The Funeral Games of Patroklos in Homers Iliad and...

The Funeral Games of Patroklos in Homers Iliad and Odyssey Coming towards the end of a war which has consumed an entire decade and laid waste the lives of many, the Greek warriors in Troy choose to take the time and energy to hold funeral games. This sequence of events leaves the reader feeling confused because its not something one would expect and seems highly out of place. Throughout the epic Homer tries to describe what it is to be mortal and often contrasts it with what it means to be immortal. Homer uses the funeral games of Patroklos to show crucial differences about the lives of mortals and the lives of gods. These games come towards the end of a war that has cost thousands of men their†¦show more content†¦In the chariot race first place received a woman and a large tripod, second place a mare, third place a cauldron, fourth place two talents of gold, and for fifth place a jar. This award for losing is never seen in wars. After Troy is destroyed there is no prize given to the survivors. While there are prizes for all competitors, like the gods the men are not always happy and often argue. After coming in second in the chariot race Antilochos is upset over what prize he will receive. Achilles, I shall be very angry with you if you accomplish what you have said. You mean to take my prize away from me. (544-545. Book 23. Homer, Iliad) This is quite ironic since the opening conflict was over Agamemnon taking a prize from Achilles. Later Antilochos receives his second prize and Achilles gives to the son of Admetos another corselet, but the petty arguing over priz es doesnt end. Menelaos accuses Antilochos of getting in the way of his horses during the race and demands that the prize of the mare be given to him. Once the horse reaches Menelaos he decides to forgive Antilochos and gives the horse back to him. In the end everyone makes up and everything is okay. This doesnt happen in the real world that these men live in, only in the realm of the gods. In this instance there is no clear concept of loss since everyone wins. The tenet that men center their lives around, of honor and glory under the constant risk of death

Cyberbullying Is The Modern Form Of Bullying - 891 Words

Bullying has been around for centuries, however, as technology has been advancing cyberbullying has become the modern form to criticize others. This has become an immense dilemma in the social media. Cyberbullying is defined as a form of bullying, however, it is through the use of electronics. It occurs through social websites like Facebook or Twitter, pictures or text messages. Certain outcomes of cyberbullying will be covered, for example, low self-esteem, depression and suicide. In addition, prevention and possible solutions will be provided. Moreover, the social media is detrimental for teenagers because it allows access to become a potential victim of cyberbullying. A person who experiences cyberbullying in their previous years can be greatly affected later in their life. A study conducted by the National Child Development â€Å"found [that] the participants who were bullied as children had higher levels of anxiety (Bowerman). This study demonstrated how traumatic such experie nce could be in the victim s life. The victim s self-esteem is shattered by harsh, unnecessary words. They are left feeling threatened and inadequate, which is powerful enough to cause anxiety. Often times bullies do not consider their actions towards others and how it affects them. They believe that as one ages memories are entirely forgotten and people comfortably carry on with their lives. However, victims of cyberbullying can effortlessly recall the name of the tormentor and how they made themShow MoreRelatedCyberbullying And Its Impact On Cyberbullying1457 Words   |  6 PagesThe article written by Carol M. Walker, Beth Rajan Sockman, and Steven Koehn, â€Å"An Exploratory Study of Cyberbullying with Undergraduate University Students† delves into their study done on undergraduate students to address technology and its impact on cyberbullying. Cyberbullying is defined as, â€Å"The use of information and communication technologies such as email, cellphones, instant mes saging†¦ to promote deliberate, repeated and hurtful behavior with the intent to harm others† (Tech Trends JournalRead MoreCyberbullying And Its Effects On Our Society938 Words   |  4 PagesBullying in the Digital Time Cyberbullying is the use of electronic devices with the intent of inflicting harm on another. Cyberbullying has steadily increased with new technology. Many international organizations and campaigns have emerged to defend the victims of this crime. An anti-bullying organization came about by youth in Canada to address the issues surrounding bullying in our society. This advocates for bullying awareness online, insisting that not enough government attention has been givenRead MoreCyberbullying Related Suicides : Bullying, Suicide, And Self Harm1306 Words   |  6 PagesAt 6 p.m., October 10, 2012, fifteen year old Amanda Todd hung herself after she posted a gripping video called, â€Å"My Story:Struggling,bullying, suicide,and self harm† after being harassed and bullied online for many years. While she was in the 7th grade, Amanda Todd had an online video conversation with someone who asked her to flash her breasts, which she eventually did. After one year, she was contacted b y the same person who threatened to post her pictures on the Internet if she didn’t provideRead MoreCyberbullying: Are Social Networking Websites The Cause? Essay1320 Words   |  6 Pagesnetworking sites the act of cyber bullying - bullying and harassing someone through the internet was born. Now, whether or not the websites are the cause of cyber bullying has become a rather controversial topic. Abraham Foxman and Cyndi Silverman, both part of the Anti-Defamation League, vehemently feel that these social networking sites spawned cyber bullying. On the other hand, Kate Harding, blogger and author, believes strongly that while they may be involved in cyber bullying, social networking sitesRead MoreCyberbullying Is Bullying Through Electronic Means Such1656 Words   |  7 PagesCyberbullying is bullying through electronic means such as personal websites, blogs, texting, and social media are just a few places you can find cyberbullying (Cyberbullying, 2006). Cyberbullying is a fast growing trend that experts believe to be more harmful than typical schoolyard bullying (Webster, 2005). It is believed to be worse than schoolyard bullying because there is no escape from cyberbullying. We can be contacted 24/7 via the Internet or our phones so we can be reached anytime and anyplace;Read MoreThe Evolution of Bullying Over the Years882 Words   |  3 Pageshas encountered some form of bullying in their lifetime whether they want to admit it or not. It happens to everyone, but to some people it is a regular thing. Bullying has evolved over the years, twenty years ago, the bully would have been the much bigger kids in school, physically bullying a smaller kid. They would even team up to where it was multiple bullies against one kid. While doing my research one thing that kept coming up was that, during the age of â€Å"traditional bullying†, when the victimRead MoreCyberbullying : A Behavioral Pattern That All Cyberbullies Share? Essay1668 Words   |  7 Pages CYBERBULLYING: IS THERE A BEHAVIORAL PATTERN THAT ALL CYBERBULLIES SHARE? Stewart, Marissa â€Æ' Abstract This study investigates some of the different behaviors that are portrayed by cyberbullies, and whether or not cyberbullying is another main type of bullying. Cyberbullying is defined as aggression that occurs through modern technological devices, and specifically mobile phones or the internet (Slonje, R. Smith P.K. 2008). â€Å"Bullying† is often defined as being an aggressive, intentional act orRead MoreThe World Of The Digital Age Essay1277 Words   |  6 Pagesbecome an integrated part of everyday life especially amongst adolescents. Although, this modern way of social interaction and information sharing has its advantages it