The Moon Is Down Essays - Educational Psychology, Study Skills

The Moon Is Down Essential STRATEGIES FOR EFFECTIVE STUDIES Compelling learning relies on great investigation propensities. Productive investigation abilities don't just happen; they should initially be learned and afterward applied reliably. Great examination methodologies incorporate a preset time for study, an alluring spot to contemplate, and an all around structured investigation plan. A Time to consider We all think we have a bigger number of activities than we have the opportunity to do, and considering gets duped. It is critical to set up a timetable of every day exercises that incorporates schedule openings for doing the contemplating we need to do. Inside each investigation space, write in the particular examination movement; for instance, ?Read Unit 6 of bookkeeping; do Problems 1-5.? Keep the timetable adaptable so it very well may be adjusted after you survey your achievement in meeting your investigation objectives inside each time allotment. A Place to examine Pick the best spot to study and utilize a similar one consistently. Doing so will assist with placing you in an examination state of mind when you enter that place. As indicated by Usova (1989, 37), ? The library isn't generally an attractive spot to consider.? Pick a spot that has the least interruptions, for example, individuals traffic, discussion, phone, TV, and outside clamors. Study is typically best done alone and without sights and sounds that occupy the eye and ear. In your picked very spot, power the brain to focus on the job that needs to be done. A Plan for Study Exploration on the impacts of explicit examination aptitudes on understudy execution (Dansereau, 1985, 39) recommends that the accompanying investigation strategies help to improve scholastic execution. 1. Skim a unit or a section, taking note of headings, subject sentences, watchwords, and definitions. This review will sign you to what you are going to contemplate. 2. As you read a unit or part, convert the headings into questions; at that point look for answers to those inquiries as you read. 3. On the off chance that you own the book, utilize the shading stamping pens to feature significant thoughts: headings, subject sentences, extraordinary terms, definitions, and supporting realities. On the off chance that you don't possess the book, make notes of these significant thoughts and realities. 4. After you have finished a unit or section, audit the featured thing (or your notes which contain them.) 5. Utilizing the headings expressed as questions, check whether you can address those inquiries dependent on your perusing. 6. Test yourself to check whether you can review meanings of significant terms and rundown of supporting realities or thoughts. A high relationship exists between great examination propensities and passing marks for the courses taken in school. REFERENCES Dansereau, D. F. ?Learning Strategy Research.? Thinking and Learning Skills. Vol.1. Hillsdale, NJ: Lawrence E Erlbaum 1985, 21-40. Usova, George M. Effective Study Strategies. Pacific Grove, CA: Brooks/Cole Publishing Company, 1989.

Organisational Governance and Leadership Diagnostic Tools

Question: Examine about the Organizational Governance and Leadershipfor Diagnostic Tools. Answer: Self Analysis and Reflection Dissecting Self-Competence through Diagnostic Tools I have estimated the self-reflection purposes by utilizing the best possible indicative apparatuses that have given the smart information about self-probability. At the primary spot, I have utilized the Quinn Questionnaire as the previous demonstrative apparatus that has called attention to my capacities in various angles. Right off the bat, as a chief in an association, I have increased 100% score. It shows that I make the explained approaches in arranging and setting up the advocated targets. As an executive, I am a decent communicator, audience, and screen. During any antagonistic situation, I like to comprehend the clarified issue and the wellspring of such clashes. After an exact meaning of the issue, I might want to choose the other option and in like manner lecture the pertinent choices to be embraced. I would assemble the representatives to plan a group. I am very proficient at empowering collaboration, accomplishing intelligence, and settling clashes. I am equipped for apply ing the contention taking care of strategies to determine the rising issues and set up a happy with working situation. As a proficient tutor, I am in every case a lot of centered about the worker advancement. I am a lot of accommodating, touchy, mindful, open, and agreeable with my colleagues and others in the association. I value the endeavors gave by the related workforce and perceive their abilities to remunerate them in getting the productive result. I have confidence in hard working attitudes, which are basically should have been kept up inside an association. In any case, then again, the passionate insight demonstrative device is additionally calling attention to that I am a lot of agreeable with my associates. I collect the thoughts got from different partners and afterward actualize those thoughts before taking any hierarchical choices. It causes me in recognizing the creative business operational procedure. In addition, it helps in creating the feeling of unwavering quality and inspiration among the related workers. This trait is very valuable for me to improve fearlessness. As a pioneer, I am increasingly centered around assembled thoughts and actualize those plans to advance a motivating workplace. I am a successful organizer and empower the related colleagues to approach and define a gathering conversation. It causes me in get-together the worries of my associates and in like manner organizing the hierarchical functionalities. In any case, at the underlying stage, I needed enough self-assurance, which was the significant snag in accomplishing the decided objectives. There are two significant occurrences occurred, and these occasions changed my recognitions totally. Testing Experiences There was an episode when I confronted difficulties in settling the contentions happened between my colleagues. At the underlying stage, I saw that I ought not be worried about the little clashes, which could have illuminated without any problem. I began disregarding the issues. In any case, with time, I have perceived that the contentions were kicking longer and off influencing the presentation of the partners. It was very frustrating for me that I overlooked the circumstance because of absence of self-assurance. In any case, I chose to go up against every one of the workers and know their interests. In the wake of tuning in to both the gatherings, I began contemplating the circumstances and understanding the potential arrangements. Truth be told, I accepted guidance from different partners too and utilized my abilities to choose the applicable choice that can resolve the issues. I was very astounded to see that this method functioned admirably for me. The utilization of self-assura nce creates the compelling result that was very gainful in settling the issues. One more experience that I confronted while managing one of the mechanical accomplices, additionally left me in disarray. One of our business customers gave an extremely short calendar to finish a significant task. The cutoff time was extremely short, and it was very hard to finish the whole undertaking inside an exceptionally limited capacity to focus time. Notwithstanding, the customer was significant for me since we get numerous productive speculations from the customer for the business purposes. During such circumstance, I began to think the conceivable arrangement of finishing this undertaking. I organized the group meeting and tended to the situation to the partners. I attempted to clarify the circumstance and began recognizing the possibility of the individuals. I should value the reaction that I got from my partners. They were prepared to work for additional hours to finish this fundamental venture. The most liberal thing that struck me here is the confidence that my partners had on me. I figure I could build up the feeling of dependability for which they are set up to contribute their additional chance to finish this undertaking. I attempted to distinguish the ability of the related representatives and partitioned the errand according to their capacities. It was very useful in diminishing the feeling of anxiety. Also, when the individuals got the fills in according to their ability, it got simpler for them to finish it inside the designated time. It was very diverting to me that I finished the whole undertaking inside the given cutoff time. Truth be told, the customer was exceptionally happy with the result. The episode was very paramount, motivating, testing, and viable enough for the lifetime experience. Contrasting the Outcome and the Diagnosed Result On the off chance that I look at the results got from these two unique circumstances with the reports separated through the analytic instruments, I can express that I have the apparent capacity of speaking with my colleagues. I utilized the self-assurance level while speaking with the partners. I discovered that building up the communicational straightforwardness explains the issue all the more essentially. At the point when the circumstance is depicted with legitimate explanations, it gets accommodating to create the thoughts regarding the likely arrangements. Applying this strategy, I began utilizing my competency aptitudes and achieved my decided objective. Indeed, I got the normal results that fortified self-assurance level. I am very centered around keeping up my duties. I want to put the related individuals on my need rundown and focus on their government assistance perspective. It is very rousing for others to fix their future objectives and complete them inside time. Writing Review Idea of Self-Confidence Self-assurance fills in as the persuasive controllers and helpers of the people groups conduct in the normal lives (Peng, Schaubroeck Xie 2015). It is obvious that the fearlessness structures when one individual is fit for introducing the self-probability in accomplishing any decided adage (Krizan, 2014). In any case, fearlessness is oppressed more as the judgment of capacities of an individual rather than introduced as the inspirational viewpoints (Khan Ahmad, 2012). It is here and there even decided as the more extensive conceptualisation of inspiration, which helps in achieving the objectives. It is to be expressed that inspiration is produced by concentrating on two most significant viewpoints. The main perspective is the determination of the objectives, and the second is simply the foundation guidelines (Daft, 2014). State that certainty is found out and it isn't acquired. A considerable lot of the individuals endure because of the absence of fearlessness that keeps them from ta king the critical activities required for pushing ahead. Once in a while people are condemned or undervalued. It carries the feeling of inadequacy to a portion of the degrees. Unexpectedly, certain individuals have confidence on self-capacity, which encourages them forming their better future and set them up to confront each outcome (Seligman Csikszentmihalyi, 2014). Consequently, it is the fundamental social angle that every one needs to have and utilize shrewdly. Fearlessness is considered as the foundation of the administration characteristic (Cuddy, Kohut Neffinger, 2013). One can't develop as an incredible pioneer if the individual needs self-assurance. A proficient pioneer can figure out how to be a compelling issue solver, communicator, or a conclusive individual. Besides, one can even show the pioneer the strategy for lead, mentor, or coach (Goffee Jones, 2013). The relational aptitudes of the pioneers drive the worker towards a positive outcome. In any case, nobody can produce the feeling of self-assurance inside one. It is important to pick up the self-assurance to play out the duty in a critical way. The representatives need to feel a feeling of solace while cooperating under the pioneer. A pioneer, who is equipped for his position, needs to esteem the self-capacity first (Morony et al., 2013). Self-assurance is considered as the basic premise, which is useful in developing the administration abilities (Travers, Morisano Locke, 2015) . The absence of certainty will be hard for the pioneers to lead the individuals towards the positive core interest. Fearlessness in Leadership In a portion of the cases, individuals see that the over-forceful pioneers are loaded with self-assurance. Whenever focused on the genuine idea, it tends to be expressed that on the off chance that one head is a lot of sure, the individual doesn't require being over-forceful to achieve the decide objectives. The related hierarchical individuals become a lot of keen on working with a pioneer who has the motivating degree of self-assurance. A certain pioneer faces challenges and draws out the imaginative procedure to complete a specific undertaking. Additionally, the pioneers with loaded with fearlessness persuade different workers in producing increasingly sure (Goleman, Boyatzis McKee, 2013). It is one of the normal propensities of confiding in individuals with significant level of self-assurance. Henceforth, it tends to be deduced that every one of the pioneers needs to have the enough self-assurance to manage the situational occasions or undertaking any difficult choice (Steinbauer et al., 2014). In the genuine situation,

