What are the strengths and weaknesses of the performance management Dissertation

What are the strengths and weaknesses of the performance management system of Riyadh City Council - Dissertation Example Data Analysis 44 3.10 Methodological Limitations 45 3.11 Conclusion 46 Chapter 4- Results and Discussion 4.1 Introduction 48 4.2 Results 48 4.3 Discussion 76 Chapter 5- Conclusions and Recommendations 5.1 Conclusions 86 5.2. Recommendations 90 References 93 List of Tables and Figures Table 1. Demographic characteristics: Level of measurement, categories and codes 37 Table 2. Objectives, hypotheses, and statistical tests. 37 Table 3. Frequency and percentage distribution for gender. 48 Table 4. Frequency and percentage distribution for age. 48 Table 5. Frequency and percentage distribution for years of service. 49 Table 6. Frequency and percentage distribution for position. 49 Table 7. Means and standard deviations: Agency relations. 50 Table 8. Means and standard deviations: Resource utilisation. 51 Table 9. Means and standard deviations: Inimitable. 53 Table 10. Means and standard deviations: Non-substitutable. 54 Table 11. Means and standard deviations: Competence. 55 Table 12. Mea ns and standard deviations: Firm specificity. 56 Table 13. Means and standard deviations: Relevant resources. 56 Table 14. Means and standard deviations: Utilisation of resources. 57 Table 15. Means and standard deviations: Acquisition. 59 Table 16. Means and standard deviations: Development. 59 Table 17. Means and standard deviations: Configuration. 60 Table 18. Means and standard deviations: Innovation. 61 Table 19. Means and standard deviations: Technology. 61 Table 20. Means and standard deviations: Dynamic capability. 62 Table 21. Means and standard deviations: Performance attainment. 63 Table 22. Means and standard deviations: Individual commitment. 64 Table 23. Means and standard deviations: Processes satisfaction. 65 Table 24. Means and standard deviations: Goal setting. 65 Table... Performance management is primarily known to be a process that encourages collaboration for the members of the local administration. For the RCC, they have encountered a number of concerns that must be addressed though performance management standards and practises. For instance, they have experienced problems with improving the methods for keeping up with rapid changes such as civilizational shifts or new lifestyles among community members (Al-Nuaim 2001). To consider services for health, safety, and security, housing plans, and preservation of the environment and historical sites has become a challenge for Riyadh’s local administrators. Moreover, most often, the public’s opinion on the policies implemented by the City Council as well as on the implementation of projects and activities, and the performance of the governing body, has created difficulties for mayors and the rest of the administration in developing their community (Al Riyadh 2004). Because of these, the R CC has aimed to boost their performance by focusing on the capability of their workforce, enhancing their projects by being consistent with the community’s needs, and providing their administration with the necessary procedural and managerial specialisations. One weak point that the local city councils in Riyadh has demonstrated is that they are not very capable of integrating various departments for planning and implementation, hence, reducing their likelihood for accomplishing main goals.

Canadian Economic History The Staple Thesis Essay

Canadian Economic History The Staple Thesis - Essay Example Economic base, staple, sector, growth pole, neoclassical growth, inter-region trade, product cycle, entrepreneurship and flexible production are a few existing theories that explain economic development1. The economic history of Canada shows its dependence on fur trade, fisheries and lumbering industries, dependent on waterways transport till mid nineteenth century. Later, with the advent of steam and rail transportation, wheat and flour, paper and pulp, mining and timber industries became significant. However, the industries depended basically on natural resources with limited or without any processing. Staple thesis, as formulated by economic historians like Harrold A Innis and WA Makintosh, provides significant insight to the economic development of Canada. The thesis defines export-oriented economic growth of staple or natural products like furs, fisheries and timber and contributes towards political and cultural structuring. The works of Harold A Innis (1894-1952), a political economist, have been inspiring in the field of economic history and communication. His initial works related to the expansion and establishment of staple theory, originally conceived by Makintosh. Innis's literal works include thesis on 'History of Canadian Pacific Railways', 'The Fur Trade in Canada' (1930), 'The Cod Fisheries' (1940) and 'Empire and Communication' (1950). In the subsequent paragraphs, the thesis would be extensively discussed with regard to its definition, dynamics, merits and demerits and application to Canadian economic growth. Further, the paper would cover economic impact of the theory on other countries, followed by its critical analysis highlighting theory's credibility and relevance in past and present. Staple Theory A staple can be defined as a commodity that forms significant constituent of export material. The thesis dwells on the extent of processing of the commodities being marginal or absent. The major Canadian staple products included fur, fish, timber, grain, oil etc. The theory