Conflicting Perspectives - Hughes - 1429 Words

Together the works of Ted Hughes, Christine Jeffs and J.D Salinger combine to enhance an understanding of the concept of conflicting perspectives. The audience can see that there is a great deal of ubiquity in relation to Conflicting Perspectives. Ted Hughes’ poetry gives his account of a tumultuous part of his life whilst Christine Jeff’s film portrays a different point of view than that given by Hughes’. It is through looking at Salinger’s novel, that the role of the authorial voice in contrast to the protagonists can create a conflicting perspective between the protagonist and the audience. All these texts explore the concept of one person’s ‘truth’ in relation to another’s. The collection of poems constituting Birthday letters was†¦show more content†¦Camera angles and editing have also been used to show Hughes’ as being the main cause of Plath’s paranoia and the reason for the downfall of the marriage. The low angle shots used on Hughes’ in contrast with the high angle shots used on Plath depict Hughes as being controlling and dominating in relation to Plath who is made to look innocent, vulnerable and helpless. The editing of the film in relation to the quick flickering back and forth between Hughes’ and Plath during a fight shows the different facial emotions of each juxtaposed with one another. Again, Hughes’ looks angry, in control and powerful, whereas Sylvia looks scared, dominated and vulnerable. Hughes’ negative impact on Sylvia is also represented through the use of makeup and costume. At the beginning of the film Plath wears bright colours such as red and green and her makeup is dewy, tanned and fresh. This gives the character of Plath a sense of youth, vibrancy and joy. Conversely, at the end of the film after her many arguments with Hughes’ Plath wears greys and blacks and her makeup becomes pale, dull and lifeless. This provides a striking contrast to the Sylvia shown earlier in the film. Gradually, Jeffs makes the character appear aged, unhappy and lacking animation. In difference from the perspective offered by Hughes in ‘Sam,’ in that Plath was very fast to give up on their marriage, Sylvia gives a different point of view. Through the use of makeup,Show MoreRelatedTed Hughes conflicting perspectives1230 Words   |  5 Pagesï » ¿Conflicting Perspectives Essay Composers deliberately manipulate conflicting perspectives in order to achieve their purpose. This may be a unanimous truth amongst composers whether it is to attract sympathy, inform the responder, or to make a comment on the functioning and morality of society. In order to achieve their purpose, composers deliberately manipulate responder’s conflicting perspectives so that they will have the same perspective as them. Ted Hughes utilises the subjective nature ofRead MoreHsc English: Conflicting Perspectives - Ted Hughes Poems985 Words   |  4 Pagesvalidity of an individual’s perspective on the truth regarding situations, events and personalities throughout their lifetime is subjective. Conflicting perspectives arise when two individuals experience the same situations, events or personalities, but take meaning from these experiences in opposing ways. Because of these contradictory views, we –as the audience – must challenge our assessment of the truth. We can do this by analysing the viewpoints presented by Ted Hughes’ confessional poems, TheRead MoreEssay on Divergent Viewpoints - Ted Hughes993 Words   |  4 PagesThe nature of conflicting perspectives is to explore differing values and ideas, through the representation of the events, people and situations, which in some way impact on the composer and the reader. Composers often manipulate their representations for their own purpose and these conflicting perspectives exist because of the eternal subjectivity of composers. Hughes 20th century confessional poems, Fulbright Scholars and Your Paris offers a perspective on his tempestuous relationship withRead MoreTed Hughes Birthday Letters1199 Words   |  5 PagesBIRTHDAY LETTERS Introduction: Conflicting perspectives are different points of view expressed and influenced by ones context and values. â€Å"Birthday Letters† by Ted Hughes is an anthology of poems challenging the accusation that he was responsible for his wife, Sylvia Plath’s death. The three poems The Minotaur, Your Paris, and Red are an insight into Hughes justification of the death of Plath using a very subjective and emotive poetic form. The poems possess many deliberate techniques such as extendedRead MoreConflicting Perspectives1173 Words   |  5 Pages Conflicting Perspectives The question of representation and meaning when it comes to artistic works of any sort many seem a simple question and answer to many people but the answers are actually elusive and the question itself is quite likely specious and misleading on its face. This text will examine why this is likely to be the case. Piss Christ A good example would be the cross that Jesus is depicted as being crucified upon. Prior to that point, crucifixion was a common death penaltyRead MoreLangston Hughes And I Hear America Singing By Walt Whitman940 Words   |  4 PagesAmerica† by Langston Hughes, and â€Å"I hear America singing† by Walt Whitman it is clear that the two poets have very different point of views regarding American patriotism. Walt Whitman’s views on America’s joy and peace in his poems are very straightforward, while Langston Hughes poem--a response to Whitman’s--wants the reader to acknowledge what America should be like for everyone, including people of color such as himself. The authors of these poems prove to have conflicting judgements on mattersRead MoreConflicting Perspectives Essay2065 Words   |  9 Pagesyour study of conflicting perspectives and their representation? The notion of truth being a defined reasoning and represented as a one sided argument is unmistakably how most audiences visualize it. The concept cannot be interpreted in such close mindedness, as to tell the truth is to speak what appears â€Å"truthful† to â€Å"you†. Conflicting perspectives arise when the visualization of how feasible or veracious something is differs between individuals. The controversy surrounding Ted Hughes and SylviaRead MoreThe Developmental Trajectory Of Ef1683 Words   |  7 Pagesachievements, school readiness, grades, high school graduation, and even college graduation (Carlson et al., 2013). Difficulties with EF have been frequently reported in children, adolescents, and adults with Autism Spectrum Disorders (ASD) (Hughes, Leboyer, Bouvard, 1997; Hughes, Plumet, Leboyer, 1999) Individuals with ASD have difficulties in social communication and interactions and often express restricted and repetitive behaviors and interests (Faja, Lectur e 9, slide 27). It is not hard to imagine childrenRead MoreThe Importance Of Being Earnest, By Oscar Wilde1515 Words   |  7 Pagesrevolt. This type of revolution can unravel itself into the change that Lady Bracknell fears will disrupt her comfortable place in society. Furthermore, Wilde presents the difficulty of reaching love and desire by giving Lady Bracknell and Algernon conflicting views on social obligations put by society. For instance, Algernon and Cecily decide to get engaged, but Lady Bracknell is not pleased with the concept. She directs questions about Cecily to Jack in regards to Cecily’s socioeconomic status. JackRead MoreScience And Religion Are Incompatible By Jerry A. Coyne1964 Words   |  8 Pagesstruggle between science and religion and how the methodology of science consuming of empirical evidence and based on reason, pose a greater sense of reliability than faith and the unreliability that produces conclusions that are both unreliable and conflictin g (Coyne, p.xii). In sum, he clarifies his thesis that in order to understand reality we need to rely on what we know in order to understand what we don’t, which can ultimately only be achieved through science and its provable evidence (Coyne, p.xx)