can likewise have a negative impact on the lives of some individuals. This essay will suggest that while the Internet has advanced communication and is growing in popularity, the issue of bullying has similarly evolved. Consequently, cyberbullying is now a recognised problem faced in most societies and educational institutions. To dealRead MoreCybe rbullying: Nowhere to Escape1258 Words   |  5 Pagesthem on line. Cyberbullying, one of the newer forms of bullying that occurs through technology, has caused intense consequences for the unsuspecting victims. Bullying has taken a modern turn with a new scene of the crime, cyberbullying. Cyberbullying has become increasingly more popular as our choices of internet networks increase. Verbal bullying is starting to sift with all the recent internet sources making it easier for information to spread (McKellor-Kirchoff, 1). This new form is so rapidlyRead MoreCyberbullying And Its Effect On Society893 Words   |  4 PagesThe advancements in modern technology pose a new challenge in today’s society. It affects not only students, but adults and teachers alike in contesting what is commonly known as cyberbullying. Cyberbullying can be defined as the willful and repeated use of cellphones, computers, and other electronic communication devices to harass and threaten others. (McQuade, 2006) Because we live in a cyber society, nearly anyone can become a victim of cyber bullying. It is important to distinguish the difference

Essay about Educational Technology Autobiography - 1552 Words

Educational Technology Autobiography My experience with educational technology from K-12 to post-secondary education: The very first form of educational technology that I encountered was the use of the overhead in the first grade. In the third grade I was moved to a gifted and talented Math class; therefore, allowing my fellow classmates and myself access to a computer lab that contained seven apple computers. Every Friday we were allotted fifteen to twenty minutes on these computers to play Number Munchers and Oregon Trail. In fourth and fifth grade I continued with my gifted and talented Math programs, but was also added to gifted and talented Science and English programs. In these programs I again used the computer but this time I†¦show more content†¦we installed a program to build rollercoaster’s, and after they were built we were able to test them to see if people would actually be able to ride them. However, most of my rollercoaster’s ended up falling off tracks and plummeting the people on them to their deaths.) It was not until Middle School that I was introduced to more sophisticated educational technology. By this point all of my classes were Gifted and Talented classes; thus, we were given more advantages in technology compared to other students, (now this seems quite unfair to me, but at the time, it did not come across my mind as being unfair.) In the sixth grade I was asked to acquire and learn how to use a TI-83 calculator†¦ a calculator I used up until my senior year of High School. I also learned how to go to the library and use the computer in our library at school to look up our catalog of books. Furthermore, I was taken to a computer lab two days a week for a typing class, where like the one I was forced to take over the summers of my childhood, was a simple program that wanted you to type back the paragraphs that appeared on the screen, and then it would grade you on your accuracy and speed. In my seventh grade English class we were taught how to use a copy-machine, so we could put together a Literary Magazine of our works. Furthermore, in my Technology class we learned how to use many different kinds of machines (i.e. sanders, drills, and jigsaws,) in order to build andShow MoreRelatedThe Impact Of Technology On Education And Developing The Educational Process1280 Words   |  6 Pagesambitions. However, technology has played an essential role in enhancing and developing the educational process. Written in Frederick Douglass’s essay, â€Å"Learning to Read†, he describes his extraordinary tale from an uneducated slave to a prominent writer of his time. A critical point to note is that during his time period, the most advanced form of educational technology was the pen and paper. As such, the entirety of Douglass’s future rested on his ability to master this technology. With this in mindRead MoreData Drives My Classroom Instruction811 Words   |  4 Pagesclassroom assessments to tables of specifications also guarantees consist ency and thoroughness† (Guskey, 2005, p. 38). In the end, when students demonstrate proficiency on standards their reaching their educational goals on their classroom assessments to become successful learners at a higher educational level. The Texas Essential of Knowledge and Skills (TEKS), formative and summative assessments are analyzed continuously so that my instruction is focused on our overall campus goal, which is studentRead MoreEssay on Benjamin Franklin1740 Words   |  7 PagesGovernor Thomas even offered to give Franklin a patent for the sole right of producing and vending them. However Franklin declined because he believed that peoples appreciation of his invention was better then any financial reward. He wrote in his autobiography, As we enjoy great advantages from the inventions of others, we should be glad of an opportunity to serve others by any invention of ours; and this we should do freely and generously (76). At the same time Franklin established Americas firstRead MoreEssay on Deaf Again by Mark Drolsbaugh740 Words   |  3 Pageshis hearing. Despite the fact that his deaf parents preferred sign communication, Mark was raised and educated without the use of sign language. His parents and grandparents were concerned that sign might interfere with speech and restrict his educational achievement. Although Mark became increasingly hard-of-hearing, he worked hard to pass as a hearing person. This ambition, he later discovered, actually constricted his development and limited the depth of relationships with family and friendsRead MoreCritical Review Of Analytical Frameworks1625 Words   |  7 PagesAbstract In the past decade, language memoirs, linguistic autobiographies, and learners’ journals and diaries have become a popular means of data collection in applied linguistics. It is not always clear however how one should go about analyzing this data. The aim of this paper is to offer a critical review of analytical frameworks applied to how one language autobiography can say a lot about one person’s past experiences and shapes them into who they are today. I will discuss the dialect, bothRead MoreCritical Review Of Analytical Frameworks1624 Words   |  7 PagesIn the past decade, language memoirs, linguistic autobiographies, and learners’ journals and diaries have become a popular means of data collection in applied linguistics. It is not always clear however how one should go about analyzing this data. The aim of this paper is to offer a critical review of analytical frameworks applied to how one language autobiography can say a lot about one person’s p ast experiences and shapes them into who they are today. I will discuss the dialect, both geographicalRead MoreThe Common Core State Standards1282 Words   |  6 PagesThe Common Core State Standards (CCSS) initiative is a plan to restructure the educational system in the United States and provide students with a high-quality education. Many states have adopted and are implementing these standards. In our fast changing world, different skills are needed to do the jobs our society has to offer. Upon completion of high school, these students need to be equipped to either enter the workforce prepared to meet the demands of their employers or to enter college preparedRead MorePast, Present, Future1394 Words   |  6 Pagesin the traditional educational setting. I am a self-educator. I can take a subject I really enjoy, study and research it to the point were I am very well versed in it, and then remember the facts and figures that make it relevant in our world today. I have always been fascinated with the military