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It should come as no surprise that intelligent people do better in business. Successful people know a great deal about their field of expertise and their job, and the roles of those around them, but it has become clear that to truly succeed, you need more than just the standard intellect. The world has become increasingly aware of a type of intelligence that was previously neglected: emotional intelligence.

Emotional intelligence is not only being able to identify and adapt to your own emotional state, but the emotions of those around you. An emotionally intelligent individual is a strong communicator who can “read the room” and adapt to a variety of social situations. Multiple studies have shown that emotionally intelligent people achieve more than their emotionally underdeveloped counterparts in a multitude of way.

A 2014 study conducted by the University of Bonn in Germany set out to find how high emotional intelligence affected an individual. The study concluded that emotionally perceptive people were viewed more favorably by others and were also more likely to have a higher income than coworkers that were lacking a developed emotional skillset.

The study was conducted on 142 adults who were asked to identify emotions both through visual and audio cues. Participants were presented with photographs of people and audio of a variety of people expressing their emotions. A high emotional intelligence was defined as being able to correctly identify 87% of the emotional scenarios, a low intelligence was defined as scoring 60% or less.

The participants were evaluated by their coworkers and supervisors to see how their communications skills were viewed by their peers. The results showed that those with a high-ranking emotional intelligence were seen as carrying a higher social status than those who scored low on emotional intelligence. Regardless of what business you’re in, communication with colleagues and clients plays a huge role and that is why emotional intelligence is so valuable. Although the value of emotional intelligence is abundantly clear today, that was not always the case. Travis Bradberry, one of the authors responsible for Emotional Intelligence 2.0 says that emotional intelligence was never considered a factor in business until 1995. His book goes over decades of research to show just what an impact emotional know-how has on the business world. If you feel like you currently lack emotional intelligence, then you might be a little worried right now. Don’t be – emotional intelligence is a learned skill and can be improved. The basis of this form of intellect relies on synthesizing information from both the rational and emotional areas of your brain. The more you practice emotional intelligence, the stronger that skill will become.

“The change is gradual, as your brain cells develop new connections to speed the efficiency of new skills acquired. Using strategies to increase your emotional intelligence allows the billions of microscopic neurons lining the road between the rational and emotional centers of your brain to branch off small “arms” to reach out to other cells,” explains Bradberry. Each cell in your brain can develop 15,000 connections which means even the best of us have lots of room to improve. As you continue to refine your emotional intelligence, you’ll find that it gets easier and even automatic at times. When acting with emotional intelligence becomes second nature, you just might find that success comes to you a little more naturally as well.

“When dealing with people, remember you are not dealing with creatures of logic, but with creatures of emotion.” A leader’s ability to manage own emotions and that of their followers during communication plays a crucial role in defining how successful a leader is. Emotional intelligence is required in each structure and dimension of human interaction in business, be it motivating the staff, or giving service to clients, or having any brainstorming season to take any decision. Emotional intelligence is the ability to comprehend the emotional state of oneself as well as other people and the ability to investigate these emotional feelings as well as their impact. In a working environment, an Emotional intelligence individual can have control of his sentiments and channel them towards his objectives. Emotional intelligence can comprehend the emotional condition of others and can act in like manner. This enhances the relationship between colleagues and also maintains harmony in the workplace. An emotional intelligence manager can comprehend his subordinates well and team performance would progress. Thus, it is essential that a leader identifies the role of emotional intelligence in effective leadership. This essay aims at examining the critical roles that emotional intelligence plays in leadership and leadership communication in the workplace.

Successful utilization of emotional intelligence can enormously decrease the tension and stress within the working environment condition. This should be possible through numerous available practical techniques to impact change. Empowering support as well as appreciative feedback towards colleagues is a better begin to ensure morale and also confidence among staff individuals. It enables employees to interact straightforwardly and strengthens a supportive and cohesive environment to flourish in. Positive relationships go far to lightening the pressures of work and negative emotions. This sort of working environment setting cultivates individuals to freely express their stress and emotions with no fear of embarrassment. This surrounding assists with practical help, colleagues helping resolve issues together or notwithstanding sharing the workload at hand to one another and fostering a shared trait. With regards to building better relations to help manage conflict and stress, employees can be encouraged to reflect upon their behaviors first, and after that set up where they remain in having an impact in either helping or harming the work environment pressures. Workers can identify whether they promote or harm the group cohesion to have an improved desired outcome. This practice teaches employees the significance of their role they play and furthermore identify how critical it is to have an awareness of their emotions and actions in the workplace. Emotional intelligence enables leaders to listen to what their followers say without being judgmental. Leaders with emotional intelligence have a great ability to gauge their follower's response to their words or actions. This critical skill enables them to understand whether the employees really understood the intended message and thus enabling them to refine the message accordingly through developing an effective communication strategy that ensures effective communication with all the employees. Leadership is likewise about having better communication skills to convey thoughts to stakeholders and furthermore to propel colleagues. High emotional intelligence levels have been appeared to help enhance the communication skills of people, as it helps them listen to criticism from others and furthermore monitor their emotions. Subsequently, emotional intelligence is significance from managerial communication as well as leadership perspective. Possessing emotional intelligence enables leaders to comprehend the effects of their feeling when dealing with employees. This character is crucial in enabling leaders to make vital decisions in a situation where pride and self-esteem are at stake. All leaders go through moments where their emotions tend to influence their decisions. Thus possessing emotional intelligence enables leaders to recognize moments where their feelings influence their decisions thus enabling them to make act fast to prevent potential adverse impacts associated with this. Emotional intelligence enables employees to employ helpful humor in their leadership. It is impossible to underestimate the value of humor in boosting employees’ morale as well as making them feel that you are part of them. While intelligence is essential, emotional intelligence is crucial to gauge what people find funny and thus enabling leaders to choose situations where humor will be appropriate. Additionally, it will enable leaders to strike a proper balance between lightheartedness and serious work. Workers with higher emotional intelligence can have better abilities towards adapting to workplace changes. In the globalization era, it is important to have workers who are flexible and can adapt to changes.

