Personal Statement for Graduate Diploma in Law Essay

Personal Statement for Graduate Diploma in Law - Essay Example Third, the institution’s proximity to law firms and courts within London will give me the experience to learn and observe qualified attorneys’ approaches and skills. I believe I will fit into this institution because I am hard working and driven and I like to be exposed to both an academic as well as professional atmosphere. My educational background is diverse, as I studied psychology and sociology at Barnard College, Columbia University. Subsequently I went to London and by now have completed two masters’ programs in Business Psychology at Kingston University, and in International Business at Regents College. Currently, I am working as an assistant to our in-house lawyer at Doyen Capital, a private firm. This experience has exposed me to business contracts and legal issues on a corporate level, and I look forward to expanding my overall knowledge in the legal career. In order to achieve my goal, I strive to complete the Graduate Diploma in Law. Then I strive to complete the Legal Practice training course, and afterwards work under a two-year contract as a trainee in the corporate law field. My final career goal is to become a solicitor and I hope to achieve my goal by first joining an institution that will provide me with a strong foundation in my legal career. ... I appreciate that the basis for wanting to study law and eventually become a solicitor may have been superficial to me, but when I participated in a legal awareness campaign organized by the London Bar Association, I quickly made up my mind to be a lawyer. Thereafter I joined the firm of Leigh Day Solicitors where I worked in the Human Rights and Constitutional Law department. Occasionally, I would accompany the managing partner to courts or tribunals to find out how the courts operated. In addition to this, I was incorporated in the University of London’s Law Faculty Annual Legal Awareness Week where we attended circuit meetings offering legal aid to the less-privileged. These awareness programs and retreats gave me some insight into university life and the moot lectures and debates increased my passion for law. Since I commenced my educational career, I have always been a studious and strong-minded individual, hence I knew that a degree in law at the University that would cu lminate into being a solicitor was the correct decision to make. Initially, I had broad interests in other fields or careers but I have recently become drawn to a career in law due to its complex and intriguing nature in solving daily issues. Law is an area that has interested me since childhood due to the extensive reading that is integral in solving legal issues and I therefore consider myself to be well suited to a career in law, as I do pay much attention to detail and take pleasure in solving social issues that affect the daily lives of human beings. The studies I have had previously have also aided me in observing the actions of others and how their opinions are dictated by external factors and the confidence I gained is important in wading

The Integration of African-American in Competitive Basketball Essay Example for Free

The Integration of African-American in Competitive Basketball Essay Basketball was invented by the Canadian-American physician, educator, and clergyman James Naismith in December 1891, who was then an instructor at the Young Men’s Christian Association Training School in Springfield, Massachusetts. The game of basketball being played by both men and women rapidly spread around America and Canada, as well as in other parts of the world. Because of its attractiveness as an informal outdoor game, servicemen of the United States all through the World War II played and introduced the sport in numerous countries. Between 1893 and 1895, many colleges in the United States adopted the game, and for the first time in 1934, college games were played in New York City’s Madison Square Garden, therefore attracting much interest in college basketball. By the 1950s, basketball had developed into a major college sport, leading the way for the escalation of interest in and, consequently, development of professional basketball in 1898 by the National Basketball League. By 1960s, professional teams from every State played before millions of crowds annually. Since the 1980s the National Basketball Association, successor of the NBL, has become one of the most well-liked sports organizations in the world, relatively on account of the marketability of several remarkable star players, most notably the African-American descents like Michael Jordan, Kobe Bryant and Lebron James. Discrimination of African-American in College Basketball Leagues During the late 19th and early 20th centuries, competitive sports were greatly recognized in the United States. Although basketball, unlike in baseball, hockey, and football, was an urban sport played by a diverse population on every level, African-American players were excluded (Parks, Quarterman, Thibault, 2007, p. 99). Because of the popularity of basketball, the American Basketball Association was organized in 1925 and as expected no African-Americans were allowed to join. The case was also true for the Basketball Association of America, which was organized in 1946. Up until 1950, universities and colleges, mainly in the South side of the United States, were prohibited to have a team sport composed of black and white players in view of the Jim Crow Laws. Nevertheless, a number of predominant white universities in the North side of the country did utilize African-Americans on their basketball teams. Some examples were William King of Long Island University, Lawrence Bleach of Detroit University, and Ben Franklin and Bob Yancy of Boston University. Jim Crow Laws Throughout the 1870s and 1880s, in the South side of the United States, it was not unusual for whites and blacks to make use of the same public facilities. However, Supreme Court decisions started to strip away the accomplishments of the Reconstruction movement. Following the American Civil War, most States in South passed state and local anti-African legislation, which were eventually recognized as Jim Crow laws. This included laws that discriminated against African-Americans with regards to public schools attendance and the use of facilities such as public baths, cinemas, hotels, theaters and restaurants. Jim Crow was more than a series of unyielding anti-Black laws, as it was at the time considered a lifestyle. Eventually, however, in 1954 in Brown v. Board of Education case, the Supreme Court of the United States declared State-sponsored school segregation as unconstitutional, and the remaining Jim Crow laws were generally overruled by the Voting Rights Act of 1965 and the Civil Rights Act of 1964 (Miller, Wiggins, 2004, p. 236). Integration of African-Americans in Professional Basketball Prior to the integration of any of the major sport leagues, the National Basketball League already welcomed African-American players that, as a result, forever changed the games. Most followers of the sport may not even be aware of the African-American players and the National Basketball League’s ground-breaking undertakings given that the integration in the NBL and professional basketball in general came with much less elaboration and fewer setbacks than it did in other major sports. In 1942, the National Basketball League, a forerunner to the National Basketball Association, became the first major professional basketball league of the contemporary period to integrate (Parks, Quarterman, Thibault, 2007, p. 99). Integration of African-American in basketball came 16 years before Willie O’Ree skated for the National Hockey League’s Boston Bruins, five years before Jackie Robinson broke the color barrier in Major League Baseball, and four years before Kenny Washington played football for the Los Angeles Rams of the National Football League (Miller, Wiggins, 2004, p. 235). Unlike professional hockey, football, and baseball, basketball did not integrate a single black player, seeing that during the 1942-1943 season, the National Basketball League integrated 10 African-American players for the two of the league’s teams, namely the Chicago Studebakers and the Toledo Jim White Chevrolets. Bill Jones, a college star-player at the University of Toledo, and one of the last living African-American players from that period, played four games for the Chevrolets. Jones, together with his fellow African-American teammates, Casey Jones, Al Price, and Shanty Barnett, made an immediate impression on the league, introducing some much-needed athleticism and speed to the game. The effect of African-American players to the game, by virtue of their skill, was instantly felt by the fans and other players. In 1943, the National Basketball League’s Cleveland franchise acquired African-American players, and by the same year blacks were playing in such cities as Youngstown, Rochester, and Tri-Cities. Eventually, in 1948 the Dayton team as well integrated. Notwithstanding their pioneering endeavors, both the Toledo and Studebakers disbanded. Nevertheless, the National Basketball League’s contribution to the integration of basketball continued all the way through the league’s final season in 1948-49. Nevertheless, it was not until the 1946-47 season that African-American players joined the league in appreciable numbers. The Rochester Royals, behind owner Les Harrison, acquired former Long Island University star Dolly King, the Tri-Cities Blackhawks signed the Harlem Renaissance star William â€Å"Pop† Gates, and Youngstown acquired the versatile Bill Farrow. Eventually, the Dayton Rens, coached by Gates, became the first all-African-American team to ever participate in a white dominated professional league. In 1965, Texas Western University with a team exclusively composed of African-American players, won the Division I NCAA Championship. It was the first time in an NCAA title game that an all-Black team played an all-white team (Miller, Wiggins, 2004, p. 244). Integration and Popularity of African-American in the NBA Although 80 percent of the current National Basketball Association players are African-American, yet in the first half of the 20th century professional basketball was contaminated by acts of racism, keeping numerous talented African-American off the courts. Originally, every team in the NBA was made up of entirely Caucasian players, but the 1950’s opened several significant changes for African-Americans in the world of basketball. Chuck Cooper became the first African-American to play in the National Basketball Association, and from 1950 to 1960, the professional league witnessed the arrivals of Elgin Baylor, Oscar Robertson, Wilt Chamberlain, and Bill Russell (Miller, Wiggins, 2004, p. 235). The aforesaid players started the ball rolling for Magic Johnson, Karl Malone, Julius Erving, Michael Jordan and now Kobe Bryant and Lebron James. In a period of 50 years, American professional basketball started out from 100 percent down to only 16 percent European-American players, and today, African-American dominated the rosters of the National Basketball Association. In part this trend of professional basketball rosters can be attributed to the ways in which African-American players bring to the game. In 1996, the National Basketball Association named its all time fifty greatest players, composing of 31 African-American and 18 European-American. In 2001, the Basketball Hall of Fame included 34 African-Americans out of the 113 inductees. To a number of fans and many in the media today, the appeal of basketball is tied up with admiring concept of African-American life. Conclusion Basketball is a team competition that has been changed by the presence of African-American, and is now becoming a significant lightning-rod of social, political and cultural change in the United States for over a century. Although the power and grace of Black athleticism has now achieved the high regard and approval of the world, yet for years it was forced to stay on the bench, as segregation in America were severely grounded on race. Like other areas of society, African-Americans’ struggle to be admitted into the world of professional basketball revealed the discriminatory policies and segregated practices of the time. The history of American basketball reveals a compelling chronicle regarding athletic competition in a nation struggling to live up to its principles of democracy and equality. The professional league was without doubt forward thinking and ahead of its time in the utilization and integration of African-American basketball players. Even so, African-American pioneering players have squarely fortified the impact brought by the National Basketball League. People may not appropriately recognize the effects of their undertaking today given that very little recognition has been attributed to the pioneering players of the National Basketball League. Accordingly, African-Americans have changed the National Basketball Association and the manner the game is played today. Collectively African-American players helped bring new confidence, excitement, and energy to professional basketball. The integration is, without doubt, an indicator of the social, political and cultural maturity in the United States. Speech Presentation During the 1950s, basketball had developed into a major sport, leading the way for the intensification of interest in the game. The game of basketball, unlike in baseball, hockey, and football, was an urban sport played by a diverse population on every level; nevertheless, African-American players were excluded. Universities and colleges, mainly in the South side of the United States, were prohibited to have a team sport composed of black and white players in view of the Jim Crow Laws. In 1942, the National Basketball League, a forerunner to the National Basketball Association, became the first major professional basketball league to integrate. The professional league was forward thinking and ahead of its time in the employment and integration of African-American basketball players. Unlike professional hockey, football, and baseball, basketball did not integrate a single black player, seeing that during the 1942-43 season, the National Basketball League integrated 10 African-American players. The effect of African-American players to the game, by virtue of their skill, was instantly felt by the fans and other players. Chuck Cooper became the first African-American to play in the National Basketball Association, and from 1950 to 1960, the professional league witnessed the arrivals of Elgin Baylor, Oscar Robertson, Wilt Chamberlain, and Bill Russell. The aforesaid players started the ball rolling for Magic Johnson, Karl Malone, Julius Erving, Michael Jordan and now Kobe Bryant and Lebron James. Although the power and grace of Black athleticism has now achieved the high regard and approval of the world, yet for years it was forced to stay on the bench. Like other areas of society, the African-Americans’ struggle to be admitted into the world of professional basketball revealed the discriminatory policies and segregated practices of the time. Without a doubt, the history of American basketball reveals a compelling chronicle concerning athletic competition in a nation struggling to live up to its principles of democracy and equality. References Miller, P. B. , Wiggins, D. (2004). Sport and the color line: black athletes and race relations in twentieth-century America. New York: Routledge. Parks, J. B. , Quarterman, J. , Thibault, L. (2007). Contemporary sport management. Human Kinetics.

