Biography of Sojourner Truth, Abolitionist and Lecturer

Biography of Sojourner Truth, Abolitionist and Lecturer Sojourner Truth (born Isabella Baumfree; c. 1797–November 26, 1883) was a famous African-American abolitionist and womens rights activist. Emancipated from slavery by New York state law in 1827, she served as an itinerant preacher before becoming involved in the anti-slavery and womens rights movements. In 1864, Truth met Abraham Lincoln in his White House office. Fast Facts: Sojourner Truth Known For: Truth was an abolitionist and womens rights activist known for her fiery speeches.Also Known As: Isabella  BaumfreeBorn: c. 1797 in Swartekill, New YorkParents: James and Elizabeth BaumfreeDied: November 26, 1883 in Battle Creek, MichiganPublished Works: The Narrative of Sojourner Truth: A Northern Slave (1850)Notable Quote: This is what all suffragists must understand, whatever their sex or color- that all the disfranchised of the earth have a common cause. Early Life The woman known as Sojourner Truth was born into slavery in New York as Isabella Baumfree (after her fathers owner, Baumfree) in 1797. Her parents were James and Elizabeth Baumfree. She was sold several times, and while enslaved by the John Dumont family in Ulster County, she married Thomas, also enslaved by Dumont and who was many years older than Isabella. The couple had five children together. In 1827, New York law emancipated all slaves. At this point, however, Isabella had already left her husband and run away with her youngest child, going to work for the family of Isaac Van Wagenen. While working for the Van Wagenens- whose name she used briefly- Isabella discovered that a member of the Dumont family had sold one of her children into slavery in Alabama. Since this son had been emancipated under New York Law, Isabella sued in court and won his return. Preaching In New York City, Isabella worked as a servant and attended a white Methodist church and an  African Methodist Episcopal Church, where she reunited briefly with three of her older siblings. Isabella came under the influence of a religious prophet named Matthias in 1832. She then moved to a Methodist perfectionist commune, led by Matthias, where she was the only black member, and few members were of the working class. The commune fell apart a few years later, with allegations of sexual improprieties and even murder. Isabella herself was accused of poisoning another member, and she sued successfully for libel in 1835. She continued her work as a household servant until 1843. William Miller, a millenarian prophet, predicted that Christ would return in 1843 amid economic turmoil during and after the panic of 1837. On June 1, 1843, Isabella took the name Sojourner Truth, believing this to be on the instructions of the Holy Spirit.  She became a traveling preacher (the meaning of her new name, Sojourner), making a tour of Millerite camps.  When the Great Disappointment became clear- the world did not end as predicted- she joined a utopian community, the Northampton Association, founded in 1842 by people interested in abolitionism and womens rights. Abolitionism After joining the abolitionist movement, Truth became a popular circuit speaker. She made her first antislavery speech in 1845 in New York City. The commune failed in 1846, and she bought a house on Park Street in New York.  She dictated her autobiography to womens rights activist Olive Gilbert and published it in Boston in 1850.  Truth used the income from the book,  The Narrative of Sojourner Truth, to pay off her mortgage. In 1850, she also began speaking about womens suffrage. Her most famous speech, Aint I a Woman?, was given in 1851 at a womens rights convention in Ohio. The speech- which addressed the ways in which Truth was oppressed for being both black and a woman- remains influential today. Truth eventually met Harriet Beecher Stowe, who wrote about her for the Atlantic Monthly and wrote a new introduction to Truths autobiography. Later, Truth moved to Michigan and joined yet another religious commune, this one associated with the Friends. She was at one point friendly with Millerites, a religious movement that grew out of Methodism and later became the Seventh Day Adventists. Civil War During the Civil War, Truth raised food and clothing contributions for black regiments, and she met Abraham Lincoln at the White House in 1864 (the meeting was arranged by Lucy N. Colman and Elizabeth Keckley). During her White House visit, she tried to challenge the discriminatory policy of segregating street cars by race. Truth was also an active member of the National Freedmans Relief Association. After the war ended, Truth again traveled and gave lectures, advocating for some time for a Negro State in the west. She spoke mainly to white audiences and mostly on religion, the rights of African-Americans and women, and temperance, though immediately after the Civil War she tried to organize efforts to provide jobs for black refugees from the war. Death Truth remained active in politics until 1875, when her grandson and companion fell ill and died. She then returned to Michigan, where her health deteriorated. She died in 1883 in a Battle Creek sanitorium of infected ulcers on her legs. Truth was buried in Battle Creek, Michigan, after a well-attended funeral. Legacy Truth was a major figure in the abolitionist movement, and she has been widely celebrated for her work. In 1981, she was inducted into the National Womens Hall of Fame, and in 1986 the U.S. Postal Service issued a stamp in her honor. In 2009, a bust of Truth was placed in the U.S. Capitol. Her autobiography is read in classrooms throughout the country. Sources Bernard, Jacqueline.  Journey Toward Freedom: The Story of Sojourney Truth. Price Stern Sloan, 1967.Saunders Redding, Sojourner Truth in Notable American Women 1607-1950 Volume III P-Z. Edward T. James, editor. Janet Wilson James and Paul S. Boyer, assistant editors. Cambridge, Massachusetts: Belknap Press, 1971.Stetson, Erlene, and Linda David.  Glorying in Tribulation: The Lifework of Sojourner Truth. Michigan State University Press, 1994.Truth, Sojourner.  The Narrative of Sojourner Truth: a Northern Slave. Dover Publications Inc., 1997.

