An Allegorical Reflection on the Mexican Revolution

An Allegorical Reflection on The Mexican Revolution Gender, Agency, Memory, and Identity in Like Water for Chocolate Leah A. Cheyne, barwench99@hotmail.com April 30, 2003 Alfonso Arau’s Like Water for Chocolate (1993) can be read as an allegorical examination of the Mexican Revolution, tracing the effects of the conflicting ideologies underlying the revolution through the displacement onto the family structure. At once removed and central to understanding the narrative, this portrayal of the Mexican Revolution valorizes and romanticizes the contributions of women. It both informs the spectator that this is at once a historical reenactment of the Revolution at a microcosm level, the family, and through the family constructs a†¦show more content†¦While this accentuates the sexual, especially with Gertrudis’ liberation from the hacienda after her consumption of the â€Å"quail in rose pedal† meal, violent attacks on Rosaura, and various encounters between Tita and Pedro, it also â€Å"constructs a general sense of folkloric and historical depth through placement within the context of the Mexican Revolution and through on going references to traditional Mexican cuisine.† (Haveli-Wise 123) In this sense, â€Å"magic realism† prefaces the melodramatic moments through gastronomic interior spaces that enable â€Å"different women’s voices heard, and revitalizing identity—both personal and collective—as a social and national cultural construction.† (Zamudio-Taylor 45) In considering both the novel and film as primarily concerned with feminine identity and female contribution to the formation of the Mexican national identity, it is important to raise several questions. Who has agency throughout the texts? To what extent is this agency beneficial? How are the crises resolved? What has been altered or omitted in the adaptation from novel to film? How is ideology infused in the texts? How does this comment upon the cultural dynamics of modern Mexico? Each of these questions require scrutinizing the texts in order to determine the relevance of the revolutionary ideals and a feminine notion of mexicanidad. The use of traditional resources has the potential to become

Paterson Grading Free Essays

string(95) " against allowing the evaluation to be influenced by what the job incumbent may be able to do\." A General information: Job Evaluation principles SECTION B Job Evaluation procedure and system application Job Evaluation system overview Job Evaluation procedure SECTION C Job Evaluation System Rules Job Evaluation Terminology SECTION D Skill level Factor points and assessment Page 12 Page 15 Page 7 Page 8 Page 5 Page 5 Page 6 Page 3 Page 4 Job Evaluation Guideline 2006 2 SECTION A A. GENERAL INFORMATION WHAT IS JOB EVALUATION? Job evaluation is the rating of jobs according to a specifically planned procedure in order to determine the relative worth of each job.AIMS OF JOB EVALUATION The Primary Aim To determine the â€Å"intrinsic† worth of jobs, based on systematic assessment of the degree of complexity of job content and requirement, and to do this independently of any pre-conceived standards of remuneration and without regard to the qualities and performance of the actual personnel who perform the jobs. We will write a custom essay sample on Paterson Grading or any similar topic only for you Order Now Secondary Aims †¢ To relate jobs to each other in terms of their intrinsic worth, and hence to determine relative complexities of different jobs and a rational job structure within an organisation. To provide a rational basis for equitable remuneration (pay and benefits) within an organisation, so that defensible rates of remuneration may be assigned to both jobs themselves and to the individuals who perform the jobs. The main elements of Job Evaluation are Organisational Structure A diagrammatic representation of jobs in the organisation indicating the line of authority/ control to enable an understanding of the workflow and, reporting relationships, that exists within functional areas.Job Analysis A detailed observational and/ or questionnaire based study of a job using specific criterions to determine the role boundaries or key performance areas of positions. Job Evaluation Guideline 2006 3 Job Description A document describing the job purpose, duties, the job specifications, authority of the post and any physical or special conditions attached to the post. B. JOB EVALUATION PRINCIPLES The following principles are applicable to Job Evaluation. †¢ †¢ Always examine the job itself, and NOT the person doing it. Assume proper and competent performance of the job, in accordance with normal standards of the job. †¢ †¢ †¢ Evaluate the job â€Å"as is† not with regard to ideals or future projections.Reject any job description which is unclear. Evaluate from a consensus of opinion, not from the estimation of one person alone. Before an evaluation takes place, normal expectations and standards for the job must have been recognised and accepted by the job incumbent (s), the immediate superior and by management. This is done by signing the job description. Note: Job titles: Job titles are no indication of the complexity of a specific job as it is only a basic indication of its functional classification. Job content: Job Content eflects the different tasks performed in the job as expected by the organisation from the job incumbent in order to achieve the organisational objectives. Skill requirements: Individuals perform differently in relation to job specifications. Therefore, individuals can be assessed at different levels of merit. This is outside the scope of job evaluation. Job Evaluation Guideline 2006 