The Secret River free essay sample

Smasher is a horrible, unfeeling man who shows no regard or humankind towards the Aboriginals. Then again, Blackwood’s character stands out Smasher from his mankind and general regard to the first proprietors of their new home. The differentiating portrayal of these two men permits perusers to see the occasions and issues looked in the content from two totally various positions. One of the characters in the novel The Secret River is Smasher Sullivan. Smasher is a gutless man who has a significant contempt for the Aboriginals, and he states to have no issue ‘teaching an exercise to any native who goes to my land’. He executes, abducts and explicitly mishandles Aboriginal ladies and kids. Perusers construe Smasher’s appalling nature is because of blankness and an absence of comprehension and instruction about the aboriginals. Smasher accepts the Aboriginals to be only savages. This was a typical perspective of the pioneers now in white settlement. Many were oblivious and felt the Aboriginals were sub-par compared to the whites. There was a lot of bad faith among the whites and blacks in the early colonization of Australia. This can be seen when Smasher requests that the Aboriginals ought to be slaughtered in the wake of murdering his companion, in spite of the fact that Smasher and the perished Saggity were answerable for the demise of an enormous number of Aboriginal individuals, including youngsters and ladies. These twofold measures were set up due to the white predominance, and the belief system that the value of a black’s life was far not exactly a white person’s, in the event that it had any value whatsoever. This supposed prevalence affected the pioneers over put forth little attempt to comprehend the Aboriginal people’s method of live and culture. The cruel point of view permits the perusers to fathom the enormity of prejudice and fierceness endured during this time. In spite of the fact that Smasher bites the dust during the fierce slaughter of the Aborigines, the slaughter itself represents his overwhelming, savage way of thinking. On the off chance that the characters were all as idealistic as a portion of different characters, for example, Blackwood, perusers would get an erroneous and inclination portrayal of the occasions that Kate Grenville describes in the novel. Smasher’s character is critical on the grounds that he speaks to a legitimate depiction of the uninformed, unfeeling and separating mentality of numerous pioneers in post-pilgrim Australia. He challenges the estimations of numerous different characters in the content, and much of the time, our own qualities as perusers. Thomas Blackwood is a character that adopts an alternate strategy to the local individuals of his new home. The moderate methodology represented by Thomas Blackwood proposes the likelihood to live one next to the other with the Aboriginals. The character of Blackwood is a good, authoritive figure. He doesn’t stress over being ravenous and rich, he simply needs to get by and live in harmony. He is content with his life and doesn’t require tto perpetrate fierceness on the Aboriginals. Of the considerable number of characters in the novel, Blackwood has the best gratefulness and information on the Aboriginals and their way of life. He communicates in the neighborhood language, and has a kid to an Aboriginal lady whom he lives with. Perusers are situated by the creator to consider Blackwood to be a positive character in contrast with Smasher, who he conflicts with all through the content because of his ethical quality. He alludes to his agreeable relationship with the locals to William where he says A man got the opportunity to follow through on a reasonable cost for taking. Matter of give a bit, take a bit. Blackwood’s general regard and compassion makes him disappointed and irate at the path a significant number of different characters in the content treat the Aboriginals. In contrast to Smasher, Blackwood attempts to pass on to different characters that the Aborigines were the ones with the ability to choose whether they could remain on their property or not. Perusers are probably going to identify with Blackwood and acknowledge how his comprehension of the Aboriginal’s culture impacts his disposition towards them. Blackwood is a huge character in the content since he differentiates the character of Smasher, and speaks to an increasingly uninvolved pilgrim. Without characters like Blackwood in the novel, perusers would expect that all the pioneers of this time were fierce and predominant over the Aboriginals and their territory, which gives a bogus authentic retelling of these occasions. The incorporation of Blackwood gives us nother perspective to consider when making a comprehension of the content. Characters in the content The Secret River all possess singular considerations and approaches towards the local individuals of Australia. The mentalities of certain characters are outrageous, and their activities, connections, and in center, their lives, spin around these individual convictions. At the point when perusers differentiate certain characters that have restricting perspectives, for example, Blackwood and Smasher, they can take a progressively liberal position when making judgment of the characters and occasions. In spite of the fact that perusers may have assumptions about Aboriginals or the settlement of whites in Australia, the characters power the peruser to challenge or reexamine their sincere beliefs and convictions. The issues in the content are remarked on by characters that see them from effortlessly separated viewpoints. On the off chance that the characters all common a similar view, the perusers would be compelled to favor that specific conclusion, and the story would rotate around one single perspective. The noteworthiness of these two characters in the novel isn't just that perusers can think about the story from numerous positions, yet in addition to appear there is no partiality of a specific conclusion by the creator. The epic The Secret River By Kate Grenville goes up against perusers with unforgivable, disputable and testing issues, and a variety of characters who respond to these occasions with totally different good reactions. One character, Thomas Blackwood, is a moral man while Smasher Sullivan is a shameless person. The two men imply two totally restricting standpoints in numerous angles. The characters of Smasher and Blackwood are huge in the content since they speak to two images of Australia’s future as of now. One, a presence agreeable with the Aboriginals, and also, a totally different life attempting to abuse the locals. Differentiating characters are imperative to challenge the assessments and estimations of each other, and those of the reader’s. At the point when we make a comprehension of the content, we can take the suppositions and convictions of different characters into thought, giving us a more widened impression of the novel.

South Parks Satire Essay Example for Free

South Parks Satire Essay South Park, a broadly famous energized TV arrangement made by Trey Parker and Matt Stone, appeared August 13, 1997 on Comedy Central. Proposed for develop crowds, the show has gotten scandalous for its rough, strange, sarcastic, and dim funniness that covers a wide scope of subjects. This kind of parody is generally effective over an assortment of shows, due to some extent to social orders adaptation to social models, which denies unsuitable conduct. These shows show characters who have opportunity to act anyway they want without any results from doing as such. Just, individuals are engaged most observing depicted in TV what they themselves can't, or are not allowed, to do in regular daily existence. Assorted variety and Discrimination South Park, ordinarily, abuses the untouchable by utilizing it as a way to attract the consideration of its watchers. Charmed, they watch as their convictions, social inclinations, and media are illogically destroyed and contorted into an unrecognizable structure. Be that as it may, rather than acting in rebellion, or scrutinizing the comments made, they think that its diverting. Normally, this rough cleverness has been gotten out for going too far, yet the negative exposure the show gets just serves to attract more watchers. The watchers, thusly are persuaded to sit and look as they are generalized and slammed by a show intended to engage them. A genuinely notable statement, of obscure sources, goes something like, â€Å"If you cannot snicker at yourself, at that point how might you giggle at anyone else?† This is fitting, the same number of South Parks watchers are provoked to do only that. On the off chance that anything, this self-analysis is helpful as it brings issues to light to decent variety in our way of life and in the show, as senseless as it sounds, everybody is victimized similarly. Intemperate Entertainment Thus, the appropriate response regarding how individuals can watch a show, for example, South Park, whos each line is bound with rough and sarcastic funniness is entirely straightforward. As watchers chuckle at one another, they thusly snicker at themselves. Balance isnt fundamentally a staggering component to engaging the majority, yet rather opens the entryway for South Park, and different demonstrates the same, to ridicule any subject, or point, the makers so want. This returns to social orders propensity to be engaged by character depictions that are over the top by ordinary principles or normalizations. The oversimplified animation is in truth a finesse play on essential sense, and in light of this double dealing, is broadly well known among numerous who appreciate the shallow silliness that conveys a speedy, yet satisfying, chuckle. Compelling Entertainment Many rush to reprimand the dim funniness for straightforwardly changing perspectives on appropriate lead in juvenile people. They accept the give itself represents a negative impact upon the individuals who can't appreciate that it is simply implied for humor, and that it doesn't exhibit socially satisfactory conduct. They immovably pronounce that the over the top idea of the give itself prompts the previously mentioned malleable people acting in manners they in any case would not. They demand that the system airing such shows are exclusively to fault, with next to zero duty falling on their own shoulders. Such a position is silly, best case scenario. Those creation the cases are excessively guileless concerning what really impacts society, and a comedic animation, while on the rundown, won't be close to the top. This is expected partially to the limitations put on programs by means of TV rating frameworks, which orders South Park as MA, for develop crowds just, and the parental auth orization against the individuals who ought not be watching it in any case. Conversation The basic contention against utilization of any sort, regardless of whether its media or something else, is the undesirable or negative reactions it might force. South Park, while unrefined, strange and ironical, gives a view into intemperate result free life which shockingly offers an option yet educational view on unfiltered analysis of the decent variety of American culture. This reality alone stands to check the past contention and showcases that the premise of the show is to give diversion to develop crowds who will comprehend the dim cleverness and will react with tolerability realizing that at long last, it is essentially only an animation.

