Organizational Structure Essay Example for Free

Organizational Structure Essay This research focuses on the job satisfaction level of employees at Emirates Technical Thermal Systems (ETTS), a construction company based in the United Arab Emirates (UAE). The data collected was examined in relation to the existing organizational structure within the business, which is primarily a hierarchal one. The study includes information collected from three employee levels at ETTS, which include management, employees, and laborers. The relationship between position in the work organization and job satisfaction for every level of the hierarchal distribution has been studied carefully; both primary and secondary research has been conducted in order to best indicate where the problems lie, and the best ways of improving the current situations. The outcome and findings from this research have indicated a clear imbalance across the current structure of the company. Job satisfaction is high amongst management, and consistently decreases at the lower levels of the employee ladder. Job satisfaction plays an important role in the overall productivity of any given industry. Given the growing concern within ETTS regarding the aspect of performance, quality of work, and workforce issues, little attention has been paid to workers at the lower levels of the organization hierarchy. Introduction: There are many aspects of an organization and job role which come into play when analyzing the contributing factors to job satisfaction. In this research paper, a focus was placed on company structure, and the contribution of hierarchal distribution in an organization to job satisfaction. Research Aims and Objectives: The aim of the research was measuring job satisfaction, in all its aspects, across the various segments within the organizational structure, in order to gain better understanding of where the gaps lie, the factors contributing to dissatisfaction, and the best ways of reconciling the issues. The reason why ETTS was selected is due to perceived issues in the organization in regards to communication and harmony across the various levels within its hierarchy, and perceived job dissatisfaction in lower levels. In conducting the research, job satisfaction at ETTS was examined, and primary research was segmented to include sample groups from every level of the organizational structures hierarchy. Key Variables The research paper will analyze the issue by discussing the dependent variable (Job Satisfaction) in relation to the contributing independent variable (Organizational Structure). Job satisfaction will be measured by discussing contributory aspects, including employee engagement, job involvement, organizational commitment and perceived organizational support. The levels which were examined in relation to the organizational structure are: management, employees and laborers. Company Background: ETTS is a company specialized in electro-mechanical contracting. The company offers a full range of services related to all types of heating, ventilating, air conditioning, refrigeration, electrical and plumbing systems. The company was established in 1995, and has a definitive hierarchal structure. As detailed in the company’s profile and stated hereunder: Management: The board of directors of the company, general manager, operations manager and managers of all departments, branches and projects form the core management group. Employees: Personnel who conduct various tasks in different disciplines and report to the above-mentioned managers. Labor force: Consists of the manpower that carries out physically demanding work at construction sites. Hence, a definitive hierarchal structure is in place. At the top of the pyramid are those holding management positions, followed by employees, and finally laborers. Report Structure This report will primarily delve into the literature review, which will detail the findings from secondary research on the topic of structure in relation to job satisfaction. A thorough description of the primary research findings will follow, in order to give an insight on issues that exist at ETTS, and a comparison of these, and previous findings from secondary sources, on the issue will be made. Next, a detailed conclusion based on the findings of the research will be discussed. Recommendations will be given in order to map the best ways of dealing with the existing issues within the organization. Methodology: The research methodology required gathering relevant data from both primary and secondary sources in order to analyze the material and arrive at a more complete understanding of the effect of organizational hierarchy at ETTS on overall employee job satisfaction as illustrated below. Secondary Data The bulk of the secondary data used to conduct this research was collected from the UOW online database. A Total of nine scholarly research articles were derived from the university library database, adding to three which were obtained from the internet. One example of the articles used was published in the African Journal of Business Management in 2009 and is titled â€Å"Job satisfaction: Does rank make a difference?† by S. Z. Eyupoglu and T. Saner. This study was used to relate job satisfaction to employee ranking. Another example is research which was published in the Career development international journal in 2010 titled â€Å"Impact of career plateau and supervisory support on career satisfaction† by V. Wickramasinghe and M. Jayaweera. This research was examined to reflect the effect of supervisory support on the overall job satisfaction. Besides the scholarly research articles listed in the reference section, the textbook â€Å"Organizational Behavior† 15 th edition by S. Robbins and T. Judge was utilized as a general guide.

