The True Experience Of War - 1668 Words

In high school, very few teachers know of the true experience of war. When learning about war in class, most teachers take their information right from the textbook. I was lucky to have the experience of having a teacher who knew the actual effects of war on a person when I took a European history class with Marilyn Lubarsky. She spoke a great deal about her father’s experience with war and stories she had heard from former students who went on to serve in the military. Upon hearing that I needed to interview someone with a direct experience with war, Marilyn seemed to be the perfect candidate to interview. As with any story, it was best for me to begin by asking her about her father, Robert Lubarsky’s beginnings in the military. Robert first enlisted in the military the day after the attack on Pearl Harbor on December 7th, 1941. The lines for enlistment, that stretched for blocks of New York City, were filled with the young children of immigrants. To hear that there we re lines of young boys my age willing to put their lives on the line for their country really shocked me. It made me think to myself, would I be willing to put my life on the line in a similar situation? It made me extremely thankful and embarrassed for myself. I was thankful that there has not been a situation where me joining the army was necessary but I was embarrassed because I never realized how unthankful I was for the life I lived. Sitting in an air-conditioned library bares no comparison to theShow MoreRelatedIntrospection in How to Tell a True War Story, and Into the Wild1494 Words   |  6 PagesTell a True War Story† Tim O’Brien expresses his thoughts about the true war story and how the war story is changed according to the person who tells it. Jon Krakauer illustrates Chris McCandless’s journey into the Alaskan wilderness and reasons for McCandless’s gruesome death in an isolated place, in his book â€Å"Into the Wild.† O’Brien relates introspection and a soldier’s war story by saying that the war story portrays the feelings of a soldier. A soldier’s war story is not the exact war story;Read MoreIt Is Difficult For A Soldier To Recall And Relate His Or Her Experiences Of War771 Words   |  4 Pagesï » ¿It is difficult for a soldier to recall and relate his or her experiences of war. During war, soldiers are often throw into a confronting and new experience where they quickly learn about the true hardship and struggle of warfare. Being deployed onto new a surrounding, unpredictable events can occur which may lead to detrimental effects on soldiers physically and more importantly mentally. Especially after returning from a war, a solder can show great signs of post dramatic stress due to the traumaRead MoreThe Things They Carried By Tim O Brien1441 Words   |  6 Pages a novel written by Tim O’Brien, is a set of short stories about the soldiers’ experiences fighting in the Vietnam War. He reflects and tells his experiences about the war. Stories far from pride, triumphs or combats, show O’Brien’s feelings and experiences of friendship, loss and love and how they affected them after the war. People tell stories so they can understand each other in a better way, to share experiences, this is a way to keep the memories that might have f aded alive. Storytelling becomesRead MoreWilfred Owen Essay836 Words   |  4 Pagesportrayal of these conflicts with the reality. Owen purpose is to challenges our thoughts and perspectives on war to show its true effects and stop the glorification that it receives in society. This can be seen in his poem Dulce et Decorum Est as he causing us to question whether it really is sweet and decorous to die for ones country by showing the reality of war through his personal experiences. These views can also be seen in the poem Anthem for Doomed Youth as Owen portrays the treatment the deadRead MoreSuffering And Human Cruelty : The War Experience1282 Words   |  6 Pagesinescapable in the war experience† By: Kristen Manoski Sixteen million. That is the number of deaths that resulted from World War One. 16 million soldiers, defending their nation, trying to do what is right. The violent and scarring nature of war is implanted into the minds of both soldiers and civilians, altering their personality, state of mind and placing deep strain on their lives.This years theme is â€Å"Suffering and human cruelty is inevitable and inescapable in the war experience†, and I, an avidRead MoreThe Things They Carried Questions1139 Words   |  5 Pagesâ€Å"The Things They Carried† Questions a) The main topic of this novel is burdens. O’Brien is writing about what burdens the soldiers and he had to carry throughout war, physically and emotionally. One way I know is because of the title- â€Å"The Things They Carried.† This title almost summarizes the whole book. O’Brien frequently showed and explained the burdens that were inner conflicts of his and outer conflicts too. In the chapter â€Å"The things They Carried,† O’Brien showed an emotional burdenRead MoreHow to Tell a True Story by Tim OBriean Essay869 Words   |  4 PagesThe Vietnam War was the longest war in the United States history. Whether they volunteered or were drafted, one out of ten soldiers did not survive the war. With the average age of the men being just twenty-one, they were not grown up enough nor mature enough to deal with such tragedy, and grotesque, unspeakable encounters. During the span of the twenty-four years that the U.S. helped fight in the Vietnam W ar; 58,148 men and women died in action. Families, friends, and neighbors all fought for theRead MoreHow To Tell A True War Story by Tim O ´brien1000 Words   |  4 PagesTell A True War Story† In Tim O’Brian’s short excerpt, How to Tell A True War Story, the narrator recounts his hardening experiances in the Vietnam War (1956-1975). O’Brian details the story of Rat during the war, and his experiances losing his best friend. Through the use of literary divices such as imagry, paradoxical ideas, as well as themes that juxtapose each other, O’Brian is able to deliver an effective message in reguards to the complex relationship between physical war and war storiesRead MoreThe Things They Carried By Tim O Brien1242 Words   |  5 Pagesâ€Å"Tim O’Brien is obsessed with telling a true war story. O Brien s fiction about the Vietnam experience suggest, lies not in realistic depictions or definitive accounts. As O’Brien argues, absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth. Mary Ann’s induction into genuine experience is clearly destructive as well as empowering† (p.12) T im O’s text, The Things they Carried, details his uses of word choice to portray his tone and bias. Tim O’BrienRead More Fact Verses Fiction in OBriens The Things They Carried Essay1454 Words   |  6 PagesCarried The difference between fairy tales and war stories is that fairy tales begin with Once upon a time, while war stories begin with Shit, I was there! (Lomperis 41). How does one tell a good war story? Is it important to be accurate to the events that took place? Does the reader need to trust the narrator? In The Things They Carried, Tim OBrien examines what it takes to tell a good war story. He uses his own experiences in Vietnam in conjunction with his imagination to weave together

My Philosophy on Education Essay - 1172 Words

All human societies, past and present, have had an interest in education; and many have claimed that teaching is the second oldest profession. While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality; and for good reasons. Teaching, in my opinion is the first profession period. Teaching will always and forever be used until the end of time. We know that everyone is born unknowing about education, norms, and is illiterate; we do not know about the community or society as a whole. That is where teachers come in to play. Things like this must be taught, we are not born with knowledge. Professional teachers learn their crafts with†¦show more content†¦I’m sure you have heard of the saying â€Å"train a child in the way that they should go, and when they are older they will not depart from it.† It starts early in life and that’s what makes a younger child grow and mature to productive citizens in the word. It is very essential to the early childhood educators to establish and build community relationships. This helps promote better resources as well as childcare. The most important relationship you can have is with the parents. The parents have the most control and influence over the child when they are at home. If you can get the parents involved, as well as the community by getting support is important in all social groups. Building trust with the parents is the most important way you can both work together for the betterment of the child. Promoting early child development and learning is important because it essential to cognit ive, social, emotional and physical growth of the child. Jean Piaget was one of the most influential researchers in the area of developmental psychology. Piaget’s was interested in how children think; which helped him to identify his stages of cognitive development. The approach that is most fitting for the style of teaching I would provide would be Jean Piaget’s theory of cognitive development and Realism theory. There are four stages to Jean Piaget’s Cognitive development, and they are Sensorimotor, Pre-operational, concrete operational and formalShow MoreRelatedMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Som e students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreMy Philosophy On Philosophy Of Education852 Words   |  4 PagesMy Philosophy of Education My philosophy of education is founded on a belief that all students have a desire to learn and to feel accepted. Learning takes place when students are able to have their specific needs meet inside the classroom, to feel accepted in the environment, and find the learning to be meaningful. I believe that before learning can take place a proper educational environment must be present inside the classroom. In order to make any classroom work I believe you need meet three criteriaRead MoreMy Philosophy Of Education As A Education864 Words   |  4 Pagesdifferent philosophy of education, and what purpose education serves in a child’s life. The five philosophies of education that we recognize are: Essentialism, Perennialism, Progressivism, Social Reconstructionism, and Existentialism. I would most recognize my philosophy of education as Essentialism. Essentialism has been a dominant influence in American education since World War II. It focuses on core curriculum of traditional academic topics. I believe that the purpose of education is teachingRead MoreMy Philosophy Of Education And Education1038 Words   |  5 PagesMy Philosophy of Education When trying coming up with a personal philosophy of education, I had to ask myself what the purpose of education is. To me, the purpose of education is to teach students knowledge that is needed to make it through school and to succeed in the world