Cultural Protectionism in the European Union Essay -- national film ind

Since the 1980s the European Union (EU) is pursuing a more liberal trade policy in its multilateral trade negotiations. This liberal approach is the result of the change in company preferences in favour of free trade. The change in business preferences also made politicians to support trade liberalisation. (Young, 2007) While the EU is a lead supporter when it comes to traditional trade policy, it is rather reluctant regarding the liberalisation in other trade areas. The European audiovisual industry is a good example to demonstrate the EU’s protectionist approach. Though there are countries, above all the United States, who are in contrary to the EU, great supporters of the full liberalisation of audiovisual industry. The US government seeks for liberalization of audiovisual services within the framework of General Agreement on Trade in Services (GATS), while other countries, such as the member states of the European Union see the US and the World Trade Organization (WTO) as a threat to their film industry and national culture. In this paper within the European audiovisual sector I will focus on the European film industry. The main question of the paper: why does the EU pursue protectionist policy in case of its audiovisual sector, when in general it is expected to follow liberal trade policy? In order to explain the EU’s behaviour, Alasdair R. Young’s (2007) division of trade policy will be used as theoretical framework. Young differentiates three aspects of trade policy: traditional trade policy, commercial policy, social trade policy. Traditional trade policy includes tariffs and other quantitative measures, occurring at the border in order to discriminate foreign goods. With the rise of export orientation of European manuf... ... WTO members’ commitment in audiovisual services very low. (WTO, 2009) None of the EU member states, nor any other European countries made commitments to liberalize its audiovisual sector, but they all asked for exemption from the MFN principle. On the other side only two countries with considerable economy opted for the liberalisation: US and New Zealand. (Puppis, 2008) What would happen with the film industry in case of the liberalization of audiovisual sector? Why the EU and the member states are so resistant in this matter? Without the MFN exemption, or with more extended liberalization would lead to increase commercialization, even bigger US/ Hollywood share in the European cinemas and televisions. Under the MFN principle the European Union and its member states would not be allowed to set up programs like MEDIA, or quotas for European content. (Puppis, 2008)

Compare the ways in which Poe creates suspense Essay

Poe creates effective suspense in his stories, and two examples of which Poe creates suspense are â€Å"The Tell-Tale Heart† and â€Å"The Cask of Amontillado†. Poe creates suspense in his stories in various different ways, some are similar in each story, but some are different. Poe’s stories are filled with drama terror and fear, due to the suspense he creates. A lot of his stories are gothic and contain some sort of death or suffering. In the Tell-Tale Heart in the narrator persistently insists that he is not mad although throughout the story we learn more and more that he is in fact mad. He tries to prove his sanity by telling us how carefully he had planned the murder and all the precautions he had taken, but this just further proves his insanity. Also the narrator from the Tell-Tale Heart often talks the reader. Three examples of where the narrator directly speaks to the reader are, â€Å"but why will you say that I am mad?†, â€Å"You fancy me mad†, and, â€Å"if still you think me mad†. Another way that Poe creates suspense is by making the narrator obsessed with something, in the Tell-Tale Heart the narrator is obsessed with the old man’s eye, in the Cask of Amontillado the narrator is obsessed with revenge and in the Pit and the Pendulum the narrator is obsessed with survival, this means we cannot entirely trust the reader says, or what actions he may or may not have done, also the narrator in the Pit and the Pendulum is drugged and tired, although this is not his fault we can trust him the least. â€Å"It must have been drugged, for scarcely had I drunk before I became irresistibly drowsy. A deep sleep fell upon me — a sleep like that of death† Time is shown moving slowly when the sentences are longer and they include more commas, It took me an hour to place my whole head within the opening†, â€Å"A watch’s minute hand moves more quickly than did mine†, and, â€Å"For a whole hour, I did not move a muscle† however, when the pace of the story increases and time appears to move faster, the sentences are much shorter, normally including two or three words. â€Å"I threw open the lantern and leaped into the room†, and, â€Å"They heard. They suspected. They knew†. Watches are referenced a few times during the Tell-Tale Heart, to give us a sense of how much time has passed, although it can also mean, as each tick of the watch symbolises a closer movement to the death of all humans, although in this case, the old man’s death. A quote to support this would be, â€Å"A watch’s minute hand moves more quickly than did mine. The narrator compares himself to a watch, suggesting it is he himself who is counting down until the old man’s death, as he is the one in control. Poe uses repetition many times in the story, and the technique is used as each use of repetition helps contribute to adding more atmosphere to the story, adding to the suspense and fear that we already feel. When they are used, the story slows down slightly, which makes our anticipation for finding out what happens next grow, and this pulls us further into the story, making us read on. In the Tell-Tale Heart, as the story is a 1st person account of the event, thinking solely about its use in the plot, it helps underline how detailed the narrator is in his details and how much he obsessed over the murder. â€Å"With what caution — With what foresight — With what dissimulation†, â€Å"How stealthily, stealthily†, and, â€Å"Louder! Louder! Louder! Louder!† In the Cask of Amontillado and the Tell-Tale Heart the protagonist likes to toy with the victim, which they are about to kill. For example in the Cask of Amontillado the protagonist, Montressor, gets out a trowel, which later on that would be the murder weapon, It is this,† I answered, producing a trowel from beneath the folds of my roquelaire. he also gives the victim multiple opportunities the escape and leave the cellar, he also told the victim that he would not die of a cough implying that he would die at the hands of Montressor. â€Å"Enough,† he said; â€Å"the cough is a mere nothing; it will not kill me. I shall not die of a cough.† And â€Å"True — true,† I replied; â€Å"and, indeed, I had no intention of alarming you unnecessarily — but you should use all proper caution. A draught of this Medoc will defend us from the damps.† Also in the Tell-Tale heart, the narrator is extra kind to the old man, and on the eighth night just before he killed the old man, he knew that the old man knew, that he was in the room, but he didn’t give up and carried on with the murder One of the many ways which Poe creates suspense is that the story is in the first person. This is present in all the stories I have studied, In the Tell-Tale Heart and the Cask of Amontillado the antagonist is the narrator, but in the Pit and the Pendulum the victim was the narrator. This is effective because we can only see what the narrator is seeing and what is going on his head. Sometimes knowing what goes on in the narrator’s head can make us feel sympathy for the victim. For example, we feel sympathy for the old man in the Tell-Tell Heart, as we learn that the old man, had done nothing wrong, and was kind to the narrator. Also this is effective because this makes us more involved with the story. The differences between the stories are that the narrator in â€Å"The Tell-Tale Heart† gets caught by the police, because of his guilty conscience that manifests itself through the beating heart. Montresor, on the other hand, does not get caught, and lives with no one knowing. Montresor is not burdened by accusations of madness like the other narrator is; in â€Å"The Tell-Tale Heart,† it seems like the entire purpose for telling the tale is to prove that he isn’t insane. Montresor, on the other hand, just seems to want to tell the tale for the tale’s sake, not to prove that he is sane. In Montresor’s case there is hallucination of the beating heart to force him into confession; very little evidence of a guilty conscience is seen in Montresor. Poe created suspense in various effective ways, some are obvious to spot, and some are not. The Cask of Amontillado and the Tell-Tale Heart are two of his best stories in my opinion, they both create suspense in mostly different, although are very similar or the same. Poe’s stories are still popular today one reason for this could be because of the suspense that is present in his stories. I think one of the main reasons that Poe creates suspense is so that it drags the reader he so the reader would carry on reading.

