Tension and suspense in the novel Chronicle of a Death Foretold by Gabriel Garcia Marquez Essay Example For Students

Tension and suspense in the novel Chronicle of a Death Foretold by Gabriel Garcia Marquez Essay Marquez subtly transforms a historical murder into a crime thriller in his novel, Chronicle of a Death Foretold. The very first line of the novel informs the reader about the murder, which prompts the reader to discover how and why the protagonist, Santiago Nasar will be murdered. Marquez appraises the foretold death but leaves it to the reader to explore a number of factors responsible for the death such as honour codes, the orthodox society or the laxity of the people that culminated into the death of the protagonist. Marquez weaves the story of Santiago’s murder with the gossamer of tension and suspense. His web successfully traps the reader as no one is ready to take the responsibility of the murder which had even been foretold. We will write a custom essay on Tension and suspense in the novel Chronicle of a Death Foretold by Gabriel Garcia Marquez specifically for you for only $16.38 $13.9/page Order now The greatest tension Marquez builds in this novel is by removing the element of suspense itself from the novel and thrusting the plot in a vein similar to a Greek tragedy. Marquez’s line, â€Å"On the day they were going to kill him†(Marquez 1) is able to draw a parallel between his work and the Greek tragedies where the audience was lured by the theatre despite knowing the sum and substance of the tragic plot. Marquez uses the tool of magic realism to make his story â€Å"Part morality tale, part fairy tale†, in addition to Greek tragedy. The element of prophetic dreams perplexes the reader as he instinctively tries to explore if the dreams have any mortal innuendoes. The reader knows everything essential to the plot from the opening page, yet he is intrigued by the novel until the final paragraph, wherein the murder is described. In addition, it is not strange that by the time Marquez elucidates it, the reader is already grappling with a number of key themes su ch as revenge, honour, racism and religion, confused as to what it was that accentuated the murder. Marquez orchestrates the story through an unnamed third person narrator who can only bring forth the information he gleans through his investigation although he is a next kin to the deceased. The reader feels baffled, as even the journalistic style cannot kindle the past that transpired twenty-seven years ago, in this particular rigid Latin American society. Marquez’s style is unique in that although the narrator tells the story in the first person, yet he also relates everything everyone is thinking. As in his other novels Marquez explores the theme of amnesia, thereby obscuring the evidence and testimony for the murder that took place so long ago. Most of the people who witnessed the gory spectacle are either dead or are suffering from obliviousness. It is strange that the policeman, Leandro Pornoy, shows no interest in the activities of the two drunken brothers. The Colonel, Lazaro Aponte, says â€Å"No one is arrested just on suspicion,†(Marquez 57) although he hims elf confiscated the knives from the Vicario brothers. Apart from the strange characters, the title of the novel is itself an oxymoron for the reader, as death can never be foretold. Ironically in the words of the translator, Gregory Rabassa, â€Å"The title is quite fitting, therefore, in that the death in question has been announced and is foretold, and through it Marquez has managed to keep the shock and horror of surprise.