Wednesday, November 27, 2019

261 Ginsberg and Howl Professor Ramos Blog

261 Ginsberg and Howl Allen Ginsberg (1926 1997) Quick Write Allen Ginsberg (1926 1997) Howl (1956)

Saturday, November 23, 2019

Free Essays on El Nino

El Nino El Nino has been a reoccurring phenomenon for centuries. Man has only started to realize how much of the worlds weather is effected by it. The term El Nino refers to an irregular warming of the seas surface. During the last 40 years there have been 10 significant El Nino occurrences. Most affecting the coast of South America. Water temperatures increase along the coast as far as the Galapagos islands. Weak events will raise the water temperature 2 to 4 degrees Celsius and will have minor impact on fishing. However strong events such as the 1982-83 event will disrupt climate conditions around the world as well as local conditions. It has been linked to floods and droughts all over the world. Hurricanes and tropical storms are also altered in their numbers by El Nino. Therefore it would be very helpful for people if El Nino could be predicted and prepared for in some form. During a El Nino cycle there are many biological changes. Due to a depressed thermocline there is less photosynthetic activity resulting in a decrease in the primary life forms that form the beginning of the food chain. The warmer waters that are brought by these changing cycles hold less dissolved oxygen forcing fish to go deeper or venture elsewhere. Due to a lack of data during El Nino occurrences it is not fully known if fish populations are depleted solely due to exposure to El Nino. A decrease in their growth and reproductive success has been observed by many surveys in coastal waters. The link between climatic effects around the world and El Nino is now well established. It has taken many years of studying to understand how the pieces of the puzzle, from ocean currents to winds and heavy rains fit together. During the 1920s a scientist was on assignment in India trying to predict the Asian monsoons. As he sorted through his records he discovered a connection between barometer readings at stations on the eastern and western sides of the ... Free Essays on El Nino Free Essays on El Nino El Nino El Nino has been a reoccurring phenomenon for centuries. Man has only started to realize how much of the worlds weather is effected by it. The term El Nino refers to an irregular warming of the seas surface. During the last 40 years there have been 10 significant El Nino occurrences. Most affecting the coast of South America. Water temperatures increase along the coast as far as the Galapagos islands. Weak events will raise the water temperature 2 to 4 degrees Celsius and will have minor impact on fishing. However strong events such as the 1982-83 event will disrupt climate conditions around the world as well as local conditions. It has been linked to floods and droughts all over the world. Hurricanes and tropical storms are also altered in their numbers by El Nino. Therefore it would be very helpful for people if El Nino could be predicted and prepared for in some form. During a El Nino cycle there are many biological changes. Due to a depressed thermocline there is less photosynthetic activity resulting in a decrease in the primary life forms that form the beginning of the food chain. The warmer waters that are brought by these changing cycles hold less dissolved oxygen forcing fish to go deeper or venture elsewhere. Due to a lack of data during El Nino occurrences it is not fully known if fish populations are depleted solely due to exposure to El Nino. A decrease in their growth and reproductive success has been observed by many surveys in coastal waters. The link between climatic effects around the world and El Nino is now well established. It has taken many years of studying to understand how the pieces of the puzzle, from ocean currents to winds and heavy rains fit together. During the 1920s a scientist was on assignment in India trying to predict the Asian monsoons. As he sorted through his records he discovered a connection between barometer readings at stations on the eastern and western sides of the ...

Thursday, November 21, 2019

Economy recession Assignment Example | Topics and Well Written Essays - 250 words

Economy recession - Assignment Example The former was achieved by formulating monetary policies which included lowered interest rates (as low as 0%), heavy purchase of Treasury bonds and mortgage securities and liquefaction of credit for financial markets and institutions. The deposit insurance limits for financial institutions were increased and comprehensive stress tests were conducted to ensure the stability of the existing institutions. TARP (Troubled Assets Relief Program) was launched in 2008 to navigate finances back into the banking institutions (Blinder and Zandi, 2010). These efforts ensured that the existing institutions were strengthened to face dire circumstances and that the financial system of the country was saved from its looming demise. Attempts were also directed towards the control of recession through policies. Several middle and lower class tax payers were granted with rebates, ARRA (American Recovery and Reinvestment Act) was passed and several small stimulus measures were inducted. The deteriorating condition of the housing sector was rescued by reducing mortgage rates, providing of legal and larger loans, granting tax credits for homebuyers and through the bail-out services of TARP. The auto industry was also saved largely by TARP funds which revived the three major auto companies of US and the world (Blinder and Zandi, 2010). Even though the federal budget was highly strained in process, a recovery in the economic downfall and a change of course towards economic growth was achieved. It took two administrations, the Federal Reserve and the Congress to pull US out of its deteriorating economic conditions (Blinder and Zandi, 2010). Their policies are highly criticized as these had exerted immense strain on the Federal Reserve and the US Budget. Nevertheless, it is highly possible that the US economy would have been largely demolished if such aggressive actions were not

