black holocaust :: essays research papers

Black Holocaust for Beginners Death Ships By Anderson S.Black Holocaust for Beginners Death Ships, is a realistic, and pin down member about the slave trade. Instead of the former stories on slavery and giving it a general description telling reader how slavery is dingy and slavery is immoral, this article goes in and describes what it was like in a slave ship. It made the reader feel the pain of the middle passage in all(prenominal) page.There are three things in the article that is very compelling to me as a reader, the living designates of the slaves in the ships, the rape the women faced, and the punishment styles the rebellious slaves had to endure. What they endured was to the highest degree like hell on earth, it was almost genocide, but without the intention of genocide.The living conditions were horrible, according to the article Black Holocaust for Beginngers Death Ships, You see the vomit supra you and alongside you and you come close to passing out. You can barely breathe. You are trapped. You cant move a leg or arm without change magnitude someone elses misery. The chains rattle as we try to shift out bodies to get away from the running yellow brown stream and flavour from next to us, from above us. The flies and mosquitoes begin to swarm around you. But you cant swipe at them without yanking your chained brethren or sisteren. Such condition sound like how a pig lives, only the slaves did not want to live like that. The writer wrote it as if the reader was in it, I thinking I was a slave. The rape of the female slaves, was described by the writer as an almost normal occurrence in the ship as the article Black Holocaust For Beginners Death Ships states we hear African screams and white mens laughter. To the women, to the girl, we KNOW. Many of us have been in the Enemys nominal head flat for four to six months and we know that rape is always a grab away Later in the article it put the reader in as the rape victim who, get raped by the fi rst mate. The rape described in the article was more violent than the rape we now know.

Essay --

On September 29, 2013 10.3 Million people tuned in to watch the final fact of geological fault Bad. The show was a huge success for AMC and grabbed millions of peoples attention to the drug that the show was based around Methamphetamine. Although Breaking Bad heavily influenced the popularity of Methamphetamine, it is not a new drug. However, Methamphetamine has hold up more potent in recent years due to technology and manufacturing that has become easier and more advanced. The origin of Methamphetamine comes from a drug called Amphetamine which was first produced in 1887 in Germany. Later, Methamphetamine, which was easier to make and stronger than its predecessor, was created in Japan in 1919. Due to the vapourous powder being able to be soluble in water, injection of the drug became very popular in its early days. Methamphetamine first got perpetrate into huge use during World War II. Methamphetamine was used to keep troops from falling asleep, and was used by both sides of t he war. A strange and cast down fact is that Methamphetamine was actually given to kamikaze pilots before their...

Rape on College Campuses :: Sexual Violence Crimes Essays

Rape on College CampusesNicole Johnson*, a 22-year-old senior at an area university looks back at her college experience as graduation approaches, generally happy with how everything saturnine out, however, a dark cloud still looms over her freshman year when she was raped.I went to a party with a few girls I just met, Nicole recalls. I had two beers and felt really drunk and could barely stand up. After lying d avow in an empty room in the apartment, Nicole only remembers the aftermath she woke up. I passed out and when I woke up there was a guy having sex with me. I woke up in the middle of it.Johnson has become a statistic. In America, 1.3 women are raped every minute, 78 every hour, 56,160 every month, and approximently 683,280 women will be sexually assaulted by the end of this year. The attacker could be a faultless stranger or someone she knows, either way creating an emotionally damaging situation.Legally, one might wonder how sexual assault is defined. According to Massac husetts aver law, there are two major categories of sexual assault against adults. One of these is rape, and the other is adverse assault and battery. Rape is defined as sexual sex act or unnatural sexual intercourse with a person and compels such person to accede by force and against his/her will, or compels such person to submit by threat of bodily injury. Rape and attempted rape are punishable by up to 20 years in prison. The crime of indecent assault and battery occurs when an attacker, has non-consensual physical contact with a person in a sexual manner. This could be any unwarranted physical contact to a persons private body. This assault is punishable to up to five years in prison.The majority of sexual assaults are committed against women between the ages of 15 and 25, making college-aged women the group with the highest vulnerability to being assaulted. In fact, according to Kelly Walker from campusspeak.com, and a sexual assault survivor, one in four women will be rape d during their college experience. Furthermore, during ones freshman year, they are at the highest risk time for assault, according to the Northeastern University Police Department.The Northeastern Police Department has their own web site with an extensive report on sexual assault and its statistics. In 1990, the Jeanne Clery Disclosure of Campus Security Policy and Campus Crimes Act was put into place.

Red Hot Chili Peppers Essay -- Botany

Red Hot Chili PeppersA passion for foods from the American Southwest is sweeping through the country. The master(prenominal) component and most popular item of this fad is the chili pepper, an item of tremendous variability and a staple of many people in pro imbed America. In this country, chili peppers were once only nominate in specialized ethnic stores, but now it is just as likely to be found at the neighborhood Kroger. For most people, however, their knowledge stops here. Through this paper I hope to educate the reader on some other aspects of this intriguing vegetable, such as its history, chemistry, and uses. There is some confusion over what a chili pepper is. To many it is only the hot varieties of pepper, such as the chilli pepper or the serrano. Others include the milder varieties, such as the bell pepper. Websters Encyclopedic Unabridged Dictionary of the English Language defines a chili pepper as ... the fuel pod of any species of capsicum, esp. Capsicum frutescens. In this paper, the term chili pepper will be used to describe both the hot and mild varieties. When asked to name the root word of chili peppers, most people would name Mexico. However, despite the plants popularity in that country, it is believed that chili peppers originated in South America, after which it spread to Central America. Pepper remains found in Tehuacan, Mexico, were dated to approximately 7000 B.C., showing that chili peppers were established long before Columbus arrived. In fact, chili peppers were among the first plants to be domesticated, due to its weedy nature and the easy transportability of its seeds (Andrews 1984). When Columbus arrived in the New World, he mistook the chili peppers for a relative of black pepper, Piper nigrum, which is why ... ... mankind. Works Cited Andrews, Jean. Pepppers. Austin University of Texas Press, 1984. Creasy, Rosalind. Chiles for Flavor. fundamental Gardening Mar. 1990 32-36. Johnson, Jon R, and Charles D. Johnson. Two Zes ty Alternatives to Bell Peppers. Vegetable Grower May 1992 24-27. Metabolism and Toxicity of Capsaicin. Nutritional Reviews 44.1 (1986) 20-22. Proulx, E.A. Some Like Them Hot. Horticulture Jan. 1985 46-53. Robbins, Jim. It Feels Like Your Lips Are freeing to Fall Off. Smithsonian Jan 1992 42-51. Rowland, B.J., B. Villalon, and E.E. Burns. Capsaicin Production in Sweet Bell and Pungent Jalapeno Peppers. Journal of Agriculture and Food Chemistry 31 (1983) 484-487. Smith, Paul G, Benigno Villalon, and Philip L. Villa. Horticultural categorization of Peppers Grown in the United States. Hortscience 22 (1987) 11-13.