focuses on staple exports contributing towards economic growth. Therefore, it is necessary that the home market for the staples be negligible or limited to achieve a large export base. The theory is associated to a number of factor dependent determinants like the production function, external market demand, transportation function and staple characteristics2. The production function is the outcome of the resource base of a country and the available technologies while transportation depends on the public investments and existing communication infrastructure. External demand base is the central determinant around which the theory revolves. Staple characteristics are the measure of economic development related to its production, depending on the linkages that induce further investments. It is important to note that demand drives the model; external demand base further creates derived demand through linkages. The commodity is the centre of importance in the model and its character stimulates other activities setting up a positive or negative pace. With the known production function and assumed external demand, a number of related aspects like income distribution, additional processing

Apocalypse Now, by F.F. Coppola :: essays research papers

Throughout the film "Apocalypse Now " by F.F. Coppola, there is a parallel between the Indian wars and the Vietnamese war. We can compare the Vietnamese with the Indians and the American soldiers with the cowboys. In the beginning, it is the triumph of the Cowboys, that is to say, the triumph of US soldiers. Colonel Kilgore's US Cavalry arrives in helicopters, playing Wagner's Ride of the Walkyries. A lot of elements show their superiority : the number of soldiers, their military power and the music, all of which tend to indicate that Kilgore's men are sure of themselves. Then, from the show scene onwards, the US gradually loses its superiority. In this scene there is a real opposition between Cowboys and Indians (several girls wear Indian clothes and cowboy clothes). From this moment, US civilization declines: the soldiers become wild when they see the girls, so much so that the girls have to escape. In fact, this scene emphasizes their cruelty, their violent behavior. Moreover, even if the show is organized for the US soldiers, the Vietnamese are present too, but behind a fencing. At the end of the film, the US civilization is replaced by the Vietnamese civilization. We can see in the arrow scene that the boat master is killed by a spear and not by a firearm, this shows us that even with a spear, we can be killed. In Kurtz's village, we can see that even the photojournalist has turned Indian because he wears war paint on his face. What is striking is that Willard tries to understand the Vietnamese and finally admires them, this in particular shows the decline of US civilization. So we can conclude that the Vietnamese civilization (that is to say Indians) replace the US. As we can see in the village scene, before the helicopter attack, there is an atmosphere of calm, of peacefulness and harmony until the US soldiers arrive. As soon as the Americans are present, all is destroyed, exterminated and chaos, destruction, disorder prevail after the attack. This film insists on the fact that it is the Americans who are the barbarians. F.F Coppola used the comparison wi th the Cowboys and the Indians to make us realize that the Americans are the conquerors of the world because they always want power and the territory of the weakest nations. At first sight, the two main characters appear completely different, but we soon realize that their lives are very linked.

The Individual, Marriage, and the Family

Instructor: Mrs. Joy Jacobs, CFCS, MAEd (â€Å"Mrs. J. †) E-mail address: [email  protected] edu Please always use â€Å"HDFS 145†³ on the subject line when you e-mail. Office hours: Mrs. J. will be in the classroom one half hour before and will stay after class until all students are gone, or you may make an appointment with her. Go to this website: https://ntweb11. ais. msu. edu/aas/ Because of advising responsibilities, she is not available for walk-in appointments and she cannot take phone calls from students. She HATES playing â€Å"phone tag†, so please do not try to leave phone messages in her office!Undergraduate Learning Assistants who will be helping with this class: Abbey Feldpausch [email  protected] edu Keeps track of students whose last names begin with A through K Carly Lesoski [email  protected] edu Keeps track of students whose last names begin with L through Z Office hours: Tuesdays from 4:30 to 6:30 PM in the Student Lounge, Room 4 Human E cology Two Required Texts (bundled together if purchasing new): The Marriage and Family Experience (11th edition) by Bryan Strong, Christine DeVault, & Ted Cohen, Cengage Wadsworth/Thomson Learning, Publishers (Do NOT let a book store employee tell you that the 10th edition is OK.The reading assignments will not make sense if you have the 10th edition. ) and FCE 145 Additional Readings supplemental text Custom Editor Steve Korb, Cengage Wadsworth/Thomson Learning, Publishers The study guide to the Strong & DeVault text is not recommended nor required, This class uses the ANGEL class management program. The syllabus, handouts, and some announcements will be posted on ANGEL, although some times you may will be contacted directly via e-mail. If you forward your MSU mail to another e-mail service, be certain that the transfer is working.You are responsible for knowing the content posted on ANGEL and e-mailed to your MSU e-mail address. Course