Feminism in Anne Bradstreets Poems Essay Example | Topics and Well Written Essays - 1500 words

Feminism in Anne Bradstreets Poems - Essay Example Through poems, poets express their deepest feelings and thoughts, about the personal, social and political situations of their times. In the past, it was considered that only men are capable of writing poetry, as it takes guts and courage to express the bold and revolutionary thoughts, ideas and feelings openly. Hence, when a woman living in the 17th century, used poetry as a medium to express her deepest and the darkest fears, agonies, hopes and dreams, then it left an unforgettable mark in the history of poetry. The woman who left an indelible mark in the world of literature through her poems which mirrored her deep sentiments and protest against the Puritan ways that restricted women from living a free and respectable life, was Anne Bradstreet (Martin, â€Å"An American† 5). When Anne Bradstreet’s poems were reclaimed by American woman writer in 1960’s, then her free thinking and her feelings about woman’s position in the society, made her to be known a s a feminist poet (Frost 117). However, feminism in Anne Bradstreet’s poetry was not expressed boldly and ‘loudly’, but was visible in a subtle way through language that was socially acceptable, polished and pious in nature. Even though Anne Bradstreet was a free thinker and believed in equality of women, it can be said that in initial part of her life, feminism was visible more in her intellectual curiosity about God and her bold spiritual quest (which was not expected of women in her time), than through an outright reference to women’s freedom and equality in her poems. However, when she sensed rejection and suppression of her art by people, due to her being a female, then the feminist in her was awakened. Hence, it won’t be wrong to say that it was the love and passion of her art that awakened the feminist in Anne Bradstreet, and made her to revolt against the Puritan restrictions and limitations forced on women in her time. Feminist At Heart Wom en who are well aware of their rights and fight against the cruel and selfish behavior of men towards them are called as feminists. However, rather than showing her opposition and revolt in her actions and poetry, Anne Bradstreet chose to express her true feelings in mild ways which were in sync with the Puritan America and social standards of her time (Frost 117). Hence, feminism in Anne Bradstreet’s poetry was expressed in subtle ways initially. Rather than writing about her experience of the external world and what she felt and knew about it, Anne Bradstreet’s poetry was a way of escapism from the reality of her life (Rich xiv). She avoided using her personal life experiences as a subject of her poems. It was not common for women of her time (Puritan) to think of anything apart from her limited world of her family, husband, children, household chores and duties (Rich xiv). ‘Independence’ of women was considered a ‘prideful monster’ in the P uritan doctrines (Martin, â€Å"Shakespeare’s Sisters† 19). However, Anne Bradstreet was an educated and very well read woman (Rich xi). She was intellectually aware and gained knowledge about the subjects like theology, history and literature (Rich xi). This made her to show curiosity about the topics which were considered the domain of men and hence, she got the reputation of being a modern woman who had spirit to go beyond the limited world that was forced on women of her time (Rich xvi). Hence, her thinking ability and the spirit to go

Origins of the idea of american Exceptionalismin history. and give Essay

Origins of the idea of american Exceptionalismin history. and give many examples from the book uncle tom's cabin(first publ - Essay Example Throughout the history of the nation, the country experienced unique historical occurrences, which sustained the concept of exceptionalism as most of the historical occurrences different from those that had taken place elsewhere in the world. Based on the analysis of such historical occurrences and a reflection of the novel Uncle Sam’s cabin, the essay below analyses the development and the use of the concept. Among such historical occurrences was the American Revolution, while historians have referred to the conflict in the first half of the 18th century as a revolution, the war was merely a nationalist movement seeking independence from the colonial masters. In a unique development and being the first of its kind, thirteen American colonies in the North concerted their effort to oppose the British colony thus push for self-rule. The thirteen states rejected the use of the legislations from the English parliament thus setting stage for one of the greatest wars in the history of the United States. In its uniqueness, the American Revolution became some of the forces beyond the formation of the United States. In their show of unity, the thirteen states joined together thus pooled their resources to form one of the greatest resistance