The Downfall of Lady Macbeth :: Free Macbeth Essays

The Downfall of Lady Macbeth Macbeth is a play full of magic, mystery, and murder. The variety ofplots, as well as the interesting fibres, force the reviewer to pay fullattention at all times. Unfortunately, one of these characters is a victim ofher own imagination. Although Lady Macbeth adds much positive flavour to theplay, her character is revealed by her aggressive attitude with her husband,her inhumane disregard for life, and her guilty conscience. Lady Macbeth is very assertive when dealing with her husbandshesitations about murdering Duncan O never shall sun that morrow see Your face... is as a book where men May read strange matters. To beguile the time, Look like the time bear welcome in your eye, Your hand, your tongue expression like the innocent flower But be the serpent undert.This urging causes Macbeth to possess black and deep desires, which lead himto murder the king. She takes it upon herself to pressure him and therefore,her bold character is revealed. Macbeth s intentions would have been lessserious if his wife was not more anxious than he was. She, more than herhusband, is to blame for the death of King Duncan, due to her relentless prosecutionof power and authority. Lady Macbeth is a heartless fiend with an savage disregard for life.This is evident in the manner in which she downplays the murder of Duncan to herhusband A smallish water clears us of this deed How easy is it, then Your constancy Hath left you unattended... Get on your night-gown, lest occasion call us, And show us to be watchers. Be not lost So poorly in your thoughts.She tries to make Macbeth believe that committing the murder was not a viciousdeed and that washing their hands pull up stakes wash away all the guilt. Macbethexclaims that all Neptunes ocean will not wash the blood from his hands.Lady Macbeth appears at this point to be a ruthless killer working on behalf ofthe prince of darkness, which solidifies her character and gives the audiencenew insights to her psychological state. The audience is lead to believe that Lady Macbeth will never feel some(prenominal)guilt concerning the murder, but her guilty conscience is displayed near the endof the play. She begins to sleepwalk and relive the murder in her mind Out, damned spot out, I theorise One two why, then tis time to dot. Hell is murky Fie, my lord--fie a soldier, and afeard?

Canterbury Tales - Comparison of the Millers Tale and the Knights Tal

A Comparison of the Millers Tale and the Knights Tale It is common when considering The Canterbury Tales to discuss how some narrations seem designed to emphasise the themes of others. Two such tales be the Millers Tale2 and the Knights Tale3. At first glance these cardinal tales seem an incongruous pairing. The Knights Tale is told by an eminent person, is an historical romance which b arly escapes a tragic ending, and its themes are universal the relationship of individuals to providence, fortune and free go forth. The Millers Tale is told by a drunken cherl (MT 3182), is a farcical fabliau, and has a plot, not themes4. And yet, in my opinion, there is some(prenominal) to be gained by reading the Millers Tale with the themes and characters of the Knights Tale firmly in mind. The juxtaposition of the Millers Tale to the Knights Tale makes its very lack of significance significant5. These two tales have seemingly opposite doctrines, and yet, it seems to me, both have the sam e object to encourage us to survive the misfortunes and uncertainties of life as best we can. The Knights Tale tells us to maken vertu of necessitee(KT 3042) while the Millers Tale expects every wight to laughen at this stryf(MT 3849). The Millers Tale is designed to quite (MT 3127) the Knights Tale. It certainly matches it in quality of composition, but repays the other tale mainly through its use of comedy. Humour throws new light on the characters and actions of the preceeding tale. The folly of the carpenter in the Millers Tale is by no means the whole comic device used by Chaucer to create humour, but it is central in many ways. He is, in theory, the authority figure of the tale, and it therefore opens with him ... ...e Chaucer Third Edition (Oxford OUP, 1987), The Millers Tale. on the whole line references to the Millers Tale will be given in text, preceded by the initials MT. 3. Larry Benson, The Riverside Chaucer Third Edition (Oxford OUP, 1987), The Knights Tale. All line references to the Knights Tale will be given in text, preceded by the initials KT. 4. Helen Cooper, Oxford Guides to Chaucer The Canterbury Tales (Oxford OUP, 1989), p. 101. 5. Cooper, p. 101. 6. Cooper, p. 99. 7. Robert Miller, The Millers Tale as a Complaint, Chaucer Review, 5 (1970), p. 147-160. This from p. 150. 8. Derek Pearsall, The Canterbury Tales II Comedy, In Piero Boitani and Jill Mann (eds), The Cambridge Chaucer Companion (Cambridge Cambridge University Press, 1986), p. 125-142. This from, p. 131. 9. Cooper, 99. 10. Pearsall, p. 129.

Themes in Raymond Carvers Literature Essay -- Papers Carver Short Cut

Themes in Raymond Carvers LiteratureIn Short Cuts, by Raymond Carver, characters experience trials and problems in their lives, whether extreme such as in A Small, Good Thing and Lemonade or nominal such as in Vitamins. They all seem to interpret these struggles as uphill battles which the characters cannot and mostly do not overcome. The characters throughout Carvers Short Cuts struggle through their lives in private desperation, often to ultimately realize that they are bound to the truth of who they really are, which is shown in the story Neighbors.In Neighbors, Bill and Arlene Miller are a couple with menial jobs who give credence to the face the grass is greener on the other side of the fence. They are dissatisfied with their own lives and look to the lives of their neighbors to find happiness in their own. Once a clever couple, they often feel that they alone among their circle had been passed by somehow (13). They did not discuss how they could change their own lives, bu t merely compared their lives with the Stones. They talked about it sometimes,...

Becoming a Prison Officer :: Papers

Its a tough personal credit line with unsociable hours, rare contact with the outside world and a less than impressive pay package. So why would anyone want to be a prison officer? I am asked to place my coat and bag in a small cloakroom area, and am ushered to a small room where my pockets are searched and body is frisked. I find this procedure quite uncomfortable, but think myself lucky that these rigorous checks arent performed everyday. I am stipulation a white sticker with visitor on it and am promptly told to wear it at all times so I can be easily identified. I am let through a series of grey cold steel doors, opened by a large bunch of jangling keys and am greeted by the prison officer I have come to interview with a firm, almost predictable handshake. Carol Tomlin has been a prison officer at Bournemouth Magistrates greet for thirteen years. She works in twelve hour shifts, five, possibly six times a week in the cells in the basement of the c ourt. Her only interaction is with the prisoners themselves and her fellow officers. Sometimes I dont see daylight all week, by the time I leave work its dark outside and when I reach up its also dark-it can be quite a strain. To look at Carol you wouldnt think that her job was a strain. She is far withdraw from the stereotypical prison officer that is synonymous with polished black boots and a stern air of authority. She has long blonde hair that is neatly tied up with a red flower hair band. She is tall at 6ft, but not overpowering, as her smile and welcoming stance assures. Her bright blue and tap make-up mirrors her personality and enthusiasm for the job she calls her life and her passion. The job is hard, but I do love it, you get a great deal of job satisfaction when you have helped somebody with a problem. Whether that means getting through to someone about their drug addiction, or

Critical Analysis of Martin Luther King, Jr.s Speech -- Papers Have D

Critical Analysis of Martin Luther fag, Jr.s Speech Introduction In this critical summary I am going to look at Martin Luther King, Jr and the I have a dream speech. Martin Luther King, Jr is very distinguished due to the many outstanding achievements he accomplished passim his life. He was an American clergyman and he accomplished the Nobel Prize for one of the principal leaders of the American civil rights movement. Kings defiance to segregation and racial discrimination in the 1950s and 1960s helped persuade many white Americans to support the cause of civil rights in the United States. Following his assassination in 1968, King became a design of protest in the struggle for racial justice. ====================================================================== Martin Luther King, Jr, History ------------------------------- Martin Luther King was born in Atlanta, Georgia, and he was the eldest son of Martin Luther King, Sr., who was a Baptist min ister. His father enlisted as a pastor of a large Atlanta church, Ebenezer Baptists, which was founded by Martin Luther Kings, Jrs maternal grandfather. King attended a segregated school, where he excelled. He then entered Morehouse College at the epoch of 15 and graduated with a bachelors degree in sociology in 1948. He went on to graduate, with honours, from Crozer Theological Seminary in 1951 and enrolled in Boston University where he achieved a doctorial degree in systematic theology, in 1955. Throughout his education, King was exposed to influences that associated Christian theology to the struggles of oppressed people. At Boston University,... ..., this is putting across the mind that God wants everyone to be, even blacks, and Gods wishes should be fulfilled. My opinion I found this speech very moving and very forceful with it meaning. It has shown me how many people had to fight to spend a penny the society we live in today and to achiev e the racially equal society we live in. This speech influenced my protest and control song immensely because I used his ideas of everyone being the same underneath to write my lyrics. I tired to use similar techniques in my lyrics as King did in his speech, for example, repetition. Conclusion Martin Luther King fought hard for the world we live, which some people take for granted, although there is still some racial discrimination today I feel that his teachings will go on and live with me for the rest of my life.

Critical Analysis of Martin Luther King, Jr.s Speech -- Papers Have D

Critical Analysis of Martin Luther King, Jr.s Speech Introduction In this critical analysis I am going to look at Martin Luther King, Jr and the I have a dream speech. Martin Luther King, Jr is very distinguished due to the many outstanding strivements he completed throughout his life. He was an American clergyman and he accomplished the Nobel Prize for one of the principal leaders of the American civil rights movement. Kings defiance to segregation and racial discrimination in the 1950s and 1960s helped persuade many white Americans to maintain the cause of civil rights in the United States. Following his assassination in 1968, King became a representation of protest in the struggle for racial justice. ====================================================================== Martin Luther King, Jr, accounting ------------------------------- Martin Luther King was born in Atlanta, Georgia, and he was the eldest son of Martin Luther King, Sr., who was a Baptist minister. His father enlisted as a pastor of a large Atlanta church, Ebenezer Baptists, which was founded by Martin Luther Kings, Jrs maternal grandfather. King attended a segregated school, where he excelled. He then entered Morehouse College at the age of 15 and graduated with a bachelors degree in sociology in 1948. He went on to graduate, with honours, from Crozer Theological Seminary in 1951 and enrolled in Boston University where he achieved a doctoral degree in systematic theology, in 1955. end-to-end his education, King was exposed to influences that associated Christian theology to the struggles of oppressed people. At Boston University,... ..., this is putting across the idea that God wants everyone to be, even blacks, and Gods wishes should be fulfilled. My opinion I found this speech very moving and very forceful with it meaning. It has shown me how many people had to fight to get the society we live in today and to achieve t he racially equal society we live in. This speech influenced my protest and control song immensely because I used his ideas of everyone being the same underneath to salve my lyrics. I tired to use similar techniques in my lyrics as King did in his speech, for example, repetition. Conclusion Martin Luther King fought hard for the world we live, which some people photograph for granted, although there is still some racial discrimination today I feel that his teachings will go on and live with me for the rest of my life.

Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 10

Chapter 10The saint and I had been watching a movie about Moses. Raziel was angry because there were no angels in it. No one in the movie looked wish well any Egyptian I ever met.Did Moses look corresponding that? I asked Raziel, who was worrying the impudence forth of a goat cheese pizza in between spitting vitriol at the screen.No, said Raziel, scarcely that other fellow looks like Pharaoh.Re altogethery?Yep, said Raziel. He slurped the last of a Coke through a straw making a rude noise, indeed tossed the paper cup across the room into the wastebasket.So you were there, during the Exodus?Right before. I was in charge of locusts.How was that?Didnt care for it. I wanted the nuisance of frogs. I like frogs.I like frogs too.You wouldnt bring in liked the plague of frogs. Stephan was in charge. A seraphim. He shook his head as if I should know some no- goodish within fact about seraphim. We lost a lot of frogs.I suppose its for the best, though, Raziel said with a sigh. You washbasint have a someone who likes frogs train a plague of frogs. If Id done it, it would have been to a greater extent of a friendly gathering of frogs.That wouldnt have worked, I said.Well, it didnt work any stylus, did it? I intend, Moses, a Jew, thought it up. Frogs were unclean to the Jews. To the Jews it was a plague. To the Egyptians it was like having a big feast of frog legs drop from the sky. Moses missed it on that one. Im just glad we didnt listen to him on the plague of pork.Really, he wanted to bring down a plague of pork? Pigs falling from the sky?Pig pieces. Ribs, hams, feet. He wanted ein truththing bloody. You know, unclean pork and unclean blood. The Egyptians would have eaten the pork. We talked him into just the blood.argon you studying that Moses was a dimwit? I wasnt being ironic when I asked this, I was aware that I was asking the eternal dimwit of them all. StillNo, he just wasnt concerned with results, said the angel. The Lord had hardened Pharaohs hear t against letting the Jews go. We could have dropped oxen from the sky and he wouldnt have changed his mind.That would have been something to date, I said.I suggested that it rain fire, the angel said.Howd that go?It was pretty. We only had it rain on the stone palaces and monu workforcets. Burning up all of the Jews would sort of defeated the purpose.Good thinking, I said.Well, Im effectual with weather, said the angel.Yeah, I know, I said. Then I thought about it a second, about how Raziel nearly wore out our poor room service server Jesus delivering orders of ribs the day they were the special.You didnt suggest fire, initially, did you? You just suggested that it rain barbecued pork, didnt you?That guy doesnt look anything like Moses, the angel said.That day, thrashing in the sea, trying to swim to start out the merchant ship that plowed through the water under full sail, I first apothegm that Raziel was, as he claimed, good with weather. Joshua was leaning everywhere the af trail of the ship, shouting alternately to me, hence to Titus. It was pretty obvious that correct under the light bend that day, I would never catch the ship, and when I looked in the flush of shore I could see nothing save water. Strange, the things you think of at times like that. What I thought first was What an incredibly stupid way to die. Next I thought, Joshua will never make it without me. And with that, I began to pray, not for my own salvation but for Joshua. I prayed for the Lord to keep him safe, then I prayed for Maggies safety and happiness. Then, as I shrugged off my shirt and fell into a slow crawl in the direction of the shoreline, which I k spic-and-span I would never see, the wind halt. Just stopped. The sea flattened and the only sound I could hear was the frightened cries of the crew of Tituss ship, which had stopped in the water as if it had dropped anchor.Biff, this way Joshua called.I turned in the water to see my friend waving to me from the stern of t he becalmed ship. Beside him, Titus cowered like a frightened child. On the mast above them sat a winged figure, who after I swam to the ship and was hoisted out by a very frightened bunch of leghorns, I recognized as the angel Raziel. hostile the times when we had seen him before, he wore robes as scandalous as pitch, and the feathers in his wings shone the blue-black of the sea under moonlight. As I joined Joshua on the brocaded poop deck at the stern of the ship, the angel took wing and gently landed on the deck beside us. Titus was shielding his head with his arms, as if to ward off an attacker, and he looked as if he were trying to dissolve between the deck boards.You, Raziel said to the Phoenician, and Titus looked up between his arms. No harm is to come to these devil.Titus nodded, tried to say something, then gave up when his voice broke under the heaviness of his fear. I was a circumstantial frightened myself. Decked out in black, the angel was a dread(prenominal) si ght, even if he was on our side. Joshua, on the other hand, seemed completely at ease.Thank you, Josh said to the angel. Hes a cur, but hes my best friend.Im good with weather, the angel said. And as if that explained everything, he flapped his massive black wings and lifted off the deck. The sea was dead calm until the angel was out of sight over the horizon, then the breeze picked up, the sails filled, and waves began to lap at the bow. Titus ventured a peek from his cowed position, then stood up slowly and took one of the steering oars under his arm.Im discharge to need a new shirt, I said.You can have mine, Titus said.We should sail closer along the coast, dont you think? I said.On the way, good master, Titus said. On the way.Your mother eats the fungus from the feet of lepers, I said.Ive been heart to speak to her about that, Titus said.So we translate each(prenominal) other, I said.Absolutely, Titus said.Crap, Joshua said. I forgot to ask the angel about knowing women agai n.For the rest of the journey Titus was much much agreeable, and strangely enough, we didnt have to world any of the huge oars when we pulled into port, nor did we have to help unload or load any cargo. The crew avoided us alto pretendher, and tended the pigs for us without our even asking. My fear of sailing subsided after a day, and as the steady breeze carried us north, Joshua and I would watch the dolphins that came to ride the ships bow wave, or lie on the deck at night, breathing in the smell of cedar coming off the ships timbers, listening to the creaking of rope and rigging, and trying to imagine aloud what it would be like when we found Balthasar. If it hadnt been for Joshuas constant badgering about what sex was like, it would have been a pleasant journey indeed.Fornication isnt the only sin, Josh, I tried to explain. Im golden to help out, but are you going to have me steal so I can explain it to you? Will you have me kill someone following so you can understand it?No , the difference is that I dont want to kill anyone.Okay, Ill tell you again. You got your loins, and shes got her loins. And even though you call them both loins, theyre different I understand the mechanics of it. What I dont understand is the feeling of it.Well, it feels good, I told you that. still that doesnt seem right. Why would the Lord make sin feel good, then condemn homophile for it?Look, why dont you try it? I said. It would be cheaper that way. Or better yet, get married, then it wouldnt even be sin.Then it wouldnt be the same, would it? Josh asked.How would I know, Ive never been married.Is it always the same for you?Well, in some ways, yes.In what ways?Well, so far, it seems to be moist.Moist?Yeah, but I cant say its always that way, just in my discover. Maybe we should ask a harlot?Better yet, Joshua said, looking around, Ill ask Titus. Hes older, and he looks as if hes sinned a lot.Yeah, well, if you count throwing Jews in the sea, Id say hes an expert, but that d oesnt mean Joshua had run to the stern of the ship, up a ladder to the raised poop deck, and to a small, open-sided tent that acted as the captains quarters. Under the tent Titus reclined on a jam of rugs, drinking from a wineskin, which I adage him hand to Joshua.By the time I caught up with him Titus was saying, So you want to know about fucking? Well, son, you have come to the right place. Ive fucked a thousand women, half again as numerous boys, some sheep, pigs, a few chickens, and the odd turtle. What is it you want to know? resist away from him, Josh, I said, taking the wineskin and handing it sanction to Titus as I pushed Joshua anchor. The displeasure of God could hit him at any moment. Jeez, a turtle, thats got to be an abomination. Titus flinched when I mentioned the wrath of God, as if the angel might return to perch on his mast any second.Joshua stood his ground. Right now lets just stick with the women part of it, if thats all right. Joshua patted Tituss arm to tranquillize him. I knew how that touch felt Titus would feel the fear run out of him like water.Ive fucked every kind of charr there is. Ive fucked Egyptians, Greeks, papistics, Jews, Ethiopians, and women from places that havent even been named yet. Ive fucked fat ones, lean ones, women with no legs, women with Are you married? Joshua interrupted before the sailor started into how he had fucked them in a box, with a fox, in a house, with a mouseI have a wife in Rome.Is it the same with your wife and, say, a harlot?What, fucking? No, its not the same at all.Its moist, I said. Right?Well, yes, its moist. But thats not I grabbed Joshuas tunic and started to drag him away. There you have it. Lets go, Josh. Now you know, sin is moist. Make a mental note. Lets get some supper.Titus was laughing. You Jews and your sin. You know if you had more gods you wouldnt have to be so worried about making one angry?Right, I said, Im going to take spiritual advice from a guy who fucks turtles.Y ou shouldnt be so judgmental, Biff, Joshua said. Youre not without sin yourself.Oh, you and your holier-than-thou attitude. You can just do your own sinning from now on if thats how you feel. You think I enjoy supply harlots night after night, describing the whole process to you over and over?Well, yeah, Joshua said.Thats not the point. The point is, wellthe point iswell. Guilt. I mean turtles. I mean So I was flustered. Sue me. Id never look at a turtle again without imagining it being molested by a scruffy Phoenician sailor. Thats not disturbing to you? Imagine it right now. Ill wait. See?Hes bygone mad, Titus said.You shut up, you scurvy viper, Joshua said.What about not being judgmental? Titus said.Thats him, Josh said. Its different for me. And suddenly, having said that, Joshua looked as sad as I had ever seen him. He slouched away toward the pigpen, where he sat down and cradled his head in his hands as if hed just been crowned with the weight of all the worries of mank ind. He kept to himself until we left the ship.The Silk Road, the main vein of trade and custom and culture from the Roman world to the Far East, terminated where it met the sea at the port city of Selucia Pieria, the harbor city and naval stronghold that had fed and guarded Antioch since the time of Alexander. As we left the ship with the rest of the crew, Captain Titus stopped us at the gangplank. He held his hands, palm down. Joshua and I reached out and Titus dropped the coins wed paid for passage into our palms. I might have been holding a brace of scorpions, but you two reached out without a thought.It was a fair price to pay, Joshua said. You dont have to return our money.I almost drowned your friend. Im sorry.You asked if he could swim before you threw him in. He had a receive.I looked at Joshuas cores to see if he was joking, but it was obvious he wasnt.Still, Titus said.So perhaps you will be given a chance someday as well, Joshua said.A slim fucking chance, I added.Titu s grinned at me. Follow the shore of the harbor until it becomes a river. Thats the Onrontes. Follow its left bank and youll be in Antioch by nightfall. In the market there will be an old muliebrity who sells herbs and charms. I dont remember her name, but she has only one eye and she wears a tunic of Tyran purple. If there is a magician in Antioch she will know where to find him.How do you know this old woman? I asked.I buy my tiger penis powder from her.Joshua