after graduation. Anyone can go into teaching, but not every teacher can teach. Teachers go above and beyond to introduce methods, philosophies, and strategies to help their students learn, as well as, retain the informationRead MoreMy Philosophy of Education824 Words   |  4 Pages13 February 2011 My Philosophy of Education I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. When students understand the methodsRead MoreMy Education Philosophy 1511 Words   |  6 PagesPersonal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of theRead MoreMy Philosophy Of Education1056 Words   |  5 PagesPhilosophy of Student Engagement My philosophy of education is that every child should receive high quality education that is inclusive, relevant and meaningful to their life. I am a firm believer of making pedagogy relatable to my students. My vision is driven by my personal experiences with the American school system. I was what is thought of as â€Å"A child at risk†. I am an immigrant, black, Muslim student. My life is transactional as I am a part of multiple marginalized groups. Most of my teachersRead MoreMy Philosophy Of Education And Education864 Words   |  4 PagesPhilosophy of Education Children are the future and their education is the key to our society’s success. When considering this, I realize I have an immense responsibility as an educator. The main focuses of my teaching are active learning, building character within students, and providing meaningful curriculum. I want to create a comfortable setting where every student feels safe to learn. In many ways, my philosophy agrees with the holistic approach to education. I feel this challenges the studentRead MoreMy Philosophy on Education814 Words   |  3 PagesMy Philosophy of Education I think when I made the decision to become a teacher I was not thinking the seriousness of this decision. When we become teachers we also become the molder that will shape our student to be successful in life. But when you decide to become a teacher in a Christian school you are not only shaping this student to be successful in life but we are also shaping their Christian mind to do things with a feeling knowing that they are shape and where made by the image of GodRead MoreMy Philosophy Of Education1015 Words   |  5 Pagesimmediately sparked my interest in becoming an educator and share my personal beliefs on the important aspects of education. In addition to this, I will present various traits I believe are essential and critical for teachers to successfully fulfill their role as an educator. During my elementary years, I developed an urge to frequently ask many questions during the school day. Being able to question anything was astonishing to me. This was because my parents were unable to answer my questions and help

Definitions, Types Characteristic of Drama free essay sample

Drama is the specific mode of fiction represented in performance. The term comes from a Greek word meaning action which is derived from the verb meaning to do or to act. Drama, in some form, is found in almost every society, primitive and civilized, and served a wide variety of functions in the community. It is a unique literary form because it is designed to be acted out on a stage before an audience, where actors take the roles of the characters, perform the indicated action, and utter the written dialogue. It is an enacted fiction primarily based on mimic action. That is, drama is something that one goes to see, and which is originally organized to be seen rather than to be read. Some specialists have defined drama as the most elegant expression of thought nearest to the truth, the most concrete form in which art can recreate human situations and relationships, and the most wide ranging of all the arts: it not only represent life, but it is also a way of seeing it. ? 2. Characteristics of Drama The major characteristics of drama are as follows: 2. 1. Characters: Characters are the people in the plays plot. Most plays have a round, major characters and flat, minor characters. The main characters are more important to a work and usually have a bigger part to play. Miranda from Shakespeares Tempest is an example of a main character. We learn much about her characteristics throughout the play, and she plays a big role in the reconciliation of the characters toward the end of the play. On the other hand, minor characters are less important. An example of a minor character is Marcellus from the play Hamlet, whose role is only to inform about Hamlets fathers ghost. We do not know nor do we need to know anything about his character or what happens to him thereafter. He just departs in peace. Lets take a look at the different characters. -Protagonist: The main character, usually the one who sets the action in motion. Example: Hamlet is the protagonist in the play Hamlet. -Antagonist: The character that stands as rival to the protagonist is called the antagonist. He is the villain. Example: Claudius is the major antagonist in the play Hamlet as he contrasts sharply with the main character in the play. -Foil: A character whose traits contrast with those of another character. Writers use foil to emphasize differences between two characters. For example, a handsome but dull character might be a foil for one who is unattractive but dynamic. By using foil, authors call attention to the strengths or weaknesses of a main character. Example: In Hamlet, the passionate and quick to action Laertes is a foil for the reflective Hamlet. -Confidant: A character that lends an ear and gives his input to usually the protagonist is a confidant. This type of character is most commonly a closest friend or trusted servant of the main character, who serves as a device for revealing the mind and intention of the main character. The confidants inputs are revealed only to the audience and not to the other characters in the play. Example: In Hamlet, Horatio is the confidant. -Stock characters: A stereotypical character who is not developed as an individual but as a collection of traits and mannerisms supposedly shared by all members of a group. These characters are easily recognized by audience due to their recurrent appearance and familiar roles. Example: A comic, a servant, a fool, a coward, a naive stepmother, and wicked witch. Each character is distinct from the other and must have their own peculiar personality, background, and beliefs. The mannerisms and use of language too may differ. The way the characters in the play are treated by the playwright is important to the outworking of the play. 2. 2. Dialogue: The words uttered by characters in a play forms a dialogue. The dialogue reveals the plot and characters of the play. What is spoken must be suitable to the situation and the role of the character. Things that are said on stage may take on greater worth or typical qualities than the same things said in everyday speech. Good dramatic speech involves a proper construction of words spoken in the appropriate context. It also involves saying what is not uninviting or what is obvious straight away. Good dialogue sheds light on the character speaking and the one spoken to, or spoken about, and aids in the furtherance of the plot. Dialogue may take various forms:- -An exchange between two or more characters. Titinius: These tidings will well comfort Cassius. Messala: Where did you leave him? Titinus: All disconsolate, With Pindarus his bondman, on this hill. Messala: Is not that he lies upon the ground? -Soliloquy: A character that is typically alone on stage delivering a long speech which is called a soliloquy. Emotions and innermost thoughts of the character are revealed in a soliloquy. [They exit. ANTONY remains. ] ANTONY. O, pardon me, thou bleeding piece of earth, That I am meek and gentle with these butchers! Thou art the ruins of the noblest man That ever lived in the tide of times. -Aside: This is spoken by a character to another character or to the audience but is not heard by the other characters on stage. Asides reveal what a character is thinking or feeling. Caesar. Good friends, go in and taste some wine with me, And we (like friends) will straightway go together. Brutus (aside) . That every like is not the same, O Caesar, The heart of Brutus earns to think upon. [Exeunt. ] 2. 3. Plot: The plot is events that occur in a story sequentially. Normally the introduction of the characters in the beginning of the play gives the audience an idea about what the plot maybe. This information will enlighten the audience as to why characters behave the way they do and an incident maybe expected to surface that will create a problem for the main characters. As the action heightens, the characters encounter the problem and find themselves in trouble. The conflict in a plot may vary but, nevertheless, it forms the basis for the plot. The conflict leads the characters from one incident to another unfolding the plot and increasing the suspense and excitement of the reader or viewer. The turning point of the plot is called the climax when the outcome of the conflict takes place. The climax takes several forms. It may be a revelation of information or it may be a decision or an action. It is the point where suspense no longer exists. The plot is crucial for the success of a play. 2. 4. Setting: The setting and time in a play tell us where the story happened and the time it occurred. The setting is very important because what usually happens in the play is influenced by it. Visual components of a setting maybe limited to a painted tree, a bridge, or a hut, or it could be more elaborate. Shifts in time and space are often indicated by the actors through their speech and movements. In setting, the lighting plays an important role for it shows an illusion of time. Lighting also may be used to focus on an action or stress the importance of an event. Costumes and props too are involved in setting. Costumes are used to portray a characters profession, status, ethnicity, age and so on. Props are items used by actors on stage to create an atmosphere of the play. These can be simple writing materials, chairs and tables, flowers, thrones, blood-soaked clothes, blankets, and beds and so on. The effect created by the setting creates the mood for a theatrical spectacle. 2. 5. Stage directions: An audience is prompted to react by the movements or positions of the actors in a play. It can build up tension, trigger laughter, or shift the focus of the audience to a different part of the stage. To achieve this purpose, the writer communicates to the actors, director, and the rest of the crew in the play by means of stage directions. He does this by means of short phrases, usually printed in italics and enclosed in parentheses or brackets. These directions describe the appearance and actions of characters as well as the sets, costumes, props, sound effects, and lighting effects. Stage directions may also include the characters body language, facial expressions, and even the tone of voice. Comments or remarks about the surroundings and when a character enters or exits are also made in stage directions. Thus stage directions help us understand the feelings of the character and the mood of the story. 