The Dubai City Essay Example

The Dubai City Essay Dubai is the most crowded city in the United Arab Emirates (UAE) and is one among the seven emirates. It is arranged on the Arabian Peninsula along the southern bank of the Persian Gulf. To recognize it from the emirate, Dubai city is now and again alluded to as the Dubai Municipality. This city has been assessed to have existed for more than one hundred and fifty years preceding the development of UAE. Inside the government system, Dubai shares financial, political, military and legitimate capacities with its individual emirates. Be that as it may, every nation has its own ward over extraordinary capacities, for example, upkeep of neighborhood offices, arrangement of nearby offices and community law implementation (Brown, 2006, p. 15). In this association, Dubai has the biggest populace and is the second biggest after Abu Dhabi. In the country’s lawmaking body, veto power is practiced on issues that are considered of national significance. In the mid nineteenth century, Dubai was built up and worked freely until 1833. With the British government, the nation marked the general sea harmony settlement. In 1892, the nation went under the security of the United Kingdom after a selective understanding. The nation has a past filled with being a significant port for remote based dealers, the greater part of them rolling in from India. Eventually, a large number of the dealers wound up settling in the country as a result of the helpful venture and exchanging condition the country had. The acclaim of the nation began as ahead of schedule as 1820s is still especially articulated today. Today, the country is for the most part alluded to as the City of Dubai (Omar, 2006, p. 11). During these occasions, Dubai was very notable for sending out pearl. We will compose a custom exposition test on The Dubai City explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on The Dubai City explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on The Dubai City explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Unanticipatedly, the exchange was excused by the occasions of the World War 1 in 1930s. The impacts of the incredible discouragement in the late 1920s additionally crushed the development and improvement of the city. In the domain of the monetary difficulties the city confronted, it encountered huge relocation of individuals to look for better living in parts of the Persian Gulf. The 1950s denotes when the British moved its neighborhood organization workplaces to Dubai and along these lines air terminal, phone and power administrations were built up in the city. The town joined Qatar in 1966 to shape another money related unit, Dubai/Qatar Riyal. This move prompted the degrading of the Gulf Rupee that had recently endured as the mechanism of trade. Still in 1966, oil was found in Dubai and the town allowed concessions towards worldwide oil organizations. At the point when it was found, an enormous flood of remote specialists basically Pakistanis and Indians was experienced by the city (Ciecko, 2006, p. 19). Through certain assessments, the number of inhabitants in the town developed by over 300% from 1968 to 1975. The Britain defenders left the Persian Gulf in 1971, driving the emirates to join and structure the United Arab Emirates (UAE). Dubai joined individual emirates in receiving a uniform cash, the UAE dirham. In spite of the convergence of the Lebanese foreigners escaping common war in Lebanon in 1970, the city kept on developing quickly on account of the incomes gathered from exchange and oil. In 1979, Jebel Ali port was built up, turning into the biggest artificial port the world over. This port empowered the remote organizations to have an unlimited importation of work just as fare capital (Rugh, 1997, p. 23). In 1990, the impacts of the Persian Gulf War largy affected the city. This war made vulnerability in the political fields inside the entire locale. Thus, the economy encountered a stun as Dubai banks pulled back their assets enormously. During the Persian Gulf War, Kuwait exchanging network moved their organizations to Dubai. During the Shia agitation, networks from Bahrain likewise moved their organizations to the city since it was felt as the best speculation site in the district by at that point. During the Persian Gulf War, the city gave refueling administrations at Jebel Ali free zone to associated powers. The town gave similar administrations during the 2003 attack of Iraq. After the Persian Gulf War finished, oil costs expanded to a great extent, urging the country to exceptionally concentrate on the travel industry and unhindered commerce. The model to create bunches of new free zones was filled by the achievement of the port. The groups included Dubai Maritime City, Dubai Media City and the Dubai Internet City. Dubai promoted its travel industry area through the development of Burj Al Arab which up to now fills in as the tallest unsupported lodging on the planet, and furthermore as the most evolved private possessions. In making Dubai’s horizon, the nation since 2002 has encountered increments in private land speculations. This advancement was helped through taking part in undertakings, for example, Burj Dubai, The World Islands and The Palm Islands (Khalaf, 2000, p. 27). In the ongoing years, the city had powerful monetary development, which has been joined by high swelling rates. In 2007, the pace of expansion remained as 11. 2%, estimated against buyer value record. The swelling rise is credited to multiplying pattern of private and business rental costs, which have caused significant increment of living expenses for the residents. The city lies straightforwardly inside the Arabian Desert. Its geography is anyway not quite the same as the ones inside the emirates zone, causing the city to seem one of a kind. A bigger part of Dubai’s scene is featured by rock deserts and sandy desert designs. Rock deserts rule the southern piece of the city. The sand is made out of coral and squashed shell and it is likewise white, perfect and fine. The eastern piece of the city is comprised of a north south running line of rises shaped with salt squashed beach front fields. Far toward the east, the ridges are tinged red with iron oxide (Sultan, et al, 1999, p. 31). There is a level sandy desert shaping a clearing way towards the Western Hajar Mountains that found to extend along the Dubai’s outskirt with Oman at Hatta. These mountains have a scene that in broke, barbed and dry, ascending to a tallness of 1300 meters. The city doesn't have any normal water body or desert gardens, yet just a characteristic bay called Dubai rivulet, dug to make it more profound for use by enormous vessels. The city has various waterholes and crevasses, at the base of Western Al Hajar Mountains. The tremendous ocean of sand ridges in the southern part shapes a desert known as the Empty Quarter. The city is situated in an entirely steady zone, remembering that Zargos Fault which is the closest seismic separation point is one hundred and twenty kilometers from the UAE domain, constraining the potential outcomes of seismic effects on Dubai. Through aptitude counsel, the locale has least prospects of encountering tidal wave in light of the fact that the waters of the Persian Gulf are not profound enough to trigger the debacle (Marios, 2007, p. 16). The sandy desert that encompasses the city sustains infrequent date palm trees and furthermore underpins wild grasses. In the east of the city, desert hyacinths develop as ghaf and acacia trees develop in the level fields. Dubai’s normal parks are made out of both indigenous and imported trees. The indigenous trees incorporate neem and date palm though the imported trees chiefly incorporate eucalyptus. The parks despite everything have an assortment of creatures, for example, Arabian Oryx, bird of prey, desert fox, caracal, striped hyena and the houbara bustard. This city lies in a relocation way of flying creatures towards and from Africa, Asia and Europe, through which around 320 transient feathered creatures go during pre-winter and winter. The waters of Dubai likewise harbor in excess of 300 types of fish, with hammour being the most famous. The city has a hot and damp atmosphere with month to month chronicles of more than 40 degrees Celsius. The most elevated recorded temperature is normally 47. 3 degrees while the most reduced recorded is seven degrees. The city gets light rains of around 150 millimeters every year, precipitations coming in March, February and January. Substantial rains as a rule come in winter months, recording 120mm. High dampness levels are knowledgeable about cooler winter periods and the mean stickiness in the nation is 60% (Daniela, 2002, p. 24). Dubai has a multicultural and differing network. This was after the appearance of nationals and ethnic gatherings, first Iranians, Indians and Pakistanis. Just rare and minor scenes of ethnic strains have ever been accounted for regardless of the assorted variety of the entire populace. The normal clashes happen between exiles who are as of late and often visiting the city. In 1994, Muslim workers and the Hindu conflicted prompting extradition and confinement of Pakistani and Indian laborers. The cosmopolitan idea of the general public is demonstrated by the decent variety of food. Middle Easterner food is promptly accessible and extremely well known. The utilization and offer of pork is controlled however not unlawful, being sold in assigned regions and to non Muslims. To buy liquor inside the city, an alcohol license is required, or, in all likelihood got from cafés and bars inside five and four star inns. Bollyhood and holly wood motion pictures have made the city notoriety through their fame. The city pulls in famous people from universal film and the Arab people group since it is the place yearly Dubai global film celebration is held. The country has a functioning melodic scene, with artists Phil Collins, Celine Dion, Shakira, pink, Elton John, Santana, Aerosmith, Tarkan, Diana Haddad and Amrdiab having regular visits to the city and making melodic exhibitions (Martin, 1993, p. 67).

Children Reading

â€Å"Children are not perusing as much as they should presents danger† As Mr. Russell states, kids not perusing presents a hazard regarding their learning capacities. I trust Mr. Russell is right. At the point when youngsters don't understand enough, their improvement of innovativeness, ability to focus, creative mind and jargon are not as evolved as they ought to be. Generally speaking they neglect to create to their maximum capacity since perusing perception reinforces our cerebrum by making it dynamic. When children’s cerebrums are not at their fullest potential when they get more established, it could prompt a ton of problems.They can get less than stellar scores, make some troublesome memories while finishing assignments, have a low confidence and conduct issues, become modest and get handily baffled. On the off chance that an entire age of kids grew up to have these issues, it could prompt numerous issues in the public arena in general. â€Å"A book necessitates that we think, and that is the extraordinary experience to perusing. † When we read a book, it constrains us to utilize or cerebrums. It expects us to take each component in the story, for example, the characters, plot and setting and assembling them to make a topic. Assembling these components improves our inventiveness and powers us to utilize our intelligence.While perusing a book one envisions in their brain what is new with the story. This visual at that point improves our innovativeness. It additionally constrains us to utilize our knowledge. The jargon and answers for the issues makes us think. By and by, I think one about the best things about perusing something that you appreciate is the experience that you have while perusing. I disregard my regular issues and go into a reality where my brain can simply investigate an entire other world that I can't truly encounter myself. The mix of these angles makes perusing an energizing encounter.

Reviewing Our Greatest Hits Lessons in Cinema, Parts 1 and 2

Jan 08 2020    For our final two episodes of our â€Å"Greatest Hits† podcast rebroadcasts, we featured a two-part discussion about movies. In Part 1 Andrew and Julie discuss lessons that can be learned from watching movies. Andrew shares with listeners some of his favorite movies and the lessons he learned from watching them. Listening to the podcast, you may also discover a movie that you would enjoy viewing. Part 2 of the podcast continues the conversation, except in this episode Andrew and Julie compare movies to the books. Andrew also describes how modern books and movies differ from classics in that classic books and films have much longer expositions that are rich with description while modern books and films instead attempt to capture their audience’s attention from the very beginning. This is one reason, he declares, why it is so important to introduce students to classic literature when they are young: to inculcate the ability to enjoy the slow development of a beautifully told tale. We hope you have enjoyed these special â€Å"Best of† podcasts. We look forward to sharing all new podcasts with you beginning in January.