Phases of Child Development

Phases of Child Development Joanne Boyden Children are individual and unique; however most will follow a similar pattern of development with some variation in reaching of milestones. Child development can be divided into five different, but very much interlinking areas. Physical development looks at how children develop physically. This can be split into fine motor skills such as drawing, writing, gross motor skills such as kicking a ball and locomotive skills i.e. walking, running. Between the ages of 0-3 years is a period of rapid physical development. Newborns are governed by reflexes until by the age of three, children are moving, crawling walking and have the fine motor skill to manipulate toys and feed themselves. Between the ages 3-7 years movements are more coordinated, confidence is growing and fine motor skills are more refined e.g. cutting, writing, drawing. Gross motor skills such as running, kicking a ball are more confidently achieved. Between the ages of 7-12 years children often take part in hobbies and interests and this enhances their skills e.g. dance. Fine motor skills are controlled for drawing, playing instruments and sewing. These are influenced by environment and opportunity. Girls at this age can start to show signs of puber ty and therefore care should be shown for example when getting change for PE. 12-16 years is a time when children are growing in both height and strength. Cognitive development looks as how a child develops intellectually, it covers the basic principles of how children think and learn. This is dependent upon the experiences and opportunities that the child is given from an early age. Between the ages 0-3 children look at the world around them enjoy repetitive activities with the prediction of outcome. Children start from the beginnings of object manipulation to imaginative play and jigsaw completion. 3-7 years children are becoming more skilled at number and writing and learn how to read. 7-11 years children start to develop their own ideas and show preference. They enjoy simple puzzles and problem solving. 12-16 years children have very specific ideas and preference. They need support to feel good about themselves and that they belong. Communication Development focuses on the way children communicate and covers things such as speech, non verbal communications, reading, and writing. Early experience is vital to the development of communication. Between the ages 0-3 years stimulation is of great importance. Children go from crying to communicate to smiles, babbling and towards the end of 2/3 using words and simple sentences. 3-7 years children ask lots of questions and can talk about past and futures tense with more confidence. By about the age of five communication becomes key to friendship development and children enjoy telling jokes. 7-12 years children are fluent speakers and can think about and discuss ideas in more abstract ways. Social and emotional development looks at how children develop relationships both with others and themselves. Children need confidence to become independent of adults. Between 0-3 years children form very strong attachments to their primary carer. 3-7 years children play together but need strong guidance and boundaries. 7—12 years is often thought of as ‘the calm before the storm’ and children tend to be quite settled and have strong groups of friends. 12-16 years is an age where confidence and esteem is most fragile. Children bodies are changing and peer pressure is paramount. Children need to be supported and guided in a loving and sensitive way. Good positive role models are key at this age when peer pressure is at its highest. Moral Development encompasses the decisions made by children and is linked to social and emotional development. The environment a child is in strongly effects how they develop socially and morally. Between the ages of two and three children begin to understand the word No and need constant support to guide them in the right direction. 3-5 years children can follow simple rules and need good consistent boundaries to follow. Praise and reinforcement of behaviour is key. Between 5-7 years children enjoy games with rules. For example a child may start to enjoy football as they can follow rules and kick the ball showing the link between physical and moral development as well and having the social skills to communicate. 7-9 years children enjoy being given some responsibility. At school this may take the form for example of paint monitor. By the ages of 9-11 children begin to become a lot more aware of the feelings of others around them until their teens when children should have a very go od understanding of what is right and wrong and also how their behaviours and actions affect other people. Many theorists have attempted to explain how children develop in particular how they develop cognitively. One of the most influential is that of Albert Bandura and the Social Learning theory. His theory is based upon the assumption that children learn through modelling the behaviour of others. This covers both positive and negative behaviour. For example if a child sees their parents fighting they will take on this aggressive behaviour thus impacting on their social and emotional development. Jean Piaget suggested that children develop cognitively by going through a series of set stages. This implies that all children go through the same processes at the same age and develop at the same rate. Piaget states that learning is based upon experience. Len Vygotsky extended this to state that adults must support and scaffold a child’s learning experience and devised the theory of Zone of proximal development. A child who is not provided with this scaffold and support will not reach their full potential developmentally. Another very influential theory is that of BF Skinner and Positive reinforcment. This theory states that children will repeat behaviour that is rewarded and cease behaviour that is ignored. This can be seen in schools with the likes of sticker rewards. Many factors both personal and external can influence a child development. Personal factors are those which