Wednesday, November 20, 2019

GOALS ESSAY Example | Topics and Well Written Essays - 500 words

GOALS - Essay Example My academic pursuits were put on hold when I enlisted in the U.S. Army. My years in active service in Germany proved to be a turning point in my life. Not only did it inculcate in me a new-found self-respect, discipline and spirit of altruism, army life also heightened my awareness of the myriad individual differences in man and, above all, the basic goodness inherent in all humanity. I saw men battle not only their adversaries, but also their own fatigue, fears and attitudes, to rise to the occasion and triumph against all odds. I was now resolved to make a career choice devoted to working closely with people on a personal level. I believe that my past experiences, including my B.S. in Family Studies in Gerontology, have equipped me to contribute in my own way to the field of Counseling Psychology. I have seen, at first hand, the power of positive thinking which can make a man reach unthought-of levels of endurance and achievement. My interpersonal skills are particularly suited to the role of a psychological counselor. My career in the Army and the Postal Service has exposed me to a vast number of people of varying ethnic, economic and social backgrounds and heightened my powers of observation and communication. I consider the primary role of a psychological counselor to be that of a facilitator in the therapeutic process. In dealing with everyday stresses and the problems pertaining to careers, academics, marriage and family, the counselor can be the sounding board for the client’s thoughts and emotions, guiding him to a coherent understanding of his emotions and problems. My conception of an effective counselor is one who helps the client to help himself. In this context, I am confident that my interpersonal skills, powers of observation and my trait of being a good listener are resources I can draw upon in developing the client’s treatment plan. I believe that communication is the basic

Sunday, November 17, 2019

Observing Bacteria Essay Example for Free

Observing Bacteria Essay Abstract: Microscopes are fragile instruments that must be handle with extreme caution as they can produce high quality results when observing the smallest specimens on earth. A microscope must be properly cleaned before use and storage. The different objectives allow for a range of observations. At the highest objectives, the resolution can easily be lost which is why the oil immersion lens is used to minimize refraction. While observing specimens, both dead and active, their shapes and arrangements can be observed. For example, the oil immersion lens can be used to observe the active Streptobacillus bacteria in yogurt. Purpose: The purpose of this lab was to display knowledge of the use of a compound microscope with and without an oil immersion lens while observing and identifying various bacterial shapes and arrangements, including a self prepared yogurt culture. Procedure: Exercise 1: Viewing Prepared Slides 1. After setting up and cleaning all lenses, place the prepared e slide properly on the stage. 2. View the slide under the10x objective by moving it around with the X and Y stage travel knobs then focus it by first using the coarse adjustment followed by the fine adjustment until the view is clear. 3. Adjust the diaphragm to allow enough light for good resolution. 4. After a micrograph is taken, rotate the 10x objective away from the specimen and the 40x over it. Use the fine adjustment knob to bring the specimen back into focus. 5. Repeat the above steps for 6 more specimens. Those viewed and micrographed in this lab are: Amoeba Anabaena Ascaris eggs Paramecium Yeast Penicillium Part 2 of Exercise 1: 1. View 6 more prepared slides by using the oil immersion lens. Follow steps 1-5 above to locate, center, and focus each slide at 10x and 40x. 2. Then swing the 40x objective to its half way position with the 100x objective nearing the slide. 3. Add a drop of provided oil to the slide cover’s surface and slowly swing the 100x objective over. 4. Using the fine adjustment knob bring the specimen into focus and take a micrograph. 5. Repeat this process for 5 more specimens. Those that were micrograph in this lab were: Bacillus Coccus Spirillium Prepared Yogurt Exercise 2: Observing Bacteria Cultures in Yogurt 1. Using a clean sealable glass jar, place a teaspoon of yogurt in the container. 2. Cover the jar and place in a dark, relatively warm areas fro 12-24 hours. 3. Place a sample of the yogurt specimen in a clean slide using a toothpick and cover with a cover slip. 4. Repeat the above steps for viewing the slide at the 10x, 40x, and 100x oil immersion with the microscope. Keep the diaphragm low, as the bacteria will be transparent. 5. Repeat the viewing process with the prepared yogurt slide from the lab kit. Compare the two specimens. 6. Clean all items used in this lab: specimen vials, slides, and microscope. Carefully cover and store microscope. Data/Observation: Specimens observed in Exercise 1 Part 1 with the 10x objective: Amoeba Proteus at 100x Anabaena w.m. at 100x Ascaris Eggs, w.m. at 100x Paramecium Conjugation at 100x Yeast, w.m. at 100x Pencillium with conidia, w.m. at 100x Specimens observed in Exercise 1 Part 2 Exercise 2 with the 40x objective: Bacteria Bacillus form at 400x Bacteria Coccus form at 400x Bacteria Spirillum form at 400x Yoghurt Bacteria at 400x Fresh Yogurt Specimen at 400x Specimens observed in Exercise 2 with the 100x Oil Immersion Fresh Yogurt Specimen at 1000x Results/Analysis: A. Identify the following parts of the microscope and describe the function of each. A. Eyepiece lens B. Tube C. Nosepiece D. Objective Lens E. Stage F. Diaphragm G. Mirror H. Coarse Adjustment knob I. Fine Adjustment knob J. Arm K. Clip L. Base B. Define the following microscopy terms: Focus: The point at which the light from a lens comes together. Resolution: The closest two objects can be before they are no longer detected as separate objects. Contrast: The difference in light intensity between the image and the adjacent background relative to the overall background intensity. C. Describe your observations from the fresh yogurt slide you prepared in Exercise 2. D. Were there observable differences between your fresh yogurt slide and the prepared yogurt slide? If so, explain. CD: Observation of the prepared slide was made easier by the purple staining and the dead bacteria. The observation of the fresh specimen was harder to see in a focused manner because it continued to move. The prepared slide is an obvious Bacillus bacterium. While the fresh sample is harder to focus so it is not as easily observed as Bacillus bacterium. There are more bacteria present in the fresh specimen than in the prepared slide. E Describe the four main bacterial shapes. Cocci: a spherically shaped bacterium Bacillus: a rod shaped bacterium Spirillum: spirally shaped bacterium Vibrio: comma or S shaped bacteria F. What are the common arrangements of bacteria? Cocci: occurring as a single sphere Diplococci: occurring as spheres in pairs Streptococci: chains of linked spheres Staphylococci: spheres grouped in grape like clusters Bacillus: a single rod arrangement Diplobacillus: pairs of rods Streptobacillus: Chain-linked rods G. Were you able to identify specific bacterial morphologies on either yogurt slide? If so, which types? In both samples Streptobacilluss arrangements and shapes were observed. They were more prevalent and easy to distinguish in the prepared slide since that bacteria was not actively moving. At times the fresh specimen at 400x looked like Staphylococci; however, upon observing the bacteria closer at 1000x it was obvious that there were no sphere shaped bacterium present. H. What is the purpose of immersion oil? Why does it work? Normally, the quality of an observed specimen decreases with the number of lenses, glass, etc that the light travels through. With the oil immersion lens, one of the strongest microscope lenses at 100x, the oil restricts the light refraction allowing for a clear focused image at such a high resolution. The oil mixes with the specimen and the oil itself has the same refractive index to that of glass. This gives the specimen a finer resolution and brightness than would have otherwise been observed. Conclusion: In conclusion this lab taught one how to properly use, clean, and store compound microscope. The lab assessed the ability to observe a specimen both provided and freshly prepared with and without an oil immersion lens. This allowed for hands on learning, observation, and identification of various bacterial shapes and arrangements. One was able to extended his/her learning while ageing yogurt and making a fresh specimen on a slide to be observed at all objectives with and without oil.