Conclusion

Hence developing the capacity to oversee sentiments is pivotal in initiative correspondence. It empowers pioneers to put themselves in the circumstance of their adherents consequently empowering them to pick the best strategy to take care of issues and accomplish authoritative objectives. It is therefore basic that all chiefs endeavor to develop passionate insight and fuse it into their initiative to guarantee effective administration of representatives. A champion among the most fundamental things where passionate insight helps is in structure connections by dealing with any type of contention. At the point when individuals associate with people's feelings and take a gander at things with their perspective close by sympathy, things get significantly more straightforward in settling clashes or even the likelihood of staying away from them before they start. This certainly adds to building associations with that person. People have a superior idea at the exchange organize with having the capacity to fathom the wants and needs of different people.

Death is commonly reflected in Greek mythology. Many epics, myths, and short stories include death in their plot or theme. For instance, the short story of Pyramus and Thisbe conveys the idea that when one dies, it does not mean the other should too. However, the most notable Greek work of literature that addresses death is the Odyssey, by Homer. In Book XI of the epic, Odysseus travels down into the Land of the Dead to acquire important advice that would protect him, and his men on their journey back home. But along the way, Odysseus encounters numerous souls of the deceased. As he converses with the souls of his loved ones, Odysseus is slowly overcome with grief and misery. Consequently, the internal conflict that Odysseus faces in the Land of the Dead is coming to terms with the death of his friends and family.

To begin, Odysseus needed to come to terms with Elpenor, his former soldier’s death. Before Odysseus left Kirke’s island with the rest of his crew, they did not acknowledge that Elpenor was missing. As a result, when Odysseus noticed the soldier’s soul approach him in the Land of the Dead he was shocked and heartbroken. The text states, “One shade came first-Eplenor, of our company, who lay unburied still on the wide earth, as we had left him-dead in Kirke’s hall, untouched, unmourned, when other cares compelled us. Now when I saw him there I wept for pity and called out to him”. In this quote, the author describes how other chores made Odysseus and his men turn a blind eye towards the absence of Elpenor. Instead of making sure everyone was present, Odysseus and his crew were too busy preparing to sail to the Land of the Dead.

Consequently, the former soldier was left there on the ground dying, with no one to help, grieve, or give a proper burial to him. Despite the tragic loss, Odysseus managed to accept his death in a short period of time; Elpenor only desired a burning and burial of his corpse. However, Odysseus did not accept the death of two others as quickly. Secondly, Odysseus needs to accept the death of his mother, Antikleia. When Odysseus traveled to the Land of the Dead, he did not expect to see her soul there; the last time Odysseus saw his mother she was healthy and living in Ithaca. But after chatting with her, Odysseus learns that she died because of her loneliness for him, “...only my loneliness for you, Odysseus, for your kind heart and counsel, gentle Odysseus, took my own life away”.

In effect, Odysseus was filled with sorrow and agony. The text quotes, “I bit my lip, rising perplexed, with longing to embrace her, and tried three times, putting my arms around her, but she went sifting through my hands, impalpable as shadows are, and wavering like a dream. Now this embittered all the pain I bore, and I cried in the darkness”. Here, the quote demonstrates how arduous it was for Odysseus to accept his mother’s death; he was the reason behind her passing. Hence, the enormous soldier longed to embrace her, but no matter how hard he tried Antikleia’s shadow floated through his hands. Suffering, Odysseus broke down into tears; he could not handle all the pain. On the whole, Odysseus has to come to terms with his mother’s death, but there is one more he also struggles with. Finally, Odysseus needs to come to terms with the death of Agamemnon. Similar to Antikleia and Elpenor, he was unaware that his former comrade passed away. The first time Odysseus saw Agamemnon’s soul, tears began dripping down his grief-stricken face.