2. 6. Theme: The theme actually tells what the play means. Rather stating what happens in the story, the theme deals with the main idea within the story. Theme has been described as the soul of the drama. The theme can either be clearly stated through dialogue or action or can be inferred from the entire performance. The concluded plot and theme in drama should complement each other and should be synchronized to give a complete output. General themes are: i. conflictbetween two individuals. ii. conflict between man and a supernatural power. iii. conflict between the man and himself. 3. Types of Drama: Several genres exist within drama, each with their own storytelling methods, character types and dramatic approach. Drama is divided into the categories of tragedy, comedy, melodrama, and tragicomedy. Each of these forms can be further subdivided by style and content. 3. 1. Tragedy: In his Poetics, Aristotle defined Tragedy as: The imitation of an action that is serious and also, as having magnitude, complete in itself; in language with pleasurable accessories, each kind brought in separately in the parts of the work; in dramatic, not in a narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions. Generally speaking, tragedy dramatizes the conflict between the vital personal life and the restrictions of social life. It is a drama in which a character experience a disastrous end in his conflict with a powerful kind of force, and ultimately comes to comprehend the real value of his deeds. Tragedy is serious by nature in its theme and deals with profound problems. These profound problems are universal when applied to the human experience. In tragedy, we find a protagonist at the centre of the drama that is a great person, usually of upper class birth. He is a good man that can be admired, but he has a tragic flaw that will be the ultimate cause of his downfall. This tragic flaw can take on many characteristics but it is most often too much pride or excessive ambition. The protagonist always learns, usually too late, the nature of his flaw and his mistakes that have caused his downfall. He becomes self-aware and accepts the inevitability of his fate and takes full responsibility for his actions. We must have this element of inevitability in tragedy. That is, there must be a cause and effect relationship from the beginning through the middle to the end or final catastrophe. It must be logical in the conclusion of the necessary outcome. Tragedy will involve the audience in the action and creates tension and expectation. With the climax and final end the audience will have learned a lesson and will leave the theatre not depressed or sullen, but uplifted and enlightened. Most tragic heroes are males, with a few fantastic exceptions, such as Antigone, Juliet and Cleopatra. Women in tragic plays are, however, pathetic rather than tragic. They are somehow passive, seen as images of weakness rather than of exceptional strength. Among the most splendid tragedies are Antigone by Sophocles, Dr Faustus by Christopher Marlowe, Hamlet by William Shakespeare? etc. Tragedies can be separated into at least three subordinate categories or sub-genres identified and briefly characterized as follows: -Senecan Tragedy: A precursor of tragic drama was the Roman poet Seneca (4 BC 65 AD). His tragedies were recited rather than staged but they became a model for English playwrights entailing the five-act structure, a complex plot and an elevated style of dialogue. -Revenge Tragedy/ Tragedy of Blood: This type of tragedy represented a popular genre in the Elizabethan Age and made extensive use of certain elements of the Senecan tragedy, such as murder, revenge, mutilations and ghosts. Typical examples of this sub-genre are Christopher Marlowes The Jew of Malta, Shakespeares Titus Andronicus and Thomas Kyds The Spanish Tragedy. These plays were written in verse and, following Aristotelian Poetics, the main characters were of a high social rank (the higher they are, the lower they fall). Apart from dealing with violent subject matters, these plays conventionally made use of fake or real madness in some of the characters, dumb shows or play-with-the-play structures, that is, a play was performed within he play. Domestic/ Bourgeois Tragedy: In line with a changing social system where the middle class gained increasing importance and power, tragedies from the eighteenth century onward shifted their focus to protagonists from the middle or lower classes and were written in prose. The protagonist typically suffers a domestic disaster which is intended to arouse empathy rather than pity and fear in the audience. An example is George Lillos The London Merchant or, The History of George Barnwell . Modern tragedies such as Arthur Millers The Death of a salesman follow largely the new conventions set forth by the domestic tragedy ( common conflict, common characters, prose) and a number of contemporary plays have exchanged the tragic hero for an anti-hero, who does not display the dignity and courage of a traditional hero but is passive, pretty and ineffectual. Other dramas resuscitate elements of ancient tragedies such as the chorus and verse, e. g. , T. S. Eliots The Murder in the Cathedral. 3. 2. Comedy: Comedy is a broad category of dramatic works that are intended primarily to entertain and amuse an audience. Comedies take many different forms, but they all share three basic characteristics: 1. The values that are expressed and that typically present the conflict within the play are social and determined by the general opinion of society ( as opposed to universal and beyond the control of humankind, as in tragedy). 2. Characters in comedies are often defined primarily in terms of their society and their role within it. 3. Comedies often end with a restoration of social order in which one or more characters take a proper social role. Furthermore, Aristotle suggests that comic figures are mainly average to below average in terms of moral character, having in mind the wily servant or witty knave who was already a stock character of ancient comedy. He also suggests that only low or ignoble figures can strike us as ridiculous characters are often those who, although well-born, are merely pompous or self-important instead of truly noble. Similarly, the most sympathetic comic figures are frequently plucky underdogs, young men or women from humble or disadvantaged backgrounds who prove their real worth through various tests of character over the course of a story or play. Examples of famous comedies are: Shakespeares The Comedy of Errors and J. M. Barries What Every Woman Knows. Within the broad spectrum of dramatic comedy, the following types are the most frequently distinguished ones: -Romantic Comedy: A form of drama in which love is the main theme, and love leads to a happy ending. In this sub-genre, the primary distinguishing feature is a love plot in which two sympathetic and well-matched lovers are united or reconciled. In a typical romantic comedy, the two lover tend to be young, likeable, and apparently meant for each other, yet they are kept apart by some complicating circumstance until, surmounting all obstacles, they are finally wed. Perhaps the most popular of all romantic comedies are those of Shakespeare, such as: As You Like It, A Midsummer Nights Dream, and Twelfth Night. -Satirical Comedy: A form of comedy which dispraises, attacks, and ridicule the human vices, follies and defects. Satirical comedies resemble other types of comedy in that they trace the rising fortune of a central character. However, the central character here is likely to be cynical, foolish, or morally corrupt. Examples of Satirical comedies are: Ben Jonsons Volpe and The Alchemist. -Comedy of Manners: This sub-genre has for its main subjects and themes the relationships and intrigues of gentlemen and ladies living in a sophisticated society. Its comic effect depends on the wit and sparkle of the dialogue and on making ridiculous the violators of the social conventions. Best examples of this form are Shakespeares Loves Labours Lost and Much Ado about Nothing. -Farce: A form of comedy which is meant to provoke a simple amusement in the audience. The basic characteristics of farce are: 1. Exaggerated physical action. 2. Exaggeration of characters. 3. Absurd situations and improbable events. 4. Surprises in the form of unexpected appearances and disclosures. Farcical plots are often full of wild coincidences and seemingly endless complications. Farce is usually an episode in a more complex form of comedy. Examples are the farcical interludes in Shakespeares The Taming of the Shrew and The Merry Wifes of Windsor. -High Comedy: A type of comedy which evokes the intellectual mirth in the audience who are emotionally alienated from the action. This thoughtful laughter are caused by the follies, pretentiousness and incongruity in human behavior. It was introduced by George Meredith as a form of the comedy of manners. Examples of this form are Congreves Way of the World and Wildes A Woman of No Importance. -Low Comedy: A type of comedy that is used as a comic relief. It provokes a laughter from the belly rather than the brain. It usually includes slapstick, violent actions, and ribald jokes. It is considered to be a common component of farce. -Comedy of Humours: The comedy of humours refers to a sub-genre of dramatic comedy that focuses on a character or range of characters, each of whom two or more overriding traits or humours dominate their personality, desires and conduct. This comic technique may be found in Aristophanes, but the English playwrights Ben Jonson and George Chapman popularized the genre in the closing years of the sixteenth century. This form of comedy is exemplified in Jonsons Every Man in His Humour. 3. 3. Melodrama: Melodrama literally means a play with music that once upon the time, it was applied to the Opera in a broad sense. A play based on a romantic plot and developed sensationally with little regard for satisfying motivation and with an excessive appeal to the emotions of the audience. The object is to keep the audience thrilled by the awakening of strong feelings of pity or horror or joy. The first English melodrama is believed to have been Thomas Holocrofts A Tale of Mystary. 3. 4. Tragicomedy: Tragicomedies mingle conventions concerning the plot, character and subject matter derived from the both tragedy and comedy. Thus, characters of both high and low social rank can be mixed, or a seious conflict which is likely to end in disaster, suddenly reaches a happy ending because of some unforeseen circumstances. Plays with multiple plots which combine tragedy in one plot and comedy in the other are what attracted most of the best dramatists of the modern literature. Examples of tragicomedy are: Shakespeares The Merchant of Vince and John Fletchers The Faithful Shepherdess.