Friday, November 15, 2019

Australian People :: essays research papers

Australian People   Ã‚  Ã‚  Ã‚  Ã‚  The population of Australia is 18,438,824.The Birth Rate is 13.73, per 1000 people. The death rate is 6.89 per 1000 people. Those two were per year on average. The migration rate is 2.71 immigrants per 1000 people. The Life expectancy is higher than the US at 79.64. (Male 76.69, Female 82.74) There are three major ethnic groups in Australia. The Caucasian makes up 95%, the Asians make up 4%, and the Aboriginal make up 1%.   Ã‚  Ã‚  Ã‚  Ã‚  The official language of Australia is English. It is spoken by more than 99% of the population. The languages come from Europe and Oceania. (Australia, New Zealand etc.) There are several Aboriginal dialects spoken throughout the country. The writing system is Arabic. The Australians often use mate as a way to address others.   Ã‚  Ã‚  Ã‚  Ã‚  There are three major religions in Australia. Anglican makes up 26.1 % of the population. Roman Catholic makes up 26% and other Christian religions make up 24.3% of the population. Burial services are very similar to the ones practiced by Americans in the US. The Aboriginal buries their dead and marks the burial grounds to symbolize the sky world in which they will be reincarnated.   Ã‚  Ã‚  Ã‚  Ã‚  The Average Australian family consists of three members. The Father is the dominant member. There are some extended families of grandparents. Some Aboriginal now live in cities although most still live in the Outback in small rural communities. Aboriginal families are generally large. The children often work for the parents in the fields or around the dwelling. Families that live in urban areas usually have a higher income rate. They usually live in houses. Marriage is your choice, like in the US. Divorce is allowed by legal agreement and Polygamy is outlawed. Australian People :: essays research papers Australian People   Ã‚  Ã‚  Ã‚  Ã‚  The population of Australia is 18,438,824.The Birth Rate is 13.73, per 1000 people. The death rate is 6.89 per 1000 people. Those two were per year on average. The migration rate is 2.71 immigrants per 1000 people. The Life expectancy is higher than the US at 79.64. (Male 76.69, Female 82.74) There are three major ethnic groups in Australia. The Caucasian makes up 95%, the Asians make up 4%, and the Aboriginal make up 1%.   Ã‚  Ã‚  Ã‚  Ã‚  The official language of Australia is English. It is spoken by more than 99% of the population. The languages come from Europe and Oceania. (Australia, New Zealand etc.) There are several Aboriginal dialects spoken throughout the country. The writing system is Arabic. The Australians often use mate as a way to address others.   Ã‚  Ã‚  Ã‚  Ã‚  There are three major religions in Australia. Anglican makes up 26.1 % of the population. Roman Catholic makes up 26% and other Christian religions make up 24.3% of the population. Burial services are very similar to the ones practiced by Americans in the US. The Aboriginal buries their dead and marks the burial grounds to symbolize the sky world in which they will be reincarnated.   Ã‚  Ã‚  Ã‚  Ã‚  The Average Australian family consists of three members. The Father is the dominant member. There are some extended families of grandparents. Some Aboriginal now live in cities although most still live in the Outback in small rural communities. Aboriginal families are generally large. The children often work for the parents in the fields or around the dwelling. Families that live in urban areas usually have a higher income rate. They usually live in houses. Marriage is your choice, like in the US. Divorce is allowed by legal agreement and Polygamy is outlawed.