† Marquez’s style is immaculate when the narrator talks about the murder in the opening sentence of the novel; â€Å"On the day they were going to kill him†. With the technique of flashback he foreshadows the death of the protagonist with the very beginning of the novel. The reader is all the more terse and tense to know of the death but no reasons behind its justification. .ub9c15db89b6322795113f1e5121701ed , .ub9c15db89b6322795113f1e5121701ed .postImageUrl , .ub9c15db89b6322795113f1e5121701ed .centered-text-area { min-height: 80px; position: relative; } .ub9c15db89b6322795113f1e5121701ed , .ub9c15db89b6322795113f1e5121701ed:hover , .ub9c15db89b6322795113f1e5121701ed:visited , .ub9c15db89b6322795113f1e5121701ed:active { border:0!important; } .ub9c15db89b6322795113f1e5121701ed .clearfix:after { content: ""; display: table; clear: both; } .ub9c15db89b6322795113f1e5121701ed { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub9c15db89b6322795113f1e5121701ed:active , .ub9c15db89b6322795113f1e5121701ed:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub9c15db89b6322795113f1e5121701ed .centered-text-area { width: 100%; position: relative ; } .ub9c15db89b6322795113f1e5121701ed .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub9c15db89b6322795113f1e5121701ed .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub9c15db89b6322795113f1e5121701ed .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub9c15db89b6322795113f1e5121701ed:hover .ctaButton { background-color: #34495E!important; } .ub9c15db89b6322795113f1e5121701ed .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub9c15db89b6322795113f1e5121701ed .ub9c15db89b6322795113f1e5121701ed-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub9c15db89b6322795113f1e5121701ed:after { content: ""; display: block; clear: both; } READ: Brutus' Tragic Flaw EssayThe author employs various techniques to create an element of tension and suspense in the mind of the reader. The identities of the murderers, Pedro and Pablo Vicario, are given but the author screens the details of the gruesome murder until the very end. The journalistic style adopted by the author serves as another impediment in the mind of the reader. Jeffry Lilburn says â€Å"what begins as an attempt to fill the gaps, to find out once and for all what really happened that dark and drizzly morning becomes instead a parody of any attempt to recapture and reconstruct the past†. Furthermore no doubt the mind of the reader oscillates between the past and the present. The writer shows the superficial nature of the townsfolk, a closely- ­Ãƒ ¢ knit group of people who suffer from inertia and laxity when it comes to honour code. The reader does not understand the double standards of the society where women must have their hymen intact while men are allowed to relish the delinquent lives fornicating, â€Å"in the apostolic lap of Maria Alejandrina Cervantes†(Marquez 3). There seems to be too much hue and cry on virginity with reference to Angela in the novel. The reader does not reconcile himself as to what is responsible behind such canons: is it the influence of the Spanish culture on the Latin American one or the primal instincts of ancient people. However, it appears that the society is firm on the issues of honour and virginity. The reader is further confused when Angela is convinced that she has slept with Bayardo and lost her virginity for the first time. â€Å"No one would have thought, nor did anyone say, that Angela Vicario wasn’t a virgin†. How does she cross the physical and metaphorical barriers and lose her honour? It is the irony of human kind that the fickle minded society takes Santiago Nasar as the perpetrator although they had never been seen together. The reader cannot also understand why Placida Linero, renowned as a great interpreter of dreams fails to interpret the dream of her only son. By blending his journalistic style with the artistic aspect of literature, Marquez confuses the reader as to what he is reading: an account of history, fantasy or a murder mystery. While the narrative moves speedily the reader is left ruminating as to what must have happened between Bayardo and Angela on their connubial night. The reader is tensed when it comes to whether her family will accept Angela or not. It is here that Marquez creates foremost tension in the mind of the reader who is impelled to question the honour codes indoctrinated in the minds of the townsfolk. And the