Tristram Shandy: Postmodern texts

Tristram shandygaff Postmodern textsDoes Tristram shandy demonstrate that there can be postmodernist texts before Postmodernism?Laurence Sternes Tristram shandy dominated the London literary marketplace during its serial publication from 1759-1767. Like his modern writers, Sterne engages in debates concerning what we would now regard as the disciplinary boundary surrounded by literature and philosophy which has established its canonical status as a work of postmodern fiction. It is difficult to ascribe, as many scholars have, to Tristram shandy the title of postmodern. To characterize this impertinent through a future literary movement which defines itself through the rejection of the principles of the previous movement is incongruous. How can a novel which precedes postmodernism by e veryplace a century and a half reflect the cultural and political formations which sparked the movement itself? However, Tristram Shandy does contain fictional and narrative elements which clearly invite comparability with the fiction of the postmodern movement.Born into the Augustan Age, Sternes discordant paper makes him seem out of place in his own era Differing drastically from the contemporary imaginative literature of Defoe, Richardson and Fielding and the philosophical writing of Johnson, Tristram Shandy has been explained by critics as an example of process writing, a text presented in the very act of creation and change. This analysis can be applied to Sterne himself moving away from the Augustan poets and the sentimental writers, Sternes writing is termed postmodern because it is a rejection of realism, number from the determinationivity of external truth to examine inner states of consciousness. Sternes novel clearly exhibits the postmodernist theory of metafiction, in which the writing self-consciously points to itself as an object in order to question the alliance between reality and fiction. Sterne was certainly not alone in critiquing methods of narrative c onstruction and exploring the fictionality of the external world, but what sets Tristram Shandy apart from its contemporary fiction is the use of language as an arbitrary system.The elements of Tristram Shandy which inspire comparisons with the postmodernist movement are clear questioning the relationship between text and the self, and an argument for the constitutive power of language. Postmodern scholars question the fundamental representation of identity and history itself, that is, history as what really happened as opposed to history as an objective narrative of what happened. Sterne has a clear understanding of how some element of self-definition and identification is involved in the fictional writing process, and freely admits the element of auto spirit in his writing. Tis a picture of myself he tells David Garrick in regards to Tristram Shandy (Letters 87). The autobiographical element in Sternes writing suggests manifold definitions of the same reality, which depend upon perspectives or else than objective truth. This comes across as a convoluted and fragmented narrative that confuses fiction and reality, narrative and truth. Tristram himself says of his starts masterpiece, the Trista-paedia, My father spun his, every thread of it, out of his own brain, or reeled and cross-twisted what all former(a) spinners and spinster had spun before him (Sterne 93). Sterne, like his character Tristram, spins his own narrative in an tangled and complex web, so convoluted and transparent that it is difficult to tell where it ends and he begins.Tristram Shandy clearly embodies this ambiguity between reality and representation through language. pack Swearingen writes that in Tristram Shandy language does not just facilitate communication it establishes the phenomenal horizon in which speakers and things spoken about are constituted(Swearingten 117). Tristram constructs his biography through textual language, which reveals itself to be an ambiguous rather than a concrete medium. He admits that he is better associated with the text itself than the subject to which it refers. Tristrams escape from his infallible death is described as a journey in which life follows the pen (Sterne 754). Once again returning to the autobiographical element of Sternes writing, if Tristrams journey follows the pen, then he, like Sterne, is creating and documenting his own existence, shaping his narrative according to his liking rather than according to objective truth.At the same time that Sterne celebrates the inferential power of language, he reveals its ultimate failure. Sterne was concerned almost exclusively with the problem of communication among men wrote John Traugott, illuminating both the genius and failure of Sternes text. When words fail, as they sooner or later do, communication becomes the business of sensibility. My uncle Toby looked brisk at the sound of the word siege, but could