ACT English Questions, Reporting Categories, and Content

ACT English Questions, Reporting Categories, and Content ACT English Intro Shakespeare, you’re not (regardless of whether you do glance great in those Elizabethan tights). That doesn't mean you can’t score well on the ACT English test. Trust me on this. The greater part of what you will experience on the ACT English area of the test is stuff you have done a million times in school. Without a doubt, the organization is extraordinary - you can get truly faltered thanks to on the passage dividing on the off chance that you are not cautious - but rather the substance ought to be genuinely simple for those of you who didnt bomb out of the entirety of your English and Language Arts classes. Peruse underneath for the entirety of the ACT English Basics. What's more, when you’re done getting the lay of the land, read through the ACT English procedures to help yourself before you test! ACT English Basics In the event that you’ve read ACT 101, you know the accompanying treats about the ACT English area: 5 sections of text75 different decision questions (fifteen for every passage)45 minutesApproximately 30 seconds for each question ACT English Scoring Much the same as the other numerous choiceâ sections, the ACT English area can procure you somewhere in the range of 1 and 36 focuses. This score will be arrived at the midpoint of with the scores from the other various decision areas (Math, Science Reasoning and Reading) to get you your Composite ACT score. Youll additionally get your crude scores dependent on detailing classifications that were presented in 2016. Here, youll perceive what number of inquiries you addressed accurately in the Production of Writing, Knowledge of Language, and Conventions of Standard English. They don't in any capacity influence your area or composite ACT score. Or maybe, they give you a sign of where you can improve in the event that you should take the once more. The English score is additionally classified with the Reading and Writing area scores to give you an ELA (English Language Arts) score. Like theâ The normal ACT English score is around a 21, yet you’ll need to show improvement over that if you’d like to hit up a top college for confirmations acknowledgment †progressively like between a 30 and 34. ACT English Test Content As I expressed beforehand, youll have three announcing classifications dispersed all through the ACT test. You won't see Production of Writing, Knowledge of Language, or Conventions of Standard English segments - that would be excessively simple! Or maybe, youll experience these sorts of inquiries as you work through every one of the five sections. Creation of Writing (around 22 - 24 inquiries) Theme Development: Identify the creators reason Identify whether a part of content has met its goalEvaluate materials importance regarding the writings focusOrganization, Unity and Cohesion:Use systems to make intelligent organizationUse methodologies to guarantee a smooth flowEnsure compelling presentations and ends Information on Language (roughly 10 - 14 inquiries) Guaranteeing concision and accuracy in word choiceMaintain reliable styleMaintain steady tone Shows of Standard English (around 38 - 42 inquiries) Sentence Structure and Formation:  Identify lost modifiers (descriptors, qualifiers, and so on.) Fix run-ons, parts and comma join sentencesResolve issues with inappropriate proviso utilization Correctâ parallel structure. Punctuation Resolve ill-advised use ofâ commas, punctuations, colons, semicolons,â quotation marks, etc.Improve the content with different punctuationUsageRecognize regular issues with standard English usage.Revise basic issues to improve the writing.â  ACT English Test Practice There it is †the ACT English area to sum things up. Figure you can pass this awful kid? In the event that not, at that point you have some significant arrangement before you. The English area isn't simple by any stretch. Without a doubt, its stuff youve learned in secondary school, yet it is additionally inconceivably testing on the off chance that you havent truly had particularly language or accentuation practice in some time. On the off chance that you need to prepare, have a go at beginning with the most ideal approaches to read for the ACT. At that point, proceed onward to the ACT English practice questions. Once youve aced that, you can readâ through these ACT English Strategies so you are doubly arranged!

What is a Case Study Definition, Common Topics

A contextual analysis, which is an extremely helpful preparing instrument in many firms and business colleges, involves the record of some occasion, issue, or movement that is either envisioned or a genuine situation. As a rule, they give bits of knowledge into the manner in which complexities experienced, all things considered, influence one’s choices. How to appropriately compose it? There are two ways to deal with composing a contextual analysis: diagnostic methodology and issue arranged strategy. While the previous attempts to build up what has happened the purpose behind its event, the last spotlights on distinguishing an existent issue, at that point recommending plausible answers for it. A norms contextual investigation arrangement would for the most part have eight segments as recorded underneath: Official Summary - The reason for a paper Discoveries - The issues inalienable in the situation Conversation - Summary of the serious issues distinguished and elective arrangements End - Summary of the essential focuses in the discoveries and end areas Proposals - A determination of the most fitting other options, and legitimization of the explanations behind the decisions Execution - Explanation of what and when certain exercises ought to be completed, and who ought to do as such References - Proper referencing of all sources refered to Reference sections - Any additional information that is unique and utilized in the content must be demonstrated here. Most Common Topics For the most part, contextual investigations rotate around business and firms. Hence, the most widely recognized themes that might be best for contextual analyses incorporate disappointment of an organization, the achievement of an organization, Total Quality Management, HRM, Marketing Strategies, Marketing Plan by organization X, Employee fulfillment at organization X, the rundown is perpetual. Genuine models include: the Ford Pinto Case, Total Quality Management: the Case of Apple Inc., HRM and Employee fulfillment at Nike, and The Failure of Adidas: contextual investigation. End A contextual analysis is a basic instrument in assessing self-execution in contrast with a reality or an envisioned circumstance. By perusing a contextual analysis, the crowd ought to have the option to persuade a few exercises to be educated, and the most ideal approaches to keep away from botches or apply the most fitting measures in the business world.

Study Abroad - A Students Perspective - UGA Undergraduate Admissions

Study Abroad - A Students Perspective - UGA Undergraduate Admissions Study Abroad A Students Perspective Last spring Chase Staub, a senior intern in our office, participated in one of the many Study Abroad programs UGA has to offer. Read below to learn about his experience: This past May, I had the opportunity to go on one of UGA’s Study Abroad programs to Croatia. I traveled to this small, transitional country in Eastern Europe to study global public health and heritage conservation. I am preparing for a career in the health sciences, so this trip was an excellent opportunity to explore my field in depth. I not only gained a richer understanding of the topic, I was also able to gain experience in different health professions to help decide my future career path. We traveled the country tackling challenging health concerns for various areas, such as national parks, tourist destinations, islands, and remote areas. This allowed me to experience the entirety of Croatia while also gaining valuable information about each location. For example, I learned about public safety issues while touring one of the world’s most beautiful natural parks, Plitvice Lakes. I also learned about the concept of identity conservation while visiting cities impacted by war and talking to the survivors of their history’s great battles. Every day was a new area with new topics, such as going to the US Embassy, health institutes, hospitals, government agencies, and world heritage sites. The creative and innovative approaches to education were endless. Studying abroad is one of the best experiences you can have during your time in college. Students can take the knowledge they learned in the classroom and apply it literally around the world. Education comes to life during these trips, because students are not reading a textbook or listening to a lecture, but they are traveling directly to the sites and hearing first hand from the primary sources. Students have the chance to work with top professionals from many different fields of study, such as government employees, researchers, field specialists, and educators, providing multiple perspectives on a topic and a holistic understanding. All the while, students are submerged into a different culture, being exposed to the region’s language(s), history, heritage, food, songs and traditions. The personal enrichment I gained by being immersed in a different cultures was invaluable. Countries around the world are becoming increasingly interdependent. Our globe is shrinking and populations are growing. UGA has seen the importance of preparing students to enter this global community and now has study abroad programs traveling to over 100 countries and on all 7 continents. The skills and experiences one gains abroad are among the most beneficial for a student’s chosen career and academic endeavors. But one of the greatest challenges facing students entering college is choosing their pathâ€"what to study and what career they would enjoy. Studying abroad is a great immersion option for trying out majors and career options first hand. Many students return with confirmation for their interests in a career or discover a passion for a new field. To learn more about Study Abroad opportunities available at The University of Georgia, visit the Office of International Education online here. Go Dawgs!

Forgiveness The Possibilities - Free Essay Example

Everyone at one point in their life has had to forgive someone else for a fault or offense. If someone steps on another persons shoe and asks for forgiveness, they grant it without thought and move on with their life. But what if a murderer asks a person to forgive their crimes? What shall one do then? In the book, The Sunflower, written by the Holocaust survivor Simon Wiesenthal, the author poses a question once asked to him that beckons thoughts about the matter of forgiveness. Throughout his life, Simon Wiesenthal struggles with this painful dilemma of whether he should have forgiven Karl, the Nazi soldier who participated in the murder of millions of Jews during the Holocaust. Fifty-three individuals with a diverse set of beliefs, identities, and experiences answer this question in the book with their own arguments that reflect their stance on forgiving murderers. My experiences and beliefs greatly influence the way I regard forgiveness. From past events in my life, I came to the terms that if I do not forgive others, I am held back from enjoying my life to the fullest by living with constant anger and bitterness. Therefore, I would have stayed silent in Karls confession, but throughout time and healing would learn to grant true forgiveness so that I may live my own life in peace without the burden of hate in my heart. If I were in Simons place in that exact time of his life, I would have stayed silent and not forgiven the Nazi soldier on his deathbed because I would be lying to him by saying words I do not truly mean. Although I cannot necessarily assure what I would have done in Simons place because I did not actually experience the horrors of the Holocaust, I have an idea of how I would possibly answer. I would have most likely remained silent to Karls confession and question because I would refuse to forgive him when I am feeling angry and conflicted emotions within me that prevent me from honestly forgiving a person. I agree with the Italian chemist, writer and Holocaust survivor, Primo Levi, on his comment regarding what it would have meant for Simon to have forgiven Karl in that moment, [] I think for you, it would have not meant you are guilty of no crime, nor you committed a crime against your will or without knowing what you were doing. On your part it would have been an empty formula and consequently a lie (192). If I uttered the words, I forgive you in that instant out of pity and without meaning, then I would be lying to a dying mans face. In that moment, I would be thinking of all the Jews who have been wrongly tortured and murdered by the hands of Nazi soldiers, including my family. I could not possibly mean this forgiveness when I am still holding a grudge and hateful feelings towards him. To gain and grant true forgiveness, one must find that within themselves. It is not something that can be just verbally said to magically repair all the damage done by the guilty. Instead, by responding with nothing at all, I am saving both or souls in that moment because I would offer the only penance available to him, which is silence. What Simon deserved was to face the reality of the consequences of his actions and reflect on his crimes in this silence. Just as the Episcopal priest, Matthew Fox, stated in his response, [Simon] gave Karl the only penance available to him to bestow: Silence. The penance of Karls having to be alone with his conscious before he died [] Be with your sin. Be in the dark in the Via Negativa where so many of your victims lie. Be with your conscious. Be with your God (144-145). It was too late for Karl to atone his sins, so he should accept this silence and live with it for the last moments of his life. By not declaring my disgust and hate for him and all the other Nazi soldiers actions, I believe I am being somewhat compassionate towards Karl. Instead of giving a cruel verbal response, I am being human by listening and being prese nt in his confession. Listening to the Nazi soldier allows him to alleviate some of the guilt and painful memories that he is so desperate to get off his mind, specifically the event of the Jewish family he witnessed jumping off a burning building. My silence would help both the Nazi soldier and me because he can realize his mistakes in this silence and accept his pending death. For me, it would assure that I would not act as hateful by telling the dying Nazi soldier that he shall go to hell and that I will never forgive him, because frankly, I would have to eventually to live my own life in peace. Although I would not grant forgiveness to Karl in the exact moment he asks in his deathbed, I hope I could forgive with time in order to live without hate and resentment. I believe I would eventually have to let go of all the bitterness and anger and honestly forgive to move on with my life. In that moment, I could not forgive Karl when there is still resentment in my heart. With time and healing, I wish to relieve myself of all this resentment found in my being because as the Franciscan nun Jose Hobday states in her response to forgiveness, You must learn the wisdom of how to let go of poison, or else that poison of hate will eventually kill the you (175). Forgiveness is not an option, it is a necessity for one to move on from the horrible encounters in their life. When I hold grudges against others, my perspective of everything around me turns negative and I feel detained from enjoying my life. I am not able to move on with my life I until forgive a person, not verbally, but in a s piritual sense, by allowing myself to not feel hate every time I recall the memory of the person who hurt me. But one must also wonder, is it possible to forgive without forgetting? I think it is, and so does the Episcopal priest, Mathew Fox as he explains, Forgiving and forgetting are two separate acts. One should forgive- not out of altruism but out of the need to be free to get on with ones own life- but we ought not to forget (148). It is possible for people to forgive while keeping the memories alive. The key to this is not remembering those events with hate, but as a distant memory that can no longer trap us into torment. Thus, true forgiveness is a lengthy internal process that includes serenity of the mind and heart, taking away all the hate within memories that cause a person to suffer. Despite being a Catholic, I wouldnt grant forgiveness to Karl right away as my religion teaches me to do so to the repentant because Karl needed to be punished in some way first. Everyone has the right to state their own opinion over the matter of forgiveness, but I do find it hard to believe that someone would grant true forgiveness to Karl in that exact moment when he asks for it, such as the Catholic priest Theodore M. Hesburgh. In his response, the priest declares, If asked to forgive, by anyone for anything, I would forgive because God would forgive (169). This is where I engage in conflict with my Catholic community. Forgiving is a long process and I do not believe you can do it right away no matter what. It takes time and reflection to truly grant forgiveness, especially in this case since Karls sins are very severe. I believe in God, but I also believe that God punishes and then forgives, just as the Hungarian writer and newspaper publisher, Hans Habe, explains in his respons e, Forgiveness is the imitation of God. Punishment too is an imitation of God. God punishes and forgives, in that order. But God never hates (162). I believe God is punishing Karl with a young death, so I could not possibly forgive when he was in the process of being punished. Forgiveness comes after justice and punishment, so my silence would help in not interfering with this. I do not believe God tells us to forgive right away, but to do it with honesty and without hate. I would eventually have to forgive just as God wants us to but by truly meaning it throughout time. There will be people who understand Wiesenthals silent response, and others who will not. This is the case with every answer provided by the respondents of this question, including my own. In that exact moment, forgiving would have been a lie and interference with Gods punishment on Karl. My silence would be beneficial for both Karl and I in his deathbed, but I would gradually try my best to forgive in order to move on from my past. There is no right or wrong answer because it can differ from each individual as everyones response is influenced by their own personal and/or religious beliefs, experiences, and observations in life. We should all come into terms with this and listen to what others have to say instead of arguing what should have been and/or could be done. I will not judge Simon for how he chose to respond to Karl because that was his individual choice given what he went through in his life. However, no matter how a person responds to the question of forgiveness in Simons situation, we should always remember those lives that were perished in the Holocaust. We must never forget what had been done in history so that it does not repeat itself again. I believe this is why Simon dedicates the rest of his life to punish the Nazi criminals and bring justice to the Jews murdered during this time in history, so that their deaths are never forgotten. Only forgetting the crimes committed will allow evil to truly strive in this world.

