Delta: Management and Candidates Essay

Supplementary Handbook for tutors and candidates Introduction to Delta Module Three English Language Teaching Management (ELTM) may be regarded as commercially sensitive. Candidates may wish to anonymise the name of the selected language teaching operation in order to preserve confidentiality. Module Three (ELTM) is an alternative to the standard Module Three within the Delta course. It specifically aims to develop candidates’ knowledge of, and competence in: Candidates are advised to narrow down their selected ELTM specialism in order to research a specific aspect in appropriate depth; for example. Staff development within HRM, or Introducing a new course within academic management. a chosen ELT management specialism methods of situation analysis design of change proposals implementation of change proposals Overview of requirements Candidates’ work should demonstrate a sound grasp of general ELT management principles and how these relate to the work of an LTO, and specific principles related to their chosen ELT management specialism, as well as key principles of strategic management, organisational improvement and change management. To achieve these aims, candidates need to: †¢ research a chosen ELT Management specialism †¢ understand and use appropriate methods of situation analysis for the chosen specialism in a specified language teaching operation (LTO) †¢ design a change proposal to overcome issues identified in the analysis †¢ design an implementation plan for their change proposal †¢ synthesise all their learning into a project which can be coherently presented to a third party. Having considered the general principles and implications of the ELTM specialism and chosen topic area, candidates should carry out an independent situation analysis of the chosen specialism leading to the design of a change proposal relating to the area. Candidates should show how their proposal reflects the findings of the situation analysis and should consider how they would subsequently implement the proposed change bearing in mind the principles of change management. The full syllabus can be downloaded at http://www. cambridgeesol. org/exams/teac hing-awards/delta-modular. html The project will be reported in the form of an Extended Assignment (4,000-4,500 words, excluding appendices) and includes 5 parts: Module Three (ELTM) is assessed via an extended written assignment. Part Part 1 1,200 Situation analysis and commentary 1,000 Part 3 Proposal and justification 1,200 Part 4 Implementation 900 Part 5 academic management human resource management (HRM) customer service marketing Introduction: Review and key issues Part 2 Candidates must select one of the following specialisms:Length Conclusion 200 4,500 Candidates who select to do ELTM as their specialism for the Delta Module Three need to have access to a language teaching operation (LTO) e. g. a language school or institution. They also need to consider how they will have access to the data/information they will need in order to proceed with their proposal. For instance, if they are dealing with ‘Customer Service Management’, they will probably need to have access to customer feedback data, material which The total length may be between 4,000 and 4,500 words, but the proportion of words in each part should be approximately as indicated above, and must not exceed 4,500 in total. 1 Assignment outline and guidance for Candidates synthesised a number of different key sources, typically at least 5-6 in Part 1. †¢ Where two specialisms overlap, it is important that one specialism has the priority. So, for example, a candidate may choose Customer Service as a specialism and then design a proposal which includes some ideas related to Marketing. In this case Customer Service would be the specialism and this would be discussed in Part 1. †¢ See note on page 1 re advisability of narrowing down the selected ELTM specialism in order to research a specific aspect in appropriate depth. n? Part 1 Introduction Length: 1,200 words (plus or minus 10%) A brief rationale for choice of the ELTM specialism and review of the key issues. This will include a discriminating review of relevant literature and a consideration of general ELT management principles and how these relate to the work of an LTO, as well as specific principles related to their chosen ELT management specialism: academic management, human resource management, customer services or marketing). n? Part 2 Situation analysis and commentary Length: 1,000 words (plus or minus 10%) Guiding questions An explanation of how an aspect of the language teaching operation (LTO) was analysed, and how the results of this analysis were used to clarify the areas requiring attention in order to improve the current situation within the LTO. †¢ Why did you choose the ELTM option? Why did you choose this particular specialism? †¢ What theories and principles in the academic and professional ELT management literature have you found relevant, useful or  challenging? †¢ What ideas from observation and experience of LTOs have you drawn on? Guiding questions †¢ What is your educational context ? What are the main characteristics of the LTO, e. g. type of language teaching operation, size, purpose, local/national context etc.? †¢ How was the current situation analysed? What is the source of information? (e. g. was data collected by the LTO management or by yourself as part of your job? ) Why were these methods selected? (e. g. as part of institutional management routines, for compliance with accreditation requirements or as part of your own research? ) †¢ Who are the key stakeholders and what influence do they have? †¢ What were the results of the analysis of data? How did you use these results to clarify the focus of your proposal? Advice to candidates †¢ Candidates who choose this ELTM option should ideally have experience of working as an academic manager (such as programme manager, DoS/ADoS), or in a similar managerial role within an LTO. †¢ The context, background, problems, etc. of the specific LTO should not be discussed in Part 1. †¢ Candidates are expected to show understanding of the key issues related to ELTM and their chosen specialism using relevant terminology. †¢ Key issues should be critically discussed and supported with reference to reading and knowledge/experience gained from working in an LTO. †¢ It is recommended that candidates research their chosen specialism by doing relevant reading before planning/finalising Part 2 of the assignment. †¢ The review of the literature should go beyond simply finding one or two sources which describe the specialism, and should show that the candidate has read and Advice to candidates †¢ Candidates should briefly provide a reason for choosing this particular LTO, and give some brief information on their own role within it, if appropriate. †¢ Candidates need to provide a brief overview of the LTO but should avoid being overly descriptive. The purpose of Part 2 of the assignment is to analyse, not simply describe. 2 Guiding questions †¢ It is important that the analysis focuses in detail on a specific aspect of the working of the LTO in relation to the selected specialism rather than being a general analysis of the context. †¢ Candidates are expected to show awareness of principles of management data analysis (e. g. customer/stakeholder analysis). Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists  of factors. Candidates need to show how awareness of these principles has influenced their choice of situation analysis procedures. †¢ Candidates are expected to choose appropriate tools/instruments to conduct their analysis. It is important to show which instruments have been used and why, and to provide examples of all instruments used in the appendix. Where many different instruments have been used, it is important to provide a summary of these in the appendix, preferably in a chart format for readers’ ease of access. †¢ It is also important to demonstrate clearly how analysis of these instruments has been conducted. Analysis of the tools used should be detailed and clearly indicate how priorities for improvement have been arrived at. A clear summary of the analysis, possibly in chart format in the appendix, should be provided, so as to show how the results have been synthesised. †¢ Candidates may make use of data which has already been gathered by others (within the LTO for example), but they would need to analyse or, if already analysed, critique this data themselves. †¢ The results of the analysis need to be highlighted here in Part 2 in brief, and then used to identify key priorities for improvement which feed into designing the  change proposal in Part 3. †¢ What priorities have you identified from the above situation analysis for improving the current situation in your educational context (LTO)? †¢ In what ways is your proposed change based on, or influenced by, your reading of relevant literature related to strategic management and organisational improvement? †¢ What are the institutional and educational aims and objectives you hope to achieve? How will the proposal improve the current situation in your LTO? †¢ What is the content of the proposed change? What are the expected outcomes? How will the proposal work in practice? †¢ What institutional requirements or other constraints have you taken into account? Advice to candidates †¢ It is essential that the change proposal is clearly influenced by the situation analysis from Part 2 of the assignment. †¢ Candidates are expected to show awareness of principles of strategic management and organisational improvement. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to show how awareness of these principles has influenced the design of the change proposal. †¢ The change proposal needs to clearly state the problems which are to be addressed and the aims and objectives of each component of the proposal. It should involve one specific focus rather than a range of smaller initiatives. †¢ The change proposal needs to be realistic and should acknowledge relevant institutional constraints, where appropriate. †¢ While tables or charts may be used to summarise the change proposal, sufficient prose is required to expand details and provide explanations. †¢ It is important for candidates to discuss their proposal from a management perspective and to avoid being too descriptive about the details of the proposed change (i. e.  if the topic is Introducing a new course, the focus should be on how this contributes strategically to the LTO rather than on curriculum theory). Part 3 Proposal and justification Length 1,200 words (plus or minus 10%) Discussion of the content and structure of the proposed changes in relation to the key issues and principles discussed in Part 1 and the priorities for improvement identified in the analysis in Part 2. 3 n? Part 4 Implementation intended outcomes and change management principles rather than simply describing the process. The link between the implementation plan and the change proposal is paramount. †¢ The implementation plan needs to be realistic and should acknowledge relevant institutional constraints where appropriate. †¢ It is important that candidates include some indication of how they intend to evaluate the outcomes of their implementation plan. Length: 900 words (plus or minus 10%) An explanation of how the proposed change will be implemented and why (with reference to the relevant literature) accompanied by a detailed action plan/operational plan, showing how the change will be put into practice. Guiding questions †¢ What approach to implementation will be used and why? How has your reading of  change management, decision-making, and/or project management influenced your choice of approach? †¢ What will be the impact of the proposed change on different stakeholders, internal and external? †¢ How exactly do you propose to implement your proposed change? †¢ How will people and resources be managed during the change process? †¢ In what ways, if any, are your choices of implementation constrained institutionally and contextually? †¢ How will you evaluate the outcomes of the implementation? n? Part 5 Conclusion Length: 200 words maximum Consideration of how the proposal is linked to the key issues outlined in the introduction. Guiding questions †¢ How has your proposal applied the principles you discussed in Part 1? †¢ What do you expect to be the benefits for the LTO of your proposal? †¢ What do you consider to be some of the limitations of your proposal? Advice to candidates †¢ In this section, candidates should summarise how the proposal and accompanying implementation plan will achieve the objectives identified for the LTO. †¢ This should not simply be a reiteration of everything that has been said in the assignment. Some indication should be given of the expected benefits of the proposal to the LTO and some of its limitations. †¢ It is important that all the parts of the assignment are linked and build on one another. Reference to the points made in the introduction are appropriate in this concluding section. †¢ Failure to include a conclusion will lead to the candidate losing marks for presentation and organisation. Advice to candidates †¢ Candidates are expected to show awareness of principles of change management, decision-making and/or project management. