Leadership Essay Example | Topics and Well Written Essays - 1000 words - 1

Leadership - Essay Example I started working at that restaurant from the age of sixteen as a first delivery personnel. Gradually, I got promoted and finally got the position of Assistant Manager. The duties and responsibilities of Assistant Manager included coordinating between the waiters and the kitchen, making sure that all the orders are filled in tie and waiters do not make any kind of mistake pertaining to filling the orders. Another responsibility was related to the decors of the restaurant and reporting any problem that might arise on the part of waiters or any other workers. Apart from me, there was also another Assistant who had the responsibilities of the kitchen supplies. Our manager was very proficient in running the restaurant. The manager was authoritative in nature and he wanted the instructions to be pursued in great detail. We were not allowed to make decisions on our own as there was no delegation at all. He did not have the habit of taking his assistants into confidence. The main objective of managing and maintaining the restaurant definitely got accomplished easily due to this style of leadership of our manager but his subordinates used to get highly disappointed with him including me, the other assistant and the waiters. Slowly and gradually, everyone started having problems with him as he was way more authoritative and wanted everyone to follow his instructions. Other workers used to manage somehow, but were very disappointed with the behavior of our manager since I had the habit of doing work based on my own decisions. Due to this, I started having serious conflicts with my manager. My job was also in danger as humiliating or unethical behavior with senior staff could cost me a loss of a good job. The situation got more serious when during a busy weekend I was asked by my manager regarding assisting the cashier when I was already on my toes in performing my old duties and, therefore, I did not have enough time for new responsibilities. At first, I politely refused him but he did not want to understand my position. I told that I was already busy in my previous duties but he was committed to his statement that only I had to help the cashier. That situation led to conflict between me and my manager and we argued with each other for about 30 minutes. At last, I had to obey his command and I was compelled to follow his instructions. I had decided in my mind that I had to talk to senior manager related to this issue. The next day, I went to the senior manager and told him the entire situation. At first, he also gave the glimpse of being an authoritative leader but later on he understood my view point and called the manager. We both were in the cabin of our Senior Manager and my manager was continually debating and arguing with him. Making someone understand a simple thing was never been so difficult for me. With all due respect, he was not only authoritative but also very stubborn. Anyway, the senior manager provided us both the list of duties of assistant manager and asked to follow the duties which were mentioned in the list. The list consisted of duties and responsibilities for both: the manager and the assistant manager. I was a bit relaxed that now the problem has been solved to certain extent and from now I will try to have minimal interaction with my manager, though it was not possible practically. To certain extent, I learnt to compromise and I had to kill my own ideas, feedback and

The Princess Bride Essay Example for Free

The Princess Bride Essay It would not come as a big surprise if the Princess Bride is better known on its movie version than on its literary genius. There are a great deal of people who prefer to watch a movie than to read a good book and that is exactly where they are missing some of the fun a good book could offer. Sure, many would argue that movie is better since your eyes could capture what the book could not illustrate. However, there is also a certain magic in reading a book and envisioning the scenes than having them spoon-fed at you, not to mention that in a book, you could have the original and the full story. This does not mean, however, that the movie version of the Princes Bride is not worth watching since it is. The film and the book version alike shares a great deal in common, although there are certain things on which the two differs. Both could be considered a great masterpiece because the exciting and touching element of the story is always there that it is hard to miss. Westley and Buttercup for one, went overboard with their love for each other that it leaves no doubt in the audience mind that both means everything and that the two are worthy of each other. Inigo could convey the knack of fascination to a completely new level, and there could be no doubt that he was greatly devastated by the killing of his father and that he is justified for his plans of revenge. Fezzik, ion spite of his being a hired thug, is sweet at heart and is justified to do something right and good for once in his life. The