reader questions himself if Angela is not as sinful as her perpetrator is? And when she blames Santiago to be the violator of her honour, the reader is as tensed as a wire. Is Santiago really the seducer? Why does the society sympathize with a woman who has broken the unwritten laws of virginity, by sleeping with ‘many’ and even with the others who are in the other world? Another fact that confuses the reader is the lack of enough details of a character as important as Angela. Marquez moves ahead without providing any such explanations. Marquez presents such twists in the novel that the reader sometimes blames Santiago of seducing Angela, given Santiago’s character as a philanderer. But at the same time the reader exonerates him of this act when his character is compared to a Christ like figure. Marquez paints Santiago, â€Å"a stigma of a crucified Christ† a scapegoat for the sins and the ignorance of society. But can there be a parallel between a man who grabbed Divina’s â€Å"whole pussy†(Marquez 12) and Christ? It is here that Marquez creates a labyrinth through his laconic writing. At the end of the novel, far away from the poetic justice, the reader stands on slippery grounds as to decide who Santiago is: a Biblical figure or Satanic one. In the words of his mother, Santiago was a man whose â€Å"skin was so delicate that it couldn’t stand the noise of starch†(Marquez 5). And the biggest suspense, which bewilders the reader, is the big question, why nobody stops Santia go’s murder? .u6e4c012b49d1d19e5cbbebd6c945c187 , .u6e4c012b49d1d19e5cbbebd6c945c187 .postImageUrl , .u6e4c012b49d1d19e5cbbebd6c945c187 .centered-text-area { min-height: 80px; position: relative; } .u6e4c012b49d1d19e5cbbebd6c945c187 , .u6e4c012b49d1d19e5cbbebd6c945c187:hover , .u6e4c012b49d1d19e5cbbebd6c945c187:visited , .u6e4c012b49d1d19e5cbbebd6c945c187:active { border:0!important; } .u6e4c012b49d1d19e5cbbebd6c945c187 .clearfix:after { content: ""; display: table; clear: both; } .u6e4c012b49d1d19e5cbbebd6c945c187 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6e4c012b49d1d19e5cbbebd6c945c187:active , .u6e4c012b49d1d19e5cbbebd6c945c187:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6e4c012b49d1d19e5cbbebd6c945c187 .centered-text-area { width: 100%; position: relative ; } .u6e4c012b49d1d19e5cbbebd6c945c187 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6e4c012b49d1d19e5cbbebd6c945c187 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6e4c012b49d1d19e5cbbebd6c945c187 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6e4c012b49d1d19e5cbbebd6c945c187:hover .ctaButton { background-color: #34495E!important; } .u6e4c012b49d1d19e5cbbebd6c945c187 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6e4c012b49d1d19e5cbbebd6c945c187 .u6e4c012b49d1d19e5cbbebd6c945c187-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6e4c012b49d1d19e5cbbebd6c945c187:after { content: ""; display: block; clear: both; } READ: Death of a Traveling Salesman misc EssayThe translator Gregory Rabassa builds up the tension in the very first scene. He uses short sentences to create a powerful flow of emotions in the reader’s mind. For instance through the alliteration in the line â€Å"hallucination, holding his hanging intestines in his hands†(Marquez 121) the reader is confused to decipher the implication of this poetic technique incorporated into prose. Further his words, constituting a hyperbole, â€Å"all his intestines exploded out†(Marquez 121) petrify the reader. The metaphor of â€Å"mirror of memory†(Marquez 5) suggests that the truth will never be uncovered and t he importance of the event has faded. The phrase â€Å"scattered shards†(Marquez 5) infers there is danger in the search. Overall, it looks that the narrator’s quest for the truth will be hindered by the lapse in time. And this is the dexterity of the Marquez that even now the reader cannot decide who to blame for the murder of Santiago: the honour code, the collective society, the Spanish culture or man’s protective and possessive attitude toward women.