make uncomplete head nor tail of it (Sterne 312). Traugott conc ludes that Tristram Shandy seeks to re-establish a community where reason, in the form of language, threatens to destroy it (Traugott 15). Rather than basing a notion of community upon concrete notions of order and hierarchy, the Shandy world is built on the unstable base of subjectivity. In Sternes world, each individual consciousness establishes itself at the centre of a universe of sense of smell and ignores any such thing as objective reality, until the subject of Tristram Shandy finally seems to be the nature of fiction itself (Byrd 59). Virginia Woolf has noted Sternes unexpected prose as a means of exploring a materialist critique of the conventions of the novel itself.The jerky, disconnected sentences are as rapid and it would seem as little under control as the phases that fall from the lips of a brilliant talker The order of the ideas, their suddenness and irrelevancy, is more true to life than to literature Under the influence of this extraordinary style the keep beco mes semi-transparent. The usual ceremonies and conventions which keep the reader and writer at arms length disappear (Woolf 79)Stylistically, Sternes novel deconstructs the narrative and linguistic form of the novel in favour of multiplicity and ambiguity. Indeed, the authors preface is found in volume three, chapters are disordered, and symbols and blank pages are found throughout the book. performing with novelistic conventions, Sterne draws attention to the instability of the written form itself, paralleling the ambiguity of the text with the ambiguity of the self.Sterne uses reflection to expose the constructedness of his narrative, encouraging the reading to approach it not as native truth but as an aesthetic. This is clearly apparent in the treatment of various forms of betise within the novel. Madness figures prominently in Tristram Shandy. The metaphor of madness appears in many critical discussion of the novel because helps to underscore the link between Sterne and his co ntemporary Augustan satirists, for whom the classical idea of madness as charming inspiration is missing. Indeed, Sterne seems to anticipate the Romantic poets who, by contrast, represent madness as a sign of alienation, in which the faculty of imagination is the source of anxiety rather than creative freedom. In Tristram Shandy many kinds of madness are manifest. Characters such as Toby and Walter serve simply as the necessary comic eccentricity, akin to the figure of Yorick to whom Tristram refers throughout his story. Tristram, however, cites John Locke as an explanation of why my poor mother could never hear the clock wound up, but the thoughts of some other things unavoidably popped into her head (Sterne 39). The sort of unreasonableness which Locke describes is, ironically, the driving force behind Tristrams unorderly pattern of narration. Tristram clearly expresses Sternes own narrative technique By this subterfuge the machinery of my work is of a species by itself two c ontrary motions are introduced into it, and reconciled, which were thought to be at variance with each other. In a word, my work is digressive, and it is modernised too, -and at the same time (Sterne 95). Sterne questions what it means to live in a world in which the boundaries of the self and the soundbox politic are redefined. Challenging the conventions of body narrative form and philosophical notions of the self, Sterne questions, is a man to follow rules or rules to follow him? (Sterne, 583)One bibliographer described Tristram Shandy as postmodernist in every sense except the moment in which it was written, and most critics have agreed. However, despite the similarities between Sternes own engagement with philosophical and literary critique in his novel, it is impossible to call Tristram Shandy a postmodernist text, if purely for semantic reasons. It is tempting to explain instances of extraordinary forms of artistic and critical reflection with the tools of the present, but this is a fallacy. Sternes novel engages with the epistemological, philosophical and literary crises of his time, and cannot possibly be explained with a theory born out of the crises of the twentieth century. As Tristrams mother exclaimed, Ld what is all this story about? It is, and will remain, A COCK and a BULL, And one of the best of its kind, I ever heard (Sterne 615).Works CitedByrd, M. (1985) Tristram Shandy London George Allen Unwin.Swearingen, J. (1977) Reflexivity in Tristram Shandy An Essay in Phenomenological Criticism New Haven Yale University Press.Sterne, L. (1967) The Life and Opinions of Tristram Shandy, London Penguin Classics. -(1775) Letters to his Friends on Various Occasions, London.Traugott, J. (1954) Tristram Shandys realism Sternes Philosophical Rhetoric. Berkeley Univ. of California Press.Woolf, V. (1932) The Common Reader Second Series. London Hogarth Press.

