The Republican Party Research Paper Example | Topics and Well Written Essays - 1500 words

The Republican Party - Research Paper Example The party dominated in almost every Northern state (Root & Hay 23). In the elections of 1860, the Republican Party emerged victoriously and dominated the course of politics until 1932, when the leader of the party was not capable of reversing the Great Depression. Republicans won the elections back from the Democrats in the 1960’s. From 1968-2004, the Republican Party emerged victorious in seven out of ten presidential elections. The Republicans supported the Civil Rights Act of 1866, which provided that; all individuals in the U.S. should be treated as citizens without creating discrimination on the basis of color, race or any condition existing before. The Old Republican Party Since its formation, in 1854, the Republican Party has supported and opposed various issues affecting the citizens and the economy of the United States. Traditionally, the party emerged to support issues such as laissez-faire capitalism, conservative social policies, and low tax policies. It was under the old Republican Party that the Civil Right Act of 1866 was passed. During the formation of the Republican Party in 1854, the chief agenda was to abolish the extension of slavery, which had increased during the time. The Republicans were against the Nebraska Act, which promoted slavery. ... The old Republicans supported the establishment and development of educational institutions; this is depicted by the support of the Land-Grant College Act, which led to the foundation of education centers throughout the country (Schwengel 90). This can also be seen with the establishment of Howard University, in 1867, by the Republicans. In addition, the old Republicans cared about the security of the citizens and established Buffalo soldiers. In addition, the Republicans opposed the legalization of the Ku Klux Klan, which was an outlawed group. The Modern Republican Party The Modern Republican Party, just like the old Republican Party, has faced several issues, some of which it has opposed and supported. The signing of the New Deal faced the Republicans’ opposition. The Republicans likened the New Deal to the promotion of socialism by the Democrats (Johnson & Smith 76). Later, the Republican Party split into two portions; with one division opposing the New Deal from its start to the end, and the other division partly supporting the New and promising to operate it efficiently. Although the modern Republicans split into two classes, which brought in a class of moderate Republicans, the Republican Party has continued to offer support for the establishment and development of tertiary education centers. They also advocate for the improvement of infrastructure and promote human security. During the Civil Rights Act of 1964, segregation was outlawed through a court order and Democrats took the opportunity to bring in a less educated electorate, which supported segregation (Westwood 38). This favored the Democratic Party at the expense of the Republican Party. The moderate Republicans supported the move while the liberal did not.  Ã‚  

Reveal or Conceal Essay Example | Topics and Well Written Essays - 250 words

Reveal or Conceal - Essay Example In this, it is important for Sujit to explain to his senior the actual state of affair in the organization. By concealing his emotion, he will just be adjourning the problem and it may turn back on him in the future. It is imperative to note that the back stops at him in case the workers decided to have another course of action such as court redress or even organizing a worker’s strike. This is the best course of action because he will have discharged his responsibility as a manager. In this case, Gillies, (2004) advises that the effects of failing to report the problem would be more severe that when the problem is reported. In my opinion, Sujit would act in contempt by failing to discharge his duties and as such he would lay enough ground for termination. For the language appropriate in this scenario, Sujit would describe the problem in such a way that it reflects potentially good performance for the organization. In this case, he would inform the managers that workers would have better output if their welfare is checked. In addition, he should present a solution that is in line with the organization’s goals, Bar, Alpa

Rationale And Background Of The Study English Language Essay

Rationale And Background Of The Study English Language Essay Reading is indispensable if a person wanted to live comfortably in the modern society. It is the golden path in going to the world of enlightenment and enjoyment (Monuz, 2000). Reading is the activity characterized by the translation of symbols or letters in the words and sentences that have meaning to the individuals. The ultimate goal of reading is to be able to understand written materials to evaluate it, and to used it for ones needs (Paculanan 1999). Reading is consider as the most important subject in the curriculum, because its mastery depends on the learning of nearly to all other subjects. On account of this reality, Filipino educators have in countless instruction channeled their effort towards developing strategies and approaches in the