Expressionism Versus Jazz Essay - 656 Words

Reflection Activity: Expressionist Music and Jazz Expressionism is an artistic movement that stresses intense and subjective emotion. Artists that use expressionism usually focus on their inner feelings instead of depicting outward appearances. Expressionism is an art concerned with social protest. Some characteristics of expressionist music are that it is episodic with a fragmentary form. It involves a great emotional magnitude. Also, it is discontinuous. Most expressionist works stress harsh dissonance and fragmentation. They also take advantage of extreme registers and unusual instrumental effects. Some examples of expressionist compositions are Pierrot lunaire by Arnold Schoenberg, A Survivor from Warsaw also by Arnold Scheonberg, the†¦show more content†¦In contrast to the New Orleans style, a typical swing band had about fourteen or fifteen musicians grouped into three sections, which are saxophones, brass instruments, and rhythm. The rhythm consisted of piano, percussion instruments, guitar, and brass. Because this b and was consisted of a lot more people, it needed music that was more composed and improvised. It also needed music that was arranged which means it was notated in written-out parts for each musician to read. The main melody of a swing band was usually accompanied by saxophones playing sustained chords, or by saxophones and brass instruments playing short, repeated phrases called riffs. The arrangers used a rapid acceleration of brass and sax riffs to create tension and excitement. Swing’s harmonic vocabulary was richer and more varied than that of New Orleans jazz. An 8-bar phrase was used in swing style. An example of swing jazz is Duke Ellington’s C-Jam Blues. Expressionist painters, writers, artists, and musicians use deliberate distortion to assault and shock their audience, to communicate their tensions and anguish of the human psyche. It conveyed the anguish felt by the poor and the oppressed. The main function of early jazz music was to entertain. It was used in opera, chamber music, folk music, popular music, dance music, and even sacred music. Jazz was usually for bands to play to an audience as loud as they could. It was for people to dance to. Bebop was aShow MoreRelatedThe Cold War On American Culture Essay1489 Words   |  6 Pagesin countless forms. Thus, media (such as films and literature), the arts, and even fashion, were completely revolutionized in their own respective ways. Most of the movies that were filmed and released after the 1950s held the common theme of good versus evil, which stood to represent America as the â€Å"good† and the USSR, or communism, as the â€Å"bad†. As a result of this recurring theme, spy movies became a massive phenomenon. Richard A. Schwartz named a few popular spy movies, in which the themes wereRead MoreIwc1 Literature, Arts and Humanities Essay10028 Words   |  41 Pages Aesthetic perception is the innate or learned ability to appreciate a work of art. Question 3: Multiple Choice Which of the following American poets helped establish jazz poetry? a) Robert Frost b) Rita Dove c) Maya Angelou d) Langston Hughes Feedback: The correct answer is d. Langston Hughes helped establish jazz poetry. Question 4: Multiple Choice Which of the following is a primary color? a) yellow b) green c) orange d) purple Feedback: The correct answer is a. Yellow

The Founding Of The Constitution Act - 1373 Words

The inception of the Constitution Act, 1982 is inarguably a highly significant event in Canada’s political history, and has impacted the political and legal landscape in numerous ways. The Charter of Rights and Freedoms regulates interaction and communication between the government and individuals, granting them with much needed protection of their rights and freedoms. Needless to say, these rights and freedoms are a critical part of the democratic political system and it is believed by many that the Charter is one of the most important legislations in Canada, as it allows laws that infringe the rights and freedoms of individuals to come under scrutiny and removed if necessary. Despite these protections that are guaranteed by the Charter†¦show more content†¦Specifically, the reasonable limits clause in section 1 as well as the highly controversial notwithstanding clause in section 33 allow the government to pass legislation even if it conflicts with the Charter, with certain exceptions. The notwithstanding clause was added to the Charter during negotiations in order to alleviate the tension between elected legislatures and appointed courts—a valid concern considering the fact that the judiciary would have the power to interpret a very broad set of citizen’s rights whether it be democratic and rights, as well was the fundamental freedoms and make final decisions on highly politicized issues. Careful analysis is used to determine whether or not section 1 can be applied and if said legislation fails to satisfy the requirements to be a reasonable limit, the court may order the law to be struck down, or redrafted so that law so that it complies with the Charter. However, if the government decides to invoke section 33 of the Charter, the notwithstanding clause, it would exempt the government from following the court’s directions, an aspect which makes it highly controversial and generally has a very negative public perception sin ce overriding charter rights is not seen as a good thing. Despite the great deal of negative criticism surround the it, the notwithstanding clause can be beneficial in numerous ways and does not necessarily interfere

The Key Aaudiences for the ASB Bank Samples †MyAssignmenthelp.com

