Examination of Heathcliffs character in the plot of Wuthering Heights :: English Literature

Examination of Heathcliff's character in the plot of Wuthering Heights WutheringHeights centers around the story of Heathcliff. The first paragraph of the novel provides a vivid physical picture of him, as Lockwood describes how his "black eyes" withdraw suspiciously under his brows at Lockwood's approach. Nelly's story begins with his introduction into the Earnshaw family, his vengeful machinations drive the entire plot, and his death ends the book. The desire to understand him and his motivations keeps us engaged in the novel. His many levels cause us to delve deeper than expected, and the introspection allows us to fully explore not only Heathcliff but also the novel itself. Heathcliff, however, defies being understood, and it is difficult for us to resist seeing what they want or expect to see in him. The novel teases with the possibility that Heathcliff is something other than what he seems; that his cruelty is merely an expression of his frustrated love for Catherine, or that his sinister behaviors serve to conceal the heart of a romantic hero. We expect Heathcliff's character to contain such a hidden virtue because he resembles a hero in a romance novel. Traditionally, romance novel heroes appear dangerous, brooding, and cold at first, only later to emerge as fiercely devoted and loving. However, Heathcliff does not reform, and his malevolence proves so great and long-lasting that it cannot be adequately explained even as a desire for revenge against Hindley, Catherine, Edgar, etc. As he himself points out, his abuse of Isabella is purely sadistic, as he amuses himself by seeing how much abuse she can take and still come cringing back for more. The author does the same thing to the readers to us that Heathcliff does to Isabella, testing to see how many times the reader can be shocked by Heathcliff's gratuitous violence and still, masochistically, insist on seeing him as a romantic hero. Heathcliff drives the plot, as without Heathcliff we would not have any of the problems needed to be dealt with. Heathcliff is connected in some way to almost everyone in this novel, and unfortunately in some way he deals with them negatively. Heathcliff helps to attach all of these stories together, as he is the reason such misfortune happens to everyone and thus he sits at the crux of the basic plot. He remains throughout the novel to be somehow involved in most happenings, whether it is part of the present day with Mr. Lockwood or when Nelly recalls of his doings back in the day when Catherine was still alive.He Considering this historical context, Heathcliff seems to embody the anxieties that the book's upper- and middle-class audience had Examination of Heathcliff's character in the plot of Wuthering Heights :: English Literature Examination of Heathcliff's character in the plot of Wuthering Heights WutheringHeights centers around the story of Heathcliff. The first paragraph of the novel provides a vivid physical picture of him, as Lockwood describes how his "black eyes" withdraw suspiciously under his brows at Lockwood's approach. Nelly's story begins with his introduction into the Earnshaw family, his vengeful machinations drive the entire plot, and his death ends the book. The desire to understand him and his motivations keeps us engaged in the novel. His many levels cause us to delve deeper than expected, and the introspection allows us to fully explore not only Heathcliff but also the novel itself. Heathcliff, however, defies being understood, and it is difficult for us to resist seeing what they want or expect to see in him. The novel teases with the possibility that Heathcliff is something other than what he seems; that his cruelty is merely an expression of his frustrated love for Catherine, or that his sinister behaviors serve to conceal the heart of a romantic hero. We expect Heathcliff's character to contain such a hidden virtue because he resembles a hero in a romance novel. Traditionally, romance novel heroes appear dangerous, brooding, and cold at first, only later to emerge as fiercely devoted and loving. However, Heathcliff does not reform, and his malevolence proves so great and long-lasting that it cannot be adequately explained even as a desire for revenge against Hindley, Catherine, Edgar, etc. As he himself points out, his abuse of Isabella is purely sadistic, as he amuses himself by seeing how much abuse she can take and still come cringing back for more. The author does the same thing to the readers to us that Heathcliff does to Isabella, testing to see how many times the reader can be shocked by Heathcliff's gratuitous violence and still, masochistically, insist on seeing him as a romantic hero. Heathcliff drives the plot, as without Heathcliff we would not have any of the problems needed to be dealt with. Heathcliff is connected in some way to almost everyone in this novel, and unfortunately in some way he deals with them negatively. Heathcliff helps to attach all of these stories together, as he is the reason such misfortune happens to everyone and thus he sits at the crux of the basic plot. He remains throughout the novel to be somehow involved in most happenings, whether it is part of the present day with Mr. Lockwood or when Nelly recalls of his doings back in the day when Catherine was still alive.He Considering this historical context, Heathcliff seems to embody the anxieties that the book's upper- and middle-class audience had

A destructive love Essay --