Description: â€Å"The Individual, Marriage , and the Family† is one of several undergraduate courses offered in the area of family life by the Department of Human Development and Family Studies. In this class we use a developmental approach, presenting individual, marriage, and family life cycles with special emphasis on the late adolescent and early adult years. This is a survey course over topics regarding maturation, intimate relationships, and families.Issues to be covered include the development of the person, of relationships, and of families; issues of gender, sexuality, child development, and parenting; methods of communication; work and family interface; and developing family strengths. An emphasis is placed on understanding diverse family types. You will be expected to learn basic concepts related to families, to understand specific developmental issues of both individuals and families, and to gain a level of tolerance for different perspectives. You will be provided opportunities to explore your personal val ues.In addition, specific methods will be taught that you may use to enhance your own personal relationships. Course Format: This course will use a variety of teaching techniques including lecture, discussion, videotape, and in-class individual and group assignments which will play a role in challenging you to develop different ways of thinking about various issues and to appreciate the opinions of your classmates. If you want to do well in this class, you will read the assignments, and ESPECIALLY, you will attend class.This class is a collaborative process and necessitates a commitment from all of us to properly prepare for each class session. There are many important topics in the areas of marriage and the family, however, there is not sufficient time to include all of them. Subject matter and activities are selected in an effort to be meaningful to people of college age, and to enhance their personal development. Course Objectives: 1. To gain both historic perspective and an accu rate contemporary outlook of the demographic, political, social, and economic status of individuals and families. 2.To examine personal and societal attitudes, assumptions, and values about intimate relationships and families. 3. To examine the range of lifestyle options available to young adults. Special attention will be given to intimate relationships and to the social forces of the young adult period of life. 4. To appreciate the diversity of ethnicity, gender, religion, and social class which is represented in our society, and to gain an accurate perspective of the challenges and strengths of diverse people. 5. To examine key family issues such as communication, parenting, and the balance of work and family. -26.To develop an accurate understanding of the problems/challenges that some families confront, including but not limited to relationship violence, infertility, divorce, single parenting and child custody. 7. To gain an appreciation for and an understanding of intimate rel ationships over the entire life cycle. 8. To gain interpersonal skills working with others involving discussion, compromise, and evaluation. Attendance: It will be to your advantage to attend all class sessions, to be on time, and to remain in class for the entire session to learn from the lectures and to have the opportunity to do and to receive credit for the assignments.Absences for illness, for family emergencies, or for religious observances may be excused, but you must e-mail Mrs. J. BEFORE THE START TIME (8:30 AM) of the class you are going to miss. (See â€Å"Make-Up Policies† on page 3. ) Absence from class because of participation in a required activity for another course or for a University event (a field trip, an intercollegiate athletic contest, etc. ), will be excused, but you must provide written information in advance from the athletic advisor, the instructor of the other course, or from a University administrator.You must make arrangements with another studen t to look over his/her lecture notes when you miss class. Student Behavior: Your conduct in class must be quiet, attentive, and respectful toward your fellow students and the instructor. Reading the paper, working crossword puzzles, playing games on your laptop, talking to class mates, sleeping, or using a cell phone or PDA during class is rude and unprofessional, and you may be asked to leave if you are engaging in any of these behaviors. No credit would be given to you for an in-class activity if one is offered during that particular class session. ) If you are expecting an important cell phone call, please set your phone to vibrate, and leave the classroom to take care of your call. Academic Honesty: The Department of Human Development and Family Studies adheres to the policies on academic honesty as specified in the All-University Policy on Integrity of Scholarships and Grades at http://www. reg. msu. edu/read/UCC/Updated/integrityofgrades. pdf We expect students to behave ethic ally, and will not tolerate dishonesty.For example, a student who would photocopy another student’s make-up assignment paper or cheat on an examination would receive no credit for the assignment or exam which will be counted as one of the scores used in figuring the student’s final grade, and notification will be made to the student’s College Dean. A student who commits a second offense will receive a grade of 0. 