Everyday Use, And Seamus Heaney s Digging - 1152 Words

Family traditions/heritage is an aggregate of attitude, ideas, ideals and the environment, which a person inherits from his parents/ancestors. Individual identity entails aspect of one’s life that no one has control over, i.e., race, the color of skin, beliefs, etc. These family traditions and cultural legacies play a detrimental role in influencing one’s self-identity, which can be both negative and positive. A positive legacy consists of the trait that is inherited from consistent, diligent and thoughtful families. On the other hand, negative legacies are the ones that face opposition or rejection and are unwelcome in the family. Latter seem more prevalent in cases of adopting cultural shifts where an individual rejects legacies that were carried on for generations, and adopt a new way of life and be him/herself. Alice Walker’s â€Å"Everyday Use† and Seamus Heaney’s â€Å"Digging† have a common central theme that is to show us how an indi vidual breaks their family traditions and embrace a new way of life, and the consequences faced after that turnout. A very little to almost none is known about my family history because of the backwardness of the eastern culture as opposed to that of the west. Our forefathers are said to have been nomads all their lives searching pasturelands for their cattle and cultivating land for the subsistence farming. They bartered animals for salt, hides, clothing, etc. Civilization remained unheard to them until after mid-eighteenth century. OurShow MoreRelatedThe Heritage Of The Past1402 Words   |  6 PagesThe recognition of heritage in Alice Walker’s â€Å"Everyday Use† and Seamus Heaney’s â€Å"Digging,† approach the nourishment of heritage in different ways. Heaney diversifies the heritage of a father and grandfather digging in the potato fields, through an identity as a poet, by â€Å"digging† with a pen. However, Walker recognizes heritage through the heirlooms of quilts made by a grandmother, but rebels against the heritage by fulfilling a new identity. Heaney and Walker acknowledge and revere heritage, but

Analysis Of Into The Wild By John Krakauer - 769 Words

Unhappy with his life and the path that it is on, Chris McCandless decides it is time to stray from the societal path in a pretty life changing way. Not even a month out of college he donates his life savings, sold his apartment, and packed his remaining possessions to live on the road, travelling across the United States. The young 24 year old man was found dead in the wilderness of Alaska in September of 1992 after his long journey. Into The Wild, written by John Krakauer, is the story of a man’s journey soley based on pursuing a life of non conformity. There are many who believe that McCandless was crazy for what he did and that it was his ignorance that killed him. Throughout the whole book he shuts many people out and just be†¦show more content†¦81) McCunn was a bit older that McCandless, at 35 years old, but from the look at it they both had similar impulsive like qualities, and were frequently compared to one another. Then, we also see another comparison with another man and McCandless later on in the book. This man, Everett Ruess quotes: â€Å"I have some good friends here, but no one really understands why I am here or what I do. I don’t know of anyone, though, who would have more than a partial understanding; I have gone too far alone. I have always been unsatisfied with life as most people live it. Always I want to live more intensely and richly.† (pg. 91) â€Å"No one really understands why I am here or what I do† is something that could relate to teens today, and maybe what McCandless thought was during his trip. 5 years later Chris sounds â€Å"eerily like Ruess† when he declares â€Å"I’ve decided that I’m going to live this life for some time to come. The freesome and simple beauty of it is just Khatewoda 3 too good to pass up.† (pg. 92) By reading what he has to say, it shows us that Chris just wanted to get away from the social norms and live his life the way he wanted too. But, by doing that he strayed away from any source of connection with other people, because that’s what he thought would make him happy. In reality, â€Å"happiness [is] only real when shared.