Biography of Olympic Figure Skater Oksana Baiul

Oksana Bauil (born Oksana Serhiyivna Baiul, November 16, 1977) is an Olympic figure skater from Ukraine. Bauil was the first athlete from Ukraine to win Olympic gold in any sport, but her post-career personal troubles put her in the headlines for different reasons. Soviet Childhood Oksana was born in Dnepropetrovsk, a military-industrial city, in the Ukrainian Soviet Socialist Republic (then part of the Soviet Union). Her parents, Sergei and Marina, divorced when she was only two years old, and Sergei disappeared shortly after, whether of his own choice or due to disapproval from the town after the divorce. Oksana was raised by her mother and her maternal grandparents. At the age of three, Oksana began figure skating lessons, as well as ballet. Ultimately, she preferred skating, and by the age of five, she was training with Stanislav Koritek, a well-respected coach in Ukraine. Her family paid for all her expenses, even as they mounted. However, she suffered several losses close together: her grandparents died in 1987 and 1988, and then, in 1991, her mother Marina died suddenly and unexpectedly from what turned out to be ovarian cancer. Oksana was only thirteen. Coaching Changes and Olympic Success Even after the deaths of all her closest family members, more loss was still to come for Oksana. Her coach Koritek moved to Canada in 1992 to coach there, since there was little to no support for figure skating in Ukraine after the collapse of the Soviet Union in 1991. With Oksanas promising career left dangling, the Ukrainian figure skating federation connected her with another coach, Galina Zmievskaya. Zmievskaya agreed not only to coach Oksana, but to allow her to live with her family in Odessa. Oksanas skating progressed rapidly under Zmievskayas tutelage. In 1993, she took home the silver medal at the European Championships, finishing behind French skater Surya Bonaly. At the World Championships that same year, she suffered an accident during practice that displaced disks in her back and neck and damaged the blades of her skates. She skated through the injury and equipment damage to win the world title at the age of fifteen. The 1993-1994 season would prove to be the peak of Oksanas career. She again won silver at Europeans (behind Bonaly, again) and was sent to the 1994 Winter Olympics in Lillehammer, Norway, to represent Ukraine. After the short program portion of the competition, she was ranked second behind American Nancy Kerrigan. However, like at the previous World Championships, Oksana suffered an accident during practice before the free skate portion: a collision with German skater Tanja Szewcaenko resulted in a back injury and a cut on her leg requiring stitches. Nevertheless, she skated a strong free skate to overtake Kerrigan for Olympic gold. At the age of 16, she was the second-youngest Olympic skating champion in history at the time. Post-Olympic Struggles Despite her Olympic win, Oksana returned to a financially-struggling life in Ukraine. Even the conditions at the ice rink where she and fellow Ukrainian Olympian Viktor Petrenko practiced had been neglected due to lack of funds. Although she could have continued her amateur competitive career, the conditions and lack of support drove Oksana to turn professional instead. She and Zmievskaya negotiated her contract to tour in the United States. Although it was a more lucrative decision, the touring affected her health in several ways. Despite having knee surgery after the Olympics, she returned to the ice quickly in order to practice for touring shows, which permanently affected her ability to execute difficult jumps in particular. She also developed a drinking habit while on tour, which would haunt her for years, get her dropped from the Champions on Ice tour in 1997, and result in several scandalous headlines. In the mid-1990s, figure skating specials were commonplace on American television, and Oksana starred in two: The Nutcracker On Ice and The Wizard of Oz on Ice, both for CBS. the network also produced a 1994 television movie, A Promise Kept, about her life. After her drinking got her booted from the top-tier touring circuit, she continued to make appearances in skating shows, non-skating television programs, and charity shows. In November 2011, Oksana and her manager, Carlo Farina, found evidence of mismanagement of funds by her agency, William Morris. She successfully recovered $9.5 million. This was not the only lawsuit she engaged in. She also sued NBC for unauthorized use of her image, and accused Zmievskaya, Petrenko, and their manager Joseph Lemire of fraud and of falsely attempting to represent her in Ukrainian court proceedings. Present Day Oksana has mostly retired from public life. She married her manager Farina in 2015, changing her name to Oksana Baiul-Farina, and moving to Las Vegas. Unlike many other skaters of her era, she has not rejoined the skating world as a coach or commentator, instead leaving behind a single moment where she was the undisputed best in the world. Sources: Baiul, Oksana. Oksana: My Own Story. Random House, 1997.Oksana Baiul. Encyclopaedia Britannica, 12 Nov. 2018, https://www.britannica.com/biography/Oksana-Baiul

Culture As A Different Perception Of Behavior - 1713 Words

Introduction Culture is termed as the way of life, activities, customs, and beliefs of a group of people or society. In deeper context, Phil Smith describes it in his book ‘Cultural Theory’ in six different definitions (Smith, 2001). They are as follows: i. Structural definitions –depicts a culture as a different perception of behavior ii. Psychological definitions- illuminates culture as playing a role in solving problems by allowing individuals to interact, learn and satisfy both material and emotional wants. iii. Historical definitions- breaks down culture as a heritage passed down to upcoming generations. iv. Normative definitions- illustrate culture in two forms. One, as a way of life that influenced behavior and action (an example being how culture is defined in tribes). Second, culture is the role of values without the mention of behavior. v. Descriptive definitions-defines culture as a wide-ranging totality that includes two ideas of social life and behavior. vi. Genetic definitions –describes a culture in terms of how it came to be and its continued existence. Culture covers all aspects and various levels of life without much concern in the arts (Smith, 2001). In reference to the context, Lia Lee’s family was cultural, in that they still held on to a belief that was passed on to them from previous generations. Cultural competence Cultural competence is the ability of an individual to work and communicate well with other people from a variety ofShow MoreRelatedPerception, Motivation and Behavior Within Organizations Essay1297 Words   |  6 PagesHow Perception Influences Motivation and Behavior within Organizations There are a lot of factors that affect a person’s behavior or that will influence their motivation. As leaders it is important to try and understand these underlining factors to be able to improve decision making and outcomes for the organization. One area that can have a big impact on behavior and motivation is perception. Perception is described by Gibson, Ivancevich, Donnelly, Konopaske (2009) as the individual’sRead MoreCulture Control On People s Existence1236 Words   |  5 PagesIntroduction: Culture by definition is a group of people’s way of life which involves the individual’s standards, beliefs, behaviors and symbols that are acceptable by them without any hesitation or thinking or even consideration about them and they are passed through imitation and communication from one generation to another (Eliot, 30). Culture is important in developing our thinking and the way of life. In addition, culture is significant in developing our attitude and in building close associationRead MoreAbstract. The Continuum Model Proposed By Fiske And Neuberg1284 Words   |  6 Pages1999 explains how people can use different impression formation processes to categorize new acquaintances in different social environments. These being category-based processing, which might be even seen as primitive and innate from the human consciousness, we can slowly move towards a more piecemeal data-based processing as our motivation and relative importance is increased. Otherwise we stan d in an almost superficial stereotypical assumption of human perception. Keywords: Continuum model,Read MoreThe Right Kind Of Care795 Words   |  4 PagesCare Cultural identities and our personalities affect our perceptions. There’s a tendency to favor others who exhibit cultural or personality traits that match up with our own. Effective communication with people of different cultures can be especially challenging. Intercultural communication occurs when a member from one culture produces a message that absorbed by a member of another culture. As stated by (Jandt, 2015), â€Å"human perception is usually thought of as a three-step process of selectionRead MoreRelationship Between Shared And Personal Knowledge1373 Words   |  6 Pagesknowledge can be seen in the Human Sciences and the Arts by evaluating culture in general and more specifically, how it affects human development and the changing of art periods throughout time in order to determine how personal knowledge is shaped by shared knowledge. In the human sciences, shared knowledge forms personal knowledge through the processes of culturization and socialization. Often, the shared knowledge created by culture shapes the social development of people, which is personal knowledgeRead MoreAn Individual’S Sexual Curiosity In And Enticement To Other1095 Words   |  5 Pagessexuality. Different from sexuality, biological sex is classified through genetics, anatomy, hormones and physiology; female or male. An individual s intelligence of their own gender refers to gender identity or sociocultural classification, which is also set apart from sexuality; however, it is constructed on biological sex and shapes sexual orientation. Sexuality is practiced and displayed in several ways that include opinions, imaginations, desires, beliefs, attitudes, values, behaviors, practicesRead MoreSocial Psychology1052 Words   |  5 Pages2012, March 2). Self-Knowledge Socialization is being a participant of different activities and interactions with people, being part of a culture that we are born into or a religion, etc. Reflected Appraisals are reactions about our actions with people and how we evaluate them and or perceive us. Self-perception theory says that, When people are unsure about their feelings and motivations, they will use their own behavior to infer what they feel (Sears, D. O., Peplau, L. A., Taylor, S., 2012)Read MoreReflection Paper On Culture And Structure1309 Words   |  6 PagesReflection Paper Culture and structure do contribute to or reinforce racial inequality. Cultural traits which are among others the common outlooks, method of behavior, values, etiquette and beliefs that emanate from patterns of intragroup relations in situations brought about by discrimination and segregation. These traits are a reflection of collective experiences in those situations. Racism has in the past been one of the most rampant cultural frames in in the United States. It has also beenRead MoreCultural Perceptions of Intelligence in Japanese and American Indian Societies1300 Words   |  6 Pagestesting community, there are many criticisms of intelligence testing. One such criticism is the absence of race and culture as influential factors of intelligence (Carroll, 2010). The definition of intelligence can be personalized to one’s culture. While some studies look to examine intelligence in an age bracket, an important feature that is not taken into account is how culture influences intelligence and development (Sternberg Grigorenko, 2004). Stereotypes of race state Asians are proficientRead MoreCultural Diversity in Perception: Alternative Views of Reality1577 Words   |  7 PagesCHAPTER FOUR CULTURAL DIVERSITY IN PERCEPTION: ALTERNATIVE VIEWS OF REALITY UNDERSTANDING PERCEPTION The physical mechanism of perception is pretty much the same in all people: sensory organs such as the eyes, ears, and nose permit us to sense our environment, and the sensations received by them are routed to our brains, where they are interpreted and accorded meaning in a two-stage sequence. The first stage is recognition or identification, in which a configuration of light or sound waves