Question: Discuss about the Key Aaudiences for the ASB Bank. Answer: The key audiences for the ASB Bank are the customers who prefer online channels instead of going to a physical bank. For the business strategy, ASB bank utilizes the social media that assist the online customers and provide them popular channels for communication. ASB bank through Face book help the customers and inquirers to experience the virtual bank through live web chat with a banking specialist. Twitter also helps the bank to provide instant updates to the customers from the news sources, friends, industry experts and the bank. The bank shares important information through social media and important in the recruitment process. It also creates and enhances the employee value proposition. Twitter chats through social media helps ASB to share their stories with a wider community and in the meanwhile create awareness of the causes in the social media (Adgei?Frimpong et al. 2014). The benefits of using social media by ASB Bank are that it allows the customers who prefer online channels over the physical bank. It helps the bank to develop relationships with the online customers and solve their financial problems. It helps the bank to get feedback and poses a two-way conversation. It helps the bank to respond quickly to the customer queries through social media and enhance customer acquisition. It attracts new customers and enhances bonding of existing customers (Walker and Al Thaqafi 2015). By using social media, ASB bank has immense opportunities to get engaged with their online customers via web chats, communication channels for financial solutions and a way to connect to the bank. Purchases can be made online and provide partnership with the customers by knowing them better. The investments, fund transferring, payments and deposits along with microfinance and funding can also be done in context to social media in the near future. References Adgei?Frimpong, K., Gan, C., Ying, L. and Cohen, D., 2014.Efficiency and productivity change in the banking industry: Empirical evidence from New Zealand banks. Lincoln University. Faculty of Commerce. Department of Accounting, Economics and Finance.. Walker, J. and Al Thaqafi, T., 2015. Future-proofing bank loyalty among students: A New Zealand study.New Zealand Journal of Applied Business Research,13(2), p.51.

English British Journal of Psychiatry

Question: Discuss about theEnglishfor British Journal of Psychiatry. Answer: Introduction: Literature is the reflection of reality. The life of every human being is amalgamated with struggles and twists. Innumerable hindrances come in the different pathways and difficulties are the part of life. This particular study has provided a clear knowledge and understanding on how the human being has to overcome various challenges in their day-to-day life. Three different stories created by three separate authors have been presented in this particular study. People tend to show their interest for quenching the thirst of literature only when the literature is blended with fiction. However, the entire story is endowed with the psychological and mental dilemmas among family relationship. The stories that have been selected for the critical analysis of this study include Auntie Annie and Monty, The Day when Mum Went to the Hostel and The Strength of Tradition. In every single story the author has depicted the depth of every individual relationship in a simple, lucid way. First Story: The first story Auntie Annie and Monty established by Graham Calley has presented a simple vista of healthy family relationship. A child is the spokesperson of this particular story. It has been observed that the rhythm of a happy family and their daily lifestyle has become out of track due to the entrance of third person[1]. The story begins with the entrance of Auntie Annie. A pretty and beautiful woman endowed with red hairs entered into the home slowly. Child being the protagonist has presented the entire story in such a way that readers can relate themselves into their practical field of life[2]. The internal clash between the husband and wife has a major reflection on the mind of children. In this particular study, the story has presented a major vista on how a happy married life can be destructed due to the unexpected situations. As per the description of the child, it has been observed that the actual identity of Annie is quite questionable to everyone. While introducing with the kids, Annie has never exposed the real identity[3]. However, the author has presented the character of Mum in an excellent way. Mum being a homemaker and devoted woman towards her husband never intends to tolerate Annie in talking with her husband excessively. The triangular relationships and its reflection on the mind of innocent children have been presented beautifully in this particular study. Second Story: The second story The Day When Mum Went to the Hostel written by Leah Wilson reveals the journey of a young women and her hardships for bringing up a child. The story depicts a sorrowful vista on how a woman had left the home being deprived of her family. When she set out for a new journey in order to establish her only child, this innocent woman was possessed with a limited number of money that was not sufficient for bringing up a child properly. The story begins with the extreme pangs and pathos of a young woman who had left her home for establishing her child in the realm of new journey. While dealing with the outside World, this woman had to face innumerable difficulties with the outside World[4]. The driver who had given the lift at that night intended to humiliate desperately. Whenever, the woman approached to reach them up to the womens hostel, the driver supposed to be the aboriginal hostel. This kind of humiliation had intensely touched the sentiment of a young woman[5]. Throughout the entire story, the author has maintained a realistic