† (pg. 189) During his journey in Alaska he noted this, but didn’t quite understand it himself it seems like. Chris McCandless legacy is thatShow MoreRelatedAnalysis Of Into The Wild By John Krakauer1015 Words   |  5 Pagesbreath of the wild for the brave few is enough to free the spirit from the bonds of society. One such freed spirit, author John Krakauer, wrote in his work Into the Wild about the accounts of men quite like himself. John Krakauer, in contrast to the adventurous men he writes about, is a survivor of his own ventures. Throughout his writing, he parallels the nature of a select few zealous adventurers with his own nature as well as the nature of his primary focus, Christopher McCandless. Krakauer draws connectionsRead MoreAnalysis Of Into The Wild By John Krakauer1309 Words   |  6 PagesIn the book Into the Wild written by John Krakauer, Chris McCandless plans to abandon his life and live off the land, traveling from South Dakota all the way to Las Vegas and many other remote locations in the U.S. There was something inside of Chris that drew him into the wilderness. In May of 1990, Chris took off, abandoning everything and everyone and set off into the wild, where he had big plans for his next two years. In the summer of 1992, Chris McCandless turned up dead in Alaska. A seriesRead MoreInto The Wild By John Krakauer1735 Words   |  7 PagesInto the Wild Analysis John Krakauer’s depiction of the tragic life of Chris McCandless in the award winning novel â€Å"Into the Wild† creates different schools of thought that brew a perfect storm for debate. Krakauer’s polarizing style is what makes it so special, because no two people will feel the same way as they experience the journey of McCandless. One of the highly discussed topics of the novel relates to the idea that Chris’ journey of self-discovery in his quest for â€Å"ultimate freedom† is inherentlyRead MoreInto the Wild Journal (English 4 Erwc)5236 Words   |  21 PagesHector Hernandez Mrs. Phillips 3 May 2012 English 4 ERWC/SDAIE â€Å"Into the Wild† â€Å"Krakauer, John. Into the Wild. Double Day: New York, 1996.† â€Å"1. Getting Ready to Read† Answer the 3 Questions†¦Half Page each â€Å"2. Introducing Key Concepts† Story 1 | Story 2 | Story 3 | My view | Her view | My view | Her view | My view | His view | Spoiled | Heart Broken | Educated | Amused | Obsessed | Hurt | Brat | Sad | Helpful | Interested | Mysterious | Sad | Greedy | Depressed | Wasteful | Amused | NotRead MoreI Have A Burden Lifted Off Of Me873 Words   |  4 Pagesand what doesn’t. My favorite paper from this year was my expository which I choose to do on the Into the Wild by John Krakauer. This book was fantastic and I enjoyed every minute of that book, it would have been nice and even more fun if we wrote about the content of the book instead of the style of Krakauer and his writings but that is beside the point. I did enjoy actually studying Krakauer and his way of writing, looking into his other books and seeing how he changed certain things to tell theRead MoreSummary Of The Book Into The Wild 1766 Words   |  8 PagesBrief Summary and â€Å"Arrangement† of the Book: †¢ Into the Wild is the story of Chris McCandless’ journey across America and eventually his death in Fairbanks, Alaska. Krakauer weaves the story of McCandless with accounts of other survivalists that are similar to McCandless along with his own experiences. †¢ There are 18 chapters along with and epilogue. Each chapter is characterized by a certain place that Chris or another person visited and are not in chronological order. †¢ Chapter 1: Chris meetsRead MoreEssay on Mountains More Dangerous than Everest1156 Words   |  5 Pagesmountains. Sherpas can function high altitudes, which makes them valuable when they carry climbers bags to the camps for them. Jon Krakauer, a climber of Everest during the 1996 disaster, mentioned that he had to chop ice for three hours without help to use for a dozen gallons of water and some of his teammate would shout for more (157). It was at this point that John Krakauer realized how much the Sherpas did for expeditions. Everest also has a limit on the amount of people per expedition so that overcrowdingRead MoreAn Analysis Of Jon Krakauer s Into The Wild2135 Words   |  9 Pages In Into the Wild, Christopher McCandless (man) tried to exist as one with nature but finds through his journeys that nature is a force that will test men relentlessly, especially men who are unprepared. Nature is one of the world’s greatest marvels. McCandless understood that and c hose nature over civilization. He believed civilization was a plague and there was only one way to cure that plague. That was to become one with nature . The background information of this essay will explore the needRead MoreProject Mgmt296381 Words   |  1186 PagesLeadership Chapter 2 Organization Strategy and Project Selection 1.4 Projects and programs (.2) 1.4.1 Managing the portfolio 1.4.3 Strategy and projects 2.3 Stakeholders and review boards 12.1 RFP’s and vendor selection (.3.4.5) 11.2.2.6 SWAT analysis 6.5.2.7 Schedule compression 9.4.2.5 Leadership skills G.1 Project leadership 10.1 Stakeholder management Chapter 11 Teams Chapter 3 Organization: Structure and Culture 2.4.1 Organization cultures [G.7] 2.4.2 Organization structure