Haitian Revolution The Revolution - 1199 Words

Haitian Revolution: The Haitian Revolution was led by Toussaint L’Ouverture from May 20, 1743 to April 7, 1803. It has been described as the largest and most successful slave rebellion. The rebellion was initiated in 1791 by the slaves. In the end, they had succeeded in ending slavery and French control on the colony. The Haitian Revolution consisted of multiple revolutions going simultaneously. The Haitian Revolution existed from 1791 to 1804. It was important because Haiti is the only country where slave freedom was taken by force and it was the only successful slave revolt. Industrial Revolution: During the Industrial Revolution, rural societies in Europe and America became industrial and urban. It occurred from the 18th to the 19th†¦show more content†¦It also is a political theory and movement aiming to establish a system. Karl Marx and Friedrich Engels expressed what they thought was scientific socialism. Socialism was first brought up in the 1848 right before the Revolutions swept Europe. Socialism was important because it was the reason that individuals or groups couldn’t round up enough resources to out do another group. With social equality in mind, it was intended to serve as a system that treat all humans equally and freedom to work. One thing about socialism that is very effective is that it can either go through a government or in a direct community organization. Nationalism: Nationalism is a belief that interests of a particular nation-state are important. People who share a common language, history, and culture should be independent and free of foreign domination. It is a sense of identity in a nation. John Quincy Adams was a major founder in nationalism. It began towards the end of the 18th century and spread throughout the 19th century. At the beginning of the 20th century it was still spreading throughout different countries. The American and French revolutions were two of the first to incorporate it. After that it spread through central Europe and then to the eastern and southeastern Europe. When the 20th century hit, it spread through lands of Asia and Africa. Nationalism is important because it is the bond that holdsShow MoreRelatedThe Revolution Of The Haitian Revolution1385 Words   |  6 PagesThe Haitian Revolution is one of the most effective and swift Slave revolts of all time. The causes of the Haitian Revolution were quite si mple and was similar to any other kind of slave revolt. Many ideas carried around by slave traders at the time such as treating slaves as property, using social/racial classes, and oppressive control ultimately tipped the slaves over the edge. Ideas of independence also sparked the revolution, and one key inspiration to the cause was The French Revolution. ThisRead MoreThe Haitian Revolution1975 Words   |  8 Pagesrebellion is called the Haitian Revolution. The Haitian Revolution is one of the largest slave revolts that have ever occurred. Finally fed up with oppression, severed rights under the French, and failed promises of liberty, the slaves of Saint Domingue took matters into their own hands. After years of violence and struggles for freedom, the slaves of Saint Domingue finally were emancipated, making all their efforts worthwhile. The Haitian Revolution is the most notable revolution that have ever occurredRead MoreThe Haitian Revolution And The American Revolution1365 Wor ds   |  6 PagesAtlantic World. In a time that can be called an era of revolution, the Atlantic World faced a multitude of uprisings. The American Revolution in 1765 would be the start of the age of revolutions, and would later inspire the revolutions of other countries across the Atlantic, such as the French Revolution in 1789, the Haitian Revolution in 1791, and later the Latin American Revolutions during the early nineteenth century. The events of these revolutions created shockwaves across the Atlantic that wouldRead MoreFrench Revolution vs. the Haitian Revolution762 Words   |  4 PagesThe French Revolution vs. The Haitian Revolution A revolution is a shift, a turning point, a change in government. A revolution usually occurs when the majority of a nation is frustrated with the economic, political, or the social situation of their country. Two very interesting revolutions were the Haitian and the French revolutions. While the Haitian and French revolutions took place in close proximity to one another, the cause for the revolutions and results were quite different. The politicalRead MoreHaitian revolution Essay1149 Words   |  5 PagesIn 1791 revolution broke out in the French colony of Saint Domingue, later called Haiti. The Haitian Revolution resounded in communities surrounding the Atlantic Ocean. One of the wealthiest European outposts in the New World, the Caribbean islands western third had some of the largest and most brutal slave plantations. Slave laborers cultivated sugar, coffee, indigo, and cotton, and they endured horrible death rates, requiring constant infusions of slaves from Africa. In 1789 roughly 465,000 blackRead MoreThe Haitian Revolution Of 17911317 Words   |  6 Pages The Haitian Revolution To say that all men are born and created equally is an understatement to say the least. Speaking morally, yes. But in reality, no. Especially if you are someone of African descent lost in the diaspora. Case in point, the Haitian Revolution. Holding someone against their will and forcing them into slavery is wrong. To force an unfair and unjustified debt upon a people for fighting for their freedom and winning is double wrong and equally as bad as slaveryRead MoreSuccess of the Haitian Revolution1897 Words   |  8 Pagesï » ¿The Success of the Haitian Revolution The Haitian Revolution was the result of a long struggle on the part of the slaves in the French colony of St. Domingue, but was also propelled by the free Mulattoes who had long faced the trials of being denoted as semi-citizens. This revolt was not unique, as there were several rebellions of its kind against the institution of plantation slavery in the Caribbean, but the Haitian Revolution the most successful. This had a great deal to do withRead More The Haitian Revolution Essay2474 Words   |  10 Pageseffects of the Haitian Revolution have played, and continue to play, a major role in the history of the Caribbean. During the time of this rebellion, slavery was a large institution throughout the Caribbean. The success of the sugar and other plantations was based on the large slave labor forces. Without these forces, Saint Domingue, the island with the largest sugar production, and the rest of the Caribbean, would face the threat of losing a profitable industry. The Haitian Revolution did not justRead MoreFactors Responsible for the Outbreak of the Haitian Revolution2143 Words   |  9 PagesCaribbean was the Haitian Revolution. This School Based Assessment (SBA) is aimed at identifying the main causes and effects of the Haitian Revolution. Another aim off this school Based Assessment is to seek to find out why most slave protest and rebellions failed to destroy the system of slavery. Factors that were responsible for the outbreak of the Haitian revolution Class division was a major factor, which contributed to the outbreak of the Haitian Revolution. In St Domingue, thereRead MoreLouvertures Efforts as Leader of the Haitian Revolution Essay775 Words   |  4 PagesThe Haitian Revolution was time of hectic blood shed war. Toussaint Louverture was the leader of the Haitians out of slavery and free from the Spanish. The colony of St. Domingue was a slave island, where slaves would work to make goods to be sent to Spain in return for nothing. The people were treated harsh and done wrong but by the efforts of Louverture they will become free. Louverture was the leader of the revolution but failed to complete his duties because of capture Jean- Jacques Dessalines

Music Education And The Language Development Of Young Kids

Music education is important to our generation in many different ways. Music is a huge part of many kids lives and they look up to it as happiness. Music is not just random words build up together, it has meaning and rhythm to it so we can understand the idea behind it. It has brought happiness in many humans and animals lives. Success in intelligence, school, and life. Music has dedicated us to do work and live our life. It is the new hope for younger kids. Everyone enjoys music. Some succeed in life and some do not because music is not provided in their habitat. Unfortunately for many years, music classes are the last elective choice to be added and is the first to be cut so there for, many of the music classes in schools are being demolished. The three main benefits of music education that comes to mind are the language development of young kids, success in and out of school, and how the kids have changes in their behavior with music and without music. Development of language for young kids in school are increasing in a positive way. Kids stay engaged in schools and learn faster than usual. When music classes are prohibited in schools, it gives the kids an interest of doing their work. The effect of music education on language development can be seen in the brain. Relationships between music and language is a big advantage for kids because the test scores and their SAT’s score has improved just because they have experienced with music performance. Kids with participationShow MoreRelatedEssay on Baby DJ School898 Words   |  4 Pagessamples of recorded music to make music†. The educational experience of Baby DJ School is a portal into the wonderful worlds of electro, hip-hop, and house music. Baby DJ school originated in Brooklyn, New York and was opened by Natalie Elizabeth Weiss, DJ, composer and playwright. She opened the school in order to â€Å"attribute gross and fine motor skills, spatial reasoning, and langua ge skills and foster a special bond between caretaker and baby.† The school provides an interactive music program for toddlersRead MoreBenefits Of Using The Arts896 Words   |  4 Pagesexposure. The research behind this paper will show that art belongs in the K-12 curricula in schools since education is fundamental to a child’s development. Almost everyone loves music, whether by playing an instrument, singing, or listening to it. Schools really make a mistake when they cut theirs arts budget dues to financial restraints. The study of art is equally as valuable. Take music for instance; instrumental training, musical training, creates long lasting changes in brain structure andRead MoreThe Importance of Music in Education1426 Words   |  6 PagesFinal Paper The Importance of Music in Education Whether we choose to believe it or not, music is a very present thing in one’s day to day lifestyle. From turning on the radio in the morning, to listening to it while grocery shopping, putting in our headphones while we study, music is always there. Music is also extremely underrated, which is why so many public schools are constantly threatening to take away music programs all the time. But why is music education so vital in the growth of studentsRead MoreThe Benefits of Music Education Essay990 Words   |  4 PagesBenefits of Music Education Due to budget cuts, students all across America are missing an opportunity that could benefit them greatly. Many changes all across America are cutting the fine arts program out of schools. The fine arts program is incredibly important for a child. Children should be exposed to music at a young age to help them succeed as an adult. Music education should be properly funded so they can gain important knowledge and life skills in school. Music benefits kids in multipleRead MoreMusic Is A Part Of My Life1637 Words   |  7 PagesI cannot recall a time when music was not a part of my life. Whether I was singing in a choir, jamming out to the radio in my car with the windows rolled down, or simply listening to music while studying, music has had a huge impact on who I have grown up to be and I would never want to change that. Like every other form of art, music is universal and can be enjoyed by people from all different backgrounds. It gives people a chance to understand the world differently rather than simply sitting inRead MoreHow Does Art And Music Help With Language Development?2947 Words   |  12 Pagesdoes art and music help with language development? Imagine a classroom in which children sing every day, establishing singing as an important social and cultural experience in each child s life. Singing is celebratory and social, establishing meaningful connections to children s lives and experiences, such as b irthdays, welcomes, sports events, and festivals (Ministry of Education, 2001). Researchers recognized that musical activities reinforce many aspects of language development. For example:Read MoreMusic Education At A Young Age1194 Words   |  5 Pagesdevaluing the importance of music. School districts are forced to cut spending on music education and replace it with other important classes, such as physical education. Music classes were the first to be cut because given a small to budget elementary schools, school officials have seen that music classes were unnecessary to education and believe that it has no benefit. I disagree with this statement because I believe it is crucial to have music education at a young age. Luckily, when I was in elementaryRead MoreA Child s Brain Is Always Growing And Absorbing New Information1311 Words   |  6 Pageschild s brain is always growing and absorbing new information. Thus meaning early education is a fundamental part of a child’s d evelopment. Experts say that one of the best ways for children to expand their minds and grow their opportunities is to learn a foreign language (Kathleen M. Marcos). While starting school can be intimidating for a child, it can seem even more daunting starting their education in a language different from what is spoken at home. However, the few challenges that come alongRead MoreMusic is Essential to a Complete Education1398 Words   |  6 PagesEducation is the foundation that our entire society is built on. Without education, society could not grow and prosper. Without education, we wouldnt have things like electricity, plumbing, or any other common amenities that is present in our society today. Education is important to not only the children receiving it, but to their parents and members of the community as a whole. Education is offered to many in U.S. thanks to public education, and laws that say children must be in school until theyRead MoreThe Effects Of Music On Our Lives1 287 Words   |  6 PagesMusic is part of most of our everyday lives. Adults and Children value music for entertainment purposes, though many of us may not consider what it has to offer us beyond this use. From very early on, children learn nursery rhymes and explore the world of rhythm using pots and pans and wooden spoons. Many individuals acknowledge the importance of music in our lives for enrichment and culture. Research is beginning to uncover the far reaching benefits of music, not just for enjoyment, but also for