Free Essays on Popular Music And Its Effect On Society

Popular Music and its Effect on Today’s Society In today’s society the teenager has more rights than ever before. Along with these rights come responsibility, independence and the development of good judgment. It is the belief of many people that all of the afore mentioned qualities are destroyed in the lives of teens due to popular music. Today, pop music remains one of the most controversial issues in modern society. Because adolescences are seen as being highly impressionable their negative actions are constantly being evaluated and traced back to sources of culture, and since pop music plays such a huge role in the lives of most teens, it is an easy target to place the blame. The criticism of popular music begins with the â€Å"rock star†. Many will argue that teens who are struggling to fit into society see rock stars as idols . One main reason that this occurs is because of the accessibility of what these rock stars are publishing. Think of all the things that teenagers have in front of them everyday; radio, television, clothing, billboard advertisements, etc. all of which are covered with popular musicians. Because of their tremendous presence, teens begin to perceive rock stars as extravagant people with no boundaries, limits or regulations. Teens then see themselves in the rock stars presentation of themselves and develop an obsession to conform. This helps to pose the question of why teens are the most likely to get wrapped up in the pop music world. While there are millions of reasons, the main ones have to do with the fact that the teenage years are such a critical point of growing up. It is the first age in most people’s lives where independence is theirs and this causes desperation for something new to be controlled by. Teens are most susceptible to manipulation by rock stars because most of these stars are still teenagers themselves, so they are easy to relate to. In fact, some bands are only related to by ... Free Essays on Popular Music And Its Effect On Society Free Essays on Popular Music And Its Effect On Society Popular Music and its Effect on Today’s Society In today’s society the teenager has more rights than ever before. Along with these rights come responsibility, independence and the development of good judgment. It is the belief of many people that all of the afore mentioned qualities are destroyed in the lives of teens due to popular music. Today, pop music remains one of the most controversial issues in modern society. Because adolescences are seen as being highly impressionable their negative actions are constantly being evaluated and traced back to sources of culture, and since pop music plays such a huge role in the lives of most teens, it is an easy target to place the blame. The criticism of popular music begins with the â€Å"rock star†. Many will argue that teens who are struggling to fit into society see rock stars as idols . One main reason that this occurs is because of the accessibility of what these rock stars are publishing. Think of all the things that teenagers have in front of them everyday; radio, television, clothing, billboard advertisements, etc. all of which are covered with popular musicians. Because of their tremendous presence, teens begin to perceive rock stars as extravagant people with no boundaries, limits or regulations. Teens then see themselves in the rock stars presentation of themselves and develop an obsession to conform. This helps to pose the question of why teens are the most likely to get wrapped up in the pop music world. While there are millions of reasons, the main ones have to do with the fact that the teenage years are such a critical point of growing up. It is the first age in most people’s lives where independence is theirs and this causes desperation for something new to be controlled by. Teens are most susceptible to manipulation by rock stars because most of these stars are still teenagers themselves, so they are easy to relate to. In fact, some bands are only related to by ...

HMS Dreadnought - The 1906 Battleship that Changed Everything