Tuesday, November 12, 2019

A Literature Review Identifying Group of Learners Within Society and Providing Reasons for Their Possible Underachievement Essay

Those could include students who do not perform well in a specific subject area, do not show interest in gaining qualifications or perhaps are limited by poor language skills or culture from doing well academically at school. There have been many explanations for low attainment and some of them include: * Natural differences between sexes, * Natural intelligence, * Home background, * Type of schooling, * Different teaching styles (stereotyping by teachers), * Material factors (Hammersley-Fletcher, Lowe & Pugh, 2006). Halsey performed a survey of the working class and found that material factors were central to whether learners stayed at school beyond the age of 16 (Halsley cited in Hammersley-Fletcher, Lowe & Pugh, 2006). Department for Education also states that the gap between the best and worst performers in our system actually widens as they go through education; and it is both significantly wider and more closely related to socio-economic status in this country than anywhere else (DFES, 2004). In education, the relationship between schools and social inequality is often explored by looking at the test and examination scores achieved by different groups of children and young people, and other monitoring data. According to Molly Warrington by the age of 11, girls in many primary schools are performing better than boys, particularly in English, and this pattern of differential achievement is sustained and exacerbated throughout secondary education (Warrington and Younger, 2006). This is a particular concern for white working class boys which is the reason why we should evaluate it further trying to establish possible reasons for their underachievement. BBC reported that government figures from January 2008 show only 15% of white working class boys in England getting five good GCSEs including maths and English. (BBC News, 2008). Above view is also supported by the chief inspector of schools who stated that white boys from poor families were worst affected and achieved the worst results aged 16 at school. White British boys who qualify for free school meals achieve the worst results of any apart from gypsy and traveller children – with just 29 per cent getting good marks. (Daily Mail, 2012) Why is this happening then in a modern world where we seem to have unlimited access to books, resources and other forms of help towards achievement? There is no doubt that to be able to achieve we must have the desire to learn and aspirations to perform well academically. Maslow’s Hierarchy of Needs outlines the necessity of satisfying the basic physiological and safety needs before the ones on upper levels like achievement, understanding and approval make students realise their potential. Unfortunately white working class households often undermine the values of schooling, academic achievement and aspirations. Boys from very early age associate manual labour with ‘masculinity and toughness’ therefore do not find academic learning relevant to them as it is not based on what they have been told or taught at home. Department for Education confirms that ‘schools where socio-cultural strategies were most transformative were those where head teachers recognised that there were sometimes conflicts between the cultural contexts of home and school, and that such conflicts might lead to disengagement and potential underachievement’ (DfES, 2005) Paul Willis performed a case study through a detailed ethnographic account of school lives of white working class boys who were ‘destined’ for labour. Boys showed lack of commitment to schoolwork and an acceptance of the authority of the teacher at the same time associating manual labour with ‘masculinity and toughness’. Willis argued that the boys were drawing upon cultural constructions of masculinity which idealised manual workers strength, so becoming a source of higher self-esteem. The ‘lads’ asserted their masculinity in the stories they told about resisting mental work (Willis, 1977). Most schools in Britain are dominated by the anti-education and anti-aspiration culture which has much more pronounced effects on boys. They believe that it is not ‘cool’ to learn, that real men work with their hands, not their minds, and that school does not matter (Telegraph, 2011). All of the above are deeply ingrained in our culture therefore boys like acting tough or hard, for example, by fighting or publicly denying adult authority; using humour and wit, sometimes as a confrontational device against teachers; wearing fashionable clothes and trainers or possessing culturally acclaimed knowledge, for example, being able to talk knowledgeably about the latest computer game (Swain, 2003, 2004). There are many reasons for this behaviour but Connell claims that working class communities in some parts of England are those most affected by the collapse of the traditional local manufacturing industry base and deindustrialization. These working-class boys can no longer rely on work for their traditional status of power and see little point in gaining qualifications, therefore are more likely to reject values that are conducive to academic success such as work ethic or punctuality. For the same reason they do not value academic success and admire peers challenging school’s authority (Connell cited in Younger, 2005). How do we change that? What do schools need to provide the best possible progress and the highest attainment for all pupils? Practical suggestions for educational organisations to better meet the needs of these pupils. Given the amount of literature talking about the underachievement of working class white boys, it appears that the reading material available, suggesting solution to the growing problem is limited. The suggestions on how to better meet the needs of these boys have been based on the literature review. Main points however, have been developed through discussions with school staff, parents and pupils from a local primary school where most pupils are White British with a few from minority ethnic groups. The proportion of pupils with special educational needs and/or disabilities and with a statement of special educational needs is below that found in most schools. Those discussions gave an insight into successful practices that minimise the impact of barriers to achievement for white working class boys. After careful consideration of the subject, improving achievement of boys appears to be a very complex process linked to many factors playing important parts. They include factors like leadership and vision, the curriculum and language support, behaviour management, parental engagement, targeted support including the role of the learning mentor in supporting white working class pupils. Successful transition to Year 7 from Year 6 has proven to also have a positive impact on white working class pupils. ‘These factors are significant in all schools, whether mixed or single-sex, maintained or independent. Senior managers play a crucial role in determining the most appropriate strategy for school improvement, based on close examination of the school situation and identification of the barriers to improving boys achievement’ (OFSTED, 2003). The quality of management and leadership within the schools plays a major part in developing successful strategies. Head teachers who keep their students at the heart of the school’s ethos and everything they do, find it easier to engage staff and parents. Strong leadership can be the driving force behind change, new expectations and inspirational success. They should: * Create a culture of achievement with a positive can do attitude. * Have high expectations and the provision of intensive support should be expected of all * Allocate a lot of time to being in the classroom with teachers and pupils * Make sure that diversity of pupil’s backgrounds