The Effects Of Television Violence On Children - 978 Words

Television has become one of the most, if not the most, used form of entertainment for all ages. Every TV show has some kind of age limit whether it’s rated G or R, it’s not always easy for parents to moderate what their children are watching. Young children are very moldable, not only by the people around them, but what is on TV. I have conducted an experiment to see how much violence and aggression are in everyday television shows that children are likely to watch. I have watched three different half hour TV shows, tallying the amount of aggressive, and prosocial behaviors that occur on the shows. The first show watched was a typical Saturday morning TV show, SpongeBob. The second show watched is a prosocial TV program, Sesame Street. The third show watched is an adult cartoon, Family Guy, which is meant for adults but a high population of children are the audience. The independent variable of this experiment is the different levels of each show’s aggression or prosocial behaviors. The dependent variable is the aggression or prosocial level of the TV show, since I have no child to study for this project. This experiment very much relates to another experiment called the Bobo Doll experiment. Children in the experiment are from ages 3-6 are either shown an aggressive video of the Bobo doll beaten, or a video with nothing aggressive. The results showed that the majority of children who were shown the aggression video imitated the same actions and more to the Bobo doll. TheShow MoreRelatedThe Effects of Television Violence on Children1315 Words   |  6 Pages Shortly after a Boston television station showed a movie depicting teenagers dousing a derelict with gasoline and setting him afire, six youths attacked a woman and set her on fire in an identical manner. Several months later, NBC televised Born Innocent, a made-for-television- movie, which showed the sexual violation of a young girl with a broom handle. Three days after this program aired, a group of girls committed a similar attack on another 9-year-old girl (â€Å"Wild† A20). These are justRead MoreThe Effects Of Television Violence On Children1735 Words   |  7 Pageswatches approximately 23 hours of television weekly. Children spend more time watching TV than doing any other leisure activity. By the time they finish high school, most have spent more time in front of the TV than in the classroom (Strasburger, 1995). On average, a child will see 18,000 murders, robberies, bombings, assaults, and beatings in their years of watching television (Liebowitz, 1997). Not to mention all the food commercials. In today s society, the television is used for more than just entertainmentRead MoreTelevision Violence and Its Effect on Children867 Words   |  4 PagesTelevision Violence and Its Effect on Children The children of today are surrounded by technology and entertainment that is full of violence. It is estimated that the average child watches from three to five hours of television a day! (Neilson 1993). Listening to music is also a time consuming pastime among children. With all of that exposure, one might pose the question, How can seeing so much violence on television and video games and hearing about violence in in music affect a childs behaviorRead MoreThe Effects Of Television Violence On Children915 Words   |  4 PagesIntroduction Today violence is the gold of television. Violence has become a high demand by the viewers. The more violence equals more views which equals more demand. According to Hamilton (2002), â€Å"Children are not the target of advertisers on most violent programs. But their exposure to violent images can lead to social damages not factored into decisions about when to air programs and where to draw the line on content† (p. 18). The controversial debate that television violence influence children is nothingRead MoreEffects Of Television Violence On Children Essay1722 Words   |  7 PagesEffect of Television Violence Program on Children Now more and more violence television shows appear on the screen. A lot of television shows will remind that is available for certain range of audience. Of course, elementary school student, mostly watch cartoon. However, the television production people will add violence into the show. This study aimed to demonstrate the gender-specific impact of violence-oriented television cartoons for children, and to identify the behaviors demonstrating thisRead MoreThe Effects Of Television Violence On Children1552 Words   |  7 Pagesleisure 2.8 hours of television a day. There is the constant outcry from parents and teachers that children are growing to be television-obsessed zombies, or that the exposure to violence from their favorite shows are going to cause aggressive actions. But if that is true, then how is it that we as adults are able to stop ourselves from murdering everyone we see, especially if we have so many television programs with violence as a feature? The effect that television violence has on us does not comeRead MoreThe Effects Of Television Violence On Children Essay1246 Words   |  5 PagesThis guest teaches your children to resolve conflicts through violence. The guest baby sits your kids and teaches them principles you don’t agree with. Does watching violence in TV is harmful for your children? Is it Ok to let the 2 year olds watch TV unsupervised? No says the American replacing baby sitters? Hypothesis: Extensive viewing of television violence causes children to behave in aggressive or harmful ways to others. Children model behavior they see in the media, she wrote in 1993. IfRead MoreEffects of Television Violence and Children3538 Words   |  15 PagesEffects of Television violence and Children Outline: I.THESIS STAEMENT: Although the television serves as a form of entertainment, when you abuse its use, and make it a habit to watch, it gives negative effects on the behavior of children especially in their brain’s development. II. PORPUSE OF THE RESEARCH III. INTRODUCTION IV. HIPOTHESIS amp; METHOD A. CHILDREN QUESTIONNAIRE 1. HOW IT CAN AFFECT VIEWER’S BEHAVIOUR 2. CHILDREN RESPONSES B. EFFECTS amp; RESULTS 1. NEGATIVE EFFECTS a. Behavior ofRead MoreThe Effects of Television Violence on Children Essay1338 Words   |  6 Pages Thesis Statement: Unsupervised children who watch violence on television exhibit violence in their everyday lives and develop into aggressive adults. â€Å"Research shows that television violence increases levels of aggression, fear, and desensitization among some who consume it† (Hamilton). This quotation by James Hamilton briefly summarizes the potentially negative effects of television on young minds. A child’s favorite television show can keep a child occupied while the mother preparesRead MoreEssay on The Effects of Television Violence on Children712 Words   |  3 PagesThe Effects of Television Violence on Children According to the Article ?Violence on Television? published by the American Psychological Association at the website http://www.apa.org/pubinfo/violence.html, ?violent programs on television lead to aggressive behavior by children and teenagers who watch those programs.? Thats the word from a 1982 report by the National Institute of Mental Health, a report that confirmed and extended an earlier study done by the Surgeon General. As a result of

Gender Roles And Societal Norms - 2024 Words

We all had our share of favorite Disney films when we were growing up. Girls lean more toward all of the Disney princess films. One Disney princess in particular that everyone loves is Cinderella. Cinderella is what every little girl wishes they could be, with her long blonde hair, and finding her prince charming. However, â€Å"By looking a little bit further into Disney films, we realize that they were setting up gender roles for us as kids, that we aren t completely comfortable with today† (â€Å"Gender Roles in Disney Films†). Now, as adults we realize that Cinderella was mainly about gender roles and societal norms. â€Å"Results suggest that the prince and princess characters differ in their portrayal of traditionally masculine and feminine characteristics, these gender role portrayals are complex, and trends towards egalitarian gender roles are not linear over time† (England, Descartes and Collier-Meek). First off, Cinderella is a beautiful, skinny girl wi th not a flaw to her skin. This is the way society depicts what a girl should look like. Society drills this into our heads at early ages. â€Å"From an early age, mainstream media puts images into our brains, telling us what is appropriate for our gender type. Young girls are hounded with images of princesses, who tell them that the key to happiness is being fashionable, beautiful, and finding a prince to save you† (â€Å"Gender Roles in Disney Films†). That is why little girls want to be just like the princesses that Disney created but,Show MoreRelatedGender Roles Are Set Of Societal Norms1530 Words   |  7 Pages Introduction Gender roles are set of societal norms dictating the types of behavior which are genrally considered acceptable , appropriate based on their actual or perceived sex or sexuality of the person. Gender roles are also determined by the prevailing cultural norms. Gender stereotypes also alters the the attitudes, traits, and behavior patterns of males and females. Gender stereotypes on the basis of sexism, or the prejudiced beliefs that value males over females. Common forms of sexism inRead MoreGender Roles Are A Set Of Societal Norms Essay1648 Words   |  7 Pagesâ€Å"Gender roles are a set of societal norms dictating the types of behaviors which are generally considered acceptable, appropriate, or desirable for people based on their actual or perceived sex or sexuality† (Oxford). Is it a boy or girl? What sport will he play? When will she take dance lessons? Women shouldn’t have jobs! Men should work while women take care of the house! Women belong in the kitchen! Men don’t do household chores! These are just some examples of stereotypes adopted by societyRead MoreSocial Construction Theory : The Product Of Society And History851 Words   |  4 Pagesevery person; they are the values, norms, values, and images in society that are combined, constructed, or created. Societal pressures and the media offer racial, gender, and sexual biases which society uses to form a complete portrayal of each group. From a gender inequality approach, social construction theorists argue that societal and historical beliefs determine the characteristics for each gender. Societal pressure forces men and women into their inherent roles which they may not fall into naturallyRead MoreQuestions On Door Holding Exchanges1056 Words   |  5 Pagesaccepted as a societal norm. Some researchers have looked at door holding from an altruistic standpoint and looked at courteous behavior, under the assumption that this behavior may be selfishly motivated, that one may get something in return. Other studies looked at situational context and proximity and what may have motivated the participant to hold open a door in one scenario, but refrain from the behavior in another. Many studies on door holding behavior are also interested in gender differencesRead MoreGender Roles In The Great Gatsby1736 Words   |  7 PagesThe Great Gatsby Gender Norms Societal ‘norms’ surrounding gender have continuously remained prominent internationally. Although these standards and expectations continue to shift, women still face oppression today. The novel, The Great Gatsby by F. Scott Fitzgerald, demonstrates the expectations of women and their relationships to men in 1920’s New York City through one of the main characters, Daisy Buchanan. A vast majority of Daisy’s actions are to entice and cater to the superior men of theRead MoreThe, The Tale Of Genji, And Sunjata1455 Words   |  6 Pagesinfluence the listener through relatable or believable stories, whether they be fact or fiction, to solidify the gender hierarchy as shown in literary stories such as Lysistrata, the Tale of Genji, and Sunjata. The solidification of the gender hierarchy through stories cemented women into a position below men of which women were and still are unable to escape or to improve on. The gender hierarchy is commonly demonstrated through the objectification of women. This has been exemplified through theseRead MoreGender Stereotypes And Gender Identity Essay1310 Words   |  6 Pagesstereotypes and societal norms. Males are groomed to be leaders and protectors and women to be nurturers and housewives. These stereotypes control not only young children but the adults that are raising them. Lois Gould, author of X: A Fabulous Child’s Story, details how it would be difficult to be a unisex child not only because of peer alienation but also because the judgement parents would inflict because they too are slaves to societal norms. These societal norms negatively affect gender identity inRead MoreSexuality and the development of a sexual selfhood is a development that can occur during900 Words à ‚  |  4 Pagesbehavior as human behavior was thought to be directly related to reproductive processes. Furthermore, this perspective prompted Erikson to conclude that sexual behavior and gender were unlearned (nature) and instinctual. Now, these perspectives have been critiqued from the standpoint that there is more freedom to self-select gender roles than was previously envisioned. In addition, there has been a recent shift to realizing that â€Å"part of adolescence is the very broad task of navigating how to become aRead MoreGender, Gender And Gender Roles844 Words   |  4 PagesSociety has institutionalized gender roles since the beginning of time, a common one is that women are the nurturers and housekeepers, while men are the breadwinners of household. In spite of centuries, and fighting for women s rights, such as the right to vote in the late 1920s. Women still have roles to fulfill, even in a modern society that is dominated by a virtual world. Gender identification has multiplied from that of men and women, to Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ)Read MoreSymbolism In Praying By Artist Kesha1083 Words   |  5 Pagestelevisions presenting forth slogans that represent societal expectations, and the change in color and position from the beginning of the video to the end. The imagery of Kesha being trapped and tangled up in a net symbolizes the struggles many women face in society today. In the video, Kesha is pictured confined in nets all over her body. This imagery represents the feeling of entrapment and the feeling of being unable to break free of the gender roles that are so highly expected and enforced in the

