). This angered Jorge and he said that the son of man had the chance to laugh, but he never did. William then tells him that Saint Lawrence was making ridiculous comments to humiliate his enemies when they were going to die. Jorge responds by saying, â€Å"Which proves that laughter is something very close to death and to the corruption of the body,† (Eco 96). This argument ended because the abbot said to be silent. The second debate on the licitness of laughter takes place in the scriptorium when William is looking through Venantius’ desk. What basically happened in this debate is that William thought they were talking about the comedies in the other debate, and Jorge tells him that they were talking about laughter and not about the comedies. They both then go back and forth stating why and why not laughing is a good thing. In the end, Jorge seems a bit upset and the William forgives himself for showing Jorge a lack of respect. The last debate that William has with Jorge about the licitness of laughter is when they are in the finis Africae and Jorge has the book that William wanted. The book that Jorge is hiding is the second book of Aristotle which talks about laughing and comedy as a good thing. Jorge obviously believe that laughing is not a good thing and him and William start having another debate, which then leads Jorge to start eating the papers of the book so that no one will know what the book had to say about laughter. This eventually leads to the destruction of the abbey in a huge fire. . Umberto Eco used a lot of allusions in this novel so that the reader can connect the content to other things and better understand what is going on in the book. One story that The Name of the Rose is used as an allusion to is â€Å"The Gold Bug† by Edgar Allan Poe. It is in a lot of ways alike because first of all the main characters in both stories are named William and the narrator of both stories is bes t friend to the William’s of each stories. Another thing that the story and t he novel have in common is that in a way they both have something to search for. In the Gold Bug, they are looking for the treasure and in The Name of the Rose, they are looking for the murderer that is behind all of the deaths in the abbey. Another thing that is common in both stories is that both of them use some sort of code to get to their desired destination, whether it be the finis Africae or the treasure. The other short story that is somewhat similar in ways to The Name of the Rose is the short story â€Å"Adventure of the Dancing Men† by Sir Arthur Conan Doyle. The similarities between this one and The Name of the Rose are that they both use a code to decipher things and they both contain murders. Another thing that is sort of similar between these two stories is that in The Name of the Rose, Adelmo kills himself and in the Adventure of the Dancing men, Elsie tries to kill herself, but she doesn’t manage to. The three stories are tied into each other because the three of them include a mystery of some sort, and each of the three stories has some sort of code that leads them to where they want to be. 6. A historical novel is a novel where fictional characters take part in actual historical events and interact with real people from the past. A detective tory is a narrative about someone who investigates crimes and obtains evidence leading to their resolution. A Gothic romance is a romance that deals with desolate and mysterious and grotesque events. A postmodern apocalypse is a writing that refers to the end of the world. An encyclopedia is a comprehensive reference work with articles on a range of topics. This novel fits under the classifications of historical novel and detective story. It is a historical because constantly throughout the novel, you get references to popes, emperors, and kings. The characters constantly came into contact with people that were real in the past. One of them is Fra Dolcino, who the cellarer and Salvatore both knew. You know that they made contact with him because when the cellarer was in his trial he says, â€Å"I told Dolcino I no longer felt capable of participating in their battle,† (Eco 380). That quote shows that the cellarer came in contact with Fra Dolcino, who really existed in the past. The Name of the Rose is a historical novel, but it is more of a detective story. From day one William is assigned the investigation and the reader knows this because he tells the abbot, â€Å"Will you assign me this mission coram monachis? † (Eco 34). What he said was that if he could investigate in the presence of the monks. Another reason for it being a detective story is because they get their resolutions. One example of William getting a resolution is when he says to Jorge, â€Å"And I should go on leafing like that until a good portion of the poison had passed to my mouth. I am speaking of the poison that you, one day long ago, took from the laboratory of Severinus. † (Eco 469). What he basically telling Jorge is that he figured out why the monks that died had black fingers and a black tongue, they were poisoned when they tried to look through the book. . When you first read the two parts of Salvatore’s language and the dream that Adso had, you think that it doesn’t make any sense and that it doesn’t relate to the story. In some ways it does make the story more interesting and understandable and in other it is just there to entertain. As you know, Salvatore has an extremely weird way of talking. Wh at he does is that he just picks random languages and puts them all in a sentence and what you get is a big jumble of different languages in a sentence, which is difficult to understand. .ue7ae632c3129af4ddbacaf38b9be483f , .ue7ae632c3129af4ddbacaf38b9be483f .postImageUrl , .ue7ae632c3129af4ddbacaf38b9be483f .centered-text-area { min-height: 80px; position: relative; } .ue7ae632c3129af4ddbacaf38b9be483f , .ue7ae632c3129af4ddbacaf38b9be483f:hover , .ue7ae632c3129af4ddbacaf38b9be483f:visited , .ue7ae632c3129af4ddbacaf38b9be483f:active { border:0!important; } .ue7ae632c3129af4ddbacaf38b9be483f .clearfix:after { content: ""; display: table; clear: both; } .ue7ae632c3129af4ddbacaf38b9be483f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue7ae632c3129af4ddbacaf38b9be483f:active , .ue7ae632c3129af4ddbacaf38b9be483f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue7ae632c3129af4ddbacaf38b9be483f .centered-text-area { width: 100%; position: relative ; } .ue7ae632c3129af4ddbacaf38b9be483f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue7ae632c3129af4ddbacaf38b9be483f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue7ae632c3129af4ddbacaf38b9be483f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue7ae632c3129af4ddbacaf38b9be483f:hover .ctaButton { background-color: #34495E!important; } .ue7ae632c3129af4ddbacaf38b9be483f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue7ae632c3129af4ddbacaf38b9be483f .ue7ae632c3129af4ddbacaf38b9be483f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue7ae632c3129af4ddbacaf38b9be483f:after { content: ""; display: block; clear: both; } READ: Market Opportunity Analysis EssayIf you translate what Salvatore was saying in those pages, you might look at it and have no idea what he is talking about. What he said was that the Devil was coming and a dragon was going to come eat your soul and that the monastery is good, but everything else isn’t worth anything. This is sort of foreshadowing what was going to happen in the future because in a way, the Devil did come to the abbey with all the murders and then in the end with the fire that completely burned down the entire abbey. So it did sort of contribute to the development of the novel if you thought about it. Adso’s dream was also something that didn’t seem important while it really was. Basically, his dream was just a big irony dream because everyone from the past was doing what they were said to have done, and they were all going crazy and behaving wildly. When Adso explained his dream to William, William used it to draw more hypotheses. This is how Adso’s dream contributed to the novel because it helped William get closer to finding out the mystery of what was going on in the abbey. 8. The author’s narrative style would obviously have to be first-person narration because Adso is the one narrating from his point of view. The author used this type of narrative style because it is a good type of narrative style you could use for detective or mystery stories, which this one is. It impacts the perception and the knowledge of the reader because if they reader really wants to find out who is causing all this havoc, then they would have to use their mind to solve the mystery with the clues given. The narrative style affects the perception as well, because it makes you see things in a different way and you try to see things in a way so that it can help you understand what is going on in the book. It impacts the unraveling of the truth because as you go along and you get more knowledgeable about the book, you start to see things more clearly and then when you get all the information that you need, you will have figured out the mystery and uncovered the truth behind what is going on at the time in the book. The discovery of the truth has to be the main objective for the author because the book is a mystery/detective story and all those types of stories have the villan being unveiled in the end. The truth slowly starts to get more obvious as you progress through the book, and if you don’t notice the truth you will at the end because that is what the author wants you to know, the truth. 9. The quote â€Å"Knowing is seeing† is a something that is very true in many ways. One way is that when you know something, your eyes open up to other things and more knowledge can be acquired. That is basically saying that knowledge lets you see things that you never knew existed or stuff that you never thought interesting. Another way you can look it is that until you know something exists, you never knew it was there. An example of that would be that you meet someone new that goes to your school, and when you did not know who they were, you never saw them. Once you realized that they existed, you start seeing them in places that you never saw them before. It happens because since they are not important in your life, you don’t notice them when they are around you, but when you acknowledge their existence you see them more often because they are now part of your life. The setting of this novel is in northern Italy. At the time of the novel, Italy was a very important place because Vatican City was in Italy, and back then, religion was a very important part of everyone’s life. The abbey is a microcosm of the world because like the world, the abbey had a lot of conflicts and mysteries of their own. There was also a diversity of people in the abbey, just like there is in the world. Obviously it is not at the same extent as the world, but that is why it is a microcosm, which is a miniature model of something. Like the world, the abbey has its own conflicts. As you know, 3 of the 4 monks that died committed suicide and the other 3 were murdered. The world, as you know, is a harsh place. Back then, the world was more brutal and if you were mixing yourself with the wrong group, you were accused of heresy and a lot of times, people were burned at the stake. The never burned people at the stake in the abbey, but the people who died there, died of horrible ways. 10. To me there is one basic universal truth in this novel. The universal truth that I saw in this novel is to let people have their own opinions and to worry about yourself and nobody else. Jorge thought that by hiding the book in the finis Africae, he was protecting the abbey when really, he is the reason that the abbey was destroyed. If you think of it in a metaphysics way, it was sort of like he knew what was inside the book and he didn’t want anyone else to know because he had his own opinions about the book and he thought the book was bad, so he didn’t take anyone into consideration and kept the book hidden. The monks in this novel obviously are well in tune with their religious side, and they take their religion very seriously. Some of them believe that religion should be above all things, but people like Jorge think that material things are more important and should be protected. The stuff that was kept in the crypt was important, but what they signified was what was important. If stuff didn’t have any significance, than it wouldn’t really matter if we had them or not. The monks all had one belief set in stone and usually if you had another belief you were called a heretic, and you were killed. This is sort of wrong, because today there are many different religions and just because you have a different religion from someone doesn’t mean that you or the other person has to die. You just have to be considerate of other people’s opinions and keep your opinions to yourself and if necessary, express them in an orderly way.