The effects of Creatine in Sports Performance Essay

The criteria for articles chosen was that each piece of research needed to involved the intake of CR, and being physically or athletically tested pre and post ingestion of CR with no other supplementation, steroid, or health related drugs involved. All research articles were double blind with placebo groups to prevent the effects of bias and placebo effects. All research was done within the previous 16 years and a balance of gender was aimed for in order to be unbiased but resources were mainly male orientated. Time period was not contained as a variety of short and long term supplementation is good to compare the different effects of sports performance over different durations of supplementation. Age of subjects in experiment weren’t†¦show more content†¦This could be a major reason towards why in Ziegenfuss’s (2002) experiment in table 1 shows the cycle spring was dramatically increased for both male and female Cr groups, but as the sprints continued the incr ease in the female ability was far greater than that of the males. Most of the experiments regulated the subject’s diet by making sure they maintained a similar intake as the week prior to pre Cr ingestion throughout the experiment. Rossouw (2000), Vatania (2011), Ziegenfuss (2002), Gualanoa (2014), Reneta Rebello Mendes (2004) are all the researched articles in table 1 which did the maintained diet style. Dami (2006) was the only article which controlled the diet of one of its groups by increasing its protein and carb intake but contradicted this trial by giving the other group the ability to eat randomly, meaning there is no control group for this difference in the experiment. For further investigation into Cr the effects of different diets on the effectiveness of the supplement needs to be looked into, for example the question; do carb or protein related diets enhance the effects of Cr? Along with diets of subjects, the effects of the doses and method Cr is taken is very b asic. All of the researched articles in table 1 show that the Cr was taken orally, and 5 of a possible 7 experiments only ingested 20g of Cr aShow MoreRelatedBenefits And Benefits Of Creatine1319 Words   |  6 PagesCreatine has become one of the most substantial methods used to enhancing performance. This performance enhancing substance is purchased mostly in powder and is mixed into the liquid. Once the creatine enters an individual’s physique, it fuels the body’s ability to produce energy immediately. The reason why creatine has a significant role is that with additional energy, an athlete can train harder, which will ultimately supply quicker results. In addition, if an athlete exercises frequently, followRead More Creatine Essay1591 Words   |  7 Pages Creatine nbsp;nbsp;nbsp;nbsp;nbsp;Creatine is one of the primary things an athlete will do to put supplements into their body. These supplements range from protein shakes to illegal anabolic steroids. Some sports supplements are incredibly safe and effective, yet others work for a while and then fizzle out, while others still work well but do more damage than good in the long run. In the past athletes had to turn to such things as anabolic steroids or blood doping (the process of takingRead MoreEssay about Dietary Supplements Used by Athletes: Creatine1458 Words   |  6 PagesCreatine (Cr) is a popular dietary supplement used by athletes to increase sports performance, muscle mass, and strength. Creatine was first discovered in â€Å"1835, when a French scientist reported finding this constituent of meat† (Demant Rhodes, 1999). This organic compound is manufactured endogenously by the liver and kidneys â€Å"from the amino acids glycine, arginine and methionine† for energy st ipulation during muscular contraction. (Arazi, Rahmaninia, Hoseini, Asadi, 2011). Creatine is eitherRead MoreBenefits Of Creatine Supplementation On The Human Body1473 Words   |  6 Pagesquestion, I wanted to further develop and question for the health benefits and changes that happen to the human body under creatine supplementation. Creatine is starting to become more and more popular as a supplementation for athletes and exercise enthusiasts who want an increased advantage in their physical activities. Many websites and health magazines state recommend taking creatine for its health and exercise supplementation benefits. Due to popularity increase it now being widely used as a supplementRead MoreActions and Effects of Creatine Essay1338 Words   |  6 PagesActions and Effects of Creatine Throughout time, humans have had a fascination with being excellent at what they do, and athletics have been no exception. Many substances exist, and many have been criticized and analyzed for their safety, legality, and morality for athletes. With the banning of steroids from competitive sports, and the implementation of random drug testing in most sports, most athletes, professional, recreational, and would-be professionals are hopingRead MoreEssay on Supplements in Sports1725 Words   |  7 Pagesto perform well. Athletes have been taking all kinds of supplements to gain an edge on their opponents. Little do they know, these supplements are not FDA approved. No one knows the long-term effects of these supplements on the human body. The use of non-FDA approved supplements should be banned from sports. Supplements are supposed to be taken to make up for a deficiency in some aspect of a person’s diet. For example, if someone does not like milk and does not eat any foods that contain calciumRead More The Effects of Creatine on Athletes Bodies Essay examples1480 Words   |  6 PagesThe Effects of Creatine on Athletes Bodies From a very early age sports are introduced upon both young boys and girls. Although it begins with sportsmanship and teamwork, it begins to evolve into new objectives when these young athletes enter high school. In fact, high school sports are vastly different. Your mind is trained to obliterate the opponent and win at all costs. This mentality can often lead many young athletes to turn to supplements to assist in muscle building. The most commonRead MoreEssay about Use of Steroids in Sports1559 Words   |  7 PagesAs the use of performance enhancing drugs is becoming more popular among athletes, many of them dont understand the risks involved in taking these drugs. Many people are looking for a quick way to build muscle, or to get stronger the fastest way possible. Using these performance aids may very well be a quick fix for many athletes, but taking these supplements is unethical and dangerous. Using special drugs to boost an athletes performance is degrading to sports and t o the athlete. The human bodyRead MoreCreatine Essay519 Words   |  3 PagesCreatine What evidence is given for Creatine scientific or testimonial? The evidence I will provide is strictly scientific, the information comes from the Journal of Sports Nutrition. The article is written by Richard B. Kreider, Exercise Sport Nutrition Laboratory Department of Human Movement Sciences and Education The University of Memphis. The author has many credentials, such as his testing of finding the effects of six weeks of creatine monohydrate supplementation in male and femaleRead MoreExplements In Sports1318 Words   |  6 PagesYou are a student at university in the sport injury assessment and rehabilitation program working with the women’s hockey team. Some of the new athletes were raising concern about drugs as the players were asking about testing procedures and one player in particular had a lot of questions about things that could help her. She wants help for her performance on the ice and is looking into supplements like creatine monohydrate as well as drinks like Redbull but is also concerned as she has had gastrointestinal

Sex education in high school Free Essays

Ada Vargas 9/12/12 ENGL Ill-D40 Argumentative essay Sex education in high schools High schools should provide better sexual education. Prevention is better than cure. The federal government should provide more information in schools and required sex education in the first year of high school. We will write a custom essay sample on Sex education in high school or any similar topic only for you Order Now This is important because there are a lot of sexually transmitted diseases, teenage pregnancy, and teen abortions. Boskey (2011) stated that sexually transmitted diseases (STDs) are â€Å"some of the most difficult diseases in the world to catch† (paral). Although there are a lot of resources available o obtain information such as the internet, books and magazines most of the time teens do not take the time to read so there should be required classes in high school to inform them about STDs. Many teens have sex without knowing that millions of teens get STDs because they do not know about prevention and the consequences of these diseases. It is important to educate teens about this serious problem in their first year of high school. According to the Center Detection in San Antonio, Texas people between the ages of 1 5 and 24 are acquiring about the half of the STDs lthough they represent the twenty five percent of the sexually experienced population (2011). The US diagnosed nineteen million cases of syphilis, gonorrhea and chlamydia and cost the government seventeen billion per year to the nation’s health care (Preidt, 2011). It is a fact that STDs are a big issue the nation is dealing with today. This affects a lot of teens and their families, including the countrys economy. Almost all STDs are treatable but there are consequences if they are not detected and treated on time. The question is why waste time and money? You can each teens about the consequences of having sex without protection. It is a fact that teens are not prepared physically, psychologically and economically to have children. Teen mothers cannot afford a better quality of life for their children as established older mothers can. According to the Family First Aid â€Å"the US has the highest rates of teen pregnancy and births in the western industrialized world. Teen pregnancy costs the United States at least seven billion annually’ (2002). Swierzewski (2012) points out about the pregnancy rates in the US: Teen pregnancy rates in the United States ell forty percent from 1992 to 2008-to their lowest level since 1976. The decline in the teen pregnancy rates was consistent during this time period, except for an increase in 2005 and 2006. In teenage girls aged fifteen to seventeen, the pregnancy rate has declined by almost fifty percent since 1990 and the rate in older teens decreased by about thirty percent. para 2) Teen pregnancy is a major concern because we all have teenage friends with babies or young relatives that became pregnant at an early age. The bad news for our community is that New Mexico is the tate with the most teen pregnant moms, ninety three per one thousand, followed by Nevada, Arizona, Texas and Mississippi. (Kost, K. and Henshaw, S and Carlin, L 2010). We need to prevent teen pregnancy because is affecting a lot of p eople in a lot of ways such as economically, socially and morally. The solution is to provide information and advert the youths about the risk and consequences of having sex without protection. Another concern about teenage pregnancies is that many results in to teen abortions. It is not easy to have a baby for a teenager. Lowen (2012) found that there was a decrease of abortion from forty six percent to thirty one percent from 1986 to 2008. Teens that have babies normally do not finish high school. How are they are going to take care and support their children? Abortions have a lot of consequences that teens sometimes do not consider such as depression and infertility. Although the best way to avoid all these problems is abstention the reality is that teens are having sex. It is better to educate and inform teens about the risks they take when they have sex without protection. Prevention is better than treatment and cure. The US is the country with the most teen pregnancies, and teen abortions, and teens with STDs. In conclusion, we should have better sexual education in high schools. References Boskey, E. Ph. D. (2011, November 12). STD 101 – Top Sexually Transmitted Diseases (STDs) You Should Know About. About. com Guide. Retrieved from https://en.wikipedia.org/wiki/Nominal_Pipe_Size https://prochoice.org/education-and-advocacy/about-abortion/abortion-facts/ https://www.thoughtco.com/g00/why-teens-choose-abortion-3534251?i10c.referrer=https%3A%2F%2Fwww.google.com.ua%2F https://www.usatoday.com/topic/D2591A44-DFD9-4D0D-AF7A-CC0B3B92CBB0/health-wellness/ https://www.cdc.gov/std/ http://www.healthcommunities.com/teen-pregnancy/children/overview-of-teen-pregnancy.shtml    How to cite Sex education in high school, Papers

