Sexuality and Teen Pregnancy Essay Example | Topics and Well Written Essays - 500 words

Sexuality and Teen Pregnancy - Essay Example I would understand her need for autonomy but would also make her understand that autonomy does not mean engaging in dangerous activities that would risk her future prospects. The concept of teenage pregnancies has always been considered as undesirable in all ages (Holgate, Evans & Yuen, 2006). Actually, the teenagers are pressurized from the society to bring out their sexualities and develop relationships at an age when they have not yet completed their education and are unemployed. Big credit goes to the mass media which has arose feelings of sexuality in teenagers through advertisements and shows that the teenagers see and fantasize ignoring the fact they are too young for it. The sexual urges cover themselves under the name of love and as a result a total demoralization of the society occurs when teenagers make each other sexual objects rather than citizens. Apart from the risk of pregnancy, another important physical issue that is involved in teenage sexual relationship is regard ing the sexually transmitted diseases like AIDS (Talashek, Norr & Dancy, 2003, p.207). It is such a dreadful disease that is not curable, so why should a teenager like Sally take such a big risk? There are mental issues involved in teenage pregnancies too. Getting pregnant would be a total disaster of Sally’s personality if she wanted to step ahead in her educational career. Wilson and Huntington (2006) have discussed in their study how the passing decades have stigmatized the teenage pregnant mothers and what negative social outcomes they suffer from that make them undergo social exclusion and reduced opportunities in education, training and employment.

Human recourse Essay Example | Topics and Well Written Essays - 500 words

Human recourse - Essay Example Human resource department is mandated to advertise job postings, screen applicants, carry out preliminary interviews and organize hiring efforts together with managers responsible for making the final judgment on selection. Another important function of human resource is to ensure safety training and sustain federally authorized logs workplace fatality reporting. In addition, the human resource department is charged with the responsibility of providing compensation and benefits to the employees. Human resource are also mandated to provide their employees with the necessary tools, which means that they should give new employees broad orientation training to help them transit to the new organization culture. Compliance to the employment and labor laws is a critical function of the human resource department. The human resource practitioners must be knowledgeable of the state and federal employment laws such as Labor Standards, Title VII of the civil rights among other laws. By using the basic human resource tools such as organizational redesign, job redesign process redesign and competency model development, businesses are able to effectively align their support and selling processes to the changing business realities. Human resource brings value to any business by executing the strategies through constructing organizational capability. The human resource department is considered as a link between the products an organization offers and the employees it hires. An efficiently run human resource department can be crucial to guarantee that a business runs efficiently and smoothly daily. The basic role human resource in relation to the workforce is to training of the new workforce. Human resource experts should provide plenty of training on particular skills that employees need to help them work effectively. They are also responsible of f facilitating communication in the work force. Change is one of the frightening things to a work force. Therefore,