Electrical Fundamentals Essay

Electrical Fundamentals Essay Electrical Fundamentals Essay Electrical Fundamentals Experiment 1 Measuring Test Instruments Practical Background and Introduction Objective: The main objective for this experiment is making sure the electrical equipment is safe to use. To avoid from electric shock.The experiment is divided into two parts- - Insulation Resistance Test and Earth Continuity Test. Measuring the values by using Multmeter, Insulation Tester and Power Factor Meter. Single Phase Socket Outlet is the type which is found most often in houses. The other type, three-phase, is usually only found in industrial or possibly commercial locations. A single phase power socket is the type of socket that people are most familiar with. Although designs of these vary from country to country, they consist of three sockets for a plug: a live conductor (where current comes from) a neutral conductor (where current goes to) a bonding conductor (bonds chassis for some devices to system's low potential, i.e. ground) A single-phase power socket differs from a poly-phase (e.g. a three phase) socket because a single phase system consist of only 1 phase (hence the name). A Three phase socket would need conductors for phases A, B, and C, and perhaps a neutral conductor depending if the three phase system is configured in delta or wye. It should also be noted that, especially in North America, that 240V, outlets are also single-phase. These outlets are also only single phase.(From Ref No.1) Industrial (Three Phase) and multiphase plugs and sockets provide a connection to the electrical mains rated at higher voltages and currents than household plugs and sockets. They are generally used in polyphase systems, with high currents, or when protection from environmental hazards is required. Industrial outlets may have weatherproof covers, waterproofing sleeves, or may be interlocked with a switch to prevent accidental disconnection of an energized plug. Some types of connectors are approved for hazardous areas such as coalmines or petrochemical plants, where flammable gas may be present. Almost all three-phase power plugs have an earth (ground) connection, but may not have a neutral because three-phase loads such as motors do not need the neutral. Such plugs have only four prongs (earth, and the three phases). An example of a socket with neutral is the L21-30 (30 A) and the L21-20 (20 A) both of which have five pins (earth, neutral, and X, Y, Z phases). While some forms of power plugs and sockets are set by international standards, countries may have their own different standards and regulations. For example, the colour-coding of wires may not be the same as for small mains plugs.(From Ref No.2) Insulation Resistance Test, for this test values are not direct shown us. The resistance value is come from Ohm’s Law- - Use the values of known voltage divide the values of the current which we measured. Earth Continuity Test, is for checking the connection inside the socket. The qualified socket is suppose to have 0.1 ohms resistance which means no resistance though connection. Multimeter This is the equipment we used during the experiment. A multimeter or a multitester, also known as a VOM (Volt-Ohm meter or Volt-Ohm-milliammeter ), is an electronic measuring instrument that combines several measurement functions in one unit. A typical multimeter would include basic features such as the ability to measure voltage, current, and resistance. Analog multimeters use a microammeter whose pointer moves over a scale calibrated for all the different measurements that can be made. Digital multimeters (DMM, DVOM) display the measured value in numerals, and may also display a bar of a length proportional to the quantity being measured. Digital multimeters are now far more common but analog multimeters are still preferable in some cases, for example when monitoring a rapidly varying value. A multimeter can be a hand-held device useful for basic fault finding and field service work, or a bench instrument which can

