Chinese Film Essay Example | Topics and Well Written Essays - 750 words

Chinese Film - Essay Example The reasons why film is particularly suited for semi-unimpeded movement across national borders, cultural boundaries and linguistic barriers will be illustrated in this essay through reference to Crouching Tiger, Hidden Dragon. Through a critical analysis of this production, the essay will expose the extent to which this supposedly Chinese film is, as with cinema in general, a transnational work. Globalisation has, undoubtedly, maximised cinema's capacity to function as a transnational medium of communication. As Lu (1997) asserts, contrary to immediate assumptions, this is not because globalisation has facilitated the movement of goods and services across borders or because it is characterised by an intricate network of transnational interpersonal communication system (internet), but because film has become transnational. Ethnic and national cinema is decreasingly purely ethnic and increasingly international in scope (Lu, 1997). The veracity of the aforementioned is perfectly evidenced in Ang Lee's 'Chinese' film, Crouching Tiger, Hidden Dragon. ... Produced and released in 2000, the film won, within the context of non-English speaking cinema, unprecedented international acclaim and box office success, even scooping up four Oscars (Rose, 2001). The film's budget of fifteen million dollars was the highest ever for a Chinese language film and became the most commercially successful foreign film ever to be distributed worldwide, grossing more than two hundred million dollars in global box office receipts (Rose, 2001). Its international success cannot be divorced from the inherently transnational character of the production. As Cheshire (2001) writes, Crouching Tiger, Hidden Dragon's director, Ang Lee, was born in Taiwan, studied theatre acting and directing at the Taiwan Academy of Arts in Taipei, received a bachelor's degree in theatre at the University of Illinois, Urbana Champaign, and continued his studies in film at New York University in the nation's cultural melting pot. By the time he made Crouching Tiger, Hidden Dragon, Le e had already completed three Chinese language films and three Hollywood projects (Cheshire, 2001). In 1995, the British screenwriter and actress, Emma Thompson, invited Lee to adapt Austen's British classic Sense and Sensibility to the cinema. Then Lee took on the American suburbs of the 1970s in Ice Storm (1997) and the war-torn American South in Ride with the Devil (1999) (Cheshire, 2001). Apart from the thoroughly transnational character of its director, Crouching Tiger Hidden Dragon (2000) includes such transnational artistic talents as Chow Yun-Fat (Hong Kong), Michelle Yeoh (born in Malaysia, but began her film career in Hong Kong), Zhang Ziyi (China), Chang Chen (Taiwan), and Cheng Pei-pei (Hong Kong). The cinematographer Peter Pau and fight

French Revolution Essay Example for Free

French Revolution Essay The French Revolution marked a period that was characterized by fundamental social and political disturbances in France. The French society was initially under an absolute monarchy prior to the Revolution which occurred in the late 18th century. The French society went through ambitious transformations whereby feudalism, aristocracy and religious privileges sublimed due to spirited attacks from the political activists and the masses. There was a call to shift from the old hierarchical system and adopt the enlightenment tenets of nationality and absolute rights. The Revolution in France is said to have begun in 1789 and it was marked by various stages with the various revolutionary groups executing the much needed transformations. This paper shall explore how the various groups executed their revolutionary activities that eventually contributed towards the political changes witnessed during the time. The French Revolution The revolution was initiated by the Third Estates-General who demanded that the king undertake practical reforms in the government. The ‘constituent’ forcefully ensured that France had undergone reformations that brought in the constitutional monarch while abolishing feudal advantages and also creating a representative electorate though not a democracy. The constituent had a well elaborated law that was referred to as the ‘Declaration of the Rights of Man and Citizens’ which can be compared to the bill of Rights in the American constitution . Between the years 1791 and 1792, the Legislative Assembly was introduced and the King was supposed to govern hand in hand with this entity. In August of 1792, the king was forced to flee and take cover in the Legislative Assembly during the Parisian march that happened near the royal residence. The king became de facto as the Assembly took control. From 1792 to 1795, France witnessed the First Republic and grand terror in its history . This is a time when the revolution reached its peak. Terror was established as a means of dealing with the opponents of the regime and France was pronounced to be a republic in the year 1792. The somehow liberal constitution that observed some democratic tenets was introduced in 1793 but was to be shelved by the revolutionary government. France was under the rule of the Committee of Public Safety which comprised of a dozen members whose first leader was Danton . Following the execution of Danton, Robespierre took over. In the year 1794, the Revolutionary activities were intensified and it begun executing those who were in opposition to its activities. This led to the execution of its own leader, Robespierre in July of 1794 . After the execution of Robespierre, there arose what was referred to as the ‘Thermidorian Reaction’ which led to the creation of a new constitution. The reaction was in opposition to the terror and paved way for the final stage of the Revolution . In the years 1795 to 1799, the Directory regime was established in which case the executive authority was shared among five directors. The regime was unpopular but it used any means possible to cling to power. There were numerous attempts to overthrow the Directory which culminated in the final disposal of the regime in 1799 by Bonaparte. Napoleon Bonaparte’s coup led to the installation of the Consulate before Bonaparte established his dictatorial regime.  He later proclaimed himself as emperor which ended the republican chapter of the revolution. Conclusion The French Revolution was a period characterized by upheavals in the political arena in France towards the late 18th century. However the Revolution played a crucial part in European politics. The revolution ensured that sovereignty was observed as absolutism was discarded which led to the replacement of monarchy with nationhood. The French Revolution therefore marked a major turning point in human history especially in regard to the political orientation of the western society of the 18th century and the world in general.

Importance of Speech in Much Ado About Nothing, A Midsummer Nights Dre

Importance of Speech in Much Ado About Nothing, A Midsummer Night's Dream, and Richard III Speech is often the strongest indicator of personality and motivation in Shakespearean histories and comedies. Each turn of phrase is a small insight into the essence of the character. Stringing together each line from the mouth of the character allows the audience to discover each nuance created by Shakespeare. By connecting the actions to a manner of speech, which mirrors those actions, Shakespeare is able to create more believable and dynamic characters. Examining Much Ado About Nothing, A Midsummer Night's Dream, and Richard III, certain archetypes emerge, each with a specific way of speaking. Villains with their quick and underhanded remarks contrast with the silence of the submissive women who are, in turn, foils to the strong willed and outspoken women. By developing stock characters, Shakespeare is able to use stereotypes as a starting point for all of his characters. Matching the speech with the actions of the stereotypes further cements the prototype and gives the audience a clear understanding of the character without detailed background information. Through speech and the development of archetypes, Shakespeare is able to create a more complete picture of his characters. The most developed and fascinating characters in Shakespearean histories and comedies are usually the villains, while they often lack an apparent motivation (beyond their immediate needs for either amusement or power). These characters reveal little to those around them and only uncover their schemes when alone or accompanied by their henchmen. Speech, for these villains, is usually very short with choppy phrases interjected into t... ...d. Harold Bloom. New York: Chelsea House Publishers, 1986. Rutter, Carol. Clamorous Voices. Shakespeare's Women Today. New York: Routledge, 1989. Schanzer, Ernest.   "_A Midsummer-Night's Dream."   26-31 in Kenneth Muir, ed. Shakespeare: The Comedies: A Collection of Critical Essays.   Englewood Cliffs: Prentice-Hall, 1965. Shakespeare, William. A Midsummer Night's Dream, ed. Brian Gibbons. Cambridge: Cambridge University Press, 1991. Vaughn, Jack A. Shakespeare's Comedies.   New York: Frederick Ungar Publishing Company, 1980 Watts, Cedric. Much Ado About Nothing. London: Penguin, 1986. Wells, Stanley & Gary Taylor, General Eds.   _William Shakespeare: The _Complete Works.   New York: Oxford University Press, 1986. Young, David P.   Something of Great Constancy: The Art of A Midsummer Night's Dream.   New Haven: Yale University Press, 1966.