A Critical Analysis Of The Painter English Literature Essay

A Critical Analysis Of The Painter English Literature Essay Ashberys The Painter is a curious poem, with many different layers of meaning to unwrap and unravel, and one that cant simply be read without approaching these levels of comprehension almost too abstract to understand on any one layer. Even having studied it in depth I still feel like Ive barely scratched the surface of this poem, and I tend to think that this was an entirely deliberate act on the authors part using form, style and language to allow multiple interpretations of the poem a comment on nature and humanity, a comment on the production of art or a comment on the idolisation of artists. This poem is a narrative at first reading the simply written story of a painter. Reading more deeply it could be perceived to be a satirical comment on the concept of art and the process of its creation he expected his subject toà ¢Ã¢â€š ¬Ã‚ ¦ plaster its own portrait on the canvas  [1]  , or on the idea of an artist in calling the protagonist, who created art, a painter  [2]  , whilst referencing within artists leaning from the buildings  [3]  yet with no indication that these artists produced any kind of art. Finally, the nautical language, wrecks  [4]  and painter  [5]  (the rope used to attach a ship to the docks or land) could lead to an interpretation of the poem being a comment on nature reclaiming land that humanity stole. The poem is undramatised but implies an omniscient third person narrator who takes no part in the action, but reflects on it within. The tone of this narrator is intellectual and neutral, with no indication that the narrator cares for the subject. This narrator does however manage to comment on the thoughts and feelings of the painter, he enjoyedà ¢Ã¢â€š ¬Ã‚ ¦ he expected  [6]  indicating that the narrator is the voice of the author, as opposed to also being a character within the poem. It could also be argued that the narrator symbolises God the omniscience and the references to prayer within the poem lend to this interpretation. Just as children imagine a prayer is merely silence  [7]  indicates that the author believes prayer cannot be merely silence, and hence the narrator could be symbolising God, hearing the painting as a prayer. The formal structure of the poem is six and a half stanzas. The six stanzas narrate his history, almost in the fashion of speech, using a lot of enjambment, and structured sentences to create the narrative atmosphere of the poem. The final half stanza is one sentence long, and ends suddenly, as though his subject had decided to remain a prayer  [8]  . The ending of this stanza is significant because the death of him is narrated in the first line of the last stanza, they tossed him, the portrait, from the tallest of the buildings  [9]  . The reader is left to decide whether him refers to the painter, or to the portrait is it personalisation of his work, or is it the death of the artist pre-empting the natural loss of art to nature. The penultimate line mentions the loss of his equipment, the sea devoured the canvas and the brush  [10]  , therefore seeming to place these above the death of the painter or portrait in importance. The last line focuses back on the subject of nature, and the idea that the work would be left incomplete, much as the stanza was. On one of its levels, the poem is about a painter struggling to paint nature, whilst succeeding in painting (wo)man, he chose his wife for a new subject  [11]  . The immediate conflict visible in this is the idea of man trying to exert control over nature and failing, and this is held up by the climax, where nature eventually wins. The level on which it could be read as a satire on the act of art, and role of an artist is the wordplay around painter and artist and the painter being the only one to produce art within the poem. These themes and levels tie together however to suggest that the core of the poem is a comment on the role of art can art accurately reflect nature? Is it a task only for the elite or can anyone participates in its production? Can humans paint true art or only a human image of what art might be? In terms of time and place the poem appears to be set somewhere relatively modern the language used is part of the typical vernacular in England, and until the last stanza the language is used to create a relatively realistic scenario in which we do not have to suspend disbelief, and even then they tossed him, the portrait, from the highest of the buildings  [12]  isnt a statement that could be seen as fantastic, only as unlikely in todays culture. As far as I can tell, my social and cultural distance from the poem isnt that great, so I will probably be reading it quite closely to the way in which the author wrote it theres nothing to indicate that the painter deviates from social norms or male stereotypes, except perhaps his submissive nature, in having been put to work by the other people in the building. I would say however that I have a distance from the poet, who is an older man, and that some of the themes within the poem might mature with age. The world view and ideology of the poem seems to be that nature is the pinnacle of art, and anything a human creates is secondary to that. It highlights the importance and value of the experience of a painter, but passes satirical comment on the idea of an artist the artists in this poem are never seen even to try and create. In that way it denigrates artists, saying that nature is a higher form of art, and that maybe its hubris to claim the identity of artist for oneself. To some extent, the poem evokes a sense of peace whilst in places the content is approaching violent, the form is quite gentle, and as a narrative poem the reader has some emotional distance from the story. It also leaves the reader with a sense of questioning the real meaning of the poem what is it asking about the nature of art? Written in a very simple style, very little imagery is immediately visible apart from the comparison of his wife to ruined buildings, a short simile. This is nonetheless very effective, almost summarising the overarching theme of the poem in one line, where the phrase ruined buildings  [13]  implies a taking back of buildings by nature, much like the images you see of trees bursting out of long abandoned houses. It could also be argued that the sea is a metaphor for the concept of nature as a whole and the reclamation of humankind and art by the sea as relating to nature reclaiming the world. The poem is typically quite direct however, and even the aforementioned simile is very simple, but the conflict of the painter and the sea is central to the meaning, the fact that whilst he can paint a vast  [14]  portrait of his wife, he is completely unable to paint nature, at least with any integrity. It might be that its impossible to answer that with relation to such a complex poem. It certainly uses structure, form and style effectively to create a questioning atmosphere within itself, in which the poem is very open to interpretation on the roles and interaction of human, art and nature, by the reader.