How to Make a Pharaohs Snake Firework

How to Make a Pharaohs Snake Firework Pharaohs snakes or Pharaohs serpents are a type of small firework in which a lighted tablet exudes smoke and ash in a growing column which resembles a snake. The modern version of this firework is the non-toxic black snake. Pharaohs snakes produce a more spectacular display, but they are toxic so this firework is only produced as a chemistry demonstration. If you have the materials and a fume hood, you can make your own Pharaohs snakes. Safety First Although Pharaohs snakes are considered a type of firework, they do not explode or  emit sparks. They burn on the ground and release smoky vapors. All aspects of the reaction can be hazardous, including handling the mercury thiocyanate, breathing the smoke or touching the ash column, and contact with the remains of the reaction during clean-up. If you perform this reaction, use appropriate safety precautions for dealing with mercury. Making Pharaohs Snakes This is an extremely simple firework demonstration. All you need to do is ignite a small pile of mercury(II) thiocyanate, Hg(SCN)2. Mercury thiocyanate is an insoluble white solid which can be purchased as a reagent or can be obtained as a precipitate by reacting mercury(II) chloride or mercury(II) nitrate with potassium thiocyanate. All mercury compounds are toxic, so the demonstration should be performed in a fume hood. Typically the best effect is obtained by forming a depression in a shallow dish full of sand, filling it with mercury(II) thiocyanate, lightly covering the compound, and applying a flame to initiate the reaction. Pharaohs Snakes Chemical Reaction Igniting mercury(II) thiocyanate causes it to decompose into an insoluble brown mass that is primarily carbon nitride, C3N4. Mercury(II) sulfide and carbon disulfide are also produced. 2Hg(SCN)2 → 2HgS CS2 C3N4 Flammable carbon disulfide combusts to carbon(IV) oxide and sulfur(IV) oxide: CS2 3O2 → CO2 2SO2 The heated C3N4 partially breaks down to form nitrogen gas and dicyan: 2C3N4 → 3(CN)2 N2 Mercury(II) sulfide reacts with oxygen to form mercury vapor and sulfur dioxide. If the reaction is performed inside a container, you will be able to observe a gray mercury film coating its interior surface. HgS O2 → Hg SO2 Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Gandhi's ethic of nonviolent civil disobedience Essay

Gandhi's ethic of nonviolent civil disobedience - Essay Example The Holocaust and more recently, the attacks on the World Trade Center may be considered as examples of an unfortunate inversion of sacred beliefs and moralities, that led to the attempted annihilation of two distinct groups of people and their cultures. In the first instance, it was the Jews, who were the target, and in the second it was the American people. The responsibility for these two subversions of the holy can be narrowed down and fixed on two powerful personalities, Adolf Hitler and Osama bin Laden. But what motivated these two to such actions'Hitler firmly subscribed to the belief that the Germans were of Nordic/Aryan origin, and were a superior race; if they mixed with the inferior race of Jews, racial purity would be diluted. (Jewish Virtual Library, para 4) This view may have also been exacerbated by his personal dislike of Jews; he felt they, along with the Communists, (most Communists were Jews too!) were responsible for the defeat of Germany in the First World War, a defeat that led to the Fatherland's total humiliation. (Burleigh qtd. in Spartacus.schoolnet) Germany had to pay 38% of its national income in war reparation. In the spirit of a Plato advocating regulated breeding of humans to ensure better 'quality', Hitler went a step further by advocating ethnic cleansing, which would set the stage for building a strong and pure Nordic race. Hitler gave his eugenic program a 'scientific' base too. He referred to Nietzsche's and Darwin's theories to justify it. He firmly believed that he would be helping to achieve the evolutionary ideal of getting the best to survive by wiping out the inferior Jewish race. (Brief History: Evolutionary Theory)The Jews were first isolated in ghettos in order to be stopped from 'polluting' the pure Nordic race. The next step taken by Hitler was to exhort his countrymen to partake in a cleansing pogrom devised for the complete annihilation of the Jews. And Hitler, being the demagogue that he was, was also able to co nvince his compatriots that it was a sacred duty to wipe out an inferior race, thus paving the way for making Germany a great country.As for Osama, his belief was (is) that Islam is the only true religion, and Mohammed, the only Prophet, and all those who did not agree were infidels. It was God's great plan that the infidels should be wiped out through the process of 'Jihad' (Holy War). It was a devout Mussalman's sacred duty to kill or forcefully convert the infidel to Islam. '''''As Fasching says: Bin Laden and the al Qaeda, according to a discovered terrorist manual, are clear about the goal - "overthrow of the godless regimes and their replacement with an Islamic regime." This goal authorizes Muslims to kill Americans and all unbelievers. The killing of even innocent women and children is not only permitted but religiously required. (2002) Bin Laden justified his aggressive anti-American stand by stating that the Americans caused offence to Islam and its followers by their very presence in the Holy Land (Saudi Arabia) during the Gulf War of the early 1990's. The most holy of Islamic sites are located in Saudi Arabia, and Islam forbids a non-Muslim to visit these sites (Mecca, for instance) even under normal circumstances of peace. Thus the presence of American soldiers during the war was seen as a wanton desecration of the Holy Land of Islamic tradition. (Fasching 2002) From Osama's perspective, secularism as a way of life, accepted by the modern Western outlook, is itself profane, with its implications of a free intermingling of different religious groups, and a negation of religious and cultural identities. Bin Laden's antipathy to the outsider, encompasses all the nations of the UN, including "those who pretend(ed) they are leaders of the Arab world" and continued with their U.N membership. Bin Laden, it must be

Strategic Plan Essay Example | Topics and Well Written Essays - 1500 words

Strategic Plan - Essay Example The focal point of this notion declares that it has become highly necessary for school managements to realize and acknowledge the importance of developing a comprehensive strategic design in governing the operations of the institution. Therefore, the purpose of this strategic plan for Paulo Freire Charter School (PFCS) is to critically analyze, examine and assess the extensive categories of strategic planning and implementation with respect to the organization. The report aims to achieve this purpose by specifically addressing particular areas of strategy which are classified under the implementation plan, organizational change management strategies, strategic financial management and risk management plan for Paulo Freire Charter School (PFCS). Implementation Plan Gamage (2006) states that the stage of planning is conducted prior to decision-making as the entire concept fundamentally defines the chronological activities that are to undertaken by an organization for the attainment of its overall objectives. Once conducted in an effective manner, planning can also aid the enhancement of various processes within the school; these processes include resource utilization, agreement on management practices and leadership styles or approaches and granting the management, staff and students with a shared vision and a sense of direction (Gamage 2006). To understand the concept of strategic planning in a systematic manner it is important to realize the basic processes which it is comprised of, these processes include; establishing objectives, setting targets and placing appropriate monitors of performance and allocating organizational resources (Spee and Jarzabkowski 2011). The subsequent sections of the strategic plan for Paulo Freire Charter School (PFCS) aim to follow this pattern of progress with the integration of pertinent educational management concepts and dimensions. Objectives Davies and Ellison (2013) highlight the distinguishing features of an Improvement Obje ctive (IO) which is defined as the focus of what an educational institution aims to attain as a consequence of commencing development projects for the school. This notion presents a contrast from the long-term objectives of a school because it is specific to a particular phase or associated with a specific activity. Accordingly, identifying the association between the objectives and the vision of an educational institution holds immense importance because each concept is a reflection of the other. As a centre of learning, PFCS aims to be the forerunner in a highly competitive industry by promoting the highest standards of knowledge, ethics and innovation. The foundations of the school rest on four principles which are that of Inquiry, Investigation, Reflection and Action (Paulo Freire Charter School 2012). This notion postulates that the organization’s adoption of the inquiry based instructional model is the focal point in the achievement of its long-term objectives. Conseque ntly, the formulation of appropriate objectives and there subsequent achievement by the school is also critical to its financial

