The Nice Guy Essay - 1330 Words

Case Analysis: The Nice Guy Introduction This case study begins with Paul Kennedy on a slow morning commute in Cleveland. During his drive, he’s worried about his wife and family, his boss, his associate, a stranger in a nearby vehicle, and even about the state of the Cleveland Browns. He is also excited about his plans to expand Daner Associates into the European market and his impending promotion to CEO. But when Paul meets with his boss, Larry, that afternoon, he discovers that he has been misreading signals. Larry is actually considering Paul for the number two role in the company and considering promoting another Daner executive, George, into the CEO position. Background Paul has been with Daner Associates for ten†¦show more content†¦In his interactions with Larry, it seems that Paul has been hearing only what he wants to hear. Paul has apparently misread Larry’s intentions, resulting in misaligned expectations. Paul and Larry have very different leadership styles and attitudes on people management. This disparity in their styles is a core part of their communications issues. Paul’s self-referent criteria have prevented him from effectively listening to what Larry has been telling him about his leadership skills and potential to be promoted to CEO. It seems that George has an advantage over Paul in being able to relate easily to Larry. Larry and George have a similar philosophy on people management, which gives George an advantage on effective communications with Larry. Larry immediately empathizes with George’s perspective, because it is similar to his own. This puts the onus on Paul to get outside of his own frame of reference to examine himself from Larry’s perspective. The nice-guy disorder is having a negative effect on Paul’s ability to make choices. His decision-making ability is impaired when he gives away his power to others, including George and Larry, denying his own goals and desires. When he feels strongly about an issue, as he does in the case of breaking intoShow MoreRelatedStephen Blackpool : Nice Guys Finished First2053 Words   |  9 PagesMalcolm Hamilton Professor English 203 10, July 2014 Stephen Blackpool: Nice Guys Finish First Charles Dickens’ â€Å"Hard Times† is a revolving plot line based on characteristics of many beliefs and values. Stephen Blackpool, a Hand in Bounderby’s factory, is a man of great honesty, compassion, and integrity. The backlash on Blackpool starts whenever he refuses to join the workers’ union because he believes that striking is not the best way to improve relations between factory owners and employeesRead MoreWho Is The Best Friend?945 Words   |  4 Pagesfunny, with a nice job, and even be extremely attractive to the opposite gender, but sometimes they are just not going to be into you. Sounds harsh, but it’s the reality. Not everyone is as appealing as Spongebob to a 7 year old. For example, I have a friend who is a very gorgeous girl. She’s a smart girl with an amazing smile, who could probably have any guy she so might choose. But, she friend-zoned almost everyone who showed any attraction towards her. Sometimes, these were guys t hat all the otherRead MoreNo More Mister Nice Guy1115 Words   |  5 Pages No More Mister Nice Guy The United Nations peacekeeping started 1948 to oversee the Armistice Agreement between Israel and Palestine. Their mission is mentioned clearly on their main department website, stating that â€Å"United Nations Peacekeeping helps countries torn by conflict create the conditions for lasting peace. 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It can be seen throughout society quite easily that one can be a first-class citizen without having to dive into theRead MoreAnalysis Of The Details Of Why Nice Guys Finish Last By Julia Serano1339 Words   |  6 PagesRozik Jemyan Philosophy 101 Monday Night Upon reviewing the details of Why Nice Guys Finish Last, the author Julia Serano emphasizes that with society being the way it is, men tend to become â€Å"bad boys† because society and culture is brought up to believe that the way to win a womans heart and attention is by being sexually aggressive. Julia Serano argues that in order to recognize rape culture, we must first learn to understand the predator / prey mindset. In this essay, I will argue that in orderRead MoreNice Guys Can Finish First : The Success Story Of Jim Sinegal2928 Words   |  12 PagesJim Sinegal 1 2 2 Jim Sinegal Jim Sinegal Nice guys can finish first Adam Rhinehart University of Louisville Dr. Carpenter ELFH 490-91 May 14, 2015 Nice guys can finish first, the success story of Jim Sinegal This paper is an attempt to capture the unique leadership style of Jim Sinegal, the CEO and co-founder of Costco and how his approach to managing one of the world?s largest retail stores has made him so successful. We will take a look at his humble upbringing as the son of a steelRead More A Smile Is Worth So Much More Essays689 Words   |  3 Pageslooked in there eyes. Each person, as different as they were had said that I am â€Å"too nice.