A destructive love Othello is such a character who is portrayed as a tragic hero through his high ranking in army, jealousy caused by racial inferiority, and credulousness for the villain Iago. In Shakespeare’s play, The Moor of Venice, jealousy is the major component constructed though out the entire play and eventually leads to Othello’s downfall and ultimately destroys his marriage with Desdemona. The play is a story of a black hero in the white community at an era of alteration from racist past to a less biased future. During this social transform period, a black Moor is able to be promoted over other white men and therefore Othello is in a higher ranking than most of white people in Venetian society. However, during this period of alteration, many social disciplines and social understanding are arbitrary. On one side, the society promotes a certain degree of racial equality by having black Moor appointed as general. On other side, Othello is alienated in Venetian society because most Venetians see him as an outsider whom is protecting their country. Therefore, Othello only gains respect for his bravery in fighting the war and his reputation for being a skilled general in the army and nothing else like his lieutenant, Cassio is, who comes from an upper class and white race family and has strong social skill. Othello is clearly aware the fact that he is not being recognized as part of Venetian society, yet he cannot do anything to the existing class prejudices. But not only that he is fully aware of presented racial prejudices, this racism has somewhat made him feel racially inferior to other light skinned people around him. Othello’s racial inferiority is intensified when he is being compared to Cassio ... ...,† his jealousy of honor has blinded his mind and he wrestled with a rising feeling of impotence, self-pity and vengeance. Yet, this jealousy also blinds his mind when Desdemona tries to defend herself before Othello smothers her. Othello firmly believes his wife has cheated on him, and he confirms his deed by telling himself that he is defending his honor. Therefore, I believe that right before Othello kills Desdemona, he himself is too afraid that he is wrong about Desdemona because he firmly confirms himself the purpose of this monstrous murder with an apparently upright reason. However, his self-affirmation is crushed as Emilia reveals the truth about the handkerchief and the fact that Iago has plotted all these traces to mislead Othello. Othello’s loss of his one true love is like â€Å"the base Judean, threw a pearl away/ Richer than all his tribe† (5.2.352-353).

Lawyer essay Essay

Teenagers at this age of their lives are not certain about what career path they want to take, because of economic problems and personal influences which they face. Regardless of the fact, I knew from the time I was 9 years old that I wanted to be a lawyer. I have chosen this career because I want to help many people with certain problems and protect their rights. Lawyers give people and companies advice and tell them what they can and can’t do under the law. The trick of being a lawyer is finding a job in a type of law that you enjoy, because there are so many different types of lawyers; from tax attorneys to criminal defense lawyers. In support of my research I have met with Andrew Forsythe and Christopher Gunter, they are both criminal defense attorney and they also have been practicing law for 14 years. In hopes of getting a better understanding of my career search. I realize that before pursuing this career, it is also important to learn that you must need three or more years of intensive study beyond a bachelor’s degree program. You are also likely to face steep competition from others attempting to enter the legal profession. However, the potential benefits of being a lawyer can make pursing a legal career worth the effort. Part 1- Reasons for choosing this career A career as a lawyer is an extraordinary calling. However becoming a lawyer is an enormous undertaking in terms of time commitment and financial investment. The beauty of a law degree is that it opens door for many paths. You could choose to practice so many types of laws, or take your qualifications and never ever seen the inside of a court room. Many lawyers end up becoming professionals in other fields, such as working in policy in the department of state, entering the military, working in corporations, eve the FBI. I always wanted to be the guy with the suit and fancy shoes, standing in front of the judge and defending my client. It seem as a pretty easy job with well earned pay, which requires a lot of knowledge. Becoming a lawyer is often one of the most difficult professions to enter due to the high competition and time require obtaining degrees. You need at least 4- year bachelor’s degree, 3 years of law school and passing a written bar examination. However, some requirements vary by state. In schools such as mine, there aren’t any programs that let you work on criminal cases until you hit college, and college is not free. If your school may not offer this, then that ruins your change to get a scholarship to help you pay for the debt. Part 2- What I learned After I did some research on this career, I learned that you must earn a Bachelor’s degree, and take the LSAT. The Law School Admission Test (LSAT) is a required standardized exam that applicants must take before entering a law school accredited by the American Bar Association. The exam is offered four times each year and measures an applicant’s reading and verbal reasoning skills. Last but not least, you must pass the Bar exam. Each state requires law school graduates to pass the bar exam in order to practice. Lawyers were able to accomplish their dream jobs based on passion and talent. â€Å"In a day and age when opportunity abounds, I’m surprised to find many people who give up on their dreams. Some want to learn how to become a lawyer but give in all too easily.