teaching of reading (Tamundong 1998) Reading requires more than mechanical skills. As a tool for learning in the content subjects, the learners has to demonstrate growing ability to handle information effectively. In this area of complex skills are efficient location, selection organization, and retention of information and the ability to gain knowledge from the printed page depending on the learners that equipped with the necessary skills in reading. A persons reading abilities has a help to read facts about the varied and rich factual information and verbal knowledge accumulated through the ages and that of maturity, organizes these actual information and verbal knowledge, process, and interprets them through experiences to form concepts and principles which are essential in solving problems and in developing creative thinking. Paterno (1985), enumerated various factors in the disabilities or weaknesses of reading. This may range from defective hearing or maladjustments in school, to brain damage. Paterno added that some of the specific causes of reading disability, how ever, may cause by a combinations of several factors. The most common: (1) Physical Factors like defective hearing, speech, vision, inadequate nutrition, neurological dysfunction: (2) Educational factors- children have unique learning patterns and: (3) Environmental factors- not all learning takes place in a classroom and their environmental determines to a great extend, the Childs success in learning to read. To minimize if not to solve permanently the problems on reading, two objectives of education as stated in the educational act of 1982 are word mentioning. This are: (1) To provide the knowledge and develop skills, attitudes and values essential to personal development and nece4ssary for living in and contributing to a developing and changing social milieu, and (2) To provide learning experiences which increase the childs awareness of the responsiveness to the changes in and just demands of society, and to prepare for constructive and effective involvement (MEC Journal, 1991), Educational Act of 1982. Conceptual Framework Reading is one of the most needed skills to be learned in school. Seemingly, read is a word that always heard, yet difficult to discern. Reading scholars have not really come out with on universal definition of it. They only describe the characteristics of reading. Munoz (2000) describes reading as a two-way complex active process, which uses a high level of thinking skills such as literal (reading the lines), inferential (reading the lines) and critical (reading beyond the lines). However, comprehension is preceded by recognition of words, thus one can not really comprehend if he can not recognize the words correctly. Therefore in this study, the researchers want to find out the level of reading performance of the pupils in terms of word recognition. INPUT PROCESS OUTPUT Descriptive research design using observation checklist. Oral reading performance of Grade II and Grade IV pupils. Determination of the reading performance of the Grade III and Grade IV pupils in terms of word recognition. Figure 1. Research Paradigm Table shows the input, process and the output variables used in this study. The input represents the oral reading performance of the respondents. The process is the tool used for data gathering and instrumentation in order to gather pertinent data needed for analyzing, tabulation and interpretation of the problem which includes the use of observation checklist arrive at the expected outputs which is the determination of the level of reading performance of the respondents in terms of word recognition. Statement of the problem The study seeks to find out the reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It specifically sought to answer the following question: 1. What is the level of reading performance in terms of recognition of the: A.  Ã‚  Ã‚  Ã‚   Grade III pupils B.  Ã‚  Ã‚   Grade IV pupils 2. Is there a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition. Hypothesis of the Study There is no significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition. Significance of the Study Within the recent years, the demands for effective reading among pupils as an applicable instrument in development have become more prominent that always. Teachers and parents are in conformity on this scrupulous need. Conceptually, the study bring light to the student/pupils as a necessity in a more successful academic work. The result of the study are learned to benefit the following. Parents The results of the study serve as bases for the effective and efficient involvement of parents in the learning of their children especially with regards to reading. Pupils The pupils are the direct beneficiaries of the study. They will be benefited much from better school leading program, teachers guidance, parents assistance and other activities in the school, home, school administrators can offer them and also for them to know their reading abilities. Teacher The results of the study serve as an assessment and or diagnosis of reading ability of the pupil. From this the teacher would be able to designed effective reading classroom program for the pupil. School Administrators The result of the study may be used as reference guide