Psychology Department of Indiana University Free Essays

Brought up with an old fashioned nature, Skinner was a celebrated American psychologist. He was born to a family wherein he has a lawyer for a father and a rather intelligent and strong willed mother. He was born on the 20th of March in the year 1904. We will write a custom essay sample on Psychology Department of Indiana University or any similar topic only for you Order Now He was a very active child who loved school a lot. One of his interests was to build things outdoors. However, there were depressing instances in his childhood as well. One of these instances involved the death of his brother at the age of 16. B. F. Skinner was born in Pennsylvania, Susquehana. He was raised to be an American, but sources say he has a trace of English in his ancestral line. He studied in New York at the Hamilton College, and attained his degree in English. He participated in a lot of extra curricular activities in school. But what could be remembered about him in that academic instituion is to have been required to attend church every day as an Atheist. One of his dreams was to become a good writer, and he tried to achieve that by sending copies of his stories and poetry. He tried to focus on building his craft, but in the end, he finally realized that writing would no be the career for him. With this in mind, he instead hesitated with his writing lifestyle and took his masters and doctorate degrees on pschology in Harvard. He led the Psychology Department of Indiana University as the chairperson in the year 1945. He was invited to be at Harvard, where he stayed until he passed. He achieved a lot of research and application about his theories and studiies. But one remained highly significant. When he failed to become the writer he hoped himself to be, he became the scholar that will forever be remembered for his contributions to the society and to the acedeme. He was considered as the most celebrated psychologist, after Freud. He remains to be remembered to today because his passing was not yet that long ago. With that said, the impact he had on the country was well remembered and creditted for. Some of his significant sttudies was on the theory of Operant Condition. As the basis of the theories that followed this one, his theory became of the most memorable theories. This theory involves how people are merely bouncing in their own world, doing what it was doing when he was seen. He also called this operating due to the nature that it involves reaction, brought about a certain stimulus. In other terms, a person does one thing and experiences consequences. The next time he experiences a similar stimulus, he would try to evade the consequences that follows it—either by rejecting the possibility or changing certain elements. This theory began the line of other theories established under his name and study. By this, he was made famous. A lot of people got curious about his discoveries, and these in turn, were shared to a lot of other people. His knowledge is perhaps his greatest asset, without it, he would not have been able to establish himself in the manner that his theories are well taken in academic institutions. His life was not only introduced to a wide array of possibilities when he began to study psychology, but he was able to establish his mark in the history of man. He began by dreaming of becoming a writer. However, in the end, he got himself into psychology, and discovered that this would be much preferable. Reference Boeree, C. G. (2006). B. F. Skinner. Retrieved April 11, 2008 from http://webspace. ship. edu/cgboer/skinner. html. How to cite Psychology Department of Indiana University, Papers

Investment Opportunities in Adventure Tourism in Australia

Question: Discuss about theInvestment Opportunities in Adventure Tourism in Australia. Answer: Introduction: Adventure tourism is one of the fastest growing sector in Australia. In all the stages of economic development, the adventure tourism has been the priority of Australia for the growth of the market and this is because they are able to recognize the cultural, ecological and economic value. Adventure tourism is international as well as domestic. Australia is regarded as one of the top destinations for adventure travel according to the World Youth Student and Educational Travel Confederation (Randle and Hoye 2016). Several Australians states actively courts backpackers and have created Backpackers action plan. In the state of Victoria, the action plan comes with statement that the backpackers are less vulnerable to the fluctuating economic conditions and in the wake of global financial crisis, it would be the resilient travelers (Abascal et al. 2016). The research proposal is intended to highlight the long term competitiveness in the adventure tourism. It would also take into consideration the importance of collaboration of private and public sector within the adventure tourism. In the later part, hypothesis is developed about the scope of investment in this sector. Hypothesis developed would predict Research questions will be framed on the basis of impact of adventure tourism on the economy, community development and considering the macro economic factors as well (Mason 2015). Role of tourism sector in Australia is to enhance the international and domestic leisure tourism and international business events. Over the past years, adventure tourism in Australia has grown exponentially and tourist are visiting the destination that is previously not discovered (Rice 2014). Problem Statement: Few studies have analyzed the relationship between investment opportunities in adventure tourism in Australia. Economy is greatly impacted by investment made in tourism sector and thereby provides the platform of economic development. Therefore, present study analyses the available investment opportunities and how far the investment level in adventure tourism contributes to economic and community development. Literature Review: Current Scenario of Tourism in Australia: Since last decade, Australian northern territory has record of facilitating the substantial projects. The land development corporation of Australia plays a crucial role in the development and growth of the territory by delivering the investment opportunities in a commercially manner (Morgan 2016). Destinations and business which is involved in tourism considers several factors while successfully creating the demand for their offerings. Tourism sector in Australia is known for its ability to create many opportunities that enhance the performance of the economy. Adventure Tourism in Australia: Adventure tourism is growing subset of the Tourism market which seeks programs and activities having the perception of uncertain outcome. Adventure tourism in defined as the activities that are commercially operated and this involves combination of excitement and adventure that is pursed in outdoor environment (Skift.com 2017). Adventure tourism incorporates the broad range of activities that include low risk adventure activities such as tamping to high risk adventure activities such as white water rafting. There are White Water River rafting in New South Wales and Sydney (Buckley et al. 2014). Supply chain of the adventure tourism in Australia is complex and does not follow the traditional pattern. Adventure tour operators plays a key role in contributing to the sustainable vision of the sectors by promoting the activities and choosing the facilities (Dredge et al. 2014). Adventure tourism in Australia is attracting the attention for its emphasis on culture of the company. Australia offers prepackaged adventure tourism market often including the adventure neophytes. Research Questions and Hypothesis: Research Questions: Is the collaboration of public and private sector has any impact on the development of adventure tourism in Australia. Does adventure tourism provides the business opportunities in Australia? Do adventure tourism contributes effectively in the economy and community development and attract high value customers? Hypothesis: Following hypothesis are set in order to make recommendation for the investment opportunities of adventure tourism in Australia: Null hypothesis (H0): Australia does not have any investment opportunities in the adventure tourism. Alternative hypothesis (H1): Adventure tourism does not provide any investment opportunities in Australia. Operational Definitions and Measurement: Data for conducting the research are collected by limiting the number of respondents to seventy. This is done so that any kind of complication are avoided with the techniques of research. For the measurement of the different type of respondents from the participants, Likert scale has been used. Likert scale is used for scaling the responses obtained from the respondents. This represents the attitude of the participants in the research toward the particular topic. Researcher needs to set various parameters for executing the Likert Scale. For the purpose of quantitative analysis of the primary information or data collected form the respondents, it will be suitable to convert the responses percentage terms. From the above analysis, it is shown that the respondents Research Methodologies: Research Design Under the present study, descriptive research design is considered in which the researcher describes a particular situation. This is based on collection, presentation and designing of collected data. Sampling Techniques Analysis of the primary data and secondary data will form the basis of the sampling techniques used. It has been observed that the total number of respondents for conducting the research is seventy. Respondents would comprise of information collected from the hotels and tourism spots in Australia. It would also includes the higher authority and senior level managers who are seeking to expand the business via the adventure tourism in Australia. Secondary data would comprise of the reports of the several investments made in the Tourism sector. Analysis would be done on the basis of the quantitative data collected from the field of enquiry and from the various secondary sources. Method of Analysis: Primary collection data is done by using the survey method. In addition to this, analysis of the quantitative data collected from the respondents is further done by evaluating the data based on the central tendency analysis. Analysis of collected data is better understood by using some of the statistical tool such as standard deviation, mean, skewness, kurtosis and performing several tests. For the analysis of the secondary data collected, it is suitable to consider theoretical bases that has been used for the purpose for literature review. Research Process Research process will be initiated by identifying the types of investments made in the adventure tourism in Australia. Process of collecting the data will be started by carrying out the survey. Questionnaires framed would be distributed to the respondents. Which are seventy in number. Such questions would be asked to the senior managers of the tourism sector and the hotels and several respondents from the tourist spot. Descriptive statistical value of the data would be found out by carrying out the analysis using the approach of central tendency. Investigation of investment opportunities in the adventure tourism is done by evaluating collected data. Expected Outcome It has been studies by different authors that several places in Australia such as Victoria, New South Wales and Sydney serve as the ideal destinations for adventure tourism. It has been found that adventure tourism supports local economies and encourages sustainable practices in Australia. Outcome of the research would depict the positivity contributed to the economy, business and community due to investment made in the adventure tourism sector in Australia. Adventure tourism may require less capital investment for infrastructure. In order for the adventure tourism to flourish, it is necessary that investment is made in the elements complimenting the natural, adventurous and cultural assets. Research is depicting the need for collaboration of the public and private sector for creating fertile ground for adventure tourism. While the government can work to ensure that the practices, policies and attitudes are in place and private sectors can contribute to the development of adventure tourism sector. This can be done by creating compelling and innovative products. Conclusion, Interpretation and Recommendation: Findings from research have been analyzed in detail by considering the bases of theory, reviewing the relevant literature, literature background. It also includes hypothesis that is selected for analysis of data and techniques of interpretation have been applied to relevant questions. The interpretation of collaboration of the public and private sector on influencing the investment opportunities on adventure tourism sector has been seen with the partial response by the respondents. This is in light of the reluctance of the private sector to focus their efforts in promoting investment in adventure tourism because of long term challenges of maintaining business. Respondents partially agreed with the availability of scope of business and investment opportunities for the adventure tourism. This secondary interpretation shows respondents tendency towards partial awareness. Moreover, the respondents have shown agreement of adventure tourism on the community development and attracts the customers of high value. Therefore, continued growth of these sector would have a positive impact on the destination economies, people and environment. On the basis of interpretation of last research question presented, it has been found that several adventure companies in Australia are increasingly opening up new destinations, developing new products and taking initiatives in attracting new clients by enhancing their commitment to sustainability. From above discussion and interpretation, null hypothesis associated with availability of investment opportunities in Australia can be rejected. Hence, alternative hypothesis would be accepted. Reference: Abascal, T.E., Fluker, M. and Jiang, M., 2016. Domestic demand for Indigenous tourism in Australia: understanding intention to participate.Journal of Sustainable Tourism,24(8-9), pp.1350-1368. Buckley, R., 2014. Adventure tourism as a research tool in non-tourism disciplines.Tourism Recreation Research,39(1), pp.39-49. Buckley, R., Shakeela, A. and Guitart, D., 2014. Adventure tourism and local livelihoods.Annals of Tourism Research,48, pp.269-272. Dredge, D., Airey, D. and Gross, M.J., 2014.The routledge handbook of tourism and hospitality education. Routledge. Horner, S. and Swarbrooke, J., 2016.Consumer behaviour in tourism. Routledge. Mason, P., 2015.Tourism impacts, planning and management. Routledge. Morgan, D., 2016. Adventure tourism.Encyclopedia of Tourism, pp.10-11. Randle, E.J. and Hoye, R., 2016. Stakeholder perception of regulating commercial tourism in Victorian National Parks, Australia.Tourism Management,54, pp.138-149. Rice, P., 2014. Universal management: a proposal to change the direction of accessibility management in the Australian tourism industry to create benefits for all Australians and visitors to Australia.Review of Disability Studies: An International Journal,2(2). Skift.com. (2017). Available at: https://skift.com/wp-content/uploads/2014/11/unwto-global-report-on-adventure-tourism.pdf [Accessed 29 Jan. 2017].