leaders of our country with a particular fascination surrounding the military genius that led to our victories in World War II. I have been reading biographies, and autobiographies, of leaders and politiciansRead MoreStatement of Purpose4243 Words   |  17 Pagesa business concern, and the manner in which changes in technology affect an organisation s structure, long-term business strategy, product development, manufacturing, supply chains, distribution network, information needs and standard systems. In order to gain an appreciation of these and related issues, it is essential for me to have a strong grounding in Economics, Supply Chain Management, and issues connected with Information Technology, as well as gain a General M anagement perspective. ReviewRead MoreEthnic Sovereignty And Cultural Attitude1474 Words   |  6 Pagesunderstood China in two ways, from his childhood experience and from western education. First, Sun learned about China though a strong Han attitude narrative. Before his brother came back, Sun attended the elementary school in his village. In his autobiography, Sun claimed that he learned Confucian classics. However, BergeÌ€re pointed out that Sun only learned to read by memorizing the textbook, Classics in Three Characters. This kind of learning did not affect Sun much. In fact, the Taiping Rebellion

The Stress With Anxiety And Depression - 1534 Words

Everyday life in the 21st century is stressful. Whether you are a working adult, a full time student, or a teenager dealing with the changes of growing up, your body and mind are going to process that stress consciously or unconsciously. Often, many people suffer from crippling anxiety as a result of constant stress or in response to some traumatic event. This anxiety can also be accompanied by feelings of depression, adding to the overall stress and feelings of anxiousness a person may experience during difficult times in their life. Worse still, there has historically been a stigma associated with high anxiety and chronic depression that those who suffer from these maladies are broken in some way or simply seeking attention from others. Nothing could be further from the truth. Struggle with anxiety and depression are a part of everyone’s life at some point in time. Fortunately, there are many resources anyone can take advantage of to help them through troubling times, no mat ter how long they may last. Let’s take a look at precisely what anxiety is, how it can affect the lives of anyone, and what help is available to overcome anxiety and depression. Defining Anxiety Fundamentally, anxiety is a natural response to stress or difficult situations. The human body initiates anxiety reactions to help heighten senses, speed reaction time, and try to anticipate possible outcomes in intense situations. The downside is that when these responses become uncontrolled or involuntary,Show MoreRelatedExercise Relieves Anxiety Stress And Depression Fitness Center1560 Words   |  7 Pages Company Information Exercise Relieves Anxiety Stress and Depression fitness center is a family owned business that was formed in 2009. ERASD Fitness Center grew out of a desire to help family members suffering from depression, anxiety and stress through exercise routines. Without certain medical credentials we felt useless but knew we had to do something that would be beneficial in helping the mind, and body of loved ones dealing with those sort of issues. We started out as a small group of instructorsRead MoreDepression, Anxiety and Stress Levels Among the First Year Nursing Students1774 Words   |  8 Pagesstressful. A study done in Iran found that first-year students experienced greater stress than students in subsequent years whereby mean stress was significantly greater in first year than in fourth year nursing students with p = 0.009 4. Coping has been viewed as a stabilizing factor that may assist individuals in maintaining psychosocial adaptation during stressful events. There are many ways t o cope with stress. In this study, transference coping strategy (crying, sleeping, eating, listeningRead MoreThe Effects of Mindfulness Based Stress Reduction Training on Adolescent Self-Awareness and the Reduction of Anxiety, Depression and Stress.2411 Words   |  10 PagesASSIGNMENT 02-03 RESEARCH PROPOSAL TITLE: THE EFFECTS OF MINDFULNESS BASED STRESS REDUCTION TRAINING ON ADOLESCENT SELF-AWARENESS AND THE REDUCTION OF ANXIETY, DEPRESSION AND STRESS. AUTHOR: 5888743 RESEARCH METHODOLOGY HMPYC80 ASSIGNMENT 02-03 RESEARCH PROPOSAL TITLE: THE EFFECTS OF MINDFULNESS BASED STRESS REDUCTION TRAINING ON ADOLESCENT SELF-AWARENESS AND THE REDUCTION OF ANXIETY, DEPRESSION AND STRESS. AUTHOR: 5888743 Mr P Smith The ANIKA Foundation 1234 West Highland Drive Read MoreThe Effects Of Forgiveness Therapy On Depression, Anxiety And Posttraumatic Stress For Women After Spousal Emotional Abuse1014 Words   |  5 PagesSummary The journal article – â€Å"The Effects of Forgiveness Therapy on Depression, Anxiety and Posttraumatic Stress for Women after Spousal Emotional Abuse† by Gayle L. Reed and Robert D. Enright is a research study to determine what effects forgiveness therapy has on emotionally abused women who continue to experience negative psychological outcomes long after the abusive relationship has ended. In the article, the authors compared forgiveness therapy (FT) with an alternative treatment (AT) suchRead MoreThe Effects of Forgiveness Therapy on Depression, Anxiety, and Posttraumatic Stress for Women After Spousal Emotional Abuse1043 Words   |  5 PagesSummary The article, â€Å"The Effects of Forgiveness Therapy on Depression, Anxiety, and Posttraumatic Stress for Women after Spousal Emotional Abuse†, by Gayle L. Reed and Robert D. Enright, is a research study about the effects of forgiveness therapy. The study compared forgiveness therapy with alternative treatments, such as anger validation, assertiveness, and interpersonal skills, to provide an efficient treatment for emotional abused women. The authors of this article found there were manyRead MoreThe Effect Of Forgiveness Therapy On Depression, Anxiety, And Posttraumatic Stress For Women After Spousal Emotional Abuse891 Words   |  4 PagesSummary The article â€Å"The Effects of Forgiveness Therapy on Depression, Anxiety, and Posttraumatic Stress for Women after Spousal Emotional Abuse† by Gayle Reed and Robert Enright covered the topic of spousal abuse and forgiveness. This article focused on emotional and psychological spousal abuse and included how the abuse effected the victim. â€Å"Follingstad, Rutledge, Berg, Hause, and Polek (1990) and Sack- ett and Saunders (1999) have identified at least seven categories of spousal psychological abuse:Read MoreEffects Of Counseling On Women s Depression, Anxiety, And Posttraumatic Stress After Spousal Emotional Abuse1368 Words   |  6 PagesSummary The subject of this article is to review the literature on the effects forgiveness therapy on women who have depression, anxiety, and posttraumatic stress after spousal emotional abuse. Women who have experienced this type of abuse long-after the relationship has ended still are emotionally wounded, fragile and need long-term therapy (Reed Enright, 2006). This type of abuse destroys trust and communication in the relationship as well as causes one partner within the relationship to feelRead MoreTest Evaluation: DASS885 Words   |  3 PagesTest Evaluation: DASS The Depression anxiety and stress scale (DASS-21) is a 21-item quantitative measure of distress that has 3 scales- anxiety, stress and depression, each of which has 7-items (Henry Crawford, 2005). The DASS-21 is a shorter version of the full 42-item questionnaire (DASS) both of which are typically used to discriminate between the three related states of depression, anxiety and stress (Antony, Bieling, Cox, Enns, Swinson, 1998). Distinguishing between these states has provenRead MoreThe Dass-21 Had A Good Internal Consistency. For Depression,983 Words   |  4 PagesThe DASS-21 had a good internal consistency. For depression, anxiety and stress subscales, Cronbach’s alpha values were 0.94, 0.87 and 0.91; respectively (Antony et al., 1998). In our study, we utilized the Malaysian version of the DASS-21, which was translated and validated by Musa et al., 2007 and showed a good internal consistency; i.e., Cronbach’s alpha for depression subscale = 0.84, for anxiety subsc ale = 0.74 and for stress subscale = 0.79 (Musa et al., 2007). Statistical Analysis AllRead MoreThe Effects Of Music And Music Therapy On Mental Health1540 Words   |  7 Pagesrelationship to address physical, emotional, cognitive, and social needs of individuals’† (Barnett Shale, 2013, p.48). Music Therapy (MT) is shown to be able to help people with many different kinds of mental health problems such as anxiety, stress, and minor cases of depression. There have been many studies done showing that MT is an effective form of therapy that can improve someone’s overall Quality Of Life (QOL). MT is known as an alternative technique therapy. It is often used instead of, or along