audience, upon watching or reading the Princess Bride could not help but feel for these people and be mesmerized and held up on their escapades. The Princess Bride is basically divided into two stories. The 1st one of which is allegedly an shortened version of S. Morgenstern’s enigmatically, amusing take on the typical fairytale of great adventures in opposing good and gallant young innocents in opposition to the deceitful bad or evil guys. The second part of the story narrates the transformational occurrences which led Goldman to write the good parts abridged version and screenplay of the tale in which the good conquers evil. The story of fairytale is also ever present in the story; it is just as classic and exemplary which concerns the reconciliation of father and son as well as the search to recover an apparently lost gift. This too, is an entertaining story with indistinguishable connotations, both of which makes the audience unsure if the ending would be happy or tragic and these elements are similar in the film and the novel version of the Princess Bride although the novel version is more detailed in its telling something one could not hope to meet in a film version. William Goldman has one artistic stunt which is very beneficial for him in writing his literary masterpieces and was greatly evident in this particular story. Goldman is definitely an expert when it comes to run-on-sentences used to illustrate an action scene. The most notorious action scene in the story is the swordfight between Indigo and the Man in Black which is full of such sentences; however, one could not deny that the book holds a much greater succession of these scenes which is not present in the film. One could not help but notice that with its detailed plot and classy wittiness, this finely honed fairy tale is meant to suit tweens, teens, and adults. The version of the book, however, is more graphic than that of the film’s version to the point that the adventurous and exciting moments are more concentrated and the creepy scenes are much more scarier when read through the book than watched on the film. In the most passionate scenarios, Goldman concentrated on erecting tension and suspense wherein a small amount of illustrative accounts are kept short and concise. In the story (in film and in book) they managed to show that heroes comes in different shapes, sizes, gender, and the like wherein this particular story of good vs. evil showed how friends and strangers alike joined teamed up with each other to beat the bad guys and help the fight in keeping a great love alive. It is not possible to analyze the story without comparing the version of the book from that of the film. William Goldman, the author of the book, is also the one responsible in writing the film’s screenplay so the movie did not break away much from the original plot of the book. However, although there are certain scenarios which are similar in the screen and page version of the story, there is no arguing that the book is more detailed in so many parts, and that it contains more sinister, and frightening settings which are at times not in the film version or were toned down for cinema purposes. The version of the book also goes more profound into the mentalities of the major characters, and side characters are much cultivated, adding the sort of profundity one could never hope to obtain by watching a movie bound by time limits. As was the case in so many fairy tales, the Princess Bride did not depart from the traditional case wherein the story is narrated by a storyteller, with the effect of prompting the book lovers away from their daily lives and on into a world of magic and fantasy. Goldman’s wild journeys bring to mind every sensation and sentiment possible and the plot moves so fast in some areas that have the audiences catching their breaths. One of the things sure to catch the audience attention in the book are depictions of Prince Humperdinck’s Zoo of death as well as additional character advancement of Fezzik and Inigo Montoya by means of moving childhood memories. The portrayal of Humperdinck’s hobby enhances the element of pure evil which is lacking in the film version of the story. The film version of the Princess Bride is also enveloped in a syrupy story of a sick boy who is fortunate enough to have a loving grandfather who read the story to him. The novel version of Goldman’s story however, is enveloped in a completely different, not-so-syrupy story and it is this particular story which raises the captivating account of the Princess Bride from a cunning riff on fantasy stereotypes to a much more momentous and touching book. There are those who holds that the Princess bride is nothing more than a story of passion, duels, miracles, giants, and true love however, the Princess Bride is all that and something more. It is about the function of fantasy as well as its enticing promise of a break from the tiring world of which we are in. This is evident in Goldman’s prologue: true love and high adventure. I believed in that once. I thought my life was going to follow that path