Plato, An Ancient Greek Philosopher - 1458 Words

Plato, an Ancient Greek Philosopher by Carly Rittenmeyer Bible and the Ancient World Spring 2015 Plato, a Greek Philosopher, is known for his writings that impacted people in the Ancient Greek society. He was a free thinker and lived in a free city, Athens. He was taught by multiple teachers including Socrates who was frequently mentioned in his writings as the central character. Plato’s novel, The Republic, influenced the idea of government and shows his views on the world. Throughout his personal life, writings, and dialogues, Plato shows his value of knowledge and how each of his writings impacted the morals of people in the society. Plato was born in 427 BCE in Athens which is one of the†¦show more content†¦He was a close family friend and the teacher of Plato. He looked up to many philosophers as role models which reflected on his knowledge and education. Socrates taught many students and was able to pass down his knowledge on philosophy. Socrates told his students that the the unquestioned life is not worth living (Stockdale 1). He is saying that if a person does not question their life and is able to just live without questioning the society, then life is not worth living. This influenced Plato to question society and state his opinions through his writings. Socrates was mentioned in many of Plato s dialogues as the central character. Socrates was convicted of treason by the Athenians and sentenced to death. His death was based on his attitude and teachings. His death turned Plato away from democracy which then led to him on a path of philosophy. Plato s philosophy forever changed Western ethical and political thought. Through his philosophy, he was able to impact the morals of the people in the society. After the death of Socrates, Plato was able to travel for about twelve years and journeyed Italy and Sicily to study with other philosophers. When he was traveling, he learned Pythagorean mathematics and he was able to be apart of the military again. When he returned to Athens, Plato founded a school titled The Academ y in about 387. This school was

Research On B2b International Research Firm - 955 Words

In week seven of our Research Methods course we were asked to identify two research firms and essentially do a compare and contrast on them. After listening to the lecture and doing a little review, I identified two main research corporations that interested me enough to do further research. This week my scholarly activity will be written on B2B International Research firm and EFG Worldwide Research firm. The two firms are very unique in the way they collect data using a variety of different tools, however they also acknowledge that research cannot be specified down to one method and may require multiple methods. As we begin to look into the varying tools that each company uses, I will also discuss the effectiveness of those tools. Beginning with the European Fieldwork Group or EFG Worldwide, they are strategically set up to provide businesses with a one-stop-shop experience which is assisted by the local presence within multiple states. (EFG WORLDWIDE. (2015)) With the speed of communication, the financial market and commerce this is an extremely important benefit to business companies looking for assistance. The EFG Worldwide states that they offer the following tools to consumers; quantitative fieldwork to include telephone, face-to-face, online research and mystery shopping. The company also has an expanded qualitative fieldwork group that consists of focus groups, in-depth interviews and even ethnological studies. While EFG tries to help both industry and smallShow MoreRelatedB2b Branding : A Sustainability Perspective1377 Words   |  6 PagesB2B BRANDING IN EMERGING MARKETS: A SUSTAINABILITY PERSPECTIVE INTRODUCTION B2B companies, especially in emerging economies, operate in socio-economically and ecologically susceptible areas. 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The overview of Last In/First Out and First In/Last Ou Free Essays

The overview of Last In/First Out and First In/Last Out is now completed for the date and time of your choice to discuss the company matters. The information from last month is was completed at the end of the month and the present is kept current on a daily base as management needs to be up to date of the inventory and financial levels of the company. Reducing federal and state income corporate taxes are important as this may allow the company to see a decrease in expenses over the time. We will write a custom essay sample on The overview of Last In/First Out and First In/Last Ou or any similar topic only for you Order Now Looking at the expenses of the company and viewing the incomes of the employees will allow the company to make the decision as to Last In/First Out or First In/Last Out to save the company finances. Although looking at the inventory will allow the management to view the Last In/First Out and First In/Last Out as to the timing of the inventory growth. Using First In/Last Out will allow the company to still grow as the inventory increases and the company will still profit. Using Last In/First Out will allow the company to be at a stand point and no increases are made. Understanding the decision that is made must be final, this information will be viewed and continued to be up to date for any financial issues that may arise before and after the meeting and decisions are made. By looking at the short and long term on Cost of Goods Sold this will allow you to make the judgment of the Last In/First Out and First In/Last Out and it shows the profit for the company in the past and allow you to predict the future. Good luck with your decision and I stand by you on the choice that is made. How to cite The overview of Last In/First Out and First In/Last Ou, Essay examples

