Project Leadership Styles

Question: Discuss about the Project Leadership Styles. Answer: Introduction: Reflective journal as a tool of learning is deeply seated in personal growth, experiential learning, professional development and learner autonomy. At the beginning of my learning journey on project management, I was encouraged to maintain a reflective log. This journal contained the different learning I acquired during the course, documented the lessons learned and helped me to recognize my strengths and limitations. It served as a valuable component of my learning experience (Wood, 2012). Besides the demands of a usual written assignment, the journal enabled me to think deeply and to challenge my old beliefs and ideas with new information. It allowed me to synthesize the course work that I learnt into my personal philosophy and thoughts together with integrating them into my daily experiences and actions. If not for the reflective journal, I would have approached the subject of project management like a regular training session. I would not have experienced any personal growth, development changes and transitions in perspective all through the process. Through a formal training minus the reflective writing part, only the technical aspects would have been learnt by me. However, writing the journal made me generate questions, think and act critically. I became capable of integrating my learning into real world situations. One particular subject matter that I faced difficulty in understanding was the scheduling part of project management and the tools used in it. I understood the theoretical concept behind PERT and CPM but was finding difficulty in understanding its practical application. The questions were not very difficult to solve but the application of these concepts on more complex projects in real life was a bit challenging for me. However, the reflective journal again assisted me here. I listed down my limitations and the points I was not able to grasp properly. Subsequent to that, I started developing small real life simulations which were not very complex and with the help of my mentor began applying the concepts on those simulations. This subject has immensely contributed to my current growth as a project manager as well as my future capacity to perform project management effectively. I learnt the valuable lesson that project management is not only about the processes, but it is also about the people and their attitude and behaviors (Roberts, 2007). There are a number of aspects of human nature which can have either negative or positive impact on the outcomes of a project and it is critical to address them properly. Also a proficient project leader should be able to invoke a variety of leadership styles. The key is to make use of each style in the right situation (Barker and Cole, 2014). For e.g. coercive leadership style is most effective when there is a crisis like during a takeover attempt or an organizational turnaround. Likewise, a democratic leadership is best suited when the project manager wants his team to assume ownership or buy into a plan, goal or a decision, or when he/she is not certain and requires new ideas from competent team-members (Harris, 2009). My current leadership style is authoritative which allows me to share my vision with the team, and enables my team members to use their talent and devise a collaborative solution. References Barker, S. and Cole, R. (2014). Brilliant Project Management. Pearson Education. Harris, D. (2009). Project Leadership Styles. [Online]. Available through: https://www.projectsmart.com/articles/project-leadership-styles.php. [Accessed on 12th August 2016]. Roberts, P. (2007). Guide to Project Management: Achieving lasting benefit through effective change. John Wiley Sons. Wood, J. (2012). Transformation through Journal Writing: The Art of Self-Reflection for the Helping Professions. Jessica Kingsley Publishers.