for educational planning and policy formulation in the instruction level. Lastly, the result of this study may serve as a reference in determining the reading levels of the pupils which can serve as information in making more plans and programs by higher authorities based on the findings. It will also help in preparing reading materials based on needs and difficult5ies of the pupils. Scope and Delimitation of the Study The study is delimited to determine the level of reading performance of the respondents in terms of word recognition. The respondent of the study is composed of 41 grade III and 45 grade IV pupils. Reading comprehension is not included in the study. The study was started from July 2006. Definition of Terms Accuracy. Relates to the quality of a result and distinguished from processing, which relates to the quality of the operation by which the result is obtained. Effectiveness. Degree to which an activity or initiative is successful in achieving specified goal; Degree to which activities of a unit achieve the units mission or goal. Efficacy. Is the ability to produced an effect, usually a specifically desire defect Frustration. The pupils shows withdrawal from reading situations by crying or refusing to read. The pupils commit errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation. Independent. The pupil is free from tension, finger pointing or lip movement. He reads with rhythm and with conversational tone and interprets punctuations correctly. Instructional. The pupils oral reading is rhythmical with conversational tone and correct interpretation. Non-reader. A pupil is unable to recognize and sound out letter sound connections for single consonants or unable to blend them. Phil IRI. Philippine Informal Reading Inventory which is a set of oral reading passages for the elementary grades in order to get the reading level og the public elementary school pupils. Reading ability. Is the awareness of print relationship to speech, text structure, phonological awareness and letter naming and writing and comprehension of reading material? It often measured by grade level. Word recognition. It refers to the ability of the pupils to recognize the words with correct pronunciation. Chapter II Review of Related Literature This chapter presents several studies concerning reading abilities and reading comprehension. However, such reviewed studies are related to the presents study in the sense that they all aimed to know about the study were the factors that affect the reading ability of grade 3 pupils. These related studies therefore, are discussed briefly in this chapter. Several program about reading as an active, meaningful, and constructive process. Before reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to ensure that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selection they have read. The texts they are asked to read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constants point of reference and because students in these programs need substantial help in building word identification skills, the amount of time spent in discussing selection and in teacher questioning about the selection is kept to a minimum. All of the successful programs offer students special instruction on a daily basis for period ranging from 20 to 45 minutes. Daily contact with students ensures that progress is the steady and allows teachers to become very familiar with students and their strength and needs. Frequent contacts also allows teacher to reinforce and extend strategic behaviors that students are acquiring. An instructional period of at least 20 to 30 minutes allows time for instruction and practice along a number of dimension that provide students with the strategies they need to become effective readers. The prevailing philosophy in most of the other early interventions programs appears to be that first grade is the point where special help should be offered to prevent reading failure; that many, if not most, students will, by the end of first grade, be able to make sufficient progress in reading to function in a regular classroom setting without special help; but that some students will continue to need support through second grade. Though some of the programs began as just first grade programs, most now continue through second grade for students who need longer periods of special help. These programs use methods and materials that help students to recognize words accurately and rapidly, and to group words into meaningful phrases the three dimensions of fluency. The courage to reread a book several times once it has been introduced. There is evidence that the repeated reading of a texts leads to improved word identification skills and comprehension ( Adams, 1995). As children move through these programs, they become familiar with an increasing number of texts. They are encouraged to reread these texts to gain additional practice, to extend their fluency, and to build confidence in their growing reading competency. To avoid failure or frustration for students, each new book is introduced with as much as a teacher judges is needed. For example, a pictures walk is often used as a before reading activity. Students are asked to speculate about the texts contents, and unusual or difficult vocabulary is pointed