Leadership and Management Paper Essay

At a very young age, George Washington Carver took a strong grip on his destiny. This dynamic leader prevailed over getting born without a name into slavery, overcoming poverty, and prejudice to commit his life in helping others achieve a better livelihood. Through his actions, he was able to earn high levels of respect of self-worth, dignity, honor, and infinite achievement. Booker T. Washington was the first president and principal of the Tuskegee Institute in 1896. Booker T. Washington sent an invitation to George W. Carver to reside over the Agriculture Department. For 47 years Carver developed, taught, and applied constant research in working to develop several methods from using crop-based materials. Carver was the innovator of going green. Through his tenure he worked with two additional college presidents that supported the zealous work of Carver. His discovering and teaching methods of crop rotation while introducing several alternative money crops for farmers that simultaneously improving the soil of heavily cultivated cotton fields would motivate and inspire many Black students to follow suite in his techniques. (Kouzes & Posner, 2009) â€Å"A leader’s dynamic does not come from special powers. It comes from a strong belief in a purpose and a willingness to express that conviction.† In leadership, Carver designed a mobile classroom that brought education to the fields of the farmers. His so-called ‘Jesup wagon’ (named after Morris Ketchum Jesup), well honored for Mr. Jesup a philanthropist and New York financier fully supported and funded the program. Leadership functions Carver had many duties as an administrator, such as administer the Agriculture Experiment Station Farms. He manages the sale and production of farm products that generated revenues for the institute. His academic career as a teacher and researcher was stellar. What made Carver different from other professors and administrators is his determination to fulfill what he believed to be right. There were many times Booker T. Washington would voice his frustrations through letters to Carver because to the way he would administer his duties, Washington would always praise Carver for the great discoveries and hard work that has taken place. (G.W. Carver, 2011) Education is the key to unlock the golden door of opportunity.† This is how his leadership is different from the rest. He proves exactly what he stated to his life. His work became very high profile because of his more than 300 uses for peanuts, pecans, sweet potatoes and soybeans with the majority of his accomplishments of conquering the mundane. Every invention came after hours during peaceful nature walks, observing, and later testing in his laboratory. After Carver came to success, he did not cite ingenuity, though he was very blessed with it. On the contrary, he remarked that 99% of the failures come about people who have the habit of making excuses. Carver also well notes that, â€Å"When you do the common things in life in an uncommon way, you will command the attention of the world† pg. 143 of Frontage Magazine. Obstacles George W. Carver is someone whom many can only look up too when problems come into our lives for comparison sake. Carver beats the odds so well that his name should never had been heard of. His mission, determination, and story defy the odds. Being born into slavery a raider kidnapped him as an infant, and was not expected to live past the age of 21 because of poor health and being a Black scientist in the harsh times of racial segregation is beyond the norm. After the death of Carver, the United States Government erected the first national monument to honor someone other that a president. Effective Leader – Common Measures George W. Carver was best known in his time as a man of faith who believes in God as science as a gift from God. He would constantly acknowledge that his work was inspired by the works of God and God’s inspiring, and guiding him in his work. When those who wanted things from Carver such as his  secrets without the desire to work for the knowledge, Carvers replay would be, ‘God refuses to reveal the secrets of the humankind and the universe. Within the readings and teachings of the text, Carver proves his effective leadership skills for success present. To be a leader whom everyone will want to immolate, it takes the extraordinary levels of strong will, determination, someone who can listen and follow, and the ability effectively to move those whom you lead in a positive direction fostering a successful outcome. Conclusion Carver’s faith was his concern of character that his students whom he regularly taught would follow a set of cardinal virtues: ââ€"  Do not look up the rich nor down to the poor ââ€"  Be clean both inside and out ââ€"  Win without bragging ââ€"  Lose if needed but without squealing ââ€"  Be too brave to lie ââ€"  Always be considerate of women, children, and other people ââ€"  Be too generous to cheat ââ€"  Take your share of the world and let others take theirs. The world needs more women and men like George Washington Carver – people who cannot complain, strive hard and overcome adversity while focusing on the finish line ahead. Everyone does not possess the skill and knowledge of George Washington Carver but he has left us a milestone of character traits that can allow us to use as a guide while striving to achieve our goals here in this life. I like what Langston Hughes states on page 159 of Through the Fire, â€Å"Hold fast to dreams, for it dreams die, life is a broken-winged bird that cannot fly.† This goes back to how George Washington Carver spoke about excuses; they are just that, an excuse to fail. Live right, stay positive, follow the plan, persevere, and finish the race, you will for sure win. References Carver, G. W. (2011). Greatest Leaders of America History. Frontage Magazine, 32(4), 112 – 113. p.113 Kauzes, J., & Posner, B. (2009, April). See what today will bring when you are done thinking. Whole and Complete Places, 8(13), 78 -84. p.83 Livingstrom, J. T. (1974). Through the Fire (2nd ed.). New York, NY: Harper Collins. p.154

Funeral Blues Essay

Funeral Blues â€Å"A METEOR FROM the universe of Wystan Hugh Auden flashed into the atmosphere of American culture in 1994 when â€Å"Funeral Blues,† a poem written in 1936, was recited in a eulogy scene in the movie Four Weddings and a Funeral. † (Johnson) Many people have wondered what it is like to lose someone they love; if one does not know the feeling they are very fortunate. Some people think that without that certain someone, their life will cease to exist. In W. H.Auden’s poem â€Å"Funeral Blues,† a woman loses her lover and cannot even imagine how she is going to get on with her life; she puts her deceased companion on a God-like pedestal; and she loves him so much that she believes that he is her whole world. In â€Å"Funeral Blues,† Auden makes the bitter attitude of the speaker toward the subject of death apparent to the readers through the use of symbols, imagery, and metaphor. In the first verse, the speaker states â€Å"stop all t he clocks, cut off the telephone†¦Ã¢â‚¬  (Auden Line 1).The clock being stopped may signify the fact the man who died has run out of time, or possibly to ask those who knew him to stop what they are doing and grieve. With the idea of the telephone being cut off, she wants to show the deceased the respect he deserves by honoring him with a moment of silence. In the second verse the speaker states, â€Å"let aeroplanes circle moaning overhead† (Auden 5). She uses this metaphor to reveal the pointlessness of her life. What is the point of planes flying in circles? They do not get anywhere flying in a circle. She is comparing the pointlessness of flying in circles to her life without her partner.The persona in the poem talks about her deceased partner as if he is on a God-like pedestal. The reader realizes just how important the deceased is to the speaker when reading the phrase â€Å"†¦He is Dead†. (Auden 6). The use of the capital letters displays the incredib ly close relationship between the two lovers. She talks about the aeroplanes scribbling sky messages, it is very doubtful that someone that is not in the limelight is going to have sky messages at their funeral that rarely happens at a celebrity funeral, let alone at a funeral of someone who is not in the limelight.To show the God-like significance, â€Å"He† is capitalized when she is talking about the writing in the sky. She also thinks that the funeral procession is going to be so long that they will need a police officer directing traffic. The persona in the poem continues to describe the intimacy between her and her lover, claiming that he was her â€Å"North, South, East, and West† (Auden 9). She has just realized that because of her companion’s death, along with everything else, her love has also come to an end.Like before, she commands the reader to carry out impossible tasks. â€Å"The stars are not wanted now: put out every one; Pack up the moon and d ismantle the sun† (Auden 13-14). She also begs for the oceans and forests to disappear. †Pour away the ocean and sweep up the wood. † (Auden 15) Without her lover, she feels like her life is meaningless. The speaker honestly believes that because of this tragic event, â€Å"†¦nothing now can ever come to any good. (Auden 16) She cannot picture her life without him, almost like she does not want to survive without him. W. H. Auden does not want one to find the meaning of the poem, but to feel the grief on how this person does not believe in living anymore since her loved one has passed away. It shows that she wants everything to stop and for everyone to feel what she’s feeling and mourn together with her. She put her lover on a God-like pedestal and thinks that he is just as important to everyone else like he is to her.Auden’s choice of words draws the reader into a greater understanding of the intensity and depth of feelings experienced upon the loss of a loved one. The symbolism used by the poet pulls us into the actual world of grief as the speaker searches for ways to mourn this passing. Works Cited Auden, W. H. â€Å"Funeral Blues. † Literature and the Writing Process. 9th Ed. McMahan, Elizabeth, et al. Upper Saddle River: Pearson, 2011. 614. Print. Johnson, Jeffrey. Christian Century 4 September 2007: 47-48. Academic Search Premier. Web. 26 February 2013.

Thanksgiving

Thanksgiving IN WHAT WAY IS THANKSGIVING A CEREMONY? REPETITION "‚“ Thanksgiving Day REPETITION "‚“ at Rebecca's HouseWeston, West Virginia (about 2 ÂÆ'‚‚Â ½ hours North) Lewis County REPETITION "‚“ November 22, 2001 WHO "‚“ My friend, Rebecca Pickens Family. This includes Rebecca, her mother, Opal, her father, Donald, her sister and her husband and their two kids: Sherri, Skip, Taylor and Corey Mitchell. I was there also. Her sister and her family showed up around 10:00 a.m. and I showed up around 11:00 a.m.SPECIALIZED ROLES/SET ORDERING OF EVENTS "‚“ Opal and I began making dinner on Monday (November 19, 2001). We went to the Kroger and bought a turkey and other cooking aids. I am unsure of exactly what was bought, however, I do know that Cream of Tarter, bread crumbs, and, vanilla pudding was bought when I was there. The night before Thanksgiving (November 21, 2001), we began to actually make the dinner at about 9:00 p.m.REBECCA MARINOWe began by making dessert, which included Pumpkin, Graham Cracker, and Apple Pies. Rebecca made a dessert called Tiramisu; making a pudding and covering coffee flavored ladyfingers soaked with Kahlua make it. Opal and I then began to make the devilled eggs and made cranberry salad. We stuffed the turkey and sat it back into the refrigerator. After I left, at 2:00 a.m. I went home. Opal woke up at 5:30 a.m. and put the bird in the oven. I woke up at 9:00 a.m. and turned on the Golden Girls on the Lifetime Network. It was a marathon. I went in the shower at 10:00 a.m. and was ready by 11:00 a.m. I left my house then. I am not sure of who did what, but when I arrived at Rebecca's; around 12:00 p.m. the dinner was ready.For dinner,