The politics of Shelleys Ode to the West Wind - Literature Essay Samples

In his impassioned paean Ode to the West Wind, Percy Bysshe Shelley focuses on natures power and cyclical processes and, through the conceit of the wind and the social and political revolution prompted by the Peterloo massacre of August 1819, examines the poets role therein. Although these ideas seem, on the surface, to be distinct from one another, Shelley intertwines them all by the poems conclusion. The poet divides the ode into five stanzas, each appearing to be a sonnet. The opening two stanzas are focused on the wind and its interaction with the leaves and the clouds, while the third moves on to waves. These are then brought together in stanza IV as the poets argument, like the storm, has gathers momentum. The opening sees the wild west wind; here, the alliteration echoes the winds sound in almost onomatopoeic melodrama, acting out natures cycle of birth, death, and regeneration, which is then contrasted with and complemented by the softer and breathier inspiration of the brea th of Autumns being. This duality in the opening prefigures the winds description as both destroyer and preserver and establishes the idea that is maintained throughout the poem. The wind drives the dead leaves, now redundant clutter, away to be replaced by the winged seeds, whose brio and vitality bring the promise of fresh life to come. Stanza II compares the loose clouds to the decaying leaves, widening the depiction of the winds power, which is further emphasised by the comparison of the storm to the bright hair uplifted from the head of some fierce Maenad and the sheer scale of the storm, which reaches even from the dim verge of the horizon to the zeniths height. Its power is restated in Stanza III where its course, gathering force, is detailed from the blue Mediterranean and the Atlantic, whose level powers cleave themselves into chasms. The two c words here are deliberately linked and emphasised by alliteration as examples of the epic size and frightening power of the wind. T his is the kind of power that the poet is aspiring to embody. The tamelessand proud revolutionary seeks to rejuvenate his powers of art and socio-political commentary by harnessing the varied potential of Natures force. Shelley also decorates his descriptions, writing that the storm is notable not only for its strength and size but also for its colours, such as yellow, and black, and pale, and hectic red leaves and black rain, and fire, and its motion, reiterated by verbs such as burst and shook. Shelleys reaction to the storm is an experience of the sublime, similar to the awe-inspiring sight of Mont Blanc in its grandeur and potential danger, as well as in the enlightening effect it has upon the poet. Thus we are presented with a storm both beautiful and dangerous in its actions much like the process of revolution. With the undertones of revolution, the poets choice of form and setting seem apt. The ode was a traditionally lofty form used by the ancient Greeks and Romans to prais e the elite statesmen and emperors. Shelley inverts this tradition by using it to write anti-establishment, pro-revolution poetry that is intended for the masses not for the rich and powerful. Therefore, the relevance of its setting in Baiae is evident. In ancient times, emperors and their aristocratic friends would holiday there, none more famous than Julius Caesar and later Nero, who famously murdered his own mother in that very location. Thus the setting, which recalls images of plenitude and excess on behalf of the aristocracy, prompts us to look at the monarch under which this was being written, George III, who received an annual grant from parliament of ÂÂ £700,000, while the poor were being massacred and beaten for peacefully protesting the ever-increasing food prices which would bring starvation to them and their families. Shelley was disgusted by the Peterloo massacre and was further anguished by reminders of his own mortality and imminent death: he writes that his l eaves are falling like the forests a reference to his greying hair. How painful it must have been for him to be in exile and ever-conscious of his total disempowerment and transitoriness. By using terza rima Shelley not only aligns himself with greats such as Dante and Chaucer, but its rhythm of two steps forward, one step backand seamless blend of forward motion and backward glance reflects the energy and motion of the wind. The rhyme scheme seems to ripple like the wind, with rhymes coming to the fore then remaining in the background throughout the poem. This energetic rhyme scheme twinned with the controlled form of the sonnet for each of the stanzas reflects the vigour of revolution, but also underscores how it has to be, according to Shelley, controlled, not anarchistic.The situation in the poem is presented like an apocalypse with the unwanted, dead leaves being driven, like ghosts from an enchanter fleeing and the seeds lying buried each like a corpse within its grave it is fitting, then, that when the west wind of autumns azure sister of the spring arrives to fill the earth with living hues and odours plain and hill, she announces her arrival with a clarion a war trumpet like that in Revelations 7 and 8. The effect is not necessarily negative, as these images recall both Judgement Day and the Resurrection. The suggestion is thus that death and decay are simply a part of life and rebirth. It is she, the feminine equivalent of autumns west wind, who is the preserver, while he is the destroyer. They are presented as working together as a higher power or, as Shelley calls it, an unseen presence. This sense of a greater power appears dangerous in its power and connection with death, but also reassuring in its capacity to preserve the natural order. This spirit which is moving everywhere is not the pantheistic Christian God whom Wordsworth is concerned with in works such as Tintern Abbey. In fact, in their dual roles as destroyer and preserver respective ly, Richard Harter Fogle suggests they appear more like Shiva and Vishnu, two parts of the Hindu trinity who share the associations of death as necessary for change and the balance required to maintain life and order, or dharma, as it is called in Hindu doctrine. In Fogles essay, however, Brahma, the creator, is not present to complete the trinity. In his place, I believe we have the poet, the original creator, whose role is presented as not existing in nature, but rather in revolution to complete the triad. In the final two stanzas the focus switches to the poet who, like the wind, gradually gains force and becomes more and more unified with the power of the wind. He begs to be lifted as a wave, a leaf, a cloud by the wind, recalling the subjects of the first three stanzas, as a passive companion, and then, like a passive accomplice, asks to be made his lyre a great Romantic image of mutability and the beauty of sound, and inherently related to nature and the wind. The power come s with the cohesion of poet and wind, first in terms of spirit, and then in terms of a transcendence and metamorphosis of identity:Be thou, spirit fierce, my spirit! Be thou me, impetuous one! Empowered by this unification of forces, the poet demands that the wind drive his dead thoughts, which through the power of nature can now become the winged seeds of the first stanza, over the universe like withered leaves to quicken a new birth! Shelley, the creator, can provide the sparks for this revolution by the incantation of this verse and perhaps others such as the radical England in 1819, which condemned the current monarch, George III. This explains why the tone of Shelleys cry to unawakened earth for revolution is sweet though in sadness, as this revolution must come without violence and anarchy, which harmed the government but also the populace. Indeed, the populace features here as pestilence-stricken multitudes plagued by poverty and famine due to their old, mad andleech-like Ki ng, who left the country with a huge war debt following the defeat of Napoleon in 1815. Indeed, in invoking the wind in an almost prayer-like way, with the repetition of oh that is typical of such a medium, Shelley attempts to position the wind as similar to the publisher he could never find. That is to say, one who could spread his word throughout the masses, but was also untouchable by law. Leigh Hunt published as much as he could of Shelleys work, but feared prosecution if he published anything criticising the current monarchy. By the end of 1819, Shelley had thus resigned himself to not seeing his more political works, such as England in 1819, in print. Just as Shelley was witness to the west wind ushering in a new season with her clarion, it is the poet now who comes armed with the trumpet of prophecy, the hope of a new spring for England, and the hope that his poems and essays can bring about a new age. The rational thinking brought about through his friendship with William Go dwin, who envisaged a utopian society governed entirely by reason, is evident in the poems closing question:If winter comes, can spring be far behind? A question, although lacking in the decisiveness one may expect from a radical political revolutionary, full of hope and faith in the preservation of a natural order and the belief that through his promotion of imagination, those in power may be able to sympathise with the common man, who in turn will not stand for further oppression. As Shelley wrote of poetic inspiration in his Defense of Poetry, The mind in creation is as a fading coal which some invisible influence, like an inconstant wind, awakens to transitory brightness. He hopes in his Ode to the West Wind that his poetic sparks and this wind can enlighten the world.

How Internet Slangs Affect language - 889 Words

We decided to conduct a questionnaire for the use of Internet slangs within the age group ranging from 14 to 30, which most of the people within this age group is contacting with Internet slangs most frequently. For the questionnaire, we interviewed one hundred people and student in City University of Hong Kong, and half of interviewees are boys while the others are girls. The template of questionnaire is attached as appendix for reference, and the result and data collected are shown as below. It is expected that the use of Internet slangs among this age group is widely distributed, and most of them have used Internet slangs. More precisely, it is shown that female has a higher rate of using Internet slangs than male. It is predicted that girls would like to use more medium to express their feeling, such as LOL, OMG. It may also due to the demand of shortening the communication time or error on texting. The acknowledgement of some popular Internet slangs is expected to be recognized widely by them. However, some of those less frequently used or new Internet slangs may not be understood by some of them. It is expected that the understanding of Internet slangs will be increased with the development of Internet slangs or the popularity of that term. The result proved that texting is the most frequently used medium for Internet slangs, it is possible that the use of Internet slangs can facilitate the communication. The results also revealed that they seldom useShow MoreRelatedThe Study of Linguistics Essay1450 Words   |  6 Pagesof Linguistics Language changes with history and time. Our perception of words changes. Everything changes, from cooking with a fire to cooking with a microwave. Some examples of the ways language changes are through accents, books, slang, influential people, and historical events. Accents show development of culture over time, maybe through a historical event, such as a new country being found. The people living there might adopt the culture of the founders. Language also changes, fromRead MoreTeenagers and Technology Are Destroying Our Beautiful English Language?858 Words   |  4 PagesLanguages have been around for thousands of years,it is a unique system of communication that is verbal,symbolic,dually patterned and arbitrary to our use which isn’t invented nor handed down as a gift but the incredible ability to learn.Languages allow us to share ideas,knowledge and emotions to other individuals through the use of language.Without it,we would perhaps be not much better off than gorillas and monkeys who we shared a common ancestors.It is part of our essential human nature and itRead MoreThe Negative Effects Of The Internet911 Words   |  4 PagesThe world wide web otherwise called the internet came about in the 1960s and was primary used for resea rchers and academia. But since the 1990s, the internet has had that revolutionary effect on the culture and commerce in our society. This includes communication by email, instant messaging, internet phone calls. In addition, there is also the world wide web with discussion forums, social networking sites, and online shopping sites which several amount of people, despite their generation have utilizedRead MoreDialects, Idoims, Slang, and Pronuciation of the American Language1637 Words   |  7 Pages Dialects, Idioms, Slang and Pronunciation of the American Language There are hundreds of regional dialects within the same language. These dialects reflect the everyday experience of people living in different parts of the country and shape their cultural identity. Someone from Pittsburgh sounds very different than someone from Texas, and if they speak to each other, they will have a good guess as to where the other is from. The type of English spoken in the United States is commonlyRead MoreThe Impact Of Technology On Our Lives1333 Words   |  6 Pagesnetworking sites. Some days we communicate behind a screen more than we do face to face. With all the instant messaging and text messaging that takes place, we have forgotten the importance of face to face communication and instead have developed texting slang that often times carries over into professional settings, our face to face conversations, and even into our academic work. The advancements in technology over the years have allowed us to keep in touch with long lost family members and friends atRead MoreSlang And Its Effect On Everyday Life Essay1635 Words   |  7 PagesThe use of slang in my life today is very evident. My roommates and I always talk slang during the day and the night. I don’t use slang very much in text messages or emails partly because I don’t feel the need and I am normally emailing professors and staff members who expect me to respect them by writing with proper English. Most of the time my roommates and I use slang when we are just messing or playing around. Therefore, the use of slang in my classroom will be mainly for educational purposesRead MoreTexting And Its Effect On Society1148 Words   |  5 PagesThe English language has evolved even though it hasn’t been around for very long. One thing that the modern people benefits is technology, calling, Skyping, and texting. Texting is a huge influence on alm ost everyone. So is texting affecting the people and the way that English is evolving? Is it helping to evolve English? How many messages are sent or received each day? Around 80% of American adults have cell phones. About 70% of those American adults send or receive texts each day. â€Å"’The PewRead MoreMobile Phones And Its Impact On The Way1559 Words   |  7 PagesIn today’s world you cannot go anywhere without seeing at least one person attached to their cell phone texting. This day and age sending a text is the quickest and most efficient form of communication. The Berkman Center for Internet Society at Harvard University found that (78%) of teens now have a cell phone and almost half (47%) of those teens have smartphones. That translates into (37%) of all teens who have cellphones, up from just (23%) in 2011(Madden). Today, people tend to use theirRead MoreEssay on The Influence of IM on Society1059 Words   |  5 Pagesexplore how a term like cyberculture has became a phenomena, I must first explain what cyberculture is. According to wordreference.com, cyberculture is the culture that emerges from the use of computers for communication and entertainment and business. When asked to do this research on communication and the changes society has gone through as a result of something technological, the first thing I thought of was instant messaging. In an article, Internet jargon, acronyms enter English language, MichelleRead MoreThe Internet Benefits The Human Race993 Words   |  4 PagesThe internet is the one of the greatest things ever invented. The internet has unlimited amounts of information, no matter what topic, there is an answer for it. The internet benefits the human race because there is no limit to how much we can learn. It can also be used to help in our daily schedule. For instance, if someone is fixing their car and they don t know how to fix it, they can go on the internet and find out how to fix it. The internet has changed the way we view the world. It has changed