approach with the help of which the readers can relate themselves with the realistic world. The entire theme of the story has been presented in lucid language so that the readers do not have to struggle for understanding the essence of the message. Third Story: On the other hand, The Change of Tradition established by Judah Waten has rendered different kinds of flavor where the author has beautifully presented the difference of attitude of a person. Mr Ekdom is the real protagonist of this short story. The author has begun the story describing on how a person has to face immense challenges when this individual has to spend a life in different place[6]. Mr Ekdom had to face the same situation. From the very beginning, Ekdom had maintained a keen watch on his three daughters. The daughters were not free to spend their lifestyle as per their own way. The story is endowed with the family relationships and the different opinions of every family member individually. In one situation, Ekdom has decided to leave the home silently due to the mental dilemmas[7]. At the end of the story, Ekdom is seen to set out for the new journey and established a temporary residence absolutely in a different city. Own Point of View: The central themes of the three stories are surrounded with the family relationships and the mental dilemmas. The first story is endowed with the triangular relationship among two women and a person. The character of Annie has been portrayed beautifully throughout the entire story. However, after analyzing the entire story, it can be evaluated that the author has ended the conclusion in a sudden manner. In addition, some of the expressions remained extreme hypothetical that the readers may not relate with their practical experience. The second story has presented the journey of a woman in an excellent way. This particular story is out-an-out realistic where the readers would be able to relate themselves with the practical world. Conclusion: Portraying different vistas of family life is the primary concern of this particular story. Readers tend to show their interest for going through a particular story only when they can relate themselves with the practical field. This particular story is possessed with different kinds of characters who represented the role of every single member of a family possessed with various temperaments. The ways of expression of the three different authors are noteworthy. While reading the story, the readers can relate themselves with the practical field. Reference List: Bognar G, 'Human Enhancement, Edited By Julian Savulescu And Nick Bostrom.' (2012) 121 Mind Caan W, 'Mind, Modernity, Madness: The Impact Of Culture On Human Experience' (2014) 204 The British Journal of Psychiatry Cheever N and others, 'Out Of Sight Is Not Out Of Mind: The Impact Of Restricting Wireless Mobile Device Use On Anxiety Levels Among Low, Moderate And High Users' (2014) 37 Computers in Human Behavior Goldberg A, 'Greenfeld, Liah Mind, Modernity, Madness: The Impact Of Culture On Human Experience 2013 Harvard University Press 688 Pp 36.95 (Hardcover)' (2014) 65 The British Journal of Sociology Jones P, 'Mind Games: Mind Control In YA Literature' (2012) 39 The ALAN Review Kekes J, 'Nature, Reason, And The Good Life: Ethics For Human Beings, By Roger Teichmann.' (2012) 121 Mind Westermeyer J, 'Mind, Modernity, Madness: The Impact Of Culture On Human Experienceby Greenfeldliah. Cambridge, Mass., Harvard University Press, 2013, 688 Pp., $45.00.' (2014) 171 American Journal of Psychiatry

Service Learning Contributing to the Community in Which We Live by Applying the Knowledge We Have Essay Example

Service Learning: Contributing to the Community in Which We Live by Applying the Knowledge We Have Essay Although well-established and with a long tradition in different countries worldwide, service learning is a completely unknown practice in Republic of Macedonia.This is the reason why the author attempted to make a theoretical overview of the concept of service learning based on her extensive expirience gathered as a visting scholar at George Washington University under the Junior Faculty Development Program. Service learning is an interactive process of both teaching and learning in which the students apply their academic skills and knowledge when trying to help the community solve its crucial problems.At the same time, it promotes learning through active participation in service experiences; provides structured time for students to reflect by thinking, discussing and/or writing about their service experience; provides an opportunity for students to use skills and knowledge in real-life situations; extends learning beyond the classroom and into the community and fosters a sense of c aring for others.The effective program for service learning is characterized by: †¢ Engagement of people in responsible and challenging actions for the common good; †¢ Provision of structured opportunities for people to reflect critically on their service experience; †¢ Articulation of clear service and learning goals for everyone involved; †¢ Definition of the needs by those who have the needs; †¢ Clarification of the responsibilities of each person and organization involved; †¢ A match between the service providers and service needs through a process that recognizes changing circumstances; †¢ Necessity of genuine, active, and sustained organizational commitment; †¢ Inclusion of training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals; †¢ Time commitment for service and learning that is flexible, appropriate, and in the best interests of all involved; †¢ Commitment to program partici pation by and with diverse populations. It is both benefitial for the community and the students, so a country should have consistent and comprehensive programs