0 for the course. Selling or Buying Class Notes: Lectures and supporting materials distributed or exhibited in this course include intellectual property protected by copyright law.It is against University policy for any student to sell or profit from the transmission or reproduction of these materials (whether directly to other students, by contract with third parties, or through commercial note-taking services) without the express written permission of the instructor. The relevant MSU policy about attendance and class notes is found at http://www. reg. msu. edu/read/UCC/Updated/attendance. pdf Students who provide class materials to anyone for profit are subject to removal from class, pending a hearing by the Department of Human Development and Family Studies.Accommodations for Disabilities: If you have a disability (dyslexia, ADD, hearing difficulty, sight limitation, etc. ) and expect preferential treatment, you must register with the Resource Center for Persons with Disabilities and submit to Mrs. J. the official â€Å"VISA† with a counselor’s suggestions for reasonable accommodations. For an appointment with RCPD, call 353-9642 (voice) or 355-1293 (TTY). We work closely with the counselors to do whatever we can to help RCPD students succeed. Evaluation for Grades: Syllabus Quiz: Posted on ANGEL is a quiz which we will discuss during the first class session.Your syllabus quiz scantron is due in class any time before, but not later than, 8:30 AM Tuesday, September 18. Examinations: Questions are about 50% from lec tures and 50% from text and ANGEL information. We ask that you be in the classroom by 8:45 AM on exam days to have enough time to finish the exams. There will be one exam over each quarter of the course and an optional comprehensive final. If you take all five exams, only your four highest exam scores will be used when we figure final grades. Exams are computer scored, and results are sent directly to you from the computer scoring center.Activities/Assignments: During six class sessions (unannounced), we will do assignments which will enhance learning. You may be asked to write a â€Å"five-minute paper† expressing your opinion about a current event, to work with another student to debate a topic and list your combined conclusions, or to answer questions and provide an ending to a case study. You will print your last name and PID on the upper right-hand corner of your activity paper. A point will be deducted from your score if your last name and PID are not in the upper right -hand corner of your paper.We must have both a paper with -3your last name and PID and a completed scantron with your name and PID â€Å"bubbled in† for you to receive credit for an assignment. If we do not have both, you do not receive credit. For each activity, you may earn up to fifteen points. (You would receive fewer points if instructions are not followed completely or if your response is insufficient. ) Some activities will be based on personal opinion, however, your responses should always demonstrate understanding of class concepts. On some activity days, score sheets will be passed out as you enter the classroom.On those days, you must arrive at the classroom by 8:45 AM to receive a 15-point scantron for an activity. Students who arrive between 15 and 30 minutes late will receive no more than half credit. Students arriving more than 30 minutes late will receive no scantron, and no credit for doing the activity, although they may do it if they wish. Our learning assi stants go by the time on the clock on the back wall of our classroom. Please do not argue with them about the time you entered the classroom. If you must leave a class early, let Mrs. J. now before class starts or give your name, e-mail address and reason for leaving to one of the learning assistants as you exit the classroom. If an activity is planned and your excuse is reasonable, you will be sent a make-up assignment. Community Service Assignment: This assignment is not just to volunteer. It is to serve others. To earn full credit, you must work for at least four hours for a program, agency or organization where you can make a difference by your work, and you must write an acceptable reflection paper about the experience.More information on the assignment is on our ANGEL site. If you have an idea for your service but you are concerned about its acceptability for the assignment, please check with Mrs. J. BEFORE you participate in the activity. We strongly suggest that you not put off doing your service, because your schedule will become busier as the semester passes. Examples of service accepted in the past includes running or helping with the MSU Museum Dinosaur Dash or a fund raiser walk for breast cancer, work at an animal shelter, and tutoring elementary students one-on-one.Volunteer activities such as directing traffic for the Homecoming Parade, setting up chairs for a fraternity party, or decorating a church’s Christmas tree are NOT acceptable. MSU’s Center for Service Learning and Civic Engagement is a good place to find a service opportunity. Make-Up Policies: A make-up assignment will be given if you e-mail Mrs. J. BEFORE the 8:30 AM start time of the class you will miss with the reason you will be absent, or if you check out with one of the student assistants to leave class early.If your reason is acceptable, you will be e-mailed a make-up assignment. If you miss a class but do not notify Mrs. J. before the class, you must have medica l documentation or other acceptable proof that you were where you said you were, and you must notify Mrs. J. within two weeks of the missed class. Make-up activities must be turned in by the due date listed on the activity (two weeks from the day missed). Each student will be given one â€Å"free† assignment