The Historical Marginalization Of Underprivileged Students

The Historical Marginalization Of Underprivileged nurture-age childsDespite the Brown v. bill of fare of Education closing of the Supreme Court in 1954, a landmark case that entitled tout ensemble children to equal educational opportunities in the United States, regardless of race, economic background, religion, and a host of other factors, many students continue to be marginalized both in and outside of tutor. Students of color, students with disabilities, students learning English, students from low income families, and other marginalized student groups continue to face unfair opportunities in informtimes and the resulting disparate operation (Frattura Capper, 2007).Addressing this continued marginalization and inequitable schooling is a key principle of the ontogenesis c either for leading for social arbitrator (Grogan, 2002 Theoharis, 2007), where the read/write head serves as the moderator of the equitable interests of all within a school context (Hodgkinson, 19 99). Knowing that school leaders is key to tidying schools (Fullan, 1993 Grogan 2002), scholars focused on stop understanding social dearice leaders fox identified exemplar cases where school leaders committed to equity have taken action to manufacture more than just learning environments for marginalized students (Reister, Pursch Skrla, 2002 Scheurich, 1998 Theoharis, 2007).Although studies have examined schools that make a difference in the lives of marginalized children (Oakes, Quartz, Ryan Lipton, 2000 Reister, Pursch Skrla, 2002), there is an absence of literature regarding principals as the unit of analysis and the touch on of principals suffice as leaders for social nicety. Related to this is an absence of documented strategies that principals who ar leading for equity and excellence use.The get of this study is to build upon the growing body of scholarship by the exploration of the blood between K-5 elementary principal leadership appearances and student achi evement for marginalized students (subgroup populations). This study leave alone besides rebound systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalized. Finally, the study will identify the role professional development of school leaders plays in creating more socially just and excellent school.Significance of the studyThe historical marginalization of underprivileged students often results in a schoolculture that perpetuates the average and ignores the social injurists that pervade ourschools. The resulting and inevitable destiny for many of these students is continued school failure and social inequality. A school culture that does non accept the function of answering to the needs of these students and their families simply propagates hegemony and leaves these students behind-without hope, without vision, and without equal access to the quality of education to which all children are entitl ed (Kose, 2005 Urban, 2009). Many years of stereotyped beliefs about the say-so of marginalized populations of students has led to a deep-seated disparity between the majority and minority populations. Such differences allow the achievement gap to remain intact. These differences also result in a disproportionate number of students of color dictated erroneously in special educational where resources are also inadequate to meet their needs.Despite reform efforts and increased awareness based on query the disparity between students continues to exist. Current research shows effective school leadership can influence boilersuit student achievement in our schools (Leithwood et al., 2006 Marzano et al., 2005 Portin et al., 2003 Waters Cameron, 2006 Waters Grubb, 2004). In defining what leadership skills lead to effective school leadership, Marzano, Waters and McNulty (2005) and Waters and Cameron (2006) created 21 principal leadership responsibilities. The 21 leadership responsibilit ies developed from past educational research whitethorn be very similar to the leadership standards created by the Interstate enlighten leaders Lic understand Consortium (The Council of Chief State School Officers, 2008). In order to define what are considered effective principal leadership skills, the Interstate School Leaders Licensure Consortium created six principal leadership standards based also on past educational research (The Council of Chief State School Officers, 2008). These leadership standards have been adopted by many state educational departments and in Maryland are incorporated in Marylands Leadership Framework (Maryland State Department of Education, 2005). sequence some schools have been recognized as being equitable and excellent, what remains unknown are the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). In other words, donnishs and school leaders are interes ted in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all, accomplish? How do these leaders do that? What knowledge, skills and dispositions are required of this? passkey development and preparation of schools leaders requires exemplars of equity and social justice behaviors which will be presented in this study.Purpose of the studyThis study advances conversation about what exemplary leadership of schools for social justice and academic achievement for all students means. The purpose of this study is to explore the relationship of K-5 elementary principals leadership behaviors to student achievement for marginalized students. Why do some Maryland elementary schools serving low-income or minority students score richlyer on the states assessments than other schools with very similar students? This study seeks answers to that question by surveying principals and teachers in Maryland elementary schools ser ving similar student populations and analyzing the results to determine which current K-5 leadership practices and policies are most strongly associated with higher levels of student achievement for Maryland State assessment sub-group populations. It also seeks to identify the systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalized. Finally, the study will identify the role professional development plays in creating more