Emotion and New York Essay

In Proof, there is a contrast presented between the abstract and tangible aspects of life. Claire’s life revolves around everything that is practical while Catherine relies more on things that are theoretical. These choices cause problems in each sister’s life in that they are both disconnected from the real world and neither can relate to other people, including each other. Catherine focuses on the theoretical, letting her life revolve around things that are not tangible, things that other people cannot necessarily see. Early on in the play, Catherine figures out that the number of days she has wasted because of her depression is a mathematically significant number. Math is a very abstract science and this scene shows how mathematically minded Catherine is. It also shows how easily she is able to think abstractly. Her father helps her mathematically manipulate this number right before he admits that he is, in fact, dead at the time of this conversation. Again, Catherine is relying on something intangible, the mental representation of Robert. While Robert was ill, Catherine stayed with him to take care of him emotionally. She did not typically wash dishes, clean the house, or pay bills, Catherine was taking care of her father’s emotional state. In her mind, she was making sure he stayed well by having someone to rely on for the intangible aspects of life. Because Catherine lives in the abstract, she is unable to relate to people who live in the real world. Because of this and other reasons, she has no friends. She tells her father, â€Å"in order for your friends to take you out you generally have to have friends.† Most 25 year olds would go out with friends on their birthday; the fact that she has no friends is odd and causes the audience to worry. In the end of Act 1 Scene 1, Catherine calls the cops to keep Hal from stealing one of her father’s notebooks even though, as she admits in the beginning of Scene 2, she didn’t really want them to come. The cops come back the next morning and are not happy. This shows that she does not relate well with the practical world and its consequences. Unlike her sister, Claire is overly practical, completely engrossed in material aspects of life. While Catherine is at home with their father,  Robert, Claire moves to New York to continue her education, get her own place, and have a job. She pays all the bills from New York, but does not involve herself with other aspects of taking care of their father besides encouraging Catherine to put him in a full time care situation. Bills are very material and concrete, showing how much Claire relies on tangible aspects of life and how well she can deal with these things. When Claire is visiting Catherine for their father’s funeral, she tries to get Catherine to try a conditioner she likes. When Catherine asks Claire for some scientific facts about the Jojoba in the conditioner, Claire replies, â€Å"it makes my hair feel, look, and smell good. That’s the extent of my information about it.† Claire doesn’t know any scientific information about the Jojoba, only how it physically affects her hair. Claire values material objects over immaterial things like emotions, which makes it difficult for her to connect with people and deal with them appropriately. At the party after the funeral, Claire tries to out drink the theoretical physicists and fails miserably waking up with a horrible hangover. Claire does this because she believes, incorrectly, that she is better than the theoretical physicists based on their lack of grounding in the practical world. At the end of Act 1, Claire tells Catherine, â€Å"it’s not your fault. It’s my fault for letting you do it.† This implies that Claire thinks she can control Catherine. Claire believes she can control people like she can control things. Claire also decides she wants Catherine to move to New York so she can keep a better eye on her. She tells Catherine â€Å"it would be much easier for me to get you set up in an apartment in New York† again showing how she wants to control Catherine’s life and does not show regard for Catherine’s emotions such as Catherine’s desire to stay in her home town and her sense of belonging there. Due to Catherine and ClaireÂ’s different priorities, they do not relate to each other and have a disconnected relationship. This is established early on in the play when Catherine says to her father, â€Å"she is not my friend, she is my sister†¦And I don’t like her.† It is clear from this statement that Catherine does not feel connected to Claire. At one point Claire goes so far as to accuse Catherine of being insane, claiming that Catherine has made up  Harold Dobbs. She later meets Hal and does not even apologize to her sister. Sadly, this is not the only thing Claire does to show complete disregard for her sister’s feelings. When Hal shows up in Act 1 Scene 2, Catherine makes a big scene and Claire completely ignores her. “CATHERINE: Okay? I really donÂ’t need this, Claire. IÂ’m fine, you know, IÂ’m totally fine, and then you swoop in here with these questions, and “Are you okay?” and your soothing tone of voice and “Oh, the poor policemen” Ââ€" I think the police can handle themselves! Ââ€" and bagels and bananas and jojoba and “Come to New York” and vegetarian chili. I mean it really pisses me off, so just save it. (Beat.)CLAIRE: (smoothly to HAL) IÂ’m Claire. CatherineÂ’s sister.”Clearly Claire is ignoring CatherineÂ’s emotions and chooses to not try to deal with her sister’s fit. This is also an example of how Catherine inappropriately deals with her own emotions and her sister’s attempts to help. Claire cannot be there for Catherine if she wonÂ’t deal with any emotions and Catherine chooses not to react calmly to ClaireÂ’s assertions. Neither sister has found the best way to live their life, they need to find a happy medium between the practical and theoretical aspects of life so that they can function properly in the real world and relate to the people living in it. Works Cited: Proof by David Auburn

Art Of Fly Fishing Essays - Fly Fishing, Recreational Fishing

Art Of Fly Fishing Essays - Fly Fishing, Recreational Fishing Art Of Fly Fishing There are six main elements of fly fishing; a fly rod (usually around 9 feet long), a fly reel (a round shaped real with a 1:1 relative ratio), a fly line (around 90 feet long), fly lining backing (fills up the reel and is spare line in case the fish takes a long run), a tippet to tie to the front end of the fly line so it does not scare the fish (around 9 feet of clear line), and a few flies (lures made from winding furs, feathers, glitter and various other things around a hook). Picking the right fly in itself can be made into an art. In fact interested enthusiasts often choose to tie their own flies in order to obtain the perfect fly. Aside from that, like almost any aspect of fishing, fly tying is a hobby. As I stated before fly-fishing differs greatly from lure fishing. One of the biggest differences, and adjustments to fishing style, is that it is not the sinker of the lure that provides the fisherman with the weight to cast, but rather that the fly line itself provides the angler with the weight necessary to cast. The easiest cast on a fly line to learn to cast on is a weight forward line. This means that most of the weight in the line is in the first ten or twenty five feet. This cast allows the fisherman to make short and accurate casts. This method has been proven very effective in clear water streams where you sight a desired fish to catch. Once you have obtained all the necessary equipment you need to locate a good fishing hole. (Even if you are with an experienced angler who has a favorite fishing hole it is a good idea to know how to read the river, because with time the rivers change, and if you are relying on a favorite fishing spot to always be there you may be in for a big surprise with the change of the seasons.) You have to remember that you are attempting to imitate food for a feeding fish. In order to do this you have to do two things, choose a fly, and choose a fishing spot. When choosing a fly look around in your environment to see which bugs the fish are feeding on. If you have trouble-locating insects shake a bush or a branch and note what flies out. Next you should observe your environment in order to see where the fish are feeding. If you are fishing in slow or still water it may be easy to see surfacing fish, however in faster water the ripples often make it difficult to see where the fish are seeking refuge. A good rule of thumb is to find a spot where the fish will be forced to excerpt as little energy as possible. This often means finding a rock and floating a fly right by it, or finding an eddy where the current is detoured and slowed. Now you are ready to fish! The first thing that you have to do when casting a fly rod is to get a nice firm grip on the handle. Hold the rod with fingers wrapped around the handle and thumb facing forward, like you would grip a golf club. Run about ten to fifteen feet of line out of the reel and let it fall to your feet. Make sure there is nothing for the line to get caught on or around. Now flick the line out through the rod with small flicks of your wrist so the ten or fifteen feet of line are lying out in front of you. Now raise the rod and swing it back to about one oclock, using your forearm and not your wrist. In about two seconds you should feel the line tighten behind you and the tip of your rod should bend back slightly. When you feel such resistance, push the rod forward and give a small flick of the wrist so that the rod ends up at about ten oclock. The line should speed out in front of you and lay flat on the ground. (Be careful not to hook yourself or others nearby.) You will soon find yourself performing trick casts around trees and mangroves. Remember