make-up, if the reason for absence is justifiable. You must notify Mrs.J via e-mail within two weeks of the missed class. If you must miss an exam, send Mrs. J. an e-mail before 8:30 AM on the exam day with your reason for missing. Exceptions may be made if you are not able to notify her. Exams are made up during the learning assistants’ office hours and should be done within two weeks of the missed exam day. Receiving Your Scores: You will receive your exam scores via e-mail from the Computer Scoring Center within 24-48 hours. Assignments are hand-graded, so you will not receive those scores as quickly. Please allow a week. ) The e-mail you receive from the Comput er Center will say that the sender is Mrs. J. This score report will show the number of points earned for a particular assignment or exam, and also, at the very bottom, will show your cumulative points. After each exam, print and save the report you receive because it shows your answer to each question, and will be useful if you want to review the exam during the helpers’ office hours. Mrs. J does not receive this report, so there is no way to get another copy if you do not save it yourself.Points Possible: Syllabus quiz @20 points Exams @ 65 points – 5 given, but only 4 are counted Six activities/assignments @ 15 points Community service assignment Total 20 points 260 points 90 points 30 points 400 points (100%) -4- About 65% of your final grade comes from the exams, and about 35% of your final grade comes from the rest of the class (syllabus quiz, in-class activity assignments, and the community service assignment). There will be several additional questions on each exam and we will do two 5-point â€Å"bonus† assignments to enable all students to earn some extra points.In reality, at least 25 points of extra credit will be built in to the class and are available to every student. No student will be given any other kind of extra credit—please do not ask at the end of the semester. Scale for Final Grades: *** 400 points is 100% *** 374 total points or more 354 through 373 points 334 through 353 points 314 through 333 points 294 through 313 points 274 through 293 points 254 through 273 points 253 and below 4. 0 3. 5 3. 0 2. 5 2. 0 1. 5 1. 0 0. 0 At the end of the semester, the score report total from the computer center will include all five exam scores if you have taken all five.You must then subtract your lowest exam score from the total to figure your final score for the course. It is to your advantage to take all five exams, since you cannot hurt your grade by doing so. ~~~~~~~ Michigan State University takes seriously the opini on of students in the evaluation of the effectiveness of instruction, and has implemented the SIRS (Student Instructional Rating System) process to gather student feedback. This course utilizes the â€Å"online SIRS† system. You will receive an e-mail sometime during the last two weeks of class asking you to fill out the SIRS online form at your convenience.MSU’s Thanksgiving break starts at 5 PM Wednesday 11/21. The community service assignment is due as you enter the classroom on Tuesday, 11/27. Papers turned in after 8:30 AM this day will earn no more than half credit. Chapter 8, p. 293 â€Å"Middle-Aged Marriages† to end Chapter 10, p. 370 â€Å"Parenting and Caregiving†¦.. † to end Death & dying Exam #4 Chapter 10, p. 347 â€Å"Infant Mortality† to p. 349 â€Å"Giving Birth† Over all information since Exam #3 Make-up assignments for any time during the last two weeks are due as you enter the classroom today. No make-ups will be acc epted after 8:30 AM this date. Fri. 12/14 Final Exam – OPTIONAL 7:45 to 9:45 AM Same room where class meets. We will be ready to start early at 7:30 AM. The final exam is comprehensive, over all information since the beginning of the semester. Please do not ask to take the final exam early. The University sets the final exam schedule and exceptions are made by a University committee, not by the instructor. If you will want to take this final exam to try to improve your grade, do not plan to leave campus before exam week is over unless you can come back Friday morning to take the exam. HDFS 145 Community Service Assignment InstructionsMost of our students have found a real sense of satisfaction and fulfillment in this assignment. You are to find a service opportunity at a program, agency or organization where you can do something meaningful for your community. You will then write a â€Å"reflection† paper about your experience. You may find your own service opportunity or ask for help at the MSU Center for Service Learning and Civic Engagement in the Student Services Building. The Center has over 300 registered agencies and programs in the local area where students are welcome for community service.Their website is: http://www. servicelearning. msu. edu/ however, most students find going to the Center is preferable to trying to navigate the website. Your work must be done between the first day of class and the first day back after Thanksgiving break (Tuesday, November 27). Acceptable assignments turned in before 8:30 AM on Tuesday, October 2, will earn five bonus points. Community service you might have done previously (for example, as part of your high school graduation requirements) is not acceptable.The purpose of this assignment is to do something to benefit your community, not just to volunteer. A service assignment for another class (for example, an ISS class or HDFS 270) or for your athletic team may not be appropriate for this class, altho ugh if the service meets our requirements, you may use it. If you