Cosmetics Depicting False Femininity in Vogue Essay

In today’s contemporary society, magazines, such as Vogue, depict women utilizing cosmetics to enhance their natural features in order to achieve the central goal of attractiveness. This idea of a consumerist society causes women to become objects of desire and victims of suppression, impacting their individual identities. The concept of consumerism allows Vogue to profit materially, targeting certain aspects of culture through three methodological tools of research, such as ethnography, textual, and political/economic analysis. Through the methodological tools of cultural research, I will analytically critique, how, through the use cosmetics in Vogue, the female gender is objectified and leads to profiting political, economic and social†¦show more content†¦Through these multiple interpretations of ideal femininity, different cultures portray the ideal woman in different ways. Vogue is just one of the many examples, illustrating the idea of femininity and how societa l structures enforce women to look and act in a certain way in order to be accepted in society; however, I believe women should be accepted as their natural self, reinforcing the concept that culture should be freely expressed. Connotations of the representation of cultural objects such as, the female gender as illustrated in Vogue, articulate the concept of the ideal femininity. Subsequently, leading people to formulate interpretations of gender roles into their everyday lives. It can be assumed that the articulation of women’s alluring biological features, which are depicted on Vogue covers, symbolize the power of enchantment a woman holds in a heterosexual society. Thus, the binary opposition negatively distorts the social identities which construct specification between both genders roles. This distortion causes heterosexuality to be the only norm accepted in society. As a result, homosexuality is portrayed to be a concept of gender roles that lies beyond the acceptance of society. One problem that is associated with binary opposition, is that women become envious of the flawless features of the ideal women. Whereas, men become victims of attractiveness, compelling themselves to set up expectatio ns for their ideal sex partners to have falseShow MoreRelatedManagement Course: Mba−10 General Management215330 Words   |  862 Pagesbe understood differently by different groups. In one sense, perhaps, this could be seen as a sort of falseness, but that may be too narrow a view. Nixon reflected on this aspect of de Gaulle’s leadership: â€Å"General de Gaulle was a facade, but not a false one. Behind it was a man of incandescent intellect and a phenomenal discipline. The facade was like the ornamentation on a great cathedral, rather than the flimsy pretense of a Hollywood prop with nothing behind it† (p. 60). Source: R. Nixon, Leaders

Technology 1450-1750 - 882 Words

Technological advances during the period 1450-1750, or the Renaissance Era, were major influences to the way of life seen today. The ships, tools for traveling, especially the ones made Portugal and Spain all Impact society today, allowing for the age of exploration to emerge. All these tools proved prosperous but known more important than the printing-press independently developed in Germany by Johannes Gutenberg. Germany before this time was divided, in other words not a country yet, but divided into a city-state format, different provinces ruled by a king under an interregnum. Also, before this era Germany was still under the Holy Roman Empire, in other words Catholic in their Religion. The impact that this new technology produced in†¦show more content†¦And papermaking people also thrived due to the high demand of books. Europe was once again flourishing thanks to this new invention. Although, most of the world changed in many aspects, Germany continued the same in many ways. As been mentioned the printing press invented by a German had great changes, on Europe and the rest of the world, Germany did not change much. Germany still continued to be decentralized. Germany was divided into a collection of city-states,Show MoreRelatedIslam and Continuities1628 Words   |  7 Pagescivilizations; include their contacts, including religious, with adjacent regions. †¢Ã‚  Ã‚  Ã‚   Discuss the changes and continuities in the Silk Road trading network from 600 BCE – 1450 †¢Ã‚  Ã‚  Ã‚   Discuss the changes and continuities that occurred in the roles and functions of cities in major societies from the Neolithic Revolution to 1450. †¢Ã‚  Ã‚  Ã‚   Trace and analyze the changes and continuities in global demographics from 8000 BCE through 1900 CE.   Be sure to address what global processes affected it throughoutRead MoreCCOT And CC Essay1549 Words   |  7 Pagese. – 1450 c.e. Europe Compare and contrast the classical civilizations of Greece and Rome in terms of oen of the following characteristics Political developments Social and gender structures Art, science and technology Analyze the changes and continuities in European involvement in international trade from 2000 b.c. to 600 c.e. OR from 600 c.e. – 1500 c.e. Unit 3 Africa Compare and contrast the political and economic characteristics of West and East African states from 600 to 1450. EvaluateRead MoreKey Concept 4.1 Globalizing Networks Of Communication And Exchange1703 Words   |  7 Pagesships were derived from Chinese junks and developed in Western Europe, as well as, guns. The compass originated from ancient China and the astrolabe was developed in Northern Africa. 4.1.III What were the major notable transoceanic voyages between 1450-1750 CE? Christopher Columbus reaching the New World in 1492. Vasco de Gama sailing around the Cape of Good Hope, and reaching India. 4.1.III.A Where did Zheng He and the Chinese Treasure Fleets travel? Zheng He and the Chinese Treasure Fleets traveledRead MoreWorld History Final Exam 20131485 Words   |  6 Pagesclaim that the late 1400s mark the beginning of a new period in world history? Age of Exploration – – America incorporated into Global Trade Network 9. What is an economic similarity among European colonial empires in the Americas in the period 1450–1750? African slaves, forced labor American Indians 10. What European development is most closely associated with the revolution in Haiti? The French Revolution 11. 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Maps became prominent in Portugal, and then all of these developments were worked on even more in Europe and made more proficient over time. 4.1.111 The major transoceanic European travels between 1450-1750 were Columbus’ journey to the Americas, Vasco De Gama’s Journey around Africa and to the Indian Peninsula, and also Zheng He’s expeditions throughout the Indian Ocean as well from China. 4.1.111 A Zheng He and the Chinese Treasure Fleets traveledRead MoreWhat Was The Political Structure Of The Mayans From 600 Ce?1568 Words   |  7 Pagesfilled their bureaucracy by means of merit examinations. (Think specific dynasties in China) The civil service examination was used extensively in the Tang Dynasty in China. What was a common feature of most Asian and European philosophies from 1000 to 1450 CE. Most Asian and European philosophies had close ties with religion. Compare and contrast Hinduism and Buddhism. Buddhism is a set of religious beliefs just as Hinduism, but Buddhists don’t believe in a god that created everything, instead theyRead MoreJust Whatever1974 Words   |  8 PagesGreeks in the Ottoman Empire during the Greek movement for independence in the eighteenth and early nineteenth centuries. Free Response A. Analyze how and why western European attitudes toward children and child-rearing changed in the period from 1750-1900. B. Describe and analyze how overseas expansion by European states affected global trade and international relations from 1600 to 1715. C. Discuss the political and social consequences of the Protestant Reformation in the first half of the sixteenthRead MoreAge of Enlightenment and Century5169 Words   |  21 PagesFrance Catherine the Great of Russia Frederick II of Prussia 13. ’05 Using examples from at least two different states, analyze the key features of the â€Å"new monarchies† and the factors responsible for their rise in the period 1450 to 1550. ’03 To what extent in what ways did women participate in the Renaissance? REFORMATION 1. 79: Picture of Two Chalices. The chalice shown above on the left was used by a 16thc. Roman Catholic priest in the celebrationRead MoreSwot Analysis Of Hilton1299 Words   |  6 Pagesmore attractive towards their services. Hilton provides a well educated and experienced staff which provides best out of best services to their customers. Technology: There is always a danger in companies aimlessly adopting the next big thing in technology, but Hilton doesn’t employee just for the sake of it. Hilton implement technology by satisfying three questions. Firstly, will it make the guests experienced simpler and more enjoyable? Secondly, Will it help the hotel or Hilton team members

Gender Segregation And The Glass Ceiling - 1790 Words

The terminology of ‘the glass ceiling’ defines a variety of barriers that prevent qualified individuals from advancing higher in their organization and the phrase glass ceiling is used most often in regards to women in the workforce (Adair, 2009). In addition, the glass ceiling was a term coined by an American newspaper, the Wall Street Journal, a couple of decades ago to describe the barriers that prevent women from reaching the top ladder in both economic and political fields (Williams, 2006). Although it is true that many women have finally become managers after fifty years in the job market (Driscoll Goldberg, 1993), few have made it to the very top (Adair, 2009) in recent years. In this paper, it would like to examine the gender issues in employment and management and analyze equal opportunities policies and strategies for managing diversity and work life balance. First of all, the paper would like to examine the issues relating to women at work in terms of vertical and horizontal gender segregation, and investigate theory to understand why and how subordination of women exists in the workplace. Secondly, how individual women have progressed in organizations and how they have broken through the glass ceiling will be looked. At this stage, some successful women managers and entrepreneurs will be introduced. Finally, the policies and strategies that governments and employers can adopt to address workplace discrimination including equal opportunities policies,Show MoreRelatedThe Gender Differences Of The United States Work Force1721 Words   |  7 PagesNona Mitoyan Professor Darin English 101 November 30, 2014 Sex Segregation in the U.S. Work Force This research paper focuses on the gender differences that take part in the U.S. workforce. It discusses the manner in which men and women are subtly segregated. We refuse to believe that discrimination as such continues to exist in the 21st century, yet it’s the ugly truth. A gender gap is created due to differences in authority, pay, and promotion. Research shows us that economic variations exist andRead MoreGetting More Equality For Working Women985 Words   |  4 Pagesoutside; however, women are still subjected to an unequal treatment of men. Though our labor law is claiming to protect all workers, women are still under the bus. Despite some progress in work areas, women still experience â€Å"a glass ceiling† and sexual harassment due to gender inequality. Therefore, it is imperative to set up more workshops to support women to get more equality at work. From the 1960 Women s liberation movement, women get more respect and freedom in society. The world of AmericanRead MoreGender Inequality in Workforce904 Words   |  4 Pagesin the Australian gender order (ibid.). Even though men are the dominant gender in the workforce, due to globalization, women gained more opportunity to have jobs in the workforce (Jones 1983). In addition, there are increasing number of women in Australian workforce after World War 2 (Broomhill and Sharp 2005). But still gender inequality has been ongoing debate in the workforce for many years (Lannin 2009). Many people argue that there are inequality in earnings and glass ceiling (ibid.). ThereforeRead MoreGender Inequality Within The Workplace1379 Words   |  6 Pages  Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles as well as biologically through chromosomes, brain structure, and hormonal d ifferences. There is a natural difference also in the relative physical strengths of the sexes. In the workplace Income disparities linked to job stratification Wage discrimination exists when workers are equally qualified and perform the same work butRead MoreHuman Capital Theories Consult With The Education Information Training1579 Words   |  7 Pagesoccupational segregation wherein corporations of humans are allotted across occupations in keeping with ascribed traits in this example gender. Occupational gender segregation can be understood to contain two additives or dimensions horizontal segregation and vertical segregation. With horizontal segregation occupational intercourse segregation happens as males and females are notion to own exceptional bodily emotional and intellectual abilities. These unique abilties make the genders vary insideRead MoreThe Glass Ceiling : A Human Capitalist Perspective1687 Words   |  7 PagesThe Glass Ceiling: A Human Capitalist Perspective The glass ceiling is an invisible barrier preventing women and minorities from advancing into upper management (Bell 67). Despite extensive legislation and the widespread implementation of equal opportunity policies, there is still widespread structural inequality and job segregation in organizations throughout the United States. The level of the `glass ceiling varies among organizations and is reflected in different employment patterns, hiringRead MoreThe Glass Ceiling: A Human Capitalist Perspective Essay1435 Words   |  6 Pages The glass ceiling is an invisible barrier preventing women and minorities from advancing into upper management (Bell 67). Despite extensive legislation and the widespread implementation of equal opportunity policies, there is still widespread structural inequality and job segregation in organizations throughout the United States. The level of the `glass ceiling varies among organizations and is reflected in different employment patterns, hiring pract ices, and promotion plans (Adler 451). TheRead MoreCritical Analysis On Gender Stereotypes1072 Words   |  5 Pages Critical Analysis on Gender Stereotypes in the Workforce Yesenia Bachez California State University, Los Angeles Critical Analysis on Gender Stereotypes in the Workforce Despite various changes in the workforce, it is apparent that gender stereotypes are not extinct and are still very powerful generalizations. Through this reflection paper I hope to successfully analyze gender stereotypes and the impact they have on the workforce. Gender stereotypes influence our judgment andRead MoreDiscrimination And Sexual Harassment And Affirmative Action1594 Words   |  7 Pagesdetermination to adjust practices that still hinder minorities, which is also unfair discrimination. Therefore, situations may occur where a company has to no choice except to force one inequality to allow another to benefit. In addition to race inequality, gender inequality is also common in the United States as well as other nations. Sex discrimination has been prohibited by law since the Title VII of the Civil Rights Act of 1964, but remains an ongoing problem for working women. The article states, â€Å" NonethelessRead MoreEssay on Gender Inequality in the Workplace1247 Words   |  5 Pageswithin every historical family. Gender inequality in the workplace is becoming less common; yet, gender is a factor that affects men and women. Especially women have been subjected to a historical discrimination that has influenced society to decide which job is more suitable for women than men. However women have confronted and tried to break down the barriers that impede them from doing the same work as men. Many countries have employed rules that favor gender equality, and they have thrived monumentally;