The Human Resource Issues Faced By the Organization

Question: Identify an HRM issues which has an Impact on the Performance of the Company. Answer: Introduction The businesses in the current situation are facing the pressure of competition and globalization due to which the roles and responsibilities of the human resource management has been transformed drastically. There is now demand of long-term HR manager, though the global supply of talent are becoming very short. In the current situation of competitive market place for labor and product, there is an increase in the gap regarding the difficulty of manpower all over the place. Now, each and every association in order to get success in the market is putting more stress on the human resource executives. This is mainly due to the fact that they are competing very important planned role in this competitive commercial world. In the changing global market conditions, the HR administrators along with the business have to adopt the human resource practices with it. No matter how small or big your company be, you cannot run your business without people. There for getting the right people for the job has been a challenge for centuries. Even if you have the right people for the job, maintaining, rewarding, training and appraising has been another challenge to overcome. According to management study guide (https://www.managementstudyguide.com/human-resource-management.htm) the first definition of HRM is that it is the process of managing people in organizations in a structured and thorough manner. For centuries, people have been trying to find best models and theories to manage people. Because people are the back bone of any business and they are responsible for the success and failure of the company. Therefore companies mainly focus on the two main aspects of HRM, which are, to improve the employee performance and enhance organization effectiveness(Bratton Gold , 2012). The main purpose of this report is to analyses the whole course of human resource management that comprises the staffing and selection process, development of the employees, performance of the employees, employees relationship with their team-members and seniors and their flexibility. This study will judgmentally understand the different roles cooperated by people in an organization. It will then appraise the administration of the people as commercial resource integral to various organizational approaches. The study will also portray the importance of recruitment, development and retention process in a company. The discourse will then try to understand the issues surrounding the management of the human resources. The organization The government of Maldives comprises of 15 Ministries (www.presidencymaldives.com). According to the Maldives Constitution, each Ministry is headed by a Minister, who will be accountable to the President and the Peoples Majlis, the Parliament. Each of the 15 ministries has several departments under the Minister, with clear responsibilities, prescribed by the President, which is approved by the Peoples Majlis. The National Institute of Education (NIE) is one of the 5 departments under the Ministry of Education. NIE has major four functions. They are Prepare school national curriculum and teaching materials Conduct professional development programs for teachers Conduct educational research Conduct continuing education for adults To elaborate the above four core functions, further 21 responsibilities were given to NIE. NIE has six departments within the organization. They are Department of Curriculum Department of Teacher Development Department of Research and Innovation Department of Early childhood and Development Department of Continuing Education Department of Cooperate Affairs The institute has two different categories of staff. They are professional staff and administrative staff. The professional staff is the people who deal with professional work such as developing curriculum and research, while administrative staff provides assistance in daily tasks in the areas of finance and human resources. According to the website of NIE (www.nie.edu.mv) , the vision and mission are as follows: NIE MISSION Facilitating life-long learning through collaborative research and innovation NIE VISION The Institution for educational empowerment, innovation, and excellence The core value of the institute is: NIE Core-Values Accountability Quality Innovation Communication Collaboration Dynamism In 2006, government has decided to review the existing school curriculum which was written in 1998. A minor revision to the curriculum was brought in 2000. But it was decided that Maldives need a new version of school curriculum to meet the 21st century. Various discussions with stake holders such as schools, parents, academics were conducted from 2006 to 2011 before the first syllabi were prepared. In 2011, some of the schools in the Maldives piloted the new curriculum. After four years of piloting the new curriculum, government decided to introduce the new curriculum in 2015. The staff of NIE, in collaboration with the Cambridge University Press (India) started writing the text books for students and teachers for key stage one, which is for primary grade one to three. The Institute is responsible for preparing text books for students and teachers and at the same time training teachers for the new curriculum. The government has decided that each year a key stage will be introduced. So the staff of NIE has lot of work to do in a given year. The Problem: In Maldives, the government employees are categorized as political appointees and civil service staff. Political appointees are people who are appointed by the President. Civil Service Staff are appointed by the Civil Service Commission and are always appointed based on their merit and public announcement. The civil service commission of the Maldives was established in 2008, under the civil service act. Prior to the establishment of Civil Service Commission, all appointments of government staff are carried out by the public service division of the presidents office. In 2007, the Parliament passed a bill in which all employees are entitled to certain days as paid leave. The leave which is prescribed in the Employment Act is: 30 days paid leave 30 days paid sick leave 10 days paid family leave The working hours for government offices and state institute are from 8am to 2pm. Friday and Saturdays are considered as weekends. Apart from the weekends, government is closed for public holidays. Most of the years, there will be about 19 public holidays. After the introduction of the Employment Act, many staff has started taking leave even if they are not sick. Staffs find it their right to take leave. The National Institute of Education has very important tasks when implementing the national curriculum. The most important tasks are to prepare text books and train teachers to the curriculum. So it will be impossible to complete the assigned responsibilities if the staff takes leave (Boxall and Purcell, 2011). Currently all staff at NIE take all the leaves prescribed in the Employment Act. If we deduct all weekends and the prescribed leave and the public holidays in a calendar year, only 175 days are left to work. Literature Review The history of human resource management could be dated back to 19th Century, when come companies in US and Europe employed welfare officers to look after the wellbeing of their employees (University of London, 2013). As companies started recognizing the importance of their staff in early 1980s, personnel administration became Human Resource Management (HRM). According to business directory (https://www.businessdictionary.com/definition/human-resource-management-HRM.html) human resource management (HRM) is the process of hiring and developing employees so that they become more valuable to the organization. Therefore undoubtedly the most valued asset of any organization is its workforce ( Amstrong, 2006). According to Amstrong (2006) human resource management is strategic and coherent management of employees. By these two definitions, we understand the importance of employees to any organization. The success of any company depends on the work force (Boxall and Purcell, 2011). So companies across the globe put an extra effort to keep employees happy. To provide any service, you need people. Behind any service or product, there is a human mind, efforts and working hours. No service or product could be introduced without the involvement of a human brain or his efforts. Many academics believe that HRM depends on three major principals (Brown, 2011). The first principal is the recognition from the employer that employees are the most important assets of the organization. The second principal, according to Armstrong (2006) is that organizational success is most likely to be achieved if the personnel policies and procedures of the enterprise are closely linked with, and make a major contribution to, the achievement of corporate objectives and strategic plans." The third principal is to find, retain, and develop the people, whose talents meet the operating needs and objectives of the company. There are four important aspects in HRM. They are Human Resource Planning Recruitment Retaining Staff Staff Development Each of the above areas has many important sub activities or roles. The Human Resource planning usually undertakes the personnel needs of the organization. The process of recruitment mainly involves in selecting the best candidate for the desired job (Deadrick and Stone, 2014). Retaining of the staff mainly deals with offering them with correct remuneration based on their contribution to the success of the company and also in providing with other benefits such as health, housing etc (Falcone, 2010). The staff developments mainly focus on improving the performance of the staff by giving necessary training and develop skills and attitudes needed for the job. HRM in NIE The National Institute of Education (NIE) has separate section responsible for all HR issues. The section is headed by an Assistant Director. The NIE has an organization structure designed to carry out the activities prescribed in their mandate. The HR section is responsible for planning, recruitment, retaining and development of all staff in NIE. The HR issue in NIE: Like most of the civil service organizations, absenteeism is an issue at the National Institute of Education. Unlike other civil service organizations, NIE has important tasks to be delivered on specific time period (GAUDINE et al., 2011). Absenteeism can be considered as when an individual is not presently available at a particular place and on a particular time in any organization (Guest, 2011). It does not include any authorized leave or any annual leave. The absence of employee occurs when an individual is not present in the workplace either authorized or not. Absenteeism has a very devastating or negative impact in NIE as it leads to reduced employee productivity. It also aids in reducing the employee morale and also increases the overhead costs of a corporation. The Roles Played by People in Organizations People play a significant role in the occupation of the association. The associates of the organizations must be coerced, encouraged or enforced to contribute in it. People usually contribute in a corporation if they are going to gain somewhat out of them. Individuals tend to recognize themselves with the association in which they contribute (Kirkpatrick and Kirkpatrick, 2006). There is always a very close empathy between the working class encouragement on the one side and their empathy with the association on the other. The grade of their recognition with the company depends on the environment and force of the motives contributing in them. The motives of the people play an imperative part or role in the contentment of the organizational goals (Grtz and Andersson, 2013). The accomplishment of any association does not only depend on the proper management and collaboration of its associates but also on the collaboration of the others. Some of the important roles played by people in an organization are listed below: Directors: Directors are the ones who create the business plans. Directors sits on the topmost position because they are specialist in the in the particular line of the business. The Managing Director The managing Director of any company is the figure head of it. They have the job of organizing and controlling the resources (Kramar, 2013). Their main objective is to get the work done with or through the people. They have huge impacts on the issue of absenteeism in a company as their decisions of getting the work done quickly may sometimes harsh the working environment. Senior Managers They are the people who take top level judgments by regarding where an association functions and what it creates or does (Mondy, Noe and Premeaux, 2002). They take their decisions by going through detailed analysis of the situation. Supervisory Management They are the backbone of a company. They are the people who have to get the work done in the ground level as they are always concerned about making sure that the orders get out of time. They are the ones who make sure what people and resources they need to use to complete the operation. Operatives These peoples are at the ground level but that does not make them less important. They are still very important (Noe, 2006). Operatives individual need to be carried out with care and precision. Management of People as a Business Resource Integral to Organisational Strategies The world has been changed from the rugs to digital, but it does not mean that organizations can underestimate the potentiality of the employees as these are very important persons behind the operations. Every part of the business gets commenced due to the involvement of the employees and if an organization understands the human element, then they are surely more profitable, and can gain the efficiency of leading more effectively (Ocansey, 2016). Understanding the human commencement and element enables a firm to create brand loyalty, and also helps them to close more deals and to do better work. Taking this approach enables affirm to consider the employees motivations that can help the management to more empathic on the employees. Individuals have always been significant to NIE as they provide motivation, creativity, apparition and motivation that keep an organization alive. They deliver the services and abilities that are essential in the business operations (Perrew, 2011). In addition to this, they also provide a labor that creates the goods and facilities that an organization supplies. They are always the chief and most important part of a company (Grtz and Andersson, 2013). Excellent organization like NIE recognize the values and vital involvement that people makes to their accomplishment. This then suggests that in order to be fruitful, organization have to safeguard that they have the persons they actually need. An organization cannot determine what people they actually need unless it understands what it needs to achieve (Renn, Steinbauer and Fenner, 2014). Many organizations struggle in getting the righty candidates as they really dont understand what they actually need to do. Company has to start with the development of an efficient business plan, which should be based on its strategy, identified objectives, targets and priorities. As the world is continuously changing and there is ever-increasing pressure of customers preferences, it is likely that organizations have to alter its people resource (Part Four: Individual Employment Relationship, 2013). It could be done in number or by changing the focus of its activity. Companies have to involve its people in this planning process as if there is any change; it may be upsets them. There are many components that can be included into company overall business strategy. Along with other important departments like IT, sales and marketing, etc. people management is also a key player in the