in the world thus showing the power of unity. Some other historians on the other hand have sought to validate the resistance movement as an actual revolution; the war portrayed certain features that qualify it as a rebellion. The resistance against the British colonization of the land required great planning especially given the fact that it united thirteen expansive states. Just as many other revolutions elsewhere in the world, the American Revolution sought to introduce a change in regime. It was a great rebellion whose key objective was to topple the colonial government thus earns the thirteen regions in the north their independence. The resistance from the North compelled the government of England to send its troop to the land thus beginning on of the largest military inversion in the world. However, in their strong resolve and spirit of nationalism, the leaders of the revolution used their knowledge of their land to their advantage thus outsmarting the British soldiers thus sending he wave of the resistance to other parts of America such as the south. The other exceptional development in the American history was the American colony in Massachusetts. The expansive region exhibited cosmopolitan structure since it habited both the natives and the colonialists. While the colonialists strived to amass as much wealth from the country’s expansive resources, the locals exhibited resistance from the initial stages of the entry of the colonialists. However, their plan was to integrate with the colonialists and conduct their business alongside the colonialists thus learn their ways and formulate a massive resistance an occurrence that began the American Revolution. In the novel, the author portrays a cl ose relationship between the natives and the colonialists. The growth of the slave trade would revolutionize the economy of the world, the locals thus appreciated the trade and often invested in slave trade often purchasing the slaves from the slave markets all over Africa and selling them to the settlers. The treatment of the African American slaves in the country however became the longest American holocaust. The country abandoned Marxist theories and developed a liberal

Leading Teams Essay Example for Free

Leading Teams Essay The following report presents an analysis of Shell Oil, and the ways in which it incorporates team leadership concepts in balancing stakeholder needs. Stakeholders are defined in The Times 100 case study Balancing Stakeholder Needs as â€Å"anyone who has an interest in what a business does or an influence on the business†. The case study continues on to identify Shell’s stakeholders as shareholders, employees, suppliers, customers, local communities, and interest groups. It is vitally important for large corporations such as Shell to balance the needs of these parties, in order to ensure profitable, safe and continuous operations. In order to do so, Shell must consider what the needs of each of these groups are, and how to use leadership to control the effects of conflicting needs. a) Making reference to appropriate theory what aspects of leadership and team dynamics may Shell have considered when considering their approach to balancing Stakeholder needs? The leadership tactics employed by Shell in balancing stakeholder needs will be varied, but will no doubt include an assessment of its vision and principles, the corporate leadership style, and how to construct its teams to maximise performance. The statement â€Å"Begin with the end in mind† (Covey 2004 cited Benson and Rice 2009a, p.3), gives a fair indication as to the purpose and necessity of a corporate vision. Where is the business going, and how is it going to get there? An essential element to leadership, a vision defines the goal that everyone in the company should be working towards. Kotter (1990, p.105) suggests that a key part of vision is â€Å"how well it serves the interests of important constituencies†. In other words, Shell should display balanced stakeholders needs in the company vision. According to Nanus (1992 cited Southwest Educational Development Laboratory, 1993), a vision should also display the following  characteristics, which Shell would likely have taken into account for each group of stakeholders: * Attracts commitment and energises people * Creates meaning in workers lives * Establishes a standard of excellence * Bridges the present to the future * Transcends the status quo. Shell publishes its vision, along with its core values and other operating principles in the Shell General Business Principles, which is widely communicated, and available for download from the company’s website. Shell has clearly recognised for quite some time the value and necessity for a vision in balancing needs, as the first set of principles was originally published in 1976 (Royal Dutch Shell plc 2005). It is important to separate leadership from management. Kotter (1990, p.104) states that â€Å"Management is about coping with complexity†, and that â€Å"Leadership, by contrast, is about coping with change.