4 SECTION B A. JOB EVALUATION PROCEDURE AND SYSTEM APPLICATION TASK (TUNED ASSESSMENT OF SKILLS AND KNOWLEDGE) was originally developed in the early 1980’s and remains one of the most widely used evaluation systems in Southern Africa.It is currently the used for the evaluation of all jobs in the Sugar industry. B. TASK JOB EVALUATION SYSTEM OVERVIEW The T A S K Job Evaluation system has two dimensions to its application. The ‘SKILL LEVEL’ enables the job to be positioned on the structure and is assessed on specific characteristics which broadly describe applications, principles, knowledge associated with specific functional levels. There are five skill levels: †¢ †¢ †¢ †¢ †¢ BASIC SKILL LEVEL DISCRETIONARY SKILL LEVEL SPECIALISED SKILL LEVEL TACTICAL SKILL LEVEL STRATEGIC SKILL LEVEL All jobs, once positioned into a specific skill level are evaluated using four factors Complexity: measures the different levels of difficulty in a job. †¢ Knowledge: measures the amount of know-how required in the job. †¢ Influence: refers to the interaction/ communication involved that results in changes to the way things are done. †¢ Pressure: refers to stressors inherent in the job. Each of the four factors are scored on a rating scale. The sum of the scores of the four factors gives a total score which translates into a T A S K grade. Job Evaluation Guideline 2006 5 There are twenty six grades in the T A S K system, 26 being the highest and 1 being the lowest.SKILL LEVEL BASIC DISCRETIONARY SPECIALISED TACTICAL STRATEGIC BAND DEFINITION Guided outcomes Procedural Judgements Diagnostic, analytical, interpretative procedures Strategy implementation Strategic leadership and vision GRADE 1-3 4-8 9-13 14-18 19-26 C. JOB EVALUATION PROCEDURE 1. Number each job description for ease of reference. 2. Place jobs within the different skill level, applying the skill level guidelines, depending on the content as recorded in the job description. 3. Assess the job using the factors, assigning a value from the factor weighting in accordance with the applicability of the job design to the factor definitions. . Add up the total number of points and convert to a T A S K grade using the conversion table. 5. Record the reasoning for the selection of the skill level and weightings allocated to each of the four factors. Job Evaluation Guideline 2006 6 SECTION C A. JOB EVALUATION SYSTEM RULES The following rules are applicable when using the system to evaluate jobs. 1. All guidelines in the box must be applicable in order to score within that box. 2. Scores within the box must relate to the degree of applicability of the guidelines to the work content. 3.The points should relate to low, moderate or high degrees of applicability for the factors Complexity and Knowledge. 4. For Influence and Pressure, the points should relate to a partial or a full fit. 5. Always establish that information considered in the grading of a job relates to what is really required by the job. Guard against allowing the evaluation to be influenced by what the job incumbent may be able to do. You read "Paterson Grading" in category "Papers" 6. When deciding the skill level or factor points the highest work content should be considered, provided it forms a clear part of the job. 7.The points allocated for Complexity and Knowledge will generally correlate and should normally be within two points of each other. 8. A person who supervises another is graded at least one grade higher than the subordinate because of the supervisory aspects of the work. Other work is graded on its own merits, (See explanation of a supervisor in the terminology section). 9. A supervisory position always scores higher under Complexity than a subordinate position. A superior in the same discipline scores more under Knowledge than a subordinate. 10. A borderline score is one where the points are between grades within a particular skill level.The borderline score must be reviewed and if the score remains on the borderline the lower grade will apply, however, the higher grade may apply when making comparisons with other jobs within the organisational structure. Job Evaluation Guideline 2006 7 B. GENERAL TERMINOLOGY EXPLANATION Factor definitions FACTOR DEFINITION This is a measurement of the different levels of difficulty required to be performed in the job. Typical indicators are COMPLEXITY the nature and type of guideline available, the extent of interaction involved in problem solving sequences, the courses of action or alternative solutions available. The amount of know how required in a job to allow an incumbent to cope competently with the work involved. This may be acquired through education and/ or training/ experience. Typical indicators include the duration of the KNOWLEDGE training/ experience required and or qualifications deemed to essential, demonstrated abilities from simple comprehension to interpretative application skills and, the straightforward identification of a problem through comparison against established measures or in depth investigative application to determine the applicability of solutions.The extent of influence is measured by the effects or INFLUANCE changes that occurs through the provision of information or advice and/ or exercising persuasion to accept courses of action. This refers to the stressors that are inherent in the job and PRESSURE can be either mental, physical or both. Typical measures are the nature of the workflow, interruptions from normal activities, uncertainty in outcomes. Job Evalua tion Guideline 2006 8 System terminology explanation SKILL LEVEL TERMINOLGY EXPLANATION Condition of been active. Most basic sequence of work elements. The skills are acquired through watching