Teaching Theories Essay Example for Free

Teaching Theories Essay The purpose of this report is to research theories, frameworks and the different aspects relating to the effects of inclusive learning and teaching of disabled learners We continually face challenges in supporting the learning of our students in our changing world. The curriculum that frames our learning and teaching practices are developed from research and learning theories. Expectations emphasise knowing how to learn and how to understand, access and use information gained. In the first half of the 20th century two theories dominated the way we learnt, Pavlov and Skinner were influential figures with their extensive research largely based on laboratory studies of animals. Skinners operant conditioning theories (Baldwin and Baldwin 1986) uses a mixture of positive and negative reinforcement to control learner’s behaviours. Operant conditioning is such a fundamental aspect of learning and is also effective in behaviour management. This is achieved entirely through verbal feedback, for both positive and negative reinforcement, on a negative this theory focused on observable behaviour and less on what learners gained in knowledge. In the middle of the 20th century research began to look closely into acquisition of knowledge, although the teacher still played the most active role. In the1970’s research moved away from laboratories and into more natural learning situations, this showed learners playing an active and strategic role in their own learning. Piaget’s theory had a huge impact on teaching methods a this time and remains one of the most important cognitive development theories in education to date, although further evidence suggests Piaget underestimated the ability of infants and children as well as not accounting for individual differences. Constructivist theory works well with disabled learners, due to the fact that the learners do not seem so overwhelmed and frustrated and it aids in mot ivating the students. Teachers should prioritize and teach the most important facts relating to key ideas, the main aim and purpose of implementing this theory is intended to not cause undue stress or reason for the learners to feel overwhelmed with having to take on board and memorize too much information at any given time. The teacher should utilise techniques such as brainstorming in order to access and asses the skills and abilities gained by the students on an on-going basis, Students can track their own progress and errors and gain feelings of confidence and success. Although the behaviourist theories are positive in that they suggest  breaking down tasks into small manageable segments, the best teaching practices tend to integrate ideas from all of the theory principles and integrate them to produce a more successful outcome. Research enables us to understand how learning occurs, thus enabling the teachers to select and design the curriculum and look at the learning environments and the strategies for teaching and assessing those which support disabled learning. Knowing how to support the learning process for our students and implementing and identifying the theories and principles concerned, allows us to create and enjoy rich learning and life experiences for all those involved. Learning is central to economic success †¦ Those who are disadvantaged educationally are also disadvantaged economically and socially; equity and viability dictate that all should have the opportunity to succeed. (Kennedy 1997:15) People with disabilities experience stigma being attached to them which can on occasions be more detrimental and painful than the disability itself. Many children are kept at home or are institutionalised in one form or another; this tends to occur due to the lack of support for families and the feeling of worthlessness. The stigma attached to disabled people such as being frowned upon and seen as being a hindrance and a drain on society can form such opinions as for example †there’s no point in educating disabled people as they are incapable of working or contributing to society† Attitudes are made of individual personal experiences as well as feelings, reactions and beliefs of the past. This consequently forms a cluster of set ideas which are called stereotypes. Bohner and Wanke (2002, p.5) defined it â€Å"attitude is a summary evaluation of an object of thought.† As attitudes influence perception, thinking, other attitudes and behaviour, they contribute significantly to a person’s psychological make-up. The negatives of stereotyping are they can lead people to assume all members of a set group possess similar features and/or act in the same way. As these are handed down from generation to generation stereotyping needs to be challenged in all manners so that we can educate others and aid disabled learners in reaching their full potential and having the confidence to do so. Disabled people developed the social model of disability because the traditional medical model didn’t explain their personal experience of  disability or help develop more inclusive ways of living. The social model dictates that disability is a reflection of the way society is organised, whereas the medical model looks at what is â€Å"wrong† with the person instead of the †needs of the person†. An example of the above would be a learner with visual impairment having to read something for the benefit of their studies, unfortunately under the medical model solutions are far and few between, an example of a social model solution would be giving access to a full- text audio recording. Inclusive education is the practice of teaching disabled students alongside their non-disabled peers within regular classroom settings, instead of segregating them into special classrooms. The principle of inclusion is based on the idea that every person has a right to belong and be included in the education community. This has benefits for both disabled and non-disabled learners as both can learn different skills from each other. Inclusive learning promotes autonomy and personal growth, quality of life depending on their ability to exercise choice and self-determination, self-worth and esteem, the building of meaningful relationships and peer role models for academic, social and behavioural skills. Adaptations facilitate access to the general education curriculum (Fisher Frey, 2001); for inclusion to be successful, its essential to implement adaptations that meet individual student needs (Cross, Traub, Hutter-Pishgahi, Shelton, 2004). For the non-disabled learners it aids in developing other skills such as empathy, acceptance, skill acquisition and problem solving. It also encourages respect and acceptance for individual differences and preparation of a learner’s future in an inclusive society. Communication and Collaboration are at the heart of learning and change, between all those involved. Practitioners have obligations under legislation including Part 4 of the Education Act 1996 and the Disability Discrimination Act 1995. They also have obligations including a requirement to have regard to the SEN Code of Practice. Bernes (1973) Transactional analysis theory is a method of analysing communication using three personality states; the child, the parent and the adult. This helps us to reflect on our communications with others and be  mindful in our approaches when doing so. Communication itself has a huge impact on the learners and inclusive learning; there is a lot to consider when looking at modifications required. Teachers need to be aware of the environment provided, such as seating arrangements and background noise and ensure that the communication is accurate, jargon free, and work is prioritised with sub headings and explanations are brief and clear. Any expectations regarding learners are stated firmly. Visuals aids and trips beyond the setting are required to extend the learners experiences and imaginations coupled with the need for any worksheets to be proofread before handing to the students. The information must be accessible in all different formats and text should cover equality, differentiation and inclusiveness. Above all there must be an importance with respect to the development of inclusive learning as active listening to learner’s voices aids them to gain a feeling of belonging and provides them with the willingness to participate. Inclusive learning comes with a wide range of challenges. National exams fail to always accommodate the student’s diverse backgrounds and needs, and so does the curriculum which tends to be content heavy and lack flexibility. Budgets for education services to supply resources required to support learners is problematic and so is access to some environment/ settings. Lack of involvement and support from our learner’s family can also cause barriers that need to be overcome. Lack of training for staff is a huge issue as lack of communication skills to communicate with learners with a disability can cause underachievement and low expectations, also lesson planning that covers learners diverse needs and cultural backgrounds takes more consideration and time as designing such teaching materials to suit all is a challenge. In conclusion theories are required to continue to develop through further research to enable our learners to further their skills and reach their full potential. Inclusive learning techniques and practices are required to ensure the progression of disabled learners within society and  provide the opportunity to change the misconception of disabilities and their impact. The education process and all those involved needs to implement, review, adjust and strive to overcome and manage barriers faced by the learners on a day to day basis. The question is no longer which approach is best but how we can apply what has been learned from each model in a way that can produce positive outcomes such as attainment and achievement.