† And what is a vision, if not an anticipated change to the company? The management of change is a key role of leadership. The recent corporate restructuring and appointment of a new CEO in July 2009 (Wighton 2010), shows that Shell’s leaders are required to consistently react to changes such as market conditions, and adjust its focus to ensure al l stakeholder needs are still being met. The study of leadership in general has led to many differing leadership theories, which can essentially be divided into two categories; Behaviour Models, and Situational Leadership. Behaviour Models tend to address the personal traits of the individual leader, and Situational Leadership addresses a customisation of style to each new situation. While it is possible to apply some Behaviour Model theories to an organisation, it is more likely that Shell apply Situational Leadership methods, altering the balance of task vs. relationship dependent on which stakeholder group is being considered. Shell will also have spent considerable time finding the most effective teams for their business profile. Owing to the highly technical nature of Shell’s operations, there is a good possibility that it uses expert teams to ensure that shareholder needs are incorporated at every level of the organisation. For example, and expert in say, oil drilling, may not have the expertise to determine what effects a proposed course of action would have on the local  community. It is worth noting however, that it may be time for Shell to re-evaluate the effectiveness of its teams. Wighton (2010) reports that Shell has been â€Å"plagued by delays and budget overruns on big projects†, indicating that its teams are not performing. To ensure that stakeholder needs are being met, Shell will have incorporated ways in which to monitor and control performance within the organisation. Shell begins by reporting. It reports on several sectors of the business, to include annual financial reports, which are particularly relevant to shareholders, and sustainability reporting, which will be of interest to local communities and interest groups (Shell International B.V. 2010a). It became apparent, through the annual reporting to their shareholders in May 2009 that Shell had misinterpreted its shareholders needs. This resulted in a tense annual meeting where the shareholders voted 60% against the proposed incentive scheme for executives, which would have seen top executives receive large bonuses, even if they failed to meet performance targets (Lindsay and Pagnamenta 2010) b) How may Shell’s approach to balancing Stakeholder need’s impact upon employee motivation? There are two major motivational theories which are widely used in the field of management; Herzberg’s Two Factor Theory (1959 cited Boddy 2008, p. 500-502), and Maslow’s Hierarchy of Needs (1970 cited Boddy 2008, p. 494-497). The Two Factor theory suggests that there are two elements to motivation, Motivating Factors, and Hygiene Factors. Motivating Factors contribute to an employee’s satisfaction, and Hygiene Factors contribute to their dissatisfaction. The theory identifies these factors as: Motivating Factors| Hygiene Factors| Achievement| Company Policies| Recognition| Supervision| The work itself| Relationship with Supervisor and Peers| Responsibility| Work conditions| Advancement| Salary| Growth| Status| | Security| Herzberg went on to conclude that satisfaction and dissatisfaction are not opposites. The opposite of satisfaction is no satisfaction, with the opposite of dissatisfaction being no dissatisfaction. In other words, the absence of Motivating factors does not create dissatisfaction, and the existence of the Hygiene Factors does not create satisfaction. On the other hand, in the Hierarchy of Needs, Maslow speculates that everyone has a prescribed set of needs that must be met in a certain order, as follows: Maslow maintains that employees begin by looking to fill Physiological needs, for example a properly heated/cooled workplace. Only when Physiological needs are met, or mostly met, will an employee seek to fulfil their Security needs, for example a permanent contract. And so on through the other needs. Both of these theories have identified common areas of motivation relating to security (job security, salary), recognition (status, advancement, self-esteem, rewards), and job development (growth, achievement, self actualisation, responsibility). Regardless of which theory, if any, that Shell has chosen to adopt, these are the basic employee needs that they will need to have taken into account. It is a widely held belief that employees are a company’s greatest asset, which means that their role as stakeholders is an important one. If Shell is getting the stakeholder balance right, they will have addressed their employee’s needs, which should result in positive levels of employee motivation. As we saw in Question a) however, it is not always that easy to get the balance right. If Shell has favoured its shareholder needs, this could potentially lead to employee pay cuts and a reduction in safety costs, in order to maximise profits. If interest groups and local communities are favoured, this could potentially lead to the cancellation of new and innovative projects that would have allowed employees to develop new skills and achieve new discoveries. All of these outcomes would have a noticeably negative effect on employee motivation. If we are to believe Shell, it recognises this need for balance, and goes to great efforts to ensure that employee’s needs for recognition and job development are met (Shell International B.V. 2010b). It professes on its website: * â€Å"Joining Shell means getting more out of your working life than you thought possible.