† This trait does not seem to me as large of an issue as my friends think that it is. nbsp;nbsp;nbsp;nbsp;nbsp;Although they say I am â€Å"too nice,† I feel that I am not â€Å"nice,† just pleasant. I do not understand how a person can be â€Å"too nice.† I never found it a burden on anyone’s personality to be nice. Of course being nice has its advantages and it’s disadvantages, as do any other personality traits thatRead MorePeople Judge Appearances Essay1208 Words   |  5 PagesSome people know me as the â€Å"Nice guy† In fact; I am not always nice; erratically I am mean. Alas, not a soul actually knows who I am! I do make mistakes just as others. Back to Farmers high school, I often asked my friends of a personal characteristic that best suits me; I received the same response from them all. The overwhelming feeling shared by each individual person showed how I looked in his or her eyes. Each person, different as they were had said that I am too nice. This trait does not seemRead MoreA Guide On Rejecting Unwanted Atte ntion919 Words   |  4 Pagesorientation week with other girls when I barely knew them, but also constantly with my best friends. 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The Vampire Diaries The Struggle Chapter Four Free Essays

â€Å"But he’s got to have a doctor. He looks like he’s dying!† said Bonnie. â€Å"He can’t. We will write a custom essay sample on The Vampire Diaries: The Struggle Chapter Four or any similar topic only for you Order Now I can’t explain right now. Let’s just get him home, all right? He’s wet and freezing out here. Then we can discuss it.† The job of getting Stefan through the woods was enough to occupy everyone’s mind for a while. He remained unconscious, and when they finally laid him out in the back seat of Matt’s car they were all bruised and exhausted, in addition to being wet from the contact with his soaking clothes. Elena held his head in her lap as they drove to the boarding house. Meredith and Bonnie followed. Elena gently eased Stefan’s head down and slipped out of the car, and saw one of the windows in the house brighten as a curtain was pushed aside. Then she saw a head and shoulders appear at the window, looking down. â€Å"Mrs. Flowers!† she called, waving. â€Å"It’s Elena Gilbert, Mrs. Flowers. We’ve found Stefan, and we need to get in!† The figure at the window did not move or otherwise acknowledge her words. Yet from its posture, Elena could tell it was still looking down on them. â€Å"Mrs. Flowers, we have Stefan,† she called again, gesturing to the lighted interior of the car. â€Å"Please!† â€Å"Elena! It’s unlocked already!† Bonnie’s voice floated to her from the front porch, distracting Elena from the figure at the window. When she looked back up, she saw the curtains falling into place, and then the light in that upstairs room snapped off. It was strange, but she had no time to puzzle over it. She and Meredith helped Matt lift Stefan and carry him up the front steps. Inside, the house was dark and still. Elena directed the others up the staircase that stood opposite the door, and onto the second-floor landing. From there they went into a bedroom, and Elena had Bonnie open the door of what looked like a closet. It revealed another stairway, very dim and narrow. â€Å"Who would leave their – front door unlocked – after all that’s happened recently?† Matt grunted as they hauled their lifeless burden. â€Å"She must be crazy.† â€Å"Sheis crazy,† Bonnie said from above, pushing the door at the top of the staircase open. â€Å"Last time we were here she talked about the weirdest – † Her voice broke off in a gasp. â€Å"What is it?† said Elena. But as they reached the threshold of Stefan’s room, she saw for herself. She’d forgotten the condition the room had been in the last time she’d seen it. Trunks filled with clothing were upended or lying on their sides, as if they’d been thrown by some giant hand from wall to wall. Their contents were strewn about the floor, along with articles from the dresser and tables. Furniture was overturned, and a window was broken, allowing a cold wind to blow in. There was only one lamp on, in a corner, and grotesque shadows loomed against the ceiling. â€Å"What happened?