Social Determinants of Health Inequities - MyAssignmenthelp.com

Question: Discuss about the Social Determinants of Health Inequities. Answer: Introduction: The inequities in health in different countries are evaluated on a basis of social and economic statuses of the citizens. Blass et al (2008) insisted that these are the disparities in quality and accessibilities of health services between different regions or individuals within a social setting. The aspect of the use of power is defined on the basis of individuals at positions of authority being able to use their influence to the benefit of less fortunate in the society for the whole population to move forward together (Sen Ostlin 2008). Apparently, it is assumed that people with enough resources are at lower risk of succumbing to diseases since they afford treatment. However, over the recent years, cases of some lifestyle diseases are experienced at higher rates by the rich as compared to their less wealthy counterparts. Empowering less fortunate communities would go a long way in solving the differences. The environment where a society resides can contribute to the health or lack thereof based on how it influences peoples living conditions. As such, occupants of informal structures have a higher chance of getting infected with diseases such as cholera than those living in homes fitted with necessary facilities for basic human integrity. In the photo above (Figure 1) there are boys whose residence is close to a dumping ground and they have to pass through that route on a daily basis on their way to school. Consequently, these students would easily catch infections in the area that people with access to proper infrastructure might not encounter. World Health Organization (2017) insists that such an issue can be resolved through the right combination of strategies by the governments whose citizens experience similar situations. The move would directly reduce health risks thus saving resources for the benefit of the entire country. In a case study of New Zealand, despite the health services offered to be of good quality, there is inequity in accessibility and the results obtained by seekers (Cummings 2017). She also found that the countrys population life expectancy is around eighty-one years but some groups such as Maori have half-a-decade less to live. The difference is as a result of failure to seek medical attention within the right duration hence they end up succumbing or they visit hospitals when the condition is at an advanced level. However, the research also indicated that there is an improvement in the health sector such that all citizens have improved from the situation they experienced years back due to the government commitment to maintain steady growth in the field (Cummings, 2017). Additionally, the distribution of infrastructure and services in the country is conducted in a manner that strives to reach all nationals equally but some communities are yet to catch up with the rest of the country. There is extreme diversity between the living standards of the wealthy and the poor in the country such that despite being a big economy, the number of homeless people is significant. The nation has well-established health technology and services that some individuals may not make use of due to their inability to afford them because their income is enough for basic commodities (Johnson 2017). In addition, she indicated that the health education in a fraction of the population was lacking hence leading to the failure to seek the services. The picture in figure 2 shows a homeless adult surviving in the streets with a donation from well-wishers. As such, it is impossible for such a person to prioritize the health services such as insurance or check-ups at the recommended intervals either for themselves or their young ones when they have not catered for the food, clothing, and shelter. Since countrys legislature has the power to create programs to reduce poverty, as well as to empower the individuals such that they are able to cater for their need, they ought to implement the policies in order to solve the issue. The Wealthy Health Problems Evans, (2013) indicated that children from different background experience unique challenges that are determined by their environment. As such, if ones parents have been able to achieve much in their economic and social endeavors, they expect their children to perform well. Apparently, the failure to do so can lead them to depression and in turn, indulge in drug abuse due to stress and cause them mental instability. On the contrary, the poor children are not prone to similar conditions hence they are allowed to maximize their potential according to their best ability without pushing them. In figure 3, the photo shows a class during an exam where students are striving to carry out the exercise and get good grades. The tension in the room could cause mental problems to the participants as opposed to those who do not engage in the activity. The society and education systems should be supportive of the youth to avoid pushing them to result in destructive habits because of being pressured. Foster, (2017) insinuates that the life expectancy of individuals is directly proportional to the quality of life they lead. As such, people who engage in daily activities that are unfulfilling are likely to die younger than those who are passionate about their careers. Consequently, satisfaction with the compensation for ones skills has similar impacts on the recipients. Foster (2017) relates career satisfaction with the ability to cater for the workers needs and less strain in their lives. When the income is sufficient, people are able to afford health facilities fees as well as other basic requirements. Countries that do not provide their workers with proper working conditions and fail to provide the benefits rightful for the tasks they perform experience industrial strikes more often than those that do. Therefore, the professionals in the different environments encounter variety health issues and ultimately their life-spans are not similar. The bodies mandated to solve the workers issues should carry out their duties to motivate employees. In some countries where there is extreme poverty, access to health facilities is a major challenge and where they are close they might not afford the fee charged (WHO 2017). Additionally, presence might not mean adequacy since the infrastructure might be insufficient to perform necessary procedures needed by the patients (WHO 2017). As such, the rate of maternal mortality might be relatively higher than in other countries around the globe. What does the image show? It shows two young children who lost a mother in child-delivery which is a rampant situation in the country. However, it is evident from the photo that the two individuals live under extreme deprivation such that they may not afford the basic health services. The policy-makers and other concerned parties have the power to solve these problems reduce the big gap between them and the developed nations in order to restore their dignity. References Blas, E., Gilson, L., Kelly, M. P., Labonte, R., Lapitan, J., Muntaner, C., Schrecker, T. (2008). Addressing social determinants of health inequities: What can the state and civil society do?. The Lancet, 372(9650), 1684-1689. Cummings, J. (September 2017). Retrieved from https://www.victoria.ac.nz/news/2017/09/new-zealands-health-service-performs-well,-but-inequities-remain-high Evans, M. (Nov 2013). Retrieved from www.telegraph.co.uk/education/10439196/children-of-rich-parents-suffering-increased-mental-health-problems.html Foster, K. (July 2017). Retrieved from www.independent.co.uk/news/health/health-inequality-austerity-life-expectancy-gap-liverpool-study-increasing-inequalities-strategy-a7861921.html Johnson, C.Y. (June 2017). Retrieved from https://www.washingtonpost.com/news/wonk/wp/2017/06/05/america-is-a-world-leader-in-health-inequality/utm_term=.a84bd379860a Sen, G., Ostrin, P. (2008). Gender inequity in health: Why it exists and how we can change it. WHO (2017). Retrieved from www.who.int/sdhconference/background/news/facts/en/

Integrated Financial Management Information Systems free essay sample

An FMIS is defined as an information system that tracks financial events and summarizes financial information (Acevedo 2009, USAID report 2008 , Dorotinsky 2003)’. ‘Most organization implement FMIS to improve budget planning and execution by providing timely and accurate data for budget management and decision making (Khemani, 2005)’. According to both Dorotinsky (2003) and Rozner (2008) â€Å"an FMIS is an information system that tracks financial events and summarizes financial information. It supports adequately management reporting, policy decision making, fiduciary responsibilities and the preparation of auditable financial statements’. In its basic form, an FMIS is little more than an accounting system configured to operate according to the needs and specifications of the environment in which it is installed Rodin-Brown (2008).In the public sector, it can also refer to the automating of financial operations that enable governments to plan, execute, and monitor the budget by assisting in the prioritization, execution, and reporting of expenditures, as well as the custodianship and reporting of revenues. We will write a custom essay sample on Integrated Financial Management Information Systems or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page FMIS solutions can greatly contribute to the efficiency and equity of government operations. Modern FMIS platforms help governments comply with domestic and international financial regulations and reporting standards and support decentralized operations through centralized Web-based solutions, providing access to a large number of authorized budget users at all levels). An FMIS is a standardized monitoring and reporting system, which consolidates all the information needs of a government into one information database. It facilitates consistent recording and reporting of information, to enable a government to take macro decisions that affect the country as a whole. (Ernest and Young 2014) .As the name FMIS suggest there are and should be, three guiding characteristics for any designed FMIS it should be a management tool, it should provide financial and non-financial information and lastly, it should be a system. (Diamond and Khemani 2005) As a management tool should support the management of change. It must be viewed as an integral part of budget system reform hence not be designed just to meet present requirements, but also to support those needs that are likely to arise as parallel budget reforms are implemented. Secondly, FMIS provides decision-makers and public-sector managers with the information they need to perform their managerial functions. Reform hence not be designed just to meet present requirements, but also to support those needs that are likely to arise as parallel budget reforms are implemented. And lastly it is a system and its role is to connect, accumulate, process, and then provide information to all parties in the budget system on a continuous basis. All participants in the system, therefore, need to be able to access the system and to derive the specific information they require to carry out their different functions. The converse is also true, if the FMIS does not provide the required information that is, has not the right functionality it will not be used and will cease to fulfill its central function as a system.