† (Shell International B.V. 2010b) * â€Å" [We make] every effort to provide the kind of rewards and benefits that will complement your own particular lifestyle and needs† (Shell International B.V. 2010c) Certainly, the testimonials offered by Shell employees, from every facet of the organization, seem to support these statements (Shell International B.V. 2010d). It is worth noting however, that nowhere in the literature published in the Jobs Career section of the Shell website, does it address the subjects of job stability, employee safety, or personal security. It was reported by Wighton (2010) that within weeks of his taking over at the helm of Shell in July 2009, Peter Voser had cut 5000 jobs. Combine this with the inherent safety risks of the petrochemical industry, and the security risks associated with operations in locations such as Nigeria, and some doubt is cast on Shell’s ability to meet all of their employee’s needs. c) What conflict situations may Shell have needed to consider and manage in order to successfully achieve its balance towards Stakeholder needs? Shell has five main stakeholder groups, shareholders, employees, suppliers, customers, local communities, and interest groups (The Times 100 ca.2009, p. 133-136). The nature and the needs of each one of these groups differs to such a degree that conflict is nearly inevitable. â€Å"Conflict frequently has its roots in difference† (Benson and Rice 2009b, p.2), this statement supports the idea that conflict management can also be regarded as the management of differences. Shell’s balancing of stakeholder needs could essentially be redefined as management of the differences in stakeholder needs; or conflict management. With a multinational company such as Shell, listing potential conflicts could be a daunting task. To begin with, the shareholder’s need to earn the greatest dividends possible is obviously at odds with the em ployee’s desire for greater remuneration and benefits packages. The shareholder’s and employee’s dedication to innovative new technologies and projects may oppose the goals of interest groups who strive  to protect the environment and human rights, and local communities who are stretched to accommodate a new industry. The customer’s desire for a reprieve from the ever increasing cost of fuels is in direct opposition to a supplier’s objective of selling their product at the most profitable price. The list is virtually inexhaustible. Shell has incorporated measures throughout its organization to mitigate potential conflicts, which centre on ensuring balance, communication and involvement. The first and foremost of these measures is Shell’s decision making criteria (The Times 100 ca.2009, p. 136), which is specifically designed to achieve a good balance of stakeholder needs and provide a transparency by assessing: * the economic impact of the activity is likely to yield a good return for shareholders * the social impact will be suitable for employees and communities * the long-term effect of its activity will harm the environment As mentioned in Question a) Shell report openly and honestly on its activities and their effects, through financial and sustainability reporting. According to Shell, they have â€Å"voluntarily reported on our environmental and social performance since 1997 because this performance matters to our stakeholders and to our business success† (Shell International B.V. 2010a). This provides a consistent avenue for communication with stakeholders. The greatest volume of resources dedicated to mitigating conflict can be found in Shell’s social programmes. A brief review of its website reveals that it has no fewer than seven separate social programmes, which focus on a myriad of topics, from sustainable development, to road safety, to HIV/AIDS (Shell International B.V. 2010e). There is an underlying conflict however that is not so easy to identify, and which is not evidently addressed in the mitigation measures. It is the diversity of the stakeholders that presents Shell with perhaps the biggest challenge of all. In order to truly balance stakeholder needs, Shell must consider the cultures in which it operates, and strive to understand â€Å"the richness and strength of the many different facets of diversity, including age, gender, colour, race, ethnicity, religion, differing abilities (physical and cognitive), sexuality, socio-cultural and economic background† (Benson and Rice 2009c, p.2). This will not only affect the way in which it must represent itself in each region, but it will also have a great impact on the internal development of its teams in order to maximize performance.  