socially just, successful school leaders.Failure to educate students has a three-tiered impact (1) Global impact and effects on the American economy, (2) national implications of a lengthiness inequity among peoples of color or poverty and (3) personal implications reflected in a historically marginalized students quality of life and ability to contribute to society (Urban, ). Results from this study whitethorn lead to better leadership preparation for principals, as well as profe ssional development for leaders based on leadership behaviors that ensure all students succeed. It will also provide research based strategies for organizing and structuring schools to better meet the needs of all learners.Research QuestionsThe following research questions will be examined in this studyWhat is the relationship between K-5 elementary principals specific leadership behaviors to student achievement for historically marginalized students?What are the organizational structures and systems that are perceived to contribute to high student performance for historically marginalized students?What role does professional development play in creating more socially just, equitable and successful school leaders?Definitions, Limitations, and DelimitationsFor the purpose of this study the following terms have been definedDependent Variable Scores on fifth grade Reading Maryland State Assessments. self-sufficient Variables Students who belong to a subgroup population (%African Americ an, %Hispanic, % of Students with Disabilities, and % of students of Free and Reduced meal status) with those students who are not.Achievement Equity Having comparably high performance for all groupsof learners when academic achievement data are disaggregated and analyzed.Achievement Gap The achievement gap is a persistent, pervasive and significant disparity in educational achievement and proficiency among groups of students as determined by a standardized measure. When analyzed according to race and ethnicity, achievement disparities negatively impact educational outcomes for poor children and children of color on a consistent basis.AYP Annual Yearly Progress (AYP) growth over three years of all subgroups.Cultural Frame of Reference Reference that guides peoples behavior from their pointof view of the given people (Ogbu, 1995).Culturally Relevant and Responsive Pedagogy Instruction that takes into accountand applies curriculum to students cultural, ethnic, language, andsocioecono mic background (Banks, Cookson, Gay, Hawley, 2001).Deficit mentation Students who fail in school do so because of alleged internaldeficiencies (such as cognitive and/or motivational limitations) or shortcomingssocially linked to the youngster-such as familial deficits (Valencia, 1997).Educational Leadership Policy Standards ISLLC 2008 (ISLLC 2008) Standards used to guide principal preparation programs and principal certification organizes the functions that help define strong school leadership under six standards. These standards represent the broad, high-priority themes that education leaders must address in order to promote the success of every student. These six standards call for1. place a widely shared vision for learning2. Developing a school culture and instructional program conducive to student learningand stave professional growth3. Ensuring effective management of the organization, operation, and resources for asafe, efficient, and effective learning environment4. Colla borating with faculty and community members, responding to diversecommunity interests and needs, and mobilizing community resources5. Acting with integrity, fairness, and in an ethical manner and6. Understanding, responding to, and influencing the political, social, legal, andcultural contexts.Hegemony Racial and cultural domination (Spring, 2005).Leadership for Excellence and Equity Schools in which all students achieve high levels of academic success, regardless of any students race, ethnicity, culture, neighborhood, income of parents, or home language (Scheurich Skrla, 2003, p.1). Schools in which principals advocate, lead and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and shortly marginalizing conditions in the United States. (Theoharis, 2004, p.3).Marginalized populations groups of people in the United States marginalized by the majority culture (Kitzinger, 1996). In this study marginali zed populations include children of marginalized communitiesin particular, poor children, and children of all ethnic backgrounds and those with disabilitiesinvolves negotiating the hardships that are a product of a legacy of discrimination. Once these children enter the classroom they often are faced with a curriculum that can be moot to their realities, ability groupingand a system of tracking that often excludes them from courses needed to pursue higher education (Potts, 2003 Smith, 2000).Maryland School Assessment (MSA) The MSA is a rill of reading and math achievement that demonstrates how well students have mastered academic standards specified in the Voluntary State Curriculum. The test was developed to meet the account requirements of the No infant Left Behind Act. The test is administered in March to students in grades three through eight, and once in high school.No Child Left Behind Act of 2001 (NCLB) The NCLB Act of 2001 aims at ensuring both academic excellence and eq uity by providing new opportunities and challengesfor states to advance the goal of closing the achievement gap. It relies on high stakestesting to ensure that schools make adequate yearly progress (AYP) towardthe goal of 100% proficiency by 2014. Supporters of NCLB claim the ordinance encourages accountability in public schools, offers parents greater educational options for their children, and helps close the achievement gap between minority and white students. NCLB aims to show achievement toward these goals through federally mandated standardized testing. NCLB seeks to narrow class and racial gaps in school performance by creating common expectations for all. It requires schools and districts to focus their attention on the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of major racial and