† said Matt. Elena didn’t answer until they had stretched Stefan out on the bed. â€Å"I don’t know for certain,† she said, and this was true, if just barely. â€Å"But it was already this way last night. Matt, will you help me? He needs to get dry.† â€Å"I’ll find another lamp,† said Meredith, but Elena spoke quickly. â€Å"No, we can see all right. Why don’t you try to get a fire going?† Spilling from one of the gaping trunks was a terry cloth robe of some dark color. Elena took it, and she and Matt began to strip off Stefan’s wet and clinging clothes. She worked on getting his sweater off, but â€Å"Matt, could you – could you hand me that towel?† As soon as he turned, she tugged the sweater over Stefan’s head and quickly wrapped the robe around him. When Matt turned back and handed her the towel, she wound it around Stefan’s throat like a scarf. Her pulse was racing, her mind working furiously. No wonder he was so weak, so lifeless. Oh, God. She had to examine him, to see how bad it was. But how could she, with Matt and the others here? â€Å"I’m going to get a doctor,† Matt said in a tight voice, his eyes on Stefan’s face. â€Å"He needs help, Elena.† Elena panicked. â€Å"Matt, no†¦ please. He – he’s afraid of doctors. I don’t know what would happen if you brought one here.† Again, it was the truth, if not the whole truth. She had an idea of what might help Stefan, but she couldn’t do it with the others there. She bent over Stefan, rubbing his hands between her own, trying to think. What could she do? Protect Stefan’s secret at the cost of his life? Or betray him in order to save him? Would it save him to tell Matt and Bonnie and Meredith? She looked at her friends, trying to picture their response if they were to learn the truth about Stefan Salvatore. It was no good. She couldn’t risk it. The shock and horror of the discovery had nearly sent Elena herself reeling into madness. If she, who loved Stefan, had been ready to run from him screaming, what would these three do? And then there was Mr. Tanner’s murder. If they knew what Stefan was, would they ever be able to believe him innocent? Or, in their heart of hearts, would they always suspect him? Elena shut her eyes. It was just too dangerous. Meredith and Bonnie and Matt were her friends, but this was one thing she couldn’t share with them. In all the world, there was no one she could trust with this secret. She would have to keep it alone. She straightened up and looked at Matt. â€Å"He’s afraid of doctors, but a nurse might be all right.† She turned to where Bonnie and Meredith were kneeling before the fireplace. â€Å"Bonnie, what about your sister?† â€Å"Mary?† Bonnie glanced at her watch. â€Å"She has the late shift at the clinic this week, but she’s probably home by now. Only – â€Å" â€Å"Then that’s it. Matt, you go with Bonnie and ask Mary to come here and look at Stefan. If she thinks he needs a doctor, I won’t argue any more.† Matt hesitated, then exhaled sharply. â€Å"All right. I still think you’re wrong, but – let’s go, Bonnie. We’re going to break some traffic laws.† As they went to the door, Meredith remained standing by the fireplace, watching Elena with steady dark eyes. Elena made herself meet them. â€Å"Meredith†¦ I think you should all go.† â€Å"Do you?† Those dark eyes remained on hers unwaveringly, as if trying to pierce through and read her mind. But Meredith did not ask any other questions. After a moment she nodded, and followed Matt and When Elena heard the door at the bottom of the staircase close, she hastily righted a lamp that lay overturned by the bedside and plugged it in. Now, at last, she could take stock of Stefan’s injuries. His color seemed worse than before; he was literally almost as white as the sheets below him. His lips were white, too, and Elena suddenly thought of Thomas Fell, the founder of Fell’s Church. Or, rather, of Thomas Fell’s statue, lying beside his wife’s on the stone lid of their tomb. Stefan was the color of that marble. The cuts and gashes on his hands showed livid purple, but they were no longer bleeding. She gently turned his head to look at his neck. And there it was. She touched the side of her own neck automatically, as if to verify the resemblance. But Stefan’s marks were not small punctures. They were deep, savage tears in the flesh. He looked as if he had been mauled by some animal that had tried to rip out his throat. White-hot anger blazed through Elena again. And with it, hatred. She realized that despite her disgust and fury, she had not really hated Damon before. Not really. But now†¦ now, shehated. She loathed him with an intensity of emotion that she had never felt for anyone else in her life. She wanted to hurt him, to make him pay. If she’d had a wooden stake at that moment, she would have hammered it through Damon’s heart without regret. But just now she had to think of Stefan. He was so terrifyingly still. That was the hardest thing to bear, the lack of purpose or resistance in his body, the emptiness. That was it. It was as if he had vacated this form and left her with an empty vessel. â€Å"Stefan!