Benina Brave New World Essay Example

Benina Brave New World Essay Example Benina Brave New World Paper Benina Brave New World Paper Essay Topic: Brave New World Linda and Lenina Comparison in Brave New World It’s shocking how two people from different societies can be both similar and different at the same time. In Aldous Huxley’s Brave New World, Linda and Lenina are two such characters. Each of them have their own characteristics which make them unique, but they also have separate characteristics. The three ways in which Lenina and Linda can be compared would be physically, intelligently, and emotionally. First of all, Lenina’s physical characteristics help distinguish her type of character. Lenina is a typical woman in the new world, and she has all the characteristics that describe her as pneumatic. Lenina is a particularly attractive female since many men in the society seem to be attracted to her. Even the Arch-Community-Songster of Canterbury is attracted to Lenina. â€Å"‘Lenina my dear,’ he called in another tone. ‘come with me,’†(Huxley 176). This quote shows that Lenina is able to get any guy to want her, even members of higher classes. For instance, she’s able to get Henry Foster, an Alpha, to have her as well. Overall, Lenina is a very attractive woman who uses her assets to her advantage. In comparison, Linda also has some interesting characteristics that help distinguish her character. Linda, is very different from Lenina being described as a not very appealing character. â€Å"†¦Two of the front teeth were missing†¦And all the lines in her face, the flabbiness, the wrinkles. And the sagging cheeks†¦the bulge of the woman’s stomach and simply reeked of that beastly stuff,†(118-119). With this description given, it can be obvious that Linda would not fit in in the new world society looking the way she does. She would not fit in with everyone else with the way that she looked making her an outcast in the society. Linda, at one point, looked like Lenina in the civilization. After all, Linda was a Beta before she came to the reservation so she most likely looked at least a little like Lenina. Linda and Lenina seem to have more differences in their physical appearance rather than similarities. Another area that can be compared would be Lenina’s and Linda’s intellectual ability. Lenina falls into the stereotypical person from the society. She constantly repeats many of the hypnop? dic phrases that she was conditioned to know. For instance, when she is having her conversation with Henry about the Epsilons she states, â€Å"I suppose Epsilons don’t really mind being Epsilons†¦Ã¢â‚¬  and then after a bit of explanation, â€Å"†¦Everybody’s happy now,† (74-75). This shows that even though a little thought was put into what she said, Lenina still uses her hypnop? dic training as a basis for everything. Another example of this is when she continuously repeats, â€Å"A gramme is better than a damn,† (116). This is one of the hypnop? dic thoughts that are popular amongst everyone and seem to be a reaction when the word damn is used. So while Lenina can think for herself and make her own ideas about things, the hypnop? dic suggestions provide a basis for her actions that she makes throughout the story like taking soma whenever she’s bored and when she wants to get away. On the other hand, Linda’s intellectual ability is on an entirely different scale, for the most part. Linda began with all the same hypnop? ic suggestions as Lenina but her life in the reservation caused her to lose some of that knowledge. Linda was able to adapt to the life in the reservation. When Linda is talking to Lenina about cleanliness and when she first arrived she mentions, â€Å"But of course they didn’t understand. How should they? And in the end I suppose I got used to it,† (121). This quote is significant because it proves that people from the new world are able to adapt to another society if it’s the only way to survive, just like how Linda adapted to not having any soma in the reservation. Even though Linda adapted partially to the society in the reservation, she still tried to live as though the rules of the new world applied to the reservation. An example of that was when she tried to sleep with all the men in the reservation as though the same rules of the new world applied there. Linda is a character who knows what goes on outside the new world but wishes that she didn’t. Lenina has her general basis on how to live through the hypnop? dic suggestions, while Linda uses the things she learned in the society and what she learned from the reservation. Finally, Lenina and Linda can be compared through their emotions and how they act with them. Lenina is a strange character when it comes to looking at her with emotions. Normally, in the society, people are not to have any attachment to someone, but this is not evident with Lenina. There is a significant moment where Lenina shows possible affection towards another person, with Henry Foster. Lenina begins showing some affection towards Henry when she talks about him to Fanny. â€Å"Lenina blushed scarlet; but her eyes, the tone of her voice remained defiant. No, there hasn’t been any one else,’† (40). This begins to show that Lenina is different than the other people of the new world because she has only been having one guy instead of the typical many as the society usually has it. Lenina has shown many other emotions towards other people such as John or Bernard as well. That’s evident when Lenina brings John to go see a film and when she goes with Bernard to the reservation. Similarly, Linda also shows some emotions towards certain people as well, such as with John. Some of these emotions show love and compassion, while other emotions show hatred and grief. Linda seems to be very confused with her emotions towards John because of the fact that she cannot decide whether to hate or love John. â€Å"‘Little beast! ’ she pulled down his arm; his face was uncovered†¦He tried to smile at her. Suddenly she put her arms around him and kissed him again and again,† (127). That is a perfect example of how Linda is confused about how she should act towards John; one moment she’s aggravated and annoyed with him and the next moment she’s a loving mother figure. Both Linda and Lenina are very emotional when it comes to certain people in the society. To summarize, Linda and Lenina both have similarities and differences when it comes to physical features, intelligence, and emotions towards others. These areas allow for the comparison of both Linda and Lenina. While some parts show more similarities and differences than others, overall, Linda and Lenina are both two very different people. Huxley, Aldous. Brave New World. New York: Harper Brothers Publishers, 1932. Page #s, 74-75, 116, 118-119, 121, 127, 176