† (Peter J. Loughlin) Becoming a Lawyer is very difficult. There are many fields that you could study for but to me, you should study the legal basis of law. It helps to interact with many people around you. (Lucille Ball) â€Å"If there were no bad people, there would be no good lawyers† (Charles Dickens) The most important thing I learned about this career is that their salaries range from $110,000- $113,000. (Occupational outlook†¦Ã¢â‚¬ ¦.) This fact definitely made me happy. One of the best schools that offer job placement assistance after you have graduated, it’s ITT Tech. It’s a four year college and offers financial aid for those who need it. Part 3- Summary of my Interviews I interviewed Christopher Gunter. He is a criminal defense attorney and has practiced criminal law in Travis County since 1980, after earning his JD from ITT Tech. Mr. Gunter discusses his experiences prosecuting his first death penalty case when he was an Assistant District Attorney. Throughout my interview I’ve realized that he is very passionate about working as a lawyer. His salary starts at $75,000 and gets higher depending on the cases he takes. He suggested that â€Å"you must take this job seriously.† He also told me that â€Å"ITT Tech does not look at your experience, instead they look at all your grades, attendance to determine if you are a hard worker or not.† He earns a lot of money in every case he takes. He also enjoys defending his clients when they really need it. I felt very comfortable when he told me those things, I see lawyers as heroes, because they take their job seriously. Mr. Gunter taught that lawyers got their own way of doing things, some lawyers work different than others; however they all have something in common. They fight until the end and they share the same purpose; win their cases. Part 4- Reflection At the beginning of this I search project, I was shocked when I saw the mandatory 3-7 pages we had to do. It was really difficult to decide, at one point I decided to take the zero and do well on other tests. Now I am very thankful for having to do this project, because it taught me a lot in the area of my career. It also taught me to never give up on my dreams no matter how hard they are. I thought that I just go to college, get the degree and then get a job. I was completely wrong, that’s when I realized it was not that easy. I have learned a lot of stuff that I will need in the future I order to accomplish my goals, this project helped in many ways. I never knew that colleges looked at your attendance and judged you based on that. I am very happy at finding more about my choice of career; I know that being a lawyer is very difficult but not impossible, and I will never give up until I see myself standing in front of the judge, wearing a suit and fancy shoes.

Good Behaviour Game Essay

Managing the classroom is an important part of efficient teaching. This research study aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of this study is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom. Implementation of Good Behavior Game on the Students of First Standard Introduction Class room management is one of the most important aspects of Educational psychology and is closely related to motivation, respect and discipline. This term is used by teachers and psychologists to describe the process of running a classroom without disruption despite of disruptive behavior by the students. It also implies the prevention of behaviors that are disruptive in nature. Disruptive behavior is linked with subordinate or lesser scores on high stakes tests and low academic success overall (Wentzel, 1993). Brophy elucidates the term classroom management as a teacher’s efforts to create and uphold the classroom environment as an efficient place for teaching and learning (Brophy, 1986). Maintaining the classroom environment involves teacher’s efforts to provide activities for students that are both inside and outside of the classroom setting. This might include academic instruction, management of student interactions and supervision of student behavior (Wright, 2008). A study conducted by Merret and Wheldall advocated the point that for some teachers controlling behaviors of multiple students at the same time proves to be a difficult task. The study showed that teachers were unhappy and concerned about the level of disruptive behavior in their classrooms, because they were unaware of the knowledge of behavioral classroom management theories and strategies to address behavior in order to put into practice specific behavior modification strategies (Merrett & Wheldall, 1978). The research conducted by Wesley and Vocke showed that less than half of teacher pre-professional education programs (37%) necessitate students to complete a course designed to formally address classroom management approaches, techniques, and assessment of the methods (Jones, 1996), (Wright, 2008). Disruptive behavior projected by students is seen as a major concern while providing optimal learning and teaching environment. Many strategies and interventions have been used in order to tackle this issue and provide better class environment that is well managed. Effectiveness of behavior modification has been proven through research and behavior analytic approaches have been employed in many settings (Bellack & Hersen, 1990). These approaches address various target behaviors that include verbal, motor and combination of both motor and verbal behaviors. These approaches have been implemented in classrooms by teachers as they are the ones maintaining the environment of the class. Our research study focuses on how effective such strategies can be, when used by the teachers, to manage disruptive behaviors and maintain the protocol of the class. The stress is on the teacher as he or she is the constant variable