Lift and the Physics of Flight Essay -- physics lift plane airplane

Since the beginning of recorded history, humans have always had a fascination with flight. Now that we live in a world where boarding an airplane and flying across the country or even the world - is simply a part of everyday life, the honor of flight has diminished for many. Despite this, physics students from all around continue to delight in the many physical forces that play a part in keeping these huge objects (like jumbo jets) from falling out of the skyThe common explanation given to those curious about how an airplane reference produces lift uses the Bernoulli Principle. This is the theory that because of the airfoil shape of a wing, the air traveling over the top of the wing must travel faster than the air going under the wing because it has to travel a farther distance. The resulting difference in pressure between the two (higher pressure under the wing) creates lift, keeping the plane in the air. This explanation is off in a number of ways. It does not consider or explain the important role that the angle of attack plays in flight, nor does not explain how planes can buoy fly upside down (where according to the Bernoulli Principle, the pressure would actually be higher on the top of the wing, pushing the plane down to the ground). For nigh interesting arguments and calculations refuting the Bernoulli Principle as a sound explanation for lift in an airplane, check out Gail Craigs book Stop Abusing Bernoulli How Airplanes Really go available from Regenerative Press (see bibliography).Although the Bernoulli Principle is used to describe many physical phenomena, it does not explain lift. Luckily for us there is a much more than(prenominal) sound explanation for how an airplane flies There are four main forc... ...er angle of attack helps divert more air downwards, thus creating more lift. If one imagines the air particles as bullets hitting the wing of the airplane, an increased angle of attack increases the number of air particles t hat will hit the bottom of the wing, thus increase the amount of air being scooped and diverted downwards.However, there is a limit to this great thing we call angle of attack. Generally any angle greater than 15 degrees will cause the plane to stall. The stall happens because, as discussed earlier, the viscous property of air wants to follow a curve, but is limited to its level of stickiness to the coat of the plane. As the angle of attack increases, the air has a harder time sticking to the surface and eventually simply passes right over the wing without following the surface, resulting in the loss of lift (a.k.a. stall).

Lift and the Physics of Flight Essay -- physics lift plane airplane

Since the beginning of recorded history, humans have always had a fascination with flight. at one time that we live in a world where boarding an rail lineplane and flying across the country or even the world - is simply a representative of everyday life, the wonder of flight has diminished for m both. Despite this, physics students from all around continue to delight in the many physical forces that play a part in keeping these huge objects (like jumbo jets) from falling out of the skyThe common explanation given to those curious about how an airplane cowcatcher produces lift uses the Bernoulli Principle. This is the concept that because of the airfoil shape of a fell, the air traveling over the top of the wing must travel faster than the air vent under the wing because it has to travel a farther distance. The resulting difference in pressure between the two (higher pressure under the wing) creates lift, keeping the plane in the air. This explanation is unsatisfactory in a number of ways. It does not consider or explain the important role that the angle of attack plays in flight, nor does not explain how planes can fly upside discomfit (where according to the Bernoulli Principle, the pressure would actually be higher on the top of the wing, pushing the plane down to the ground). For some interesting arguments and calculations refuting the Bernoulli Principle as a sound explanation for lift in an airplane, check out Gail Craigs book breaker point Abusing Bernoulli How Airplanes Really Fly available from Regenerative Press (see bibliography).Although the Bernoulli Principle is used to describe many physical phenomena, it does not explain lift. Luckily for us there is a much more sound explanation for how an airplane flies There are four main forc... ...er angle of attack helps divert more air downwards, thus creating more lift. If one imagines the air particles as bullets hitting the wing of the airplane, an increased angle of attack increase s the number of air particles that will hit the crapper of the wing, thus increasing the amount of air being scooped and diverted downwards.However, there is a limit to this great thing we call angle of attack. Generally any angle greater than 15 degrees will cause the plane to stall. The stall happens because, as discussed earlier, the viscous property of air wants to follow a curve, but is curb to its level of stickiness to the surface of the plane. As the angle of attack increases, the air has a harder time sticking to the surface and eventually simply passes right over the wing without following the surface, resulting in the loss of lift (a.k.a. stall).

Law and Crown Colony Essay

1. The two different reasons why Spain claimes the country as its possession or ghe property of the male monarch of Spain. They withal claim the country because of their Spirit of Discovery to our country, improvements of their technologies (for travel and trading purposes) and acquisition of our territories being in actual possession of the philippines, it had the discipline to colonize it.In other words, Spain claimed the Philippines by right of dicovery and by right of actual occupation or conquest. 2. Crown colony * A crown colony also called a royal colony was a state that was under political control by Britain and that was ruled and governed by a Governor who had been appointed by the monarch through the secretary of state for colonies. Cayman Island is one example of present crown colony3. Because the governor-general himself has a widely range of own powers. He was also the Kings official representative in the colony. He possessed vast executive, legislative, and judici al powers. He issued orders with the force of law, which were called superior decrees. On the other hand, decrees or orders advance from the King of Spain were called regal decrees or orders.3. Why was the governor-general powerful? Enumerate his powers. * Because the governor-general himself has a widely range of own powers. He was also the Kings official representative in the colony. He possessed vast executive, legislative, and judicial powers. He issued orders with the force of law, which were called superior decrees. On the other hand, decrees or orders coming from the King of Spain were called Royal decrees or orders. 4. Define or explain the followinga. Cumplase e. Capitan b. Audiencia f. Principalia c. Superior Decree g, Cabeza de Barangay d. Indulto de Comercio h. Ayuntamiento * A. Right of the governor to suspend the operation of a Royal decree or order relative in the Philippines if in his opinion, the sads order or decree would not be beneficial to the administration o f the country.

Ethics: Utilitarianism Essay

Ask a passerby to describe his personal morality, and youll likely get a complicated explanation filled with ifs, ands, and buts. Ask a utile, and he hind end give a six-word response greatest good for the greatest number. Of course, utilitarianism is not that simple. Like any philosophical system, it is the subject of endless debate. Still, for the average commentator who is unfamiliar with the jargon that characterizes most philosophy, utilitarianism can be a useful tool in deciding before an action whether or not to strain it out or, after an action, whether or not a moral choice was made.Most credit the economist Jeremy Bentham (1748-1832) as utilitarianisms principal author. Bentham described his opinion as the greatest happiness principle, and his idea was elaborated upon in the nineteenth century by John Stuart mill in his classic work, Utilitarianism (1863). In that book, Mill develops three critical components of utilitarianism an emphasis on results, soulfulness happ iness, and center happiness (by which he means the happiness of everyone affected by an action).Results Mill expanded Benthams definition of utilitarianism to argue that actions are right in proportion as they tend to promote happiness wrong as they tend to produce the check of happiness. 1 This means that utilitarians care only about the results of an action. Other factors that we typically consider when making moral judgments about an action, including a persons motive or his expectations about the results, do not matter in utilitarianism. A utilitarian would say that a man who shoots another by accident is guilty of murder, whether or not the shooting was an accident.Conversely, the man with murder in his heart who tries to shoot another but misses cannot be held morally accountable for the act. In utilitarianism, only the results matter. case-by-case happiness The second component of utilitarianism is Mills idea of happiness, by which he means pleasure. As individuals making moral choices, we should seek to act in ways that maximize happiness and minimize pain (which Mill defines as the reverse of happiness).In promoting the maximum happiness, Mill is not advocating a emotional state of food, sex and sleep. He specifically states that not all pleasures are created equal Few human creatures would consent to be changed into any of the lower animals, he writes, for a promise of the fullest allowance of a beasts pleasures no intelligent human being would consent to be a fool, no instructed person would be an ignoramus. 2 For Mill, a hierarchy of pleasures exists, with human pleasures such as love rising to the top of the list.Falling in love or being moved by a song or poem are greater goods to a utilitarian than eating a delicious sandwich, not because love and music and poesy are different in kind than the physical pleasure of eating, but because these are especially profound pleasures. Total happiness The third defining scene of utilitarianism is its e mphasis on the total happiness, by which Mill means the happiness of all people affected by an action. To decide if an action is moral, a utilitarian will conduct an accounting of the pleasure and pain associated with that act.If the sum total of pleasure outweighs the sum total of pain, the action is considered moral if not, immoral. Take as an modeling the case of price-fixing, the disposals setting of minimum prices for goods such as milk to protect farmers from ruin. Is price-fixing moral? Utilitarians would think through this question as follows When the government (as opposed to the free market) sets the bottom-line price for milk, every consumer suffers moderate pain since the government artificially raises the cost of milk above what the marketplace, operating according to the laws of supply and demand, would otherwise charge.Large consumers who depend on milk (for example, ice cream manufacturers) whitethorn suffer severely if the price is kept artificially high. And tha t increased cost would no doubt be passed on to millions of consumers in the form of increased costs for ice cream. But if the dairy farmers dont get price protection, they may go bankruptin which case a far greater cost would be paid no one would be able to subvert milk or milk products. Price fixing, indeed, stand bys farmers stay in business at the expense of ice cream manufacturers and consumers. Is that expense justified?Utilitarians would answer on a case-by-case basis after a careful balancing of benefits to a few with the increased (though small) cost to the many. 3 Individuals as well as governments can be guided by utilitarian thinking. Take the question of organ donation. Is it moral for the family member of a recently (and perhaps tragically) deceased person to knuckle under doctors permission to harvest their loved ones organs? Utilitarianisms greatest happiness principle demands any personal sacrifice in which the total amount of pleasure produced outweighs the cos ts in pain, til now if the person making the choice receives none of the benefits.Other philosophers place a priority on individual liberty and object to using one person (even a dead person or dead persons body parts) for anothers benefit. Utilitarians, by contrast, conclude that such actions are morally necessary. The emotional pain of a family that has lost a loved one is very real. But to utilitarians, the surplus pain caused by organ donation is a footfall of pain on top of the pain of having already lost a family member.That extra measure of pain must be less than the happiness that results when a life is saved through a transplanted organ. Thus, if the family uses the principle of greatest happiness to guide its decision, then they will agree to the harvesting of organs. A more controversial example of using utilitarianism to make moral decisions involves the ethics of torture. It is sometimes argued that utilitarianism would allow the torture of a prisoner if the torture induced a confession that could save lives, a practice that is strictly outlawed in international law.In a confederation where this interpretation of utilitarianism was widely accepted, police would be able to inflict any amount of pain on an individual in order to save even one life. This final example highlights one aspect of utilitarianism that is often criticized. Although the greatest happiness principle is easy to understand, its application can lead to some unsettling results. wiz can imagine a societys interest in achieving the greatest happiness justifying all kinds of abuses in the name of morality. Utilitarians, in fact, cannot easily justify why torture is morally wrong.Still, in guiding people through more ordinary decisions, utilitarianism has remained popular among both philosophers and non-philosophers. All of us need help sometimes in deciding on the right course of action. Utilitarianism has provided that help for philosophers and common folk alike for two hundr ed years. 1 John Stuart Mill, Utilitarianism (Indianapolis, IN Hackett create Company, 2001) 7. 2 Mill, 9. 3 Robert W. McGee, Some Thoughts on Anti-dumping Laws Utilitarianism, Human Rights and the Case for Appeal, European Business Review 96 (1996) 30.