out by the teacher and discussed. Thus, the student begins rea ding the book with prior knowledge and clear expectations about the selections contents. Another frequently used technique is shared reading, in which the texts is read first by the teacher as students follow along in the texts. Then as a group, students progress to reading the texts with the help as needed. Teacher support is gradually withdrawn, and students assume more responsibility. Finally, individual children practice reading the text. Instruction often moves from a shared reading model to guided reading in which students assume responsibility for the first reading of a selection after the teacher helps prepare them and supports them during their reading. In all the successful intervention programs there is a clear progression from much teacher support in the initial phases of the program to increase students independence. The types of texts most frequently used in early intervention program are predictable texts. The earliest books used in the programs tend to have a close match between pictures and texts, have recurring language patterns, and include repetition of language elements, which make them easy for students to read. Even children with very restricted word recognition capabilities quickly begin to think of themselves as readers because they are successful with these profitable texts. As students progress in the program, the degree of predictability decreases to ensure that the students attend to the printed texts in order to build a multifaceted word recognition strategy that will make them increasingly independent readers. In the initial phases of instruction, selections also tend to be short so that students can finish a text within an instructional period. As their reading capabilities grow, texts become longer and more challenging. While one of the successful program use traditional, narrow measures of readability, all sequence of the instructional materials, based on many factors including text predictability (reflected in factors such as recurring language patterns, close picture to text match, repetition of words), length of text, challenge of vocabulary, complexity of language, sophistication of concept so that students are challenged to apply the strategies and skills they are learning. Reading new text, and rereading familiar text insure that student in this programs engage in meaningful, connected reading. This program also includes activities that help students focus on and become familiar wit printed words. For example, the Winston-Salem Project uses a procedure called Making Words (Baker L. Brown A.L,1999). Students are presented with the letters that form a word from a selection they read. Words are selected because of their interest and because they contain words identification elements that will be useful for the students It has been recognized that asking students to write words (not copy) is a very effective approach in developing word recognition and reading skill (Adams, 1999;Clay, 1996). For example in the early intervention in reading program, the students select a student to write sentences. The teacher then encourages each students to think about the styling of each word and to write as much of the word as they can. Teacher support his offer only as needed in order to insure that the students write the word accurately. For example, for the children who are having difficulty with phonemic awareness, the teacher draws a box for each sound in the word. The children are guided to think about the number of sound in a word and the letters that represent those sound. For example, the teacher would draw 3 boxes for the word teach, grouping the EA and CH in separate boxes since that word EA and CH represents single sound. The following are regular pattern to he scheduled for better reading. Reading familiar texts. Reading or rereading a new book Working with words Writing words or sentences The researchers therefore want to find out what are the common factors affecting the reading performance of a child, thus, the study. Chapter III RESEARCH METHODOLOGY This chapter presents the procedure utilized in the collection of data, the method employed in the presentation and interpretation to answer the problems presented in Chapter I. Research Design This study utilized the descriptive method of research. Descriptive because it seeks to investigate prevailing conditions about the level of reading performance of the respondents in terms of word recognition. (Adanza, 2002). Sources of Data Table 1 Frequency and Percentage Distribution of the Respondents in Terms of Grade Level and Section Grade Section Frequency Percentage Grade III-B 41 47.67% Grade IV-B 45 52.33% Table 1 presents the respondents of the study which is composed of 41 grade III pupils belonging to section B and 45 pupils in Grade IV also in section B. This so because Grade III and IV are the middle grades in elementary and both section B for it is on the average position thus, they are better representatives for the study. Instrumentation and Data Collection The researcher adopted the Phil IRI oral reading test of the Bureau of Elementary Education SY 2006-2007. After asking permission from the principal, the researchers administered testing with the help of the