looked at me for explanation. What? I said. Ive had a couple of harlots, I didnt exchange recipes. Then I looked to Titus. Should I have?Its for my knees, the sailor said. They hurt when it rains.Joshua took my shoulder and started to lead me away. Go with God, Titus, he said.Put in a good word with the black-winged one for me, Titus said.Once we were into the wash of merchants and sailors around the harbor, I said, He gave us the money brook because the angel scared him, you know that?So his kindness allayed his fear as w ell as benefiting us, Joshua said. All the better. Do you think the priests sacrifice the lambs at Passover for better reasons?Oh, right, I said, having no idea what one had to do with the other, wondering still if tigers didnt object to having their penises powdered. (Keeps them from chafing, I guess, but thats got to be a dangerous job.) Lets go find this old crone, I said.The shore of the Onrontes was a stream of life and color, textures and smells, from the harbor all the way into the marketplace at Antioch. There were peck of every size and color that I had ever imagined, some shoeless and dressed in rags, others wearing expensive silks and the purple linen from Tyre, said to be dyed with the blood of a poisonous snail. There were ox carts, litters, and sedan chairs carried by as many as eight slaves. Roman soldiers on horseback and on foot policed the crowd, while sailors from a dozen nations reveled in drink and noise and the feel of land beneath their feet. Merchants and b eggars and dealers and whores scurried for the turn of a coin, while self-appointed prophets spouted dogma from atop the mooring posts where ships tied off along the river holy men lined up and preaching like a line of noisy Greek columns. Smoke rose fragrant and blue over the streaming crowd, carrying the smell of spice and grease from braziers in the food booths where men and women hawked their fare in rhythmic, haunting songs that all ran together as you walked along as if one passed his song to the next so you might never experience a second of silence.The only thing I had ever seen that approached this was the line of pilgrims leading into Jerusalem on the feast days, but there we never saw so much color, heard so much noise, felt so much excitement.We stopped at a stand and bought a hot black drink from a wrinkled old man wearing a tanned bird carcass as a hat. He showed us how he made the drink from the seeds of berries that were first roasted, then ground into powder, then mixed with boiling water. We got this whole story by way of pantomime, as the man utter none of the languages we were familiar with. He mixed the drink with honey and gave it to us, but when I tasted it, it still didnt seem to taste right. It seemed, I dont know, too dark. I saw a woman leading a nanny goat nearby, and I took Joshuas cup from him and ran after the woman. With the womans permission, I squirted a bit of milk from the nanny goats bagful onto the top of each of our cups. The old man protested, making it seem as if wed committed some sort of sacrilege, but the milk had come out quick and frothy and it served to take away the bitterness of the black drink. Joshua downed his, then asked the old man for two more, as well as handing the woman with the goat a small brass coin for her trouble. Josh gave the second drink back to the old man to taste, and after much grimacing, he took a sip. A grimace crossed his toothless mouth and before we left he seemed to be striking s ome sort of deal with the woman with the goat. I watched the old man grind beans in a copper cylinder while the woman milked her goat into a deep clay bowl. There was a spice trafficker next door and I could smell the cinnamon, cloves, and allspice that lay loose in baskets on the ground.You know, I said to the woman in Latin, when you two get this all figured out, try sprinkling a little ground cinnamon on it. It just might make it perfect.Youre losing your friend, she said.I turned and looked around, contracting the top of Joshuas head just as he turned a corner into the Antioch market and a new push of people. I ran to catch up to him.Joshua was bumping people in the crowd as he passed, seemingly on purpose, and murmuring just loud enough so I could hear him each time he hit someone with a shoulder or an elbow. heal that guy. Healed her. retainped her suffering. Healed him. Comforted him. Ooo, that guy was just stinky. Healed her. Whoops, missed. Healed. Healed. Comforted. Ca lmed.People were turning to look back at Josh, the way one will when a stranger steps on ones foot, except these people all seemed to be either smiling or baffled, not annoyed as I expected.What are you doing? I asked.Practicing, Joshua said. Whoa, bad toe-jam. He spun on his heel, nearly turning his foot out of his sandal, and smacked a short bald man on the back of the head. All better now.The bald guy turned and looked back to see who had hit him. Josh was backing down the street. Hows your toe? Joshua asked in Latin.Good, the bald guy said, and he smiled, sorta goofy and dreamy, like his toe had just sent him a message that all was right with the world.Go with God, and Josh spun, jumped, came down with each hand on a strangers shoulder and shouted, Yes Double improve Go with God, friends, two timesI was getting sort of uncomfortable. People had started to follow us through the crowd. Not a lot of people, but a few. Maybe quint or six, each of them with that dreamy smile on his face.Joshua, maybe you should, uh, calm down a little.Can you believe all of these people need healing? Healed him. Josh leaned back and whispered in my ear. That guy had the pox. Hell pee without pain for the first time in years. Scuse me. He turned back into the crowd. Healed, healed, calmed, comforted.Were strangers here, Josh. Youre attracting economic aid to us. This might not be safeIts not like theyre blind or missing limbs. Well have to stop if we run into something serious. Healed God arouse you. Oh, you no speak Latin? Uh Greek? Hebrew? No?Hell figure it out, Josh, I said. We should look for the old woman.Oh, right. Healed Josh slapped the pretty woman very hard in the face. Her husband, a large man in a leather tunic, didnt look pleased. He pulled a dagger from his belt and started to advance on Joshua. Sorry, sir, Joshua said, not backing up. Couldnt be helped. Small demon, had to be banished from her. Sent it into that dog over there. Go with God. Thank you, than k you very much.The woman grabbed her husband by the arm and swung him around. She still had Joshuas handprint on her face, but she was smiling. Im back she said to her husband. Im back. She shook him and the anger seemed to drain out of him. He looked back at Joshua with an expression of such(prenominal) dismay that I thought he might faint. He dropped his knife and threw his arms around his wife. Joshua ran forward and threw his arms around them both.Would you stop it please? I pleaded.But I love these people, Josh said.You do, dont you?Yeah.He was going to kill you.It happens. He just didnt understand. He does now.Glad he caught on. Lets find the old lady.Yes, then lets go back and get another one of those hot drinks, Joshua said.We found the hag selling a bouquet of monkey feet to a fat trader dressed in striped silks and a wide conical hat woven from some sort of tough grass.But these are all back feet, the trader protested.Same magic, better price, said the hag, pulling back a shawl she wore over one side of her face to reveal a milky sporty eye. This was obviously her intimidation move.The trader wasnt having it. It is a well-known fact that the movement paw of a monkey is the best talisman for telling the future, but the back Youd think the monkey would see something coming, I said, and they both looked at me as if Id just sneezed on their falafel. The old woman drew back as if to tramp a spell, or maybe a rock, at me. If that were true, I continued, I mean about telling the future with a monkey paw I mean because he would have four of them paws, that is and, uh never mind.How much are these? said Joshua, holding up a handful of dried newts from the hags baskets. The old woman turned to Josh.You cant use that many, the hag said.I cant? asked Joshua.These are useless, said the merchant, waving the hind legs and feet of two and a half former monkeys, which looked like tiny people feet, except that they were furry and the toes were longer.If you re a monkey Ill bet they come in handy to keep your butt from dragging on the ground, I said, ever the peacemaker.Well, how many do I need? Joshua asked, wondering how his diversion to save me had turned into a negotiation for newt crispies.How many of your camels are constipated? asked the crone.Joshua dropped the dried newts back into their basket. Well, uhDo those work? asked the merchant. For plugged-up camels, I mean.Never fails.The merchant scratched his pointed beard with a monkey foot. Ill meet your price on these worthless monkey feet if you throw in a handful of newts.Deal, said the crone.The merchant opened a satchel he had slung around his shoulder and dropped in his monkey feet, then followed them with a handful of newts. So how do these work? Make them into tea and have the camel drink it?Other end, said the crone. They go in whole. Count to one hundred and step back.The merchants eyeball went wide, then shockableed into a squint and he turned to me. Kid, he said, if you can count to a hundred, Ive got a job for you.Hed love to work for you, sir, Joshua said, but we have to find Balthasar the magus.The crone hissed and backed to the corner of her booth, covering all of her face but her milky eye. How do you know of Balthasar? She held her hands in front of her like claws and I could see her trembling.Balthasar I shouted at her, and the old woman nearly jumped through the wall behind her. I snickered and was ready to Balthasar her again when Josh interrupted.Balthasar came from here to Bethlehem to witness my birth, said Joshua. Im seeking his counsel. His wisdom.You would hail the darkness, you would consort with demons and fly with the evil Djinn like Balthasar? I wont have you near my booth, be gone from here. She made the sign of the evil eye, which in her case was redundant.No, no, no, I said. None of that. The magus left some, uh, frankincense at Joshuas house. We need to return it to him.The old woman regarded me with her good eye. Youre lying.Yes, he is, said Josh.BALTHASAR I screamed in her face. It didnt have the same effect as the first time around and I was a little disappointed.Stop that, she said.Joshua reached out to take her craggy hand. Grandmother, he said, our ships captain, Titus Inventius, said you would know where to find Balthasar. Please help us.The old woman seemed to relax, and just when I thought she was going to smile, she raked her nails across Joshuas hand and leapt back. Titus Inventius is a scalawag, she shouted.Joshua stared at the blood welling up in the scratches on the back of his hand and I thought for a second that he might faint. He never understood it when someone was violent or unkind. Id probably be half a day explaining to him why the old woman scratched him, but right then I was furious.You know what? You know what? You know what? I was waving my finger under her nose. You scratched the Son of God. Thats your ass, thats what.The magus is gone from Antioch, and good reasoning by e limination to him, screeched the crone.The fat trader had been watching this the whole time without saying a word, but now he began laughing so hard that I could provided hear the old woman wheezing out curses. So you want to find Balthasar, do you, Gods Son?Joshua came out of the stunned contemplation of his wounds and looked at the trader. Yes, sir, do you know him?Who do you think the monkeys feet are for? Follow me. He whirled on his heel and sauntered away without another word.As we followed the trader into an alley so narrow that his shoulders nearly touched the sides, I turned back to the old crone and shouted, Your ass, hag Mark my words.She hissed and made the sign of the evil eye again.She was a little creepy, Joshua said, looking at the scratches on his hand again.Dont be judgmental, Josh, youre not without creepiness yourself.Where do you think this guy is leading us?Probably somewhere where he can murder and kill us.Yeah, at least one of those.