in the classroom (teachers do not change or alter their behavior everyday) and can act as an effective behavior change agent. There is a growing need for efficient interventions that effectively deal with the behaviors of multiple students at the same time. Doing so is necessary because it ensures optimal learning and teaching environment that ultimately results in a more developed and aware students with better capability to make sense of the world around them. The Good Behavior Game The Good Behavior Game is a strategy used to manage behaviors in the classrooms that employs giving rewards to children for avoiding disruptive behaviors during instructional times. The class is divided into two teams and a point is given to a team for any inappropriate behavior shown by one of its members. The team with the lowest number of points at the Game’s end each day wins a group reward. If both teams keep their points below a predetermined level, then both teams share in the reward. The program was first used by Barrish, Saunders, and Wolf in 1969. Since then several research articles have confirmed that the Good Behavior Game is an efficient means of increasing the rate of desired behaviors while decreasing disruptive behaviors in the classroom. The Good Behavior Game sees the classroom as a community. The teacher is essential to the Good Behavior Game, because he or she determines the rules for becoming a successful student and member of the community and also sets whether each child succeeds or fails. The Good Behavior Game improves the accuracy with which the teacher delivers and the student receives these rules, and by doing so improves the teacher-student interaction and the child’s chances for success. Initiation of Good Behavior Game in classroom settings shows that the better behaved children were observed to influence and socially integrate the children who behaved less appropriately thus promoting healthy competition inside the class among students. Rationale This research aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of initiating the Good Behavior Game is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom in order to develop an atmosphere of positive peer pressure, reduced inattentiveness and prevention of disruptive, disturbing and destructive behaviors in the class. Type of Experiment The study conducted includes elements of an observational study and a quasi experiment. Initially the students were observed and the frequency of desirable and undesirable behaviors occurring in the class was noted down. After the initial assessment, once the rules of the game were employed in the classrooms, the study was continued as a quasi experiment where we gauged whether the implementation of the game has any effects on the students’ behavior. Work Plan The experiment was conducted over a one month time period. The breakdown and time schedule is given below: For the first three days the classrooms were visited and the children and the teachers were observed; how the teacher deals with disruptive behavior in general, how often the students indulge in undesirable behavior, how other students react to the misbehaving students etc. For the next three weeks, the Good Behavior Game was employed in class after initial assessment with the help of the teacher. It was essential for the success of our study that the game continued at all times. Although we were not present in the school the whole time during the three week period, we visited the classes thrice a week to check up on the implementation and to observe if the game was having the hypothesized effects. We allocated two days at the end of the study to meet with the teachers and head of the school to debrief them about the study and get feedback as to how they received it and whether they, as professionals, saw any merit to implementing the game full time in their school. Good Behavior Game: Our use of the technique on First graders The school chosen to implement the study on was The City School, Kindergarten III, Gulshan Branch. The school comprised of students of the first standard. The technique was implemented in five steps. We modified the certain aspects of the Good Behavior Game: we had four groups in a class instead of two groups, the reward was given after every two weeks instead of every day and the game was played continuously through the school time instead of certain specific periods. There were two major reasons to implement the study on the first grade: First being that the first grade is a major transition for both the students and their families, that is, the first grade is generally the first place where all the children interact and that at this level behavior problem can be easily identified. Secondly, the first-grade classroom is well-suited for interventions, like the Good Behavior Game, that focuses on inculcating the role of students in classrooms. First grade is the first setting outside the home where many children learn the social and behavioral skills they will need to succeed in school. The first grade is also a good setting in which teachers can be provided with certain techniques to manage the class efficiently. Before the steps were employed in the classes a detailed observation of three days was carried out inside the classes in order to gauge the following aspects: The level and the amount of disruptive behavior; What is considered as bad or disruptive behavior; General time duration of the class; The time wasted in dealing with the disruptive behavior; Total time spent teaching every day; Attitude of the teachers and the level of student-teacher interaction. After the observation was made, the steps to incorporate the Good Behavior Game were put into action. The steps are as follow: Step One We discussed with the class