Cost Accounting Question Paper Free Essays

1. Human resource is an example of (an): (Points : 2) Unit-level activity. Batch-level activity. We will write a custom essay sample on Cost Accounting Question Paper or any similar topic only for you Order Now Product-level activity. Organization-sustaining activity. 2. Which of the following is not a limitation of activity-based costing? (Points : 2) Maintaining an activity-based costing system is more costly than maintaining a traditional direct labor-based costing system. Changing from a traditional direct labor-based costing system to an activity-based costing system changes product margins and other key performance indicators used by managers. Such changes are often resisted by managers. In practice, most managers insist on fully allocating all costs to products, customers, and other costing objects in an activity-based costing system. This results in overstated costs. More accurate product costs may result in increasing the selling prices of some products. 3. Matt Company uses activity-based costing. The company has two products: A and B. The annual production and sales of Product A is 8,000 units and of Product B is 6,000 units. There are three activity cost pools, with total cost and total activity as follows: Activity cost poolTotal costActivity for Product AActivity for Product BTotal Activity Activity 1$20,000100400500 Activity 2$37,0008002001,000 Activity 3$91,2008003,0003,800 The activity-based costing cost per unit of Product A is closest to: (Points : 4) $2. 40 $3. 90 $10. 59 $6. 60 4. Which of the following activities would be classified as a batch-level activity? (Points : 2) Setting up equipment. Designing a new product. Training employees. Milling a part required for the final product. . The purchasing agent of the Clampett Company ordered materials of lower quality in an effort to economize on price and in response to the demands of the production manager due to a mistake in production scheduling. The materials were shipped by airfreight at a rate higher than that ordinarily charged for shipment by truck, resulting in an unfavorable materials price variance. The lower quality material proved to be unsuitable on the production line and resulted in excessive waste. In this situation, who should be held responsible for the materials price and quantity variances? Points : 2) Materials price variance: Purchasing Agent Materials quantity variance: Purchasing Agent Materials price variance: Production Manager Materials quantity variance: Production Manager Materials price variance: Production Manager Materials quantity variance: Purchasing Agent Materials price variance: Purchasing Agent Materials quantity variance: Production Manager 6. Todco planned to produce 3,000 units of its single product, Teragram, during November. The standard specifications for one unit of Teragram include six pounds of material at $0. 30 per pound. Actual production in November was 3,100 units of Teragram. The accountant computed a favorable materials purchase price variance of $380 and an unfavorable materials quantity variance of $120. Based on these variances, one could conclude that: (Points : 2) more materials were purchased than were used. more materials were used than were purchased. the actual cost of materials was less than the standard cost. the actual usage of materials was less than the standard allowed. 7. The materials quantity variance should be computed: (Points : 2) when materials are purchased. ased upon the amount of materials used in production. based upon the difference between the actual and standard prices per unit times the actual quantity used. only when there is a difference between standard and actual cost per unit for the materials. 8. The following materials standards have been established for a particular product: Standard quantity per unit of output = 7. 3 pounds Standard price = $14. 45 per pound The following data pertain to operations concerning the product for the last month: Actual materials purchased = 6,600 pounds Actual cost of materials purchased = $91,740 Actual materials used in production = 5,900 pounds Actual output = 1,000 units What is the materials quantity variance for the month? (Points : 4) $19,460 F $9,730 U $10,115 U $20,230 F 9. The following materials standards have been established for a particular product: Standard quantity per unit of output = 4. 