America’s educational system Essay

IntroductionAs Americas groomingal system continues to strengthen and develop, a focus on individualized instruction and hindrance at bottom the regular education classroom has been brought forth in an attempt to keep seek educatees from f bothing behind. This especial(a)(prenominal) additional instruction and interpolation, k at one timen as Response to preventative in well-nigh states (RtI), is non only viewed as a push towards the service of education for all savants, but is besides being lend oneselfd as the means by which decisions regarding a coach frys special education eligibility is base upon.However, for such(prenominal) a program to finally be beneficial, it allow be up to the schools to ensure that the education professionals argon putting forth epochal feat in using the most entrance type of interposition for that specific disciple. It exit be the RtI teams duty to define the scholarly persons problem, plan an handling, implement the interv ention, and regularly evaluate the disciples development (Martinez & Young, 2011, p. 44). Various interventions should be attempted if the scheduled improvement is non initially app arent. contestation of the ProblemThe groundbreaking passage of the Education for All Handicapped Children Act in 1975, the long overdue act which letd official protection of the rights and individual call for of those with disabilities deep down the educational system, sparked the remarkable increase of students being quickly diagnosed with a familiarity disability in whatever subject the specific student was fight in (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). It was in addition noted that the majority of this increase in special education was found to be packed with minority students due to the deficient add of teacher cultural awareness within the classroom.The special education identification method of Response to Intervention came about as education personnel searched for allow courses to identify students who truly required special education and attempted to remove the subjectivity from the identification surgical operation that had caused the previous increase (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). Instead of instinctively assuming that a struggling student has an LD, therefore immediately referring him or her for special education, educators admit to attempt to reach this student by using separate methods of instructionthat are look into-based and proven to be highly- efficient. Purpose of the StudyThis paper is designed to inform the readers about the incumbrance principals of Response to Intervention, the roles of school personnel, effective implementation, how educators are reacting to the process, and how RtI is filtering into the behavioral domains of the classroom. Both positive and negative aspects of Response to Intervention pull up stakes be presented. The research is current and withdraws to be added to the available body of fellowship. importee of the ProblemProviding quality education to the tykeren of this nation will hope sufficienty eer be unquestionably significant to society. The growth and development of society essentially relies on such provision. Considering this reality, the actual effort an educator makes in arrange to guarantee that each individual child is presented with the opportunity to reach his or her full potency academically will not only affect this individual childs future, but the future of all of America. With the proper implementation of the Response to Intervention cloth within the nations educational system, the appropriate exertion of effort from educators can be ensured.LimitationsThis articles content was taken from selective informationbase research using scholarly blood lines. It was researched and written in a period of 15 weeks with the required minimum of 15 pages but limited to 20. Response to Intervention is the incorporated process i mplemented by education personnel in which individualized instruction and intervention is offerd for students who are struggling either academically or behaviorally (Martinez & Young, 2011, p.44). RtIs purpose is also to serve in the early identification and preventative intervention process with hopes of ultimately reducing the descend of inappropriate special education referrals that are issued due to poor instruction.In revise to concept a sound Response to Intervention framework within a school, the core principles of RtI carry to be efficiently developed. Attention to each of Rudebuschs principles from The Source for RTI Response to Intervention will help toensure a more(prenominal) successful intervention process and should be used as a go by for educators. These principles include We can effectively teach all childrenIntervene earlyUse a multi-tier exemplification of service deliveryUse a problem-solving method to make decisionsUse research based, scientifically vali dated instruction and intervention Monitor student progress to shape instructionMake decisions by using student performance dataUse assessment for a variety of purposes (Rudebusch, 2008, p.20). As the frequent educator develops and constructs his or her own plan within the classroom, it is important that he or she fully understand that effectively precept all kinds of children is possible. Thanks to No Child Left Behind (2001), teachers are now expected to deliver high-quality instruction to their students at all ages as soundly as be held accountable for their students achievement (Osborne & Russo, 2008, p.17). To push for student achievement, and for high-quality instruction to occur, teachers need to implement both explicit and systematic instruction. This explicit instruction is especially important in the beginning stages of the widely-followed model of teaching provided within the Gradual Release of Responsibility Model. Rudebusch states The instructional sequence graduall y moves each student from teacher-dependence to learning-independence.The teacher focuses the lesson with explicit instruction, uses guided instruction and student teamwork to practice the skills, and finally, allows students to demonstrate independent mastery of the skill. Teacher responsibility decreases as student responsibility increases. This process also helps children in developing crucial self-regulated learning skills. Self-regulation can be defined as the childs capacity to plan, guide, and monitor his or her behavior from within and flexibly according to changing circumstances, (Bramer, 2011, p.41). The development of this proficiency is critical as it will push the child to take stop of his or her own learning helping to bring about a sense of independence which is the main focus of the Gradual Release of Responsibility Model. High-quality instruction has been filtered through theself-regulated learners education.The second core principle of RtI provided by Rudebusch es tablishes the significance of early intervention. As soon as a child reveals any signs or symptoms regarding academic or behavioral difficulties to come, the educator is to intervene in order to attempt to keep the student on a similar pace compared to others in his or her homogeneous grade (Rudebusch, 2008, p.22). school-age childs who receive such assistance early produce been known to need fewer special education services as well as fewer rehabilitative services throughout the entirety of their education.The U.S. Department of Education states that intervening during preschool years can enhance the childs development, provide house and assistance to the family, and maximize the childs and familys benefit to society (Rudebusch, 2008, p.22). If the child is place at an early age then there is a greater possibility that they will benefit from the intervention strategies that are designed to set up their personal ineluctably. Early intervention is also supported legislatively as the Individuals with Disabilities Education Improvement Act (IDEA) addresses the guidelines. Part C of IDEA addresses services for children from birth to age 3 and their families, and section 619 of Part Bcovers services for children ages 3 to 5, (Bruder, 2010, p.339).Using a multi-tier model of service delivery allows struggling students to be provided with increasing levels of support in regards to their specific plains of impediment. from each one level varies in time consumption, intensity, and the amount of students receiving intervention. Whether they are receiving intervention in small structured groups using specific organized programs, or more intensive, individualized intervention that is provided for longer periods of time, this model of service delivery has been constructed to ultimately prevent future academic and/or behavioral problems, as well as assist in identifying students who actually posses specific learning disabilities (Rudebusch, 2008, p.23). RtI models are typically created with at least three tiers. From the description provided by Amy Detgen, Mika Yamashita, Brittany Davis, and Sara Wraight, in State Policies and Procedures on Response to Intervention in the midwestern United States Region, we are provided with a brief description and purpose of each tier Tier 1Evidence-based instruction provided to all students in the general education classroom.Student progress is continually monitored. Tier 2 Small-group tag onal instruction provided to students who fail to make adequate progress in the general classroom. Programs and strategies are designed to supplement tier 1 instruction. Tier 3 modifiedized and individualized instruction provided to students who are not responding to tier 2 interventions. Throughout each of these tiers, the progress of each individual student is monitored as data is collected and evaluated.This process is completed in order to ensure that the constructed intervention is proving to be effective for the targeted student. If the student continues to underachieve and show no progress, despite the various high-quality instruction and targeted interventions that have been provided, than this student may possess a specific learning disability (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). All stay RtI related decisions have been left up to the schools, such as how many tiers are needed movement from unity tier to the next and duration, frequency, and timing of the interventions and how back for secondary intervention should occur (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 19).Rudebuschs fourth RtI core principle consists of using an appropriate problem-solving method when make decisions within this multi-tiered model. This will aid in determining the specific students needs, as well as continue to develop and help evaluate student responsiveness to the actual intervention being provided. An efficient problem-solving process that should be used within the RtI framework should involve a variety of professionals skills and opinions in order to create the most appropriate intervention for the child in question. This process should involve using measurable terms when defining the problemeffectively analyzing the problem and its variablesconstructing a plan that will appropriately address the problem putting the plan into actionevaluating the ultimate effectiveness of the plan (Rudebusch, 2008, p.24). Such a problem-solving process will contribute to the hardship of a childs individual plan as each step will help to ensure that appropriate decisionsare being made. existence able to effectively and efficiently solve RtI problems when they arise is of great importance as the childs first constructed plan will not always be successful.In order for Response to Intervention to bring forth the amount of efficiency that it is capable of, it is essential that educators use research-based, scientifically validated instruction and intervention (Rude busch, 2008, p.24). In No Child Left Behind (2001), scientifically-based researched is defined as research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs (Zucker, 2004). Using this type of instruction for your students will be critical for their ultimate academic success. Another important quality to the highly-effective teachers style of instruction is differentiation. As the student population continues to expand and diversify, and as it is now known that not all students learn in the same demeanor or are at the same level in regards to their intelligence, differentiated instruction is crucial so that all types of learners can be met.Joan Van Bramer (2011) declares in Teacher Talk and Assistance and Self-Regulated Learning within the Context of RtI and Explicit and Systematic Teaching, that, In differentiated classrooms, teachers begin where students are, not the front of the curriculum guideIn differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming ones students road map for learning is identical to anyone elsesDifferentiated classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interestsDifferentiated instruction is the heart and soul of Tier 1, a teaching model necessitated by the wide reading range represented in each classroom.Providing research-based instruction as well as differentiation on all three tiers can set in motion positive progress from each and every student. In the sixth, seventh, and eighth RtI core principles, Rudebusch highlights the importance of supervise student progress in order to effectively shape instruction. Decisions made should be based on the student performance data that has been consistently collected from this progress monitoring. Ru debusch also stresses the usefulness ofassessments when checking progress.This progress-monitoring is the most suitable way in which an educator can determine whether or not the specific intervention being provided to the child is actually effective. By monitoring student progress, educators can understand and genuinely witness which types of instruction the child has positively responded to as improvement in their targeted welkin has been documented. This monitoring can also point out ineffective instruction as a childs lack of improvement would be noticed. This is equally important as unproductive intervention should be put to an end or altered in a way which will hopefully meet the students previously denied needs.Using the collected performance data to identify the most appropriate methods of intervention, as well as using a variety of specialized judgment from the professionals involved, and using scientifically validated evidence and information about a student, are the foun dations of the previously mentioned RtI problem-solving process (Rudebusch, 2008, p.25). To continue making the most efficient decisions in regards to student academic and behavioral intervention needs, the schools systems need to continually collect student databe able to disembowel valuable information from the data concerning student needs use this data to make informed instructional decisions at every level of the RtI framework, (Rudebusch, 2008, p.25). Determining student needs from the data collected from progress monitoring is a reliable way to ensure that the selected intervention for said child is actually helping the child to improve in their targeted area of struggle. Using assessments within this progress monitoring is also another effective way to measure improvement. Assessments are also initially used to screen those children who are believed to not be making appropriate academic or behavior progress before intervention has even begun. effective implementation of the Response to Intervention program within schools is key if success is to be witnessed among those struggling students who are participating within the program. In order for effective implementation to occur, the foundation of the RtI framework needs to notonly be based upon its eight core principles, but also needs the appropriate amount of dedication and commitment from the school personnel who are involved in the process. There are seven essential skills and competencies identified by Rita noggin and Jennifer Lillenstein in Response to Intervention and the Changing Roles of Schoolwide Personnel that education related professionals need to possess to help ensure the success of RtI within the schools. These seven proficiencies are in-depth knowledge of literacy development and instructionan understanding of how to collect and interpret data for instructional decision making being able to differentiate ones instructiona willingness to collaborate and work successfully with others a commitment to Lifelong Learningpossessing leadership skillsa facility to work with technology (Bean & Lellenstein, 2012, p.493-497). With the whole kit and boodle of RtI within the schools, it is now being found important for all school personnel to understand the components of reading acquisition and to be able to effectively provide evidence-based literacy instruction (Bean & Lellenstein, 2012, p.494). Principals viewed this knowledge as a way to better understand their educators struggles and concerns, while specialized personnel, such as special educators and psychologists, who officially did not need to possess such knowledge, now find the understanding of the literacy curriculum to be of great significance. All RtI school personnel involved and well-read in reading and literacy education have a better chance of helping those students who are struggling with spoken language arts eventually reach their full potential.As well as understanding the importance of effective litera cy instruction, school personnel also need to be able to collect, interpret, and use the data they pull together from monitoring student progress to construct further instruction and intervention. Teachers need to understand that certain assessments might not be the most appropriate choice for one child while it could be the most effective for another. A wide variety of ways to assess students needs to be used, such as teacher observations and collaboration, rubrics, and student work samples, in order to truly graspwhat the student is struggling with. To use data effectively, there is a need for shared expertise, with reading specialists, principals, and psychologists offering their expertise in psychometrics, instruction, and so on, (Bean & Lellenstein, 2012, p.495). With school personnel interpreting data effectively and using such information to construct the most appropriate instruction and intervention for the targeted student, the likelihood that the student will benefit from the RtI process is much greater.The ability to differentiate instruction, as mentioned previously, is passing significant to the implementation of RtI, and yet is one of the most difficult factors to achieve. However, successful differentiation is possible when educators take the time to seek out the most effective way to reach the child, understanding that all children learn differently. The support of differentiated instruction can be carried out by principals who help to develop staff schedules that will ultimately increase the availability and numbers of personnel available to aid in the classroom. These professionals can include special educators, reading specialists, or English language learning teachers. Using such professionals within the RtI process will only benefit those struggling students and help to differentiate the kind of instruction they will receive. This will aid in discovering the best way to reach each child academically.Another important ability school person nel needs to posses in order to carry out RtI effectively is the ability to collaborate positively with one another. Being able to work with others toward a common goal is extremely important, and regardless of the situation, this common goal should always be to discover the most efficient way to educate the child in question. Jennifer Lillenstein and Rita Bean (2012) state, in regards to collaboration within the classroom, that there was consensus that to collaborate effectively, there must be a sharing of and value for diverse perspectives and preparation to attain the larger goal of enhanced instructional decision making and improved student outcomes.By effectively working with one another in an attempt to make the best decisions in regards to what the targeted student needs, the educators establish joint responsibility for thestudent. From this joint responsibility, the educators will be able to discuss the students strengths and weaknesses when making decisions concerning inst ruction (Bean & Lillenstein, 2012, p.495). Efficient collaboration mingled with those who are a part of the RtI process is critical if what is best for the targeted student is truly in question. This consistent collaboration also provides opportunities for education professionals to learn from one another as they maintain and inspire their commitment to lifelong learning. Educators can always learn from the strategies, thought processes, and experiences of their co-workers.The final two skills and/or competencies mentioned by Rita Bean and Jennifer Lillenstein (2012) are leadership qualities and competency within the field of educational technology. Leadership qualities can involve a variety of skills, such as interpersonal skills, communicating skills (such as assertive communication), skills related to the principle of trust, and skills involving active listening and problem solving. Other important aspects of leadership qualities an educational professional should possess includ e being able to successfully collaborate with a team, and leading and participating in conversations with individuals or groups concerning pressing matters. During these times of discussion, a leader should be able to not only provide positive feedback to his or her fellow co-workers, but must also be able to provide critical feedback if necessary.When critical feedback is taking place, a leader needs to treat his or her other co-workers with respect, be able to back up his or her claims with data and evidence, and should always keep the students best interests in mind. In regards to school technology, educators need to possess facility concerning these kinds of classroom advancements. Collecting data, monitoring the process of students, finding ideas for differentiated instruction, and learning more on ones own are merely a few of the ways technology is now being used in the classroom. The collection, reviewing, and monitoring of student data and performance is critical to the succ ess of their individualized RtI plan (Bean & Lillenstein, 2012, p.496).To find out how schools are implementing the entire Response to Intervention process within the classroom, as well as how educators are responding to theprocess, a specific example is provided. In South Eastern Texas, an online behold in both rural and urban schools was completed. In Response to Intervention How is it Practiced and Perceived?, by Rachel Martinez and Andria Young, the various aspects of RtI, as well as the results of the survey are examined. Ninety-nine educators completed this online survey in rural and urban schools in South Eastern Texas answering questions regarding the RtI process and their opinions about the procedure. The questions related to the RtI initiation practice, documentation of the students goals, data collection, intervention procedures, the resulting follow up decision process, and the educators overall opinions regarding the entire implementation.In reviewing the results, it was discovered that 87% of the respondents stated that it is the general education teacher who initiates the RtI process for the struggling student (Martinez & Young, 2011, p.47). Seventy seven percent of the respondents indicated that this course of action is most often initiated after a student heaps poorly on a school-wide screening test. Now that this student has been identified as one who will participate in the RtI process, an RtI Team is formed. This team usually consists primarily of the general education teacher, special education