My Strengths And Weaknesses Of Leadership - 1688 Words

There are many forms and styles of leadership. There are leaders in schools, churches, homes, and leaders in communities. There are even sometimes leaders within a friend group. Leaders are unique because of the qualities they possess. The course Black Women Developing Public Leadership Skill is a great course to help prepare any young black woman for a bright future as a leader. As a result of the course I have been able to view leadership in different ways than I have before. I have learned that every leader has their own strengths and weaknesses. Often times leaders receive praise and are looked up to for everything that they are good at doing. People usually forget or ignore weaknesses in a leader until the leader lets its audience down. I have learned my strengths and my weaknesses as a leader. I have learned that some of my strengths during public speaking are being confident, relaxed, and being able to articulate my points very well. I learned that my weakness was not including as much detail as I could have. During the rest of this course and in the future I plan to make a conscious effort to make sure that I not only provide details, but that I make sure that I provide enough details for other people to understand all that I am saying or doing when I am being a leader. Now that I am fully aware of my strengths and weaknesses I can practice them and grow throughout the duration of the course The dictionary defines leadership as a critical management skill; it is theShow MoreRelatedMy Leadership Strengths And Weaknesses857 Words   |  4 Pagesbe conscious of his or her own strengths and weaknesses in order for intellectual growth to occur. Hence, the purpose of this disquisition is to discuss and analyze my own leadership strengths and weaknesses that were brought forth by various self-assessment questionnaires. I completed three questionnaires with the purpose of becoming more familiarized with the type of coach I am. The questionnaires included a Leadership Scale for Sports (LSS), a Team Leadership Self-Evaluation Assessment, andRead MoreMy Leadership Strengths And Weaknesses1982 Words   |  8 Pageslook solely at the strengths of those leaders. Not only do these leaders appear to be perfect sometimes, they also make it look easy. In reality, all effective leaders, even the ones we believe can do no wrong, have weaknesses. The greatest amongst those leaders are capable of acknowledging their weaknesses in addition to their strengths. By distinguishing your strengths and weaknesses as a leader, you can modify your approach in a way that allows you to reinforce your strengths and further developRead MoreStrengths And Weaknesses Of My Leadership Skills1089 Words   |  5 Pagespropose strengths and weaknesses in my leadership skills, by reviewing two assessment tools to detail the results . I will then present the survey results used in the appendix. Survey one: The first leadership activity titled leadership self-assessment activity, I scored eighty seven. A score of fifty or higher indicates a desire to become a leader and perceived ability to perform the tasks of a required leader (Clark. 2010, p. 3). This particular tool helped me determine the strong features in my leadershipRead MoreMy Strengths And Weaknesses Of Leadership Skills1333 Words   |  6 Pagespeople you may not know it but you are demonstrating group leadership skills. These leadership skills have a large range of things you may have to master. Some of these skills well be strengths and some well be weaknesses showing what type of leader you could be in a group. Because of this I am going to go over three of my strengths that I have identified with over time, and three weaknesses that I have identified with over time. My strengths that I want to talk about are becoming aware of your ownRead MoreMy Strengths And Weaknesses Of My Leadership Style1029 Words   |  5 Pages module has helped to demonstrate the areas of strengths and weaknesses in my leadership style. I plan on improving my weaknesses and sharing my strengths with others. I have noticed a trend in all of the modules that I do not stop and try to process information. I try to innovate and insist on solutions for a quick fix. This can make me unapproachable for my subordinates because I am ready to implement a solution as soon as I hear of a problem. My peers can also feel as if I am being pushy whenRead MoreThe Importance Of Leadership By Reflecting On My Own Strengths And Weaknesses1787 Words   |  8 Pages The qualities of leadership have†¦ To grow these qualities, it is important for individuals to possess awareness of their strengths and areas ready for further development. This essay will examine the nature of leadership by reflecting on my own strengths and weaknesses. A discussion of the key concepts of leadership and the role these concepts have in organisations will aim to provide insights into those leadership attributes that such organisations value. Consideration of my capacity to work withRead MoreLeadership Qualities Of A Leader1375 Words   |  6 PagesIntroduction Leadership, as u can easily know the meaning from the word. It is basically a process where a person influences others to ensure that they reach their goals, directs the organization towards success. However, it also depends on how effective the leader is and on the followers’ interests. It can basically be termed as teamwork, where an individual (a leader) influences a group of people to make sure that they achieve the goal. I did the assessment of myself from Keirsey personality temperamentRead MoreLeadership Styles And Strengths And Weaknesses994 Words   |  4 Pagestheir strengths and weaknesses to develop into better leaders. In the military, we are constantly evaluated on a myriad of attributes and critiqued on how we can grow into better leaders. However, analyzing ones leadership strengths and weaknesses is one of the most arduous tasks that I have been assigned in some time. To become the type of leader ones aspires to be takes constant reflection, critiquing, and bruised egos. In the paragraphs that follow, I will attempt to dissect my leadership styleRead MoreStrengths And Weaknesses Of Leadership773 Words   |  4 Pages Leadership involves facets from several different areas of skill. The combination of these traits in an individual allows one to be influential on a group in a positive way. Leadership comes in varying types and styles, no one being more right than the other. Knowing the basics of how to collaborate with and develop your group and how to integrate your style will determine how successful you will be. Throughout SLC, I’ve gained a basis of the common types of leadership, which will lead to betterRead MoreLeadership Development Plan Essay1451 Words   |  6 PagesRunning head: LEADERSHIP DEVELOPMENT PLAN Leadership Development Plan Marcus N.T. Smith University of Phoenix LDR 711- Leadership Theory and Practice Dr. Jane Armstrong One of the most important aspects of leadership is self-knowledge and particularly awareness of your priorities and values. As a leader it is imperative to improve your leadership ability on an everyday basis.