Unsurprisingly, after conversing about what happened to them while they were apart, Odysseus’ mental toughness gave in. Homer wrote, “Gazing at him, and stirred, I wept for pity, and spoke across to him...So, we exchanged our speech, in bitterness, weighed down by grief, and tears welled in our eyes”. Here, this quote illustrates Odysseus weeping in misery due to his comrade’s death. Suddenly, the muscular, tall, and handsome soldier Agamemnon once knew turned into a helpless little child. The excerpt also demonstrates how important he was to him; it would require a lot more time to accept Agamemnon’s death than normal.

Altogether, Odysseus struggles with coming to terms with Agamemnon’s passing because they were very close. In conclusion, the internal conflict that Odysseus faces in the Land of the Dead is coming to terms with the death of his friends and family. This is challenging, as both his mother and former comrade died during the many years he was away from them. Odysseus also lost a soldier due to ignorance. For Antikleia, he struggled with accepting her death because his absence was behind why she died. In Agamemnon’s case, Odysseus lost a close friend and companion that helped him through the Trojan War. Finally, Odysseus lost one of his soldiers not in battle, but out of pure carelessness. If Odysseus managed to come to terms with their deaths, his inner conflict would almost, if not be resolved.

“The Lottery” is a short story by Shirley Jackson where you are introduced to the traditions of a small town. It is not a fun tradition like decorating a Christmas tree, it is much darker. Every year the town has something they call a lottery where all the townspeople gather together and one member, typically the oldest male, draws a piece of paper. If that piece of paper has a certain black dot it proves fatal for the family, because one member of the family will be randomly chosen and stoned by the rest of the town. This is a very dark tradition that the whole town participates in, including children.

There are many symbols in The Lottery that can be linked to society today. The biggest symbol, however, is the theme of tradition. “The Lottery” itself is the tradition and it shows that tradition, no matter how toxic or unusual it may be, there will always be people who stick to tradition and never want any change. In the short story a town elder is sitting on the sidelines while families are picking a piece of paper from the box and he is spouting things like “crazy fools” and “Listening to the young folks, nothing’s good enough for them. Next thing you know, they’ll be wanting to go back to living in caves, nobody works anymore, live hat way for a while. Used to be a saying about Lottery in June, corn be heavy soon. ‘First thing you know, we’d all be eating stewed chickweed and acorns. There’s always been a lottery”. He thinks changing the way things are done will only lead to chaos and he thinks to change things is a start to something much worse and soon the new generation will want to change everything and get rid of all traditions. His way of thinking is very toxic and is an example of following something with no knowledge of it and only doing it because its how it’s always been. This is one example of how people, now, follow rules, traditions, or the status quo blindly and without having their own opinion.

Another thing to consider is the fact that the people of the town are still passing the tradition down to younger traditions, and don’t give them a choice if they want to follow this tradition. The children in this story are being taught at a very young age that its okay to continue this tradition. In the story a woman gives a rock to a very young boy, the boy is the son of the mother who was chosen to die. This shows that in the culture this town has most people are more than okay with the tradition, to the point that they will hand a rock to a child to help kill their own mother in a very gruesome way. This plays into the tradition and the danger of not changing ways just because of a tradition. This relates to today because a lot of older generations are stubborn and stick to their ways, and more than that they teach and enforce their thinking onto everyone else, including younger generations.

The final piece of evidence that shows the symbol of tradition and how it can be linked to today’s culture is the fear and compliancy the people have. People can be forced into repeating the traditions they were taught even if they don’t agree with that specific thing. For example, in the story, the family member that grabbed the paper with the black dot was the father. When he revealed he was the one with the mark on his paper his wife, instantly stood by his side, defended him, and asked for a redraw, so the members of the family, even the children, draw papers again to see the new member who will be killed. This time, however, the wife is chosen and unlike how she defended her husband, her husband stays quiet accepting the fact his wife would be killed instead of him. Now if you look at the story through the lens of fear, the story has a whole new meaning. Instead of viewing the town like a bunch of blind idiots who never want change, we can see them, instead, as a town striking by fear and too scared to do anything different or stand up to anything. Today people who know certain things are wrong to remain quiet due to fear.

In conclusion, throughout the story of “The Lottery”, there are several themes and symbols of toxic traditions and blind cowards who do nothing to enact change due to either fear or blind belief. A lot of the symbolism was a direct link to how people act today.

“A&P”, written by John Updike, is a short story in which the narrator, Sammy, tells the events that happen at his workplace after three girls wearing bathing suits walk into the store. Sammy is a typical, 19-year-old teenager who works at an A&P grocery store as a cashier in a conventional town where he has become accustomed to observing customers and assuming things about their lives. In the story, Sammy uses a colloquial and descriptive language to demonstrate his relations with and attitudes toward other characters, making us sympathize with him and see him as observant, judgmental, egotistical, impulsive, and vulnerable. In the first half of the story, before interacting with the three girls, Sammy presents himself as a normal boy since he uses a casual language to give detailed descriptions about customers and express his feelings toward his life and job. Using the first-person point of view, Sammy begins the story narrating the time when he meets the girls, watching them closely and noting small details about their physical appearance and actions. For instance, he explains the girls were walking, “letting the weight move along to their toes as if they were testing the floor with every step, putting a little deliberate extra action into it”; names them “Queenie and Plaid and Big Tall Goony-Goony”; and describes them as “the queen,” “the chunky kid,” and the tall one with “chubby berry-face,” respectively.