teachers. The researchers adopted the Phil IRI oral reading test formula for finding the level of reading performance in terms of word recognition. Tools for Data Analysis The researchers used frequency and percentage counts for the presentation of data and the chi-square to test the hypothesis of the study. The formula for finding the level of reading performance in terms of word recognition which is adopted from the Phil IRI oral reading test is: Percent of miscue= No. of major miscue x 100 No. of words WR = 100% percent of miscue Where: No. of major miscue number of words that are not recognized or pronounced right. WR Level of word recognition For the percentage distribution, the formula used is: P = f/N x 100 Where: P Percentage f frequency N total number of cases or respondents For sub problem number 2, the researchers used the chi-square-goodness-of-fit test, that is: X2 = à ¢Ã‹â€ Ã¢â‚¬Ëœ(O-E)2 E Where: X2 = Chi-Square O = Observed Frequency E = Expected Frequency Chapter IV RESULTS AND DISCUSSIONS This chapter presents and discusses the results of the study to answer the problems in chapter I Table 2 Frequency and Percentage Distribution of the Grade III pupils in Terms of Level of Word Recognition Level Frequency Percentage Independent 0 0% Instructional 17 41.46% Frustration 19 46.34% Nonreader 5 12.2% Total 41 100% The table shows that nobody is considered as independent reader. There are 17 (41.46%) who are under instructional, 19 (46.34%) under frustration and 5 (12.2%) under none-reader. Table 3 Frequency and Percentage Distribution of the Grade IV pupils in Terms of Level of Word Recognition Level Frequency Percentage Independent 0 0% Instructional 8 17.78% Frustration 35 77.78% Nonreader 2 4.44% Total 45 100% It is visible in the table that nobody also from the grade IV pupils is under independent category. Also showed that 8 (17.78%) are under instructional, 35 (77.78%) are lined at frustration category and 2 (4.44%) under none-reader type. Table 4 Frequency Distribution of the Respondents according to the Level of Reading Performance in Terms of Word Recognition With their corresponding Grade Levels Level Grade level Independent and Instructional Frustration and Non-reader Total Grade III 17 24 41 Grade IV 8 37 45 Total 25 61 86 Table 4 shows variation of the level of word recognition among the respondents. Table 5 Computation of the ChiSquare O E O-E (O-E)2 (O-E)2/E 17 11.92 5.08 25.81 2.1653 8 13.08 -5.08 25.81 1.9732 24 29.08 5.08 25.81 0.8876 37 31.92 -5.08 25.81 0.8086 à ¢Ã‹â€ Ã¢â‚¬Ëœ (O-E)2/E 5.8347 Where: at df = 1, the level of O Observed frequency significance at „ƒ = 0.05 E Expected frequency is 3.841 (Walpole, 1982) df = 1 „ƒ = 0.05 From the table 4, at 1 degree of freedom, the tabular value of chi-square at „ƒ = 0.05 is 3.841. Since, the tabular value is lesser than the computed value which is 5.8347, the hypothesis is rejected. Thus, there is a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition Chapter V SUMMARY, CONCLUSION AND RECOMMENDATION This chapter presents the summary, conclusion and the recommendations of the researchers based on the study. Summary The study was pursued to find out the level of reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It sought to determine also whether there is significant difference between the two grade levels in terms or reading performance with regards to word recognition. The study used the descriptive method using checklist for the actual reading performance. This research was conducted from June to December 2006. Findings The researchers found out that 17 or 41.46% grade III pupils are under instructional or are rhythmical reader with conversational tone and correct interpretation. There are also 19 or 46.34% who shows withdrawal from reading situations by crying or refusing to read and committing errors. On the other hand, 8 or 17.78% of the grade IV are under instructional type, 35 or 77.78% are considered under frustration type while 2 or 4.44% are non-readers and lastly, nobody also is under independent type of reader. The bottom line is, it was found out that there is significant difference between the grade III and grade IV pupils in terms of level of reading performance with regards to word recognition. Conclusion Based from the analyzed data presented, the researchers concluded that grade III and grade IV pupils level of reading performance in terms of word recognition is mostly on the bracket of frustration and instructional type of readers, that is they show withdrawal from reading situations by crying or refusing to read and committing errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation but others are rhythmical with conversational tone and correct interpretation. Recommendation From the findings of the study, the researchers recommend the following: Having been revealed that the level of reading performance of the grade III and grade IV pupils in terms of word recognition falls under the frustration and instructional type, the researchers recommend teachers to use more intensified instruction for the betterment of the reading performance of the pupils. The researchers also wish that future researchers will focus also on reading performances of the pupils in other aspects such as comprehension, speed and others.