for promoting and sustaining service learning.Key words: service learning, principles of a service learning program, community practice. Introduction This paper is based on the experience that the author gathered as a visiting scholar at George Washington University under the Junior Faculty Development Program. Its aim is to make a literature overview of the method of service learning – a concept that the author got acquinted with exactly during her study visit under the JFDP scholarship and that hasn’t been implemented in her native country. Service learning is a method of teaching, learning and reflecting through which students apply their academic skills and knowledge to address real-life needs in their own communities.Alternatively, the National Youth Leadership Council of the United States of America defin es service learning as â€Å"a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards. †[1] It combines academic classroom curriculum with meaningful service, frequently youth service, throughout the community i. e. it combines the service objectives with learning objectives with the intent that the activity change both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content. [2] As a teaching methodology, it falls under the philosophy of experiential education.More specifically, it integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities for the common good. Service learning is usually a coordinated effort among the elementary schools, secondary schools, institutions of higher education, or community service programs, and the community and helps foster civic responsibility. It is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled and provides structured time for the students or participants to reflect on the service experience. [3] Service learning in a broader context Service learning is grounded in experiential education— learning by doing.It differs from â€Å"pure† experiential learning in two essential ways: †¢ The goal of service learning is to direct the learners into practical settings where the primary motivation is service, and †¢ Learning takes place in two ways— as students take part in the experience and as they reflect upon what happened during the experience and as a result of it. It is also democratic as it requires students to work together with their teachers in planning educational strategies for the students’ own learning. Service learning must not be thought of as interchangeable with â€Å"volunteerism. † While both might occur either during school hours or after school, service learning, unlike volunteerism, includes reflection time as an integral part of its success. The rationale for service learning is that students learn best (1) by doing, (2) by serving, and (3) by reflecting on the experience.In the broader perspective of national education reform, service learning is a tool for school reform and it provides a framework to integrate educational and social reform recommendations. Student empowerment is an important element in all school reform movements. Students become the â€Å"doers† and take on more responsibility for their own learning. The teacher, rather than being a dispenser of knowledge, becom es the facilitator or â€Å"coach. † The students, by becoming actively engaged in the needs of the community, bring back to the classroom content that becomes the basis for their â€Å"classroom learning. † Academic excellence is not ignored, but enhanced as students realize the necessity of learning and establishing patterns for lifelong learning.One of the most appealing characteristics of service learning programs is that they provide a rare opportunity to make the curriculum relevant while meeting community needs. The key to a 21st century curriculum is to prepare students with decision-making skills to face social and science dilemmas in a future that they can only anticipate. As technology develops to solve many of the world’s problems, we are, in turn, entering a more uncharted realm of â€Å"should we† rather than â€Å"can we. † Today’s students— tomorrow’s leaders— must be able to analyze the implications of k nowledge on such issues as justice, equity, dignity of life, and individual rights. The responsibility for teaching students how to make ethical decisions is not reserved for philosophers or psychologists.Service learning outcomes are very much like the goals established by all successful schools. Service learning is simply a better way to do the things good schools have always done. The following goals, practiced by most effective schools, are also goals met by service learning programs: †¢ Intellectual development (e. g. , problem solving); †¢ Basic skills acquisition (e. g. , communication); †¢ Moral and ethical development social and civic responsibility; †¢ Career preparation; †¢ Multicultural understanding; †¢ Personal growth. [4] Principles of service learning When establishing a service learning program, one must always remember that it is more than just a program. It is a shift in thinking about how students learn.By applying the principles of service learning, communities are committing to the belief that young people are competent, capable, and quite able to make a contribution to their world. This belief does not, however, diminish the importance of an adult acting as coach, guide, mentor, and friend. The key to service learning is the mutual respect and involvement of all participants. When designing a service learning program, it is important to create or adopt guiding principles as a framework. These principles will make your beliefs visible and lead you to build your program on a foundation of â€Å"what we are all about. † There are many sets of principles for service learning. One of the most encompassing sets is the result of a collaborative effort by