Controversial Pornography Essay Example For Students

Controversial Pornography Essay Show a number of different people a simple piece of paper consisting of nothing more than a red blotch of paint and ask them what they see. The responses will vary from objects such as a cherry, to more simply, just plain red paint. This is an indication of the individuality, or sum of qualities that characterize and distinguish an individual from all others, instilled in every human being. Just as facial features and hair color differ among individuals, similar distinctiveness is found among personalities and opinions. Because of prominent variance in belief among many individuals, a number of topics and issues have become controversial in society today. Similar to the varied responses to the red splotch of paint, photographs, video tapes and paintings portraying nudity and sexual content receive a number of clashing opinions. There are artists who paint and photograph nudity and pornography who find the human body and sex portrayed in many forms to be beautiful. However, there are also many extremely conservative individuals who take offense to such artwork and find its contents appalling. And those who enjoy the nudity and sexual content exhibited in pornographic materials should marvel and delight in its details. Those who do not should simply look away. In the words of Justice William O. Douglas, no one is compelled to look (Brownmiller 663). There is no concrete manner to define materials that are obscene or offensive because various images come to mind among individuals when words similar to these are used to describe pornography. To classify a distasteful picture from a beautiful one comes down to a matter of opinion and taste. In previous instances, such as the Miller Case of 1973, the Court attempted to define which materials could be judged as lewd or indecent: The materials are obscene if they depict patently offensive, hard-core sexual conduct; lack serious scientific, literary, artistic, or political value; and appeal to the prurient interests of an average personas measured by contemporary community standards (Brownmiller 662). In accordance with the opinions of Susan Brownmiller in her essay, Lets Put Pornography Back in the Closet, most would agree that description such as patently offensive, prurient interest, and hard-core are indeed words to conjure with (662). Elimination of pornography is not the key to social equality, partly since no one can define what porn is and because censorship is never a simple matter. First, the offense must be described. And how does one define something so infinitely variable, so deeply personal, so uniquely individualized as the image, the word, and the fantasy that cause sexual arousal (Strossen 4)? Pornography cannot be recognized as easily as the Court involved with the Miller Case implied. Contemporary community standards do not exist in that individuals and families alike have strongly different ideals and ethics on issues such as sexual content, nudity and pornography. While some parents allow their children to view rated R movies containing sexual content and nudi ty, others restrict their children from attending sexual education classes in high school. Finding a median between two strongly differing standards similar to these would be rare. Thus, to accept or reject, like or dislike pornography is a personal opinion that is often too divided to differentiate. Besides the difficulties of definition, there are varying degrees of intensity in the porn images themselves. One of the more prominent arguments against pornography is that it represents the hatred of women, that pornographys intent is to humiliate, degrade and dehumanize the female body for the purpose of erotic stimulation and pleasure (Brownmiller 663). Although in some instances women are portrayed as being stripped, bound, raped and tortured in pornographic scenes, not all pornography is this explicit and violent. In any case, the intent of such scenes is not to degrade and dehumanize the entire female gender but to simply satisfy those individuals who enjoy poses and pictures con taining such violent erotic content. Brownmiller argues that these images of violent pornography have everything to do with the creation of a cultural climate in which a rapist feels he is merely giving in to normal urge and a woman is encouraged to believe that sexual masochism is healthy, liberated fun (663). Women such as Brownmiller who

Employability and personal skills free essay sample

Describe the main employability, personal and communication skills required when applying for a job role of Customer Service Advisor at Morrison’s. EMPLOYABILITY SKILLS OR TRANSFERABLE SKILLS refer to the ability to obtain employment, stay in employment and be able to make informed choices as you progress through your career. Recruiters assess your employability skills by looking for evidence of skills during the selection process. Experience in the job: They have a better advantage if they already have experience on the job as training will not be needed and they have the knowledge needed to complete the job. For example if applying for the role of Customer Service Advisor, experience is preferred in order to know what the general overview of the job is. Research into the job: Researching into the job before going for an interview, will give information about the company and show how prepared the candidate is. Example: when applying for the role of Customer Service Advisor, reading the tasks needed to complete the job and be able to learn them would be a big advantage. We will write a custom essay sample on Employability and personal skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Knowledge of products and service: when you have studied the company and its products and service, you will have the skills capable of working in the company. Example, when applying for role of Customer Service Advisor, knowing the company’s background is good as you get to know what their standards are. Suitable qualification: this is having the qualifications required to perform a job. Example, when applying the job role of Customer Service Advisor, you will need good English and IT skills. Flexibility: if candidates are flexible, it will show their willingness to help improve the company and complete their job role. Example if applying for the role of Customer Service Advisor, you should be able to show that you can work around the company’s needs. Personal skills required for the role of Customer Advisor at Morrison: Completing Targets on time: being able to complete targets and goals, will mean that the company will be on time in its operations. Example, when applying for a job as a Customer Service Advisor, targets are important to make sure deadlines are met when completing tasks. Hardworking: the candidate should be hardworking and willing to put in the right outcome that the job requires. Example, when applying for a job as a Customer Service Advisor, you will need to be able to keep up with the job given to you. Team Work: a candidate should make sure they can work with their colleagues in a happy environment and be able to complete tasks with them. Example, when applying for the role of Customer Service Liaison and Support Representative, you should show that you can take instructions from your employees and be able to work with colleagues in a harmonious environment. Interpersonal Skills: a candidate should be able to show that they can work with different customers in an appropriate way. Example, when applying for the job role of Customer Service Liaison and Support Representative, interpersonal skills will be very important as you will be dealing with a lot of people whilst working at Morrison. COMMUNICATION SKILLS: when applying to be a Customer Service Liaison and Support Representative, good communication skills is very essential, in order to be able to relate to other people and to act upon key information or instructions. These include: answering the telephone and be able to speak clearly and concisely to potential customers or partners in the business, being able to listen to and relate to other people. You have to speak clearly and confidently, so that the employers will know they are dealing with a confident person. It is important to be able to negotiate, as you will be able to put your points across and be able to get the best possible deals. To be able to handle conflicts in an appropriate manner and to make sure the situation is controlled.

When an Individual Approach Must Be Undertaken

Teaching is one of those spheres where it is comparatively hard to come up with innovative approaches – with the existing variety of learning theories and strategies, inventing a brand new concept is quite complicated. However, with the rapid pace of technical progress and the appearance of computers and Internet, the existing teaching theories have evolved into another approach known as online teaching.Advertising We will write a custom research paper sample on When an Individual Approach Must Be Undertaken specifically for you for only $16.05 $11/page Learn More Offering new opportunities for the students to learn certain subjects distantly and to train their skills with the help of specific programs, online teaching, indeed, provides a number of issues for teachers to consider and has a lot of advantages compared to the old-fashioned manner of teaching. However, it must be taken into account that online teaching also presupposes facing a lot of new challenges, one of which concerns the relationships between the teacher and the students as well as the relationships among the students. Because of the lack of live communication between the students and the teacher and among the students, online learning can fall flat as a means to teach the students the basic group interaction skills and to help the students solve the conflicts which can arise in the course of communication. Hence, while offering more opportunities for the students, the online teaching approach misses out the aspect of live communication, which makes it look rather as an addition to the real-life classes than an independent teaching approach. In the course of online teaching, I have had the experience concerning the communication aspect, and to say that this experience left much to be desired would be to color the truth. Actually, the students in the group which I was to provide with tasks and whose progress I was to control displayed consistently increasing improvements in such aspects of language learning as reading and writing, yet started experiencing great problems when it came to listening and speaking.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More When rethinking the given experience and analyzing the factors which could have possibly led to such deplorable results, I had to consider the learning theory. As it turned out, the idea of teaching students solely with the help of online teaching, which made the bulk of the chosen method, did not work as well as one might have expected it to. Before going straight to emphasizing the downsides of the online learning concept, one must give credit to some of the luckiest improvements which the given theory has introduced into the field of English language learning. To start with, the given approach allows not only foreign students, but also adults to partake in the learning program. Helping peo ple from all walks of life obtain the skills and information which they will need in their further career, online learning has literally embraced the entire world. The online learning theory will help adults to learn what they consider necessary for their jobs without actually quitting their current positions. However, the above-mentioned issue also presupposes facing certain challenges in developing the current theory. In contrast to the theory of adult learning, which has been developed long before and is nowadays firmly established among the rest of the theories as a truly solid set of concepts, online learning still requires further development. Another minor drawback of the theory of online learning is the lack of live communication between the learner and the teacher, which has been mentioned above. The issue of communication can possibly become a major stepping stone for the students who will resort to the online learning theory to acquire new knowledge. According to the idea s offered by Tough, interaction between the students and the teacher is extremely important for the learning process, since among the four planners described by Tough, none features learning process without communicating with the teacher (Tough). Indeed, while evaluating the conclusions made in the course of the lesson and learning the â€Å"enduring value beyond the classroom† (Understanding by design by Wiggins and McTighe: A summary, n. d.) is important, the process of communication with the teacher and the peers is also of great significance.Advertising We will write a custom research paper sample on When an Individual Approach Must Be Undertaken specifically for you for only $16.05 $11/page Learn More When deprived of the given element of learning, students are likely to start feeling uncertain; hence, the possibility of a failure is highly likely. Nevertheless, the above-mentioned does not mean that the theory of online teaching has no intr insic value in it. There are a number of positive aspects about the theory, and they are worth bringing up. To start with, as it has been mentioned above, the online teaching approach does allow foreign students and the students who have to work to study distanced and yet manage to get all the necessary information without having to attend every lecture. Another important issue that makes online learning theory worth consideration is the fact that online learning provides ample opportunities for both self-study and learning in virtual classrooms (Clark Mayer, 2008). Providing the students with enough freedom, online teaching offers considerable flexibility and presupposes that the student should be rather independent in the course of learning. Therefore, the question is how important the communication process between the teacher and the students, as well as among the students, is. As Brna (2002) puts, it, live communication with the teacher helps digest new information faster. More over, Brna also notes that â€Å"the learning environment should foster students’ self-regulation guidance† (Brna, 2002, 128), which is exactly what online learning offers.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hence, it can be considered that the postulates of the online learning theory have certain rationale which justifies their existence, yet the above-mentioned theories are way too raw to be established as the guiding principle of the modern learning process. While online learning theory does offer a lot of new opportunities for learners, allowing international students to study without actually moving to a different country and, which is even more important, be considered a specialist in the chosen field as well as any of the students who attended a college or university. Moreover, computer programs presuppose having new possibilities, such as the training of specific skills, e.g., listening skills. However, it must be admitted that, with all the innovations which online learning offers, there is still a huge drawback that the students have to put up with; to be more exact, online learning has literally nothing to do with working in a team, which usual classes often focus on. Hence, it must be assumed that, while helping students to have a better idea of the course material and to digest the newly obtained knowledge, practicing the new skills, online teaching should be considered as an additional method of teaching which must be comprised with the live teaching methods. Reference List Brna, P. (2002). The role of communication in learning to model. New York City, NY:  Routledge. Clark, R. C., Mayer, R. (2008).E–learning and the science of instruction, 2nd ed.  New York, NY: John Wiley Sons. Tough, A. (1971). The adult’s learning project. A Fresh approach to theory and  practice in adult learning. Retrieved from http://ieti.org/tough/books/alp.htm Understanding by design by Wiggins and McTighe: A summary (n. d.). Web. This research paper on When an Individual Approach Must Be Undertaken was written and submitted by user Alfonso Fletcher to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Writing Your Own MLA Formate Sample Essay