ISSUES IN GLOBAL LEGAL EDUCATION - Free Essay Example

Sample details Pages: 11 Words: 3345 Downloads: 3 Date added: 2017/06/26 Category Education Essay Type Argumentative essay Did you like this example? CLINICAL LEGAL EDUCATION: A PROBABLE SOLUTION TO ISSUES IN GLOBAL LEGAL EDUCATION à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦the rigid demarcation between the à ¢Ã¢â€š ¬Ã‹Å"academicà ¢Ã¢â€š ¬Ã¢â€ž ¢ and vocationalà ¢Ã¢â€š ¬Ã¢â€ž ¢ stages needs to disappear; what is required is a new partnership between the universities and the professional bodies at all stages of legal education and training.à ¢Ã¢â€š ¬Ã‚  (ACLEC, 1996) Introduction Education is not simply about training an inquiring and empirical mind. It is not solely about producing that, which can rehearse, disassemble and analyse the most recondite fact. To do that is valuable but there must be training of intelligence that is at the same time, a training of sensibility, a discipline of thought which is also discipline in scrupulous sensitiveness of response. Don’t waste time! Our writers will create an original "ISSUES IN GLOBAL LEGAL EDUCATION" essay for you Create order To meet the demands of education and especially of legal education, endeavours should be made to bridge the gap between theory and practice, which might prove to be vital to provide a remedy for other problems in the educational curriculum. Towards this objective, various Bar Associations and Universities are setting up legal clinics. The object of this paper, thus, is just not to explore the extent to which the Langdellian revolution[1] has isolated legal education from the practicing Bar (as some academicians would argue), but to forward the concept of legal clinics to deal with the problems which the current legal education suffers. The legal sphere suffers massively from the problems with vocational, ethical, technical and cultural dimensions. It is pertinent that newer and innovative methods are sought to solve these problems, which make the condition of the profession deplorable. It is proposed in this paper that clinical legal education if properly channelled may go to grea t lengths to make the legal education free from the vices which have crept in. Global Legal Problems: The global legal education is fraught with several problems, be it cultural, vocational, technical or ethical. Each one of it has the capacity to jettison the future aspirations of the current legal education. The most important issue is the diversity in cultural climate. In the latter fifty years of the 20th century, notions of an ideal that were fundamental to an older ideal of law have declined. à ¢Ã¢â€š ¬Ã…“To suggest today that a professional class should represent an ideal of manners and aesthetics in which, most important for the law, fair play and civility are signal virtues, and the à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ is distinct from the à ¢Ã¢â€š ¬Ã‹Å"winà ¢Ã¢â€š ¬Ã¢â€ž ¢ or the à ¢Ã¢â€š ¬Ã‹Å"profità ¢Ã¢â€š ¬Ã¢â€ž ¢ is to open oneself to changes both of both elitism and of naivetÃÆ' ©.[2]à ¢Ã¢â€š ¬Ã‚  The professional is now seen as interested more in the self that in the client and more interested in the clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ return for more business than that some notion of justice or any other goal be served. The degradation has, perhaps, sped the cultural inflation of the nature of credentials, so that the ordinary phenomenon that the cachet of credential will always devalue has been accelerated. New cultural elite have arisen based on fame and salary, which may be more democratic than the old cultural system of elite based on manners and money, but which has had the effect of diminishing the significance of the profession, even at a time when they are more universally accessible for membership than ever before.[3] Thus, the idea that a lawyer should have a particular manner and reflect a particular ideal of behavior or virtue is no longer current and the idea that the legal system should ensure such personality in its graduates is in decline. The role of legal education has changed drastically. Young graduate s are more and more using law as a finishing school and moving away from active practice to alternate careers as in publishing, arts, agriculture, management and host of other spheres. Thus, while the preparation of new lawyers remains a defining element of legal education the product of such a change is decline in undergraduate education. Another significant change is in the attitude of the young generation. The product of the television based, consumer society, the majority of the students have come to expect that education should be entertaining, risk- free and easily accomplished. Students have become purchasers of education, willing to buy only the minimum necessary and resisting the purchase of expensive additions to the product the students initially desired. The commodification of education[4] has in turn led to the schools in lessening the standards of both the admissions and performance. There also remains a challenge to make the lawyers à ¢Ã¢â€š ¬Ã‹Å"goodà ¢Ã¢â€š ¬Ã¢â€ž ¢. One of the most difficult tasks of the law teacher is to find out when the students are to be introduced to handling of ethical conflicts.