Leadership Journal Performance Appraisal Essay Example | Topics and Well Written Essays - 1250 words

Administration Journal Performance Appraisal - Essay Example In execution the executives, the most significant part incorporates leading execution examinations of the workers by their bosses. The current talk thus intends to consider execution examinations in one’s work setting, remembering any support for a 360-degree assessment. Execution Appraisals Received In the limit of an enrolled nurture with a Nursing and Rehabilitation Health Care Facility, one has certainly gotten execution examinations from one’s director. It was recognized that presentation examinations are intended to survey and assess the genuine exhibition of people against the pre-decided targets. These procedures additionally serve the capacity of adjusting individuals’ objectives with authoritative goals, and in this way give a bearing to individuals’ activities; execution evaluations help in setting the correct desires from people. All things considered, it was affirmed that the evaluation has been associated with the key arrangement of the socia l insurance office; just as to the nursing unit. Association with Strategic Plan The association of the exhibition examination to the key arrangement of the office; just as to the goals of the nursing unit is certainly profitable both to the association and to me, as an attendant. Execution examinations gave the required contributions by leaders in the medicinal services office concerning human asset prerequisites, pay modifications, and the employees’ perspectives and capacities through input components coordinated inside the presentation evaluation (PA) framework. Bit of leeway of Connection to Strategic Plan as far as the advantages to attendants, these exhibition evaluations obviously show how productive we are in satisfying our duties and in fitting in with gauges of medicinal services. For example, we need to guarantee wellbeing of the patients consistently; no medicine blunders; center around consumer loyalty through great patient consideration. Through execution resul ts, we are informed on our capacities to accomplish norms and destinations inside a characterized time period and with least protests or blunders. These become the reason for advancements and pay increments. This PA model is fundamentally the same as numerous other conduct based models that have been very fruitful in the human services associations, as brought up by Chandra and Frank (2004). In like manner, the current framework is validated in an ongoing observational examination in Nigerian association which showed that such key administration of execution by connecting execution evaluation to vocation movement and representative cooperation will upgrade the employee’s duty towards the activity and the association (Abdulkadir, Isiaka and Adedoyin, 2012). Cooperation in 360-Degree Evaluation A fruitful and celebrated PA strategy is the 360-degree criticism process which supposedly includes accepting input from different individuals working with the representative legitimatel y or by implication. Likewise, the procedure encourages people to comprehend different points of view which different partners hold about themselves as for their friends, clients, customers, and investors (Weiss and Kolberg, 2004). As a medical attendant, one had been a member in the 360-degree process through being educated regarding the consequences of one’s execution examination and by handing-off close to home remarks and contributions on the evaluation. One firmly accepts that the sources of info gave are instrumental to pioneers and leaders to

Iran Awakening Free Essays

Jessica Muhr May second, 2012 History of the Middle East â€Å"Iran Awakening† â€Å"One Woman’s Journey to Reclaim Her Life and Country† This book, â€Å"Iran Awakening†, is a novel composed by Nobel laureate Shirin Ebadi. Ebadi weaves an amazing tale in an exceptionally close to home and remarkable way, telling the record of the topple of the shah and the foundation of another, strict fundamentalist system in which resistance to the legislature are detained, tormented, and killed. By just perusing the Prologue, one can see the adoration Ebadi has for Iran and her kin. We will compose a custom article test on Iran Awakening or on the other hand any comparative theme just for you Request Now This adoration that Ebadi has for the persecuted of Iran is a topic that shows up all through the book and is by all accounts an enormous factor behind her drive to go to bat for the individuals who can't support themselves. In the primary part, Ebadi relates her adolescence from her introduction to the world on June 21st, 1947 in Hamedan, to her youth in Tehran. Something that may come as an amazement to a peruser was the equity among male and female in Ebadi’s home. This fairness, be that as it may, was not normal in most Iranian families, â€Å"Male kids delighted in a magnified status, ruined and cosseted†¦ They frequently felt themselves the focal point of the family’s orbit†¦ Affection for a child was an investment†, says Ebadi. In Iranian culture, it was viewed as normal for a dad to cherish his child more than his little girl. In Ebadi’s home, however, she portrays her parent’s expressions of love, considerations, and order as similarly disseminated. This equity in the home appears to assume an enormous job in making the solid, decided lady Ebadi would become, â€Å"My father’s advocating of my freedom, from the play yard to my later choice to turn into an appointed authority, imparted a trust in me that I never felt intentionally, yet came to view as my most esteemed legacy. † (Ebadi, 12). One may likewise think that its intriguing that as a kid, Ebadi knew nothing of legislative issues; until the upset d’etat of 1953. On August nineteenth, 1953, the dearest Prime Minister Mohammed Mossadegh was toppled in an upset d’etat. Ebadi says that, as youngsters, this news amounted to nothing. However, the grown-ups could perceive what Ebadi, at that point, proved unable. The book clarifies that, to those of Iran who were not paid to suspect something, Mossadegh was venerated as a patriot saint and the dad of Iranian autonomy for his intense move of nationalizing Iran’s oil industry which had been, up to that point, constrained by the West. Along these lines, clearly this was the start of a tremendous change for Iran. Prior to the upset, Ebadi’s father, a long-lasting supporter of the head administrator, had progressed to become priest of agribusiness. In this new system, Ebadi’s father was constrained out of his activity, destined to mope in lower posts for the remainder of his profession. This was what caused a quiet of everything political in the Ebadi home. Entering graduate school in 1965 was a â€Å"turning point for me†, says Ebadi. The tremendous enthusiasm for Iran’s governmental issues was stunning to her subsequent to originating from a home in which legislative issues were never talked about. In the wake of playing with considering political theory, Ebadi settled on seeking after a judgeship; which is actually what she did. In March of 1970, at the age of twenty-three, Ebadi turned into an adjudicator. In 1975, following a half year of becoming acquainted with one another Ebadi wedded Javad Tavassoni. Her significant other, in contrast to numerous Iranian men, adapted well to her expert aspirations. In the harvest time of 1977, there was, what Ebadi portrays as, a â€Å"shift in the avenues of Tehran†. The shah’s system was attempting to lessen the intensity of the legal executive by setting up the ‘Mediating Council’, an extrajudicial outfit that would have permitted cases to be decided outside of the conventional equity framework. A portion of the judges composed a dissent letter contending against the gathering, requesting that all cases must be attempted under the steady gaze of a courtroom. This was the primary aggregate activity taken by the appointed authorities against the shah. Ebadi marked the letter. In January of 1978, President Jimmy Carter showed up in Tehran, Iran and portrayed it as a â€Å"island of stability†, something he later came to lament. Not long after President Carter’s explanation, a paper article forcefully assaulting Khomeini propelled a revolt among the individuals of Iran, requiring his [Khomeini’s] return; the police shot into the group and murdered numerous men. By the mid year of 1978, fights had developed bigger, making it difficult to evade them. Toward the beginning of August, a packed film in Abadan was scorched to the round. This awful occasion consumed 400 individuals alive. The shah accused this occasion for strict preservationists; Khomeini blamed the SAVAK, the regime’s mystery police, which was a power of incredible ruthlessness against the government’s adversaries. This catastrophe pushed numerou s Iranians against the shah. They currently understood that the shah was