Controlling Automobile Traffic Essay -- Exploratory Research Papers

Controlling Automobile Traffic A safe community is comprised of many things. The most important thing to have in a community is correct traffic flow. The flow of traffic can determine how congested the community can be, and even how safe it can be. Parents would not want their children playing near a busy road, nor would they want to live in a community where traffic is constantly a problem. The most effective way to control these problems is through a system of â€Å"Signal Control Timings.† The new AUSCI (Adaptive Urban Street Control and Integration) technology automatically adjusts traffic signal timing based on actual traffic flow conditions. The conditions are monitored by video sensor, Auto scope Solo cameras: located before the actual signalized intersections. â€Å"Because the traffic signal timing is constantly adjusted, based on existing conditions, the community will experience a smoother flow, through few reduced delays. This feature is particularly helpful during special events or when traffic is disrupted,† said Roger Plum, traffic signal engineer, city of Minne...

Biag ni Lam-ang

Biag ni Lam-ang (The Life of Lam-ang) is an epic poem of the Ilokano people from the Ilocos region of the Philippines. Recited and written in the original Iloko, the poem is believed to be a composite work of various poets who passed it on through the generations, and was first transcribed around 1640 by a blind Ilokano bard named Pedro Bucaneg. Lam-ang is an extraordinary being, manifesting when he begins to speak in his early years, thus enabling him to choose his own name.His adventures begin when his father, Don Juan, set out for a battle but never returned. At barely nine months, Lam-ang goes to search for Don Juan in the highlands where the latter was said to have gone. Aware that her child was a blessed, exceptional creature, his mother Namongan allows him to go. Lam-ang then goes off in search of his father, leaving his grieving mother behind. When Lam-ang arrives at the place where Don Juan had disappeared, he is enraged to see his father’s severed head atop a bamboo pole; a scene he dreamt beforehand.Lam-ang demands to the local people why that had happened to his father, but does not receive an answer. Instead, the chieftain of the village tells him to leave under pain of suffering the same fate as his father. Lam-ang defies the caveat and bravely fights the chieftain and his tribesmen. The hero emerges victorious from the battle with little effort, avenging his murdered father. Fom this story, we can realize how the love of a son to his father and