Edgar Allan Poe Essay Introduction Example For Students

Edgar Allan Poe Essay Introduction What Goes Around Comes Around In his story The Black Cat, Edgar Allan Poe dramatizes his experience with madness, and challenges the readers suspension of disbelief by using imagery in describing the plotand characters. Poe uses foreshadowing to describe the scenes of sanity versus insanity. Hewrites for the most wild yet homely narrative which I am about to pen, I neither expect nor illicitbelief. Yet mad I am not- and surely do I not dream, alerts the reader about a forthcoming story thatwill test the boundaries of reality and fiction. The author asserts his belief of the activitiesdescribed in the story when he states to-morrow I die, and to-day I would unburden my soul(80). Poe describes his affectionate temperament of his character when he writes my tenderness of heart was even so conspicuous as to make me the jest of mycompanions(80). He also characterizes his animal friends as unselfish and their love as self-sacrificingillustrating to the readers his devotion to them for thei r companionship. The author usesforeshadowing in the statement we had birds, goldfish, a fine dog, a rabbit, a small monkey, and a cat(80). The use of italics hints to the reader of upcoming events about the cat that peaks interest andanticipation. Poe also describes a touch foreshadowing and suspension of disbelief when he illustrateshis wives response to the cat when he writes all black cats are witches in disguise, not thatshe was ever serious upon this point-and I mention the matter at all for no better reason than ithappened, just now, to be remembered(80). Poe expresses his early attachment to the cat and dramatizes the character changes he experiences when he writes our friendship lasted, in this manner, for several years,during which my general temperament and character-through instrumentality of the FiendIntemperance-had (I blush to confess it) experienced a radical alteration for the worse(81). He warns thereader of new events in a cynical tone and implies the beginning of the madness he denies. Poe firstillustrates this madness when he uses imagery to describe the brutal scene with the catwhen he writes I took from my waistcoat-pocket a pen knife, opened it, grasped the poor beast bythe throat, and deliberately cut one of its eyes from the socket! The author describes his emotional and physical state of being during the unthinkable act as I blush, I burn, I shudder, while I pen the damnable atrocity(81). He describes themorning aftereffect of his actions when he states when reason returned with the morning-when Ihad slept off the fumes of the nights debauch-I experienced a sentiment half of horror, half ofremorse, for the crime of which I had been guilty; but it was, at best, a feeble and equivocable feeling,and the soul remained untouched(81). Now Poe implies to the readers that he has truly crossedover into madness by brutally attacking the animal and feeling little or no remorse. Next Poe dramatizes his change in character even further when he writes and then came,as if to my final and irrevocable overthrow, the spirit of PERVERSENESS,(81) which once again alerts the reader of new eve nts so shocking that reading forward becomes anessentiality. The author illustrates a scene so outrageous that the reader has to go beyond thesuspension of disbelief they have agreed to participate in. He writes One morning, in cold blood, Islipped a noose about its neck and hung it to the limb of a tree;-hung it with tears streaming frommy eyes, and with the bitterest remorse at my heart;-hung it because I knew that it had loved me,and because I felt it had given me no reason of offense;-hung it because I knew that in so Iwas committing a sin-a deadly sin that would jeopardize my immortal soul as to place it-if sucha thing were possible- even beyond the reach of the Most Merciful and Most Terrible God(81-82). .u1163fcb8a29db8a277c276df4139fbd0 , .u1163fcb8a29db8a277c276df4139fbd0 .postImageUrl , .u1163fcb8a29db8a277c276df4139fbd0 .centered-text-area { min-height: 80px; position: relative; } .u1163fcb8a29db8a277c276df4139fbd0 , .u1163fcb8a29db8a277c276df4139fbd0:hover , .u1163fcb8a29db8a277c276df4139fbd0:visited , .u1163fcb8a29db8a277c276df4139fbd0:active { border:0!important; } .u1163fcb8a29db8a277c276df4139fbd0 .clearfix:after { content: ""; display: table; clear: both; } .u1163fcb8a29db8a277c276df4139fbd0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1163fcb8a29db8a277c276df4139fbd0:active , .u1163fcb8a29db8a277c276df4139fbd0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1163fcb8a29db8a277c276df4139fbd0 .centered-text-area { width: 100%; position: relative ; } .u1163fcb8a29db8a277c276df4139fbd0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1163fcb8a29db8a277c276df4139fbd0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1163fcb8a29db8a277c276df4139fbd0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1163fcb8a29db8a277c276df4139fbd0:hover .ctaButton { background-color: #34495E!important; } .u1163fcb8a29db8a277c276df4139fbd0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1163fcb8a29db8a277c276df4139fbd0 .u1163fcb8a29db8a277c276df4139fbd0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1163fcb8a29db8a277c276df4139fbd0:after { content: ""; display: block; clear: both; } READ: Describe A Person Who Has Significantly Effected You EssayNow the reader has crossed over the line of reality versus fiction. The author continues to illustrate the inconceivable story when he describes the scene after the fire that destroyedevery part of the house except the one wall that was still standing. Poe writes I approached andsaw, as if graven in bas-relief upon the white surface the figure of a gigantic cat and there was arope around the animals neck,(82) leading the readers to join the madness and believe thatthis was the same cat that Poe had savagely destroyed earlier that same day. The author describes his need to replace the animal in order to feel peace an d after doing so, he finds himself once again feeling a abhorrence toward the animal. He writes but gradually-very gradually- I came to look upon it with unutterable loathing, and to fleesilently from its odious presence, as from the breath of a pestance(83). Poe uses imagery todescribes his disgust with the cat when he states that like Pluto, it also had been deprived of one of its eyes,(83) he now wanted to destroy this animal as well. Poe illustrates the change ofcharacter he has experience since the beginning of the story only now he has gone beyond the madnessthat has consumed him many times. He writes evil thoughts becomes my sole intimates-thedarkest and most evil of thoughts(84). The author uses more imagery when he writes the final abominable act of evil. Poe confesses to the reader about the murder of his wife when he states goaded by theinterference into a rage more than demoniacal, I withdrew my arm from her grasp and buried the ax inher brain(84). He explains how he dis poses of the body in detail and describes the relief hefeels when he writes I soundly and tranquilly slept; aye, slept even with the burden of murderupon my soul(85). Poe informs the reader of his little remorse when he states my happiness wassupreme, and the guilt of my dark deed disturbed me but little(85). The author leads the reader to the final plateau of suspension when he dramatizes the conclusion of the story. He explains the sounds he heard in detail when the mysteryunfolds regarding the missing cat he had not seen or heard from since the murder. He writes likethe sobbing of a child, and then quickly swelling into one long, loud, and continuous scream,utterly anomalous and inhuman-a howl-a wailing shriek, half of horror and half of triumph, suchas might have arisen only out of hell, conjointly from the throats of the damned in their agony andthe demons that exult in the damnation(85). Poes use of descriptive details allows the readerto feel the horrifying experience of a ma n who believed he was free from the evil of madness. Poe ends the story after utilizing every inch of suspension of disbelief the reader can afford. Hesums up the plot of the story when he writes the hideous beast whose craft had seduced me intomurder, and whose informing voice had consigned me to the hangman, (85) implying that the cat hadinduced the same torture on him that he had brought on the first cat.

American Dream Essays (804 words) - Harlem Renaissance,

American Dream What is the AMERICAN DREAM? I concluded the matter of dreaming about life's basics wants that are exclusive to North America. The American Dream is the following: Go to college, get a good job, and finally get your own family. If we think about it, the American Dream is indeed a UNIVERSAL DREAM. The concept of the American Dream is created by this value system. The American Dream is intended to be a way of life attainable to all Americans. Whatever maybe the case, the act of trying to escape reality and the result such an act brings, is evident throughout the three novels Jews without money, by Michael Gold, Street Corner Society by William Whyte, and Passing, by Nella Larsen. All three of these books confront the myth of the American Dream. The American Dream can either be a reality or a nightmare depending upon the cultural prejudices and availability of freedom. Individuals who are united through some common bond, which may be religion social status of color, create a group or class of people. While individuals are subject to racial prejudices, which often makes up upward mobility not possible. Without equal opportunities to move upwards within society, the American Dream is not attainable. But it is possible in cases where people are willing to sacrifice their heritage culture etc. Nella Larsen, show us through this novel, that if people want, they can achieve the American Dream, but they would have to ?pay a price for it.' This is especially true of Clare Kendry. Her passing is motivated by her desire to improve the conditions of her socioeconomic life. She is successful in achieving her American Dream, but in the end she does face the consequences of her actions. She manages to rise from being a poor girl to settling down in a well household. Using her white skin color and blond hair as commodities, she escapes the reality of her true character. She gained wealth and respect in the community through marrying an affluent successful white man. But the truth is that she paid the price of ?passing' because she couldn't express who she was and her true identity in the fear of being ?caught' and then left aside abandoned from the ?whites' and the ?black' communities. In her case, her decision to ?pass' was self-initiated. Clare was afraid to face everyone, especial ly her husband, with her blackness. When one cannot stand in front of a mirror and except him or herself, that person is bound to be doomed. In Clare's case it resulted in her death. So it can be said, that in this case Clare achieved the dream of being accepted into society and a well off rich husband, but in the end she did pay the price for that sacrifice she made. Jews Without Money is a novel of life of Jewish immigrants in the tenements of New York City's Lower East Side in the early part of this century. It's a day-in-the-life tale of thieves, gangsters and honest folks just trying to get by in a new country. The novel ?Jews without money? by Michael Gold explores the fundamental discrepancy between the ?American Dream' v/s the ?American Reality' due to the warping of poverty. The immigrant Jews step from steerage in search of the American dream and instead find themselves crowded in filthy, roach-ridden tenements, at the mercy of factory owners, and gangsters (the American Reality). Social depression arising due to extreme poverty led to the establishments of ghettos a completely new lifestyle. Thus the fundamental discrepancy between the American Dream v/s the American Reality exists due to the existence of poverty. Poverty seems to be the underlying cause of every misfortune in life, and thus even in their make believe world, everything they vainly want is due to poverty and nothing else. The novel displays different forms of struggles that immigrants go through in order to escape the reality. Michael Gold wishes to be rich, but he is not able to fulfill his dream's and he believes that the American Dream is a lie. His family is unable to lift itself from the bottom of the ?ladder' and prosper. One of their main struggle, is

