Fuenteovjena Is A Play Written By Lope De Vega, A Spanish...

Fuenteovjena is a play written by Lope De Vega, a Spanish playwright. This play focuses on the time period of the 15th century or more specifically the year of 1476. The setting of the play is in a small town called Fuenteovejuna in an area of Spain called Catille. The period of the play is centered on the reign of King Ferdinand and queen Isabella. The play follows the people in the small town of Fuenteovejuna, specifically the journey of a young woman in the village, Laurencia. Overall, the play represents three pivotal themes including love, the desire for power, and the over arching idea of honor. One of the most vital themes in the play is the theme of love. This is represented through various angles of the play. A†¦show more content†¦This is directly displays how the theme of unconditional love is portrayed in the play. Frondoso had no conditions on his love with Laurencia. He didn’t think for one second about how the love may not be returned back, or if he sav ed her if the love was ever going to be returned back after that point. His love was so strong that it superseded all conditions and self centered motifs. He loved Laurencia so much that he wanted her to be free. He knew that if he got in the way of Commander Gomez there might not be a chance of his survival. This means there might not be any hope of possibly being alive to love or marry Laurencia. Despite knowing all of this he steals Commander Gomez’s cross bone and gets in the way. He does this so he can give Laurencia freedom. Secondly, another example of love portrayed in the play is the love the people of Fuenteovejuna had for their town and their self-respect. At the end of the play each and every single person in the town comes together to kill Gomez and his men. When they are being persecuted and interviewed by the King and Queen’s men, every person says Fuenteovejuna is responsible. To love is to be united. They said â€Å"long live Fuenteovejuna†. Th ey all adored and supported each other; they agree in unison to not mention any specific names. They refused to put the blame on one person but rather

Intervention Strategies for Students at Risk

Teens who are considered to be at-risk have a plethora of issues that need to be addressed, and learning in school is only one of them. By working  with these teens by using effective intervention strategies for studying and learning, its possible to help guide them on the right educational course. Directions or Instructions Make sure directions and/or instructions are given in limited numbers. Give directions/instructions verbally and in simple written format. Ask students to repeat the instructions or directions to ensure understanding occurs. Check back with the student to ensure he/she hasnt forgotten. It is a rare event for students at risk to be able to remember more than 3 things at once. Chunk your information, when 2 things are done, move to the next two. Peer Support Sometimes, all you have to do is assign a peer to help keep a student at risk on task. Peers can help build confidence in other students by assisting in peer  learning. Many teachers use the ask 3 before me approach. This is fine, however, a student at risk may have to have a specific student or two to ask. Set this up for the student so he/she knows who to ask for clarification before going to you. Assignments The student at risk will need many assignments modified or reduced. Always ask yourself, How can I modify this assignment to ensure the students at risk are able to complete it?  Sometimes youll simplify the task, reduce the length of the assignment or allow for a different mode of delivery. For instance, many students may hand something in, the at-risk student may make jot notes and give you the information verbally, or it just may be that you will need to assign an alternate assignment. Increase One to One Time Students at risk will require more of your time. When other students are working, always touch base with your students at risk and find out if theyre on track or needing some additional support. A few minutes here and there will go a long way to intervene as the need presents itself. Contracts It helps to have a working contract between you and your students at risk. This helps prioritize the tasks that need to be done and ensure completion happens. Each day, write down what needs to be completed, as the tasks are done, provide a checkmark or happy face. The goal of using contracts is to eventually have the student come to you for completion sign-offs. You may wish to have reward systems in place also.​ Hands-On As much as possible, think in concrete terms and provide hands-on tasks. This means a child doing math may require a calculator or counters. The child may need to tape record comprehension activities instead of writing them. A child may have to listen to a story being read instead of reading it him/herself. Always ask yourself if the child should have an alternate mode or additional learning materials to address the learning activity. Tests/Assessments Tests can be done orally if need be. Have an assistant help with testing situations. Break tests down in smaller increments by having a portion of the test in the morning, another portion after lunch and the final part the next day. Keep in mind, a student at risk often has a shortened attention span. Seating Where are your students at risk? Hopefully, they are near a helping peer or with quick access to the teacher. Those with hearing or sight issues need to be close to the instruction which often means near the front. Parental Involvement Planned intervention means involving parents. Do you have an agenda in place that goes home each night? Are parents also signing the agenda or contracts you have set up? How are you involving parental support at home for homework or additional follow up? A Strategy Summary Planned interventions are far superior to remediation approaches. Always plan to address students at risk in your learning tasks, instructions, and directions. Try to anticipate where the needs will be and then address them. Intervene as much as possible to support students at risk. If your intervention strategies are working, continue to use them. If theyre not working, plan for new interventions that will help students succeed. Always have a plan in place for those students who are at risk. What will you do for the students that arent learning? Students at risk are really students of promise -- be their hero.