Again, the management of differences between cultures becomes the management of conflict. d) Conclude by taking the key elements of your observations in steps a-c regarding Shell in order to make a recommendation for other organisations to consider implementing the approach of balancing Stakeholder needs as a means to business success? Shell Oil began as an antiques dealer in London, who diversified into importing shells from the Far East in 1833 (Shell International B.V. 2010f). This is a far cry from the multinational petrochemical company of today that is a recognized symbol around the globe. The business success that has propelled Shell from local antiques store to global giant will not have happened by accident. It will be well calculated and methodically achieved. This outstanding business success will certainly provide many other organizations with insight regarding balancing stakeholder needs which will be beneficial. First and foremost is the need for vision and leadership. Business success on the scale of Shell Oil cannot be achieved without establishing a vision of what that success will look like, and how to get there. A properly composed and communicated vision will essentially be the battle cry that enlists all of your stakeholders to joining in and making the increased business success a reality. To accompany this, it is necessary to embrace the ideas of leadership over management, after all, â€Å"No one yet has figured out how to manage people effectively into battle, they must be led† (Kotter 1990, p.104). Once a vision has been communicated, it will quickly lose momentum if the stakeholders are not informed of its progress. Tools to measure and disseminate the organisation’s and individual’s performance to the vision should be developed. No matter how inspiring the vision and enthusiastic the leadership, effective teams who are able to perform will be essential. Dependent on the type of organization, and its particular stakeholders, the team dynamic required to meet expectations will be different. For example, the approach to technical innovation required by Shell will not be needed in a non-profit organization that gives support to individuals through social programming. Research into effective team structures for the desired outcome is highly recommended. While no one group of stakeholders should overshadow the rest, it is perhaps the employees who will have the most complex needs to balance against the other stakeholders. Every organisation should ensure that the balance of stakeholder needs promotes positive employee motivation  in order to achieve its envisioned business success. A study of motivational theories should be undertaken to understand the various factors, before assessing them within the organisation. As concluded in Question b), Shell has heavily promoted its ability to meet the job development and recognition needs of its employees, though it may have fallen down on fulfilling needs such as job and personal security. This will in part be owing to research and feedback directly from their employees. The employees most valuable to Shell and achieving its vision may be those who are eager to participate in the innovative and technical projects that Shell has to offer, and are willing to sacrifice in other areas as a result. Every organisation should work with its employees to determine what their needs are against the desired outcomes of the company, before assessing how these needs will fit into the balance of stakeholders. An organisation who is striving to achieve business success would benefit from approaching the balancing of stakeholder needs as if it were the management of differences in needs, in other words, conflict management. Consistent communication will be required with each stakeholder group in order to identify and discuss potential conflicts. This will allow the introduction of appropriate mitigation measures within the balance. It is acknowledged that not every organisation will be conducting multinational business; however careful research into the diversity of the stakeholders is recommended. This will allow the organisation to harness the differences within its stakeholder groups, with a view to maximising potential for performance. This report has summarised some of the key areas addressed by Shell Oil in its balancing of stakeholder needs, and has made some high level recommendations for other organisations to consider. Any organisation that is keen to achieve business success will no doubt find value in research regarding Shell’s approach. References Benson, A., and Rice, M., 2009a. Developing and Sustaining Effective Teams Guide 2: What are you there for? Setting Objectives. London: Royal College of Nursing. Available from: http://www.rcn.org.uk/__data/assets/pdf_file/0003/78735/003115.pdf [Accessed 02 February 2010]. Benson, A., and Rice, M., 2009b. Developing and Sustaining Effective Teams Guide 6: Some thoughts about conflict. London: Royal College of Nursing. Available from: http://www.rcn.org.uk/__data/assets/pdf_file/0003/78735/003115.pdf [Accessed 02 February 2010]. Benson, A., and Rice, M., 2009c. Developing and Sustaining Effective Teams Guide 4: Is everyone involved? Diversity. London: Royal College of Nursing. Available from: http://www.rcn.org.uk/__data/assets/pdf_file/0003/78735/003115.pdf [Accessed 02 February 2010]. Boddy, D., 2008. Management: An Introduction. 