Obviously it didnt, but I dont think theres high adventure left any more. The Princess Bride is a story of fantasy which entices its audience to escape the world of reality and have a taste of fantasy and magic at its most demonstrative way. The story is presumably an edited version of a much longer work of S. Morgenstern. Goldman often disrupts the tale to remark on why he decided to remove a particular section of the story or he presents small clarifications on how effectual he felt some passages are. There are those who would view these breaks of narrative as nothing short of irritating, however, if one looks close enough, one would realize that the breaks came from a part of the storyteller who does not want to let go of the diversion and high romanticism of the said tale. The book is supposedly a tale wherein the hero always triumphs over evil and wherein the enemy is so evil, so immoral and dishonorable to the point that the audience would not feel an ounce of understanding or compassion for him, and wherein true love defeats everything and always succeed. However, all of these things mentioned above are fantasy and the point of the author’s intermissions (most particularly his delicately touching ending) is that life is not fantasy, life is not fair, and life is not inspiring â€Å"It’s just fairer than death, that’s all.† What makes the novel version of the story more touching than the film version is that, at the end, one could not help but realize that the enchanting tale of Westley and Buttercup is not really anything but a long mourning for confused and lost romanticism. This book, in a way, tells a person, by relating the most ludicrously tale of them all, is that our ideals or notions of love is of any real use and that by the time one’s end is near one would realize that they have lived a life nothing short of ordinary, and if perchance one did something out of the ordinary, that something occurred by means of serendipity and nothing more. It would make one realize that all that one would have left in the end is the recollection of a time when one have great faith on all of those ideals to the point that the prospect of disappointment did not even cross one’s mind. Of course, there could be other interpretations for the book, yet I believe that this is basically the reason why Goldman stated that the moral of the tale is â€Å"What you do with it will be of more than passing interest to us all.† To conclude, the one thing which I would greatly recommend is for one to read the book and watch the film, however, it would be much better if one read the book first to avoid confusion or to have better understanding of the plot of the story once you watch it in the screen. This advise is mainly because one would have a better understanding of the movie once one know the story behind it by reading the version of the book, it would also save one from getting left behind (if he is watching with someone who has read the book) in the story. Also, save for the fact that the film changed the book’s vague ending with a happier one and one would anticipate a mass entertainment film, the film version of the Princess Bride remained close and devoted to the abridgment of the book, and one would not be surprised to find this out especially if they know that the book’s author and the film’s screenwriter is the same. Works Cited Goldman, William. The Princess Bride: S Morgenstern’s Classic Tale of True Love and High Adventure. Del Rey; 25th anniversary edition 1987.

Challenges to Infant and Toddler Goods Market

Challenges to Infant and Toddler Goods Market [Name: Yuet Chun LEUNG] 1.0Â  Introduction We are the fastest growing retailer of infant and toddler goods in the Australian market. As we are gearing up to meet the market demand, it appears that our online sales are growing. We are looking at what other retailers have done and experimenting with new forms of organising to support our expected growth. Thus, we can be a successful online retailer. Online retails being problems, the customer cannot try on the goods before buying them and international online orders with caution. 2.0Â  Summary of the issue The customer always complain they cannot try the product before buying them and what they do if they cannot get what they ordered. We can do the refund system if customer really do not like the product with no shipping costs that we can attract more customers to purchase products on our online retailer. According to Harvard Business Review (2017) Zappos provider clever solution to the customer cannot try the items before buying product. Zappos eliminated shipping costs and using the call center to establish the strong relationship with customers. The most important thing is customers can try them all on, and send back the ones they didnt like, gratis. (Harvard Business Review, 2017). Besides, customer always worries about if they cannot get what they ordered. We would provide the new order status page on the final page on our stores checkout. It is useful for see real-time updates on the location of their shipment and check the status of their