The Emergence of the Third Sector in Many Industrialized...

Chapter Two: Literature Review Chapter Introduction This chapter presents a review of the relevant peer-reviewed and scholarly literature concerning the emergence of the so-called third sector in many industrialized countries in recent years, the manner in which these trend have created the social enterprise movement and how these initiative are playing out in a real-world organization in Zambia. A summary of the research and important findings are presented in the chapters conclusion. Background and Overview In recent years, there has been an extraordinary growth of the so-called third sector in virtually all industrialized countries in the world and this growth is having an increasingly profound effect on helping impoverished peoples overcome the wide range of social and economic forces that are frequently arrayed against them. For instance, according to Borzaga and Defourney (2001), This sector is involved in the regulation of economic life when, for example, associations or social co-operatives are the partners of public authorities in the task of helping back into work poorly qualified unemployed people, who are at risk of permanent exclusion from the labor market (p. 1). The non-profit, or third sector, has assumed new relevance and importance for many people who have been marginalized and do not have access to other resources for economic development (Yuan, 2005; Kim, 2011). Social Enterprise For instance, some ocial enterprise is a simpleShow MoreRelatedCapital Theories Of Capital Theory2374 Words   |  10 Pages2. Literature Review (2,370) Capital theory FDI has only been treated as separate to traditional theories of capital movements in the internationally sphere since the 1950s (ref: lit review copied text). 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Organizational Climate Climate and Work Outcomes

Question: What is the % of voluntary turnover, pay, health, work-life, and professional training of the organization you are researching (e.g., we can use this to infer the type of climate at the organization)? Answer: Team has selected regarding Riot Games. Percentage voluntary turnover of Riot Games is 7%. Average base pay is $ 45512 and total pay is around $52292. Main emphasis is taken to care of the customer health that are using and playing games. Positive work-life environment and professional training is provided 180 days for salaried employees (Zukauskas Vveinhardt, 2015). Organizational climate present in the current organization deals in implementation of transparent communication. Reward system to the hardworking employees will encourage them to work more in Riot Games. Organization clarity brings out dedicated standard of performance and provides warmth support to the potential customers. It uses transformational leadership practices for meeting the needs of employees (Scotti Harmon, 2014). At the end, team decides that Riot Games organizational climate is supportive in nature. Reference List Scotti, D. J., Harmon, J. (2014). Linkages between organization climate and work outcomes: Perceptual differences among health service professionals as a function of customer contact intensity. Journal of health and human services administration, 36(4), 417. Zukauskas, P., Vveinhardt, J. (2015). The model of managerial intervention decisions of mobbing as discrimination in employees relations in seeking to improve organization climate. Engineering Economics, 21(3).