Sammy seems to be very judgmental because he juxtaposes the three young girls with old customers; for example, he praises Queenie’s beauty but criticizes a customer who is “a witch about fifty with rouge on her cheekbones and no eyebrows.” By providing these descriptions of the girls being pretty and the customers being unattractive, Sammy influences the reader to see him as an observant, overcritical character who, like any other young man, has a positive attitude and perception toward cute customers. Additionally, Sammy employs metaphors in the story to refer to the customers as “sheep,” “houseslaves,” and “pigs in a chute,” implying they are followers in a uniform town, and he is different from and superior to them because they do not share the same perspectives about life: all the customers have a conservative behavior and consider the girls’ actions unacceptable — this is seen when they look “around after pushing their carts past to make sure what they had seen was correct” — whereas Sammy has a liberal behavior, which he cannot openly express due to his egocentric views that no character understands, and sees the girls’ actions as a form of expression. This shows that Sammy is a judgmental, egotistical character since he considers his conventional town to be a place where everyone conforms to established rules, acting and thinking the same; the reader can understand Sammy’s feelings because he is a reticent character who is somehow unhappy with his life.

Moreover, Sammy explains his coworker Stokesie is “married, with two babies” and is “going to be manager some sunny day, maybe in 1990.” He includes this detail about his coworker because he, unlike Stokesie, does not see himself working at the store in the future, suggesting he is an egotistical character who deserves more and feels trapped in a job he does not like. In other words, in this part of the story, Sammy utilizes a basic language to show his relations with other characters to create a realistic tone that makes the reader sympathize with him since he is young, observant, judgmental, and egotistical. Similarly, in the second half of the story, when Lengel shows up, Sammy continues using a conversational language to present his attitudes and feelings toward other characters, allowing the reader to learn more about his impulsive, vulnerable personality.

Showing excitement, Sammy begins the turning point of the story describing the way the three girls speak and the things they buy since they approach his checkout line so that he can ring their things up. For example, he explains that Queenie’s “voice kind of startled him, the way voices do when you see the people first, coming out so flat and dumb yet kind of tony, too,” becoming more interested in her, and as a result, “all of a sudden he slides right down her voice into her living room.” These details portray Sammy as a dreamy, young man who is infatuated with Queenie because he imagines her life is perfect and better than his — he thinks her family is rich because they can afford to buy “herring snacks”— making the reader sympathize with him because his thoughts, similar to those of teenage workers, implicitly reveal he wants to be in a better position and learn more about Queenie. However, the reader gets a better insight into Sammy’s immature personality after Lengel, the “dreary” store manager who has been working there for a long time, appears reproaching the girls for wearing bathing suits.

Sammy suggests he dislikes Lengel after he judges the girls saying they are not at the beach and are dressed indecently, causing the girls to feel offended and forcing them to leave as soon as possible. This incident affects Sammy by influencing him to act irrationally and quit his job; his ego not only makes him think the girls are vulnerable but also makes him believe he is the only person who can defend the girls so that he can be noticed and be their “unsuspected hero.” He feels exasperated because he believes Lengel has embarrassed the girls by calling them out and destroying their dignity. Sammy’s colloquial language creates an absurd tone — he is upset yet concerned — that makes the reader understand his reactions: it is common to see an immature man being impulsive after someone has judged the girl he likes. Furthermore, at the end of the story, the reader learns that Sammy cannot retract his decision about quitting his job because he explains that “once you begin a gesture it’s fatal not to go through with it,” and as a consequence, he must feel “how hard the world is going to be hereafter.” This situational irony illustrates that Sammy is prideful, immature, and, indeed, vulnerable because he loses his job for defending the girls who do not even notice him, so now he feels apprehension about his future, influencing the reader to feel sorry for him because he has made a bad decision and now must face hardships.

In conclusion, throughout the story, Sammy is presented as a common teenager who reveals his personality and attitudes toward other characters through his observations and his descriptive, colloquial language, creating a sympathetic tone. As the readers learn more about Sammy, they become more aware that Sammy is a critical, egotistical, naive, immature man who feels unhappy and disconnected from his traditional community and job.

This essay I’m writing is about values, values-infused curriculum, values education programme and ways in which values can be infused in a school curriculum. Values are our beliefs, the way we act, the way we think, our authority, how we feel towards situations, our families, our friends and ourselves. Values help us to live better with people. Values help us make lifelong decisions, it helps us reflect on our past behaviours and make us change our ways to have a superior future. Values help us with our communication skills, it helps us to be self-motivated and be great leaders of tomorrow. Values help us to figure out how to work under pressure. Values help at home, we can be in total agreement with our families. We can be respectful towards our parents and be careful how we treat our families. We may take on responsibilities in our home by washing the wares, taking care of our younger siblings, cleaning our bedrooms and cleaning the yard when it is dirty. We must not fight with our siblings but teach them right from wrong. Values help at school a lot especially with our peers in partnership to do group works and help them when they don’t understand the school work. When we listen to their situations and try to help them. When we come first in test and get things from the teachers and we don’t show off we are showing values there. When we are determined to pass our test and help other students also. When we control ourselves by respecting the teacher and being polite.