shipment without needing to contact you directly (Shopify help center, 2017) to let customer check it and reassurance. Customers would concerns about the purchase fees when buying from foreign. According to Findlaw (2017) before you order, you need to know what is the product priced and is it converted to U.S.D if there displayed different currency. We accept U.S.D only, that would be more clearly, customers would not confuse with that. 3.0Â  Implications for the business Any online retailers problem or issue cannot without communication with customers. Therefore, we would create the new department which is Live Chat/Real-Time Support. According to Birkett (2017), 56% of responders have used live chat/real-time support to answer the question on companys website, 49% of responders are using this system for online-purchase questions. Furthermore, when live caht/real-time support, the staff can understand what the customer needs, that staff can recommend other items suit for customers, the sales would increase either. Also, we will provide the customer service training to our new department Live Chat/Real-Time Support use the positive language, find out the easiest solution, we know that, somethings could not be done and we have to explain it to customers in positive way (Kolodynska and Kolodynska, 2017). Make customers feel like we are bring the shop to customers home. Finally, we try to satisfy what all customers need, answer their online shopping question then our online retailer sales would substantially increase. Reference List Harvard Business Review. (2017). Zappos and the Connection Between Structure and Strategy. [online] Available at: https://hbr.org/2015/06/zappos-and-the-connection-between-structure-and-strategy Findlaw. (2017). Problems with Online Shopping FindLaw. [online] Available at: http://consumer.findlaw.com/consumer-transactions/problems-with-online-shopping.html Shopify Help Center. (2017). Order status page. [online] Available at: https://help.shopify.com/manual/orders/status-tracking Birkett, A. (2017). What Do You Do When Your Customers Are Afraid To Shop Online?. [online] CXL. Available at: https://conversionxl.com/customers-afraid-shop-online/ Kolodynska, O. and Kolodynska, O. (2017). How to Say No to Customers Without Making them Angry. [online] LiveChat. Available at: https://www.livechatinc.com/blog/how-to-say-no-to-customers-without-making-them-angry/

Theme of Fate in Romeo and Juliet by Shakespeare Essay -- Shakespeare,

Some people may not believe that destiny is something that truthfully exists in the world. These people doubt that there is anything that is actually meant to be, or supposed to happen, thinking that there is always a way around troubling predicaments, knowing that it is not necessary to turn out just one certain way. They trust that whatever occurs in their lives comes as a result of the decisions that they make with their own free will. Others believe that whatever happens during the course of their lives is inevitable and every event is laid out before them like a road map to life, in other words, fate. William Shakespeare's play, Romeo and Juliet has fate as an exceptionally crucial element which makes fate as important as any character in the production. The events leading up to and during the party were definitely caused by fate. The moment that Romeo and Juliet meet is the exact incident that leads to their death, however unaware these "star-crossed lovers" are to that fact. T hus, fate is undoubtedly the most responsible influence for the couple's tragedy. It is not merely a coincidence that Romeo and Juliet meet in the first place. A serving man comes across Romeo and Benvolio in the first act, unaware that they are Montague?s, and informs them about the Capulet party: "My master is the great rich Capulet, and, if you be not / of the house of Montague?s, I pray come and crush a / cup of wine." (Romeo and Juliet I ii, 86-88) It is by fate that Romeo and Benvolio run into the Capulet serving man and discover the party. It is not just a simple accident that the serving man tells the two cousins about the party at which Romeo is destined, yet unaware, that he will meet his love. Furthermore, before Romeo attends the Cap... ...nowingly help Romeo kill himself, and indirectly kill Juliet in the process. Fate is the controlling force of the events that lead up to, and cause, the deaths of Rome and Juliet. It is no coincidence that Romeo meets the Capulet servant and is invited to the party. Fate brought him to the house of the Capel?s where he was destined to meet his future wife, Juliet. At the risk of being killed, the two lovers married their supposed loathà ©d enemy and consummated the marriage without even the slightest hint of detection from anyone who did not know of the wedding. Unfortunately, their sweet success would be short lived and their lives would be a downward spiral staring with Romeo?s banishment and ending with their deaths. Taking into consideration that Romeo and Juliet are predetermined to meet, love and die together, fate is clearly the dominant force of the play.