organizational success. Some of the people management strategies that a company could and need to adopt are specified below: Recruitment and selection Training and development Performance Management Employee engagement Rewards and Recognition The Importance of Recruitment, Selection, Development and Retention The staffing and selection procedure are very important themes in the human resource management as it ensures that the organizations have the essential skills, capabilities and knowledge that will allow the organization to endure into the future. The strategic potential of the staffing and selection section is to enhance the organizational presentation by putting lot of stress on the getting the right candidate for the vacant post (Casale, 2011). In most of the HRM practices, performance in conceptualized on the strict economic terms by excluding the considerations of the issues of fairness and acceptability. Staffing, assortment and retaining forms the parts of the human resource which is usually a continuing process (Falcone, 2010). All corporations strive to meet the organizational objectives and purposes as long as the customer needs are getting fulfilled. Staffing follows from the job examination as one component of the HR planning. After regulating the type and amount of staffs needed through the HR plan and classifying the various rudiments of the job analysis, the major difficulty that comes before the HRM is the procurement of the workers. The main objective of the human resource department is to gain high quality and talented employees at minimum cost by seeking the forthcoming employees and inspiring them to concern for a job. The HR managers have to attract job applicants who have the skills and potentials for the vacant posts or the task that needs to be performed (Employment relationship, 2011). The screening process of the candidates includes the inspection of the position by setting up the job explanation and job stipulations and then seeing the various bases of employees. Once the staffing process is achieved, the next step is the assortment of suitable applicants (Yeung, 2011). Selection here can be demarcated as the procedure by which an association efforts to identify the candidates with the essential knowledge, services and abilities. The assortment process is a system of purposes and devices that is adopted in a given corporation to determine whether the candidates qualifications are matched with the necessity or not (Falcone, 2010). The selection manner is very important in NIE as it satisfies that there are some standard of the personal with which a forthcoming employee may be associated. Retaining is the procedure of manipulating the personnel to stay in the organization as their skills are very appreciated for the success of the commercial operations (Yaseen, 2016). Once a qualified applicant has been employed, then there is urging to make him or her to stay in the company longer. Thus the staffing, selection and preservation is critical to an effectual HR management but it must be experienced within the background of the other HR subjects such as training and development. Impact of Absenteeism on Performance: For every organization or employers, earning a high level of productivity is always a main concern. But unfortunately the unplanned absence of the employees has its impact on the organizational performance and its productivity (Armstrong, 2005). Organizations over the years have tried to find out the means for improving the employee resource supervision with an internal interest of dropping the employee work absenteeism and to preserve a low level of worker turnover in the business (Power, 2004). In order to reduce the employee absenteeism, various methods have been utilized by the companies such as employee motivation, shift work system, team work (MacLean, 2008). Casio 2003 defined absenteeism as the failure of an employee to report regardless of a specific reason that expresses a monetary implication. Excessive absenteeism involves a very considerable loss to any enterprise as it may lead to an upset work schedule and then management has to give overtime pays to meet up the distri bution dates. The cost of absenteeism is very huge as it is one of the contributory factors that works as the failure of the enterprise According to Kronos Incorporation, the total paid up cost off as a percentage of payrolls, when accounting for both direct and indirect costs ranges from 20 to 22 percent in US (Jackson, 2002). The unplanned absence of the employees has a very negative effect on the organizations compared to the planned absence. Employees who have the habit of getting absent become a liability to the corporation and the rest of the workers. They are a monetary liability because of the drop in the output which is caused by their nonappearance and also the cost of fetching the provisional replacement. Employees who are regularly inattentive from the work prevent in ranging and developing a productive continuity. The team then in absence of its member has to adjust to certain employees not being in their respective fields. The constant flow of temporary replacement due to the employee absenteeism makes it very tough for the managers to determine the actual skills of the absent employee (Katou, 2011). If an employee is allowed to attain a successive number for absence without incurring any penalty can hurts the other employee performance. An employee is selected mainly due to its educational background and professional experience, and is the employee is having poor attendance; he or she will be unable to develop skills to other job duties and will offer no worth to the corporation in completing its objectives. Absenteeism is not only determines the employees career but also the organization bottom line (Vansina, 2013). Widespread absent on the workplace could lead to an indication of managerial issues such as low employee ethic or unpleasant working environment. Employees who are present regularly can gain negative impact on the work as he or she may get frustrated by giving them an increased overload of the work. Social and Economic Issues: It is a common sense that when a teacher is absent from the school, student learning is disrupted. The student performance can be significantly affected in a negative way if a teacher is repeatedly absent. It has been proved in a report that 1 out of every 10 teachers deemed to be chronically absent (Tanaka, 2013). The absenteeism of the teachers is a very serious issue in NIE as the replacements would be very difficult to find and there will always a possibility to find a less qualified and experienced person. Although the Maldives government has introduced work time reduction schemes to reduce the employee absenteeism, it is not completely known whether they are effective (Torrez and Claunch-Lebsack, 2014). In order to appreciate the reason and causes of absenteeism, it is essential to study the behavior of the teachers and schools at the micro and ground level (Lu et al., 2014). The main challenge lays in distinguishing the causal mechanism that arises due to the confounding facto rs. Solution and Recommendation Employee absence always has a very serious effect on many employers. Around 75 percentage of the HR specialists believe that workers absence have a very large influence on the company revenue and production (Kramar, 2013). Despite the huge costs linked with employee absenteeism, many of the companies are not actively gauging the influence of the employee absenteeism. Some of the ways to reduce the employee absenteeism that could benefit the NIE are specified below: Keeping the track of the employee absence is a great way to reduce the costs. According to Kroner, only 25 percent of the defendants said that their association precisely tracks the records of organizations absence (Houghton, 2014). Using an absence management system to track up the employee absence will help the NIE to ensure that the workers dont abuse their sick time or go over the assigned number of permitted absence. NIE could also try to change the employee manners through the wellness platforms. There is a strong connection between the wellness programs of the employees and the efficiency. It is found that high efficiency establishments with great wellness creativities faced lower unintended absences. NIE should also ensure that all staffs know what they need to do when they are late or miss a day. In this way the employees would not take of burden of overdose work unless it is necessary (Grg, 2016). The organization can also consider varying the agendas when it is suitable to adapt differing employee requirements. The present working situation is quickly altering. As quantity of the association, Human Resource Management has to prepare to pact with the results of changing the business environment. Business in the present condition doesnt have the countrywide margins to reach around the sphere (Deadrick and Stone, 2014). Employers for the upcoming trends want the workers to have the working acquaintance of the language and principles mainly in terms of ethics, principles, laws and customs of the hosting nation. HRM have to advance the apparatuses that will benefit the culturally diverse individuals to work together. HRM also have to be conscious of the age variances that are present in the todays work force. HRM have to train the people of dissimilar age bars to efficiently accomplish and contract with each other in order to admire the mixture of views of the others (Al Ariss and Sidani, 2016). As industries now have prospects to grow but at the same time, the prerequisite for the talented staf fs and workers are declining. HRM individuals have to confirm that correct communiqu has been taken place during the work time and they must try to diminish the undesirable consequences of the conflicts. HRM will have to act as dynamic role in the continuous improvements programs of the company. Whenever a corporation tries to implement any development programs, it is then presenting change in the association (Al Ariss and Sidani, 2016). Under these circumstances, HRM must prepare the employees for the change. In view of that, HRM must have the apparatuses in place for the employees to get a suitable course of what to be done and what to assume from the changes. For solving the issues related to the trends, HRM wants to offer skill exercise to its workers. Conclusion It has been found from the above report that absenteeism can be considered as when an individual is not presently available at a particular place and on a particular time in any organization. It does not include any authorized leave or any annual leave. The absence of employee occurs when an individual is not present in the workplace either authorized or not. The study also addresses that people play a vital role in the occupation of the association. The members of the organizations must be coerced, persuaded or enforced to participate in it. People usually contribute in a corporation of they are going to gain something out of them. Individuals tend to recognize themselves with the association in which they partake. There is always a very close affinity between the peoples encouragement on the one side and their proof of identity with the organization on the other. It has also been outline in the study that NIE could try to change the employee behavior through the wellness programs. There is a strong affiliation in the middle of the wellness programs of the workforces and the production. It is found that high efficacy establishments with great wellness initiatives experienced lesser unplanned absences. References Al Ariss, A. and Sidani, Y. (2016). Comparative international human resource management: Future research directions. Human Resource Management Review, 26(4), pp.352-358. Boxall, P. and Purcell, J. (2011).Strategy and human resource management. 1st ed. Basingstoke: Palgrave Macmillan. Brown, J. (2011).The complete guide to recruitment. 1st ed. Philadelphia, PA: Kogan Page. Casale, G. (2011).The employment relationship. 1st ed. Oxford: Hart Pub. Compton, R., Morrissey, W. and Nankervis, A. (2009).Effective recruitment selection practices. 1st ed. North Ryde, N.S.W.: CCH Australia. Deadrick, D. and Stone, D. (2014). Human resource management: Past, present, and future.Human Resource Management Review, 24(3), pp.193-195. Employment relationship. (2011). 1st ed. Petaling Jaya, Selangor: Persekutuan Majikan-Majikan Malaysia. Falcone, P. (2010).101 sample write-ups for documenting employee performance problems. 1st ed. New York: American Management Association/Society for Human Resource Management. GAUDINE, A., SAKS, A., DAWE, D. and BEATON, M. (2011). Effects of absenteeism feedback and goal-setting interventions on nurses fairness perceptions, discomfort feelings and absenteeism. Journal of Nursing Management, 21(3), pp.591-602. Grg, M. (2016). Market positions as perceived by project-based organisations in the typical project business segment. International Journal of Project Management, 34(2), pp.187-201. Grtz, M. and Andersson, E. (2013). CHILD-TO-TEACHER RATIO AND DAY CARE TEACHER SICKNESS ABSENTEEISM. Health Economics, 23(12), pp.1430-1442. Guest, D. (2011). Human resource management and performance: still searching for some answers.Human Resource Management Journal, 21(1), pp.3-13. Houghton, N. (2014). The roles to be played by the international community. Peacebuilding, 2(2), pp.233-235. Katou, A. (2011). A mediation model linking business strategies, human resource management, psychological contract, and organisational performance. International Journal of Human Resources Development and Management, 11(1), p.51. K, R. (2010).Recruitment management. 1st ed. Mumbai [India]: Himalaya Pub. House. Kirkpatrick, D. and Kirkpatrick, D. (2006).Improving employee performance through appraisal and coaching. 1st ed. New York: American Management Association. Kramar, R. (2013). Beyond strategic human resource management: is sustainable human resource management the next approach?.The International Journal of Human Resource Management, 25(8), pp.1069-1089. Lu, W., Wilczynska, A., Smith, E. and Bushell, M. (2014). The diverse roles of the eIF4A family: you are the company you keep. Biochemical Society Transactions, 42(1), pp.166-172. MacLean, A. (2008). The management of absence: why it matters. Library Management, 29(4/5), pp.392-413. Mondy, R., Noe, R. and Gowan, M. (2005).Human resource management. 1st ed. Upper Saddle River, N.J.: Pearson Prentice Hall. Mondy, R., Noe, R. and Premeaux, S. (2002).Human resource management. 1st ed. Upper Saddle River, N.J.: Prentice Hall. Noe, R. (2006).Human resource management. 1st ed. Boston, Mass.: McGraw-Hill. Ocansey, F. (2016). Training the Employee for Improved Performance: the Mediating Role of Employee Performance Appraisal.TEXILA INTERNATIONAL JOURNAL OF MANAGEMENT, 2(2), pp.111-118. Part Four: Individual Employment Relationship. (2013).International Labour Law Reports Online, 31(1), pp.165-320. Perrew, P. (2011). The role of personality in human resource management.Human Resource Management Review, 21(4), p.257. Renn, R., Steinbauer, R. and Fenner, G. (2014). Employee Behavioral Activation and Behavioral Inhibition Systems, Manager Ratings of Employee Job Performance, and Employee Withdrawal.Human Performance, 27(4), pp.347-371. Tanaka, M. (2013). Balancing between Politics and Development: The Multiple Roles Played by Indigenous Peoples Organisations in Nepal. History and Sociology of South Asia, 7(1), pp.61-78. Torrez, C. and Claunch-Lebsack, E. (2014). The Present Absence: Assessment in Social Studies Classrooms. Action in Teacher Education, 36(5-6), pp.559-570. Vansina, L. (2013). Humanness in Organisations. 1st ed. London: Karnac Books. Yaseen, A. (2016). Recruitment and selection process of higher education sector and its impact on organizational outcomes.International Journal of Human Resource Studies, 5(4), p.79. Yeung, R. (2011).Successful interviewing and recruitment. 1st ed. London: Kogan Page.