Nathaniel Hawthorn

Nathaniel Hawthorn Free Online Research Papers Nathaniel Hawthorn, novelist and short story writer, was one of the greatest American authors of the 19th century. One of Hawthorne’s best-known works is The Scarlet Letter, which marked the beginning of his reputation as a major writer. Nathaniel’s characters were individuals who suffered from inner problems and were often consumed by their own passion. His stories rarely show a happy ending and they always leave us with the confusion that the author’s message cannot be completely understood. For example The Minister’s Black Veil and The Birthmark are two different stories but in both stories the main character suffers of inner conflicts caused by cold intellectuality, pride and isolation. In Hawthorn’s story The Ministers Black Veil the main character reverend Hooper suddenly and inexplicably chose to wear a black veil for the rest of his live. The story takes place in the puritan period during which the general feeling was that everybody was born with original sin. Sin is a major theme here as it is in Hawthorne’s other works although it is more uncertain. Whether Mr. Hooper was self-punishing by wearing the veil because he was guilty of an awful sin or not is unclear. What is clear is that reverend Hooper suffered of inner problems, even though he continues behaving normally it seems that he was either mourning or hiding something. Isolation can be the cause of Hooper’s problem, since he decided to wear the veil the people of the village became disturbed and his fiancà © worries about a rumor concerning Hooper’s mental stability. Elizabeth, Hooper’s fiancà ©e, tries to find out what is behind the sudden appearance of the veil but his answer does not satisfy her. Although he begs her not leave him in his loneliness, he tells her that he cannot take the veil off for the rest of his life. He states â€Å" There is and hour to come†¦ when all of us shall cast aside our veils. Take it not amiss, beloved friend, if I wear this piece of crape till then† (Hawthorn p.339). This quote is a perfect example of Hooper inner problems caused by pride, cold intellectually and isolation. In Hawthorn’s story The Birthmark, the main character, Aylmer, is obsessed with nature and perfection that in a vain effort to create something he only destroys. Georgina, Aylmer wife is an obedient, patient, and humble woman, which with the exception of the birthmark on her cheek is a perfect beautiful woman. Aylmer is an 18th century scientist who is totally and completely committed to his work, and his entire life has been about figuring out the way nature works. He doesn’t like Georgina’s birthmark and right after their marriage he let her know that she would be perfect if it were removed. From here to the end of the story Aylmer is determined to find a way to remove his wife’s birthmark. After trying different things Aylmer finds a potion that he believes will remove the imperfection of her face, Georgina drinks it and the birthmark fades away but as a consequence she eventually dies. Aylmer suffers of pride, cold intellectuality and isolation. As a consequence of his inner problem he end’s up killing his wife. At some point in the story he got so obsessed with subverts nature that he isolates himself to accept his wife as she is and he became a victim of his own pride by not giving up in his fight against nature. As Aylmer states â€Å"There is no taint of imperfection on thy spirit. Thy sensible frame, too, shall soon be all perfect†(Hawthorn, p.352) is a good example of his obsession with perfection showing his cold intellectuality state of mind. Through The Birthmark and The Minister’s Black Veil, Hawthorn describes how his main characters, reverend Hopper and Aylmer, suffer from pride, cold intellectuality and isolation. Both characters are being punished by their own pride. A pride that creates an isolation from the people they love and they don’t realized because their cold intellectual. Research Papers on Nathaniel HawthornThe Masque of the Red Death Room meaningsMind TravelHonest Iagos Truth through DeceptionWhere Wild and West Meet19 Century Society: A Deeply Divided EraHip-Hop is ArtThe Fifth HorsemanHarry Potter and the Deathly Hallows EssayCapital PunishmentStandardized Testing

A Brief History of Writing

A Brief History of Writing The history of writing instruments, which humans have used to record and convey  thoughts, feelings and grocery lists is, in some ways, the history of civilization itself. It is through the drawings, signs, and words weve recorded that weve come to understand the story of our species.   Some of the first tools used by early humans were the hunting club and the handy sharpened-stone. The latter, initially used as an all-purpose skinning and killing tool, was later adapted into the first writing instrument. Cavemen scratched pictures with the sharpened-stone tool onto the walls of  cave dwellings. These drawings represented events in daily life such as the planting of crops or hunting victories. With time, the record-keepers developed systematized symbols from their drawings. These symbols represented words and sentences, but were easier and faster to draw. Over time, these symbols became shared and universalized among small, groups and later, across different groups and tribes as well. It was the discovery of clay that made portable records possible. Early merchants used clay tokens with pictographs to record the quantities of materials traded or shipped. These tokens date back to about 8500 B.C. With the high volume of and the repetition inherent in record keeping, pictographs evolved and slowly lost their detail. They became abstract-figures representing sounds in spoken communication. Around 400 B.C., the Greek alphabet was developed and began to replace pictographs as the most commonly-used form of visual communication. Greek was the first script written from left to right. From Greek followed the Byzantine and then the Roman writings. In the beginning, all writing systems had only uppercase letters, but when the writing instruments were refined enough for detailed faces, lowercase was used as well (around 600 A.D.) The Greeks employed a writing stylus made of metal, bone or ivory to place marks upon wax-coated tablets. The tablets were made in hinged pairs and closed to protect the scribes notes. The first examples of handwriting also originated in Greece and it was the Grecian scholar Cadmus who invented the written alphabet. Across the globe, writing was developing beyond chiseling pictures into stone or wedging pictographs into wet clay. The Chinese invented and perfected Indian Ink. Originally designed for blacking the surfaces of raised stone-carved hieroglyphics, the ink was a mixture of soot from pine smoke and lamp oil mixed with the gelatin of donkey skin and musk. By 1200 B.C., the ink invented by the Chinese philosopher, Tien-Lcheu (2697 B.C.), became common. Other cultures developed inks using the natural dyes and colors derived from berries, plants and minerals. In early writings, different colored inks had ritual meaning attached to each color. The invention of ink  paralleled that of of paper. The early Egyptians, Romans, Greeks and Hebrews used papyrus and parchment papers began using parchment paper around 2000 B.C., when the earliest piece of writing on Papyrus known to us today, the Egyptian Prisse Papyrus was created.   The Romans created a reed-pen perfect for parchment and ink from the hollow tubular-stems of marsh grasses, especially from the jointed bamboo plant. They converted bamboo stems into a primitive form of fountain pen and cut one end into the form of a pen nib or point. A writing fluid or ink filled the stem and squeezing the reed forced fluid to the nib. By the year 400, a stable form of ink developed, a composite of iron-salts, nutgalls and gum. This became the basic formula for centuries. Its color when first applied to paper was a bluish-black, rapidly turning into a darker black before fading to the familiar dull brown color commonly seen in old documents. Wood-fiber paper was invented in China in the year 105 but was not widely used throughout Europe until paper mills were built in the late 14th century. The writing instrument that dominated for the longest period in history (over one-thousand years) was the quill pen. Introduced around the year 700, the quill is a pen made from a bird feather. The strongest quills were those taken from living birds in the spring from the five outer left wing feathers. The left wing was favored because the feathers curved outward and away when used by a right-handed writer. Quill pens lasted for only a week before it was necessary to replace them. There were other disadvantages associated with their use, including a lengthy preparation time. Early European writing parchments made from animal skins required careful scraping and cleaning. To sharpen the quill, the writer needed a special knife.  Ã‚  Beneath the writers high-top desk was a coal stove, used to dry the ink as quickly as possible. Plant-fiber paper became the primary medium for writing after another dramatic invention took place. In 1436,  Johannes Gutenberg  invented the printing press with replaceable wooden or metal letters. Later, newer printing technologies were developed based on Gutenbergs printing machine, such as offset printing. The ability to mass-produce writing in this way revolutionized the way  humans communicate. As much as any other invention since the sharpened-stone, Gutenbergs printing press set forth a new era of human history.

Critical Analysis Paper Essay Example | Topics and Well Written Essays - 1250 words - 1

Critical Analysis Paper - Essay Example Along the kerbs and spaces in between the lines are trees and at some points are there are some overhead street lighting lamps in the parkway. On the rear of the painting of the parkway is a bridge below which the lanes of the parkway pass. Again, on the rear of the painting, the sky looks lighted, implying some source of natural lighting cast on the sky. In a similar way, hind sections of the parkway including the bridge and the surrounding sections are brighter as a result of the lighting. In contrast, the foreground of the parkway painting is not lit and creates an impression of some shadow. On the far rear of the painting, in the corner is equally lit storey building amidst several leafy trees. It is also noticeable that the trees around the storey structure are leafier as compared to the ones in between the lanes which look rather unhealthy. The painting of the Masholu Parkway also shoes a highway that is not up to standard since some sections of it look dilapidated. Proper planning of the highway also seems not to be sufficient no visible highway marks and directions to the highway users. Te lighting posts are also scanty in the painting of the Masholu Parkway. The textural surface of the painting and especially with relation to the tactile character of the highway is in agreement. The quality feel and coloration of the painting most resembles the fabric of what the highways are perceived and known to be. The grey color used in most parts of the painting correlates well with the usual nature and texture and the feeling of any road or highway. As to the areas in the foreground, middle ground and the background and the space around and within the objects of the painting, the highway itself is accorded sufficient space. The space occupied by the highway itself is much greater than any other object in the painting. In fact, the bridge and the highway lanes take up more than three-quarters of the space available. This, in effect enhances the main focus of

Community Corrections and Re-entry Article Example | Topics and Well Written Essays - 750 words