Free Essays on Different Effects Of Education

Life is a struggle, sometimes you have to lose something in order to get something, but it’s always your choice to consider what you want or need the most. If education improves people’s life style and social environment, it also affects our lives in an undesirable way. I know education is essential in almost every aspect of our lives, but do we really want it to entirely take our place? That is, should we give priority to education only and put everything else behind? People see education from different aspects, but one thing about education that everyone agrees on is that it has done so much, socially and politically, for us. Considering all the improvements and differences that education has made, we are unable to see what it has done to us. Today we see education simply as academic success but that’s not all there is about education. Being yourself, valuing your culture and identity, and remaining in family are the key issues that we should consider when thin king of getting education. The more we are trying hard to achieve academic success, the more we are starting to grow apart from our love ones and it is changing everyone in certain way. According to Jimmy Santiago Baca in, â€Å"Working in The Dark,† â€Å"Only by action, by moving out into the world and confronting and challenging the obstacles, could one learn anything worth knowing.† Usually we have to go out in the world in order to get education and even face lots of problems, but don’t you think sometimes it becomes dilemma for us that we have to chose education over our family or family over education, because there are so few people who get education by not going to school. I am aware of the fact that not all the people have to suffer through these things because who doesn’t want to get education and still remain in culture and family? But it doesn’t always happen this way. Things change, people change. The way we live and where we live doe s affect us in some w... Free Essays on Different Effects Of Education Free Essays on Different Effects Of Education Life is a struggle, sometimes you have to lose something in order to get something, but it’s always your choice to consider what you want or need the most. If education improves people’s life style and social environment, it also affects our lives in an undesirable way. I know education is essential in almost every aspect of our lives, but do we really want it to entirely take our place? That is, should we give priority to education only and put everything else behind? People see education from different aspects, but one thing about education that everyone agrees on is that it has done so much, socially and politically, for us. Considering all the improvements and differences that education has made, we are unable to see what it has done to us. Today we see education simply as academic success but that’s not all there is about education. Being yourself, valuing your culture and identity, and remaining in family are the key issues that we should consider when thin king of getting education. The more we are trying hard to achieve academic success, the more we are starting to grow apart from our love ones and it is changing everyone in certain way. According to Jimmy Santiago Baca in, â€Å"Working in The Dark,† â€Å"Only by action, by moving out into the world and confronting and challenging the obstacles, could one learn anything worth knowing.† Usually we have to go out in the world in order to get education and even face lots of problems, but don’t you think sometimes it becomes dilemma for us that we have to chose education over our family or family over education, because there are so few people who get education by not going to school. I am aware of the fact that not all the people have to suffer through these things because who doesn’t want to get education and still remain in culture and family? But it doesn’t always happen this way. Things change, people change. The way we live and where we live doe s affect us in some w...

Interesting Facts About Restoration Comedy

Interesting Facts About Restoration Comedy Among the many sub-genres of comedy is  the comedy of manners, or restoration comedy,  which originated in France with Molià ¨res Les Precieuses Ridicules (1658). Molià ¨re used this comic form to correct social absurdities.   In England, the comedy of manners is represented by the plays of William Wycherley, George Etherege, William Congreve,  and George Farquhar. This form was later classed old comedy but is now known as restoration comedy because it coincided with Charles IIs return to England. The main goal of these comedies of manners was to mock or scrutinize society. This allowed the audience to laugh at themselves and society. Marriage and the Game of Love One of the major themes of restoration comedy is marriage and the game of love. But if marriage is a mirror of society, the couples in the plays show something very dark and sinister about order. Many critiques of marriage in the comedies are devastating. Although the endings are happy and the man gets the woman, we see marriages without love and love affairs that are rebellious breaks with tradition. William Wycherleys Country Wife In Wycherleys Country Wife, the marriage between Margery and Bud Pinchwife represents a hostile union  between an older man and a young woman. The Pinchwifes are the focal point of the play, and Margerys affair with Horner only adds to the humor. Horner cuckolds all of the husbands while pretending to be a eunuch. This causes the women to flock to him. Horner is a master at the game of love, though he is emotionally impotent. The relationships in the play are dominated by jealousy or cuckoldry. In Act IV, scene ii., Mr. Pinchwife says, So, tis plain she loves him, yet she has not love enough to make her conceal it from me; but the sight of him will increase her aversion for me and love for him, and that love instruct her how to deceive me and satisfy him, all idiot as she is. He wants her to be unable to deceive him. But even in her obvious innocence, he doesnt believe she is. To him, every woman came out of natures hands plain, open, silly, and fit for slaves, as she and Heaven intended em. He also believes women are more lustful and devilish than men. Mr. Pinchwife isnt especially bright, but in his jealousy, he becomes a dangerous character,  thinking Margery conspired to cuckold him. He is correct, but if hed known the truth, he would have killed her in his madness. As it is, when she disobeys him, he says, Once more write as Id have you, and question it not, or I will spoil thy writing with this. [Holding up the penknife.] I will stab out those eyes that cause my mischief. He doesnt ever hit her or stab her in the play (such actions wouldnt make a very good comedy), but Mr. Pinchwife continually locks Margery in the closet, calls her names, and in all other ways, acts like a brute. Because of his abusive nature, Margerys affair is no  surprise. In fact, it is accepted as a social norm, along with Horners promiscuity. In the end, Margery learning to lie is expected because the idea has already been set up when Mr. Pinchwife voices his fears that if she loved Horner more, she would conceal it from him. With this, social order is restored. Man of Mode The theme of the restoration of order in love and marriage continues in Ethereges Man of Mode (1676). Dorimant and Harriet are immersed in the game of love. Although it seems obvious that the couple is destined to be together, an obstacle is placed in Dorimants way by Harriets mother, Mrs. Woodville. She  has arranged for her to marry Young Bellair, who already has his eye on Emilia. Threatened with the possibility of being disinherited, Young Bellair and Harriet pretend to accept the idea, while Harriet and Dorimant go at it in their battle of wits. An element of tragedy is added to the equation as Mrs. Loveit comes into the picture, breaking her fans and acting hysterically. The fans, which were supposed to hide a flush of passion or embarrassment, no longer offer her any protection. She is defenseless against Dorimants cruel words and the all too realistic facts of life; there can be no doubt that she is a tragic side effect of the game of love. Having long since lost interest in her, Dorimant continues to lead her on, giving her hope  but leaving her in despair. In the end, her  unrequited love  brings her ridicule, teaching society that if you are going to play at the game of love, youd better be prepared to get hurt. Indeed, Loveit comes to the realization that Theres nothing but falsehood and impertinence in this world. All men are villains or fools, before she parades out. By the end of the play, we see one marriage, as expected, but it is between Young Bellair and Emilia, who broke with tradition by marrying secretly, without Old Bellairs consent. But in a comedy, all must be forgiven, which  Old Bellair does. While Harriet sinks into a depressing mood, thinking of her lonely house in the country and the poignant noise of the rooks, Dorimant admits his love to her, saying The first time I saw you, you left me with the pangs of love upon me; and this day my soul has quite given up her liberty. Congreves The Way of the World (1700) In Congreves The Way of the World (1700), the trend of restoration continues, but marriage becomes more about contractual agreements and greed  than love. Millamant and Mirabell iron out a prenuptial agreement before they marry. Then Millamant, for an instant, seems willing to marry her cousin Sir Willful, so that she can keep her money. Sex in Congreve, Mr. Palmer says, is a battle of the wits. It is not a battlefield of emotions.   Its comical to see the two wits going at it, but when we look deeper, there is seriousness behind their words. After they list conditions, Mirabell says, These provisos admitted, in other things I may prove a tractable and complying husband. Love may be the basis of their relationship, as Mirabell appears honest; however, their alliance is a sterile romance, devoid of the touchy, feely stuff, which we hope for in a courtship. Mirabell and Millamant are two wits perfect for each other in the battle of the sexes; nevertheless, the pervading sterility and greed reverberates as the relationship between the two wits becomes much more confusing.   Confusion and deception are the way of the world, but compared to The Country Wife and earlier drama, Congreves play shows a different kind of chaosone marked with contracts and greed instead of the hilarity and mix-up of Horner and other rakes. The evolution of society, as mirrored by the plays themselves,  is apparent. The Rover The apparent change in society becomes more explicit as we look at  Aphra Behns play, The Rover (1702). She borrowed almost all of the plot and many details from Thomaso, or the Wanderer, written by Behns old friend, Thomas Killigrew; however, this fact does not diminish the quality of the play. In The Rover, Behn addresses the issues that are of primary concern to herlove and marriage. This play is a comedy of intrigue and isnt set in England as the others play on this list have been. Instead, the action is set in Naples, Italy, during Carnival, an exotic setting, which takes the audience away from the familiar as a sense of alienation pervades the play. The games of love, here, involve Florinda, destined to marry an old, rich man  or her brothers friend. Theres also Belville, a young gallant who rescues her and wins her heart, along with Hellena, Florindas sister, and Willmore, a young rake who falls in love with her. There are no adult s present throughout the play, though Florindas brother is an authority figure, blocking her from a marriage of love. Ultimately, though, even the brother doesnt have much to say in the matter. The women Florinda and Hellena take the situation pretty much into their own hands, deciding what they want. This is, after all, a play written by a woman. And  Aphra Behn  was not just any woman. She was one of the first women to make a living as a writer, which was quite a feat in her day. Behn was also known for her escapades as a spy and other nefarious activities. Drawing upon her own experience and rather revolutionary ideas, Behn creates female characters who are very different from any in previous period plays. She also addresses the threat of violence toward women, such as rape. This is a much darker view of society than the other playwrights created. The plot was further complicated when Angelica Bianca enters the picture, providing us with a searing indictment against society and the state of moral decay. When Willmore breaks his oath of love to her by falling in love with Helena, she goes crazy, brandishing a pistol and threatening to kill him. Willmore admits his inconstancy, saying, Broke my Vows? Why, where hast thou lived? Amongst the gods! For I never heard of mortal man that has not broke a thousand vows. He is an interesting representation of the careless and callous gallant of the Restoration, concerned mainly with his own pleasures and not interested in whom he hurts along the way. In the end, all of the conflicts are resolved with prospective marriages and released from the threat of marriage to an old man or the church. Willmore closes the last scene by saying, Egad, thourt a brave girl, and I admire thy love and courage. Lead on; no other dangers they can dread/ Who ventured in the storms o th marriage bed. The Beaux Stratagem   Looking at The Rover, it is not hard to make a leap to  George Farquhars play, The Beaux Stratagem (1707).  In this play, he presents a terrible indictment on love and marriage. He depicts Mrs. Sullen as a frustrated wife, trapped in a marriage with no escape in sight (at least not at first). Characterized as a hate-hate relationship, the Sullens do not even have mutual respect to base their union on. Then, it was difficult, if not impossible to get a divorce; and, even if Mrs. Sullen managed to divorce, she would have been destitute because all of her money belonged to her husband. Her plight seems hopeless as she answers her sister-in-laws You must have Patience, with, Patience! the Cant of CustomProvidence sends no Evil without a Remedyshoud I lie groaning under a Yoke I can shake off, I were accessory to my Ruin, and my Patience were no better than self-Murder. Mrs. Sullen is a tragic figure when we see her as wife to an ogre, but she is comical as she plays at love with Archer. In The Beaux Stratagem, though, Farquhar shows himself to be a transitional figure when he introduces the contractual elements of the play. The Sullen marriage ends in divorce, and the traditional comic resolution is still kept intact with the announcement of the marriage of Aimwell and Dorinda. Of course, Aimwells intent was to woe Dorinda into marrying him so that he could squander her money. In that respect, at least the play compares with Behns The Rover and Congreves The Way of the World; but in the end, Aimwell says,  Such Goodness who coud injure; I find myself unequal to the task of Villain; she has gaind my Soul, and made it honest like her own; I cannot, cannot hurt her. Aimwells statement shows a marked change in his character. We can suspend disbelief as he tells Dorinda, Im a Lie, nor dare I give a Fiction to your Arms; Im all Counterfeit except my Passion. Its another happy ending! Sheridans The School for Scandal Richard Brinsley Sheridans play The School for Scandal (1777) marks a shift from the plays discussed above. Much of this change is due to a falling away of the Restoration values into a different kind of restoration where a new morality comes into play. Here, the bad are punished and the good are rewarded, and appearance doesnt fool anyone for long, especially when the long lost guardian, Sir Oliver, comes home to discover all. In the Cain and Abel scenario, Cain, a part played by Joseph Surface, is exposed as being an ungrateful hypocrite and Abel, a part played by Charles Surface, is really not that bad after all (all blame is  placed on his brother). And the virtuous young maidenMariawas right in her love, though she obeyed her fathers orders to refuse any further contact with Charles until he was vindicated. Also  interesting is that Sheridan does not create affairs between the characters of his play. Lady Teazle was willing to cuckold Sir Peter with Joseph until she learns the genuineness of his love. She realizes the error of her ways, repents and, when discovered, tells all and is forgiven.  There is nothing  realistic about the play, but its intent is much more moral than any of the earlier comedies. Wrapping Up Though these Restoration plays broach similar themes, the methods and the outcomes are completely different. This shows how much more conservative England had become by the late 18th century. Also as time moved forward, the emphasis changed from cuckoldry and the aristocracy to marriage as a contractual agreement and eventually to the sentimental comedy. Throughout, we see a restoration of social order in various forms.