Alaskan Oil Spill essays

Alaskan Oil Spill essays Oil Spill Brings Environmental Problems to Alaska December of 2004 brought a devastating oil spill to the Bering Sea of Alaska and has presented many problems with the environment of this area. The Malaysian Selendang Ayu was in route to its destination when it was grounded in the Bering Sea. This caused the cargo ship to split dumping massive amounts of fuel into the sea. It has been estimated that 321,047 gallons of intermediate-grade fuel and 18,000 gallons of diesel fuel were lost in this tragedy. The numbers are far less than the eleven million gallons that were lost in the oil spill of the Exxon Valdese in 1989, but the aftermath of this spill is bringing devastation to the area. The grounding site for the ship is an asylum for many sea birds and marine mammals. It is located in part of the Alaska Maritime National Wildlife Refuge. This habitat is frequented by Stellar Sea Lions, Stellar Elders, and Aleutian Sea Otters. These species are considered endangered, and this is producing a wildlife problem in that respect. More than 1,600 birds have been confirmed dead from the accident already. Oil has been found on bald eagles and on the fur of red foxes. Difficulty has arrived for scientists who are trying to examine the environmental affects of the oil spill. The problems are coming from the fierce weather, treacherous terrain, remoteness of location, and lack of daylight due to the winter daylight time in Alaska. Additional studies are needed to determine the numbers of birds killed and the species that are involved. Some of the Alaskan beaches have up to four feet of soybeans stacked along their shoreline. The Selendang Ayu was transporting 60,198 metric tons of soybeans to China. The crew members were mostly evacuated. However, six people were killed during rescue efforts when a large wave caused the Coast Guard rescue helicopter to crash. ...

Legal Studies Essay Example | Topics and Well Written Essays - 500 words

Legal Studies - Essay Example When the appellee (Katko) trespassed on the uninhabited house to steal old bottles and fruit jars, which cost less than $20, gives the implication that the owner of the said house has the right to impose self defense for their property against him (appellee) and his companion. Adhering to the principle of self defense, then the defendants are right to say that they have the right to defend their property. What would be erroneous so speak is the means employed to protect their belongings. One of the requisites of self-defense is the â€Å"reasonable necessity of the means employed.† Using shotgun that could inflict serious physical injuries or even death defies this requisite in self defense knowing the fact that it could not even put the lives of the owners at risk because, as mentioned, it has been uninhabited for several years. As one of the justice who concurs, Moore, said â€Å"the primary issue presented here is whether an owner may protect personal property in an unoccu pied boarded-up farm house against trespassers and thieves by a spring gun capable of inflicting death or serious injury.† Thus, the means employed (the shotgun) is too ruthless to use in defending an unoccupied old farm house from trespassers.

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Role of The Early Years Practitioner in Learning