HMS Dreadnought - The 1906 Battleship that Changed Everything In the early years of the 20th century, naval visionaries such as Admiral Sir John Jackie Fisher of the Royal Navy and Vittorio Cuniberti of the Regia Marnia began advocating for the design of all-big-gun battleships. Such a vessel would only feature the largest guns, at this point in time 12, and would largely dispense with the ships secondary armament. Writing for Janes Fighting Ships in 1903, Cuniberti argued that the ideal battleship would possess twelve 12-inch guns in six turrets, armor 12 thick, displace 17,000 tons, and be capable of 24 knots. He foresaw this colossus of the seas as being capable of destroying any existing foe though recognized that the construction of such vessels could only be afforded by the worlds leading navies. A New Approach A year after Cunibertis article, Fisher convened an informal group to begin assessing these types of designs. The all-big gun approach was validated during Admiral Heihachiro Togos victory at the Battle of Tsushima (1905) in which the main guns of Japanese battleships inflicted the bulk of the damage on the Russian Baltic Fleet. British observers aboard Japanese ships reported this to Fisher, now First Sea Lord, with the further observation that the Imperial Japanese Navys 12 guns were particularly effective. Receiving this data, Fisher immediately pressed ahead with an all-big-gun design. The lessons learned at Tsushima were also embraced by the United States which began work on an all-big-gun class (the South Carolina-class) and the Japanese who commenced building the battleship Satsuma. While planning and construction for the South Carolina-class and Satsuma began prior to British efforts, they soon fell behind for a variety of reason. In addition to the increased firepower of an all-big-gun ship, the elimination of the secondary battery made adjusting fire during battle easier as it allowed spotters to know which type of gun was making the splashes near an enemy vessel. The removal of the secondary battery also made the new type more efficient to operate as fewer types of shells were needed. Moving Forward This reduction in cost greatly aided Fisher in securing Parliamentary approval for his new ship. Working with his Committee on Designs, Fisher developed his all-big-gun ship which was dubbed HMS Dreadnought. Centered on a main armament of 12 guns and a minimum top speed of 21 knots, the committee evaluated a variety of different designs and layouts. The group also served to deflect criticism away from Fisher and the Admiralty.    Propulsion Including the latest technology, Dreadnoughts power plant utilized steam turbines, recently developed by Charles A. Parsons, in lieu of the standard triple-expansion steam engines. Mounting two paired sets of Parsons direct-drive turbines powered by eighteen Babcock Wilcox water-tube boilers, Dreadnought was driven by four three-bladed propellers. The use of the Parsons turbines greatly increased the speed of the vessel and allowed it to outrun any existing battleship. The vessel was also fitted with a series of longitudinal bulkheads to protect the magazines and shell rooms from underwater explosions. Armor To protect Dreadnought the designers elected to use Krupp cemented armor which was produced at William Beardmores mill in Dalmuir, Scotland. The main armor belt measured 11 thick at the waterline and tapered to 7 at its lower edge. This was supported by an 8 belt that ran from the waterline up to the main deck. Protection for the turrets included 11 of Krupp cemented armor on the faces and sides while the roofs were covered with 3 of Krupp non-cemented armor.   The conning tower utilized a similar arrangement to the turrets. Armament For its main armament, Dreadnought mounted ten 12 guns in five twin turrets. Three of these were mounted along the centerline, one forward and two aft, with the other two in wing positions on either side of the bridge. As a result, Dreadnought could only bring eight of its ten guns to bear on a single target. In laying out the turrets, the committee rejected superfiring (one turret firing over another) arrangements due to concerns that the muzzle blast of the upper turret would cause issues with the open sighting hoods of the one below. Dreadnoughts ten 45-calibre BL 12-inch Mark X guns were capable of firing two rounds per minute at a maximum range of around 20,435 yards. The vessels shell rooms possessed space to store 80 rounds per gun. Supplementing the 12 guns were 27 12-pdr guns intended for close defense against torpedo boats and destroyers. For fire control, the ship incorporated some of the first instruments for electronically transmitting range, deflection, and order directly to the turrets. HMS Dreadnought - Overview Nation: Great BritainType: BattleshipShipyard: HM Dockyard, PortsmouthLaid Down: October 2, 1905Launched: February 10, 1906Commissioned: December 2, 1906Fate: Broken up in 1923 Specifications: Displacement: 18,410  tonsLength: 527 ft.Beam: 82 ft.Draft: 26 ft.Propulsion: 18 Babcock Wilcox 3-drum water-tube boilers w/ Parsons single-reduction geared steam turbinesSpeed: 21 knotsComplement: 695-773 men Armament: Guns 10 x BL 12 in. L/45 Mk.X guns mounted in 5 