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to relate these factors to their choice of  implementation approach. †¢ The main emphasis in Part 4 of this assignment should be on outlining what will be done to implement the change proposal and how this will achieve the intended outcome. Change management principles should be used to justify the choices made rather than discussing these per se. †¢ It is important that candidates show, through use of a detailed operational/action plan, what actions need to be undertaken when, how and by whom in order to implement the proposed change, and that it is clear how each action leads to an intended outcome. †¢ Candidates must provide a clear rationale for their implementation plan in terms of 4 n? Appendices advised to develop and make explicit their approach to the module. It may be that a whole group chooses the same specialism, e. g. Human Resource Management’, in which case the same input can be provided for all candidates. If a range of specialisms is chosen, then input may be given by tutors with some expertise in the topic area. The purpose of appendices is to provide both supporting evidence and explanatory materials to help the reader make sense of the assignment. Appendices to be attached to main body of assignment †¢ Situation analysis results †¢ Implementation plan  Candidates may wish to register at a centre and receive individual advice and support. In this case, they should advise centres of their specialism, ensure that the centre where they are registered is able to provide this for the ELTM option and check the centre’s arrangements for this provision. Appendices to be attached as a separate document †¢ A completed sample of all analyses used Advice to candidates †¢ The summaries of the situation analysis results and the implementation plan should be attached as appendices to the main body of the assignment (and labelled Appendix 1: Situation Analysis Results; Appendix 2 Implementation Plan). †¢ All other appendices, e. g. samples of analysis instruments and other relevant documentation should be submitted as a separate document. †¢ Appendices should be numbered and included in the contents pages. They should also state what they contain, e. g. Appendix 3: Situation Analysis Instruments; Appendix 4: Suggested Marketing Brochure, etc. †¢ Candidates are not required to include copies of all completed instruments from all participants in the data analysis, but they should include single completed samples. Similarly, candidates are expected to include samples of any relevant documents which  support the change proposal. For the ELTM Extended Assignment, candidates need to have a breadth and depth of knowledge and awareness of issues related to ELT Management. For this reason, it is important that candidates read widely before starting the assignment. Candidates should also read and be familiar with the key principles and issues in the following areas: †¢ †¢ †¢ †¢ management data analysis strategic management and organisational improvement change management project management n? Choice of topic for the assignment The focus of the assignment will be on ELT Management. It is the prerogative of the centre to  decide if they are able/willing to supervise this ELTM option. Candidates will also need to have access to an LTO and data relating to the area chosen as a focus for the assignment so that Parts 2-4 of the assignment can be completed. They will need to consider their own role within the LTO carefully before choosing this ELTM option and before deciding on the specific focus of their specialism. Candidates’ status within an LTO determines their access to information and, for candidates already in a management role, the scope of their responsibilities and limits to their authority. For instance, even someone at middle management  level, such as an academic manager, (e. g. Director of Studies (DoS)), may have little or no influence over organisational structure or HRM policies, while the language teaching operation (LTO) itself Guidance for tutors and candidates General advice Candidates are not required to follow a course to prepare for the Delta Module Three ELTM Extended Assignment. However, candidates who do receive support from their centres will benefit from having a structured approach to their preparation for this assignment. Such support may be in the form of a course, individual/group tutorials, or online packages, and may be provided in parallel with, or separately from, Delta Modules One and Two. Where the ELTM Extended Assignment is supervised as part of a course, each centre is 5 may be constrained by compliance with accreditation or legislative requirements. †¢ Candidates should ensure that the file size does not exceed 10MB. It is especially important that the file containing appendices is not too large as this may cause problems for online uploading and downloading of assignments. Candidates must choose from the list of four specialisms provided. If a candidate wishes to focus on a specialist area not included in the list, the centre may contact the Cambridge ESOL Helpdesk for advice: ESOLHelpdesk@CambridgeESOL. org †¢ Candidates are expected to proof their assignments for presentation and language errors. †¢ The title page should contain details of centre and candidate number, ELTM specialism and topic chosen and the word count. †¢ A contents page listing headings/sub-headings and including page numbers should be provided immediately after the cover page. †¢ Pages should be numbered by using the ‘insert page number’ function in Word. †¢ A running footer should be inserted with candidate name and assignment title. †¢ Headings should be used for sections in the body of the assignment. Sub-headings should be used where appropriate for sub-sections. †¢ The word limit is very important as it provides a form of standardisation for the assignment. Candidates should therefore plan their assignment to cover the criteria within the word limit. Assignments which exceed the word limit will be penalised during marking. Assignments more than 100 words over-length will be returned to candidates unmarked. The Suggested word limits for each section will help candidates organise themselves accordingly. Candidates should use the ‘word count’ function in ‘Word’ (by highlighting all their text between the end of the contents  pages and the start of the bibliography section) to monitor the number of words, and they are advised to note that examiners will automatically check all word counts before marking. (The version of Word used to check the word count should be indicated with the word count on the front cover of the assignment. ) †¢ Footnotes should not be used at all for this assignment. All references and terminology are to be included in the text, and count towards the overall word limit. †¢ Summaries of key data, (e. g. charts which summarise the situation analysis results, overview of the implementation plan, etc. ) may be included  in the text itself for readers’ ease of reference, but further detail, (e. g. questionnaires, analysis of specific instruments used etc. ) should be put into the appendix. n? Staging and planning It is recommended that candidates be advised to address the various stages of the assignment separately, and that a study plan be drawn up so that candidates clearly carry out the necessary background work for each stage before moving on to the subsequent stage. Tutorials may be built into this planning to provide more structured guidance. n? Presentation of the assignment Advice to candidates †¢ The assignment is to be submitted electronically as two (and no more than two) documents with 2. 50 cm margins †¢ The first document should be submitted as a Word (. doc) document and entitled as follows: centre number_candidate number_surname_Delta3_ELTM_month year. doc e. g. 11111_001_smith_Delta3_ELTM_1211. doc The collation of situation analysis results and the implementation plan should be included as appendices in this document. This is to help markers locate essential information and to ensure that all original work is included in any plagiarism check. †¢ The second document may be submitted as a word document or as a pdf. It should be  entitled as follows; centre number_candidate number_surname_Delta3_appendices_ month year. doc or . pdf e. g. 11111_001_smith_Delta3_appendices_1211 .doc (. pdf) Samples of customer/stakeholder analysis instruments should be scanned electronically and included in the second document. 6 n? Reading, bibliography and referencing Edited book: Advice to candidates Bush, T. & Bell, L. (Eds. ) (2002). Educational Management: Principles and Practice. London: Paul Chapman. †¢ †¢ †¢ †¢ Candidates should refer to an extensive range of reading resources. There should be explicit evidence of background reading in  all of the first four sections of the assignment. This will typically include four to six different sources for each section. Some sources may be referred to in more than one section of the assignment but overall reference should be made to at least 8-10 different sources. Candidates are expected to do appropriate research into: ELT Management and their chosen specialism; management data analysis, (e. g. customer/stakeholder analysis); strategic management; organisational improvement; change management and decision-making. Appropriate terminology should be used and sources referred to where necessary. These should be clearly referenced in the text, (e. g. White et al. 1991). If specific quotes are used, they should be referenced using author(s)’ surname(s), year of publication and page numbers quoted (e. g. Fullan 2001:98). Page numbers are not required if direct quotes are not used. The bibliography needs to be presented appropriately in alphabetical order of author’s surname (see examples below). Year of publication, city and publisher should be included. This should be presented after the body of the assignment and before the appendices, and should only include publications referred to in the text itself. The second line of each bibliography entry should be indented. Referencing should follow a recognised format throughout the assignment. It is recommended that this be done according to the APA Publication Manual, (5th ed. , 2001); for more information see www. apastyle. org. Examples of several references are given below. Section of edited book: Stoll, L. (2003). School culture and improvement. In M. Preedy, R. Glatter & C. Wise (Eds. ) Strategic Leadership and Educational Improvement (pp 92-108). London: Paul Chapman. Electronic source: British Educational Research Association. (1992). Ethical Guidelines. Retrieved 19 July, 2011, from: http://www. bera. ac. uk/guidelines. html Associations and corporate authors: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed. ). Washington, DC: American Psychological Association. Note on plagiarism Plagiarised work will not be accepted. Candidates should be advised on what constitutes plagiarism and how to avoid it. Centres should advise candidates that assignments are checked electronically for plagiarism and that plagiarism will be penalised. Plagiarism checks include checks against previously submitted assignments  as well as assignments or parts of assignments which include passages copied from online resources or books. Plagiarism includes: †¢ copying another’s language or ideas as if they were your own †¢ unauthorised collusion †¢ quoting directly without making it clear by standard referencing and the use of quotation marks and/or layout, (e. g. indented paragraphs) that you are doing so †¢ using text downloaded from the internet without referencing the source conventionally †¢ closely paraphrasing a text †¢ submitting work which has been undertaken wholly or in part by someone else. Single author book: Mintzberg, H. (2001). Strategic Safari. Eaglewood Cliffs: Prentice-Hall. Centres should inform candidates that submission of assignments which have been plagiarised will lead to the candidate’s disqualification and a ban on re-entry of up to three years. Journal article: Srikathan, G. & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management 17(3), 126-136. 7 Assessment Presentation and organisation – maximum 14 marks n? The Module Three ELTM Extended Assignment is assessed with reference to a detailed Mark Scheme which allocates marks for  the five assessment categories, each of which is divided into three sub-categories. The total number of marks available is 140, divided as follows: †¢ Academic writing, language and referencing †¢ Presentation, coherence and organisation †¢ Clarity of argument and quality of ideas n? Marking A Principal Examiner guides and monitors the marking process. The process begins with coordination procedures, whereby the Principal Examiner and a team of examiners establish a common standard of assessment through the selection and marking of sample assignments. These are chosen to represent a range of performance across the different ELTM specialisms selected for this assignment. During marking, each examiner is apportioned randomly chosen assignments. A rigorous process of coordination and checking is carried out before, during and after the marking process. Grasp of relevant issues for ELTM maximum 35 marks n? †¢ Review of the relevant general and ELT management literature †¢ Understanding of key issues in the chosen specialism †¢ Application of relevant management knowledge to practice and identification of key issues Situation analysis and commentary maximum 28 marks n? n? Grading †¢ Understanding and application of key principles of management data analysis †¢ Analysis of the instruments used and identification of areas for improvement †¢ Discussion and justification of prioritised areas for improvement in the LTO supported by the analysis Results are recorded as three passing grades (Pass with Distinction, Pass with Merit, Pass) and one failing grade (Fail). The marks required to obtain each grade are: Pass approximately 80 marks Pass with Merit approximately 100 marks Proposal and justification – maximum 35 marks Pass with Distinction approximately 120 marks †¢ Understanding and application of key principles of strategic management and organisational improvement †¢ Justification of the change proposal in terms of ELTM and identified requirements †¢ Specification of the change and its intended effects, and of managing institutional constraints At the end of the marking process, there is a grading meeting to check scores around the grade boundaries. The grade boundaries are set in a way that ensures that the level of knowledge required to obtain the three passing grades: n? n? †¢ is consistent with the grade descriptions on page 9 of this handbook †¢ is the same from one session to the next. Implementation – maximum 28 marks The following information is used in the grading: †¢ Understanding and application of key principles of change management and decision-making †¢ Justification of implementation procedures in terms of ELTM and identified needs †¢ Designing an implementation plan and thinking through its impact on stakeholders †¢ comparison with statistics from previous years’ examination performance and candidature †¢ recommendations of examiners, based on the performance of candidates. 8 Grade descriptions Pass with Distinction Excellent piece of work which shows a very high level of understanding, analysis and application, and which displays originality and critical insight. Very high standard in all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass with Merit Very good piece of work which shows a high level of understanding, analysis and application, and which displays some originality and critical insight. High standard in most of the following areas, but with some room for improvement: †¢ †¢ †¢ †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan Identification of key priorities for change; design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass Satisfactory piece of work which shows an acceptable level of understanding, analysis and application, and which meets the requirements of the assignment. Good standard in some areas, but some room for improvement in most of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Fail Inadequate piece of work which fails to show an acceptable level of understanding, analysis and application. Substantial room for improvement in some or all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. 9 Cambridge English Teaching Qualificationds Delta Supplementary Handbook for tutors and candidates Cambridge English Teaching Qualifications Teaching Qualifications University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Tel: +44 1223 553997 Email: ESOLhelpdesk@CambridgeESOL. org www. CambridgeESOL. org  © UCLES 2011 | EMC/7861/1Y07