Role of The Early Years Practitioner in Learning Background: General Introduction to Topic: This study is two fold; firstly it relates to a personal interest as an early years practitioner and secondly a professional resolution to understand the role of the practitioner and the influence the individual can have on children’s learning. For effective learning within early years settings, identification of how the practitioner affects children’s learning needs to be recognised (Rodd, 2000:7). How the practitioner can influence the behaviour of others, particularly staff and children, to contribute to a creative early childhood programme. It is paramount the practitioners work collaboratively together within the same organisational goals to create a community enriching children’s personal growth and progress, which enhances the practitioners’ expectations and individual standards (Rodd, 2000:8). I feel passionate concerning the recognition of the practitioner’s role influencing on children’s learning and the factors that may contribute to this. Within the educational institution, the power of success of the student relies on the strength of the curriculum. The content of the curriculum has to entice and engage the learner, who will respond with motivation and focus. A poor, unsuccessful curriculum, is one that is unchanged over years, and will suffer unless new educationalist are pro-active in bringing current trends into play, which is normally the case. New fresh ideas and approaches to old problems bring new life into any task, for a synthesis of theory and practice is necessary because theory without practice is dead, whilst practice without theory has no direction (Bruce, 1987). The complexity involved in learning is discussed and covered by many, and the direction of improvement is always under investigation. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. (Literacy Trust, 2006) Can this produce the desired effect on learning. There are several different styles of learning which are examined here and aspects are highlighted, including the term Learning Power (Deakin Crick et al, 2002) which sets out to explain with extensive research, observation and experimentation that a series of unique dimensions exist. These dimensions are Changing and learning Creativity Critical curiosity Fragility of dependence Learning relationships Meaning and making Strategic awareness From these dimensions and their descriptions resulted a useful language, one for the ‘naming of something’ that fills a gap within education to provide an excellent dialog of the quality between teachers and their pupils. By successful inclusion this language could enhance the learning power of the pupil by the development of self-awareness; to encourage and produce responsibility for one’s own learning; and to ultimately improve and support all the relationships of learning and assessment. Research for this whole study involved investigating current policy and identifying up-to-date literature. Conducting this research I discovered a gap in literature concerning the specifics in my study. Examining books, journals, articles and Internet websites for archive information relating to the practitioner’s role I discovered limited data that discusses this issue. I decided to analyse the factors that can contribute to the practitioner’s role and how it has shaped the modern early years practitioner. I was interested in how the role has developed and what shaped the 21st century practitioner, this lead to the factors that attribute to this evolvement. Factors that may influence a Practitioners Role: How the practitioner’s role has developed Type of Setting; impact on practitioner’s role effecting children’s learning Age and Experience of Practitioner; whether this has any bearing Government Policy; the changes effecting a practitioner’s role As my study became broader I explored factors such as the shaping of early years practitioner’s and what contributed to this, became as important as the original research question. As I researched my aims became defined, breaking down the elements to reach clear objectives for each aim. Aims: The principle aims of this research are: To analyse the role of the early years practitioner in relation to children’s learning. Explore a range of early years practitioners. Investigate what they do and determine whether their role is the same or diverse in the context of various settings. Examine how the profession has developed. Analyse Government Policy to determine whether this affects the practitioners’ role. The aims are intended to provide a broad indication of the purpose of the research, (Fitzpatrick, 1998:153). To clarify the criteria I aim to determine precise statements of intent by sub-dividing the aims into objectives, as follows. Objectives: To conduct in depth, semi-structured interviews with a sample of 12 practitioners who have worked for at least 2 years (this is due to practitioner’s requiring the experience in order to respond to questions relating to their role). To conduct this research using practitioners of varying age and experience to determine whether these variables have any bearing on practitioners influence on children’s learning. To investigate a range of settings; High Scope, Montessori and The Foundation Stage to determine whether the settings curriculum model influences learning and changes the practitioner’s role. Investigate the changing role of the Early Years practitioner. Reflecting on historical and contemporary issues. Reflect on Early Years policy and practitioners role. Research Design: Method and Methodology: To indicate the practical ways in which my research project will be organised, including an impartial appreciation of the strengths and weaknesses that may arise. Within my study I aim to put strategies into place that will minimize the disadvantages for the methodology used and to enhance the advantages (Oliver, 2004:135). I plan to carry out a study involving 12 participants, who work within varied early years provisions; these participants must have at least two years post qualification experience. I have chosen this length of service to establish realistic expectations and feelings of individual’s. The provisions must be varied therefore I have chosen three separate settings; High/Scope, Montessori and The Foundation Stage (learning through play), within these provisions I aim to use in-depth, face-to-face interviewing of four practitioner’s conducted at their settings. This method is appropriate as it allows for flexibility (Robson, 2002:278) and freedom with responses. Using semi-structured questions including some structured questions, such as, standard factual material. An additional reason for using a qualitative method is that individual’s insight of a particular workplace can be analysed[1]. The disadvantages are numerous; one example is the reliability of the participant ’s responses and the lack of standardisation that will inevitability arise with a semi-structured interview technique. I plan to contact the selected settings asking for permission to conduct in-depth interviews explaining the reasons for the study. To explain the reasons for the research within the setting, acknowledging the interviewee’s sense of comfort in a familiar environment. It may relevant to send a sample of the questions to allow the participants to prepare. After the interviews and data collected and transcribed, the analysis begins. The use of content analysis may be a worthwhile method for its effectiveness when examining text materials[2]. However, there are advantages and disadvantages. Advantages include; the data is fixed and allows for re-analysis and reliability checks. Disadvantages include; limited data may be difficult to assess as the participants are casual acquaintances and therefore responses may only be reflections of an individual (Robson, 2004:358). Another method is using a quantitative strategy after gathering the data, placing gathered information into charts, graphs etc to determine the percentage of same responses. This makes research data manageable and easy to read, in essence using methodological triangulation; combining qualitative and quantitative approaches[3]. I am aware of various epistemological positions that I could adopt reflecting a different approach to the research question (Cuba et al, 1994:99), however, these methods appear appropriate and suitable to the research question. Literature Review: Although the study being conducted is fairly localised, this strengthens the research for the widening debate for exploration of the significance of the study (Oliver, 2004:98); for example, investigating Government policy and its impact on practitioner’s role. The literature is relevant to the project to make it easier to read I have sub-divided it into categories: The Role of The Practitioner Curriculum / Learning and Education Theorists The Role of the Practitioner I found limited literature that dealt with the issue of the practitioner’s role in children’s education as a result I expanded my research[4]. Examining the books available (Rodd, 2000:9) suggests there is limited literature on the practical application of a practitioner’s role. This lack of information is important in relation to understanding the early childhood context and the practitioner’s role within it. The limitations in current literature need to be explored rather than omitted[5]. By this statement Rodd (2000:9) implies the role is an important one in shaping children’s learning. In agreement, Riley (2004:24) suggests, practitioner’s interaction levels are of the prime importance in children’s learning[6]. This literature signifies the importance of the practitioner’s role when involved in children’s learning. Both books detail the positive aspects of practitioner’s involvement, such as developing curricu lum practice to allow spontaneous learning and free choice. Riley (2004:24) compares her findings to another study (Tizard and Hughes, 1984 as cited in Riley, 2004:24) where supporting open-ended questions provide a framework for conversation with the child. The importance of the practitioner’s role is also emphasised in (Manning-Morton et al, 2003:155) who suggest, the practitioner has a crucial role in children’s learning[7]. This application of the practitioner is quite varied including taking on the role of psychologist, for many of the assessments made with regard to entry into the present Foundation Stage is by observation. Curriculum / Learning and Education The second category focuses on the curriculum and the part the practitioner plays in successful implementation[8] without this a stimulating environment is not fostered and therefore hinders children’s learning. In summary the literature details the responsibility the practitioner has in shaping children’s learning in meaningful contexts that are appropriate and suitable. The authors discuss the importance of multi-professional collaboration[9]. This signifies the importance of practitioner’s working together to create an environment that enriches children’s lives. With practitioner’s that are motivational in delivering an effective learning environment supporting children to reach their full potential now that will carry on through the years, or in other words to start the pathway for Lifelong Learning. The responsibility of implementing a successful learning programme depends not just on the practitioner, nurturing minds, having a positive effect[ 10]. The literature supports the practitioner’s intervention for effective learning, where situations and surrounding play an important part. The differences in our situations and surroundings that we live in are factors that influence our quality and quantity of our learning process, and this process encompasses social, moral and academic learning. (Child, 1997) This effective learning process of Lifelong Learning, was brought into the open through employment and employers throughout the last decade of the 20th Century where changes of technology and cultural issues came about in the workplace (Crompton, Gallio, Purcell, 1996). To begin with, in 1996, the European Year of Lifelong Learning, the British government published a Policy Framework for Lifetime Learning (DfEE, 1996). Enhanced by the Fryer Report (National Advisory Group for Continuing Education and Lifelong Learning (NAGCELL) in 1997), and which surprisingly was omitted from the Dearing Report (NCIHE 1997) as sanctioned by the government with National Higher Education. Although well criticised, the report contained recommendations and targets for education and training that set out to motivate and enable learners to develop and benefit in society. Overall it outlined the aims to be sustainable, and to finally shape a democratic path. In parallel to all this was a negative that was highlighted by Elliott (1999) who stated that educationalists and the policy makers had on occasions ‘hijacked’ the phrase Lifelong Learning for other reasons. Reasons which came out from their own agendas, producing a system of their self-interest which resulted in being an obstacle and destructive to learning. The learning process of development has been under investigation for many years. The British Cohort Study (BCS70) as far back as 1970 confirmed that a pre-school program generally increased cognitive attainment for children of 5 years of age. Yet did not prove a great difference within disadvantaged children (Osborne Millbank, 1987). Research also found that the social adjustment and language was poor at the age of 5, and also showed that inferior reading skills were present at the age of 11. Feinstein et al (1998) showed that in education during the years of 1962-1973 the pre-school contribution made no improvement to children entering secondary school. Now some thirty years on pre-school is taken as an important part of amongst others learning the social skills to prepare for formal education. Comparing types of provision, such as Montessori and High/Scope was by way of literature and via Internet websites[11]. Analysing these became a framework for an alternative curriculum implementation, detailing the practitioner’s role and the methods used for a successful ethos. The High/Scope regime is an â€Å"active learning† educational approach[12], the child’s interests and choices are at the heart of the programme, where the central model of learning is the ‘plan, do and review’ cycle. The High/Scope educational approach for infant-toddler, preschool, elementary, and youth programs is a set of guiding principles and practices that adults follow as they work with and care for children and youth. These principles are intended as an open framework that teams of adults are free to adapt to the special needs and conditions of their group, their setting, and their community. Active learning — the belief that children learn best through active experiences with people, materials, events and ideas, rather than through direct teaching or sequenced exercises — is a central tenet of the High/Scope approach for all age levels. (High/Scope, 2005) They construct their own knowledge through interactions, planning their activities for the day in a small group with a teacher or ‘educator’. Each small group will have a ‘keyworker’ a member of staff assigned full time to them, so although they work with different adults, the children in the group have the security of a central relationship. Later in the day the whole group will review their progress, and as language is central to learning, so children describing both plans and activities to each other becomes very beneficial. So with the whole group being involved in undertaking the first steps in the learning process, out of high-quality early years environment come the development of feelings for high self-esteem, with high-aspirations and secure feelings of self-efficiency. Believing in their own capability to start solving problems, to understand new ideas, and develop new skills. The result being, that the children feel in control of their environment and grow in confidence with their abilities. This pattern continues in focused adult/child and child/child conversations, placing the responsibility very much on the individual child for their own learning, whilst the practitioner’s offer physical, emotional, and intellectual support. So taking on Vygotsky’s notion of ‘effective instruction within the zone of proximal development’ (1993, p.36). Summarising the Montessori method this includes education of the senses; the aim is two-fold, biological and social[13]. The Montessori environment is solely linked with natural objects for children to explore and investigate in their first seven years. The practitioner’s role is to support children within their access of objects and environment. The DfES Foundation Stage ethos focuses on learning through play and learning intentions to support children through stages of achievements. The practitioner’s role is to support children’s progress through each stage by implementing activities and opportunities to extend their learning through a play environment. Each curriculum requires the practitioner to be motivational, enthusiastic and knowledgeable in their field. In 1998 the introduction of a National Literacy Strategy (NLS) for school years 1-6 was undertaken, and with it came considerable pressure being placed on schools to implement this program, following which most primary schools have continued to adopt it. The National Literacy Strategy (NLS) has a central core, which is the framework for teaching that covers the statutory requirements in reading and writing within the National Curriculum. The school curriculum comprises of all learning and other experiences that each school will plan for its pupils, and the National Curriculum is an important element of that school curriculum. The NLS provides a framework of pre-specified objectives that revolve around: text, sentence and word level work which are delivered via a daily structured hour long session, which is termed ‘Literacy Hour’. Following this introduction Primary teachers are now urged to support and conform with this prescribed teaching pattern, in fact practitionerâ €™s are now being told not only what to teach, but also how to teach it. ‘Education influences and reflects the values of society, and the kind of society we want to be. It is important therefore, to recognize a broad set of common values and purposes that underpin the school curriculum and the work in schools. If schools are to respond effectively to those values and purposes, they need to work in collaboration with families and the local community, including church and voluntary groups, local agencies and business, in seeking to achieve two broad aims through the curriculum. These aims provide an essential context within which schools develop their own curriculum, and are outlined as follows: Firstly the school curriculum should aim to provide opportunities for all pupils to learn and achieve. Secondly the school curriculum should aim to promote pupil’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.’ The National Curriculum, Key Stages 1 2. 1999 DfEE Despite all this, a report undertaken by the Association of Head Teachers [2003] claims there is a mounting concern amongst teachers about the effects of this Literacy strategy. Arguing that formal teaching as prescribed through the Literacy Hour, is developmentally inappropriate for many 6 year olds, and therefore recommends that the principles of the Foundation Stage be extended to cover all children aged 3-7 years. In enhancing this thinking, going back to 1996 where the Department for Educational Studies (DfES) funded the undertaking of Effective Provision of Pre-School Education a longitudinal study that was for children of 3 to 7 years of age. Where it majored on pre-school through into primary assessing from a cross-section of social backgrounds. This complimented another undertaking in Findings from the Early Primary Years (EPPE Summary 2004) that collected data from children, their parents, their home environment and the pre-school they attended. All of which went on to prove that cognitive and social effects were positive for the children going into primary school. It was found that parent’s education and social class remained as predictors of intellectual and social development, and that very long periods of pre-school were connected with anti-social behavioural problems entering primary school and through to the end of Key Stage 1. This fact was attributed to the presence of non-parental childcare before three years of age. The education level of the child’s mother was seen to be a factor in the child’s performance. Overall, it reported that the attainment reached in reading and math’s from an effective, high quality pre-school attendance, proved a positive impact which was not depleted by the end of Key Stage 1, and that attendance before the age of 3 was very positive towards the child’s attainment. By continual research key findings within the EPPE Summary of 2004 over the pre-school period included that disadvantaged children may benefit appreciably from good quality pre-school experience, especially when they are with a mixture of children from different backgrounds. It also went on to show that overall, disadvantaged children have a tendency to only attend pre-school for short periods of time compared to those from more advantaged groups. From this result recommendations were made: i) To develop and encourage more episodes of ‘sustained shared thinking’ with the children. Use of freely chosen play activities provides the best opportunities to extend children’s thinking. ii) Continually work towards an equal balance of child and adult initiated activity. iii) Develop staff to have both the knowledge and understanding of child development and the curriculum. By way of a pilot scheme, in 1998 parts of England by the National Literacy Strategy (NLS), which was a direct result of nationwide poverty implications in 1966, all infant and primary schools were expected to teach English within what was termed the Literacy Hour. The hour was divided into segments to allow teaching as a whole class, as groups or individuals, with the focus for each segment also prescribed in detail: children being taught reading and writing at whole text, sentence or word level. Teaching objectives had to be included in this daily Literacy Hour with the class. The format is dictated to being the same for Year 1 through to Year 6. Reaction from teachers, many unprepared to teach this due to lack of time, were concerned and uneasy over several issues, and some reported that time spent in other curriculum areas were affected. A perceived lack of flexibility about the Literacy Hour was commented on unfavourably, with fears voiced of the possible negative effect resulting from six years of children being taught in the same way (Anderson Urquhart, 2000) The feedback on this, Hourwatch, was undertaken from the autumn of 1998 through to the summer of 1999, from a cross-section in Year 1 and Year 2 at Infant School, and reception class and year 6 in Primary School. The feedback from teachers was not favourable. Planning of group activities took a considerable extra time to prepare. Overall the framework objectives for the hour resulted in a lack of coherence, making implementation time consuming, out of all proportion to its share of the curriculum, and generally uninspiring. One such response from an experienced teacher, remarked that although Learning Hour had some good points, â€Å"it was too rigid a structure, takes too much time to plan, too analytical, not matched to children’s current level of experience and skill. It gets boring following the same format day in day out, it does not provide enough opportunities for creative and extended writing, and it results in too much unfinished work† (Anderson Urquhart, 2000 ) Overall the organizational and bureaucratic demands were overwhelming the educational value. In 2000 the Government in the UK introduced a revised National Curriculum (Curriculum 2000) and the Foundation Stage that was for the 3 to 5 year olds, giving this period in the child’s education a distinct identity and attention. Curriculum 2000 emphasized inclusion, aiming to secure learners participation and ensure appropriate opportunities for them to achieve, and offered flexibility within for schools to develop their own normal curriculum. It offered a less prescriptive approach, in which flexible allocating of time for required subjects allowed them not to taught each week, term or year, therefore allowing choice of method and the maximising of teaching and learning. A study of the transition from infant to Primary in England: from Foundation Stage to Key Stage 1 was carried out in 2005 (Sanders et al, 2005), where it was discovered the biggest challenge to children being the move from play-based approach in the Foundation Stage to a more structured curriculum in Key Stage 1. It also noted that the Literacy Hour had proved challenging as it was difficult for young children to sit still and listen to their teacher. The ensuring of stability, has been promised and undertaken by the Government for this transition period, in understanding and support for staff training, the child’s learning and guidance for parents (DfES, 2003). Researching journals on the subject was also limited with only one journal; Early Childhood Research Quarterly. This research[14] discusses the aspect of practitioner behaviours in the environment and the practitioners’ application, detailing the importance of collaboration and an understanding of curriculum and learning. Reading the journal article shows a support for my research in as much that the role of the practitioner is vital in providing an effective learning environment for children to progress and grow. In respect to how children progress and grow, a large portion learn, construct knowledge and develop skills, in today’s world of computers and computer games. The act of play for a young child is seen as being far more important, and in the past there have been successful arguments in the fore and against the time allocated for play in the early important years of a child’s education. Parents and school administrators always demand results, and yet question the value of a child playing. Educators and child development specialists endorse play as being the best way for young children to learn the ultimate curriculum for the social, physical and cognitive advancement needed to set a solid foundation for later school and life success in our increasingly complex and technological world. The importance of play in a child’s development is shown to have various kinds of concepts (Wardle, 2000), each having their own strengths: Motor/physical play – critical for the development of physical strength, and to establish a fitness regime against heath problems through being overweight in latter years. Social play – interacting with others builds skills and underlines important social rules, including give and take, co-operation and sharing. All go towards moral reasoning and developing a mature sense of values. Constructive play – the manipulation of the environment to experiment, build and create, resulting in accomplishment that empowers them with control of their environment. Fantasy play experimentation of language and emotions in an abstract world, where young children can stretch imaginations in a risk-free environment. This area of abstract time is believed to be so important in our growing technological society. Games with rules – vitally important in a child’s development, to learn and understand that situations cannot exist without everyone adhering to the same set of rules. This concept teaches children a critically important concept, in that the game of life has rules (laws) that we all must follow to function productively (Wardle, 1987). Government policy reflects the importance of the practitioner’s role with learning and education in early years settings. The proposed Childcare Bill introduced to Parliament on 8th November 2005 supported a link between Foundation Stage (3-5 years), Every Child Matters, Birth to Three Framework and OFSTED National Childcare Standards for nurseries; combining these four documents[15]. By placing early childhood provision on a statutory footing will assure practitioners’ of the Government’s commitment to improving early years provision. The Government recognise for the youngest children the distinction between childcare and education is indistinguishable. This supports my research by the Government recognising the important role the practitioner has in the welfare of children, in education and care. In the UK this problem is being addressed by the Government taking on a ten-year strategy for childcare, published in 2004, which is now subject to Parliamentary Approval in 2006 (Education Skills, 2006). It is the Government’s response to a fundamental challenge facing Britain in the need to ensure available, affordable, and high quality childcare in the 21st Century. More women are going to work than ever before, they choose to work for increased family income that can improve lifestyle (out of poverty) and improve their children’s life chances. With the emergence of this new Childcare Bill the practitioner has to ensure their role positively shapes children’s learning in meaningful contexts. Now in 2006 discussion and assessment is well underway for the Early Years Foundation Stage that will start in 2008. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. Are the lessons that have been learnt by the government ministers over the years now going to lay correct foundations for the practitioners to deal with? As childhood is not merely a pe