more than 70 organizations interested in service and learning.Representatives from this collaboration, sponsored by the National Society for Internships and Experiential Education of the United States of America and funded by the Johnson Foundation, met in t he spring of 1989 to produce Ten Principles of Good Practice in Combining Service and Learning. While it is not imperative to develop a service learning program on these principles, one should be aware that they reflect the grassroots experience and the thinking of thousands of people who have struggled through hundreds of service learning programs. According to these principles, an effective program for service learning: †¢ Engages people in responsible and challenging actions for the common good; †¢ Provides structured opportunities for people to reflect critically on their service experience; †¢ Articulates clear service and learning goals for everyone involved; †¢ Allows for those with needs to define those needs; Clarifies the responsibilities of each person and organization involved; †¢ Matches service providers and service needs through a process that recognizes changing circumstances; †¢ Expects genuine, active, and sustained organizational comm itment; †¢ Includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals; †¢ Ensures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved; †¢ Is committed to program participation by and with diverse populations. [5] There is also another set of service learning principles. While not as comprehensive as those espoused by NSIEE, these principles appeal to many because of their succinctness: †¢ Those being served control the service(s) provided. †¢ Those being served become better able to serve and be served by their own actions. †¢ Those who serve also are learners and have significant control over what is expected to be learned.There can be some slightly different approaches to the principles of a successful service learning program. According to one of them, organizers must place primary emphasis on the service to be performed because the participant will not benefit from a service that is not useful or thought to be useful by the participant. In his second principle, Eberly emphasizes that all young people must be included in the opportunity to serve. His third principle is similar to NSIEE’s first principle in that the work must be challenging, and his fourth principle, not addressed by NSIEE, is that academic credit should be based on the evidence of learning and not just awarded for time spent.Both sides of the partnership for service learning should establish a successful relationship that should be based on a shared vision or objectives for the project; clear and frequent communication and clear expectations and roles outlined. Basically the service learning experience should be a well planned and designed together project. Much like principles of effective teaching, good health, or even productive gardening, service learning principles will guide the process of planning the service learning venture. However, they are not etched in stone. They may be revised while planning the service learning experience, for one may discover new things. [6] Characteristics of service learning One could easily say for a fact that service learning: Promotes learning through active participation in service experiences; †¢ Provides structured time for students to reflect by thinking, discussing and/or writing about their service experience; †¢ Provides an opportunity for students to use skills and knowledge in real-life situations; †¢ Extends learning beyond the classroom and into the community; †¢ Fosters a sense of caring for others. It also: †¢ Links to academic content and standards; †¢ Involves young people in helping to determine and meet real, defined community needs; †¢ Is reciprocal in nature, benefiting both the community and the service providers by combining a service experience with a earning experience; †¢ Can be used in any subject area so lon g as it is appropriate to learning goal; †¢ Works at all ages, even among young children. Service learning is not: †¢ An episodic volunteer program; †¢ An add-on to an existing school or college curriculum; †¢ Logging a set number of community service hours in order to graduate; †¢ Compensatory service assigned as a form of punishment by the courts or by school administrators; †¢ Only for high school or college students; †¢ One-sided: benefiting only students or only the community. |In the process, students link personal and social development with academic and cognitive development. And experience enhances | |understanding, understanding leads to more effective action. | | |In general, authentic service learning experiences have some common characteristics: | |They are positive, meaningful and real to the participants; | |They involve cooperative rather than competitive experiences and thus promote skills associated with teamwork and community inv olvement| |and citizenship; | |They address complex problems in complex settings rather than simplified problems in isolation; | |They offer opportunities to engage in problem solving by requiring participants to gain knowledge of the specific context of their | |service learning activity and community challenges, rather than only to draw upon generalized or abstract knowledge such as might come | |from a textbook. As a result, service learning offers powerful opportunities to acquire the habits of critical thinking; i. e. the | |ability to identify the most important questions or issues within a real-world situation; | |They promote deeper learning because the results are immediate and uncontrived.There are no right answers in the back of the book; | |As a consequence of this immediacy of experience, service learning is more likely to