EXAMPLELifts; tightens; loosens; picks; packs; cuts ACTIVITY demonstrations and repetition results in improvement. Outcomes are known and any deviation can be immediately BASIC recognised. A OPERATION sequence of ACTIVITIES that produces a prescribed end result. To each activity there is a logical start and finish with a relationship to the next activity. Counting and packing; sorting; delivering; filing Preparing and A sequence of OPERATION which results in an integrated required end result. The operation will follow in a DISCRETIONARY ROUTINE logical order and it is essential that each step is performed to enable the next step. ompleting correspondence; recordkeeping; receiving, recording and communicating; setting, operating and adjusting. Interpreting requirements, An arrangement of relationship with an input, throughput and output phase. SPECIALISED SYSTEM Routines are interrelated within each phase and across the phases and, produces a desired end result. setting, operating, troubleshooting and problem solving, adjusting and checking/ evaluating an outcome. Human Resources Management, Engineering; Operations Management; Financial Management Advanced knowledge in a distinct area of study.Understanding the complete theory, techniques and practices which TACTICAL DISCIPLINE requires innovative applications and interpretation and determination of future impact/ consequences. Job Evaluation Guideline 2006 9 SKILL LEVEL TERMINOLGY EXPLANATION A distinct part of an organisational structure which comprises of a single discipline or multiple discipline striving towards major outcomes. the accomplishment of EXAMPLE Operations; Technical; Research and Development; Quality Control FUNCTION objectives and plans and contributing to functional/ organisational Job Evaluation Guideline 2006 10 SECTION DA. SKILL LEVEL GUIDELINES SKILL LEVEL ONE: BASIC SKILL LEVEL This skill level is that which is developed with a limited amount of training. The learning period is short and usually consists of following instructions or watching demonstrations of the work to be done. Competence is attained through repetition of the work during the initial training period rather than through further experience. Characteristics 1. Very little training. 2. Decides on the speed of operation. 3. Taught exactly what to do. 4. Direct instructions communication involves simple words. 5. Equipment or tools are specified. 6.Supervision is normally close or readily available. 7. Jobs can be performed without the knowledge of other jobs. 8. Deviations from instructions not permitted. 9. How the activities/ operations are to be performed has been decided upon. Confirmation guidelines knowledge which provides the ability to follow on the job instructions and/ or training. At the lowest level instructions are given for the activities or operations to be done. Immediate guidance is more remote at the higher level. The complexities are at such a level that the activities or operations can be taught very quickly and are easily learned.Courses of action are prescribed with no deviation permitted. Simple demonstration of the activity or operation is sufficient to enable the undertaking and completion of requirements. Results are immediately visible or known within a very short time period. Job Evaluation Guideline 2006 11 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL At this level there is a certain amount of discretion or judgement involved. It therefore follows that additional training/ experience and practice is needed following the initial training period.The skills are acquired through a learning period and developed by constant application and correction until operations become routine. Characteristics 1. Not everything can be taught during the training period. Additional experience is required. 2. Judgement or discretion is required in choosing the most appropriate courses of action from prescribed alternatives. 3. Decides how the routines/ operations are to be performed. 4. Discretion as to which tools/ equipment to use. 5. Decides on the correct action by selecting from a number of preset courses of action. 6. Knowledge of routine(s). 7.Formulae and limits are given or prescribed. Confirmation guidelines Additional training and experience beyond the initial training period is required to carry out a job competently at this skill level. Competency comes only after exposure to a series of new situations which builds confidence in the know – how required in the job. Complexities are those found in routines where alternative courses of action needs to assessed for applicability to a given situation. Job Evaluation Guideline 2006 12 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL This level of skill is usually reached after years of experience and/ or training.This level is such that routines which have been learned can be used or varied to achieve the desired end result. A full understanding of the system within which this skill level operates is essential in order to determine what is required in differing circumstances. Ability to recognise cause and effect is necessary. Characteristics 1. Works within established rules, regulations, policies and practices. 2. Decides how best to achieve required end results. 3. Concerned with routines that are established within a system. 4. Sums up the requirement of a situation and decides which routine (procedure/ technique) to use. . Devises or introduces new routines within a system. 6. Concerned with how established organisational and departmental rules will apply. 7. Supervised in terms of end results, not routines or operations. 