not just an American manikin. Ebadi herself says that she was ‘drawn’ to the resistance. She says that it didn't appear to be a logical inconsistency for her, an informed proficient lady, to back it (Ebadi, 33). She had no clue that she was supporting her own possible annihilation. Ebadi utilizes something near incongruity as she portrays a morning when she and a few appointed authorities and authorities raged into the priest of justice’s office. The priest was not there, rather a frightened senior adjudicator sat behind the work area. â€Å"He gazed toward us in surprise and his look ended when he saw my face. â€Å"You! You surprisingly, what are you doing here? † he asked, confused and harsh. â€Å"Don’t you realize that you’re supporting individuals who will remove your activity on the off chance that they come to control? † â€Å"I’d preferably be a free Iranian over an oppressed attorney,† I answered strikingly, profoundly pompous. (Ebadi, 34) On January sixteenth, 1979, the shah fled Iran, finishing two centuries of rule by Persian rulers. The roads were packed with euphoric residents, Ebadi herself being one of them. On February first, 1979, Khomeini came back to Iran. For about a month, the nation of Ir an remained in a precarious situation. In the vast majority of the urban areas a crisis military had gone into prompt impact and Khomeini had requested individuals to return into their homes by dusk with the guidance to go onto their rooftop at 9pm and shout, Allaho akbar, â€Å"God is greatest†. On February eleventh, Khomeini admonished individuals to challenge the 4pm time limit the military had forced by coming out into the boulevards. Ebadi went into the lanes, hearing hints of the discharges reverberating, and taking in the excited scene of feeling. The following day, the 22nd of Bahman on the Iranian schedule, the military gave up and the head administrator fled the nation. The nation cheered, including Ebadi herself. She says, thinking back, she needs to chuckle at the sentiment of pride that washed over her for it took barely a month for her to understand that she had enthusiastically taken an interest in her own destruction. Ebadi, 38) Merely days after the revolution’s triumph, a man named Fathollah Bani-Sadr was named temporary administrator of the Ministry of Justice. Anticipating acclaim from this man, Ebadi was stunned when he stated, â€Å"Don’t you imagine that keeping in mind our dearest Imam Khomeini, who has graced Iran with his arrival, it w ould be better on the off chance that you secured your hair? † This headscarf â€Å"invitation† was the first in a long series of limitations on the ladies of Iran. In the wake of being endlessly for not exactly a month, Ebadi could as of now observe the progressions that had occurred in Tehran. The lanes were renamed after Shia imams, martyred priests, and Third World heroics of an enemy of majestic battle. † (Ebadi, 41) Her kindred associates, male and female, were grimy and smelled. The necktie had been restricted, being â€Å"deemed an image of the West’s shades of malice, possessing an aroma like cologne flagged counterrevolutionary propensities, and riding to the service vehicle to work was proof of class privilege† (Ebadi 42). Bits of gossip spread that Islam banished ladies from being judges. Ebadi was the most recognized female appointed authority in the entirety of Tehran. Along these lines, after hearing these bits of gossip, she attempted to counter her concerns with her associations; yet even this little solace end up being futile. In the last long stretches of 1979, Ebadi was adequately deprived of her judgeship. She determinedly stood, however a half year pregnant, as the board of trustees carelessly hurled a piece of paper at her and stated, â€Å"Show up to the examination office when you’re finished with your vacation†, her ‘vacation’ being her maternity leave. The men at that point started to discuss her just as she was not there, making statements like, â€Å"Without in any event, beginning at the examination office, she needs a get-away! † another stated, â€Å"They’re confused! what's more, another, â€Å"They’re so unmotivated; it’s clear they don’t need to be working! † †¦ The point Ebadi was attempting to make is clear by the recounting these announcements. Most m en, particularly those in the administration, had lost what little regard they had recently held for ladies before the Revolution. That much, at any rate, appeared to be clear. The post-Revolution’s impact on ladies was a troubling one. As Ebadi read in a paper piece titled â€Å"Islamic Revolution†, â€Å"the life of a woman’s was currently a large portion of that of a man (for example, if a vehicle hit both in the city, the money remuneration due to the woman’s family was half of that due the man’s), an oman’s declaration in court as an observer presently considered just half much as that of a man’s; a lady needed to request that her significant other authorization separate. The drafters of the punitive code had evidently

Book Riots Deals of the Day for January 29, 2020

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The Crusades A War Of Defensive Reasons - Free Essay Example

Sample details Pages: 2 Words: 560 Downloads: 6 Date added: 2019/07/30 Category History Essay Level High school Tags: Crusades Essay Did you like this example? By 1080, Europeans had heard of the losses of cities and mass executions of pilgrims that caused fear and anger.   It was now hard to ignore the creeping threat quickly approaching from Spain and Byzantium.  Ã‚   It took Pope Urban almost a year to gather men and soldiers to join him in the Crusade.  Ã‚   It was his hands-on approach which inspired more people, including Priests to believe in the crusade.   This campaign further advanced the motivation of crusading for a sacred cause over that of penance for massacres and aggression.   Pope Urbans primary motivation for the Crusades was to reclaim Jerusalem and help the Byzantines who had already lost more than half of their territory.   While the church at the time considered the Byzantines to be heretics, Urban must have thought it was better to share a border with heretics rather than Muslim heathens.  Ã‚  Ã‚  . Don’t waste time! Our writers will create an original "The Crusades: A War Of Defensive Reasons" essay for you Create order In addressing the question of determining if the First Crusade is representative of a Christian Worldview, my response is inconclusive.   On one hand to agree the Crusades is representative of a Christian Worldview would also be to also excuse the immoral and un-Christian acts committed by the Crusaders.   One would have to admit that the slaughter of all of Jerusalems inhabitants and forced conversions of Jews was a benefit to Christianity.   On the other hand, the Crusaders included men and women who sacrificed their lives trying to stop the spread of unwarranted Muslim aggression.   It also begs the question of is an eye for an eye always the best method.  Ã‚   Conversely, coming to the opposite conclusion that the First Crusade does not represent a Christian Worldview ignores the bloodshed and suffering that took place in Europe and Byzantium.   My answer to this question lies somewhere in the middle.   The First Crusade may have begun because of good intentions, but the persecutions, executions and massacres are difficult to overlook.   When you measure scripture against the Crusades, there is justification for war in Mathew 24: 6, And you will hear of wars and threats of wars, but dont panic.   Yes, these things must take place, but the end wont follow immediately .   Even in Deuteronomy 20: 1, verse 4 states, For the Lord your God is going with you!   He will fight for you against your enemies .  Ã‚  Ã‚   Additionally, philosopher of the day, St. Augustine offered his theory on waging war and military practices with his Just War Theory.   The argument gave moral standards for war many of which were not followed during the Crusades, including the seventh theory that the killing of innocent citizens is never justified.   There should be no shame among Christians when discussing the First Crusade, or any of the Crusades for that matter.   Wrongs were committed by Crusaders and people today should not have to apologize for the actions of other people more than 900 years ago.   It is interesting to note that, Most Christians today feel an acute sense of shame over the Crusades, finding it hard to understand how a succession of Popes could encourage so much violence and bloodshed Christ in order to win the Holy Land back from the control of Islam.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Crusades was a war of defensive reasons which were to stop the spread of Islam and take back Jerusalem.   Many Christians sacrificed their lives to halt the invasion of Islam.   Perhaps these events should be a guide for us in understanding modern-day secularism and religious differences.