be personally meaningful to participants and to | |generate emotional consequences, to challenge values as well as ideas, and hence to support social , emotional and cognitive learning | |and development. [7] | The value of service learning Service learning provides a compelling reason to learn, teaches the skills of civic participation and develops an ethic of service and civic responsibility. Service learning increases motivation and retention of academic skills as specific learning goals are tied to community needs. By solving real problems and addressing real needs, students learn to apply classroom learning to a real world context. At the same time, students provide valuable services to schools and communities.According to some authors, in the humanities, service learning is a source of, and a stimulus to acquire, skills that would otherwise be postponed until the final stages of a student’s educational career (for example, workstudy programmes), since here, contrary to other disciplines, providing practice as a means of reinforcing and understanding theory is not seen as a primary goal. Research indicates that studen ts who have participated in service learning show better learning performance, more interest in the subject-matter, better problem-solving abilities and greater satisfaction with their chosen educational programme. The strategic value of service learning is not just for university students who gain an opportunity to learn and to put to the test the skills they have acquired or can acquire. It is also for the other organisational actors involved in the educational process, namely both community and institutions.While for the community, the value of having committed young adults as a resource lies in society’s increased ability to help the disadvantaged or those who need assistance which is affordable, the institutions benefit from voluntarism’s intrinsic value, which is its value in educating for citizenship through experience of local area, organisation and workings, thereby enhancing an understanding of opportunities, constraints and limitations involved in dealing wi th public affairs. Thus, local and national institutions can promote service learning in all situations where a university acts as an information clearinghouse bringing young students into contact with the associations that provide answers to the open questions of civil society. This contact creates learning opportunities for students, voluntary organisations find resources with the kind of educational background they need and the local community witnesses increased sense of civic responsibility, which is the hallmark of democracy. 8] As for the partner in the service learning that represents the community, the benefits of the involvement in this venture are: †¢ Achievement of the agency goals by utilizing students’ services, at no cost to the agency; †¢ Provision of additional support and help for community–based organizations; †¢ Assurance that students care about the well-being of the clients they serve; †¢ Offer of a new perspective on projects and provision of alternative solutions; †¢ â€Å"Recruitment† of life-long activist for the organization. †¢ Increased awareness of the potential resources that schools/colleges have to offer. On the other side, the benefits for the students are: Realization that they can make a difference within the community; †¢ Achievement of a greater understanding of course content by building a bridge between theory and it’s application in practice; †¢ Gain of new skills and leadership experience that will prepare students for future careers; †¢ Increased understanding of socials issues and create alternative solutions; †¢ Understanding of the importance of cultural diversity, while developing social responsibility; †¢ Acquisition of skills that promote cooperation while teaching and learning responsibility. Conclusion There are numerous community problems that could be solved with an active involvement of the community members, especially the y oung people.Students, whether in secondary or higher education, could be involved in interactive programs which aim at advancing their knowledge and its practical implementation in real-life situations. They gain an opportunity to learn and to put to the test the skills they have acquired or can acquire. For the community, the value of having committed young adults as a resource lies in the opportunities for improved quality of living in the community and structured contents of the social life. Since, there is no such a program in Macedonia, the educational institutions and the Ministry of education should seriously think about a reform of the educational system in the country in order to provide opportunities for service learning that would be beneficial for both the students and the society in which they live in.This reform would not just mean a change of the curriculum taught at high schools and universities, but a whole set of measures that go beyond the educational policy and f all under the umbrella of the social policy and some others policies, as well. References: †¢ Boyer, E. , 1990, Service: Linking School to Life in Kendall J. C. and associates (editors), 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. 1), Raleigh, N. C. : National Society for Internships and Experiential Education. †¢ Eyler, J. , D. E. Giles, J. , 1999, Wheres the Learning in Service-Learning? , San Francisco: Jossey-Bass. †¢ Hedin, D. , D.Conrad, 1990, The Impact of Experiential Education on Youth Development in Kendall J. C. and associates (editors), 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. 