Drama Script :: Papers

Drama Script MRS JOHNSTONE (shouting) - Put that gun down! Please son, please! MICKEY (looking in Mrs Johnstone) - Stay out of this! This is between me and him, alright! MRS JOHNSTONE (tears coming in her eyes) - please forgive him, son! Please EDWARD - Mickey, listen to your mother, she is right. Maybe we can talk this through MICKEY (looking at Edward in the eye) - You took my wife (Linda) away from me, and you want to talk this through. You don’t deserve to live, you bastard! EDWARD - Mickey, please! Put the gun down. MICKEY- Say one more word, and I’ll shoot you MRS JOHNSTONE (on her knees) - No Mickey put that gun down, please! Two policemen run toward the stage unexpectedly. Both of them holding on to a loaded pistol POLICE 1 (loudly) - Put that gun down, place your hand on your head and step away. MRS JOHNSTONE - Mickey, before you do any thing stupid, listen to me! I have something important to say to you. MICKEY- What could be more important, then to see the death of Edward Lyons MRS JOHNSTONE - Don’t shoot him! And listen to me MICKEY - I can shoot that bastard, if I want to. Is not like that bastard, is related to me. MRS JOHNSTONE (weeping slowly) - You can’t shoot Mickey! EDWARD (smiling at Mrs Jonhstone) - And why not! MRS JOHNSTONE - Because he†¦is MICKEY – he is what! MRS JOHNSTONE (on her knees) – he is you brother†¦.. Mickey†¦ he is your twin brother. EDWARD (with a surprised tone) – Is this †¦.true, Mrs Johnstone. Mickey is my twin brother! Mrs Johnstone nods her head slowly and looks at Mickey. MICKEY (with a shock facial expression) – please tell me you are joking! I get it you are lying to me, so I’ll put the gun and not shoot Edward. MRS JOHNSTONE (calmly) – Does it look like, I’m joking.

The Multiple Intelligence Theory

Developed in 1983 by Dr. Howard Gardener, a professor at the very prestigious Harvard University, the multiple intelligence theory states that testing a person’s intelligence through IQ tests is very restricting. In his very popular work, Frames of Mind: The Theory of Multiple Intelligence, Dr. Howard Gardner cited eight kinds of intelligence that are innate in men- linguistic intelligence (â€Å"word smart†); logical-mathematical intelligence (â€Å"number/reasoning smart†); spatial intelligence (â€Å"picture smart†); bodily-kinesthetic intelligence (â€Å"body smart†); musical intelligence (â€Å"music smart†); interpersonal intelligence (â€Å"people smart†); intrapersonal intelligence (â€Å"self smart†); and naturalist intelligence (â€Å"nature smart†) (Armstrong, 2000). Logical-Mathematical Intelligence Those who possess the logical-mathematical intelligence would usually end up as a scientist or mathematician. They are mostly sensitive to and have the capacity to differentiate logical and numerical patterns (Gardner & Hatch, 1989, being well versed with everything that has something to do with logic, abstractions, inductive and deductive reasoning and most of all, numbers. Because of this, they are said to be excellent in mathematics, chess, computer programming and other activities that involves numbers and logic (WIkipedia.org). They also have the ability to handle long chains of reasoning (Gardner & Hatch, 1989). Linguistic Intelligence Those who possess this form of intelligence on the other hand are most likely to end up as poets and journalists for it has got something to do with words, be it spoken or written. These are the people who are sensitive to sounds, rhythms and of course, the meanings of different words. Likewise, these people are very knowledgeable in the different functions of language (Gardner & Hatch, 1989). They are good in reading, writing and even telling stories. At the same time, they are good in memorizing dates and words (Wikipedia.org, 2007). They rely on taking notes, reading, listening to lectures, discussions and debates as their primary source of knowledge. These people are said to learn foreign languages easily, having a very high verbal memory and the capacity to understand the structure of words and sentences. Musical Intelligence People having musical intelligence tend to become composers, violinist, musicians, singers, etc. They have the ability to produce and at the same time, appreciate rhythm, pitch and timbre together with the appreciation of the different forms through which music is expressed (Gardner & Hatcher, 1989). Those who also possess this kind of intelligence tend to learn and memorize different types of information through the use of music. More often than not, they work efficiently and effectively with music playing in the background (Wikipedia.org, 2007). Spatial Intelligence Possessing this kind of intelligence, a person may end up as a navigator, sculptor as they are good in visualizing and mentally manipulating objects (Wikipedia.org, 2007). With this perception comes their accuracy in performing transformation based on their perceptions (Gardner & Hatch, 1989). Body-Kinesthetic Intelligence Those who possess this kind of intelligence, on the other hand end up as athletes or dancers, as this has something to do with movement. People who are intelligent based on this often prefer activities that make use of body movements, which make them also good in building and making things. They remember things through their body, making use of what is known as muscle memory (Gardner & Hatcher, 1989). Interpersonal Intelligence Possessing this type of intelligence makes one individual a future therapist or salesman, having the capacity to respond to the moods, temperaments, motivations and desires of other people (Gardner & Hatcher, 1989).   