Miss Julie Education free essay sample

Theatre presents Miss Julie by August Strindberg in a new translation for the 21st century EDUCATION PACK Spring Tour 2013 Introduction UK Touring Theatre presents Miss Julie by August Strindberg in a new translation for the 21st century Tours nationally from 16th April to 18th May 2013 Directed by Denis Noonan Production Design by Mike Lees Lighting Design by Crin Claxton â€Å"Don? t step down Miss, take my advice. No one will believe that you willingly descended, people will always say that you fell† Miss Julie, widely regarded as August Strindberg? masterpiece, is a tale of lust, power, class conflict and boundaries broken. Midsummers Eve, Sweden, 1888. While the servants? party continues in the barn outside, aristocratic Miss Julie is drawn to the kitchen and to the socially ambitious Jean, her father? s valet. What starts as a harmless flirtation, soon descends into a ferocious power struggle, from which neither can escape. Miss Julie was one of the most important plays of the Naturalistic movement in 19th century European theatre. We will write a custom essay sample on Miss Julie Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Its vivid depiction of the class system is still as pertinent today, and has received worldwide critical acclaim. This production presents an ideal opportunity for students to experience and study a classic text, exploring the production? s themes, characters and the style of Naturalism. It is the World Premiere of an exciting new English translation of the play, so an excellent chance for your students to engage with the play through a powerful and accessible production. The production is particularly suitable for Key Stage 4/5 students studying towards GCE A Level Drama and Theatre Studies or Performing Arts, BTEC Performing Arts and GCSE Drama or Performing Arts. It is also of relevance to GCE A Level and GCSE students of English Literature, History and Sociology. ? Please note: This production is not thought suitable for young people under the age of 14. ? ? ? ? 2? About this Education Pack ? This Education Pack is designed to fully support our touring production of Strindberg? s Miss Julie, and provide you with additional Drama and cross-curricular activities to enhance your visit to the production, and to build into your existing study. The resource comprises 3 sections: Before your visit This section contains background information on the play, as well as practical activities to help your students fully understand the play before their visit, by encouraging them to think about the themes, characters and social/historical content. †¢ †¢ †¢ †¢ †¢ †¢ Miss Julie Synopsis August Strindberg Characters Themes Literary and Theatrical Context Historical and Social Context Watching the play This section contains background information on the production and the theatre company; as well as questions and activities that students can engage with during their visit to see the production, to help maximise their understanding and enjoyment. †¢ †¢ †¢ Watching the production Cast Biographies Creative Biographies Translating Strindberg – an interview with the director Denis Noonan Evaluation and Follow-up Activities This section contains guidance for an evaluation session following the production, based on your students? critical appre ciation; as well as suggestions for follow-up activities. ? ? 3? Miss Julie Synopsis The play takes place on Midsummer? s Eve in Sweden in 1888. The entire play is set in one location, the kitchen of a large estate belonging to a Swedish Count (Miss Julie? s father). The action of the play takes place over a single night and the early hours of the next morning. The three characters in the play are Miss Julie the Count? s adult daughter, Jean his Valet and Kristin his cook. The Count himself is never seen. The play opens with Kristin alone in the kitchen cooking at the stove. Music can be heard from the servants? Midsummer? s Eve party in the barn outside. Jean enters to eat his dinner and reports that Miss Julie has stayed at home instead of going away with her father to visit their relatives; and has been dancing wildly with the servants, including himself, at the party in the barn. They discuss Miss Julie? s inappropriate behaviour for a young lady and that of the upper classes in general, and Jean promises to dance with Kristin when she finishes work. Miss Julie then enters and orders Jean to dance with her again and they leave to join the party, while Kristin continues working in the kitchen. Jean returns to Kristin in the kitchen and Miss Julie quickly follows him. She orders him to change out of his Valet? s livery and to get her a drink. After a while Kristin falls asleep in her chair and eventually goes to bed, while the flirtation continues between Miss Julie and Jean. Jean tells Miss Julie that he was love with her when he was a child, and they each recount recurring dreams they have had Miss Julie of falling and Jean of climbing. The servants then come to look for Jean, and can be heard outside singing a dirty song about him and Miss Julie. Unable to face them and with nowhere to hide, they escape offstage into Jean? s room where their relationship is consummated. When they return Jean suggests that they run away to Switzerland and set up a hotel together. However when Miss Julie reveals that she doesn? have any money of her own Jean abandons the plan and changes his tone, calling her a whore for throwing herself at him. Miss Julie gets hysterical and begins drinking wine excessively. She then tells him her family history, how her mother was a commoner, who believed in equality for men and women and raised her like a boy, teaching her to hate men. Jean orders Miss Julie to go upstairs and get some money from the house. Then Kristin enters dresse d for church, and discovers what has happened. She is disgusted with Miss Julie for demeaning herself by crossing the class barrier separating the nobility from servants. Kristin leaves and Miss Julie re-enters, carrying a bird cage. Jean insists that they cannot take the bird on their journey, and rather than abandon her pet, Miss Julie asks him to kill it. Jean decapitates the bird with the kitchen cleaver and Miss Julie finally breaks down. Kristin then enters and leaves for church, saying that she will tell the groom not to let out any of the horses so that they are unable to escape. Unable to escape, or stay and face the consequences, Miss Julie resolves to commit suicide and asks Jean to order her to do it. The bell rings, signaling that the Count has returned home. Jean immediately puts on his livery jacket and reverts to the role of servant. He hands Miss Julie his razor and gives her his final order to go the barn. ? 4? August Strindberg Johan August Strindberg was born in Stockholm on January 22, 1849. His father, Carl Oscar Strindberg, was a shipping merchant and his mother was his father? s former maid-servant. Strindberg attended the University of Uppsala, and then was variously employed in Stockholm as schoolteacher, tutor, journalist and librarian. His ? rst major play, Master Olof, was written in 1872 but not performed for 9 years, so Strindberg did not achieve ritical success until the publication of his autobiographical novel The Red Room in 1879. Srindberg frequently provoked controversy throughout Sweden and the rest of Europe with his work. He was vehemently attacked for his provocative book The New Kingdom (1880-02) and the publication of his volume of short stories Getting Married in 1884 led to him being prosecuted for blasphem y, though he was later acquitted. Partly because of these attacks, Strindberg moved to Germany in 1887 where he wrote The Father, and Denmark in 1888 where he wrote Creditors, Miss Julie and The Stronger. In 1889 he founded the Scandinavian Experimental Theatre in Copenhagen, which premiered Miss Julie with his wife Siri von Essen in the title role. However the play caused immediate shock and disgust, due to its frank portrayal of lust, inter-class relationships and most significantly the idea of sex without love. It was therefore not performed in Sweden until Strindberg established his own Intima Teater in Stockholm in 1907, and remained banned in Britain until 1939. Strindberg wrote with furious intensity. Scathing attacks and startling reflections alternate with line after line of delightfully chiselled metaphors. He participated in the strident debate about gender equality but adopted the uncommon position that men were the more oppressed sex. As the ranks of the labour movement swelled and the Swedish Trade Union Confederation, the Social Democratic Party and the Swedish Employers? Confederation were founded, he turned the concepts of upper and lower class into everyday words. Between 1898 and his death from stomach cancer in 1912 he wrote thirty five plays, including To Damascus, Parts I II and III, Easter, A Dream Play, Storm, After the Fire, The Ghost Sonata, The Pelican and The Great Highway. A hundred years after Strindberg? death in 1912, his writing is as alive as ever. His plays are performed around the world; articles and books about the man and his works are published every year. ? 5? Miss Julie Characters Miss Julie Miss Julie is the Count? s daughter and the protagonist in the play. Although she is an aristocrat, she prefers to spend her time with the servants and tries to appear to be like one of them, rebelling against the class she was born in. When the audience ? rst sees her, she is noticeably drunk and has been dancing with the peasants at their Midsummers Eve party when she should be with her father visiting relatives. She speaks about a dream she often has, in which she is standing on top of a great pillar and longs to fall down, indicating a desire to escape her social position. However her attitude to her class position is clearly confused, as she alternates between giving orders to Jean and trying to convince him to treat her as an equal. In his Preface to the play, Strindberg describes Miss Julie as a man-hating â€Å"halfwoman†. Her hatred of men is blamed on her upbringing by her mother; a feminist who raised her as a boy, dressed her in boy? clothes and taught her male pursuits. However Miss Julie is simulanteously flirtatious and coquettish with Jean, using her feminine charms to pursue him throughout the first half of the play. She alternates between traditionally female behaviour and more aggressive, traditionally male behaviour. She also shows a sado-masochistic tendency: we hear from Jean that she trained her fiance like a dog by hitting him with a whip, and later she asks Jean to hit her and ultimately requests that he order her to kill herself. Jean Jean is the Count? valet; his personal man-servant who would help the Count dress, maintain his clothes and handle all money matters concerning his master? s household. Jean was born a farm-hand? s child in a very poor family and has managed to work his way up in the social rankings to what would be considered a prestigious job. Although he is still a servant, he is intelligent and has ambitions to attain an even higher social position. He has pretensions of gentility, drinking fine wine and dreaming about owning property and becoming a nobleman with a title. In spite of his genteel and charming behaviour, Jean? s desire for social advancement causes him to act ruthlessly when required. In Strindberg? s Preface to the play he says that Jean is â€Å"strong enough not to care who he stands on when he climbs. He? s already a stranger to his fellows: he despises them as part of the life he? s rejected†. Jean? s callousness is most evident in his treatment of Miss Julie. It is clear that beyond his sexual interest in her, his main desire is to use her as a stepping stone to a more powerful position. Ultimately, unlike Miss Julie, Jean survives the play unscathed. In Strindberg? s own words, Jean â€Å"will quite possibly end up as an hotelier; and even if he does not become a Romanian count, his son will probably get to university and very likely end up on the bench†. ? 6? Kristin Kristin is the Count? s cook and is betrothed to his valet, Jean. Unlike Jean and Miss Julie, she recognises her place in society and has no ambitions to move beyond her social position. Kristin is content to be a servant and wishes to retain the social order that she is accustomed to. At the start of the play she disapproves of the fact that Miss Julie is interacting with her social inferiors and later when she discovers that she has had sex with a servant she is appalled, declaring that she can no longer work for people with no sense of decency. However, she says that she still intends to marry Jean as planned, thus once again reflecting her desire to maintain order. Kristin is religious, attending church regularly and quoting passages from the bible. Strindberg describes her in his Preface as â€Å"a female slave, stuffed full of religion and morality†. She preaches morality but steals groceries from the household, attending church each Sunday to ask for forgiveness. PRACTICAL ACTIVITY Character Study 1. Split the students into three groups and allocate each group one character from the play. 2. Ask each group to go through the text and write down 10 significant things the character says about themselves in the play. 3. On another piece of paper ask the groups to write down 10 significant things the other characters say that about their character. 4. Ask each group to stand up and present their findings to the rest of the class, writing them on the board in two columns. 5. As a class, discuss the lists on the board and decide on 3 adjectives to describe each character. ? 