Cambodias Angkor Wat free essay sample

Beautiful and amazing masterpieces like Stonehenge, the Eiffel Tower, and the Angkor Wat have been missing a sense of acknowledgement. Humankind’s architectural accomplishments have been given to the ancient wonders of the world. This list was decided about 2,200 years ago. During those centuries, six of the seven wonders have been destroyed or may have never even existed. The Egyptian pyramids are the only survivors from the original list of the ancient wonders. Candidates for a new list of world wonders have been drawn up in a global competition, â€Å"with more than 20 million people voting. † (Engeler and Higgins E3) People could vote for their favorite artifact, meanwhile; bringing countries and their cultures together. This campaign was started in 1999 by Bernard Weber, a Swiss adventurer who wanted to broaden cultural awareness all over the world. â€Å"Weber ‘felt it [was] time for something new to bring the world together’ and to ‘symbolize a common pride in the global cultural heritage’† (Viering qtd. n Engeler and Higgins E3). Money raised by Weber’s Switzerland-based foundation and other donations will help perserve the atifacts for future generations, otherwise; they will end up like the last world wonders. Mexico’s Chichen Itza, India’s Taj Mahal, Jordan’s Petra, Brazil’s Christ Redeemer, Rome’s Colosseum, the Great Wall of China, and Peru’s Machu Picchu were chosen as the new seven wonders of the world from a global poll (â€Å"New† A7). These new seven world wonders hold a great deal of history and culture in each one. The Angkor Wat should have definitely made the final list, but was cut with 14 other nominated landmarks. Cambodia’s Angkor Wat holds a great deal of historical, cultural, and architectual significance and should have won a place on the new list of world wonders. The Angkor Wat, â€Å"[r]egarded as the supreme masterpiece of Khmer architecture, is a huge pyramid temple built by Suryavarman II between 1113 and 1150† (â€Å"Angkor Wat Facts†). One of the reasons the Angkor Wat is historic is because it was a royal pyramid/temple that was at the center of the king’s capital and extended outward in the Khmer civilazation. The temple served as his state temple and capital city. Construction of the Angkor Wat started when King Suryavarman II rose to power in 1113 CE. This monument took nearly half a century to build. But when Suryavarman died around 1150 all work came to a halt (Mannikka). These Khmer architects were also astronomers and have been building temples since the sixth century. It is truly amazing that this religious site has been standing for over eight centuries. It was their last architectural achievement that was their perfection. Never again would Khmer architecture reach the same level of attainment and precision† (Mannikka). Because of its cultural significance, another reason why the Angkor Wat should have won the contest is because the structure is the â€Å"best preserved temple at the site, it is the only one to have remained a significant religious centre, first Hindu, then Buddhist† (â€Å"Angkor Wat†). The Angkor Wat was first dedicated to the Hindu god, Vish nu. The temple of Angkor Wat has also become a symbol of Cambodia, appearing on the national flag (Central). The Angkor Wat is also part of the Angkor World Heritage Site, which has boosted tourism (Ringer). And â€Å"[u]nlike most Angkorian temples, Angkor Wat is orientated to the west; scholars are divided as to the significance of this† (â€Å"Angkor Wat†). There are hundreds of temple sites in Cambodia, but what makes the Angkor Wat unique is its high classical style of Khmer architecture. Even with the history of rebel insurgency around the Angkor region, the priceless statues and carvings are still prime attractions for tourists. Today, Cambodia’s Angkor is still the largest religious temple in the entire world. That is a very important reason why the Angkor Wat should’ve won the contest. This temple holds a great deal of architectural significance. â€Å"It is surrounded by a moat 570 feet wide and about four miles long. The mass of bas-relief carving is of the highest quality and the most beautifully executed in Angkor† (â€Å"Angkor Wat Facts†). And not to mention that the Angkor Wat is still the largest religious monument in the world after eight centuries. The central temple consists of three stories with five towers around the center. The central tower measured 55 meters about the ground. The central tower stands for Mount Meru, which is the center of the universe and home of the gods in Hindu mythology (Ringer). If Angkor Wat is the largest and the best preserved of the monuments, it is also the most impressive in the character of its grand architectural composition, being comparable to the finest of architectural achievements anywhere. By means of its perfectly ordered and balanced plan, by the harmony of its proportions and the purity of its lines of a solemnity that one rarely encounters in the Khmer themselves and by the very particular care taken in its construction, it merits being placed at the apogee of an art that can occasionally surprise in its complexity and poor craftsmanship. This temple is the one that comes closest to our latin ideas of unity and classic order, born of a symmetry responding to the emphatic axes. Angkor Wat is a work of power and reason. â€Å"Angkor Wat ‘The temple city’†) Today, Cambodia’s Angkor is an amazing tourist’s attaction because of its beauty, size, and history. This is a great site for people to visit. It is a definite must-see whenever traveling in that part of the world. Even though tourists might not be able to see the entire structure in one day, they can visually experience the wonders that this monument has to offer. This worldwide contest has reminded us of all of humankind’s greatest achievements. People will always argue that some achievements are considered greater than others. But if we do not take care of these structures, they will vanish just like the other ancient wonders. And then we will have nothing show for the accomplishments, only pictures and stories.