Is Translations about Language or Politics? Essay -- English Literatur

Is Translations about Language or politics? Friel famously said of Translations, â€Å"it is about language and only language.† However, the political statement which Friel denies need not be active, but passive, as seeking an understanding of the situation must consider politics, however Friel actively avoids political comment perhaps due to the volatile situation in the 1980s when the play was first put on. D.H. Lawrence famously said, â€Å" Never trust the teller, trust the tale† and with that in mind, I wish to explore the reasons why audiences and readers may perceive translations as a political play. The action of the play over three acts shows the profoundly disturbing influence of the English domination over the Baile Beag community and its life. Lenin once said, â€Å"politics is who whom† considering who acts and who is acted upon. Exploring politics from this point of view, one is easily able to perceive the numerous political aspects of the play. One such clearly political aspect of the play is the colonial force arriving from England. A movement of armies from one country to another, is a clearly political act, â€Å"a gesture†, â€Å"to indicate a presence† as was Doalty’s movement of the Theodolyte. On the other hand, if the play is about language (as Friel says) then perhaps it is about language on two levels. On the one hand it considers language on an international level (for example, the Irish and English languages) whilst on the other it considers language on an interpersonal level, the way perhaps we â€Å"interpret between privacies† or our choice of individual words in our speech. There are numerous ways in which one may consider the play to be about national language. Many would consider language as ... ...haracters acting as a mouthpiece for Friel’s political points of view, and because of this, I believe Friel’s play must concern politics to some degree. In conclusion I believe Friel is telling a half-truth, when he says the play is about â€Å"language and only language.† This is true insofar as the only issue the play is directly and aggressively considering is the importance of language. However, I believe Friel knew all to well that anyone watching of reading the play would have to consider politics, at least on a social level, in order to fully understand the importance of the social and national issues in the play. Therefore, Friel’s play is neither a play solely about language (as he asserts) or solely about politics; the two are inextricably linked leaving us with a socio-political play which emphasizes the importance of language as a political tool.