Business, Government, and Society Essay Example | Topics and Well Written Essays - 1500 words

Business, Government, and Society - Essay Example This paper seeks to describe the recently launched use of enzymatic cleantech-based approach and how the technological platform will help reduce the impact of activities that humankind carry out on the environment. Recently, a biotech company, Richcore Lifesciences released an enzymatic platform that aims to facilitate the use of clean technology in the pharmaceutical industry (Vijay 1). Commonly referred to as Ecosol, the new technological development will work to significantly reduce pollution that has been continuously associated with the effluents from pharmaceutical producing industrial units. Pharmaceutical companies normally incur significant costs in ensuring that they treat their water with trestle. In this regard, the new technology, Ecosol will save these companies over 25 percent of costs incurred in treating water using the trestle. Further, since the new technology is consumable it can easily be slotted in the process of treating waste water carried in any of the given pharmaceutical industries (Vijay 1). However, the management of these pharmaceuticals must ensure that the waste water does not contain heavy metals and fluorides since these will inhibit and/or stop enzymatic reactions (Vijay 1). The Ecosol is primarily intended for the use in the pharmaceutical industry all over the world. However, it is important to note that the companies seeking to utilize the product should deploy the necessary technologically supporting equipments and channels if only they want to achieve the needful high enzymatic reactions in their production units. This will enable the company to achieve an efficient process that significantly cost effective and highly reduces the impact of human kind on the natural environment (Burtis, Esptein and Parker 37). Additionally, the companies must invest in a Greenfield manufacturing facility that is compliant to the necessary enzymatic reactions expected in the pharmaceutical producing units. This will enable the company produ ce enzymes with significantly high value but which do not consume greater volumes. Such enzymes could also be used in manufacturing bio pharmaceuticals and the related processes involving bio transformation (Vijay 1). This new technological solution seeks to adapt several compliant features that will facilitate its application on the global market place. Such compliant issues include attaining significant patents in the related areas such as those relating to the management of waste water, design of manufacturing processes and the energy production and improvement of ethanol use in providing energy and stimulating pharmaceutical reactions as has been the case in many pharmaceutical industries for several ages now. In this regard, the clean technology product will be useful all across the globe but with focus on the pharmaceutical industry. This endeavor mainly seeks to nourish the players in the pharmaceutical industry with sufficient and efficient platform to save costs, reduce pol lution since it does not require additional heavy capital expenditure and does not work to cannibalize prevailing technologies (Burtis, Esptein and Parker 53). Therefore, it practically fits in the category of clean technology products and services. Social entrepreneurial venture Business creations with social orientations have been part of

Should All Tobacco Products Be Banned Essay Example | Topics and Well Written Essays - 500 words

Should All Tobacco Products Be Banned - Essay Example Tobacco industries are one of the largest sectors that raise the tax revenues. Banning it would, therefore, result in losing all these millions of dollars that tobacco industries provide. The tax returns from tobacco are also generated from its numerous advertisements and exportation and therefore the country will lose a lot of its income. Â  Thousands of citizens are addicted to tobacco and banning it will, therefore, have its own repercussions from the citizens who will not have been mentally and physically prepared to stop its use. With the sale of cigarettes and other tobacco products being high in some parts of the country, banning this product will, therefore, mean a massive loss of jobs for those working in the tobacco industry’s directly or indirectly and even loss of livelihood for the tobacco farmers. The government, therefore, must be prepared for the increase in unemployment as a result of this ban and also an increase in mentally incapacitated individuals who have been forced to stop tobacco intake whereas they had not been sufficiently prepared. Â  Having presented those arguments, it is time for the reality to be examined. Taxation loss is definitely going to dent the economy. On the other hand, however, the dent might not be as large as the opponents might want to indicate. This is because a ban on tobacco will reduce the negative health effects that accompany tobacco use as stipulated in the introduction sector. The government will, therefore, be saving on the health costs and this will almost balance the reduction in tax revenue. Â  Banning tobacco does not mean that the government will not come up with other industries which can accommodate those who were depending on tobacco for their livelihood. A campaign to ban tobacco and introduce other stimulants that are not necessarily harmful to the people like what happens in rehabilitation centers for those addicted to nicotine should be enforced.