7? Miss Julie Themes Social Class Much of the dramatic tension in Miss Julie is caused by characters trying to move beyond their social class. Miss Julie, the Count? s daughter, describes a recurring dream in which she stands on top of a high pillar and longs to fall down, indicating her desire to join the lower classes; while Jean, the Count? s valet, also has a recurring dream in which he tries desperately to climb a tree to plunder the golden eggs at the top, indicating his desire to rise above his lowly social origins. These dreams of transcending class barriers are re? ected in Jean and Miss Julie? s behaviour with each other. Although she is an aristocrat, Miss Julie prefers to stay at home with the servants and drink beer with Jean in the kitchen. By contrast, Jean tries to behave like a gentleman by dressing up in smart clothes, drinking ? ne wine, and speaking French. He also reveals a grand vision of his future in which he will own a hotel, become rich, buy a noble title and launch a family dynasty. However, when the bell rings at the end of the play he ultimately reverts to his role as a servant. The one character who is consistent in her attitude towards social class is Kristin. She understands that she belongs to the working classes and disapproves of anything that causes the dividing lines between the social classes to become blurred. Gender Roles and Identity In the play? s Preface, Strindberg describes Miss Julie as a â€Å"man-hating half-woman† and this ambiguity regarding her gender identity plays a large part in her downfall. We learn that her character has been shaped by the influence of her mother, a commoner who initially refused to marry Miss Julie? father but instead requested that he remain her lover. This refusal to conform to traditional female roles was evident in the way that Miss Julie? s mother ran her household. She forced men to carry out female tasks while women did the men? s work, causing ? nancial ruin for the estate. Her belief in sexual equality also led her to raise Miss Julie as a boy, making her wear male clothes and indulge in tradition ally male pursuits such as hunting. As well as reversing the traditional gender roles, Miss Julies mother taught her to despise men. This leads Miss Julie to treat her ? nce with contempt, making him jump over her riding whip and hitting him with it like an animal. Subsequently, when Jean kills Miss Julies green? nch, her rage at men is nakedly revealed as she shouts, â€Å"I? d like to see your whole sex swimming in a lake like that! †. It is clear that Strindberg believes that men and women have separate roles in society and he presents Miss Julie? s unladylike behaviour as unnatural and subversive. At the beginning of the play she pursues Jean and is the more dominant ? masculine? partner in their relationship, while he plays the coy, traditionally ? eminine? role. After their relationship is consummated their gender roles reverse and she becomes timid and more feminine, whereas Jean becomes stronger, more brutal and masculine. ? 8? Sexuality As soon as Miss Julie arrives on stage it is clear that she is driven to a large extent by sexual desire. She has been dancing wildly with Jean in the barn and continues pursuing him, forcing him to dance with her again. Ultimately, their ? irtation leads to Jean and Miss Julie having sex, but there is no sense that this carnal act is based on love. In the morning when they emerge from the bedroom, Jean admits that his romantic story of childhood longing for Miss Julie was invented to seduce her. Miss Julie is appalled at having been tricked. She asks Jean to say that he loves her but he refuses to make any sentimental gestures, accusing Miss Julie of simply trying to introduce romance into the relationship to alleviate her shame at having surrendered to lust. As con? ict develops between the two, Jean condemns Miss Julie, calling her a â€Å"slut† and a â€Å"whore†, and saying he has never before seen a woman â€Å"molest† a man like she did. Miss Julie reveals that her upbringing has made her despise men but that she still cannot control her weakness for them, and it is this unbridled sexual desire that destroys her. PRACTICAL ACTIVITY ?High Society? is a good exercise for introducing students to the concept of social class and status. 1. Use a set of numbered stickers, with one sticker for every member of the class. If there are 20 students in the class the stickers will be numbered from 1 to 20, where 1 represents the lowest possible status and 20 is the highest status. 2. Give each student a sticker to stick on his or her forehead. It is important that the student must not see the number of their sticker. 3. Explain that the students are about to enter a party and must behave towards each other with due regard to status. So for example, if they encounter someone with a very high number on their head they must be polite and deferential, whereas if they meet someone with low number they should dismiss them as quickly as possible. 4. Members of the group will naturally assess their status from the way in which others behave towards them and the high status characters will ? d themselves being offered seats and glasses of champagne while the low status characters will be expected to serve the champagne. 5. At the end of the exercise, ask the students to arrange themselves in their full hierarchy with the high status characters at one end of the room and the low status characters at the other. It is important that this portion of the exercise is done without talking so that each student can make a judgment of their status without being unduly in? uenced by the opinions of others. 6. This activity can be repeated in groups of three, using the characters from the play instead of numbered stickers. ? 9? Literary Theatrical Context Literary Naturalism The literary school of Naturalism developed in the mid to late 19th century and was largely guided by the new idea of Social Darwinism, which arrived in response to the scienti? c work of Charles Darwin. Social Darwinists believed in the ? survival of the ? ttest? , a process by which the strongest individuals in society survive and thrive while the weak individuals die off. Writers such as Emile Zola took this principle of Social Darwinism and applied it in a literary context by presenting characters in a struggle for survival. One of the key elements which sets Naturalism apart from other literary schools is the belief that man is not fully in control of his own will. Rather, he is driven by forces outside his control including heredity (the tendencies we inherit from our parents), environment (the culture in which we are born and raised) and chance. Because characters in Naturalism do not have full control of their actions, the work of Naturalistic writers can be seen as ? eterministic?. In other words, it is pre-determined that certain characters will succeed or fail based on their heritage, environment or other random factors over which they have no control. These dominant forces play a key role in the ? fate? which befalls Miss Julie. Her parental heritage and the environment of her upbringing makes her a â€Å"man-hating, half woman† in the mould of her mother, causing a confused gender identity which prevents her from occupying a ? normal? female role. Theatrical Naturalism Naturalism in the theatre developed not only in response to Social Darwinism and Naturalism in literature, it also sought to do away with outdated theatrical forms of romantic melodrama which had dominated theatre in the early part of the 19th century. Naturalistic theatre practitioners wanted to present life in all of its harsh reality and examine it in detail without making concessions to the polite sensibilities of theatregoers. For example, Strindberg did not shy away from presenting the animalistic passion of Miss Julie? sexual desire in spite of the obvious offence it would cause. He was also unafraid of leaving Kristen alone on stage in silence for several minutes while Julie and Jean are at the dance. In his stage directions he insists that this section must not be rushed and that Kristen must simply carry on her domestic tasks as if she were alone in the room, without making any acknowledgement of the audience? s presence. Strindberg? s commitment to showing harsh realities and presenting his drama in ? real life? etail without old fashioned theatrical devices like footlights made him a leading ?gure in theatrical Naturalism. His work in? uenced other Naturalistic writers like Maxim Gorky and Anton Chekhov, whose plays were subsequently produced by Konstantin Stanislavsky who is widely regarded as the most important practitioner in Naturalistic drama. ? 10? Tragedy Strindberg? s conception of Miss Julie as a ? awed character moving towards an inevitably destructive fate is ? rmly rooted in the literary tradition of tragedy that dates back to the ancient Greek drama of Aristotle. An important aspect of Aristotelean tragedy is the unity of time, space and action which dictates that the drama must take place on one day, in one place and with a sequence of events which logically follow on from one another. Strindberg? s play clearly adheres to this convention, taking place over the course of one night in the kitchen of the Count? s house with a series of events that lead inexorably to Miss Julie? s death. Although Miss Julie? s fatal downfall makes Strindberg? s play ? tragic? , it is not a tragedy in the strictest classical sense. In Greek drama characters are ruined because of a lapse in moral judgement, but Social Darwinists would argue that Miss Julie strays over social and sexual boundaries because of the irresistible hereditary and environmental forces that drive her rather than through poor moral decision-making. PRACTICAL ACTIVITY Theatrical Naturalism – Private Moments 1. Ask each student to choose an everyday activity that they can do on their own e. g washing the dishes, cleaning their bedroom. 2. Give the students 10 minutes to work on this in their own time. The aim is for the students to carry on with the activity as if they were alone in the room, just as Kristin is during the pantomime in Miss Julie. 2. Share the activities with the rest of the group. Each student should perform their activity for 1 minute, with attention to detail, making their activity completely believable to the audience. They should not acknowledge the audience or attempt to entertain or amuse them in any way. ? 11? Historical Social Context Social Darwinism In 1859 Charles Darwin published The Origin of Species in which he described his theory of ? atural selection?. This theory is based on the idea that living species must compete with each other for survival. The weaker species will tend to die out while the stronger species survive and reproduce. Darwin called this process ? the survival of the ? ttest?. In spite of initial objections from religious groups, Darwin? s theories began to gain broader support; and although this thinking was based in the scienti? c sphere, the concept of ? survival of the ? ttest? started to have in? uence in other areas. In political thinking, the term ? Social Darwinism? came to prominence in the late 1800s. Social Darwinists saw the process of natural selection occurring in human society with ? strong? individuals rising to form the ruling classes and ? weak? individuals declining into poverty and dying out as a result. Those who were successful had achieved their status because they had naturally adapted to take advantage of their environment while the weak had achieved less because they were less well evolved. The in? uence of Social Darwinism can be clearly seen in Strindberg? s characters. Although Jean comes from lowly origins he has adapted to his environment by listening to the ? ne speech of his social betters and observing their behaviour. This has allowed him to adopt sophisticated manners, and although he does not currently occupy the position of a gentleman, he is suitably prepared to evolve into this role if the opportunity arises. By contrast, Miss Julie? s upbringing has made her poorly adapted to her surroundings. Her mother has forced her to become an â€Å"unnatural† (according to Strindberg) â€Å"half-woman†. As a result she is clearly un? for her social position and is naturally selected to fall. Marxism The Communist Manifesto was published by Karl Marx and Frederich Engels in 1848 and became a seminal text for all revolutionary thinkers and activists in their struggle to overthrow capitalism. Marx and Engels emphasised the need for the working classes to unite and act collectively and this began to stimulate a greater class consciousnes s among workers throughout Europe, leading to the development of Trade Unions. This political change was beginning to be felt in Sweden in the latter half of the 1800s. The position of the working classes was improving, with trade unions going on strike for higher wages and shorter working days, while in 1881 a law was passed to limit child labour in factories. The class tensions which were developing in Europe in the late 19th century are evident in Miss Julie. In his Preface, Strindberg wrote of â€Å"the old nobility giving way to a new nobility of nerve and intellect† which clearly refers to Jean, the intelligent servant, rising through society to replace the dying dynasty of Miss Julie? s family. ? 12? Feminism The position of women in Swedish society went through huge changes in the latter half of the 19th century. In 1845 women were given the right to own property and the following year they were given the right to hold certain speci? c jobs, such as teaching. In 1862 women were also given the right to vote and by the 1870s they were admitted to the universities for the ? rst time. Compared with other European countries, Sweden? s attitude to the role of women was extremely liberal. In Britain, by contrast, women were only given the right to vote in 1918. Beyond the legal provision of rights for women, major cultural changes were taking place in how they behaved socially. The ? New Woman? chose to take on the qualities of men by dressing in masculine clothing and behaving in a sexually aggressive way. The rise of feminism also saw women shunning the traditional role of housewife and home maker to live independently of the husband? s dominating in? uence. The rise of the ? New Woman? is a major issue in Miss Julie. Miss Julie? s mother clearly falls into this category, insisting that men and women are equal and orcing men to do household chores that would normally be done by women, while the women work in traditionally male roles. The fact that this policy leads to ? nancial disaster on the family estate suggests that Strindberg fundamentally disagrees with the notion of men and women being treated as equals. Miss Julie? s free thinking and sexually aggressive behaviour also position her in the ? New Woman? category and the fact that t hese actions lead to her destruction clearly indicates Strindberg? s opposition to liberal feminism. PRACTICAL ACTIVITY 19th century social and historical influences on the play 1. Split the students into three groups. Allocate each group one of the historical movements of Social Darwinism (Survival of the Fittest), Marxism and Feminism. 2. As a homework project, ask each group to research the historical movement they? ve been given and to find three examples of its influence on the characters in Miss Julie. 3. Ask the three groups to present their findings to the rest of the class in an engaging way, combining presentation and extracts from the text. ? 13? Watching the Play We hope that you are looking forward to your visit to see UK Touring Theatre? s production of Miss Julie. In order to maximise your students understanding of the show we have created a number of questions which your students can think about when watching the production. Some students may find it helpful to make notes during the show, others may prefer to concentrate fully on the production and make notes afterwards. Set †¢ †¢ †¢ †¢ Sketch the main scenic elements How is the 19th century kitchen created on stage? What are the visual qualities of the set? What colours and textures are used in the set and how do these create an atmosphere? Lighting †¢ †¢ How does the lighting affect the impact of the scenes? How would you describe the quality of the lighting? Costume †¢ How have costumes been used to help indicate different characters and their social class? Performance †¢ †¢ †¢ How would you describe the acting style? Identify the vocal techniques used throughout the show. i. e. pace, pitch, projection, inflection. How do the actors physicalise the characters? Narrative and Themes †¢ †¢ How are the themes of the play drawn out by the company? What decisions has the director made in the telling of the story? Music †¢ What effect does the music used in the play have on the atmosphere created? ? 