Attachment and Bonding as Important Developmental...

Attachment and Bonding as Important Developmental Processes Attachment and bonding are felt to be important developmental processes because bonding and attachment are both stages of human development, which are essential to a childs stable development as they grow. Babies bond in many different ways, mainly through touch and smell. Bonding is the sense of connection between parents/main carer and the infant. Bonding is the basic link of trust between an infant and its main carer, which is usually the mother. Successful bonding results in an infant developing basic trust in others. While bonding is about trust, attachment is about affection. The quality of an infants initial†¦show more content†¦To help a childs development through attachment and bonding you could do things such as holding, talking, singing, rocking and cuddling as well as numerous other nurturing interactions. You could also * Provide an infant with plenty of face-to-face interaction. Using different facial expressions will help to improve an infants emotional development. * Gentle kissing or stroking of an infants cheeks, shoulders, hands and fingers will help to improve an infants emotional development and improve their sensory awareness. * Talking and singing to an infant will help to strengthen the bond between the infant and the main carer whilst the infants language is improving. * Playing with an infant with toys will help an infant to develop more advanced social skills. Without bonding and attachment an infant may have delayed development or could be diagnosed with an attachment disorder. Attachment at different ages. In the first month of life infants experience themselves as one with the surrounding environment. The basic development task is for an infant to achieve a physiological balance and rhythm. This balance prepares the infant for further attachment and bonding. From 2 to 6 months an infants experience shifts from feeling merged with her environment to feeling one with the parent. There now appear a number ofShow MoreRelatedTheories Of Developmental Psychology : Attachment Theory1178 Words   |  5 PagesDescribe and evaluate two theories in developmental psychology Attachment theory, it refers to an affectionate bond. â€Å"A relatively extended and enduring connection with the partner is important as a unique individual is interchangeable with no other† Ainsworth (1989) cited in Gross (2003) hand out in class (03/06/2013).The aim of this attachment is for the infant to remain in close proximity to the attachment figure as she is considered the secure base and the infant would become distressed on separationRead MoreHow Development Is The Methodical Changes And Continuities Within The Individual That Occur Between Conception And Death1470 Words   |  6 Pagesmilestones. Satisfactory milestone attainment is associated with attachment and bonding, as they are the central drivers of all emotional development (Schmidt Neven, 2010). In addition to the emotional development, attachment also encompasses social, cognitive and physical domains of development (Schmidt Neven, 2010), therefore attachment is fundamentally important for healthy development (Brigid, Wassell Gilligan, 2011). Furthermore attachment is a potentially unifying concept as it promotes a range ofRead MoreRelation: Infant Mother Attachment and Eating Disorders1510 Words   |  7 Pagespurpose of this paper is to correlate the links between infant mother attachment and eating disorder behavior. Throughout this paper the two main theorists that are looked at are Mary S. Ainsworth and John Bowlby. Mary S. Ainsworth’s framework of attachment theory began in Uganda, while studying individual difference in infant behavior, which is known as the Strange Situation. John Bowlby coined th e theory of infant mother attachment based on object relations psychoanalytical theory and the conceptualizationRead MoreHow Does Your Understanding of Attachment Theory and Maternal Deprivation Inform Your Understanding of Nursing/Midwifery Practice?2701 Words   |  11 PagesHow does your understanding of attachment theory and maternal deprivation inform your understanding of nursing/midwifery practice? â€Å"The relationship between mothers and infants is critical for child development. For whatever reason, in some cases, that relationship doesn’t develop normally. Neglect and abuse can result, with devastating effects on a child’s development† (Strathearn, 2008) A psychological perspective of attachment is a term to describe a reciprocal emotional tie that developsRead MoreSocial Bonds and Deviance Goes Against the Norm2006 Words   |  9 Pagesrules (Cartwright, 2013). Social control theories focus primarily on external factors and the processes by which rules become effective. Followers of this theory believe that deviance and crime occur because of inadequate constraints. This theory also examines the lack of control a person has in relation to society and explains how deviant behavior occurs in proportion to the strength of one’s social bonding. For the most part, social control theory assumes a shared value or belief in social norms.Read MoreDiscuss How Theories of Human Growth and Development Can Help Understand Human Behaviour.2824 Words   |  12 Pagesperspectives. There are many ways human growth and development can be looked at. Certain disciplines, such as, biology, psychology and sociology all have opposing viewpoints o n the subject. The psychological viewpoint concentrates on the different processes of the mind, whereas, the biological approach is centred on genetics and environmental factors. The sociological viewpoint, however, focuses on individual thoughts and feelings as being socially constructed (Beckett and Taylor, 2010). Human growthRead MoreRelationship Of Themes Of Developmental Theories Essay1955 Words   |  8 PagesRelationship of Themes to Developmental Theories First of all, loneliness, a first developmental theme addressed above can be related to John Bowlby and Mary Ainsworth’s Attachment theory, where Amy is living with her estranged father after the death of her mother. Initially she spends most of her time living alone as she does not have any friends and her father is busy in his work. It’s seems that both are not attached emotionally with each other which results in the manifestation of her affectionlessRead MoreFamily Upbringing As A Child And Personality Traits1412 Words   |  6 Pagesdeal with as adults stem from trauma in the developmental stages of growing up. Freud believed certain traumas in the early days of our lives subconsciously shape us, and can negatively affect us, as we go through the stages of life. Another famous researcher, John Bowlby, looked at the importance of parent-child relationships while conducting research for his attachment theory (as cited in McLeod, S. A. 2009). Bowlby found that formi ng a strong attachment between mother and child was crucial to aRead More Daycare and Separation Anxiety: A Brief Overview2129 Words   |  9 Pagestransition from the Oral, Anal and Phallic stages begins to help us understand some of the processes that might lead to understanding attachment issues. Freud argued that humans are born â€Å"polymorphously perverse,† the idea that any number of objects could be a source of pleasure. While relief from stress observed in a child might be interpreted as simply the absence of emotional pain, on a deeper level, re-attachment and physical closeness to a caregiver after prolonged separation should result in a pleasurableRead MoreThe Association Between Abuse And Children s Academic Level Essay1743 Words   |  7 Pagescapabilities, ego resiliency, and ego control (Shonk, S. M., Cicchetti, D. 2001). My research question is to try and answer whether the association between child abuse by parents is related to the child’s acad emic performance. Child maltreatment is an important public health problem that affects more than 1 million children in the United States each year (Perzow, S. E. D., Petrenko, C. L. M., Garrido, E. F., Combs, M. D., Culhane, S. E., Taussig, H. N., 2013). Nearly 5 million calls were made to child