With reference to language, structure and poetic devices Essay Example

With reference to language, structure and poetic devices Essay In this essay, I will be analysing murder, revenge and violence in Salome by Carol Ann Duffy and The Laboratory by Robert Browning. I will be referring to both the poems, focusing on language, structure and poetic devices. The Biblical version of Salome was set in the Kings Chambers. It took place around AD 30. This version was about Salome who danced for Herods birthday feast. Her step father Herod was captivated by her lascivious performance so he was willing to offer her whatever she desiderated. John Baptist believed it was unacceptable as Salomes mother formerly had an affair with Herod. Salome was persuaded by her mother to call for the head of John the Baptist Carol Ann Duffys version of Salome was written before 1914. Duffy updates the biblical version of Salome and is writing from a perspective of a modern day Salome. She presents Salome as a modern girl on the town who frequently goes out drinking and ends up with a one night stand. Also Duffy presents Salome a modern day vigilante and a sexual predator which is a role usually associated with men. Many of Carol Ann Duffys poems reflect on time, age and loss. It is about a female psychopath who takes advantage of her attractiveness by deceiving men and luring them to her bedroom. Then kills her victims who use her to reclaim her power and reverse the roles of men and women. Moreover, Duffy conveys that Salome feels as if many women are mistreated by men and wants to prove that women have the same abilities as men. The poem explains Salomes attitude, behaviour and feelings or her views on killing men. She draws attention of the mistreatment of women which are abused and tormented by men. We will write a custom essay sample on With reference to language, structure and poetic devices specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on With reference to language, structure and poetic devices specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on With reference to language, structure and poetic devices specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The poem Salome is a dramatic monologue. A dramatic monologue is a type of poem; which is based during the Victorian period. It is a speech where the actual speaker is speaking to the audience. Carol Ann Duffy uses dramatic monologue to emphasise Salomes motives, actions, feelings and behaviour. This is seen in the words Id done it before, (and doubtless Ill do it again, sooner or later.) The quote Ill do it again emphasises that Salome is cold hearted, callous and is prepared for killing more men. This could also suggest that her actions are premeditated. Also, the words show that Salome she is careless and obsessed with killing men. She does not fear any consequences that may occur after the death of the men she killed. This shows that her attitudes to violence are very casual. The attitudes towards men and women compared to the biblical times and now are very different. In the past the stereo types for men were associated as sexual predators and more superior than women. Women were seen as subservient, passive and inferior compared to the men. Now men and women are both treated equally. However, women are sometimes seen as objects to satisfy mens desires; and men sometimes see women as easy targets. The words turf out the blighter symbolises the men who exploit or abuse vulnerable women, Salome perhaps describes the men as a plague and it is her duty to rid the world of humanity. Usually men see women who are emotionally terrified, weak and powerless as easy targets. In Salomes mind, she believes it is her responsibility to turf out the men who behave in an abusive manner. The verb turf out is used in todays society, this suggests that she wants to get rid of something or believes it has no value. The Laboratory was written by Robert Browning before 1914. This was set in France before the French revolution Ancient regime. Browning creates a voice of a woman to make the reader understand the speakers behaviour and actions. In the poem a woman (whose name is not mentioned) discovers her husband and his lover (Pauline) are betraying her; for this reason she becomes demented, deceptive and eager to take revenge. She decides to take an unhealthy interest by visiting the apothecary so she can create a powerful poison to murder her rival. After the potion is made, the apothecary who had agreed to make the poison was rewarded with all her jewels and a kiss. Throughout the poem, it seems as if the speakers husband or lover is a serial philanderer. However, this is not the case as she is excessively jealous of Pauline and a woman called Elise as well. Robert Browning uses the dramatic monologue to convey setting, action and also reveals the insanity of the character. This mainly reveals that the speaker is seeking revenge on her lover and her mistress. Let it brighten her drink, let her turn it and stir, And try it and taste, ere fix and prefer. This conveys the idea of jealously, also that she will be satisfied if her lovers mistress life ends. In many ways, The Laboratory is profoundly a sinister poem. Robert Browning creates a voice of a woman in the eighteenth century. It is a dramatic poem where it is narrated by one person who is expressing the matter of the poem in their own point of view. It is not the poet speaking to us, but the voice of the character he has created. In Salome and The Laboratory both the speakers want to take revenge however the speakers of the poem have different motives. The laboratory motive is for the speaker to only kill her lover and his two mistresses as she feels they have betrayed her, also she has a feeling of jealousy towards them. However, Salomes motives differ as she is not jealous and reclaims her power by killing the men who take advantage of women. I believe murder, revenge and violence are important themes as it creates very crucial moments which draws the readers attention. It has a great impact in a way which the audience are left in suspense and builds their curiosity. The poets draw us to the murderers worlds by the description of events to demonstrate the characters feelings. This is apparent in Robert Brownings poem smokes curling, gold oozing and taste sweetly the descriptions of the speakers words show that she is fascinated by the making of the potion because of her twisted and demented plan to kill Pauline. As poison is a slow death, this shows that she wants the victim to suffer in pain; and the consequences of her actions are brutal. The reader is drawn by the murderers world in The laboratory as the reader may perhaps also feel fascinated by the making of the potion and feel eager because of how Robert Browning describes the making of the potion in a positive manner. We are drawn to Salomes worlds by her daily lif estyle she describes, this is seen in the words Simon? Andrew? John? these draw us to her world as we know her daily lifestyle. We know Salomes expectations of men; and it seems as if Salome does not take men seriously and is only using men for pleasure, role reversal. The reader is drawn by the murders world as they know Salomes motive is to reclaim her power as she wants to oust the men who take advantage of women. At the beginning of the poem, there is no tone of regret. Stanza one begins with Salome after a one-night stand, waking up in bed with a stranger next to her. Carol Ann Duffy uses the character Salome to express Salomes feelings on murder and violence through the description of events. For instance, Id done it before emphasises that Salome has become an experienced serial remover of heads as she expresses the idea that she continuously kills men and it seems as if it is her ambition to persist. The words (and doubtless Ill do it again, sooner or later) conveys the inability to stop the gruesome murders. This further indicates that the murder is intentional as she is not determined to stop herself from murdering and knows that she will persist, possibly in the near future. The brackets are used to reflect on Salomes state of mind and attitudes to murder. The tone shows that this must have been a brutal murder. Salomes attitude shows she is absent minded, the murder is premeditated, ha s no remorse on what she has done, and is willing to kill men in the near future. Carol Ann Duffy conveys violence as the reader knows that Salome may never regret what she has done and is obsessed with killing. When the reader realises that the speaker of the poem is a female serial killer they are perhaps startled, agitated and are more interested in her lifestyle which builds a sense of eagerness for the reader. In The Laboratory the speaker of the poem expresses her feelings of murder and violence through the series of events. For example, While they laugh, laugh at me, at me fled to the drear. This suggests that the speaker feels insulted by the relationship between her partner and the mistress. She feels as if they have no consideration towards her. The speaker feels this way as they flaunt their relationship openly. This could express her feelings towards murder as it could lead to revenge on the mistress. The words Drear suggests that the speaker is depressed, fled gives the impression of the speaker having the urge to run away from the depression of hatred she is currently going through. Laugh at me highlights that she is feeling insecure because of her lover and the mistress relationship. She reckons that they are attempting to humiliate her and represents her as being innocent and naive. Her being humiliated leads her to her anger, her attitude implies that she is blameless and she p resents herself as being the victim. Duffy uses dashes to separate the words -whose? from the line Woke up with the head on the pillow beside me It emphasises that Salome detaches from her victims emotionally. Moreover, Salome has no compassion and does not care anything from herself to her victims. Head on pillow beside her is profoundly shocking and unordinary for the reader. This also adds to the point that she is insane and heartless. Salome is brave, lazy and has no shame at all as she has not attempted to hide the decapitated head. She is not afraid of the head being found as it is still on the pillow. Robert Browning uses everyday speech to hide the horror of the speakers actions and intentions. Such as Empty church, to pray God in, for them! This disguises the speakers horror of her actions and intentions as she is asking for forgiveness. However, she is asking for forgiveness by the actions she is going to make in advance. (The action she is going to make is killing her partners mistress.)This perhaps shows that she has no experience in murder. It disguises the horror as this makes the reader believe that the speaker is a good and innocent person. However, while she is praying she has something which is a sin in her mind. As a reader, I would feel confused as normally if a person wants to receive forgiveness, they would have wish that they did not make that mistake earlier and will make sure they will never do it again. However, the speaker must consciously know that she will be satisfied once her lovers mistress life is ended and may have no remorse. Another way Salome expresses her feelings on murder and violence is by Duffys description of events. This is apparent when Salome says and a beautiful crimson mouth that obviously knew how to flatter which I kissed This is very deceiving when Duffy describes the victims mouth as crimson this could perhaps be describing something beautiful or something deadly such as blood. In this case Salome is referring to blood. The colour crimson is a strong, bright deep red colour. This reinforces the idea that Salome believes that the murder is beautiful. Salome expresses the idea that she has no recrimination. For the reader, this shows that the murder is immoral, gruesome and implicating as Salome believes the murder is pleasuring and joyful. Robert Browning uses punctuation to reflect the speakers changing state of mind and attitude to the murder. In every stanza of the poem, there is an exclamation mark. For instance, in the words for them! and drop dead! the speaker mentions this when she wants the murder to happen quickly; or when she is fed up with her partner cheating on her and flaunting his relationship with another woman. The exclamation marks show that she is excited, eager and enthusiastic to take revenge. This builds tension for the reader and is eager for the future events as the reader believes that murder will happen soon. Throughout the poem Salome does not show much interest in her victim. She shows no emotions in these lines as Salome does not know his name and is not concerned that his lips feel Colder than pewter. This conveys that Salome treats her victims like a pleasant fishing hobby. It seems as if her cycle is to wait for a fish, then catch it, kisses the fish, and then kills it. The words colder suggests that her victims life has ended as there has been loss of the victims body heat since his death. Pewter is an alloyed metal made primarily from tin. When tin is cold it reaches a very low temperature. Salomes words emphasise that she is a cold hearted person who does not care about other peoples emotions and feelings. The reader is shocked at the fact that she had kissed the head since the decapitation. There is a sick inevitability and depravity