Prose Fiction in the English Classroom free essay sample

In this module we will be looking closely at how to approach close reading of fiction with our Senior English students. We will: think about text selection. think holistically about what a fiction unit might cover. understand some generic elements of prose fiction as a form and how they might be taught. learn how to develop 3 level guides as prompts for close reading. Lets begin by discussing the novels we might use with a senior English class. In most departments, teachers are free to choose texts for study with their class (departmental resources will limit the scope of your choice). It is important that you develop an idea of what you think is suitable for a senior class. Think back to your own experiences with prose fiction study and to texts you have enjoyed reading independently. Are there any you would consider appropriate for study with a year 11, 12 or 13 class? Why? Activity 1:1:1: Discussion Forum Texts for study Narrative study an overview The study of narrative is the study of how stories are told. We will write a custom essay sample on Prose Fiction in the English Classroom or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When we study prose fiction, we are looking in detail at the choices that the author has made and how those choices combine to create a particular piece of writing. It is important to convey to your students the idea that nothing happens by accident; everything contained in the novel /short story is a product of the authors choices. These choices are made purposefully for a particular effect and to elicit a particular response in the reader. In order to help students understand this, we need to focus our study on the selection and organisation of material in the text. The following outline provides a useful overview of the headings we might include in a novel study structured around the selction and organistaion of material in a text. Read through the outline carefully. NarrativeNarrative is how a story is told. The how of story-telling involves techniques and conventions characteristic of narrative genres, e. g. narratives, anecdotes, news stories, parables. How involves: A) SELECTION(i) Vantage Point:1. Who tells the story. (Narrator) 2. Scope of the access. (Limited/omniscient) 3 Perspective in time (Removed/retrospective, immediate tense) (ii) Content:1. What are the significant settings? 2. Who are the significant characters? 3. What are the significant events and actions? B) ORGANISATION(i) The basis for sequence (plot) ii) The basis for juxtaposition. | Using this as our guide, lets look at how we might approach each aspect with a senior English class. In particular, we will discuss the activities, explanations and questions that might be of use. First though, we need a short story to read as an example for discussion. Read through the story A Piece of Yellow Soap by Frank Sargeson. Pre-reading At the very beginning of a prose fiction unit, it is common for a teacher to ask students to engage in an introductory activity. These activities are designed to draw students into the study of a text they have not yet read. A pre-reading activity might address itself to the theme of a piece of fiction, or be concerned with some aspect of style or form. Design a pre-reading activity you might use with a class studying A Piece of Yellow Soap, then add your ideas to the discussion below. Activity 1:1:2: Discussion Forum Pre-reading Point of View Once the pre-reading is complete and the students have read the text (hopefully), it is time to look in detail at various aspects of the text. It is not unusual for teachers to begin discussions on a novel/short story with a close look at the vantage point or point of view chosen by the writer. In my experience, students tend to struggle a little with point of view and the idea of a narrator, so it is important to have a clear explanation up your sleeve. Think about how you would describe the concept of point of view to a senior English class. And, just as a wee extra challenge, think about how you might make a connection between point of view and irony. Once you have pondered this, click on the link below to add your explanations. Activity 1:1:3: Discussion Forum Point of view Ok. Lets look at some resources that might help you. The art of the short story (page 22 of your readings) is a chapter taken from Close-Up on Literary text (Locke,2001) In the point of view section, the author asks readers to look closely at the narrator first. Read through the following excerpt and answer the 5 questions with reference to A piece of yellow soap. This introduction and these questions help students first to discover who the narrator of the story is, before they begin looking at the narrators influence on the story. They may still need to clarify the difference between the narrator and the author of the text. The next set of questions from The art of the short story helps them to do this. Once again, work through the questions with reference to A piece of yellow soap. The narrator of a story should not be confused with the writer. The writer of this story is Frank Sargeson. 6 On the basis of this story alone, which of the above questions can you answer if you substitute the word writer for the word narrator? 7 How would you go about finding answers to the questions that can’t be answered on the basis of information found in the story? 8 How might knowledge about Frank Sargeson contribute to your reading of this story? Once students have a firm understanding of the narrator and have it clearly differentiated from the author. It is time to begin looking more broadly at point of view. This invloves asking students to look at the perspective from which the story is being told. Work through the following explanation and questions reflecting as you do on the extent to which they help you develop a better understanding of the point of view. If you think of a story as providing a particular window onto the world a particular angle of vision then you are reflecting on the important notion of point of view. Point of view answers the question, Through whose eyes or from what vantage point am I viewing the action that is being presented in this story. (A useful analogy here is to imagine a movie camera and to think about how its location affects what we see when we are watching a movie. )9 From whose perspective is this story being told? 10 How much time has elapsed between the story being told and the telling itself? 11 How limited is the narrative point of view? To answer this question, try identifying the sorts of information that the narrator cannot access. 