Sun Also Rises Essays - English-language Films, The Sun Also Rises

Sun Also Rises Of the fragments of American culture scarred by the anguish of the First World War, the harm was generally serious among the more youthful age of that time. Young and naive, these individuals were drenched quick into the incensed mixture of death and pulverization. When the war had finished, numerous discovered that they could no longer acknowledge what currently appeared to be bombastic and conflicting good guidelines of countries that could be able to do such barbarities. Some had the option to forget about the agony and disarray enough to jump on with their lives. Others just got themselves unequipped for existing under their nation's flimsy fa?ade of ideals and traveled to another country, scanning for some feeling of character or importance. These self-ousted ostracizes were prevalently known as the Lost Generation a term credited to Gertrude Stein, who once told Hemingway: That is the thing that all of you are. All you youngsters who served in the war. You are a lost age... You have no regard for anything. You drink yourself to death.1 Many of these people would in general settle in Paris, an appropriate conductor through which to seek after their new way of life. Content to float through life, frantically looking for a type of individual recovery through different types of guilty pleasure, these individuals had surrendered their old worth framework and legends, just to discover trouble in finding new ones. A lot of new writing was brought forth with an end goal to catch the perspectives and sentiments of such people to reevaluate a model of sorts for a people painfully deficient with regards to any good standard to follow. At the bleeding edge of these essayists was Ernest Hemingway, whose Novel, The Sun Also Rises, turned out to be simply such a model, total with Hemingway's own meaning of gallantry. A significant number of the characters in the novel spoke to the mainstream generalization of the post WWI ostracize Parisian: wanton and wild, with no genuine objectives or desire. Mike Campbell, Robert Cohn, furthermore, Lady Brett Ashley, and even the hero Jake Barnes all exhibit a few or then again the entirety of the previously mentioned characteristics all through the novel. All appear to be impeccably substance to exist in their own negligent microcosm, complete with their own ?novel' arrangement of virtues. While the characteristics of these characters command, to a degree, the progression of the novel, it is critical to recognize their difference to Jake and the matador, Pedro Romero. In contrast to the others, these two characters fill in as brave figures, but each in an altogether different way. Jake is a genuinely reasonable hero. Like his companions, Jake is a casualty of a large number of similar conditions. The thing that matters is that Jake doesn't let his passionate unrest degenerate his life in a similar way as the others. Not at all like the different exiles, he has not totally dismissed the entirety of the old estimations of the pre-WWI time. For instance: While Jake is by all accounts experiencing issues in totally tolerating his religion, he despite everything attempts to get a handle on to it, however maybe a minimal dreadful that his handhold will break on the off chance that he gets a handle on too firmly: Tune in, Jake, he stated, are you actually a Catholic? In fact. What does that signify? I don't have the foggiest idea. (128-129) Along with this enthusiastic things, Jake likewise has a physical deformity as an injury he endured in the war, which has rendered him explicitly inept. Notwithstanding the manner by which his injury obstructs his relationship with Brett, Jake acknowledges his circumstance with a extraordinary arrangement of honesty, notwithstanding the scorching agony of his unfulfilled love. As is reliable with the sensibly human depiction of Jake's character, his job as a brave figure is smothered to some degree by the requirements of society. Instead of displaying courageous accomplishments of grit steady with the sentimental meaning of a legend, Jake's valiance is shown in a subtler, less unmistakable way. By showing the ethics of resistance, genuineness, tolerance and understanding, Jake demonstrates himself to be as a lot of a brave figure as can sensibly be normal in reality under regular conditions. Jake's development and comprehension of the confinements of present day society is demonstrated especially in his comment that: No one ever carries on with their life all the far up with the exception of matadors. (18) Pedro Romero genuinely is separate fundamentally from the others. Essentially impeccable, this youngster lives in the universe of the bullfighter: a world safe from the imperatives of progress. When Romero is in the bullring, he can rise above the limits of the cutting edge world. He really turns into the nearest estimation to the great meaning of a sentiment saint, maybe even to legendary extents. To the group, he is

Accuracy of FAR AND AWAY essays

Exactness of FAR AND AWAY expositions The film Far and Away is an extraordinary delineation of the Oklahoma land surge, just as migrant life in the United States. The film is incredibly exact, and it was elusive pieces of the film that were not precise. The film happens during the 1800s and begins in Ireland. In Ireland, sharecroppers were defying landowners following quite a while of neediness. Tom Cruise plays Joseph Donnelly, a poor Irish rancher who looks for vengeance after his dad's passing. In nowadays there was a major stretch between the rich and poor people, and his proprietor was one of the well off voracity mongers who has sat idle yet aim ruin on their lives and make them hopeless. He meets Nicole Kidman, and she makes Joseph a proposition, she urgently needs to get away from the bounds of her well off Irish way of life in look for land and opportunity and fervor that America guarantees. She had a flyer that she got from an American discussing the free land that was offered in the Oklahoma territory. They bounce on a pontoon and come to America. The film shows the life of foreigners in incredible detail. Several poor people and vendors are on the docks by the vessels attempting to get individuals to purchase garbage. Individuals were being ransacked and in the film, Nicole Kidman was looted of all that she had. Tom Cruise made an arrangement with a person and they got a room in a whorehouse. In actuality, foreigners no doubt would have lived in lodgings, not whorehouses, or houses of ill-repute. There was a trouble securing positions since certain individuals would not enlist Irish individuals. This demonstrated the isolation that the Irish needed to endure throughout everyday life. Foreigners needed to land positions and in the film the two of them landed positions in a chicken production line. The production line was appeared in extraordinary detail. Ladies worked in the industrial facilities and in the event that they took a speedy rest, the administrator would flip out on them and remove their compensation for that day. The processing plants were pressed and full. Everybody was perspiring and it truly portrayed a sw... <!

The Best College Level Essay Topics

The Best College Level Essay TopicsThere are many different essay topics to choose from, but the best college level essay topics for you are those that make you think. The best topics for college level essays are short and to the point. It is best to use a variety of titles for your essay topics. One topic per chapter of the paper should be sufficient.College level essay topics may be written about anything that interests you, but there are a few themes that most students like to write about. If you select a theme that is similar to one of your interests, you can assure yourself that you will have plenty of opportunities to work on it throughout the writing process. After all, no one likes to read essays that cover subjects that they already know a lot about.Whether you pick a topic that is related to one of your interests or if you choose something completely new, the best college level essay topics for you to write about are those that require the student to read and analyze inform ation and then evaluate the information. These topics are hard to write about, but it is not impossible. They require a great deal of discipline.College level essay topics that require the student to summarize their points are also a good choice. It does not matter what kind of topic you choose because your writing skills will be your most important asset. It is possible to complete this task without having any college writing experience.One of the most common level essay topics is sports. While writing about a sport may be fun, it is best to stick with topics that make the student think. Writing an essay about a sport does not have to be difficult. The student just needs to put in the right amount of time and concentration and the rest of the process will fall into place.Student writing guides are available to help students decide what the best college level essay topics are. These guides are designed to help students learn what kind of topics make them feel like writing. There are also tips and tricks that can help students write high quality college-level essays. The guide will also contain sample topics and writing tips to help students choose the best topics for their essays.College level essay topics can be hard to write about. It is possible to complete this task without having any college writing experience. It is not impossible.Some students do not even know what topic to write about when they start. It is best to spend some time thinking about the topic and then determine which topics make the most sense. College level essays can be a great way to prove your ability to write and gain some valuable experience.