8. Must understand the interrelationships of routines within the system and the implications of change. Confirmation guidelines knowledge required is of a specific nature gained through years of training and experience. This is coupled with an intelligence level sufficient to understand how to diagnose problems and to choose and/ or modify routines to deal with them.The complexities at this level are due to the need to be able to sum the requirements of a situation and to determine what to do. Because problems do not have the same pattern the method of dealing with them must be varied. Job Evaluation Guideline 2006 13 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL This level of skill requires conceptualisation of future action or needs in order to formulate short to medium term plans for within a discipline or function. Advice, recommendations and/ or the management or tactical use of resources specific to the job are features at this level.Positive interpretative skills and innovative plans are essential as the framework or ground–rules either do not exist or else are vague. Characteristics 1. Decisions governed by master plan, programme or budget. 2. Decisions require independent reasoning. 3. Decisions often involve optimum allocation of resources to support plans. 4. Sets precedents, creates rules. Must consider the consequences arising from rule making. 5. Works from first principles in developing new concepts. 6. Knowledge of a discipline/ function. 7. Results of areas under control co-ordinate with those of other areas. 8.Translates overall company plans into working decisions for or within a discipline/ function. 9. Decides on unique situations not covered by precedents. Confirmation guidelines Knowledge and experience of a discipline or function with the ability to understand the significance of strategically important areas of the organisation in the medium term. Complexities are due to the need to interpret strategic requirements and form conclusions. Jobs at this level provide the interface between the specialised and strategic skill levels and therefore involve forward planning, organising and conceptual problem solving.May provide input for strategic planning. Job Evaluation Guideline 2006 14 B. FACTOR ASSESSMENT AND POINTS SKILL LEVEL ONE: BASIC SKILL LEVEL COMPLEXITY 1 2 3 4 5 6 A number of activities or operations. These are performed following direct instructions or initial demonstrations. Operations of a varied nature. A minimal degree of latitude allowed as guidance is not always available to deal with problems as they arise. KNOWLEDGE 1 2 3 4 5 6 Knowledge and understanding, sufficient to follow instructions and/ or demonstrations of the activities/ operations to be performedKnowledge and understanding of the relationships of the activities involved within the operation (s). Understanding of basic written words/ number recognition followed by training and/ or repeated exposure to the operations. INFLUENCE 1 2 3 4 Influence on others is co-incidental, being limited to contact with them. Interaction with others and dealing with information or product/ equipment problems. PRESSURE Steady flow of light to medium work with occasional peak periods and/ or minimal stress involved. 1 2 3 4 Medium to heavy physical effort and/ or important deadlines to meet.Physical effort guideline Light: Medium: Heavy: less than 5 kg 5-20kg over 20kg Job Evaluation Guideline 2006 15 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL COMPLEXITY Operations in one well established straight forward routine. The operations are generally repetitive. Job parameters and guidelines for resolving problems are defined. 7 8 9 10 11 12 13 14 15 A variety of routines of which some operations may be non repetitive. Guidelines for resolving problems are not readily available. A variety of routines, some of which are diverse. Problems arise which have to be resolved without the availability of specific guidelines.KNOWLEDGE 7 8 9 10 11 12 13 14 15 Knowledge of one routine, together with the training and experience, providing the necessary background to perform operations. Knowledge of a number of routines with the need to apply discretion in changing circumstances. Knowledge of varied and/ or variable routines and an understanding of routines in related areas. Required to work independently. INFLUENCE Influence is exercised by the recording and passing on of information and/ or advice to others. 5 6 Interaction with others where persuasive influence is necessary and/ or responsibility for the work of others in the same skill level 8 PRESSURE Flow of work is subject to fluctuation and/ or decisive action required to meet predetermined deadlines. 5 6 Considerable interruptions and time stress are inherent and/ or conflicting deadlines to meet. Job Evaluation Guideline 2006 7 8 16 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL COMPLEXITY A system or specified end result consisting of routines from which to choose, some of which are variable. Problems which arise have to be resolved by reference to established practices. 16 17 18 19 20 21 22 23 24 A broad base system or specified end result consisting of a number of variable routines.Problems have to be resolved within a general framework. A variety of variable routines within a complex system. Interaction with other systems and integration into own area of activity is required. Guidelines for resolving problems are non specific and wide. KNOWLEDGE 16 17 18 19 20 21 22 23 24 Knowledge of a system providing diagnostic skills to identify problems and determine corrective action. Knowledge providing broad diagnostic ability. Background knowledge of routines in other area is required. Knowledge of a complex system and a full understanding of other systems and their critical interrelationships.Background providing for an understanding of own and other related issues in a departmental context. INFLUENCE 9 10 11 12 Influence is exercised by the provision of information and/ or advice to others. Interaction with others where negotiation/ strong persuasive influence is required and/ or responsibility for the work of others in the same skill level. PRESSURE Fluctuating workflow subject to peak periods and/ or necessary to make plans to meet predetermined deadlines/ issues. 