1), Raleigh, N. C. : National Society for Internships and Experiential Education. †¢ Honnet, E. P. , and S. J. Poulson, 1990, Principles of Good Practice for Combining Service and Learning in Kendall J. C. and associates (editors), 1990, Combining Service and Learning: A Resourc e Book for Community and Public Service (Vol. 1), edited by. Raleigh, N. C. : National Society for Internships and Experiential Education. †¢ http://www. servicelearning. org/what_is_service-learning/index. hp †¢ Maran, Daniela Acquadro, Giorgio Soro, Alessandra Biancetti, Tania Zanotta, 2009, â€Å"Serving Others and Gaining Experience: A Study of University Students Participation in Service Learning†, Higher Education Quarterly, Volume 63, No. 1, January 2009, pp 46–63. †¢ National Youth Leadership Council , 2008, K-12 Service-Learning Standards for Quality Practice, National Youth Leadership Council. †¢ Peirce, N. R. , 1992, Community Service for Students: Good for Them and the Neighbors, The Philadelphia Inquirer. †¢ Sigmon, R. L. , 1990, Service-Learning: Three Principles in Kendall J. C. And associates, 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. 1), edited by. Raleigh, N. C. : National Soc iety for Internships and Experiential Education. †¢ USA National and Community Service Act of 1990, 42 U. S. Code 12511; †¢ Witmer, Judith T. Carolyn Anderson, 1994, How to Establish a High School Service Learning Program, Alexandria, VA, USA: Association for Supervision ; Curriculum Development. [1] National Youth Leadership Council , 2008, K-12 Service-Learning Standards for Quality Practice, National Youth Leadership Council. [2] For example, if school students collect trash out of an urban streambed, they are providing a service to the community as volunteers; a service that is highly valued and important. When school students collect trash from an urban streambed, then analyze what they found and possible sources so they can share the results with residents of the neighborhood along with suggestions for reducing pollution, they are engaging in service-learning.In the service learning example, the students are providing an important service to the community AND, at th e same time, learning about water quality and laboratory analysis, developing an understanding of pollution issues, learning to interpret science issues to the public, and practicing communications skills by speaking to residents. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Thus, we see that service learning combines service with learning in intentional ways. [3] USA National and Community Service Act of 1990, 42 U. S. Code 12511. [4] Witmer, Judith T. , Carolyn Anderson, 1994, How to Establish a High School Service Learning Program, Alexandria, VA, USA: Association for Supervision ; Curriculum Development, p 5 – 7. [5] Honnet, E. P. , S. J. Poulson. 1990, Principles of Good Practice for Combining Service and Learning in Kendall, J. C. nd associates (editors), 1990, Combining Service and Learning: A Resource Book for Community and Public Service (Vol. I), Raleigh, N. C. : National Society for Internships and Experiential Education. [6] Witmer, Judith T. , Carolyn Anderson, 1994, How to Establish a High School Service Learning Program, cit. , p. 9 – 11. [7] http://www. servicelearning. org/what_is_service-learning/index. php [8] Maran, Daniela Acquadro, Giorgio Soro, Alessandra Biancetti, Tania Zanotta, 2009, â€Å"Serving Others and Gaining Experience: A Study of University Students Participation in Service Learning†, Higher Education Quarterly, Volume 63, No. 1, January 2009, pp 47, 48.

Descriptions of Nine Roman Military Leaders

Descriptions of Nine Roman Military Leaders Agrippa: Marcus Vipsanius Agrippa (56-12 B.C.) Agrippa was a renowned Roman general and close friend of Octavian (Augustus). Agrippa was consul first in 37 B.C. He was also governor of Syria.As general, Agrippa defeated the forces of Mark Antony and Cleopatra at the Battle of Actium. Upon his victory, Augustus awarded his niece Marcella to Agrippa for a wife. Then, in 21 B.C., Augustus married his own daughter Julia to Agrippa. By Julia, Agrippa had a daughter, Agrippina, and three sons, Gaius and Lucius Caesar and Agrippa Postumus (so named because Agrippa was dead by the time he was born). Ancient Roman NamesTable of the Consuls of Rome Brutus: Lucius Junius Brutus (6th C. B.C.) According to legend, Brutus led the revolt against Tarquinius Superbus, an Etruscan king of Rome, and proclaimed Rome a Republic in 509 B.C. Brutus is listed as one of the first two consuls of Republican Rome. He is not to be confused with Marcus Brutus, the first century B.C. statesman made famous by the Shakespearean line et tu Brute. There are other legends about Brutus including his having his own sons executed. Wars of the Roman Republic Camillus: Marcus Furius Camillus (fl. c. 396 B.C.) Marcus Furius Camillus led the Romans into battle when they defeated the Veientians, but was soon afterward sent into exile because of how he distributed the spoils. Camillus was later recalled to act as dictator and led the Romans (successfully) against the invading Gauls following the defeat at the Battle of the Allia. Tradition says Camillus, arriving at the time the Romans were weighing out their ransom for Brennus, defeated the Gauls. Veientine WarsBattle of the Allia Cincinnatus: Lucius Quinctius Cincinnatus (fl. 458 B.C.) Another of the military leaders known mostly through legend, Cincinnatus was plowing his field, when he learned he had been appointed dictator. The Romans had appointed Cincinnatus dictator for six months so he could defend the Romans against the neighboring Aequi who had surrounded the Roman army and the consul Minucius in the Alban Hills. Cincinnatus rose to the occasion, defeated the Aequi, made them pass under the yoke to show their subjugation, gave up the title of dictator sixteen days after it had been granted, and promptly returned to his farm. Expansion of Rome in Italy Horatius: (late 