Illegal Immigrants Illegal Immigration - 1627 Words

Illegal Immigration in the US What does illegal immigration mean to a hard working, middle class worker providing for a family of four? What does illegal immigration mean to someone who is getting jobs taken right underneath them from illegal immigrants that are willing to work the same job for a lower paycheck? What does illegal immigration mean to someone who is in need for a job? Illegal immigration is an epidemic occurring in the United States of America, the land of the free (to the legal citizens). There are many reasons why immigration is harmful and this essay will explain in detail the negative and positive effects of illegal immigration. Illegal immigration has many negative effects to the United States. Illegal immigration brings criminals into the country, the illegal immigrants are taking US citizens jobs at a lower cost, and anchor babies are forcing illegal immigrants to stay into the United States. Immigration opens the doors to many possibilities, from religious freedom to doing to the best colle ges in the world. According to the article â€Å"Push and Pull Factors†, a reason for illegal immigration is people are getting persecuted from their beliefs and they want to go somewhere where they can practice their beliefs without any interruptions from the government. Many people flee from countries in the Middle East to have rights so they can practice their beliefs. In the Bill of Rights, the first amendment backs up the freedom of religion. If a person is bornShow MoreRelatedIllegal Immigrants And Illegal Immigration1100 Words   |  5 PagesIllegal immigration Over the past few years illegal immigration has become a bigger problem. Statistics reveal that more and more immigrants are entering the country illegally by crossing the borders. If something is not done soon, this may get out of hand and be to gone far not to handle. The number of illegal immigrants have gone up over the past years drastically In 2011, there were 40 million immigrants in the U.S. Of that 11.1 million were illegal. Although the number of illegalRead MoreIllegal Immigrants And Illegal Immigration1286 Words   |  6 Pages Undocumented Immigration An analysis of illegal immigration in the United States reveals one challenge facing the banks and other institutions: whether to provide banking and other services to the illegal immigrants or to treat them as criminals because they are illegal and therefore, not to provide them with banking and other services. The articles, â€Å"Crossing the Line† by Stein and â€Å"Illegal Immigrants – They’re Money,† by Rodriguez discuss the impact of illegal immigration in the United StatesRead MoreIllegal Immigration And Illegal Immigrants1335 Words   |  6 PagesIllegal immigration has been one of the main topics during the last three presidential election. Many bills and laws have been passed in order to keep them out but is it really necessary to neglect illegal immigrant? Most Americans believe that illegal immigrants are only people of Mexicans or Latin American descent but illegal immigrants can be from any race or country. Illegal immigration is defined by United States Department of Homeland Security as â€Å"†¦ all foreign-born non-citizens who are notRead MoreIllegal Immigrants And Illegal Immigration964 Words   |  4 Pages Attention Step (quotation, question, or story) About four months ago in government class, we had a class discussion. The topic was illegal immigration. One student said that America should send the illegal immigrants back to their country because they are taking American’s jobs. He stated that he would send his dad back to Mexico because he is an illegal immigrant. Going around the circle that we created, everyone gave their opinions, most disagreed, but some agreed with the student. When it wasRead MoreIllegal Immigrants And Illegal Immigration1902 Words   |  8 PagesSince the 1980s, the US government has undertaken initiatives to make its borders more non-porous to illegal immigration from its neighboring countries. The menace of illegal immigrants seeking better opportunities in the USA started reflecting in the 1970s. The migrating people are motivated by the better non-skilled or semi-skilled employment opportunities in the USA and the relatively higher remuneration for services rendered in the USA than in the neig hbor countries especially Mexico (HansonRead MoreIllegal Immigrants And Illegal Immigration1073 Words   |  5 PagesGriffin Tritto Politics Paper 5/1/17 Immigration Through the past few decades, the rise of illegal immigrants has been both good and bad. The topic of illegal immigration has recently been brought up frequently by politicians, seeing the economic problems that have occurred. An â€Å"illegal† immigrant is somebody who enters a country without following the proper legal requirements to make them a citizen. Illegal immigration is not only taking place in the United States, but all over the globe.Read MoreIllegal Immigrants : Illegal Immigration906 Words   |  4 PagesIllegal Immigration In Texas Border Security is a pressing issue within Texas. Every year, thousands of illegal immigrants cross the border in an attempt to have a better life. No one has issues with legal immigration, but to illegally trespass into this country tends to upset many people. This issue of border security has become more prevalent with the upcoming election Illegal immigration is causing job loss to legal residents of the state because illegal immigrants are doing labor cheaper. AlsoRead MoreIllegal Immigrants : Illegal Immigration900 Words   |  4 Pagesin America is illegal immigration; these people travel from all over the world, and illegally cross national borders onto U.S soil in desperation to find a better life. Immigrants come to America in hopes of fulfilling the American dream, being free and safe from their original home lands. Most immigrants are illegal and come by the millions each year, which lead to many controversial disputes. The overflow of immigrants caused many citizens to q uestion if these illegal immigrants are damaging AmericaRead MoreIllegal Immigration And Illegal Immigrants3175 Words   |  13 Pagesincreasing number of illegal immigrants in this country. Just recently Obama took executive action to shield illegal immigrants from deportation. A Texas Judge though blocked his executive action on immigration. Illegal immigration is a huge controversy here in the United States partly due to Americans thinking that illegal immigrates are taking jobs, causing lower wages, and the costs of education. In Immigration and the American Worker, George Borjas found that the presence of immigrant workers, whetherRead MoreIllegal Immigration And Illegal Immigrants1793 Words   |  8 Pagesrecent discussion s of illegal immigration, a controversial issue has been whether or not to grant amnesty to illegal immigrants in the U.S. On the one hand, some argue that amnesty shouldn’t be granted to illegal criminals. From this perspective, there are downfalls that many ignore and is unjust and stereotypical that all illegals are dangerous criminals. On the other hand, however, others argue that amnesty should be granted to illegal immigrants and how all of us are immigrants. In the words of one