Base on the report that has written. Continue to write on the parts Assignment

Base on the report that has written. Continue to write on the parts that have been highlighted in green colour. The assessment, - Assignment Example It is therefore recommended for the children to wait until they attain the required age. Although it is quite unknown on the implication of marathon to underage, the experts have recommended them waiting until they attain puberty (Bredemeier, et al. 1986). Most doctors recommend children to avoid long distance because of trauma and can lead to bone doings. When someone trains for a marathon, it is normally tough mentally and physically, exhausting and time consuming. Therefore, underage it is highly possible to affect someone priorities such as education (Bredemeier, et al. 1986). Before someone embarks on the long distance/marathon, it is suggested top run 10kms or even 4kms. Therefore, completing the race would be a major boost. 1.2 The Macro, Micro and Risk management context In the Sydney Marathon, the macro, micro, and risk management context would involve consideration of safety issues from an individual level to the safety of the group taking part in the marathon. The safety a nd well-being of all participants is of great importance if the team has to win. This has to focus on risks affecting individuals in person and those affecting the participants collectively (K. M. Nohr 2009 ). This would happen with respect to the protection of the best interests of the group or organization. A comprehensive risk management plan would be required to achieve the best level in ensuring safety of every participant in the group participants. One of the key factors to consider is working by the fundamental laws of the group. The three basic elements in risk control would be ensured. These elements include risk assessments, control, and financing (Katharine 2009). 2. The Risks Associated with The Trip The trip to the Sydney marathon will be like any other trip faced with uncertainties’ of risks such as injuries that include musculoskeletal injuries, bruises, cuts, fractures, as well as dislocations. There are also cases of accidents, which could result into injurie s, or death of some participants (Nohr 2013). These cases may make most of the participants fail to participate. Dealing with this risk would require that the number of participants in the marathon be more to initiate replacements especially in those sports involving collaborative participation. There should be provisions for first aid and medical care in case of accidents (Nohr 2013). 2.1 Location Analysis The marathon is specifically located in the Sydney International Regatta Center. This center is located in the west, 44 kilometers from the Sydney Olympic park. The risks associated with this location include the additional costs in terms of time and money involved since it is far, about one hour-drive, from the Central business district of Sydney (Office of Communities Sports and Recreation 2013). Other risk involved in this location is the raggedness of land due to the hilly lands. The climate would also be horrible for the group since most of the members are not used to tropic al climatic conditions. 2.2 The People The group selected includes 20 people but there is a risk that not the all members in the group will participate. Four people in the group are elderly, aged between 60 and 70. Two people are above 75 year but they can hardly take part due to their health problem. Four of them are children aged between 4 and 10 but one of them is suffering chronic asthma and another suffers peanut allergy. Six people are aged

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

Tyrannosaurus Rex Was a Slow Runner Essay -- Exploratory Essays Resear

Tyrannosaurus Rex Was a Slow Runner Ever since we were young we have been fascinated by the dinosaurs. We have played with dinosaurs as children, watched documentaries as adults with interest, and watching movies with enjoyment. No dinosaur from the past strikes more fear in the present day to the average person then that of Tyrannosaurus Rex. For decades children have played with dinosaurs and had T-Rex dominating other dinosaurs by chasing them down and destroying them. We have seen it time and time again in movies. In Jurassic Park we saw T-Rex terrorize humans, cars, and other dinosaurs. We have even dreamt about it, but if a recent study is correct we are false in our fears. The article Tyrannosaurus Rex was a Slowpoke by John Roach relieves us of our fears when it states that, â€Å"the Cretaceous landscape was filled with large, lumbering creatures that any human with a fast car or bike or maybe even a quick sprint could outpace† (Roach). He tells us that T-Rex, â€Å"did not have the leg strength to run very fast, if at all, according to a computer model developed by two experts in the mechanical movements of living creatures,† and, â€Å"bring the discipline of biomechanics to the long and at times contentious debate over just how fast the largest of the largest creatures ever to roam Earth could run.† In an article entitled Tyrannosaurus was not a fast runner, those experts, John R. Hutchison and Mariano Garcia provide us with a detailed account of a recent study they did. Their study is described in an article entitled Biomechanics: Walking with tyrannosaurs by Andrew A. Biewener. Biewener states that Hutchinson and Garcia, â€Å"introduce a new biomechanical approach,† to the question of dinosaur movement and provide an, â€Å"a... ...n. In conclusion, the recent study published by John R. Hutchinson and Mariano Garcia entitled Tyrannosaurus was not a fast runner, if it is true, has shattered what we have come to understand about Tyrannosaurus Rex. T-Rex was not a fast runner as popular movies have suggested, because it didn’t have the amount of extensor muscle needed to support itself for such activities. Maybe, sometime, another study will come along that counteracts this new study, but until then it appears that we have been wrong about T-Rex. Works Cited Biewener, Andrew A. â€Å"Biomechanics: Walking with Tyrannosaurs.† Nature 28 Feb 2002: 971-973 Hutchinson, John R., Garcia, Mariano â€Å"Tyrannosaurus was not a fast runner.† Nature 28 Feb 2002: 1018-1021 Roach, John â€Å"Tyrannosaurus Rex was a Slowpoke.† National Geographic News. 27 Feb. 2002.

Compare and Contrast How the Main Protagonists Experience Being Outsiders Within Their Respective Societies.