2 How involved is the narrator in the story? Is he quite central to the action or is he quite peripheral (like a witness to a motor accident)? [Language Tool Kit:Narrator: The voice one can identify as telling a story. Point of view: The perspective from which the events of a story are presented. Chronological time: The order followed by events as they actually happened. Psychological time: The order of events as they are recalled or reconstructed in a persons mind. ]Finally, we can distinguish between first-person and third-person narrators. A Piece of Yellow Soap is a an example of a first-person narrative, told from the point of view of a character who has quite a degree of involvement in the story being told. 13 Identify the pronouns in the first paragraph of this story which tell you whether this is a first-person or third-person narrative. | These explanantions and questions should prove useful in guiding students to a clear understanding of a narrator and his/her influence on the text. Time When we look at the ways in which the author has chosen to orientate the story, it is important to examine the authors treatment of time. When we do this, we are asking studnets to look at whether the narrators perspective is immediate (present tense), retrospective (past tense) or a mixture (see The art of the short story p. 25 of your readings for a table of tenses if you need clarification), and at the ways in which time is manipulated to suit the purposes of the author. The following exercise (from The art of the short story) is designed to make students think about the relationship between time and story-telling. As you read through them jot down some answers Time Activity You cant tell a story without thinking about time. The following log exercise is designed to make you think about the relationship between time and story-telling. 1. Write down in chronological order the things you did after you work up this morning. (You dont have to go on for too long. ) 2. Underline the words you used to indicate the sequence in time of what you were recounting. (First, then, later are examples of such words. ) 3. From the flow of events that have occured since you woke up, choose and describe the most memorable. 4. Add to this description an account of what lead up to or caused this event to happen. Reflect on what these questions are guiding you towards. What have you learnt by doing this activity? Or, what would your students learn by doing this activity? Activity 1:1:4: Discussion Forum Time Look back at our overview. As you can see, we have had a close look now at the elements that come under the heading of Vantage Point. We are going to take a quick detour now to plot because it makes sense to get a good grip on this before moving on to the content (character, setting etc). Plot Teaching plot can be tricky, mainly because it sounds deceptively simple. The key to students coming to grips with it is having a clear defintion of plot and some narrative structure terms to work with. So, how would you define plot to a senior English class? What are some plot elements that you would consider helpful in helping students understand the way a particular narrative is structured? Activity 1:1:5: Discussion Forum Plot The following extract from The art of the short story offers some clear definitions of a number of plot elements that may be of use to you and your students. As you read through them, try to connect as many as possible with specific parts of the short story A Piece of Yellow Soap. There are a number of plot elements that can be used to shape or structure a narrative. The selection and arrangement of these plot elements have an enormous impact on the effect a story has on its readers. although A piece of Yellow Soap is a very short story, it contains a number of plot elements. i Exposition: Exposition is the provision of important background information so that a reader feels oriented to what is happening in a story. How effective is the opening paragraph of this story as an example of exposition? ii Predicament: A predicament is a difficult choice difficult because it involves a character in a choice between two undesirable options. 2 What is the narrators predicament as described in paragraph one? iii Conflict: Most plots involve conflict. Conflict occurs in a plot when a character or groups interests are opposed by another character or group. 3 Why is the narrator in conflict with the woman? 4 On the face of it, the woman is the milkmans antagonist. Find evidence in the story that the narrator also feels himself in conflict with:†¢ his firm;†¢ the way his societys economy is organised;†¢ certain peoples views about God. Conflict can also be internal. Internal conflict occurs when two parts of a character are in involved in a struggle with each other. 5 In what way might the narrator of this story be described as in conflict with himself? iv Rising action: The part of a story, often accompanied by tension and suspense, which leads up to a climax or some other defining moment. 6 In what way does paragraph two contain suspense? ) Climax: A climax is the highest point in a single action, the decisive moment towards which events appear to be heading . 7 Which paragraph (indeed which sentence), in your view, provides a climax for this story? vi) Denouement: This is a French word meaning unravelling. It refers to the process which follows a climax, where some kind of sense is made of the proceeding events. Sometimes the denouement involves a discovery or a disclosure. Sometimes, as in this case, it involves a moment of recognition a sudden growth in awareness or the realisation of some truth. In what sense, do the last two paragraphs of this story provide a recognition. 