Teacher Learning Through The Lens Of Activity Theory Education Essay Free Essays

During recent old ages, teacher larning has gained much attending of principals and school leaders. In many instances schools leaders ‘ effort has been to supply an environment in which the instructors feel supported and accordingly learn efficaciously in their categories. Fuller and Unwin ( 2006 ) have categorized schools ‘ acquisition environments, as either restrictive or expansive in respect to their nature of societal interactions. We will write a custom essay sample on Teacher Learning Through The Lens Of Activity Theory Education Essay or any similar topic only for you Order Now Concentrating on the impressions introduced by Fuller and Unwin ( 2006 ) , in this paper I analyze these two acquisition environments in an Persian bilingual school, in which Persian and English are the media of direction, through the lens of activity theory. Kutti ( 1996 ) defines activity theory as â€Å" a philosophical and cross-disciplinary model for analyzing different signifiers of human patterns as development procedures, both single and societal degrees interlinked at the same clip † ( p. 23 ) . Sing this definition, utilizing activity theory in analysing the Persian school environment, I show how this model and its rule of contradictions can be relied on to steer research in larning environment and educational engineering. Furthermore, this survey provides an penetration into alterations in the instructors ‘ acquisition at workplace when a new technological tool becomes portion of schools ‘ activities and communicating. Keywords: expansive acquisition environment, restrictive acquisition environment, formal acquisition, informal acquisition, activity theory, teacher larning, e-learning 1. Introduction 1.1 Introduce the Problem Schools are non merely places where pupils learn but besides are they topographic points for instructors ‘ acquisition. Nowadays, school leaders around the universe are seeking to determine a civilization in which acquisition for both pupils and instructors happens in the most effectual manner. Since school principals have realized that instructors ‘ cognition and emotional provinces may impact pupils larning, which is the ultimate end of schools, they try to supply an environment in which instructors upgrade their accomplishments and decide their emotional battles related to their workplace. However, it is of import to detect what â€Å" counts † as workplace larning for instructors. Marsick and Watkins ( 1990 ) defined this as chances for acquisition, both those that are more formalistic and knowing and those characterized as minor expense. The focal point of this survey is on instructors ‘ acquisition and larning environment characterized as restrictive or expansive. Furthermore, analysing a instance through the lens of activity theory by concentrating on contradictions inside the activity systems provides an reliable illustration of both restrictive and expansive acquisition environments. The chief intent of this survey, nevertheless, is to demo how the activity theory can be utile in analysing instructors ‘ acquisition in different acquisition environments. This survey is organized in four subdivisions. The following subdivision provides an overview on the constructs related to instructors ‘ workplace acquisition and the activity theory model, by reexamining some cardinal literatures. The method subdivision describes the types and design of this survey. The consequence subdivision looks at two different larning environments in an Persian school and an e-learning plan through the lens of the activity theory and the last subdivision, which is treatment and decision portion, wraps up the treatment with deductions and sugge stions. 1.2 Describe Relevant Scholarship In this subdivision some surveies are reviewed in order to lucubrate some of the cardinal constructs in the survey such as, â€Å" restrictive † and â€Å" expansive † larning environment, â€Å" formal † and â€Å" informal † acquisition, and the activity theory. 1.2.1 Restrictive and Expansive Learning Environments While this survey is grounded in the context of an Persian school in which two different larning environments were experienced, I believe there is a demand to acknowledge the features of each environment. The thought of restrictive and expansive acquisition environment comes from the surveies of Fuller and Unwin ( 2006 ) on learner acquisition in four different companies. During their surveies Fuller and Unwin developed a conceptual model within which to do sense of chances and barriers in learner acquisition. Pulling on the thoughts of Lave and Wanger ‘s community of pattern theoretical account and Engestrom they classified larning environments as either expansive or restrictive. The following tabular array shows an altered model for instructor acquisition environment. Table 1. Expansive and restrictive acquisition environments for instructors. Beginning: Evans, Hodkinson, Rainbird, A ; Unwin, ( 2006, p. 53, Figure 3.1 ) Expansive acquisition environment Restrivtive acquisition environment Near collaborative working with co-workers Out-of-school educational chances, including chances to reflect and believe otherwise Explicit focal point on instructor acquisition as a dimension of normal on the job pattern Supported chances for personal development traveling beyond school or authorities precedences Colleagues are reciprocally supportive in heightening instructor acquisition Opprtunities to prosecute with working groups inside and outside of school Opportunities to widen professional individuality through boundry-crossing into other sections, school activities, and schools Support for fluctuations in ways of working and acquisition, for different instructors and sections Teachers use a broad scope of larning attacks Isolated, single working No out-of-school clip to stand back. Merely narrow, short preparation programmes No expressed focal point on instructor larning except to run into crises or imposed enterprises Teacher acquisition dominated by authorities and school dockets Colleagues obstruct or do non back up each others ‘s acquisition Work restricted to home departmental squads within school The lone chance to boundry cross associated with major alteration of occupation Standarised attacks to learning and teacher larning are prescribed and imposed Teachers use a narrow scope of larning attacks 1.2.2 Formal and Informal Learning Since one of the differentiation points between two different larning environments, viz. , expansive and restrictive, is on supplying support for fluctuations on acquisition, it is of import to acquire to cognize different types of acquisition. Marsick and Watkins ( 2001 ) qualify formal acquisition in contrast with informal acquisition as â€Å" institutionally sponsored, classroom-based, and extremely structured † ( p. 25 ) . For them informal acquisition is â€Å" incidental † and non classroom-based and extremely structured, and the control of acquisition is â€Å" chiefly in the custodies of the scholar † ( p. 25 ) . To clear up the impression they defined incidental as â€Å" a