ethnic subgroups.Opportunity to Learn equity Equal access to a rigorous curriculum for all studen ts.Professional Development The National Staff Development Council defines the term professional development to mean a comprehensive, sustained, and intensive approach to improving teachers and principals effectiveness in meridian student achievementSchool Culture Something reflected in the environment of the school. It is present ineveryone and every environment consciously and unconsciously (Clarke Estes, 2002).School-Wide Instruction Consistent writ of execution of instruction throughout theentire school.Social justice Refers to the concept of a society that gives individuals and groups fair treatment and an equitable share of the benefits of society. In this context, social justice is based on the concepts of human rights and equity. Under social justice, all groups and individuals are entitled equally to important rights such as health protection and marginal standards of income.Dantley and Tillmans (2006) position is that social justice ultimately changes inequities and ma rginalization. Bogtochs (2002) situates this social justice position within the context of school leadership. Theoharis (2007) definition of leadership for social justice leaders advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States. This definition centers on addressing and eliminating marginalization in schools. In doing so, inclusive schooling practices for students with disabilities, English language learners, and other students traditionally segregated in schools are also necessitated.Special Education Services and supports intentional to minimize the impact ofdisability and maximize opportunity to grow and learn (Hehir, 2007).Standards-Based Instruction Use of curriculum and instruction that is aligned withthe Standards determined by the school or state.Structure Institutional mechanisms, policies, and procedures put i n place by federal,state or district policy and legislation or widely accepted as the official structureof schools not subject to change at the local school site (i.e., personnel policies,use of instructional time, program regulations).Student Achievement in Reading Student achievement in reading will be measured by MSA reading scale scores. The State Board of Education set cut scores for performance standards on MSA testing. Performance standards determine cut scores for students performing at proficient and advanced levels. Students not performing at proficient or advanced levels are considered to be at the basic level.System Coordinated and coherent use of resources (time, personnel, students,parents, funds, facilities, etc) constructed by the school site to ensure that schoolvisions, missions and goals are met (i.e., professional development, teachercollaboration, use of time).Systemic Equity The transformed ways in which systems and individualshabitually operate to ensure that every learner-in whatever learning environmentthat learner is found-has the greatest opportunity to learn enhanced by theresources and supports necessary to achieve competence, excellence,independence responsibility, and self-sufficiency for school and for life (Scott,2001).Tracking A way to organize or segregate students based on ability level.LimitationsOne of the central limitations of this study is that excellence in selectedschools will be defined solely by students attainment of a target score (AYP) on a standardized test.Another limitation will be the focus on a single school district.DelimitationsExternal validity is impacted based on some delimitations.The use of purposeful sample distribution will be required to select the schools based on a listof criteria which will be identified by the researcher.Selection criteria will limit the ability to generalize since there will be a narrow set ofcriteria in place for the study.Small sampling and school location may limit the abi lity to generalize information to other schools and district.Chapter 2REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORKIntroductionMoral purpose of the highest order is having a system where all students learn, thegap between high and low performance becomes greatly reduced, and what peoplelearn enables them to be successful citizensThe role strategically placed to bestaccomplish this is the principalship.Michael Fullan, The Moral Imperative Of School LeadershipThis chapter focuses on the three concepts at the core of this study social justice, leadership, and achievement for marginalized populations. Each outcome will be examined in terms of its theories and concepts as well as supporting empirical evidence in research. Social justice, as the overarching topic of this research study, is reviewed first.Next, the history of leadership literature, proposed leadership models, and therelationship between leadership and social justice, is presented followed by areview of student achieve ment for all students, student achievement measures, dimensions and correlations to social justice and leadership. The chapter concludes with theoretically supported rationale for three hypotheses expressing positive relationships between social justice, and leadership behaviors and social justice and student achievement of marginalized students and leadership behaviors and student achievement of marginalized students.While the existing literature points to the deep impact that schools have on student learning what remains unknown is the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). Scholars and practitioners in the field of education are interested in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all students, accomplish? How do these leaders do it? What knowledge, skills and dispositions are required ? To address this gap in the literature, this particular study will be conducted to specifically explore the outcomes and dimensions of leadership behaviors and to identify relationships between these behaviors and student achievement for marginalized populations. Professional development and preparation of schools leaders requires exemplars of equity and social justice behaviors which I intend to present in this study.