teachers of the five sections if they were comfortable with employing Good Behavior Game inside their classes. The whole purpose of the study was explained to them and they were asked to decide whether the game should be played in certain periods or at all times. We explained to them that to see the hypothesized effects it should continue at all times so they agreed to implement the game full-time in their classes. The teachers were also asked how they defined disruptive behavior and what behaviors they would want to decrease in their students. Then the views of teachers and our observation were incorporated together in order to decide what behaviors are to be labeled as bad or disruptive. The list of behavior that we decided upon is: Leaving one’s seat without permission; Talking out loud during study time; Name calling; Fits of uncontrolled laughter; Speaking without raising one’s hand; Step Two The other step was to decide upon proper rewards that would be given to the winning teams. This was time consuming because the rewards should effectively motivate students to take part in the game. Thus six students from every class were interviewed about what would motivate them or push them to study harder and to avoid bad behaviors. This was an interesting part of the study as we got to know the perception of children about what they considered a gift or a reward and that how very important is it for them to win it. There were two rewards that were finally decided with the help of the teachers, students and our observation. The rewards that were decided are: Movie day Longer recess Step Three The third step was to introduce the Good Behavior Game to the class. A day before the game was to start it was announced in the assembly that a game would be starting in every section of the school. The students were told that they would be judged on the basis of their behaviors. The rules of the game were explained to the students which was and the identified bad behaviors were asked to be curtailed in order to win the rewards. The teachers were then asked to divide the class into four groups. For the sake of building camaraderie among students they were allowed to name their groups. The students were told the rules of the Good Behavior Game which were: The teams that would engage in bad or disruptive behaviors would earn a black star; In order to win the teams had to earn as few black stars as possible; If the number of stars for all the teams stays below six then they would all share the reward with the winning team. Step Four The fourth step was to put the game into effect. During those times that the game was in effect in the classroom, the teachers were asked to continue their usual instructional practices. The only change in the routine for them was to note and publicly record any black star earned by either of the teams. Teachers were given a chart to put stars on. The teachers were also asked to praise the students when they tried to avoid bad behaviors and tried to exhibit appropriate behaviors. Step Five The final step of our study was to observe the classrooms during the course of the game. Detailed observations were again made. We visited the school five times during the two weeks in which the Good Behavior Game was in action. Observations about the following were made: The level and the amount of disruptive behavior; General time duration of the class; The time wasted in dealing with the disruptive behavior; Total time spent teaching every day; Attitude of the teachers and the level of student-teacher interaction; Level of students’ interest in the game. Observations and Findings There was a noticeable drop in the level of disruptive behavior in the classroom as many students associated bad behavior with a black star, which was undesirable. While on the other hand, many students started behaving nicely to earn a golden star. Both positive and negative reinforcement was in action. The students learnt how to function as a member of a team. Level of cooperation was observed to rise within the students. It was observed that the teachers were less stressed and their moods were more pleasant when compared to before. Few children were scolded on the basis of disruptive behavior. Better academic attainment was seen, especially because teachers used the time made available for instruction and learning. Female students had much lower rates of disturbing and disruptive behaviors when compared to male students. The reward at the end of the game was seen as a major factor motivating the students to avoid engaging in disruptive behavior. The total teaching time per day in the classes increased around a good 20-30 minutes when compared to before. This happened because the time wasted in dealing with various disruptive behaviors decreased, resulting in more time available for the teacher to teach. It was observed that the age of the teacher also played a key role in the level of disruptive behavior in the classroom. The younger the teacher, the more the level of bad or undesired behavior in the class. The protocol for the discipline set by the school management was enhanced as more students tried to avoid those behaviors that were not allowed in the school rules. It was observed that after the initiation of the Good Behavior Game the environment of the class became more cheerful and students were more excited to learn. This meant that Good Behavior Game enhances the learning environment. It ensures maximum student-teacher interaction to provide better opportunities for the students to learn more openly. Good Behavior Game is more effective when compared to punishment in order to reduce undesirable or disruptive behavior in the class. Promoted healthy competition inside the classroom. Better behaved children were seen to