Focus on the Learner Essay

PART 1 The students attending the pre-intermediate course are mostly Czech nationals (except one Polish student) and are in their early thirties to sixties. They all have a good level of motivation and their reasons for learning English include personal development, relocating to an English speaking country, obtaining a better job, travelling, teaching English at a higher level, and communicating with native speakers or family members living abroad. Most of them have learnt the language at school and/or university for at least 4 years (often with long breaks) and were taught by teachers who used both Czech and English in the classroom. The lessons were teacher-centred and focused on grammar, dictation and homework, leaving few opportunities for speaking practice. One student has also been attending English course offered by her employer, and also learns English independently. Two of the students are multilingual (they speak either German or French). A number of them have attended English lessons at Akcent IH in the past, which they enjoyed because they were exposed to various accents of native speakers. They prefer lessons where only English is spoken and are very receptive to CELTA teaching strategies. Students are happy to work in pairs or groups, though some would like to be corrected more often and feel they learn more when talking to the teacher. They enjoy a mixture of speaking practice and grammar work, which most perceive as difficult, but easier than listening or speaking â€Å"because grammar can be learned†. They are all eager to communicate effectively with native English speakers, develop their listening skills (difficult because of accents/talking speeds) and speaking skills (fluency, improving their  accents). The students also want to broaden their vocabulary and improve their writing skills. All students are passionate about travelling, music, dancing and sports, and actively pursue these hobbies. PART 2A: Description of error Error example Corrections Reason GRAMMAR Not using the correct proper noun when referring to a particular country It is the same in Britain or in French. It is the same in Britain or in France. Most likely a slip, though possibly student doesn’t know the right word for the country or hasn’t had enough practice using it. Omitting â€Å"-s† in the present simple 3rd person singular She drink a lot of coffee. She drinks a lot of coffee. SS are aware of the rule but haven’t internalized it yet. Probably confusing for them because the verb form only changes in the 3rd person sg. VOCABULARY Using the wrong adjective (meaning) hard luggage heavy luggage L1 interference: hard and heavy are the same in Czech (tezky) Using wrong verb (collocation: you ride a bike, but drive a car) Do you know how to ride cars? Do you know how to drive a car? Drive in Czech (ridit) is similar to ride. Student learned the meanings of drive/ride in the past but mixes them up. PRONUNCIATION Wrong sounds /ven/ / wen/ Student hasn’t had enough practice using the sound /w/, which does not exist in Czech, and uses the sound /v/ instead. Wrong sounds + incorrect word stress ? /d:pan/ ? /dp?n/ L1 interference: in Czech, word stress is always on the first syllable. Student would also benefit from drilling pronunciation to correct the vowel sounds. PART 2B: Skill 1: Listening The students handle listening for gist and specific information well if the context is very clear from the start, tasks are graded to their level and the activity is engaging (as was the case when listening to a song). Essential vocabulary must be clarified before the listening task. Because they are not exposed to spoken English outside the classroom very much and have had little listening practice in their previous learning experience, they sometimes struggle with the different accents of English speakers (natives who speak quickly are particularly difficult to understand). Skill 2: Speaking Speaking tasks work well with the group, especially if the topic is something the students can relate to (like New Year’s traditions, or their hobbies: travelling and holidays were particularly stimulating themes) and have/are taught the necessary vocabulary. Free speaking tasks work best when preceded by guided practice. At times, the speaking tasks progress slowly and students are hesitant to talk. They often stop to think about the accuracy of what they are going to say and always benefit from discussing their ideas in pairs before engaging in the activity. This has to do with their previous English learning experiences, in which skills development was neglected – they were not encouraged to share their ideas or develop fluency. PART 3 Activity 1: /v/ vs. /w/ Aim: To clarify and practice the pronunciation of the sounds /v/ and /w/ in commonly encountered words. Rationale: Students have trouble pronouncing the sound /w/. Often they say /vi:kend/ instead of /wi:kend/ or /ver/ instead of /w?r/. The sound /w/ does not exist in their native language, so they use the closest sound in Czech: /v/. I found that this error is widespread amongst the students. The activity I have chosen is suitable because, apart from drilling the pronunciation of /w/ and /v/, it encourages students to identify rules as to which of sound to use in which words. I’ve adapted the task to include some of the words they had trouble with in class. Activity 2: Summer camp Aim: To give students practice using the correct form of the present simple 3rd person singular in the context of organizing a summer camp. Rationale: Students are already familiar with the rule for forming the present tense for the 3rd person singular. However, especially during speaking tasks, they omit the â€Å"-s† at the end of the verb and use the bare infinitive form. The activity I have chosen is a speaking task, because I believe that students will benefit from practice to avoid making this kind of error in a productive task and it will encourage fluency. BIBLIOGRAPHY Millin, S. (2011, June 18) – Pronunciation problems for Czech speakers of English Retrieved from http://sandymillin.wordpress.com/2011/06/18/pronunciation-problems-for-czech-speakers-of-english/