Customer Relations and Interpersonal Skills :: essays research papers

customer Relations and Inter individual(prenominal) Skills In the food and Hospitality industry, operative with Colleagues and Customers is an important part of the job. Customer transaction and interpersonal skills argon the two most important skills that a person working in that industry leave behind need to know about.Customer dealings techniques include a number of skills, such as effective verbal and non-verbal communication, ability to ask relative questions, to be attentive, noesis of different people and cultures, knowledge of where operates and products are available from, difficulty-solving and decision making skills. Customer relations involve understanding the topical anaesthetic and international visitors needfully, providing appropriate service, and handling complaints and feedback. Understanding the local and international visitors needs involves catering for people from different cultures, backgrounds and upbringings. For example, they efficacy be from Ja pan where they are formal and punctual, or they might be from a Islamic upbringing where they fast between sunrise and sunset for the month of Ramadan. Through effective observing, listening and questioning, staff are able to accurately identify the customers needs and expectations. Staff should then ensure that these needs are met and exceed so the customer has an enjoyable time.Providing appropriate service to the customer is needed because the customer might be allergic to some foods such as MSG, wheat, food colourings or dairy products. Good service personal have these attributes effective verbal and non-verbal communication, esthesia to special needs and anticipation of unexpressed needs, offering decent service, advice and information, promoting establishment and its products, and promoting the local area and its attractions,Complaints are a good form of feedback. Theyre a a couple of(prenominal) steps to follow in handling difficult situations. The first is to Focus and l isten to the customer. The next is to be courteous and discreet, if possible take the customer away(predicate) from others. Then suggest way(s) to fix the problem, if nothing can be done thank the customer for bring the problem to your attention. If you cant fix the problem go to individual who can but stay there to make sure the problem is resolved. Then find the solution and use it, then check the customer is golden and re-thank them for bring the problem to your attention. Last off all record the situation in your establishments logbooks.Interpersonal Skills involve impeccable personal presentation, outstanding communication skills, initiative in social interactions and good teamwork skills. These skills can be honed through team and individual sports, public speaking, acting and debating.Customer Relations and Interpersonal Skills essays research papersCustomer Relations and Interpersonal Skills In the food and Hospitality industry, Working with Colleagues and Customer s is an important part of the job. Customer relations and interpersonal skills are the two most important skills that a person working in that industry will need to know about.Customer relations techniques include a number of skills, such as effective verbal and non-verbal communication, ability to ask relative questions, to be attentive, knowledge of different people and cultures, knowledge of where services and products are available from, problem-solving and decision making skills. Customer relations involve understanding the local and international visitors needs, providing appropriate service, and handling complaints and feedback. Understanding the local and international visitors needs involves catering for people from different cultures, backgrounds and upbringings. For example, they might be from Japan where they are formal and punctual, or they might be from a Muslim upbringing where they fast between sunrise and sunset for the month of Ramadan. Through effective observing, listening and questioning, staff are able to accurately identify the customers needs and expectations. Staff should then ensure that these needs are met and exceed so the customer has an enjoyable time.Providing appropriate service to the customer is needed because the customer might be allergic to some foods such as MSG, wheat, food colourings or dairy products. Good service personal have these attributes effective verbal and non-verbal communication, sensitivity to special needs and anticipation of unexpressed needs, offering courteous service, advice and information, promoting establishment and its products, and promoting the local area and its attractions,Complaints are a good form of feedback. Theyre a few steps to follow in handling difficult situations. The first is to Focus and listen to the customer. The next is to be courteous and discreet, if possible take the customer away from others. Then suggest way(s) to fix the problem, if nothing can be done thank the customer for bring the problem to your attention. If you cant fix the problem go to somebody who can but stay there to make sure the problem is resolved. Then find the solution and implement it, then check the customer is happy and re-thank them for bring the problem to your attention. Last off all record the situation in your establishments logbooks.Interpersonal Skills involve immaculate personal presentation, outstanding communication skills, initiative in social interactions and good teamwork skills. These skills can be honed through team and individual sports, public speaking, acting and debating.