influence and integrate the children who engaged in disruptive or inappropriate behavior. It was noticed that such classroom management technique enhances the teacher-child relationship. A student more easily identifies with his or her teacher and is less afraid to express what they think. The level of class participation increased. Students were actively engaged in learning and receptive to what their teachers taught them. Benefits of Good Behavior Game The Good Behavior Game is easy to implement and can benefit every student in the classroom. It cuts down on classroom distraction and benefits everyone and can help to create a positive and comfortable learning environment. To base the behavioral expectations for the Good Behavior Game on the school-wide expectations may facilitate students to generalize their appropriate behaviors across other settings. The Good Behavior Game is affordable and easy to put into practice. It does not involve extra class time to play. It is ideal for use in individual classrooms, throughout the school, or even throughout entire school districts. Its implementation is so easy that it can be brought into play effectively in almost every setting in the school, and even on the bus. The Good Behavior Game engages parents and caregivers in classroom activities too, so as to make sure that the effect of the game is not limited to the classroom but also other places where the children go. The Good Behavior Game works well with children whose first language is not English, which means that it can be implemented almost everywhere and that the scope of Good Behavior Game is not limited to only those children who are fluent in English. Also, the behavioral strategies in the Good Behavior Game support group based reinforcement for self-consciousness of disruption and aggression. Not only is the scope of this game limited to troublesome children but the game also extends as an effective resource for youth with special needs. Limitations Current developments in educational and psychological fields encourage positive approaches to improve children’s behavior. The Good Behavior Game remains an important tool for teachers struggling to manage classroom behavior yet the limitations remain. The study that was carried out had several limitations. The results that came out from our current observation showed that the students could have been at a good behavior because of the presence of outside observers in the classroom instead of the Good Behavior Game. Examination of the data suggested that this effect, if present, remained at a consistent level whenever observers were present in the classroom during the examination periods. However, this effect might not be present when observers were not present in the classroom, hence this effect might not be consistent throughout the study. To rectify this, future research should be implemented in a way that observations could be conducted in a less obvious method so as to give a natural and consistent result throughout the examination period. The teacher of the class thought that the preparation and involvement in the Good Behavior Game would require extra time and ingenuity and that extra burden would be placed on her, since she had also to prepare regular lessons. Due to this, the teacher was quite reluctant in helping and assisting us in the observation. Another problem, that was perhaps not as serious, concerned teacher observation of behaviors. No signaling system was used. The teacher had to become alert and talk about the behaviors in addition to continuing to conduct regular classroom activities. Spotting the target behaviors did not appear to be difficult for the teacher except when she faced the blackboard or talked to individual students. However, it should also be noted that since the teacher knew the students for a couple of months, for her, some behaviors would be quite normal and she might not have been able to identify them in an unbiased manner. Another problem that was faced was the time constraint. The observations were only carried out for six days which are inadequate to reach proper results in Good Behavior Game. Because the Good Behavior Game is typically played during instructional time, there is a decrease in disruptive behavior during this time, that is, the class is quieter so the teacher can be heard so the results might not be the ones if the game is played in another setting. Also it can be argued that classroom environment focuses on appropriate skill development rather than reductions of troublesome behavioral excesses. Conclusion Over all the Good Behavior Game is an excellent approach towards classroom management. It enables the teacher to control the level of disruptions inside the class and to engage the students in a healthy activity. During the course of our research we analyzed that the early years in childhood education matter a lot and if proper attention at this stage is not given then these behavioral problems might become ingrained in the children and result in pathology as they grow up. GBG uses the concept of reward instead of punishment which is a more efficient approach to reinforce behavior. Through this the students not only learn to avoid disruptive behavior but in the mean time also learn appropriate manners and the art of functioning in a group. References

Critically analyse and evaluate current developments Essay