They are usually extroverts who excel so much in interacting with others. Intrapersonal Intelligence They end up to be a person with detailed, accurate, self knowledge that could access one’s feelings and be able to draw them in guiding behavior, strengths, weaknesses, etc (Gardner & Hatcher, 1989). Education and the Multiple Intelligence Theory The concept of intelligence permeates our day to day lives just like any other psychological concept. Before completing and even entering an institute of education, students are asked to complete and aptitude exam that would measure their intelligence quotient or IQ that could determine their preparedness and capacity to learn in institutions like the one they are applying in. Intelligence tests have been a very important tool that is being used in most educational institutions that place a very high importance on the relationship between intelligence and education (Wagner & Sternberg, 1984) According to Dr. Gardner, most of the schools and cultures tend to focus more on the linguistic and logical-mathematical intelligences of its pupils thus raising the self esteem levels of individuals who are well versed in their language, of individuals who know so much about math, individuals who are expert in reasoning. The different cultures and societies fail to recognize the achievements and intelligence of those people who have display other types of intelligence- the artists, architects, musicians, designers, athletes, and those other who truly show their importance in the other aspects of the society (Armstrong, 2000). It is also because of the societies focus on the linguistic and logical-mathematic intelligence that schools are unable to address the needs of students who are not gifted with these kinds of intelligence. Unfortunately, those who have not been giving due recognition for the intelligence they have [as they possess other kinds of intelligence apart from those society deems very important] usually suffer ADD or Attention Deficit Disorder (Armstrong, 2000). As Gardner reiterated in his study of MI theory, an individual is mechanically equipped with unique intelligence to cope up in a diverse cultural society. It provides students with options to success and recognition for whatever talents they have. Linguistic intelligence and personal intelligence gives great opportunities for individuals in a globally competitive society. The structural views of education are now diverse in regarding intelligence out of just the normal scope of intelligence. The multiple intelligence theory is said to be a threat to formal education, a death knell as they say, believing that teaching to address a single kind of intelligence is already hard. However, most schools have actually responded positively to Gardner’s theory as it is said to validate educator’s everyday experience, recognizing the difference in the way students think and learn. At the same time, educators have recognized the possession of the seven kinds of intelligence as a necessity in living life well. It is for this reason that teachers are being called to attend to all kinds of intelligence, not just the two kinds of intelligence traditionally addressed by educators and educational institutions (Smith, 2002). MI is a means to foster high quality work. MI should be used as a tool to promote a high quality of education instead of just a theory (Smith, 2002). Creativity is promoted in the nuance of education and by which it helps the production of more creative ideas to continually support the existing knowledge we learn in school. Students are also encouraged to learn beyond the four walls of the classroom, in preparing them for the real world. They are equipped with facts that they could apply in their day-to-day lives. Gardner’s multiple intelligence theory has inspired a lot of schools to undergo educational reforms that could help raise the quality of education. According to Thomas Armstrong (2000), several methods have been incorporated in teaching academic topics. For example, the study of the law of supply and demand in economics does not just involve linguistic and logical-mathematical intelligences such as studying by reading about it and the mathematical expressions by which the law is expressed. In the study, spatial intelligence is also incorporated through examination of graphic charts, observing the laws of the natural world (naturalist), the human world of commerce (interpersonal), the law in terms of one’s own body (bodily-kinesthetic and intrapersonal) or even the writing/finding a song that proves the accuracy of the law of supply and demand. It is for this reason that