Access Project :: essays research papers

MS ACCESS PROJECT The MS Access project is class oriented to allow individuals to exchange ideas and learn from each other. You will build an Access database to store stock, student, and investment information with data downloaded from the Internet and copied from other sources. Each group member starts with $10,000 in imaginary money which will be invested after the closing of the market on Friday 2/18/05, and will be exchange at the closing bell on Friday 3/11/05. Each group member must invest all the group money in 2 different S&P 100 stocks. You cannot invest less than $1,000 per stock. The group that has earned the most money (or lost the least) at the end of the purpose will receive an extra 5 points for each group member. Group Composition Each group will consist of 4 to 5 members of same(p) responsibilities that will equally share the workload. You will create your own groups in class. Each member of the group will be assigned the same cast unless otherwise shown in peer -evaluation. When it comes to peer-evaluation, the total group points will be divided among the members in your group, in which case you will be assigned a course of action that will reflect your evaluation. This grade can be higher or lower than the group grade. Table Definitions and Table Data Build a rising database instituted MIS175G000.MDB, where 000 is your assigned group number. Import all data from SP100Stocks worksheet in the SP100Stocks.xls Excel workbook into a new table in your database. The new table will be named Stocks. The primary key for this table is the Symbol sketch. After the Stocks table has been created, change the size of the Symbol field to 6 Text characters, the Stock Name field to 40 characters, and the EPS (Earnings Per Share) field to a currency with 3 decimal places. Build a new table named Groups with the following specifications Field Name Data fount Key GroupNumberText (4) Yes GroupName Text (50) GroupMeetingsMemo Create a new record in the Gr oups table with your assigned group number, a group name of your choice and, in the GroupMeetings field, type the days and hours you have decided to meet. Build a new table named Members with the following specifications Field Name Data fount Key GroupNumberText (4) MemberIDAutoNumber Yes FirstName Text(15) LastNameText(18) EmailAddressHyperlink PictureOLE Object MajorText (5) PhoneNumberText You must define a mask for the Phone Number field.

The Definition of Happiness :: Happiness Essays

According to Webster dictionary the word satisfaction in delineate as Enjoying, showing, or marked by pleasure, satisfaction, or joy. People when they think of joy, they think about having to good feeling inside. There are many types of happiness, which are expressed in many ways. Happiness is something that you cant just get it comes form your soul. Happiness is can be changed through many things that happen in our all(prenominal) day live. Happiness according scientific studies happiness comes from dopamine taking chemicals around the mind-set, which is a transmitter in the brain that controls the nervous system. These chemicals in the brain make us happy and sad. Happiness means different things to different masses, so say Happiness comes from peace and other happiness comes from your expectations from being fulfilled. Happiness is like being sad or angry, it?s an emotion. Some people can get happiness from the simplest things such as reading your favorite halt other peopl e are more complicated they see happiness as some thing that doesn?t really happen to them, but that?s not true because very person is different some people are happy all the time or at least close of the time, while some people say that thither not happy are really just happy for a short period of time, live on it means just laughing at a joke, your happy for that couple of seconds.People show there happiness in many ways, some people smile and there face just glows in pleasure and enjoyment, while others just don?t show there happy emotions physically they notice that feeling inside themselves. Even dogs have a way of showing there happiness, they show it by shaking there tail. One of the main reasons there are so many unhappy people in our society is because many have never taken the time to discover what it is that makes them happy. Chances are if you were to involve someone else what would make them happy youd get a list of the same thing I mentioned above. The truth is, mo st people have a strong time stating exactly what would make them happy for the simple reason theyve never really thought about it.I personally believe that real happiness not the 3 second happiness that fades away, it has anything to do with our possessions, our environment, or even our health it comes from being happy with your life and expecting who you are and what you have in life.

