Free Essays on Joan Miro

Working Thesis: The Catalan battle and Spanish Civil War enormously impacted Joan Mir㠳’s workmanship; Mir㠳’s methods of mighty strokes with paint and earthenware production empower Mirã ³ to communicate his sentiments and delineate the Catalan people’s battle through craftsmanship. Oddity during the 1920s was characterized as a phenomenal course of action of materials that affected Mirã ³, because of the way that he was one of the most unique and thoughtful specialists during the Surrealism time frames. Mirã ³ was naturally introduced to the Catalan culture in April 20,1893 in Barcelona, Spain (Munro 288). Being naturally introduced to the Catalan culture allowed Mirã ³ a chance to have an exceptional patriot action. In which much consideration was paid not exclusively to political articulations of the requirement for independence, yet additionally to the re-Catalanizing of consistently life (Higdon 1). â€Å"It was important to battle with the goal that Catalan, our language may be perceived as a social language† (â€Å"Mirà ³Ã¢â‚¬ ). In 1910 Mir㠳’s guardians purchased a masia which is a kind of conventional farmstead of Catalonia, where the family has its underlying foundations on the fatherly side. Mirã ³ portrayed the masia in his artistic creation The Farm of 1921-1922 (Figure1). Forebearing Greenburg a dear companion of Mirã ³ who is likewise a pundit, said that Mir㠳’s workmanship depends on thoughts â€Å"of painting as a permanent two dimensional medium† (Munro 289). Greenburg likewise expressed â€Å"Mirà ³ is known for his practically absolute absence of enthusiasm for political matters† (Munro 289). The main thing that truly kept Mirã ³ intrigued was his kin and their way of life. What truly shot Mirã ³ down was the Spanish Civil War, he expressed that â€Å"I am not for dissidence. I am in favor for Spanish solidarity, European solidarity, and World unity.† He accepted that they ought to have the option to praise their legends, and comply with their own laws (Higdon 1). Being Catalan was really hard on Mirã ³ just as his kin and their way of life. For one, the administration attempted to close them out or ... Free Essays on Joan Miro Free Essays on Joan Miro Working Thesis: The Catalan battle and Spanish Civil War extraordinarily affected Joan Mir㠳’s craftsmanship; Mir㠳’s procedures of strong strokes with paint and earthenware production empower Mirã ³ to communicate his sentiments and delineate the Catalan people’s battle through workmanship. Oddity during the 1920s was characterized as an incredible plan of materials that impacted Mirã ³, because of the way that he was one of the most unique and thoughtful craftsmen during the Surrealism time frames. Mirã ³ was naturally introduced to the Catalan culture in April 20,1893 in Barcelona, Spain (Munro 288). Being naturally introduced to the Catalan culture allowed Mirã ³ a chance to have an extraordinary patriot movement. In which much consideration was paid not exclusively to political articulations of the requirement for independence, yet additionally to the re-Catalanizing of consistently life (Higdon 1). â€Å"It was important to battle so Catalan, our language may be perceived as a social language† (â€Å"Mirà ³Ã¢â‚¬ ). In 1910 Mir㠳’s guardians purchased a masia which is a kind of customary farmstead of Catalonia, where the family has its underlying foundations on the fatherly side. Mirã ³ portrayed the masia in his artistic creation The Farm of 1921-1922 (Figure1). Forgiving Greenburg a dear companion of Mirã ³ who is likewise a pundit, said that Mir㠳’s workmanship depends on thoughts â€Å"of painting as an irreversible two dimensional medium† (Munro 289). Greenburg likewise expressed â€Å"Mirà ³ is known for his practically all out absence of enthusiasm for political matters† (Munro 289). The main thing that truly kept Mirã ³ intrigued was his kin and their way of life. What truly shot Mirã ³ down was the Spanish Civil War, he expressed that â€Å"I am not for nonconformity. I am in favor for Spanish solidarity, European solidarity, and World unity.† He accepted that they ought to have the option to praise their legends, and keep their own laws (Higdon 1). Being Catalan was really hard on Mirã ³ just as his kin and their way of life. For one, the administration attempted to close them out or ...

Grignard Synthesis of Triphenylmethanol Lab Report Essay Example

Grignard Synthesis of Triphenylmethanol Lab Report Paper A Grinded reagent is a sort of ergonomically, which comprises of a bond twine a metal and a carbon. There are three kinds of carbon-metal bonds: ionic, polar covalent, and covalent. The ionic reinforced mixes (model: RNa) have a frail bond between the carbon and the metal, and are in this manner not valuable since they are so unstable, and they will respond with almost anything. The covalent reinforced mixes (model: Rap) are harmful. The exacerbates that are polar covalent reinforced are Grinded reagents and are valuable in making carbon-carbon bonds and lessening carbonyl. Pounded reagents are any of the various natural subordinates of magnesium (MGM), regularly spoke to by the mineral recipe Ramp (in which R is a hydrocarbon radical: CHI, CHI, CHI, and so forth ; and X is a halogen iota, generally chlorine, bromine, or iodine). They are called Grinded reagents after their pioneer, French scientific expert Victor Grinded, who was a rectifications of the 1912 Nobel Prize for Chemistry for this work (1). Pounded reagents usually are set up by response of an alkyl halide (RUG) with magnesium in a nitrogen climate in light of the fact that the reagent is receptive toward oxygen and dampness, which would make the reagent respond with the water rather than any carbon particles (2). Granulated reagents respond with water to create basic. This is the explanation that everything must be extremely dry during the planning. Alkyl halides fluctuate significantly in their paces of response with magnesium. For instance, alkyl iodides by and large respond quickly, though most aryl chlorides respond gradually, if by any stretch of the imagination. We will compose a custom exposition test on Grignard Synthesis of Triphenylmethanol Lab Report explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Grignard Synthesis of Triphenylmethanol Lab Report explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Grignard Synthesis of Triphenylmethanol Lab Report explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Their concoction conduct looks like that of carbonation species that contain an adversely charged carbon (:CHI). Granulated reagents are solid bases and solid nucleotides. Along these lines, the Grinded reagent methamphetamine bromide (Chamber) carries on as though it were equal to the strategy particle (:CHI-). Granulated operators are made through single electron moves with magnesium and an alkyl halide. Granulated reagents are produced through the procedure of an extreme response as demonstrated as follows. Crushed reagents respond with particles to expand carbon-carbon chains through the fascination of a necrophilia carbon to an electroscopic carbon (necrophilia expansion). The Grinded reagent can fill in as a nucleoli as a result of the fascination between the slight negatives of the carbon particle in the Grinded reagent and the oppositeness of the carbon in the carbonyl compound. The Grinded reagent can oxidize a carbonyl useful gathering into a hydroxyl gathering. The metal is less electronegative than the carbon, so the carbon bears an incomplete negative charge. This incomplete negative charge assaults the carbonyl at the mostly positive carbon, shapes another carbon-carbon bond, and pushes an electron pair out of the twofold bond into the solitary pair position. The metal at that point appends itself at the now adversely charged oxygen. This compound is then treated with a fluid corrosive to propionate the oxygen and structures the hydroxyl gathering. Aside from hydrocarbons, ethers, and tertiary amines, practically all natural mixes respond with Grinded reagents. A large number of these responses are utilized for hemolytic purposes, quite those with carbonyl mixes (e. G. Leaderless, stones, esters, and call chlorides), with epoxies, and with halogen mixes of specific metals (e. G. , zinc, cadmium, lead, mercury) to shape the alkyl subsidiaries of those metals. Crushed reagents respond with water to shape a solid base, and they can go about as a nucleoli to locate an essential liquor as indicated individually underneath. Granulated reagents likewise respond with the least ruined carbon on an epoxies to break the ring so as to assuage ring strain. A response of the Grinded reagent and carbon dioxide brings about a corrosive, and activity of a nitrite and a Grinded reagent produce a carbonyl through an amine middle of the road. These are appear underneath, individually. Crushed reagents are responsive enough to likewise connect esters; be that as it may, two reciprocals of the Grinded reagent are typically included in light of the fact that less then two counterparts leave a huge amount of enervative ester. This response shapes a tertiary liquor. Pounded reagents can't be combined from alcohols on the grounds that as opposed to responding with the halide to shape the Grinded reagent, the liquor is expostulated. Granulated reagents additionally can't be integrated from atoms with a carbonyl gathering. Dissolvable decision is significant in Grinded reagent arrangement. The dissolvable must be non-receptive with an adversely charged carbon (ex. CH3)2CO or anything even marginally acidic), and the dissolvable can't have a carbonyl gathering. The dissolvable must be an unpredictable dissolvable that gives a cover of dissolvable over the response arrangement so oxygen and dampness noticeable all around are barred from the response. Oxygen and dampness noticeable all around are marginally acidic and would disturb the combination of a Grinded reagent. Anhydrous ether (ROR) is frequently utilized as a dissolvable in making Grinded reagents since it keeps out water and oxygen, makes the complex solvent, and is non-responsive. Water and oxygen cause undesired side responses. The oxygen in ether has a solitary pair of electrons, which is pulled in to the halfway positive metal. The dissolvable aides the polar Grinded reagent disintegrate by coordination. A dry reflux mechanical assembly is utilized to warm an answer without increasing any water from the climate. Reflux is the pattern of a fluid experiencing vaporization and buildup. So as to accelerate responses or to expand the solvency of a compound, physicists periodically reflux response blends. This progression suggests cap the response blend is heated to the point of boiling. The most reduced bubbling compound in the blend decides the temperature when this happens, typically the dissolvable. It consolidates and returns into the response vessel (3). There are some different advantages to utilizing a reflux contraption. To start with, particles break up quicker in warmed fluids in light of the fact that the atoms are moving quicker and in this manner impact quicker and all the more regularly. Second, the warmth expected to make the arrangement reflux is vitality that can help particles in procuring enough vitality to beat the enactment vitality obstruction to go from fluid to fume. The fluid in the cup bubbles, disintegrates, ND at that point hits the cool condenser and gathers over into the flagon. The water going through the condenser keeps it cool and permits the fumes emerging from the response vessel to consolidate and trickle down into the arrangement. The Cacao in the drying tube keeps any water from the air from entering the framework. The set up of a dry reflux mechanical assembly is a round base cup clasped over a warming mantle with a condenser appended to the round base flagon. A thermometer connector is utilized to append the drying cylinder to the condenser.