Compare and contrast how the main protagonists experience being outsiders within their respective societies. The experience of being outsiders is explored by William Shakespeare in ‘Othello’, Emily Bronte in ‘Wuthering Heights’ and Robert Browning in his Dramatic Monologues. Shakespeare explores the theme of alienation through a character considered an outsider by the society in which he lives in. Similarly Emily Bronte explores Heathcliff and the obstacles he faces at Wuthering Heights. Browning’s Dramatic Monologues illustrate the minds of psychotic lovers who are all possessive and delusional.In all the three texts the outsiders are rejected and are to an extent responsible for their own position in the society. While some are underprivileged others deprive and almost punish themselves for not being accepted. The characters within the three texts are undoubtedly affected by their ‘otherness’ and feel ostracised by those who surround th em. In Wuthering Heights, Heathcliff is an outsider because he is never accepted as part of the Earnshaw family. He is described as a â€Å"dark-skinned gypsy† and this prevents him from being acknowledged as a foster brother to Catherine and Hindley.Mr Earnshaw was the only character Heathcliff could trust, however Hindley began to terrorise and mistreat him which made him feel unwanted. He labelled him as a â€Å"beggarly interloper! † and an â€Å"imp of Satan†. However, the most eccentric aspect of Heathcliff’s character is his name. He is referred to as simply ‘Heathcliff’ and does not carry the Earnshaw’s last name, as he is not blood related. Furthermore the name Heathcliff is a name of a deceased son of Mr Earnshaw, therefore Heathcliff is seen as an inferior character who is deprived of a sense of identity.Similarly in Shakespeare’s ‘Othello’ the protagonist is a black military man, but unlike Heathcliff he is considered to be a noble and respectful soldier amongst the Venetian people. Othello seems to be proud of his heritage and his achievements and although he is a foreigner, he is seen as a useful character that can bring success to the city of Venice. From the beginning of the play he is referred to as a â€Å"moor† and â€Å"thick lips† by both Iago and Roderigo. This may suggest that Iago and Roderigo are simply jealous that an outsider can receive so much recognition from their own people.Both Othello and Heathcliff are labelled for their differences by characters that see no place for them in the community. Othello’s vocation is not the only aspect of his life that is envied by characters; his marriage to Desdemona evidently causes problems with her father, Brabantio, but also fuels Iago’s jealousy and hate. Brabantio accuses Othello of â€Å"enchanting† his daughter and using witchcraft to lead her astray as she would not have loved him vol untarily. It seems contradictory to allow Othello to fight the city’s sieges, but oppose his marriage to a Venetian woman.Othello’s marriage to Desdemona grants him a theoretical citizenship, where he would have to be recognised as a Venetian. Othello is a powerful figure within the society and it is patent that he favours it above any nation. In spite of this, Brabantio, and Iago in particular, feel that this is an invasion of their country. His ‘otherness’ impedes him from being an equal and although he is seen as a virtuous military leader, society would not accept his relationship with Desdemona.Likewise Heathcliff’s relationship with Catherine cannot be accepted by society, but unlike Othello, Heathcliff is not a respected or useful member of society thus society cannot tolerate someone they won’t benefit from. Robert Browning’s Dramatic Monologues illustrate the minds of characters that become psychotic and aim to possess their l overs. ‘My Last Duchess’ presents a manipulative and heartless Duke, who is completely made redundant by his wife. Browning presents the Duke as a character who lacks remorse and whose jealous nature introduce us to dark and sinister qualities.He portrays his character as naive and ignorant even after the death of his wife. Browning’s choice of not allowing the Duke to blame himself for his failed marriage and realising that he is an outsider builds on the image of a psychotic character that will not rehabilitate any time soon. Heathcliff similarly does not accept that he is in the wrong. â€Å"I do hate him- I am wretched –I have been a fool! † Isabella realises the extent to which her naivety has played a role in Heathcliff’s evil intention. Heathcliff on the other hand his not regretful for the way he used Isabella as a means to an end and his plan to terrorise Hindley and Edgar.The Duke has not realised how his actions had an impact on hi s wife, not mentioning that he himself killed her. He is not sorry for the way he behaved but Isabella on the other hand has realised her wrong doing and is at this point regretful. Both Heathcliff and the Duke continue to live life on the outside and have not taken the opportunity of renewing themselves to be accepted. The Duchess rejected the Duke by disregarding the expensive gifts he brought for her. Heathcliff too is rejected by Catherine and later by Isabella. â€Å"How very black and cross you look!And how- how funny and grim! But that’s because I’m used to Edgar and Isabella Linton†. Catherine has begun to distance herself from Heathcliff because she’s realised that there would be a possibility of the two living as â€Å"beggars†, while life with Edgar will â€Å"aid Heathcliff to rise†. He therefore no longer had someone on the same wavelength as him. This ulterior motive Catherine had, which she believed would reward both her and H eathcliff, demonstrates Catherine’s naivety to the social structure of the Victorian era and the limitations set by society.The narrator in ‘The Last Ride Together’ is also rejected by his mistress but in contrast his acceptance of this makes him dissimilar to the Duke and Heathcliff. In this poem Browning portrays human success and the limitations people face. Although the lover’s life has been â€Å"meant for fails†, he has accepted his fate with his mistress and so accepts his failure of not being able to get her as part of his success. Othello on the other hand has major success in â€Å"wooing† Desdemona which could suggest that the rejection and success these characters receive could reflect the extent to which they are seen as outsiders.Porphyria’s lover is depicted as an outsider like the Duke but the narrator in this poem is far more psychotic. Browning’s use of language indicates that Porphyria is from a higher