9 Is this recognition for the narrator, the reader (or both)? [Language Tool Kit:Exposition: The provision of essential background information early in the narration of a story. Predicament: A difficult choice between undesirable alternatives, often presented to a character early in a narrative. Conflict: A situation where the interests of characters or groups of characters are opposed. Antagonist: Usually, but not always, a character whose interests are opposed to th ose of the main character or group of characters in a story. Internal conflict: A situation where two parts of a single character are in conflict with each other. Rising action: The suspenseful part of a story leading up to its climax. Climax: The decisive moment in a story towards which events appear to be heading. Denouement: The process of unravelling or winding down that occurs in the aftermath of a storys climax. ]| Lets look, by way of example, at what we might do in the classroom to help students gain a better understanding of one of thesed terms: predicament. Once we have discussed the definition of predicament, we would need to help students pinpoint the predicament the narrator recounts in the short story. Having done this, it would be useful to engage students in a kind of role play activity to help them better understand the narrators predicament which is central to the story. This role play would be fun to do as a drama activity, using a voiced thoughts monologue. If this were impratical, it could also be done in the form of some expressive writing. Either way, the task itself might look something like this The milkmans predicament activity. Imagine you are the milkman and you are just about to go and visit the woman to ask her for money. What are you thining/worrying about? What thoughts are competing in your head? Try to use some quotes from the story and some of your own words. Activities such as this could (time permitting) be constructed for each plot element to help students develop a thorough understanding of the storys narrative structure. Character and characterisation Senior students seldom have any problems with the idea of character. By year 11, it is a term they are generally familiar with and comforatble using. Characterisation on the other hand is a different story. Understanding the term characterisation invloves students making the shift to seeing text as something that has been constructed by the author and that is constructed by the reader as he/she reads. This can be a difficult jump for some! So, how can we explain the difference between character and characterisation to senior English students? Keeping in mind that the term character refers to WHAT and the term characterisation refers to HOW, write some defiinitions that you might use with your students. Then, write some questions relating to A Piece of Yellow Soap that guide students to an understanding of characterisation. Activity 1:1:5: Discussion Forum Character and Characterisation For a clear definition, lets refer again to The art of the short story. Characterisation refers to the process whereby readers construct characters on the basis of evidence in the text provided by writers. This evidence can include:†¢ actions;†¢ thoughts, feelings and deliberations;†¢ descriptions (from a narrator or another character);†¢ dialogue| Setting Looking back to our overview of narrative study, the final remaining element under the heading of selection is setting. You may find students have a functioning albeit narrow understanding of the term setting as the place where the story happens. With a senior class, our task is generally to help them broaden this definition to include time and the cultural setting in which the text was composed and to help them to understand the ways in which setting is important in a prose fiction text. How would you explain to students what setting is and why it is important in a work of fiction? Design an activity that helps students understand the importance of setting in a piece of yellow soap. Activity 1:1:6: Discussion Forum Setting Style Style is a combination of the way a writer uses words, syntax and punctuation. In some books, the word texture is used to denote the characteristics of style a reader is aware of at any point in the narrative. As such it can be usefully contrasted with the term structure whicg refers to the organisation of the text as a whole. (Art of the Short Story). It would take far too long to look at all the possible terms and techniques that we might discuss under the heading of style. It might therefore, be more useful to discuss the particular features of style evident in A Piece of Yellow Soap, so that you can get a grip on how a style discussion might work ina classroom. Read through A piece of Yellow Soap once again, paying particular attention to its style. List some metalinguistic terms (terms used to describe language) you would use to describe the style of this short story. Select one sentence of the story that you believe would elicit an interesting discussion about style. Activity 1:1:7: Discussion Forum Style Theme The term theme is a problematic one. If we refer to the theme of a novel, then we imply that a theme is a central message put in by a writer who is deliberately concerned to raise an issue or communicate a lesson to the reader (The Art of the Short Story, p8. ) In the version of reading that this constructs, the reader is merely a passive recipient of the ideas in the story. How else might we look at the idea of theme (and reading in general)? How would you present the idea of theme to a senior English class? Activity 1:1:8: Discussion Forum Theme 3 level guides Just before we wind up this module, Id like to look at a type of resource that can be extremely useful when approaching close reading of a text with a class. The 3 level guide offers a set of questions which draw students into a close reading of a text. Students are asked to agree or disagree (providing textual evidence) with propositions grouped in three categories: Level 1: Reading for information Level 2: Reading to interpret Level 3: Reading critically Lets look at some examples from a 3 level guide written for Chapter 23 of the novel The Catcher in the Rye by J. D Salinger. Level 1: Holden has only a short converstaion on the phone with Mr Antolini. Level 2: Holden respects Antolini because he doesnt care about appearances. Level 3: Holden believes that natural ability is a stronger factor in what a person can do than education or training. Question 1 is straightforward. Students can go to the text and find a definitive answer. Level 1 questions involve facts that are direc tly stated in the text. Question 2 is more complex. It requires students to interpret a characters thoughts, words or actions in some way. They may need to refer to other parts of the text to do this. The level 3 question is still more complex. It requires students to apply a critical perspective to the text to examine the belief systems or prejudices at work in a characters actions. Sometimes, level 3 questions require students to examine their own beliefs and prejudices that are supported or challenged by the text. In your readings, you will find a copy of a short story commonly taught in year 11 English classes, The Outsider by Graeme Lay. Read through the first few pages of the short story. Once you have done so, come up with one questions for each level of a three level guide. Activity 1:1:9: Discussion Forum 3 level guide