Values help in our community we demonstrate a helpful behaviour when we help an elderly cross the streets. Picking up garbage by the roadway and by recycling we show gratitude for our community. Being a committed individual and showing accountability in youth groups, community sports day. When we honour, respect and help our neighbours. My top three values are determination, respect and co-operation I am determined to reach my goal in life and even though there are many failures and setbacks I would continue pushing for success. I have respect for my family, my friends, strangers and myself. By treating others fairly and showing love I feel a sense of happiness. I am good at helping others with work and sharing ideas. These values make me feel good about myself and I am confident and happy that I have those values.

Values are the way we act, how we take authority and it helps us develop a good future. Infused means to put in. Curriculum is the subjects in a school needed to help children learn. So, I think that values-infused curriculum is a way to help children develop themselves in the education curriculum so they can later solve life problems, have a better relationship with people in the community and when they go out into the workplace, they would have the basic needs. “Values Education” (2019) Value education is the process by which people give moral values to each other. It can be an activity that can take place in any human organisation during which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. The purpose of the values education programme is to help students to develop their senses so they can make proper observations for example if they see someone steal something and they know that it is wrong they would not do that. It will help students’ performances in the classroom. In the classroom where they spend most of their life’s values education programme will help them to think more about situations for example if they were given a simple mathematics question on the board to solve, they can come up with different strategies to work it out. It will help them to express themselves freely and not be peer pressure into the wrong things.

Values education will make the teachers and students have more communication skills. It will help their behaviour to be better at school and at home and sometimes adults can learn from children so let’s say they learnt about values education in school and they tell their parents about it, it might inspire their parents. Values education programme would help the students to be creative in their work and thoughts for example, a drama play they can give the teachers ideas. It helps them to have a positive attitude no matter what goes on at home. The children abilities would enhance, and they may take on more responsibilities. Values education programme wants children to know the meaning of value, find out what their values are, discover other people values around them, it will make them develop skills, reflect on situations and make them be responsible future adults.

Teaching values in school helps students learn and practice healthy attitudes and behaviour, such as respect, honesty and kindness. Teachers reinforce these attitudes by modelling them for their students and encouraging students to behave in the same way. Even though students still make their own choices, teaching values encourages them to not cheat, lie or steal but, rather, to treat others as they want to be treated. Values can be infused in the school curriculum in Trinidad and Tobago in art and craft classes they can express themselves in a painting, they can be very creative in art designs, they can make collages, they get to learn about their culture and see paintings of long ago. They can craft jewellery’s that they like and imitate and make things of pictures they see. Art and craft will help them brainstorm more ideas and gain plenty of knowledge.

Values can be infused in Science when students experiment, do research’s, they discuss with teachers and other children, they ask questions, they reflect on all that they have learnt. They use personal experiences and they critically think for example if they get a question wrong, they may come up with more answers. The values that will be displayed in science are collaboration and communication skills. Values can be infused in the curriculum by teachers being taught how to teach values and the teachers can teach it by testing their problem-solving skills, Debates, role plays and discussion the teacher would control the classroom, transfer knowledge and shape their minds. When children learn about new things, they take it in and then ask questions. Values can be infused in the school curriculum at activities like projects, creative writing and games. Children get a chance to discover new things with the help of the teacher, when children behave good you can give them a reward that way, they will always want to do good. They can develop their passions and goals for the future. Lastly, infusion of values into the school curriculum in Trinidad and Tobago can be used into drama classes. Plays, poems and short stories help by facing challenges, working together to complete a good play, it shows fairness, a sense of happiness, it makes them feel like they belong, they feel love and compassionate. They learn to manage time wisely and take responsibilities. They even get a memorable experience they develop different communication (verbal and non verbal). It helps them to keep their focus and they also develop values on their own. Values, values-infused curriculum, values education and ways in which values can be infused in the curriculum have been discussed in this essay. Values can really have an impact on our lives in the future when we learn it at school, home and community. Values education helps children a lot to develop their mindset.

References

1. Values education. (2019, September 21). Retrieved from https://en.wikipedia.org/wiki/Values_education.
2. Tucker, K. (2019, January 10). Pros & Cons of Teaching Values in Schools. Retrieved from https://www.theclassroom.com/pros-cons-teaching-values-schools-7435175.html..