class t han her lover â€Å"gay feast†, â€Å"dripping cloak and shawl†, â€Å"soiled gloves† paints an image of a wealthy and independent woman. There is a clear issue of class and wealth in both of these Browning poems and it seems to be the root of the problems faced by the lovers. In ‘Wuthering Heights’ money and power is also a major issue which causes the unfortunate events endured by the protagonist.When Heathcliff returns to the Heights as a gentleman â€Å"in dress and aspect† rather than a â€Å"scavenger†, there is a rise in his wealth and power. Although he abuses his new status to fulfil is evil intention, he has conformed and it now appears that he is compliant. Unlike Heathcliff, Porphyria’s lover doesn’t conform so that he feels up to par to Porphyria, instead his jealousy of her escalates into murder. Wealth and class are important issues to address when considering the position of an outsider. Othello’s o therness is overlooked because his power and status dictates his class and wealth and his overall reputation.On the other hand the Duke believed that his wealth was enough for his wife. His psychopathic nature separated him from the Duchess, restricting her liberty and autonomy. The Duchess’ position as a substandard wife could have threatened the Duke’s role as her husband and made her a liability to his wealth and reputation. In comparison, Heathcliff is also a threat and his ‘otherness’ makes him, not only an outcast but a menace to the established system. Edgar Linton dislikes the fact that Heathcliff is interfering with the already constructed and workable social constitution by behaving in a way that suits him.Edgar Linton’s reaction to Catherine â€Å"welcoming a runaway servant as a brother† proves that his presence can cause conflict within the family unit as well as the community. â€Å"I shall be as dirty as I please: and I like t o be dirty, and I will be dirty†. Bronte uses particular language to display a noncompliant and inflexible character whose principles dominate his logic. The semi colon and comma suggests that Heathcliff is trying to convince both Catherine and himself that his decision to remain an outsider is the right choice. Desdemona is equally a threat to Othello as she is able to tarnish his reputation which defines him as a man.Iago has made Othello believe this but it is in fact Iago who feels threatened by Othello’s success and achievements. Iago may not want to rise in social superiority but seeing someone being regarded as an honourable character makes him resentful. ‘The Laboratory’ describes a psychotic and revengeful female character whose husband favoured â€Å"Pauline† and â€Å"Elise†, other women besides her. Browning uses religious references to create an image of the narrator before she became a deranged outsider. â€Å"Empty church, to p ray God in†, the narrator has lost her faith in Christianity and her plan to kill proves this.Killing goes against one of the Ten Commandments, ‘Thou shall not kill’. No proper Christian will contemplate murder knowing that it is against their religion. This could suggest that the narrator has lost her faith in God after losing out on love. Christianity also says ‘Thou shall not commit adultery’ and her ex lover broke this commandment. The narrator here is irrational as she is trying to make two wrongs a right because despite her ex lover committing adultery her plan to kill will not make things right. Shakespeare’s use of imagery draws attention to the division between black and white or good and bad between Othello and Desdemona.When Othello’s views begin to resemble Iago’s, he becomes cynical about women and relationships. His race becomes more of a problem and Desdemona is referred to as â€Å"that cunning whore of Veniceâ₠¬  instead of a â€Å"fine/fair woman†. â€Å"Her name that was fresh is now begrimed and black as mine own face†, Desdemona is now seen by Othello as an outsider as much as he is seen as an outsider by Iago. He views himself and Desdemona negatively due to his presumption of her infidelity. Desdemona’s actions have reflected on Othello and this has made him almost blames himself for being an outsider and particularly for being black.Iago convinced Othello that Desdemona would want somebody more like herself, white, middle class and defiantly someone who can be acknowledged by her father as an appropriate suitor. It could be said that he views himself and Desdemona negatively because he doesn’t fit the requirements Iago created and made him believe. The narrator in ‘The Laboratory’ however does not perceive herself in a negative way. â€Å"I am here† she thinks she has outsmarted her ex lover and his mistress but has failed to realise that she is an outsider and her actions are those of an immensely psychotic and jealous person.This has made her see her ex lover’s relationship with his mistress as negative instead of understanding that she will soon be in the wrong too. Porphyria’s lover is similarly in denial as he has convinced himself that his actions can be justified. â€Å"No pain felt she† this quote shows that the lover is adamant his actions have not caused any problems. â€Å"I am quite sure she felt no pain†, here he tries to manipulate himself into thinking his actions were correct by eliminating any doubts in his mind. Iago greatly benefits from this tactic by using it on Othello but Porphyria’s lover is trying to control himself and his mind.He has an inability to differentiate right from wrong as well as not being able to distinguish his fantasy from reality. Browning presents this as the beginning of the poem by using pathetic fallacy and personification to descr ibe his jealous and irrational character,â€Å"tore the elm-tops down for spite†. Browing’s use of verbs such as â€Å"awake’ and â€Å"vex† compares human qualities to that of nature, the wind destroys the ‘elm-tops’ but Porphyria’s lover goes further than this and commits murder. The setting is personified to reflect the lover’s characteristics and so the coming events are somewhat foreshadowed.To conclude, the main characters in all the three texts experience alienation within their respective societies. While for some it is due to their psychological impairments others do not quite fit in the social establishment. They are expected to keep within their boundaries as they may cause disturbances to the community. It can be suggested that the outsider’s own morals and values are being pushed aside which may force them to conform. Bibliography Spark notes York notes advance: Othello and Wuthering Heights www. elitenotes. com Work count: 2,176