Writing Your Own MLA Formate Sample EssayYou can find a lot of sample manuscripts online, which can help you in writing your own MLA Formate sample essay. While there are other kinds of essay to choose from, this particular form is very common and it is important that you have some idea about the form.There are three sections in the MLA Formate sample essay, which are an introduction, a body and a conclusion. In the introduction section, the focus of the essay is to explain why the student chose to write the sample. Then, the essay begins with an introduction that will provide background information for the topic of the essay.After the introduction, the essay will explain the importance of the author in the article's topic. Next, the essay will describe the material on the topic in detail, which is followed by the introduction. The essay continues with a short list of topics or points on which the writer's writing expertise lies.You will be given several different points to address i n the essay, and you should be able to take care of them with ease. These points include the use of critical thinking and argumentative skills, the use of facts, and the creation of persuasive ideas. Once all these points are covered, the essay moves on to the body.The body will serve as a guide to the reader's attention to various parts of the essay. It will describe each point with details and will answer the reader's question about the same point. After the body, the essay finishes with the conclusion.Sample essays with MLA Formate structure can be easily found online. All you need to do is visit the site of the teacher and look through their sample assignment. You will also find links to various other websites that offer sample essays to help you out with your project.Students who want to avoid doing a professional paper are also offered samples of MLA Formate and AP A/B/C samples. The curriculum provider will allow you to use these sample essays as if they were your own. You ca n just format the work and submit it to your instructor without having to pay any money for a real paper.MLA Formate sample essays are available online, so you need not worry about finding a teacher to help you with the process. These samples will help you in developing your own essay, even if you are doing the same thing. You will just need to put in the effort and make it as creative as possible.

Give It Up vs. Applaud

Give It Up vs. Applaud Give It Up vs. Applaud Give It Up vs. Applaud By Maeve Maddox A reader asks, Lately, I hear announcers introducing acts by saying GIVE IT UP FOR, rather than   LETS HAVE A ROUND OF APPLAUSE FOR. Is this a new expression? The verb give/gave/given has been in the English vocabulary for more than a thousand years. The earliest OED citation is from Beowulf: Beowulf 1719 Nallas beagas geaf Denum à ¦fter dome. Note: The reference is to Heremod, a Danish king who did not honor his men by giving them treasure as custom required. A literal translation of this example is â€Å"Not at all rings gave [he] to the Danes for honor.† The OED entry for give requires more than a hundred items to clarify the various ways in which this verb is or has been used throughout the centuries. The expression â€Å"give it up for so-and-so† is just one of the verb’s more recent uses. The earliest OED citation for â€Å"give it up† in the sense of â€Å"applaud,† dated 1990, is from a Web source: Hey folks, lets give it up for Andy! One huge round of applause please!- Re: ShrinkIt 3.0 in comp.sys.apple2 (Usenet newsgroup). The basic meaning of give is â€Å"to make another person the recipient of something in the possession of the giver.† When an audience is asked â€Å"to give it up† for a speaker or performer, they are being asked to show appreciation by applauding. In this way, they give their approval. An earlier expression referring to the act of applauding links give with hand. At the end of Shakespeare’s A Midsummer Night’s Dream, Puck (aka Robin Goodfellow) asks for applause this way: Give me your hands, if we be friends: And Robin shall restore amends. Audiences are said to â€Å"give a hand† to performers. Performers hope to â€Å"get a big hand† from their audiences. No one seems to mind such established circumlocutions for applaud, but the latest expression provokes annoyance: Does anybody else hate the expression, â€Å"give it up† for whoever it is instead of just clapping? It drives me mad. Oh, I must say that I  hate  the recent,  Put your hands together for. Or the even more egregious,  Lets give it up for â€Å"Give it up† annoys me too. I hate this new age talk, it just sounds lazy. I hate â€Å"give it up for [so-and-so]† when announcers introduce entertainment acts. Love it or hate it, â€Å"give it up for† in the sense of â€Å"please applaud† has caught on with large numbers of speakers. Note to ESL learners: In some contexts, â€Å"give it up† or â€Å"give up† can also mean surrender, abandon, and quit: The house is completely surrounded. You might as well give it up. Eventually he took a huge risk and  gave himself up to  the Chicago  police. Unable to overtake the planes,  he gave up  the chase three miles from his own lines. How  many  people do something just once and are  ready to give up?   Give it up! You can’t win. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Slang Terms for Money75 Idioms and Expressions That Include â€Å"Break†Drama vs. Melodrama

Socrates Essay Example | Topics and Well Written Essays - 1750 words

Socrates - Essay Example Socrates uses himself as an example when he teaches that beauty does not guarantee happiness. True beauty is inner beauty, the beauty of one’s spirit and character. In conjunction with happiness, which was also a construct that Socrates discussed, he denotes that one cannot tell if a person is happy or not based on his external appearance, but happiness, like kindness, is a matter of inner qualities. His famous motto: â€Å"An unexamined life is not worth living† is a testimony to how much he values thinking and philosophy and the perennial introspection of why we exist. Constantly reflecting about one’s life and impact on others creates meaning for a person and Socrates encourages that we indulge in deep, critical thinking ourselves at all times. Socrates’ legacy is not volumes of his philosophical writings, but how he impacted the thinking of other philosophers. Plato described him as an â€Å"unambivalent† individual who stood clearly for some va lues and firm against others. For him, there were no gray areas2. As a sophist, or wizened people who taught valuable skills for a price, Socrates went against their practice and did not charge for his instruction3. He is considered a paradigmic individual who is known to provoke intense reactions among people – love and acceptance or rejection and exclusion of his ideas. Being so, he is very â€Å"influential as a teacher, adviser, social reformer or a significant religious figure†4. His words are powerful enough to strike one’s emotions and conscience especially with moral dilemmas that can compromise one’s integrity. He has been known for his discourses using questioning or the Socratic dialectic wherein he draws out the truth from people by asking them questions. He believes that each person possesses an inherent truth and it only takes deep questioning to let it out. In doing so, the person comes up with a clearer definition of a key concept from his own thinking. Socrates believes this as a more effective method of learning rather than filling up an empty vessel with knowledge, or spoonfeeding information. The Socratic method involves a series of questions until a contradicting view surfaces to oppose the initial assumption.5 His controversial style is unparalleled and can be considered too heavy for some people because he communicates on more than one level. With his Socratic irony, he maintains two levels of meaning – the literal or obvious level and the hidden or real level. People with deep wisdom can easily understand his thinking and realize that things are not always as they first appear. Sometimes, there is a deeper meaning that should be unearthed6. The inquisitor begins with a position of not knowing anything but leads the questioning.7 At times, though, he uses ambiguous, but well-chosen examples in his discourses. They may even be counterintuitive or poorly supported claims, but he uses them with discernment , knowing that it would bring about more thinking from his students and could be a better strategy in achieving protreptic and pedagogical goals.8 In this way, Socrates may be considered a unique kind of teacher who successfully keeps his audience at awe of his teachings, ever alert and vigilant for bits of knowledge they can gain from such a wise man. From his earlier interest in scientific theories, he moved on to thinking about the development of the moral character of a person.9 Having served as a

Business Ethics and SRI Literature review Example | Topics and Well Written Essays - 1500 words

Business Ethics and SRI - Literature review Example This emerging phenomenon is known as Socially Responsible Investment (Hicks,2003; Schueth, 2003) Socially Responsible Investment (SRI), also known as ethical investment, is an investment discipline that in addition to the risk and returns issues in investment, takes into account social or environmental issues. The difference between SRI and conventional investment is the employment of specific investment strategies. The purpose of such strategies is to select or exclude certain assets from investment portfolio. (Renneboog et al., 2008,p. 1723). It simply means that conventional investment strategies are considered natural—having financial return on investment at the core. However, SRI strategies are either socially sensitive or socially dictating(Hicks,2003; Schueth, 2003) SRI has three major distinctive techniques, which may overlap or follow one another. These are screening, activism, and cause-based investment( Spark and Cowton,2004; Vivers, 2007) . Further, SRI may be carr ied out at individual as well as institutional level. Individuals normally develop mutual funds whereas institutions execute it through charitable foundations and pension funds. Since its modern emergence, SRI, its strategies, its terminology and its definition have been under strong debates ( Spark and Cowton,2004; Schueth, 2003 Hicks,2003). ... At the end of this review , I shall present the growing importance of SRI at international level. 2. Definition and basic terminology 2.1. Business Ethics In current literature of business ethics, there are two major streams. One expects that business shall not be immoral enterprise and the second that consider the morality and self-interest at certain point sometime are opposite. ( Hicks,2003). The first group assume that business is amoral whereas second argue that if it is amoral it is immoral ( Hicks,2003).In current stream of business ethics literature second group is becoming dominant and either calls for the practice of personal values or even urges the investors to play an active role for the implementation of those values into the businesses.( Hicks,2003; Schueth, 2003, Vivers, 2007). 2.2. SRI and Other Terms There are various terms representing the concepts of business ethics. For instance, "Socially Responsible Investing" , "social investing," "socially aware investing," " ethical investing," "mission-based investing," and "double-bottom line investing.". These terms has been used interchangeably in literature (Pan and Mardfin ,2001; Schueth, 2003;Spark and Cowton,2004). However the two most common terms are â€Å"ethical investing† and â€Å"Socially Responsible Investment† (Spark and Cowton,2004, p 46). Term â€Å"ethical investment† is relatively older one and it reflects the fact that the movement was initially religiously motivated and churches played a vital role in the development of earliest ethical funds in UK, USA and Australia(Schueth, 2003; Spark and Cowton,2004). Later on, the term has gradually been replaced by Socially Responsible Investment (SRI). Many people have reservation on the use of