about her; this is immediately evident from the gruesome crime she has committed. The use of rhyme in the Laboratory coveys the writers attitude to murder. This is seen in the words mash up thy paste and I am not in haste! The word paste is when the potion is being made. Robert Browning uses the words mash to suggest the idea of murder by conveying that the speaker wants to destroy her lovers mistress life. It leads to her attitude to murder as her partner has betrayed her; and this is the reason why the speaking is behaving in this way. Haste! could suggest that the speaker is in a hurry to kill, not in haste shows that she wants her victim to suffer in a slow death. This emphasises that she is cunning as earlier she conveyed herself as innocent and naive and it appeared to the reader that the speaker was blameless. The use of rhyming quickens the pace of the poem, this adds to the womans increasing excitement as the apothecary is creating the mixture. Carol Ann Duffy creates an image of death and links them to the themes of murder, revenge and violence. Salome describes the head in close detail, referring to the colour of the hair beard and mouth as well as the very deep lines around the eyes from pain, Id guess, maybe laughter. Duffy implies that Salomes victims were mortified, threatened and tortured. It perhaps means her victims feel tired, distraught and stressed deep lines. The words Id guess creates an image of revenge as this indicates that she does not have any sympathy towards her victims. Salome does not care about anything else as long as she meets her goal of using men, luring them to her bedroom and then killing them. Robert Browning uses character to express the speakers feeling on murder and violence. In The Laboratory the speaker of the poem expresses her feelings of murder and violence. This is illustrated in the words Soon, at the Kings, a mere lozenge to give and Pauline should have just thirty minutes. Robert Browning conveys murder and violence because the reader knows that the speaker is planning to kill her partners mistress and take revenge. Mere and thirty minutes suggests that the speaker is demented and wants the lovers mistress to suffer a slow death; she delights in imagining her dead victim lying in agony. This means that in a slow death, her victim will suffer more pain and it is a very gruesome murder. She perhaps does not want to be present whilst the victim is suffering or dying. The consequences of her actions are brutal. The words soon conveys the idea that the speaker wants to kill the mistress as quick as possible, and does not want to waste time doing something else. It s eems as if there is a sense of urgency. Carol Ann Duffy uses punctuation to reflect Salomes changing state of mind and attitude to the murder. In the poem there is a repeated question mark to show rhetorical question. It is seen in the words Whose? What did it matter? and Simon? Andrew? John? the question marks are always in a short sentence. It is as if Salome is dismissing her victims and they are unworthy to her. As she could not even remember the mans name; this shows her lack of interest towards the individual and her psychopathic tendencies. This further indicates that Salome is a serial killer; as she has seduced and killed many men in her life, it has led her to not even remembering the victims name. This could also convey Salomes eager attitude to murder; as to her it is like a challenge to oust the men who use women. She may have not even considered questioning the victims name as it is her aim to kill the men who she believes deserves to die. The names she is trying to figure out are name of disciples of Jesus; and John refers to John the Baptist. The use of question marks could perhaps mean she is regaining her consciousness. The rhetorical question implies that Salome does not care and is not concerned in answering her own question. Therefore this conveys that her attitude to murder is ruthless and cold. To the reader, Salome will seem insane as she has no regret on her actions. This points out that there is clearly a deep-seated hatred of men and a desire to dominate. Robert Browning conveys an image of death. This is made clear in the lines And her breasts and her arms and her hands, should drop dead! it shows an image of how the speaker is going to kill Pauline. (Her partners mistress.) You can clearly see that the speaker is seeking revenge towards the mistress; because of the description of body parts. The speaker may feel insecure as she mentions Paulines body parts, she does not want another man; but to take revenge instead. Also, her jealousy is erotic and believes that everything about the mistress is better than her in the alliteration drop dead! The exclamation mark expresses the speakers very strong feelings of betrayal. Therefore this is possibly the reason why the speaker wants to take revenge. An ellipsis is used in the poem to contribute the meaning of the poem and to highlight memory lapse. This is seen in the words How to flatter and Which I kissed which implies that Salome believes all men are the same by luring women who are drunk, looking for love and romance. She believes that men generally take advantage of women by abusing them and only expecting one night stands. How to flatter illustrates that she believes her victim was a decent man, but for someone to only have a one night stand with. However in a way, Salome also believes that her victim is not decent in person as he probably would have been like the majority of men and used her for pleasure. Salome has power over her victims by luring men to her bedroom. The second ellipsis is a contrast to the first as how to flatter is not Salome taking her revenge yet, she may be planning to take revenge as her actions to murder is calculating; but at this point it seems as if she is lured by the victim. Which I kissed co ntrasts to the first ellipses as this is her taking revenge and reversing the roles of the stereotypes for men and women. She believes that the victim is foolish and is easily led by lust and desire. The reader of the poem is perhaps confused as Salome is complimenting the victims actions How to flatter. Moreover it seems as if there is more love and romance at this moment rather than revenge. Browning uses the characters in the poem to express the speakers feelings on murder and violence through their description of events. Quick -is it finished? This illustrates that the speaker of the poem is eager for her partners mistress to die by the words Quick It proves that the speaker wants to get rid of her and has no sympathy or guilt. Quick on its own shows how excited and manipulative the speaker is when choosing to kill by deception. She enjoys the images conjured up by her evil plans. Also, she is arrogant to believe that what she is doing is right. The short sentence shows she does not want her victim to live any longer and it shows how deranged the protagonists nature has become. Duffy deliberately uses simple and everyday language in a complex way to disguise horror of Salomes actions and intentions. She uses colloquial phrases and everyday slang to create the sense of an up to date character Cut out the booze and the fags and the sex. This was how men were like in the biblical times and Salome is reversing the roles of men and women. It is a contrast to the modern lifestyle. She uses these words to disguise her actions and intentions. She does not want to cut out the booze fags and sex as the majority of men believe that women with this particular attitude are easy targets. She is fully in control of her men and their deaths. However ironically, Salome needs to be better in control of her own excesses in every way apart from killing. The choice of words reflects her casual attitude. This contrasts to the seriousness of what she has done. As the poem is read by the reader, it seems to the reader that Salome wants to change her attitude and lifestyle. The impact of the words Never again! on the reader is that the reader believes she is regretful for what she has done. The exclamation marks may appear to the reader that Salome wants a sudden change to her horrific lifestyle. However, Salomes attitude is completely opposite to what the reader may believe. Salome does not care what she has done and does not feel any regret for the victims at all.Turf out the blighter she does not feel any regret as see wants to get rid of the men who take advantage of women. Robert Browning uses first person I to show the loneliness of the speaker. He uses this to give the characters point of view. The Laboratory follows an AABB rhyming structure. This makes the poem flow and makes it clear that the speaker is excited about taking revenge. This is seen in the words grace and dying face these suggest that the speaker is eager and willing to take the charm or elegance from the victim; and cause it with pain and aggravation with the poison she will soon give her. The structure creates a jaunty effect which is unsuited for the poems subject and makes the reader eager as well as the speaker for the death of Pauline. Carol Ann Duffy uses rhyme to make the poem sound more affective. The use of rhyme in Salome conveys the writers attitude to murder and brings the speaker back to full consciousness. This is illustrated in the words Clatter and Batter. It conveys attitude to murder because Clatter could suggest the booze on the floor. Booze was Salomes addiction which made her seem as an easy target towards the men that used her. Moreover, this emphasises the mess Salome made after she has succeeded her plan; which indicates that Salome has a careless attitude as she has not yet cleaned her mess. Moreover, Batter could suggest how Salome kills men and the result of the victims appearance after her plan has worked. Another way Salomes feelings are expressed on murder and violence is when she had finished killing the victim. This is seen in the words I flung back the sticky red sheets, and there, like I said- and aint life a bitch. The words Sticky red sheets suggest that Salome is careless. Salome is reflecting on her sexual conquests. She is straight forward, open and clear with her murder and does not deny killing or attempt to hide the decapitated body. If she did want to keep her murder discreet, she would have disposed the sticky red sheets as soon as possible. (Not just put them back.) aint life a bitch conveys the idea that she admits that her life is hard. However, Salome believes she is powerless to stop killing. To her, it is like her nature and what she normally does in her daily life. She represents the woman who is totally dominant over her male victims. There are biblical undertones in Duffys descriptions Lamb to the slaughter is an animal imagery. Salome is referring to the men in her life and represents her victims are innocent and helpless without realising the danger. A lamb can be easily lead, this highlights the idea of the foolish men who are lead by lust or desire. This links to the ideas of vulnerability and sacrifice. In society men and women have different expectations, Salomes mind set is to oust the men who lure women who are drunk, looking for love and romance. She is delusional to believe that it is her responsibility to rid the world of the plague. And kills by deception by luring men. In the poems Salome and The Laboratory. Both the poems use everyday events or speech to disguise the horror of their actions or intentions. Carol Ann Duffy uses daily events such as for teas, dry toast, no butter. This suggests that Salome is only having breakefast to make herself feel better after manipulating the victims. This could also suggest that the murder was very horrific and needs to take a relaxing break. In conclusion, I believe that both the poems are personal in Salome and The Laboratory because they both describe their inner feelings. Salome believes that all men are the same because of her experiences in the past and has a feeling of animosity towards them. Salome is delusional and believes that she lives her own world. (What youthink is how you see the world.) She believes that she is responsible to rid the world of the plague and oust the men. In The Laboratory it is personal as the speaker has a feeling of hate and jealousy. Her attitude shows that she is blameless and presents herself as the victim. While they laugh, laugh at me. In Salome I do not think the character Salome will succeed because no matter how many men she kills. There will still be another man who sees women as objects or inferior towards them. (she cannot kill all the men in the world.) Furthermore, commiting murder is a crime; this could lead her to going to jail. Salome killing men, because of their ignorant behaviour will not deter other men from using women and abusing womens feelings mentally. As many will believe that this severe crime may not happen to them as it is not common for women to kill men while the women lure them in their bedroom. I think that in The Laboratory the speaker succeeded when she killed her partners mistress. She succeeded as her partner will not be able to flaunt his and the mistress relationship in front of her. Also, she will not be depressed or feel betrayed anymore. My opinion of the poems are that they are very interesting as I did not believe that women did not have the courage do such a drastic or demented crime. Moreover, it made me learn how they are psychologically; and the reasons why they kill.