Community Corrections and Re-entry - Article Example The article identifies the two crucial labels of community corrections as parole and probation.  As one reads through the article, he,  or she gets to know that parole originated in Europe while probation originated in America in the mid-19th century.  However, these community-based sanctions became assimilated in the U.S. criminal justice system, in the  early  20th century, thanks to the medical model in correctional discourse. Despite all the criticisms, parole and  probation  became rooted in the  country’s correctional system, and by the end of the 20th century, their  growth  was  immeasurable. The failure of the rehabilitation  concept  did not go unnoticed because it  was followed  by the introduction of the new  penal  policy. This  penal  policy contributed to  low  performance  of community corrections  thus, an increase in prison capacity ant the need to reinvent community corrections. Finally, the authors of the articl e took a look at the future of community corrections and the prison  influence  with regards to serving all aspects of community needs and their relationship with  prison  institutions. Questions 1. What is the relationship between prisons and community corrections and how does this relationship influence community corrections? 2. ... However, no  recognizable  attempts  are being made  to reduce prison populations; or rather decarceration is still virgin territory. This article focuses on ways in which prison population in California can be reduced. As such, it concentrates on research on the causes of increased imprisonment during the last 30 years, and recent discussions of and efforts to reduce  imprisonment  in other states. There was a time when California’s prison population reduced. This was in the last two years of  governor  Reagan’s first  term, and the first two years of his second term(1968-1972). During this time, the rate of  imprisonment  in the rest the U.S. increased while that of California dropped. The authors of the  article  came up with  contemporary  explanations of the  imprisonment  reduction which included; the Reagan factor, and  multiple  factors (probation subsidies and changes in parole procedures). To explain the causes of the Reag an-Era Reduction in Imprisonment, they insisted on a drop in crime rates, a  reduction  in arrests, sending offenders to jail and not  prison, fewer admissions to prison, more releases from prison, and fewer parole suspensions. With the increasing population in prisons, the authors delve on the possibility that California can reduce its prison population  again. They  come  up with some of the reasons that make it  hard  for decarceration and they include; impediments to reform, the disappearing public  purse, the reduction in state-level authority, the perils of high visibility, the vanishing  influence  of governmental expertise and the growing influence of direct democracy, and the belief in the efficacy of imprisonment. The article also mentions

Global Warming Is Harmful Essay Example | Topics and Well Written Essays - 1500 words

Global Warming Is Harmful - Essay Example Regardless of all the arguments presented, I believe that humans contribute to the climatic changes and extreme weather conditions. The increased CO2 levels and rising temperature do have a link. The link between greenhouse effect and global warming are valid as put down by one set of the researchers. Although the studies and climatic researches are not invalid and the continuous debate over this topic does carry an important place in the Earth’s study. According to my point of view, it is not valid to judge the climatic change just by examining or considering the weather patterns of a small region. Global warming does not talk about a particular region, city or country. It is an overall analysis of the Earth’s temperature. Hence, claims that are based on the study of a single region are invalid and must not be relied upon. The study of NCDC, however, clearly asserts against that claim by ranking the temperature for January 2004 as the 4th warmest on record (NCDC, Clima te of 2004, 2004). This further disproves the claim of the other group. I also agree with the statement that carbon emissions are of the major cause of the problem of Global Warming. The factories which are using the fossil fuels during their manufacturing process are giving out a huge amount of carbon and this contributes greatly in making the climate warmer (CBO, 1990). The trees planted in the world are believed to be of paramount significance in preventing the issue of global warming to increase. In the process of the growth of a tree carbon dioxide is used. This carbon dioxide helps in the growth of the tree until its final stages of death and decomposition eventually. This decomposition on the other hand again causes the tree to release carbon dioxide in the environment. Deforestation is one... This paper talks that most of the problems being found in the world are related to the environmental factors. One such environmental problem which has created a political spark all over the world is ‘Global Warming’. Over the years Global Warming has become an issue for the whole world and it is seen that many demographic and temperature changes have occurred throughout the world. The study of Earth and its climate is of immense importance and beyond any doubt the reason for such extreme climatic changes should be known. In order to evaluate the reasons behind the changing climate of the Earth, the studies regarding global warming and the arguments against it are helpful. This paper shows two points of view on the global warming. The proponents and opponents of global warming present with convincing statements regarding their stance. However the individuals who believe that global warming is caused by nature itself do not straighten up their facts and manipulate or interpret the researches. The medieval warm period as put down by the opponents of the global warming is not a strong base for their opposition of human actions on global warming. Even if the medieval warm period was a period in which the earth was warmer than what it is now it does not prove anything regarding the green house gases and global warming. It does not tell if the green house gases have an effect on global warming and if global warming does or does not affect the temperature of this world. The individuals who believe that human actions have a relation to global warming seem to be quite right in their hypothesis in my belief.

Anything Essay Example | Topics and Well Written Essays - 750 words

Anything - Essay Example The growth of multiculturalism in the workplace imparts the need for the managers to understand the cultural, ethnic, and gender based differences of the workforce so that their conflicts can be resolved and their needs can be addressed. Challenges for Managers in the Contemporary Organizations Resolving Interpersonal Conflicts Over the passage of time, there has been an improvement in the discouragement of such notions as slavery, racism, and violence grounded in differences of race, gender, or ethnicity at all levels all across the world. However, although many people say that they condemn such practices, yet deep inside, they still cultivate certain negative perceptions about others who are not like them in terms of race, ethnicity, and such other variables. This sets the stage for the occasional conflicts among the diverse workers. Many a times, workers may not even like to cultivate such negative perceptions about others, but they still feel discomfort and irritation when they a re unable to understand or identify with the opinions, values, and beliefs of their peers and coworkers that are grounded in their respective cultures. â€Å"It's common to have friction with co-workers who have different values and work styles† (McGrath). ... Good public relations provide organizations with competitive advantage in the market that is overcrowded with organizations rendering similar services as they do. Conflicts based on the differences of cultures, race, or gender happening in the workplace can generate a very negative message for the stakeholders particularly the consumers in the society if they happen to learn about them. Managers face the challenge of not only resolving the interpersonal conflicts in the workplace, but also controlling the information leaking out to the stakeholders to keep the organization’s image from being tarnished in the public eye. Strategies of Conflict Resolution Learning Cultural Differences Addressing the cultural, ethnic, and gender differences of the workforce requires the managers to be more educated in these areas than they were ever before. Managers serving in the workplaces in the contemporary age need to acquaint themselves with all possible sources and causes of conflicts betw een the culturally and ethnically diverse workforce and have suitable strategies in place to resolve them effectively. In order to utilize their optimal potential, managers need to be proactive rather than reactive. Although managers may not primarily be educated in cultural diversity and the subjects that entail it like the study of different languages, the study of norms and values of different cultures, and the behaviors appreciated and condemned in them, yet it is recommendable for the managers serving in the contemporary organizations to undertake short courses in these areas or do self study of these subjects for the least. This would build up competency in the managers to analyze and understand things from a variety of cultural perspectives and identify the causes of conflicts among the

Practice reflections essay Example | Topics and Well Written Essays - 4000 words

Practice reflections - Essay Example An acute ward is a relatively chaotic place with rapid turnover and different levels of psychotic intensity that needs every sane attempt to engage closely with madness. So we can see and hear different behaviors and different stories in a variety of communication patterns. The only thing that an acute nurse maintains is tact and respect to the patient's person to maintain order and avoid abuse in any form. I was struck by the variety of scenes and hope these people will get back to reality and live a normal healthy life. My third placement was at an elderly care where most of them are sick of Alzheimer or Korsakoff syndrome. It was a different scene then. Everything seems to be quite and we seem to get the cooperation of the patients. But we have to make sure we attend to their personal needs and really have to monitor their medications and activities. Alzheimer's disease affects their control for thought, memory, and language and so they have trouble remembering recent events or the names of familiar people or things in their lives. Even the simple tasks of combing their hair or brushing their teeth or even taking a bath are being forgotten by them. They have problems speaking and understanding that they just wander or sit still when their moods are not being aggressive or anxious. I can just smile recalling the repetitive inquiries for my name. I can just smile recalling giving multiple and same line of introductions to these patients. It is like taking care of big babies. The most unpleasant part is cleaning them after they defecate. For sure the smell is not the same as those of the babies. Taking every scene I encountered lightly and with openness of heart and mind will make me want to help them and express forms of sympathy to their medical conditions. I wouldn't want to be a member of these wards, by the grace of God, no. It is too much to bear being a patient and too much emotion of hurt and stress thinking about the provision of care for these patients in the part of the family or relative. Korsakoff's disease level with Alzheimer's in memory loss due to dietary deficiency of Thiamin or Vitamin B1. It creates damage to several brain areas that is critical to memory. All the same they tend to ask your name every encounter. There were numerous staff approaches in maintaining therapeutic treatment and in establishing therapeutic relationship. We have to get their trust and maintain a friendly atmosphere between us so they cannot be too aggressive or violent whenever they dislike something especially with patients placed in the acute wards. I have noted and cared for some patients from the time of their admission until their discharge. In my four weeks assignment placement, I can see that some have come back and was readmitted again. We are being listed for reflections sessions as part of the placement under practice facilitators. At the wards, we also have mentors and been given Practice Based Assignments (PBA) papers. Here we discuss and reflect what we have seen and learned from the ward, an open forum in cases of clarifications of some issues until they get to sign our individual PBA's. For their respective care delivery, we are just observers and taking notes of the medications and techniques on how to inject