occur through nature or a person’s genetics and include pregnancy and birth problems, health issues and disabilities. For example a child may be born with a specific genetic disability such as Down’s syndrome. â€Å"Downs syndrome is a genetic condition caused by the presence of an extra chromosome 21 in the body’s cells† Around one in every 1000 babies born in the UK will have Down’s syndrome. www.downs-syndrome.org.uk . Down’s syndrome affects all areas of development including physical, social and cognitive. Children’s development can be effected during their time in the womb, for example if the mother smokes or drinks. One of the big problems is that of Foetal Alcohol syndrome (FAS) â€Å"foetal Alcohol syndrome is the leading known cause of intellectual disability† www.drinkaware.co.uk Children with FAS are born with many distinctive features for example small and narrow eyes a smooth area between the nose and the lips as well as hearing and ear problems, weakened immune system and a variety of other issues. Thus a child with FAS may suffer both physically and cognitively. â€Å"The WHO quotes a 2005 US study which estimates that one in every 1000 children are born with FAS† www.drinkaware.co.uk. Similar to FAS is Foetal Alcohol Spectrum Disorder which is thought to affect one in every 100 babies. Rather like autistic spectrum this is an umbrella term to cover babies who are born with some of the symptoms of FAS and symptoms vary from child to child. Another condition that effects a Childs development is Coeliac Disease. â€Å"Coleiac Disease is a lifelong autoimmune disease caused by intolerance to gluten†. www.coeliac.org.uk Symptoms include failure to thrive, diarrhoea muscle wasting, mood and emotional distress. A child suffering from Colieac Disease may need time off school and may have to miss out on a variety of school experiences such as PE dependent upon the severity thus impacting on their physical and social and emotional development. â€Å"Sickle Cell Disease is an inherited blood disorder that occurs when protein call haemoglobin is defective† www.childrenshospital.org. Children suffering may need to dress up warmly and avoid extremes in temperatures. They may need to stay in at playtime and dinner thus missing out in social experience and may have to be given other activities during PE again effecting their physical and social development. As with many of the disorders the child may miss school due to illness. â€Å"Turners Syndrome (TS) is a medical disorder that affects about one in every 2500 girls.† www.kidshealth.org They are usually short in height although this can be treated with hormones, TS effects the girls sexually development and if untreated they would not go through the changes associated with puberty. This would have a detrimental effect on the child both physically and socially and emotionally as they compare their self to others. They can also suffer learning difficulties with maths and activities such as map reading and visual organisation. Another health concern is glue ear. Glue ear effects a child’s hearing and therefore if untreated can have a significant effect on a child’s speech and language development. Approx 1 in 5 children up to the age of two will suffer from some degree of glue ear www.nhs.uk and this is a significant time developmentally for speech and language acquisition. There are also many external factors that can effect a child’s development. For example a child’s financial situation will effect where they live, their diet etc. They may not be given the same opportunities for play though clubs etc and as mentioned before this support their physical, social and moral development. Diet is key to development. A poor diet has been linked to problems such as ADHD. Lack of vitamins and minerals has been linked to many disorders for example lack of iron can lead to anaemia which would leave the child tired and lethargic and even short of breath. Lack of vitamin C can lead to scurvy which was thought to be unheard of in developed countries. However it is becoming more prevalent with a diet lacking fresh fruit and vegetables. All has an impact on the child’s physical development. A big influence on many areas of a child’s development is stress. Stress will hold a child back in all areas. In today’s society a child is under many stressful situations one of the big ones being parental divorce and separation. One area that is coming to light more that effects a child development is that of a child becoming a child carer. It is estimated that in 2011, 175000 children under the age of 18 will be classed as a child carer. www.banardos.com Looking after someone at a young age will affect many areas of development including social as the child has less time to build friendships. The choices a child makes themselves can affect their development. Children are under great peer pressure to conform and this may push them into negative habits such as alcohol and drugs. The role models around the child have a significant impact both positively and negatively. There are many reasons why children’s development may not follow the expected pattern. Social influences may effect a child’s development. As mentioned earlier life experiences such as divorce and parental difficulties can cause significant stress to the child which then impacts their development. The family set up can be stressful for example if the child is a carer. Often parents are poor in areas and this can result in the child being poor. If a parent struggles to read they will struggle to support their child’s literacy skills thus impacting on their communication development. The kind of experiences given at home can impact significantly on development. Parents may not play and converse with their child in a supportive way. They may not attend clubs/ social situations outside the home. The area a child is brought up in can influence their development. The influences around them may be poor. If a child is brought up in a home surrounded by drugs and alcohol, they may chose to do this also. Life experience is critical to many areas of development in p articular cognitive. If a child is not given valuable