Task 1B Essays - Linguistics, Syntax, Language, Fiction, Narratology

Task 1B Although many students do not like their teachers especially math teachers, however, there is always a teacher that is not like the others. According to these three texts these students want their teacher back. In this text, I am going to compare these three texts regard to type of text, language and formality. Additionally, I am going to conclude my text with the impression I got of Mrs Woodholme. In my opinion, the first text is written in an informal style. In this text writer uses slang and contracted forms. Like they are writing a message to someone. she uses what we call "street English". For example, "jst wanna say u woz a gr8t teacher". instead of just wanted to say you were a great teacher. The writer use of language is one that points out that this text is an informal text. Another thing is the writer does not use pronouns. For example, they wrote "hrd ur retiring". Instead of "I heard you were retiring". In addition, she finished it with just her first name. However, text number 2 is written in a formal style. The text starts with dear sir. Even though this formal letter is not directly to Mrs Woodholme. It is natural to assume that this letter is for the principle or the head of the school. Reading this letter, I personally get to learn much more about Mrs Woodholme. From the first text I have learned that Mrs Woodholme is a math teacher but in text two the writer Alan Baxter get a little deeper in what type of teacher she is. He says that she is a unique, knowledgeable, enthusiastic and humorous and her most essential quality is her ability to see a positivity in every student. The writer's use of language is the first thing we recognise when we think of formal letters. This writer uses well-structured English. This letter is divided into two paragraphs. Where the first paragraph tells us readers what type of person the teacher was and in the other paragraph he says that she will be missed. And finishes his text with yours fait hfully and his full name. Readers get to know the teacher and see how much her students loved her. Text number 3 is also written in an informal style. This informal letter is written directly to Mrs Woodholme. I can see that this letter is written in informal style by just reading it once because in already the second sentence the writer used a contracted form "it wasn't" instead of "It was not" and "funny stuff" instead of " funny things". In fact, the way Alice choose to finish her text is an example how to write an informal letter. Her use of language is an oral way. This text is only just one paragraph. However, we can see how appealing Mrs Woodholme was to this writer, she even wants become a teacher. Throughout reading these three texts I have learned that these students like their teacher. In my opinion I think that Mrs Woodholme is an incredible teacher. She makes me think of one of my own teachers. In every class, there is that one teacher every student like. And it is because you feel it is very easy to talk to them and tell the everything, that is the impression I got of Mrs Woodholme reading these texts. Task 2B SOCIAL CONTROL IN AN INFORMAL AND FORMAL STYLE social norms and law vary between societies, belief system and communities. As a 16-year-old Muslim black girl living in a foreign country, believe me I know what I am talking about. Every day more than 100's of thousands of immigrants leave their countries some of them legally others illegally. But with such a big desperation for a better life people seem to forget about the laws and the social norm that country has. Today countries are deporting refugees such as the US. But in the news, these refugees are being referred to as migrants. People who had to flee their country because of prosecution, war and violence the united nation's definition of refugee. When native person sees a foreign it is so easy for them to judge and tell them "go back to

Marissa Mayer At Google Example

Marissa Mayer At Google Example Marissa Mayer At Google – Case Study Example Marissa Mayer at Google Mayer being the first woman in Google has played a big role in increasing the number of womenin technology and Google. She was the first female engineer in Google and contributed to a great improvement of search engine. In 2011, Meyer assumed the role of overseeing engineering design, product management and laying strategy for product like Google Maps, Google Earth and local search. The contribution of the Meyer in his role has encouraged other women to get involved in technology and Google. Meyer started a campaign that Google should recruit women in the engineering department to ensure that the products interest both genders. She focused on encouraging women in America to enter technology field in order to have many engineers. In 2008, Meyer created a list of the top 50 women in business and this shows that she was determined to identify the talented women in technology in order to help them get involved in technology business and Google (Meyer 5). In the re sponsibility of increasing the number of women in technology and Google Meyer was faced with some advantages and disadvantages. First, she campaigned for gender equality in Google workforce and this was impossible since only view women studies technology. Those women who did technology could not work with Google, because they had established their own business. Some men criticized women in the work place hence discouragement. On the other hand, Meyer being progressive in business could influence many women to join the filed of technology. Google was picking after involvement of women in the business and this encouraged more people to accept Meyer’s decision of gender equality (Meyer 3).Work CitedMeyer Marisa. Marissa Mayer Biography. Viewed on October 21, 2013 from biography.com/people/marissa-mayer-20902689

The process of risk categorization inspection Assignment

The process of risk categorization inspection - Assignment Example Profile factors are those that put into consideration population served, type of operation, extent of handling food and its complexity. Performance factors on the other side touch on commitment practices that contribute to food safety. In addition, performance factors also cover operator’s performance that complies with regulations and the extent of food safety plans. Each board of health must, at any time, put into account requirements and standard approach as outlined in the guidance document for Food Safety Program Practices of Operation. When operating at minimum, standard approach implementation would include the following. Standard approach entails implementing and developing a plan for reviewing as well as giving updates of standard operating procedures. It also covers categorization forms, tools, or templates for new approach incorporation (Public Health Division 4). A standard approach, in addition, train all staff who have either supporting or direct role in monitoring, reporting, or conducting categorization of the risk process. Finally, a standard approach also implements and develops an outcome reporting system from the categorization process of risks. The outcome reporting system is essential to monitoring changes and trends to risk classes. Furthermore, it also provides data that acts as a summary of profile and performance factors used for evaluation reasons. The first step in risk categorization of food premises process is assigning risk categories. Boards of health use assigning risk categories of food premises in when assessing annual onsite risk of every food premises (Bai 215). Subsequently, the health board completes categorization of risk assignment as they carry out the first inspection in every calendar level. However, assigning to risks categories is not applicable in recently established premises that are less than a year old. Assigning of risks is useful in planning towards meeting reporting requirements. It is important to