twin B Mk.VIII turrets27 Ãâ€" 12-pdr 18 cwt L/50 Mk.I guns, single mountings P Mk.IV5 Ãâ€" 18 in. submerged torpedo tubes Construction Anticipating approval of the design, Fisher began stockpiling steel for Dreadnought at the Royal Dockyard in Portsmouth and ordered that many parts be prefabricated. Laid down on October 2, 1905, work on Dreadnought proceeded at a frenetic pace with the vessel being launched by King Edward VII on February 10, 1906, after only four months on the ways. Deemed complete on October 3, 1906, Fisher claimed that the ship had been built in a year and a day. In actuality, it took an additional two months to finish the ship and Dreadnought was not commissioned until December 2. Regardless, the speed of the ships construction startled the world as much as its military capabilities. Early Service Sailing for the Mediterranean and Caribbean in January 1907, with Captain Sir Reginald Bacon in command, Dreadnought performed admirably during its trials and testing. Closely watched by the worlds navies, Dreadnought inspired a revolution in battleship design and future all-big-gun ships were henceforth referred to as dreadnoughts. Designated flagship of the Home Fleet, minor problems with Dreadnought were detected such as the location of the fire control platforms and the arrangement of the armor. These were corrected in the follow-on classes of dreadnoughts. World War I Dreadnought was soon eclipsed by the Orion-class battleships which featured 13.5 guns and began entering service in 1912. Due to their greater firepower, these new ships were dubbed super-dreadnoughts. With the outbreak of World War I in 1914, Dreadnought was serving as flagship of the Fourth Battle Squadron based at Scapa Flow. In this capacity, it saw its only action of the conflict when it rammed and sank U-29 on March 18, 1915. Refitted in early 1916, Dreadnought shifted south and became part of the Third Battle Squadron at Sheerness. Ironically, due to this transfer, it did not participate in the 1916 Battle of Jutland, which saw the largest confrontation of battleships whose design had been inspired by Dreadnought. Returning to the Fourth Battle Squadron in March 1918, Dreadnought was paid off in July and placed in reserve at Rosyth the following February. Remaining in reserve, Dreadnought was later sold and scrapped at Inverkeithing in 1923. Impact While Dreadnoughts career was largely uneventful, the ship initiated one of the largest arms races in history which ultimately culminated with World War I. Though Fisher had intended to use Dreadnought to demonstrate British naval power, the revolutionary nature of its design immediately reduced Britains 25-ship superiority in battleships to 1. Following the design parameters set forth by Dreadnought, both Britain and Germany embarked on battleship building programs of unprecedented size and scope, with each seeking to build larger, more powerfully armed ships. As a result, Dreadnought and its early sisters were soon out-classed as the Royal Navy and Kaiserliche Marine quickly expanded their ranks with increasingly modern warships. The battleships inspired by Dreadnought served as the backbone of the worlds navies until the rise of the aircraft carrier during World War II.

The Impact of Diversity on Creativity Essay Example | Topics and Well Written Essays - 500 words

The Impact of Diversity on Creativity - Essay Example This is particularly relevant for companies now with the call for both incremental and revolutionary change to enliven the vision and mission† Segal (2001).   Let us take the workplace as an example. Many companies hire people from different ethnic backgrounds. And apparently for very good reasons. The recent years saw the number of corporate managers subscribing to the idea that â€Å"when well managed,† ethnic diversity in the workplace can â€Å"provide organizations with certain competitive advantages.† (McLeod, Lobel & Cox 1996). These managers believe that ideas, which the ethnically diverse groups come up with, are often found to have â€Å"higher quality—more effective and feasible—than the ideas produced by the homogeneous groups,† or the group of people with the same ethnicity. According to McLeod, Lobel & Cox (1996), an enlightened manager realizes that stronger unity exists within diversity. As Lisagor (2006) states;   On the other hand, leaders who appreciate the value of different life experiences, surround themselves with many types of individuals, and encourage dissenting views are usually rewarded with greater success and personal satisfaction.   Advocates for diversity argue that having people with diverse backgrounds will offer diverse ideas to the company.