Managing Culture Essay

A central issue in management of organisational glossiness is how to overcome the Principle-agentive role Problem and how to deal with the institutional opening. If a vexation is to effectively deal with an expanding government, it must base sure that its gloss is well managed. To do so, organisational managers must learn how to prevail over the Principal Agent problem and the institutional theory. The Principal Agent problem is a description of a conflict of interests that the principle (principle stakeholders, sh arholders, etc. ) earns profits on the performance of the organization whereby the agents (employees) usu eachy earn unconditional wages.They argon parallel but conflicting wants the principle seeks the greatest return for the to the lowest degree pay whereby the agent seeks to do the least work for the greatest pay. The Principle-Agent Problem is found in many employer/employee associations especially when stakeholders employ top executives of corporations (Jackso n and Carter 2000). The principle must always settle conflicts between organisational objectives and the incentives of the different subgroups within the organization. Good managers employ incentives, commands, and organizational culture to make sure that this is achieved.On the other hand, institutional theory deals with the deeper and more than flexible features of friendly structure. It lays emphasis to the procedures done which structures, regulations, norms, and customs develop as reliable guiding principles for social behavior. It finds out how these elements are developed, diffused, implemented, and adapted in an organization. The notion of Institutional theory and organizational culture is important in organizations. The building blocks of institutions and cultures have the capacity of carrying with them different meanings even in a single organization or culture.Differences in interpretations of mutual symbols support the multiplicity on which cultures flourish and i nstitutions rely. In the theory of organizational culture, issues of diversity are mainly dealt with through studying the different subcultures objet dart institutional theory deals with diversify in institutional logistics (Jackson and Carter 2000). Therefore, the management has a role to play in mediating between these two issues (Principle-Agent Problem the institutional theory).This sample develops the argument that organizational culture lav and should be managed in corporations in five sections. Section 1 defines the meaning of organisational culture Section 2 outlines the impressiveness of organisational culture Section 3 describes how organisational culture merchant ship be managed Section 4 describes goal and Management of Organizational Change Section 5 describes the implications for culture management This essay will thus show that organizational culture should be managed since it leads to improved coordination and integration in organizations with the result bei ng improved organizational effectiveness.What is Organizational Culture? Organizational culture refers to the set of mutual values, beliefs and expectations that govern the way members of an organization approach their duties in the work place and interrelate with unitary another. Research shows that organizational culture is quite different from other world cultures. It lays emphasis on how workers describe their colleagues and the kind of stories they share with one another.According to Schein 1980, organizational culture is a pattern of shared basic assumptions that organizational members learn as it solves its problems of external adaptation and internal integration that works well generous to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems (Schein 198012). The figure below shows that organizational culture is dual-lane into five levels, that is, fundamental assumptions, values, beha vioral norms, pattern of behavior and Artifacts and Symbols. picFigure 1 Levels of Organizational Culture (Adapted from Schein 1980) Importance of Organizational Culture Literature on organizational effectiveness shows that organizational culture plays a signifi gaget role in motivating and augmenting the value of intellectuals particularly the employees. The concept of organizational culture is important in knowledge intensive corporations. This paper makes it clear that culture is an essential factor in organizations and helps maximize the value of human visions. Schein 1990 advocates that organizational culture is even more significant in contemporary organizations than it was in the past.Organizational culture leads to improved coordination and integration in organizations with the result being improved organizational effectiveness. Through organizational culture, an organization is able to process invention and the capacity to victoryfully bring in new technologies. Organizat ional culture also enables organizations to effectively control dust work units and augment employee diversity. It also allows for cross- cultural management of international ventures and multi-national corporations.Besides the greater need to cope with the external and interior factors, organizational culture has get under ones skin increasingly important since, for many organizations, intellectual assets now comprise the major source of value. Augmenting the value of workers as intellectual assets calls for a culture that encourages their intellectual employment and, eases both personal and organizational learning. It also calls for the creation and application of new knowledge and the readiness to share new ideas with others (Sennet 1998). Managing Organizational CultureWith the fast ever-changing environment and ongoing insights into organizational efficiency, business organizations are seriously rethinking how they should manage their cultures to achieve their goals and obje ctives. It is necessary for these organizations to identify the type of culture that is necessary to accomplish their goals and objectives and make certain the successful execution of the required changes (Ogbonna and Wilkinson 2003). Culture extends over the range of management thinking and corporate culture has been one of the most continuing catchphrases of organizational management.The appeal of the context is that corporate culture is ostensibly unifying and this clearly appeals to managements involvement in forecasting an double of the corporation as a community of peoples interests. Possibly, culture penetrates to the core of an organization-it is almost similar to the context of personality regarding an individual and the critical sense of what defines an organization its missionary station and core values. As a result, the management of culture should become a critical area of management competency in organizations.It should, however, be noted that acceptance of the best culture is a prerequisite if an organization is to succeed. Managers should determine the most efficient culture for their organization and, if need be how to effectively change these cultures. The success of contemporary business organizations could be highly attributed to corporate culture. Research shows that organizational culture is a major pointer to organizational performance and this culture can be managed to enhance an organizations competitive advantage. Organizational culture is a good image for an enterprise whose top management would like to develop.The image of a corporation differs in name of how one views the organization. Research shows that even organizations with strong cultures have a broad social distance between elderberry bush management and employees. Organizational culture is barely planned or predictable it is the ordinary results of social interrelations and, therefore, evolves and emerges with time. As a result, this should be managed to fit certain st rategic ends since organizations have the ability of transforming themselves and the management of culture is such a good way of avoiding such incidents.According to Ogbonna and Wilkinson (2003), organizational culture should be managed as a device for augmenting company effectiveness (Ogbonna and Wilkinson 2003). Management of organizational culture can be more readily enumerated and empirically evaluated based on the interpersonal and symbolical features of management. This requires deep qualitative management of the organizational lives of every employee. Managers while managing organizational culture should put into consideration certain factors such as change-oriented culture, education culture, imaginative culture and project-oriented culture.Management of organizational culture should identify and develop an organizational culture that allows for agility, encourages alliances, companionships and networks promotes knowledge management promotes corporate responsibility and prop er integrity and incorporates diversity. Culture and Management of Organizational Change If real change is to take place in corporations rather than short-lived change, then it has to take place at the cultural perspective. Organizational culture has many strong attractions as a facilitator for change.Firstly, cultures can be plainly created-managers need to be aware of what is needed to change an already vivacious culture. The capacity of organizations to be culturally inventive is associated with leadership. The top management in any organization must be responsible for developing goodly cultures. This is because organizational leaders develop the social reality of a corporation they shape organizational beliefs and deal with the drama and visualization of the corporation (Mir and Mir 2009).Research shows that culture is often counter posed to prescribed rationality- In this sense culture is significant in resolving the predicaments associated with bureaucracy in an organization formal procedures are vital for organizational integrity though they also restrain autonomy and invention. Today, organizations are growing in an uncertain manner and the adoption of adaptable cultures that are receptive to change to deal with the changing environment and crises has become essential.Ackroyd and Crowdy, (1990) focus on the relationship between culture and the management of organizational change through the cultivation of friendly interactions at all levels, the amalgamation of individuals with shared goals and dependence on employee responsibility (Ackroyd and Crowdy 1990). Implications for The Management Of Culture In an Organization Research shows that there are two fundamental approaches to the management of culture in organizations and, by implication, this include strategy conforming (upholding order and continuity) and transforming (altering and breaking already existing patterns).As demonstrated by the successive poor performance of many companies, the effici ency of the selected approach to corporate culture and strategy depends on the conceptual factors relating to both the intimate and the exterior business environment. Thus, organizational culture needs to be managed though the adopted strategies are highly determined by the prototype and prospect subscribe to by the manager. In coping with the management of organizational culture, it is important to identify as much as possible the features of the present or new pose culture the illusions, symbols, customs and assumptions that add force to the culture.Consequently, action can be initiated in any of the key areas listed below Enrollment, selection and substitution- Culture management can be influenced by making certain that appointments make the existing culture stronger or encourage a culture shift removal and substitution whitethorn be used to significantly change the culture of an organization. Socialization- stimulation and successive development and training can lead to accult uration to an already existing or new culture. This can also enhance interpersonal exchange of ideas and team work, which is vital in fragmented corporate cultures. Performance management/compensation systems- This can be used to encourage preferred behaviors, which may result to changed organizational values. Leadership- Managers can strengthen or assist in the abolishment of existing illusions, symbols, behaviors, and beliefs. Participation- of all corporate members in cultural rebuilding or management activities and related inputs, decision-making and improvement activities is important if long-term cultural change and management is to be achieved. social communication- Meeting the needs of interpersonal interactions is vital in promoting an existing corporate culture and integrating organizational members into that culture. Effective teamwork- This encourages change and developments in cultural communication. Structures, principles, processes, and resource allocation- This ne ed to be compatible with the culture of an organization (Boston, Istensaker and Falkenberg 2007). The above represent several strategies that can be used in corporations to manipulate it in terms of the cultures and subcultures that make it up.The management of organizational culture is based on a complicated comprehension of the tacit and explicit features that make up the already existing culture.Conclusion This essay has shown that organizational culture can and should be managed. What makes up organizational culture and its alleged role in corporate success are contested, resting on prospects of culture either as traditionally based, change resilient, deep societal system which emphasizes all company strategies and activities. Organizational culture should thus be managed to provide for organizational success.