The Hour of the Star Free Essays

â€Å"A sense of loss† and â€Å"The right to protest† A Lacanian reading of the film The Hour of the Star1 When Clarice Lispector wrote this ‘story with a beginning, a middle and a grand finale followed by silence and falling rain. ’ (HE, pp. 13) she hoped that it could ‘become my [her] own coagulation one day’ (HE, pp. We will write a custom essay sample on The Hour of the Star or any similar topic only for you Order Now 12). In fact, ‘her hour’ was near for she would soon die of cancer. The book emerged as an experimental novel gradually dialoguing with and producing illusions of itself, like images in mirrors, paradoxically portraying the invisible. Both her book and Susana Amaral’s cinematic adaptation seem extremely conscious of Lacan’s concept of subjectivity and adherent to his psychoanalytic theory that reinterprets Freud in structuralist terms, adapting the linguistic model to the data of psychoanalysis. What lies beneath the choice to attempt a Lacanian reading of The Hour of the Star is not the film’s patent openness to Lacan’s ideas on desire, lack and the language of the unconscious. Despite the theoretical suggestiveness of much of the analysis that is to follow, the aim of this essay is to analyse The Hour of the Star using the methodology developed by Lacan whilst criticising its very mechanisms, stressing the importance of issues such as ethnicity, marginality, and poverty, social, cultural and political alienation, left behind by his account of the development of the human subject. A fairly mainstream cinematic version replaces the avant-garde, subversive structure of the book. In the film things fall into place more handily in the name of coherence, and social issues (the chronic plight of a certain type of North-Eastern Brazilians who undertakes a journey to the great cities of the South in search of a better life) replace the major metaphysical meditations found in the book. In The Hour of the Star everything is subjected to a multiplicity of reductions, exaggerated to the minimum, a caricature in reverse that works in favour of a growing invisibility of things. Physical invisibility, abortion and repressed sexuality are highlighted in the film, depicting the drama of Macabea, a humble orphan girl from the backwoods of Alagoas, North Eastern Brazil, who was brought up by a forbidding aunt before making her way to the slums of Rio de Janeiro. In this city, she shares the same bed sitter with three girls and works as a typist. Centred on her (in)existence, the film explores Macabea’s marginality by placing her among the marginalities of the characters that populate the world of Rio de Janeiro. There is a strong focus on the relationships between the characters: Seu Raimundo and Seu Pereira (her bosses), Gloria (her colleague from work), Olimpico de Jesus Moreira Chaves (her ‘boyfriend’), and Madame Carlota (the fortune 1 Throughout the essay, A Hora da Estrela, (HE) will refer to Clarice Lispector’s novel (Portuguese version), while the title: The Hour of the Star (HS) will refer to the film, a Brazilian cinematic adaptation of Clarice Lispector’s book (The Hour of the Star, Dir. Susana Amaral, Raiz Producoes Cinematograficas, 1985). The dialogues in this work were translated and transcribed from the film, while the book excerpts were taken from the English translation of the novel: The Hour of the Star, trans. Giovanni Pontiero (Manchester: Carcanet, 1992). 1 teller). Macabea has poverty, inexperience, ingenuity, ill-health and anonymity written all over her. All she can afford to eat and drink are hotdogs and Coca-cola. Her only (unachievable) dream is to become a film star. Without any goals in life, her sole interest is listening to Radio Relogio (Radio Clock) that broadcasts the seconds, minutes and hours of the day along with random information about life. Olimpico, who she meets in the park one day, starts going out with her but ends up in Gloria’a arms, after the latter’s visit to the fortune teller. When Macabea decides to visit the fortune teller herself, her life seems about to change completely. The promise of abundance is followed by utter disappointment when Macabea, wearing her new Cinderella-blue dress, is run over by a car and dies alone, fantasising that she is running into the arms of the promised rich lover Hans, her long curly hair in the wind. Any Lacanian approach to this Cinderella-in-reverse story would proceed with reference to the unconscious, interpreting the text as a metaphor of the unconscious and the subject as a linguistic construct. Lacan is unequivocally clear when he states that: (†¦) the unconscious is structured in the most radical way like a language, hat a material operates in it according to certain laws, which are the same laws as those discovered in the study of actual languages (†¦)2 To the French psychoanalyst, the unconscious is constituted by a signifying chain, whereby the negative relations between the signifiers3 are never anchored in meaning: one signifier leads to another but never to the things it supposedly represents. Maca bea launches the play of signifiers in the film: the assemblages of signifiers clustered around her convey the elusiveness of the signified and the centrality of the unconscious. Her problem with the meaning of words stands for Lacan’s model which gives primacy to the signifier and not the signified. The audience feels somehow â€Å"oppressed† by the many unanswered questions and the violence of the oblique illusions of truth inside definitions. What follows is a dialogue between Macabea and Olimpico during one of their walks together: Macabea On Radio Clock they were talking about alligators†¦ and something about ‘camouflage’†¦ What does ‘camouflage’ mean? Olimpico That’s not a nice word for a virgin to be using. The brothels are full of women who asked far too many questions. Macabea Olimpico Where is the brothel? It’s an evil place where only men go. 2 Jacques Lacan, Ecrits: A Selection, pp. 234 2 ‘Just because people ask you for something doesn’t mean that’s what they really want you to give them’4, Lacan would argue, commenting on this dialogue. What Macabea desires from Olimpico is not exactly a word’s signification but something else implied in that same dialogue. She desires the meaning, yet lacks the meaning and that same lack structures her desire. Macabea asks others for definitions, but others are as ignorant as she is. The film’s plays on ambiguity, misunderstandings and misjudgments add to Lacan’s play of signifiers: Olimpico Macabea Olimpico Macabea Olimpico Macabea Olimpico Macabea Olimpico Macabea Olimpico Macabea Olimpico Macabea Olimpico Macabea Olimpico Macabea Well†¦ Well what? I just said well. But well what? Let’s change the subject. You don’t understand. Understand what? Oh my God, Macabea. Let’s talk about something else. What do you want to talk about? Why don’t you talk about you? Me? What’s the problem? People talk about themselves. Yes, but I am not like other people. I don’t think I am many people. If you are not people, then what are you? It’s just that I’m not used to it. What? Not used to what? I can’t explain. Am I really myself? Look, I’m off. You’ve no wits. How do I get wits? Insofar as the Lacanian analyst doesn’t take himself/herself as the representative of knowledge but sees the analysand’s unconscious as the ultimate authority, all these questions about the meaning of words are also metaphors of the unconscious. Macabea is under the illusion that meaning can be fixed and the illusion of stability destabilizes her. According to Lacan’s view of interpretation, meaning is imaginary and irrelevant: It is the chain of the signifier that the meaning insists without any of its elements making up the signification. 