9 10 Frequent unforeseen peak periods or considerable interruptions and time stress and/ or imperative to take immediate action on conflicting deadline/ issues.Job Evaluation Guideline 2006 11 12 17 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL COMPLEXITY A number of decisions which have to be interpreted within one discipline or function to achieve the objectives set. Guidelines for resolving problems are normally available. Works generally within functional policy. 25 26 27 Decisions many of which are variable and diverse within a discipline or function, the systems of which are broadly based. Guidelines for resolving problems are broadly defined. Interaction with other disciplines or functions is essential in order to achieve objectives. Usually works with others at a similar level and provides guidance on functional policy. A range of decisions which have variety and diversity in setting policy and/ or objectives for one discipline or function and/ or have an effect on more than one discipline or function. Guidelines for resolving problems are limited. KNOWLEDGE Knowledge of a discipline/ function and the background to deal with unique situations. Problems are determined and resolved by considering principles, theory and techniques within the discipline/ function and other factors in related areas.Knowledge of a discipline/ function with the need to determine new approaches and apply them. Background providing a full understanding of the critical interrelationships of other disciplines or functions. In depth knowledge of a discipline/ function together with a broad understanding of more than one discipline. Background providing for an understanding of the significance of strategically important areas of the organisation and to plan accordingly.INFLUENCE 28 29 30 31 32 33 25 26 27 28 29 30 31 32 33 Influence is exercised by the provision of information and/ or advice to others at a level of a discipline/ function. 3 14 Interaction with others where vital/ critical negotiation is required which will impact on the organisations image and/ or responsibility for the work of others in the same skill level. 15 16 PRESSURE Interruptions and pressing issues to deal with or necessary to take decisive action where reliable precedents are not always available and/ or conflicting managerial aims to be resolved. Prolonged periods of stress and/ or urgent actions needed to deal with critical issues within changing corporate parameters. Job Evaluation Guideline 2006 13 14 15 16 18 Job Evaluati on Guideline 2006 19 How to cite Paterson Grading, Papers

Teen Social Issues Essays - Alcohol Abuse, Drinking Culture

Teen Social Issues There are many social problems that teenagers go threw. I think the two most recognized problems are Teenage Drinking and Driving, and Teen Suicide. These two social behaviors teenagers go threw are two of the leading causes of teenage death in the state of New Mexico. Alcohol, the most widely used and abused drug among youth, causes serious and potentially life-threatening problems for this population. "New Mexico holds one of the nation's highest DWI (Driving While Intoxicated) rates" (Ulibarri, 1999). Motor vehicle crashes are the leading cause of death for teenagers in New Mexico. Society must now face several questions, why do teens drink, what are the results of teen drinking and driving, and how can society change this pattern. Every year hundreds of teens die in the state New Mexico. Teen suicide is the fastest growing killer of youth in America and if left unaddressed it will affect are future generations. Why do teenagers drink alcohol? Peers play the major role in shaping attitudes about alcohol use. Prior to this time, television and movies played the most influential role. The attitudes of parents toward alcohol correlated strongly with the attitudes of their children. There are several reasons why teenagers give to drinking alcohol which include recreation, rebellion, relieve depression, fatigue, and boredom. Also because they have personal problems at home that make them turn to alcohol. Other reasons are a loved one passing away, fighting with parents, divorce, and separation of family. The main factor of teenage drinking is influence from their peers. Teenagers in our society are pressured into trying out alcohol for the first time to see how it tastes like. If they give in to their peers they become part of the group, but if they do not they are not accepted into the group. As a result of teens being under the influence of alcohol, they are not aware that once they get behind the wheel they are risking their lives and the lives of other innocent people on the road. Teenagers think it's cool to drink and drive. They feel nothing will happen to them. A survey concluded, "Males having higher rates of daily drinking and binge drinking than females, but these difference are diminishing. While white students report the highest levels of drinking, Blacks report the lowest, and Hispanics fall between the two" (Alcohol Alert, 1999). The causes that lead them to automobile accidents are driver inexperience, driving late at night, having consumed alcohol, speeding, youthful risk, and driving