Preserving Our Earth :: essays research papers

Preserving Our Earth   Ã‚  Ã‚  Ã‚  Ã‚  America's endangered areas are deplinishing daily. Natural disasters are a major factor in their disappearance, but the most prominent factor is mankind. Even though procedures are conducted daily to preserve our home, these areas slowly crumble within our grasps. Protection of these areas is essential, as our whole race depends upon resources derived from these lands.   Ã‚  Ã‚  Ã‚  Ã‚  From the lush greenery to the sparkling blue waters, all is majestic in its fullest. This is why I believe almost all of these wonderful places should be preserved. Mankind has come too far to throw it all away for his greedy purposes. Many believe that our secluded wildlife areas should be available for the public. But what is to be offered through this? Many recreational activities I presume, but what about our biggest environmental concern - pollution.   Ã‚  Ã‚  Ã‚  Ã‚  Pollution is so widespread throughout our world that it is overwhelming. Drinking water supplies are contaminated with runoff from nearby factories and even with pollutants from our own backyards. Demands of skyscrapers and condominiums wipe out our decreasing rainforests. This drudges wildlife from its natural home and into the havoc that is ours. Millions of acres of beautiful land are destroyed daily to satisfy the needs of mankind.   Ã‚  Ã‚  Ã‚  Ã‚  But has anyone contemplated the needs of our wildlife? When their homes are incinerated, where do they run for shelter? Where will wildlife obtain its food and oxygen if the sources are gone? Not much is done about our destructive ways, we sit back and let money and greed take power. The solution is just a whisper away. The preserved areas should remain untouched. Hunting should be outlawed in these protected lands. If a family is starving and has to resort to this brutal deed, then restricted areas should be permitted.

Teamwork

What does it mean to be a successful team? Over the past year, I watched my mother fight one of the hardest battles in the world. My mother was diagnosed with breast cancer last year, and even the best team of doctors could not cure her. The day she died, she went to my basketball game in the morning, and she died later that afternoon. The lesson I learned is that even if you give it your all, sometimes you don’t always achieve your goal and win. My mother always wanted me to go to an NBA game. I have been a Wizards fan my whole life and have never been to a game.I am always observing how the best teams perform. I think the Wizards are a great team that love the game and respect each other, and that is what you need to be a successful team. For example, the more you trust your teammates, the more likely it is the team will achieve its goal. A team must work together to achieve a goal, but sometimes even the best teams don’t win. John Wall is one of my biggest idols. He trusts and respects his teammates, plays with speed and precision, and even when he loses, he is always respectful.If I could see him play, it would be a dream come true. Runner up: It’s about working together By Zoe Cachion, 11, Arlington Teamwork is helping people out when they need it, and working together. You win as a team, and you lose as a team, You need to have empathy for other people on your team, Teams and teamwork are not just sports and other competitions. Teamwork is about . .?. trust, loyalty, confidence and perseverance. Success in your team is not really winning every single game. It’s more about working together with your teammates.Sure, it feels fantastic to win, but it feels even better when you know everybody in the team worked hard to get that win. That’s what success in teamwork means to me. Runner up: The ‘ubuntu’ approach By Dan Huynh, 12, Falls Church Before each of their games, the successful Boston Celtics yell the Africa n word â€Å"ubuntu,† which inspires the team to focus on the greater good rather than individual success. A successful team’s players don’t care about only their stats, All-star appearances, salary or winning championships.Positive teammates focus on the people they play with every day and how they can help their peers improve. An ubuntu-type player will pass on opportunities to others. For example, the Washington Wizards show that their team is focusing on the greater good because, as Kevin Seraphin said, â€Å"we play like a team. Nobody is selfish. Nobody wants to be the hero. Every night, you let somebody else shine. † This attitude makes their team successful. Ubuntu does not only apply to professional sports; it pertains to amateur sports also.For example, my aquatics coach told our team that during a water polo game, one of his players had the opportunity to get a hat trick. However, instead of shooting himself, he pump-faked and passed to his ope n teammate, who scored. This team was successful because its players shared opportunities rather than focused on themselves. When a team works together, teammates are able to help one another overcome obstacles and improve both as individuals and as a team. As the ubuntu philosophy states, â€Å"I am what I am because of who we all are. †