numerous schools have redesigned their curriculum to satisfy the needs of the people possess different types of intelligence. Arts PROPEL, in the US have developed a series of modules that serve the goals of the curriculum as well as the needs of its students. MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself (Smith, 2002). Creativity is promoted in the nuance of education and by which it helps the production of more creative ideas to continually support the existing knowledge we learn in school. Students are also provided not only to think inside of the boundaries of the classroom but rather prepare them in the real world and set them in more ways than one. One which is only equipped with facts but not able to apply it in situations he or she faces. In the same way, Patricia Bolanos designed a public school in Indianapolis that supports the multiple intelligence theory. The curriculum is designed in such a way that it helps in finding the kind of intelligence a student is said to be possessing and at the same time, guide them in enriching what they have. Through the different steps that these schools have taken, they have in a way, considered the role of people who exhibit other kinds of intelligence. At the same time, the theory of multiple intelligence has become of vital importance to language teachers as it has allowed them to examine their teaching methods and how it effectively caters the need of their students. Different approaches shall be used in order to address the intelligence profiles of the students. Once again, the said theory has been responsible in enhancing the curriculum design, lesson planning and program development of various schools (Zulkuf Altan, 2001). Conclusion The rise of Howard Gardner’s multiple intelligence theory has lead to different reactions by the academe and psychologists, considering its importance in every day lives. Schools require students to meet a certain score in their achievement tests before allowing them to enter into their respectable institutions. It showed the society that other intelligences, aside the two traditional ones that have been regarded as important in the society is important and should also be taken into consideration. Students have different interests, react to different subject matters and topics and of course, adopt different ways of taking in information (Gardner, 1995).. It is for this reason that educational institutions nowadays have readjusted their curriculum, in their hopes to cater to artistic, musical, body intelligences, etc. It is believed that it is only through this that schools could properly respond to the needs of their students having possessed a different type of intelligence, aside from the traditional, more popular ones (Gardner, 1995). With the multiple intelligence theory, various learning-styles have been built on particular sense modalities such as auditory, visual and kinesthetics, believing that it is only through this that educators may transmit the lesson and information to the brains of their students without giving them a hard time, giving them the access to information that could best meet their needs (Gardner, 1995). REFERENCES Armstrong, T. (2000). Multiple Intelligences. Retrieved October 21, 2007 From http://www.thomasarmstrong.com/multiple_intelligences.htm Klein, P.D. (1997). Multiplying the Problems of Intelligence by Eight: A Critique of  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gardner’s Theory. Retrieved October 21, 2007 from Jstor Database Gardner, H. (1995). Multiple Intelligences as a Catalyst. English Journal Vol. 84 No.8. p.8. retrieved October 21, 2007 from Jstor Database Gardner, H. and Hatch, T. (1989) Multiple Intelligence Go to School Educational  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Implications  Ã‚  Ã‚   of the Theory of Multiple Intelligences, by Howard Gardner. Educational  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Researcher.  Ã‚  Ã‚  Ã‚   Volume 8. No. pp.4-10. Retrieved October 21, 2007  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   from Jstor Database Smith, Mark. (2002). Howard gardner, multiple intelligences and education.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved October 20, 2007 from http://www.infed.org/thinkers/gardner.htm Wikipedia, the free encyclopedia. (2007). Multiple intelligences, Retrieved on  Ã‚   October 20, 2007 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences Zulkuf Altan, M. (2001). Intelligence Reframed: Multiple Intelligences for the 21st  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Century, Review. TESOL Quarterly: Vol. 35, No. 1, p. 35. Retrieved October 21,  Ã‚  Ã‚  Ã‚   2007  Ã‚  Ã‚   from Jstor Database      

Dance as an Art Form