† Shaking him did nothing. With one hand on the center of his cold chest, she tried to detect a heartbeat. If there was one, it was too faint to feel. Keep calm, Elena, she told herself, pushing back the part of her mind that wanted to panic. The part that was saying, â€Å"What if he’s dead? What if he’s really dead, and nothing you can do will save him?† Glancing about the room, she saw the broken window. Shards of glass lay on the floor beneath it. She went over and picked one up, noting how it sparkled in the firelight. A pretty thing, with an edge like a razor, she thought. Then, deliberately, setting her teeth, she cut her finger with it. The pain made her gasp. After an instant, blood began welling out of the cut, dripping down her finger like wax down a candlestick. Quickly, she knelt by Stefan and put her finger to his lips. With her other hand, she clasped his unresponsive one, feeling the hardness of the silver ring he wore. Motionless as a statue herself, she knelt there and waited. She almost missed the first tiny flicker of response. Her eyes were fixed on his face, and she caught the minute lifting of his chest only in her peripheral vision. But then the lips beneath her finger quivered and parted slightly, and he swallowed reflexively. â€Å"That’s it,† Elena whispered. â€Å"Come on, Stefan.† His eyelashes fluttered, and with dawning joy she felt his fingers return the pressure of hers. He swallowed again. Those green eyes were dazed and heavy, but as stubborn as she had ever seen them. â€Å"No,† Stefan said, his voice a cracked whisper. â€Å"You have to, Stefan. The others are coming back and bringing a nurse with them. I had to agree to that. And if you’re not well enough to convince her you don’t need a hospital†¦Ã¢â‚¬  She left the sentence unfinished. She herself didn’t know what a doctor or lab technician would find examining Stefan. But she knew he knew, and that it made him afraid. But Stefan only looked more obstinate, turning his face away from her. â€Å"Can’t,† he whispered. â€Å"It’s too dangerous. Already took†¦ too much†¦ last night.† Could it have been only last night? It seemed a year ago. â€Å"Will it kill me?† she asked. â€Å"Stefan, answer me! Will it kill me?† â€Å"No†¦Ã¢â‚¬  His voice was sullen. â€Å"But – â€Å" â€Å"Then we have to do it. Don’t argue with me!† Bending over him, holding his hand in hers, Elena could feel his overpowering need. She was amazed that he was even trying to resist. It was like a starving man standing before a banquet, unable to take his eyes from the steaming dishes, but refusing to eat. â€Å"No,† Stefan said again, and Elena felt frustration surge through her. He was the only person she’d ever met who was as stubborn as she was. â€Å"Yes. And if you won’t cooperate I’ll cut something else, like my wrist.† She had been pressing her finger into the sheet to staunch the blood; now she held it up to him. His pupils dilated, his lips parted. â€Å"Too much†¦ already,† he murmured, but his gaze remained on her finger, on the bright drop of blood at the tip. â€Å"And I can’t†¦ control†¦Ã¢â‚¬  â€Å"It’s all right,† she whispered. She drew the finger across his lips again, feeling them open to take it in; then, she leaned over him and shut her eyes. His mouth was cool and dry as it touched her throat. His hand cupped the back of her neck as his lips sought the two little punctures already there. Elena willed herself not to recoil at the brief sting of pain. Then she smiled. Before, she had felt his agonizing need, his driving hunger. Now, through the bond they shared, she felt only fierce joy and satisfaction. Deep satisfaction as the hunger was gradually assuaged. Her own pleasure came from giving, from knowing that she was sustaining Stefan with her own life. She could sense the strength flowing into him. In time, she felt the intensity of the need lessen. Still, it was by no means gone, and she could not understand when Stefan tried to push her away. â€Å"That’s enough,† he grated, forcing her shoulders up. Elena opened her eyes, her dreamy pleasure broken. His own eyes were green as mandrake leaves, and in his face she saw the fierce hunger of the â€Å"It isn’t enough. You’re still weak – â€Å" â€Å"It’s enough foryou. † He pushed at her again, and she saw something like desperation spark in those green eyes. â€Å"Elena, if I take much more, you will begin to change. And if