and circumstances are celebrated. * Make sure that all children are encouraged to achieve their potential and stereotypical expectations are not made. * Make sure that books used, displays and worksheets avoid stereotypical images, sexist language and represent our multicultural society. The curriculum and language support also plays a major part in tackling underachievement. The Guardian (2013) agrees that barriers to learning faced by white working class boys are mostly concerned with language and literacy: ‘Many of these young people have a limited vocabulary and grasp of standard English and have a limited higher order reading skills such as skimming, scanning, synthesis, and empathy. Pupils with low levels of literacy rarely read at home, and their development in this area stalls when they get into their teens’. Our school believes that the curriculum should be accessible to all children whatever their age, race, gender, ability or social background. The use of appropriate reading materials gives the teachers the ideal opportunity for tackling stereotypical views, as well as widens their knowledge and understanding of things that middle class pupils already know and understand. Considering the above it was interesting to find that Schools and Communities Research Review (2010) suggests, it is unlikely that changing textbooks or curriculum content will in itself lead to improved outcomes in reading or mathematics. It is believed that professional development and coaching in effective teaching strategies make much more of a difference. Continuing, extensive professional development to teachers is likely to improve academic attainment for poor pupils therefore teachers need extensive, engaging workshops to learn new strategies and then coaching to be able to successfully implement and maintain them in their classrooms. Behaviour management also plays a major part in raising achievement of working class boys, and involves using successful strategy which requires a planned approach and subsequently dedication from all parties involved specially educators, pupils and parents. Ofsted reinforces this view by stating that behaviour is significantly better in settings which have a strong sense of community and work closely with parents and carers. In these settings learners feel safe and are confident that issues such as bullying are dealt with swiftly and fairly (Ofsted, 2005). Involvements of parents in the school life of their children, and their aspirations for them, have been also acknowledged as some of the most important factors associated with lower educational achievement. This appears to be particularly relevant to children from low-income families as parental aspirations and attitudes towards education vary significantly according to socio-economic status (Goodman and Gregg 2010). Young working class boys lack self believe and aspirations which results in having difficulties in understanding its importance and relevance. A lot of working class parents have had poor experience of education and believe that there is nothing to be gained from it as their children are likely to end up unemployed, or perhaps have achieved a lot in life through hard work despite having no formal qualifications. In both cases parents do not believe in education therefore pass that view and lack of aspirations onto their children (The Guardian, 2013). The head teacher of the local school reported that the white working class families were the hardest to engage within the life of the school and their children’s learning. School staff expressed frustration at the mismatch between the high aspirations of the school and low aspirations of the parents for their children’s learning, and therefore have to work hard on strategies to engage white parents with a view to raising achievement. School staff are aware that they have to draw parents in for positive reasons as a counter balance for the negative experiences that many had at school themselves. Younger ;amp; Warrington (2005) suggested that a combination of a strong learning ethos in school and increased involvement of parents in their children’s education could raise aspirations and achievement. There are number of reasons why white working class pupils should be able to do well academically despite challenging socio-economic circumstances in the areas served by schools. The evidence presented by the teachers from our local school mentioned earlier, enables the conclusion to be drawn that this school demonstrates the many ways in which they work to support pupils through a wide range of imaginative and inclusive strategies. Their success in raising the achievement of their pupils is a tribute to their vision, and to the very hard work that is needed to make it a reality. WORD COUNT: 2028 References BBC News Channel. (2008). White working class boys failing. Available: http://news. bbc. co. uk/1/hi/education/7220683. stm. Last accessed 28th Feb 2013 Centre for Excellence and Outcomes in Children and Young People’s Services . (2011). Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys. Available: http://www. c4eo. org. uk/themes/schools/classroomstrategies/files/classroom_strategies_research_review. pdf. Last accessed 3th March 2013. Daily Mail. (2012). White working-class boys are consigned to education scrapheap, Ofsted warns. Available: http://www. dailymail. co. uk/news/article-2159616/The-anti-school-culture-condemns-white-boys-failure. tml. Last accessed 28th Feb 2013. Department for Education and Skills. (2004). Five Year Strategy for Children and Learning. Putting people at the heart of public services. Available:https://www. education. gov. uk/publications/eOrderingDownload/DfES-5%20Year%20Plan. pdf. Last accessed 21st February 2013. Department for Education and Skills. (2005). Raising Boys’ Achievement. Available: https://www. education. gov. uk/publications/eOrderingDownload/RR636. pdf. Last accessed 28th Feb 2013. Goodman, A. , Gregg, P. (2010). POORER CHILDREN’S EDUCATIONAL ATTAINMENT: HOW IMPORTANT ARE ATTITUDES AND BEHAVIOUR?. Available: http://www. jrf. org. uk/publications/educational-attainment-poor-children. Last accessed 3th March 2013. Hammersley-Fletcher, L. , Lowe, M. and Pugh, J. (2006) The Teaching Assistant’s Guide, an essential textbook for foundation degree students. Oxton, Routledge. OFSTED. (2003). Boys’ achievement in secondary schools. Available: http://www. ofsted. gov. uk/resources/boys-achievement-secondary-schools. Last accessed 28th February 2013. OFSTED. (2005) Managing challenging behaviour. Available: http://www. ofsted. gov. uk/resources/managing-challenging-behaviour. Last accessed 15th February 2013. Swain, J. (2003). How young schoolboys become somebody: the role of the body in the construction of masculinity. British Journal of Sociology of Education, 24: 299-314. Swain, J. (2004). The resources and strategies that 10-11-year-old boys use to construct masculinities in the school setting. British Educational Research Journal, 20: 167-85. The Guardian. (2013). Working class boys: schools must work with parents to raise their attainment. Available: http://www. guardian. co. uk/teacher-network/teacher-blog/2013/jan/17/working-class-boys-raise-attainment. Last accessed 3th March 2013. The Telegraph. (2011). Why are poor white boys doing so badly at school? It’s about culture, and we’ve got to change it. Available: http://blogs. telegraph. co. uk/news/neilobrien1/100102225/why-are-poor-white-boys-doing-so-badly-at-school-its-about-culture-and-weve-got-to-change-it/. Last accessed 28th Feb 2013. Warrington, M. , Younger, M. (2006) Raising Boys’ Achievement in Primary Schools. Berkshire, McGraw-Hill Professional Publishing. Willis, P. (1977). Learning to Labour: How Working Class Kids Get Working Class Jobs. Aldershot: Saxon House. Younger, M. , McLellan, R. , Warrington, M. (2005). Raising Boys’ Achievement in Secondary Schools. Birkshire: McGraw-Hill Professional Publishing.