4th ed. Edinburgh: Pearson Edutcation. Kotter, J.P., 1990. What Leaders Really Do. Harvard Business Review, 68 (3), 103-111. Available from: Business Source Premier, EBSCOhost [Accessed 31 March 2010). Lindsay R. and Pagnamenta, R., 2010. Shell tries to appease investors with caps on pay. The Times, 17 February. Available from: http://business.timesonline.co.uk/tol/business/movers_and_shakers/article7029759.ece [Accessed 21 April 2010]. Royal Dutch Shell plc, 2005. Shell General Business Principles. The Hague: Shell International Limited. Availa ble from: http://www.shell.com/home/content/aboutshell/who_we_are/our_values/sgbp/sgbp_30032008.html [Accessed 03 April 2010]. Shell International B.V., 2010a. Our approach to reporting. The Hague: Shell International B.V.. Available from: http://www.shell.com/home/content/environment_society/approach_to_reporting/our_approach/our_approach_to_reporting_26042007.html [Accessed 03 April 2010]. Shell International B.V., 2010b. Jobs Careers. The Hague: Shell International B.V.. Available from: http://www.shell.com/home/content/careers/ [Accessed 03 April 2010]. Shell International B.V., 2010c. Rewards Benefits. The Hague: Shell International B.V.. Available from: http://www.shell.com/home/content/careers/professionals/rewards_and_benefits/professionals_rewards_benefits_13092006.html [Accessed 03 April 2010]. Shell International B.V., 2010d. Meet Our Professionals. The Hague: Shell International B.V.. Available from: http://www.shell.com/home/page/careers/our_people/tool/app_xp_meet_ou r_people.html [Accessed 03 April 2010]. Shell International B.V., 2010e. Programmes. The Hague: Shell International B.V.. Available from: http://www.shell.com/home/content/environment_society/society/our_neighbours/social_investment/programmes/ [Accessed 03 April 2010]. Shell International B.V., 2010f. The beginnings. The Hague: Shell International B.V.. Available

Do the Friday the 13th films have more to offer than just gore? :: essays research papers

Do the Friday the 13th movies have more to offer then just gore? -=-=-=-=-=-=- If you have ever been to a Friday the 13th movie and thought that it was nothing more than ninety minutes of tasteless gore, you are not alone. However, the movies do have more to offer. In this horror series, there are many hidden messages. Although not everyone chooses to analyze them, they do play a role in the feeling people get when leaving the theatre or taking the video back to the rental store. The hidden messages in the films are presented differently, and have different meanings. The three most prominent messages involve having sex, doing drugs, and illegal drinking. If teens embark in any of the three, they usually die. Other messages include insecurity, swearing, taunting, trespassing, and smoking, but none are as prevalent as the first three mentioned. The enforcer of the hidden rules in the majority of Friday the 13th movies is Jason Voorhees (the killer). In the movie he was born in 1946. He lived in the woods close to Crystal Lake. In 1957, Jason drowned in Crystal Lake. Counselors were making out rather than paying attention to the swimming child. The body was never recovered, leaving speculation about Jason's demise. Pamela Voorhees goes insane, vowing to get revenge for her son. Many attempts to keep the camp running over the next twenty years end in murder, and the nickname of "Camp Blood" is given to Camp Crystal Lake. Though the nickname remains, the camp is finally set to reopen in 1979. A deranged Pamela would not let it happen, as she kills all of the counselors except one girl who finally stops the vicious attack, murdering her. The deaths do not stop, however, as Jason vows revenge for his mother. Although no proof is ever found of Jason, the locals derive that he has been living in the woods for over twenty years. Many people try, but no one has been able to stop Jason for good. The Crystal Lake murders are directly associated with young people and their flaws. Sex, drugs, and alcohol are always associated, with other character flaws inciting the murders. In the first two installments of this series, revenge plays a factor. Pamela murders to avenge the death of her son in Crystal Lake. In the second movie, Jason kills to avenge the death of his mother.