positive experiences their development may be delayed. Physical problems can effect development as mentioned above, for example glue ear can affect speech and language, tuners syndrome can effect physical development. A child needs to have their very basic needs met for example food, warmth safety before they can begin to develop appropriately. Culture plays an important part in a child’s development. For example parents in western cultures are advised to lay children on their backs to prevent SIDS. However this can sometimes delay their crawling and rolling over. In some cultures for example among travellers gender plays an important role as an education is not seen as important for females as they are encouraged to become home makers. Children who move to new counties can suffer from a delay in development due to their language barrier; however they do tend to catch up with appropriate support. If delays are suspected early intervention is key to the child’s well being and planning for the future. Without intervention a child can become frustrated and have significantly reduced self esteem and confidence. Children have a health check at around two years to review their development. This reviews how a child is developing physical skills as well as communication and cogntive skills. Any areas for concern can be highlighted. For example a child may need speech and language support at this stage. The earlier an intervention is made the more chance that child has of reaching their full developmental potential. Early years settings are crucial at highlighting any areas for concern and putting support into place as needed. Looking at the example of Turners syndrome if support is not put in place be it emotional and medical the child may suffer severe lack of confidence in their physical appearance. A child with speech and language issues that is not supported very early will miss out on those vital early years of acquisition and may never catch up. Interventions and support take the form of many types dependent upon the type of delay and severity of the delay. References: Burnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann. Beith Kate (2008), Children’s care learning and Development, Essex, Heinemann. www.downs-syndrome.org.uk www.drinkaware.co.uk www.childrenshospital.org. www.kidshealth.org www.nhs.uk www.banardos.com www.wellatschool.org www.coeliac.org.uk

A sociological explanation of suicidal behaviour

A sociological explanation of suicidal behaviour The social facts surround us everywhere and affect our lives. To begin with, the social fact is a single, socially significant event or a set of homogeneous events that are typical for some areas of social life, or specific to certain social processes. The main attributes of the social facts are their independence, objective existence, and their coercive nature, i.e. an ability to exert the external pressure on the individual. It is a collective representation of the facts or a collective consciousness. The social facts are a course of actions, ways of thinking and feeling that exist outside the individual (i.e. objectively). These factors possess the normative coercive power in relation to him/her. Into the acknowledgement of the above stated information about social facts it is necessary to add that according to Faraganis (2000), by a social fact, Durkheim (as a person who defined the social fact in sociology) is referring to facts, concepts, expectations that come not from individ ual responses and preferences, but that come from the social community which socializes each of its members. Although we might embrace the normative community behavior and share its values, we are constrained by its very existence. The main purpose of this work is to reveal a sociological explanation about a social fact. Among different social facts, it is possible to emphasize the pathological social fact associated with the social problems, which is called suicide. The term suicide is related to the social fact because it is a single public event, typically for one or another sphere of real life. The suicide rate is one of the most important sociological exponents of the societys well-being. Global science has been already established that the act of suicide accumulated a number of the factors: social, economic, political, philosophical, psychological, and religious. The rate of suicide in Canada is historically similar to or slightly higher than in the USA. Around 3800 suicides occur in Canada each year. Suicide is a deliberate act of removal from life under the influence of acute traumatic situations in which life itself loses its meaning for humans. Suicidal can be called any external or internal activity, sent by a desire to take his/her own life. People who commit suicide usually suffer from a severe mental pain or are under stress and a sense of inability to cope with their problems. They often suffer from mental illness, especially major depression, and look ahead without any hope. Suicidal behavior is the suicidal activitys manifestation that includes the suicide attacks, attempts and manifestations. Thus, a situation when death is caused by people who may not be aware of their actions or control them, and as a result of a persons negligence are not related to suicide, but to the accidents. There are three main types of suicidal behavior: true suicide, demonstrative suicide and hidden suicide. The true suicide is never spontaneous, though sometimes it looks quite unexpected. Such a suicide is always preceded by depressed mood, depression, or just thinking about leaving this life. Sometimes, even the closest people do not notice this persons condition (especially if you frankly do not want it). It is obvious that in many cases true suicide is a result of prolonged depression. And any depression is characterized by a focus on past, not the future. The man on the verge of true suicide somehow appeals to the past, clinging to it, but cannot find the picture of own future. Therefore, the risk group for suicides includes teenagers and old people. The main part of the suicides is nothing but an attempt to engage in dialogue: only, of course, thats