teacher, administrator, and a reading specialist. Only 34% of the respondents stated that the childs parent was a part of the team (Martinez & Young, 2011, p.46).In order for a child to be properly monitored, school personnel are to write specific academic goals concerning the students targeted areas and the amount of progress he or she is to make before a certain time period. These areas are to be operationally defined so that they can be contin ually examined (Martinez & Young, 2011, p.47). This is extremely significant to the RtI process as student progress needs to actually be seen in data form in order for the specific intervention to continue. Yet the comments left by the respondents concerning writing these measurable goals indicate that this is an area of weakness for educators and needs improvement.Concerning the follow-up process, results indicate that a follow up get together was usually held by the RtI Team in order to appropriately monitor a students progress.Seventy six percent of the respondents answers points towards the fact that at least half of the time students are making many sort of progress (Martinez & Young, 2011, p.49). Seventy one percent also indicated that students actually met their goals at least half of the time (Martinez & Young, 2011, p.49). If a student does not reach their goals, it is indicated that a new type of intervention is started and if progress is still not made, a special educat ion referral is conducted. Yet the majority of the respondents, 74%, indicated that this eligibility is determined using a combination of RTI results and standardized testing data instead of just relying on RTI data alone (Martinez & Young, 2011, p.49).This specific example has provided evidence of the positive results of RtI and that the greater part of the respondents involved in this study felt that such a process ultimately benefited students. Yet comments concerning how the process is perceived by educators in this area were not all entirely positive. Some educators indicated that the same students who were being put through this process were actually already being provided extra help by their teachers. There was also an overwhelming amount of complaints in regards to the time RtI paperwork and documentation takes (Martinez & Young, 2011, p.50). In Special Education Teachers Perceptions and Instructional practices in Response to Intervention Implementation, by Elizabeth Swanson , Michael Solis, Stephen Ciullo, and John W. McKenna, some similar complaints involving RtI are stated.These negative aspects include scheduling challengesas it is sometimes difficult to set aside a time in which all those who are required in the RtI process are available, the change magnitude amount of paperwork necessary for each student, and the probability that additional staff may be needed. Despite these challenges, teachers find the early intervention opportunities, meeting the unique needs of each student, and the positive collaboration with other staff members to outweigh the previously mentioned negative features. The results of the specific study completed in the South Eastern Texas area indicate that the school personnel are consistently tending to the important components of the RTI process, despite such challenges, as they attempt to help each individual student reach their full potential academically.As Response to Intervention continues to show success in regards to aiding students academically, the use of RtI to help students who struggle with the social, emotional, and behavioral aspects of school is now an option. Since this type of negative behavior can be associated with poor school-related outcomes, the use of RtI behavioral interventions may prevent further dire behavior as well as prevent the need for special education services. A specific example where such intervention took place is provided in Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains Current Challenges and Emerging Possibilities, by Elina Saeki, Shane R. Jimerson, James Earhart, Tyler Renshaw, Renee D. Singh, and Kaitlyn Stewert. This study uses RtI as a constructive approach for preventing and remedying emotional, social, and behavioral problems in students.The study took place at a public elementary school in a midsized city in Southern California by a collaborative problem-solving team consisting of the school psychologist, the principal, un iversity faculty supervisors, and school psychologist interns. The participants included 55 third-grade students from three separate classrooms who all participated in Universal Intervention (Tier I). During Tier I, the two school psychologist interns conducted impulse control lessons for the students and administered a specific assessment both before and after the intervention. At the conclusion of Tier 1, the teachers nominated nine students who would possibly benefit from further behavioral intervention within Tier II. One student was chosen from this group by the school psychologist to receive intensive intervention (Tier III) targeted to his specific emotional areas of difficulty (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.48).In regards to the implemented Tier I Universal Intervention, 81% of the students improved their score on the assessment provided. For those receiving intervention at Tier II, four win increased, one decreased, and two showed no cha nge. The remaining two students were not present for either the pre- or post-assessment (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011, p.50). However it must be stated that in this particular(prenominal) study the type of lessons provided to these children at this level were based on teacher recommendation and not on their actual testing scores. In regards to the child identified for targeted intervention, no pre- orpost-test measures were actually conducted and the school psychologists clinical judgment was used. Yet the results were stated to be favorable concerning the childs progress.Bringing the RtI framework into the area of social, emotional, and behavioral issues among students, instead of only issuing such intervention in regards to their academic insufficiencies, is a way school personnel can provide additional support for those students who are at-risk but are not eligible for special education services. However, it is of great importance that educator s use a combination of both quantitative and qualitative data and that the interpretation of both must be objective. In the previous example, teacher input was used as the main source concerning the identification of students who would be receiving Tier II and Tier III intervention (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50). This specific example of how behavioral issues are being tended to by RtI is shown to have overall positive results. Yet every school who implements such a structure for behavioral purposes must use a multifaceted evaluation process to lift strong subjectivity in the decision making procedures.The implementation of the Response to Intervention program within classrooms, schools, and the entire educational system can have an overwhelmingly positive effect on those students who are struggling, either academically or behaviorally, when the process is executed in the proper manner. For this to occur, the eight core principles of RtI need to be apparent among educators and flourishing throughout the schools. These core principles include the understanding that all children can be taught effectively, the necessity of early intervention when possible, using a multi-tiered model of service delivery, using an effective problem-solving method to make decisions, using research based, scientifically validated instruction and intervention, monitoring student progress in order to shape instruction, making decisions involving implementation and instruction by using student performance data, and using the appropriate assessments for a variety of purposes when necessary (Rudebusch, 2008, p.20).Each of these Response to Intervention aspects are critical to RtIs strategic implementation and crucial to the ultimate success of the program. Behind the eight Response to Intervention core principles are the educationalprofessionals who are following such guidelines and putting them into action. As RtI continues to grow and expand with in the educational system, the various roles and tasks of school personnel also continue to develop. There are a mixture of skills and competencies that each educator should possess in order to carry out the RtI core principles effectively. These proficiencies include an in-depth knowledge of literacy development and instruction, an understanding of how to collect and interpret data for instructional decision making, the ability to differentiate ones instruction, a willingness to collaborate and work successfully with others, a strong commitment to Lifelong Learning, various leadership qualities, and the ability to work with educational technology (Bean & Lellenstein, 2012, p.493-497).RtI implementation will have a greater chance of success for its students if the educators involved grew to be knowledgeable and comfortable in each of the previously mentioned areas. A study conducted in South Eastern Texas provided an amount of insight in regards to how schools are implementing the R esponse to Intervention process. This study also presented the manner in which school personnel responded to the program. RtI initiation within the schools, documentation of student goals, collection of data, intervention procedures, follow up decisions, and the educators overall opinion concerning the entire process is reviewed (Martinez & Young, 2011, p.47). Although the study ultimately praises RtI for its effectiveness, complaints regarding the amount of paperwork, time, and documentation procedures were noted. South Eastern Texas is not the only area in which these complaints have been made.Another source complains about the RtI scheduling challenges, the increased amount of paperwork, and the need for additional staff. Negative aspects aside, educators praised the early intervention opportunities, meeting the individual needs of each student, and the overall positive and informative collaboration with other co-workers. Since Response to Intervention has proven effective in aid ing its participants academically, the use of RtI within the social and behavioral domains of the classroom is now an option. This behavior-driven intervention is used as a preventative measure as well as a remedy for those students who are already struggling with poor behavior. A study conducted in Southern California used this type of multi-tiered intervention to address some of the behavior issues taking place within the school as well asappropriately aiding those children who were struggling both emotionally and socially (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50).Although the results were deemed positive, the subjectivity of the educators in charge was questioned. Objectivity is a must if behavior-driven RtI is to truly address those who require the program. In conclusion, the Response to Intervention process is one that can benefit scores of struggling students if the structured program is adequately conducted by the professionals involved. In order for RtI success to occur, these professionals will need to consistently work together in discovering the most efficient way to sufficiently educate the students in question. Although the appropriate materials, specialists, and other intervention tools can be extremely significant to the RtI process, it is the distinguishing quality of effort that will ultimately hold the entire program together. If educators and other related school personnel do not exert the proper amount of effort in carrying out this process, then Response to Intervention will eventually be deemed worthless. It is up to the educators and school personnel involved in this program to help RtI genuinely reach its valuable potential.