you don’t move away, if you don’t move away from meright now †¦Ã¢â‚¬  Elena withdrew to the foot of the bed. She watched him sit up and adjust the dark robe. In the lamplight, she saw that his skin had regained some color, a slight flush glazing its pallor. His hair was drying into a tumbled sea of dark waves. â€Å"I missed you,† she said softly. Relief throbbed within her suddenly, an ache that was almost as bad as the fear and tension had been. Stefan was alive; he was talking to her. Everything was going to be all right after all. â€Å"Elena†¦Ã¢â‚¬  Their eyes met and she was held by green fire. Unconsciously, she moved toward him, and then stopped as he laughed aloud. â€Å"I’ve never seen you look like this before,† he said, and she looked down at herself. Her shoes and jeans were caked with red mud, which was also liberally smeared over the rest of her. Her jacket was torn and leaking its down stuffing. She had no doubt that her face was smudged and dirty, and sheknew her hair was tangled and straggly. Elena Gilbert, immaculate fashion plate of Robert E. Lee, was a mess. â€Å"I like it,† Stefan said, and this time she laughed with him. They were still laughing as the door opened. Elena stiffened alertly, twitching at her turtleneck, glancing around the room for evidence that might betray them. Stefan sat up straighter and licked his lips. â€Å"He’s better!† Bonnie caroled out as she stepped into the room and saw Stefan. Matt and Meredith were right behind her, and their faces lit with surprise and pleasure. The fourth person who came in was only a little older than Bonnie, but she had an air of brisk authority that belied her youth. Mary McCullough went straight over to her patient and reached for his pulse. â€Å"So you’re the one afraid of doctors,† she said. Stefan looked disconcerted for a moment; then, he recovered. â€Å"It’s sort of a childhood phobia,† he said, sounding embarrassed. He glanced sideways at Elena, who smiled nervously and gave a tiny nod. â€Å"Anyway, I don’t need one now, as you can see.† â€Å"Why don’t you let me be the judge of that? Your pulse is all right. In fact, it’s surprisingly slow, even for an athlete. I don’t think you’re hypothermic, but you’re still chilled. Let’s get a temperature.† â€Å"No, I really don’t think that’s necessary.† Stefan’s voice was low, calming. Elena had heard him use that voice before, and she knew what he was trying to do. But Mary took not the slightest notice. â€Å"Open up, please.† â€Å"Here, I’ll do it,† said Elena quickly, reaching to take the thermometer from Mary. Somehow, as she did so, the little glass tube slipped out of her hand. It fell to the hardwood floor and smashed into several pieces. Uh, I’m sorry! you’re not dangerously ill. I can’tmake you go to the clinic. But I’d strongly suggest you get a checkup tomorrow.† â€Å"Thank you,† said Stefan, which, Elena noticed, was not the same as agreeing. â€Å"Elena,you look as if you could use a doctor,† said Bonnie. â€Å"You’re white as a ghost.† â€Å"I’m just tired,† Elena said. â€Å"It’s been a long day.† â€Å"My advice is to go home and go to bed – and stay there,† Mary said. â€Å"You’re not anemic, are you?† Elena resisted the impulse to put a hand to her cheek. Was she so pale? â€Å"No, I’m just tired,† she repeated. â€Å"We can go home now, if Stefan’s all right.† He nodded reassuringly, the message in his eyes for her alone. â€Å"Give us a minute, will you?† he said to Mary and the others, and they stepped back to the staircase. â€Å"Good-bye. Take care of yourself,† Elena said aloud as she hugged him. She whispered, â€Å"Why didn’t you use your Powers on Mary?† â€Å"I did,† he said grimly in her ear. â€Å"Or at least I tried. I must still be weak. Don’t worry; it’ll pass. â€Å"Of course, it will,† said Elena, but her stomach lurched. â€Å"Are you sure you should be alone, though? What if – â€Å" â€Å"I’ll be fine. You’re the one who shouldn’t be alone.† Stefan’s voice was soft but urgent. â€Å"Elena, I didn’t get a chance to warn you. You were right about Damon being in Fell’s Church.† â€Å"I know. He did this to you, didn’t he?† Elena didn’t mention that she’d gone searching for him. â€Å"I – don’t remember. But he’s dangerous. Keep Bonnie and Meredith with you tonight, Elena. I don’t want you alone. And make sure no one invites a stranger into your house.† â€Å"We’re going straight to bed,† Elena promised, smiling at him. â€Å"We won’t be inviting anybody in.† â€Å"Make sure of it.† There was no flippancy in his tone at all, and she nodded slowly. â€Å"I understand, Stefan. We’ll be careful.† â€Å"Good.