Sunday, November 10, 2019

The Customs of Marriage and the Rights of Women in Shakespeare’s A Midsummer Night’s Dream

It is hard to imagine in today's world that there could be or ever have been restrictions on the choice of one's spouse or the bonds of marriage. Yet history shows that only recently has the freedom to choose one's spouse become a reality, more so for women than for men. Women's rights, especially when it came to choosing a mate, were minimal. Marriages for women tended to be arranged, pre-paid, or not allowed before, during, and after the 16th century. One might wonder what rights did women have concerning marriage and how can they be seen in the play, A Midsummer Night's Dream, by William Shakespeare. According to â€Å"The Law's Resolutions of Women's Rights,† published in 1632, women were taught from birth that they were inferior to men. It was a common belief at the time that women were the â€Å"authors of original sin who lured men away from God and salvation† (Tudor Women, 2). Young women, from birth had few rights whether born into privilege or not. The women born into nobility or the upper classes such as Hermia, Helena, and Hippolyta, were given the opportunity to be educated, but mostly in the ways of housewifery such as how to manage a household, needlework, music, meal preparation, and duty to their future mate. All of these qualities were considered imperative in becoming a good wife. Very few women, even those from wealthy backgrounds, were able to become scholars. Some women were taught to read and write, but the majority remained illiterate as it was not deemed a necessary part of their education as future wives. Women's rights concerning marriage were even fewer. â€Å"Husbands of upper class girls were chosen for them by their fathers or other male relatives. Very few women of noble birth chose their own partners† (Tudor Women). Marriages were almost always arranged for political reasons, whether it was to fortify alliances, for land, money, social status, or to strengthen the bonds between two families. It was also considered foolish to marry for love. In A Midsummer Night's Dream, Shakespeare presents this very problem in the story line involving Hermia and Lysander. Hermia is in love with Lysander but her father, Egeus, demands she marry Demetrius, whom he has deemed the only man worthy of his daughter's hand. Although we know that Demetrius and Lysander are both from similar wealthy backgrounds, Demetrius has Egeus's approval for reasons we are unaware. When Lysander proclaims his love for Hermia, Egeus responds heatedly by stating, Scornful Lysander! True [Demetrius] has my love; And what is mine my love shall render him, And she is mine, and all my right of her I do estate unto Demetrius (1.1 95-98). Exercising his rights as the father leaves Hermia unable to marry the man she loves. To add to this sad affair, if she does not do as her father wishes, her father will â€Å"dispose of her, / which shall be either to this gentlemen/ Or to her death† (1.1 43-45). As the law of the land and Biblical law both stated that women and children should submit and obey their parents and husbands, it would have been highly unlikely for Hermia to have married Lysander as she did in the play. This is just one of many political and societal changes Shakespeare made in his play. Weddings during the Elizabethan time were much more time consuming and extravagant than most weddings of today. First there came the betrothal. Theseus and Hippolyta are betrothed although we know through classical history that Theseus captured Hippolyta and owned her. But readers can see that he has a deep admiration for her and we can assume that their betrothal is a somewhat happy one. According to the Compendium of Common Knowledge of Elizabethan England, the betrothal is the giving of what we know as the engagement ring to be put on the right hand. The contract is then sealed by a kiss. This same ring though also becomes the wedding ring and changes to the left hand at the wedding. Also stated in the Compendium, were the rules of the betrothal period. â€Å"The intention to marry must be announced in the church three times; that is, on three consecutive Sundays or holy days, in the same parish† (Compendium, pg 1). If this announcement is not made, then the marriage is considered â€Å"clandestine, and illegal.† Hard as it is to believe, women's rights became even fewer after marriage. According to a Homily on the State of Matrimony from the Elizabethan period states that â€Å"yee wives, be ye in subjection to obey your own husbands. As for their husbands, them must they obey, and cease from commanding, and perform subjection† (pg 4). This belief is taken directly from the Bible and was considered the ultimate rule of marriages during this time. The Homily also says to, â€Å"Let women bee subject to their husbands as to the Lorde: for the husband is the head of the woman, as Christ is the head of the Church.† Shakespeare addresses this belief in an unusual and almost satirical way through Oberon and Titania. Titania is a headstrong and independent fairy Queen who defies her husband's will. Oberon in turn, plays a deviant trick on her to make her fall in love with Bottom, a mortal turned into a donkey. The trick is played because Oberon desires a little changeling boy that Titania has obtained. Another common belief during this time was â€Å"That which the wife hath is the husband's† (Laws pg 5). As it states in The Law's Resolutions of Women's Rights, For thus it is, if before marriage the woman were possessed of horses, meat, sheep, corn, wool, money, plate, and jewels, all manner of moveable substance is presently by conjunction the husband's, to sell, keep, or bequeath if he die. And though he bequeath them not, yet are they the husband's executor's and not the wife's which brought them to her husband (Law's pg 4). As we do not know whether Titania or Oberon were married when she obtained the boy, belief was still that Oberon had the rights to the little changeling boy and not Titania, whether he was given to her or not. She was not submitting to her husband's will and therefore, was punished by being tricked into loving an ass. Throughout A Midsummer Night's Dream, Shakespeare addressed numerous political and social customs of the aristocracy. Although not much changed for the rights of women during the Elizabethan period, readers today can gain a better understanding of the time through historical documents and literary works. To be unable to marry for love, to have no choice in your mate, and to be completely submissive to your husband's every whim, had to have been depressing no matter what the customs were. A great deal has changed now since then, but in all actuality it has only been a few decades since women have been allowed so much freedom in their own lives.