Analysis of Queen Elizabeth’s Tilbury Speech Essay

My loving people, we have been persuaded by some that are careful of our safety to take heed how we commit ourself to armed multitudes for fear of treachery; but I assure you, I do not desire to live to distrust my faithful and loving people. Let tyrants fear. I have always so behaved myself that, under God, I have placed my chiefest strength and safe guard in the loyal hearts and good will of my subjects, and therefore I am come amongst you, as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live or die amongst you all, to lay down my life for my God and for my kingdom and for my people, my honour, and my blood, even in the dust. I know I have the body of a weak and feeble woman, but I have the heart and stomach of a king, and a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe should dare to invade the borders of my realm; the which, rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field. I know, already for your forwardness, you have deserved rewards and crowns; and we do assure you, in the word of a prince, they shall be duly paid you. In the meantime my lieutenant-general shall be in my stead, than whom never prince commanded a more noble or worthy subject, not doubting but by your obedience to my general, by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people.

Free Essays on Sidoinne Collettes The Hand

The Hand Since the early 1900s, women have been stereotyped to be the homemaker. The one who takes care of the children, cooks, and cleans. Some women quietly take their place in the home once married, but others have ideals the marriage will be different and more equal. In Sidonie Colette’s, The Hand, the bride reformulates her opinions about gender roles in marriage during the 1920s after discovering her husband’s hand, and what it represents. â€Å"I’ll tell him not to varnish his nails† (Colette 229). The quote expresses the bride’s equality to the man, the fact that she has a say in what he can or cannot do to his nails. The young bride is very excited to be starting this new â€Å"scandalous life of a newlywed†. She believes marriage is a joyous joining of two people that begins a life of partnership. â€Å"She proudly bore the weight of the man’s head† (Colette 228). As the story moves on, she discovers this hand, the hand of her new husband, and it is â€Å"big, larger than my whole head.† She compares the hand to a king crab and a knife. She cringes at the fact she’d kissed that very hand. The wife then discovers her true role as a new wife, to be submissive and controlled. â€Å"Then she concealed her fear, bravely subdued herself, and, beginning her life of duplicity†¦..she leaned over and humbly kissed the monstrous hand† (Colette 229). As the bride’s perception of the hand changed, her perception of the man changed as well. She no longer saw him as her knight in shining armor but as an animal, who’d come to control her. She was frightened by the hand and what it represented. The setting reinforces the intrusion of her life. They are lying in their bedroom together. We think of our bedrooms as a sacred place where we can get away from anything going on in the outside world. Now she is scared in her bedroom, an intrusion of reality. The reality that she does not know anything about the man she is now going ... Free Essays on Sidoinne Collette's The Hand Free Essays on Sidoinne Collette's The Hand The Hand Since the early 1900s, women have been stereotyped to be the homemaker. The one who takes care of the children, cooks, and cleans. Some women quietly take their place in the home once married, but others have ideals the marriage will be different and more equal. In Sidonie Colette’s, The Hand, the bride reformulates her opinions about gender roles in marriage during the 1920s after discovering her husband’s hand, and what it represents. â€Å"I’ll tell him not to varnish his nails† (Colette 229). The quote expresses the bride’s equality to the man, the fact that she has a say in what he can or cannot do to his nails. The young bride is very excited to be starting this new â€Å"scandalous life of a newlywed†. She believes marriage is a joyous joining of two people that begins a life of partnership. â€Å"She proudly bore the weight of the man’s head† (Colette 228). As the story moves on, she discovers this hand, the hand of her new husband, and it is â€Å"big, larger than my whole head.† She compares the hand to a king crab and a knife. She cringes at the fact she’d kissed that very hand. The wife then discovers her true role as a new wife, to be submissive and controlled. â€Å"Then she concealed her fear, bravely subdued herself, and, beginning her life of duplicity†¦..she leaned over and humbly kissed the monstrous hand† (Colette 229). As the bride’s perception of the hand changed, her perception of the man changed as well. She no longer saw him as her knight in shining armor but as an animal, who’d come to control her. She was frightened by the hand and what it represented. The setting reinforces the intrusion of her life. They are lying in their bedroom together. We think of our bedrooms as a sacred place where we can get away from anything going on in the outside world. Now she is scared in her bedroom, an intrusion of reality. The reality that she does not know anything about the man she is now going ...

Asian people taking on non-typical or roles they are not characterized Essay

Asian people taking on non-typical or roles they are not characterized to in British cinema - Essay Example And that is what is the Asian Artists in England are aiming for; to craft their story and the performance in such a way that it entertains and touches the heart of the English community as much as it does of the Asian people. Asian directors are doing their best to bid for the mainstream. The year was 1986. A movie called ‘My beautiful Laundrette’ was released. Scripted by writer from Asian origin, Hanif Kureishi, the movie tells a story of the Asian community living in London [1]. It proved to be a commercially successful movie and gave inspiration to the upcoming Asian artists in England a hope to confidently launch their career move thinking that ‘mainstream’ is not out of their reach ((Korte and Sternber ,2004. pg. 49). help of his school friend Johnny, turns around the business of laundry. The story has all the issues that try to portray the Asian community like homosexuality , rebellious women, religious pressure, and an effort to adjust with the different culture. ((Korte and Sternber ,2004. pg..pg84). It talked about what was happening at that time with Asian origin people and how they were trying to break from the barriers of tradition by choosing to live the life of their own and taking their own decisions. ((Korte and Sternber ,2004. pg. 85). The film got a mixed response. Although it was received well by the audience, it was also criticized by some Asian audience and the critics saying that it misrepresented the Asian community and has given a negative shade to the Asian people ((Korte and Sternber ,2004. pg..85). But one thing was certain, the film of Asian origin got the entry in the ‘mainstream’. However, for the Asian artists, there was still long way to go and many

Person-centred Planning Essay Example | Topics and Well Written Essays - 1500 words

Person-centred Planning - Essay Example But in order to successfully organize a person-centred mode of planning it is incumbent that all the factors and elements are in place. This form of service delivery relies heavily on a professional approach combined with the human touch. The chief players are the facilitators in the different care providing roles. The group that forms the care givers include both professionals as well as family members. So it is obvious that coordination and cooperation among all the team members is the primary criterion in successful implementation of the planning. Task/role assignment According to Molly (2006) the most important aspect of person-centred planning is the roles of the care providers for they are the ones who are in direct charge of the care receiver. It is important that the individual service providers have a clear cut picture of what they have to do and the task they have to perform. They should be aware of their specific role in the care facilitating service. Molly (2006) stresses upon the importance of the ‘circle of support’ which consists of both the professional care givers and the family members. In this context it is important that each one of the care providers have a distinctive task to perform so that the care receiver gets proper service. It has been found that in cases where there is no proper task or role assignment the care receiver suffers. The care giving system takes over the needs of the individual being and the whole focus shifts from catering to the person to meeting the needs of the system (Molly, 2006). Molly refers to two distinct cases of Frances and Crystal to show how well a service facilitating system can work if roles and tasks are definitively allotted so that every member of the team contributes as per his/her responsibility. The defined role in fact helps to build a distinctive relationship between the care receiver and the care provider, for one of the most important criterion of a care provider is to care for the dependent. In fact it is the care receiver who gets to make a choice of his/her care givers. This explains the significance of the role that the care giver has to play. Coordination & collaboration in the team When building a person-centred planning team it is important that all the team members are assigned uniform responsibility in their respective roles. It would not only prevent grudges among team members but optimise the full potential and strength of the team. In their study of client-centric approach Sumsion and Lencucha (2009) have pointed out the challenges and difficulties faced by the teams when working in an interprofessional, person-centric module. They throw light on the common areas of discontent like time management, interpersonal and professional differences and hierarchies. These issues could be effectively sorted out by addressing appropriate team goals, properly distributing roles and responsibilities and through a continuous process of sharing information relati ng to the background and management of the client (Sumsion & Lencucha, 2009). Moreover through information dissemination at all levels members could coordinate better and know the functioning methods of each other. In their research Sumsion and