by-product of some other activity, such as undertaking achievement, interpersonal interaction, feeling the organisational civilization, trial-and-error experimentation, or even formal acquisition † ( p. 25 ) . As said by Eraut ( 2004 ) informal larning suggests more flexiblene ss or freedom for scholars. He believed that informal larning takes topographic point in a broader scope of scenes than formal instruction. This informal acquisition can take the signifiers of â€Å" conversations in the corridors or when sharing lifts with co-workers to the workplace ; detecting instructors ordaining their functions around a school ; and co-participating in normative patterns † ( Fox, Deaney, and Wilson, 2009, p. 219 ) . Eraut ( 2004 ) believed that nevertheless in informal acquisition, larning from other people is recognized as socially of import, but single bureau is more considerable than socialisation. He declared that informal acquisition plays a important function in professional development. Eraut declared that that in many scenes scholars experience both formal and non-formal acquisition. Although some bookmans acknowledge the significance of informal acquisition in professional development ( e.g. Eraut, 2004 ; Marsick, 2009 ) , Fuller and Unwin ( 20 06 ) pointed to Solomon ‘s concern about the recent accent on informal larning to state that this accent has â€Å" a negative side in that it may be sabotaging the demand to supply employees with chances to prosecute in off-the-job proviso as well † ( p. 29 ) . Fuller and Unwin added that harmonizing to Solomon ‘s position â€Å" supplying fewer off-the-job chances gives employees less opportunity to stand back and reflect critically on their pattern † ( p. 29 ) . 1.2.3 Activity Theory as a Theorietical Model As I mentioned before the instance of the Persian school under the focal point of this survey will be analyzed through the lens of activity theory. Indeed both larning environments, experienced at the school, will be scrutinized utilizing activity theory, in order to demo how each environment works for instructors in footings of acquisition and effectivity. Activity theory has had an germinating alteration from its development by Lev Vygotsky in 1920s. The first coevals of this theory, centered on Vygotsky ‘s suggestion, introduced the thought of mediation ( Engestrom, 2001 ) . Vygotsky ‘s thought of cultural mediation of actions is expressed â€Å" as the three of topic, object, and interceding artifact † ( Engestrom, 2001. P. 134 ) . This coevals of Activity Theory, nevertheless, is located on the degree of the person ‘s actions and does non exemplify â€Å" how cognitive alteration happens within a corporate context † ( Hardman, 2005, p. 2 ) . Vygotsky ‘s co-worker Alexei Leont’ev in 1981 clarified the differentiation between single action and corporate activity ( Engestrom, 2001 ) . The 2nd coevals of activity theory arose so out of Leont’ev ‘s three-level theoretical account of activity with its footing in the differentiation between action, operation and activity ( Engestrom, 1987 ) . However, â€Å" this theoretical account failed to develop Vygotsky ‘s theoretical account into one of corporate activity † ( Hardman, 2005. p. 3 ) . Engestrom in 1987 developed Vygtsky ‘s thoughts and introduced the 3rd coevals of activity theory ( Figure 1 ) : Figure 1. Components of the activity system ( Engestrom, 1987 ) Engestrom ( 2001 ) asserted â€Å" the 3rd coevals of activity theory needs to develop conceptual tools to understand duologue, multiple positions, and webs of interacting activity systems † ( p. 135 ) . Kutti ( 1996 ) defines activity theory as â€Å" a philosophical and cross-disciplinary model for analyzing different signifiers of human patterns as development procedures, both single and societal degrees interlinked at the same clip † ( p. 23 ) . As you see in the figure 2, activity theory is consisted of seven elements: Subject: the histrions engaged in the activity Object: natural stuff or job infinite at which the activity is focused ( Engestrom, 1993 ) . Tools: instruments facilitate the object of activity Community: the topics of an activity system with a common object Division of labor: horizontal and perpendicular division of undertakings and functions, power and position among members of the community Rules: explicit and inexplicit norms that control actions and interactions within the system ( Engestrom, 1993 ) Result: transmutation of the objects ; the overall mark of the activity system ( Jonassen, 2002 ) Engestrom ( 2001 ) uttered five rules that summarise his attack to the modern-day activity theory. In the first rule, he identified the activity system as the chief unit of analysis. In the 2nd rule he emphasized multi-voicedness of activity systems ; he argued that activity systems are communities of multiple points of position, traditions and involvements. In the 3rd rule Engestrom ( 2001 ) pointed to historicity of systems by stating that â€Å" activity systems take form and acquire transformed over drawn-out periods of clip † ( p. 136 ) . In the 4th rule he tried to demo the significance of contradictions by presenting them as beginnings of alterations and development. For him contradictions can ensue in tensenesss but besides transmutation in activity systems. In specifying contradiction Kuutti ( 1996 ) stated â€Å" contradiction is a misfit within elements, between them, between different activities, or between different developmental stages of a individual activity à ¢â‚¬  ( p. 34 ) . In the last rule he talked about expansive rhythm by adverting that â€Å" activity systems move through comparatively long rhythms of qualitative transmutations † ( p. 137 ) . 2. Method Because this survey seeks to understand how activity theory can be a utile model for analysing larning environments, it adopts an explanatory instance survey design. This is a survey on an Persian bilingual school in which both restrictive and expansive acquisition environments were experienced. In order to supply a better apprehension of the context, the research worker uses her observations and perceptual experiences as one of the instructors in the school upon which the survey is built. In each acquisition environment, either restrictive or expansive, by concentrating on contradictions as dynamic forces of alteration, we can show how we can track transmutation and better understand these transmutations within an activity system. In fact, contradictions can either authorise larning to come on, or they can curtail it, depending on whether or non they are acknowledged and fixed ( Nelson, 2002 ) . 3. Consequences 3.1 Restrictive Learning Environment From its constitution in 2002 up to its work on 2006, the school had a restrictive acquisition environment in which instructors did non back up each others ‘ acquisition. There were some Teacher Training Courses ( TTC ) for the instructors, every one time in a piece, to order and order some instruction schemes and criterions ; later the instructors had to learn precisely harmonizing to what they had been told. Teachers had to work separately and there was no civilization of collaborative acquisition. However some informal acquisition happened inside the schoolroom for the instructors, they did non hold the opportunity of speaking to the other instructors in order to hold more informal acquisition. Despite some efforts of the supervisors on the manner of supplying chances for instructor acquisition such as category observation and supplying feedback to the instructors, teacher preparation classs, and supplying some text books for the instructors, teacher larning was non admitted explicitly as a critical issue of the school. In such an environment emerging contradictions seemed inevitable. Figure 2 shows the activity system representation of such a restrictive acquisition environment by presenting elements of the system. Figure 2. An activity system representation of restrictive school environment 3.1.1 Contradictions in Restrictive School Environment School leaders ‘ belief was grounded on the thought that individualist acquisition is more