Language Arts Action Research Essay

Classroom Management Inquiry: An Applied Study of Language Arts Data Zoo Southern Illinois university Daredevils Brian Walker Johnson, Literacy Faculty Inquiry into Teaching and Learning Project CLC 445 Language Arts at Elementary and Middle Levels November 22, 2013 Classroom Management Inquiry: An Applied Study of Language Arts The main phenomenon I have concentrated on throughout my Inquiry into Teaching and Learning Project for my applied study of language arts Is the role that speaking, writing, viewing, visually representing, reading and listening play in the management of an elementary school classroom. I have come to understand that classroom management is one of the hardest duties off beginning teacher. Being respected by students and colleagues is what establishes a teacher as an authority, and effective classroom management is a start towards this goal. Managing my students has been the hardest part of my school experience thus far, and I hoped that allowing language arts to become an active part of my management processes would allow my students to think more critically about their actions. When I began his inquiry study, I believed that writing classroom rules together, reading classroom rules critically, speaking and listening to how rules are applied, and viewing and visually representing class rules in daily walk and conversation might give students a sense of ownership over their classroom and greater respect for teachers. I thought the benefit of using language arts for classroom management might be measured by closer examination of critical conversations students have when rules are broken. So I proposed the following action research question: How does student behavior hanged when students read, write, speak, listen, view, or visually represent apparent misbehaver? Waxier (2007) suggests that written action plans which give older elementary students responsibility for their actions changes misbehaver. Research by Smith (2009) demonstrates that the use of other language arts with preschoolers can have the same effect. Reading these studies motivated me to pursue classroom arts. Method Secondary Sources to Answer Research Question I began my research into how student behavior changes when language arts are integrated into classroom management practices by reviewing two secondary resources. My first source, â€Å"Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior† by Smith (2009), was published in a peer reviewed early childhood education Journal specializing in articles that summarize a number of experimental studies. Smith’s (2009) summary of research gave the ideas in the article greater validity. Some of the findings Smith (2009) shared described classroom management techniques I have personally experienced as effective. Smith’s (2009) findings are limited to studies done with reechoes students, but I believe the findings can be used with older students as well. Unlike Smith (2009), my second source, Waxier (2007), was not published in a peer reviewed Journal. Washer’s eBook, teach: A Teacher Resource for Learning the Strategies of Master Teachers, was self-published. However, the author’s online biography points to decades spent as a professional teacher and consultant who has helped hundreds of elementary teachers improve their classroom management. Waxier, like Smith, also describes a number of management techniques that I have found to be helpful in the past. Primary Source Data to Answer Research Question I continued my research into how student behavior changes when language arts are integrated into classroom management practices by collecting primary sources of data from my third grade classroom. The third grade classroom where I student teach is located in Roseville, Illinois, near the Mississippi River Just north of SST. Louis, Missouri. The third grade at Roseville Elementary School consists of 25 Caucasian students, 13 boys and 12 girls. Well over 70% of these students are on free or reduced lunch programs, suggesting that their families are struggling with poverty. However, the academic achievement of these students is especially high in language arts, evidenced by the school’s online report card. These students may represent an exception to the thought that poverty dictates low academic achievement. I began my research into how elementary student behavior changes when language arts are integrated into classroom management practices by conducting classroom observations and collecting artifacts. My classroom observations were done by filling out five observations forms over 1 5 minute intervals over a period of six weeks. I simply observed moments in the life of my student teaching classroom where misbehaver was occurring. Then, using the left hand column of my observation form, I wrote what I saw my teacher and student informants doing during these 15-20 minute snapshots of instruction, scripting the instruction to the best of my ability. I included exactly what I heard and saw. On the same days I made my observations, I went home and read over what I had written. Then, using the right hand column of my observation form, I summarized the â€Å"instructional moments† I saw in my written observations that I thought related to engage arts instruction and changing student misbehaver. Finally, in a different column that: 1) documented which of the language arts were being used in the instructional moment you summarized; 2) described how I thought an additional element of language arts could have been incorporated into the instructional moment. Together with artifacts including written action plans by students to correct misbehaver, photos of room arrangement, copies of class rules, and student/teacher interviews, patterns of how misbehaver changed as a result of language arts applications began to emerge. I believe these patterns are valid because they are supported by three different kinds of primary source data: my observations, informant interviews, and classroom artifacts. My initial primary source data response to the question, â€Å"How does student behavior change when students read, write, speak, listen, view, or visually represent apparent misbehaver? , emerged after examining data collected midway through my study with colleagues in my Language Arts at Elementary and Middle Levels class at Southern Illinois University Daredevils. I began to see at first that â€Å"Reading, writing, or speaking about subversive changes misbehaver. † As I continued to gather data, it became evident that all of the language arts gave misbehaving students opportunities for reflection that changed misbehaver. Results Results of my analysis of primary source data in the form of five 1 5 minute observations over five weeks, three student interviews, one cooperating teacher interview, and seven artifacts of student work in classroom management demonstrate that use of all of the six language arts gave misbehaving students opportunities for reflection that changed their misbehaver.

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