Advice on company law - Free Essay Example

Sample details Pages: 6 Words: 1887 Downloads: 6 Date added: 2017/06/26 Category Law Essay Type Analytical essay Tags: Advice Essay Did you like this example? Structure: Analysis, Legal rules and Application Introduction and General Analysis Peter, Alan, Sarah and Paul are the four directors and shareholders of East Ltd. The majority shareholder is John. Paul is both the companys managing director and chairman. Don’t waste time! Our writers will create an original "Advice on company law" essay for you Create order The companys articles of association are based on Table A. Paul was approached by West Ltd, which was interested in purchasing a piece of vacant land belonging to East. At a board meeting, Paul told the fellow directors that as the planning permission was unlikely to be granted whether East Limited was prepared to sell the land to West. The land was sold to West, for  £1.5 m. On completion of the sale, Paul received a bonus of  £50,000 from West, for which he informed Alan and Sarah. Last month, West asked Paul if he would like to purchase shares in West. As Wests share price had recently increased in value, Paul decided to invest  £15,000 of his money in West shares. John has discovered that (i) the land sold by East to West has been developed by West and sold for  £6m and (ii) Pauls shares in West have doubled in value. Advise John as to what action, if any, he can take on the companys behalf. The companys annual general meeting is due to be held n ext month 1. Was the behaviour of Paul prejudicial to other directors and shareholder? 2. Can Paul take the bonus which resulted out of the transaction? 3. Is the fiduciary duty of Paul as a director in conflict with his personal interest? 4. Does he need consent from the company to take the shares in West Ltd? 5. Secret profit by Paul and consequent accountability 6. Remedies available for majority shareholder Application Under the new proposals for à ¢Ã¢â€š ¬Ã…“Modernising Company Lawà ¢Ã¢â€š ¬Ã‚  white paper which contains important proposals with regard to a contract which a company itself is unable to accept due to the lack of resources for example, then a director may be able to take that contract personally for his own benefit. This allows directors to make full use of information, property etc which belong to the company for their own benefit without the consent of the shareholders and members provided that they obtain the authorisation from the Board of Directors to do so. The important difference here which must be noted is, in the case of private companies, the board of directors will have such powers as to authorise a director to exploit a corporate opportunity like that unless it has been expressly denied in the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s constitution. On the other hand, in the case of Public limited companies, the board of directors will not have such powers bestowed upon them as they need authorisation from the shareholders first unless a specific provision to authorise such transaction has been made in the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s constitution. In this scenario, Paul has notified the Board about East Limitedà ¢Ã¢â€š ¬Ã¢â€ž ¢s interest in buying the land and the Board, although based on his instructions regarding planning permission they have agreed to sell the land to West Limited. In à ¢Ã¢â€š ¬Ã…“CMS Dolphin Ltd v Simonet[1] it was held by Lawrence Collins J that a director was liable for breach of fidu ciary duty in diverting a business opportunity from his company although the director in question had left the company. However, even after leaving the company a directorà ¢Ã¢â€š ¬Ã¢â€ž ¢s fiduciary duties continue and therefore he may not divert business opportunities from the company or misuse information while he was acting as a director of his previous company. In this particular case the director took all the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s staff and its main clients with him and set up in business on his ownà ¢Ã¢â€š ¬Ã‚ . In Smith Stone and Knight Ltd (à ¢Ã¢â€š ¬Ã…“SSKà ¢Ã¢â€š ¬Ã‚ ) v Birmingham Corporationà ¢Ã¢â€š ¬Ã‚  (BCà ¢Ã¢â€š ¬Ã‚ )[2] a subsidiary owned by SSK carried out business activities from a piece of land owed by SSK. A compulsory purchase order was issued by BC. Compensation for loss of business was to be paid to the company and its owner. However, the subsidiary company did not own the land and so BC refused to pay any compensation. It was held that th e subsidiary company was an agent of SSK and therefore BC must pay compensation. Directorà ¢Ã¢â€š ¬Ã¢â€ž ¢s Fiduciary Duties A director has a duty towards a variety of people who are interested in the Company such as to the company itself, to its employees, to the shareholders and to its creditors. Under the Common law a director is expected to manage the company in accordance with the Companies Act and its constitution and to exercise reasonable skill and care. A director is also expected to act bona fide in the best interest of the company. This then follows that a director is expected to avoid conflict of interest with the company and must not make any secret profit by disclosing any interest in the contract company or whether he/she is likely to be involved and any profit or financial benefit he receives from it.[3] A director is also expected to use his powers for a proper purpose. Paul as a director of the company is in a fiduciary position and therefore must not mak e an undisclosed profit using his position as a director. He was only approached by East Limited because of his position as a director of the company. He must disclose this to the other directors, Peter, Alan, Sarah. The fact that West Limited was unable to purchase the land because Paul told the Board of Directors that the planning permission would not be granted and therefore could not obtain the benefit from developing that land, depends upon whether Paul had knowledge of East Limitedà ¢Ã¢â€š ¬Ã¢â€ž ¢s intentions to develop the land. It would have been better to obtain consent from the company in a General meeting to take that contract and keep the profits before actually taking the contract. It is a well established principle that there should not be a conflict between their fiduciary duties and their personal interest and they must not use the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s assets, opportunities or information without obtaining consent from the company based on full information . Furthermore, Paul would have to account for  £50,000 he received on completion of the sale of that land to the company. In Boston Deep Sea Fishing Co v Ansell[4] A was one of the directors of B Co and was paid a commission on the contract by the shipbuilders. A was also a shareholder of an Ice company who was supplying ice to the B Co. A received a bonus when he employed Ice Company in respect of B Coà ¢Ã¢â€š ¬Ã¢â€ž ¢s fishing smacks. It was held that A must account to B Co for the commission and the bonus he received although B Co could not have received any bonus from the Ice company as it was not a shareholder in that company. Generally if there is a conflict between a directorà ¢Ã¢â€š ¬Ã¢â€ž ¢s personal interest or his duty to another then the court will intervene to set aside the transaction without inquiring whether there was any breach of the directorà ¢Ã¢â€š ¬Ã¢â€ž ¢s duty to the company which is an over-riding principle of equity[5] Therefore, Alan and Sarah may prevent him from taking and keeping the  £50,000 he received as a bonus on completion of the sale of the land, stating that there is a conflict of interest[6] and that this must be recorded in the minutes in detail so that there is no suspicion of secret dealings. On the other hand, they could approve his bonus payment as well as his purchase of East Limitedà ¢Ã¢â€š ¬Ã¢â€ž ¢s shares when they contacted him as he is unlikely to be classed as just another investor, by East Limited in the Annual General Meeting. According to Profession Gower[7] when a director makes a contract with another business in his own personal capacity [8] he would have to account for the profit he makes out of any such contract. Paul was contacted by East due to his position as a director in West and therefore he was able to buy shares in East. It would be difficult for him to argue that he invested  £15,000 of his own money as a private investor mainly because East is not a PLC and therefore its shares are not available for the public and being a limited company its shares are only marketed privately. Therefore any profit he makes out of those shares he will have to account for it. Advice and Remedies i) It is possible to ratify unauthorised transaction by passing an ordinary resolution at a General Meeting and it cannot be just by the Board of Directors[9]. In order to avoid the injustice due to the absolutist nature of fiduciary duties Paul may seek relief from the court if the court believes that he had acted honestly and reasonably. With regards to his bonus of  £50,000 which he told two of the directors about, this establishes that he has acted honestly and reasonably however it would not be the case with regards to his purchase of shares in East. John as a majority shareholder can motion for the removal of Paul as a director of the Company. Any director can be removed from their office by an ordinary resolution of the members.[10] Theref ore, in order to remove Paul as a director of the company a resolution in general meeting with a simple majority is needed and this applies notwithstanding the contrary provisions in the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s Articles. The procedure for removal of a director is set in section 303 of the Act, which provides for an ordinary resolution, that is, by majority of votes in the general meeting a director can be removed from his or her office. However, if the directors are the major shareholders then the minority shareholders have very limited rights to object the way the majority directors are running the affairs of the company. If the director is removed from the office it terminates any service contract it may have with the company. The amount of damages the director may be able to claim usually depends up on the remuneration package under his contract with the company. Bibliography and References 1. Business Law and Practice by Scott Slorach Jason Ellis published by Blackston e press. 2. Business Law by Stephen Judge, second edition published by Macmillan law masters. 3. Company Law, by Charles worth Morse 16th Edition published by Thomson, Sweet Maxwell. 4. Gower Daviesà ¢Ã¢â€š ¬Ã¢â€ž ¢ Principles of Modern Company Law 7th Edition, by Paul L Davies published by Thomson, Sweet Maxwell 5. www. Nortonrose.com/articles 6. Department of Trade Industry web site: Modernising Company law White paper 7. Company Law by Janet Dine, Macmillan Law Masters, and third edition 8. Lifting the Corporate Veil by Neil Chandler www.exchangechambers.co.uk 9. Penningtonà ¢Ã¢â€š ¬Ã¢â€ž ¢s Company Law, 8th edition published by Buttersworths 1 Footnotes [1] 2002 BCC 600; [2001] 2 B C L C 704 Ch D Gower and Daviesà ¢Ã¢â€š ¬Ã¢â€ž ¢ Principles of Modern Company Law, 7th Edition, page 422 [2] [1939] 4 All ER 116, Gower and Daviesà ¢Ã¢â€š ¬Ã¢â€ž ¢ Principles of Modern Company Law, 7th Edition, page 182 [3] Section 317, 320 and 330 of the Companies Act 1985. [4] 1888 ch D 339 CA, Company Law, by Charles worth Morse page 275-276 [5] Vinelott J, Movitex Ltd v Bulfield (1988) page 183 Company Law by Douglas smith. [6] Section 317 Companies Act 1985 [7] page 184 Company Law by Douglas smith [8] Aberdeen Railway co v Blaikie Bros (1874) Company Law by Douglas smith page 184 [9] Hogg v Cramphorn (1967) Company Law by Douglas smith page 187 [10] Section 303 Companies Act 1985:

Review Of The Handmaid s Tale - 884 Words

Comparing a book to the movie that is a product of that book is always a difficult thing, but with The Handmaid’s Tale the novel and movie were quite similar. Set in the near future, in a totalitarian society post overthrowing of the United States government, The Handmaid s Tale explores the idea that people will endure oppression willingly as long as they receive some slight amount of power or freedom in return. This can be seen prominently in both the film and novel. However, although the overall idea was the same, the way that it was perceived through the movie is drastically different than through the text version. In the novel there is a eminent absence of real names, and Handmaids are instead referred to by nicknames that signify the Commanders they serve. They reveal little to nothing about the Handmaids, except for the absence of their personal identities. Equivalently, although the Aunts have individual, feminine alias, they aren t their birth names either. Significa ntly, it s noticed in the novel that we were never given the name of Offred, nor her child. This differs from the movie greatly where the characters interact with each other considerably more than depicted in the paperback -- most likely to make the film more entertaining to watch, but greatly taking away from a main component of Atwood s story. To make what I believe is less confusing for viewers, characters were appointed names in the flick. For example, the protagonist and narrator ofShow MoreRelatedThe Handmaid s Tale By Margaret Atwood1249 Words   |  5 PagesDystopian Research Essay: The Handmaid’s Tale by Margaret Atwood In the words of Erika Gottlieb With control of the past comes domination of the future. A dystopia reflects and discusses major tendencies in contemporary society. The Handmaid s Tale is a dystopian novel written by Margaret Atwood in 1985. The novel follows its protagonist Offred as she lives in a society focused on physical and spiritual oppression of the female identity. Within The Handmaid s Tale it is evident that through the explorationRead MoreThe Handmaid s Tale By Margaret Atwood1357 Words   |  6 PagesOxford definition: â€Å"the advocacy of women s rights on the ground of the equality of the sexes† (Oxford dictionary). In the novel The Handmaid’s Tale, Margaret Atwood explores feminism through the themes of women’s bodies as political tools, the dynamics of rape culture and the society of complacency. Margaret Atwood was born in 1939, at the beginning of WWII, growing up in a time of fear. In the autumn of 1984, when she began writing The Handmaid’s Tale, she was living in West Berlin. The BerlinRead MoreWhen Margaret Atwood Published Her Novel, The Handmaid’S1338 Words   |  6 PagesWhen Margaret Atwood published her novel, The Handmaid’s Tale, in 1998, it was met with a wave of mixed reviews. Dystopic and Utopic novels have always been critiques of the time periods in which they are written. They extrapolate present truths and can provide valuable critiques of the ills that our society faces. Upon publishing of this novel, two main questions were raised. First, Is this an accurate and fair critique of the 1980’s social and political climate? Furthermore, Is Atwood’s story aRead MoreTotalitarianism’s Role in the Handmaid’s Tale1505 Words   |  7 Pagesworld. People accepted the new society without much resistance only to later realize that they had been duped. The founders of Gilead took conservative ideas and implemented them to the extreme. Women’s rights are taken away. Reading is forbidden. Handmaids are introduced to bear children. The government takes over and a dystopia is born. They control almost every aspect of the people’s lives, down to the food that they consume. Though the totalitarian government of Gilead tries to break spirit of theRead MoreThe Classics Are Those Books Essay1137 Words   |  5 Pagesthey are in the best condition to enjoy them. The classics are books which exercise a particular influence, both when they imprint themselves on our imagination as unforgettable, and when they hide in the layers of memory disguised as the individual s or the collective unconscious. A classic is a book which with each rereading offers as much of a sense of discovery as the first reading. A classic is a book which even when we read it for the first time gives the sense of rereading something we haveRead MoreThomas More s Utopia?1464 Words   |  6 Pages7,1478 he was the son of John More, A well known Lawyer. When Thomas was little he went to St.Anthony s School in London. Thomas was a page in the household of John Marton . From then on Thomas More s went on to Oxford University. Around 1494 Thomas Dad took him to London to study in what was known as common law. In February 1496 , More was admitted into Lincoln s inn. In 1505 Thomas More s became a full on lawyer and by this time he managed to keep up with his literary and spiritual interest

Work Integrated Learning in Business

Question: Should Work Integrated Learning be a Requirement of all Undergraduate Business Degrees? Answer: As per the authors, it has become a word of wisdom that completing a work placement as a component of the undergraduate degree brings positive benefits for employers along with graduates. This aspect is of much significance in the contemporary era where the focus is on the economic contribution made by education. The benefit can be considered to be two-fold. Firstly, there is a positive contribution made towards the development of generic employability skills. Secondly, placements are the ideal opportunity for graduate students to have a head start of their career. The data presented in the article were from two sources; qualitative data was received from a programme comprising of 25 interviews that were held between the years 2003 and 2004 with a cross-sectional sample of business and management graduates responding to the Class of 99 survey. Quantitative data was collected from the Class of 99 survey that surveyed graduates of all disciplines completing their undergraduate educatio n after the year 2003. From the findings of the data, it was indicated that the effect of work placement for management and business graduates were inconsistent, contributing to the higher achievement of employment on different measures. The pattern of the results indicated that the impact of work-integrated learning (WIL) depends on the kind of management and business degree. Though the results of the study clearly advocated the benefits of WIL, more is required to be understood regarding the characteristics of a perfect work placement that not only lays the provision for the development of personal attributes and skills but also helps in the demonstration of competencies. According to the authors, higher education stakeholders have shown a growing amount of concern regarding the learning and teaching performances as well as outcomes in business education. There is an emerging gap between the requirements of the industry and the graduate attributes that needs immediate attention. The reasons for such gap has been attributed to lack of generic skills and employment readiness. One suitable technique that can aid in bringing improvements in the development of the generic skills in students is work-integrated learning (WIL). The investment done on constructing WIL opportunities would bring significant benefits. The researchers developed a professional development program (PDP) that was integrated into a business degree program with the aim of helping students learn systematically. The PDP was implemented for 12 months. It was found that the students who had an active involvement in the PDP exhibited major gains in generic skills. They also were found to be better able to manage studies and personal lives. The research indicated that WIL enhances a students end outcome. The article highlighted that the effect of continuous and integrated orientation program with components of WIL can ideally be positive. A rich pool of evidence is in support of PDPs in professional context. WIL can help addressing challenges students face when they enter the industry. WIL is suitable for the demand for a good strength of employment-ready graduates. While it is apparent that WIL can bring about a number of benefits, it is to be explored whether the concerned stakeholders have the vision and commitment to utilise the potential it has. As opined by the author, Work-integrated learning (WIL) has received much attention for being an instrument that enhances professional practice and develops work-readiness in the newly graduates. It is considered to be the point of difference in fostering graduate employability by like communication, team work, problem solving and self-management. The paper investigated the role of WIL on undergraduate employability skills. Data was collected from 131 WIL students in an Australian university. For students of business studies, work placements were an elective component of the degree program. Arrangements were made for some form of placement for business students. It was found from the data that WIL was successful in making difference to the development of skills from university to any workplace. Findings from the study also highlighted the role of integrated and structured exposure to placement for nurturing and supporting professionalism in students. The areas that were impacted upon were time management, working autonomously, multi-tasking and motivation. Findings empirically were in support of the discussion on increased access to WIL opportunities that are approved by the University. Documented improvements in the students were in alignment with the existing literature, but there is still limited research in this particular area. More research in this area would be beneficial for an academic field as well as professional practitioners. The article had a limitation of not using certain variables that are to impact on outcomes at the time of WIL. Prior experience and student readiness may impact the extent of learning at the time of placement. The paper reported on a study of responses given by students towards work integrated learning (WIL) program for undergraduate business management students. The WIL was considered in the final semester of the educational course. The program was made to fit for large classes. It required the students to conduct interviews with businesses on behalf of government councils focusing on support for local business initiatives. The summative assessment encompassed small-group research reports for the councils on the basis of the interviews. The preparation of the students for the WIL was made to alleviate the inbuilt risks of WIL that are curriculum-based for large groups. The preparation included in-class activities and scaffolded formative written assignments in the compulsory classes. It briefed about the project requirement and they were given adequate information on skills and knowledge required for the project. The study drew upon the reflections of the students and the feedback provide d by them. The exploratory interrogation was successful in identifying three flashpoints in the experiences of students during WIL. These flashpoints were central to learning of the students. Through the flashpoints, students were able to learn effectively in different settings. The flashpoints can be considered for offering knowledge about the benefits of WIL programs. From the article, it was clear that WIL enables business students to become better critical thinkers and researchers. WIL needs to be included in the pedagogical approaches of engaged learning in business studies. References Fallon, Wayne. "Flashpoints in students' work-integrated learning in business: Implications for curriculum design."Employment Relations Record12, no. 1 (2012): 66. Freudenberg, Brett, Mark Brimble, and Craig Cameron. "WIL and generic skill development: The development of business students' generic skills through work-integrated learning." Asia-Pacific Journal of Cooperative Education 12, no. (2): 79-93. Jackson, Denise. "The contribution of work-integrated learning to undergraduate employability skill outcomes."Asia-Pacific Journal of Cooperative Education14, no. 2 (2013): 99-115. Wilton, Nick. "The impact of work placements on skills development and career outcomes for business and management graduates."Studies in Higher Education37, no. 5 (2012): 603-620.