during emotional stress. Many programs are being offered to educate teenagers and people on how to prevent alcohol-related accidents. The gentleman that came to talk to us on DWI related accidents had very interesting facts on Rio Arriba County. I found it vary informative. In Rio Arriba County there is a DWI course being offered to anyone interested in developing strategies to prevent DWI from occurring by informing teens the DWI penalties, and laws in New Mexico, what happens in a DWI arrest and trial, and what the blood alcohol concentration level is. Education can help teens become aware of the consequences of drinking and driving. Yet effective ways of dealing with teen drinking and driving are formal treatment. Teens can be taken to visit a Rehabilitation center, which is a process of putting the treatment plan into action. It consist of (1) education, (2) Group therapy, (3) life story, (4) individual therapy, (5) peer assessment, (6) recreational therapy, (7) coping skills and relaxation therapy, (8) support group attendance, and (9) spiritually. Rio Arriba County is one of six communities across the nation to participate in the Rapid Responses Team Pilot Project, which is designed to study whether a team of experts can work with community members to develop effective ways of reducing underage drinking. The teams are comprised of one expert from each of the following profession: law enforcement, education, prevention, public policy, and strategic planning. Every year thousands of teens die in the United States, not from cancer or car accidents, but by their own hand; they make the choice that they want to die, and they take their life. Suicide is the fastest growing killer of youth in America (www.yellowribbon.org), and "if left

Free Essays on Play Review

The play â€Å"in the blood† opened on a note of bitter scorn through all characters except for the main. The play consisted of six characters that all but one flipped flopped from being children to adults. The main character â€Å"Hester La Negrita† played by Krystal Monique Saunders was a struggling mother of five that tried to maintain through living under a bridge in the streets. Hester, appearing poverty stricken managed to take care of her children the best of her ability with the little source of money that slowly came her way through friends and sexual escapades. Hesters’ eldest son Jabber played by Rashard Leverette was one that looked out for his mother, teaching her how to write the letter â€Å"A† which was significant throughout the play. The youngest son â€Å"Baby,† played by Eric Austin was not much of a consistent character, but on the reverse the â€Å"Baby’s† father â€Å"Reverend D.† played by Eric as well was a very manipulative man that didn’t want his congregation to find out about his sex escapades with â€Å"Hester† being her status of underprivileged. â€Å"Reverend D.† would meet with â€Å"Hester† at locals to give her money for they’re child that he tried to deny at the beginning. Hester’s stronger child â€Å"Bully† played by Chanel Porter was also on the flip â€Å"The Welfare Lady† who was sexually involved with Hester at one point to please her husband. Through the play Hester developed a pain in her stomach and would periodically visit â€Å"The Doctor† played by Lovell Desmond, his character was one that would feel and flirt with Hester. On the other hand Hester never acknowledged his passes, she would just continue to be examined. â€Å"Trouble† also played by Lovell was one of Hesters other children, the more aggressive, trouble maker. This character was presented to be a typical child of destruction. One the flip of the trouble maker child Hester’s other child â€Å"Beauty† played by Mari Andrea... Free Essays on Play Review Free Essays on Play Review The play â€Å"in the blood† opened on a note of bitter scorn through all characters except for the main. The play consisted of six characters that all but one flipped flopped from being children to adults. The main character â€Å"Hester La Negrita† played by Krystal Monique Saunders was a struggling mother of five that tried to maintain through living under a bridge in the streets. Hester, appearing poverty stricken managed to take care of her children the best of her ability with the little source of money that slowly came her way through friends and sexual escapades. Hesters’ eldest son Jabber played by Rashard Leverette was one that looked out for his mother, teaching her how to write the letter â€Å"A† which was significant throughout the play. The youngest son â€Å"Baby,† played by Eric Austin was not much of a consistent character, but on the reverse the â€Å"Baby’s† father â€Å"Reverend D.† played by Eric as well was a very manipulative man that didn’t want his congregation to find out about his sex escapades with â€Å"Hester† being her status of underprivileged. â€Å"Reverend D.† would meet with â€Å"Hester† at locals to give her money for they’re child that he tried to deny at the beginning. Hester’s stronger child â€Å"Bully† played by Chanel Porter was also on the flip â€Å"The Welfare Lady† who was sexually involved with Hester at one point to please her husband. Through the play Hester developed a pain in her stomach and would periodically visit â€Å"The Doctor† played by Lovell Desmond, his character was one that would feel and flirt with Hester. On the other hand Hester never acknowledged his passes, she would just continue to be examined. â€Å"Trouble† also played by Lovell was one of Hesters other children, the more aggressive, trouble maker. This character was presented to be a typical child of destruction. One the flip of the trouble maker child Hester’s other child â€Å"Beauty† played by Mari Andrea...