Media Thinness and Teenagers

The following paper will present a counterargument to the idea that body image is shaped by attitudes in the media.   Part of this counterargument will rely on the fact that thinness is cultural problem and not a media problem as will be examined using the peer reviewed article Ingrassia & Springen wrote The body of the beholder,   which examines attitudes of race in regards to body thinness and how Caucasian women are more strict on their bodies while African American women, due to culture, perceive their normal bodies to be normal.The other argument being presented in this paper will be on how models do not warp young girls’ minds to the ideas of thinness but rather it is an individual perspective that allows women to feel as though they are not thin enough.   Thus the paper’s main idea will be that media does not present a too thin body but rather it is in the perception of the culture that does this.Part A Body image in the media is used to represent a product and to sell that product, like coca-cola or something else.   The media giants choose thin models not as them saying to how women should look but rather as a way to how they want their product to appear to the audience; thus, the scope of this problem comes from teenagers, girls, who buy into the marketing media of supermodel thinness, and then become anorexic to fit this ideal.The idea of thinness is misconstrued on the idea that women’s bodies are too thin and thus those too thin bodies present to the advertising world what their body should look like, but this is not true.   Thinness is in the eye of the beholder, â€Å"When individuals evaluate their appearance, they can either concur or disagree with other evaluators.   If dissensus occurs its direction can be either self enhancing or self-denigrating† (Levinson 1986; 330).Women and men are sensible enough to know what is too thin to be realistic; often times media transform their model’s bodies and digitally improve or reduce the model’s body thus presenting a false image.   This is not done in order to tell young girls that their bodies should be thin but in keeping in mind with the best possible way to present the product of the advertisement, therefore the problem is affecting a mass amount of people, especially in the western society since marketing is targeting these countries.   The fact that such images are digitally ‘improved’ in one way or another is no secret and therefore the good reason that such images produce too thin body ideals does not hold against the argument that they indeed do,I mean we can alter that body shape definitely†¦I mean the computer can pretty much do anything.   You can alter it†¦they don’t tend to †¦but its kind of up to the model editor†¦You make ‘em†¦sort of squish them together to make them look thinner (Milkie 2002; 851).Another argument against the too thin body image present ed in the media is that this is more of a cultural attitude.   In The body of the beholder the authors stress that more often than not Caucasian women have poor images of themselves while African American women do not; this is due to culture and not to media; in other words, the body image is in the eyes of the beholder and not in the eyes of the media, â€Å"Quite commonly researchers restrict samples to white subjects or ignore race as an independent variable in their designs.   However, existing anecdotal and case studies report that blacks assign positive qualities of well-being and power to heavy-women† (Levinson et al. 1986; 331).Part B Culture teaches that thinness is the ultimate ideal; but whose culture?   The argument of this paper now becomes mingled with the fact that American culture is imitating African American culture in dress, song, and literature.   Rap, Hip-Hop and Gansta Rap are all becoming the values by which the culture focuses its appearance ri ght down to cars, jewelry, clothing, and body image.   It is now considered normal to have grills on one’s teeth, to wear ‘bling’ and to copy in whatever capacity possible the African American culture and nowhere is this seen more often than in suburban neighborhoods as rap sales are more than half sold to young white audiences.With this new found cultural thing alive in the American culture the other argument evolves into one that also mirrors the body image of African American women which is voluptuousThe minority respondents, in sharp contrast, did not emulate these images nor compare themselves as negatively with the models.   Even though most of the black girls occasionally read the mainstream publications, they considered the images less relevant, belonging to ‘white girls’ culture and not part of a reference group toward which they oriented themselves†¦The black girls indicated that they did not relate to the images and did not wish t o emulate the rigid white beauty ideal (Milkie 1999; 200).African American women present to culture their body image as counter to waiflike, with curves and in fact African American women are more content with their body image than white women and this goes against the media portraying real, curvy women.   Adolescence will impersonate whatever they see as ‘cool’ or popular and right now there are two conflicting things that arise; the ideal of the waiflike woman, and the ideal of the more voluptuous woman as seen in African American culture.An adolescent will turn to whatever is deemed as cool in their social clique.   This leads to the fact that since American culture has included into its ‘cool’ factor the images of African American women that soon the idea of thinness will be counter culture and African American women’s standards will be the normal standard, â€Å"†¦there’s growing evidence that black and white girls view their bo dies in dramatically different ways.The latest finding come in a study to be published in the journal Human Organization this spring by a team of black and white researchers at the University of Arizona.   While 90 percent of the white junior-high and high school girls studied voiced dissatisfaction with their weight, 70 percent of African-American teens were satisfied with their bodies† (Ingrassia & Springen 1995; 66).This study goes on to state that even when overweight black teenagers were interviewed they still viewed themselves and described themselves as happy.   This source of size in fact is somewhat of a source of pride, the study further emphasized other different facets by which white and black girls viewed themselves, â€Å"Asked to describe women as they age, two thirds of the black teens said they get more beautiful, and many cited their mothers as examples.   White girls responded that their mothers may have been beautiful—back in their youth.   Says anthropologist Mimi Nichter, one of ht study’s coauthors, ‘In white culture, the window of beauty is so small’ (Ingrassia & Springen 1995; 66).Part C Thus, the problems of thinness arrive from the culturally dishonest.   Black and white girls are exposed to the same media but their sense of self identity as seen in that media is quite different as the above statements have proven.   Thus, the ideals of beauty are the main contributors of what is considered to be normal.   White girls see 5 foot 7 inches and between 100 to 110 pounds to be normal while African American girls describe their ideal size as exhibiting full hips, thick thighs, and basically in the words of Sir Mix-A lot ‘baby got back’ (Ingrassia & Springen 1995; 66).   These African American teens also described ideal beauty has having the right attitude.†¦African American mothers must teach their daughters how to negotiate between two often confliction cultures: Black a nd white and must prepare daughters to cope with the racial and sexual dangers in the realities of the world that Black women must confront†¦Black mothers also play an important role in mitigating the dominant culture’s devaluing messages by providing more positive messages and alternatives to the white middle class ideal to their daughters to offset the negative reflections they see of themselves in the eye of the dominant culture (Lovejoy 2001: 253).This study only further exemplifies the argument in this paper that it is not the media that perpetuates the cult of thinness but rather this false ideal is found in the fact that perception is the ingredient in thinness.   Culture is the curse from which thinness arises,Underlying the beauty gap are 200 years of cultural differences. â€Å"In white, middleclass America, part of the great American Dream of making it is to be able to make yourself over,† says Nichter. â€Å"In the black community, there is the real ity that you might not move up the ladder as easily. As one girl put it, you have to be realistic-if you think negatively about yourself, you won't get anywhere.† It's no accident that Barbie has long embodied a white adolescent ideal-in the early days, she came with her own scale (set at 110) and her own diet guide (â€Å"How to Lose Weight: Don't Eat†).Even in this post-feminist era, Barbie's tight-is-right message is stronger than ever. Before kindergarten, researchers say, white girls know that Daddy eats and Mommy diets. By high school, many have split the world into physical haves and have-nots, rivals across the beauty line. â€Å"It's not that you hate them [perfect girls],† says Sarah Immel, a junior at Evanston Township High School north of Chicago. â€Å"It's that you're kind of jealous that they have it so easy, that they're so perfect-looking.