How Dickens, Hardy and Roy did use endings in their works

I work hard for a sufficient living, and then yes, I do well comes at the close of the Tempter Great Expectations, and reveals a possible redemption of flecks previous condemnation that the prevalent struggle had caused him to be unashamedly disgusted with his call and his life. This feature of Dickens novels remnant allies with the consolidation of the trains of imagery that he seeks to define, alongside the question of the original ratiocination and how it varies the tone of the novel.Roys The divinity of shrimpy Things features an refinement that paradoxically falls into the descent of a non-linear perspective, creating a sicksweet automated teller machine which she seeks to twain(prenominal) personalise and universal jointise- allowing her to use residueing to in any case extend along trains of imagery. Finally unfearings operate endings both take on a literal quality with the diminuendo nature of both The Voice and At An Inn, only when the c at formerlypt of ending as a metaphorical representation of death excessively comes across, Your Last Drive being a prevalent example.Hardys use of ending in his work takes on a multi-dimensional significance in a literal and figurative sense, as he addresses both the close of a poem, and the destruction of life. The Voice closes with the image of wind oozing from norward and the bitter indictment of, And the woman, calling. This is in massive contrast to the opening of the poem, with its lyrical effervescence of Woman very much missed how you call to me, call to me/Saying that now you are not as you were, as the structurally rich lines of enjambment and romanticised passion contrast with the impersonal, antagonised end.This reveals the brain of the poem having a diminuendo quality, as Hardy uses his ending, and its contrast to the opening, to successfully reflect the depreciation in his relationship that he saw, the depreciation of the colourful line of products blue gown to the neologisti cally bleak wan wistlessness. This diminuendo idea also features in At An Inn, as it flows from an opening of promise, of bliss like theirs/That would affluent our day, as enjambment highlights the depth of bliss that is crucially perceived, rather than physical.This is highlighted through with(predicate) Hardys ending, of what he sees as the charade of hunch-light, to the point that he equates this lack of pick out with that of death, appealing to the omnipotent laws of men that so often pervade his work to once let us stand/As we did then, as if honesty is in fact worse than the awful past. This superlative of negativity highlights how Hardy uses ending to illustrate his own reality.However, the concept of ending with Hardy can also take on a much wider significance, and the endings of these wider explorations of the end in death and time seek to define Hardys views on these wider subjects. Your Last Drive sees him attempting to demystify his own role, or lack of it, in Emma s death, and it closes with the monosyllabic You are past love, praise, indifference, blame, with this ambiguous ending leading to varied interpretations on Hardys opinion of death.It could be a simple dismissal of death, that he sees these words that he prints for her praises and her countenance as now worthless, but this is not the only plausible interpretation. It could represent a latent resentment of the dead, as if they are fortunate to be granted a blissful release from the emotion, from the praises and from the countenance that Hardy must still talk and write of, as if to be Past love, praise, indifference, blame is in fact a form of literary and metaphorical redemption, rather than the cursed end that it is traditionally seen to be. so Hardy can also be seen to use ending to explore greater issues, to not merely close the boundaries of his poems and conventions but to extend them, to discuss universal ideas of the end and to thereby present his own interpretations. The ide a of both personal and universal closure is one that is also seen in Roys novel The God of Small Things, also leaving ideas open to interpretation, unlike a traditional end. The close of the novel falls upon Ammu, as she turned to say it again. Naaley. Tomorrow. This reveals how Roy attempts to archetypal personalise the close through the use of Malayalam, by consolidating Ammu and Veluthas love that is shared amongst the mangosteen tree, the jet streaks on a church blue toss and the love laws, and then to universalise the message of the novel to the reader with the English Tomorrow, just as she did at the end of the opening, referencing both when the love laws were move down and also the hopelessly practical world of 1969.This idea of consolidating on a personal and universal scale is also made relevant through Roys use of the trains of imagery that are relevant throughout the book. For example Ammus Road now has a small sunny meadow, unlike its previous emptiness, its unrestra ined sort of walk. She also references the all encompassing nature of The Terror, showing how even at the end of a narrative, pervading images can still hold a powerful s commission, even in this case, against an unconventionally non-linear narrative.This could represent the power of these images over the scurry of small lives that the novel represents, or possibly that these images are in fact the small things that seep into the novel, just as for example the death of Sophie Mol hid in books and food. The fact that the narrative of The God of Small Things is non-linear experiencees great significance to the ending in other aspects as well- it leads to the ideas of where the ending truly is, how the use of placement of ending affects the tone of the novel.The chosen ending could be tell to give the novel a tone that it reinforces itself- it is sicksweet. This is backed up by the superficial perceived positivity of tomorrow, as although the ending would seem to possess hope for the future, the non-linear narrative shatters this hope, as the reader knows that Ammu and Veluthas tomorrow will be one of smashed smiles and a lucky leaf that wasnt lucky enough.This relates to Roy victimisation her ending to create a desired tone, as well as using the concept of foreshadowing to a greater extent than it is conventionally employed- it creates an atmosphere of the sicksweet closing chapter is not the true end, that in reality the end is Rahel and Esthas prior consummation of hideous grief, and that Roys physical ending is not the physical ending to the story.This however is challenged by the chapters title, The Cost of Living, as the smashed smiles that lay ahead of them are virtually taken out of their narrative context, that the ending is more a personal ending for Ammu and Velutha as their own closure and that the final universalisation is actually seeking to challenge the shattered hope, just as Ammu and Velutha challenge the love laws.Therefore Roy also uses e nding to tie up her thematic influences, and to embellish the structure and tone of the novel in a way that is multi-faceted, addressing personal and universal issues. Dickens Great Expectations also has an ending that addresses characters personal issues and also thematic questions. He uses his ending to seemingly resolve Pips issues with Estella, I saw no shadow of another(prenominal) parting from her, but this also resolves a thematic issue of Pips continued naivety over the subject of Estella.This naivety extends back through his knowledge that his wizardry is in fact born to the lowest of the low, a murderess and a convict, and that despite his vow never to cry for her again after an early encounter at Satis House, the interior ending of the narrative, his perspective aided by hindsight that closes childlike aspersions as they come, states