are unsure about the service opportunity you are considering, please e-mail Mrs. J before you spend time doing something that will not be acceptable. We do not want you to lost points on this assignment because you did not meet the requirements.A few examples of unacceptable assignments: directing traffic for the Homecoming parade; decorating a church Christmas tree; speaking to students at your former high school about your life in college; helping at your aunt’s daycare; helping coach at an athletic competition of your former high school or club athletic team A few examples of acceptable assignments: participating in or passing out water to runners in a 5K run to benefit cancer research; cleaning cages at an animal shelter; tutoring elementary students in math or reading; sorting and packing food at the MSU Food Pantry; helping prepare and serve a meal at a homeless shelter; being a â€Å"running buddy† at a Special Olympics track meet To prove your service, print and take with you the Community Service Assignment form on ANGEL, and ask whoever supervises your work to fill it out and to sign it.This will be the first part of the â€Å"proof† of service you turn in to receive points for this assignment. The second part is a reflection paper you will write (one page, size ten font, double-spaced, name and PID in top right corner) explaining your service and reflecting on your feelings about helping your community. Service required is a minimum of four hours. Students who work less time will not earn full points. If your program, agency or organization cannot use you for four hours at one time, you may do two sessions of service or you may work at two different places. In the second case, you should fill out a form for each service opportunity, but you need to write only one paper (turn all pages in at the same time, please).You may not earn extra points for this assignment b y working extra hours, however, you may earn five extra points by turning in the assignment by 8:30 AM on Tuesday, October 2. If you want to wait and do your service in your home community over the Thanksgiving break, you might want to check with Mrs. J first to be sure the agency, program or organization you are considering will meet the requirements for the assignment. We recommend that you set up your service before you go home. Don’t wait until you get home to look for something to do! When you turn in your assignment to one of the helpers, you will be asked to fill out a special scantron. Community Service Assignments will be graded by the end of the semester, and the scantrons will be run at the same time scantrons for the fourth exam are run.

The Benefits of Virtual Technology in Education for...

1.0 Introduction Education for children with special needs (disabled children) is the field of education that uses virtual reality to overcome the problems and defects in an artificial environment. Special education in Malaysia was started in 1920 by a handful of volunteers involved in the development of the deaf and blind school. There are three statutory bodies involved in the development of special education in Malaysia Ministry of Health, Ministry of National Unity and Development of the Community, and Ministry of Education Malaysia. Term children with disabilities are commonly used to refer to children of physical, sensory, cognitive, or mental health intelectual. The use of virtual reality in the context of education enable the†¦show more content†¦Besides that, based on Sik Lanyi, Geiszt, Karolyi, Tilinger Magyar (2006) by using the animated human model to show a unique of human-computer interfaces it is can help in treating the disability problem. The virtual environment also can im prove arm, hand motor skills, social skills and pain management for enhanced their social acceptance and to increase the motivation (Levin, 2011). 3.0 Motivation Behind The Study Objective of this study was to locate the child know to what extent people with disabilities can benefit from innovative virtual reality technique and examine how it can meet the needs of children with disabilities (Khushalani, 2010). This study is to find out how the use of ves to meet the needs of children with disabilities and see virtual reality can enhance the skills and social participation of children with disabilities (McComas, Pivik, Laflamme, 1998). In this study the use of virtual reality is used to reduce the impact of disabled children, improve quality of life, increase social participation and cognitive abilities as well as provide motivation to attract children with disabilities (McComas, Pivik, Laflamme, 1998). 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I do a lot of co-teaching with my grade level teachers. Teachers do not have the opportunity to work with each other and coordinate planning times unless they come early or stay late (which is what ends up happening). Student-centered classrooms have a lot in common with democratic and inclusive classrooms. In both

monologophobia - definition and examples