Blog Archive Monday Morning Essay Tip Tread Lightly with Hot Global Political Issues

Blog Archive Monday Morning Essay Tip Tread Lightly with Hot Global Political Issues Although many MBA programs are interested in hearing about your international experiences, they are fundamentally  uninterested in your personal views on “hot” global political issues. Even when an admissions committee directly challenges you to discuss current events or global politics, you must take care to offer a point of viewâ€"not  a scathing manifesto. No clear rules exist as to what you should discuss, but as you consider ideas, “knowing your audience” is of the utmost importance. Never take risks by discussing an economic, political, social or cultural idea that you believe an “average person” might find extreme. Of course, “extreme” is open to interpretation, and this is why choosing the issue you will discuss requires so much careful consideration. As a general guideline, when you begin writing, keep in mind that you are not trying to win voters or recruit people to your cause, but are trying to show that you are engaged in the issues, can consider  them in a balanced way and are able to articulate your ideas persuasively. Share ThisTweet Monday Morning Essay Tips

Cmo afecta la ley HB87 de Georgia a los indocumentados

La ley de Georgia HB 87, considerada como restrictiva de la inmigracià ³n, impone castigos a los inmigrantes indocumentados que viven dentro de las fronteras de ese estado. Y es que aunque las leyes de la inmigracià ³n son federales y, por lo tanto, son iguales todo Estados Unidos sin importan donde se resida lo cierto es que cada estado puede pasar medidas de apoyo a los migrantes, legales y/o indocumentados o, por el contrario, restrictivas de los derechos de los sin papeles. Ese à ºltimo es el caso de Georgia, pero no es el à ºnico. Destacan en ese sentido las leyes de Arizona, Alabama y Carolina del Sur. Si usted es uno de los 480 mil indocumentados que vive en Georgia o se planea mudarse a vivir a ese estado es conveniente saber los puntos bà ¡sicos de la ley HB-87 tal y como se aplica en la actualidad despuà ©s de que varias organizaciones demandaran con à ©xito irregular la suspensià ³n de algunas partes de la ley. Cà ³mo afecta la ley de Georgia HB-87 a los indocumentados En primer lugar, en aplicacià ³n de la ley de Georgia HB-87 las empresas con mà ¡s de un cierto nà ºmero de trabajadores deben utilizar el programa federal e-Verify para garantizar que sus los empleados son ciudadanos americanos o està ¡n legalmente autorizados para trabajar en Estados Unidos. Asà ­, todas las agencias estatales y todos los empresarios privados con mà ¡s de 500 empleados deben verificar el estatus legal de todos los nuevos trabajadores. Desde el 1 de julio de 2012, està ¡ obligacià ³n se ha extendido a todas las empresas con mà ¡s de 100 empleados y desde el uno de enero de 2013 se extenderà ¡ a todas que tengan mà ¡s de 10 trabajadores. Ademà ¡s, la utilizacià ³n de documentos falsos como licencias de manejar, tarjetas de la seguridad social o green cards con el objeto de obtener empleo està ¡ castigado con multas de hasta $250,000 y con penas de prisià ³n por un mà ¡ximo de 15 aà ±os. Asimismo, todas las peticiones de ayudas para la vivienda o para la compra de alimentos (food stamps) deberà ¡n acompaà ±arse por la presentacià ³n de determinada documentacià ³n que pruebe el estatus legal del solicitante. Y quizà ¡ lo mà ¡s digno de resaltar es que  la policà ­a estatal y local puede verificar el estatus migratorio de las personas a las que para o detiene. Es lo que se conoce como la polà ­tica de muà ©strame los papeles (show me your papers, en inglà ©s). Es de destacar que se autoriza a la policà ­a a pedir los papeles pero no se hace mandatorio que debe hacerlo. Asà ­, por ejemplo, las fuerzas del orden del estado de Georgia podrà ¡n pedir papeles para verificar el estatus migratorio de las personas que manejen un auto sin la debida licencia. Disposicià ³n de la ley de inmigracià ³n de Georgia HB-87 que està ¡ suspendida   Por decisià ³n de la Corte de Apelaciones de Atlanta sigue en suspenso la seccià ³n de la ley que penaliza a todas las personas que a sabiendas, acogen en sus viviendas o transportan a un inmigrante indocumentado cuando se està ¡ cometiendo un delito. Derechos de los migrantes indocumentados Los migrantes indocumentados, a pesar de su estatus, tambià ©n tienen derechos si son arrestados o parados. En estos casos es muy importante que reciban un buen asesoramiento legal si sus caminos cruzan el de las autoridades y, por su puesto, si reciben una citacià ³n para presentarse en una corte de Inmigracià ³n, ya que el no hacerlo tiene consecuencia una orden de deportacià ³n (de la que es posible no saber que se tiene). Ademà ¡s, en casos de arresto o/y inicio de procedimiento de deportacià ³n conviene consultar con un abogado si es conveniente solicitar una salida voluntaria, ya que puede tener ventajas si no hay forma legal de parar la deportacià ³n. Por à ºltimo, destacar que incluso en Georgia los muchachos con la Accià ³n Diferida aprobada (DACA, por sus siglas en inglà ©s) pueden obtener la licencia de manejar. Y que hay ciertos beneficios sociales mà ­nimos reconocidos por las leyes federales que se tienen que cumplir, como el acceso a Wic para el caso de bebà ©s, infantes y embarazadas o la asistencia en clà ­nicas comunitarias e incluso en ER de hospitales en los casos de peligro para la vida. Este artà ­culo es informativo. No es asistencia legal para ningà ºn caso concreto.