that never was a bigger lie ever told.This leads to the close of the novel almost forcing the reader to take on the role of this secondary perspective for Pip, and realising for them self but not for him, as there is no longer the boundary amidst the two perspectives- Dickens consolidates these ideas through a consistent narrative trend, as Roy does with imagery in The God Of Small Things.However, the ending also challenges consistency- Estella is seen to progress from the prestigious desire of Miss Havisham to break their hearts to understand what (Pips) heart used to be, and that Pip has progressed from knowing I was ashamed of (Joe) and being disgusted with (his) calling and (his) life to knowing that it is not a crime to say I work hard for a sufficient living and therefore yes, I do well.This opposition in partial knowledge leads to the ending being used as a sort of catharsis for Pip, as the mists rise once again they do so for him, in his own mind, positively, despite the ironic knowledge of the reader that this is in fact a naive trend- similar once again to Roys use of ending in The God of Small Things.There fore Dickens uses ending to consolidate theme, but also to include uncertainty that both remains consistent with and challenges previous narrative events, deepening the final meaning of the narrative. However, Dickens ending and its use are questionable in a similar way to Roys due to the presence of alternate perspective. However, unlike in Roys ending it is not who the ending involves but its construction, as Great Expectations has its own, alternative ending.The original ending speaks of Estella and Pip merely looking upon each other sadly, as opposed to the imagery laden ending that was eventually published. In the original there is no casting off of the wretched years that Pip achieves in the published ending. This choice leads to a similar perspective to the one placed upon Roys use of ending in choice- although Dickens ending was a publishers decision, why he chose to write the ending as he did is still questionable.The original ending is more in line with the tone of disappo intment that pervades the novels universal struggle, but the language of the published ending, the glorified broad expanse of tranquil light that can be seen to both illuminate Estella but also to shroud true realisation from Pip can also be seen to be appropriate, as it reflects the aforementioned ideas of consistent naivety, and also runs in line with the idea of all other redemption being latent and inherently unfulfilled- Miss Havisham and Magwitch as examples.Therefore, Dickens also uses ending to exemplify character, and tone individual to certain aspects of the narrative, in both a consistent and opposing manner. In conclusion, the three writers use endings in multi-faceted ways, across individual and contexts. Hardy uses ending as not just a method of defining validity of feeling and exclusivity of emotional experience, but also to discuss the concept of the end, and how a change of tone or style in his literary endings can reflect heavily on these wider interpretations.Roy also achieves this, but alongside Dickens also uses ending to both consolidate and challenge thematic and tonal issues, allowing them to both utilise ending to embellish their narratives further than would normally be possible, elicit intrigue over not just their own texts, but as with all three of the writers, intrigue over what the concept of the ending is really about.

MBIT: What is self-awareness? Essay

Self awareness represents an catch of our soulfulnessality or the self. It includes the understanding and discovery of ones strengths, weaknesses, likes and dislikes. Others include understanding our attitudes, values and beliefs. Self-awareness de nones our consciousness and recognition of our self history (Smith, 2008). This means that we understand that we are the same person over time and that we can identify thoughts and actions that we ourselves do. Self awareness is directly related to our ability to communicate. Self awareness is actually developed during our communicating with ourselves and some others.It is during chat that we learn about what others think about us and what reactions and significance we are likely to cause during communication. The Barnlunds model illustrates two types of communication the intrapersonal and the interpersonal communication (Smith, 2005). Intrapersonal communication which is communication with ones self helps to bring out our innermost qu alities through our perceptions, evaluations, inferences, ideas, evaluations and memories. Interpersonal communication which refers to communication with others helps us to understand other people and at the same time discover our strengths and weaknesses.It is only through self-awareness that we can be able to communicate effectively. Self awareness is what enables us to be more strategic in our communication practices. According to Smith (2005), it is only when we understand ourselves that we can be able to gauge and control how we communicate. Understanding others is also essential in our communication and this can only be achieved if we understand ourselves first. For example, a person who does not have self awareness is likely to buttock challenges when communicating with other people because he is likely to misinterpret other peoples responses to his or her messages.If we do not interact with others and learn our strengths and weaknesses and the contradictions that endure b etween individuals we may not be able to change our communication behaviors to better express ourselves (Smith, 2005). I have come to realize that my personality may not always allow me to get along with everyone. I am ESFJ according to the MBIT personality tool. I am slightly express extravert, slightly expressed sensing, moderately expressed feeling and slightly expressed judging. Since I have more of an average personality, I would have difficulties dealing with aggressive personalities such as the ENTJs.ENTJs will course to have difficulty seeing things from other peoples perspectives and more likely than not they get impatient whenever others do not see things their way. Better communication with such anatomy of people would call for proper understanding of their personality and then trying to solve any kind of misunderstanding by expressing my oral sex of view to them. I am slightly expressed extravert which means that I draw energy from action. I privilege processing inf ormation through conversing and idleness or inactivity tends to lower my motivation.I am likely to work with introverts who may not be as energetic and who prefer to reflect before acting. I may find that I cannot easily communicate or brainstorm with these kind of people in order to come up with ideas. To deal with this, I would have to be more patient with these peoples personalities. It may mean giving my point of view and then giving them time to act on the idea before making a plausible solution. I tend to situate decisions by empathizing with a situation, considering the people involved in the situation and taking a solution that brings greatest consensus.My feelings and personal values must be involved in making important decisions. At my work place, I may meet people who are Thinking (T) instead of feeling (F) as I am. These ones tend to make decisions based on what is reasonable and logical depending on the analysis of the situation. To better interact with these kinds of people, understanding of their personality is essential and sharing my ideas with them will make them understand me better. That way, we can effectively communicate and respect each others way of decision making.Word Count667 Reference Smith, T. R. (2005). MBIT On the Path to Self Awareness. capital of the United Kingdom SAGE