[5] The present teaching of law, despite increasing contact between legal scholarship and ancillary disciplines, remains largely unaffected by other branches of normative sciences. Like ethical and moral philosophy because of the enduring dominance of positivist legal science within majority of law schools.[6] The law students seem more pre- occupied than ever before with the acquisition of grades, knowledge, know- how and skills determining their entry into legal service industry, thus, their self- notions of justice are getting tarnished. There is a belief that the current structure of legal education (mostly based on the innovations made by C.C. Langdell[7] does not sufficiently integrate theory and practice. This is because of several factors; a few being the gap between the doctrinal/ rules oriented Socratic method and realities of the legal profession has grown in recent years. Tied to this has been the growing dissatisfaction of many practicing lawyers with the product of traditional legal education. Unfortunately, when most law students graduate they are not ready to practice law but instead only ready to begin to learn to practice law through the apprenticeship that they will experience as associates. Thus, it can be said that the law schools have become increasingly alienated from the practicing Bar. Another issue, which permeates in the discussion in the legal circles, is the hiatus between law and technology. With the swift development in technology, especially information technology and cyber law, law finds hard to moulds itself at the same pace. To the cannons of common law intact with such rapid changes, the interpretations to them also need to be changed expeditiously. Clinical Legal Education: A Brief Overview Clinical legal education may be simply described as learning through applicat ion, practice and reflection. It is quite different from the traditional legal education. The lecture- seminar method so common in the education of the law students does not meet the clinical demands, however they are vital as they render vital information being predominantly content and assessment led. Types of Legal Clinics Legal clinics may be divided into three types[8], (a) in- house real client clinics, (b) out- house real client (real world) clinics, (c) simulation clinics. The aims and objective of each are in principle the same- the exposure of law students to law in practice setting and to do analysis, management and process of the problems arising. The in house real client clinics In this model the clinic is based in the law school (hence in- house) and the unit is offered, monitored and controlled in house too. The clients are real with actual problems requiring actual solutions (hence real client[9]). The client base may be selected from the public at large or from a section of the public, for example, staff or students at the institution or through specific referral from other agency (for example law centres, or local solicitors) The service might be advice only or advice and assistance. Clients may be interviewed, advised orally and/ or in writing, and helped with the preparation of their cases. The word à ¢Ã¢â€š ¬Ã‹Å"caseà ¢Ã¢â€š ¬Ã¢â€ž ¢ is not strictly used to mean disputes. Clients may, for example, want to draft a will or discuss a new partnership. This help may take the form of the clinic corresponding with opponents, third parties, their lawyers, insurance companies and the courts. The clinic may offer representation either in a specialist area (like, before an industrial tribunal) or more generally. The clinic may operate as paralegal services (which means that there are no solicitors involved and hence no need to adhere to the Law societyà ¢Ã¢â€š ¬Ã¢â€ž ¢s Codes) or a fully-fledged solicitorà ¢Ã¢â€š ¬Ã¢â€ž ¢s practice . The out- house clinic An attractive alternative or addition to the in-house real-client clinic is a clinic that involves students in existing legal work outside the college or university. Those responsible for running such units effectively tap into existing services. These may be found in private legal practise, local and national governments, private and nationalised industries, and the voluntary sector. Again the format is varied. The clinic is à ¢Ã¢â€š ¬Ã‹Å"real-clientà ¢Ã¢â€š ¬Ã¢â€ž ¢ in the sense that it involves real individual clients and their problems. It is the real world input, coupled with clearly worked out leaning objectives that can turn this into a meaningful learning experience becomes little more than an unstructured observation of someone elseà ¢Ã¢â€š ¬Ã¢â€ž ¢s practice. The clinic may operate on the basis of advice giving only, or it may offer representation as well. Students can, for example, take an option to work with free representation unit. S uch agencies are run by trade union councils and other non-statutory bodies. The clinic might also take the form of placement, short or long term, in, say solicitorsà ¢Ã¢â€š ¬Ã¢â€ž ¢ office or barristersà ¢Ã¢â€š ¬Ã¢â€ž ¢ chambers. The principal difficulty in this approach lies in the supervision and monitoring of the