Henrik Isbens A Dolls House Essay -- A Dolls House Essays

A Doll’s House   Ã‚  Ã‚  Ã‚  Ã‚  In past history, society has been both very prejudiced and traditional with its view of gender roles. Often times a woman would not have had the same right to something as a man did. Many women however went against the law and tradition to do what they thought was right. In Henrik Ibsen’s play, A Doll’s House, Nora does something that is unimaginable during the time period. Nora’s husband Torvald believes he is the man of the house and that his wife should be grateful and entertaining for him. Nora however signs her father’s name to a document in an attempt to do something she feels is right. What she doesn’t realize though is that by doing so she has committed forgery. Nora’s act of forgery was inspired by many reasons, and resulted in both expected and unexpected outcomes.   Ã‚  Ã‚  Ã‚  Ã‚  Nora was inclined for many reasons to commit the forgery. At the time Torvald was on the verge of dying and Nora desperately wanted to save him. Doctors warned Nora that her husband’s â€Å"life was in danger† and the only thing that would â€Å"save him [was] a stay in the south† (Ibsen 976). Nora couldn’t afford to travel though and was forced to somehow find the money. During this time period however â€Å"a wife [couldn’t] borrow without her husband’s consent†, so Nora had to get a man’s signature to take out a loan (976). Nora knew Torvald would not take out a loan because it would hurt his reputation as a banker, so she forged her father’...

High School and Peter Essay

1.In his senior year of high school Peter Martin was sixteen. He was built like a rock, but no one noticed him in his school until the day of the first football game. When he scored three long-running touch downs. At the high school dance Peter was very excited to be going. He had never been to a high school dance before because he didn’t really have any friends. After the game Peter felt good about himself for leading his team to victory, and wasn’t so shy and starting to talk to people that he didn’t know. The high school dance was at a really big house close to the high school. When Peter gets to the high school party he doesn’t know what to really expect. The first thing that happened at the party was that a girl that he didn’t really know came up to him and wanted to dance with him. Peter says yes to the girl, so they go and dance for a very long time. After they were done dancing the girl gives Peter her phone number. Peter and the girl that he meets start dating each other. Peter is a very smart kid and has very good grades. The types of friends that he hangs around are athletic people. On the weekends Peter sleeps in to around 12:30pm to 1:00pm. The way Peter and his family act to one another is that they treat each other with respect. 2.One implied detail about Peter is that he is timid. â€Å"His shyness, his shrewd and dogged ways, his blue eyes gazing from underneath a shock of dark hair†. This quote shows that Peter doesn’t like being around people. The second implied detail about Peter is that he is not easy to hit down. â€Å" 3.(A) The people that are there from Peter’s family are his dad, his mom, Joe, Mickey, Ruth, and Elizabeth. (B) It is cold outside, so everyone has to keep warm. â€Å"All bundled up in warm clothing and flushed from the cold wind.† Peter’s family might not know a lot about football. â€Å"It was the first football game in the Martin’s mother’s experience. 4.(A) One point that the coach give to his team is to don’t give up in this game because it isn’t going to be easy. Another point that the coach states are that he is comparing the sizes between his players and the Lawton Boys. (B) I think that the player â€Å"love† the old man because he is a good coach, but also the get the whole point of the speeches that he gives to them. 5.(A) One of the first things that happen is that the ball is kicked to Peter and Peter loses it in the sky and it drop right in front of him, but somehow he returns it for 30 yards. The second thing that happens in the game is that Peter run wide and gained five yards. (B) One thing that happens in the stands is that Peter’s family is shouting to him saying positive things. The second thing is that Peter’s mother never sees anything that Peter does on the field. (C) At half time the score ended 0-0. 6.At half time the coach states that he wants them to do more passing plays. Another thing that the coach says it that he wants them to do a trick play. The final thing that the coach says at half time is that he wants them to try the forty- seven in their end zone.