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Sex in Advertising Advertisement is thought to be the mental institution and economic lifeblood of the mass media, and the primary purpose of the mass media is to sell audiences to advertisers. The 130 billion advertising industry is a powerful educational force not only in the United States. For example, the average American is exposed to over 1500 ads a day and will spend 1 1/2 days of his or her life watching TV commercials. Ads sell a great deal more than products. They sell values, images and concepts of success and worth, love, sexuality, popularity and normalcy. Although ads sometimes seem to be trivial, their cumulative effect may be serious. Moreover advertisements are, in my view, a product of cultural evolution. If we take the product as the individual, the customer (and sales) as the resource, advertisement is say to enhance the fitness of the product. In the course of time advertisements thus will evolve towards an optimal exploitation of the adapted mind. One if th e themes that are prone to exploitation are human mate-selection criteria. Basically, two advertisement strategies could be customd to exploit mens and womens cognitive adaptations to mate-selection and the prototypic triggering-signals associated with this complex. The first strategy is sensory exploitation of the foe sex. This means that advertisement would pair products for one sex with the stimulus of the other sex, thus exploiting the possible excitation the stimulus would evoke which then would be diametric with the product. The second strategy could be called comparison with a normative self. In this case, the product for one sex is paired with same sex-stimuli that would be a correct stimulus for the other sex, and the product is what makes the d... ...women are used in advertisement in order to exploit male perception. Indoctrination through identification is the main strategy. Thus, the use of sex in advertising is a two-edged sword. Although it is extremely powerful and effective when aimed at one gender, it often does so at the social expense of the other. Since public live in a social world, consideration must be given to the feelings of the people in that world. If advertising uses the sex appeal, it must be cautiously aimed and tastefully done. There is no sense in appealing to one sex by offending the other. Bibliography Morgan, Joan. When Chicken heads Come Home to Roost My emotional state as a Hip-hop Feminist. New York Simon and Schuster, 1999. 74. Cahn, S (1994) Coming on Strong. Cambridge MA Harvard University Press. Pornography and Sexual Aggression edited by Neil M. Malamuth and Edward Donnerstein, 1984

American Beauty :: Film Movies American Beauty Essays

American Beauty American Beauty tells the story of one mans search for happiness. The film introduces the audience to Lester Burnham, an ordinary- looking married man and bewilder in his forties. Lester is in a loveless marriage. Lesters wife, Carolyn, is so wrapped-up in her real estate career that Lester often claims that Carolyn doesnt even acknowledge him. Furthermore, Lesters daughter, Jane, is completely distant, often claiming how pathetic she thinks her father is. Moreover, Lester has dedicated fourteen years to his occupation, and suddenly, he is in danger of losing his job due to downsizing. All of these factors dramatically effect Lester and culminate into feelings of desperation and vulnerability for him. Lester is and then in search of an escape and a rebirth. He is seeking the slightest possibility of happiness. Throughout the story Lester is consistently reminiscing on his past wishing he could soak up it back. In the beginning portions of the story, Lester, as the narrator, states that it is never too late to regain your past. The catalyst to this frame of thought is Janes friend, Angela. Lester feels excited by the thought that a teen-age girlfriend thinks he is hot. Lester overhears Angela state that she would have sex with him if Lester would start working-out and build-up his body. This drives Lester to change himself completely. Lester, in desperate search of happiness , finds an escape in Angela. Much like a hormone-driven teenage boy, Lester thinks that if he can score with a bombshell like Angela, then he will be reborn. Lesters mission for happiness and escape is set ahead perpetuated by his eighteen year old neighbor, Ricky. In Ricky, Lester sees his model for rebirth. Lester calls Ricky his hero and is in awe of Rickys confidence. Lester, then begins a transformation back to his stereotypical appreciation of what a teenager is. Lester begins to work-out, smoke pot, and drink beer. Much like a teen, he rebels against responsibil ity by quitting his job and therefore, bypassing his duties as a provider to his daughter and wife. Furthermore, Lester spontaneously, trades in his Mercedes automobile for a 1970s cherry-red Trans Am sports car. In addition, Lester pursues a job with the least amount of responsibility. He finds that job in a profuse food restaurant. All of these actions are deemed necessary to Lester because this is the way to escape and thus achieving happiness.