† They kissed, a mere brushing of lips, but their joined hands separated only reluctantly. â€Å"Tell the and Meredith could go back with Elena. Mary was still clearly suspicious about the night’s goings-on, and Elena couldn’t blame her. She also couldn’t think. She was too tired. â€Å"He said to say ‘thanks’ to all of you,† she remembered after Matt had left. â€Å"He’s†¦ welcome,† Bonnie said, splitting the words with an enormous yawn as Meredith opened the car door for her. Meredith said nothing. She had been very quiet since leaving Elena alone with Stefan. Bonnie laughed suddenly. â€Å"One thing we all forgot about,† she said. â€Å"The prophecy.† â€Å"What prophecy?† said Elena. â€Å"About the bridge. The one you say I said. Well, you went to the bridge and Death wasn’t waiting there after all. Maybe you misunderstood the words.† â€Å"No,† said Meredith. â€Å"We heard the words correctly all right.† â€Å"Well, then, maybe it’s another bridge. Or†¦ mmm†¦Ã¢â‚¬  Bonnie snuggled down in her coat, shutting her eyes, and didn’t bother to finish. But Elena’s mind completed the sentence for her.Or another time. An owl hooted outside as Meredith started the car. How to cite The Vampire Diaries: The Struggle Chapter Four, Essay examples

A Day When Everything Went Wrong Essay Example For Students

A Day When Everything Went Wrong Essay It was raining heavily early in the morning. I could hardly get up from the bed after spending the whole night trying to finish my assignment. How I wish I could have a little more rest. I took a glance at the alarm clock and was shocked that it was already 6. 30 in the morning. Definitely, I will be late and I quickly got up, and managed to get myself dressed up. At the same time, waking my two children up and urging them to wash up and dress up as quickly as possible. We did not have time for breakfast and went straight to school. Due to the heavy down pour, the traffic movement was very slow and I was anxious during the jam which lasted for quite a while. By the time I reached school, it was already 7. 45 in the morning. I was already late for 20 minutes. I was so mad when I heard my two children murmuring among themselves that I was not able to wake them up earlier and thus causing them to be late to school. I did not bother much because I was rushing to enter the class which suppose to start at 725a. m. The headmaster was standing outside his office staring at me angrily and it reminded me an on incident the day before. He has actually asked me to attend a week-long course which I refused. The reason is because I had just finished a mathematics course of ten days. There are so many younger teachers where he should ask them to attend to. He seems to be very dissatisfied with me and more over I was late. As I enter the classroom, I could hear the students whispering among themselves about me being late to school. I pretended that nothing had happened and start to teach my class as usual. I felt uncomfortable during the whole lesson but it did not last long as I was saved by the bell and next was my free period. I intend to take my breakfast because I was starving. Just then our GPK I Madam Wong came holding a stack of document telling me, â€Å"You need to enter this data into the computer system. It is very urgent and I hope you can finish it as soon as possible. † I was very angry because such work can be done by a school clerk. I was thinking why I need to deal with so much paper work where I have student’s examination paper to mark, input students score to the system, reporting student learning progress online. I was fully occupied until I do not even have time to do my own household chores properly and to supervise my children’s homework. But, anyway I still have to comply because it is an order. I had a very quick breakfast and started to deal with the document for an hour when the bell rang. It was time for me to go to a standard 3 mathematics class. Just when I enter the classroom, the class monitor reported to me that a girl was not feeling well. I found out that she was having a fever and as I was trying to help her up and bring her to the restroom, she vomited onto my dress. I was in a mess and thought what a bad day and so unfortunate. I brought her to the restroom and contacted her parents. After a while they came to bring her back home. Then only I had time to clean up myself. Finally the bell rang and it is time to go home. As I was packing up and preparing to meet my children, my colleague, Miss Lim came rushing to me telling me my son fell from the stairs, hurting his head. I rushed for my son and found out that he was crying and his head was bleeding. Together with my other children, we went straight to the hospital, where the doctor attended and gave him a few stitches. .ub5d99e03ae7775f124cfa26c15623208 , .ub5d99e03ae7775f124cfa26c15623208 .postImageUrl , .ub5d99e03ae7775f124cfa26c15623208 .centered-text-area { min-height: 80px; position: relative; } .ub5d99e03ae7775f124cfa26c15623208 , .ub5d99e03ae7775f124cfa26c15623208:hover , .ub5d99e03ae7775f124cfa26c15623208:visited , .ub5d99e03ae7775f124cfa26c15623208:active { border:0!important; } .ub5d99e03ae7775f124cfa26c15623208 .clearfix:after { content: ""; display: table; clear: both; } .ub5d99e03ae7775f124cfa26c15623208 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub5d99e03ae7775f124cfa26c15623208:active , .ub5d99e03ae7775f124cfa26c15623208:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub5d99e03ae7775f124cfa26c15623208 .centered-text-area { width: 100%; position: relative ; } .ub5d99e03ae7775f124cfa26c15623208 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub5d99e03ae7775f124cfa26c15623208 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub5d99e03ae7775f124cfa26c15623208 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub5d99e03ae7775f124cfa26c15623208:hover .ctaButton { background-color: #34495E!important; } .ub5d99e03ae7775f124cfa26c15623208 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub5d99e03ae7775f124cfa26c15623208 .ub5d99e03ae7775f124cfa26c15623208-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub5d99e03ae7775f124cfa26c15623208:after { content: ""; display: block; clear: both; } READ: Male vs. Female Offenders EssayBy that time, it was already three oclock in the afternoon. I was driving home when my car collided with another car. The other driver was asking me to compensate him because I had accidently damaged the back of his car. With no choice I paid him RM100. By the time everything was settled, I was very tired and drove back home. Before long, my husband came home. When he found out that his son was injured and the car was damaged, he was angry. He blamed me for not taking good care of our children. I argued back that it was an accident and I need to attend to my work too. He misunderstood the whole situation and put the blame on me. I was really hurt. I have just enrolled in a university long-distance course, to comply with the Ministry of Education, to enhance all primary school teachers to university status. There is a lot of assignment waiting to be completed and lots of book to read. Am I able to finish my university course? Can I work out a way to strike a balance between family and career? Oh! What an unlucky day! Everything seems to be not right. I hope that the clock could move faster so that I can say goodbye to this unfortunate day.

Teaching Emotive Language

Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Obse rvation Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie O’Connell’s tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. O’Connell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as interna lize it. To stir the emotions of the audience, a speaker has to demonstrate confidence and be friendly. O’Connell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. O’Connell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By usin g the term â€Å"innocent†, she manages to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, O’Connell uses the phrase â€Å"staring hungrily† to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to all ow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact ma y lead to the audience not taking you seriously, therefore ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. O’Connell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teach er instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentag es and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new â€Å"behaviors are learned most rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated† (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teacher’s or student’s assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledg e acquired during the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entai ls a teacher helping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what â€Å"the teacher does is not instan tly apparent to those who think that education involves an adult doing most of the talking at quiet students† (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they ar e fed with a lot of information (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encourag ing the learners to think aloud and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannak idou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90(1), 3-32. This critical writing on Teaching Emotive Language was written and submitted by user J0nah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.