Leadership 7 Habits of Highly Effective People by Stephen Covey Essay

Leadership 7 Habits of Highly Effective People by Stephen Covey - Essay Example Deposits into someone’s account increases their trust, fondness, and confidence of their depositors. The result of these deposits is an intense relationship that allows for the tolerance of mistakes. 4. Under the proactive habit, one looks at the appropriate areas in their lives that they can concentrate on. These aspects, such as family and health on which time and energy are focused, form the circles of concern. Some of the items within these circles are controllable while others are beyond real control. The problems that all people face can be solved through the proactive approach. 6. Achieving something such as an establishment requires physical and mental dedication. Building a physical location requires the mental conceptualization of the same. This mental picture is the basis of the plan through which the physical object or item is achieved. Conceiving an excellent mental picture results in outstanding physical creation. This form of achievement is common in proactive people. Reactive people unconsciously direct the mental creation. 7. Everyone should have a purpose in life. People express their values and missions on a daily basis, either knowingly or unknowingly. One should define their personal statement so as to realize their purpose in life. Without a personal mission statement, one risks losing focus on their life’s purpose. 8. It is important to identify tasks that need to be done. Assigning priorities to tasks is essential in knowing the things that are urgent and require immediate attention. It also helps one classify items according to their importance. The tasks under one’s responsibility can be grouped in a quadrant. This quadrant relates the importance of a task to its urgency. The quadrant help’s one arrange tasks according to priority and thus manage time well. 11. A highly productive person should carefully plan their week to ensure they utilize it efficiently.

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Renaissance and Baroque art - Essay Example In â€Å"The Calling of St. Matthew†, Caravaggio depicted an event that occurred narrative of the moment when Jesus Christ encouraged the tax collector, Matthew, to have faith in him and become his disciple. The painting possesses a clear attribute of reality through the bodily gestures and facial expressions drawn to life with realistic human anatomies along with a concrete setting where men discuss over a table by the window. Caravaggio seemed to have made particular emphasis on the placement of light and shadows to signify the spots where the main subjects are designated. Through the perspective of light, a viewer readily figures the character with authority and Caravaggio’s balancing technique with light and shadow tends to enable the Christ a reflection of his divine nature, illuminating what beams on the faces of men despite the gloom of the place. Altogether, the image projected of Christ and of St. Matthew is something that stirs familiarity to a powerful act of faith. One who had lived in the age of Italian Renaissance, nevertheless, would have seen religious portrayals which were more of picturesque heavens, cherubs, seraphs, and divine figures whose rigid structure(are rather beyond the grasp of real senses. Depictions of Christ’s death on the cross via Italian Renaissance Art often took on a general flat image, lacking proper volume or additional dimension that could have enliven the subject of the painting and added to it some relevant drama. The Italian Renaissance Art may be credited.

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Synthesis Organizational Designs - Assignment Example Managers together with members work hand in hand in defining the organization’s requirements then form systems for meeting the particular requirements sufficiently. The enhancer offers an assurance that a methodical process is adhered to and facilitates creative reasoning. Today, we find that many organizations have been influenced seriously by the control and command structure of the early military organizations. However, most of them have started adopting the design of bureaucracy whereby duty and power or authority is in form of hierarchical arrangement (Kolb, 2008). Nevertheless, we find that the same fundamental organizational model is believed to be good for any organization, whether it is a church, school, fraternity, business, and government. It is easily predictable, reasonable and familiar. It is only when there exist close similarities in the desired results, methods together with a culture that the fundamental form a single organization be employed or applied to th e other (Jurow and Susan, 2004). Corporate governance is one of the central or core points that the articles talk about. Looking through the explanations and descriptions given as regards corporate governance, we can deduce that the most common or general description that is given is that it involves market and regulatory mechanisms, as well as the relationships and responsibilities between the management of the organization, the shareholders, the board members and some other stakeholders, as well as the objectives for which the organization is run (Schein, 2006). In the readings, we are told that it is fundamental that there is a degree of confidence that linked to a corporation that is believed to have good corporate governance. In addition, the presence of a dynamic group of independent managers or directors on the board brings about immense contribution towards making sure that there is buoyancy in the market.

Interview with a tourist Essay Example | Topics and Well Written Essays - 500 words

Interview with a tourist - Essay Example She had thought about keeping her Chinese name in the United States, but other students that had studied abroad advised her that she should take on an English name to make life easier. Qiu told me that although she studied English when she was younger, she did not feel comfortable speaking it out loud. The main language that she spoke at home was Mandarin. No one else in her home spoke English, so the only time that she ever heard it was at school a couple of times a week. When I asked Qiu about common gestures in her culture, she told me that Chinese culture has many signs and symbols that may seem strange to an outsider. A lot of communication is nonverbal where hints have to be picked up from the way the other person uses hand signals and facial expressions. Qiu said that she was a little perplexed when she came to the United States because most people talked very loud and did not use many hand gestures. I also asked Qiu about how she felt that the American people had treated her during her stay here. She told me of some incidents in her first few weeks here that made her regret her decision to study abroad. Name calling and insults from people on the street really stressed her out. Since that time, Qiu now believes that most Americans are welcoming of people of other cultures and will go out of their way to make sure that they are okay. The negative incidents that she told me she described as coming from a few bad apples and not representative of the American people at all. One thing that I did not ask her, but that she brought up during general conversation, was the way in which Americans dress. Qiu told me that Chinese people dressed rather conservatively and considered in shameful to be underdressed or show any unnecessary skin. When she came to America, she was shocked to discover that university students could wear such informal dress. In China attending university was considered an honor,

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Business - Research Paper Example It is social investigation methods where different questions are being asked by researchers to collect data for their researches. It is a method which will help the researcher to get information about customer’s satisfaction levels from South Wales University. In this research participants of the survey are university students. In this research students of the university are given some question. Those questions are to be answered on the basis of one to seven scales. Starting from scale one which signifies that the participants strongly agree with the statement and scale seven signifies that participants strongly disagree with the statement. In this research the survey is having 27 questions. The survey has been divided into six parts. In the first part of the survey questions were related with Demographics of university students (Roger, 2006). This part is consisting of 5 questions and here one to seven scales have not been used. Here all questions are very simple in nature an d all questions are having more than one option for furnishing information. This part will help researcher to get all different information related with customer’s demography. The next portion of the survey is related with different aspects of lecturers in the university. This portion of the survey is having six questions. Here all six questions are have to be answered on the basis of one to seven scales. Third portion of the survey focuses on class rooms of the university. This part is having seven questions. Those entire questions are to be answered on the basis of 1-7 scales. It would give clear information to researcher about class rooms of the university (Keith, 2003). The fourth stage of the survey is related with library of the university. The portion is having 4 questions to answer on the basis of 1-7 scales. 5th portion of the survey is related with course materials of the university. This portion is having 3 questions on