so unique and totally unsuitable for this method. Most suicides usually do not want to die, but they kill themselves only in order to reach out to someone, pay attention to their problems, to call for help. The psychiatrists often call this phenomenon demonstrative suicide. Researchers stated that propensity to demonstrative suicide sometimes seen as a specific way of manipulation. The hidden suicide is the destiny of those who understand that suicide is not the most dignified way to solve the problem, but nevertheless other way again cannot be found. These people do not choose an open withdrawal from life on their own, but they choose so-called due to suicidal behavior. For example, this is risky driving behaviors, exercises in extreme sports or dangerous business, and volunteer trips to hot spots, and even drug addiction. Among the major problems of modern Suicidology, the most relevant problems are the features of suicidal behavior associated with alcohol and drugs, the role of family and loneliness factors in the genesis of suicidal behavior and the problem of mental disease and suicide. In any suicide situation, there are usually two operating entities: the person who is thinking about suicide and his/her surroundings, or a specific person with whom he or she somehow tries to establish a dialogue. The increased suicide risk factors can be divided into extra-and intrapersonal. Extra personal suicide risk factors include: psychosis and borderline mental disorders; suicidal statements, repeated suicidal acts; post suicide; adolescence; extreme, especially so-called marginal living conditions; loss of prestige; conflict traumatic situation; drunkenness, drug use. Intrapersonal suicide risk factors can be identified: idiosyncrasies; reduced tolerance to emotional stress and frustrating factors; inadequa cy of communication systems; inadequate (overstated, understated or unstable) self-esteem; lack or loss of targets or values underlying the basis of life, etc. There are the features of suicide, which include: the desire to be alone is natural and normal for every person. But beware, when closed, the isolation become deep and long, when a person withdraws into himself, eschews the former friends and allies. Each of us is naughty from time to time. This condition can be caused by weather, well-being, fatigue, office or family problems, etc. But when a persons mood almost every day varies between the excitation and decay, there is cause for alarm. There are strong evidences that these emotional fluctuations are the harbingers of death. Depression is a deep emotional decline, which is showed in everyone differently. Some people become isolated, but at the same time, they disguise their feelings so well that it is impossible to notice the changes in their behavior. The only way in such cases is a direct and open conversation with a man. This is a proven fact that a lot of acts of suicide are caused by anger, rage, and cruelty to others. An abse nce or, conversely, abnormally increased appetite are closely linked to self-destruction thoughts and should always be considered to be a criterion for the potential hazards. In addition to the above-mentioned information, it is necessary to add that à ¢Ã¢â€š ¬Ã‚ ¦ alcohol and drug use disorders have been found to be strongly related to suicide risk (Ilgen, et. al, 2011). People, who plan their suicide, hand out their own things to family, friends, or relatives. As experience shows, this sinister campaign is a direct forerunner of a coming disaster. In each case, it is recommended to have a serious and frank conversation with that person in order to clarify the intentions of potential suicides. The reasons for suicide are complex and numerous. The reasons can be sought in biological, genetic, psychological and social spheres of a person. Despite the fact that people usually commit suicide in extreme situations, such as divorce, loss of work or study, most experts suggest that it is rather a reason to commit suicide than its cause. Most people who kill themselves suffer from depression, which often goes undiagnosed and untreated. Since depression often underlies suicide, the study of the causes of depression can help scientists to understand the causes of suicide. About 90% of suicides occur in persons with a clinically diagnosable psychiatric disorder (Tondo, et. al., 2011). Despite the fact that some studies suggest that suicides of famous people can play an exemplary role model, especially among teenagers, this point of view is not fully proven. However, there is some evidence that the famous peoples suicides can be a powerful incentive to others suicides, especially among those in the range of 13 to 19 years. In addition, the causes of teen suicides are poverty, family relationships and with their peers, alcohol and drugs, unrequited love, experienced in childhood abuse, social isolation, mental disorders, including depression, schizophrenia, and so on. The number of suicides among young people has increased over the last decade. It is not superfluous to mention that early marriages do not save young people (aged 15-19) from the risk of suicide. This is primarily due to the fact that young marriages are more likely an attempt, not always successful, to solve some other, unrelated to marriage problems, for example, get rid of the unbearable situation i n family. Taking everything into account, it is possible to conclude that suicide is the result of the personalitys social psychological disadaptation in modern society. Psychological crises arise as a result of the intimate, family and personal, social and creative conflicts. In order to avoid the manifestation of suicidal behavior, it is necessary to provide people, especially teenagers with social support by including family, school, friends, etc. It is useful to carry out socio-psychological training issues, provide individual and group lessons to raise self-esteem, development of an adequate relationship to self, empathy, to increase self-control, replacement of significant others, to develop the motivation in order to achieve success. It can be based on the behavioral skills trainings.