A Health and Fitness Company Essay

You are a top executive in your corporation. After careful consideration, you were selected to work on a project to use MIS to change the way business is run. In a group of 5, you will be responsible for researching the practices in your industry, identify the strengths and weaknesses of the industry, and make an innovative plan to use MIS to improve on current practices. Finally, you will be required to submit a typed report and deliver an oral presentation to the board of directors following these guidelines: Your report MUST include the following side headings: 1. History and Background (provide detailed information about the industry, past and present business model/practices, the industry’s strengths and weaknesses) 2. Target Customer (identify the target customer in terms of age, gender, income, location, needs†¦etc. Have your customers’ needs changed over the years? Are all their needs fulfilled? Is there a gap between customers’ needs and market offerings?) 3. Competition (who is your competition? What are your plans to ensure that you are steps ahead of your competition and how will you respond to changes in the competitive environment?) 4. Survey and Results (you are required to design a survey to help you with your project. Be sure to include a copy of your survey questions, sample size, summary of results, and recommendations) 5. Proposed Use of MIS (explain how MIS will benefit your industry/corporation. Provide details of the benefits and challenges of using MIS in your industry/corporation) 6. Implications (what are the implications of the suggested use of MIS on the industry?) 7. Financial Benefits (what are the costs and financial benefits of using your proposed plan? Explain the impact on revenue, fixed costs, variable costs, initial investment, training, implementation, customer acquisition, customer retention, and customer satisfaction) 8. The Future (what changes do you foresee in the future of your industry/corporation? How will you respond to changes in technology, processes, competitive environment, customers’ taste/needs, economic environment†¦etc.?) The purpose of your research is to a) provide you with an opportunity to learn more about a specific industry and the current processes used b) Identify opportunities to use MIS to change how business is run and improve on current business practices. All group members must participate in the preparation of the written report and delivery of the oral presentation. Do not read directly from your report (you may use index cards to remind yourself of important points), face the audience when presenting. Allow time for questions from the audience and be prepared to answer them. Audience members must be prepared to ask questions also. Your report must be TYPED, double-spaced, use Times New Roman size 12 font for body of report. Include a cover page (with all group members’ names, title (Industry/corporation), date, presented to: Prof. Eshra) and a correctly formatted references page (APA) for all sources used (minimum of 5 different sources). Prepare a minimum of 10 PowerPoint slides to use when presenting your report. Before your due date, you are required to submit a printed copy as well as an electronic copy of: 1. Your report (10 pages minimum excluding cover page/table of contents/references) April 6, 2013 2. PowerPoint presentation (minimum 10 slides)-Submit on the day you present Be as creative as you can to capture the attention of your audience (use of multimedia, original digital pictures, short videos is encouraged).

Countable and Uncountable Nouns - Proofeds Writing Tips Blog

Countable and Uncountable Nouns Countable and Uncountable Nouns You might not have heard of countable and uncountable nouns before. However, it is useful to know the difference, as they work slightly differently with certain words. In this post, we explain how to use them correctly. Countable Nouns Quite simply, countable nouns are things that can be easily separated or counted. For example, we can refer to three apples, five people, or six guitars. These are also referred to as count nouns. When a noun can be counted, we can use words like number (e.g., a large number of eggs) and fewer (e.g., I have fewer eggs than you) with it. We can also say an egg or some eggs, depending on the number described. Uncountable Nouns Certain things, such as butter or water, cannot be counted as they are typically an undifferentiated mass. Other examples include sand, milk, and coffee. Many abstract concepts are uncountable nouns, too, including music, love, happiness and sadness. Uncountable nouns are also known as mass nouns. As with countable nouns, we have specific words we use with uncountable nouns. For example, amount (e.g., a large amount of sand) instead of number and less (e.g., there is less sand here than I thought) instead of fewer. We can also say some butter, refer to a certain weight, such as 100g of butter, or say the butter, but we never say a butter. Countable or Uncountable If in doubt about a particular word, ask whether it easily be counted or separated into distinct units. If it can be, it is probably a countable noun. Professional Proofreading To get your paper professionally proofread, upload it today at Proofed!

Lord of the Flies compared to Famous Philosophers essays

Lord of the Flies compared to Famous Philosophers essays Lord of the Flies compared to Famous Philosophers A plane full of military boys crashes into the ocean. The boys struggle for safety and are soon stranded on a deserted island. They elect a leader and all is well until controversy arises. The group splits and two types of governments are formed. Many things about Lord of the Flies can be compared to several different philosophers throughout history. Aristotle, a Greek philosopher born in 384 BC, believed that slavery is a piece of life property and it is a natural institution. In Lord of the Flies, Jack treated the people on his side like they were slaves. Jack even whipped one little boy for doing something wrong. Ralph said to the twins, who had joined Jacks side, Youve got to stand up to him, or youll just be another one of his slaves. Nicolo Machiavelli, a 15th century Italian philosopher, focused on a monarch government and believed in a dictatorship. When Jack separated from Ralph, he went on to create a dictatorship. He was the leader and people had to follow him. Before too long, he didnt hardly have to do any work, because of all the people that he had corrupted into doing all the work for him. Thomas Hobbs was a 16th century man from England. In his book, Leviathan, he wrote that man is selfish and will battle for power. In one scene Jack had the twins say, The chief has spoken to convey that he has the pow er and he is the boss. John Locke, a 17th century British Philosopher, believed in protecting the rights of people, just like Ralph wanted to do with Piggys glasses and the safety knife that were both eventually taken. Also, he felt that everyone had the right to speak their mind. Ralph and the other boys came from a military school, where they probably couldnt speak there mind like they would have liked, so giving the boys the right to speak whenever they held the conch shell, gav...

Modern fiction for children Essay Example | Topics and Well Written Essays - 2250 words

Modern fiction for children - Essay Example The author gives the text to the publisher who, in turn, oversees its production and its shipment to the sellers. When the bookseller makes the book available to the public, this completes the life cycle or circuit since the reader can influence the author before and after the composition. This cycle, in the case of Harry Potter and the Philosopher’s Stone, is complicated because before the publisher, the literary agent affects the narrative produced. Harry Potter and the Philosopher’s Stone’s two English language publishers in the UK and the US took the book’s text and made very different books, although the story remained as it was (Whited, 2009). The text’s presentation, therefore, is able to alter the public’s perception of her narrative, although this may be very subtle. This essay seeks to discuss the way in which the book’s production, enhanced its contents and led to the universal success of Harry Potter and the Philosopherâ₠¬â„¢s Stone. In the creation of all books, the beginning is the transformation of the book’s manuscript into a product that can be marketed. While J.K. Rowling claimed that the book was written for her consumption and not for children, she did eventually decide to have it published and sent her work to her agents (Whited, 2009). The agency she used was renowned for choosing writers with good commercial value, such as writers like Anna Pasternak, Alistair MacLean, and A.J. Quenelle. The agent, Christopher Little, did not normally deal with children’s books as he did not believe in their commercial value. However, his contract with J.K. Rowling is probably his most profitable and accumulated at least 15% of gross earnings for the British home market and 20% in the US, film, and translational deals (Whited, 2009). What the emphasis of Little’s agency on profitable business practice indicates is how the agent influences the manuscripts. Two of his assistants thought that the presented chapters were unusual to a sufficient degree to warrant his interest. However, they insisted that there should be two changes in enhancement of the narrative. One of them was that Neville Longbottom’s character needed extra development and that Quidditch, the wizard sport, needed to play a bigger role since it could appeal more to boys as a game with the rules included in the book (Rana, 2009). This alteration was significant as it indicates the manner in which the book’s agency saw the narrative. In the majority of novels aimed at schoolchildren, sport plays a major part, and the focus of the sport and its necessity, for detail, suggests that the agency saw the book as a sure bet for the school-story model (Rana, 2009). There were also doubts as to how popular the book would be; whether it would generate high sales. This was not because of the book’s contents, but because while girls were accustomed to reading books authored by men, boys wer e less likely to read books written by a woman (Mullen, 2010). As girls are avid readers compared to boys, there was a need to increase the popularity of the book for boys. This led to Rowling agreeing to publish Harry Potter and the Philosopher’s Stone and her other subsequent books as J.K. Rowling, rather than Joanne Rowling. These alterations show the agent’s concern for popularity among a diverse audience. This also indicates how the original text had to be altered with the aim of increasing its