Sales and Distribution Management Assignment Example | Topics and Well Written Essays - 4000 words

Sales and Distribution Management - Assignment Example To solve the solve both the sales and distribution problem the company finds itself confronted with, it is important to objectively outline the situation. The situation, as it currently stands, is that our company had contracted with a sales/distribution company to both sell and distribute 3,000 tones of our toys across the United Kingdom in time for Christmas. The goods have been loaded onto the Emma Maersk and will arrive in the United Kingdom on the due date. The problem lies in the sales and distribution of the unloaded cargo to stores across the UK, given that the company which had originally been contracted to handle this process has gone out of business. As we have exactly three weeks to resolve this problem, the imperatives of immediately deciding upon a model for the effective and efficient sales and distribution of the unloaded cargo are inarguable. There are two steps to the resolution of the above-described problem. The first step involves motivating and managing a sales team to sell the goods within the specified time-frame and the second involves distributing the goods within that same time-frame. Our ability to do satisfy the first depends on our understanding of team behaviour and the ways and means by which to motivate sales teams. As for the second, the resolution of the distribution problem lies in the implementation of a modified version of the Just-In-Time paradigm. 2 Sales Team Management Models Researchers who study general team characteristics often examine and reference the models of Gladstein (1984), Hackman (1987), and Campion et al. (1996). These three key models are discussed below. 2.1 Gladstein's model Gladstein's (1984) model categorized the variables and labeled them as either input, process, or output (Figure 1). Gladstein defines inputs as contributions from individual, group, and organization for group effectiveness. Gladstein categorized the inputs into two levels: group and organizational. Process refers to the activities of decision-making and output refers to the outcomes of the team activities. Group task moderates the relationship between group process and group effectiveness. Group level inputs and organizational level inputs directly affect group effectiveness. Both levels of inputs indirectly affect the group process. Gladstein's model defines team effectiveness based on the performance of the team and the satisfaction of the team members. Figure 1 General Model of Group Behavior: Constructs and Measured Variables. From "Groups in context: a model of task group effectiveness," by D. Gladstein, 1984, Administrative Science Quarterly, 29, p. 502. 2.2 Hackman's model Hackman (1987) created a practical framework for team studies (Figure 2). Hackman's model (1987), like Gladstein's model (1984) uses an "input-process-output" framework for analyzing group behavior and performance. Hackman's model consists of six major variables: organizational context, group design, group synergy, process, group task, and group effectiveness. In Hackman's model, organizational context, refers to the reward system, the education system, and the information system, all of which support the work of the team. Organizational context, along with group design and group synergy, influences how well team members are able to apply their skill and knowledge to the team task. The model defines group synergy as interactions between members, which increases group progress and decreases

Writing a Personal Narrative :: Personal Narrative Writing

Purpose and Audience Personal narratives allow you to share your life with others and vicariously experience the things that happen around you. Your job as a writer is to put the reader in the midst of the action letting him or her live through an experience. Although a great deal of writing has a thesis, stories are different. A good story creates a dramatic effect, makes us laugh, gives us pleasurable fright, and/or gets us on the edge of our seats. A story has done its job if we can say, "Yes, that captures what living with my father feels like," or "Yes, that’s what being cut from the football team felt like." Structure There are a variety of ways to structure your narrative story. The three most common structures are: chronological approach, flashback sequence, and reflective mode. Select one that best fits the story you are telling. Methods Show, Don’t’ Tell Don’t tell the reader what he or she is supposed to think or feel. Let the reader see, hear, smell, feel, and taste the experience directly, and let the sensory experiences lead him or her to your intended thought or feeling. Showing is harder than telling. It’s easier to say, "It was incredibly funny," than to write something that is incredibly funny. The rule of "show, don’t tell" means that your job as a storyteller is not to interpret; it’s to select revealing details. You’re a sifter, not an explainer. An easy way to accomplish showing and not telling is to avoid the use of "to be" verbs. Let People Talk It’s amazing how much we learn about people from what they say. One way to achieve this is through carefully constructed dialogue. Work to create dialogue that allows the characters’ personalities and voices to emerge through unique word selection and the use of active rather than passive voice. Choose a Point of View Point of view is the perspective from which your story is told. It encompasses where you are in time, how much you view the experience emotionally (your tone), and how much you allow yourself into the minds of the characters. Most personal narratives are told from the first-person limited point of view. If you venture to experiment with other points of view, you may want to discuss them with Miss Burke as you plan your piece.