Paddy Clarke Essays (1181 words) - Paddy Clarke Ha Ha Ha

Paddy Clarke The novel Paddy Clarke Ha Ha Ha has no authorial presence at all, yet the reader gains a richer understanding of the situation than Paddy ? or any other 10-year old ? could ever have. With regard to the parent's break up, how does Doyle achieve this? There are many factors which suggest how Doyle has succeeded in creating a 'triangular relationship' between himself the reader and the narrator ? Paddy Clarke ? so that the reader has a greater awareness of the predicament that Paddy is in. Doyle's achievement is how he alternates the poetic and realistic without once lapsing into stream-of-self-consciousness; the only way we - as readers can tell it's written by an adult, is by the spelling. We see the violence in Paddy's life peripherally; Doyle tells us nothing more than what the child sees and comprehends. One of the reasons for Roddy Doyle's success lies in creating a realistic and convincing character for a 10-year old child. He does this by his clever use of language, and also in how he arranges his sentences to convey deep emotion and feeling than any emotive language could: "He'd hit her. Across the face; smack. I tried to imagine it. It didn't make sense. I'd heard it; he'd hit her. She'd come out of the kitchen, straight up to their bedroom. Across the face." ? P190 In this instance, Doyle has used short and evident sentences, to invoke a feeling of awe and confusion. The short sentences represent how Paddy is dumbstruck and lost for words, shocked by what he's heard ? this is also highlighted when he says here; "I tried to imagine it. It didn't make sense." Here, he also emphatically uses onomatopoeia ? "smack," ? which adds to the sense of fearful respect and also Paddy's child-like interpretation of events. Repetition is used here ? "Across the face" ? heading his oft-repeated amazement. Another example of how Doyle uses repetition can be seen on pages 153 and 154: "I waited for them to say something different, wanting it - ......Only now, all I could do was listen and wish. I didn't pray; there were no prayers for this.... But I rocked the same way as I did when I was saying prayers....I rocked - Stop stop stop stop ? ." Doyle uses repetition to show Paddy's anxiety, when he repeats ?stop'. Here, Paddy is mentally commanding his parents to stop in desperation, as he thought he had done on page 42: " - Stop. There was a gap. It had worked; I'd forced them to stop." He believes that he has the power to make his parents stop arguing, as shown on page 42, but realisation dawns when he repeatedly tells them to stop on page 154, and it doesn't work. This reflects on the fact that Paddy Clarke is a child, and his inability to restrain his emotions is a facet of his youth showing through. Another childish aspect throughout the book is how Paddy ? like other children at that age would ? spouts offhand irrelevant knowledge that's he's picked up from class or elsewhere: "Snails and slugs were gastropods; they had stomach feet.... The real name for soccer was association football. Association football was played with a round ball on a rectangular pitch by two sides of eleven people...... Geronimo was the last of the renegade Apaches...... I learned this by heart. I liked it." Readers can relate to this, as we can all remember when we'd learnt something that we'd found particularly fascinating at school or the library, and recited it all the time, thinking we were clever. Another reason why the reader of Paddy Clarke Ha Ha Ha has a higher understanding than is simply because the adult audience has more experience in family issues ? from our own experiences. We can see the violence in his life superficially; we are told nothing more than what the child sees and comprehends. A good example of this can be found on page 95: "Ma said something to Da. I didn't hear it.... I looked at ma again. She was still looking at Da. Catherine had one of Ma's fingers in her mouth and she was biting real hard ? she had a few teeth ? but Ma didn't do anything about it." Here, Paddy has given us an insight to the emotional turmoil that exists in the family, but Doyle ? again ? has not used any emotional adjectives to show this. We can interpret what

Civil Disobeiance essays

Civil Disobeiance essays Civil Disobedience Civil disobedience is the refusal to obey civil laws. This refusal is in the form of nonviolence. People who use civil disobedience are usually protesting a law that they think is unjust. Usually, they are also willing to accept any penalty Henry David Thoreau was born in 1817 at Concord, Massachusetts. He was Educated at Harvard University. During his early years Henry spent most of his time walking in the wilderness or talking with his mentor and friend Ralph In July of 1846, Henry needed his shoes which had holes in them repaired. After the cobbler repaired the shoes Henry exited the store and was approached by Sam Staples, the town constable. Sam asked Henry to pay his poll tax. Henry intentionally did not pay his taxes because the revenues were used to help finance the United States war with Mexico and supported the enforcement of slavery Since Henry refused to pay, Sam Staples was required to take Henry to jail. Henry spent the night in jail. During that evening someone heard of Henry`s problem and paid his taxes. Most people think that Henry`s Aunt paid the taxes but no one knows for sure. When Henry found out that his tax had been paid, he was outraged . Henry argued that since he was not the one who paid the taxes he still deserved to be The night he spent in jail prompted Henry to write one of the most Famous essays in American history, On the duty of Civil Disobedience. ...