In the 1980’s and 1990’s the cruise industry saw the emergence of a new market, which was younger people with considerable income but no families. The term DINKY’s was given to these couples which meant â€Å"Double Income No Kids Yet† These couples were excellent to target as they had plenty of disposable income and they do not have any children to worry about, being able to go on holiday, when they like and where they like, spending their quality time together and not having to worry about the price. In 1990’s 15% of the passengers who cruised with P&O and Princess Cruises were from the UK and researches showed that there is still an active UK market. In 1998, the UK cruise market was expanding dramatically. Companies which had operated in the traditional holiday market were adding cruising to their portfolio and greatly increased their supply of cruise holidays for the UK market. Although cruising is loved by many travellers, there is still a staggering 98% of the population who have not taken a cruise, reasons identified by Dickinson and Vladimir (1997) cited in Cartwright and Baird (1999) revealed five main reasons why people do not cruise which consist it being too expensive, the exclusivity, family commitments, claustrophobia and sea sickness. Disabled consumers The disabled consumer group have become more interested in the cruising industry, many cruise liners did not offer ships which catered to disabled people. Now with the Disability Discrimination Act 1995, where all places who offer service have to make â€Å"reasonable adjustments† the cruise liners had no choice but to build disability-friendly rooms for their travelling disabled passengers. Not saying that they did not have these rooms before, but some cruise liners did not offer this service for the disabled consumer group, and it was against the law. There should be no problems for disabled people finding a cruise liner suitable for them as all cruise liners now offer fully disabled facilities within the ships to cater to the disabled consumer group. Family Cruising In the 1990’s a major development which was companies targeting families with children was put in place, by providing facilities not only for the adults but also for the children to enjoy, now in 2005, almost every cruise line offers family cruises. If a cruise liner does not offer a family cruise they are missing out on making lots of money. Although there are still some cruises which specifically do not allow children, reason being because these cruises are for the older / retired people who do not wish for screaming, noisy, crying children and babies when they are trying to relax. Being a kid is all about having fun. Coincidentally, so is vacation. But kids and parents rarely agree on what is fun. To parents, fancy dinners, late night shows and reading by the pool are fun. Kids have more fun playing games, doing scavenger hunts, and going down waterslides. The good news is that all of these activities occur on a cruise, making a cruise the vacation of choice for today’s families. Under the supervision of the youth staff, kids can play video games, eat pizza and play in a ball pit, while parents relax and have a fabulous five course meal. It is a parent’s and kid’s dream come true! (familycruise. com [online] 2005) The quote above was taken from www. familycruise. com an internet site which specifically caters for family cruises. Helping families to plan holidays which will keep both parents and kid’s happy on their holiday. Parents love to go on cruises so they have to be able to find a ship which caters for the family, letting the children have a good time on the cruise and also for the parents to relax and not have to worry about looking after their kids and think about what they are doing and are able to do on-board. The cruise industry has continued to grow rapidly since the introduction of family cruises. This might be due to parents now being able to have their dream holiday, a cruise, and not have to worry about their children as they can go too and have fully trained sitters to look after their kids and keep them occupied all day long. Price Cheap prices are what the lower-end consumers are looking for. A good price with an average cruise holiday, they cannot expect more than that as they are not paying a high price for a luxury cruising holiday. Although the cruise industry is very expensive, there are still many consumers who like to go on cruises. This could be due to status, as only the wealthier people can afford to go on these high-class cruises. In 1999, it was possible to obtain a seven day cruise from the UK for i 399 per person, which then was cheap compared to the top end cruises which were around i 2000 per person. Now in 2005, cruises prices start from i 599+ per person. This is rather expensive as the average family spends around that price for a holiday a year, not per person. Cheaper cruising prices should be being introduced and this would be an excellent idea as many lower-end consumers want to experience a good cruise but unfortunately do not have the funds. If cruise liners offered cheaper cruises with good experiences not only the wealthy passengers can go but so can the lower-end customers. Incentives Cruises in America often have many deals which include, prices starting from $399, book before Jan and receive an extra night’s stay, children under 16 cruise for free and many more. This is a good way to make more sales and allow people to pick their company to another one. As there are many incentives available which is what the consumers are looking for as they are paying a high price for their cruising holidays. â€Å"Receive our special Early-Booking discount and free hotel stay†. (cruise. gr [online] 2005) The quote above is very popular within the cruise industry, this is the type of incentive the consumer wants to see to help motivate them to purchasing the holiday. Consumers today are very greedy and like value for money, if they are buying on the internet they will always look for sites which offer them incentives towards their holidays, or when buying in travel agent they will try to get some freebies towards their holidays.