Modern Family Essay

In ‘Modern Family’s’ episode 15 of season 1 a number of societal norms are addressed, some of which challenged others reinforced. Norms such as the ones relating to gay couples with children, typical teenagers, and extended families, in other words the rich older man with the young â€Å"hot† wife and step kid. Modern Family as by its name offers us a more modern view of family in today’s society. The premise of Modern Family is a mock documentary-style sitcom fabricated around three very different families that all share kinship: a gay couple, who’ve just adopted a baby daughter from Vietnam; a husband and wife with three kids; and a May-December marriage between an older man and a woman who has a son from a prior marriage. This particular episode is based around Valentine ’s Day and follows three different stories of Jay and Gloria, Cam and Mitchel, and of course, Phil and Claire. Claire and Phil plan a Valentine’s Day excursion which leads them to role playing at a hotel, while Jay and takes Gloria to a David Brenner show where Jay gets picked on for being an older husband and is mistaken for Gloria’s father, and oh yeah! He also bought her diamond earrings with this fat wallet. Cam and Mitchel however decide to say at home since Mitchel has had a long day at work but the two of them are able to help out a much desperate Manny (Gloria’s kid) with a crush of his own. One of society’s biggest norms is the conflict of marriage and the age at which one is expected to be married and his/her partners age. As shown in Modern Family Jay is significantly older than Gloria who is your typical trophy wife. The show clearly challenges the accepted norm of marriage and how we as a society have come to accept the so called ‘limitations’, (i. e. age), of marriage. Episode 15 illustrates in a scene where Jay takes Gloria to a comedy show featuring David Brenner (who is from Jay’s generation) for Valentine’s Day, however she wants to go salsa dancing. Once there David Brenner mistakes Jay for Gloria’s father and pick on him for being an older husband. The show clearly challenges the accepted norm of a traditional family/marriage and displays the May-December marriage as an accepted view of the modern family. It also shows how Jay is not the ‘classic husband’ due to his age difference. As this norm is being presented, the same norm is being challenged in a different way. Earlier in the episode Jays is shown to give Gloria a diamond earring which demonstrations that Jay is a typical husband, one who is expected to buy his wife diamonds earrings, necklaces, etc. Through this example, Jay demonstrates the traits that are exhibited in the ‘classic husband’. In today’s society the issue of gay marriage is a delicate one, where gay marriage is becoming more and more accepted in society but is still illegal in some states of the U. S. An even bigger issue lies with same-sex couples adopting babies, which is clearly not yet fully accepted by society and is not an image that forms when a picture of a typical family is cast. These norms are tested when the show follows the story of Cam and Mitchel (Jays Son) on Valentine’s Day. Cam and Mitchel are a gay married couple, who decide to stay at home for Valentine’s Day. In Modern Family, Mitchel is not shows as a typical gay man instead he’s busy with his work and wearing shirts without any flowers or patterns, does not act like the norm gay man. While Cam on the other hand is a very prototypical gay man, always wearing colorful shirts with patterns, dressing up Lilly (Cam/Mitchel adopted daughter) in costumes for Valentine’s Day. These two characters are quite unlike one another where one reinforces the typical gay man, the other see to challenge the typical gay man. The couple also has an adopted Vietnamese daughter, again challenging the norm in society of a traditional family. Cam and Mitchel while staying at home agree to babysit Manny who is upset over a girl who he has written a poem to, hoping it would impress her. Manny, unlike other kids who hang-out with their friends and ride their bikes, writes poems and is not the least bit self-conscious. He is very mature and intuitive for his age and is often shown doing adult-like things, such as writing poems, challenging the norm of a usual 13 year old kid. Fathers in past years have been considered