clinic. All supervision in the clinical wok is time-consuming and challenging. Simulation clinic This clinic recreates selected elements of the problems, practice and procedures otherwise found in a variety of real-client work. This may be done in number of ways. Cases can be acted out in their entirety, from the taking of initial instructions to a negotiated settlements or Court hearing. Such sessions can be run as intensive courses (where the concentrated efforts tends to make the exercise increasingly real in the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ minds) or spread through all or part of the academic year in weekly slots. Parts of a case might be examined in greate r details that at hat of others, e.g., making a bail application in the criminal procedure or drafting pleadings in a civil action. Particular skills can be concentrated on (e.g., legal research, interviewing or advocacy); using staff, students or professional actors to enable role-play to take place. This type of clinical legal education has several advantages. The risks and unpredictability of the real-client work are removed. The process can be regulated to suit the purpose. The same materials can be run and rerun. The cost of offering a stimulation clinic may be substantially real clinic may be less than real client variety in terms of the intensity of the supervision and the need of clerical support. There is not the same requirement in terms of premises and equipment. The staff and students do not carry the same degree of professional responsibility. Simulation can work well in conjunction with a real client clinic using the real cases as material for reproduction. The drawbac ks are that it is hard to craft exercises and administer the simulation, e.g., finding witnesses or expert opinion and also that simulation has less of the cutting edge feel which is found in the real client experience. Contribution to the objectives of under-graduate legal education It is agreed that if the purpose of clinical techniques were purely to develop technical abilities to become a lawyer, it would not be an appropriate part of the law degree. However, there are some vital contributions that cannot be overlooked: It can provide experience of the most important context of all: how the law actually impacts on the lives of the common people. It can encourage students to reflect critically on what their lecturers tell them. It can challenge the inherent elitism of a course of study based on appellate cases and under complete control of the lecturers by introducing cases at the stage at which they affect ordinary people and providing an outlet for different experience and different perspective. It can bring into focus the ethical dilemmas, which underlie legal decision-making at all levels. It can develop the research, analytical and communication skills which are essential for an effective education. It can help people both to work more effectively with others and to develop independence and self-reliance. Clinical Legal Education as a Solution to Global Legal Issues This section postulates that clinical education would prove to be an effective tool to cure the vices crept in legal field and educational curriculum, mentioned in Part II of this paper. Work in moral developments in other fields suggests that changes in moral judgement are triggered by à ¢Ã¢â€š ¬Ã‹Å"crisisà ¢Ã¢â€š ¬Ã¢â€ž ¢ situations which force you to consider your beliefs.[10] This is precisely the valuable function that clinical experiences can provide, when one, as a student or lecturer, is faced (either in a simulation, or when working with real clients) with uncomfortable choices. Such experiences thus achieve more than making moral dilemmas concrete. They may also provide a focus for a critical view of the legal system, the expectations of practice within it and the laws, which it applies. They may also provide the à ¢Ã¢â€š ¬Ã‹Å"crisisà ¢Ã¢â€š ¬Ã¢â€ž ¢ which can simulate serious reflection on your own m oral judgement.[11] The learning of the professional codes per seven can be best left to vocational stage of legal education. The objective is not to achieve a uniformity of approach to ethical problems but to develop in students an awareness of the ethical elements to legal decision making and to encourage ethical behaviour. Some might adopt a particular position (for e.g., maximising client autonomy) which will inform all their decisions. Others might adopt a more pragmatic approach, recognising a variety of principles as potentially relevant and taking the view that the balance between them should be a function of the particular facts and the circumstances of the case. Julian Webb, in his article[12], argues for a three- stage development. He proposes a first- year foundation course, which explores as part of its remit the ethics of the legal system. This would be followed by a second year legal profession and ethics course, which would combine discussions of how to conduct re al cases. Students undergoing such a course will be exposed to the ethical issues arising from legal systems, law itself and its practice. They will be encouraged to reflect on the material they are working with elsewhere upon their degree from an ethics perspective. Experiencing real and realistic situations is the best way for students to deepen their understanding of the law and to acquire competence in its practice. Competence is an ethical duty. It is pointless to sound ethical standards if one is incapable of achieving the goals suggested. Clinical methods contribute both to your critical understanding of ethical issues, and your ability to put that understanding into effect in an ethical and effective practice.