Theatre-In-Education :: Drama

Theatre-In-Education The theatre education industry/movement has seen some rapid changes since its initial developments and establishment in the 1960’s. However its origins mainly lie in the early years of the last century. It was the initial establishment of companies such as Bertha Waddell’s in Scotland and Esme Church’s in the north of England that thoroughly established the main roots of TIE. Mainly the initial aims of these companies was to stimulate, educate and inform young people through encouraging them to participate in enjoyable and imaginary based theatre programmes. Despite early attempts in Britain in the mid 1930’s, where a Glasgow Director of education allowed the Bertha Waddell’s company to perform in junior schools within school time, the majority of the advances within the movement came after World War Two. Due to the nature and after-effects of the time, many post war Education Authorities felt the need to sponsor drama and live theatre companies to aid in their areas learning processes. One could perhaps say that due to the sheer devastation of the war many education authorities felt that through the use of drama therapy and role play style interaction that students would be able to address their true anxieties and would therefore have a more rewarding time in post war school. Around this time parallel groups were beginning to form in Birmingham and London. One of the pioneers of these types of groups was Brian Way. Having established his own theatre-in-education company in the late 1940’s, Brain established his companies aims as being, to assist teachers in all types of schools with methods of approach to drama in education. This company began to be at the forefront of schools early experiments, linking children, their education and theatre. This expanded further and as it progressed throughout England was mainly made up of amateur theatre groups consisting of largely teachers who aimed to introduce theatre to children. However, the main expansion of TIE came when a number of professional theatre companies began the notion of creating these experiences and took them into schools. Towards the end of the 1960’s the TIE movement was given a dynamic push in the right direction. This was largely due to the new style of teaching and curriculum delivery that was being implemented across Britain. The ‘Plowden Report’ gave numerous advice on the delivery of the school curriculum and a new style of â€Å"problem-solving† to teach the syllabus was adopted throughout many primary schools. This new â€Å"problem-solving† style of teaching allowed TIE to flourish, as theatre could be used within schools to give examples of how to successfully problem solve. This largely was done in the style of role play situations and stemmed mainly from the teaching of alternative Theatre-In-Education :: Drama Theatre-In-Education The theatre education industry/movement has seen some rapid changes since its initial developments and establishment in the 1960’s. However its origins mainly lie in the early years of the last century. It was the initial establishment of companies such as Bertha Waddell’s in Scotland and Esme Church’s in the north of England that thoroughly established the main roots of TIE. Mainly the initial aims of these companies was to stimulate, educate and inform young people through encouraging them to participate in enjoyable and imaginary based theatre programmes. Despite early attempts in Britain in the mid 1930’s, where a Glasgow Director of education allowed the Bertha Waddell’s company to perform in junior schools within school time, the majority of the advances within the movement came after World War Two. Due to the nature and after-effects of the time, many post war Education Authorities felt the need to sponsor drama and live theatre companies to aid in their areas learning processes. One could perhaps say that due to the sheer devastation of the war many education authorities felt that through the use of drama therapy and role play style interaction that students would be able to address their true anxieties and would therefore have a more rewarding time in post war school. Around this time parallel groups were beginning to form in Birmingham and London. One of the pioneers of these types of groups was Brian Way. Having established his own theatre-in-education company in the late 1940’s, Brain established his companies aims as being, to assist teachers in all types of schools with methods of approach to drama in education. This company began