6 feet Standard price = $19. 25 per feet The following data pertain to operations concerning the product for the last month: Actual materials purchased = 3,200 feet Actual cost of materials purchased = $63,200 Actual materials used in production = 2,900 feet Actual output = 800 units What is the materials price variance for the month? (Points : 4) $15,405 F $5,775 U $5,925 U $1,600 U 10. The following labor standards have been established for a particular product: Standard labor hours per unit of output = 1. 5 hours Standard labor rate = $17. 55 per hour The following data pertain to operations concerning the product for the last month: Actual hours worked = 5,300 hours Actual total labor cost = $94,340 Actual output = 3,600 units What is the labor rate variance for the month? (Points : 4) $1,325 U $1,780 F $430 F $430 U How to cite Cost Accounting Question Paper, Essay examples

Mentoring and Supervision for Professionals

Question: Discuss about theMentoring and Supervision for Professionals. Answer: Introduction Mentoring is an employee training system in which an experienced or a senior person acts as a guide, advisor, or counselor to a trainee or a junior. With time the definition and practice of mentoring has evolved. The focus is on facilitation of learning and growth of partnership. Mentoring is, in fact a collaborative and reciprocal relationship between two or more individuals sharing a mutual relationship and responsibility. A mentor is accountable for helping a mentee to achieve his goals. There must be growth in the relationship between a mentor and a mentee in order to stay focused (Opengart Bierema, 2015). Mentoring involves a self-directed learning relationship and is driven by the needs of the mentee and is process- oriented rather than service driven. It focuses more on intangible, softer, and broader issues as well as tangible and harder goals. It may seem that mentoring and coaching are the same but it is not so (Barsh, 2013). Mentoring relationship is mutually more account able compared to coaching relationship. Both coaching and mentoring focus on expansion of individual potential through enhancement of performance and development. However, while mentoring focuses on achievement of professional or personal developmental goals, the focus of coaching is upon enhancing skills and boosting the performance of an individual. This article shall evaluate the mentoring relationship between Morris and Emily. Morris had been the badminton coach of Emily. While Morris is an Australian native, Emily is a European (Johnson Ridley, 2015). Mentoring or Supervising the Mentee of a Different Culture Culture has an omnipresent influence and affects human behavior both consciously and unconsciously. Culture impacts the thought process, language, behavior, and attitude of individuals. The values and philosophy is affected by culture. Culture often sets limitations and boundaries. However, a culture is required in order to implement the values of mentoring. There must be cultural congruence between the partners (Williams et al., 2013). Both the mentor and the mentee must be sensible and sensitive to each others cultural backgrounds. They must understand that their language, behavior, mode of communication may differ due to their varying cultures. The differences must be openly discussed without any hesitation. Morris must be given the opportunity to meet Emily informally so that they can become familiar with each other. This can be done by going to lunch or dinner. This would prepare them and help them to know their culture and personality. The mentee must understand and appreciate the values of the partners culture. Morris must be able to overcome his fears, stereotypes and biases if any. Being from a minor culture, the mentor must not be afraid to express what Morris wants to say. He must guide Emily without considering the background or history of their cultures. Cultural norms and customs must be kept aside for a budding and flourishing relationship. The mentor must see the mentee as a dualistic individual (Kerry Mayes, 2014). It means that the mentee must be viewed as both an individual and a person belonging to a larger social context. It is important to record factual materials, reactions, goals, and feelings on both sides. The ROS model may be helpful to facilitate movement through each phase. The ROS model comprises Readiness, Opportunity, and Support. Receptivity involves openness and receptivity to the experience of learning. It tries to address the issue