Busienss Coach

Advance course on Logotherapy Logotask 1 (as specified in tutorial letter 103/2012) Name: Wessels, Nicolaas Johannes Student no: 7294-232-0 Course code: LOGO 01-8 Academic Qualifications: B Comm (Marketing) UP; B Comm (Marketing) (Hons) Unisa; MBL Unisa Occupation: Business Leadership Coach Postal address: PO Box 786411, Sandton, 2146 Tel: 011 783 4155 (H); 011 253 9919 (O); 082 554 4614 (M) e-mail: [email  protected] co. za â€Å"As much as it was a point of utter determination, it was also a point of surrender†. By reading Teria’s story one could also say that â€Å"it was a moment of truth†.She seemed to have reached new levels of self awareness and consciousness about what her life was like up to that point and what could be from there on. What we see here is a defining moment, a moment of truth and a moment of decisiveness. To take action and turn the focus on what is and what could be, not on what was. By all accounts she has reached a level of self aware ness to such an extent that she could transcend herself and connect to her spiritual dimension where a discovery was made of life changing proportions.We have here a very good example of how tension had played a role in directing someone towards her values and what is important to her. By transcending herself, Teria not only moved away from a needs driven focus on the past, she moved to a values directed focus on the future and all the possibilities it holds. â€Å"I was somehow missing to fully live my present life with an eye on the future that was â€Å"waiting† to be reached out to. My life seemed to lack vision – a dream to realize or ideals to be inspired by† (Shantall 2002: 13). The tension which brought on this state of realization is a health one.Without this meaning will not be found. â€Å"A sound amount of tension, such as that tension which is aroused by a meaning to fulfill, is inherent in being human and is indispensible for mental well-beingâ₠¬  (Frankl 1998: 48). By recognizing her own power to self transcend, Teria reached the â€Å"highest stage in human development† (Lucas 1998:34). In this turning point, three catalysts are particularly interesting. Firstly the death of her father presented not only the shock of losing a loved one, it also served as a stark reminder of the transitoriness of life. And how wasteful lost opportunities are.Sometimes this awareness of how life’s opportunities are passing us by comes easier with older people who have experienced the full granaries of life. With others the urgency to live life fully may need to be awakened by techniques such as the Socratic dialogue. Teria was aching for something different and experiencing the effects of an awakened consciousness prompting her towards action. As Frankl puts it â€Å"Thus, the transitoriness of our existence in no way makes it meaningless. But it does constitute our responsibleness; for everything hinges upon our realizing the essentially transitory possibilities†. Frankl 2004:124). Teria wanted more from life, more vision, more meaning and more significance. This moment in her life, this point of surrender suggests an awareness that now is the time to make a decision. And the application of transitoriness as a Logotherapeutic tool is testimony to Frankl’s observation â€Å"Logotherapy, keeping in mind the essential transitoriness of human existence, is not pessimistic but rather optimistic† (Frankl 2004:124). The second catalyst was the diary her father left her. It served as a powerful metaphor and last challenge from him to live life powerfully with authenticity. I felt that he expected me to fill up the yet empty pages of that diary with the events of my life that I would now undertake to life fully and with care† (Shantall 2002:14). Her will to meaning was triggered and she was challenged to be creative with her life and treat it with a responsibility becoming of her. Wi th this diary her father created a healthy tension between Teria and life, asking her to take up a commission to run her race. She was reminded of her own freedom of will by the blank pages staring at her.Freedom of will is one of the three fundamental tenet on which Logotherapy is built â€Å"Logotherapy’s concept of man is based on three pillars, the freedom of will, the will to menaing and the meaning of life†. (Frankl 1988:16). The diary played the role of visible canvass against which she could transcend and surrender the old and connect to a point beyond herself. The third catalyst was the physical distance between her and the rest of the family. By being far away, alone and not able to pay last respects, Teria was forced to deal with this traumatic incident herself and find her own defiant power to awaken her will to meaning.With no distraction or consolation she had to dig for courage to process the full implications of this experience. With this third catalyst she was put alone before life as if to be asked two questions: what are you going to give life and what is life asking from you? â€Å"This experience of a breakthrough of meaning in my own suffering, with the added feeling of greater sense of responsibility as I came to see my life as a gift which I could either use or abuse† (Shantall 2002:15).The morning after the death of her father, Teria experienced heightened levels of appreciation for what was important to her, what was possible and what was meaningful to her at that stage. The two dominant emotions presented to us in her quote: determination and surrender are also of interest. Determined to find some defined destination worth living for, she connected to her defiant power to overcome and knew that nothing else but a strong, clear, meaningful life would do. And by surrendering the old and the meaningless, she made way for new meaning to be discovered.Clearing the past and transcending onto a new level of possibilitie s. These two emotions or channels of energy go hand in hand like the critical chemicals without which the desired reaction would not be possible. Without determination, surrender could have been left alone to sulk and doubt. Without surrender, determination could have been a relentless energy with no direction, possible of destruction. Giving up on her self-centered way of living, she may also have given up on a hyper reflective ways of thinking. My own psychodynamics, which I have explored during my years of psychoanalysis began to fade in importance or, most surprisingly began to take on a refreshingly new and deeper meaning† (Shantall 2002: 14). With a state of hyper-reflection and hyper-intention, fulfillment and happiness will elude. She may also have been surrendering to faith that happiness and fulfillment will ensue â€Å"Attaining a goal constitute a reason to be happy. In other words, if there is a reason for happiness, happiness ensues, automatically and spontaneou sly, as it were.And that is why one need not pursue happiness, one need not care for it once there is a reason for it. But, even more, one cannot pursue it† (Frankl 1998:34). Aching for something more, something worthwhile, she transformed and became inspired to be present, take up the challenge and recognize her scope of free choice. I would contest that her life up to this point has not been wasted. True to the duality which life presents so frequently to us, her new sense of highs would not have been reached had it been for her perceived sense of lows.The discovery of a new powerful meaningful life is like the discovery of a secret garden in a fairy tale. Often it is protected by an angry dragon and we are tested by life on how badly do we want to be more, and live significantly. This experience in Teria’s life was clearly a turning point away from the meaningless, a new beginning of something profoundly powerful and a courageous change in direction. What is meaning all about? â€Å"Existence is not only intentional but also transcendent. Self transcendence is the essence of existence† (Frankl 1998:50).And what is there to live for if living is un-intentional and just for one self alone? In order to get a grasp on meaning, one could look at the various facets and characteristics it constitutes, yet even after having done so, it may still elude full comprehension. Meaning first and foremost has to be experienced. And it is something to be experienced personally. It is not something which could be passed on, taught or transferred. It may be illuminated or hinted at but is uniquely personal in its experiencing. â€Å"Meaning is relative in that it is related to a specific person who is entangled is a specific situation.One could say that meaning differs from man to man and from second from day to day, indeed from hour to hour† (Frankl 1998:54). On the question â€Å"what is meant by meaning? †, Frankl comments that â€Å"it i s absolutely down to earth inasmuch as it refers to that which a concrete situation means to a concrete person† (Frankl 1998:140). Whereas meaning may be hard to define conceptually, it is simple and clearly visible in its experiences. We will recognize meaning when we find it! And paradoxically â€Å"the more comprehensive the meaning, the less comprehensible it is†. (Frankl 2000:136).Semantically, meaning is both verb and noun. It is alive and reveals itself though action and activity. And it is discovered like a treasure hidden waiting for the right time and the right person to appear. Although we cannot observe it in itself like a concrete object, we can observe the powers it has on a subject. And it can appear at any time in any situation. â€Å"The perception of meaning as I see it, could be defined suddenly becoming aware of a possibility against a background of reality† (Frankl 1998: 140). Our inherent desire to find meaning is the most powerful energy we posses.In Nietzsche’s words, â€Å"He who has a Why to live for can bear almost any How† (Frankl 2004:7). Without a reason to live for or to move towards, life will be empty and fragile. Meaning gives us the power to move forward and this will to meaning is one of the three pillars on which Logotherapy is built (Frankl 1988:16). Our will to meaning is expressed in a space of freedom to pursue whatever is meaningful to the individual. We are not free from, but free to do what is meaningful. â€Å"Man’s freedom is no