to be at the forefront of schools early experiments, linking children, their education and theatre. This expanded further and as it progressed throughout England was mainly made up of amateur theatre groups consisting of largely teachers who aimed to introduce theatre to children. However, the main expansion of TIE came when a number of professional theatre companies began the notion of creating these experiences and took them into schools. Towards the end of the 1960’s the TIE movement was given a dynamic push in the right direction. This was largely due to the new style of teaching and curriculum delivery that was being implemented across Britain. The ‘Plowden Report’ gave numerous advice on the delivery of the school curriculum and a new style of â€Å"problem-solving† to teach the syllabus was adopted throughout many primary schools. This new â€Å"problem-solving† style of teaching allowed TIE to flourish, as theatre could be used within schools to give examples of how to successfully problem solve. This largely was done in the style of role play situations and stemmed mainly from the teaching of alternative

EGYPTIAN MYTHOLOGY Essay -- essays research papers fc

OUTLINE Thesis statement: In this research, I will investigate the basic concepts of the Egyptian mythology and its gods. I.  Ã‚  Ã‚  Ã‚  Ã‚  Mythology A.  Ã‚  Ã‚  Ã‚  Ã‚  Definition B.  Ã‚  Ã‚  Ã‚  Ã‚  History II.  Ã‚  Ã‚  Ã‚  Ã‚  Egyptian Creation Myths  Ã‚  Ã‚  Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚  Ã‚  Heliopolitan Tradition B.  Ã‚  Ã‚  Ã‚  Ã‚  Hermoplitan Ogdoad C.  Ã‚  Ã‚  Ã‚  Ã‚  Memphite Theology III.  Ã‚  Ã‚  Ã‚  Ã‚  Worshipping A.  Ã‚  Ã‚  Ã‚  Ã‚  Beliefs B.  Ã‚  Ã‚  Ã‚  Ã‚  Rituals C.  Ã‚  Ã‚  Ã‚  Ã‚  Temples IV.  Ã‚  Ã‚  Ã‚  Ã‚  Gods and Goddesses  Ã‚  Ã‚  Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚  Ã‚  Good B.  Ã‚  Ã‚  Ã‚  Ã‚  Evil C.  Ã‚  Ã‚  Ã‚  Ã‚  Responsibilities V.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion EGYPTIAN GODS AND GODDESSES   Ã‚  Ã‚  Ã‚  Ã‚  Egypt is one of the oldest and most complex civilizations of the world. Their religion and beliefs are fascinating and have been a mystery for centuries. Even today, there are some things that we still do not understand. In this research, I will investigate the basic concepts of Egyptian mythology and its gods.   Ã‚  Ã‚  Ã‚  Ã‚  Mythology is defined as a collection of interrelated stories of a given culture. Myths are intended to explain and describe the mysteries of nature and give understanding about the world that surrounds us. Each culture has their own mythology that reflects their values and beliefs. Myths were also generated to tell the story of the first people to inhabit the earth. The Egyptian mythology elevated these people to the level of Gods and Goddesses by giving them supernatural and special powers. These myths of creation were passed from one generation to the next, either orally or by hieroglyphs painted in sacred temples, pyramids, and sanctuaries.   Ã‚  Ã‚  Ã‚  Ã‚  Ancient Egyptians tried to understand their place in the universe. This is why their mythology is centered on nature such as the earth, sky, moon, sun, stars, and the Nile River. There are many Egyptian myths of creation, but the Heliopolitan Tradition, Hermopolitan Ogdoad, and the Memphite Theology are the most commonly used. They all have some common elements and gods. For example, many of t... ... was allowed to pass through the gates of Yaru and into the after-life, but if the heart weighed more than the feather, the heart was consumed by the devourer to be gone forever.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, Ancient Egypt has a very complex religion and beliefs that would be considered bizarre in many parts of the world. They believed in many gods, some took part in the creation of the universe. Others brought the flood every year, offered protection and took care of people after they died. The ancient Egyptians thought that it was important to recognize and worship the gods because they represented the peace and harmony across the land. BIBLIOGRAPHY â€Å"Egypt.† Encyclopeadia Brittanica: Macropedia. 1980 ed. â€Å"Egyptian Gods by Function.† Concordence: Egyptian Gods. Online. Internet. 18 Feb. hhhhh2004. â€Å"Egyptian Mythology.† Gods of Ancient Egypt. Online. Internet. 12 Feb. 2004. Mercatante, Anthony S. Who’s who in Egyptian Mythology. Canada: General hhhhhPublishing, 1978. â€Å"Mythology.† Encyclopaedia Brittanica: Macropedia. 1980 ed. Vercoutter, Jean. The Search for Ancient Egypt. New York: Times Mirror Company, hhhhh1992.