effectual for instructors, so the instructors were encouraged to analyze separately. This thought nevertheless, was non in line with the human nature which has disposition toward communicating with others. The instructors were restricted to pass on with each other and this was in contradiction with their established patterns in the society. In the communities out of this school all of the instructors had chances to speak with other people and to larn from them ; so outgrowth of a contradiction between the topics particularly the instructors with the object was obvious ( subject/object contradiction ) . On the other manus the regulations of the school were in a manner that made the instructors stay off from each other. Harmonizing to the regulations, the instructors had to pass their java interruption clip in their categories and there was no chance provided for them to pass on with each o ther ( subject/rule contradiction ) . The school supervisors were supposed to supply such a acquisition environment in which the instructors ‘ acquisition happened in the most effectual manner ; in this manner, nevertheless, they were non supportive plenty. For illustration, one of the undertakings of the supervisors in each school is detecting the instructors ‘ categories and supplying feedbacks to them. In this school nevertheless, the supervisors observed each category merely one time in a twelvemonth, and this did non hold any added value for the instructors ‘ acquisition. In this manner the instructors had to oversee their ain actions and to go supervisors of themselves ( division of labour contradiction ) . Harmonizing to the 5th rule of the activity theory â€Å" as the contradictions of an activity system are aggravated, some single participants begin to inquiry and pervert from its established norms. In some instances, this escalates into collaborative picturing and a calculated corporate alteration attempt † ( Engestrom, 2001, p.137 ) . The contradictions inside this activity system were assumed as barriers in making the school effectiveness so as a consequence of facing these contradictions, the school initiated alterations in the system in order to decide the contradictions for the interest of better results. In this respect, a sort of expansive transmutation happened in the system. As Engestrom ( 2001 ) said â€Å" an expansive transmutation is accomplished when the object and motivation of the activity are reconceptualized to encompass a radically wider skyline of possibilities than in the old manner of the activity † ( p. 137 ) . In this sense, the object of the s ystem changed to expansive acquisition undertakings and consequently the tools changed in order to advance the object to run into the result of the system. 3.2 Expansive Learning Environment Harmonizing to Engestrom ( 2001 ) activity systems take signifier and acquire changed over long periods of clip. He adds that jobs and potencies of an activity system can merely be understood against it ain history. In this instance, the school environment as an activity system changed from being restrictive to being expansive in order to be more effectual in making the end of the system. This means that the instructors were encouraged to hold a close collaborative working relationship with the other instructors. Anchoring on this thought a new e-learning plan was introduced to the instructors as a manner of communicating with the other instructors of their ain school and the instructors of another school in Malaysia. The chief end of this plan was assisting instructors to pass on their jobs with each other and with their supervisors and to upgrade their cognition. In contrast with the old manner of the system, instructors ‘ acquisition was accepted explicitly as a cardinal con struct in the school and it was considered as a chief factor in the school effectivity. The e-learning plan was an on-line plan in which the instructors could entree online classs held by teachers from Malaysia. In add-on to this formal larning some informal acquisition chances were besides provided: the instructors could be involved in voice and picture confabs online with each other and with the other instructors from the Malayan school. They could besides inquire inquiries and discourse around a subject in a treatment forum. Figure 3 shows the activity system representation of such an expansive acquisition environment. Barb, Evans, and Baek ( 2004 ) believe that as one moves toward seeking to plan community, particularly one in which the members are expected to prosecute in new patterns that challenge their current civilization, many contradictions emerge. In this activity system presenting a new engineering and new patterns caused some contradictions in the activity system. Figure 3. An activity system representation of expansive school environment 3.2.1 Contradictions in Expansive School Environment Harmonizing to Engestrom ( 2001 ) one of the rules of activity theory is the â€Å" multi-voicedness of activity systems † ( p. 136 ) . This means that an activity system is a community of different points of position, histories, and involvements. This multi-voicedness as said by Engestrom may do some problems and contradictions. In our instance, after presenting e-program as a manner of communicating and coaction some of the instructors resisted engagement in the plan and some other were actively involved in the plan. This was largely because of their involvements and backgrounds. Some of the instructors were old instructors who had got used to individualist acquisition and treated such plans as a manner of â€Å" wasting clip † . Some others nevertheless, had found it a good manner of join forcesing with the others and work outing their ain jobs and the jobs of the other instructors. While in an expansive environment instructors are supposed to be reciprocally support ive in heightening their acquisition ( Evans et al, 2006 ) , in this instance the older instructors were non supportive plenty because of their background and involvements and this caused a contradiction between the divisions of labor of the system. On the other manus, as all of the instructors were non active scholars and some of them were inactive scholars a contradiction emerged between the topics ( topics contradiction ) . Furthermore, as mentioned before, in the instance that some of the older instructors preferred individualist acquisition and resisted affecting in expansive patterns we see a contradiction between topics and object which was â€Å" expansive acquisition undertakings and patterns † ( subject/object contradiction ) . One of the grounds for the instructors who resist engagement in the new undertakings was their deficiency of cognition in utilizing technological device such as computing machines or cyberspace ( subject/tool contradiction ) . In such a system a contradiction besides emerged between tool and division of labor. The debut of the e-learning plan and computer/internet as a tool required a new division of labor due in portion to the freshness of the tool but besides due to the fact that the supervisors were non able to help all instructors with the computer/internet undertakings. Consequently some instructors who had a better technological cognition became supervisors of the other instructors with the deficiency of cognition in utilizing new devices. One of the patterns in which the instructors were involved was go toing online classs held by Malayan teachers. Since the Persian school was a bilingual school, the teachers had some suggestions for pupils ‘ linguistic communication acquisition betterment. For illustration, they suggested that doing larning groups from the pupils and inquiring them to be involved in some reliable role-playing could better their linguistic communication proficiency. But they emphasized the thought that in each group both genders should be involved. This suggestion nevertheless seemed to be effectual, but was non applicable for an Persian school, because Persian schools are non co-education systems and male and female pupils, because of the Islamic regulations, can non be in a