Anything Essay Example | Topics and Well Written Essays - 750 words

Anything - Essay Example The growth of multiculturalism in the workplace imparts the need for the managers to understand the cultural, ethnic, and gender based differences of the workforce so that their conflicts can be resolved and their needs can be addressed. Challenges for Managers in the Contemporary Organizations Resolving Interpersonal Conflicts Over the passage of time, there has been an improvement in the discouragement of such notions as slavery, racism, and violence grounded in differences of race, gender, or ethnicity at all levels all across the world. However, although many people say that they condemn such practices, yet deep inside, they still cultivate certain negative perceptions about others who are not like them in terms of race, ethnicity, and such other variables. This sets the stage for the occasional conflicts among the diverse workers. Many a times, workers may not even like to cultivate such negative perceptions about others, but they still feel discomfort and irritation when they a re unable to understand or identify with the opinions, values, and beliefs of their peers and coworkers that are grounded in their respective cultures. â€Å"It's common to have friction with co-workers who have different values and work styles† (McGrath). ... Good public relations provide organizations with competitive advantage in the market that is overcrowded with organizations rendering similar services as they do. Conflicts based on the differences of cultures, race, or gender happening in the workplace can generate a very negative message for the stakeholders particularly the consumers in the society if they happen to learn about them. Managers face the challenge of not only resolving the interpersonal conflicts in the workplace, but also controlling the information leaking out to the stakeholders to keep the organization’s image from being tarnished in the public eye. Strategies of Conflict Resolution Learning Cultural Differences Addressing the cultural, ethnic, and gender differences of the workforce requires the managers to be more educated in these areas than they were ever before. Managers serving in the workplaces in the contemporary age need to acquaint themselves with all possible sources and causes of conflicts betw een the culturally and ethnically diverse workforce and have suitable strategies in place to resolve them effectively. In order to utilize their optimal potential, managers need to be proactive rather than reactive. Although managers may not primarily be educated in cultural diversity and the subjects that entail it like the study of different languages, the study of norms and values of different cultures, and the behaviors appreciated and condemned in them, yet it is recommendable for the managers serving in the contemporary organizations to undertake short courses in these areas or do self study of these subjects for the least. This would build up competency in the managers to analyze and understand things from a variety of cultural perspectives and identify the causes of conflicts among the

Company Analysis for saudi basic industries corporation SABIC Research Paper

Company Analysis for saudi basic industries corporation SABIC - Research Paper Example It offers its products and services all over the world. The regional sites are the Middle East and Africa, Asia, America an Europe. SABIC is the largest and most profitable non-oil producing company in the middlie east. It is ranked in the fifth position largest world petrochemical manufacturer. It is committed to satisfying its customers through achieving individual initiatives. This is enhanced through adherence of strict safety and environmental policies. The high investment in technology and innovation facilitates the ongoing development. The management is committed in running the business and achieveing sustainability through providing services and products that meet stakeholder’s expectations as well as conduct business with respect and care for the environment. Regulations are followed at all times and they apply practical means to conserve resources and reduce waste, avoid pollution in order to minimize risks involved in their operaions. Quality of products and services is maintained at all times. SABIC is in the petrochemical industries and is the five largest in the world. The company has had strict safety and environmental responsibility. It has incorporated sustainability in its day to day business activities. Its reports are integrated clear showing the environmental and social impact of the company in the various regions. This is through reducing waste, preventing pollution, catering for customers needs. The company has 33,000 employees for the last four years in 40 countries. Its culture is to cater for the ever growing needs of the customers. This responsibility has opened up avenues for innovations and technological advances. The T & I facilities are found all over the world with highly talented expects and scientists who are devoted in bring new patents and certifications. The company is always focused in to the future thus technology is heavily invested into. The

Customer Service Essay Example for Free

Customer Service Essay Handout In this Session, you have learned about: The principles, policies and procedures of your organisation How your organisation communicates its principles to employees Your organisation’s policies and codes of practice Consultations on changes to principles, policies and procedures Issues of public concern relating to your industry and organisation. Principles, policies and procedures Principles are the foundation of a system of beliefs within an organisation. Principles are the philosophy of the organisation, illustrating how the organisation ‘thinks’. A policy is a definite course of action adopted by an organisation, which guides employees and helps them put principles into practice. Customer service policies are similar in many organisations, but some may be tailored to fit your organisation’s specific principles. A procedure is a series of steps to be followed to correctly answer the telephone, deal with complaints, give refunds etc. Organisations tend to have their own specific procedures. Communicating principles to employees An organisation may communicate its principles to employees in the following ways: The recruitment process Reading material Group discussions Appraisals and feedback Improving team performance Principles may be worked into the recruitment process. Interviewees asked about the organisation’s principles. Organisation handbook and vision statement include principles. This may be the first thing new recruits learn about the organisation. Printing out principles and posting them in the office ensures they feature in every employee’s day. Principles could be printed on commonly used items. Hearing principles read out is more effective for some. Managers and team leaders remind employees of principles. Discussion of whether an employee adheres to principles may be part of a formal review. Company awards are used to publicise principles. Company away-days and team-building exercises are opportunities to remind employees of principles. Team-building tasks could be centred on principles. Policies and codes of practice A code of practice is a set of written rules or standards outlining the responsibilities of, or proper practices for, an employee or organisation. An industry-wide code of practice is often defined by a trade association or professional body. Policies tend to be written by an organisation and based on an industry-wide code of practice. Your organisation might make you aware of its policies or code of practice by: Publishing the code of practice/policies on their website or the intranet Emailing updates to the code of practice and policies to all employees Including the code of practice and policies in the organisation handbook Basing appraisals or feedback systems around policies / code of practice Indicating the trade association/professional body who wrote the code of practice. Consultations on change If you are consulted on changes, your opinion is considered by those making the decision. Ways to consult employees on changes to principles, policies and procedures include: Small group meetings (face-to-face or via a video conference) Questionnaire Discussion with line manager/team leader Intranet bulletins or a FAQ page Email Team bulletins Monthly newsletter Letter A trade union/employee representative or staff council. How you are consulted depends on the size and structure of your organisation, employee work practices and the information being communicated. If your organisation has 50+ employees, you have the right to request an Information and Consultation arrangement. Issues of public concern Issues of public concern relating to your industry or organisation could include: Product recall and customer safety – is your product/service safe and reliable? Confidentiality – do you store customer information securely? Accessibility – is it easy to contact your organisation/use your services? Quality – is product/service equal to competitors? Responsiveness – how quickly will you respond to a customer and resolve problems? Value customers – do you value your customers and treat them appropriately? Finances – are accounts transparent and investments ethical? Wider concerns – public health, economy, environment, exploitation of workers etc. Your organisation may deal with issues of public concern by: Establishing stringent testing and health and safety processes Ensuring varied and easily accessed means of communicating with the organisation Investing in public relations to communicate effectively with the public Establishing clear customer service policies, making them available to the public and ensuring that staff adhere to these policies Publishing the organisation’s accounts Publishing a code of practice relating to the organisation’s economic, ethical, environmental responsibilities etc.