The Line Between Spirituality and Irreligious - Free Essay Example

Sample details Pages: 6 Words: 1739 Downloads: 5 Date added: 2019/04/05 Category Religion Essay Level High school Topics: Faith Essay Did you like this example? But if you bite and devour one another, take heed that you are not consumed by one another (Galatians 5:15; New Testament). The word devour comes from the Greek word katesthi, which means: to eat up, or to consume by eating. In nature, very few species eat their own kind. Don’t waste time! Our writers will create an original "The Line Between Spirituality and Irreligious" essay for you Create order This kind of behavior is looked at as an abnormality. In human nature, people who do this are considered cannibals. This action is an evil act, but there is another division of humans who tend to devour their own kind: Christians. Morality is regarded as being something innate; and Christianity in particular is accused often of having lost this trait. The line between spirituality and irreligious, morally wrong and right, and the validity of these themes have become blurred over time. The Screwtape Letters takes advantage of this tug-of-war between human nature and their beliefs and toys with the idea of religion and what it really means. The most notable aspect of modern society, which would have astonished and equally shocked our ancestors, is the moral inversion which has redefined bad as good, sin as salvation. Indeed the safest route to Hell is the gradual one† the gentle slope, the soft underfoot, without sudden turnings, without milestones, without signposts (Lewis 61). The definition of good .vs. evil does not exist in two distinct places. Every person has their own idea of what is bad and what isnt. Human nature and its morality have become entangled with temptation and impulse. The gradual ascent into Hell that Screwtape talks about is the real position of the Patient and his inner struggle with his own morality and the outcome of this battle within. The Patients and Screwtapes idea of sin and savior clash. The humility that arises within the Patient, the good in him, is morally inverted by Screwtape. Screwtape argues that humility, leads to self-contradiction. By persuading the Patient to think of himself as humble, he will become proud and self-absorbed. A trait commonly looked upon as bad. But to Screwtape and Wormwood, this is good. It is taking the patient away from his morality and towards Hell. These minor persuasions are what create the gentle slope into Hell. Everyday things can push you slightly towards or away from Hell based on how they are approached morally. Screwtape takes advantage of the immodesty and pride in human beings and their nature to self-obsess over doing the right thing which can easily result into people spending too much time and energy on questions that have no real effect on the well-being of others. God created humans to be deeply flawed. This imperfection, Screwtape argues is a consequence of freedom. While free will is difficult concept to define, it can be thought of simply as the act of choices. Because humans have free will, they are constantly alternating between good and evil. Work on that. Bring fully into the consciousness of your patient that particular lift of his mothers eyebrows which he learned to dislike in the nursery, and let him think about how much he dislikes it (Lewis 13). Screwtape and Wormwood cannot make the Patient do anything they want, because forcing the Patient to act a certain way would mean that he has not acted on his own will, and therefore did not sin. Both God and Satan can only encourage and persuade the Patient to behave a certain way whether the Patient embraces good or evil is in the end, up to him. While humans free will makes them vulnerable and weak to temptation, this will presents a problem for devils. Because humans face this kind of deadly temptation, God respects humans who dont give into temptations and rewards them for resisting throughout their lifetime. In this way, only humans can redeem themselves and go to Heaven because humans are free. They have the choice to lead good or bad lives and directly control the outcome of their arrival to Heaven or Hell based on their choices. But Screwtape also argues that there is a way around free will. Humans, being free, are constantly encouraged to do good and evil by God and Satan- respectively. They fluctuate between sin and savior. So how is it possible for humans to make any real progression toward Heaven? Technically speaking, wont good behavior always be challenged by sinful behavior? By tempting a human to will evil behavior, evil actions are created. Screwtape ultimately concludes that free will is humanitys greatest strength, but also its greatest weakness. Being a Christian is not just wishful thinking or an idle thought. I t is a day-to-day task. The real trouble about the set your patient is living in is that it is merely Christian. They all have individual interests, of course, but the bond remains mere Christianity. What we want, if men become Christians at all, is to keep them in the state of mind I call Christianity And. You know† Christianity and the Crisis, Christianity and the New Psychology (Lewis 135). Screwtape starts to complain about the Patients love interest, the Woman and how her family is merely Christian. Her family practices basic Christian principles and doesnt turn their belief in God into something of a fashion statement. Screwtape then presents a solution to this problem, using the Womans familys political interests to tempt the Patient into ?Christianity And. This representation of Christianity, in which Christian teachings become a vessel for political agendas and other socially unacceptable acts is a way for Satan to underhand the positive effect of Christian teachings on peoples lives, a way to make Christians less Christian. These small distinctions are a disturbance from the true message of Christianity† the message to live rightly. Logical reasoning is considered to be real to both humans and demons. One of the goals Screwtape and Wormwood set out to accomplish is to steer the Patient away from engaging in any sort of critical thinking. I once had a patient, a sound atheist, who used to read in the British Museum. One day, as he sat reading, I saw a train of thought in his mind beginning to go the wrong way. The Enemy, of course, was at his elbow in a moment. Before I knew where I was I saw my twenty years work beginning to totter (Lewis 3). Screwtape states that a human applying critical thinking and logical analysis to Christianity will come not just to an understanding of it, but will unequivocally embrace it for the comfort and goodness it brings into their lives. While this idea sounds simple to understand, it really isnt a common view in Christianity. Many Christian leaders throughout history have actually repressed critical thinking about religion. This allowed them to control the masses and remain in po wer. Essentially, mental slavery. If humans were to stop and think logically about the concept of ownership and slavery for even a fraction of a second, they would realize how irrational it is. The Screwtape Letters uses logic and reasoning, rather than just blind faith † to support Christian teachings. In the end, evil actually aids the good. Love is a human capacity and try as he might, Screwtape cannot understand it. He really does want to fill the universe with a lot of loathsome little replicas of Himself†creatures, whose life, on its miniature scale, will be qualitatively like His own, not because He has absorbed them but because their wills freely conform to His. We want cattle who can finally become food; He wants servants who can finally become sons. We want to suck in, He wants to give out. We are empty and would be filled; He is full and flows over. Our war aim is a world in which Our Father Below has drawn all other beings into himself: the Enemy wants a world full of beings united to Him but still distinct (Lewis 38). Screwtape doesnt understand why God created mankind, why he wants humans to be good, or why he wants to reward them in Heaven for their virtue. Screwtapes reasoning is flawless, but his incomprehension of love means that hell never be a Christian. Screwtapes misunderstanding of this basic h uman and divine idea, allows for a idea of humans love for one another and for God to come to light. Love is vital and one of the most important virtues of Christianity. Screwtapes inability to to not understand love makes it impossible for him or Wormwood to understand the relationship the Patient has with the Woman and with God. This eventually creates the downfall and loss of the Patient to the Enemy (God). Human will and the victory of Gods love are two extremely powerful forces in flipping the moral inversion and discarding the sin of spiritual cannibalism. Change creates a focus on the future. All extremes, except extreme devotion to the Enemy, are to be encouraged (Lewis 32). At the time when Lewis was writing The Screwtape Letters, Europes intellectual history was in the hands of important 19th century thinkers as George Hegel, Karl Marx, Friedrich Nietzsche, and Charles Darwin. One important thing all four have in common is their emphasis on vast, historical processes. By celebrating progress, people learn to think of the present as minor in importance to the things to come. This is dangerous for morality, because all sin is committed because people think about the future instead of focusing on the present. For example, someone committing a murder on the preface that the murder is necessary to fulfill a goal later on. Change and progress can cause people to push aside the truthful ideas because they have been around for a long time. There is no reason to simply discard Christianity merely because it isnt new. Christianity stands to reason and logic throughout it all because things like virtue are transcendent of time, the importance of Gods existence, His role in the lives of humanity and the Christian faith, should never go out of fashion. Lewis uses The Screwtape Letters to argue Christianitys validity and truthfulness by exploring evil. The devils attempt to dishonestly corrupt mankind usually backfires. In this sense, the form of The Screwtape Letters proves the true power of Christianity. Because its written from the devils perspective, it forms a perfect moral inversion of the Christian doctrine, and by showing that the worship and acceptance of evil is ultimately contradictory and defeating, Lewiss examination of evil ultimately points the reader back to morality and God.