Interview with a tourist Essay Example | Topics and Well Written Essays - 500 words

Interview with a tourist - Essay Example She had thought about keeping her Chinese name in the United States, but other students that had studied abroad advised her that she should take on an English name to make life easier. Qiu told me that although she studied English when she was younger, she did not feel comfortable speaking it out loud. The main language that she spoke at home was Mandarin. No one else in her home spoke English, so the only time that she ever heard it was at school a couple of times a week. When I asked Qiu about common gestures in her culture, she told me that Chinese culture has many signs and symbols that may seem strange to an outsider. A lot of communication is nonverbal where hints have to be picked up from the way the other person uses hand signals and facial expressions. Qiu said that she was a little perplexed when she came to the United States because most people talked very loud and did not use many hand gestures. I also asked Qiu about how she felt that the American people had treated her during her stay here. She told me of some incidents in her first few weeks here that made her regret her decision to study abroad. Name calling and insults from people on the street really stressed her out. Since that time, Qiu now believes that most Americans are welcoming of people of other cultures and will go out of their way to make sure that they are okay. The negative incidents that she told me she described as coming from a few bad apples and not representative of the American people at all. One thing that I did not ask her, but that she brought up during general conversation, was the way in which Americans dress. Qiu told me that Chinese people dressed rather conservatively and considered in shameful to be underdressed or show any unnecessary skin. When she came to America, she was shocked to discover that university students could wear such informal dress. In China attending university was considered an honor,

Challenges of Older Workers in America Research Paper

Challenges of Older Workers in America - Research Paper Example Many of the employers in America are of the view that the productivity and efficiency of the older workers are lower as compared to the same traits in the young employees. Therefore, majority of the employers in America are not very interested in recognizing the contributions of older workers properly. While deciding promotions, incentives and salary hikes, employers often consider the needs of younger employees only. Moreover, when employers are deciding to reduce the number of employees, older employees often come in the list as the first priority. This paper analyses various challenges older workers in America face. Introduction As with many other demographic groups, older workers’ unemployment overall and long-term unemployment rates have increased dramatically since the recession began in 2007. In December 2011, the unemployment rate for older workers was 6.0 percent, up from 3.1 at the start of the recession, but down from its peak of 7.6 percent in February 2010. In par ticular, long-term unemployment rose substantially, and at a greater rate for older than younger workers. By 2011, 55 percent of unemployed older workers had been actively seeking a job for more than half a year (27 weeks or more) (â€Å"Many Experience Challenges Regaining Employment and Face Reduced Retirement Security†, 2012). ... heir homes or apartments, and approximately half have been looking for work for more than a year† (â€Å"Older Low-Income Workers Face Historic Crisis†, n.d.). These statistics clearly suggest that the social security of the older generation of America is in danger at present because of various reasons such as recession, economic crisis and many other social factors. It should be noted that the young in America are not interested in protecting their parents nowadays. Because of that, many of the unemployed parents are facing huge financial problems. They need enough money to seek the services of charity organizations when they are in need of some kind of assistance. In short, unemployment problems among older workers are not only an economic problem but also a social problem. In short, challenges facing by older workers are an important problem in America now, and it is extremely important to get more insights into this topic. Review of Literature: Challenges of Older Wo rkers in America According to Richard W. Johnson (2010), â€Å"On average, laid-off male workers 50–61 who become reemployed earn 15 percent less on the new job than the old job, and those age 62 and older earn 21 percent less† (p.2). He has also pointed out that age discrimination prevails in American workplaces. He states: In 2008, 15 percent of workers age 55–61 reported that their employers give preference to younger workers over older workers in promotion decisions. Low-skilled older men are especially likely to report this type of discrimination: 29 percent of men who did not complete high school and 20 percent of high school graduates claimed that their employers preferred younger workers, compared with 13 percent of men who had attended college (p.2). According to Tomiko Thomas, program