[13] Clinical education brings the students closer to the learning process. It emphasises on à ¢Ã¢â€š ¬Ã‹Å"student- centred educationà ¢Ã¢â€š ¬Ã¢â€ž ¢ rather on a à ¢Ã¢â€š ¬Ã‹Å"teacher- basedà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning. It is the student who actively finds lear ning and not the teacher putting the learning in to the passive student. The curiosity of a student dies when the teacher thrusts his knowledge upon them. It is generally observed that a third year student seldom asks question in comparison to a first year one! Graham Gibbs[14] describes education as what is left when the facts are forgotten (emphasis supplied). What one actually knows, matters little. How one finds, uses and assimilates knowledge is important. How what we learn changes us as a person is far more pertinent than any text. Clinical education provides a student with an urge of intellectual enquiry, which is so profound that the student is bound to get affected by it. It leads to self- analysis and self- contemplation, which is the underlying objective of education. This kind of vocational training provides the student with a rigorous schedule, which is suitable and thus, a wet stone to sharpen not only their skills but also their intellect. Vocational education a lso ensures that education is not treated as a mere commodity, which is bought as much as necessary. The students feel responsible and proud of the work they do, thus they start respecting their own work and work done by others. Thus, they come to know the value of the work and thus the true value of education which cannot be bought and sold. Such massive interaction with practising lawyers also makes them to be abreast with the latest technologies prevalent in the profession. Clinical legal education is a bridge, which connects theory to practice. What is learnt through books is easily forgettable as it is seldom applied, but what is learnt through experience can never be forgotten so easily. Thus, clinical education strikes a balance between the students need to be catered with both, the conceptual and the practical aspects of law. Conclusion It is submitted that the concept of legal clinics has yet not been properly concretised, if shaped somewhere, then, it is yet no t properly exploited, explored and utilised. Legal clinics, like a medical clinic has the potential to upgrade the standard of the law students and instill them with more confidence and enthusiasm for the subject. It also gives the student, specially the undergraduate ones, a critical eye over the field and thus makes him aware of the challenges ahead. However, the idea needs to get more organised as it suffers from certain problems. Any discussion of clinical education would be incomplete without a consideration of recourse implication. Thus, the first and the most important problem is of finding and securing resources. A second question regarding clinical education is how do we do the assessment part of the learning? Assessment in a form other than examination or essay assignment can be labour intensive. It is sometimes difficult to ensure that all students, especially in real- client work, are exposed to some quality of material on which they are to be assessed. An assessor ma y also fall prey to unconscious discrimination towards the student he enjoys to work with. However, it is submitted that if the virtues of the clinic are as claimed- an enhanced student centred learning experience which complements the study on the rest of the course- the resources given must be weighed in terms of its overall educational outcome. It other words, the clinic may cost more than other units on a programme, but it may produce more in terms of the quality and even quantity of education that results. The legal clinic is not only to stay but also has an important role fill in the education of lawyers. This has been already acknowledged in UK as the Lord Chancellorà ¢Ã¢â€š ¬Ã¢â€ž ¢s Advisory Committee shows. The establishment of CLEO has been a vital step towards the acceptance of clinic methods. Rest of the legal world should soon follow the footsteps of UK. [1] After Mr. C.C. Langdell. Appointed dean of the Harvard law school in 1870, helped to create the modern paradigm of legal education. He was instrumental in establishing the use of case books and Socratic Method at Harvard. [2] Sheppard, Steve, à ¢Ã¢â€š ¬Ã…“The History of Legal Education in the United Statesà ¢Ã¢â€š ¬Ã‚  , Salem Press Inc., 1999, at p. 1 [3] ibid [4] emphasis supplied [5] Kim Economides, à ¢Ã¢â€š ¬Ã…“Legal Ethics- Three Challenges for the Next Milleniumà ¢Ã¢â€š ¬Ã‚ , 1999 [6] P.A. Thomas (ed.), à ¢Ã¢â€š ¬Ã…“Legal Frontiersà ¢Ã¢â€š ¬Ã‚  Albershot, Dartmouth Publishing , 1997 [7] Supra at Note 2 [8] Brayne, H, Duncan, N and Grimes, R, à ¢Ã¢â€š ¬Ã…“Clinical Legal Education: Active Learning in your Law Schoolà ¢Ã¢â€š ¬Ã‚  1st Edn., (1998), Blackstone Press Limited, at p. 12 [9] Sometimes also referred to a Live Client, however, increasingly becoming uncommon, as there is no antonym of it which can be used. [10] F. Osle r and A. Schufli: à ¢Ã¢â€š ¬Ã…“The this line phenomenon: helping bank trainees from a social and moral identityà ¢Ã¢â€š ¬Ã‚ , in G. Lind, H.A. Hartmann and R.Wakenhurst (eds.), à ¢Ã¢â€š ¬Ã…“ Moral Development and the Social Environmentà ¢Ã¢â€š ¬Ã‚  (Chicago: precedent pub. 1985), p. 150, at p.166 [11] Brayne, H, Duncan, N and Grimes, R, à ¢Ã¢â€š ¬Ã…“Clinical Legal Education: Active Learning in your Law Schoolà ¢Ã¢â€š ¬Ã‚  1st Edn., (1998), Blackstone Press Limited, at p. 209 [12] J. Webb, à ¢Ã¢â€š ¬Ã…“Inventing the Good: A Prospectus for Clinical Education and the Teaching of Legal Ethics in Englandà ¢Ã¢â€š ¬Ã‚ , (1996), 30 Law Teach 270 [13] Ibid at p. 231 [14] G. Gibbs, à ¢Ã¢â€š ¬Ã…“Twenty Terrible Reasons for Lecturingà ¢Ã¢â€š ¬Ã‚  , (Oxford Centre for staff Development)

The Importance of Madness as a Theme in Twelfth Night by...

The Importance of Madness as a Theme in Twelfth Night by William Shakespeare Madness is a very important theme that is present in the whole course of the play Twelfth Night. Firstly, we have Malvolio almost turning mad because of the cruel joke the other servants play on him. They make him think he is mad and they also make Olivia think he is mad because of the funny way in which he is acting. There is also the theme of mad love. Some examples of this are Orsino being madly in love with Olivia, Olivia being madly in love with Cesario/Viola and Viola falling madly in love with Orsino. This mad love makes Orsino mad from â€Å"a savage jealousy† when he realises Olivia’s love for Cesario/Viola. Another†¦show more content†¦Love and loving madly are quite important in Twelfth Night. The audience can see various examples of being madly in love throughout the play. Orsino’s â€Å"unconditional† love for Olivia is one of them. He claims to have his â€Å"desires like fell and cruel hounds† pursue him ever since he firs t saw her. He sends Cesario to â€Å"unfold the passion of [his] love† and â€Å"surprise her with discourse of [his] dear faith†. However, his love turns into â€Å"a savage jealousy† and mad anger and reaches a point where he says â€Å"I’ll sacrifice the lamb that I do love, to spite a raven’s heart within a dove† as he realises Olivia is in love with Cesario/Viola. This is another example of being madly in love. Olivia falls desperately in love with Cesario/Viola reaching a point where she declares â€Å"nor wit nor reason can my passion hide† which is quite an expression of mad love and even admits it is â€Å"a most extraordinary frenzy†. She becomes desperate for a hint of love from Cesario/Viola when she declares her love for him but he keeps on rejecting her as he is in love with Orsino. Viola’s love for Orsino is also a very strong love that touches madness. She â€Å"most jocund, apt and willingly,† to please Orsino â€Å"a thousand deaths would die† which shows how intense and maddening her love for himShow MoreRelatedThe Limitations Of Frye s Green World 1729 Words   |  7 PagesWhat are the limitations of Frye’s ‘Green World’ model as applied to ‘Twelfth Night’ by William Shakespeare? Twelfth Night was thought to be written in 1600-1. The play – known for adhering to a genre of romantic comedy by utilising pathos combined with humour – is listed under comedies in the First Folio of 1623 with another of Shakespeare’s works As You Like It. Twelfth Night adheres to Frye’s theory to some extent. The old world, one of repression, is conveyed through the puritanical beliefs ofRead MoreTwelfth Night- Literature Cape Unit !7125 Words   |  29 PagesTwelfth Night Criticism William Shakespeare and The Twelfth Night Known for his tragedies, comedies, sonnets and love stories, William Shakespeare is argued to be one of the best writers of his time. Throughout his plays, including The Twelfth Night, he uses disguise and deceit to fool the other characters to benefit another. Shakespeare was born in April of 1564 in the town Stratford-upon-Avon. Although the exact date of his birth is not known, historians traditionally celebrate it on the 23rdRead MoreThe Dramatic Importance of Act 1 Scenes 1 and 2 of William Shakespeares Twelfth Night4384 Words   |  18 PagesThe Dramatic Importance of Act 1 Scenes 1 and 2 of William Shakespeares Twelfth Night The title Twelfth Night seems to suggest that Shakespeare, who wrote the play around 1602, wanted it to be performed on the twelfth day after Christmas; the festival of the Epiphany. This day formally marked the end of the Christmas season, which at the time was celebrated as a special festival. In addition to eating, drinking and generally over indulging, the performance of plays wasRead MoreA Picatrix Miscellany52019 Words   |  209 PagesTrithemius in Book 2 of his notorious Steganographia (1500) and in his Antipalus Maleficiorum (c. 1500). One copy (British Library, Sloane manuscript 3679) passed down from Simon Forman (d. 1611) to Richard Napier (d. 1634) to Elias Ashmole (d. 1692) to William Lilly (d. 1681). E.M. Butler wrongly associates it with Gio. Peccatrix, (no doubt a pseudonym) who edited an Italian version of the Key of Solomon (British Library, Sloane manuscript 1307). Misled by some comments by Mathers and others, Dr. Butler