Advantages And Disadvantages Of Social Networking Essay

The world of technology and communication has changed rapidly during this millennium era. We move non void that and as a matter of fact we go out be lag behind if we do non follow it. Information Communication and Technology or ICT has get under ones skin the major role to bring the world into a more modern and develop. ICT has also shaped the world to be more dynamic than incessantly before.The world of education get the effect on the rapid changes of ICT. Education now have to adapt with the ICT, if not then there will prep ar gap within education and the society. The education world now is also acquire more improve by utilize ICT. friendly Networking or Social Media such as facebook, twitter, WhatsApp and different alike is also product of the development in ICT. Not m any(prenominal) pile realise that mixer media that are utilize by so numerous an(prenominal) masses in the world can be used for language study.Social media provides the learner with the possib ility of participating in actual, real-time, relevant conversations taking place online, and practicing the target language with or without the help of an experienced teacher by his or her side. However there are approximately advantages and disadvantages of using social networking for language learning. This article tries to enclose the role of social networking in education and to know the advantages and disadvantages of it.Read moreSocial networking advantages and disadvantages essayThough, there are legion(predicate) opinion regarding the topic, this article would like to limit on the advantages and disadvantages of social networking in english language learning.The social networking sites focus heavily on building online communities bound together with common interests or activities. in that respectby provide them with tools that help them to do so. In the field of education social networking sites encourage students to muster in with each other and to express and share th eir creativity. Social media is also unity good way for students to gain knowledge which can be from outside their classroom activities. So many social media they can share and discuss many things related to their need of particular knowledge with others practically.With Social networking can create a better English communicative environment for students, they do not have to go to the country where the mother tongue of English is, they sound connect to the meshwork and interact with people from English speaking countries. And they do not need to meet physically, and it also improving the efficiency of class teaching. English teaching can make the lessons more effective and efficient. Many social networking sites offers the users many applicationsthat make them easy to get any benefit including in english language learning.The well-nigh important feature of the social networking site is the ability to give and receive feedbacks. If this feature was not there, the world of social networking would not what it is today. Any content that you send out instantly starts receiving comments, likes, reviews, opinions, and additional information on that topic . By doing this, it can create discussions, sharing ideas and other communicative skills which use english as the language in the discussion.Social networking can encourage students to upload images or videos related to the courses. Some teachers even ask their students to upload their essays and assignments on the net, analyse the feedback, and write a better one for the final class essay. It is very good activity and the process or learning and teaching will run smoothly without any barriers of place and time.Beside advantages of social networking in education, there are also round advantages of social networking in language learning. Many researchers has conducted research on this matter and many of them conclude that social networking can be subjected to crime especially to the youth or students.Because so cial networking offers the users to communicate each other without any boundaries that will be used by the bad people to to do crime to the others.By using social networking people who is next to us because we are too work with online internet or people who are far away becomes near because of this social networking. It means that, though the students are sitting close to each other but they are busy with their gadgets so, it is lack of social interactivity in the real life.Networking websites can make people or especially students become very addictive. mess spend more and more time at computer with makes them isolated from real life. They are wasting time at checking purposeless posts and informations. Thinking just about virtual world they cant focus on anything and have problems at school or work.In the term of language proficiency, many young people write broken english words which are not found in English dictionary. Some of the use abbreviation which sometime(prenominal) c onfusing to the others. Such as they use text language in their normal day to day vocal, saying things like lol (laugh out loud).Because mostly social networking using written context message, so sometimes students facemany problem when they are told to speak correct and professional English. Some are not able to form correct sentences on the spot and after making a mistake, the whole flow of the sentence and conversation breaks apart.Social networking sites, can be a potential risk for teachers as some applications allows users to communicate and the content can lead to discrediting or slanderous messages. It can be happens to the teacher when they are not so aware with the threat of social networking to them. The teacher need to concern and sometimes the teacher are not so well transform about the use of social media and its advantages in the teaching and learning. And the teacher should be good in selecting the content materials if not the learning process will be just useless.S ocial networking can also be subjected to an on line bullying. It may happens when a students make or post bad things, and he does not realize that it can be used by other friends at school to embarrasse him. Of course it will create bullying among the students.There are some advantages and disadvantages of using social networking in education including in English language learning. It can encourage students to engage with each other and to express and share their creativity and can create a better English communicative environment for students. Oh the other hand, social networking is lack of humanitarian aspects and create confusing language because using slank words or abbreviation which are not found in English dictionary.Advantages and Disadvantages of Social Networking EssaySocial networking sites have become extremely touristed among the youth as well as the professional people. Keeping in mind, the growing popularity of these sites and the effect it has and the benefits that it brings a massive, it can be easily predicted that its popularity is sure to grow much(prenominal) more. The social networking websites are more like the virtual meeting places where people can just chill and hang out with friends. They can discuss on different topics, share information, and exchange files and pictures. We admitted the fact that using social networking is one way to enhance our social interaction with other people.Because of our technologies there are many ways that can help our works faster and easier. However, everything has a positive and negative side. Similarly, the social networking sites are also made up of their set of advantages and disadvantages it is a one way to communicate our distant relatives or families, its a big help for the people who needs jobs especially there are online jobs offered in social networking and also its a way for some students who wants to finish their study due to their personal problems because there are many distance learnin g here in social networking.But among those advantages we can get from social networking, there are still many disadvantages that can affect to the users. Students are the one who are really affected for the disadvantages of social networking. According to the some surveyors many students are addicted to some social networking. That can lead them not to go to their classes hours. There are some social networkings that are prohibited for minor children.Because of that, the cases now for the minor children like harassment, rape and etc. are getting higher. Because some are getting influence by what they have saw or learned from that social networking. In using social networking, it must be minimal and the users should know how it affects to her /his life so that there will be no regrets at the end. Do whatever you want as long as it can lead you on a better way and a peaceful life.Advantages and Disadvantages of Social Networking Essay Vocabulary and Grammar An Elementary lesson for CELTA trainees at CELT capital of Greece What steps are part of the process of designing a syllabus? What knowledge & skills do teachers need? The Advantages and Disadvantages of Social Networks for Language Teachers Does this look familiarTo ing or not to ingthat is todays questionOne of my students asked me last month why we use the ing form for blogging, networking, computing..Good question My answer? Because technology is unceasingly changing and plus usually these actions are constant, happen often, plus they are amusing but can be annoying so we use the present continuous form. On Wednesday 18 January, ELT confabulationters wished each other a Happy New Year and got their teeth into a very stimulating chat. As language teachers, do we find these social networking platforms and services amusing or annoying Our students are already using a wide-range of social network sites and teachers are beginning to familiarize themselves with such sites, to keep up with technology but mo re importantly, to discuss and exchange ideas and develop as teachers. We read and write blogs, promise forums, develop Nings and Wikis, all of which are constantly changing and being updated. The ELTchat itself is proof of this.its fast, furious, fun and educational We have joined ther World of Technology, for good or for bad? By the way, did you know that if Facebook was a country, it would be the third largest country in the world So in the ELT world, here are the main themes from the discussion. Advantages* There will be more pro chatters tonight as most members are keen SN users. * ELTCHAT is one of the major advantages of SNs for teachers. * SNs have radically changed teachers lives. We will never feel alone again. * Facebook has become a professionally developing site rather than just a social network. * SN has revolutionized the way we value and opened wider perspectives. * SNs are global and 24/7.* SNs should be harnessed by 21 century teachers with enthusiasm. * Use Face book for personal contacts and Google+ for PD.* SNs are an extension of staffroom chats with links, banter and discussions. practical(prenominal) staffroom. * ELTchat is great as it is an outer of class collaboration discussion, as few teachers in the workplace know how to collaborate. * SNs create friends which lead to face to face meetings. * per centum worksheets/mind maps for students, time-saving.* Twitter tags can inform parents of students progress. * Non-native teachers are also exposed to real language in the modern world. * SNs, like Twitter and ELTchat are arouse Plus, through ElTchat, you find more people to follow So, start following Disadvantages* All SNs are time-consuming.* Some teachers find SNs too daunting to tackle.* SNs can become addictive. They can take over your life, leaving little time for family and friends. Knowing when to stop is crucial try to switch off * Replication of themes from one SN to another is annoying. * Students become obsessed in findin g their teachers on FB and intrude in teachersprivate lives. * Privacy issues with FB AND Twitter do not accept people you dont know or protected accounts on Twitter. * Tweetdeck often has technical problems.Mentioned sites, platforms and services worth checking out* http//www.edmod Secure Social Networking for Teachers* http//moodle.org/Moodle is a socio-economic class Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites * http//www.blackboard.com/ Blackboard helps clients enrich all aspects of the education experience by amiable and assessing learners, making their daily lives more convenient and * http//www.collaborizeclassroom.com/ is a free online collaborative education platform that allows students and teachers to transcend the boundaries of their physical classroom to engage in an online collaborativelearning environm ent. * http//bloggerindraft.blogspot.com/2011/08/introducing-google-scribe-in-blogger.html-an aid to write your blog * http//aplanet-project.org/ Autonomous Personal Learning Networks For Teachers * http//www.scoop.it/t/interactive-teaching-and-learningExploration of engaging learning spaces and technologies that support them. * http//www.evernote.com/ Remember everything* http//www.diigo.com/ To collect, highlight and remember those bookmarks The chat went on to discuss the issue of coping with lack of time and organizing information and links shared. This lead to a variety of suggestions for bookmarking and who prefers Twitter, FB, Google+. Everyone had their own opinion A blog challenge was proposed esolcourses Best method for organizing ELTchat bookmarks Choose one and demo As ever, there were some great links shared* http//t.cohttp//evasimkesyan.edublogs.org/2012/01/18/evo-digitalstorytelling4kids-and-the-tool-of-the-week//JBbayIuc * http//learningfundamentals.com.au/wp-content /uploads/Focus.jpg How to focus in times of distraction. Excellent mind map presentation * http//cybraryman.com/facebook.htmlAll you need to know about SN s and your students.* http//www.telegraph.co.uk/education/educationnews/8142721/Social-networking-teachers-blame-Facebook-and-Twitter-for-pupils-poor-grades.html * http//educationland.wordpress.com/my-worksheets/http//educationland.wordpress.com/worksheets/http/www.facebook.com/pages/Education-Land/221436857914023http/t.co/gzX8zGIR Share worksheet and ideas Thats the succinct folks I would like to add that I didnt mention specific names on the summary as so many people commented on this chat, so there is something from everyone Thanks for another energy-boosting, informative chat Happy Social Networking