freedom from conditions but rather a freedom to take a stand on whatever conditions might confront him† (Frankl 1998:16).We are constantly challenged by life to make it meaningful and called on our courage to do so. This strongly suggests there is a responsibility attached to meaning. A responsibility to live authentically and courageously – to do the right thing. This is emphasized by an Logotherapeatic imperative: â€Å"live as if yo u were living already for the second time and as if you had acted the first time as you are about to act now† (Frankl 2004:114). Our lives are not something beyond our control – whereas we cannot control what happens to us, we can certainly control how we behave or respond.And it is here where our biggest responsibility presents itself. To act the right way, befitting of how we could be potentially. Living in a dimension of meaning means to live responsibly according to our governing values and conscious awareness. By connecting to our consciousness we will identify for ourselves what the right action is and there is ever only one right action. And conscience is essentially intuitive (Frankl 2000:40) and the only means for grasping the meaning of any moment. To quote Graber: â€Å"The human experience calls for an ability to make independent decisions at each moment in life.To live responsibly calls for listening to the thousands of commandments arising from the thousa nds of unique situations of which life consists. It is the intuitive conscience that guides us in the moment by moment experiences of life. It gives voice to the available resources of the spirit within† (Graber 2004:79). Consciousness and creativity are the most important facilitators to find meaning. It is in our noetic realm where we connect to our consciousness and a deeper desire to do the right thing. Paradoxically, by experiencing meaning we connect to our spiritual consciousness.In terms of Frankl’s dimensional ontology, our noetic dimension is what makes us human. And it is in this dimension where we have the faculty to identify meaning. â€Å"Freedom of choice, intentionality, creative and artistic interest, religious encounters, ethical sensitivity, conscience, understanding of values and love, the capacity to be awed by experiences, intuition and inspiration and the search for meaning are at home† (Graber: 2004:71). This is not to suggest that meaning is found inside ourselves. Our conscious is where meaning is interpreted.Meaning is found outside ourselves by connecting to something greater or beyond. By this statement I am not suggesting it is very far away. It may be very close indeed, but beyond and outside nevertheless, discovered by self-transcendence as Frankl calls it (Frankl 2000:138). And it resides in the future like a magnet to which we are drawn, pulling us out of our self absorbed existence and connecting us to life. With no real meaning there is no real connection to life. Experiencing meaning presents itself as a paradox.According to Frankl: â€Å"The more meaning is experienced as a reality of our lives, the more exercised and refined is our faith in the reality of its existence and the broader is our experience and awareness of the deeper meanings of life†. We only know it when we know it! Meaning is found by having uniquely personal encounters with life. It could be by way of what we do creatively or gi ve to the world; by what we get as an experience or take from life; or thirdly by the attitude we adopt towards what is presented to us. (Frankl 1988:70).Not only does meaning rewards us, it gives us strength it gives life sustained worth and defines our unique purpose. Whilst suggesting meaning is waiting to be discovered right in front of us in everyday life, one has to acknowledge that there may be a deeper meaning to life. Or as Frankl calls it â€Å"ultimate meaning† (Frankl 2000:143). This is meaning of the whole – of life as a whole or of our life as a whole. And the comprehension of this is beyond our mental faculties, which positions ultimate meaning in a realm inaccessible to reason or intellect (Frankl 2000:144).And as he puts it â€Å"but what is unknowable need not be unbelievable. In fact where knowledge gives up, the torch is passed on the faith† (Frankl 200:146). Or as Albert Einstain once said: â€Å"supra-meaning is no longer a matter of think ing but rather a matter of believing† (Ffankl 1998:145). To sum up, meaning is connected to purpose, to goals, a mission and linked to a cause beyond and outside ourselves. The key enabler to fining meaning is hidden in our conscious where we can awaken an element of tension and become aware of how things are now and how things could be.To attain meaning requires an open attitude and requires us to choose, to interact and engage with life. It shapes our life and makes everything worthwhile. In a logotherapeutic session, the following diagram could serve as a discussion guide: How meaningful life could be (what we do, experience of or the attitude we take) Indispensible noetic tension of what ought to be How things are now * Become aware of uniquely personal values, strengths, dreams, and existing characteristics of life. * Use these realities as guideposts towards what ought to be. What does meaning mean to me?Thinking about my own experience of meaning, I am aware of the many sources I have tapped into and could still tap into, in order to experience a more fulfilling and purposeful life. Within all the dimensions and facets of my life, meaning lurks. And by this I do not imply by any means that my life is ultimately fulfilling at the moment or that I have identified all the places and sources of finding meaning. It is rather a case of me having noticed the rays of meaning by what I did, experienced or by the stance I took in my journey through life up to now.It’s been said that if life’s purpose is to find your gift, your mission is to use it – and that makes life meaningful. I am aware happiness and sadness are emotions, and fulfillment is a state of being. Right and wrong are judgmental and when one operates from a higher level of consciousness, there is no judgment. And is in this higher level of being where I find my biggest growth and my most profound meaning. As Frankl states: â€Å"In no way are we justified in speaking of man as only a somatic-psychic whole. Body and psyche may form a unity- a psychophysical unity- but this unity does not yet represent the wholeness of man.Without the spiritual as its essential ground, this wholeness cannot exist† (Frankl 2000:34). If I have to highlight the most meaningful moments or areas of my life, it could be summarized in the meaning matrix below. Reflecting on my own dimensional ontology (Frankl 2000:34) my wholeness exist by recognizing all the dimension of my being. And I am aware of the meaning imbedded in fleeting moments and in longer passages of my life, on different levels. For me the most powerful awareness about meaning is the understanding of where it may be and how to look for it.I have found it in the seemingly most insignificant actions (by giving someone at work a spontaneous hug), and in epic sporting events like finishing 8 day cycle races where shear attitude and commitment got me to the finish line. My meaning matrix. Populating the rea lms of what makes me human according to Frankl’s dimensional ontology with the three principle ways to find meaning. (Frankl 1998:70). Where meaning is foundOntological dimension| What I do/give to life| What I get and experience from life| The attitude I take towards life| Noetic dimension| Acting out my values and setting examples. Being conscious of doing the right thing.Connecting to my consciousness and communicating with my soul. Behaving like it is my mission to make a difference (trying to! ). | Noticing synchronicities, finding peace though spiritual rituals of mediation and contemplation. Receiving feedback from life on the level of my soul. | Having faith in an ultimate meaning, trusting life to be unconditionally meaningful, knowing I have a unique purpose to fulfill no matter how challenging â€Å"this† moment may be. | Psychic dimension| Facilitating coaching conversations, mentoring and counseling people. Assisting people with their personal development and growth.Helping my family and loved ones wherever & however I can. | Meaningful moments with wife, kids and friends – Relationships. Coaching & mentoring someone and noticing the change in perception or awareness. Coaching & mentoring at the school in Soweto. | Resigning myself to what will be and to whatever life challenges me with. Treating challenges and emotional stress as signposts for personal growth. | Somatic dimension| Doing sport and adventure activities with friends (triathlons, cycle rides/races, mountain climbs). Cooking. | Sharing the experiences of bicycle rides, triathlons and mountain climbs with friends.Enjoying a great cup of coffee. | Gritting it out when I suffer physically, reminding me extreme sport is â€Å"what I do† and what gives me energy. | Reflecting on the role of my conscience and my awareness of responsible action, I recognize the healthy tension of what I want to be/have/do, and what ought to be/have/do. This tension is what unlocks meaning and protects me against psychic rigor mortis as Frankl puts it. Finding the balance between responsibility and dependence on something other than ourselves bring into the conversation the concept of authenticity.And the extent to which decisions are based on personal, right choice rather than inclination (as Teria phrased it). By taking full responsibility and not be dependent or rely on what others may say or think, a state of independence and interdependence will be reached. This responsibility also includes acceptance of what happens to one and the attitude with which someone embraces the cards dealt by life. Striking a balance between what is right, authentic and responsible action for me, and what am I inclined to do given the external, dependency based conditioning of conformism and totalitarianism, has shown itself in a number of instances.Whereas I had perceived meaning in some parts of my life, it was greatly lacking in my work environment. I was reveling in my â⠂¬Å"extra mural† sporting activities, had