Experiences in the Writing Center Essay - 1543 Words

Experiences in the Writing Center When I started to work at the Writing Center, I had about eleven years of experience in tutoring English as a foreign language to non-native English speakers in Germany. The experience I had gained from that proved to be very helpful. Before you can address the problems in writing, like any other problem, it is very important to get to know the writer. If you can build a bridge between the two individuals, who should work together in a tutoring session, it is a lot easier to discuss problems and find solutions. As some of the problems might have personal reasons or it might be difficult for the writer to discuss the reason for some obstacles in writing well, a more personal basis supports any work†¦show more content†¦We started to work on that understanding problem by looking closely at the sentences. There were simply too many facts packed together in a row of unfinished sentences. We started to sort them out, and then we combined related sentences, or we rephrased them to state the facts clearly. One of the problems -- how to build correct sentences -- was a major difficulty for the writer, therefore I am going to describe that problem in more detail. The writers I worked with started sentences without finishing them; they connected sentences without indicating any relation between them. Another problem, that I experienced, was the lack of connecting sentences in a hierarchical order. Unfinished sentences (or fragments) like 1. Closing the door, switching off the light. 2. Because he was ill. were common in papers. I am demonstrating various meanings of the first sentence, and how it can be changed to a correct sentence. The sentence Closing the door, switching off the light. is wrong, because there is no subject, i.e. it is not clear at all who is doing something -- the agent is missing. Every sentence consists of at least a subject and verb -- i.e. an agent and what the agent does. The example sentence No. 1 above could read like this in a corrected version: a) He closed the door, and he switched off the light. b) He closed the door, switching off the light. c) Closing the door, he switched off the light. d) He closed the door,Show MoreRelatedThe Writing Center At Union Institute University973 Words   |  4 PagesThe writing center at Union Institute University exists to help writers here at Union. We work in tandem with faculty to help students improve their craft of writing. Writing center tutors can guide students, helping them become confident, powerful writers. But for us to help them, students must be curious; they have to believe they can improve, and they have to be willing to work toward that end. As instructors, we must ask ourselves what we can do to facilitate these characteristics in studentsRead MoreThe Academic Success Center : The Writing Center1124 Words   |  5 PagesHezekiah Olorode Carlos SchrÃ" §der ENG111- 031A 14 January 2017 The Academic Success Center: The Writing Center The Academic Success Center, ASC, is a facility setting by college systems to assist students who want or need help to achieve their academic goals. The ASC at NOVA provides free tutoring services to all students for Math, Accounting, Information Systems Technology, Computer Science, Sciences, Languages, Psychology, Sociology, History, Music and so on and so forth. The ASC offers walk-inRead MoreDigital Technology Into The Learning Process Essay1513 Words   |  7 Pagessocial, and professional experiences with computers – experiences that, in turn, are often dependent on age, class, race, and gender† (Bancroft, 2016, p. 47). 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Waterlily by Ella Cara Deloria Essay Example For Students

Waterlily by Ella Cara Deloria Essay Mn. History2-3-97Waterlily is a book based on the events that happen within a particular Dakota Indian familys life. Not only does it depict the affairs of blue Birds life and her family, but it documents the rituals and culture of the Dakota people. With illustrative words and graphic details, the incidences within the story can be visualized and understood. The story begins with the occurrences that take place with a certain individual, Blue Bird. Blue Bird is traveling with a camp of Dakotas and is carrying a baby while doing so. While on the path, Blue Bird feels it is time to have her baby and went off into the trees to have her baby. Seeing how beautiful her baby was Blue Bird exclaimed, How beautiful you are! As beautiful as the waterlillies. You to are a waterlily, my waterlily. (p. 6). Blue Bird ends up marrying a man, Star Elk, whom doesnt favor her grandmother very much. Star Elk is a lazy, jealous man who is sub-standard in Dakota male value. He demonstrates this effectively when he throws away his wife (p. 16) at a victory dance. Men werent suppose to publicly display emotion in Dakota tradition. After being publicly humiliated, Blue Bird, her grandmother and Waterlily luckily and happily ran into their familys tiyospaye. The reason why it was so fortunate is because Blue Birds parents and brothers were killed one day when Blue Bird was about fourteen. They were taken in and made to feel at home. Along with finding their family, Blue Bird also met her new husband, Rainbow. Rainbow was a good provider, hard worker and a widow who had a son. Little Chief. Together, Rainbow and Blue Bird would have two more children. One of the major customs that was most interesting was that of the Sun Dance. Here, Dakota men would fast and dance continuously. If any requests from the men to the Gods were made, the men paid back their request at this time. It was truly a dance of thanks and praise for their most fortunate gifts.