5 In one of the last scenes, Macabea is driven to the fortune teller by her colleague friend, Gloria, in an effort to fix her life. Madame Carlota divines everything about Macabea’s past, acknowledges 3 Lacan followed the ideas laid out by the linguist Saussure, who viewed the ign as the combination of a signifier (sound image) and a signified (concept). Lacan focuses on relations between signifiers alone. 4 J. Lacan, Ecrits: A Selection, Seminar XIII 3 the signs of the future but fails to interpret them. Macabea’s fate is consummated despite the fortune teller’s misinterpretations because, Lacanians might argue, understanding is irrelevant to the process. But, in this case, understanding becomes very relevant indeed for the Lacanian critics who argue that death represents the destiny of those who get hold of the Phallus. By misunderstanding the signs, Madame Carlota tells Macabea her supposedly brilliant future. As if ‘listening to a fanfare of trumpets coming from heaven’ (HE, pp. 76), Macabea learns that she is going to be very rich, meet a wealthy handsome foreigner named Hans, with whom she will marry, and become a renown famous star. Macabea believes every single word she is told, hence truly acknowledging that all her fantasies will come true that very day. Macabea’s desire to have the Phallus is now a reality. Once desire is extinguished, there are no more reasons to keep on living. This scene shows how Lacan’s view on interpretation as an easy reductionist task leading to imaginary understanding can rebound on him. The scene previously referred to is rooted in another depicting the beginning of the relationship between Macabea and Olimpico, which shows the essentialist views latent in Dr. Lacan’s theory of sexuation. Lacan’s concept of ‘object (a)’ is considered to be his most significant contribution to psychoanalysis. 6 ‘Object (a)’ is that which is desired but always out of reach, a lost object signifying an imaginary moment in time. According to his theory, people delve into relationships because they are driven by the desire to overcome Lack (consequence of castration). Because Lack is experienced in different ways by men and women, both sexes have different ways of overcoming their Lack: they either place themselves in relation to the Phallus (feminine structures) or the ‘object (a)’ (masculine structures). Lacan argues that in the sexual relationship7 the sexes are defined separately because they are organized differently with respect to language/to the symbolic:8 masculine structure limits men to Phallic ‘jouissance’ while feminine structure limits omen to ‘object (a)’ ‘jouissance’ and also allows them to experience another kind of ‘jouissance’, which Lacan calls the Other ‘jouissance’9. By jouissance Lacan implies what ‘is forbidden to him who J. Lacan, Ecrits: A Selection, Instance de la letter dans l’inconscient ou la raison depuis Freud’ In the preface to Ecrits, Lacan mentions ‘object (a)’: ‘We call upon this object as being at once the cause of desire in which the subject is eclipsed and as something supporting the subject between truth and knowledge. 7 It must be kept in mind that Lacan’s work on sexual difference crosses over the borderlines of biological distinction. He defines femininity and masculinity on the basis of psychoanalytic terms. 8 Lacan explains the alternative versions of castration: 6 5 (†¦) suggerer un derangement non pas contingent, mais essentie de la sexualite humaine (†¦) sur l’irreductibilite a toute analyse finie (endliche), des sequelles qui resultant du complexe de castration dans l’inconscient masculine, du penisneid dans l’inconscient de la femme. In ‘La signification du phallus’, Ecrits, pp. 85 9 When Lacan discusses the notion of another kind of â€Å"jouissance† (Other ‘ jouissance’), he explains that women (human beings structured by the feminine) are the only ones that have access to it, while men are limited to Phallic ‘jouissance’. According to Bruce Fink, this concept roughly implies that the phallic function has its limits and that the signifier isn’t everything. ’ B. Fink, The Lacanian Subject: Between Language and Jouissance, pp. 107) 4 speaks (†¦)’10, that is, that completion of being which is forever inaccessible to the split subject. To paraphrase Fink, insofar as a woman forms a relationship with a man, she is likely to be reduced to an object – ‘object (a)’, reduced to no more than a collection of male fantasy objects, an image that contains and yet disguises ‘object (a)’. He will isolate one of her features and desire that single feature (her hair, her legs, her voice, etc. ), instead of the woman as a whole. In a different way, the woman may require a man to embody the Phallus for her, but her partner will never truly be the man as much as the Phallus. Therefore, ‘il n’y a pas de rapport sexuel’ (Lacan’s famous remark) because the dissymmetry of partners is utter and complete. By lack of symmetry Lacan means what she/he sees herself/himself in relation to [either the Phallus or ‘object (a)’]. Going back to the film, the masculine and feminine realms seem to be clearly limited in terms of a traditional heterosexual system (the odd-one-out being the character of the fortune teller in whom we perceive traces of homosexuality). When Olimpico first meets Macabea in the park, she is holding a red flower in her hands. Olimpico draws nearer, asks her name and invites her for a walk. At a certain point he mentions her red flower, gently asks for her permission to pull out its leaves, and finally returns it to Macabea. Under Lacan’s eyes, insofar as she holds the flower, Macabea sees herself in terms of the Phallus, the flower being its metaphor, what she desires to hold in her hands. Olimpico is, in her eyes, the biologically defined man incarnating the Phallus (her true partner being the Phallus and not the man). As Lacan’s theory sets out to show, Olimpico belongs to those characterized by masculine structure. He will search within this woman’s features, a particular one and reduce her to ‘object (a)’ in his fantasy, trying to overcome the primordial Lack. However, it seems terribly hard to invest a precious object that arouses his desire in this particular woman: ugly, dirty and looking rather ill, there is nothing in her left to be reduced to a male fantasy object. Hence the customized flower: Olimpico invests what arouses his desire11 in the flower and not the girl. If we pursue Lacan’s theory a step further in terms of masculine/signifier and feminine/’signifiance’12, we will conclude that his work on sexuation rests on the belief that subjectification takes place at different levels in different sexuated beings: while the signifier refuses the task of signification, the ‘signifiant’ plays the material, non-signifying face of the signifier, the part that has effects without signifying: ‘jouissance’ effects. 13 This is displayed as the J. Lacan, Ecrits: A Selection, pp. 319 A similar flower will appear again in the film: Macabea has put it in a glass n her desk at work. Gloria, her colleague from the office, is getting ready for a first date with a man she never met before. She decides to wear the red flower in her bodice so that he can recognise her. Her appropriation of the flower symbolises her future appropriation of Olimpico’s fantasy (she will steal Macabea’s boyfriend, following the fortune teller’s advice) and her reduction to a male fantasy object. At the same time, the man she is about to go out with is reduced to his sexy voice. 