† (Ingrassia & Springen 1995; 66).Thus, the black ideal can be argued to be less limiting, and less fo cused on something that is unrealistic.   Since white culture stresses the make-over then black culture stresses self respect and being happy with ‘you’.   In Ingrassia & Springen’s article they quote Tyra Banks, a supermodel who had said that in high school she was the envy of her white friends when she would repeatedly say that she wanted thighs like her black girlfriends; the split of culture is clearly found in this fact.The media centers on selling a product through presentation of an ideal body.   However, the media world is being taken over by Black culture from BET to Fox.   The ideals are changing with regards to body image.   The strongest signal that is competing for body image is peer pressure.   Since groups of teens are influential with their friends the black community is able to reiterate their ideals of body image to their friends and since they do not emulate the waiflike figures of supermodels so common in culturally white media (wh ich is diminishing) they are more able to disregard the unrealistic image presented to them in advertisements.White girls however are suffering from their own culture and the reiteration of this culture not only through media at times but through the concept that has been taught to them that their mothers are always on a diet.   White culture has taught these girls more than the media has that their daddies eat and their mothers are on diets (Ingrassia & Springen 1995; 66).Ingrassia & Springen further emphasize that white culture teaches that it is okay and even normal to have an eating disorder such as anorexia or bulimia, but in black culture these are even more of a phenomenon as black girls do not succumb to this masochism since their culture does not present it as a strong factor to be considered normal, â€Å"Black teens don't usually go to such extremes. Anorexia and bulimia are relatively minor problems among African-American girls.And though 51 percent of the black teens in the study said they'd dieted in the last year, follow-up interviews showed that far fewer were on sustained weight-and-exercise programs. Indeed, 64 percent of the black girls thought it was better to be â€Å"a little† overweight than underweight. And while they agreed that â€Å"very overweight† girls should diet, they defined that as someone who â€Å"takes up two seats on the bus.†Ã¢â‚¬ Ã‚   (Ingrassia & Springen 1995; 66).Ingrassia & Springen state in their study that 90% of white girls have some dissatisfaction with their bodies and that 62% of them are on a diet within the past year.   The study further states that 70% of black girls are happy with their body image and 64% say that it is better to be a little overweight than a little underweight (Ingrassia & Springen 1995; 66).This paper has stated that the media’s norms are changing with the introduction and focus on black culture that presents different body images.   The paper further s tated that media was not the only device by which white girls receive their dissatisfied approach to their own bodies but with their mother’s influence of dieting thinness became an ideal.   It is with the changing cultural norms of switching focus from white culture to black culture that new media images will begin to filter into society as is exemplified through programs on television such as Queen Latifah whose body image though overweight by white culture standards is considered to be beautiful with black cultures.   Thus, the focus of a more voluptuous body, with curves, and a larger ‘booty’ is becoming the American standard.BibliographyDittmar, Helga & Sarah Howard.   (December 2004).   Professional hazards? The impact  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of models' body size on advertising effectiveness and women's body-focused  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   anxiety in professions that do and do not emphasize the cultural ideal of  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   thinness. British Journal Of Social Psychology, 43(4), 477-497.Dohnt, Hayley & Marika Tiggemann.   (September 2006).   The contribution of peer and  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   media influences to the development of body satisfaction and self-esteem in  Ã‚  Ã‚  Ã‚   young girls: a prospective study.   Developmental Psychology, 42(5), 929-936.Ingrassia, Michele; Springen, Karen.   (24 April 1995).  Ã‚   The body of the beholder.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Newsweek,  Ã‚   Vol. 125 Issue 17, p66.Levinson, Richard et al.   (Dec. 1986).   Social Location, Significant Others and Body  Ã‚  Ã‚   Image Among Adolescents.   Social Psychology Quarterly.   Vol. 49, No. 4,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   pp330-337.Lovejoy, Meg.   (April 2001).   Disturbances in the Social Body:   Differences in Body  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Image And Eating Problems Among African American and White Women.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gender and Socie ty.   Vol. 15.   No. 2. pp239-261.Milkie, Melissa.   (December 2002).   Contested Images of Femininity: An Analysis ofCultural Gatekeepers’ Struggles with the ‘Real Girl’ Critique.   Gender andSociety.   Vol. 16, No. 6.   pp839-859.Milkie, Melissa A.   (June 1999).   Social Comparisons, Reflected Appraisals, and Mass  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Media:The Impact of Pervasive Beauty Images on Black and White Girls’ Self Concepts. Social Psychology Quarterly.   Vol. 62, No. 2.   pp190-210.

Employee Context at K wik-fit Essay Example | Topics and Well Written Essays - 2500 words

Employee Context at K wik-fit - Essay Example Case study reveals that work force is distinctly tiered into hierarchies of grass root workers, supervisors and managers. The main employee and HRM context at K wik-fit is that of employee turnover. This context can best be classified as a problematic context as the employee turnover has been very rapid at K wik-fit.Figues reported in the case study indicate that in the K wik-fit's Lanarkshire call center the employee turnover used to be as high as 52 percent. In the year 2001 such high employee turnovers used to translate into vacancy rate as high as 21 percent. This used to present three fold HRM problems. There was a colossal waste of organizational resources invested in training and upgrading employees who only decided to quit soon after receiving such training. Two, an equivalent effort and resource deployment was required to fill the resulting vacancies and three resources had to necessarily deployed yet again to train and upgrade the new recruits. This results in adverse impac t on employee productivity and continuation of the organizational work and, in the final analysis, impacts overall company results and profits. The main features of K wik-fit's human resource strategy center on two core concepts found in any human resource management strategic move. These are: one, analyzing in the work environment the possible factors responsible for employees' rapid turnover and removing such factors as far as possible, and, two promoting intra organizational conditions and tie ups which would help motivate the workers to high productivity and enthusiasm. The results of this two fold human resources management programme ,adopted in K wik-fit in stages, has been astounding enough to give it an industry award for human resources management. Factually the stage one of the human resources management initiate has brought down the employee turnover rates from the high of 52 percent to 34 percent with another 2 percent fall being achieved in a matter of couple of months. The initiative has been so successful that t even helped halt employee turnover in the month of January where turnover used of be highest. Even in this month the employee turnover instead of rising over the annual average continued to plummet indicating deep impact of the human resources management initiative. A closer look at these initiative clearly reveals that two sets of human resources tactical moves can be identified separately i.e. one that improves work environment for employee and helps boost their motivation and two that offer to help employees solve work related issues and problems and move to higher productivity and better work standards. In the fact the latter move appears to be an initiation of a system of Total Quality Control (TQM) in the services organization. Behind both tactical moves there is a realization that selling insurance is a complex assignment which is not only monotonous and repetitive but which also requires up to date product knowledge and employee empowerment to meet the challenges posed by growing competition. To top it all such tactical moves have been carefully based upon employee feed back carefully collected earlier on. In the former category one finds that employee motivation is sought to