Beware these Dangerous E-Z Pass Scams

Beware these Dangerous E-Z Pass Scams Want to jump on the fast lane to becoming an identity theft victim? Simple! Just fall for the dangerous and tricky E-Z Pass email phishing scam. The E-Z Pass system  automatic toll collection system  allows subscribers to avoid having to stop at crowded highway toll plazas. Once the driver has set up an E-Z Pass prepaid account, they receive a small electronic transponder that attaches to the inside of the windshield of their vehicle. When they travel thru a toll facility where E-Z Pass is accepted, an antenna at the toll plaza reads their transponder and automatically debits their account the appropriate amount for the toll. E-Z Pass is currently available in 17 states, with over 35 million E‑Z Pass devices in circulation.   According to the Federal Trade Commission, potential victims targeted by this scam get an email appearing to be from their state E-Z Pass toll road agency. The email will have a realistic E-Z Pass logo and will use pretty threatening language to informing you that you owe money for driving on a toll road without paying or using E-Z Pass. The email also contains the â€Å"hook† in the form of a link to a website where you can view your supposed invoice and take care of your supposed fine without fear of further legal action against you. The scam email is not from the real E-Z Pass Group, an association of toll agencies in 17 states that manages the popular E-Z Pass program. While the E-Z Pass system  operates in only 17  states, and your state may not even have any toll roads, you may still be targeted by the E-Z Pass scam, because  the scam emails are being sent to consumers nationwide. The Worst That Can Happen If you click on the link given in the email, the scumbags running the scam will try to put malware on your computer. And if you give the fake E-Z Pass website any of your personal information, they will almost certainly use it to steal your identity. Goodbye money, credit rating, and personal security. How to Protect Yourself from the Scam The FTC recommends that if you get the E-Z Pass email, do not click on any links in the message or try to reply to it. If you think the email may really be from E-Z Pass or if you think you might actually owe a toll road payment, contact E-Z Pass customer service to confirm that it is really from them. The E-Z Pass email is only one of a seemingly endless list of similar phishing scams, in which scammers pose as legitimate businesses in an attempt to steal consumers’ personal information. To help stay safe from these dangerous scams, the FTC advises: Never click on any links in emails unless you are certain you know or do business with the sender.Never reply to any emails that ask for personal or financial information. Even if the sender is legitimate, email is not a secure way to send such information. In fact, it is never a good idea to include things like your Social Security number or bank account information in any email message, including those you send.Always keep your computer security software current and active. How to Turn the Scammers In If you think you might have gotten a phishing scam email or be a victim of one, you can: Forward the suspect email to spamuce.gov and to the company impersonated in the email.File an official complaint with the Federal Trade Commission’s online FTC Complain Assistant. The E-Z Pass Transponder Theft Scam Another dangerous E-Z Pass scam has nothing to do with email. In this simple act of costly mayhem, thieves find cars and trucks that have been left unlocked so they do not have to break in. Once inside the vehicle, the thief simply steals the victim’s E-Z Pass device and replaces it with a non-operating fake one. In a matter of seconds, the crime that can cost the victim for months, or at least until they figure it out. In 2016, one stolen EZ Pass transponder in Pennsylvania racked up more than $11,000 in fraudulent charges before its real owner discovered the crime. As police advise, avoiding the E-Z Pass transponder theft scam is simple: Lock your car or truck.

How Might Different Types of Offenders Best Be Deterred From Crime Essay

How Might Different Types of Offenders Best Be Deterred From Crime - Essay Example Therefore with the use of rational theory, criminologists often assume that those who commit criminal acts had the option of rationalizing their decision against those of the basic social norms. For one reason or another they chose to commit a crime but again, this theory depicts the fact that it was their choice, they were not forced to do so (Blossfield & Prein 1998, p.5). Of course, rational theory is neither a sociological nor a criminological theory that can be used to analyze all offenders because there are relative differences between individuals, even those who commit crime. Let's take for instance criminals who engage in white collar crime. This form of crime is concisely opposite crimes that include acts of brutal murder, rape, and kidnapping, etc. The reason this is stated is this form of crime takes initiative on the criminals' part and in fact they rationalize their choices before they ever break the law. Therefore, because these types of offender's are generally rational in their though processes and in their actions to engage in criminal activity, law enforcement would have to use a varied deterrence technique to try and sway and deter this types of offenders from repeating their criminal intentions and also to prosecute them correctly through the judicial system (Uggen & Piliavin 1998). It has been found that because these types of offen ders think logically and weigh the consequences of their actions the more traditional forms of law enforcement work well to keep them and others from becoming repetitive in their criminal attitudes. Law enforcement officials have learned that when a white collar criminal is prosecuted and punished severely for their actions it often acts as a deterrent in society, such as with the Martha Stewart case and the issue with falsifying documents on the stock market, etc. Once one white collar crime is prosecuted correctly it minimizes how many more there would be to follow, there is no doubt about this. In cases of criminal violence and murder, the use of deterrents would of course not be the same as the one's used for white collar crime, simply because of the variations to the types of crime in particular. For example, prosecution of someone who commits murder is definitely not enough of a legal influence to prevent other violent offenders from committing this same form of crime. What it can do however is prevent that one individual from going out and committing the same type of violent act, but again it won't persuade other offenders who have not been caught and faced punishment themselves (Uggen & Piliavin 1998). However, for those criminals who don't seem to be able to rationalize their own actions it has been found that the best way to deter them from being repeat offenders is by incarceration because releasing them back into society has shown that there is a great risk of them repeating their actions. This is all in how they view their behavior and don't think logically such a s how an offender of white collar crime analyzes their own actions. White collar offenders weigh the pro's and cons of their actions that are going to take place. If they find that the consequences will be harsher than any benefit that they could gleam out of breaking the law then they simply won't do it. Violent offenders do not rationalize in this manner. They are more

Physical and Chemical Structure of Penamecillin Essay

Physical and Chemical Structure of Penamecillin - Essay Example CAS name for penamecillin is (2s, 5r, 6r)-3, hydroxymethyl (2s,5r,6r)-3,3-dimethyl-7-oxo-6-(2-phenylacetamido)-4-thia-1-azabicyclo(3.2.0)heptane-2-carboxylate , 3-dimethyl-7-oxo-6-[(phenylacetyl) amino]-4-thia-1-azabicyclo [3.2.0] heptane-2-carboxylic acid (acetyloxy) methyl ester. Furthermore, the CAS registry number for penamecillin is 983-85-7, and the compound InChIKey, is NLOOMWLTUVBWAW-UHFFFAOYSA-N (PubMed, ch 1). Â  Penamecillin has a molecular weight of 406.45278 g/mol with a molecular formula of C19H22N2O6. It is a monoclinic crystalline compound (PubChem, ch 4). The compound has a density of 1.376g/cm3, a boiling point of 648.774Â °c at 760 mmHg, with a melting point range of 105.5 Â °c to 111 Â °c, and a refractive index of 1.609 (Gibaldi And Schwartz, 362 ). It is moderately soluble in water but insoluble in petroleum ether. However, penamecillin is very soluble in methanol, ethanol, ethyl acetate, and benzene. It is also readily soluble in dimethylsulfoxide, chloroform, acetone, trichloromethane, and ether. Furthermore, it is an unstructured crystalline white powder with the precise optical rotation of +269 deg, at 20 deg C/D methanol. It also possesses a flash point of 346.2Â °C, with an inflammable limit of 364Â °C when it is a settled powder, and 442Â °C when it is in form of spun powder. Furthermore, it has a slight characteristic odor, and its decomposition temperature is > 105 Â °C. In terms of stability and reactivity, penamecillin is stable at ambient temperatures and should be kept away from heat or ignition sources. It is also a readily biodegradable compound even though it is not a bioaccumulation or eco-toxicity compound (PubChem, ch 4). Â  

