The Technique In The Great Gat essays

The Technique In The Great Gat essays The Great Gatsby is Fitzgeralds finest novel, it was published in1925, and Eliot considered it to be the first step that America has taken since Henry James1. It is a sensitive and symbolic treatment of themes of contemporary life related with irony and pathos to the legendry of American dream. Nick Carraway, a young Midwesterner who sells bonds in New York, lives at West Egg, Long Islands, which is separated from the city by an ashdump, whose distinctive feature is an oculists faded billboard with a pair of great staring eyes behind yellow spectacles, symbolic of an obscenely futile world. Nicks neighbor is mysterious Jay Gatsby, whose mansion and fabulous entertainments are financed by bootlegging and other criminal activities. As a poor army lieutenant, Gatsby had fallen in love with Nicks cousin Daisy, who later married Tom Buchanan, an unintelligent, brutal man of wealth. Through Nick, he manages to meet Daisy again, impresses her by his extravagant devotion, and makes her his mistress. Her husband takes as his mistress Myrtle Wilson, sensual wife of a garage man. When her husband becomes jealous and imprisons her in her room, Myrtle escapes, runs out on the highway, and is accidentally hit by Daisy, who drives on. Gatsby tries to protect Daisy, and Tom, to whom she h as become reconciled, brings his hatred of her lover to a climax by telling Myrtles husband that it was Gatsby who killed her. Wilson shoots Gatsby and then himself. At the end of the story, Nick leaves the East and returns to the Mid-west. The Great Gatsby is the subject of many and diverse critical assessments and reappraisals that have elevated the novel to its current prominent position in American literature2. In this novel, Fitzgerald used many techniques: the controlled and detached point of view, the crafted structure and symbolism, all these distinguish The Great Gatsby from the style of h...

11 Habits of Successful People

11 Habits of Successful People Ever wonder what all those rich and powerful people have in common? Ever wonder how they got where they were? Or whether you have what it takes to end up among them? Or maybe you have a bad idea of what it means to be powerful and worry that you’re too nice a person for the job. Well, rest assured. Nice guys can finish first. Here are 11 habits of successful people. Start cultivating them now, and see how far you can go.1. Don’t wait to be promoted to be a leaderLeadership is not about the title on your business card. So don’t wait to get that title before you start actually leading. Power and authority are not the same thing. Try leading without being a boss.2. Be graciously disruptiveDon’t just accept the status quo because no one else seems to be questioning it. Don’t be afraid to ask the question that comes to you. Ask â€Å"what if†¦Ã¢â‚¬  and â€Å"why not†¦Ã¢â‚¬  Think outside the box and gently express your best ideas, and you could think your way to real innovation and improvement. Plus, you’ll impress your colleagues in the process.3. Think for yourselfForm your own opinions based on fact and what you know, rather than what you think- or have been accustomed to thinking. Always keep an open mind and be willing to change your mind when you have good reason to. Do this, and you can trust the little voice inside your head when it really matters.4. Focus on the big stuffDon’t get distracted by the small and trivial stuff. Cut through the noise and focus on what matters most, and what is most important. Speak up when you have something truly meaningful to say. Do the big thing first and best. You’ll build a reputation for insight and trustworthiness, at the least.5. Master conflictConflict happens. The only thing we can change or anticipate is our reaction to it when it does. Rather than shirking away from conflict, or seeking it out, try the middle path. When it hits, react to it withou t emotional entanglement. Face the situation directly and humbly, without being defensive or hysterical. You’ll find conflict can actually be incredibly productive, when you face it this maturely.6. Cause conversationThis is a hard one to practice, but if you have the talent for making people listen (and saying things worth listening to), then you can be the kind of influencer who opens her mouth and inspires.7. Know thyselfTrue power means not being blind to your own weaknesses. Position yourself to wield your strengths in the best possible way, and that means also owning your weaknesses and finding out how to grow from them.8. NetworkDon’t be the mercenary networker who drops contacts like a hot potato when they prove no longer useful. True power comes from building a solid and strong community. Develop and grow your network. Keep up contact with your connections’ connections. Treat everyone with respect and dignity and then you can all help each other work to gether to succeed.9. Ask for helpAsking for help is almost never a sign of weakness- quite the contrary. True leaders know when to delegate, when to ask for expert advice, when to take a step back for better perspective. Ironically, you’ll prove your lack of insecurity by putting the project ahead of your own ego.10. Believe in yourselfThis doesn’t mean neglecting to do all the hard work, but it does mean believing in your own power to achieve your dreams. Keep yourself driven and inspired and you’ll stand a good chance of actually meeting your biggest goals.11. Do it todayIf you have the mind set, the training, the inspiration, and the passion, why wait? The perfect opportunity to show off your leadership skills and start growing your power may never be handed to you on a silver platter. Start now. Strengthen your power muscles any chance you get, and actively seek out the opportunities to show them off.