Providing Good School Related Persuasive Essay Topics

Providing Good School Related Persuasive Essay TopicsThere are numerous school related, persuasive essay topics. However, the school itself is a topic in this particular essay. The school can help and influence the students to become excellent professionals.It is a fact that the students should be educated in all aspects of the school. After all, a student is only as good as the school he or she belongs to. Moreover, he or she should feel responsible for his or her learning. Therefore, the school curriculum should be filled with interesting and educational things.These schools usually have local, national and international programs. For instance, there are many students who attend a school and they just have basic skills and knowledge about the country they are from. Therefore, this kind of school should focus on developing their skills and knowledge about the country.Most of the schools have these programs and courses for people who are interested in learning about similar issues in various countries. They can also join courses for management and leadership. There are also some schools that provide career guidance and mentoring programs.Students can also be inspired to go abroad if they feel like they have spent a good time in school. It is important for the school to understand how students are feeling and so, they should allow them to enroll in a school abroad.Students should also be encouraged to do well in the school because this will create a good school. Because of this, the school needs to be equipped and designed with the best and latest technology and applications. The students should also be provided with educational tools and courses for them to get prepared for the exams and assessments.In addition, the schools should provide the students with a lot of facilities for them to grow and develop. They should also be given the appropriate guidance and training for them to excel in the school. All the schools should make sure that they are at par with th e curriculum they have given to the students.Students can choose to enroll in school and should be provided with the best possible opportunities. The school should provide the students with the right and adequate teaching materials. They should also allow the students to learn new things and develop themselves.