Guidelines for Short Term Certificate Courses Essay Example for Free

Guidelines for Short Term Certificate Courses Essay Short Term Vocational Certificate Courses of Three months, Six months and One year duration are being introduced in the disciplines of Agriculture, Engineering Technology, Computer Science, Business Commerce, Home Science and Humanities, with the objective of providing training to SSC failed/passed students or candidates who are interested in acquiring job oriented skills and wish to join the world of work, to enable them to earn their livelihood. (Course details at AnnexureI . These courses are being introduced as self-financing courses. HOW TO APPLY 1. Any Private Institution / NGO having good track record in the field of providing training and having required infrastructure can start these Short Term Vocational Courses with the approval from the State Institute of Vocational Education, after they satisfy the norms prescribed herein. 2. Application forms can be obtained from the concerned District Vocational Educational Officers or from the office of the Director of Intermediate Education, Andhra Pradesh, Hyderabad by paying Rs. 100/- through Demand Draft in favour of Secretary, Board of Intermediate Education, Andhra Pradesh, Nampally, Hyderabad or can be down loaded from BIE website at: www. bieap. gov. in under â€Å"vocational courses† pages 3. At the time of filing application the institute should provide information on class room infrastructure, On the Job Training linkage, faculty, Society registration or Certificate of incorporation, track record in the field of training opted for and tie up for placements of trained candidates. 4. Maximum number of sections permitted for any institution will be 9 only, of different durations. A minimum of two courses should be offered from different disciplines. 5. The filled in application along with all enclosures should be submitted to the concerned District Vocational Educational Officer before the prescribed date. An Inspection Fee of Rs. 500/= in case of Rural area and Rs. 1000/= in case of an Urban area, in the form of a demand Draft in favour of the 3 Secretary, BIE in any Nationalized Bank, payable at Hyderabad is to be enclosed. SANCTION PROCEDURE 6. A three men inspection committee consisting of 1] DVEO, 2] Principal of GJC and 3] Subject expert will inspect the Institutions and submit the feasibility report with recommendations to State Institute of Vocational Education [SIVE]. 7. Permission will be granted by the State Institute of Vocational Education [SIVE] on receipt of feasibility report from District Vocational Educational Officers concerned, on the available infrastructure and On the Job Training facilities with MOU tie up for placements. 8. At the time of applying for Short Term Vocational Courses the Institute should indicate the Industry / Workshops / Service Organisations in which On the Job Training will be provided. They should furnish the MOU with the training establishment along with the application. FEE PARTICULARS: 9. The Private Institution / NGO should pay Rs. 500/- per section per module as recognition fee through Demand Draft in favour of the Secretary, Board of Intermediate Education, Andhra Pradesh, Nampally, Hyderabad after approval from the State Institute of Vocational Education. (Three months course; one module; Rs/ 500, six months course; two modules; Rs/ 1,000, One year course; three modules; Rs 1,500) 10. The maximum tuition fee to be collected from the student is Rs. 300/- Per Month. ADMISSION PROCEDURE: 11. The Head of the Institution / Correspondent / Principal of the concerned institute shall take up the admission process only after obtaining permission from the State Institute of Vocational Education [SIVE]. 12. The maximum intake shall be 40 [forty] students per section. 13. No age limit is prescribed for admission to these courses. 14. Selection Criteria: 4 Minimum qualifications for admission into these courses shall be as mentioned in Annexure – I. Candidates having higher qualification with an aptitude to learn the skills in the relevant field are also eligible for admission. SCHEME AND SYLLABUS: 15. The short-term courses are organized in to modules of three months duration each. The Institutions taking up Short Term Vocational Courses have to strictly follow the academic schedule, syllabus and On the Job Training pattern prescribed by the State Institute of Vocational Education [SIVE] including guidelines for conducting classes/ training, examination, evaluation etc from time to time. Copy of the syllabus can be obtained from DVEO. or can be down loaded from BIE website at: www. bieap. gov. in under â€Å"vocational courses† pages The Scheme of instruction prepared by the State Institute of Vocational Education as mentioned below has to be strictly followed. SCHEME OF INSTRUCTION FOR EACH MODULE Subject Theory Hours 72 Total 72 Weightage 30 30 Hours 216 216 On the Job Training [OJT] Weightage 70 70 Hours 288 288 Total Weightage 100 100 SCHEME OF INSTRUCTION/WEEK Subject Theory 6 On the Job Training [OJT] 18 Total 24 16. In order to provide job-oriented skills to students, greater emphasis shall be placed on, On the Job Training. The entire work relating to practicals / on the job training shall be conducted in workshops / Organisations / industries. On the Job Training to be provided in the workshops etc. shall be directly under the supervision of Master Trainer of the workshops / industries / Service Establishments. 5 SOME OF THE POSSIBLE ESTABLISHMENTS FOR PROVIDING ON THE JOB TRAINING ARE INDICATED BELOW. 1. Agriculture State Government Centres Private Reeling Centres/ ANGRAU, Hyderabad/Dairy Cattle farms/Fish farm/Government/University farms. 2. Business Commerce Banks / Commercial Establishments / Super Markets / Chartered Accountants / Tax Consultants / Commercial Institutes. NIIT/ CMC / APTECH / Locatiya Computers / Setwin / ITI /Polytechnic Colleges / only recognized Computer Labs / private computer labs Setwin/ITI Training Centres/ Polytechnics/ Tribal Welfare work centre/Automobile workshops Small medium Bakeries/Food Craft Institutions/Home science Colleges /Food catering Institution/Beauty parlors Hotels/ Garment Units/CMC ATC/Setwin. Star Hotels / Tourist Centres / Travel Agencies. 3. Computer Science 4. Engineering Technology. 5. Home Science 6. Humanities 17) There should be a Continuous check on the conduct of classes and attendance of students in the class and On the Job Training by the Principal and Master Trainer regularly. Minimum 90% attendance is essential for passing the module. The concerned District Vocational Education Officer would regularly inspect the teaching and training establishments 6 EXAMINATION AND CERTIFICATION: 18) In order to facilitate continuous evaluation for each module Theory and On the Job Training examination should be conducted at the end of first, second and third module. The Instructor associated with the course should assess the students in terms of their competency achieved. The Master Trainer/ Supervisor in the Industry / Business establishment/Organisation will also test and assess the student based on the Technical Skills acquired. At the end of the module examination will be conducted at institution level under the supervision and control of the District Examination Committee headed by DVEO as per the guidelines prescribed by the SIVE. The following system of grades has to be adopted for the purpose of performance appraisal of the students at the end of each module based on continuous evaluation duly giving 30% Weightage on performance in theory and 70% Weightage on performance in On the Job Training [OJT]. Award of Grades and entitled grade points Marks Range 90-100 70-89 Grades A B Sub Ranges 95-100 90-94 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 0-24 Grade Points 10 9 8. 5 8 7. 5 7 6. 5 6 5. 5 5 4. 5 4 3. 5 3 2. 5 2 19) 20) 21) 50-69 C 40-49 30-39 0-29 D E F. 7 22) Grade card will be issued for each module after clearing the Theory and On the Job Training [OJT] with ‘D’ or higher grade in the module. Those getting less than ‘D’ grade will not be considered as pass in the module and they will have to repeat the module after taking fresh admission and only those passing in initial module will be eligible to join the next module. DVEO will issue a module completion certificate. After successful completion of entire course, a competency-based certificate will be given by the State Institute of Vocational Education [SIVE] through the DVEO concerned. 23) PLACEMENTS: 24) The Institute taking up Short Term Vocational Courses should take every measure to provide placement to the students by liaison with Business establishments /Industries / other establishments. Institutions should play a major role in placement of the passouts. Placement cell has to be created in the Institution. APPOINTMENT OF FACULTY: 25) The Principal / Correspondent is authorized to engage the teaching faculty. Qualifications for the Teaching Faculty course wise shall be as mentioned in the Annexure II. Sd/- SHASHANK GOEL DIRECTOR OF INTERMEIDATE EDUCATION. 8 ANNEXURE I MINIMUM EDUCATIONAL QUALIFICATION FOR 3 MONTHS [One Module], 6 MONTHS [Two Modules] ONE YEAR COURSES [Three Modules]. Sl. Course No. I. 1 2 3 4 5 6 7 II. 8 9 10 11 12 III. 13 14 15 16 17 18 19 20 21 22 AGRICULTURE: Bee-Keeping [Apiculture] Mushroom Culture Veterinary Compounder Sericulture Assistant Farm Assistant Fisheries Assistant Gardener Training Course BUSINESS COMMERCE: Accountancy Taxation Salesmanship Typewriting English Shorthand COMPUTER SCIENCE COURSES: Web Designing Internet Computer Maintenance M. S. Office Unix C C++ V. B. Oracle VB ASP Oracle with D2K Oracle with DBA DTP Auto CAD One One One One One One One One One One Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months Three Months SSC Failed SSC Failed Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Three Three Three Three Three One year One year One year One year One Year Intermediate Intermediate SSC SSC Failed SSC One One Three Three Three Three Two Three Months Three Months One Year One Year One Year One Year Six Months SSC. Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed Module Duration Qualification 9 23 24 25 26 27 28 29 Accounting Package Computer Application Information Technology Hardware Technology Data Entry Multimedia, Graphic Animation Advanced Certificate Course in Computer Application Advanced Certificate Course in Information Technology ENGINEERING TECHNOLOGY: Motor Driving Plastic Technology Auto Electrician Electrician Plumbing Welding Carpentry Building Construction Automobile Engg. Technology Air-Condition Refrigeration Radio TV Technician HOME SCIENCE COURSES: Apparel construction Tie Die, Block, Batik, Screen-printing Computer based fashion designing One One One Three Months Three Months Three Months SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Two Three Three Three Three Three Months Six Months Six Months Six Months. Six Months Six Months Six Months One Year One Year One Year One Year SSC Failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed One Two Two Two Two Two Three Three Months Six Months Six Months Six Months Six Months Six Months One Year Intermediate SSC failed SSC failed SSC failed SSC failed SSC failed SSC Failed 30 Three One Year SSC Failed IV. 31 32 33 34 35 36 37 38 39 40 41 V. 42 43 44 10 45 46 47 48 49 50 51 52 53 54 55 VI. 56 57 Soft Toys Flower Making Beautician course Embroidery Zig – Zag Cookery Bakery confectionery Hotel Management Food Preservation Processing Fashion Designing Textile Designing Interior Designing HUMANITIES COURSES: Receptionist Tourism Management Three Three One Year One Year SSC SSC One One One One Two Three Three Three Three Three Three Months Three Months Three Months Three Months Six Months One Year One Year One Year One Year One Year One Year SSC Failed SSC Failed SSC Failed SSC Failed SSC failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Failed SSC Preprimary Teacher Training Three 11 ANNEXURE II QUALIFICATIONS FOR TEACHING FACULTY- COURSE WISE. I. AGRICULTURE 1. Mushroom culture QUALIFICATION. B. Sc. (Agriculture), B. Sc. (Horticulture) with background of plant pathology/ any diploma in concerned course / Certificate Course. M. Sc. (Entomology) / B. Sc. [Agriculture] any diploma in concerned course / Certificate Course. B. V. sc. , /B. Sc (Dairying)/Diploma in concerned course 4. Sericulture Assistant M. Sc. [Sericulture] / M. Sc. [Zoology] / B. Sc. , with Entomology / Diploma in concerned course / Certificate Course. B. Sc [Horticulture]/ B. Sc [Agriculture]/ Diploma in concerned course / Certificate Course. M. Sc (Zoology) with Fisheries and Aquaculture Specialisation/B. FSc / B. Sc with Fisheries. B. Sc Horticulture/M. Sc Agriculture with Two Years experience, B. Sc Horticulture/ Diploma in concerned course /Certificate Course. 2. Bee-Keeping [Apiculture] 3. Veterinary Compounder 5. Farm Assistant 6. Fisheries Assistant 7. Gardener Training Course 12 II. BUSINESS COMMERCE QUALIFICATION M. Com / B. Com. M. Com / B. Com. , with Specialisation in Income Tax M. Com / B. Com. , with P. G. Diploma in Marketing / Salesmanship. Graduation with Type Higher/ Intermediate Office Assistantship Vocational Course. Graduation with Shorthand 8. Accountancy 9. Taxation 10. Salesmanship 11. Typewriting 12. Shorthand III. COMPUTER SCIENCE COURSES 13. Web Designing and Internet QUALIFICATION BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned subject BCA/MCA/B. Tech/M. Sc Computer Science Any Advanced diploma in concerned subject M. CA/BCA/M. Sc/B. TEC/M. Sc Home Science Any Advanced diploma in concerned subject M. CA/BCA/M. Sc Computer Science/ B. TEC/ Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject 14. Computer Maintenance 15. M. S. Office 16. Unix C and C++ 17. VB and Oracle 13 18. VB and ASP BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. Any Advanced diploma in concerned subject BCA/MCA/M. Sc computer Science/ B. Tech. BCA/MCA/M. Sc computer Science / B. Tech. 19. Oracle with DBA 20. Oracle with D2K 21. DTP 22. Auto CAD 23. Accounting package 24. Computer Application 25. Information Technology 26. Hardware Technology 27. Data Entry 14 28. Multimedia Graphic Animation BCA/MCA/M. Sc Computer Science / B. Tech. 29. Advanced Certificate Course in Computer Application Advanced CertficateCourse in Information Technology M. CA/BCA/M. Sc computer Science/B. Tech/AMIE in CS/BOL C level of DOEA Examation/any advanced diploma in concerned subject. IV. ENGINEERING TECHNOLOGY 31. Motor Driving QUALIFICATION. Diploma in Automobile Engineering, ITI Certificate in motor driving with 3 years experience. Diploma in Mechanical Engineering/ any Certificate in Plastic Technology with 3 years experience in the concerned course. Diploma in Automobile Engineering/ITI Certificate in Auto Electrician Trade with 2 years experience. Diploma in Electrical Engineering/ITI Certificate in Electrician Trade. Diploma in Civil Engineering/ITI Certificate in plumbing with experience. Diploma in Mechanical Engineering/ITI Certificate in welding with 2 years experience. Diploma in Mechanical Engineering/ITI Certificate in carpentry with 3 years experience. 32. Plastic Technology 33. Auto Electrician 34. 35. 36. Electrician Plumbing Welding 37. Carpentry 15 38. Building Construction B. E (Civil)/Diploma in civil Eng. /ITI certificate in the field of Civil Engg. Work/An experienced (10 Years) Mason with experience in Civil Constructions Work. B. E (Mechanical)/ Diploma in Automobile EngITI certificate in the field of Automobile Engg. Work/A 2 Wheeler/ 4 Wheeler Mechanic with 5 years experience. B. E (Mechanical) /Diploma in Mechanical Engg. / A Mechanic in Refrigeration and Air conditioning field with 5 Years experience. B. E (Electronics)/ Diploma in Electronics and Communication/A Radio and TV Mechanic with 5 years experience. QUALIFICATION Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan/ Intermediate (Voc) with Commercial Garment Design Making. B. Sc. , (Home Science) Textiles and Clothing/ Any related certificate holders from Setwin / Women welfare department/ Janasikshana Samsthan / Vocational lecturer of the concerned subjects. Any D. C. A with degree/ B. C. A / Intermediate (Voc) with Fashion Garment Making Any related certificate holders from Setwin/ Women welfare department/ Janasikshana Samsthan. 39. Automobile Engineering Technology 40. Air-condition Refrigeration 41. Radio TV Technician V. HOME SCEINCE COURSE 42. Apparel constructions 43. Tie Die Block, Batik screen-printing 44. Computer based fashion designing 16 45. Soft toys Flower making. Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan/ Intermediate (Voc) with Creche and Pre School Management course. Any graduate preferable Home Science / any graduate with Diploma certificate in Beauty culture. B. Sc. (Home Science)/Graduate of Hotel Management course/ Senior Cook of reputed hotels Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 46. Beautician Course 47. Cookery 48. Bakery and Confectionery B. Sc. with Bakery as one of the subject/ Certificate in Catering Technology/ Diploma in Bakery and Confectionery Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. 49. Embroidery Zig – Zag B. Sc. [H. Sc] with Diploma in Embroidery / Diploma in Fashion Design or Inter Vocational CGDM Fashion Garment Making with Diploma in Embroidery Fashion Design, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc (Home Science) in Home Management/ Diploma in House keeping/ two years experience in house keeping in any Institution. B. Sc Home Science in Nutrition/ Diploma in Dietics Nutrition . B. Sc Home Science / Degree with P. G. Diploma, Inter Vocational CGDM Fashion Garment Making. 50. Diploma in Hotel Management 51. Food Preservation Processing 52. Fashion Designing 17 53. Textile Designing B. Sc in textile and clothing /Diploma in Textile Designing with knowledge of computer, Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc in resource Management Consumer Science/Family Resource Management/B. Arch (Interior Design)/ P. G (Interior Design) B. Sc (Interior Design), Related certificate holders from Setwin/ Women welfare departments/ Jana Sikshana Samsthan. B. Sc with child development Family relations/ B. Ed. Candidates / P. G diploma in Early child hood care Education, Intermediate (Voc) with Creche and Pre School Management course. 54. Interior Designing 55. Preprimary Teacher Training VI. 56. 57. HUMANITIES COURSES: Tourism Management Receptionist QUALIFICATION PG in Tourism / PG in Social Science with PG Diploma in Tourism and Travel Any degree with Front Office or Diploma in Hotel Management Or Degree in Hotel Management.