a great circle of friends and enjoyed wonderful times with my family. Yet, my work life was becoming increasingly grey. In 2005, I found myself stuck in a very successful, well paying corporate job at a company that has been my professional home for 25 years. Amidst all the success and trappings of corporate life was the feeling of time and potential being wasted. I was increasingly getting g more irritable with people around me, intolerant and short tempered.I was in an existential vacuum (Frankl 2004:110), and the only meaning I had was my sport where I lived my passion out by focusing on training for endurance events rather than making an effort to attend to my business challenges and responsibilities. I was displaying the classic characteristics of the neurotic triad with behavior of aggression (impatience with people around me), depression (boredom and feeling stuck) and addiction (excessive training). (Graber 2004:124). Over a pe riod of two years I contemplated my corporate life and finally reached the conclusion that my behavior at the time was not any different from that of a mercenary.I was not doing the job the company is paying me for to the fullest of my abilities neither was I free to express myself to my authentic calling. I was not living authentically and not according to my values and was becoming a cheat. â€Å"Man lives by ideals and values. Human existence is not authentic unless it is lived in terms of self-transcendence† (Frankl 1998:52). During this period my brother died of cancer at the relatively young age of 61 and my father passed away at the age of 93. The passing away of my father was in itself not a traumatic experience for me and by all accounts, not for him.As a Springbok track athlete he often referred to himself as â€Å"having run his last lap† and being ready to pass on. â€Å"For me the bell of the last lap has tolled. I am ready to die†, he often would t ell me. Maybe the death of my brother and father in the space of this time reminded me of the transitoriness of life. I was becoming acutely aware of the wealth in health and how important it is to do what my heart was telling me. I was increasingly questioning myself on what am I still doing here in a crude rendition of a Socratic dialogue.Confronting myself with questions like: * What is the worst that could happen? * Is this it? * Although I am successful, where to from here? * What advice will some of my mentors give me? * What if I was to get terminally ill – will I regret not having made the decision to leave? * But the most powerful question was a promise I made myself about 20 years earlier in my life, when as a 16 year old school boy, I likened myself to David Livingstone, the explorer. And I was not living this dream! I too wanted to explore one day. And this dream was slipping away from me.During the month of December 2006, I made the decision to resign. The tensio n I felt was text book existential vacuum but I had no idea and very little understanding on how to deal with it. although I was thinking about resigning constantly I am not sure exactly what made me do it that time and at the moment I did. A financial bonus had some effect on the timing of my public announcement but the final internal trigger escapes me. All I recall is one day standing alone in an office looking at the blue sky outside and thinking â€Å"there’s a sun shining outside, but not in here where I am! maybe this realization was final confirmation for me to get off my backside and step into the sun. This dynamic tension I experienced at the time can be graphically illustrated as follows: Consequences and possible outcomes of in-authentic actions What I want or must (selfish desire, conformism or totalitarianism) Dynamic tension within my conscience to do the right thing. The voice of reason with me which will guide me towards meaning. Consequences and possible ou tcomes of authentic right action Where am I nowWhat I ought (right action) Consequences of being responsible (and of being irresponsible) was particularly high on my agenda during this time. The consequences of staying in my current job felt to me like a bad compromise. I would have been untrue to myself, my company and my family by hanging around any longer. I felt torn between being responsible to a deep-felt desire to seek out a more purposeful life of meaning vs perpetuating lucrative mediocrity. Once the decision was taken and announced, I felt liberated, free and terribly alone.What I had to do here, is to look beyond my immediate circumstances to what might be. I had a dream and had to make some pretty uncomfortable decisions in order to get myself out of the headspace I was stuck in. Self transcendence, knowing that there is more waiting for me to be discovered covered my thinking. It was clear to me that the work has only just begun. As clear as I was that it’s time to go, as unclear was I on where to. It took me quite some time to get used to my new status as a free agent and many times felt anxious by my scope of free action.Too many choices and a deliberate action to seek out something new and meaningful lead me in many interesting directions – not all of them meaningful. Finally after almost 18 months of searching did I find a new rhythm and sense of energy. Like a snowball it gained momentum and with it, clarity of what I find meaningful as a vocation – helping people discover meaning in their own lives. My search for a new career had lead me to â€Å"adventure coaching† or what I would like to term â€Å"experiential logotherapy†. I have managed to manifest a ombination of two personal passions – physical adventure and helping people discover something unique about themselves best described by the personal development journeys to the slums of India and Everest Base Camp. This has become the signature pie ces of my new career – taking people on adventurous journeys mixing physical experience with contemplating matters of the mind and connecting to a deeper self. The EBC journey will be the subject of my research workshop and I will present more detail on this experience later in the year.Teaching in a Delhi slum school – I took people on a personal development journey in October 2011. At the moment I apply myself in 4 areas: Corporate Talent Management (businesses in Sandton) , Individual counseling and coaching (various types of people), Adventure coaching (journeys to India and Nepal) and Empowerment coaching (coaching disadvantaged black school kids). My empowerment coaching initiative is worth a mention. I do this at a school in Dobsonville, Soweto and this came about as follows: In 2010 I decided to climb Aconcagua in South America – the highest mountain in the world outside the Himalayas.I had taken the decision to do this expedition on my own, but was look ing for a cause that could benefit and hope to turn it into a fundraising campaign. A friend of mine was involved with a corporate social responsibility initiative called â€Å"one school at a time† and this fitted perfectly. He had identified Forte High school in Dobsonville as the first beneficiary of this CSI program and we turned my Aconcagua expedition into a fundraising campaign for the school. We managed to raise R530,000 through corporate contacts I had and the expedition was a huge success in financial terms.The climb itself was the hardest thing I’ve ever done and the lows I reached and internal change I experienced is food for another essay! Suffice to say I didn’t make it to the top as we were caught in a constant snow storm for 5 days at an altitude of 5,600m. Stuck for 5 days in a high altitude camp weakened us severely and when our food eventually ran out we pulled the plug and headed home. Some big logotherapy experiences! However, when I got bac k to SA I decided to do more at the school and offered to start group coaching conversations with some of the kids.Since then I have been working with groups of grade 10 and 11 kids facilitating structured conversations about whatever they choose to talk about – topics include confidence, fear, reaching dreams, relationships and doing picture dream boards. I am slowly working logotherapy into the conversations and the kids love it! Fundraising campaign in Johannesburg in October 2010 and carrying the flag on Aconcagua, South America (I’m on the right). In July this year, I will be taking a group of 15 high school kids to Dharamsala, India where the Dalai Lama lives, to â€Å"teach English to Tibetan monks†.This is part of their personal development program and aims to awaken gratitude, patience, understanding and strong sense of purpose with participants. We will go for 8 days and I am coordinating this journey directly with the office of the Tibetan People in C enturion. Responsibility is something I am acutely aware of. However, in the past couple of years I have become consciously aware of my responsibility to â€Å"be more† and not merely to â€Å"provide†. Life has so much to offer and if I can overcome my own self limiting beliefs and connect to my inner source of energy, I will be more.To make a difference and be of value are my governing intentions and I am constantly aware of the effort it takes to be authentic and responsible to the life that has been given to me. The opportunities and potentialities I encounter persistently remind me of what could be and pulls me towards living meaningfully. I am dependent on my own conscience and my faith in life, that meaning is all around me. I am also aware of the tasks and challenges life presents to me and believe that it is up to me to make it happen – not anyone else. Reference list: 1. Shantall, T 2002.Life’s meaning in the face of suffering. Testimonies of ho locaust survivors. Hebrew University Magnes Press. ISBN 965-493-142-7. 2. Frankl, V E 1988. The Will to Meaning. Foundations and Applications of Logotherapy. Expanded edition. First Meridian Printing. 3. Frankl, V E 2000. Man’s search for ultimate meaning. Perseus Publishing. ISBN-13: 978-0-7382-0354-6. 4. Graber, A V 2004. Victor Frankl’s Logotherapy: Method of Choice in Ecumenical Pastoral Psychotherapy. Wyndham Hall Press. ISBN 1-55605-364-9. 5. Lukas, E 1998. Logotherapy Textbook: Meaning centered Psychotherapy. Liberty Press. ISBN 0-9686496-1-0.