A curator’s primary responsibility generally includes the acquisition, care, presentation, and interpretation of works of art in a museum’s collection. But curators also play a vital and essential role in our understanding of the art and culture of both past and present times. They challenge existing perceptions and also shape the discourse around art that is to come in the future. Through the selection of artwork and the juxtaposition and interpretation that follows, curators are able to generate dialogue between the artwork, audience, and the institution. It is clear that the curator’s role is certainly a wide encompassing one that is concerned with the entire physical and intellectual experience of an exhibition. But does this necessarily mean that curation is essential to art appreciation? Rossen Ventzislavov, in his essay Idle Arts: Reconsidering the Curator, argues that curating should be considered a form of fine art. He structures his defense of the curator in three parts. He begins by discussing how the curator creates artistic value by the very act of selection and by introducing new “custodial narratives”. The importance of selection in the curator’s work is evident in Ventzislavov’s discussion of Henri Matisse’s The Dance and its placement by a stairway at the MoMA. He cites Walter Benjamin, who believes that the placement of The Dance embraces the tradition of “pre-museum spectatorship” by favoring an environment where visitors can have a more intimate experience with the work.

Marcel Duchamp’s well-known gesture of artistic selection was simply placing a piece of common plumbing in a gallery. Ventzislavov writes, “Duchamp’s work saw the beginnings of regarding gallery space as dialogically related and/or equivalent to the art it hosts.” His works redefined the limits of what it meant to be an artist-curator. Ventzislavov then moves on to respond to the arguments proposed by those who disagree with him on the issue of whether or not curators create artistic value, contextualizing his response by discussing our evolving definitions of artists and artworks. Towards his conclusion, Ventzislavov examines the problematic normative structure that favors the strict division of labor between artist and curator and considers their respective roles as they have been traditionally assumed: “The artist makes art in the primary and naked sense of thrusting something new into the world, creating value ex nihilo, as it were. The rest of the art world engages in art in the secondary, mediated sense.” He concludes that as long as normative hierarchical structure exists, the divide between the artist and curator will also persist.

In Curator as Auteur, Steven Lubar writes on the curatorial philosophy of Richard Rabinowitz, who is one of the leading public historians in the United States and the curator behind the Slavery in New York exhibition at the New-York Historical Society in 2005-2006. Rabinowitz believes in interpretive exhibitions and the curator as an auteur. He sees his job as creating stories around the objects so that they inspire visitors to invent stories for themselves. Exhibits need to be about stories and narratives, which can have many dimensions. He sees two dimensions to time, writing that “to interpret is to imagine one cast of historical actors stepping out of the document, and another set of modern-day visitors coming across it. Historical time and exhibit time flow together. He insists on the importance of narrative to interpretive design, disparaging exhibition designers who do not appreciate historical narrative and vice versa. Rabinowitz is also in support of the opinion that objects, regardless of whether they are encased in glass, “still invites visitors to adopt a kinesthetic relationship to the story, to extend their own senses.” Objects are “sticky,” according to Rabinowitz; meanings stick to them. But it is the curator’s responsibility to tell stories from those meanings. Towards the end of the article, Lubar questions whether Rabinowitz’s model of exhibition development is a feasible one. He concludes that though the curator as auteur is an appealing possibility, it seems unlikely to be widely adopted because the stakes are simply too high: small museums don’t have the resources and large museums have a corporate culture that prefers the security of a successful exhibit by remaining within the confines of the bureaucratic structure rather than taking their chances on one person. Lubar concludes his essay by suggesting four ways in which exhibition designers and curators can learn from Rabinowitz’s model: understand your audience, understand the content of the exhibition, understand design, think like a dramatist. He believes that although Rabinowitz’s philosophy may be idealistic, there are skills that are essential to curatorial work that in most museums are found spread across multiple departments.

Both Ventzislavov and Lubar write optimistically on issues that pertain to the question of whether curation is necessary to fully appreciate a work of art. Ventzislavov firmly believes in the curator’s claim to artistry and claims that those who reject this view typically cite division of labor as the means of distinguishing curatorial work from artistic work. Lubar sees the curator as an auteur, “a creative mastermind.” He sees no sharp line distinguishing the objects in a museum from the interpretive and physical interventions made by curators and designers. Of course, a work of art is still a work of art even if it is sitting in storage in a museum, packaged in cardboard and bubble wrap. The decisions that a curator makes or the opening of an exhibition does not ‘activate’ the work — the hanging of a painting or the display of a porcelain tea set inside a plexiglass cube does not suddenly make what would be an ordinary object “art”. But what Ventzislavov and Lubar are arguing is that one’s experience with and relationship to the object is undeniably influenced by the work of curators and exhibition directors. Often, certain curatorial decisions and design choices made regarding the exhibition space offer new ideas and concepts that one would not have thought about otherwise. And so, curation, in their opinions, is a necessary step to fully appreciate artworks, whether that means deliberately selecting artworks that, shown together, can create an entirely separate work of art in a conceptual sense, or arranging objects and stories so that they move visitors to create their own.

The criminal justice system has a long system since 1700s. In the olden days, criminals were tried similarly regardless of the age. There was no differentiation between the minors and the adults as no mechanism had been put in place to distinguish the two groups of individuals. Jails and prisons had mixtures of both the adults and minor criminals. This posed offenses risk to the means as their mechanism of coping is not similar to that of an adult. As a result, there was a need to have the minors and adults tried separately for the benefit of the minor’s well-being. However, with the subsequent reform and amendments made in legislation, it became paramount for minors to be tried differently from the adults. Owing to several reasons, juveniles should not be tried as adults in court. Juveniles are in their development and transition from teenage life, and they may know no better. Child development is reliant on the social, environmental, and their daily interactions.