Cinema of India and Irish Pages

Irish Pages LTD Glorious Particularity Author(s) Mira Nair Reviewed work(s) Source Irish Pages, Vol. 3, No. 2, The Home Place (2006), pp. 103-108 Published by Irish Pages LTD Stable uniform resource locator http//www. jstor. org/stable/30057428 . Accessed 09/11/2012 0627 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http//www. jstor. org/page/info/about/policies/terms. jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and lay down upon a wide range of content in a trusted digital archive.We use information technology and alsols to increase productivity and facilitate newborn forms of scholarship. For more information about JSTOR, please contact emailprotected org. . Irish Pages LTD is collaborating with JSTOR to digitize, preserve and extend access to Irish Pages. http//www. jstor. org GLORIOUS PARTICULARITY MiraNalr Illumining the actual. I make images in my work. I don t pen words, speci exclusivelyy not words to be de go throughred from church pulpits.So I experienced great agony writing this essay, particularlysince it was also meant for publication, until I began to sympathize it as an opportunity to think aloud with you on what has been possessing my mind of late, in this tumultuous past year since the watershed of 9/11/01. I nourish been reflecting on the torrent of ceaseless images flooding our lives in the print media, TV and of course, in our popular cinema, ultimately asking myself the age-old questionsTer Braakraises in his still- primitiveessaywhat is the role of an artist in any society? What is the place and future of cinema in the world today?In the new globalvillageof incessant images, increasinglyI see the failure of batch media to impart actual understanding. This overactive pluralism gives nonpareil the illusion of knowing a lot about a lot when actu all in ally you know a busy about nothing at all, leaving in its wake an a udience so thoroughly bludgeoned by little bits of information that one is left misidentify and consequently apathetic politically. Perhapsthat is its intention. The fact is that while images have become more and more international, peoples lives have remained astonishingly parochial.This ironic truth of contemporary life is especially troubling in todays war-mongering times, when so much(prenominal) depends on understanding worlds so different, and consequently totally disunited, from ones own. In this post-9/11 world, where the schisms of the globe be being cemented into vast walls between one belief and way of life and another, now more than ever we need cinema to reveal our tiny local worlds in all their glorious particularity. In my limited experience, its when Ive do a film thats done full-blown justice to the truths and idiosyncraciesof the specifically local, that it crosses over to become surprisinglyuniversal. Take Monsoon edding,or instance. I cherished to make an i ntimate family W out of nothing, a love song to the city of Delhi where I come flick, something from, to return to my old habits of guerilla film-making. Except this time, pink-slipped m by the recent empowering of the Dogme ethod, I wanted to make a film in just 30 days. That was the original premise to prove to myself that I didnt need the juggernaut of millions of dollars, studios, special effects and plenty of men in suits to make a good story in the most interesting opthalmic way possible. I wanted 103 IRISH PAGES o capture, set-back and foremost, the spirit of masti(meaning an intoxication with life) inherent in the full-bodied Punjabi community from where I come, and then, to capture the Indiathat I know and love, an India which lives in several centuries at the same time. As Arundhati Roy put it, as Indian citizens we subsist on a regular diet of caste massacresand nuclear tests, mosque breakings and fashion shows, church burnings and expanding cell phone networks, bonde d labour and the digital revolution, female infanticide and the Nasdaq crash, husbandswho continue to burn their wives for dowry and our delectable pile of MissWorlds. It couldnt be say better. Such were the fluid pillars of the India I wanted to put on film 68 actors, 148 scenes, and one hot monsoon season later, using paintings,jewellery, saris and furniture taken from relatives on the screen, with each member of my family acting in it, later on shooting exactly 30 days, a film was born that then had a journey so different from any expectation (more correctly, non-expectation) that we might have had for it during its making.People from New Delhi to Iceland to Hungary to Brazil to America believed it was their wedding, their family,themselves on that screen and if they didnt have a family,they yearned to belong to one manage the people they saw on screen. I didnt make the film to educate anybody about my culture and my people- I believe that to be simply a cultural ambassadoro f ones country is boring rather, if it was made for anybody beyond myself, it was made for the people of Delhi to feel and laugh and cry at our own flawed Punjabi(a. k. a the PartyAnimals of India) selves. unequivocally for me, Monsoon edding as the first of s plain films Id made that W was completely embraced by the mainstreamBollywood film industryin India producers, directors, movie stars, choreographers, musicians alike embraced the film, and for the first time in my 20-odd years as an separatist film maker independent really from twain the Indianand the Americanmainstream I felt the possibility of my work belonging somewhere. Although the flare and form of Monsoon edding as radical for the Indianpublic (the entire film was w W hot with a hand-held camera,was reality-based, with a host of completely unknown faces mixed in with legendary actors, live singing, no studio shooting, using a mixture of old Indianpop songs with new original music, and dialogue simultaneouslyin Hi ndi, English and Punjabi),it continues to play in Indiaalmost a year after its release. Perhapsthis was because we took a familiar premise that of an Indian wedding, and of the family drama that surrounds such an event anywhere and made a realitycheckversion of it so different from the normal Bollywood film.Bollywood, a term for the enormous mercantile film industryin Bombay, refers to those grand, epic and over-the-top extravaganzas eplete with musical r 104 IRISH PAGES numbers and lavish production values, designed as dreamer entertainment for the masses. It is what Ter Braak hilariously describes in his discussion of low cinema born among cigarette-chewing youths and giggling maid-servants, received with wild enthusiasm and the honest romanticism of a proletariat fervent for deliverance. Despite its inimitable, distinctive style and its current arty-exotic cache, Bollywood is nothing like cinema of the art-house, New Wave variety, nothing like expressionism it does not have pretensions of purity. It is defiantly popular, made for the masses and for profit. Therefore, Bollywood as a cinematic form is necessarily adaptive and composite a genre welcoming outside influences, not fearing them. In the first place, the filmmakers always aiming for the broadest possible audience have had to accommodate the multiple interests of an extremely regional and diverse country.Certain unifying elements Mahabharata and Ramayana, the pieceational epic texts from which umpteen stories derive, and the emphasis in all films on family tradition and local setting give Bollywood films a broad resonance within Furthermore, Bollywood was born under colonialism and brilliantly survives in a post-colonial world. The Bollywood style is famously adaptive and absorbent, a sponge that had to respond to imperialist influences to survive pre-Independence, and willingly imitated them for profit in more recent years. A common phenomenon in Bombay are the so-called DVD India. irect ors who pitch their stories to moviestars using cued scenes from wellknown Hollywood movies (e. g. , it is basically a combination of Godfather meets Love Story meets When Harry Met Sally). westbound stories from Jane E re to Dead PoetsSocietyare retold with Indian characters and production design that very lots ingeniously play into some(prenominal) Westerners and Indians idealization of India. This suggests a border around India that is both porous and protective, flagrantly absorbing and copying all sorts of influences yet twisting them to make it finally seem unreproducibly Indian or, to put it more accurately, inimitably Bollywood.There is much debate on the survival of local cinemas in a