Global Strategy of ZAK-Squared Case Study Example | Topics and Well Written Essays - 1000 words

Global Strategy of ZAK-Squared - Case Study Example Individual business division managers could analyze their market, make local decisions based on their analysis and funnel this information up to the corporate level. These divisions could also gear their business to their environment and its demands. Throughout the history of 3M, communication was of the utmost importance. At all levels of management as well as front line workers, there were a number opportunities such as retreats, councils, The Annual Technology Fair, as well as internal encouragement to maintain contact with other division employees. This mode of organization forced 3M to restructure time and time again. Breaking apart divisions and redefining policies and procedures. The Technical Council (numbering 80 people by early 1990) allowed the heads of its increasingly dispersed labs to meet on a regular basis. This was encompassed from the workings of the Technical Forum that was created in the early 1950s that was formed by "senators" that were drawn from the practicing scientists and technologies in each of the 80 3M US-based lbs.

Educational Website Evaluation Research Paper Example | Topics and Well Written Essays - 750 words

Educational Website Evaluation - Research Paper Example Before healthcare professionals recommend any websites to patients, the must make sure of the quality of content and information is accurate to serve the purpose. Based on the given references, â€Å"accuracy† is a key factor to check the sources for content. The information may also come from more than one source. If the information comes from a reputed source, then it is good to use. For example, websites like www.cdc.gov gives users ample information on health topics. Within the site one can find links that provide information in details on recent outbreaks in the country, health and safety topics related to all diseases. Accuracy of particular site deals with the updating of the site, the quality of language, authentication of the site, appropriate links within the site, etc. In CDC on the home page itself the visitors can view â€Å"Health and Safety Topics† that takes them to a vast array of information on various diseases and prevention methods. They can also get A-Z information on all health topics as each topic is provided with featured links and sub-topics making the information easily accessible. For example, the â€Å"heart disease† topic will give the visitors links for coronary artery disease, symptoms and recommendations. However, relying on the internet for health information is a risky proposition as one cannot blindly believe on all the sites. Many times, people end up with websites giving them irrelevant or false information. Fortunately, the users can verify the contents of CDC and it is accurate. Regular users of internet can easily identify the genuineness of this website. While searching for right health information few aspects needs to be considered. These include whether the site is authorized, does it ask for personal information or whether it makes unbelievable claims. It is also desirable to check the â€Å"About Us† page of the site for finding the answers about the questions relating to the promoters of the sites. To a certain extent, the â€Å"site map† can also be helpful. In the â€Å"About Us† page of CDC one can get to know about CDC organization, mission and vision, their training and education and how they are connected with social media. These points are enough to answer the authorization of the site. Second factor is the author of the website, who must have â€Å"verifiable credentials† (Website Evaluation Guide, n.d., p.1). The author must be easily accessible through e-mail address or other contact details provided on the site. CDC gives the users the complete postal address and how to contact the owner through twitter and FaceBook – CDC tweets and CDC FaceBook Posts. Evaluating health websites is impossible without authorization and details of sponsor. When a person checks on the authority, two important things must be noted such as (a) why the site is created and (2) which sponsor runs the site? If the site is making unwanted claims to the u ser that means the site does not have a sponsor or proper author. If one takes the example of the earlier mentioned site he or she can find that the site is run by the Center for Disease Control and Prevention. In the â€Å"About CDC† page of the site, there is a link for â€Å"CDC 24/7† which gives you information on how â€Å"CDC officials† work with other health care providers to spread health awareness. This provides clear details of who runs the site and what is its purpose. Another important

Database Management Essay -- Technology, Computer Softwares, Data

What is a database management system? Discuss each of the five important software components of a database management system. Data Base Managements System (DBMS) is a computer software program installed on a system hard drive that catalog, retrieve, and run queries on data. It provides ways for data to be altered or removed by users or other programs. There are several different types of database management systems that exist that were created for the proper control of databases for specific purposes. The five software components of a database managements system are DBMS engine, data definition subsystem, data manipulation subsystem, applications generation subsystem, and data administration subsystem (Cummings, 2010). Database management systems engine is the central component of the DBMS it stores and retrieves data it accepts logical request from multiple other subsystems and transform them into its physical equivalent. The DBMS engine collects logical requests for data users and issues physical input/output requests to the computer operating system. The data requested is gathered from physical storage and while the data remains in memory, it is managed by the DBMS engine. Data definition subsystems create and maintain data dictionary. Define structure of the files within the Data Base. Its logical structure must be defined prior to entering information and any time information is entered or deleted the data definition subsystem must be used. Field name, type, form, default value, validation rule, is an entry required, and can there be duplicates are examples of logical properties (Cummings, 2010). Data Manipulation Subsystem is used to add, change and delete information in a database. There is software in the ... ... performance products. Some examples is nanotube which is have been added to the frames of tennis racquets and gulf clubs. Nanotubes are some of the toughest materials known to exist to man. Since these tubes are microscopic, millions can be added to the tennis racquet to make it strong in order to give tennis players more control and power. Medicine is another area in which nanotechnology transforming. With the medical field dealing with things on the smallest level, the small nano devices are being developed to enter the body. An example is Nano robot which is a computer-controlled robotic device used to treat and eradicate diseases. Nanotechnology differ from traditional manufacturing in which traditional manufacture take a large item and break it down to its smallest form, nanotechnology starts at the smallest form and build up (Cummings, 2010).