Faith School in UK Essay Example | Topics and Well Written Essays - 2500 words

Faith School in UK - Essay Example There are many of these schools in the UK such as Muslim Faith School, Christian, Jewish and Hindu. A faith school is defined as a school  that is financially supported  by a particular religious group, usually for children  from that religion (Mackinnon, & Statham, Hales, 1999). Scholars argue that faith schools should be allowed in our society while others, who have a different point of view claim that the government should not allow faith schools in the UK. Despite the fact that state funded faith schools are mostly managed like other state schools in the UK and are subjected to the same curriculum other than religious studies, they have the freedom to teach their religion. This is an implication that these schools have are allowed by the government to incorporate religions teaching in their curriculums (Gibbons and Silva, 2006). Faith schools generally ‘give priority to the applicants who belong to the faith of the school and are allowed to do that by some of the specific exemptions found in the section 85 of the UK Equality Act 2010’ (Equality Act, 2010). However, the law requires state funded faith schools to admit other applicants in line with the school admissions code whenever they are unable to fill all their places with the applicants who belong to the faith of the school. In the recent past, unfair discriminatory admissions and employment policy of most faith schools has returned considerable argument due to its potential negative impacts on the social cohesion and ethnic integration. This essay will discuss whether the government should allow different faith schools in the UK or not, and how a faith school can have an effect on the society in the UK. The recent history of faith schools in the country was on the year 1944 following the passage of the 1944 Educational act that resulted from the negotiation between Archbishop William Temple and the then education Minister, R.A Butler. ‘The

What is the relationship between text messaging and literacy Research Paper

What is the relationship between text messaging and literacy - Research Paper Example t the exposure to text messaging and their counterparts who do not have access to SMS might be contributing, positively, to the literacy skills development among 9 to 10-year-old-children (Wood 35). Furthermore, past studies analyzed by Verheijen report a positive correlation between the use of SMS and literacy levels among users (Verheijen 588). Belying the findings of these studies, however, is the viewpoint among older generation researchers and academicians that text messaging has negative correlations to improving learning skills among users. They argue that text messaging has contributed detrimental implications on learners as opposed to its emphasized importance by recent researchers. They present counterarguments justifying their disapproval of the importance of text messaging on learning. They cite the negative implications of technology on learners as justification to their opposing viewpoints to the debate while attributing the effect of text messaging. Text messaging affe cts literacy positively by encouraging open discussions and communication. Although older generation researchers and academicians argue that technological developments in communication have detrimental implications on the youth and future generations, it is justifiable that text messaging has a positive influence on literacy levels by encouraging communication and open discussion. Worldwide text messaging is a popular activity and the number of text messages sent continues to enlarge. In Wood’s analysis of the situation, he says, â€Å"texting supports spelling development amongst children because they get to understand abbreviations and the words they represent†. The use of the texting abbreviations leads to phonological awareness and processing and this result to spelling. On the other hand, not all the children who are good in spelling are capable of using creative ‘textisms’. Thus, rehearsal of such creative text slangs and the words they represent is a beneficial skill. If

My Driving Experience Essay Example | Topics and Well Written Essays - 750 words

My Driving Experience - Essay Example I was driving with my dad to the beach on a hot summer day when our car got stuck in traffic. It was a holiday and, thus, most of the people were out. Our car was at a signal. On green light, the driver in front of our car did not move. My dad has always been very short-tempered but, still, he kept his nerves. We got out of the car, and went to the driver. I saw that he was trying to grab his cell phone from the back seat that his kid has thrown there. â€Å"Excuse me! The signal is green from ages. Will you mind moving?† My dad asked him. â€Å"Yes, I will mind moving until I grab my phone,† he replied with much arrogance. â€Å"How rude that is!† Dad exclaimed, â€Å"Don’t you know you are bugging others in the line?† â€Å"No, I don’t!† He shouted at dad, â€Å"I’ll move, just go, I know I don’t have to stay here forever. Hey Jimmy, did you find the damned phone?† This time he shouted at his kid. The signal had already turned red again. My dad wanted to end the situation without any quarrel. But he looked annoyed, and this annoyed me. I wanted to punch that man right in his face. He really wanted some lesson. But I kept silent, and let my dad talk. â€Å"Hey man,† Dad said loudly this time, â€Å"I won’t allow you to be rude to me. Move your car right now. I’m getting late.† Everyone was giving horns and shouting at us to move. I could see all other drivers staring at us. The man had found his phone by then. He gave us a wave with his hand with a look as if trying to tell us to shut up. I heard him say, â€Å"Piss off, you old man!†... I could see all other drivers staring at us. The man had found his phone by then. He gave us a wave with his hand with a look as if trying to tell us to shut up. I heard him say, â€Å"Piss off, you old man!† That infuriated my dad, but I held his arm and told him not to indulge in quarrel. I could sense him getting furious. The man turned his ignition on, and moved away with a jerk staring at us which was even more exasperating. We, at once, got into our cars and moved away from the scene to unblock the traffic behind us. We, then, talked about road sense and driving tips. I could see that my dad was trying to make me learn how to be conscious on road. Although this experience was a bad one, but it left a big positive impact on me, since I found out how important driving sense could be. I decided to learn more about driving and road sense, and to be respectful to people I met on road. There was a lesson for me in this experience. I learned that, it is a very unmannerly thing to annoy other drivers on road, especially on signals. No driver should look hither and thither, looking for lost things, eating food, reading magazines, talking on cell phones, quarreling with other passengers, or doing things that distract him from concentrating upon driving. Hence, to ensure peaceful driving, drivers must stick to the indispensable dos and don’ts of driving, if they want to keep others and themselves safe and courteous. Safety of others is just as important as our own safety on road. This lesson was something that I learnt from the overall experience that day, and that has continued to make me a good driver since then. I would suggest the audience to drive positive lessons and impacts from any negative event that they encounter.

Job stress among help desk technicians Coursework

Job stress among help desk technicians - Coursework Example Ask support staff what issues they run into most often, and if they are things that users could fix themselves, add them to the list (Knapp 45). Sometimes, a bad relationship with the help desk may cause users to avoid reporting minor IT problems and that means those issues can stagnate and become big issues. That is why departments should make it as easy as possible for users to send IT support requests to the help desk. Different groups will prefer different communication methods. Find out what users in your company prefer, whether it is the phone, email, instant messaging, or something else (Knapp 45). Many help desks operate on a first-come-first-serve basis however, that often allows more requests that are important usually delay in favour of minor issues in the company. Instead, IT support staff should be able to prioritize their work according to established protocols. For example, issues that prevent users from getting work done should be placed ahead of those that do not. Users often complain that IT employees mess around on their computers without explaining what they are doing. Often it is something simple like installing an update, but if users do not know, they might assume they have done something wrong when a support employee stops by to use their machine. Users can often get stressed out when they run into what they believe is a huge technical problem and it might be even worse if they think it was their fault. Support staff should assure users their problems can be fixed, and be sure to never scold a user for doing something wrong. Instead, IT staff can look for opportunities to pat users on the back when they have done something

The Major Issue In The Economy Essay Example | Topics and Well Written Essays - 750 words

The Major Issue In The Economy - Essay Example The protests of the Occupy Wall Street state its objectives: â€Å"to end corruption in Wall Street and the political process.† This straightforward statement and the protest that expresses it appeared to be a very rational extension of opinionated dialogue. This has been a voiced proclamation by the presidential candidates, as well as activists for a very long time. On the other hand, under entrepreneurship, there is just no way to get rid of the greed and the sleaze from Wall Street, or to â€Å"get cash out of politics.† Known that takings are already entrenched in the ‘goods’ exchanged on Wall Street, ‘voracity’ is utterly, totally, and necessarily inherent from the very outset. Capitalism has been found to be the systemization of gluttony and that Wall Street is its figural and fiduciary quintessence. Trying to get rid of greed in Wall Street is like trying to get blood out of the body and commanding it to walk around. Gluttony is the bloo d of free enterprise and Wall Street is the heart. To do away with the supremacy of systemic greed, we cannot remove greediness from Wall Street; we must get rid of Wall Street from the world itself (Van 112). Supplementary, the free enterprise is in a condition of systemic crisis. This makes its paroxysms felt across the globe and in every locality thereof. The era of ‘progressive’ reformism had ended, and it is not going to come back. This is lucid if one takes a view at Europe, where old-age reforms are being undone, country after country.