The Unbearable Lightness of Being - It is Better to Carry a Heavy Load

The Unbearable Lightness of Being - It is Better to Carry a Heavy Load "Is it better to carry a heavy load on your shoulders, or cope with the unbearable lightness of being?" Phillip Kaufman coupled brilliant film techniques with wonderful acting to put together the film The Unbearable Lightness of Being based off of Milan Kundera's novel of the same title. The film is set in Prague during the spring of 1968. At this time the Russians are still trying to exercise their communist control over Czechoslovakia, and Prague is a city filled with political uprisings and violent outbursts from the Czech people. Within the movie and the plot, Kaufman and Kundera want to help us answer the question, "is it better to carry a heavy load on your shoulders, or cope with the unbearable lightness of being?" The answer comes to us through watching the love triangle that is built around Sabina, Tereza, and Tomas. Sabina is our example of the individual who would rather cope with the unbearable lightness of being than deal with all of the maladies of everyday life. Tereza on the other hand fully accepts the world around her, whether it is pleasant or not. The movie uses the ir artwork, their concern for political issues, and their relationships with Thomas to contrast Sabina and Tereza. Sabina represents the individual who would rather ignore reality and cope with the wonderful delusion that replaces it. Her relationship with Tomas is the first example we are presented of Sabina's inclination to avoid the truth. In the beginning of the film Tomas is shown to be what we would call a player. The very first scene of the film is of him leaving his doctoral responsibilities to join one of his nurses in the doctors' quarters to have sex. It ... ...mas and choice to carry the burden was the better choice being as that Tomas chose to stay with her than with Sabina. In the end, when the couple is removed from the city and they live in their own little isolated world, we see the extent of their happiness. In the very last scene of the movie, Tomas and Tereza look at each other, and each confesses that they are completely happy. Their happiness is an affirmation that it is better to carry a heavy load on your shoulders than to cope with the unbearable lightness of being. All you have to do is hope that one day the load gets lighter as it did for Tomas and Tereza. Work Cited Kundera, Milan. The Unbearable Lightness of Being: A Lover's Story. Trans. Henry Michael Hiem. New York: Harper, 1984. Work Consulted Banerjee, Maria Nemcova. Terminal Paradox: The Novels of Milan Kundera. New York: Grove, 1990.

Hephaestus Made Up Story Essay

â€Å"Where am I?† asked Hephaestus, confused and hurt. â€Å"Why you’re on Lemnos Island, you took quite a hit. I’m guessing you did something to make Zeus distraught, am I right?† said Thetis, a Nereid nymph. And suddenly Hephaestus remembered it all. Seeing his mother, Hera, all tied up and Zeus madder than ever. As he began to go through all the emotions again he carefully disdained all of the bad thoughts and put an indifferent face on; there was no reason to scare his new friend away. â€Å"Something like that,† he barely replied. â€Å"Well, I’m sure you’re very crippled. I shall take you to the Sintian Men; they will be responsible of you, for now. Okay, Hephaestus?† said Thetis. There was no response. â€Å"Poor kid,† mumbled Thetis as she took him to the Sintian Men. The following day Hephaestus woke up in an unfamiliar place, full of unfamiliar people. â€Å"Who are you? What do you want?† Hephaestus entreated. â€Å"We are the Sintian Men, we mean no harm. We’re here to help you.† said one of the men. And from that point on the Sintian Men and Hephaestus became very close good pals. Hephaestus soon started to become very well known around the island, and everyone wanted to meet him. He was a celebrity, crippled but famous. I never had this much attention, he thought. I practically know everyone here, like my own heaven. And then with a whim he saw Aerdna, for the first time. A million of questions rushed to his head: who is she? Where is she from? Has she always been here? I need to get to know her. Shy and formidable Hephaestus quickly retreated and went home. There he made a plan, with guile included. He decided to woo her. Hephaestus, the god that had the special gift of building fine arts, gently made a beautiful scallop shell. He planned to give it to Aerdna as a token of his love. She gladly accepted it, for she too had feelings for him. Now, at this time, Aphrodite was about to get thrown out of the heavens. â€Å"I can’t go! I’ll do anything!† she pleaded to Zeus. Zeus just laughed and replied, â€Å"You must marry the son of my wife: Hephaestus. He is located on Lemnos Island. But, good luck with that. For I see he has found himself another woman.† Hephaestus with another woman? I don’t believe so. This won’t do. She thought to herself. When I see it, I’ll believe it. So, Aphrodite made a trip to Lemnos Island and found out that what Zeus said was true. â€Å"I am appalled! I shall change all of this, I will keep my spot as the goddess of beauty if it’s the last thing I do!† yelled Aphrodite. Quickly and cleverly, Aphrodite made a plan. She would lure Aerdna into a cave and kill her right then and there. Then she will go to Hephaestus and demand his hand in marriage. But, as we all know, not everything always goes as planned. Aphrodite successfully lured her prey into the cave but as soon as Aerdna caught the gist of what was happening she tried to run away. In the end, Aerdna turned into the scallop shell Hephaestus gave her; which later on would become a sign of Aphrodite. Aphrodite and Hephaestus later then got married. Aphrodite remained being a goddess and Hephaestus never really figured out what happened with his one true love.