12 Lacan’s concept of ‘letre de la signifiance’, found in Seminar XX, is explained by B. Fink in these terms: ‘I have proposed to translate it as  «signifierness », that is, the fact of being a signifier (†¦) the signifying nature of signifiers. When Lacan uses this term, it is to emphasise the nonsensical nature of the signifier, the very existence of signifiers apart from and separated from any possible meaning or signification they might have. ’ B. Fink, The Lacanian Subject: Between Language and Jouissance, pp. 118-9 13 B. Fink, The Lacanian Subject: Between Language and Jouissance, pp. 119 11 10 5 heoretical reason implying that the signifier of desire can be identified with only one sex at a time, meaning that Woman can never be defined as long as Man is defined. As Fink puts it, (†¦) the masculine path might then be qualified as that of desire (becoming one’s own cause of desire) while the feminine path would be that of love. 14 Watching this scene in isolation, one has the impression that love is for Macabea as desire is for Olim pico. This is not entirely the case, for in this scene and in the film in general, a woman (Macabea) is defined as long as a man (Olimpico) is defined. In a relationship where the partners are not identical (different feminine/masculine structures) both of them are ruled by desire. On the one hand, Olimpico desires all the attributes that Macabea sadly lacks, so he turns to Gloria, Macabea’s ideal imago (a version of what the latter wants to be, a version of herself that she can love). On the other hand, Macabea is not ruled by love. What she experiences with Olimpico is nothing compared to what she feels when Madame Carlota tells her about Hans: she feels inebriated, experiencing for the first time what other people referred to as passion. She falls passionately in love with Hans because the fortune teller had told her that he would care for her. Both Macabea and Olimpico are ruled by the desire to be loved and not by love. And if in this heterosexual relationship (which for Lacan is the norm) the dissymmetry is not entirely complete, what can we say of the homosexuality referred to by the fortune teller, who finds Macabea much too delicate to cope with the brutality of men and tells her, from experience, that love between two women is more affectionate? In fact, Lacan never theorized homosexuality very seriously, although his failure to account for it may be explained by the fact that the Symbolic is structured in favour of heterosexuality. In his theory of the Symbolic, the baby undergoes the mirror stage between 6 and 18 months old. By this time, the baby sees its own image in the mirror and enters the symbolic stage (realm of the imaginary: imaginary identification with the image in the mirror). As Lacan sets out to explain, This event can take place (†¦) from the age of six months, and its repetition has often made me reflect upon the startling spectacle of the infant in front of the mirror. Unable as yet to walk (†¦) he nevertheless overcomes the obstructions of his support and (†¦) brings back an instantaneous aspect of the image. For me, this activity retains the meaning I have given it up to the age of eighteen months. 15 Mirrors play an important role in Macabea’s life. Looking at her own reflection, she tries to find out who she is. After having used Gloria’s trick (making up an excuse to skip work), Macabea decides 14 15 Bruce Fink, The Lacanian Subject: Between Language and Jouissance, pp. 115 Jacques Lacan, Ecrits, A Selection, Chapter I: ‘The mirror stage as formative of the function of the eye as revealed in psychoanalytic experience. ’, pp. 1, 2 6 to spend her day off in her room, listening to Radio Clock, dancing and looking at herself in the mirror. The camera shows her reflection and what we see is a split image in the mirror: she stands between what she is, what she wants to be and what others want her to be. 6 When she tells the mirror: â€Å"I’m a typist, a virgin and I like Coca-cola† she complements her identity split with her mirage identity: Macabea is staging her identity by identifying with other people’s perceptions of herself. She is not eighteen months old but an eighteen-year-old in the middle of Lacan’s mirror stage, looking for models (which are the models in shop windows: the parental Other is absent), learning new words (at work as a typist, at home listening to the radio), looking at herself in mirrors. It is as if the Symbolic were staging ‘reality’ too late in the character’s life. During a walk at the Zoo, Olimpico accuses Macabea of being a liar: Macabea It is true. May God strike me dead if I’m not telling the truth. May my mother and my father drop dead right now. Olimpico Macabea You said your parents were dead. I forgot†¦ As Lacan would put it, we are watching how the Symbolic can bar the real, overwriting and transforming it completely, the reason for this being that the Symbolic is but a pale disguised reflection of the Real; the reason for this not being a basic assumption about the condition of being a child without living parents, that is, about the alienation caused by orphanage. This does not mean that Lacan did not reflect on the concept of alienation (check Fink, footnote 28, chapter 7, seminar XVI). In his opinion, that is what places the subject within the Symbolic. In alienation, the speaking being is forced to give up something as she/he comes into language. Lacan sees it as an attempt to make sense by trying to act coherently with the image one has about oneself. These attempts alienate the person because meaning is always ambiguous, polyvalent, betraying something one wanted to remain hidden or something one wanted to express. Lacan does not condemn or avoid alienation in his analysis. At a certain point, in Seminar XVI, he establishes a comparison between ‘surplus value’ (Marxist concept: the ‘jouissance’ of property or money that is the fruit of the employees’ labour, the excess product) and ‘surplus  «jouissance »Ã¢â‚¬â„¢ (what we seek in every relationship/activity but never achieve). While capitalism creates a loss aiming at ‘surplus value’ (the loss of the worker), our advent as speaking beings also creates a loss (the loss of ‘jouissance’ through castration). In Lacan’s economy of ‘jouissance’, both losses are at the centre of the development of civilisation, culture and market forces. At a certain moment in the film, we 16 In this respect, Lacan explains that ‘the only homogeneus function of consciousness is the imaginary capture of the ego by its mirror reflection and the function of misrecognition which remains attached to it. ’ In Ecrits, A Selection (1966) 7 watch Macabea handing over a certain ‘jouissance’ to the Other: she is told by her boss she has to work late. The consequence is that Gloria will meet Olimpico in the park, instead of Macabea. Following Lacan’s theoretical discourse, the scene depicts Macabea being forced to give up ‘something’ as she comes into language (as she finishes typing the documents). That ‘something’ is her love object. The scene can be read as a reference to the primordial loss – castration – by meditating on the importance of the sacrifice of ‘jouissance’ as it creates a lack17 and consequently gears life (the Symbolic/the plot) onwards: Gloria steals her colleague’s boyfriend and eventually gets a husband, following the fortune teller’s instructions; Macabea loses her boyfriend and ends up at the hands of the fortune teller who guides her towards her death. This analysis focuses on the ‘surplus  «jouissance »Ã¢â‚¬â„¢ and not on the Marxist concept of ‘surplus value’, therefore neglecting important class struggle/capitalist issues. Adopting a Lacanian frame in the analysis of alienation in The Hour of the Star involves losing what a Marxist concept of alienation might otherwise bring into light: the alienating effect society operates on Macabea as an exploited underpaid employee who finds herself working (sometimes after hours) for the employer’s enjoyment. The film, on the contrary, is quite clear in its portrait of an alienated subject working for less than the minimum wage in a decadent, poor-lit warehouse. A dialogue between Seu Raimundo and Seu Pereira suggests the capitalists’ attitude towards the proletarian Macabea: Raimundo Pereira Raimundo (†¦) Pereira: Raimundo Besides, she is really ugly. Like a shrivelled pomegranate. Where did you get her? Ok, she’s a bit clumsy. But a brilliant typist would want more money. It’s the new typist, Macabea. Maca what? -beia. Maca-bea. No one else was willing to do the job for less than the minimum wage. Adding to the notion of the film as a metaphor of the unconscious are: mirrors and their fragmented reflections, Radio Clock and its fragmented, dispersed bits of information and the gaze of the camera as the audience accedes to Macabea’s world through furtive gazings behind windows, doors, in the street. This gaze could be interpreted as belonging to Macabea’s wicked aunt who has died but still haunts her conscience. Macabea’s paradoxical fantasy, her dream to become a film star, is also hooked up to the circuit of the unconscious as the end term of her desire. Lacan explains that the unconscious, ruled as a language, is overpopulated with other people’s desires that flow into us via discourse. 