The Diversity Of A Multicultural Organization - 1224 Words

The multicultural organization Historically, diversity in the workplace was seen as an employment equity issues. As the years passed by, it all changed. The surge of globalization has needed the collaboration among people of different backgrounds and cultures. Nowadays, organizations are now creating a diverse workforce beyond just gender, race, ethnicity, and nationality. Many U.S. organizations are embracing women, ethnic minorities, and foreign-born employees more than ever before in history. Diversity calls for organizations to recognize individuals for themselves, regardless their designated groups. This paper will be focusing in three different parts of diversity in the workforce: type of organizations, the benefits cost, and measurements taken by CEOs to promote diversity. In today’s society, due to the great diversity, organizations should be multicultural to allow all members of different cultural backgrounds to contribute and achieve their full potential. According to Cox (1991), there three different types of organizations including monolithic, plural, and multicultural organization. The monolithic organization is demographically and culturally homogeneous. According to Cox, the most important fact about this type of organization is that there is minimal structural integration. For example, most Chinese companies are monolithic from a cultural and ethnic perspective. The majority of their workers are ethnically Han Chinese. However, from a gender perspectiveShow MoreRelatedPotential Problems When Using Multicultural Diverse Team in Global Organization994 Words   |  4 Pagesmust be overcome when using the multicultural diverse team in global organization? As for 2006 and above, there are many problems regarding multicultural diverse team in global organization. Ironically, Presidents and CEO of the organization are willing to talk about diversity when their managers do not have much confidence in implementing diversity workforce in an organization. Managers are afraid that they may fail in terms of productivity when multicultural diverse team is applied. TheRead MorePotential Problems When Using Multicultural Diverse Team in Global Organization984 Words   |  4 Pagesthat must be overcome when using the multicultural diverse team in global organization? As for 2006 and above, there are many problems regarding multicultural diverse team in global organization. Ironically, Presidents and CEO of the organization are willing to talk about diversity when their managers do not have much confidence in implementing diversity workforce in an organization. Managers are afraid that they may fail in terms of productivity when multicultural diverse team is applied. 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Notes on Religion Free Essays

Cremation is more important than burial in which religion? a. Buddhism b. chrlstlanltyc. We will write a custom essay sample on Notes on Religion or any similar topic only for you Order Now Hinduism d. Islamoc 2 The dominant branch of Islam is a. Druze b. Eastern Orthodox c. Shiited. Sunni00 3. From the Russian Revolution to the tall ot the communist government, what was the policy of the government towards religion? all churches were closed b, the old church was replaced by Eastern Orthodoxc. churches remained open but played a limited role d. youth were encouraged to attend so that the could be Indoctrinated Into 4. Animists believe that a, people should complete God’s creation of the Earthb. Inanimate objects and atural events have spirits c. people should make complete use of the Earth’s resources natural disasters are preventableO[7 5, The world’s largest ethnic religion is a. Buddhism b. Christianityc. Hinduism d. IslamC0 The world’s largest universalizing religion Is a, Buddhismb. Christianity c. Hinduism d, IslamC? 7. Which is not an ethnic Asian religion? a. Buddhism b. Confucianism c. Shintoism d. DaolsmL]L] 8. Lutheranism Is an example of a Christian branchb_ denomination c. religion d. sectnn 9. What policy did the British follow in India? a. they divided India into two countries they forced all of the Hindus to migrate c. hey turned the problem over to the united Nationsd. they encouraged the abolishment ot the caste system00 10. Worship in Hinduism is most likely to take place a, In a holy shrine b. as part ofa pilgrimage’c. at home d. In a pagodaClD 11, The belief in the existence of only one god is a. anlmlsm b. osmogonyc. monotheism d. solstlceoc 12 Roman Catholics are clustered In the LJ_S_ southwest primarily because of migration ofa. Roman Catholics from Latin America b. Roman Catholics from the northeast U. S. c. Roman Catholics trom Ireland d. Protestants to the northCC 13. Hinduism’s caste systema_ assigns everyone to a distinct class decrees the ilgrimages which should be taken c. is a substitute for the lack of a holy book d. identifies a family’s importa nt deities0C 14. A universalizing religion a. Is based on the physical characterlstlcs of a particular location on Earthb. appeals to people living In a wide variety of locations c. Is rarely transmitted through missionaries d. is intentionally developed to be a world religion0L] 15 What Is the holiest book In Hinduism? a. the Bible b. the Old Testament c. the Qurand. none of the above?0 16. The goal of the majority ot people living in Northern Ireland is toa. remain part ot the United Ireland d. Join the Irish Republican Army00 How to cite Notes on Religion, Papers