Friday, November 8, 2019

A Man for All Seasons Story Essay Example

A Man for All Seasons Story Essay Example A Man for All Seasons Story Essay A Man for All Seasons Story Essay Many times in literature characters follow a common flow with society. In the story A Man For All Seasons by Robert Bolt, the Common Man is a conformist who highlights many important roles of society in England during the fifteenth century. The Common man appears throughout the play as: Sir Thomas More’s steward named Matthew, a boatman, a publican, a jailer, a jury foreman, and a headsman who decapitates Sir Thomas More. The significance of the Common Man lies in his role in representing society as an individual and as a foil to Sir Thomas More. The Common Man is first introduced in the play as Sir Thomas More’s steward, Matthew. Matthew is very effective in expressing the role of the common man because he takes part in much slander in order to benefit himself such as in Act One Matthew takes money from Chapuys and Cromwell and gives them information about Sir Thomas More in return. In the opening of the play Matthew is displeased with Sir Thomas More’s generosity when he gives the silver cup to Richard Rich. Matthew replies to this act by saying â€Å"My master Thomas More would give anything to anyone. Some say that’s good and some say that’s bad, but I say he can’t help it and that’s bad because some day someone is going to ask him for something that he wants to keep; and he will be out of practice. There must be something that he wants to keep. That’s only common sense. † This quote is very significant because it foreshadows Sir Thomas More’s death. Sir Thomas More could have prevented his death if he would have given up his sense of self and went against his conscious and beliefs. Another significant act by Matthew is in Act Two, Sir Thomas can no longer afford Matthew and so More dismisses Matthew from his home. Matthew seeks employment from Richard Rich; this shows the common man’s only concern for himself and his aloofness to any loyalty to Sir Thomas More. In Act One the Common Man takes on the role of the Boatman. The Boatman most closely represents society of our time because he complains about his low income and his aging wife. When More asks the boatman for a ride home the boatman replies â€Å"Bless you sir – that’s all right. I expect you’ll make it worth my while, sir. † This quote indicates that the boatman is looking for money, as most characters played by the Common Man behave. In Act Two the Common Man plays the role of a jailer. The Jailer also is guilty of complaining about his low wages. More continues to go against the flow of society even more as the story progresses. As king Henry said in Act One to Sir Thomas â€Å"There are those like Norfolk who follow me because I wear the crown, and there are those like Master Cromwell who follow me because they are jackals with sharp teeth and I am their lion, and there is a mass that follows anything that moves – and there is you. † This quote implies the decisive difference between Sir Thomas More and the Common Man. It establishes his role as the counter part of the Common Man which is the role of the man for all seasons. The last character played by the Common Man is the Headsman. It is ironic that the Common Man plays the role of decapitating Sir Thomas More. It is important to realize that this is not a symbol of society defeating Sir Thomas More, rather it shows that Sir Thomas More is loyal enough to his self that he was able to face death even at the hands of the Common Man. As one can see, the role of the Common Man throughout the play A Man For All Seasons by Robert Bolt emphasizes the moral of the play. The significance of Sir Thomas More would not be expressed so greatly without the roll of the Common Man.