of preparedness. Opportunity reflects the situations that are available to hold meetings etc. It refers to the situations, venues, and settings. Support emphasizes the adequate and relevant assistance to promote learning. It builds on the concept of support. The ROS tool helps the mentors and the mentees to diagnose and analyze the missing elements (Kleiman et al., 2016). Phases of Mentoring The relationship of mentoring undergoes four phases- preparing, negotiating, enabling, and coming to closure. These phases come together to form a developmental sequence and are part of both formal and informal mentoring relationship. However, these phases vary in length and be considered for they may have negative consequences if ignored (Zachary Fischler, 2014). Preparing Since each mentoring relationship is unique within itself, both the mentee and the mentor must be prepared individually as well as in partnership every time a new mentoring relationship begins. Just as a number of processes such as fertilizing, aerating, cultivating, and plowing, etc are required before planting, similarly, various processes take place in the preparing phase. Mentors in this phase explore their readiness to become a mentor. They also explore their personal motivation and try to identify their areas of development and learning. To establish the fecundity of a relationship, it is highly essential to have clarity about the role and expectation from both sides. A prospective conversation between the mentor and the mentee is very helpful to set the tone of relationship. Meeting after several years, Emily and Morris decide to reestablish their long lost contact. The history of their relationship determined their interest in continuing their relationship (Pekerti et al., 20 14). Negotiating The negotiating phase can be compared to the phase of planting seeds in the soil. This phase would determine the fruition of the mentoring relationship. Just as good soil determines proper growth and high productivity, a proper negotiation between the mentor and the mentee determines whether the relationship would yield positive or negative results. This phase is considered as the business phase. This is when the partners come together to agree on goals of learning and define the process and content of relationship. Negotiating is not mere drawing up agreement but a phase for developing the ground rules as well. It is also known as the detail phase for it is in this phase that the details regarding meeting the responsibilities, accountability, and closure of the relationship is mutually articulated. Since the mentor Morris was at the last stage of his life, Emily and Morris decide to meet often on Sundays (Suffrin et al., 2016). Enabling The enabling phase is the longer phase compare to the other phases for this phase involves implementation of the learning relationship. It is in this phase that the contact between the partners takes place. This phase provides opportunity to nurture, develop, and learn. Also, it is in this phase that the mentor mentee relationship is the most vulnerable and is prone to derailment. The relationship must be able to find its own path even when the milestones are identified, goals are well defined, and the processes are clearly articulated. Trust must be developed in the mentoring relationship in this phase. The mentor at this stage must nurture the growth of the mentee by promoting learning and developing the quality of the relationship by building trust and through effective communication. The mentor must be open, candid, thoughtful, and must have the ability to receive a constructive feedback. After spending fifteen Sundays with each other, Emily shared the knowledge and wisdom of her coach that he had gathered over the years (Orland-Barak et al., 2013). Coming to Closure The last and the final phase is an evolutionary process and has a beginning, a middle, and an end. This phase involves evaluating, acknowledging, and celebrating the achievement of learning outcomes. Both the mentor and the mentee can benefit from the closure. In fact, the closure may be seen as an opportunity to evaluate learning and implement that learning in other relationships and situations of life. Throughout the relationship, they were knowingly or unknowingly preparing for closure (Orland-Barak et al., 2013). They knew well that the closure would happen with the death of Morris. However, the values taught by the coach shall remain with Emily for the rest of her life. Figure 1: Phases of Mentoring (Source: Created by Author) Evaluating the Effectiveness of the Mentoring Design Assessing the