The Meech Lake Accord Negotiations

Free Essays on Jay Leno

Jay Leno, known by many as the king of late night television. But little do they know of the ridiculous steps and missteps that took him to the top. In Jay Leno’s autobiography, Leading With My Chin, Jay analyzes his journey to fame and fortune. He begins with his childhood and the situations that sparked his love for comedy. After reading his book I found myself a bit disappointed. The book was very funny, but it did not contain that â€Å"cut and dry† sense of humor he is known for. It consists mainly of short, humorous episodes about how he works his way up through the ranks as a stand-up comedian. He spends a lot of time conversing about childhood and college mishaps. This bothered me, seeing that mostly adults were reading his book, I don’t think the readers would be interested in his childhood problems or college pranks. Furthermore, he does not convey many personal feelings, does not gossip or put anyone down like Howard Stern. Also, he does not elaborate on his sexual exploits (a few of which he mentions). These are just some of the things I would like to know more about. But he has paid his dues, and deserves to be where he is today. It was a twenty-year struggle to the top, a struggle most people would have given up. Although Jay Leno is probably hands-down one of the funniest comedians in showbiz, I did not think as highly about his book. Yes, there were some parts worth reading about, but there is so much more he could have told us. There is so much more that people wanted to know about. Such as the controversial falling-out with his agent/producer, or his feelings concerning Johnny Carson. If you ask me, this book was not worth the thirteen dollars I paid for it. But the odd thing is that after reading his book, I do not feel any different about him, or his work, and I will continue to watch his show. I guess the visual portion of entertainment had a stronger influence than the text did.... Free Essays on Jay Leno Free Essays on Jay Leno Jay Leno, known by many as the king of late night television. But little do they know of the ridiculous steps and missteps that took him to the top. In Jay Leno’s autobiography, Leading With My Chin, Jay analyzes his journey to fame and fortune. He begins with his childhood and the situations that sparked his love for comedy. After reading his book I found myself a bit disappointed. The book was very funny, but it did not contain that â€Å"cut and dry† sense of humor he is known for. It consists mainly of short, humorous episodes about how he works his way up through the ranks as a stand-up comedian. He spends a lot of time conversing about childhood and college mishaps. This bothered me, seeing that mostly adults were reading his book, I don’t think the readers would be interested in his childhood problems or college pranks. Furthermore, he does not convey many personal feelings, does not gossip or put anyone down like Howard Stern. Also, he does not elaborate on his sexual exploits (a few of which he mentions). These are just some of the things I would like to know more about. But he has paid his dues, and deserves to be where he is today. It was a twenty-year struggle to the top, a struggle most people would have given up. Although Jay Leno is probably hands-down one of the funniest comedians in showbiz, I did not think as highly about his book. Yes, there were some parts worth reading about, but there is so much more he could have told us. There is so much more that people wanted to know about. Such as the controversial falling-out with his agent/producer, or his feelings concerning Johnny Carson. If you ask me, this book was not worth the thirteen dollars I paid for it. But the odd thing is that after reading his book, I do not feel any different about him, or his work, and I will continue to watch his show. I guess the visual portion of entertainment had a stronger influence than the text did....

Effective Performance Appraisal System Essay Example | Topics and Well Written Essays - 2000 words

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Discuss global health systems, service delivery, factors influencing Assignment

Discuss global health systems, service delivery, factors influencing care, and policy decisions, health disparities, and evidence based care at local, state, national, and global levels - Assignment Example Since global health is a central concern for various reasons, health systems occupy an important position in terms of global health care. Health systems work as important institutions that â€Å"plan, fund, and regulate† health care (Skolnik 2012, 88). Hence, their work involves generation of finances, providence of health care services, providence of clinical services, and finally, providence of intellectual input. The World Health Organization (WHO) is constantly involved with global health initiatives in order to increase worldwide access to quality healthcare services (Brugha 2009, 1237). Many such health initiatives have led to enhancements in the effectiveness of health aid. Evidence based health care, based on sound scientific evidence, aids healthcare decision making thereby ensuring high quality delivery of health services. They may operate at all levels including local, state, national, and global levels though acquiring complexity at larger scales. Many healthcare initiatives and programs use evidence based approach to ensure good service