What Students Have to Say Middle School Students Essay Example for Free

What Students Have to Say Middle School Students Essay Abstract The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain mathematics concepts in middle school mathematics class? The purpose of the study is to discover and understand middle school students’ experiences learning mathematics in middle school mathematics classes. Qualitative methods are utilized, and a basic design is employed that uses the interview, document collection, and field notes in order to gather data. The results of the study show repetitive themes communicated by the participants related to how hard middle school mathematics is, how students have to work on mathematics problems by themselves, the fast pace at which middle school students have to work, student disruptions in the mathematics classroom, students playing and talking in the mathematics classroom, and that there are many skills, tools, and resources within the middle school mathematics class that help middle school students learn mathematics. It is concluded that learning mathematics in middle school mathematics classes can be an intimidating experience especially in light of the fact that some of the teachers give little help and that the pace at which some teachers move may be a little too fast for some students. It is also concluded that middle school mathematics students cannot learn mathematics effectively in the presence of competing stimuli such as students talking about things other than mathematics or students simply playing in class. Conversely, however, it is concluded that students have positive experiences learning and understanding mathematics in middle school mathematics classes as a result of certain skills, tools and resources being in place. Based off of the findings of the study, it is recommended that the study be replicated using other American sub-cultures, the â€Å"new† findings of the study be tested as hypotheses, the data from the study be rereviewed, and that the study be completed using observations as the primary means of data collection. Dedication I thought long and hard about to whom (or what) this work should be dedicated. The list would be too many if I were to dedicate to the many possible prospects. As such, I finally remembered who was there with me—unconditionally—up to and through this point in my 44 years on this earth. So, I dedicate this work to myself. Selah. iv Acknowledgments To me, it would make no sense whatsoever if I did not acknowledge my Lord and Savior, Jesus Christ. It would be almost just as nonsensical if I did not acknowledge my wife and children who endured the time I took away from the family as I completed this dissertation—for the former, all praise is due, and, for the latter, thanks for hanging in there with me. This work represents the culmination and expression of a journey I began many years ago. Beyond the journey, the completion of this dissertation is the truest of paradoxes in that it is the beginning of the end. Yes, the acknowledgements already made go without saying; however, and unbeknownst to many, acknowledgement must be made to an individual who is responsible for the impetus and motivation that is and has been an integral part of my journey from having no high school diploma to completing a terminal degree. This individual was the only person who had the effect on  me that engendered a desire to embrace education, so (just under God—smile), one of my greatest acknowledgments go to (the then) Lieutenant Michael Evans (during our tour at the Anti-Submarine Warfare Operations Center [ASWOC] at Guam). I can say with an utmost of certainty I would not be making this acknowledgment if it were not for all of his positive words about the importance of education and the related encouragement about why I should embrace it—Thanks Lieutenant Evans. v Table of Contents Acknowledgments List of Tables CHAPTER 1. INTRODUCTION Introduction to the Problem Background of the Study Statement of the Problem Purpose of the Study Rationale Research Questions Significance of the Study Definition of Terms Assumptions Limitations Nature of the Study Organization of the Remainder of the Study CHAPTER 2. LITERATURE REVIEW Theoretical Framework of the Study Mathematics Achievement Mathematics Underachievement In the United States Factors that Impact Mathematics Achievement—the Child Other Factors that Effect a Child’s Achievement in Mathematics Factors that Impact Mathematics Achievement—the Teacher vi v ix 1 1 2 5 6 8 11 11 13 14 16 17 18 20 20 21 24 26 33 37. Other Problems Linked to the Teacher that may Impact Student Achievement in Mathematics Factors that Impact Mathematics Achievement—School Climate Summary CHAPTER 3. METHODOLOGY Statement of the Problem Research Questions Research Methodology Research Design Population and Sampling Procedure Panel of Experts Sources of Data Validity Reliability Data Collection Procedures Data Analysis Procedures Ethical Considerations Summary CHAPTER 4. DATA COLLECTION AND ANALYSIS Descriptive Data Data Analysis Results Summary vii 42 43 52 57 59 60 60 61 63 65 67 70 72 73 80 86 92 94 95 95 103 105. CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS Summary of the Study Summary of Findings and Conclusion Recommendations Implications REFERENCES APPENDIX A. INTERVIEW QUESTION GUIDE/PROTOCOL APPENDIX B. COMPLETE LIST OF CODES AND THE FREQUENCIES IN WHICH CODES OCCURRED ACROSS ALL CASES/PARTICIPANTS 107 107 109 121 124 127 142 144 viii List of Tables Table 1. Student Demographic Data and Student Dynamics Data for the School District During the 2011-2012 School year 96 Table 2. Participant Descriptive Data Table 3. Participant Responses to Research Question Three 96 119 ix CHAPTER 1. INTRODUCTION Introduction to the Problem Within American schools, the current standards-based reform prompts school districts to use standardized tests to account for and highlight the academic progress of its students. In short, these standardized tests emphasize core content areas of learning. Of these core areas, mathematics and reading are the subjects upon which most states report (No Child Left Behind [NCLB] Act of 2001, 2002). Between mathematics and reading, today’s American youth experience lower achievement in mathematics than in reading (Boe Shin, 2005; Ketterlin-Geller, Chard, Fien, 2008). Researchers highlight a myriad of factors that have a potential for contributing to why students experience lower achievement in mathematics to include both cognitive and affective explanations (Koutsoulis Campbell, 2001). However, American mathematics underachievement, at least from grades three and four to grades seven and eight, cannot be explained by a number of important factors since factors that impact mathematics achievement have been shown to be consistent across grade levels through much of the research (Boe Shin, 2005). As a result and because little research has been found related to student perceived experiences in mathematics, it is the intent to listen to what the much ignored student in educational research has to say about his or her experiences in mathematics classes. In previous studies, when getting information about or directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study attempts to directly garner the collective voices of a small 1 group of regular education middle school students. The study is accomplished by using a qualitative research methodology and a basic research design (Creswell, 2009; Merriam, 2009). Consequently, students participate in face-to-face semi-structured interviews in order to gather data about the experiences they have had in mathematics classes. Incidental to the interview process, documents offered by participants or asked for by the researcher are collected. Additionally, as suggested by Miles and Huberman (1994), field notes are collected as a third source of data. In turn, in an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify some themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. Background of the Study Student learning of mathematics has been characterized as being either cognitive or affective (Singh, Granville, Dika, 2002; Winstead, 2004). For a long time, researchers have only considered the cognitive aspects of the student when providing explanations for student learning and academic achievement; however, recent research has considered the affective component of the student when providing explanations for learning and academic achievement (Singh et al. , 2002). Despite the explanation for how students learn, it is now known that there are a number of factors that play a role in student learning and achievement both in general, and more germane to this study, in middle school mathematics classrooms (Stevens, Olivarez, Lan, Tallent-Runnels, 2004). 2 In a study conducted by Singh et al. (2002), a number of important factors were pointed out as salient pieces to students’ learning of mathematics. Within middle school mathematics classrooms, a student’s achievement is a behavioral outcome that is impacted by other factors within that environment  (Schweinle, Meyer, Turner, 2006). More specifically, the researchers of the above mentioned study observed how a mathematics teacher’s instructional practices greatly impact a student’s impetus and subsequent achievement within that environment. Other researchers support the idea that student mathematics achievement is an outcome response that stems from factors such as test-taking, the level of mathematics, task difficulty, self-perception, and utility or intrinsic value (Eklof, 2007; Trautwein, Ludtke, Marsh, Koller, Baumert, 2006; Watt, 2006). In the case of test-taking, evidence points towards students taking low-stakes test less serious than high stakes tests (Eklof, 2007). In one study, it was found that a positive correlation existed between providing eighth grade students with a monetary incentive and their subsequent effort and test achievement (O’Neil, Abedi, Lee, Miyoshi, Mastergeorge, 2004). However, in the same study, it was found that a similar incentive had no effect on twelfth graders and their respective effort and test achievement (O’Neil et al., 2004). Karmos and Karmos (1984) found that the level of motivation to achieve in mathematics was stronger in boys than in girls, but, in a study conducted by Brown and Walberg (1993), no correlation was found between the level of motivation to achieve in mathematics and the sex of the child. All of the aforementioned research has made it known that test-taking is a factor that impacts student mathematics achievement in both negative and positive ways. 3 Other research has shown that there is a connection between the level of mathematics (i. e. , Pre-Algebra, Algebra, or Geometry) and how difficult the mathematics task is and student mathematics achievement (Trautwein et al. , 2006; Watt, 2006). Both studies conducted by the aforementioned researchers showed that despite the level of mathematics or the difficulty of the mathematics task, boys were still more motivated and displayed higher levels of achievement within higher level mathematics classes. The level of mathematics was shown to impact student mathematics achievement in the case of middle school students who show a decline in their ability to obtain success in mathematics courses (Eccles et al. , 1993). Another study showed this same diminished achievement ability in mathematics at the high school level (Chouinard Roy, 2008). A study conducted by Watt (2006) showed, although indirect, the difficulty of mathematics tasks impacts a female student’s mathematics achievement, choices in advanced mathematics classes, and choices in mathematics related career choices. In similar fashion, student achievement in mathematics has been impacted by such things as the student’s own self perception of mathematics as well as the student’s intrinsic and extrinsic values. Students’ achievement at higher levels of mathematics courses dwindles as they get into higher grades as these higher levels of mathematics are perceived by students as being more challenging (Eccles et al. , 1993; Chouinard Roy, 2008). In this same vein, Skaalvik and Skaalvik (2004) found that boys may perceive themselves as being better at mathematics than girls. Other literature suggests that mathematics achievement can be an outcome construct of one’s intrinsic and extrinsic value (Ryan Deci, 2000). Andrews and Hatch (2002) clarify that intrinsic value is the desire to do something that is self-satisfying while extrinsic value is the desire to do 4 something to get an outside reward (such as pay). Unfortunately, factors that deal with the student and teacher are not the only variables impacting student performance within the United States. Other researchers have pointed towards the climate of the school as yet another piece that effects mathematics achievement for students within the United states with the brunt of the effects of diminished mathematics achievement being felt by students at the middle school level (Cohen, Pickeral, McCloskey, 2009; Good Weinstein, 1986; Kuperminc, Leadbeater, Emmons, Blatt, 1997; Rutter, 1983). According to Boe and Shin (2005), data from the Program for International Student Assessment (PISA) presents a larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels. For American students in the middle school, 31 percent of included industrialized nations scored better in mathematics. For many of these American students, there are a myriad of factors that come into play that impedes access to and achievement in mathematics; many of these factors have been proven to negatively impact a student’s overall success in mathematics (Center for Teaching/Learning of Mathematics, as cited in Newman, 2008; Pustjens, Van de gaer, Van Damme, Onghena, Van Landeghem, 2007; Fuchs et al.  , 2008; Newman, 2008; Walsh, 2008; White-Clark, DiCarlo, Gilchriest, 2008). As for middle school mathematics students, providing some explanations of the phenomena of learning mathematics has become a continued priority of research (Singh et al. , 2002). Statement of the Problem There is a gap in literature regarding regular education middle school students’ experiences learning mathematics in mathematics classes. This gap in literature 5  perpetuates a practice problem for administrators of education as administrators focus more on the needs and wants of the administration instead of the needs and wants of the student (Armstead, Bessell, Sembiante, Plaza, 2010). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student except in cases in which the research involves post-secondary students (Angier Povey, 1999; Anthony, 2000; Moody, 2003). Armstead et al.