Children get to learn how they will behave as an adult from the environments they are brought in (McCord & Crowell, 2001). Essentially, the development of delinquent behaviors among the juvenile is minimal in the criminal, which discourages involvement in criminal activities. However, in the re-offend with a high prevalence of activities, then the delinquency rate among the juvenile is quite high. In most cases, children reach adulthood before they can involve in serious delinquent behavior since their behaviors are easily identified by their guardians or parents and preventive measures taken earlier on.

Similarly, teenagers do not know much about the existing laws and the offenses that are defined in the various pieces of legislation. In most cases, what may be an offense may be a point of a child fulfilling their curiosity. For example, young boys may try marijuana to experience the high feeling. This makes them not have direct knowledge on which actions are construed as an offense. Therefore, when they are involved in crimes, they should not be tried as adults in court. Juveniles are still in the process of development, and in this stage, they learn from adults. Mixing adults and children at the same court pose a great risk to the behavior of the juveniles. When growing, minors tend to copy virtually everything from the adults who are close to them. In most cases, adults are more likely to commit serious and grave offenses as compared to children offenders.

Therefore, when both are put together during the trial, the juveniles will learn what constitutes serious crimes and try to implement it in real life. When in court, adults see it as a form of freedom, denial hence tends to become aggressive, and this behavior may be copied by the juvenile who are tried together with the adults. For the children in the juvenile system, they see it as an approach towards correcting their bent behaviors. Research points out that children who are tried together with the adults are more likely to re-offend than those who are tried in a separate juvenile justice system. The stems from the fact that children will always try to implement what they have learnt from adults who are closer to them. Therefore, juveniles should in their separate court. A criminal justice system is not well formatted to handle juvenile offenders. Starting from trial to incarceration, it is apparent that the adult system of trial is not designed in such a way that it can cater to the interest of the juvenile offenders. Primarily, the criminal justice system should be used to deter, rehabilitate, and prohibit one’s involvement in criminal activities.

However, this is not the case, as the adult justice system serves more as a punitive measure for the offenses which one has committed. The staff working in the adult criminal justice system has little or no training on how they should handle juveniles. When tried together with the adults, juvenile offenders will not realize the benefit that is supposed to accrue the justice system. Juvenile justice system focuses on rehabilitation, training, treatment, and securing the inters of the minors; conditions which are not accorded in adult justice system (Cicourel, 2017). When taking through juvenile courts, young offenders are more likely to reform to useful members of the society since they receive supportive youth services. Owing to the safe conditions that are in the juvenile justice system, the young offenders are taken care of until the time they have fully transformed. Therefore, by the time of release, they have fully reformed and become patriotic citizens. This makes it necessary to have juveniles tried separately from adult offenders. The trial of juveniles in adult facilities bulks the state’s expenditure in rehabilitation facilities.

According to the National Juvenile Justice Network, there are more than 250, 000 juveniles who are going through the trial. This number is likely to burden the taxpayers since statistics have pointed out that every year about $39 billion is spent on offenders. With the inclusion of minors in adult justice system, the budget to higher. It worth to note that juveniles are rarely involved in violent crimes and therefore trying them in the juvenile court will expedite their sentencing. As it is the nature most young offenders get non-custodial sentence and therefore are not under the state’s watch, cuts down the expenditure on the justice system as it would have been if both adults and juveniles, in the same court. The money can be reverted in other uses like assisting the youth out. This shows the essence of having separate trial of the juveniles from the adults. In essence, the system of trying adults and juvenile in the same court should be a thing of the past. Criminal justice system should aim at safeguarding the interests of juvenile by having them tried in separate court. This stems from the fact that children are in their developmental stage, juvenile need protection, and care, and it saves on taxpayers’ money.

To begin with, youth violence has affected many people in America including me. Youth violence has affected me because there are people very close to my age and to see that they think that violence is the answer to everything it really makes me feel disappointed in our generation. Youth Violence has also affected my life because now I can’t go outside and play all day long with my friends, or even take out my dog for a walk outside at night time because of how violence has increased over the past several years. Youth Violence also affected me because now I must be careful which friends I choose because I don’t want to be influenced by other friends who behave badly or have bad conduct grade or gets into fights all the time. For instance, I remembered when my mom talked about her stories when she was younger about how she played with her friends outside every day, and about how she walked home from school with her friends not worrying about if something bad will happened because youth violence was not that big and not that strong as it is today in America. I also remembered one day that while I was reading a book I found a very interesting quote from Martin Luther King: “Nonviolence means avoiding not only external physical violence but also internal violence of spirit. You not only refuse to shoot a man, but you refuse to hate him.” I think that Martin Luther King meant that not only physical violence can hurt people but words can also hurt people.