Early Years Childcare Essay

Early Years Childcare Essay Introduction Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to come (John Hopkins University, n.d.). Research studies indicate that the development of active neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of three and that it is during the early childhood period that the brain is most receptive to learning (John Hopkins University, n.d. ; endorsed by State of Victoria, 2010). Therefore, it is critical that children in their early years are given opportunities for social, physical, emotional and intellectual development through high quality early years provision which in turn provides the potential for not only educational but economic and social benefits (Barnett, 2008). The way in which this provision is facilitated is a mark of how well any nation takes care of its children inclusive of their health and safety, their education and socialisation, their material security, â€Å"†¦ their sense of being loved, valued, and included in families and societies†¦Ã¢â‚¬  (UNICEF, 2007, p. 4 cited in Aldgate in McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group have to wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an understanding of their role and responsibilities with regard to interacting with children (Rose and Rogers, 2012). The aim of this essay is to highlight the most important elements which need to be considered in the education, preparation and training of those who wish to work within the field of Early Years Childcare. The Early Years Sector – Work and Training As early as 2009-10, the House of Commons recognised the need for greater rigour in the training of teachers for Early Years age group, stating that standards should be modified in order that this sector was no longer associated with the least skilled part of the children’s workforce (House of Commons, 2009 -10). These comments concur with the findings of research studies such as that of Sylva et al (2004) which indicated that the quality of the provision provided for children is commensurate with the quality of the adults working in them (Miller, 2010 in Cable et al, 2010, p. 55). As from September 2014, Early Years educator qualifications have been introduced in the United Kingdom in order to meet the Early Years educator criteria as set by the National College for Teaching and Leadership. This qualification operates at Level 3 (A-level) and enables practitioners to be â€Å"†¦ included in the ratios specified in the Early Years Foundation Stage Statutory Framework† (National College for Leadership Teaching, 2013, p. 2). This qualification aims to provide learners with opportunities to develop their understanding of how to support and promote children’s early education and development, to develop skills of planning for effective care which prepares children for school, to utilise assessment effectively, to work with children in a safe environment which safeguards their welfare, to develop effective working practices and to work in partnership alongside the key person, other colleagues and parents for the benefit of young children (National College for Leadership Teaching, 2013). A similar qualification is the CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator- QCF) which has been developed for use from September 2014 to provide a high quality qualification that â€Å"†¦ reflects the priorities of practitioners and employers to meet the needs of young children† (CACHE, 2011, para 4). Minimum entry requirements include the stipulation that all entrants to these type of training courses must have GCSEs in English and Mathematics at grade C or above which should have the effect of raising the â€Å"†¦ overall quality and literacy and numeracy skills of those entering the workforce† (Foundation Years, 2014, para 1). Clearly, once qualified, these individuals will work closely with those who have Early Years Teaching qualifications. Those who wish to embark upon gaining Qualified Teacher Status (QTS) must have a minimum standard of a grade C GCSE in English, Maths and a science subject as well as a degree. Candidates for teacher training must also have experience of the school system, over and above having been a pupil themselves; most courses stipulate that individuals must have at least 10 days experience prior to embarking upon their training (Department for Education, n.d.). Prospective teachers must also pass numeracy and literacy skills tests as part of the application process (Department for Education, n.d.a) prior to embarking upon Early Years Initial Teacher Training. There are four ways in which Early Years teacher status can be accredited graduate entry (a one year full-time course), graduate employment-based (a one year part-time course for graduates in Early Years settings who need further experience and/or training to demonstrate Teacher Standards), undergraduate entry (full-time Level 6 qualification in an early childhood related subject in conjunction with Early Years Teacher status over a 3 or 4 year period) and assessment only (graduates with significant experience of working within the age range [0 – 5] over a period of three months) (Gov. UK, n.d.). In addition to this, a clear set of Teachers’ Standards have been developed by the government in order to ensure that practitioners are â€Å"†¦ accountable for achieving the highest possible standards in their professional practice and conduct† (National College for Teaching Leadership, 2013a, p. 2). The rationale behind these newly implemented criteria and renewed emphasis upon appropriate qualifications is the need to establish an education system which allows children to move from one phase to another seamlessly, as a result of the fact that practitioners recognise that learning is a continuum from the Early Years through to Key Stage 4 and beyond (National College for Teaching Leadership, 2013a). It is based upon the evidence that 94% of children who attain good levels of development by the age of five progress to achieving their expected reading levels at Key Stage 1 and are statistically five times more likely to achieve higher levels (Department for Education, n.d.c). It is clear that these levels of attainment are attributable to the increasing impact that graduate practitioners are having on the quality and the delivery of Early Years provision across the United Kingdom (Mathers et al, 2011). Furthermore, Sylva et al (2004) contend that there is a direct correlation between practitioners’ qualifications, the quality of the learning environment and the attainment levels of children in a pre-school learning setting. Learning and Play In order for practitioners to create quality learning environments, it is essential that they have an understanding of how children learn. Learning is quite difficult to define as it can include the process of thinking and becoming aware, using imagination and creativity, observing, hearing, remembering and problem solving (Malone, 1991 cited in Ostroff, 2012, p. 2). Ostroff (2012) contends that learning is something which is embedded deep in our psyche which is rooted in the need to assimilate new information through actively exploring the environment. She believes that the process of learning is physical in nature, taking place within the sensory systems which feed information back to the brain in order to dictate an individual’s actions. Pollard et al (2008, p. 170) regard it as the mechanism through which â€Å"†¦ knowledge, concepts, skills and attitudes are acquired, understood, applied and extended† whilst Pachler and Daly (2011, p. 17) view it as â€Å"†¦ twin processes of ‘coming to know’ and ‘being able to operate’ successfully in and across new and ever changing contexts and learning spaces, as a process of meaning making†¦Ã¢â‚¬  that occurs as a result of communication and interaction with others. Learning, for children, is the development of their thinking processes and knowledge base as a result of adding new concepts and ideas to what they already know (Wood in Anning, Cullen and Fleer, 2004). The means through which young children achieve this is play. This is an umbrella term (Bruce, 1991) which describes a process of interaction between different individuals which facilitates the development of thinking skills (Dunn, 1993; Meadows, 1993). This is regarded as a social cultural process that is impacted upon by the context and the environment in which any interaction takes place (Robson, 2006). It is an integral part of children’s development physically, intellectually and emotionally (Elkind, 2008). Play allows children to gather a wealth of first-hand experience as a result of the exploration of the environment in which they find themselves and it is the means through which they solve problems and in so doing develop an appreciation of the world around them (Bruce, 1993; Hurst, 1997; Phillips and Soltis, 1998; Edgington, 2004). Play provides opportunities for children to make discoveries not only about the world around them but about themselves. Hughes (2006) indicates that there are many different types of play which contribute to children’s development including the use of language, expressive movement, the examination and use of space as well as physical ‘rough and tumble’ play. It is the vehicle through which children learn to be creative and to utilise their imagination through interacting and communicating with others in their group in a variety of different roles (Edgington, 2004). It is through this vehicle that they learn about cultural conventions (Wood and Attfield, 2005) as well as the means through which they are able to develop physically as a result of exercising through running around (Manning-Morton and Thorp, 2003). Play also appears to have a positive effect upon children’s emotions (Russ, 2004) and it is the mechanism through which they are able to learn about how to control their own emotions and gain an appreciation of the views and feelings of others (Sayeed and Guerin, 2000). However, learning through play cannot take place unless there is an appreciation and a deep understanding of its purpose and function in children’s lives. It is therefore important that the thinking which underlies child centred learning is also taught to, and understood by prospective practitioners. The notion that children could create their own bank of knowledge was first mooted by Piaget who believed that individual children were young investigators of their world who experimented with their environment in order to gather an appreciation and understanding of it (Moore, 2000). He stated that there were distinct stages in children’s development (sensorimotor, 0 2 years of age; preoperational, 2 – 6 years of age; concrete operational, 7 11 years of age; formal operational, 11+) (Jardine, 2006) through which children developed their beliefs and how to express them; it also allowed them to hone their logical thinking as a result of modifying their beliefs and subsequent actions as a result of assimilating new information (Barnes, 1976). Piaget believed that each experience that children undergo is vital to their development which is an opinion shared by Vygotsky. However, it is his contention that learning is a social activity and it is the means through which children develop as a result of learning to communicate with each other using both language and gesture. He believed that children learnt as a result of observing the actions and reactions of others and that through cooperating with individuals within their environment who are more experienced, they are able to achieve a greater degree of learning. The evident gap between that which children are able to achieve alone and with the aid of someone else he called the Zone of Proximal Development (ZPD). It is the function of the practitioner to create an environment in which children learn as a result of individual work and through interacting with those around them in order to develop skills for their future (Brown, 2006). Good Practice The creation of a vibrant, child-centred learning environment is critical in encouraging play and communication, a point which is recognised in the government’s existing literacy and numeracy strategies (Wood, 2004 in Anning, Cullen and Fleer, 2004). The play based curriculum as highlighted in the Early Years Foundation Stage (EYFS) documentation (2012, p. 6) as being â€Å"†¦ essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.† Children should be provided with opportunities to learn through play which they initiate themselves and by engaging with activities lead or guided by adults. It is critical, in creating any learning environment, that children’s interests and needs are catered for, inclusive of the different ways individuals learn. The EYFS states that the characteristics of effective teaching and learning are playing and exploring (providing children with opportunities to investigate and to experience different things), active learning (children are motivated to concentrate and be persistent if they enjoy their experiences) and creating and thinking critically (individuals are provided with opportunities to develop their own ideas, make connections between different concepts and to utilise different strategies to do things) (Department for Education, 2012). It is the function of the Early Years practitioner to lead the child in their learning, supporting and helping them as and where appropriate (MacShane, 2007 cited in Allen and Whalley, 2010, p. 4) which is achieved through the planning and resourcing of appropriately challenging learning activities embedded in play (Wheeler and Connor, 2009). It must be understood that it is planning which ensures a continuity of learning (Wood, 2004 in Anning, Cullen and Fleer, 2004) and that the learning environment which is dependent upon play will lead to individuals having a more rounded educational experience leading to a greater depth of knowledge, understanding and skills (Moyles and Adams, 2001). In order to facilitate the rounded development of individuals, as highlighted by the EYFS, parents must be involved in the educative process so that children have support for their learning in both the home and school environments. The needs of each individual must be discussed with parents in order to create a working partnership (Department for Education, 2012) which can foster united approaches towards teaching and learning to ensure that children are able to maximise their potential. Families can become involved in a number of activities to encourage their child’s learning; for example, reading with children, teaching nursery rhymes, teaching songs, practising letters and numbers, drawing and painting, visiting the library, taking children on day trips and engaging in play with their friends at home (Sylva et al, 2003). If parents are encouraged to take an active role in their child’s education they can have the effect of enhancing their child’s rate of development and progress (Wheeler and Connor, 2009), can ensure that children are fully aware of their cultural background and can foster a positive attitudes towards diversity. Inclusion and Cultural Awareness All prospective educators need to be aware of the idea of inclusion and inclusive practice. This involves modelling positive behaviour towards everyone no matter their background, their abilities or their race in order that everyone is seen as being of equal value. It is critical that every child is provided with equal opportunities to learn about and experience their culture and that they face no barriers to their learning. Furthermore, it is crucial that diversity in all its forms is a matter for celebration (Centre for Studies on Inclusive Education [CSIE], 2014). In practice, this necessitates practitioners and schools providing a curriculum that allows complete access for all in order that they are able to experience success to the extent of their ability (Mittler, 2000). It is also equally important that children are taught the skills that enable them to remain safe and healthy, to achieve everything that they are able, to make a valuable contribution to society and to attain financial stability in the future (Every Child Matters Green Paper, 2003). Within the EYFS, practitioners are expected to treat every child as being unique, to develop positive relationships with every individual in their care, to create environments which enable them to learn as an individual and as a member of a group whilst acknowledging that every person develops and learns at a different rate but still needs to be provided with activities that cater for their needs (Department for Education, 2012). Conclusion Clearly, there are a number of important elements which contribute towards the education, preparation and training of those who wish to become Early Years educators. It is vital that they have an understanding of the importance of this phase of a child’s education and the responsibility that is commensurate with working to cater for their needs. Prospective Early Years practitioners must be appropriately qualified and have an appreciation of how children learn. They must develop the ability to plan activities which cater for the needs of every child in their care and an ability to utilise different approaches towards teaching and learning. It is important that they are able to communicate with not only the children in the classroom but also their parents and develop positive working relationships with them in order that they feel valued and involved in a partnership towards the education of their child. In the classroom, they must be able to provide support, care and encouragement as well as positive feedback to every child in order that they are able to feel positive about themselves and their learning. It is of the utmost importance that each prospective educator is willing to find out about and cater for the differing cultural needs of those with whom they are dealing and ensure that each individual child and their family feel valued members of the community. They also need to demonstrate the ability to reflect upon their performance, display decision making skills, the ability to be a role model, to lead and support others, instil values within their working environment and work competently to effect change (Whalley et al, 2008 cited in Allen and Whalley, 2010, p. 2). In short, they must demonstrate a willingness to cultivate an understanding of how children develop and learn, how practitioners are able to support and enhance that process as well as nurture and cultivate their beliefs about what education should be for children, and how that vision should be supported (Stewart and Pugh, 2007 cited in Allen and Whalley, 2010, p. 4). References Aldgate, J. (2010) ‘Child Well-Being, Child Development and Family Life.’ in McCauley, C., Rose, W. (Eds) Child Well-Being: Understanding Children’s Lives. London: Jessica Kingsley Publishers pp. 21 – 38 Allen, S., Whalley, M. E. (2010) Supporting Pedagogy and Practice in Early Years Settings. Exeter: Learning Matters Ltd Barnett, W. S. (2008) Preschool Education and its Lasting Effects: Research and Policy Implications. National Institute for Early Education Research Rutgers, The State University of New Jersey Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Brown, F. (2006) Playwork: Theory and Practice Buckingham: Open University Press Bruce, T. (1993) ‘The Role of Play in Children’s Lives.’ Childhood Education Vol. 69 #4 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton CACHE (2011) ‘CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF).’ Retrieved 20th October 2014 from http://www.cache.org.uk/Qualifications/EYE/Pages/CACHE-Level-3-Diploma-for-the-Early-Years-Workforce-(Early-Years-Educator)-(QCF)-.aspx Centre for Studies on Inclusive Education (2013) ‘What is Inclusion?’ Retrieved on 20th October 2014 from http://www.csie.org.uk/inclusion/what.shtml Department for Education (2012) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five . London: Department for Education Department for Education (n.d.) ‘Get Into Teaching – Basic requirements to become a qualified teacher.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/basic-requirements Department for Education (n.d.a) ‘Get Into Teaching – Professional skills tests for training teachers.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/skills-tests Department for Education (n.d.b) ‘Early Years Evidence Pack.’ Retrieved 20th October 14 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180884/DFE-00274-2011.pdf Dunn, J. (1993) Young Children’s Close Relationships: Beyond Attachment. London: Sage Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Every Child Matters Green Paper (2003) Norwich: The Stationary Office Foundation Years (2014) ‘Entry Requirements for Early Years Educators.’ Retrieved 20th October 2014 from Entry Requirements for Early Years Educators Gov.UK (n.d.) ‘Early years initial teacher training: a guide for providers – overview.’ Retrieved 20th October 2014 from https://www.gov.uk/early-years-initial-teacher-training-a-guide-for-providers House of Commons Children, Schools and Families Committee (2009-10) Training of Teachers Fourth Report of Session 2009-10. London: House of Commons Hurst, V. (1997) Planning for Early Learning. (2nd Ed) London: Paul Chapman Jardine, D. W. (2006) Piaget Education. New York: Peter Lang Publishing Inc John Hopkins University (n.d.) ‘Why is Early Learning important?’ Retrieved 20th October 2014 from http://web.jhu.edu/CSOS/early_learning/ Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., Siraj-Blatchford, I. (2011) ‘Evaluation of the Graduate Leader Fund Final Report.’ Retrieved 20th October 2014 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197418/DFE-RB144.pdf Meadows, S. (1993) The Child as Thinker. London: Routledge Miller, L. (2010) ‘Professional roles in the early years.’ in Cable, C., Miller, L., Goodliff, G. (Eds) Working with Children in the Early Years Abingdon: Routledge pp. 54 – 62 Mittler, P. (2000) Working Towards Inclusive Education: Social Contexts. London: David Fulton Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moyles, J. R., Adams, S. (2001) StEPS: Statements of Entitlements to Play: A Framework for Playful Teaching with 3 – 7 Year-Olds. Buckingham: Open University Press National College for Leadership Teaching (2013) Early Years Educator (Level 3): Qualification Criteria. London: Government Publications National College for Leadership Teaching (2013a) Teachers’ Standards (Early Years). London: Government Publications Ostroff, W. L. (2012) Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom. Alexandria VA: ASCD Pachler, N., Daly, C. (2011) Key Issues in E-Learning: Research and Practice. London: Continuum International Publishing Group Phillips, D. C., Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J., Warwick, P. (2008) Reflective Teaching. (3rd Ed) London: Continuum Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Rose, J., Rogers, S. (2012) The Role of the Adult in Early Years Settings. Maidenhead: Open University Press Russ, S. (2004) Play in Child Development and Psychotherapy New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Shonkoff, J. P., Phillips, D. (Eds) (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press State of Victoria (2010) Making the most of childhood: the importance of the early years. State of Victoria: Department of Education and Early Childhood Development Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to End of Key Stage 1. Nottingham: DfES Publications Wheeler, H., Connor, J. (2009) Parents, Early Years and Learning: Parents as Partners in the Early Years Foundation Stage Principles into Practice. London: National Children’s Bureau Wood, E. (2004) ‘Developing a Pedagogyv of Play.’ in Anning, A., Cullen, J., Fleer, M. Early Childhood Education: Society and Culture. London: Sage pp. 27 – 38 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum London: Paul Chapman