Marketing Research free essay sample

Q: A new graduate hired by the marketing research department of a major telephone company is asked to prepare a questionnaire to determine household preferences for telephone calling cards. The questionnaire is to be administered in mall ­intercept interviews. Using the principles of questionnaire design, critically evaluate this questionnaire. A: Although it was stated that the questionnaire would be administered in mall ­intercept interviews all other aspects of the process were not included. If they are doing personal interviews, they can be more conversational than what is listed and include visual aids and room for clarification. They should also consider filming the interviews or using audio recording because recording comments verbatim is very difficult and often results in error. Question 10 should be moved up behind the other basic identification questions 1 ­4. For questions 1 ­4 it should be explained why the researcher is asking for this information in order to overcome respondents’ inability or unwillingness to answer. We will write a custom essay sample on Marketing Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It should also include the education level of the respondent. Question 7 should be moved behind the identification questions to introduce the topic of calling cards for adequate question structure. This will allow the respondent to communicate their beliefs, motives and attitudes without bias. It should not included the brand ATT because the respondent might not be informed about this brand’s calling card. The researcher either needs to inform them about it or just use it as a general question for all calling cards. This question is also likely to gain answers such as, â€Å"I l

Health coach Essay Example

Health coach Essay Example Health coach Essay Health coach Essay Bing a wellness manager for gamescape these past 5 hebdomads has truly helped me reach a better apprehension of wellness and health. Having a squad with such different backgrounds and really different in their whole facet of wellness and health was a challenge at times but that is what made me understand wellness and health so much better. Bing the squad leader and holding to do different life determinations for the three other squad members helped me see how altering some little things can hold a immense impact in your life. I have learned that even person who is really active and fit like June in gamescape was there is still room for betterment and better wellness picks to be made. The most of import thing that I have learned is that there has to be balance between all six elements in order to make optimum wellness. It is truly of import to understand each component and do it a portion of your life because if one is absent in your life so you can non make true wellness and health. Before gamescape I had no thought about the six elements that make up wellness and health. I knew that all those things were of import but I neer truly knew the function the six elements have in making optimum wellness. Besides larning all the ways that I can assist forestall chronic disease has been great. larning about all the hazard factors made me really scared at first but I besides know now that I can assist forestall it.

MANAGEMENT & ORGANIS BEHAVIOUR Essay Example | Topics and Well Written Essays - 1250 words

MANAGEMENT & ORGANIS BEHAVIOUR - Essay Example a) Structure: The Company is faced with an issue of conflict management and there is a lack of good team work. Alpha has several excellent leaders like Mr. Ian Davidson. Captain Chubb, Mr. Ang, however due to the behavior of Mr. Ang and his hasty decisions the company has been faced with a very poor performance. The company also lacks a clear organizational structure and there is a confused organizational structure that is being followed within the company. This causes the performance to be reduced to a great extent and leads the overall team work to be overlooked. b) Leadership: Although Alpha has a strong set of leaders and a great management team all together the company still does not perform well. This is simply due to lack of qualities to lead the team as well as the time management issue by most leaders. The company also lacks a strong leader who can perform as per the needs of the company and in line with the needs of the employees as well. c) Strategies, Culture and Motivation: Alpha utilizes a very centralized approach of management within the organization currently. This also causes high levels of stress and leads to lowered motivation among the employees. The main cause of the stress that is being present in the company is due to the lack of a strong company structure. Also the lack of strong and well structured leadership leads to high levels of politics and confusions among the employees. There is also a clear cognitive dissonance among the leaders of the teams which in turn leads to the employees not being sure of the work they need to do and also causing a very stressful and uncooperative behavior among all the members of the teams. d) Rewards System and Job Satisfaction: The level of job satisfaction is relatively low and the reward systems that are in place at the current time require a great deal of change and improvements. The employees need to have a better reward system to help improve the motivation and also to focus on a

The 2007-2009 Financial Crisis Essay Example | Topics and Well Written Essays - 750 words

The 2007-2009 Financial Crisis - Essay Example The study by the international monetary fund (IMF) indicated that macroeconomic policies, balance sheet fragilities, and financial boom were some of other greater contributors to the crisis. The macroeconomic causes of the financial crisis were in terms of low inflation and low rates because the previous years were characterized by high degree of macroeconomic stability which was seen as unusual (Kolb, 2010). This was as a result of the opening of communist countries to world trade which leads to low labor cost to the world economy.The role of credit rating agencies in the 2007-2009 financial crisis was their failure to fully evaluate and understand the risks of introduced complex products. This is because the credit rating agencies role was to serve as gatekeepers in the global credit market. Their monitoring and issuance of debts and other securities issued by governments cooperate they were to exercise influence over access to the capital market and terms of pricing on which borro wers receive credit (Hemraj, 2015). There were contributions by government policies which lowered credit control where government policy was focused on home ownership. This led to increase in sub-prime mortgage lending which turned to be the root of crisis later. There were education and implementation of programs to encourage home ownership by low-income and minority citizens and there was an encouragement by real estate and mortgage institutions to increase rates of minorities’ homeownership.