How to Spend Valentines Day If You Are Single

How to Spend Valentines Day If You Are Single Love it or hate it Saint Valentines Day is looming closer by the minute. While couples are convulsively trying to get perfect gifts for their soulmates and ordering tables in restaurants, singles are looking for places where they can hide from all those sentiments, chocolate, teddy bears, proposals and other stuff. Heres a survival guide for singles. There are many benefits of being alone on Valentines Day, check them out! What to Do? #1 Visit Spa Take rest from disturbing thoughts that bother you on this day. Take a bath, light the candles, go to a masseuse. Hot water, massage, the fragrance of aroma oils will help you reach deep relaxation. Believe that youll forget about all your worries. # 2 Go to the Party Are some of your friends having a party? You should definitely be there. If none of your friends are throwing a party, you can attend some public event and meet new people there. Drinking, dancing and chatting will improve your mood, but dont forget that its Wednesday and tomorrow is a weekday 🙂 #3 Spend Time With a Single Close Friend Buy some tasty food you usually refuse from, put on comfy sleepwear, find a good comedy on Netflix and invite your friend to share all that with you. Laugh or cry – its up to you, but dont be alone. #4 Visit Your Family Being with your family and loved ones will help you to get distracted from the feeling of loneliness if it takes place. If you live with your parents, just spend time with them – watch movie or TV comedy, cook dinner or do something of this nature. #5 Get on a Short Trip Trips are usually full of adventures. Buy a ticket to a place that is not far from your city, book the hotel room and have dinner in a restaurant. Invite a friend or several friends (not the couples) to join you. A trip will inspire and bring some new thoughts to your mind. #6 Go to the Restaurant There could be some difficulties with booking a table on Saint Valentines Day, but you can try. Give yourself a permission to taste anything you want despite the calories. Choose the place where you can taste something new and delicious. Who knows, maybe your soulmate will be sitting at the neighboring table. #7 Cook If you like cooking, but usually dont have time for that, this is your opportunity. Try to get home earlier to have more time for cooking. Find a recipe to prepare a difficult dish that you usually dont have time for. If you cope with this (and you surely do), you will feel inspired and proud of yourself. #8 Visit a Specific Class Remember that time you wanted to attend painting/ latin dance/DIY class? Its time to do that now! The first reason is that you will feel you do something useful for you, the second – you wont be alone and the third – its just fun 🙂 #9 Workout at the Gym One of the best ways to relieve stress is to workout. Go to the gym and let you body get rid of accumulated negative emotions and calories. One more advantage of going to the gym is that its a nice place for meeting someone. What Not to Do 1. Dont text or call exes. You will regret. Definitely. If you didnt call them before, there was a reason. Remember it. 2. Dont be the third wheel. Its pathetic. Sorry. Even if you are very good friends with a couple, you wont be happy feeling that you are a bit unwanted at the celebration of their love. 3. Dont be too dramatic. Maybe a bit, but not too much. The fact that you dont have a date this year, doesnt mean that you have some flaws or something. You just didnt find someone who you are interested in enough to go on date. 4. Dont refuse from visiting events. Do you really think you are the only single in the city? Dont refuse from visiting parties only because you dont want to see many couples around you. Many of them will be sitting at home or in restaurant. Parties on Saint Valentines Day are mostly for singles. 5. Do not drink alone at home. First of all, its harmful for your physical health, secondly, its not good for you emotional health too. Alcohol will boost the feeling of loneliness and urge you to do stuff youd regret later. Saint Valentines Day can be a torture for some single people especially if they are surrounded with happy couples. If it is your case, you can get through it and the best way is to cooperate with other singles and spend good time together.