Is Microsoft a Monopoly Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Is Microsoft a Monopoly - Research Paper Example Before drawing any conclusions about Microsoft being a monopoly, we must first understand what a monopoly really is. A pure monopoly exists when there is a single supplier (Grant). In another definition monopoly is defined as the only supplier of a good for which there are no close substitutes (Perloff). From the above two definitions of monopoly it is safe to assume two characteristics that a firm must possess to be called a monopoly: 1. Sole supplier: variations may exist regarding the context of the sole supplier. In case of a pure monopoly there will be only one firm in the industry, meaning that the firm is the industry. It can also mean that there is one major firm with nearly the whole market power and other small firms have negligible share of the market that they can be ignored. Based on the two definitions I believe that Microsoft is not a monopoly. Firstly we must establish the industry, before labeling Microsoft a monopoly. If we consider the software industry then Microsoft is definitely not a monopoly. The software industry is huge with a diverse range of software ranging from OS software in which Microsoft holds a considerable market share to medical software where Microsoft has no market share. The fact is that before classifying a firm’s position in the industry first the industry needs to be defined. If we consider the first attribute then Microsoft is not the single supplier even in the OS industry, where it holds considerable market share. It faces competition from Android OS for tablet computers, Linux, Oracle, Xerox, DEC, Psion, Apple’s OS which is found in most Apple machines, and iOS, Apple’s OS for iPad and iPhones. There are some other OS that are developed on little known platforms, some of the most notable of these OS are: Haiku for IA-32 platform, RISC OS for ARM platform, MorphOS for Pegasos, EFIKA and Amiga platforms. Although these OS are in the market, Microsoft is the industry

Fast food Essay Example | Topics and Well Written Essays - 750 words - 1

Fast food - Essay Example He has some reasons for not accepting the food as art. His reasons tell about its short life time of food, its temporary taste, less audience, its lack of complexity, less creativity, the profit motive of its creators, its objective to nourish people, its recurring needs etc. In contrary to this, he has illustrated some experiences in elBulli restaurant for its chances of being an art. Compare and Contrast with other Related Articles: There are some common features to be compared between the article of Blake Gopnik and the post in â€Å"From Still Life to Real Life: Food Art and Its Place in the Art World† by Kate Olsen. These include the life time of food, and its simplicity. As per the television program â€Å"The Rachel Ray Show† done by Artist Jason Baalman, it is clear that the history and custom of food is an acceptable opinion as per the article of Blake Gopnik. I find some lack of information in the article â€Å"The Big Debate: Can Food Be Serious Art?† by Blake Gopnik when compared to others. It is not mentioned about the traceability of origin of art form of food. But it is clearly mentioned in â€Å"Still life† article by Kate Olsen with some common instances around us. Also, the former lacks the information about the statues formed out of carving the food materials. But, the latter points out the same. This reminds the statues formed out of butter by Jim Victor. Most of his creativity depicts animal life. According to Blake Gopnik, the food was not at all critical to be an art. This proves that the raw material is also important in forming the art of food. But in â€Å"Still life† article, it is mentioned clearly through the experience of Janine Antoni, an artist. In the case of Janine Antoni, she stunned museum goers with her 1992 conceptual piece titled â€Å"Gnaw,† a 3-part installation piece consisting of both a 600lb cube of chocolate and a 600lb cube of lard that have been literally â€Å"gnawed† on every corner so that teeth marks are evident and large chunks on the corners are missing. Is it art? As Antoni explains, â€Å"I titled this ‘Gnaw’ because I am interested in the bite as a kind of primal urge. I love to look at a little baby when they put everything in their mouth in order to know it, and through that process, they destroy it. I was interested in the bite because it was both intimate and destructive† (Kaufman, 2010). You can see the food arts in different forms in museums. Some of them make us feel and involve into the story or ethnicity on passing by or having it. This is explained with an example from a piece â€Å"Untitled (Portrait of Ross)† written by relational aesthetics artist Felix Gonzales-Torres in 1991. (Kaufman, 2010). Conclusion: In my view, it is clear that the food can be considered as an art to an extent on the ground of the above mentioned articles. When you see an art work made out of food materials, it is special for your eyes as it has happened in your life time and cannot expect again in future. The food can be artistically formed by some creative artists. So it takes its forms in accordance with the thoughts and ideas of different persons. For instance, in the article â€Å"What is Fine Art?† by artist and author Dolores G.Kaufman, she explains: â€Å"when we call something fine art we are signifying a context into which the object has already been placed,

Various styles of poetry writing Essay Example for Free

Various styles of poetry writing Essay Throughout the decades that have past, we as literary pupils have come to embrace the fact that there are indeed numerous styles, tones, and methods of which one could go about writing. Familiarizing ones self with such methods is crucial before beginning to attempt to truly understand and appreciate the written word. This chillingly profound and exquisite piece of literature expressed by Thomas Hardy titled â€Å"The Convergence Of The Twain† demonstrates various, distinctive examples of the different methods and styles of poetry writing. For each word there is a meaning in poetry, and behind every meaning there has been a thought to derive that meaning. Among the most common and vital methods of writing associated with poetry that is used in this poem is known as diction. Diction is originally referring to the writers style of expression, meaning the way he expresses himself throughout the poem as well as his distinctive choices. Diction also refers to sense concerns and style, rather than word choice and style. Diction is used sparingly throughout this poem. Ever so often, it is believed that poetry should be heard clearly and precisely to its fullest extremity. Diction is a sensible way of allowing ones self to do so in literature. Another type of writing that is essential to the world of poetry is known as image or imagery, which is clear sharp language that will describe what is happening so the reader can get somewhat of a visualization of what is going on in the poem. â€Å" Jewels in joy designed To ravish the sensuous mind, Lie lightless, all their sparkles bleared and black and blind. Over the mirrors meant, To glass the opulent. † In this excerpt from the poem speaking of the devastating tragedy of the Titanic, Thomas Hardy uses words such as ravish and sensuous to depict a dramatic scene as the light that once sparkled over the vast and deep ocean has now faded into darkness. This visualization so carefully and beautifully described here is a perfect example for imagery, which is used vicariously throughout this piece. The dramatic veil that the writer drapes over this poem expels pure sorrow. This is yet another example of a common technique used in writing known as tone. The tone of a poem is the writers desired mood or setting for the piece. The ambiance must be just right for the reader to fully understand the message that is trying to be expressed. The tone of a poem also displays and encompasses the writers attitude toward the piece as well as the audience or readers. Without tone, or any of these styles of writing, the poem would, in fact, not be complete. There are many attitudes of which the tone of a poem can comply to. Informal, formal, serious, playful, somber, solemn, ironic, condescending, and many more. The tone or attitude for this poem is a combination of sorrowful and devastating. Without these different types of attitudes meant to spill off of the pages of any piece of literature, this poem would have no soul or emotion. And, as a lot of people should already be aware of, without such emotion or soul, a poem can prove to be extremely boring. Fortunately, adding tone to your piece can turn the entire thing around. Yet another vitally used form of writing that is often used and frequently used in â€Å"The Convergence Of The Twain† is known as connotation. Connotation refers to emotional expressions that are additionally added to any specific phrase or word in the piece. Connotation is also commonly known as emotional association with a specific word. All of these methods of writing are essential in poetically expressing ones self because they allow the displaying of ones true emotions and feelings behind the written word rather than just barren and empty words. Connotation is used a lot in poetry for this very reason. Another common method of writing that is used quite frequently is what is known as Irony. It is possible for irony to arise when there is a discordance of between ones actions and the results of these actions, most importantly if the result of this act is shocking or somewhat striking. Another way for it to seem to be ironic is if it is seen by an outside audience. For example, if a person is waiting for a taxi cab for fifteen minutes and finally decide to leave, then the person who was waiting behind them gets into a taxi that comes a second after the first person leaves, that is thought to be considered ironic. There is, in fact, irony in â€Å"The Convergence Of The Twain. † The irony here would be the fact that such a profound, strong and beautifully built ship that was thought to be so powerful and even unsinkable, does in fact, sink. There are different senses of irony, all of which revolve around the simple yet often disregarded fact that there is a perceived notion of a gap between an understanding of reality, or ones expectation of reality, and that of what actually happens. The different forms of irony include, Tragic, Socratic, and Cosmic irony. Tragic irony can occur in many shapes in forms. It can specifically occur when a character in the story is ignorant as the reader or audience has already began to foresee what is going to happen. This poem showed no true signs of tragic irony, although the story was, in fact, tragic, it does not imply with this method. Socratic irony often takes place when someone of high prestige pretends to be ignorant or foolish, to expose the foolishness of another person. Finally, Cosmic irony is when a higher being interferes or interacts with a characters life and creates ironic settings. This poem most certainly shows cosmic irony for the unsinkable ship to actually sink. In conclusion, there are many different styles and techniques for writing, all of which assist in detailing ones literature so it can be understood. Furthermore, these styles also help to engulf the literature with emotion and substance so that it pours from the pages, rather than just spills, making a mess. It is important to understand these different styles in order to truly appreciate the powerful and wondrous written word.