“Empire of the Sun” by J.G. Ballard

My dear friend Patrick, How are you my friend? How is Singapore? I hope you are fine and healthy. I am very lucky to be able to write this letter to you because not many people got the chance to do so. As you probably did not know, I am in a prison camp right now because of the Japanese. I have been here for more than one year and without my parents. It is a very long story about how I am not with my parents anymore, so I will just tell you that we got separated when we were running in town from a bombing. It was a very big shock for me but I am al right now. I still hope that I will find them, though. I do not even remember what they look like. It hurts to think that they might even not be alive anymore. I just do not know what to do anymore. I am a prisoner†¦ and all I can do is hope. I have some good friends here and they have helped me through everything, but I am still very sad and I miss my mom and dad a lot. I just hope that they are al right, so I can maybe find them one day. I miss my mom's hugs and the long chats with my dad about planes. And I just wish I could remember what they look like. This camp is horrible. I cannot live a normal life here, but we have all learned how to deal with the fact that there is no other choice. We all miss London a lot and cannot bare the fact that we might never come back there again. We do not get enough food and barely water. All we eat is potatoes. They are almost always either rotten or old and do not taste that good either. So many people get sick only because of the potatoes or the water in it†¦ some even die. It is often the old people or the small weak kids. I can not do much for them but I try. Oh and I forgot to mention that there are all these bugs inside the potatoes. The women always clean them out but I just cannot be bothered! I eat them! As your dad says, â€Å"It's full of protein, anyway! † your dad is funny sometimes! Everyone gets one potato per day and if they have something good to trade, they might get lucky and get another one. People here even fight for the food. But I have learned how to survive and get what I need or want very easily. My friend Basie taught me everything. I steal the items and the food sometimes and trade with others. I know you probably think that stealing is a wrong way of getting something, but you would do it too if you were here. We all become so desperate for things that there is no other way to get what you want. When I trade I try and be fair all the time because then I will get the fairness back next time. Another thing about the camp is that it has become like a small town for all of us. Basie even has his own office inside one room. You should see all the different things he has in there! He uses them all to trade for what he needs. I get a lot of nice items from him! I do not think I mentioned Dr. Ransome. He is also a very good friend of mine. He is the only doctor in the camp and he works with the nurses in the small hospital. I help him with the sick patients sometimes and it feels good. I even brought someone back to life, but only for a few seconds. Dr. Ransome did not believe me though and he told me it was just some kind of body reaction. But I think the person was alive, because I pumped the heart! It feels really good to be able to help someone and make them healthy. Oh! Patrick! There was an Air Raid the other day and it was the most exciting thing I have ever seen! There were all kinds of planes flying everywhere! The Cadillac of the sky even! You should have seen that! The pilot even waved to me! He waved to me! The planes were shooting their guns and destroying the camp. I was on the top of the roof watching everything! It was so exciting and I felt so happy for the first time in a long time. You should have seen all the chaos and heard all the noise! The planes were amazing and they were flying so perfectly in the clouds! I loved it! Well my dear friend I think I have written enough for you. They told me that I will be able to write one more letter to you. This makes me very happy! Expect a letter in a month or so when something else exciting happens! Let's hope for another Air Raid! ‘Till then, bye!

Finance Essay Example | Topics and Well Written Essays - 2000 words - 5

Finance - Essay Example It might happen that the actual results of the business diverts from the planned structure, leading to financial deviation in measurements. When the actual results match with the forecast there is a profit whereas when there is a mismatch it leads to a loss. So at the very outset it is known that the forecasts may not materialize. This is known as risk. The possibility of risk arises when there is an uncertainty regarding the outcome of an event. Suppose, a US based company wants to set up its operations in UK. For this it has to set up a new unit in UK, buy equipments, employ new staff etc. All this requires funds. This can be obtained as loans from financial institutions. But the loan comes at a cost which is the rate of interest that the company has to pay on the amount raised. This exposes the company to interest rate risk. If the rate of interest rises, the interest burden of the company increases putting a strain on the earnings. A new investment has to face the risk of market competition. The existing competitors may have a strong market reputation. This will make it difficult to penetrate the market. If the company’s product is not accepted by the customers this might result in loss of huge revenues. It is important that the management has proper strategies in place to counter this risk. The company accepts a project based on an anticipation of future cash inflows. But there remains an uncertainty about the generation of the future cash flows. If an organization sells goods on credit, there is a possibility of non-payment by the debtors. This will impact the profitability of the project. To ensure that the non-payment does not affect the project performance the company must take the requisite steps. The overseas operations of the company give rise to foreign currency receivables and payables. It has to pay for the purchase of raw material, equipments and other costs in the foreign