Path-Goal Theory

Path-Goal Theory Free Online Research Papers This essay clarifies the path-goal theory and how leadership roles are utilized within the theory. Path-Goal Theory of Leadership was developed to discuss the way leaders encourage and support their followers in achieving the goals that have been set by making the direction they should take clear and easy. Specifically, leaders define the path so subordinates know which way to travel in their careers, remove roadblocks that are stopping them from achieving their goals, and increasing the rewards along the route. I will emphasize three leadership behaviors Jeanne Lewis used with her employees, provide three examples of Lewis’s leadership behavior in relation to the Path-Goal Theory, identify three behaviors of employees in response to Lewis’s leadership styles, and explain the dynamics of employee behavior in reference to the Path-Goal Theory. The Path-Goal Theory stipulates that leaders are effective in their leadership and managerial duties because of their impact on follower’s motivations, their ability to perform effectively, and their satisfaction level. (Hersey P., Blanchard K., Johnson D., (2008). Management of Organizational Behavior. Upper Saddle River, New Jersey: Pearson Prentice Hall. The Path-Goal Theories utmost concern is how a leader influences follower’s perceptions of their work goals, their perceptions of personal goals, and their paths to goal attainment. The Path-Goal Theory is best exemplified when the leader provides clarification and rewards in order to remove the unknowns from the environment. Jeanne Lewis utilized three different leadership behaviors with her employees. She used the Directive, Participative, and Supportive leadership behaviors. She was required to utilize the Directive leadership behavior during her tenure as the Director of Operations for New England Staples stores because the New England stores were severely under-performing other areas within the company due to a notable lack of leadership. She immediately set aggressive store goals in order to bring them up to company standards, initiated training programs for employees, and invigorated performance standards New England wide. She was required to utilize the Participative leadership behavior during her tenure in Merchandising. She was a catalyst in this department by inspiring dialogue and debate from her direct reports and lower-level employees in order inspire a sense of connection and belief in their decision making processes. Employees found these information exchanges extremely productive and felt a sense that management cared about their ideas. (Suesse, J.M.(2000). Jeanne Lewis at Staples, Inc. (A) (Abridged). Boston: Harvard Business School Publishing. Pp 1-14 (78-91). It provided employees with a deep feeling of ownership that they had not felt at any time before. She also utilized the Supportive leadership behavior by influencing her employees which garnered their respect for her. She exhibited brilliant insight into the future needs of the company and realizing the needs and rewards that her employees strived for. Examples of Lewis utilizing the Path-Goal Theory with the Directive leadership behavior corresponded to numerous benefits for Staples and improved employee performance which had a direct impact on employee behaviors. Instructing followers of what needs to be done and giving them appropriate guidance is a critical part of the Path-Goal Theory. This includes giving employees instructions of specific work that is required. Rewards may also be increased as required or needed and role uncertainty decreased. This may be used when the task is unstructured and complex and the follower is inexperienced or lacks confidence. This increases the followers sense of security and control and consequently is appropriate to the situation. Another example of Lewis utilizing the Path-Goal Theory with the Participative leadership behavior was her ability and desire to talk with employees and taking their ideas into account when making decisions on corporate actions. This approach is best when the followe rs are expert and their advice is both needed and they expect to be able to give it. While utilizing the Participative leadership behavior during her tenure in merchandising, her employees developed the increased knowledge in their needs and rewards they strived towards. This resulted in better employee effort, improved performance, and job satisfaction. The final example of Lewis utilizing the Path-Goal Theory with the Supportive leadership behavior exemplifies the needs of the follower, showing concern for their welfare and creating a friendly working environment. This includes increasing the followers self-esteem and making the job more appealing. This approach is best when the work is stressful, boring, hazardous, or dangerous. While utilizing the Supportive leadership behavior, her employees developed an increased confidence level in their abilities by being given path clarification to rewards and store goals. This resulted in better employee effort, improved performance, and job satisfaction. The aspects of the relationship of employee behavior to the Path-Goal theory in the Lewis case communicate the employee behavior due to Lewis clarifying task expectations. This leader behavior on the part of Jeanne Lewis provided employees with directive, participative, and supportive leadership. This is defined in the Path-Goal Theory and is a critical aspect in order for this theory to operate properly. As was stated earlier in this essay, this caused employees to develop a desire to learn more about their duties and directly led to improved employee performance. Employees became inspired because they had a better understanding of corporate goals which increased their confidence. Due to Jeanne Lewis utilizing these three types of leader behavior, she garnered the support of employees and her direct reports. This allowed her to improve her own leadership style and motivate the workforce to new and higher levels that Staples had never known before. References References (Hersey P., Blanchard K., Johnson D., (2008). Management of Organizational Behavior. Upper Saddle River, New Jersey: Pearson Prentice Hall. (Suesse, J.M.(2000). Jeanne Lewis at Staples, Inc. (A) (Abridged). Boston: Harvard Business School Publishing. Pp 1-14 (78-91). Research Papers on Path-Goal TheoryBringing Democracy to AfricaMoral and Ethical Issues in Hiring New EmployeesThe Relationship Between Delinquency and Drug UseAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperThree Concepts of PsychodynamicEffects of Television Violence on ChildrenThe Hockey GameThe Project Managment Office SystemMarketing of Lifeboy Soap A Unilever Product

How to Choose a Major 5 Key Factors to Consider

How to Choose a Major 5 Key Factors to Consider SAT / ACT Prep Online Guides and Tips When it comes to choosing a college major, pithy truisms and conflicting advice abound. But whose advice can you trust? In this no-nonsense guide, we'll help you figure out how to choose a major in college based on what's important to you. After a brief introduction to the dilemma of choosing a major we'll reveal the most important part of choosing a major in college. Then we'll go over what work you should be doing to help you pick a major in a variety of situations- before college, during college, and if any special circumstances arise. Finally, we'll give some parting thoughts on major selection. What Major Should I Choose? Help Me! I imagine that if you are reading this article, you are feeling some level of uncertainty or anxiety about choosing a college major. This is completely understandable. As parents, teachers, and counselors have no doubt hammered into you, choosing a major in college is an important decision. It's one of the first big independent decisions of your academic and professional life. In many ways, choosing a major functions as a rite of passage in the process of becoming an adult. Some people know what to major in in college before they even start high school. However, most people don't, so if you have no idea how to choose a college major, don't panic. (Even if you're a second-semester sophomore in college!) With that said, neither I nor anyone else can tell you what major to choose. And if you do let someone else choose for you (like your parents), you're likely to be miserable. The truth is that the process of thoughtfully selecting the best major for you takes work- work that you need to put in yourself. While I can't do that work for you, I can tell you the foundational principles of investigating and ultimately picking a college major. Or just major in kitty cuddling and call it a day. The Most Important Task for Picking a Major The most important task for choosing a major in college is deciding on your own priorities and goals. Too much of the advice out there on how to pick a major assumes you have particular goals or tells you what your priorities should be. Even your own parents may be focused on particular priorities and goals that don't match up with yours. Family conflict around major choice is a common issue. This may be especially salient for you if your parents are paying for part (or all) of your education. It is reasonable to listen to your parents' concerns and advice. However, it's important to remember that it's ultimately your major. You will have to do the work and ultimately leverage that major as you transition into the workforce. If you are studying something you are not really interested in, you may not be very motivated to succeed (or maybe even to attend class). So you need to ask, "Which college major is right for me?" Here's some advice on discussing any change in your major plans with your parents. If your parents are paying for your education and they want input into your plans, you can also consider compromises like majors that are agreeable to both of you, double majors, or minors. For you to be able to choose a college major that makes sense for you, you first need to figure out what you want out of a college major. For some people, knowing they will almost always be able to find a job throughout their lives is most important. For others, being able to pursue a particular intellectual interest is the critical factor. Most people are motivated by some combination of factors that they weigh in balance. These factors will guide you towards the answer to the question "What college major is right for me?" Here are some factors you will probably want to consider when you go about choosing a major: #1: Your Interests Of course, your interests are an important part of picking a major. If you really dislike what you are studying, you will be miserable. Additionally, you won't be particularly motivated to complete your coursework. So it is essential that you are actually interested in what you are studying. As part of that, you should be able to envision yourself using at least some of the skills you are learning in your major in the workforce. With that said, people place differing premiums on how interested they need to be in their major. For some people, only studying their one true passion- be it Greek and Roman military history or tropical horticulture- will do. However, many people have several areas of interest that they could envision themselves pursuing. For example, I considered going to art school for a BFA. I also considered majoring in biology or in English. (I ended up majoring in folklore and mythology- more on that later.) The ultimate deciding factors in my major choice weren't necessarily related to what I was most passionate about, because I was genuinely very interested in everything I considered. Other factors came into play when I made my final decision. So your interests will likely guide you, but they may not be the primary deciding factor when you choose a major. You will also find that new interests arise when you get to college and you have access to more possible courses of study. When I arrived at college, I was able to take classes about religion and anthropology, which ultimately led me to the folklore and mythology program. So keep an open mind about your interests throughout the major selection process, especially once you arrive at school. Her intense love of potato chips led her to food science. #2: Your Abilities You should also consider what you're good at when you think about how to choose your major. This doesn't mean that you should definitely major in whatever you are best at in high school. For one thing, you will probably discover new talents in college as you take courses in areas that weren't available to you in high school. For another thing, the thing that you're "best" at is not necessarily what aligns best with all your other priorities and goals. The main principle here is that it's probably not a great idea to major in something that you know you are pretty weak in. If you've barely pulled C's in math all through high school, being a math major (or a similarly math-heavy major like engineering or physics) is probably not the best move. The bottom line is that you should be confident that you will be able to do well in most of your coursework in your area of study. #3: Future Employability When you think about how to pick your major, it makes sense to consider what kind of job prospects you will have once you have your degree. Will you be able to find a job? How hard will it be? Will you have to move to where the jobs are, or are there jobs everywhere? There are a few ways to approach these questions. You can research professions facing shortages to get an idea of areas where you would be likely to find employment. Professions facing shortages include nursing, engineering, various