The Force of Evil :: Essays Papers

The Force of Evil "And something had come to life†¦It was a kind of shadow, a poisonous blackness filled with bewildered loathing. †¦something hateful and unspeakable in the souls of men." An apparent introduction is made in the three works, The Most Dangerous Game by Richard Connell, The Child by Tiger by Thomas Wolfe, and The Destructors by Graham Greene; the unwelcome but necessary introduction to the sinful nature of mankind, to evil without limits, and without cause. When confronted with the presence of evil around them, the characters react in very different ways. A few triumph, one just stands in awe. In The Most Dangerous Game Mr. Rainsford, at first, tries to shrug off a fellow sailor's belief of a nearby 'dark' island by saying "Pure imagination . . . One superstitious sailor can taint the whole ship's company with his fear." The sailor replies with haunting faith, "Sometimes I think evil is a tangible thing - with wavelengths, just as sound and light have. An evil place can, so to speak, broadcast vibrations of evil." When Rainsford comes to believe the crucial meaning of his friends' words, it is too late; he is already in the midst of the very place that was spoken of. Appalled at first, by faced with no other choice than to confront the very source of evil, General Zaroff, face to face, Rainsford realizes the danger of his position and takes what he is dealt right in stride. He was now the wanted prey of the most dangerous of hunters. "He had not been entirely clear-headed when the chateau gates snapped shut behind him. His whole idea at first was to put distance between himself and General Zaroff. . . Now he had got a grip on himself, had stopped, and was taking stock of himself and the situation." Mr. Rainsford, an experienced hunter himself, had found himself in a position he probably had never imagined before. This kind of hunting was new to him, for this time the quest was for him and his pursuer was of the most wicked species; the devil, so to speak. "Is there anything a man don't stand to lose when the devil wants to take it all away?" To try an out run, out fox and altogether put an end to the 'devil' was the task, and Rainsford did it the only way he knew how; by being the poacher and the quarry, setting traps while taking flight, and leaving no traces behind to be followed.