mentoring relationship Professional Development and Role of Mentor Characteristics of a good mentor Mentee Outcomes of Mentoring Relationship Contact frequency Critiques work Provides support Research activity Mode of Communication Mentor facilitates opportunities Treated as a colleague Grants publications presentations Length of Relationship Makes connections Cares about the mentee as a person Academic appointments Accessibility Provides guidance and support Active listening skills Promotion Mentee Satisfaction Responsive National recognition (Graf Edelkraut, 2016). The framework would be fruitful and beneficial for the teachers as well as the students. Once trust is established between the mentor and the mentee, the student would be able to share more with his mentor. Proper values would be imparted to the mentee once trust is established. Setting goals and measurement of progress in those goals would help both the mentor and the mentee to work on the areas that need attention. Constant evaluation of the mentee by the mentor would ultimately lead to progress and development of the individual. Research shows that proper mentoring has positive influence on youths as it increases the self-esteem of youngsters. Mentoring has a significant amount of positive impact on the perception of adults. It is at a very early stage of their life that adolescents develop their perception about their environment and the society they live in. Mentors play a crucial role in developing their sense of perception. However, termination of mentoring relationship may ha ve a negative impact on the psychology, self esteem and perception of a person. Conclusion Culture acts as one of the major hindrances in the mentor mentee relationship as there is bound to be differences in the background of the two individuals. The individuals involved in a relationship must share common beliefs and attitudes to procure a fruitful relationship. To reach fruition, the similarities and differences must not be too much highlighted or completely ignored (Mullen Schunk, 2012). The more the similarities are appreciated and accepted, the more the relationship becomes stronger. In such a situation, both the mentor and the mentee must examine ones own mind first honestly. He/she must look if any prejudices or stereotypes exist in the mind. It is essential to acknowledge what has been taught and learnt during the tenure of the relationship. It is extremely important to know the reasons behind the biases formed. Perspectives can be broadened by acknowledging the similarities and differences. In fact, cultural differences can be seen as an opportunity to learn. References Barsh, A. (2013). The Mentor's Guide: Facilitating Effective Learning Relationships by Lois J. Zachary: New York, NY: John Wiley Sons, Inc., 2012, 261 pp., $36.00, ISBN 978-1-118-10330-2.Journal of Business Finance Librarianship,18(4), 351-354. Graf, N., Edelkraut, F. (2016). Skills of a Multicultural Mentor. InMentoring(pp. 345-348). Springer Fachmedien Wiesbaden. Johnson, W. B., Ridley, C. R. (2015).The elements of mentoring. Macmillan. Kerry, T., Mayes, A. S. (2014).Issues in mentoring. Routledge. Kleiman, T., Trope, Y., Amodio, D. M. (2016). Cognitive control modulates attention to food cues: Support for the control readiness model of self-control.Brain and cognition. Mullen, C. A., Schunk, D. H. (2012). Operationalizing phases of mentoring relationships.The SAGE handbook of mentoring and coaching in education, 89-104. Opengart, R., Bierema, L. (2015). Emotionally Intelligent Mentoring Reconceptualizing Effective Mentoring Relationships.Human Resource Development Review,14(3), 234-258. Orland-Barak, L., Kheir-Farraj, R., Becher, A. (2013). Mentoring in contexts of cultural and political friction: moral dilemmas of mentors and their management in practice.Mentoring Tutoring: Partnership in Learning,21(1), 76-95. Pekerti, A. A., Moeller, M., Thomas, D. C., Napier, N. K. (2014). n-Culturals, the next cross-cultural challenge Introducing a multicultural mentoring model program.International Journal of Cross Cultural Management, 1470595814559532. Suffrin, R. L., Todd, N. R., Snchez, B. (2016). An Ecological Perspective Of Mentor Satisfaction With Their Youth Mentoring Relationships.Journal of Community Psychology,44(5), 553-568. Williams, E. A., Castro, S., Deptula, B. J., Scandura, T. A., Woods, J. (2013). Measurement Refinement in the Mentoring Arena and Movement Toward the Integration and Measurement of Authenticity in Developmental Relationships. Zachary, L. J., Fischler, L. A. (2014).Starting Strong: A Mentoring Fable. John Wiley Sons.