Analysis principles of logisties management within Mishubishi company Assignment

Analysis principles of logisties management within Mishubishi company in singapore - Assignment Example The competition in the local industries and markets grew stronger, and therefore, the production of products and services improved in the domain of quality in the recent years. The industry of sophisticated transportation developed as a niche of many industries (Spanos, Zaralis, & Lioukas, 2004). The companies have a duty to provide their clientele with their orders on their doorsteps, and therefore, the companies are busy in developing their private cargo services so that they can ship orders to their clients at a global level (Akhter, 2007). The company known as Mitsubishi has developed the most advanced transportation system in the world, and they have the proven capability to deliver products within one or two days beginning from the time when the customer placed the order (van de ven, 1992). The key of success in the industry of consumer goods lies with the power of marketing and advertisement (Beasley & Frigo, 2011). The ultimate level of success an organization can achieve thr ough placing the products into the market effectively and timely as well. However, the company does not use any single means of transportation. They decide according to the specific needs of the consumers (David, 2015). The company applies various statistical models in order to manage the demand of its products (Child, 1972). The applied techniques include regression analysis that measures the impact of different independent variables over a target one (David, 2015). The companies have a keen interest in knowing the semi-exact level of demand that they might face in the future (David F. R., 2011). The company uses linear programming as well that assists them in terms of balancing out productivity with quantity so that the organisation can create an optimal level of cost structure that will in turn generate maximum level of profitability in the market (Roulac, et al., 2005). The company operates with the help of having

The Characteristics Of Shakespeares Comedies :: essays research papers

The Characteristics of Shakespeare's Comedies Shakespeare wrote many different forms of literary works and one of them is comedy. At the end of his professional life he had written four famous comedies which were later called his "romances". Shakespeare's comedies were not primarily love stories but they all included a love plot. His romances all had the happy ending of a comedy, but in a way they hinted on violence (Prentice Hall Literature). His focus and emphasis was clearly towards the structure and language of his comedies, which made his comedies quite distinct from others. The ideas and concepts also made his comedies designated, as we experienced it in one of his most famous comedy A Midsummer Night's Dream. The structure of Shakespeare comedies is common in all his comic drama. The play goes through three phases. In the first stage there is order and discipline. Then it goes through a situation where there is chaos and disorder. Finally in the third stage order is restored again and the play ends in a festive ending. In the beginning of A Midsummer Nights Dream we see that Theseus has entire control over the people in Athens and he is getting ready to wed Hyppolita, queen of the amazons. Then quickly the whole situation changes when Lysander and Hermia flee into the forest and complications start to build up. The play ends with a joyful ending, when daylight has returned, the duke and duchess and the four lovers are united in the bonds of marriage and they are entertaining themselves with dance and music. Their world of love has come to its proper order. The language was evidently the main reason why Shakespeare's comedies were more amusing than other comedies of his time. He used many techniques to illustrate humor, and sometimes we have to know the inner meanings to find it comical. The play of words or puns were very popular in the comedies of Shakespeare. Quince makes a good pun when he mentions the French crown. It is a pun because it could have more than one meaning, it could mean gold coins or also baldness which is often caused by treatments of STD. Another good example of a pun is what Lysander says to Hermia "For lying so, Hermia, I do not lie". This example shows how good Shakespeare was at playing around with words as he uses the word lie in two different ways. Lie could mean both lying down or not telling the truth. Some of these puns show a lot of facetiousness and wit. Lysander says to Demetrius "You have her father's love.