computer science disciplines, accounting and finance, and teaching. In addition to looking at shortages, you can look at growth industries. (Of course, there's overlap here; if there aren't enough skilled workers available to fill these growth industries, there will be a shortage! But it's a slightly different angle). Some industries currently experiencing growth include nursing and other allied health professionals, finance, and data science. Within those groups, there are tons of different kinds of jobs available, and a variety of potential majors could lead you into those industries. Note that there may or may not be a very clear link between a certain major and a certain job or industry. For some majors, it's fairly clear what sort of job(s) the degree will lead to. A degree in teaching will lead to teaching, a degree in nursing to nursing, and so on. For others, it's less clear. A degree in communications or sociology or public policy could lead to a variety of jobs. Thus, in terms of future employability, don't just think in terms of what job title you will be qualified for, because those things shift all the time. Think about the skills you will learn in your major, and how much those skills are in demand. For example, as data becomes a super-important part of the economy, skills related to data and data analysis are super-valuable. This includes skills in statistical analysis and database construction and architecture. Majors in statistics and computer science are good choices if you are hoping to meet that demand. Note also that employability and salary aren't one and the same. Teachers are notoriously underpaid, but if you do become a teacher, you will almost certainly be able to find a job. What does all this mean for you? Research the employability prospects associated with a particular major. Think about the skills you will learn and the potential jobs you could have, and check out the employment prospects for those skills and jobs. While this is far from foolproof- predicting job shortages and growth isn't 100% accurate- it still provides valuable information that can give you at least a general idea of whether you are likely to find a job easily or whether it will take more work and require more flexibility in location etc. on your part. The school you go to also plays somewhat into your general employability. At Ivy League and other top-ranked schools, most students are generally able to find jobs (even ones that are totally unrelated to what they studied) regardless of what they majored in. This is not as true at less selective schools, where graduates may struggle much more to find a job in some less marketable fields than in other more marketable ones. Job?! Where? #4: Future Income Potential You will probably also want to consider your future income potential at least somewhat when you think about how to pick a major. This is far from an exact science but still a valuable exercise. If having a high salary is important to you, you need to be realistic about your interests; professions like teaching and social work typically pay very poorly so those may not be the best bet for a major. By contrast, majors like computer science and engineering tend to have a sunny salary outlook. You can find lots of data on the median salary of graduates with particular majors. This is a valuable starting place. As you can see from the PayScale data, engineering, computer science, mathematics and finance-focused degrees dominate the list of best-paying majors. But it also includes physician assistant studies and government. By contrast, the lowest-paid majors tend to be concentrated in education, service industries, pastoral and religious studies, and social work and counseling. But the median and mid-career salary data here doesn't necessarily tell the whole story. For one thing, in some of these professions, there is a high degree of income variability: graphic designers, for example, are low-paid in general, but the highest paid graphic designers can easily command six-figure salaries. You certainly can't assume that you will be among the highest-paid in your field, but you should know when higher salaries are at least possible. Additionally, sometimes your ultimate income potential depends a lot on graduate school. Psychology majors are low-paid unless they get advanced degrees, in which case they get a huge salary bump. So if you're already intending on graduate school, this is something to keep in mind as you choose a major. You can use sites like PayScale and Glassdoor to investigate the income potential of various careers that might follow from majors that you are considering. Again, it's hard to predict exactly what your salary could be solely based on your major, especially long-term. But doing research can at least keep you in a realistic frame of mind. #5: Particular Career Interests You might also have a very specific goal, like becoming an astrophysicist, or a doctor, or a lawyer. Some (but not all) very specific career goals require specific majors, or at least specific courses and activities. For example, if you want to be an engineer, you have to get an engineering degree. If you want to be a doctor, you need to fulfill your med school prerequisites, or else you might have to complete an expensive post-baccalaureate pre-med program later. On the other hand, if you want to be a journalist, there are lots of majors that can accommodate that goal. And if you think you might want to go to business or law school, you have plenty of leeway in your choice of undergraduate major. If you do have a very specific goal that requires a particular academic path, that probably needs to be your top priority in how to pick a college major. Heart set on designing airplanes? You probably need to major in aeronautical engineering. How to Choose a Major: Before College There's a good chance that you will change your mind about your major at least once you get to college. You'll be exposed to a lot of options you didn't consider before. You'll also grow and change. However, there are still some things you can do before college that will help you figure out how to pick a major. Start Exploring Majors Early Your high school schedule may be pretty rigid, filled up every year with math, science, English, history/social studies, gym, and maybe a foreign language. This often leaves you with very few electives. However, there are still things you can do to explore different academic and career areas: Shadowing and interviewing: Shadowing and interviewing adults you know who have careers you are interested in is a great way to figure out what you might want to study. It can also help to learn how these people got to where they are now from their college days, since many people shift around throughout their careers until they are doing something quite different from what the originally studied! Reading books and articles: Reading nonfiction books and articles on a variety of subjects can also help you figure out what excites you academically. What topics do you find super-engaging, and what topics bore you to tears? This can give you some clues as to what you might want to investigate further in college when you are choosing a college major. Podcasts are another great resource for exploring different topics, especially because you can listen to them while you do chores or other mundane tasks! Summer activities: The summer is a great time to do a deeper dive on things you think you might be seriously interested in pursuing. Internships, camps, classes at community colleges, and volunteering opportunities are all excellent chances to become more immersed in subjects you may not regularly study at school. Volunteer at the arboretum! Take a photography class! Do a robotics camp! There are tons of possibilities. Lectures and events at local colleges: If you do live near any colleges or universities, you can take advantage of their open-to-the-public lectures and events! It's a good chance to hear professors talk about their work, which can help you consider if you might want to do similar academic work. With all that said, don't feel too panicked if you can only do mostly surface-level exploration into choosing a college major at this stage. High school is a high-pressure endeavor; you will be able to consider your interests as you get to college (and throughout your life!) Just do what you can and remain thoughtful and curious about possible courses of study. Major benefit to shadowing a vet: cute animals. Plan If You Have a Specific Long-Term Goal If you do have a very specific long-term career goal that typically requires particular schooling at the bachelor level (like engineering, teaching, or nursing), you will have to be more mindful about choosing a major and school while you are still in high school. If you already know you are interested in a particular major, it makes sense to apply to schools with strong programs in that area. Additionally, at many schools, you have to specifically apply to a certain major or academic area. While you should certainly keep exploring and keep an open mind, it's typically easier to transfer out of competitive divisions like engineering or nursing than to transfer into them. So it makes sense to apply to those divisions and then transfer out if you change your mind later. Select Schools and Programs Wisely Since we have tons of advice out there on choosing a college, I won't belabor this point. But when you are choosing schools, you should keep the following principles related to choosing a college major in mind: The less sure you are of your interests, the more flexibility you want at your school. If you have no idea what to major in, it's not a great idea to go somewhere where you have to declare what you are studying going in. You're better served going to a school where you can explore for at least two semesters before you have to declare. If you are very sure of your major, you should still consider what your situation will be if you change your mind. If you go to a school that is highly ranked for one program and poorly ranked for everything else, think about what you might do if you want to transfer out of that highly ranked program. Will you transfer schools? Or are you fine with the possibility of finishing in a less prestigious program than you started in? Or maybe you are just very, very confident that you won't change your mind! This also applies to things like going to art school; if you get there and decide the whole thing is not for you, your only real option is typically to transfer (at least within University divisions, if not to a different school completely). This isn't a reason not to do it, but it is something you should be aware of. Choices here, there, and everywhere. How to Choose a Major: During College Once you get to college, here's our six recommendations for how to pick a major: Find Out Your School's Process The first thing to do is to determine what is your school's process and timeline for declaring a major. You need to be aware of how much time you have to consider your options, and how to make it happen once you've made a choice. Note that at some schools, different majors may even have different deadlines for officially choosing a major, so be sure to look into this. Of course, if you had to declare a major going in, you've already done that process. In that case you should find out what the process is for switching majors in case you need to use it. Keep Exploring Now that you are actually at college, you will have even more chances to explore different potential areas of study. Your coursework can help you investigate subjects and departments of interest, of course. But you will also have opportunities to explore through on-campus events, lectures, and speakers. Many departments specifically host open houses and other events for prospective majors. Go to anything that seems intriguing, and try to keep an open mind. Note as you explore that there are lots of college major quizzes on the internet. Some universities even have their own "how to choose a major" quizzes, like this college major quiz from Marquette or this one from Loyala University in Chicago. While a how-to-choose-a-major quiz can definitely be a useful way to get some ideas, you'll need to do additional research on any majors you uncover this way. You'll want to make sure that the information from any "What major should I choose?" quiz is accurate and that the major ideas you get from it really align with your priorities and goals. So the bottom line on college major quizzes is that they are definitely a useful tool but hardly the be-all end-all of the major selection process. Make Your Schedule Multi-Task Many students spend their first semesters fulfilling some of their general education requirements. If you can, try to use those requirements to explore academic areas you may be interested in. If you have flexibility in the classes you can take to fulfill requirements, try to take ones taught by professors in departments you are interested in. Classes with a multidisciplinary focus are great for this, too. When I was a freshman I took a combination gender studies and English class about romance literature, and another combination East Asian studies and religion class about Buddhism. Both of these multidisciplinary courses helped me refine my interests- efficiently. Even if you don't have much control over your general requirements, try to view your requirements as an opportunity to explore academic areas you haven't examined before instead of just something to slog through. This will help you narrow possibilities when choosing a college major. Simon's class in botanical illustration let him explore his interests in art and biology at the same time! Meet