14? Cast Biographies FELICITY RHYS – MISS JULIE Felicity trained at East 15 Acting School. Theatre includes: Enjoy (Theatre Royal Bath – Number One Tour); A Merrily Grimm Christmas, The Street and The Ramayana (all Redbridge Drama Centre); Oliver Twist (World Tour); The Lover, The Misanthrope, The Bear, The Bald Prima Donna, Teechers, A Christmas Carol (all Sevenoaks Playhouse – Repertory Season); Motherone (Oxford Playhouse Studio); Amazing Grace The Musical (Wales Theatre Company – Clwyd Theatr Cymru / Sherman Theatre / Swansea Grand Theatre); Roleplay (English Theatre of Hamburg); A Game of One Half (Jermyn Street Theatre), Dracula (English Theatre of Copenhagen); Blithe Spirit (Brewhouse Theatre Taunton); Macbeth (Courtyard Theatre). Television and Film includes: Two Series of 2 Dy a Ni (ITV Wales); Pobol y Cwm (BBC); Torchwood (BBC); 9 Steps to a New Start (Those People Productions – official selection Cardiff Screen Festival). Radio includes: A Dance to the Music of Time and Something Understood (both BBC Radio Four). ADAM REDMAYNE – JEAN Adam trained at LAMDA. Theatre includes: The Circle (Chichester Festival Theatre Number One Tour); A Merrily Grimm Christmas (Redbridge Drama Centre); Henry V and As You Like It (both British Shakespeare Company); The Misanthrope, The Lover, The Proposal, Teechers (all Sevenoaks Playhouse – Repertory Season); Take Two (Upstairs at the Gatehouse); Roleplay (English Theatre of Hamburg); You Couldn? t Make it Up (Guilded Balloon Edinburgh / New End Theatre Hampstead); The Crucible, Romeo and Juliet, Julius Caesar, Hedda Gabler (all Dramaworks UK – International Tours); Arcadia (ICA); Romeo and Juliet (Creation Theatre Company); What? Wrong With Angry (Wild Justice Company / Arts Theatre); The Hostage (European Tour). Television and Film includes: Things to Do Before You? re 30 (Samuelson Productions); Sweet Swan of Avon (Miramar); Something is Rotten (Kinomees Productions – Estonia); History? s Hardest Prison (National Geographic); Soldier Soldier and The Knock (ITV). Radio includes: Mob y Dick (BBC Radio Four); Northfields (Urban Scrawl / Theatre 503). ? 15? Creative Team Biographies DENIS NOONAN – DIRECTOR Denis trained as an actor at East 15 Acting School in the 1960s, under Margaret Berry who founded the school. Following several years work as an actor he moved into directing and teaching. His acting experience included repertory seasons in Manchester, Leicester, Hornchurch, the Glasgow Citizens? Theatres and Pitlochry Festival Theatre; as well as productions at Birmingham Studio Theatre, the Roundhouse Theatre in London and on several occasions at the Edinburgh Festival. Denis was formerly Associate Director of Dramaworks UK, a touring theatre company which specialised in performing the works of Shakespeare and other classic plays in South East Asia. Productions directed included Hedda Gabler, Julius Caesar, Romeo and Juliet and The Crucible. He also directed Scrooge at the Hackney Empire Theatre (London); A. W. O. L. at the Jermyn Street Theatre; a season of American plays at the Camden Theatre and A Play About The Bronte Sisters, which toured major Arts Centres around Britain. Denis Noonan? work as an Acting Coach and teacher of the performing arts has taken him to many centres in the UK and abroad, including the London Academy of Music And Dramatic Art (LAMDA), The Italia Conti Academy Of Theatre Arts, Mountview Theatre School, The Academy Drama School In London. He is an inspirational and highly regarded acting coach, whose former students have included Kate Winslet, Russell Brand and Ethan Hawke. Denis also appeared in a television documentary a bout the Italia Conti Academy in which his acting classes were featured. MIKE LEES – PRODUCTION DESIGN Mike trained in production design at the Rose Bruford School of Speech and Drama. Mike has designed the sets and costumes for more than 200 productions in London, the UK, Europe, America and the Middle East. Recent designs include Gone (New Ambassadors Theatre, London Tour); Mathilde (Vauldeville Theatre London Edinburgh); Calendar Girls (Regional Tour); What I Heard About Iraq (Arts Theatre London Tour); Holding Hands at Paschendale (Lyric Belfast London transfer); The Little Mermaid (National Theatre of Dubai UAE Tour); the UK premier of Max Frischs Count Oederland (Arcola Theatre); Pete Dud: Come Again! Leicester Square Theatre Tour); The Drowsy Chaperone (American Theatre London); Anansi (Southwark Playhouse); A Tale of Two Cities The Musical (UK Tour directed by Paul Nicholas); Quality Street, A Day By The Sea, Myths Hymns (Finborough Theatre); Fred Astaire: His Daughters Tribute (London Palladium). Future productions include regional tours of The Adventures of Robin Ho od, Whistle Down the Wind (UK) Cinderella (USA). www. ikeleesdesigns. com ? 16? CRIN CLAXTON – LIGHTING DESIGN Crin? s lighting designs have been seen at numerous venues across the UK and abroad, ranging from Number One venues to small and mid-scale theatres. She has a strong background in touring theatre and companies she has worked for regularly include Paines Plough, RIFCO, Clean Break, Snap Theatre, Spare Tyre, Theatre Royal Stratford East, Julie Macnamara, Dance Umbrella and Stratford Circus. Theatres and spaces lit include: Manchester Arts Theatre, Belgrade Theatre Coventry, Westcliff Palace Theatre, Salisbury Playhouse, The Albany Deptford, Roundhouse London, Greenwich Theatre, Diorama London, The Arcola London, Riverside Studios, The Hawth Crawley, Hackney Empire Theatre, The Lyric Hammersmith, Contact Theatre Manchester, the Lighthouse Poole, Mumford Theatre Cambridge, Lawrence Batley Theatre Huddersfield, Soho Theatre Studio London. For eleven years Crin was the Technical Manager at the Ovalhouse Theatre London. UK TOURING THEATRE PRODUCER UK Touring Theatre was founded in 2012 by Adam Redmayne and Felicity Rhys, who together have over 25 years experience of working in the theatre. The company is committed to developing exciting new adaptations of classic European plays; touring to theatres across the UK, Europe and beyond. UK Touring Theatre is an offshoot of another theatre company, Dramaworks UK, which was run by Adam Redmayne and Denis Noonan from 2000-2004, and toured classic theatre to Singapore and South East Asia. Previous productions included Romeo and Juliet, Julius Caesar, Hedda Gabler and The Crucible. UK Touring Theatre? s focus is on producing powerful new English language translations and adaptations of classic European plays, with wide appeal for a contemporary audience, to tour nationally and internationally. We aim to produce productions for native English speakers here in the UK and English speaking audiences overseas, which are innovative and accessible yet challenging; with the focus strongly on the original text, language and themes. We believe that a great classic play will stand the test of time, nd can be adapted for a 21st century audience without obscuring the writing. We aim to develop scripts that are powerful and exciting, while still reflecting the playwrights? original intentions. UK Touring Theatre? s focus is on excellence and quality. Quality of text, quality of production and quality of acting. All our actors have trained at the foremost drama schools in the UK and worked extensively in the theatre in the UK and abroad. We aim to bring the best of British th eatre to venues large and small across the world. www. uktouringtheatre. o. uk ? 17? Translating Strindberg An interview with the director Denis Noonan What made you want to direct this play? I actually played the role of Jean in Miss Julie many years ago, when I was a student at East 15 Acting School in the sixties. It? s a play that I? ve always wanted to revisit ever since. I am a huge fan of Strindberg? s work as a whole and I think that the issues and themes in Miss Julie are still very relevant today. It? s a powerful piece. Exactly what relevance do the themes and issues in Miss Julie have to today? s society? Well firstly the issue of class hierarchy and status. People may think that the class system doesn? t exist in this country today, but as an Irishman who grew up in a working class family and then moved over to London, I can tell you that it most certainly does. For me social class, and wanting to escape one? s social class, is the central theme of the play. And that? s something you see all the time today aspirational people like Jean who want to climb up in the world, seeking fame and fortune, as well as the upper classes who try to pretend they? re not â€Å"posh†. Strindberg? bitterness about the upper classes is something that comes through extremely strongly through the voice of Jean in Miss Julie, it? s almost autobiographical, after all he was the son of a servant himself. Then of course there are the other themes in the play lust, power struggle, the battle of the sexes – they are all issues that we can relate to today. Like all great playwrights, Strindberg? s message is still pertinent to society today. This production is a brand new translation of the play. Can you describe the process of translating the play from Swedish? First of all Felicity (who plays Miss Julie) and our Swedish language advisor Kristina wrote a literal translation of the text, word for word from the original Swedish script. By going back to the original Swedish text we discovered that Strindberg? s original script is much more direct and fast paced than many other English translations we had read. Almost every line finishes with an exclamation mark, which implies a sense of directness and urgency. Myself, Felicity and Adam (who plays Jean) then worked through the literal translation, rewriting the lines in such a way that retained Strindberg? original intentions while making them actor-friendly and also accessible for a modern audience. We also improvised around some of the lines to enable the text to flow and for the actors to embody the voices of the characters. The whole process took about 8 months and numerous drafts, but the result is a script that I think really reflects what Strindberg originally wanted to achieve with the play, a script that flows, is exciting and accessible to a modern audience and that the actors have a real ownership of. What are the challenges involved in translating Strindberg? The main challenges are obviously the linguistic ones, the fundamental differences between Swedish and English. For example Strindberg uses the Swedish formal and informal â€Å"you† throughout the play to show the changing balance of power between ? 18? Miss Julie and Jean. In English we don? t really use that, so we had to find other ways of marking the shifts in power through the language used. Idioms are also obviously difficult, as they don? t translate literally, but it? s quite fun trying to make up your own English ones that mean the same thing! I think the benefits of doing your own translation massively outweigh the challenges though – firstly there are many more words in the English language than in Swedish, which meant that we often had a lot of choice when translating a specific word, which can affect the line as a whole and then the effect it has on the other character in the scene who hears it. We always tried to retain Strindberg? s original intentions in the lines though, to make the boldest choices, which are ultimately more exciting and engaging for the actors and the audience. What is your overall vision and intention in this production of Miss Julie? My production strives to be true to Strindberg? s original intentions, to be direct and have an immediacy to the audience which is watching it. I want the audience to be involved and affected by what they see on stage, much like Strindberg? s audience was back in 1889. I am a strong believer in what Peter Brook once said, that the audience should come out of the theatre feeling and thinking differently to when they went in – otherwise it? s a waste of time. If you could direct any play in the world, what would it be? August Strindberg? s Miss Julie. ? 19? Evaluation and Follow-Up Activities Put the students into pairs and ask them to discuss their favourite moments from the production. Then share these with the rest of group. Ask the students to each come up with one question they would like to ask the director about the production. Ask the students to each write a review of the production, discussing different aspects such as set design, performance and direction. Allocate th e students different roles; such as director, set designer or actor and ask them to describe how they would they would approach their own production of Miss Julie in this role. Put the students into groups of four, then nominate one student as the director and the other three as the actors in the play. Give each group a scene from the play to work on and encourage them to work together to come up with their own practical interpretation of the scene. Divide the class into two halves. One half has the responsibility for planning a ? defence? of Miss Julie as an innocent girl who has been corrupted by Jean. The other half must plan a ? prosecution? of Miss Julie, arguing that she sows the seeds of her own downfall. The prosecution must be allowed to make their case ? rst after which the defence will respond to the accusations that are made. In order to prevent this exercise from becoming a dry intellectual discussion of Miss Julie? s behaviour, the groups should be invited to add as much dramatic content to their presentations as possible. They may decide to reconstruct excerpts from the play that serve their cause or even call witnesses to testify. Based on the performances of the two teams the teacher must either condemn Miss Julie or Jean. †¢ †¢ †¢ †¢ †¢ Further Information Workshops UK Touring Theatre has devised a series of practical drama workshops to accompany the play, which can be held at your school. Workshops are run by the director of the play and/or members of the cast, and can be booked as follows: Full day workshops (? 500) – available January to March 2013 2 hr workshops (? 200) – available during the tour period (subject to tour schedule) For further information or to book your workshop, please contact: UK Touring Theatre Tel: 020 8318 3630 / 07970 042190 E-mail: [emailprotected] co. uk Website: www. uktouringtheatre. co. uk ? 20?