Promoting Children’s Play, Learning and Development Essay

In this TMA I have met the ethical requirements of the E105. I complied with the ethical guidance published by BERA, 2011 under the United Nations Convention on the Rights of the Child (UNCRC) by informing parents and giving them the option to withdraw their child from participating; as some children were of an age where they had a limited understanding of the purpose of the investigation (BERA, Guidelines 16 – 21, 2011). I explained to parents and colleagues why I was carrying out the observations, and that I would comply with the Data Protection Act 1998 by making my findings anonymous and it will only read by my tutor. I reassured parents that the welfare of the children was paramount and would not be affected by my investigation. If for any reason their child refused to participate or became distressed, then I would immediately terminate my observation. I gained consent from children in a sensitive way and ensured that my investigation was not a hindrance in their care, learning & development. Activity 3. 13 (Block 3, pg 57) helped me in planning my method to approach children to gain their consent. Introduction This assignment is based on an investigation I carried at my setting on the play and learning experiences provided for four year olds. My key question on which I based my investigation was: How I could make children’s play and learning experiences fun and enjoyable? The United Convention on the Rights of a Child (UNCRC) says that ‘Every child and young person has the right to rest, play and leisure’. (UNCRC, Article 31, 1989) Play can be interpreted in various ways however in the context of a setting; I understand play as an experience in which children have fun, enjoy and learn at the same time. Being the manager and room leader I have a major influence on the learning experiences provided for the children. I therefore decided to investigate the impact of my current planning and provision on children’s play experiences. In my observations I looked at children’s ‘disposition’ to the play experiences I had provided (Katz, 1993) cited in E100. I used the Leaven Involvement Scale for Young Children (Leavers, 1994) which highlights signals that help measure how involved a child is in the activity. A child would be involved and engaged with an activity if it was enjoyable and stimulating. In my discussion I analyse my practice based on the investigation and then discuss my changing values and beliefs and the impact it has had on my practice in relation to promoting children’s play, learning and development. [241 Words] Analysing my practice: In my setting I was finding it difficult to balance between focused and free play activities for four year olds in order to meet the ‘early learning goals’ set out by the Early Years Foundation Stage (EYFS, 2008), therefore I decided to investigate this area of my practice. I carried out ‘tracking observations’ (Block 3, pg: 52) on three children aged four, two boys and a girl, as there are more boys than girls at my setting. I observed each child using the suggestions made by Devereux J, Observing children (Reader 2, chapter 8) over a period of three days. I was a ‘complete observer’ during the first day of my observations so that maximum information could be attained. I was a ‘participant observer’ on the second and third day (Block 3, pg: 46). I wrote field notes during the observations, then added detail later using recommendations by Lofland and Lofland (1995) (Block 3, pg: 52). The emerging pattern in my observations on Day 1 was that all three children enjoyed undirected play, and were more involved in the experiences when it was self chosen. However on Day 2 and 3 they were equally involved in adult-led play experiences, when they were planned based on their interests seen on Day 1 and at the edge of their capabilities, ‘zone of proximal development’ (Vygotsky, 1962) (Block 3, pg: 24). (Appendix 2). Adam and Sara were often seen in the home corner. It seemed as though they had created their own play world, where they would not be disturbed. They were seen taking various resources to explore in the home corner. In observation1 (Appendix 1a, lines 8-13) the practitioner is seen demonstrating the socio cultural theory in the way she extends Adam and Sara’s learning by ‘scaffolding’ and ‘guided participation’ (Rogoff, 2003), She is being ‘sensitive to their zone of proximal development’ (Woodhead, 2008, pg: 162) (Block 3, pg: 24). John was seen engaging in imaginative play in the ‘mini world’ where he was imitating the sounds of the different animals as he was playing with them. (Appendix: 1h, lines 61-66). His play fits into the constructivist view where he is ‘actively engaged in testing and refining’ his understanding (mental mode). A similar view can be seen my observation (Appendix: 1f, lines 42-51), where John demonstrates what Piaget (1951) would call ‘discovery learning’ in the way he innovates a new painting technique. My organisation of the activity provided an experience for children where peer-peer interaction was encouraged (symmetrical relationship). There was scope for ‘cognitive conflict’. (Block 3. Pg 23), which was demonstrated by the way Sara and Adam learnt a new skill of painting from John (Appendix 1b& 1e). The ‘change of routine song’ sang by the practitioner (Appendix 1i, lines 68) demonstrated the behaviourist theory, ‘stimuli and response’ (Block 3, pg: 20). Hearing and watching the practitioner, John immediately knew that it was snack time. [483 Words] Changing values and beliefs: I used the ‘three-layer model’ and the RP cycle in Block 3, activity 3. 23 to help me unfold my underlying beliefs and practices with regards to how children learn. In ‘stage 1’ I believed that play is important for children in the early years and that children learnt best through play, however when exploring my practice, in ‘stage 2’ I found out that at my setting I lay great emphasis on adult let activities for 4 and 5 year olds. I saw their play as time passing in between the focused activities and disregarded this as an active opportunity for learning. When taking the role of a ‘complete observer’ during my investigation I realised how much children were learning during self chosen play experiences. During ‘stage 3’ of the RP cycle I found that the regular group sessions that I was arranging for the 4 and 5 year olds were far from play. In fact it mainly consisted of direct teaching with EYFS goals in mind. Children achieved some of the goals set; however they did not enjoy the activity (Appendix 2). It seemed as if the children were eager to complete the task so that they could go back to playing (Appendix 1c & 1g). At the end of the each session, I asked Adam, John and Sara what they liked most about their nursery day (Appendix 5). On the first day all three participants chose an activity that was self chosen; however on the second day, two of the participants chose focus activities and on the third day all the participants chose focus activities. This made me realise that planned focused activities were equally enjoyable if they were based on the interests of the children involved. This investigation gave me a better understanding of the EYFS principle: a ‘unique child’ (DCSF, 2008a). It made me realise how important it was to plan play experiences based on children’s interests; rather than on the ‘goals’ set by the EYFS. When I planned adult led play experiences on the second and third day based on my observations of each child’s interests; they were more involved in the activity and also achieved many of the EYSF goals. (See plan in appendix 3) My practice is similar to that described by Sexton L, 2012 on the tutor group forum, where I use a combination of all three theories in my practice but in different contexts. Gilchrist J. 2012, posting made me think about my practice in how she uses ‘children who are more able in our setting to support others who are more reluctant to take part and encourage them to learn from each other’. I currently use a constructivist view when planning focus activities for children based on their ages and abilities, ‘stages of development’ (Block 3. Pg 23); however if I was to use the Socio constructivist approach and mix group them, then there would be scope for ‘peer-to-peer learning’, where children would learn from the ‘more able other’ in a more social way. [507 Words] Changing practice: Using the ‘continuum of pedagogical approaches (DCSFa, 2009)’ (Block 3, pg: 27) I found that the play experiences I currently provided for 4 and 5 year olds were a mixture of ‘child-initiated’, ‘focused learning’ and ‘highly structured’ approaches however my main approach was ‘focused learning’ for 4 and 5 year olds. Observing children during my investigation made me see a wealth of knowledge and learning emerging from each other; which I previously overlooked. An example of this can be seen in appendix 1, where Adam and Sarah made the home corner into a shop and defined their roles as ‘shop keepers’. I underestimated children’s capabilities and their ability for independent learning. From my investigation, I saw the positive impact of focus activities when they were innovative and planned on children’s interests. This is also a requirement of the EYFS, ‘physical and mental challenges†¦active learning’ (Principle 4. 2, DCFS, 2008) I particularly liked the ‘painting outside’ that I saw on the DVD and set up a similar activity in the outdoor area. This encouraged participation of many children including some who generally did not take an interest in painting or ‘mark-making’. (Refer to Appendix 4, feedback from a colleague). I discussed some of the play experiences provided by other practitioners that I came across during my Block 3 reading with my staff during our weekly planning meeting; some of my staff acknowledged the enjoyment of children during the innovative play experiences that I had provided as I was ‘exploring my practice’. They shared positive feedback from parents of some of their key children who also noticed a change in their child’s learning experience. I used this as an opportunity to motivate my staff to research innovative play experiences for children. I recommended them to use the internet; particularly the ‘tes’ (teacher’s site for education resources) to access a range of creative play experiences for the foundation stage. During the meeting staff raised concerns that, having 35 children in the setting, it is not practical to plan play experiences based on each child’s interests; therefore we agreed on setting up a rota system, where two of each key person’s children are observed each week and their observed interests are used to plan play experiences for the following week, during which a second set of children would be observed I realised how important it was to observe children; yet it can be quite difficult for practitioners to do so regularly with other responsibilities; I therefore set up a rota system where they have observation days on which the staff member in only observing and does not get involved directly with the children unless required. Influenced by Anning A. and Edwards A. (2010) ‘Creating contexts for professional development’ in reader 2, chapter 24, I shared my findings with an Early Years Consultant from the local authority and arranged a staff training session to help us incorporate a more play based curriculum for children. [490 Words] Conclusion From my investigation and data analysis, I concluded that careful planning of play experiences, using innovative styles and taking children’s interests into consideration proved to be effective in providing an enjoyable learning experience for the children. I strongly believe that the planning cycle should start from observations of children rather than based on adult decided themes as was my practice previously. A balance of free play and focused activities is important to ensure that children enjoy their learning experience. Practitioners should take the lead from children and extend their learning by joining in their play, rather than direct teaching. Focus activities that were hands-on proved to be effective in providing an enjoyable learning experience for children and achieving the EYFS ‘early learning goals’ (DCSF, 2008) (refer to appendix 3) The physical organisation of the setting can give strong messages to children. It is important to give children the ‘free use of space’. ‘To be structured so they (the children) can be unstructured’ and ‘the freedom to control themselves’ (Hartley 1993:63) cited in Reader 2, pg 220. This can be seen in observation 1a where Sara and Adam were able to move the furniture to make their ‘shop’. [198 word] Self-reflection I found this assignment very interesting as it gave me an opportunity to step away from my role as a manager and look deep into the actual learning of individual children. I found it difficult deciding on which evidence to submit as I was limited to three pieces. [49 words] References: Anning A and Edwards A, (2010) Creating contexts for professional development in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. British Educational Research Association (BERA, 2011) Ethical guidance for Educational Research, London, 2011 Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Draper L and Duffy B, (2010) Working with parents in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Gilchrist J. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 30th of January 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 1st February 2012) Laevers F (1994) Effective Early Learning Programme: Child Involvement Scale, in Bertram T and Pascal C, Centre for Research in Early Childhood, Birmingham (online) http://www. decd. sa. gov. au/farnorthandaboriginallands/files/links/link_104984. pdf cited on 20th January 2012. Moss P, (2010) The democratic and reflective professional in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Paige-smith A and Craft A, (2010) Reflection and developing a community of practice in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Read M and Rees M, (2010) Working in teams in early years settings in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Robson S (2010) The physical environment in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Sexton L. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 16th February 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 18th February 2012) The TES-Education jobs, Teaching resources and magazine & forums. Website: www. tes. co. uk/ The Open University (2010), E105 Assessment Guide 2010, Milton Keynes, The Open University The Open University, E100 Early years practice: Practitioners and children 2010, Study Topic 3, Milton Keynes, The Open University. The Open University, E105 Developing reflective practice: key themes, 2010, Block 3, Milton Keynes, The Open University. The Open University (2010) E105 The early years: developing practice, ‘DVD 2: Painting outside, Milton Keynes, The Open University. Appendix1 Observation on Day 1: Adam 1a) 12:50 pm Home cornerEngagement according to Leuven scale (LS): 5 Adam gets some magnets from the resource cupboard and takes it to the home corner†¦ He then gets behind the drawer and says, ‘lets make a shop Sara. Come here’. He indicated to Sara to come next to him. A practitioner comes up to him and says, ‘why did you move the furniture? Put it back the way it was please. ’ He looks at Sara as he wants her to answer. When the practitioner physically starts to move the drawer back Adam speaks up saying: ‘we’re making a shop’. ‘Wow really! What kind of shop? ’ she asks. ‘Toy shop’ he replies. ‘Where is your till? ’ she asks. Adam quickly climbs over the drawer and gets the till from the outdoor area. He places the till on the drawer and gets behind it again. ‘We’re the shop keepers’ he says pointing to Sara. Practitioner gets some money and plays the role of a customer. ‘What are you selling in your shop? ’ she asks. ‘this’ says Adam pointing to a rectangular magnet block. ‘How much is it? ’ she asks counting some coins in her hands. ‘? 2’ says Adam, holding up two fingers. 1b) 1:15 pm: Creative/Paint area LS: 4 Adam watches Sara painting with the string. He asks practitioner for another sheet of paper. He takes the string and takes the string that was in the burgundy paint tray. He dips it in the yellow paint and holds it with both hands at the ends and makes straight line prints on his paper. 1c) 1:30 pm: Focus activity-adult led. LS: 3 Practitioner calls Adam and two other children for a literacy session. They go to the quiet room next door. She holds up a picture card and tells them to say what they see and sound out the letters that make the word and write it on their paper. Adam is able to correctly write the names of some of the objects. After the writing activity, the children had to group the cards according to the first letters. Each child was given a stack of cards and they had to place them correctly in each alphabet group. Adam was able to sort some of the cards in the correct group. When he heard John say ‘Finish’, he threw his cards down and ran for the door. 1d) 2:00 pm: Home corner/role-play LS: 5 Adam returns to the home corner with Sara. He takes play dough and two rolling pins. ‘Let make biscuits’ he tells Sara as he gives her a rolling pin. ‘He rolls out the play dough and goes to the resource cupboard and gets animal cutters. He cuts the rolled play dough and places them in the oven tray that I placed next to his table. He holds the oven tray, and tells ‘Sara to go and put the biscuits in the oven’. Observation on Day 1: Sara 1e) 1:15 pm: Creative/Paint area LS: 4 Sara leads Adam to the creative area. ‘lets go and paint’ she tells him. She gets an apron and sits opposite John. She watches him paint using string and follows his hand with her eyes as he continues making patterns. She then picks up another string and dips it in the red paint and making similar patterns on her paper. Observation on Day 1: John 1f) 1:10 pm: Creative/Paint area LS: 5 John dips the paint brush in the blue paint. Mixes the paint, and then pours some red paint into the blue and continues mixing. He then gets up and goes towards the resource drawers. He pulls open the ‘paint’ drawer. Looks inside, and then closes it again. He moves up and opens the animal drawer. Picks out an elephant, and then puts it back again. He then opens the beading drawer. He picks out two strings; one yellow and the other red. He goes back to the paint table and sits down on the chair. Pulls the chair closer to the table and puts the strings down next to the paint trays. He looks at Sarah, then at Adam. He then picks up the yellow string and dips it into the burgundy (paint he mixed earlier). He slowly pulls out the string, holding it at one end, and takes it over to the blank white sheet of paper next to him and moves the string in circular motion, forming a pattern. He dips the string again, holding onto one end and brings it back to his picture and continues making circular patterns. 1g) 1:30 pm: Focus activity-adult led. LS:2 John attempts to make marks and is able to correctly write the first letter of the objects. After 3 pictures he starts looking towards the door. Practitioner notices that he was not focusing on the activity so she directs a question at him. ‘John what is this? ’ she asks holding the picture card. ‘Car’ he says. ‘That’s absolutely right, now will you write car on your paper? ’ she asks. He correctly forms the ‘c’ and ‘a’. After the writing activity, the children had to group the cards according to the first letters†¦ John started placing his cards randomly in each group. He placed the ‘duck’ in the ‘a’ group, ‘pig’ in the ‘b’ group etc. ‘I am finished’ he said when he distributed the cards. It seemed as if he was rushing to get over the activity so that he could go back to the hall. 1h) 2:00 pmLS: 4 John plays with the animals that I had set up in the mini world. He holds up a cow and makes ‘moo†¦moo’ sounds as he moves it back and forth. He rearranges the blocks separating the animals. He places the sheep on the grassy area and the horses next to them divided by wooden blocks. He moves the pigs next to cow and makes the cow eat it, licking his lips and smiling as he does that. When a practitioner comes up and sits down next to him, he walks away. 1i) 2:30 pm- Snack time Practitioner starts to sing aloud: Everyone do this, everyone do this, just like me†¦. John stops and copies the practitioner placing his hands where she instructs. She then leads the children to the bathroom to wash their hands. John follows. He returns back to the hall and sits around the snack table, waiting for his plate. Appendix 2: Graph showing the engagement of children in adult directed/focused activities: Involvement Measured using Leaven Scale (Leavers, 1994) Appendix 3 Plan for focused/adult led activities that I conducted on Day 2 & 3 based on my observations on the first day. Adam, Sara and two other children sharing their interests: Day 2: Visit to the local toy shop, with clip boards, pen and paper. They were instructed to write a list of 10 items they would like to sell in their own toy shop. EYFS (DCSF, 2008) learning goals intended to achieve: ‘Attempt writing for different purposes, using features of different forms such as lists, stories and instructions’ ‘Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed’ (CLL) ‘Count reliably up to ten everyday objects’ (PRSN) ‘Find out about, and identify, some features of living things, objects and events they observe’ ‘Handle tools, objects, construction and malleable materials safely and with increasing control’ (KUW) Day 3: A biscuit baking activity. EYFS learning goals achieved: PRSN, KUW, CLL, PSE, PD and CD John and two other children sharing his interest: Day 2: Large animal jigsaw Once complete, they were asked to write the names of the animals that were in the puzzle. They were then asked to write how many of each animal they could see. EYFS learning goals intended to achieve: PSE, PD, CLL, KUW and PRSN Day 3: Animal sound recognition Game that involved playing an animal sounds CD and guessing which animal it was for each sound. EYFS learning goals intended to achieve: KUW, CLL and PSE Key for symbols used: CLL: Communication, language and literacy, KUW: Knowledge and understanding of the world, PRSN: Problem solving, reasoning and numeracy, PD: Physical development, PSE: Personal, social and emotional development, CD: Creative development Appendix 4: Feedback from colleague: ‘The painting activity was so wonderful. I couldn’t believe Cameron actually got involved. I have been trying to get him to paint and make marks but he’s always refusing. ’ Appendix 5: Carpet time: I asked children which activity they enjoyed the most at the end of each session. Their responses were: Day 1-Adam: ‘playing with Sarah and making my shop’. Sara: ‘painting’. John: ‘painting’ Day 2-Adam: ‘Going to the toy shop’. 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