Discipline in High School and Elementary Education

When it comes to special education, discipline is a major concern in this area because many students are incessantly being expelled for their behavior issues that are caused by their disabilities. With the previous law students were excluded from school and received long suspension time because of their behavioral problems but when the new law was passed in 2004 students that are disable, is entitle to a free appropriate education under the Individuals with Disabilities Education Act (IDEA) and can no longer be expel from school if their behavior is due to their disability.With the new law, students can no longer be suspended for more than 10 days during a school term for behavioral issues and 45 days for weapon and illegal drugs. A Functional Behavioral Assessment (FBA) should be included within the special need students Individualized Education Plan (IEP) at the beginning of each school year so that the general education teachers is aware of the students behavioral problems and is able to handle them before the student get out of hand and the other students learning is disruptive.If students know what is expected of them in the beginning, I believe that they will try to keep their behavior under control especially when they are in a more controlled and structure classroom. During the interview process, I learned that both high school and elementary education follow the same guidelines and rules when it comes to discipline special needs students; they have to follow the laws under Individuals with Disabilities Education Act 2004.The only difference that I reconginzed is that high school administrators feel that special need students at their school should be comfortable with their disabilities and have their behavioral under control because they have dealt with many issues throughout their elementary education and had various behavorial intervention plan in place which are various techniques that are used to help alleviate their behavior. With special educatio n teachers being a high demand now, newteachers should be well informed on how to discipline special needs students. Mrs. Davis expressed, issues that frequently occur with special needs students will be, if their wrongdoing is a direct manifestation of the student disability and new or experience teachers should be aware if the student disability is affecting their behavior. Since discipline is a major issue that appears to occur in schools due to special education students being included into regular education classrooms.Students tend to act out because they are not on the same level as their non-disable peers and feel as though they are not able to complete the same course work and receive a passing grade therefore they begin to disrupt the class instead of asking for help when it is needed. I can understand the student frustration when they are not able to answer questions or other students make fun of them because they could not get the correct answer.These students are in a ma instream classroom with their peers but are not on the same reading level as them and it is difficult for them to participate in class and feel as if they are up to part (T. Davis, personal communication, December 16, 2013). Ms. James stated that discipline issues that occur with special needs students in her school are students that are emotionally disturbed. These students disrespect their authority figures, fight other students and it even goes so far as them threatening to harm teachers and other students (S.James, personal communication, December 18, 2013).The court case that influence the school district is Honig v. Doe, the court ruled that students with disabilities can not be excluded from school for any misbehavior that is disability related but the educational service could cease if the misbehavior is not related to the disability (wrightlaw, 2011). We discussed the challenges that administrators and teachers face related to special education students. According to Mrs.Da vis a special need student has a plan of action in place which drives his/her instructions, if special need students commit serious wrongdoings which is not a manifestation of his disability then he/she will be reprimanded; the same as a regular education student (Ms. Davis, 2013). Doe v. Koger (1979) court case influence the school district because the court implied that students with disabilities could be expelled when there was no relationship between their misconduct and their disabilities, a perspective that became known as the manifestation of the disability doctrine (Osborne, 2007).Ms.James stated that this is a big challenge for administrators and teachers because special needs students do not receive the same disciplinary actions as regular students although they committed the same misconduct. It is unfair that their learning and others students learning is being disruptive and teachers have to accept their inappropriate behavior because they are protected under IDEA (S. Ja mes, 2013). The disciplinary procedure is perplex between the two groups; some individual may think that it is fair for the two groups to received different action against them for their misbehaving in the classroom but Mrs.Davis think that disciplinary action is demanding when managing these two groups because it require the teachers to stay abreast of all of the individuality of the special need student so that instructional as well as behavioral problems maybe avoided by quick adjustments in the classroom. On the other hand, Ms. James felt that special needs students are not sent to the office quicker than regular education students. Teachers have to deal with their behavior and try different positive behavior techniques with them.Some students are not aware of disciplinary decisions and actions between both groups of students, special needs students do not realize that they can not be expelled from school. According to Osborne, the court did not leave school officials without re course; it added that they could suspend students with disabilities for up to 10 days if they posed an immediate threat to the safety of others. I also learned that it is imperative that the parents are involved and provided with procedural safeguard information which identifies their child’s rights related to special education under the Individuals with Disabilities Education Act.The interview goes on to discuss how parents react to how their children are being punished different from a special need student, they are not happy with the rules because they feel that every student should received the same punishment regardless. We also discussed the decision that the district makes and the ladies stated that the district stands behind Tribunal’s decision and the special education director is responsible for training.