18 So, our very fantasies can be foreign to us, they can be alienating. Macabea’s fantasy to become a film star could â€Å"Without lack, the subject can never come into being, and the whole efflorescence of the dialectic of desire is squashed. † In Bruce Fink, The Lacanian Subject: Between Language and Jouissance, pp. 103 17 8 be read as a way of answering other people’s desire: that she takes care of herself, eats better, dresses better, and works better. Interpreting Macabea’s dream as a response to her own desire (she wants to be loved; film stars are loved; therefore, she wants to be a film star) implies walking away from Lacanian theory. The subject is here very much implicated in the process. Others don’t seem to have had a hand in it. Olimpico laughs and humiliates her when she tells him about her dream and doesn’t encourage her to pursue it: Olimpico What makes you think that you’ve got the face or the body to become a film star? (†¦) Take a good look at yourself in the mirror. Lacan’s approach to the unconscious considerably reduces the sources from which one can carve out knowledge in relation to this film. Macabea’s ethnicity calls forth the analyst’s knowledge of Brazil’s North-Eastern structural roots of poverty (drought plagued agriculture, slums, human rights abuse in terms of health and education, the plight of street children, women’s issues in terms of class, race and land tenure). An informed reading of The Hour of the Star raises the question of marginality within the frameworks of location, gender, race, individual/social conscience, language and testimony. In the context of this film, the concept of marginality has to be addressed in the plural. There are different definitions of margin at stake, as well as different layers of marginal behaviours, each of them empowering the social/individual transgressions suggested by Macabea’s lack of attitude towards existence. The characters in this story are aware of their condition as outsiders. They are seen through their relation to Macabea: her apathy and emptiness are exquisitely painful in that they remind others of the collective pain felt in a dehumanised world. In the pyramid of the excluded, Macabea is victimised as a female and as a North easterner in search of her inner self. Her voluntary attempt, although grotesque and inarticulate, to question and witness her blunt existence stands as the last stance of her marginality. It is the hour of the tragic question: ‘Who am I? ’, echoing the major preoccupation of every mortal. Unlike the other characters, she fails in every sphere of her life but not in asking this question. She is aware of her inner otherness, although unable to verbalise or make sense of it. She witnesses it, tries to speak it, but never tells it, because what needs to be told is pure silence narrated from within. The title of the present study resonates with the limits of a psychoanalytic reading of The Hour of the Star. â€Å"A sense of Loss† and â€Å"The right to protest† are two of the fourteen titles19 advanced by 18 Lacan suggests that ‘it is in the reduplication of the subject of speech that the unconscious finds the means to articulate itself. ’, J. Lacan, Ecrits: A Selection, ‘A la memoire d’Ernest Jones: sur la theorie du symbolisme’ 19 List of titles found at the beginning of HE: The Blame is Mine or The Hour of the Star or Let Her Fend for Herself or The Right to Protest or . As for the Future or Singing the Blues or She Doesn’t Know How to Protest or A Sense of Loss 9 Clarice Lispector in her book A Hora da Estrela. They were chosen by me for two reasons. The first implies that analysing the film by giving the book behind it the cold shoulder would weaken the analysis. Another is the belief that choosing only one title would dramatically reduce the scope of this work of art. Macabea cannot escape looking at mirrors and gazing at a sense of loss that dazzles her in her opaque leading-nowhere-abstractions. But she is herself a mirror reflecting the social inequities of the Brazilian society in she lived. Taking a step further, we could add yet another title: â€Å"I can do nothing†, number eleven in Lispector’s title list. This one would eclipse the Other’s discourse, unconscious and unintentional, and give way to the informed discourse of a conscious audience viewing writing as a representative mirror of reality. Having said all this, one can only afford ‘A discreet exit by the back door’20 once a final, irrevocable question is posed. Is it still possible, having pointed out the missing dimensions of analysis and the resistances to a Lacanian approach of The Hour of the Star, to make sense of Lacan’s theoretical framework? On the one hand, answering with a ‘no’ would seem fatally solipsistic in what the existing quantities of written work on psychoanalysis are concerned, as Lacan’s work lies at the epicentre of contemporary discourses about otherness, subjectivity, sexual difference, to name just a few topics. Answering with a ‘yes’, on the other hand, would plainly simplify subject matters that are, as this work intends to show, very complex. Perhaps the question, in the fashion of all interesting questions, offers no answer insofar as a balanced account of the possibilities, limitations, meanings and implications of Lacan’s theory is not thoroughly considered. or Whistling in the Dark Wind or I Can Do Nothing or A Record of Preceding Events or A Tearful Tale or A Discreet Exit by the Back Door. 20 Final title in Clarice Lispector’s list of titles. 10 Primary Bibliography Lacan, J. Ecrits (Paris: Editions du Seuil, 1966) _______, Ecrits: A Selection, trans. Alan Sheridan (London: Routledge, 1977) _______, The Seminar of Jacques Lacan. Book II. The Ego in Freud’s Theory and in the Technique of Psychoanalysis, trans. Sylvana Tomaselli (New York/London: Norton Co. , 1991) _______, The Ethics of Psychoanalysis: The Seminar of Jacques Lacan Book VII, trans. D enis Porter (London/New York: Norton Co. , 1992) Lispector, C. , A Hora da Estrela, (Rio de Janeiro: Jose Olympio, 1977) __________, The Hour of the Star, trans. Giovanni Pontiero (Manchester: Carcanet, 1992) Freud, S. New Introductory Lectures on Psychoanalysis, ed. /trans. J. Strachey (London: Penguin Books, 1991 The Hour of the Star, Dir. Susana Amaral, Raiz Producoes Cinematograficas, 1985 Secondary bibliography Barry, P. , Beginning Theory: An Introduction to Literary and Cultural Theory (Manchester: Manchester University Press, 2002) Benvenuto B. Kennedy, R. , The Works of Jacques Lacan: An Introduction (London: Free Association Books, 1986) Cixous, H. , ‘The Hour of The Star: How Does One Desire Wealth or Poverty? ’, Reading With Clarice Lispector, ed. and trans. Verena Andermatt Conley (Minneapolis: University of Minnesota Press, 1990), 143-163 Daidone, L. C. Clifford, J. , â€Å"Clarisse Lispector: Anticipating the Postmodern†, Multicultural Literatures through Feminist/Poststructuralist Lenses, ed. Barbara Frey Waxman (Knoxville: The University of Tennessee Press, 1993), 190-201 Fink, B. , The Lacanian Subject: Between Language and Jouisssance (Princeton N. J. : Princeton University Press, 1995) Fitz, E. , ‘Point of View in Clarice Lispector’s A Hora Da Estrela’, Luso-Brazilian Review, 19. 2 (1982), 195-208 Lapsley, R. Westlake, M. , Film Theory: An Introduction (Manchester: Manchester University Press, 1988) _________, ‘From Cassablanca to Pretty Woman: The politics of Romance’, Screen, 33. 1 (1992), 27-49 Lemaire, A. , Jacques Lacan, trans. D. Macey (London, Henley Boston: Routledge, 1977) Klobucka, A. , ‘Helene Cixous and the Hour of Clarice Lispector, SubStance, 73 (1994), 41-62 Mitchell, J. Rose, J. (eds), Feminine Sexuality: Jacques Lacan and the Ecole freudienne (Houndsmill: Macmillan, 1992) Mitchell, J. , Psychoanalysis and Feminism (London: Penguin, 1990) Mulvey, L. ‘Visual Pleasure and Narrative Cinema’, The Sexual Subject: A Screen Reader in Sexuality (London New York: Routledge, 1998), 22-34 Nelmes, J. (ed. ), An Introduction to Film Studies, 2nd edn (London: Routledge, 1990) Patai, D. , ‘Aspiring to the Absolute’, Women’s Review of Books, 4 (1987), 30-31 Smith, J. Kerrigan, W. (eds. ), Interpreting Lacan (New Haven London: Yale University Press, 1983) Storey, J. , Cultural Teory and Popular Culture: An Introduction, 3rd edn (Dorchester: Dorset Press, 2001) Whatling, C. , Screen Dreams: Fantasising Lesbians in Film (Manchester New York: Manchester University Press, 1997) 11 How to cite The Hour of the Star, Papers