Homeland Security - Response & Recovery Essay Example | Topics and Well Written Essays - 2000 words

Homeland Security - Response & Recovery - Essay Example a system in the sense that it consist of a number of independent elements that must work together to achieve common outputs – such as rapid alleviation of suffering by the victims of a natural disaster, industrial accident or terrorist attack† (p.1). Thus, he mentioned of three essential independent elements: namely the private sectors like Red Cross; state and local agencies; and federal agencies should coordinate and collaborate with each other to achieve the desired result which is to have a more efficient and effective disaster response programs. There were scenarios before in United States of America in which the Federal government only aids local states in financial matters alone (p.2) and in which Miskel mentioned that in a typical disaster, the government plays no operational role –a meaning they just support them in terms of money reimbursement (p3). Therefore, the first thing that the primary elements should do first is to coordinate with one another. Th e three major elements (private sectors, state and local government, and federal government) must contribute and work together to achieve a better result and achieve the goals of quick-reducing suffering from timely and effective coordination. The National response system (NRS), under the Federal government, endorses this so-call Incident Command System (ICS) or Unified Command (UC) as an effective tool of managing all emergency response of incidents for multi-jurisdictional situation. This brings together local government, the federal government and the Responsible Party (RP) in coordination to retort in oil spills and/or other harmful chemical substances that can endanger to the lives of its constituents. Aside from this, they should implement programs that will aid the citizens in times of calamities or disasters. The Community Emergency Response Team (CERT) Program, under the Federal Emergency Management Agency (FEMA) is a tool in helping the people through its advocacy in givin g seminars and education to prepare themselves whenever unexpected things happened. â€Å"It educates people about disaster preparedness for hazards that may impact heir area and trains them in basic disaster response skills, such as fire safety, light search and rescue, team organization, and disaster medical operations.† (CERT’s official website article). So, government should also seek for people empowerment as one of the effective tool to achieve success especially in large, multi-agency and multi-jurisdictional society, thus, we must always put in mind that we are not always there when accidents happen. Thus, it is also safe to ensure that the people themselves could help themselves. Under our law, there two main agencies that are in-charge of management disaster control namely: the Federal Emergency Management Agency (FEMA) under the Executive cabinet of Department of Homeland Security (DHS); and the Center for Excellence in Disaster Management and Humanitarian A ssistance (COE) that was established by the US Congress. In line with the DHS, the Citizens Corps (a voluntary organization) seeks to mitigate disaster and prepare the population for emergency response through public education, training, and outreach. What our state do is to give seminars and actual-case demo to at least make our citizen prepare when an unexpected things occurs. We target the youngsters in schools and teach them what they would do in times of calamities. An example would be earthquake drills, first aids and alike. We target class rooms and young people

Option Pricing Theory Essay Example | Topics and Well Written Essays - 2000 words

Option Pricing Theory - Essay Example An option provides the buyer the right to buy or sale the quantity of goods he or she wants at a fixed price known as the strike price. Since the process of buying an option is optional, the holder can choose not to buy or sale the assets. There are two options these are; right to buy and right to sale. Options can come in several varieties like; a put option, gives the seller an underlying price to sale an option (Bostock, 2004). A call option gives its holder the right to buy an option on its set price; these options depend on when the option is offered. Therefore, the paper aims at giving a theoretical analysis of option pricing theory. 2.2 Research questions The paper focuses on two main research questions; to determine the effects of option pricing theory and to explore ways of improving option pricing theory. 2.3 Significance of the research The research targets businessmen who take part in buying and selling of options using the option pricing theories. The research findings w ill provide them with the basis of calculating option prices. The study mainly delimits itself to the two option pricing theories (Black-Scholes model and binomial pricing option models). ... Broadie and Detemple (2000) in their research provided a suggestion that binomial models are modified by replacing the binomial prices with the tree diagram analysis using the the Black-Scholes values, or by making it easy to payoff stocks at maturity, and the other option prices as usual. The major disadvantages of this model is that the option price converges; a result of changes that may take place in the prices. In order to obtain solutions that are exact, the Standard Richardson extrapolation may be applied . Burn (2003) states that, although the option pricing models were used. their patterns of convergent and rate of convergence for calculating the option ratios are not well described. Hull method and extended model can be used to come up with monotonic convergence using as the formula for coming up with deltas and gammas and deltas in this model.He adds that the models can be improved by introducing a more advanced formula, to improve the computation of the hedge ratios while calculation option pricing. The Central Limit Theorem, states that, the actual distribution of prices under the Black-Scholes model converges to its continuous-time limit. For instance, the price distribution of the model converges to a lognormal distribution. Similarly, binomial option prices calculated also converge to the Black-Scholes price. . N-Cumulative Standard normal distribution function r- rate of return (risk free) T-time (up to expiry in years) S-current stock price o- volatility of stock q- strike price Broadie and Detemple (2000) in their evaluation suggested for a binomial model called Binomial Black and Scholes model to price options. This model is identical to the Cox, Ross and Rubinsten (CRR) model apart from