With Advisors I'm using the term "advisors" broadly here. There are lots of people you can meet with who might have valuable insights about choosing a major. You probably have at least one school-assigned advisor. They can definitely be helpful, but you'll also want to seek out advice from people with more specialized knowledge about the programs you are most interested in. This includes: Department advisors: Most departments have advisors available to meet with prospective students in that major. Of course, they will probably try to sell you on their department, so they may be a little biased. But you can still get valuable information from them, like info on course requirements, advising structures, research opportunities, and so on. Current students in the program: Current students in majors that you are interested in can provide valuable information. They will give you the truth about the pros and cons of the program. They can tell you what you can expect from the major in terms of course load, advising, class sizes, teaching quality, and other things that can impact your experience. Additionally, you should speak with seniors in the program about their goals and what's next for them. This can help you get an idea of the possibilities available to recent graduates. Alumni: Take advantage of your school's alumni network. You can talk to alumni who have careers you find interesting and ask them what they studied and how they got where they are. You can also talk to recent alumni who majored in programs you are considering and ask them for their thoughts on the program. Most schools have alumni directory sites with contact information. While some graduates may be too busy to talk to you, many will be receptive. Some schools even have mentoring programs where you can get an alumni mentor who is a working professional in a field that you are interested in. Keep Refining Your Priorities Keep thinking about what you are looking for in a major. It's likely that your priorities will shift over time, especially as you get more information and experience in college. So continue doing research about potential industries, careers, skills, and so on that you might want to pursue, and keep thinking about what's most important to you. It might be helpful to keep some kind of journal with all of your thoughts on potential majors and careers, as well as your goals. Be Realistic About Downsides Every major does have some downsides, and it's important to be realistic about the negative things about any potential major. Here are some things to consider: How large are most classes? If you have a preference for small courses but you'll be required to take many large lectures, it may be hard for you to get the most out of that course of study. How robust is advising support? Are advisors accessible and receptive, or hard to reach? How is job placement for the department? Is there adequate support for students trying to find jobs or go to graduate school? How prestigious is the program? At some universities, there's lots of variation between departments in prestige. You can most likely get lots of this information by talking to current and former students of a given department. You can also do your own research into things like program prestige and job placement. Downsides certainly don't have to be deal-breakers- they are just things to be mindful of as you go about choosing a major in college. After all, no major is all upside. Lots of early classes in your department? You may need to hit the coffee hard. Special Situations for Choosing a College Major In this section, we'll discuss some special situations about picking a major, including changing majors in college, double majoring (and minoring), and creating your own major. Switching Majors How do you know when switching majors in college is a good idea? There's no hard and fast rule as to when changing majors is a good move, but here are three things to consider: How Sure You Are If you know that you aren't happy in your current major but you aren't sure what you want to switch into, it may be best to take some time off. During that time off, you can figure out what you want to study through things like internships, shadowing, MOOCs, reading, and other exploratory activities. Otherwise, you risk spending some very expensive semesters dithering around on campus while you try to figure out what you're really interested in. It doesn't make sense to spend seven years getting your bachelor's degree because you switch majors every semester. How Close You Are to Finishing If you are a senior and/or very close to finishing your program, it may make the most sense to finish out your degree and pursue graduate studies in whatever your new interest is. In other words, switching majors late in college is not always the best choice. It's usually better to spend six years in school and end up with a bachelor's and a master's than to spend six years in school and just end up with a bachelor's. Most fields do have graduate degrees for people who are just entering into the field, and you can typically (though not always) command a slightly higher salary with a Master's degree as compared to just a bachelor's. So do your research into your prospects with respect to graduate school. How Expensive It Will Be Remember that no matter what, you can't recoup the cost of what you've already completed. Acting to try to protect what you've already spent is known as the sunk-cost fallacy. So if it won't cost you much more going forward to change degrees, there's not really much downside. But as we mentioned above, if it will be as expensive to finish a different bachelor's as it would be to get your current bachelor's and then a master's in what you really want, it may be a better use of your money to finish out the bachelor's and then get the master's. But, again, do your research on the relative return-on-investment of a bachelor's vs. an entry-level master's in your new desired field. We go into this a bit more in our analysis of when it's worth getting a master's degree here. Your education is a valuable diamond. And possibly as expensive as one. Double Majors and Minors Are you torn between two pretty different fields? Double majoring may be the answer. If you're interested in investigating this possibility, here are some things to find out: Do you have to integrate the majors in any way? Some schools that allow double majoring require students to integrate the two courses of study in some way, often through a thesis or other project. If you are really interested in both majors, you may consider this a feature, not a bug. Of course, some majors may be harder to integrate than others: Religion and history? Great! Math and English? More of a stretch. Can you waive or double-dip on requirements? Can you count classes towards both majors? Depending on how different the majors are, this might be difficult anyways, but it's worth finding out. Also, sometimes departments will let you waive some requirements if you are a double-major (typically departmental electives). That makes double-majoring less difficult. Can you make the schedule work? Because of the increased burden of requirements, you'll need to pay close attention to your schedule. You'll also need to do a lot of advance planning to make sure that you can actually fit in all of your requirements for both majors. It's not uncommon for people who double-major to spend an extra semester on campus to finish everything up. So if spending an extra semester of tuition is a concern, it's extra-important to make sure you can fit in everything in time. If double-majoring is too onerous or impractical, another way to accommodate multiple interests is to minor in something. A minor typically requires 4-6 classes in a given academic area and typically shows up on your diploma. It's a good way to get some grounding in a different field without the commitment and rigidity of double-majoring. As with double majors, however, it's important to plan carefully if you want a minor to make sure you can meet all the requirements you need to. I was actually one class away from two different minors, but because I didn't plan very well, I didn't end up getting either. One of my final classes in my major conflicted with my remaining requirements for each of the minors. Creating Your Own Major Some schools allow you to design your own major. At most schools that allow this, you need to have a pretty specific, cohesive plan about what that major will be. So you can't just use this option to avoid actually selecting a course of study. On the contrary, this option is the best for people who have a very clear idea of what they want to study and want to closely hone in on a topic. I knew people who designed their own majors in things like global migration and climate change. These are very particular topics that lend themselves to a create-your-own major situation. Some schools do allow you to major in something very vague like "liberal arts" or "humanities." These courses of study often have few requirements and offer lots of flexibility in coursework. While this may be appealing, you do run somewhat of a risk of seeming like an aimless dilettante (both to employers and graduate schools). Daphne wants to major in the interpretation of oracles. Parting Thoughts: Your Major Choice Is Not Your Destiny While you should not take choosing a college major lightly, don't allow the weight of the decision to keep you frozen in place. It's great to ponder questions like "What college major is right for me?" or "Which major should I choose?" But if you're thinking anything like "What if I change my mind later and I'm stuck forever" or "Will choosing the wrong major ruin my life" take some deep breaths. Your choice of major will have some repercussions for your professional life, and pretending otherwise is unrealistic. However, it absolutely will not lock you into a particular destiny for your entire life. As a point of personal experience, I majored in Folklore and Mythology, worked in the health insurance industry after graduation, and then got a Master's degree in Public Health. I don't regret my choice of major at all, and I still think I made the right choice. But it was also pretty clearly not the defining decision of my academic and professional life. It did not set me on one fixed path forever. The truth is that it's often hard to predict exactly where a particular degree will lead. New jobs will exist when you graduate that didn't exist when you started college. (Of course, lots of old jobs- like teacher- will still exist, too.) The bottom line is that while you should choose a major thoughtfully, you shouldn't be worried that your choice of major will lock you onto a particular life track that you can never deviate from. Don't be trapped by the idea that you might make the "wrong" decision. You'll learn valuable skills in college- and beyond- no matter what your major. Your major is not a trap! Key Takeaways: How to Choose Your Major If you've been asking yourself "What should I major in in college?" we've got the advice that you need. The truth is that there's no one foolproof method for how to choose a major in college. The most important thing is to figure out your own priorities and go from there. Here are some factors you might want to consider when you go about choosing a college major: Your interests: what do you find enjoyable and interesting? Your abilities: what are you good at? Future employability: How easy (or hard) will it be for you to find a job? Future income potential: Are you aiming for a particular income bracket Particular career interests: Do you have a specific professional interest that requires particular coursework or a particular major, or do your career interests allow for more flexibility in your major? Here are some things you can do while you are still in high school to prepare for choosing a college major: Start exploring majors early: use your free time, extracurriculars, and summer activities as a chance to explore subject areas you are interested in. Plan if you have a specific long-term goal: if you know you have a specific career goal, plan your major and program choice in advance. Select schools and programs wisely: if you are less sure of your major, look for more flexibility in declaring a major at your schools of choice. And here's how to pick a major in college in six steps: Find out your school's process for declaring a major (and any deadlines!) Keep exploring potential majors and departments. Make your schedule multi-task by using requirements to investigate potential majors. Meet with advisors, current students, and alumni to get the scoop on the departments you are most interested in. Keep refining your priorities and doing research to make sure the majors that you are considering align with your goals. Be realistic about the downsides of potential majors- no major is all upside. We also discussed switching majors, double majors and minors, and creating your own major! You're all prepared for this major decision now. What's Next? We have more information on the best-paying college majors and the majors with the worst financial and employment outlook. If you're just looking for a low-stress major, don't worry- we have a guide for that, too. Interested in becoming a doctor? Want to study law? Or is teaching (or becoming a professor) more your style? We have guides to help you pursue your interests! Need help choosing colleges? We have a guide to making a college list. We can also recommend the three best college finders and which college ranking lists you should read. Want to improve your SAT score by 160 points or your ACT score by 4 points? 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