Interview With A Language Learner English Language Essay

Interview With A Language Learner English Language Essay To begin with, I read my assignment to interview an English Language Learner. This seemed like it was going to be a challenge since I did not know an ELL. I shared this assignment with my husband. He told me there was a parent on my sons wrestling team who spoke Spanish. This seemed like a great idea so I went to the wrestling practice on Wednesday with my son. When I arrived I seen the lady talking, but was nervous about approaching her since I had never met her. Finally after about 10 minutes I walked over to her and introduced myself. Then I told her I needed to interview an English Language Learner for my college class. She told me she would be happy answer any of my questions. The person I interviewed was Marietta. Marietta was born in San Juan, Puerto Rico on May 21, 1968 to Maritza Suarez and Angel Benero. She has two brothers and one sister. Spanish was the main language spoken in her home as a child. As a child she began learning English in the private preschool she attended. There she learned to read and write English. While I school learning came slow to Marietta since she was dyslexic and didnt learn to read or write until she was 13 years old. Textbooks were written in English in Puerto Rico. English is taught different in Puerto Rico than in Spain since it is close to America. Marietta married November 29, 1997 to Juan Navarro. They have three children. Two sons Jorge and Luis and a daughter Paola. Juan is in the United States Coast Guard. Jorge is the oldest. He is in the 12th grade. Academics are difficult for him while he is in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a 6th grade and she is on the A/B honor roll. Only Jorge and Paola are able to speak Spanish and understand it. Luis can understand Spanish, but isnt able to speak it. Both English and Spanish are spoken in their home. As a family they watch both English and Spanish television shows. I have to declare this was a wonderful interview. Even though, I was nervous about interviewing someone I didnt know it was a pleasant experience. Marietta was very eager to share with about her family. She advised me when I teach ELL students it is helpful to use graphics with Spanish to English vocabulary. It was exciting to hear Marietta mention that she was attending Florida State College of Jacksonville to get a degree to be a Chef. For the summer term she was taking English Composition I. After she told me about her attending college I told her I would be happy to help her with the English if need me to. Questions In what country were born? When is your birthday? At what age did you learn to speak English? Was English spoken in your home as a child? Do you have trouble speaking the English Language? When did you learn to write English? Was English difficult for you to learn? Do you have any children? Does your husband speak English? What is the primary language spoken in your home? Can your children speak your native language and English? Is there any advice you would give teachers who are teaching English Language Learners? Multicultural Activity Title: Winter Holidays around the World Grade level 2nd grade Topic: Winter holidays are not celebrated the same everywhere. Summary: These 3 day lessons are designed to teach students about the culture of Mexico, Israel and China; and the winter holidays celebrated by their cultures. Students will learn about Las Posadas, Hanukkah and Chinese New Year. Materials required: Mexico: a balloon, newspaper, glue, candy, recipe for Mexican hot chocolate. Israel: Dreidel pattern, dreidel game rules, bag of dry beans, recipe and ingredients for potato latkes China: black construction paper, paint, drinking straws, glue, glitter, 18X12 pieces of colored construction paper, stapler, yellow tissue paper, crepe paper streamers World globe, individual coloring sheets of the flag for each country. Books needed: Mexico; The People by Bobbie Kalman Nine Days to Christmas by Maria Hall Israel: Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn China: Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low Objectives: Students will recognize how three different countries and their winter celebrations. Students will be able to locate each country on the globe. Day 1 I will tell the students we are going to pretend to be world travelers for the next three days. We are going travel to Mexico, Israel, and China to learn about their Winter celebrations. Today we are going to visit Mexico. Does anyone know where Mexico is located? Lets find it on our globe. I want to tell you about Mexico before we read our books. We will learn that in Mexico their winter celebration is called Las Posadas. They start celebrating nine days before Christmas. They celebrate every night from December 16th to December 24th. Each night children and their families reenact the story of Mary and Joseph trying to find a place to stay for the night. Then finally they went to a home and were welcomed by the innkeeper. At this place there is a celebration on the final night of Las Posadas. The families and friends celebrate with special food and Mexican hot chocolate. There is a pià ±ata for the children. Now I will read some books about Mexico before we go to our centers. Read books to the class. The People by Bobbie Kalman Nine Days to Christmas by Maria Hall I would have three centers set up for the students. Role play center, pià ±ata center, and flag center. Role play center students would pretend they were Mary and Joseph looking for a place to stay. The students would take turns being Mary, Joseph and the innkeeper. Pià ±ata Center- Students would take turns adding newspaper dipped in glue to a balloon which has already been blown up. Flag Center- Students would color and label their flag of Mexico. Teacher would write on the board the colors and their meaning. Green=independence, white=purity, red=blood, eagle with snake=fight for independence. At the end of the day we will have a special drink Mexican hot chocolate which will have already been made using the recipe below Mexican Hot Chocolate 3 (1 ounce) squares unsweetened chocolate 6 cups milk 1/4 cup granulated sugar 2 teaspoons ground Mexican cinnamon 1/4 teaspoon salt 1 1/2 teaspoons Mexican vanilla extract Using a sharp knife, break up chocolate squares into smaller pieces. In a medium saucepan, combine chocolate, milk, sugar, cinnamon and salt. Heat and stir until chocolate melts and milk is very hot.  Ã‚   Do not allow to boil. Add vanilla extract and beat until frothy with a rotary beater, or with an electric mixer on low speed. Pour Styrofoam cups. Makes 48 ounces. http://www.authenticmexicanfoodrecipes.com/mexican_hot_chocolate_recipe/ The students will take turns hitting the Pià ±ata which will have candy in it. When the Pià ±ata is busted students can get the candy and put it I their backpacks to be eaten at home. Assessment Have students write an informative paragraph about Mexico and Las Posadas. Collect and grade paragraphs. Day 2 Today we are going to pretend to visit Israel. Does anyone know where Israel is located? Give students time to answer. Lets locate it on our globe. Would you like to know what winter celebration happens in Israel? I would be happy to tell you. In Israel they celebrate Hanukkah. This is a Jewish holiday. It is also called The Festival of Lights. We will find that this holiday is celebrated for eight days during the month of December. The eight day celebration is significant because when it was time to light the temple lamp a long time ago there was only enough oil to keep it lit for one day. Amazingly, the oil burned for eight days which gave them time to find more oil. For this reason, Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night to honor the eight day miracle. A menorah is a candle holder which holds nine candles on of them is called the servant candle because the other are lit by it. After the candles are all lit there is a party to celebrate. Children play with dreidel while enjoying a favorite treat called potato latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes. Now I want to read some books to you about Hanukkah. Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn I would have three centers set up. The centers would be a game center, map center, and cooking center. Students would take turns going to each center. Game center -Students would make a dreidel from a pattern. A dreidel has four sides marked with Hebrew letters: Nun, Gimel, Hei, and Shin. These letters stand for the Hebrew phrase Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the oil. Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (half) and shtell (put). Everyone puts in a bean. A person spins the dreidel. If it lands on Nun, nothing happens; on Gimel person gets all the beans; on Hei gets half the beans; and on Shin, you put a bean in. Game ends until someone has all the beans. Map center- Color and label map of Israel. Blue and white are the colors on the Jewish prayer shawl and the Star of David is the traditional symbol of the Jewish people. Cooking center will be manned by a parent volunteer. Recipe for Potato Latkes 3 cups Simply Potato hash browns 1 cup frozen chopped onions (thawed and drained)  ½ cup egg whites  ½ cup flour 1 tsp baking powder 1 tsp each salt and black pepper Vegetable oil Directions: Mix hash browns with eggs, mix well. Add flour gradually while mixing until batter is doughy, not too dry. Add baking powder, salt and pepper. Mix well again. Then heat about  ½ inch of oil to medium high heat. Form the batter into thin patties about the size of the palm of your hand. Fry batter in oil. Flip when the bottom is golden brown. Place finished potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat. Assessment Students will answer the following questions. Where did this holiday originate? ______________________ When is this holiday? ______________ How many days is Hannukah celebrated? _________________ Why is it celebrated? ______________ What is name for the candle holder?_________________ Answer key Jerusalem December 8 8 days oil burned Menorah Day 3 Wow, we are about to travel to another country. Lets pretend we are going to visit China. Does anyone know the location of China? We will locate it together. In China they have a celebration called Chinese New Year or Spring Festive. This important holiday celebration begins about mid-January or mid-February and last about 15 days. It begins with New Years Eve and ends with the Lantern Festival at the full moon. Chinese New Years is celebrated with fireworks. It is believed that the Chinese invented fireworks thousands of years ago. We will now read some books about the Chinese New Year Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low There will be three centers set up painting, map center and creative center. Paint Center Students will each have a black piece of construction paper. They will put small drops of paint on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This will represent fireworks. Map Center Students will color and label map of China. Teachers will write on board. The red color of the flag symbolizes revolution. The large star symbolizes the Communist Party which rules China and the smaller represent the people of China. Creative Center Students will make a lantern. They will color a picture on their piece of 18 X 12 colored construction paper. Fold the paper lengthwise with the decoration out. Starting at the fold, make evenly spaced cuts about 1 apart, ending where you began. Teacher will draw ending lines for students. Open the paper and staple together the short edges. Stuff middle with yellow crumpled tissue paper. Staple a strip 1 X 6 construction paper to make handle. Add crepe paper streamers to bottom. Hang lanterns in the classroom. Assessment Give students a Venn Diagram to complete. They will compare Chinese New Year to New Years in America. www.enchangedlearning.com/asia/china/flag.shtml www.iupui.edu/~geni/lsort/a_mcultural_stude_cny.hmtl http://teacherslink.ed.usu.edu/tlresurces/units/Byrnes-celebrations/Chinese.html www.lessonplanspage.com/SSChristmasAroundtheWorldK1.htm http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/light.html http://www.uen.org/Lessonplan/preview.cgi?LPid=22510 www.jewfaq.org/holiday7.htm 3) Planning Article Summary and Reflection: Classroom Planning with ESL in Mind This article Classroom Planning with ESL in Mind had some strategies, instructional tips, use of language, and information about ESL students with special needs. Also there was information on assessing, evaluating and reporting student progress. First, the strategies and instructional tips discussed the challenges which English Second Language students face. They have three challenges: trying to gain the knowledge need for various subjects, learning the English Language while developing the ability to interact with their peers. Teachers should remember that they are always role modeling the English language while teaching. In doing so they need to make sure their lessons are presented using various formats in order to encourage students to reflect on their knowledge so the can respond effectively in class. Next, a teachers use of language is important in the classroom. They should be cautious of their vocabulary they use since students might have trouble comprehending what is spoken. Idioms can especially present a problem with English Language Learners. A teacher should rephrase idioms or teach their meanings. ELLs would take the idiom literally instead of way its intended meaning. For example, If you tell the students to hit their books They might hit their books with their hands. Instead the meanings you want to convey is start studying or do your work. If idioms are going to be used in the classroom then as a teacher it would be good to have an idiom wall which gave the meanings for each. It would also be a good idea to clearly mark transition times during classroom activities which can prevent confusion to your ESL students to clearly indicate changes. Third, when a question is asked the English as a Second Language students needs to have time to process the question asked before responding. Usually they need to translate it into their first language, formulate the answer in their first language and then translate an approximate answer into English. It is also mentioned how as a teacher I need to teach the vocabulary words and their meaning for subjects such as biology which has words that are not regularly used in everyday communication. A great exercise to help with learning new vocabulary is to use a cloze exercise with the lesson since it will leave out important