Definition: A fear of using a word more than once in a single sentence or paragraph. The term monologophobia was coined by New York Times editor Theodore M. Bernstein in The Careful Writer, 1965.See Examples and Observations, below. Also see: What Is Monologophobia?Elegant VariationThe Fear of Repetition in Writing: Beware the Elongated Yellow FruitPeriphrasis (Rhetoric)RepetitionSynonyms and Variety of Expression, by Walter Alexander RaleighSynonymyThesaurus Examples and Observations: It took about a dozen men and women to heave the huge, orange produce item onto the forklift.When the driver lowered the massive pumpkin, the last of the 118 entered in yesterdays annual All New England Weigh-Off kicking off the Topsfield Fair, the traditional Halloween ornament broke the scale. . . .(Pumpkin Pounds Topsfield Scale: Oversized Produce Weighs in As Big Hit With Visitors to Fair. The Boston Globe, October 1, 2000) Bernstein on MonologophobiaA monologophobe (you wont find it in the dictionary) is a writer who would rather walk naked in front of Saks Fifth Avenue than be caught using the same word more than once in three lines. What he suffers from is synonymomania (you wont find that one, either), which is a compulsion to call a spade successively a garden implement and an earth-turning tool. . . .Now avoidance of monotony caused by jarring repetition of a conspicuous word or phrase is desirable. A little touch of monologophobia might have helped the framer of this sente nce: The Khrushchev defeats, General Hoxha said, took place at the international Communist meetings that took place in Bucharest in June, 1960, and in Moscow in November, 1960. . . .But mechanical substitution of synonyms may make a bad situation worse. Elegant variation is the term applied by Fowler to this practice. It is particularly objectionable if the synonym is the one that falls strangely on the ear or eye: calling a snowfall a descent, calling gold the yellow metal, calling charcoal the ancient black substance. Repetition of the word is better than these strained synonyms. Often a pronoun is a good remedy, and sometimes no word at all is required.(Theodore M. Bernstein, The Careful Writer: A Modern Guide to English Usage. Scribner, 1965)[M]onologophobia strikes in many places. In court reports there is a bewildering alternation of the names of people with their status as defendant or plaintiff. It is better to stick to names throughout.(Harold Evans, Essential English. Piml ico, 2000) Verdict and Ruling[An] accident of style that writers often get into with verdict and ruling is switching blithely back and forth between them, as if the words were interchangeable. In a story about a British libel case where the judge ruled against a Holocaust-denying historian, a reporter for the Chicago Tribune did this egregiously: International Jewish groups applauded the unsparing British court verdict against Irving. . . . The verdict shredded Irvings reputation. . . . Professor Dorothy Lipstadt of Emeroy University . . . hailed the ruling. . . . The ruling also was a victory for Penguin Books, her British publisher. . . . [Irving] said he had two words to describe the ruling. . . . Irving may appeal the verdict.In every instance in that story, verdict should have been ruling. But the reporter was no doubt suffering from a bad case of monologophobia, a fear of repeating the same word. . . .Instead of flip-flopping between the correct ruling and the incorrect verdic t, the Chicago Tribune reporter should have assuaged his monologophobia by here and there tossing in the word decision, an unobjectionable substitute for ruling.(Charles Harrington Elster, The Accidents of Style: Good Advice on How Not to Write Badly. St. Martins Press, 2010) Also Known As: elegant variation, burly detective syndrome

Sir Gawain and the Green Knight Essay - 1063 Words

Sir Gawain and the Green Knight Sir Gawain and the Green Knight, written by an anonymous author some time during the fourteenth century, reflects many of the religious, political and social aspects illustrated in other literary works of the time. The author, a contemporary of Chaucer, lived during a time when gallantry, loyalty and honor defined a true man. During this period, Christianity was prevalent, and inherent human weakness was commonly accepted. The author begins the poem with the mention of the siege and destruction of Troy, said to be a result of the traitorous acts of the knight that had knotted the nets of deceit (Norton 3), Aeneas. The knights who survive this destruction go on to build the great empires of that time:†¦show more content†¦Proving his loyalty to the king, and living up to the honor code of a knight, young Sir Gawain accepts the challenge. After beheading the Green Knight, who astonishes everyone by remaining alive, Sir Gawain is led on a journey assumed to end in his certain death. During his adventure, his honor and pride are unsuspectingly put to the test, and his human vulnerabilities are pushed to their limits. After three days of feasting, fighting off the sexual advances of a beautiful married woman, and battling with his own weaknesses, Sir Gawain meets the Green Knight, as he has promised, and is ready to die like a true knight. Only then is Gawain told that this game has not been a test of his bravery as a knight, but rather a test of his moral character as a man. With his almost impeccably honorable actions of the past three days, he has already won his life. In this passage, lines 1 - 59, we are introduced to the court of King Arthur. Emphasis is placed on the happiness and joy experienced by all during the fifteen-day Christmas celebration, hosted by King Arthur. High were their hearts in halls and chambers, / These lords and these ladies, for life was sweet. / In peerless pleasures passed they their days (48 - 50), says the narrator. King Arthur, and his people, are young and carefree, enjoying feasting and dancing. The bravery of the knights is emphasized by the many tournaments and jousts taking place, in which all true men participate. The participants in theShow MoreRelatedSir Gawain And The Green Knight1359 Words   |  6 PagesIn