Why Plagiarism is a serious academic offence

Why Plagiarism is a serious academic offence The plagiarism is identified in student works, the student has been penalized according to plagiarism existing policy by the academic institute in the United Kingdom therefore teachers and students point of view plagiarism is seem as serious academic offence. An the most of international students are not-native speakers and English has a third or second language and due to their earlier education background, grip of English language or communicating as well writing skills are not that standard as an native student, even the culture different play major roll to understand Western Construct of Plagiarism, why the international student facing much challenges then UK students in relation to plagiarism. Why Student Plagiarise: Many international students are not aware regarding plagiarism in their previous education in the home country. On other hand at UK into the class room teacher applying their ideas that student learn academic writing through a process of acquisition Patch writing support their views that students are involving as academic writers, therefore student find difficulty to achieving the balance between reliance on academic books and his own analysis ability. In reality, we are leaving in aged of Information Technology where World Wide Web (WWW) or internet brings the plagiarism for student; the internet has re-articulated the role and meaning of authorship in a number of way or composite techniques. Unfair Practice to Plagiarism In that case, if unintentional plagiarism is a situation where students are unwarily cross the border of academic integrity, now this is the big questions of teacher and academic management weather student will penalized or not, in case of this term plagiarism policy is unfair and practice should be flexible so that students get justice. In this study researcher going to analysis the differences in understanding between home (UK) foundation students and international foundation students as well usefulness of the distinction between intentional and unintentional plagiarism to justice unfair plagiarism practice at UK university through qualitative research. METHODOLOGY The nature of research is subjective so that qualitative research is most suitable for this study and gathering data through pilot questionnaires, with regard to achieving aim of the study issued to comparative statement to plagiarism between international students and UK students and unfair plagiarism practice at UK universities. The questionnaires were set out and design according to findings and self administrative questionnaires distributed to all 38 participants at different colleges and universities campus, included 14 were native students and 24 international students respectively Asians were 10, Africans were 8 and from gulf were 8 and overall respondents rate was 95%. The self administrative questionnaires conducted into the two groups first international students from 14 different countries and subsequent native students within the United Kingdom, the intention of finding and analysis issues of plagiarism and its related topics such as culture and cultural factor, intentional and unintentional plagiarism. All the questions were design in intention of this study and obtained by self administrative questionnaires. International Native Student Plagiarism This chapter intends to investigation and analyzes being collected data through questionnaires and the results explored the key issue in this topic and illustrate appropriate conclusion regarding international student face greater challenges than UK students in relation to plagiarism and unfair practices at UK universities. The table 1 explain that apart from 38 students, 100% native students aware about plagiarism and having a well experience of academic writing where as only 58% international students aware about plagiarism and just 33% students having a experience of academic writing in their under-graduation degree, while 79% native students have a sound knowledge of Harvard references style however just 54% international students knows about Harvard references style. The most of respondents confirmed that they plagiarised and respectively 64% and 63% native and international students copy other people work in their own as well 36% and 46% native and international student copied their some work from internet without acknowledgement, even majority of international student admitted that in your home country from any text book not at problem. In term of culture and plagiarism, 71% international student faces a language and communication skills problem, however respectively 57% and 58% native and international students have a lack of individual value and 57% native and 38% international student having problem with lack of research skills and deep subject knowledge. Respectively 43% and 71% native students has an laziness and overconfident to get works ready within couple of days on other hand 25% and 54% international students has laziness or overconfident on the other side respectively 54% and 50% international students having a pressure to home and they believe to share work with others/friends while just 43% and 29% native students having a pressure from home and believe to share works. Table 1 Results for plagiarism Questions Posed Yes/No Native Students (14) International Students (24) Asian Students (10) African Students (8) Do you know and heard about plagiarism before university Y 14 7 3 N 0 3 5 Do you have educational experience of academic writing in undergraduate Y 14 4 2 N 0 6 6 Do you know what is hardware references style you well informed Y 11 6 3 N 2 4 5 Ever Plagiarised Y 12 9 6 N 2 1 2 Have you copied other people work in your own Y 9 6 5 N 5 4 3 Have you cope and pest from the internet without acknowledgement Y 5 4 5 N 9 6 3 Have you faced a language problem Y 0 7 6 N 14 3 2 Respect of Authority Y 8 9 6 N 6 1 2 Individual Vales (Poor time management, lack of self regulation, fear of failure etc) Y 8 6 4 N 6 4 4 Lack of research skills and deep subject knowledge Y 8 4 3 N 6 6 4 Laziness or Carelessness Y 6 2 3 N 8 8 5 Pressure from home and to write academic standard Y 6 6 3 N 8 4 5 Easier work with friend or sharing work is OK Y 4 6 4 N 10 4 4 Self confident to get work done within couple of days Y 10 4 5 N 4 6 3 Conclusion: The output of this little study describe that international student plagiarism due to, they are not shimmering aware of plagiarism as well references style by the university or college were they attending, even lack of academic writing experiences for their previous study in home country, even some cultural issue such as language problem, lack of research knowledge and presentation skills. Finding from this study students from overseas they cannot easily understand the UK existing practise of Plagiarised so that UK academics intuition should provide and set out the training in referencing skills, academic writing, poor study and research skills and existing plagiarism law. In the regards unfair practice, majority of students unintentionally plagiarised, they are not copy and pest text from the internet, even do not copied work from others and always others works copied from their own words even though lot of students were unintentionally plagiarised in terms of this regards plagiarism practice should be flexible. Part B: This is paragraph about contemporary British people had a rather patronizing attitude with other countries people as well British government policies with the other countries.