same system. There were besides some other suggestions which were incompatible with the school regulations ( tool/rule contradiction ) . This mutual exclusiveness of the instructions with school regulations made the instruc tors uninterested in the instructions because they thought that those instructions were non utile in their instruction systems ( subject/tool contradiction ) . There were some besides some other issues in the system which caused emerging some contradictions between the elements. One of these issues was low cyberspace velocity in Iran which de-motivated the instructors from utilizing e-program as a manner of communicating ( subject/tool contradiction ) . Harmonizing to Nelson ( 2002 ) contradictions can either ease acquisition to come on, or they can impede it, depending on whether or non they are acknowledged and resolved. Introducing a new plan to the instructors, as we saw, caused some contradictions. When the school system had a restrictive environment, the school leaders tried to decide the emergent contradictions due to the deficiency of communicating. When they decided to present the e-learning plan they believed that this plan could hold been a good manner for the instructors to pass on with the other instructors inside the school and outside of it. By presenting a new engineering, nevertheless, some other contradictions emerged that the school leaders had non anticipated. So alternatively of deciding the new contradictions they decided to eliminate the beginning of them which was the e-learning plan. Despite the huge sum of budget and clip devoted to presenting the new plan, the school leaders stopped the plan because they b elieved that the plan did non hold much added value to the instructors ‘ acquisition. 4. Decision This article began with the purpose of look intoing contradictions in different acquisition environments through the lens of activity theory. In order to show contradictions happening in different acquisition environments the article introduced a instance survey in an Persian school. However, as said by Hardman ( 2005 ) although â€Å" a instance survey does non allow one to do general statements about how something might be used in different state of affairss † , it does supply a deep description of the procedures underlying the object of the survey. Analyzing restrictive acquisition environment at the school under probe showed that most of the instructors were inclined to pass on with the other instructors for the interest of more acquisition. As one of the elements of expansive larning environment as said by Evans et Al ( 2006, is â€Å" chances to prosecute with working groups inside or outside of school † ( p. 53 ) , the e-learning plan could hold provided such an chance for the instructors. When the object and consequently the tools of the system changed and a new engineering was introduced to the instructors, some contradictions emerged. The lens of activity theory, as we saw, could supply insight into alterations in the instructors ‘ acquisition at workplace when a new technological tool became portion of their activities and communicating. In this instance some of the older instructors had some jobs with the new engineering or even with the new object ( expansive acquisition patterns such as communicating with the other instructors ) . If the school leaders and instructors tried to happen the contradictions and to decide them, the activity system could hold gone one measure in front to its end. For illustration, if merely a few Sessionss were devoted to learn computing machine and cyberspace accomplishments to the instructors, some of the contradictions could hold been resolved ; but when confronting with jobs caused by contradictions the school leaders eliminated the beginning of contradictions ( e-learning plan ) alternatively of look intoing the beginning of the jobs ( contradictions ) and deciding them. A s a affair of fact, presenting a new plan or engineering to any puting shifts participants ‘ established patterns to the new patterns, which causes some contradictions. It is of import that school leaders can place contradictions in their scenes and see how these influence school civilization and how to equilibrate them. Recognitions I would wish to thank Dr. Alison Taylor, the teacher of my â€Å" Workplace and Learning † class at University of Alberta, who guided me through this survey. How to cite Teacher Learning Through The Lens Of Activity Theory Education Essay, Essay examples

Situational Analysis of Share Dignity Organization-Free-Samples

Question: Discuss about Share Dignity Organization. Answer: Introduction Currently, charitable organizations have taken root in the world helping people of different needs. Successful management of these companies demands a better understanding of their state of operation through situational analysis. This helps the management to take the right strategies such as appropriate digital strategies that are likely to impact positively to the company. This analysis of Share the Dignity organization provides a vivid understanding of the organizations environment and the current strategies that it has embraced thus helping the management make the right decisions (Charles, 2012). Micro environment The micro environment of Share Dignity Organization can be best analyzed through Strength Weaknesses Opportunities Threats analysis tools (SWOT Analysis). Firstly, the as a nonprofit organization, Share Dignity enjoys many advantages such as tax exemption, which reduces their cost of running business, besides the organization gets revenue from online donations (Chermack Bernadette, 2007). Also, the volunteer staff helps the team to cut down the costs thus giving it a competitive advantage over others. Some of the weaknesses of Share Dignity include budget problems where the organization has to merge the salary scale with profit making companies for its non-volunteer workers. The opportunities for the company include accessibility to grants and also many potential partners. Regarding threats, the organization suffers risks of economic crises because it relies on the consumers cash outflows. Figure 1.0 Macro-Environment Share Dignity's macro-environment can be best analyzed using PESTLE analysis. Politically, the organization's operation is significantly affected the political forces of countries in which it operates. The Economic State of the world affects the ability of donors which in turn affects the company. Social factors such the beliefs, cultural practices also impact the operation of the organization because of people such as volunteers and good wills. Technologically, the company has to keep up with the changing technologies for its survival. Also, the legal factors include the existing legal system has a control on the activities of the organization (Hanssan, 2012). Besides, the environmental factors affect what the organization can do such as the green policy. Thus, it has to ensure that it conserves the environment at all the time. Figure 1.2 Company Analysis Share Dignity is of the Australian no profit making organizations that specialize in helping women in Australia and other parts of the world. The organization deals in providing the homeless and needy women with the provision of sanitary products for use during their periods. The company is sustained by raising finances from donors through fundraising, staff volunteers and also the good will people in the society. Therefore, Share Dignity specializes in charitable activities of providing sanitary pads to help the needy, homeless women of all ages. Competitor Analysis` The three charity players in Australia that competes the Share the Dignity organization include the UN Women, Global sisters, and the Global Women's Project. Firstly, there are the UN Women which deals in similar activities to support women in the society and raises money and is also financed similarly thus; it competes Share the Dignity (Mankiw Taylor, 2011). Secondly, there are Global Sisters one of the organizations that specialize in helping women and has similar financing strategies to Share