Tuesday, November 5, 2019

Million Dollar Baby Essays

Million Dollar Baby Essays Million Dollar Baby Essay Million Dollar Baby Essay In the medical rehabilitation facility, Maggie asks Frankie to do her a favor and help her die. She does not want to live that way and feels that she has accomplished everything she needed to In her life. Frankie refuses to grant her the wish and comforts her day In and day out. After she attempts to commit suicide, Frankie agrees to grant her the wish and takes her life. He ends up taking her breathing tube out and Injects her with adrenaline. In the end, It comes down to the violence of boxing and the ethical side of the sport. When it comes to sports, violence is always going to be something that happens. The difference between boxing and other sports is that its intent is to inflict injury to another human being. The most compelling objection to boxing is that, while other sports such as football and skiing actually produce more serious injuries, the purpose of these sports is not to inflict injury (Dubos, 2009). The main purpose of boxing is to get in the ring and hurt someone. Boxers train to hurt people and cause some kind of violence. It is a sport that takes the lives of people with no purpose. Getting rid of violence in all sports Is impossible, but stopping boxing eliminates numerous amounts of issues regarding health of athletes. In the movie, Maggie trained to get In the ring and hurt her opponent. It encourages actions that would warrant assault charges If they occurred on the street (Downy, 2009). When looking at that situation, It Is breaking all rules and laws regarding violence. People who are out in the community are not allowed to lay their hands on anyone without going to jail. When looking at boxing, they are saying it is alright to beat a person till they are knocked out or possibly dead. The purpose of boxing is to inflict harm on another: you get points by delivering punishing blows, and you can win by knocking the opponent senseless (Dubos, 009). This shows that boxing is a sport that contradicts the rules and laws of violence. The movie Million Dollar Baby is a perfect example of violence and the ethical decisions that were made. Maggie was fighting hard and clean with the Intent to win the fight. Her opponent was fighting dirty all night causing her to keep her guard up. After the round was over, she was hit by a dirty punch causing her to be paralyzed. The dirty fighter walked away with no punishment for breaking the rules and fighting dirty. It all comes down to ethics and morals that someone can beat the life out of someone else.

Sunday, November 3, 2019

Situated Learning and Social Learning Essay Example | Topics and Well Written Essays - 1250 words

Situated Learning and Social Learning - Essay Example He realizes that learning is more effective when done in a group, especially when the learner gets hand-on experience. In the classroom, the student is made to learn abstract things which he may not relate to real life. . The student is presented with cold, uninspiring facts packaged in glossy books, beautiful classrooms and scientific rules. The result is, the student no longer enjoys the poetry he reads nor does any value learning take place from the other classes he attends, except dry jargon and clichs. Jean Lave and Etienne Wenger, in their book, "Situated Learning : Legitimate Peripheral Participation," make a strong case for Situated learning with its emphasis on the contextual setting and .social interaction. While people learn things easily and faster under the conditions of legitimate peripheral participation (LPP), it has some major drawbacks such as the model exerting subtle influence on the learners, so that they learn socially unacceptable behaviour like aggression . According to Lave and Wenger. Legitimate peripheral participation (LPP) occurs when the learner begins to move from the periphery of the community to its center. Social interaction is of paramount importance in situated learning, with learners becoming involved in "community practice". Situated learning, according to the authors, is mostly unintentional, as opposed to deliberate learning. We see examples of situated learning in the case of pre-schoolers, who learn to recite nursery rhymes or tell stories, seeing their peers do the same .Situated learning happens when a visitor to a country learns its language entirely by interacting with the local people. Situated learning has other proponents such as Brown, Collins and Duguid (1989) who propose the idea of "cognitive apprenticeship". According to Schoenfeld, mathematical problem solving is also a form of situated learning. As all mathematics teachers know, when the students are encouraged to think of mathematics is everyday life context, they learn better and the mathematical problems are solved faster. Children seem to understand mathematics better when they relate it to real life situations and solve it in a group.(Schoenfeld) A requirement of situated learning is that knowledge should be presented in situations where the knowledge would apply. For instance, in a lesson on friction in physics, the learner would understand the concept better when he or she is made to experience the friction between a nut and bolt when they are not oiled, and when they are oiled. An apprentice nurse would learn how to lift the patient better by doing it in the hospital than by reading about it in the classroom. Similarly, an apprentice mechanic learns how to repair your car by hands on experience A visitor in France would quickly learn French as well as the typical gestures of the French people. Situated learning happens when a child learns its mother tongue easily. The same child finds it difficult to learn a foreign language at school . According to William P. Hanks, situated learning "takes as its focus the relationship between learning and the social situation in which it

Friday, November 1, 2019

Case Study Example | Topics and Well Written Essays - 2500 words

Case Study Example 5). However, in the process, because of emissions and increased waste production, the lives of residents become uncomfortable to some extent and sometimes the long term effects can be devastating. Other problems that are often associated with world events like football are racism, discrimination and violence (Wyludda, 2009, p. 5). The idea of creating a temporary but enormous event requires a lot of power consumption, consumption of unnecessary resources, and production of large wastes. This can just be termed as â€Å"inherently unsustainable† (Jones, 2011, p. iii). Many events undergo long planning before implementation. Currently, events are held in socially, economically and environmentally changing and turbulent environments. This calls for planning as a critical role for which in the recent planning, sustainability has taken the center stage. The concept of environmental engagement has not been left behind as well (Raj, 2009, p. 140). Event managers ought to be flexible in their planning since events vary and each needs a well formulated framework to assist achieve key principles that can be applied to all. It is the responsibility of those who organize such events to maintain social and environmental sustainability. If event organizers ensure sustainability in their planning, then the eventual results would be impressive (Jones, 2011, p. v). The world football governing body has an event known as the FIFA world cup. It is the biggest sporting competition in the world. For this reason, its impact to the society and environment is enormous. Hosting such an event demands critical consideration of all features to ensure that there is unprejudiced approach and sustainability. The FIFA World Cup â€Å"provides a platform to advertise the issue of sustainability in events† (Debra, Peter and Geoff, 2010, p. 189). With such an understanding, FIFA and the organizing committee took the responsibility of