Strategies for Learning Mathematics

Strategies for Learning Mathematics Introduction: This essay focusses on assessing and monitoring the progress of learners using different strategies during the period of ten lessons focussing on two units of mathematics. School X has structured assessment for learning, every lesson is designed in a way that every student is assessed in different ways. The research is focussed on year 7 mathematics lesson. This class is set 2 mostly high ability students however few students should be achieving their targets. Gould and Roffey-Barentsen (2014) provide a useful definition of assessment as having a key role in the planning process as well as delivery of teaching. Assessment serves a number of important uses in that it helps consolidate and check learning as well as providing feedback to those who require it. My school expects me to use a vast number of assessments when teaching. We use many forms of assessment such as, initial, diagnostic, formative, and/or summative to be able to deliver inclusive teaching and learning. I have selected two units 1) surface area and volume of prisms and 2) Ratios and proportions. The purpose of unit 1 is to help students extend their knowledge of area, perimeter, and volume to include surface area. The major goals NCTM proposes are for students to understand quantifiable characteristics of objects and the units, systems, and procedures of measurement. The purpose of unit 2 is that the concepts of ratio and proportionate fundamental to mathematics and important in many other fields of knowledge. Many phenomena can be expressed as some proportional relationship between specific variables (Chaim,Keret,llany, 2012). Literature Review: Monitoring is the skill of effectively overviewing and analysing a learning situation (Headington, 2000). In schools context, professional monitoring systems (Tymms 1999) exist in parallel with the monitoring of learning in the classroom. Assessment is the closer examination of pupils learning (Headington, 2000). It is reporting as a central issue in teaching and learning throughout education as it lacks consistency primarily due to each teacher within the school has adapted a different method of assessment and this is what makes one teacher a good and another poor. In England, since 1988 Education reform act national testing has taken central stage in monitoring standards in schools (Capel, 2009). Assessment for learning is Any assessment for which the first priority is to serve the purpose of promoting students learning'(Black et al, 2003) . AFL aims to close the gap between a students present situation and where they want to be in their knowledge and attainment. Accomplished teach ers plan tasks which support learners to do achieve their targets. Since 2002 there has been an obvious inclination in some assessment strategy reports in the UK to study alternatives to using external exams for summative valuation of pupils performance. Several research studies have shown that the use of assessment to develop pupils future learning makes a substantial difference, not just to pupils attainment, but to their attitude to learning, their engagement with school subjects and their motivation to do well in these subjects (Black and Wiliam 1998). Formative Assessment A key literature investigation of over 250 sources on formative assessment (Black and Wiliam 1998) found that effective assessment practices can play a influential role in the learning experience, moving an average student, for instance, to the top third of the class but only if certain settings are satisfied. Student tasks required to be aligned, or on target, with learning goals, and students need to obtain meaningful and appropriate response on their performance, as well as targeted follow-up work. To adjust their learning effectually, students need to understand three things: (a) the measures on which they will be judged, (b) where they stand on these measures, and (c) how they can improve (Black and Wiliam 1998, p. 143). Formative assessment has been thought of as providing teachers with more frequent evidence of students mastery of standards to help teachers make useful instructional decisions. In this way, formative assessment is intended to enhance student learning. Research carried out by Balck and Wiliam, and also by projects such as Suffolk Advisory service (2001) into feedback and marking indicates that improving learning through formative learning depends on the following five key factors. These are: Modelling Quality: According to (Bourdillon and Storey, 2002) pupils are more successful when they know what they are learning. This means communicating clearly what the pupils will be learning and how they can recognise their success. Therefore, learning intentions can be shared with pupils through modelling and how learning objective is achieved. According to Lee (2006), objectives can be broken down into small steps called success criteria, therefore its easier for pupils to know what that need to achieve and they can measure it at the end of the lesson. Questioning and dialogue with pupils: Clarke(2005) gives a wide range of suggestions for varying the format of questions in classrooms as it is the quickest and easiest way to assess pupils. I have also developed skills in asking questions across the full range of Blooms taxonomy, from simple recall and comprehension to complex evaluative questioning. The key to success in developing fruitful channels of dialogue with pupils about their learning lies in creating a relaxed and trusting overall climate in the classroom, so that pupils are not afraid to answer, contribute to discussions and make public their thinking or volunteer their uncertainties to you and rest of the class (Clarke,2005). It is best to plan questioning strategy, for instant questions on prior learning to setup the major themes of the lesson, also to check learning and to reinforce learning that has taken place. It is also important to plan how questions will be asked, whether from the whole class, just one group or an individual. Sometimes teachers give no time to students to think and accepts answers from those who raise their hands, and some teachers use no hand policy and giving pupils thinking time (Brooks, Abbott, Bills, 2007). Mini white boards: Another formative assessment idea that engages the entire class and provides evidence of student learning is the white board. Teachers can quickly grasp student understanding and adjust how they move forward. According to Black and Wiliam (1998) teachers need to build in opportunities for pupils to express their understanding. Pupils benefit from opportunities of formal feedback through mini white boards, as this gives chance to pupils to express their knowledge and understanding and to articulate their thinking, and also misconceptions can be spotted straight away. The figure below shows how students learning can be assessed through mini white boards. Dialogue and effective feedback through marking According to the National Research Council report How People Learn (Bransford et al. 2000), timely feedback and revision, on activities congruent with learning goals, is extremely important for developing adaptive expertise, learning, transfer and development. Constructive feedback is vital in helping pupils to progress. Nevertheless, one review of the literature on feedback found that two out of every five feedback effects were negative (Black and Wiliam, 1998). According to Ofsted (1996) marking often fails to guide on how work can be improved, as the information about pupils performance received by the teacher is insufficiently used to inform subsequent work. Target settings can address these difficulties, by taking a defect and converting into a target, offering guidance on how to improve. It has been found to increase pupils motivation and sense of purpose and accelerates rate of progress (Black and Wiliam, 1998). I will be marking books every two weeks, giving pupils targets and showing them example questions to help throug positive feedback on the things they have done well. Marking is guidance to pupils so that they can react upon provided feedback and the aim is for the student to reà ¯Ã‚ ¬Ã¢â‚¬Å¡ect upon their mistakes and answer accurately so that adequate notes are made in their exercise books for revision, it must also include dialogue between the teacher and student so that informed feedback is provided which underlines pupils strengths. School x has a strict book checks every three weeks which focuses on timely and constructive dialogue between teachers and pupils. Self-assessment and understanding how to improve Formative assessment achieves its full potential when pupils become engaged with the process through self-assessment. Pupils who become skilled in self-assessment make impressive learning gains. According to one study, pupils were trained to make regular self-assessment over20-week period and that group made double the progress of the group who were not trained for self-assessment. However, Black and wiliam have concluded that self-assessment is too difficult for pupil, unless they are trained in self-assessment and can understand its main purpose and reflect on their learning effectively. Throughout my lessons self-assessment was vital at the end of each lesson, showing what went well and even better if. Summative assessment: Preparing pupils for external exams and assessment has been an increasingly important part of the secondary teachers role. The purpose behind national external assessments has been clearly formulated, to identify individual achievements, strengths and weaknesses in order to help them in next stages, to enable parents to put their childs attainment in context, to make available to public schools attainment and to help school evaluating their own teaching (Bourdillon and Storey, 2002) . Case study and students progress: My case study includes five students selected after observations and from discussions with my mentor, who I will assess. Their names are coded as Student E,F, G, H and I and in the table below I have mentioned why I would like to assess them during this course of study and check if by the end of the research they have achieved their targets. Table 1: Shows the description of students and their current and target grades I have monitored throughout the course of 10 lessons of the above students when the learning outcome does not meet the learning objective for the class or groups or individuals. Such monitoring when analysed, can provide an insight into the teaching and learning which is taking place. The subject monitoring sheet for maths lessons (Figure 2) shows an example