key word for students to fill in from the passage. A Cloze exercise can reinforce ESL students grasp of the content and new vocabulary. Students will also benefit from written instructions since they might have difficult processing oral information quickly enough to understand. When giving student homework those written notes or directions would be useful. Fourth, ESL students have the same range of abilities as others in the same population. However, some many require extra assistance in other areas. Some may demand consideration for disabilities such as visual impairments, hearing deficiency, lack of psychomotor skills, or certain talents or gifts. There could be ESL students with other requirements that may affect their learning. If a student was a refugee and has been traumatized in the past she might have the need for additional support and counseling. Fifth, you will find information about assessing, evaluating and reporting on student progress in this article. These are important and can be done in the students classroom to make it more comfortable. The evidence of how an ESL student is developing his language proficiency can be determined using short in class test. Avoid multiple choice assessments with ESL students because they involve excessive reading and usually depend on comprehension of slight meanings. ESL students also will need extra time for the test because as with most questions they need to process it into their first language, formulate the answer and translate it back to English before putting it on paper. If you want to check a students comprehension or to clarify a problem speak in their native language. Provide a translation of key words which might be difficult to explain in English. There is a need to find out what the students may know but, have difficult expressing in English. This additional support for th e ESL student is generally for a limited time. Lastly, teachers who have previously taught students with English as a second language have a list of helpful instructional materials. Some of these materials are dictionaries designed for learners of English, bilingual dictionaries, alphabet letters in print in cursive, and games to name a few. These items in a classroom will help students with English as a second language feel more comfortable and independent. There are five points which I found most interesting. The first one is that research states the more highly developed as students first language; the more successful they will be learning a second language. It has been proven; bilingual students who continue to improve their first language are more successful than those how focus entirely on acquiring English. These students also have higher self esteem when they know their first language is valued. Second, it is important how a teacher responds to students language errors. If a teacher is critical a student might be less eager to attempt to speak in English. Instead this article advises teachers to rephrase a students incorrect grammar in a way to provide positive feedback and to model correct usage without drawing attention to their error. For example if a students says Pig are dirty animal. You can respond, Yes, pigs are dirty animals Can you name another dirty animal? If a student continues with this same error then maybe you can work with him on correct subject verb usage. Third, the use of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as a second language. Many times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with each other than with their teachers. The more advanced student can be the translator between the student and teacher when necessary. Forth, I liked the reminder that it can be exhausting and demanding performing all day in a second language. This is helpful to know because as a teacher I would not think of this since I am not bilingual. In addition, the fact that homework can take ESL students two to three times longer to complete because they need to first translate it into their first language, formulate it and then translate it back. Homework might also be frustrating to ESL students since they might not understand the directions. They might feel they had done enough work during the day. Also their parents would probably not be able to help them because they dont know English. Fifth, I like the list of instructional materials from teachers who have previously taught ESL students. This list will help make sure I have these resources available in my classroom for the students to use. More resources a student has to help translate words to English the less they will feel dependent on you the teacher or their classmates. I enjoyed reading this article which had a wealth of useful information for teachers of ESL students planning their classroom. As a new teacher I can benefit from the information in this article. This is an article I will place with other information which I will refer to frequently when I become a teacher. It would also be good for me to share this with other future teachers who are not in this class. 4) Article of My Choice: Language Use by Bilingual Special Educators of English Language Learners with Disabilities Paneque, O. M., Rodriguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education , 63-69. http://www.internationalsped.com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206.doc After reading chapter 9 in our textbook I decided to research an article about Bilingual Education of English Language Learners. I went to the University of West Florida library database. The article I found was Language Use by Bilingual Special Educators of English Language Learners with Disabilities which was from the International Journal of Special Education. My reason for choosing this topic is that I presently work in a special education classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th). This article is about examining the language use of five bilingual special education teachers of English language learners with disabilities which was done as an exploratory case. The data on the language used by the bilingual teachers was received from audio tapes, classroom observation and teacher interviews. Also included in this data was the frequency of the use of English and the other languages in the classroom. The teacher faces challenges when working with students at risk of academic failure. This is particularly difficult when the student has disabilities and is not a fluent English speaker. A teacher must be able to address students language and cultural differences along with their cognitive, emotional, and /or physical disabilities to set them up for maximum success. There is an increasing demand for special education teachers due to the increase of students indentified with disabilities and low retention these teachers. Consequently, this demand for teachers who prepared to work with students with different backgrounds with disabilities stresses the need to provide teachers preparation programs for preservice teachers and professional development opportunities for in-service teachers. This study was conducted in a large, urban school district which offered a vast range of educational programs to include those needed for students with disabilities and who speak English as a second language. Two schools were indentified because of their student population. At the first school, eighty-seven percent of the student body was Hispanic and eighteen percent of the students received special education. At the second school, ninety-five percent of the student body was Hispanic with fourteen percent receiving special education services. Tow teachers from the first school and three from the second school volunteered to be part of the case study. All five teachers were female Hispanics who were employed fulltime as special education teachers. Three of the five teachers had ESOL endorsement but, only two of the five had both special education and ESOL certification. The results from the data collection revealed that the teachers were both using English and Spanish for instruction with their English Language Learners with disabilities. However, further analysis of the data indicated overall that teachers were using English ninety percent of the time while teaching. Spanish was primarily used to clarify instructions with those who did not have fluent English. It was also used to redirect students to their given task as well as to praise and reprimand them. Each of the five teachers felt the use of Spanish for instruction was positive. They planned on using Spanish when the need arose. Furthermore, these teachers expressed they had an advantage when communicating with parents since they were bilingual. Many of the parents were not fluent in English. The teachers ability to speak the native language of the parents helped form better communication. If the students native languages are used for teaching strategies and instruction it can encourage language development because it builds on what they already know. Clearly, when the students native language is used to introduce new concepts and give explanation this will facilitate learning. Therefore, the result of this exploratory case study is the beginning attempt to lend information about the issue of using native language for instruction for children with disabilities. Research explains how special education teachers can use bilingual skills while working with English Language Learners and how their learning is affected by language based differentiated instruction. The findings from this case study indicates that teacher preparation programs should include how teachers can incorporate students native language along with English to accommodated their cognitive, emotional and /or physical needs. In my opinion, this article mentions some important findings from its exploratory case study. To begin with are the qualifications of the five teachers. Only two of the five teachers had both special education certification and ESOL endorsement. These are important certifications when your student population consists of students with disabilities and English Language Learners. Next, teachers using English for instruction with limited use of the students native languages while in the classroom. Their native language is needed as the article states at the end to summarize complex concepts. Lastly, it would be difficult for teachers to accommodate students with disabilities and limited English proficiency without proper training. Certifications are important but, training is imperative for teachers to be equipped to instruct their students. Someone once said a quote I feel applies to everyone including English Language Learners and those with or without disabilities. Everyone deserves an education despite their ability or disability 5) Language Modes Activities Reading- Partner reading- Students take turns reading to each other. Chose a short story to read from http://www.eslfast.com/. This website has 365 short stories for students to choose from. This is good for reading practice. Student can use http://www.starfall.com/. This website has stories that are read to you. You can read along as you listen. Writing- Daily writing in a journal. Write a story about a picture from a book. Have students write down the directions needed to do an activity. Examples: walk to the library, cook something, play a game. The teacher will give students a writing prompt. My favorite birthday memory wasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Students will finish the sentence and add to it. They will write a detailed paragraph answering why, when, where, how, who questions. Speaking- Role playing- Students pretend with another student that they are discussion their day with their mom or dad. Show and tell- students bring in an item from home. They get in front of the classroom and talk about their item. Other classmates can ask questions. Example a child brings in a sharks tooth to share with the class. Be the teacher for 15 minutes- Have the students take turns during the week being the teacher for 15 minutes each. They will teach the class about something they know how to do. For example, a student from China could give a lesson about using chopsticks. Another student could give a lesson about braiding hair. Listening- Play a game of Simon Says- students need to hear the person say Simon says, Touch your head. If they touch their head when someone says ;Touch your head. They are out because Simon didnt say it. The game continues until only one person is left. They are declared the winner and now they are Simon. Listen to books that have been recorded on a compact disc. Teacher can have questions for students to answer while they listen. Students will listen to songs which are used in the classroom. They can also sing along. 6) Graphic Organizers: Venn Diagrams I could use this when comparing two different items. For example, I could compare the traditions of families in Mexico and America. The right circle would be Mexico, left circle America. Traditions for each country would be listed in their circle except for the traditions they both share which would be place in the overlapping circle in the middle. http://www.superteacherworksheets.com/graphic-organizers/venn-lines.pdf KWL Chart This is a great chart to list K-what the student knows, W-wants to know, L-what they learned. They can use this before investigating about the Civil War http://www.edhelper.com/ read new book teachers/graphic_organizers_kwl.htm Event map This will help students to organize who, what, where, when, why, and how of an event. They can use this when they are reading an article about Hurricane Hugo. http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html Timeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This will help them remember the dates if they have the information on the timeline. The timeline can be used as a study guide. http://www.teachervision.fen.com/graphic-organizers/printable/6301.html Story map This story map will help you organizer information from a story. You can list the outcome, problem, events, character, action, and setting. This will help them with their reading comprehension. If they dont remember the information they should go back and scan the story. http://www.educationworld.com/tools_templates/index.shtml StoryMap Persuasive Letter Graphic Organizer This is a great organizer to use when writing a persuasive letter. Students can chart who their audience will be and why they want to persuade them. They can also brainstorm their reasons and then list them from least to most important. This will help them organize their thoughts before writing their letter. The student might want to persuade their parents to let them buy a new video game. P