In addition, youth violence can start by basically anything. The causes of youth violence are uncountable. Some of the causes of youth violence are cyberbullying or even something you watch on TV. Also, youth violence can be caused by lack of parental involvement, lack of support of parents, or history of family members who have been part of a gang or just has bad behavior. I feel like the cause of youth violence must do a lot with the children’s parents. I believe that because if parents don’t control the kids or teach them the right behavior then they start to act up, start to act out of control or starts to get into fights or arguments. I also think that other people can influence others to start violence. I think that because there are a lot of teenagers and children out there who have done violence and they think that violence is OK to do just because they’ve seen it on TV or seen their friends do it or even seen their parents do it. For example, now these days there are video games that are basically all about violence and shooting people and I don’t think that’s OK for children to be seeing and I believe the fault is not the children it’s the parents. There is a quote from Dave Liang that says, “We are effectively destroying our selves by violence masquerading as love”. I think that quote meant that people use violence against others as an excuse for the way they show love. For example, a man can hit a woman by arguing and that’s the way he shows love but then again that’s not good at all.

Lastly, I feel like people can do a lot about youth violence including me. Even if it reduces violence by a little I can be very helpful. I can be careful who I choose as friends, and I can tell my friends too. Also, I can tell my friends and other people at my school to have a stronger relationship with their mom and dad and their siblings. I can also tell them to talk to an adult or their mom or dad to help them or if they're concerned about something they see. For example, I and my friends can set up a campaign for drug-free and violence-free to reduce the amount of violence. Another way to help reduce violence is if my friends or I see someone getting hurt, a fight, or even something suspicious we can ask and an adult to help the child or even a teenager.

For instance, there is a quote from Mahatma Gandhi and he says, “I cannot teach you violence, as I do not do it myself believe in it. I can only teach you not to bow your heads before anyone even at the cost of your life”. I think Mahatma Gandhi meant that a person can use violence because that’s what they are used to but if you were raised up in a nonviolence community you will rarely do violence or not do violence at all. To conclude, violence is not the answer to everything even if you get mad at your parents, friends, siblings etc. Also, violence or maybe even words can hurt people does not matter race, color, or family backgrounds. So, we need to stop violence against everyone! No one has the right to hit someone or even insult them in any form of way because at the end of the day we are all humans and no one should nor will be disrespected in any type or form of way. Also, be very careful who you choose as friends because at the end of the day you can be influenced by their bad behavior and end up becoming a part of violence.

“Whether you look at it from any direction, death is so far also is so near for us, and death penalty is cruel, however it must exist.” - Yulissa W. Capital punishment is can divided into different types, such as: electric chair, shooting etc., and many people think that the death penalty is unnecessary, but in general, the world needs to have it, but in general, there is a need in this world. In this essay I'll explain my pro-death penalty position. If people make huge mistakes, they should make up for their mistakes, and because if there is no death penalty, people will escape the penalty of the law and continue to endanger the lives of others.

As we know that death penalty, is the oldest punishment and one of method used to kill criminal. But is also divided into a variety of death methods, such as: buried alive, as the name suggests, bury the living people in the land. When the Japanese army occupied Nanjing, and then use this method to buried 250,000 people in the land. Another is poisoning, adding poison to food, or water, letting the prisoner eat it and being poisoned. But the most usual methods are: Hanging, use a rope hanging neck, allowing the body to fall off the neck, causing death. Beheading, cutting the head of the prisoner with a sharp knife, it is said that the head after cutting off the head a few seconds is still awareness. Also, shooting, ending the life of the prisoner with a gun, and now some countries are using this method too. Or, electric chair, is an extremely cruel method, tying the prisoner to a specially built wooden chair and starting electricity until the criminal dies.

The argument from the side of pro-death penalty believers, is that if a country does not have the death penalty, it may even lead to a country getting into confusion. Because there is no death penalty, people will not be afraid of death, resulting in more innocent people being victimized. For example, an explosion and shooting incident in Norway killed 92 people, the victims were between 12 and 19 years old. Witnesses said that dozens of bodies were floating on the water at the time of the incident, and the scene was extremely bloody. Since Norway has abolished capital punishment, so Norwegian police said the murderer could get in prison for 21 years. The killing of 92 lives of people just only 21 years in prison, which is unfair to the dead, and he may continue to commit crimes after he is released from prison.

Personally, I am pro-capital punishment, the premise is that criminals have committed very serious crimes, such as killing people and hurting innocent people. Because people must bear the mistakes they make, they will understand the truth. For example: a child stealing something, the parents of this child have to teach him what can be done and what cannot be done, what is right and what is wrong. Also, capital punishment can help the victim or family of the victim to be comforted in the heart and can effectively reduce offense of human. Another aspect, what makes me uncomfortable is, even if most of the people who have been sentenced to death, but just may be only those vulnerable people who do not have money and cannot to escape. World is too big, and too many people have do crimen, but because they have money, and help themselves escape the punishment they deserve.

Finally, death penalty is a respect for human life. Capital punishment tells us that no one can kill and If do this, must compensate for the life of others with yourself. Some people say that the death penalty violates human life, it is not acceptable. Actually, the death penalty is precisely because of respect for human life, it is to maintain humanitarianism, and to let people remember in every time that everyone has to respect others.