Human Biology Coursework Example | Topics and Well Written Essays - 3000 words

Human Biology - Coursework Example These two are components of the autonomic nervous system. These two systems work in a reverse manner to the body so as to enhance its adaptability to the environment (Mader, 2006). In this regard, the parasympathetic nervous system assists in the conservation of the body’s physical resources and the maintenance of normal body functions. The sympathetic nervous system is responsible for the regulation of ‘flight or fight’ responses such as increasing the heart rate and enabling an individual to escape a potential dangerous situation. The motor neuron performs the role of impulse transmissions from the Central Nervous System to other glands and muscles spread within the body (Mader, 2006).. It is composed of dendrites, cell body, myelin sheath, node of ranvier, and synaptic knobs. The dendrites facilitate the transportation of nerve impulses from neighbouring neurons into the cell body. The myelin sheath assists in the nerve fiber protection, insulation as well as a faster transmission rate of the nerve impulses. The nodes of Ranvier assist in nutrient uptake and expulsion of waste products. It is composed of a cell body and synaptic knobs. It is responsible of the transmission of electrical impulses created by stimuli reaction from other nerves. In this regard, it assists the brain in the processing of information. Nerve impulse initiation from one end to the other along a neuron is made possible due to the electrical differences across the neuron’s membrane (Mader, 2006). In this regard, an un-stimulated neuron is normally polarized. In this regard, there is an electrical charge difference between the inner parts and outer region of the membrane. The polarization of the membrane is achieved by the maintenance of surplus potassium ions on the inner region and surplus sodium ions on the exterior region of the membrane (Mader, 2006). Leakage channels allow the leaking of specific amounts of potassium and sodium ions across the membrane. At

New Business Concept Assignment Example | Topics and Well Written Essays - 500 words

New Business Concept - Assignment Example They are able to procure furniture at significantly lower price compared to regular purchases of furniture. The nearby resident area where apartment sprawl in numbers are the main target market of Furniture Unlimited. The target market being apartment dwellers belongs in the lower middle class segment and therefore is sensitive to price which is advantageous to Furniture Unlimited because its furniture are more cost effective compared to the regular price of furniture. Its proximity to the market is also advantageous in reducing cost as freight expense will be relatively lower due to the short distance of the business to the market. If the customer is sensitive to cost, they could get the most value to their money because many of the furniture sold are heavily discounted it being a second hand. They also have a choice of low priced brand new furniture with the same advantage of procuring them at lower cost. Furnitures Unlimited will differentiate from its competitors in terms of pricing. Its target market are apartment dwellers who are price sensitive and it will make the business more attractive to this market segment by lowering its price significantly. This can be done by offering more choice of excellent quality second hand furniture at prices which customers cannot compete. Competitors who would engage in price war with Furniture Unlimited cannot compete because the furniture were bought at a discount while theirs were bought at a premium, it being brand new. The company set up shall Limited Liability Corporation to protect its owners from liability in case the company will not be successful. It will be managed both by John and Alex. John being a business major will serve as the general manager and will oversee the business. Alex is a furniture expert who would ensure that the second hand furniture sold to customers are still of excellent

Router and Switch Configuration Essay Example for Free

Router and Switch Configuration Essay When installing, setting, and configuring a switch it is important to know what kind of switch is needed and installed in the network. For this purpose I have chosen the Cisco switches main line, which is the Catalyst Switches, which is one of the popular series and models. They include fixed-configuration desktop models, configurable plug-and-play modular chassis models and packages with high-speed buses into which many cards can be inserted. To configure the Cisco Catalyst switch I will use the Visual Switch Manager, which is an IOS command line interface, or I can use the management console. The VSM is tool operated through a web browser interface and the management console is a simple, menus based interface. To access the CLI, the switch’s console port, which is at the back of the switch, must be plugged into a computer terminal or modem with an RJ-45 rollover cable and the appropriate adapter. Then one runs a terminal emulation program, which can be HyperTerminal that comes with Windows, to specify the port to communicate with. It is imperative that the settings of the switch console port and the management station or modem match or you cannot communicate. Assuming the switch and the settings are connected and match you will be shown a User Interface Menu. To move into the CLI, you press the [K] key. When you want to configure the switch using menus you would then press the [M] key (for menu). There are three categories of information which make up the console interface: configuration, statistics, and diagnostics. The configuration menu contains information on the current setting of the switch parameters. Many of these parameters are also configurable through the console interface. The second category contains switch statistics information. Through the statistics screens, users can monitor switch performance. The third menu set contains diagnostic/troubleshooting commands enabling field engineers and knowledgeable network administrators to perform simple troubleshooting functions. A factory-configured switch has no password assigned. To add or change the password, use the Password Menu. The Ethernet switch console can be accessed by establishing a telnet connection to port 6 of the terminal concentrator, which is long distance managing. Telnet is a utility used for remotely login to a device. The Cisco switch IOS have different EXEC modes with distinctive prompts. You can use these modes for executing different Cisco switch commands. The Cisco IOS user interface is divided into many different modes. The commands available to you depend on which mode you are currently in. Enter a question mark (? ) at the system prompt to obtain a list of commands available for each command mode. When you start a session on the switch, you begin in user mode, often called user EXEC mode. Only limited subsets of the commands are available in user EXEC mode. For example, most of the user EXEC commands are one-time commands, such as show commands, which show the current configuration status, and clear commands, which clear counters or interfaces. The user EXEC commands are not saved when the switch reboots. To have access to all commands, you must enter privileged EXEC mode. Normally, you must enter a password to enter privileged EXEC mode. From this mode, you can enter any privileged EXEC command or enter global configuration mode. The following are commands and their uses; User EXEC begins the session with the switch and the user prompt looks like this, Switch, use this mode to change terminal settings, perform basic tests, and display system information. Privileged EXEC, while in user EXEC mode enter enable command and the prompt will look like this, Switch#, use this mode to verify commands that you have entered. Use the password to protect access to this mode. Global configuration, while in privileged EXEC mode enter the configure command, the prompt will look like this, Switch (config) #, you use this mode to configure parameters that apply to the entire switch. Config-vlan , While in global configuration mode, enter the vlan vlan-id command, the prompt will look like this, Switch(config-vlan)#, you will use this mode to configure VLAN parameters. When VTP mode is transparent, you can create extended-range VLANs (VLAN IDs greater than 1005) and save configurations in the switch startup configuration file. VLAN configuration, While in privileged EXEC mode, enter the vlan database command, the prompt will look like this, Switch (vlan) #, you will use this mode to configure VLAN parameters for VLANs 1 to 1005 in the VLAN database. Interface configuration, while in global configuration mode, enter the interface command (with a specific interface), the prompt will look like this, Switch (config-if) #, you will use this mode to configure parameters for the Ethernet interfaces. Line configuration, while in global configuration mode, the prompt will look like this, Switch (config-line) #, this will specify a line with the line vty or line console command, you will use this mode to configure parameters for the terminal line. A VLAN is a switched network that is logically segmented by function, project team, or application, without regard to the physical locations of the users. VLANs have the same characteristics as physical LANs, but you can group end stations even if they are not physically located on the same LAN segment. Any switch port can belong to a VLAN, and unicast, broadcast, and multicast packets are forwarded and flooded only to end stations in the VLAN. Each VLAN is considered a logical network, and packets destined for stations that do not belong to the VLAN must be forwarded through a router or bridge. A VLAN comes appears when a local port is configured to be associated with the VLAN, when the VLAN Trunking Protocol (VTP) learns of its existence from a neighbor on a trunk, or when a user creates a VLAN. A trunk port carries the traffic of multiple VLANs and by default is a member of all VLANs in the VLAN database. To do this one must switch to global configuration mode. To add ports to the VLAN, change to the Interface Configuration mode and use the vlan-membership static vlan# command. When done, you can view the VLANs by typing the show vlan command. To build redundancy and eliminate the creation of multiple broadcast packets, spanning tree protocol (STP) must be configured on the network switches. Spanning tree protocol allows a switch to recognize which switch on the network is handling broadcast requests from other devices on the network. STP is a Layer 2 link management protocol that provides path redundancy while preventing loops in the network, but you can enable STP on only 128 VLANs. Before you configure STP, select a switch to be the root of the spanning tree. This switch does not need to be the most powerful switch, but choose the most centralized switch on the network. All data flow across the network is from the perspective of this switch. Also, choose the least disturbed switch in the network. The backbone switches often serve as the spanning tree root because these switches typically do not connect to end stations. Also, moves and changes within the network are less likely to affect these switches†. You should type show command to show the version of the software for the switches, and then type the set spantree root vlan_id command, in order to set the priority of the switch to 8192 for the VLAN or VLANs that the vlan id specifies. Then you should type the set, spantree portfast mod_num/port_num enable command, in order to configure the PortFast setting on Switches 12, 13, 14, 16, and 17. Issue the show spantree vlan_id command in order to verify that Switch 15 is the root of all the appropriate VLANs.