the poem â€Å"Sir Gawain and The Green Knight,† a protagonist emerges depicting an Arthurian knight named Sir Gawain. Sir Gawain, King Arthur’s nephew, takes initiative by accepting the challenge requested by the Green Knight in place of his uncle. He undergoes a perilous adventure, seeki ng for the Green Knight to receive the final blow. Although Sir Gawain is not viewed as a hero for his military accomplishments, he is, however, viewed as a heroic figure by the Knights at the Round Table for hisRead MoreSir Gawain And The Green Knight862 Words   |  4 PagesIn Sir Gawain and the Green Knight, by an unknown author referred to as the â€Å"Pearl Poet,† we are introduced to Sir Gawain. Gawain is a knight of the Round Table and he is also the nephew of King Arthur. As a knight, Gawain is expected to possess and abide by many chivalrous facets. Throughout the poem he portrays many of the qualities a knight should possess, such as bravery, courtesy, and honor among others. Because of his ability to possess these virtues even when tempted to stray away from themRead MoreSir Gawain and the Green Knight1100 Words   |  5 PagesThe poem of Sir Gawain and the Green Knight compares a super natural creature to nature. The mystery of the poem is ironic to the anonym ous author. The story dates back into the fourteenth century, but no one knows who originally wrote the poem. This unknown author explains in the poem of Sir Gawain not knowing of the location of the Green Chapel and or who the Green Knight really is. This keeps the reader entertained with the suspicion of not knowing. The author then does not give his name orRead MoreSir Gawain And The Green Knight Essay1687 Words   |  7 PagesSir Gawain and the Green Knight contains ambiguity and irony that make it interesting to read and teach. Gawain’s conflict arose when he accepted the girdle that could protect him and when he lied to his host, severing fellowship with the lord for courtesy with the lady. By utilizing a social reconstructionist philosophy of teaching that emphasizes personal beliefs and ethics, a teacher will help the students establish their identities and learn to appreciate classic literature. Sir Gawain and theRead MoreSir Gawain And The Green Knight1514 Words   |  7 PagesSir Gawain and the Green Knight is an epic poem written in the mid to late fourteenth century by an unknown author. Throughout the tale, Sir Gawain, a Knight at the Round Table in Camelot, is presented with many hardships, the first being a challenge on Christmas by a man in which, â€Å"Everything about him was an elegant green† (161). This â€Å"Green Knight† challenged someone in Camelot to accept his game which they will chop off his head with his axe and the Green Knight will do the same to the playerRead MoreSir Gawain And The Green Knight1335 Words   |  6 PagesSir Gawain: The Ironic Knight Sir Gawain and the Green Knight is a tale of the utmost irony in which Sir Gawain, the most loyal and courteous of all of King Arthur’s knights, fails utterly to be loyal and courteous to his king, his host, his vows, and his God. In each case, Sir Gawain not only fails to perform well, but performs particularly poorly, especially in the case of his relationship with God. Ultimately, Sir Gawain chooses magic over faith, and by doing so, shows his ironic nature as aRead MoreSir Gawain And The Green Knight906 Words   |  4 Pagesusually the latter. In Sir Gawain and the Green Knight we see Sir Bertilak go off to hunt three very specific animals as a game with Sir Gawain. They agree that â€Å"what ever [Bertilak catches] in the wood shall become [Sir Gawain’s], and what ever mishap comes [Sir Gawain’s] way will be given to [Bertilak] in exchange.† (Sir Gawain†¦, ln 1105-1007). In this deal we slowly see Gawain loose his honor as paralleled with Sir B ertilak’s hunt. The first animal that is hunted by the knight is a deer, while thisRead MoreSir Gawain And The Green Knight Essay1521 Words   |  7 PagesFall 16 Donnelly Many years ago, knights were expected to form a certain type of relationship with their king, this relationship was otherwise known as fealty. Fealty is a knight’s sworn loyalty to their king (in other words a loyal relationship should be formed between the two). The use of this relationship is shown in the poem called â€Å"Sir Gawain and the Green Knight† ( the author is unknown). This poem has a classic quest type of formula, with a knight receiving a challenge and then going outRead MoreSir Gawain And The Green Knight1455 Words   |  6 PagesHowever, for Gawain in Sir Gawain and the Green Knight temptation existed around every corner while he was playing the game of the Green Knight. Temptation existed every day and each day it existed in a new way. Gawain never knew what was coming his way throughout the grand scheme of the game, but one thing was for certain he was being tested. Without his reliance religious faith and dedication to his reputation, Gawain wo uld not have been able to make it through the game of the Green Knight alive andRead MoreSir Gawain And The Green Knight Essay1020 Words   |  5 PagesBoth Sir Gawain, from â€Å"Sir Gawain and the Green Knight† translated by Marie Borroff, and Beowulf, from Beowulf translated by Burton Raffel, serve as heroes in different times of Medieval English Literature. Many of the basic principles that describe heroes in Medieval Literature are seen in both of these characters even though they were written in different times. There are distinct similarities, differences, and also a progression of what the hero was in English literature, between Sir Gawain and