global age, and much consternation about the unstoppable wave of American culture, often accused of alternately deadeninging and diluting art and aesthetic sensibilities around the world. The French have been railing about cultural protectionism from Hollywood for years now. In this con text of stressful to preserve and cultivate local voices, it is fabulous to see the unflagging energy of Bollywood cinema. Bollywoods vigor, its staying power and its improbable, flexible hybridity, are all results of its huge internal market.Commercially and artistically much like Indian culture itself. Bollywood is supple and muscular 105 IRISH PAGES The mass Indian audience for whom Bollywood films are made is evergrowing and makes the industry hugely profitable, even without taking into account the global reach it has attained. The first Indian film, Rala w Harishchandra, as produced in 1913. Thirty thousand films have been made since. Today,800 films per year are made throughout India, and 12 million people within the countrys borders go to see a Hindi film daily.The booming Bollywood market is self-sustainingand runs parallel to and undisturbedby American film exhibition in India. This is to begin with taking into account Bollywoods huge market abroad, both as an export to other lands (such as Russia, the Middle East, Africa) and to the far-reachingIndian Diaspora. emergence up in India in the sixties and seventies in the fairly remote state of Orissa, I was not an aficionadoof Bollywood pictures. I did swoon over many of the popular love songs from the movies, but the films themselves did little for me. I was much more interested in stories of real people, the extraordinarinessof ordinary life.Initiallyinspired by jatra which is the form of traditionaltravellingmythological theatre in the countryside, I later became involved with political protest theatre in Calcutta. Then, with eyes focused beyond my own country, I became preoccupied with the Beatles and the antiVietnam War movement, the Western avant-garde, guerilla theater, etc. It wasnt until I went to America for college and began studying film that the otherIndian movies first reached me SatyajitRay, Ritwik Ghatakand Guru Dutt, whose emotionalism and visual stylization were actually pure inde pendent film-making, but made from within Bollywood.The immediacy and grandeurof these films is a pillar for me now I rely on seeing one of Guru Dutts movies every six months before I make another one of my own. However, I was the last person to ever imagine that the commercial cinema of the Indian mainstream would have anything whatsoever to do with my own work. Yet the opportunity to give this rattle on has given me a chance to reflect on my own trajectory, and I am surprised to insure that my home cinema has had a strong influence on my body of work indeed, regardlessof my exploration of increasingly motley and disparatecultures.And in reflecting, Ive seen that the influence of Indian films specifically that unabashed emotional directness, the freewheeling use of music, that emphasis on elemental motivations and values is a thread running consistently through every one of my films even when exploring foreign worlds, I have taken the bones and flesh of those societies and tri ed to infuse them with the spirit of where Im from. Much of post-imperial scholarship focuses on the Western respect and Bollywood itself, as Ive said, had to adapt to and be constantly aware of the colonialist point of view. I find myself applying an Eastern gaze 06 IRISH PAGES to Western contexts now, and enjoying the reversal. Historically,Hollywood has alwaysbeen open to foreign directors, so long as we have the competence, craft and flair needed to make money. From Erich von Stroheim to BillyWilder to Ang Lee to PaulVerhoevento ShekharKapur, the doors have opened for us, so long as we understand the bottom line. In my most recent film, Hysterical lindness, working-class drama set in a B New Jersey in the eighties, I found that even in the drab and loveless confines of these bar-hopping girls world, the Bollywood approachwas just as useful.Half-jokingly,I refer to the style of the film as AmericanBleak, Bollywoodstyle. Within the frame of American Bleak,understatement and or dinary circumstances notwithstanding, the full-blown emotion was there, waiting to be made overt. People are people, after all, and no matter if were trying to portray a loveless reality where desperate women comb neighbourhood bars looking for love, save to find heartbreak,audiences must feel their neuroses as if they are their own.And now, looking at pre-Victorian capital of the United Kingdom to adapt Thackerays gloriously entertaining saga, VanityFair, I find an enormous panorama of themes familiar to those of us steeped in Bollywood a woman who defies her poverty-stricken background to fight up the social ladder, unrequited love, seduction through song, a mothers sacrifice for her child, a true gentleman in a corrupt world . .. the catalog of human stories remains the same. Moreover, it is a story that comes down to basic human ambition, asking a spiritual, even yogic questionWhich of us is happy in this orld? Which of us has his desire? Or, having it, is satisfied? The bold s trokes of Indian cinema are ideal for this canvas,too. Culture-combining does not have to yield the soulless Euro-gateau lamented by Istvan Szabo in Zanussis 1993 lecture here. Because, as Zanussi explained, those are films without a center, stories that take place in nameless, unrecognizable cities with a host of European actors desperately attempting a neutralAmerican/English accent, afraidof any eccentricities or distinctiveness that would distract from the mongrelization of the piece.The Bollywood form, itself an ever-growing collage of culturalinfluences, is making its way around the world, but retaining its soul. In fact, my only fear as Bollywood seems to cross over into Western commercial screens is that it waters itself down to suit the Western palate. Lately,Western culture has taken Bollywood styles and incorporated them into the mainstream Hollywood vocabularysmash-hit movies and plays imitate Bollywoods musical form and ultra-theatricalstyle, adaptingthem to Western con texts (MoulinRouge, ombay B Dreams). designate of Thora Birch in GhostWorld, atching a 1950s Hindi dance w umber and dancing around her room gleefully. She sees a freshness and 107 IRISH PAGES validity totally absent from her Anytown, USA existence. The crazy dance number is delightfullyforeign to her, yet throughit we also see her small world with new, sharp clarity. Bollywoods pure emotional storm and distinctive vocabulary has authenticity in itself, however manufactured and molded the form has been over the years. In this era of internationalmisunderstanding,as the threat of a global divide culturally and politically is more dire than ever, this distinctiveness is to be celebrated.I have always repeated to myself and to my students that if we dont tell our stories, no one else will. The weand our in the best films is both local and universal. Cinema can mirror an individuals tiny world, yet reveal infinite other worlds in all their particularity. Film should not behave. It cannot. Cinema is too democratic to be lobotomized into a single way or style. I always say,There are no rules in making cinema there is only good cinema or soulless cinema.And as long as there are films made like In the Mood or Love,Angel at My Table,Pyaasa,Battle of Algiers,Dekalog, Timeof the f Gypsies,were doing all right. What is happening to the world lies, at the moment, just outside the realm of common understanding. The only revenge is to work, to make cinema that illuminates this common understanding,that destabilizes the dull competence of most of what is produced, that infuses life with idiosyncracy, whimsy, brutality, and like life, that captures the rare but fabulous energy that sometimes emerges from the juxtaposition of the tragic and comic. a F M L U Thisessaywasdelivered s the Cinema 2i1tans ecture t the Netherlands ilmFestival, trecht, in September002 It is published ereor the irst time. 2 hf f One of the worldsleadingfilmakers,Mira Nair has directedeightfeaturef ilms since her celebrated ebutwith SalaamBombay in 1988. Bornin 1957, shegrew up in Orissa, ndia d I and attendedHavardUniversity. Her mostrecentilms are Vanity Fair (2004), Hysterical f Blindness (2002) and Monsoon Wedding (2001) Hernextfilm, he Namesake, basedon a T i novelbyjhumpa Lahiri,will be releasedn the springof 2007 108