to be stricter on their kids, teaching them discipline and to focus on school. Phil however does not follow that same norm, instead he try’s very hard even in fact goes out of his way to be a â€Å"funny† dad/husband. Challenging the societal norm of what is known as a typical father. Claire conversely is a very common stay at home, minivan driving house wife who looks after the kids. She reinforced the utmost ideological norms of what a middle class house wife should be like. Talking care of the kids and being a loving mother. Claire and Phil like a normal couple exchange only cards and go to a restaurant on Valentine’s Day which is what they’ve been doing for years. However this all changes when the couple decides to go role playing at a hotel. The two meet at the hotel bar and he â€Å"picks her up†, she then goes to the bathroom and comes back wearing her coat with no clothes underneath. As they prepare to go upstairs she gets her coat stuck in the escalator, which she cannot take off. The circumstances turn worse when they begin running into different acquaintances from work and school, all of whom recommend that she take the coat off. These sequences of event illustrate how much distinct Clair and Phil are from a classical couple, challenging the norm of the traditional couple. The norm for a 13 year old boy is quite simple, a goofy, mischievous, and fun-loving boy who is not very bright. This norm is supported in Modern Family through Luke (Clair’s son). As the episode begins Phil and Luke come running into the house laughing over something they call a water weasel, a water pipe attached to a nerf ball. Luke is the standard of a typical 13 year old. Phil however is not 13 yet acts like one at times, further challenging his norm of a typical â€Å"Dad†. The norm for the young teenage daughter has changed completely over the past decades, now the norm for a teenage girl is almost expected her to be rebellious, wild and care free. A norm which Haley (Clair’s daughter) most definitely reinforces. As illustrated in this episode Haley’s boyfriend Dylan give Haley a picture portrait of Haley and himself half-naked in bed, which of course terrifies her mom and she takes it away. Haley patently reinforces the norm of a typical modern day teenager. In conclusion, the norms presented in Modern Family are mostly challenged to that of a typical nuclear family as an ideal, but yet in some instances as in the case of Haley and Claire the norms of the young teenage daughter and the stay at home house wife are confirmed. The show does need a balance of both, to reinforce norms and challenge them to become a successful comedy. Most of the norms that are challenged are all done in a fun-making manner. The show for the most part encourages the viewer to work for or at least echo on the need for change in society. The episode mostly challenges thoughts of consumption and view’s the show’s audience as citizens not consumerist. Modern Family without a doubt offers us a look into what in today’s society is viewed as a â€Å"Modern family†.

Management Theory Interview essays

Management Theory Interview essays The Microsoft Corporation is widely recognized as one of leaders of corporate success world-wide. In addition, within the industry, the managerial style of its huge pool of managers is widely considered to be as In interviewing Ibrahim, a Test Manager located at Microsoft's Redmond, Washington campus, I had the opportunity to note his management style, and draw many parallels to contemporary management theory. Ibrahim currently oversees twelve "test leads," who, in turn, oversee a pool forty-seven testers for the Microsoft Office product. He was asked to answer several of the following questions: 1. What is your management philosophy' How do you motivate your "I never really thought about it. I guess my management philosophy is a kind of "light touch" approach. I believe that for an employee to be really productive, they have to have a sense of "ownership" of the area that they are responsible foreither in overseeing the employees of a particular test area, or in the actual testing of the product. I find that giving them actual responsibility both bolsters their willingness to dedicate themselves to the task, as well as motivates them to perform based on the worry of being held personally responsible for their oversights at review time." 2. How do you feel about correcting employees' "That depends on what you mean by correcting employees. In my daily work one of the most important tasks is "guiding" my employees when they are experiencing difficulties. Unfortunately, although team employees are encouraged to "own" their work, there are times when tasks are, either not preformed, or not completed satisfactorily. It is ...