6th C. B.C.) Horatius was a legendary heroic leader of the Roman forces against the Etruscans. He deliberately stood alone against the Etruscans on a bridge while the Romans were destroying the bridge from their side to keep the Etruscans from using it to get across the Tiber. In the end, when the bridge was destroyed, Horatius jumped into the river and swam armed to safety. Bridges Over the Tiber Marius: Gaius Marius (155-86 B.C.) Neither from the city of Rome, nor a pedigreed patrician, Arpinum-born Gaius Marius still managed to be consul 7 times, marry into the family of Julius Caesar, and reform the army.When serving as a legate in Africa, Marius so ingratiated himself with the troops they wrote to Rome to recommend Marius as consul, claiming he would quickly end the conflict with Jugurtha.When Marius needed more troops to defeat Jugurtha, he instituted new policies that changed the complexion of the army. Marius Scipio Africanus: Publius Cornelius Scipio Africanus Major (235-183 B.C.) Scipio Africanus is the Roman commander who defeated Hannibal at the Battle of Zama in the Second Punic War using tactics hed learned from the Carthaginian military leader. Since Scipios victory was in Africa, following his triumph he was allowed to take the agnomen Africanus. He later received the name Asiaticus when serving under his brother Lucius Cornelius Scipio against Antiochus III of Syria in the Seleucid War. Second Punic WarScipio Africanus Stilicho: Flavius Stilicho (died A.D. 408) A Vandal, Stilicho was a great military leader during the reigns of Theodosius I and Honorius. Theodosius made Stilicho magister equitum and then made him supreme commander of the western armies. Although Stilicho accomplished much in the fight against Goths and other invaders, Stilicho was eventually beheaded and other members of his family were also killed. Sulla: Lucius Cornelius Sulla (138-78 B.C.) Sulla was a Roman general who vied successfully with Marius for leadership of the command against Mithridates VI of Pontus. In the following civil war Sulla defeated the followers of Marius, had the soldiers of Marius killed, and had himself declared dictator for life in 82 B.C. He had proscription lists drawn up. After he had made the changes he thought necessary to the government of Rome to bring it back in line with the old values Sulla stepped down in 79 B.C. and died a year later.

Job Satisfaction and Employee Performance Essay

Job Satisfaction and Employee Performance - Essay Example OCB incorporates behaviours, like volunteering to help each others at the workplace, speaking in the most favourable manner of one’s business organisation and also to the supervisor. These aspects are effective in terms of making different useful suggestions for initiating improvements at the workplace, by voluntarily putting in additional hours to meet up tight deadlines as well as sacrificing self-interests for the betterment of the entire group or the organisation. In overall terms, OCB improves the economic, social as well as psychological setting in the place of work in a way where it supports different task expertise and also can increase the group presentation (Lapierre and Hackett, 2007, p.539). Job satisfaction and employee performance: Creation of significant level of job satisfaction and the corresponding effects on the performance of the employees of business organisations across the globe are regarded as one of the most important concepts in modern times (Williams and Anderson, 1991, p.601). There are significant amounts of research which have shown that there is a close association between the employee performance and creation of greater level of job satisfaction at the workplace (Narang and Dwivedi, 2010, p.1). The meta-analysis based on these researches has revealed the fact that there are close association between the dispositional, attitudinal and relational aspects which are again correlated with the notion of OCB. These relations are known as trait conscientiousness (Lapierre and Hackett, 2007, p.540).... This notion is also known as the leader-member-exchange and by the job satisfaction as well. The meta-analytic research has identified the fact that job satisfaction is regarded as among the most important and the strongest correlates in respect to greater level of performance presented by the employees. In this context, the notion of trait conscientiousness is regarded as the second most important and strongest correlate of greatest level of job satisfaction. These greatest levels of job satisfaction are considered most important among â€Å"the big five personality traits, second only to neuroticism† (Lapierre and Hackett, 2007, p.540). Empirical studies: A meta-analysis in respect to close association between creation of greater level of job satisfaction and employee performance has been conducted by Michelle T Iaffaldano, Paul M Muchinsky (1985). This research has shown that out of 74 empirical studies regarding job satisfaction and effective job performance, it has been f ound that the greater the job satisfaction among the employees, the larger will be the level of performance by the employees in any organisation (Iaffaldano and Muchinsky, 1985, p.251). Aggregated studies had been comprised of a size of the sample as 12,192 and 217 satisfaction performances have been found to be correlated. Findings of this research have also shown that, the most efficient predictor of the (measured) true population parameter, the correlation between the degree of job satisfaction and the degree of employee performance has been relatively low (0.17) (Iaffaldano and Muchinsky, 1985, p.251). This research has shown that much of this variability in the result has been obtained in the previous research conducted by the same researchers. This has been due to fact