(2010) suggest that when soliciting information directly from the student, a clearer picture of what has and has not changed in the classroom is garnered. Furthermore, DeFur and Korinek cite the importance of getting information directly from students and state that, overall, getting information directly from the student is the equivalent of a â€Å"powerful tool for school improvement† (2009, p. 15). Preble and Taylor (2008) put it succinctly by stating the voice of the student is a valuable source of information. As a result of the aforementioned absence of the much ignored student in educational research and because little research has been found that asks middle school students about their experiences learning mathematics within the mathematics classroom, it is the goal of this dissertation to investigate those experiences as perceived by this group of students. Purpose of the Study Ultimately, the purpose of this study is to discover and understand middle school students’ experiences learning mathematics in mathematics class. Collected data regarding these experiences will more than likely have spoken to the larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels (Ross, 1992; Tschannen-Moran et al. , as cited in Charalambous, Philippou, Kyriakides, 2008; Chouinard Roy, 2008). In American 6 schools, underachievement in mathematics has placed us far behind other industrialized nations (Boe Shin, 2005). Much research has been done in an attempt to explain possible causes to mathematics underachievement, and this study is completed in order to provide further contributions to that body of research. Research on mathematics at the middle school level is important as achievement in mathematics at the middle school level may determine course enrollment and mathematics choices in high school (Singh et al. , 2002). Additionally, mathematics achievement at the middle school level is an indicator of other things such as students’ abilities to handle advanced mathematics courses that are predicated on middle school mathematics skills. Moreover, mathematics achievement at the middle school level makes available or limits postsecondary and occupational opportunities for students as they move from childhood to adulthood (Gonzales et al. , 2008; Singh et al. , 2002). Unfortunately, while there is a great deal of literature on mathematics that highlights such things as mathematics achievement as well as other mathematics phenomena, little is done in terms of interviewing the middle school student directly when it comes to mathematics research (Angier Povey, 1999). To date, when students are involved directly in mathematics research, the participants are postsecondary students (Anthony, 2000; Moody, 2003). As a result, the purpose of this dissertation is to listen to sixth, seventh, and eighth grade middle school students from one middle school within a large school district in the eastern United States regarding their experiences learning mathematics in mathematics classes. In a few past studies, getting information directly from the student provided for an assessment of the needs and wants of the student as opposed to the needs and wants of 7  the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, by soliciting the thoughts and experiences of the student, a clearer picture of what has and has not changed in the classroom can be ascertained (Armstead et al. , 2010). Having provided a collection of experiences pertaining to learning mathematics in mathematics classes, data students share about such experiences should resonate in the form of their beliefs, attitudes, likes, dislikes, motivation, lack of motivation, etc. when it comes to being a part of a middle school mathematics class. By gaining this type of information, the proposed study is also meant to contribute to mathematics instruction by providing teachers, principals, superintendents, and curriculum specialists with data that highlights both impediments and compliments to middle school students’ acquisition of and overall achievement in mathematics courses. Simultaneously, the intent of this study is to yield data that may also help school administrators to determine whether or not the proper resources are available for students to learn mathematics as well as to train school personnel and teachers in matters regarding the presentation of mathematics concepts. Rationale A study such as this one requires the view of the participants being studied—the students. Accordingly, a Social Constructivist philosophical stance has been undertaken that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p.8). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student (Angier Povey, 1999). When gathering information directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study takes the Social Constructivist stance in an attempt to 8 construct some meaning from what middle school students have to say concerning their experiences in mathematics classes. In many studies, listening to what the student has to say about his or her own experiences pertaining to a specific phenomenon provides for an assessment of the needs and wants of the student as opposed to the needs and wants of the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, listening to what students have to say about their own experiences provides a clearer picture of what has and has not changed in the classroom (Armstead et al. , 2010). Although little has been gathered in the way of actually interviewing and listening to the middle school student concerning mathematics in general, the research suggests the importance of considering that actual words of the student as, in the case of the current study, listening to the experiences of the middle school student regarding their experiences learning mathematics in mathematics class can be the equivalent of a â€Å"powerful tool for school improvement† (DeFur Korinek, 2009, p. 15). Preble and Taylor (2008) conclude that the voice of the student is a valuable source of data. Mertens (1998) suggests that qualitative research usually dictates a Social Constructivist approach. In identifying the phenomena as described by middle school students, such a stance should provide for the collection of qualitative data surrounding their experiences in mathematics classes through â€Å"multiple stages of data collection and the refinement and interrelationship of categories of information† (Creswell, 2009, p. 13). As part of a larger basic design, the collection of data within this study is accomplished through face-to-face interviews (of which middle school students are the participants), the collection of report card documents, and the collection of field notes. Collected data is constantly compared with emerging categories of information (i. e. , relationships between 9 the students’ experiences and their actual beliefs, attitudes, likes, dislikes, motivation, and/or lack of motivation when it comes to being a part of a middle school mathematics class (2009). In short, the Social Constructivist, qualitative, basic approach of this study provides for the most complete investigative and exploratory coverage of the phenomenon experienced by middle school students in the form their collective experiences in middle school mathematics classes. Because little research has been found that asks the middle school student directly through interviews about his or her experiences within the mathematics classroom, this study is a rational choice and contributes to current mathematics practices used in America with the overall goal being to get children to do better in mathematics. Additional rationale behind conducting a study such as this one evolves from following recommendations for further research by previous researchers surrounding motivation and mathematics. Such recommendations include (a) â€Å"further research on the relationship between test-taking motivation and test achievement† (Eklof, 2007, p. 311), (b) how different aspects of affect interact with each other (Hannula, 2006), (c) the â€Å"need for more research regarding the measurement of affective and motivational variables† (Singh et al., 2002, p, 331), or, in the case of this study, (d) what are the learning experiences of middle school students in mathematics classes. The reason behind conducting a study dealing with students’ perceived experiences in learning mathematics is to contribute to a body of knowledge in which a gap exists. Ultimately, this dissertation is closely linked to providing educational practitioners and educational law makers with some understanding of the phenomenon at hand that could be used to further fine tune teacher quality and selection, modify school—based as well as educational 10  policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through middle school. In this sense, doing a study such as this one is worthwhile. Research Questions The central research question that guides the dissertation is as follows: R1. How do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the dissertation are as follows: R2. What are some of the barriers to learning mathematics in middle school mathematics class? R3. What causes students to understand certain mathematics concepts in middle school mathematics class? Significance of the Study The current standards-based reform is largely predicated upon education being conducted utilizing research-based ideals (Deshler et al. , 2001). The reform has been occurring in order to provide some cohesion and consistency across local and state educational lines. Engaging in research-based educational practices also provides for a standardization of such practices that is the sounding board and foundation for our current standards-based educational practices and the larger No Child Left Behind (NCLB) policy. In this same vein, the current study is significant. At a federal level, there are many boards and councils that attempt to document mathematics achievement as well as provide suggestions to improve such achievement (Gonzales et al. , 2008; National Mathematics Advisory Panel [NMAP], 2008; National 11 Council of Teachers of Mathematics [NCTM], 2000). In an attempt to continue to contribute to the larger body of research that mandates proven ideas and practices, mathematics research has become a major priority (McKinney, Chappell, Berry, Hickman, 2009). As such, the current study is being offered in order to augment research that seeks to contribute to current mathematics practices used in America. Of course, the overall goal is to get children to achieve at higher levels in mathematics. In terms of mathematics learning and achievement, much has been written about mathematics achievement as an outcome variable that is preceded by a multitude of factors that impact the subsequent behavioral response of students in mathematics classrooms (Schweinle et al. , 2006; Singh et al. , 2002). As a result, doing a study such as this one is in keeping with recommendations for further research by previous researchers. Within the realm of identifying the experiences of middle school students learning mathematics in mathematics classes, a gap exists in the literature when it comes to such experiences as perceived by these students that necessitates that further research be conducted. Studying this area in mathematics contributes to an area of research that has not taken into account what the actual middle school students say about their experience learning mathematics in the middle school mathematics classroom. Overall, the significance of conducting this study is closely linked to providing educational practitioners and educational law makers with some scientific information that could be used to further fine tune teacher quality and selection, modify school—based as well as educational policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through school. 12 Definition of Terms The following terms are used operationally in this dissertation according to the definitions provided: Affective learning. The dimension of learning that is concerned with the reactions, feelings, and emotions of the learning (Buchanan Hyde, 2008). Attitude. A predisposition to think or act in a particular way in response to a specific stimulus (Fitzsimmons Barr, 1997). Child. An individual who has not attained the age of consent for medical care or for research activities in the jurisdiction in which the research will be conducted (Jonsen, 1978). Coding. The process of organizing qualitative research information in chunks or segments before ascribing any interpretation or meaning to the collected information (Rossman Rallis, 1998). Content standards. Broad, measurable statements about what students should know and be able to do (MSDE, n. d. d). Cross-sectional. A process used to gather data over the course of a few weeks as opposed to over several months as with a longitudinal process (Creswell, 2009). Mathematics Belief. Describing what students see as true in mathematics, in the classroom, and within themselves (Op ’T Eynde, De Corte, Verschaffel, 2002). Middle school. A school configuration in the United States, which in recent decades, includes students in grade six through eight, or occasionally grade five through eight (National Center for Education Statistics [NCES], 2000). 13 Middle School Mathematics. Middle school mathematics is a specific set of learning expectations for the middle school level that emphasizes the learning, development, and strengthening of computational fluency with fractions, decimals, and integers, measurement, statistics, problem-solving, reasoning and proof, communication, connections, representation, and, the ability to represent ideas algebraically and geometrically (NCTM, 2000). Nuremberg Code. A set of standards established for the conduct of human research as a result of Nazi leaders committing and conspiring to commit war crimes against humanity during World War II (Byerly, 2009). Social constructivist philosophical stance. A basic set of beliefs that guide a researcher’s actions during research. A Social Constructivist stance is a stance that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p. 8). Standardized test. A tool used (either in paper and pencil or on the computer) to measure student academic achievement (Higgins, 2009). Standards-based reform. â€Å"An attempt to boost the academic achievement of all students by establishing rigorous educational standards for all, aligning instruction with those standards, and using accountability assessments to measure progress toward meeting those standards† (Voltz Fore, 2006, p. 331). Assumptions The following assumptions, based off of the characteristics of qualitative research outlined by Creswell (2007), are present in the study: 14. 1. Data is collected in the students’ natural setting where students experience the phenomena. 2. In qualitative research, the researcher is the primary instrument. In this sense, although data is collected by conducting face-to-face interviews, gathering documents, and taking field notes, that data is mediated through the researcher (Patton, 2002). 3. Multiple sources of data (the interview, documents, and field notes) are collected. 4. A variety of procedures are employed in order to check the accuracy of findings within the study (Gibbs, 2007). 5. In an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. 6. The research follows under the assumption that themes and categories emerge as the research process progresses. 7. An inductive form of data analysis is used. 8. The study uses a Social Constructivist lens. 9. The researcher makes interpretations of what research participants reveal in each interview as well as what the researcher collects in terms of documents. It is assumed that such interpretations cannot be separated from the researcher’s own background, history, context, and prior understanding (Creswell, 2009). 10. A holistic account of the phenomenon under study is reported. Additionally, 15 11. The sample size is large enough to provide an understanding of the experiences of middle school students learning mathematics in mathematics classes.