The Extinction of Dinosaurs - Asteroid Theory essays

The Extinction of Dinosaurs - Asteroid Theory essays There have been many different theories of how the dinosaurs went extinct. These theories were the asteroid theory, the volcanic theory, and the marine regression theory. The marine regression theory does not exclude the existence of an asteroid impact, but the impact is determined to be extinction to an already decreasing ecosystem. The volcanic theory suggests that the iridium surplus found in the Yucatan Peninsula might have come from the intense volcanic activity. This theory believes that the dinosaurs went extinct from the volcanic activity because iridium is more frequently found in the earth's mantle. The asteroid theory states that sixty-five million years ago an asteroid hit the Earth and caused the extinction of the dinosaurs. This theory is believed because of the huge amounts of iridium found in the Yucatan Peninsula were from within the asteroid, and when it crashed into the Earth. In recent years, the evidence suggests that the theory of dinosaurs becoming extin ct by an asteroid collision seems to be the most accurate theory. Many dinosaurs became extinct before the mass extinction, towards the end of the Cretaceous period. During the end of the Cretaceous period, it was the time of continental drift and volcanic activity. Pangaea was separating into the continents we see today, and many mountain ranges were formed, from this movement. During the middle of this period, sea levels also rose and covered about one-third of the land area. Toward the end of this period, the sea levels dropped, which exposed many of the continents, and the Earth was becoming colder. Luis and Walter Alverez made a study of the rocks around the K-T boundary in Gubbio, Italy. While researching, they found an unusual layer of clay. The clay showed high levels of iridium, which was thirty times more than the normal level in this area of the K-T layer. There are only two sources of iridium, which are from outer space, and the Ear...

Ideology and Social Movement in China Essay Example | Topics and Well Written Essays - 2000 words

Ideology and Social Movement in China - Essay Example This interrelationship is of great significance in the development of Chinese culture, social movement and modernization. Thesis Statement: The purpose of this paper is to investigate what happens to ideas and ideologies when they are transplanted to settings other than their own original time and context. The main focus will be on Confucianism applied to the challenge of modernization in China, modern western liberalism in pre- and post- May 4th era, and Marxism in both pre- and post- 1949 China. Until 1917, Chinese literary language was regarded as the key cultural domain or â€Å"the national essence†, and was one of the few elements of China’s tradition that did not succumb to the challenge of modernization presented by western imperialism4. The Chinese Civil War (1927 to 1949) drew to a close with the Chinese revolution of 1949, and later led to the Cultural Revolution (1966-1976). By this time, traditional Chinese culture was believed to have expired, though the decline began soon after 1895. However, Mao Tse-Tung, the Chinese communist leader and others believed that modernization was â€Å"a self-renewal of China’s inherent tradition†¦of thought and culture,†5 and this was the basis on which Western sciences and technologies were transplanted into China, while rejecting the socio-political and ideological culture of the West. From the end of the 1970s, contemporary and modern western philosophical trends were gradually incorporated into Chinese ideologies, eliminating dogmatism and old traditional thought hardened by lack of reform. Confucius (551-479 BCE), the Chinese philosopher, thinker and educator, established various guidelines towards living human life optimally. Confucianism has deeply influenced Chinese philosophy and ideologies. One thousand years before the conceptualization of humanism in the West, Confucianism stressed on the value of humanity, the

SBTV - Company History and Key Executives Speech or Presentation

SBTV - Company History and Key Executives - Speech or Presentation Example It has a working connection with musicians from the United States with more and more people-taking note of them. Its headquarters is 145-157 St John Street, London, United Kingdom (Solovic, 2011, 204). Jamal Edwards who was a fifteen year old at the time founded SBTV in 2006. He started filming amateur videos of underground rappers then proceeded to post them on YouTube. He shared the videos with friends and within a short time, it became the go-to channel for up and coming musicians and rappers. Majority of musicians in the United Kingdom can attribute their entry and subsequent success to the company because it propelled them to stardom (Kerr, 2012, 16). The company aired its first video in February of 2007 and from then on, it became a huge success and after some time, it started to offer lifestyle interviews and events coverage. Following the success of the company within such a short time, it was decided that, to make it more successful, they had to incorporate other genres of music to attract more followers Such as, acoustic and jazz music. The company offers three main services. They include production, production and editorial services. Since the company is internet based, this makes its work easier because it has a platform to reach as many people as possible. The company broadcasts its content be it interviews, music or videos on its YouTube channel while the increased interest in social media platforms such as facebook and twitter have enabled it connect with many people across the world. The company prints several urban publications that have penetrated the market due to their knowledge on how to relate to a younger audience. The company also boasts of experienced staff equipped with the knowledge concerning the latest news in the entertainment industry. For example, the new releases of new music, movies and