How to Give a Lecture Essay -- essays papers

How to Give a Lecture Lecturing is not simply a matter of standing in front of a class and reciting what you know The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students' attentiveness and learning. Use the following suggestions, based on teaching practices of faculty and on research studies in speech communication, to help you capture and hold students' interest and increase their retention. General Strategies Watch yourself on videotape. Often we must actually see our good behaviors in order to exploit them and see our undesirable behaviors in order to correct them. If you want to improve your public speaking skills, viewing a videotape of yourself can be an invaluable way to do so. See "Watching Yourself on Videotape." Learn how not to read your lectures. At its best, lecturing resembles a natural, spontaneous conversation between instructor and student, with each student feeling as though the instructor is speaking to an audience of one. If you read your lectures, however, there will be no dialogue and the lecture will seem formal, stilted, and distant. Even if you are a dynamic reader, when you stick to a script you forfeit the expressiveness, animation, and give-and-take spontaneity of plain talking. Reading from notes also reduces your opportunities to engage your class in conversation and prevents you from maintaining eye contact. On this point all skilled speakers agree: don't read your presentation. See "Preparing to Teach the Large Lecture Course" for advice on preparing lecture notes. Prepare yourself emotionally for class. Some faculty play rousing music before lecturing. Others set aside fifteen or thirty minutes of solitude to review their notes. Still others walk through an empty classroom gathering their thoughts. Try to identify for yourself an activity that gives you the energy and focus you need to speak enthusiastically and confidently. (Source: Lowman, 1984) Opening a Lecture Avoid a "cold start." Go to class a little early and talk informally with students. Or walk in the door with students and engage them in conversation. Using your voice informally before you begin to lecture helps ke... ...he level of relaxation and fluency in the voice, patterns of breathing, pitch and pace, emphasis and articulation. †¢ The next day replay the recording of the lecture and make a set of notes on it. †¢ Review your notes to identify the differences between the two recorded segments. Consider style, use of language, pacing, volume, fluency, expressiveness, and soon. Any differences you note will help you decide how to improve Use a video recorder. When reviewing a videotape of yourself lecturing, you can watch the entire tape, watch the tape with the sound turned off, or listen to the tape without watching it. Adopt the procedures outlined above for reviewing and analyzing your videotape. Most of the time you will be pleasantly surprised: you may have felt nervous during the lecture, but the videotape will show you that your nervousness was not apparent to your class. Seeing yourself on tape can be a good confidence builder. See "Watching Yourself on Videotape." Work with a speech consultant. Speech consultants can help you develop effective delivery skills. Ask your campus faculty development office for names of consultants or a schedule of workshops on lecturing.