Buisness operations

Dealing with argoting occupations is a hassle for any individual, especially for those who argon involved with the attribute line sector. Transactions count and go and funds is fast, trusts can non afford to fail. Banks argon offering the advantages of Personal Banking Consultants, specially designed for individuals who do not wish to deal with meager jobs such as shut-in pin codes or name changes. Though these fusss are not serious, they require time to sort out. The theatrical role of a PBC come with perks for business people and proves to be a worthy investment. The following case discusses a clients put through with a PBC.There were inherent problems with the commit social club that the PBC was able to assist the clients done. The clients went through numerous problems and delays in changing accounts. Wrong names, invalid pins, existing accounts, and long delays were said to be a common occurrence. The real issue did not come from the PBC, rather from the company itself. The bank buildinging company practices agency staff, or contracted workers for some of their operations. Though this is beneficial to the financial status of a company because of the easy advance to labor and the affordable cost of hiring agency staff, it in addition has inherent risks and downsides.What were the offers between nodes expectations and perceptions in the process described? In the case, the clients were burdened by the changes with their previous bank in the south. Two accounts were being used, one for business and one for personal use, each with different offices and different numbers. The location of the bank was also a problem because of a change of residency of the clients. Due to these factors, the client chose to switch the northern bank. The presence of the Personal Banking Consultant at the northern bank helped persuade the client to switch banks.It is important to note that the process of switching banks involved numerous intricacies, such as the change of cheque books, credit cards, standing orders, and debit instructions. The facing pages between customer specification and operation specification seems to be a match. The bank offers their serve to the clients, along with the bonuses of the package which the client chose. These included preferential interest group rates, free annual travel insurance, a reward scheme, a golden credit card, and the services of the PBC. We can assume that the clients confine fulfilled the requirements to apply for rank and file and enjoy the rewards.The gap between tint specification and the actual quality of the service or product is one of the most important gaps in the case. This event of gap, as stated by Reuber and Fisher (2005), shows the marketed specifications of the computable or service, what it should provide and the benefits of its use, and compares it to the actual specifications of the good. Cleary, there is a gap between these two in this case. accomplish was clearly aware of the problems that plagued the company, yet presented these to the clients as simple computer problems. This is the case of marketing the specifications of the service to be better than the original.She did, however, admit that the problems were caused by the agency staff. The ratiocination to cover the reality of the situation was a risky move by work. The clients did not withdraw from the offer and became members, a successful deal for the bank. However, the reputation of the bank has been severely tarnished. The clients were very dissatisfied with the process of transferring, and this has left an initial impression on their mind. Though there progress to been no problems beyond the transfer process, some opposite(prenominal) mistake on the banks part will remind them of the initial problems that they faced.The gap between the actual quality and the communicated image of the service matched. This gap explains the difference between the qualities of service that the cu stomers are expecting against the actual quality (Beckford, J. , 2002, pp. 145-150). The clients already had a bad experience with their previous bank and know that the transfer of accounts is a very tedious process. They acknowledged this difficulty in choosing to transfer, and the bank did not hide this fact from them. However, they were assured that the process would go smoothly, which we know was not the case.How were the customers expectations influenced from the scratch? The idea of transferring accounts was not initially welcomed by the clients. They had a negative experience with their previous bank, with impersonal call handling because of outsourcing, the neglect of access to their assistant bank manager, and the complication of having two accounts under different telephone numbers and offices. Under the circumstances that they face, any better alternative would ca-ca been welcome. The clients previous experience has moved(p) their perception of consumer expectation.Co nsumers generally want to have faster service, convenience in both application and usage, flexibility in payment options and other packages, and helpful customer policies. This type of consumer expectation is chance variableed thru the wants of the client. In reality, what consumers want does not necessarily equate to what they expect to receive. This is called the customer expectation paradox. Real consumer expectations are formed thru experience in the marketplace (Lucas, J. , 2006, pp. 137-144). A real life example of the paradox is a visit to a dentist.Customers want to be served quickly and immediately, no postponement lines, timely appointments, and available dentists at hand. However, the expectation of the reality in the office is different. Customers know that they will have to wait in line, that they will not be served immediately, and that the availability of the dentist may be in question. The same can be said for the case, as the clients know from experience that the process of transfer is a very hassling endeavor. The clients want to have no problems regarding the transfer that no errors are made, that all(prenominal)thing is done quickly and in a timely fashion.The experience of the clients tells them that this is not the reality, guide them to expect that their wants will not be fully satisfied. The clients did not have high expectations for the replacement bank they were simply in search for a panache to ease the burden of their previous bank. The package that was offered to them was a factor that influenced their decision. The assurance that the process will go smoothly also led to their expectations to be affected. When Sue informed the clients that everything will be handled by the company and that the clients will not experience any hassle, this significantly affected their expectations.What aspects of the banks service quality specification have been revealed to the customer? Are these reasonable for such an account? The prime conce rn of bank customers is to be served conveniently without any errors or problems. much(prenominal) complications cause consumers to lose loyalty with the bank and eventually lead to them leaving and searching for other service providers. In order to gain consumer trust, which is vital to service oriented businesses such as banks, firms show their focus on quality specification. In the case, the source of one of the problems of the bank is the outsourcing of several operations to agency staff.This was revealed to the clients by their bank consultant at the end of their transfer process. The company alone cannot meet the demands of the customers, thus the use of agency staff to fill the gap. This is a good decision for the bank, as agency staffing provides the company with flexibility because of the ease of hiring new staff and the availability of a wide variant of employees. Agency staffing is also much cost-effective in terms of employment since these employees do not require exte nsive training and are not a liability to the hiring company (Huffman, L., 2008. ). The use of agency staffing does have some drawbacks, such as the employees lack of loyalty for the company. Since they are often not considered to be part of the main team, temporary employees have little incentive to be loyal. Lastly, cheap agency staffing may be less efficient compared to trained employees. Although errors cannot be avoided in operations, especially with agency staffing, it is not an appropriate reason for the clients to be burdened. Sue has pointed that this has been the reason for the errors in the clients transfer process.While the agency staffing may pose as a problem to the clients, it is significantly decline by the practices of the bank consultants. Sue, as an example, continued to press clients to accept packages and offers even if she is aware of the problems that the staff is experiencing. This action allows the company to meet their quotas however it has severe repercus sions on the clients. It was been visible to the clients that such transactions happen even if the bank cannot sufficiently deliver some of the services involved. This suggests serious problems with the banks coordination between departments, and among the clients.It is also clear that the bank corroborates from capacity management, that the agency staff are either underperforming or the bank is understaffed. Evaluate Sues reaction to the problems at every stage. Was the banks service recovery successful? Before the transfer process began, Sue faced the problem of the clients coming from a previous bank where they had a negative experience with. The clients were initially against transferring banks, mainly because of the hassle of having to change card info, cheque books, credit, and others included in their personal and business accounts.Upon sharing this problem with their personal banking consultant, Sue assured the clients that all the details will be processed by the computer in a week. She also stated that with the level of technology that the bank is using, the clients would simply have to fill out a few forms and wait for seven days. She was successful in dealing with the clients concerns with the decision of the clients to utilize the banks services. The first problem that the clients encountered was the late chequebook. They were told that all the required materials would be delivered in a week however the last chequebook came in six days late.Though Sue was not informed of this problem, the clients did receive a welcome package from Sue consisting of information regarding the services the bank offers, notification that the accounts are active. The messages were written in a personal manner to improve customer relationship. The welcoming package may possibly be the standard operating purpose of the company however this act serves as a way to make the clients feel that they are part of the company. Upon receiving the chequebooks, there was an erro r with the names for both the business and current account cheques of the clients.Sue apologized for the mishap, and informed the clients that new cards will be issued for them, and that PBC cards are given special priority. Sue had also given the clients an alternative, that the source cards could be used since they were linked to the existing accounts. The credit cards arrived a day after, with the names correctly spelled. Sues reaction to the clients problem was done well and provided in a speedy manner. The errors were fixed quickly and Sue suggested a temporary workaround to the problem.Though the name mishap was solved swiftly, the clients experienced another problem with the personal identification numbers (PIN) of their cards. The said PINs did not arrive with the credit cards, making them inaccessible. When the clients informed Sue of this, Sue relayed that PINs arrive several days after the cards because of security reasons. She also assured the clients that the PINS will arrive along with the cheque guarantee cards. The PLCs reaction to the clients concerns was a standard customer reply. The PLC simply informed the clients that there was no error, and that the process was going as planned.After a week, the clients had received the guarantee cards. However, these had the names misspelled similar to the first batch of cards. The PINs for the other cards have also not yet arrived. Sue was informed of this and was surprised with the delay. According to her, the PINs were sent 5 days ago and suggested that it may have been lost in the post. She confirmed this after a while, informing the clients that the cards have to be reissued for security purposes, and that the new cards will have a new PIN code. Again, Sue suggested the temporary use of the old cards.With the increasing occurrence of errors, Sue had been very apologetic regarding the problems that the clients were facing. The new PINs and cards had arrived 3 days after, the time limit that Sue had set for the revised cards. However, the clients faced another problem with the PINs because they were being rejected. The new PIN codes were for the old cards, and the new cards did not have their codes yet. The whole mess was sorted out after 4 days, and the card company sent a personal letter of apology regarding the problems that the clients faced. A bouquet of flowers had also arrived for the clients.Their PLC, Sue, also called to ensure that there were no more problems. The clients were also given leather holders for their cards and chequebooks. These actions show that the company was trying to amuse the clients by offering gifts in order to ensure that client satisfaction. It is clear that Sue had done everything in her power to solve the problems of the clients. Sue herself did not suffer from any errors rather the mistakes took place within the system itself. Sue was successful in appeasing the clients, and no problems occurred after the events, thus restoring customer sati sfaction.What costs have been created by these problems, and how do they compare with the underlying costs and root cause of the problem? The main costs that the problem has created have been those to the customer, to the bank, and to Sue. The costs that the clients had incurred came in the form of inconvenience and time. The original agreement was that the clients would have everything ready within a week, however after the delays and errors the clients had fully finished the transfer process after 25 days, 18 days after the original deadline. The psychic costs that the delays caused also affected the client.In addition to that, the clients were embarrassed due to a mishap with their former credit cards and cheques, which would have not occurred if the process of transferring went smoothly. The bank had also suffered losses due to the errors. The cost of the reproduction and reissuing the cards and chequebooks and the cost of delivery of these products are interpreted by the compan y. The numerous errors have also caused customer satisfaction to decrease. This is a cost to the company because the clients experiences with their bank show the quality of service that is provided.If there are complaints that stem from errors and delays, the banks reputation is negatively affected. The root cause of the problems comes from the system management of the banks operations. The hiring of agency staff shows that the bank cannot book the services demanded by the operations alone. The performance errors of the agency staff suggest that the bank is understaffed, or the hired staff is underperforming. There is also a lack of communication between the departments within the company. Customer revisions are not communicated efficiently to the card issuing company, thus causing errors in PIN codes and credit cards.Lastly, the company suffers from poor target setting. The bank aims to meet the demands of clients within a specified timeframe, yet their operating staff cannot meet these deadlines. CONCLUSION The bank suffers from multiple mistakes in their system organization and management. If left unsolved, they will be operating at a sub-optimal level and experience multiple losses. Clients will choose to use the services of other banks. The costs that the errors and delays bring upon the company hamper growth and decrease revenue.The changes required to solve the management problems of the company are costly and hard to achieve. The short recovery procedures used are also costly and prove to be an inconvenience for both the clients and the bank. These can only alleviate the problems, but not alone solve them. The main issue that has to be settled is the long-term plans of the bank to solve their problems. In the end, we cannot always just call Sue. REFERENCES Beckford, J. (2002) Quality. 2nd ed. London, Routledge. pp. 145-150. Huffman, L. (2008) The Pros and Cons of Using an piece of work Agency for Temporary Staff.Internet, OfficeArrow LLC. August 26 . Available from Accessed May 2009. Lucas, J. (2006) Broaden the Vision and Narrow the Focus Managing in a World of Paradox. Westport CT, Praeger. pp. 137-144 Reuber, A. R. & Fischer E. (2005) The Company You Keep How girlish Firms in Different Competitive Contexts Signal Reputation through Their Customers. Entrepreneurship Theory and Practice, Vol. 29, p. 1.