The Communicative Language Teaching Clt English Language Essay

The Communicative Language Teaching Clt English Language Essay In this thesis written about Communicative Language Teaching, I especially focused on Communicative Language Teaching-activities. First of all you will get introduced with the beginning of CLT and its characteristics, because it is important to know the beginning of CLT: When did begin? How it is formed the CLT that we are using nowadays? What characteristics does it have? Why it is useful for teaching foreign language? In the pages that follow, it will be argued of three kinds of practise which I consider basically remarkable: Mechanical practise, Meaningful practise, Communicative practise. Classroom activities in CLT which are: Accuracy activities and Fluency activities, are mentioned in this paper as important point that CLT has, also I have done an observation in primary school to see which activity is being implemented in primary schools, because it is very important to see how good our educational system is going and to prepare myself as a future teacher to select which activi ties are more comfortable for pupils. Next section of this paper it has an elaboration of CLT-Activities; there you will see their implementation and one example for each of them. I have done a questionnaire for pupils contained by ten questions related to CLT-Activities, and after it I have explained the results of each question of questionnaire. At the end you will see an overall conclusion of this paper, what I have understood based on my research, observations, theoretical part of Communicative Language Teaching. I Communicative Language Teaching What is CLT? In the late years, there has been an increasing interest in learning English as a foreign language, which basically considered one of the most important languages in all over the world. People need English for their jobs, career, life, travelling, studies, etc. The problem was and in some countries is still considering problem in how to learn and how to teach a foreign language (including rules of grammar, pronunciation, skills, communication). Fifty years ago Grammar was a remarkable point in teaching a foreign language, the systems focus was in teaching a foreign language based just in grammar (rules, sentence formation, definitions) which was called Traditional Approach. Fortunately activities started to be in process of changing with other activities and soon traditional approach went out of fashion. What made this approach to get out of the system was a new approach called Communicative Language Teaching or CLT. With CLT began a movement away from traditional lesson formats wher e the focus was on mastery of different items of grammar and practise through controlled activities such as memorization of dialogs and drills, towards the use of pair work activities, role plays, group works activities and project work (Richards) (n.d). Based on this citation and what is generally accepted about CLT, I can say that CLT is a new approach, useful too, and it focuses on needs of teachers: How to teach a foreign language? And also in students: How to learn a foreign language? 1.2 The Beginning of CLT and its characteristics. According to Richards (n.d) CLT created a great deal of enthusiasm and excitement when, first appeared as a new approach to language teaching in the 1970s and 1980s. So it is understandable that CLT has changed a lot of things in the field of language teaching. As I mentioned before the Traditional Approach was a set of grammar rules, therefore it had a principal goal which is called Grammar Competence. Grammar Competence is full filled with rules grammar, creating sentences based on grammar, communicating with rules, whereby the feeling of natural language was absent. As a result professors of language thought that there can something more than Grammar Competence, and there as a principal goal of Communicative Language Teaching is Communicative Competence. Communicative Competence which is at the heart of our understanding of CLT plays a very important role in function of CLT. CLT needs Communicative Competence in order to be useful and cannot work without it. à ¢- Why Communicative Competence is so important for CLT -Communicative Competence is a relative not absolute, and it depends from the cooperation of participants, their involvement, and so on. There are four aspects of Communicative Competence: à ¢Ã‹â€ Ã¢â€ž ¢Grammatical Competence Even that teaching Grammar is considering boring from students, we cannot avoid it, and grammar is principal thing of speech, communication, formal or informal written. However for me as a future teacher, I should find ways how to teach grammar without creating stress on students, or creating a boring class. -Discourse The second aspect of the Communicative Competence is Discourse. In this aspect can enter the intersentential (it means: email, conversations, communication). -Social cultural elements. The third aspect Communicative Competence is Social Cultural Elements. In this aspect is very attractive one this one includes interaction, context and students in the classroom. Practising social cultural elements than bringing in cultural things, and having students practising it, it means they have ability to communicate on natural context. -Strategic Competence Strategic Competence goes beyond the classroom instruction, by using strategies and learning by mistakes students can communicate easily, can learn different ways of expressions. Also Accuracy and Fluency activities play very important role in Communicative Competence; their balance is the true model of Communicative Competence. Communicative Learning Teaching uses these four components of Communicative Competence in order to function successfully in process of teaching and in learning. Communicative Language Teaching involves different kinds of classroom activities that gives students opportunity to see natural language and real communication that promotes learning. CLT- Activities As we saw in the chapter I CLT is to full fill needs of teachers and students in process of teaching and learning a foreign language. Through CLT we learn in natural way a foreign language. This can be realized through activities that CLT has. CLT Activities are very helpful in EFL classes, they manages to create a comfortable atmosphere in classroom, they can raise the motivation of students, through them teachers can find many easily ways to teach a foreign language, even if they have in plan to teach grammar or something that seems a bit complicated. à ¢- I want to highlight two important classroom activities of CLT: -Fluency activities -Accuracy activities According to Richards (n.d) one of the goals that CLT is to develop fluency in language use. Fluency is basically formed by classroom activities in which students use communication strategies, they learn by doing or practising things or by finding weakness point and works on them in order to eliminate. On other hand we have Accuracy that is distinct from Fluency. According to Richards (n.d) accuracy focuses on the formation of correct examples of language, it does not require meaningful communication and the choice of language is controlled. So seeing the characteristics between of Fluency and Accuracy I can say that in fluency activities students feel freer in using a foreign language, because the process of fluency it gives opportunity to all students to communicate in foreign language, students learn by practising things, they can correct themselves while communicating. Whereas in Accuracy students are under the control of teacher, here the rules of strategies are strict than in F luency, and this may cause a great stress on students, so teachers should take care how they use such activities. Neither Fluency nor Accuracy is less or more important than the other, they should be treated in the same way. They are equal components in classroom. For example if a teacher uses fluency activities, and finds some grammatical mistakes on students than can use accuracy activities to work on those mistakes. Likewise can happen the opposite first to use accuracy activities than those rules of grammar (words formation, tenses, passive voice, etc) to apply in fluency activities to see if students have understood it. So none accuracy or fluency can work without each other, they are linked together, and cannot be separated. To function in the right way both accuracy and fluency I have noticed some steps that should be taken into the account before we want to realize these kind of activities. à ¢- The role of teacher and students in classroom. Teachers play an important role in classroom. They should be prepared well to be in front of students. Teachers should plan things, lessons, and activities before they go to the class, or contrary they should be flexible in order to change things if the plan is not working. Teachers should be a facilitator in classroom, should be there whenever students have needs or have questions. Teachers should undertake a lot of things in order to grow self-confidence and values on students. All these things cannot be realized just by teachers also the participation of students is very important. Students should be ready to collaborate, to come prepared in school; they should do their duties or homework given by teacher. They should be collaborative with other classmates, not to work just by themselves, to be helpful with others and so on. If teachers wants to apply fluency or accuracy activities should think before about other things like: Breaking the routine/ Sitting arrangements -None likes the routine especially students, they get bored if teacher focuses only in grammar (sentence formation, tenses, vocabulary, pronunciation, etc.), teachers should take care how to organize things lessons, to divide them in order to eliminate a routine to make things more enthusiastic and fun. On other hand students might get out of control and then the sense of learning will lose its purpose. à ¢- Seating arrangements can be one of the principal elements if teachers want to apply certain activities, if they want to change somehow the atmosphere in class, and to break the routine. I want to represent three kinds of seating arrangements which I consider basically and other seating arrangements can flow from these three seating arrangements. -In the first figure we can see the usually seating arrangements Seating in rows. row.jpg Seating in row is very usually arrangement, so as you can see the figure there can be seat one students or two in one desk it depends on the number of students in class. Students are in front with a teacher, the class is more quite with this seating arrangement. This seating arrangement can perfectly function if there is any activity for example working individually or if there are two students in one desk they can work in pairs. The technique Think-Pair-Share can be useful in Seating in row. Teacher can give a target for example What is a weather today first they think individually and then they pair with each other and at the end they can share their discussion with the class. -In next figure is the other seating arrangement and very commonly used Group Work Group-Tables3.jpg With Group seating arrangement a lot of CLT activities can be realized, if there are any game activities that need more than two students or any collaborative work group seating is the best one. In this seating arrangement the class should be divided in five or six group which contain by four or five students, it depends on the number of students. Teacher should control all the time students if they are working or having any difficulties because using this kind of seating arrangement in the class there can be a lot of noise and students might be out of the control. Group seating it gives opportunity to students to be interactive to be collaborative to correct each other, to create friendship with other classmates, and so on. In the third figure we have the third seating arrangement called Horseshoe in addition is my favourite seating arrangement. images.jpg I consider the Horseshoe seating more favourable because none is in the centre ,all are treated equal and everyone can see each other without leaving anyone else aside. Through Horseshoe there can be developed a lot of debated, discussions, everyone feel free to talk and like this fluency activities can be realized. Regarding to my experience in the primary or secondary school when we used this kind of seating the words started to flow itself, because the atmosphere that is created it pushes you to communicate in foreign language without noticing it.

One of the Best Shots Ever Essay -- Narrative Memoir Essays

One of the Best Shots Ever   Ã‚  Ã‚  Ã‚  Ã‚   The soft moon rock jumped off the face of the club, as I moved through impact. All I saw was the perfect arch of the rock as it hurled through the air and over a small rock infested river that runs in front of the oblong green. I had just pulled off one of the best shots ever in my golf career.   Ã‚  Ã‚  Ã‚  Ã‚   It all started on a brisk August morning. That day I had to get up before the first rays of the sun could be noticed on the horizon. I awoke to the droning sound of my green digital alarm clock, and immediately jumped into a hot steaming shower to wake me up from a sleepless night. As I jumped out of the shower, I realized that I only had thirty minutes to be completely ready and do my morning warm-up. I flew through everything and still had to wait fifteen minutes for Jim to pick me up.   Ã‚  Ã‚  Ã‚  Ã‚   The drive down to Cedaredge took an eternity, since I was ready to get on the golf course. We drove in and noticed that we were the first of our team to arrive. This gave me plenty of time to get ready. I went inside the plain glass doors of the clubhouse and received a large, green, plastic bucket of range balls, picked up my clubs and headed to the driving range. I noticed that as I walked there was a slight coat of dew on everything. I set my bucket of balls down on the right side of the hitting area where I always went and proceeded to go through my routine. The ground was very supple, but I couldn't even make a divot in it early in the morning because I was so stiff. My swing had not yet gotten adjusted to feel each piece of the grass as it went over the ground. The first shot into the horizon was a promising one. It traveled perfectly with even a little right to left action, or a draw. Then the... ...ine the ball would be traveling on and noticed a crater of a ball mark from a previous shot hit to the green. I fixed the indention in the green so I was ready to putt. I used the red star of my marking to place my ball on the right line. I knew the putt was slick with a foot of break to the right which was perfect for me since I putt left handed. I lifted my belly putter out of my bag and took my stance over my Hogan ball. I felt my smooth stroke just tap the ball and heard the plunk of it dropping into the earth.   Ã‚  Ã‚  Ã‚  Ã‚   I had just planted a small moon rock into the center of the earth. It was no ordinary rock and it happened on the hardest hole I have ever played on a golf course. I knew as soon as my Hogan ball dropped the day was mine and all I needed was that one perfect shot (or lucky break of not going in the water) to get me started in my golfing career.

How does Emily Bronte present Heathcliff in the novel Wuthering Heights

How does Emily Bronte present Heathcliff in the novel Wuthering Heights? The novel Wuthering Heights is a gothic tale of love, loss, and redemption. Heathcliff who is one of the lead characters is presented to the reader in many forms throughout the novel. He is portrayed as a man who loves a woman, vindictive and as an outcast. He is also very demanding and appears to be an evil person. During Heathcliff's early years at the Earnshaws home, it is obvious that Heathcliff shows his vindictive form at an early age. His friendship with Cathy is tested when Edgar Linton arrives for dinner. Heathcliff is jealous of Edgar's class and charm so it is no surprise that when Edgar jokes about him Heathcliff would retaliate. We are told by the narrator that "the seized a tureen of hot apple sauce dashed it full across his face" which gives the reader the evidence to assume that this is how Heathcliff will act all his life. The words used in the phrase contain a little impact - the word 'seized' could suggest that he could not help himself, he had to get back at him to impress Cathy and to show he could not be joked about. Later on in the novel, it is made known to us that he would do far worse things to avenge his harasser. It is said "he would have tried to remedy the mistake by smashing Hareton's skull on the steps" to make Hindley mad. The overall impact of the phrase is extremely harsh. The word smashing stands out particularly because to smash something you need to use a great force. After the death of Mr Earnshaw when Heathcliff was young, Hindley became head of the house. Upon his arrival, Hindley "drove him from their company to that of the servants" and "deprived him of the instructions of the cu... ...cruelty in Heathcliff because he hates his son for no reason and is perfectly happy to fill Lintons last moments with terror and despair. When Cathy remarks "I care nothing for his anger", Lintons responds "but I do. Don't provoke him against me, Catherine, for he is very hard." The language used makes us sympathetic towards Linton, as he fears his father. The word 'provoke' seems to stand out mostly because this could mean that Lintons thinks Catherine would tell of him to his father which would get him into trouble - this does not show trust. In conclusion I think that Heathcliff is a troubled man through his past has had bad experiences but somehow manages t turn around his life and take his anger out on other peoples lives in turn affecting them. It is true however, that Heathcliff really did love Catherine and wished to be with her even after death.