of this. The learning of the five targeted students was monitored for a course of two units against learning objectives drawn from national numeracy strategy. The monitoring was coded as follows: Figure 2: Subject monitoring sheet for maths This data shows the results through the formative assessment I have collected. The research proves one of the best ways to check if pupils understanding is to ask questions. During my first few lessons, the typical response was same children continually have their hands up, and usually in order to elicit the right answers , teachers uses the right children, and I did the same in my first 2 lessons. From third lesson I changed my tactics and targeted students who were not participating in the class, or I used to wait for more hands up, and encouraged students to raise hands through E-praise. Student E is very shy, she was reluctant in the beginning to answer, but I encouraged and praised her to answer, since then I can see her raising hands for not all questions but some Students E, F and H has shown significant improvement during target questioning, they were more attentive and responsive. Setting a routine of target questioning resulted in pupils raising their hands up without asking. I cultivated the classroom atmosphere where more and more pupils are prepared to open up and share their thinking about their uncertainties. To accomplish this approach requires full sensitivity, knowledge of your pupils, first-rate interpersonal skills as well as perceptiveness in formulating adroitly posed questions. In my practice, I always start with open end questions to give students a chance to think and then I try to develop a structure in their mind through these questions and then moving on to close end questions to scaffold their understanding. Target questioning helped me to clear misconceptions throughout my lessons. Refereeing to all my lessons, I have used mini white boards instantly in each lesson, introduce a topic, show them at least two questions and then check their understanding on the mini white boards, I get instant feedback from every child. They arent broadcasting that they think they dont understand something, they give me an actual mathematical answer from which I judge the accuracy and target the misconceptions. It is more subtle than directly admitting you cant do something in front of your peers. They allow algebraic answers just as easily as numerical or wordy ones. You know which kids to differentiate for at both ends. For example student E and H along with some other students showed weakness understanding the concept of surface area of prisms, and picked it up their misconceptions through mini white board activity, it was mostly to do with area of a triangle. Therefore, The next lesson I did a revision lesson on same topic so that all misconceptions were cleared, and in lesson 3, both student E and H showed significant strengths. Similarly in lesson 8, student G showed weakness, which I assessed during white board activity and I made sure that student G understands it properly, as I probed targeted questions throughout lesson. This data also helped me to mark students work, so that I can compare the assessment I performed during class through mini white boards and questioning is correct or not. I marked students work and homework. Homework in school x is given twice a week to each year group. According to Ofsted, marking reinforces underachievement and under expectation be being too generous or unfocused. Therefore, I marked with feedback on each mistake as shown in the example below. I modelled the incorrect questions step by step and asked them to do it again. I also made homework spreadsheet, which showed me exactly how many questions students attempted were correct as shown in table below. Table 3: Shows the percentage of correct answers students did in each homework. This table helped me to understand pupils misconceptions and therefore, I gave questions as starter which I saw were most difficult. I also followed students homework by rechecking if they have corrected the mistakes in the following lesson, as the list provided me clear instructions which students book I have to check. By following this routine, Student G made remarkable change in providing her homework with full potential. The class slowly developed the routine of teacher and student dialogue, by making students aware that if I have made any comments, its students responsibility to check it and comment on it, and if the comment is about redoing the questions than it has to be done again. It can be noticed from the table that students homework percentage got better each week. Year 7s were not aware of self-assessment, therefore I briefed them with three key points with: During my first three lessons I used the slide given below, by giving them examples of how they can think and evaluate their learning. Students were questioned to summarize the learning objectives and success criteria before they embark on the task. From lesson four, when people were confident I used the slide below to make them think themselves without giving the example. Students F, H and I books showed clear evidence that they were honest about their reflection and were trying in the next lesson to make their learning better. Figure 6 and 7 shows some examples of pupils reflection Summative assessment was done by unit test after each unit. Before each unit test, a revision lesson was run to clear the misconceptions as the books were marked before the revision to check students understanding, their homeworks and self-assessment. After each unit test, teacher marked the test and made two comments on what students did well at, and two comments what they need to improve on. As shown in the picture 9 below. Students evaluated their performance in the yellow sheets provided by teacher, on their strengths and on action points. A spreadsheet was also created for each question, which helped me to create green pen questions for students and to check which part of unit test students found most difficult, as shown below in table 7. Green pen questions were prepared by teacher, and were allocated to each student according to the action points as illustrated in the figures below of student E and H. These action questions helps them again to reflect on their mistakes and improve their mistakes. The summative assessment results after two unit test I performed with year 7s are shown below which has shown significant improvement in their grades from previous grades, that they have moved a grade higher from their previous targets. Analysis: Analysing the sequence of lessons and assessments methods used during the period of 10 lessons, assessing through questioning and mini white board activity showed very good results as , it showed me clearly students misconceptions and cultivated the culture of engaging and thinking before answering, but when I marked their books, I saw some very obvious mistakes repeated which I pointed during mini white board activity. There is a potential risk of students copy the answers from peers just of the fear of getting pointed for mistakes and they are hesitant to ask questions. Therefore, mini white board activity is a very effective way to assess students understanding and it has shown a tremendous effectivity during all my lessons as it enables to test the depth of students understanding but it is not 100 percent accurate as students sometimes tend to copy from their peers, if they were targeted and the answer was wrong, they potentially can copy answer of next question from their peers to avoid embracement. It is the same case in questioning, mostly gifted students answer questions. Targeted questions help to encourage students to answer questions, as through diagnostic assessments and marking books, teachers knows which student to target. But if the culture of questioning and use of mini white boards remain there, it will help students to try harder and remain attentive throughout lessons. Assessing through marking books gives a very clear idea that how much progress student has made in the class and by doing their homework. Spread sheet of homework helped me and I asked some students to come during break time to clear their misconceptions, I also ran revision lessons where I cleared those concepts and did target questions from less progressing pupils through marking books. During marking books I started a dialogue with students, for example how this question can be made better and by giving them model answers, as soon as pupils got their books back they had to comment on their mistakes, which helped in building an environment of students teachers dialogue. Similarly self-reflection helped students to start thinking about their strengths and weaknesses and it consolidates their learning more. In each lesson they commented about something to improve and what they did well at, it improved the sequence of learning and each lesson showed evident improvement. Since year 7s started to reflect on their learning during my teaching, it is still very confusing for some students what to write but I still encourage them to summarize their learning objective and think before writing. Finally the summative assessment triangulates the research, Students E,F,G,H and I have made tremendous effort through these weeks and shown that through these assessments they have already reached their targets. References Headington, Rita. (2000). Monitoring, assessment, recording, reporting and accountability. London: David Fulton, 8,9 Last name, First initial. (Year published). Title. Edition. (Only include the edition if it is not the first edition) City published: Publisher, Page(s). Gould, Jimm. And Roffey, Jodi. (2014). Achieving your Diploma in Education and Training. Sage publications ltd. Chaim, Keret, IIany, David, Yaffa, Bat-Sheva. (2012).  Ratio and proportion. Rotterdam: Sense Publishers, 1. Cambridge-Community. Getting started with assessment for learning. [online] Available at: URL [http://www.cambridge-community.org.uk/professional-development/gswafl/index.html] Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment, Phi Delta Kappan 80(2), 139-148. Bransford, J.D., Brown, A.L. and Cocking (2000). The Design of Learning Environments: Assessment-Centered Environments. How People Learn: Brain, Mind, Experience, and School. Washington, DC, National Academy Press, pp. 131-154. Wilson, M. Scalise, K. 2006, Assessment to Improve Learning in Higher Education: The BEAR Assessment System, Higher Education, vol. 52, no. 4, pp. 635-663. Stiggins, R. 2005, From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools, The Phi Delta Kappan, vol. 87, no. 4, pp. 324-328