the Dignity thus, providing competition to Share the Dignity. Thirdly, there is the Global Womens Project which provides is an international organization that also has roots in Australia, and this also offers a direct competition to the Share Dignity Company since they have similar customers (Blythe, 2009). To compare these players in the non-profit industry, these competitors have similarities in the sense that they all support needy and homeless women in Australia. Besides, they are also similar in the manner that their customers are the donors for fundraising initiatives, the goodwill people, and the volunteer workers. Regarding differences, unlike Share the Dignity which specializes in giving out the sanitary pads specifically, those organizations engage in many other activities. Thus, they can provide competition to Share Dignity organization. Consumer Analysis The target market for Share the Dignity is in Australia and the entire world. In the market, the company focusses on the governments which offer it the grants, other profit, and non-profit making organizations that have an interest in supporting women. Besides, the general public is also important consumers of this organization because it forms the donors for fundraising, the good will people and also the volunteers who are willing to offer the services to the organization. A look at the company's digital strategy, it is evident that organization has aligned well the business with its media strategy. Consumers can be reached through the company website; the social media handles other digital openings such the email broadcast and SEO. These strategies have a critical role to the organization since they can reach the various target market in Australia and the entire globe. Marketing Mix Analysis The main marketing strategies that Share the Dignity company employs can be summarized into the 4Ps (Product, Price, Place, and Promotion). Regarding place, the organization has shown efforts by ensuring that donors can easily find them for fundraising through their website and other ways. For the price, given that organization is non-profit making, it does not have any limit to its customers. The product, the organization, attends to the needy and homeless women in Australia by providing them with sanitary pads (Karniel Reich, 2011). Share the Dignity has undertaken various promotional activities to reach most of the customers in the world. This has been through social media, print media and many others (Wooliscroft, 2011). Website Analysis Currently, a website is an essential aspect of the business of an organization. Share the Dignity organization has its website at www.sharethedignity.com.au. The website has played a critical role in reaching the customers of this company. It has been used an enabler for raising and reaching the customers; donors, well-wishers, and volunteer workers. The companies have an integrated payment system where the donors are able easily and conveniently to make their contributions to the organization (James, 2014). Social Media Audit The organization also has its social media platforms in place. This has played a critical role in reaching more people who are potential customers to the organization. These social media platforms the organization has embraced include Facebook, Twitter, LinkedIn, YouTube, Google+, Instagram, Snapchat and also the mobile app. The social media has been effective and managed to reach millions of the companys potential clients. Digital Tactics of Share Dignity Currently, most people are found at the social sites. Therefore, it has been a good idea to have the social platforms for the company in place. However, the company has also integrated other media marketing aspects in its business for effectiveness. These include email marketing, where it maintains a list of customers emails for communication. Also, the Search Engine Optimization (SEO) ranking is important because it helps users to quickly reach the company on the web. Conclusion Some problems have been identified in this situational analysis, and they include the management of the social media for the enterprise. The social media should keep customers updated with latest information and promotions. Another problem is an improvement of the SEO of the company website. There is need to optimize the search engine for the enterprise's website. Besides, the organization needs to adopt the new digital strategies such as incorporation of Google AdSense which will ensure that many reach the fundraising initiatives of this organization. In conclusion, successful management of every business organization demands a better understanding of the prevailing situational factors. This entails an understanding of the environment through tools such as the SWOT and Pestle analysis, Competitors Analysis, Consumer Analysis. Besides an understanding of competitors in the market and their level of the embrace of the digital, social tactics in the business. An understanding of these factors is critical in helping the company increase its productivity. References Blythe, J. (2009). Key Concepts in Marketing. London: Sage Publications. ISBN978-1-84787-498-6. Charles, L. (2012). Essentials of Marketing (7ed.). Mason, OH: South-Western Cengage Learning. Chermack, J. Bernadette K. (December 2007). "The Use of and Misuse of SWOT analysis and implications for HRD professionals." Human Resource Development International.10(4): 383399. Hanssan, A. (2012). "Tax policy and entrepreneurship: empirical evidence from Sweden." Small Business Economics. James, W. (2014). Your Small Business Adventure: Finding Your Niche and Growing a Successful Business. ALA/Huron Street Press. ISBN978-1-937589-44-8. John A., Katherine E. Jocz (2012). All Business is Local: Why Place Matters More than Ever in a Global, Virtual World. Penguin. Karniel, A. Reich, Y. (2011).Managing the Dynamic of New Product Development Processes. A new Product Lifecycle Management Paradigm. Springer. pp.13.ISBN978-0-85729-569-9. Mankiw, N. Taylor, M. (2011). Economics (2nd ed., revised Ed.). Andover: Cengage Learning. Wooliscroft, B. (2011). Marketing Theory as History. Marketing Theory, 11(4), 499-501.

Review of Economics and Statistics Broke My Lease

Question: Its a management class we have to write one page about anything happen to you. Answer: When I broke my lease with the apartment I rent The apartment I rented was in the town of Toledo in United States. I rented this apartment last year during the month of July. The apartment was close to my university. So I opted for this apartment and I took my apartment for lease of two years. But in the month of January of this year, I broke my lease with the apartment before completing two years term (Chen et al. 2014). I had already paid my landlord the rent for one year. I had agreed to pay the rent every year. But when I decided to leave my apartment, I had asked my landlord for the refund. He did not agree to refund me my money. So I decided to convince him with the help of local leaders. He refused to listen to them as well. He said that this is against the terms and policy of his agreement (Ambrose et al. 2015). I was disheartened to lose the money. I had to shift to another apartment which was nearer to my university and was cheaper than the previous one. I had thought of teaching my landlord a lesson so that he does not make such agreements in future. The day I planned to teach him a lesson, he called me in the morning to return the remaining money keeping one months rent. He apologized to me for not returning me the remaining money, initially. He said the law of the States do not permit to keep the rent of one year. He had to deduct a months rent and will have to return the rest. Thus, I got back my money and moved happily to my new apartment. References Ambrose, B.W., Coulson, N.E. and Yoshida, J., 2015. The repeat rent index. Review of Economics and Statistics, 97(5), pp.939-950. Chen, J., Wang, J. and Bell, P.C., 2014. Lease expiration management for a single lease term in the apartment industry. European Journal of Operational Research, 238(1), pp.233-244.