Marketing and Communications Strategy: Hackney Empire Theatre Essay

I. Introduction The dynamic nature of marketing strategy is not caused by its rapidly developing theories or its changing paradigms. It is caused by the fact that different environment requires different strategies. The difference between strategies could be very significant even though the markets are geographically located in the same region. Due to this dynamic nature, the study of marketing and communications strategy will never be completed. Concerning the issue, this paper will assess the marketing and communications strategy for exotic theatre buildings. The particular object of analysis is the Hackney Empire Theatre, which is one of the oldest and most valuable landmarks in London’s history of Theatre industry. The paper will discuss about generating marketing and advertising strategies for the theatre, segmentation and positioning strategies and also communication strategies. II. Hackney Empire Theatre Simply defined, Hackney Empire Theatre is a Music Hall built in 1901. The building is a historical place in London, especially for the performance art industry, because famous characters have all performed there, like WC Fields, Marie Lloyd, Stan Laurel and Charlie Chaplin. The building has been changing its function several times. It has even been scheduled for demolition at one time. Nevertheless, the building survived all the threats, and today it becomes a historical landmark for many reasons. One particular reason is because the building was a leading centre in alternative comedy boom in 1980’s. Stand-up comedian of all sorts had performed in this building and many famous ones too. One of its famous occasions is the Hackney Empire New Act of the Year competition. The latest development on the building is the fact that it was closed for three years from 2001 to 2004, in order to install more seats and to make the building suitable for opera performance. III. Marketing and Advertising Strategies Advertising strategies usually come about when we are finished designing our marketing schemes. In order to generate the best marketing plan, we need to first completely understand the marketing objectives. In its website, the Hackney theatre mentioned that one of its objectives is to become a recognized leader within the theatre industry, especially in offering opportunities for innovation, dialogue and engagement through all forms of theatre. In order to achieve that we need to first perform to things, which are: understanding consumers’ environment where we will operate and; understanding the potentials and conditions of the facility we are running. Both of these activities can be performed by means of strategic analysis tools. The first strategic tool that we should use to generate a marketing plan is the Porter’s Five Forces Analysis. This analysis tool helps manager understand conditions of the business environment and psycho-dynamics of the market. In terms of the theater industry, Porter Five Forces can help us understand the following factors: –  The theatre world is developing. It is used to be understood as a hard place to live, with competitive atmosphere and mediocre pay, but today the industry reported that it has contributed over  £ 2.6 billion annually to the UK’s economy. Arts council invests over  £ 100 million in 230 theatre organizations in UK for the development of the industry. So young artists and new performances are on the rise (Guide, 2000). – The environment face a rising level of competition, because audiences are also tempted by modern theatre buildings that are recently built – There is actually no competition to the historical value of the building, so the Hackney Empire Theatre will always have a unique place in visitors minds, but maintaining the attractiveness of that unique value is a challenge – The building has a different class or stature among other building. It is not easy for competitors to match the image of the building. – Its main customer segment is the high class society looking for entertainment in a presentable facility. Another analysis tool that we can use to guide our marketing and advertising strategy is the SWOT analysis. In terms of the Hackney Theatre building, the SWOT analysis could provide us the following knowledge: – Hackney Empire Theatre building’s strengths lie on its brand image and historical value. It is important that we maintain such atmosphere of class in every promotional event. – Its threatening weakness could be its ‘ancient’ image, which could be a turn-off for young and innovative artists Thus, a marketing strategy that attracts this segment should be prepared – Opportunities lay along with its efforts of dealing with its threats. If management of the building manages to design the building’s image so that it will attract young artists and novel performances, then it would generate a new opportunity for the building’s popularity (Guide, 2000) From the considerations that have been revealed by the analysis tools, we can generate various effective marketing and advertising strategy, for example: passing away discount tickets, making an advertisement to local TV and radio shows, making a demo performance in nearby campuses, etc. IV. Segmentation and Positioning Strategies In addition to the considerations made above, it is also critical that we understand the market enough to generate a marketing segmentation and positioning plan. Segmenting our customers will allow us to: better serve customers and wants, achieving higher profits, creating opportunities for growth, maintaining sustainable customer relationship, etc. Marketing segmentation requires us to do the following: identify customers based on their relevant characteristics to our business offerings; identify their needs and; developing a profile for every customer segment; evaluating the attractiveness of each segment; choosing one or several target segment and then develop a marketing mix for each targeted segment. There is no space for a detailed segmentation analysis within this paper, but in terms of theater audience, there are mainly 4 groups of people, which are: season ticket buyer, public single ticket buyer, public groups and corporate clients. Referring to the the Hackney Theatre building, the strongest marketing segment is still the upper class society looking for novel forms of sophisticated entertainments. This means the potential target segments are first: the corporate clients, second: the public single ticket buyer and followed by season ticket buyer. Thus, the marketing mix of our marketing and advertising plan must be designed to serve the first particular segment before others. For instant, the suitable advertising plan would be newspaper advertisement, internet advertisement, brochures sent directly to corporate managers, etc (Katz, 1955). V. Communication Strategies In using the mass media to influence our targeted customer segments, it is necessary that we consider these communication theories. The first is called the Hypodermic Needle Theory. This theory represent the view that people would be significantly (whether consciously or not) affected by the mass media they are exposed to and all its content. The second theory is called the two step flow theory. Under this view however, we are urged to understand that mass media influences people by multiple steps. First, it is the TV watchers and newspaper readers that are affected first, and then these groups of people will influence others on what they capture from the mass media. This explains why some effort of marketing through the mass media failed (Davis, 1981). In connection to the theatre industry, management of the theatre building should manage their advertising plan so that it would target mostly the people who are attracted to mass media. Convincing these types of people is the start of convincing the entire population. In practice, theatre advertising should made dramatic and attention getting, without losing its integrity as a high-class performance of art. Such a design might require the assistance of an expert in such advertising field.

Being A Positive Influence On The Lives Of Children With...

At the start of high school, I was given the opportunity to tutor my cousin, Christopher, who has suffered with Down syndrome his whole life. He has a difficult time pronouncing words and I would provide assistance to him whenever he was having trouble. Christopher does not have a lot of confidence in himself; however, he is very intelligent and loves to learn. By helping him, I realized I can be a positive influence in the lives of children with learning disabilities. Although instructing children with special needs is very challenging it is also rewarding to see them succeed. I am drawn to this field because I can instill confidence in my students, just as I have done with Christopher. As a first semester graduate student, the work assigned in the classroom has changed my viewpoint of special education. As a teacher, I seek to provide an equal opportunity for each student, so that they may learn at their own pace. The material in the textbook has developed my understanding of equal ity, by showing how laws work to protect individuals with disabilities. According to Evolving Interpretations of Educational Equity and Students with Disabilities â€Å"Another core element of equality of opportunity is the full integration or inclusion of persons with disabilities into all those activities and policies designed for persons without disabilities† (268). This article has shown me that equality goes beyond promoting a fair and just environment, but it is caring about the student’s needsShow MoreRelatedBenefits Of Mainstreaming Students With Disabilities Essay1658 Words   |  7 Pagesyears and have been set back in each IEP (Individualized Educational Plan) on what would benefit the child. Not enough students with disabilities are being mainstreamed so they can experience the full capacity of their learning stages. 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