Assessment for Learning Essay

â€Å"Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there†. Assessment Reform Group, 2002 The teacher has ultimate responsibility for setting schemes of work for the class with clear objectives (Formative assessment) and writing end of term and end of year reports drawing together the information gained through assessment for learning. (Summative Assessment) The learning objectives are delivered to the class by the teacher and it is the TA’s responsibility to be aware of: †¢ the learning objectives, †¢ the personalised learning goals for individual learners. †¢ the success criteria for the learning activities †¢ the assessment opportunities and strategies relevant to their own role in the learning activities While taking the children through the scheme of work the TA will support the children by discussing their individual objectives this can also be done with groups of children who are working at the same level with the same learning outcomes. This is done to check that the children understand what is expected of them. This needs to be reviewed throughout the lesson. It is the TA’s job to pace the session to the learning style and ability of the children. At the end of the session the TA needs to give positive, factual feedback to the children and the teacher. This will include your observations on how the pupils responded and the strategies that were useful. The discussion between the teacher and the TA will enable further objectives to be set for the next lesson. Both the teacher and the TA are fully involved in the assessment of learner’ achievement with the TA fully supporting the teacher. 1. 2 Summarise the difference between formative and summative assessment. In 2004, at a conference of Assessors, Professor Paul Black pointed out â€Å"An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. â€Å" Formative and Summative Assessment are the two main forms of assessment used by the teaching profession. Formative assessment (Assessment for Learning) is the type of assessment that takes place day to day during lesson time. It is the reviewing of progress and understanding of the pupil, against the learning objectives set by the teacher. This can be done in a variety of ways such as observation, open questioning of pupils, checking understanding and allowing the children to be involved in the reviewing process during and at the end of a lesson. It allows learners to self-assess and self-evaluate their learning experience hopefully enabling them to become responsible learners who understand what they have to improve to allow them to meet their goals. Formative Assessment: †¢ occurs during the learning †¢ done with learners †¢ processed focused †¢ to improve learning †¢ is personally referenced Summative Assessment (Assessment of Learning) is the pulling together of the learning outcomes of tests at the end of a scheme of work, formative assessment and professional judgements to provide an end of term report showing what the pupils have achieved, it could also take the form of a Key stage SATs. It is outcome focused, occurs after the learning has been taught and is a way of measuring and proving learning. Summative Assessment: †¢ occurs after the learning †¢ done to learners †¢ outcome focused †¢ to prove learning. †¢ externally referneced While the two forms of assessment are entirely different the resulting information from both types can be used to help with setting learning objectives. The two types of assessment are not necessarily to be used separately they should complement each other, as the use of Afl can help pupils perform better on summative assessment tasks and summative assessment can reflect the impact of Afl. 1. 3 Explain the characteristics of Assessment For Learning. Assessment for learning encourages the learner to take responsibility for their own learning and achievements. This is done by providing them with the following information: Learning intentions A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. They can also be call â€Å"Learning Objectives†, â€Å"Learning Goals† or† Learning Aims† Making sure that he pupils are aware of their learning intentions before the lesson begins in language that the pupils will identify with, focuses their attention to the learning and how to achieve their intention rather than the activity they are undertaking. This can help keep the pupil focused on task for longer by increasing their motivation. The pupils should be reminded of the learning intentions throughout the lesson. Success Criteria This shows the learners what they need to achieve to meet the ‘Learning Intentions’ Success Criteria: †¢ are linked to the learning intention; †¢ are specific to an activity; †¢ are discussed and agreed with pupils prior to undertaking the activity; †¢ provide a scaffold and focus for pupils while engaged in the activity; and †¢ are used as the basis for feedback and peer-/self-assessment. Formative feedback About the quality of their work and what they can do to make it better; Giving pupils’ feedback and allowing them to feedback to the teacher how they feel their learning went. . Ambergate school regularly asked the children how they think they have done by giving a â€Å"thumbs up†, â€Å"thumbs down† or â€Å"thumbs sideways† to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books. At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. Effective Questioning To create a classroom climate where pupils come up with their own ideas, think aloud and explore their understanding. Questioning should take the form of open-ended questions to encourage the children putting their own ideas forward without being led by an adult. The adult can then ask the children’s peers what they think of another child’s idea to generate feedback. Generally in the lessons in Ambergate school the children are reminded when working to ask, who, what, when, why and how to ensure they get sufficient feedback to enable them with the tasks set. Peer and Self-Assessment and Evaluation. Peer and Self-Assessment enables learners to recognise success in their own and others’ work and to focus on how they are learning as well as what they are learning. Ambergate school regularly asked the children how they think they have done by giving a â€Å"thumbs up†, â€Å"thumbs down† or â€Å"thumbs sideways† to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books. At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. To summarise Assessment for learning meets individuals needs and maximises their full potential through continual monitoring. All staff are allowed to contribute to future planning by feeding their findings back to the teacher. 1. 4 Explain the importance and benefit of assessment for learning. Continuous assessment improves performance and behaviour, allows pupils to work more independently and it also improves motivation and risk taking. By increasing two way communications Assessment for Learning helps to strengthen the teacher pupil relations. From the teachers point of view AFl improves planning and delivery of the lessons while creating an opportunity to check the quality of the lessons and amend activities to ensure they meet the learning needs. For the child it tells them where they are with their learning in each subject, gives them ideas on how to further achieve to ultimately get success in the given goal. Assessment approaches need to promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential. It has been proven that children who do not feel part of the learner process quickly lose interest. Therefore, responses should be based on thoughtful questions, careful listening and reflective responses and effective feedback strategies. 1. 5 Explain how assessment can contribute to planning for future learning carried out by †¢ The Teacher Assessment for Learning helps the teacher to make well-founded judgements about pupil’s attainment while placing responsibility for managing learning on the child, with the goal of pupils being more actively involved with the learning process. As indicated above, the process involves explaining learning outcomes to pupils, providing them with feedback on their progress and enabling them to develop their self-assessment skills so that they are able to reflect on, and recognise, their own achievements. Knowing precisely what the pupil understands & then moving them on leads to effective learning. †¢ The Learners The process will keep the pupil informed of on-going process, giving them an insight into how they learn and which areas they need to improve to achieve the objectives set. This helps to increase their confidence, motivation and independence and also how to recognise when they need to ask for help. †¢ The Learning Support Practitioner. Assessment for learning will provide you with information of how each child learns and the knowledge they already have, which will help in how you further question the pupil. This can be tailored to suit the individual pupils pace and ability to learn. In a recent Maths lesson on Division techniques, on periodically checking the children’s understanding it became clear that they knew how to divide using the Chunking Method but the answers that some of the children were getting were incorrect. This caused the TA to check their work and come to the conclusion that the children’s knowledge in subtraction of 3 figure numbers was letting them down. On feeding back to the teacher she said she had noticed the same problem with the group of children that she was supporting. With this feedback, the TA and the Teacher implemented a refresher lesson on subtraction in the next Maths lesson to fill the gap in the children’s knowledge and allow the children to move forward with their knowledge and ultimate success with Division Techniques. Bibliography www. education. gov. uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting Teaching and Learning L3 – Louise Burnham.