Good and Evil (a Wrinkle in Time, and Frankenstein Review) Essay

â€Å"Life is neither good or evil, but only a place for good and evil. † – Marcus Aurelius. A Wrinkle in Time is a book about the journey through the war of good versus evil and the ultimate triumph of love. Every character is clearly distinguished with either good or evil: the â€Å"good† characters include Meg, her family, Calvin, the Mrs. W’s, Aunt Beast, and the Happy Medium; the â€Å"evil† characters include IT, The Dark Thing, and the Man with the Red Eyes. Frankenstein, on the other hand, is a story told in a series of letters, as Robert Walton, the captain of a ship bound for the North Pole, recounts to his sister back in England the progress of his dangerous mission. Successful early on, the mission is soon to be disturbed by seas full of impassable ice. Trapped, Walton encounters Victor Frankenstein, who had been travelling by dog-drawn sledge across the ice and is weakened by the cold. Walton take him abroad the ship, helps nurse him back to health, and hears the fantastic tale of the monster the Frankenstein created. This tale that Frankenstein is reciting reveals the two sides that a person, or a living creature can portray: good and evil. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent†, while A Wrinkle in Time was banned for having a fantasy-related genre throughout the plot, including witches and demons. Themes are the fundamental and often universal ideas explored in a literary work. â€Å"Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; — obey! † (Shelley 149). In Frankenstein, the monster represents evil, as it comes to life, and terrorizes its creator. Dangerous knowledge is an ideal theme in Frankenstein. The pursuit of knowledge is right in the middle of Frankenstein, as Victor attempts to go beyond accepted human limits and find out the secret of life. Likewise, Robert Walton attempts to pass the past human explorations by being determined to reach the North Pole. In A Wrinkle In Time, comfort and individuality is a major theme that I saw throughout the plot. The main character, Meg, is caught between the desire for conformity and the expression of her own creative nature. At the beginning of the novel Meg feels embittered towards other students at her school that make fun of her and tease her for being different, as well as those who see her little brother as being weird or odd. She desperately wants to be more like her twin brothers who have little problem fitting in. The theme that the two stories share, and that I have mentioned before, is the theme titled good and evil: â€Å"Suddenly there was a great burst of light through the Darkness. The light spread out and where it touched the Darkness the Darkness disappeared. The light spread until the patch of Dark Thing had vanished, and there was only a gentle shining, and through the shining came the stars, clear and pure. Then, slowly, the shining dwindled until it, too, was gone, and there was nothing but stars and starlight. No shadows. No fear. Only the stars and the clear darkness of space, quite different from the fearful darkness of the Thing† (L’Engle 102). It’s interesting that the defeat of the Black Thing doesn’t lead to the universe being lit up like a baseball stadium, but rather to an absence of unnatural darkness. It’s almost like the battle isn’t so much between evil and good as between evil and the normal. Characters are â€Å"Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations† – Ray Bradbury. In Frankenstein, the main character or the creator of the monster. Victor becomes obsessed with the idea of creating an artificial human form and eventually attempts to make it. Immediately after creating the monster, he falls into a depression and starts to fear. He leaves the school and returns home to his family, where he finds only tragedy. Not fully aware of the consequences of his creating a new human, he ends up really spending his entire life trying to destroy the same creation he was working to make for so long. In a Wrinkle In Time however, the protagonist is portrayed a bit differently: Meg Murry, The book’s hero, an awkward, but loving high school student who is sent on an adventure through time and space with her brother Charles Wallace and friend Calvin to rescue her father from the evil force that is attempting to take over the universe. Meg’s greatest faults are her anger, impatience, and lack of self-confidence, but she changes and overcomes them, and in the end is victorious, as the story ends with a stereotypical kid’s-story ending. A happy ending for the protagonist. The main differences that I saw between the two are the two protagonists: Meg Murry (A Wrinkle In Time), and Victor Frankenstein (Frankenstein), are to begin with, set in different times. A Wrinkle In Time could be set anywhere in the recent past. Frankenstein however, is set in the late 18th century. The whole concept of Frankenstein is much darker, and in fact I would say it could be classified as gothic science fiction, as the characters are much darker, and seem more serious and cold-hearted by the way Shelley describes them compared to the other book. A Wrinkle In Time is much lighter, as the characters, their actions, and abilities are all easier, and always give the advantage to the â€Å"good guys†. Also the whole concept of the book, and the idea of it, is more for a child’s imagination to handle and comprehend compared to Frankenstein, and I would classify it as plain science and fantasy fiction. Although these differences shape the stories in totally different directions, there are some similarities: The similarities between the characters and their traits are that they both have solid downsides to them. As I mentioned before, Meg’s (A Wrinkle In Time) faults are her temper, impatience, and lack of confidence in herself, and Victor’s (Frankenstein) faults are that he is in a depression and great fear throughout the plot after the Monster is created and is woken. Another trait I can compare between the two protagonists, are their determination to reach their final goal. Although I cannot see it in either book, but both books were officially banned in one place or another for ridiculous reasons. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent† in 1955. Maybe 57 years ago there were different rules and traits a person had to portray to be defined as â€Å"good†, but to make this specific book banned for being â€Å"obscene† (which means that it is offensive or the opposite of accepted manner). A Wrinkle In Time is banned for having witches, crystal balls and demons. Also, because Jesus is listed among the names of great artists, philosophers and teachers, and it is banned in the U. S. â€Å"Thus strangely are our souls constructed, and by such slight ligaments are we bound to prosperity or ruin† (Shelley 37). All in all, these books have more differences than similarities in my opinion. Although both are really good, one is dark while the other is light compared. The similarities that I saw in the characters, the themes, and the reason they were censored are mostly because of the relationship between good and evil throughout it. Studying these two books and the reason for them being banned has surprisingly changed my life in a minor way, as I learned how people from different cultures and education they grew up with react to different things, and I learned to compare and contrast, not only the books, but real life situations such as the South Africans who banned Frankenstein versus my lifestyle and way-of-thinking. â€Å"Life is neither good or evil, but only a place for good and evil. † – Marcus Aurelius. A Wrinkle in Time is a book about the journey through the war of good versus evil and the ultimate triumph of love. Every character is clearly distinguished with either good or evil: the â€Å"good† characters include Meg, her family, Calvin, the Mrs. W’s, Aunt Beast, and the Happy Medium; the â€Å"evil† characters include IT, The Dark Thing, and the Man with the Red Eyes. Frankenstein, on the other hand, is a story told in a series of letters, as Robert Walton, the captain of a ship bound for the North Pole, recounts to his sister back in England the progress of his dangerous mission. Successful early on, the mission is soon to be disturbed by seas full of impassable ice. Trapped, Walton encounters Victor Frankenstein, who had been travelling by dog-drawn sledge across the ice and is weakened by the cold. Walton take him abroad the ship, helps nurse him back to health, and hears the fantastic tale of the monster the Frankenstein created. This tale that Frankenstein is reciting reveals the two sides that a person, or a living creature can portray: good and evil. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent†, while A Wrinkle in Time was banned for having a fantasy-related genre throughout the plot, including witches and demons. Themes are the fundamental and often universal ideas explored in a literary work. â€Å"Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; — obey! † (Shelley 149). In Frankenstein, the monster represents evil, as it comes to life, and terrorizes its creator. Dangerous knowledge is an ideal theme in Frankenstein. The pursuit of knowledge is right in the middle of Frankenstein, as Victor attempts to go beyond accepted human limits and find out the secret of life. Likewise, Robert Walton attempts to pass the past human explorations by being determined to reach the North Pole. In A Wrinkle In Time, comfort and individuality is a major theme that I saw throughout the plot. The main character, Meg, is caught between the desire for conformity and the expression of her own creative nature. At the beginning of the novel Meg feels embittered towards other students at her school that make fun of her and tease her for being different, as well as those who see her little brother as being weird or odd. She desperately wants to be more like her twin brothers who have little problem fitting in. The theme that the two stories share, and that I have mentioned before, is the theme titled good and evil: â€Å"Suddenly there was a great burst of light through the Darkness. The light spread out and where it touched the Darkness the Darkness disappeared. The light spread until the patch of Dark Thing had vanished, and there was only a gentle shining, and through the shining came the stars, clear and pure. Then, slowly, the shining dwindled until it, too, was gone, and there was nothing but stars and starlight. No shadows. No fear. Only the stars and the clear darkness of space, quite different from the fearful darkness of the Thing† (L’Engle 102). It’s interesting that the defeat of the Black Thing doesn’t lead to the universe being lit up like a baseball stadium, but rather to an absence of unnatural darkness. It’s almost like the battle isn’t so much between evil and good as between evil and the normal. Characters are â€Å"Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations† – Ray Bradbury. In Frankenstein, the main character or the creator of the monster. Victor becomes obsessed with the idea of creating an artificial human form and eventually attempts to make it. Immediately after creating the monster, he falls into a depression and starts to fear. He leaves the school and returns home to his family, where he finds only tragedy. Not fully aware of the consequences of his creating a new human, he ends up really spending his entire life trying to destroy the same creation he was working to make for so long. In a Wrinkle In Time however, the protagonist is portrayed a bit differently: Meg Murry, The book’s hero, an awkward, but loving high school student who is sent on an adventure through time and space with her brother Charles Wallace and friend Calvin to rescue her father from the evil force that is attempting to take over the universe. Meg’s greatest faults are her anger, impatience, and lack of self-confidence, but she changes and overcomes them, and in the end is victorious, as the story ends with a stereotypical kid’s-story ending. A happy ending for the protagonist. The main differences that I saw between the two are the two protagonists: Meg Murry (A Wrinkle In Time), and Victor Frankenstein (Frankenstein), are to begin with, set in different times. A Wrinkle In Time could be set anywhere in the recent past. Frankenstein however, is set in the late 18th century. The whole concept of Frankenstein is much darker, and in fact I would say it could be classified as gothic science fiction, as the characters are much darker, and seem more serious and cold-hearted by the way Shelley describes them compared to the other book. A Wrinkle In Time is much lighter, as the characters, their actions, and abilities are all easier, and always give the advantage to the â€Å"good guys†. Also the whole concept of the book, and the idea of it, is more for a child’s imagination to handle and comprehend compared to Frankenstein, and I would classify it as plain science and fantasy fiction. Although these differences shape the stories in totally different directions, there are some similarities: The similarities between the characters and their traits are that they both have solid downsides to them. As I mentioned before, Meg’s (A Wrinkle In Time) faults are her temper, impatience, and lack of confidence in herself, and Victor’s (Frankenstein) faults are that he is in a depression and great fear throughout the plot after the Monster is created and is woken. Another trait I can compare between the two protagonists, are their determination to reach their final goal. Although I cannot see it in either book, but both books were officially banned in one place or another for ridiculous reasons. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent† in 1955. Maybe 57 years ago there were different rules and traits a person had to portray to be defined as â€Å"good†, but to make this specific book banned for being â€Å"obscene† (which means that it is offensive or the opposite of accepted manner). A Wrinkle In Time is banned for having witches, crystal balls and demons. Also, because Jesus is listed among the names of great artists, philosophers and teachers, and it is banned in the U. S. â€Å"Thus strangely are our souls constructed, and by such slight ligaments are we bound to prosperity or ruin† (Shelley 37). All in all, these books have more differences than similarities in my opinion. Although both are really good, one is dark while the other is light compared. The similarities that I saw in the characters, the themes, and the reason they were censored are mostly because of the relationship between good and evil throughout it. Studying these two books and the reason for them being banned has surprisingly changed my life in a minor way, as I learned how people from different cultures and education they grew up with react to different things, and I learned to compare and contrast, not only the books, but real life situations such as the South Africans who banned Frankenstein versus my lifestyle and way-of-thinking.