I Integrating Science and Mathematics free essay sample

One major concern when science and mathematic is being integrated is the way teachers will teach the two this is a continuing professional concern. Educators will have to make the efforts to direct the presentation of science and mathematics lessons In an era dominated by mathematics, science, and technology , it is essential that science and mathematics be taught in K-12 and that classroom teachers are equipped with the knowledge and skills to teach both science and mathematics meaningfully to students. However, in a test driven curriculum where students and teachers are evaluated on student performance based on reading and mathematics standardized test scores, teaching meaningful science remains a challenge (2007 Joseph M. Furner ). Because of the many benefits of integrations academic subjects this is not a new concept. The integrations of mathematic and science help students thinks about the â€Å"real world â€Å"and by doing so the NCTM standards are met. There are others benefit of the integrations of math and science it allows the students to start thinking about why things happen which in term will the students a more practical approach to learning and using mathematics with the application of science. A common question asked by students is’ are we ever going to use this when we leave school† the integration between math and science will show the students how usefulness and importance of mathematic which therefore enables them to develop new understandings and skills. Educators in all schools systems have struggled to rise students test scores one advantage that integrating math with science is to help students’ scores increate. In defining how to integrate math and science, White and Berlin (1992), and Sunal and Furner (1995) made the following recommendations: †¢Base integration on how students experience, organize, and think about science and †¢Take advantage of patterns as children from the day they are born are looking at patterns and trying to make sense of the world Collect and use data in problem-based integrated activities that invoke process skills. †¢Integrate where there is an overlapping content in math and science. †¢Be sensitive to what students believe and feel about math and science, their involvement and the confidence in their ability to do science and math. †¢ Use instructional strategies that would bridge the gap between students’ classroom experiences and real-life experiences outside th e classroom. When integrating math and science in the classroom it will encompasses a number of considerations, an example of this integrating would be if the teachers taught math entirety as a part of the science or to teach math as a language tool for teaching science, or teaching science entirely as a part of math. The teachers’ training and knowledge level will determine their confident level in teaching math and science and if the teacher lacks either this need to be addressed , for example if the teachers is confident in their able to teach math but not science some teacher may not know how to teach all require science disciplines. Beane (1995) defines curriculum integration as a way of thinking about the purpose of schools, the sources of curriculum, and the basis of knowledge. Beane believes in order to define curriculum integration; there must be a reference to knowledge. According to Jacobs (1989) and the Association for Supervision and Curriculum Development (1989), planning and teaching interdisciplinary lessons involve two or more teachers, common planning time, the same students, teachers skilled in professional collaboration, consensus building, and curriculum development. As Robinson (1994) pointed out, the following considerations are necessary for the preparation of interdisciplinary instruction. Some state tests are being designed to reflect an integrated curriculum. In Connecticut, students take the CAPT (Connecticut Academic Performance Test) while in high school. While traditional assessments determine what students know, the CAPT test was intended to determine what students can do with that knowledge. The objective of the test is for students to be able to apply what they have learned to other situations. Another reason to consider the integration of curriculum is because it is the way people learn. Current brain research points out that the human brain looks for patterns and interconnections as its way of making sense of things. Unfortunately, in many schools students learn one subject in one classroom and then move on to the next classroom for the next subject. By delivering the curriculum in this format, subjects lack coherence and therefore students become disconnected and disengaged. Educators presume that students will miraculously make the associations between subjects by themselves and will see how the subjects â€Å"fit† together and into the real world. With an integrated curriculum, teachers do not need to guess about whether the connections have been made by students, the connections will be clear. Integrating mathematics into the curriculum can be a challenge for many teachers. It takes a great amount of time and teamwork but the benefits outweigh any possible disadvantages. Integration of subjects gives meaningful contexts for students rather than having them learn in isolation. As a result, this relevance of information better prepares all students. Teaching mathematics in isolation does students a disservice. One goal of mathematics teachers is to produce a mathematically literate nation where people can use the concepts from this subject to solve real-life problems. When mathematics is connected with other subjects, students can develop the intellectual scaffolding they need that will aid them and the nation for the future. Mathematical assessments should be more than just tests at the end of every chapter. Assessments should inform and guide teachers and enhance student learning. They should give students the opportunity to communicate mathematically and apply their knowledge. PBAs do this by providing an open-ended curriculum and can more accurately assess the skills of a diverse group of students. PBAs are a way for students to use their expertise and knowledge to â€Å"tie everything together† because the goal of acquiring knowledge should be its application. Both mathematics and science education are highly influenced by standards developed by professional organizations. For math, the National Council of Teachers of mathematics [NCTM] (2000) produced Principles and Standards for School Mathematics. This document purports six principles for school mathematics and five curriculum and five process standards. Similarly, the National Research Council [NRC] (1996) produced National Science Education Standards that provides standards for science teaching, learning, and professional development.