The Book Thief Analysis free essay sample

Takara Taylor July 18, 2009 AP Literature Essay The Book Thief Haunted By Symbols Through all of the irony and vivid coloring, The Book Thief is more easily understood after acquiring knowledge of reading literature with greater care and meticulousness. Applying chapters of How to Read Literature like a Professor can better enhance a reader’s awareness of hidden messages and symbols within certain works of literature. In Chapter Two, Foster explains how meals suggest a communion between all parties involved in it. Markus Zusak also uses meals and food to bring families together in The Book Thief. We will write a custom essay sample on The Book Thief Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Foster also explains, in Chapter Eleven, how violence in literature usually stands for more than just violence. In Chapter Two of How to Read Literature like a Professor, Thomas C. Foster says â€Å"whenever people eat or drink together, it’s communion† (8). Rosa Hubermann’s watery pea soup was a strong central point for most of the meals in The Book Thief. When Max arrives at the house on Himmel Street, Rosa feeds him some of her soup. This moment brings comfort and protection for the Hubermanns and the Jewish man. It is the start of Max’s temporary safety. When Liesel â€Å"steals† the stale cookies from the mayor’s house, readers feel the strange friendship between the mayor’s wife and Liesel. The cookies, along with the books, create a strong relationship between the women with two completely different worlds. Sometimes, it’s not only meals or foods that bring peace and communion. The first night that Liesel arrives on Himmel Street, Hans Hubermann introduces her to the art of rolling cigarettes. They sit against the wall in the bathroom and roll cigarettes all night and establish a father-daughter bond that Liesel had never experienced before. Violence in literature is very common. â€Å"Violence is one of the most personal and even intimate acts between human beings, but it can also be cultural and societal in its implications† (Foster 88). But perhaps even the most violent aspects of The Book Thief are not even acts of humans but of the reader’s mind. Zusak uses Death to narrate the novel. Death can be thought of as a very violent being and people often associate it with maliciousness. The animated coloring plays to a reader’s familiarity of certain colors and what they represent to create a more vehement image. In the chapter titled â€Å"Beside the Railway Line†, Death states that something is blinding white when Liesel’s brother dies. It could possibly be comparing the white snow with the cold of death. There is also repeated mention of the colors of Rudy’s hair and Hans’ eyes. Rudy’s hair is described as being â€Å"lemon yellow†. Humanity mostly affiliates the color yellow with happiness, memory, communication, youthfulness and carelessness. But in The Book Thief it is twisted into a grim style. In the novel, Rudy is very happy and he cherishes his youth. When he dies, Liesel remembers the kiss he kept asking for and the mean things she would say to him and it causes great pain for her. Death almost always explains the way a person is when it comes for them. He says that Hans’ silver eyes were open and that Hans’ came peacefully. Silver is often correlated with love and peace. Only because Liesel loved Hans so much, is that why the silver of his eyes are so very important. Death gives a tranquil atmosphere to the violence it concocts. Readers become comfortable with Death the idea of it and frequently miss the gesture of violence. Understanding great works of literature can be fairly difficult without the knowledge of analyzing them. How to Read Literature like a Professor helps a reader to obtain the proper ability for analytically breaking down novels and other works of literature. Applying chapters of How to Read Literature like a Professor aided in interpreting certain symbols and making sense of the significance of things presented in The Book Thief. Having applied chapters two and eleven from Foster’s How to Read Literature like a Professor to The Book Thief, I better understand the use of Rosa Hubermann’s pea soup and the implication of Death narrating the novel. It warms the reader up to the idea of death by familiarizing them and making them feel comfortable with Death. Death may be haunted by humans, but readers are certainly haunted by symbols.