Managment in Library Science Free Essay Example, 3250 words

The plan presents a blueprint about the step by step phases involved in the project and their execution within the planned timeframe. Contents Introduction 4 Project Life Cycle 5 Body- Significance of Project Management in Library Science 5 Findings 12 Gantt chart 15 Recommendations 16 Conclusion 17 References 19 Introduction In almost every field of life we come across a lot of task that involves team work. Team work is essential when the work is time-consuming, complex they are acquired from different departments, different organizations & different localities. In simple terms, Project Management involves a temporary group activity. Project Management is related to the application of knowledge, techniques & skills to complete a project efficiently & effectively. It is a strategic decision by the organization to enhance their competencies by tying the project outputs to the organization’s objectives. We will write a custom essay sample on Managment in Library Science or any topic specifically for you Only $17.96 $11.86/pageorder now Previously project management referred to the collection of project data & metrics for evaluation & then accordingly making changes to increase efficiency & productivity (ds. psu. edu. , 2008). For the past decades, this area of management have become quite popular within the corporate world because of the following reasons- The average salary of a project manager is quite high in comparison to the managers of other domain. Every year, a huge amount is spent for the purpose of accomplishing various projects. Lately, project management has been included as a subject of study in various educational institutes. It acts as a control mechanism for various projects. Project management helps in controlling the human capital, budget, quality, resources, time frames & communication. Project Life Cycle Projects always have a starting date & an ending date which means just like products, projects also have a definite life cycle that starts with the starting date & ends with the ending date(weill. cornell. edu, n.d. ) . The diagram shows the different phases of a project life cycle- Body- Significance of Project Management in Library Science The various stages of a real library science project involves- 1.