A study into secretive human behavior

A study into secretive human behavior Secretive is human behavior that has generally negative connation which should not be confused with Privacy which generally represents the human trait in which one individual is not ready to share his/her personal information to others. In contrast the secretive behavior is not limited to personal information only. If we look at the relevance of the particular behavior we may find that not only it is associated to individual level behavior but also to the organizational level. Therefore we can say that it has considerable effect in behavior modeling of individual as well as at organizational level. We can also distinguish the effect of this behavior on individual and organizational level. Secretive behavior can be associated to particular personality traits that an individual possesses which can be looked into by different conceptual framework as given in this study. Though the secretive behavior of an individual is always taken in negative sense but when we compare the inherent traits that build up this kind of behavior we may find that secretive behavior arise some positive traits in an individual which is more explained by Johari Window in following precedence. Conceptual Framework According to the study of scholarly articles studied by me I have come upon the definition of secretive behavior as the personality trait of an individual which comprises of hiding some information (that can be relevant or irrelevant) from others either consciously or unconsciously by the virtue of the individual traits that a person possesses. The hiding of the information can be act of introvert nature of a person or a kind of defence mechanism as suggested by Freud Theory. Therefore to analyze the personality traits that mould the secretive behavior I have taken help of Johari Window Framework. Johari Window was developed by Joseph Luft and Harry Ingman (Jo + Hari, Johari) in 1950s which is taken as 2 X 2 window having 4 quadrants or regions. Each quadrant or region depicts the information of an individual as perceived by themselves and by others as well. And hence by knowing the findings one can get a good understanding of themselves and their personalities in a more refined way. Figure 1 depicts the four quadrant of Johari Window from perceivers perspective and from others perspective. Perceived Person Known Unknown Perceiver Known OPEN BLIND Unknown SECRETS UNKNOWN Figure 1: Johari Window Following are the details of all four regions of Joharis Window described in detail: Open Region: When the personality traits or behavior of a person matches with the perspective of others as well, it is called as open region. It is generally that part that you show and share with others. It includes your appearance, team behavior, skills etc. It is generally recommended that people should belong to this region to increase there productivity in an organization. Blind Region: This is the region which includes characteristics that are known to other members in the group but individuals are not aware of that. These are generally the blind spot which should be as low as possible. These include individual behavior like making faces, showing emotions, aggressive nature etc which an individual does not know when they indulge in this type of traits. The aim is to reduce this area as much as possible which can be done by taking feedback from other members in the group to know things that an individual is not aware of. Secret Region: In this region the individual is aware of certain things but the others not. These things or behaviors are generally kept as secrets by the individual. This can be related to the introvert, shy nature of an individual. Another aspect is the avoided area by the individual which can be result from certain behavior that is socially not acceptable or considered as wrong. It can include certain private information that an individual does not want to share or the information that individual did not want to share. This kind of secretive behavior can adversely affect the dynamics of group therefore, it is recommended to reduce this area as much as possible and make the system more transparent. Unknown Region: When the behavior or traits are unknowns to the individual as well as the other team it is classified under this region. This can include talent and other behavior that can be revealed by either the person himself in future or by any other team member. By taking the Joharis window as a framework to analyze the personal traits of an individual one can distinguish that in which region out of the four does it belong and a person if it belongs in 3rd region that is Secret Region the attributes of that person can be best suited to know more about the secretive behavior of an individual at individual level as well as group level. Review of Literature The dictionary definition of secretive is defined as inclined to secrecy or reticence about divulging information; although they knew her whereabouts her friends kept close about it . If we look into literature review of this behavior there is lot of research papers that are presented. Few author presentation and perspective has been presented below: The well known concept of Johari Window1, which is a model of self awareness, personal development, group development and understanding relationship. This concept can be related to MBTI (Myers-Briggs Type Indicator)2 Indicator According to Julie D. Lane and Daniel M. Wegner 3, secrecy is a form of intentional deception that is peculiar for two reasons. First, whereas deception involves inducing a belief in another person that one knows to be false, secrecy involves preventing the other from knowing something one believes to be true. The second distinction is that secrecy is something one can do alone in a room. In another perspective Aldert Vrij, Karl Nunkoosing, Beth Paterson, Annerieke Oosterwegel and Stavroula Soukara4, defines the impact on individual behavior which is stated as Secret-holders confided information to those with whom they felt emotionally close; were more reluctant to confide when they kept the secret to avoid disapproval, and more likely to confide when they believed that others would find out about their secrets by paying attention to their (secret-holders) behaviors. Another context in the literature in Sullivans Interpersonal Theory5, which looks into interpersonal relations that modify the individual behavior. Sullivan stated that the personality of human being is shaped by the interpersonal relations that an individual have. More depth on individual aspect of why do people indulge in this kind of behavior is given by Defence Mechanism Theory by Sigmund Freud6. It involves the involvement of an individual in any behavior either unconsciously or by projecting wrong deception to indulge into defence mechanism. Empirical Study Generalization To study the effect of secretive behavior of an individual, I conducted a case study of four people studying in XLRI PMIR programme who knew well each other before coming here. This case study takes the help of Johari window from which I can deduce the understanding of personalities of these individual according to them as well as from the perspective of others. The main aim of doing this case study is to actually study the personality traits of an individual as perceived by him/her and as perceived by others. With the help of this I can categorize people into each of the four windows as described above in Johari Window and with the help of this segregation I can correlate which kind of people generally depict secretive behavior at individual level. Description of Case Study: In the case study I deliberately choose four people who knew each other very well so that the perception of an individual as perceived by others does not depend on just spontaneous interaction. I gave them 55 adjectives that a person can associates with himself/herself or with others. Then I make them to choose 6 adjectives that they think are best to describe about themselves and then I gave same set of adjectives to other three individual and noted down their responses about the same individual from their perspective on the same 6 adjective parameters. The adjectives that I have used are given in Appendices at the end of this report. Wile filling the corresponding personality traits choices one constraint that I follow is I gave only 120 seconds to fill out their responses for themselves and for others also. Since, there can be a possibility that during 120 seconds the individual does not get enough time to think upon the actual important personality traits. To eliminate out this discrepancy, I conducted same set of case study 4 times among the same set of individual but each time the response sheet which contains the set of 55 adjectives was in random order. To further reduce any unwanted deviations I conducted this at different times over a span of 3 days. By doing this an individual does not actually remember the choices that he/she had filled for others in previous trials. Findings of the Study Generalization Based on the case study as described above following are the results obtained for each of the four individual. Figure 2 represents the Adjectives picked by individual for themselves out of the given 55 adjectives. Adjectives associated with personality 1 2 3 4 5 6 Values perceived by Person A   friendly caring   cheerful   energetic   brave   sensible   Values perceived by Person B   independent logical   organized   helpful   caring     modest Values perceived by Person C   sentimental quiet   sensible   observant dignify   wise   Values perceived by Person D   giving happy   helpful   sensible caring   proud   Figure 2: Adjectives picked by individual for themselves out of the given 55 adjectives Figure 3 represents the adjectives associated with each person as perceived by other three persons. In this the frequency of each adjective is shown in () after taking the questionnaire at different point of time. Person A Person B Person C Person D Person A X   friendly(3), bold(2), extrovert(2) bold(3), energetic(2), organized(2)   extrovert(3), powerful(2), responsive(2)   Person B   Caring (4), helpful (3), extrovert(3) X helpful (4), logical (2), modest (2)   logical (2), proud (2), helpful (2)   Person C   extrovert(2), cheerful (2) , happy (2) nervous(3), tense(2), complex(2)   X relaxed(2), ingenious(1), giving(1) Person D   helpful(3), calm(2), modest(2)   giving(2), happy(2), caring(2)   modest(2), organized(2), giving(1) X Figure 3: Adjectives picked by others for specific person. ( ) represents the frequency of that adjective As we can see from the data collected by taking down the personality traits of an individual from perceiver as well as perceived perspective that the individual behavior of Person A ,Person B and Person C matches to a certain extent with the behavior as noted by other members in the group. Moreover, the frequency with which the kind of adjectives appears for both the persons indicates that all of them belong to Region 1 of Johari Window which is Open region. And the adjectives associated with both persons like friendly, organized, brave, responsive, helpful, extrovert etc are in perfect correlation with the qualities that are associated with Region 1 as given by Joseph Luft and Harry Ingman. If we consider the case of Person 3, where the behavior described by himself does not matches with the behaviors as perceived by others, we can say that the Person C belongs to Region 3 or Secret Region of the Johari Window where the behavior are known to the person but are unknown to others. The basic traits that the person think of him is sentimental, quiet, sensible, observant, dignify and wise which is in negative correlation with the behavior given by other like extrovert, happy, relaxed etc. Moreover, the attributes associate with Person 3 which he think of him perfectly correlates with the behavior associated with Region 3 of Johari Window as given by Joseph Luft and Harry Ingman. Therefore, we can say that the individual having personality traits like introvert, quiet, shy, powerful, observant are much more associated to the persons having secretive behavior as compared to the person with the behavior like extrovert, happy, openness etc. Implications of Group Work We can distinguish the effect of this behavior on individual and organizational level which is given as follows: At Individual Level: Impact on Psychological Aspect: When we look into the effect of this kind of behavior on mental functions of human we can see that this type of behavior is generally associated with the people who are reserved, introvert, who does not want to share information. Also we can say that that the type of people who show this kind of behavior have very strong will which make them to hide information from others. Impact on Behavioral Modernity: With the advent of more information channels and competition the secretive nature has been considerably changed from our ancestors. And by comparing with the previous we can say that it has considerably increased. At Organizational level: Impact on Sociological Aspect: Sometimes secretive nature of the organization is more concerned with hiding of some information due to protection of ideas, future plans, information which can affect them severely. Impact on Anthropological Aspect: When an organization does not share proper information with employees, they are actually creating a traditional relations with them which will affect the motivation and performance of there work. Impact on Job Satisfaction Level: Job Satisfaction relates to the content level of an individual with his/her performance. And when an individual thinks that an organization is hiding some relevant information that arise a suspicion which decreases the job satisfaction or this behavior shows the negative correlation with job satisfaction. Contributions to Organizational Behavior I feel that as a part of organizational behavior it is very important to understand the individual behaviors and personality traits. In addition to this it is very much essential to understand and focus on the actual causes behind these behaviors which actually force an individual to indulge in secretive behavior. Therefore I think my study about secretive behavior is very much relevant to organizational behavior. But since my research involves the study the effect of internal personality traits on secretive nature and therefore it will be interesting to see how external effects like situation and society plays an important role in contributing the modification of secretive behavior in an individual. Hence, there is further scope to extend this study in the light of external factors and correlation of these external factors with the internal behavioral trait of an individual. Conclusion According to the study of scholarly articles studied by me I have come upon the definition of secretive behavior as the personality trait of an individual which comprises of hiding some information (that can be relevant or irrelevant) from others either consciously or unconsciously by the virtue of the individual traits that a person possesses. As showed in the case study results given above the personality traits to a greater extent affects the secretive behavior of an individual. For example the individual who are more introvert, shy and reserve tend to show more secretive behavior as compared to the people who are extrovert or outspoken. Even the people who have strong determination are more capable in holding any secret as compared to one who did not have strong will power. Therefore, by studying the Joharis window on different set of people I can say that individual personality traits or internal factors affect the secretive nature very much.