Purpose of Education Statement :: Philosophy of Education Teaching Teachers Essays

Purpose of Education Statement The educational system in America serves many purposes, all of which are important in their own ways. Historically, education has served as both a building block and a cornerstone of our society, providing both childcare for working adults and a station for administering formal learning. Within the overall purpose of the educational system there lie different questions that must be answered in order to compile a formulaic and comprehensive rationale for the American educational system. These questions involve the structure of the system – why do we start at age 6 and end at age 18? What is involved in the education of youth? And why do we do it? The structure of the American education system is historically rooted in the farming system. It has remained as it is because of culture and tradition, but is also seeing a recent shift towards home schooling. I believe that this shift is a result of the surge of corporations allowing their employees to work at home – a direct result of technological advances in communications that have recently developed. With parents working at home, they are able to home school their children at the same time. Despite this increase in home schooling, however, the majority of the workforce must go out of the home. Public and private school systems, then, serve as childcare for parents who must work, which is the majority of the population. I believe that schooling begins at age 6 (approximately) and ends at age 18 (approximately) because at age 6, children are mature enough to be away from their mothers and fathers and participate in a structured learning and social environment. By the time that high school is over, students are normally 18 years old. I believe that the reason that school now ends at this age is because at this point in someone’s life, they are legally able to make their own life decisions and are (normally) mature enough to do the same. Now as to why we educate – what is the purpose? I believe that the purpose of education is to keep America as a competitive world power.

Only God can be the source of moral awareness Essay

Moral awareness is sometimes referred to as the human conscience, it supposedly separates us from other animals and allows us to function as a society. A moral is a value that we live our lives by and each one contributes to a moral code of conduct which then becomes a country’s laws. This essay focuses on the ideas of Kant and Newman, who believed the source of moral awareness could potentially be God, and Freud and Russell whose views oppose religious ones. Some key ideas used are the Moral Argument, Psychoanalytic theory of personality, and the Euthyphro Dilemma. Kant’s understanding of moral awareness was that it consisted of universal moral laws that everyone knows of and are obligated to follow; these laws do not vary between cultures or throughout time. An example of an objective moral law would be that we shouldn’t commit murder. A moral action might be to help an elderly person across a busy road. We would perform this moral action- or others- out of duty, obligation and reasoning. To discover the correct action to perform in a situation we apply moral reasoning- otherwise known as the categorical imperative. This is like a test that enables us to identify our moral duty. When deciding whether to lie or tell the truth, for instance, we consult the categorical imperative. These ideas helped Kant to formulate his Moral Argument for the existence of God. Humans, he said, have a sense of innate moral awareness that burdens us with the obligation to be virtuous. True virtue is logically rewarded with happiness, but we’re incapable of rewarding ourselves. He called the state in which virtue and happiness coincide the ‘summum bonum’, and the only way to ensure this state is reached is by the existence of a God. Summum Bonum can then be reached in a form of afterlife, explaining why we feel the constant pressure from our conscience to do the right thing, even when it won’t directly benefit us. Importantly though, Kant didn’t explicitly say that God was the source of moral awareness, but that human reason was and that this reason was provided by God. Cardinal John Henry Newman (1801-1890) had similar views on the source of moral awareness, he said: â€Å"We feel responsibility, are ashamed,  are frightened at transgressing the voice of conscience, this implies that there is one to whom we are responsibl e.† By this he means that the existence of conscience implies that we are answerable to someone who provided moral laws, and that the law-giver is in all probability God. On the other hand, Freud would disagree with Kant and Newman, because morals aren’t objective and consistent as they claim them to be. Freud noticed the differences in ethical values and actions, and attributed them to social conditioning. He said that the area of our mind- the superego contains the reasoning ability to make decisions, it’s our conscience. Freud said our conscience is shaped by people involved in our early developed- parents and teachers. These people pass on their moral values to us through socialisation, which is the process where we acquire a personal identity and learn values, social skills and behaviour from other in society. This version of the source of our conscience accounts for the subjective values seen in the people of the world and can be used as evidence against God as the source of moral awareness. Another who felt God was an unsatisfactory explanation for the origin of moral awareness was Bertrand Russell. He reformulated Plato’s Euthyphro Dilemma, wherein Euthyphro is unable to solve the question of whether a thing is good because God commands it, or if God says something is good due to a quality it has? Euthyphro didn’t know what that quality could be. Russell presents the argument that either God isn’t good, or He’s not the most powerful being. God isn’t good if Divine Command Theory (morality is the revealed will and commands of God) is correct, as this would demean God’s goodness by making His most important quality power. Also, by this logic, any immoral act could become moral if God was to say so- for example, murder would be acceptable if God said so, yet we would still know from our conscience that murder is wrong. The second problem is even worse for Christians to accept, as by definition God is the most powerful being. However, if He acknowledges a moral code superior to Him, that we must abide by, God wouldn’t be the Divine Being at all. This argument suggests that God is not the source of moral awareness and instead implies that either there is something superior to God where the moral code originated, or that  conscience simply exists without an outside being’s intervention. In conclusion, God is not necessarily the source of moral awareness, as there’s no solid evidence that this is the case. Other proposals have been made by people such as Freud- conscience could be the result of our upbringing or just something that is naturally occurring in humans. The statement ‘only God can be the source of moral awareness’ is therefore incorrect.

Recipe to Make Your Own Natural Insect Repellent

You can make natural insect repellent yourself. The insect repellent is safe and effective, plus it costs much less to make it than to buy it. Natural Insect Repellent Safety There are a few different formulations you can make for your natural insect repellent. These repellents involve diluting essential oils that the insects find distasteful or which confuses them. The oils dont mix with water, so youll need to add them to other oils or to alcohol. Its important to use an oil or alcohol that is safe for your skin. Also, dont go overboard with the essential oils. The oils are potent and could cause skin irritation or another reaction if you use too much. If you are pregnant or nursing, do not apply an insect repellent, natural or otherwise, until after youve gotten it cleared by your physician. Natural Insect Repellent Ingredients Different insects are repelled by different chemicals, so youll get a more effective repellent if you combine a few different insect-repelling natural oils. If you are making large amounts of insect repellent, a good rule of thumb is to mix the repellent so its 5-10% essential oil, so mix 1 part essential oil with 10-20 parts carrier oil or alcohol. For a smaller batch use: 10 to 25 drops (total) of essential oils2 tablespoons of a carrier oil or alcohol The essential oils that work well against biting insects (mosquitoes, flies, ticks, fleas) are: cinnamon oil (mosquitoes)lemon eucalyptus or regular eucalyptus oil (mosquitoes, ticks, and lice)citronella oil (mosquitoes and biting flies)castor oil (mosquitoes)orange oil (fleas)rose geranium (ticks and lice) Safe carrier oils and alcohols include: olive oilsunflower oilany other cooking oilwitch hazelvodka Natural Insect Repellent Recipe Mix the essential oil with the carrier oil or alcohol. Rub or spray the natural insect repellent onto skin or clothing, using care to avoid the sensitive eye area. Youll need to re-apply the natural product after about an hour or after swimming or exercise. Unused natural insect repellent may be stored in a dark bottle, away from heat or sunlight. If you wish, you may combine the oil with aloe vera gel to change the consistency of the product.