The history of dance as an art can be traced with the emergence of cultures around the world and with the evolution of mankind. In early civilizations, dance has been a very essential part of their primitive cultures. When people asked for rain, they danced for the gods of rain. Or when they want to have a good catch, they would move as if they were pulling a net full of fishes. In essence, man expressed himself through movement when oral and spoken language was still on their nascent stage. Together with the visual arts, dance was the first mode of expression and communication.With the progress of different societies, dance has also evolved and adapted to the changes. From religious activities to public performances, dance and other similar movements were popularized as a means of easily understanding the message. Facial expressions, activities familiar to the audience were also characteristic of this art form. As the society advanced to a more sophisticated and more interactive com munity of cultures, dance has also evolved and surpassed its role in the religious activities and courts of rulers. Social dancing as we know it today traces its origins in three possible foundations.Ballroom dancing for example became popular with courtesans in the 16th and 17th centuries in Europe and not much participated by the commoners. Such exclusivity of dance to the aristocracy distanced ballroom dancing from being patronized by the greater public. It was only after the political and social reforms in the 18th and 19th centuries that the dances of the aristocracy also became popular with the masses. Thus, from being confined to a wealthy few, dance has also benefited from the economic and political victories of the lower and middle classes.Somehow, dance became an integral part of the politicization of culture. The most popular of these ballroom dances is the waltz which originated from the Austrian courts. The dance itself represented the political trend. As the society de viated from dogmatism and rigidity so was the spirit they found in waltz. Due to its popularity, waltz as an art form began to deteriorate and was eclipsed by other dances now unconfined to the elite. The 20th century found the convergence of South American and Caribbean music and rhythm which had more primitive origins.Social dancing evolved from its origins in Europe to a concoction of various cultures. Tap dance and folk dances also influenced the development of social dancing that through time, artistic components were added and invented or revived to produce a more vibrant variety of dances. In the course of the evolution of human societies, culture has adapted to the changes brought about by the modifications in the economic foundations of the era. Culture, as a part of the superstructure, changed through time.The early models of human production system were a very nature-dependent system and as a result they also had a nature-themed dance or dances which depicted movements, p henomenon and mysteries in nature. Come the slave societies, dance depicted the state of the society. Though there was a lineated domain of dance. The ruling slave owners appreciated dances which exemplified their dominion over their slaves, depicted their power while slave communities dance as they intend to be liberated and break free from the bonds of slavery.That is how society and culture works in dynamic and co-relational interactions. Different societies have different levels of appreciation for dance. Aesthetics can not only be solely responsible for the development of dance, utilitarian values are also of prime consideration. The emergence of a ruling class made it possible for dance to attain its position as an art in the courts of the kings and emperors. Utilized as a form of entertainment for the ruler and visiting dignitaries, dance has been appreciated more ever since for the aesthetic qualities that it had than message that it conveyed.What was pleasant for the audien ce became a prime reason for the development of dances. What the ruling class appreciated as art were also the same for their subjects. Historical accounts suggest how dance reached such point beginning as early as the Egyptian civilization. Egyptian society witnessed the evolution of dance from simple hunting rituals during the ancient times. Connected with the religious aspect of their economic activities, dance was used to summon goodwill from the gods and assure bountiful keep.As the Egyptian society progressed, dance was separated from its ritualistic character and was focused in the formal religious necessities. Evident in their movements were the daily activities of the Egyptian people. Greek culture draws its ancestry from Egypt and similarly started out as part of the religious exercises. Dance was seen incorporated to drama and dance festivities. Similarly, Greek dance expressed the activities of the people and each dance corresponds to a certain activity and character of the audience.In Europe, the complete evolution of dance from its utilitarian concepts to an aesthetic value started to surface as early as 364 BC. Though the main purpose was really to honor the gods, dance was also used to entertain the population in times of plagues or any catastrophic events. Since then, dance has been viewed as an art to be appreciated by the population and not only by the gods. Therefore, historically speaking, dance has served its purpose of contextualizing of human thoughts. Expression of these thoughts provided the reason for evolution.