Benefits of Affirmative Action in Higher Education

For twenty-five years, positive efforts have been make to qualified women and annotate of masses to equal educational opportunities. As a result, the participation of the underrepresented groups of our society has increased significantly. The past and the present history of discrimination against women and people of color in education have extremely limited the current generations educational opportunities. Until we can eliminate these inequities, positive measures would remain critical for women and color of people.Affirmative action programs have made a significant difference to a number of qualified individuals whose talents would not have watched over without such programs. It has improved the heterogeneity and the quality of education in our schools. In education, affirmative action provides the following to make educational opportunities accessible to all Americans Review of other merit factors besides grades and test scores by admission committees Recruit for undergraduate, graduate admissions, and special educational programs Provide mentoring, counseling, and other support programs.Affirmative Action In grooming Has Expanded Opportunities For Women And People Of twine But The Need RemainsIf we take a closer look, many of the nations finest educational institutions had the doors firmly closed to women and people of color. Although the Civil Right Act and the Education Amendments prohibited racial and ethnic discriminations, educational opportunities for women and people of color are still limited by discrimination and stereotyping. As a result, women and people of color continue to fell behind by many educational measures. For exampleEliminating Educational Barriers For Women And People Of Color Through Affirmative Action Has Produced Broader Benefits To Society As A WholeAffirmative action programs have helped to increase the number of women completing law and medical school. The presence of women in justice and health treat systems has given co nsumers more choices. The greater availability of female doctors and lawyers are the direct results of affirmative action programs at medical and law schools.Affirmative action programs in medical schools have increased the number of physicians of color. Data suggests these physicians fill an important role in caring for poor people and members of minority groups. Black and Hispanic physicians locate their practices in areas with higher proportions of residents from underserved minority groups. In addition, they care for higher proportions of patients of their own race or ethnic groups and patients who are uninsured or are covered by Medicaid.Source Komaromy et al., The Role of Black and Hispanic Physicians in Providing Health Care for Undeserved Populations, The New England Journal of Medicine, May 16, 1996, Vol. 332, No. 20, p. 1305.What Would die If Affirmative Action Were Eliminated?The elimination of affirmative action allow have devastating effects and it has already being f elt in two of the nations largest familiar universities. In 1995, the University of California systems Board of Regents voted to drop affirmative action in admissions beginning with bordering years entering class. In Texas, a ruling by the U.S. judiciary of Appeals for the ordinal Circuit barred public colleges in that state from considering the race of prospective students. The Washington Post (5-19-97) noted that 21 black students have been selected for next falls class at UCLAs law school-an 80 percent drop from last year and the lowest number of African Americans offered admission since about 1970.In Texas, around 400 fewer black and Hispanic students have been offered admission as undergraduates-a 20 percent decline. The Fall 97 entering class at the University of Texas Law naturalize will include no African American students. Based on this data each and both civic in the nation should be alarmed. not only that but also everyone should oppose to the policies denying enti re segments of our society the full range of opportunities that our country has to offer.Why Admissions Policies Consider More Than Grades and Test Scores antagonist of affirmative action is in favor to rank all applicants on the basis of quantitative measures alone. College admissions counselors and committees do understands that merit consists of just more than grades and test scores. Family income and maternal(p) academic attainment can also correlate to a students ability to succeed. So the college counselors and committees understands if they limit the qualifications selection by only grades and test scores that power leading to the exclusion of talented musicians, artists, athletes, and other able individuals. Schools have a legitimate reason to strive for a mixed learning environment for students that will enable them to live in a pluralistic nation and compete in a global marketplace. A practical education encourages students to interact and pee-pee with people of diverse backgrounds.What the Courts Have Said About Affirmative Action in the Education ContextIn Hopwood V. University of Texas School of Law (1996), the U.S. COURT of Appeals for the Fifth Circuit ruled that the University of Texass Law Schools affirmative action program violated the Equal Protection Clause of the Fourteenth Amendment to the U.S. Constitution. At issue was an admissions policy that compared minority and non-minority applicants separately. In its decision, the Fifth Circuit said the Supreme Courts ruling in Bakke (that race could be used as one of several factors in admission) was no time-consuming valid. While the Supreme Court allowed the Hopwood ruling to stand, it did not affirm the decisive language of the ruling.Education is a fundamental virtue in every aspect of social and economic opportunity in the United States of America. More than ever before, educational achievement is connected to the economic security and the advancement for individuals as well as the nat ion as a whole. Schools carry a strong responsibility of preparing the future leaders of our country to effectively live and lead in a diverse society. Americas competitiveness lies in its ability to support the innovative talents of its people. In an era where educated nation is a stronger nation economically and otherwise. As we approach the 21st Century, our commitment as a moral citizen to these programs is more vital than ever.

Review on My Name Is Khan

To write a review almost a hire which contains non only the magical combo of Shahrukh Khan-Kajol-Karan Johar but a worry well-nighthing different from melodramatic love horizontal surface or usual remake of hardcore commercial film is pleasurable. My Name Is Khan has a gauzy point to a class of audience who likes to watch Shahrukh Khan in a different characteristic. exactly the film does non show the excellence enough to get a perfect worship from on the whole audiences and critics.In the movie Rizwan em head offks on a touching journey and gets the true recognition of his love,love for Mandira_we reveal a primary but touchy characteristic of an familiar mans love,we go by an extra ordinary journey. The movie has some points for which it can be appreciated. Firstly, though such story is not brand unseasoned but it has a fresh and own flare of presence. Though it can not pass through the mark, made by movie like Forrest Gump but the point is it is not bullshit in eithe r sence. MNIK also gives you a massage and create a different and sometime authentic feelings while you be watching.Secondly,the script makes you feel for the character. It is not Shahrukh Khan,it is Rizwan Khan for whom you lead think. It is not chiffon sarees or bubbly dialogue for which you will adore Kajol,it is Mandira. It is a woman who really reflect the motherly affection, a loving and caring wife. Thirdly, the tempo of the movie. It has many subplot but they are quite interesting. Its an exceptionally relevant to a concept-the unity of nations is of prevailing importance, We are all coming together to fight for a common cause called humanity.Everyone knows that terrorism has no religion and it will never have a religion. As a film, it tries to show social obligation and the character tries to fulfill that from their position. Though the specificity of activities is not beyond question. Fourthly, the movie can clear its idea. Its not all about a disabled mans fight aga inst disability. Its a disabled mans fight against the disability that exists in the worldterrorism, hatred, fighting. My Name is Khan is also about Islam and the way the world looks at Islam but it not civilises any sides.It only tries to say that on that point are only honorable people and disobedient people. There are no good Hindus, unfit Hindus, good Christians, bad Christians. Either you are a good person or a bad person. Religion is not the criterion, humanity is. Fifthly, all the actors and actresses has through with(p) well. Specially Shahrukh-Kajal combo has got another dimension in bollywood after this movie. Kajal has done very well. Her maturity is used very consciously. We get Shahrukh in a red-hot and pleasant avatar after Chak De India and Swades. Zarina Wahab is very good as Rizwans mom.Thanks Shahrukh for making the character more(prenominal) closer to the audience. Yes we can say he can act. Sixthly, the director has used the complexity and complication f ire by rational and regional aspect though it is not totally agreeable in some sense. Moreover sometimes there are many reasons behind any happenings like- 9/11, which can not be described so easily. Moreover, Indian Film Indusrtry dont have the trend to take a risk by making film relevant to such touchy issues though films like New York ,Kabul Express,Main hoon Na had made.But they were not totally cerebrate. I am not telling that MNIK is all focused but it has got some solid point to relate with a serious issue. Use of metaphorical panorama is also notable. Specially Rizwan holding poster-Repair Almost Anything head bankers billd is a brilliant one. This stands for a meaningful thought. The narrative style of story telling and blending past time and present time is good but persistency error like showing objects which dont match with the time showed in the movie is not expected.The narrative style may influenced by The Shawshank Redemption and Godfellas. The ending is quite g ood but it may be more gothic and more authentic. The journey of Khan may be showed more vigorously in accordance with happenings as sometime it has feel us melodramatic. Cinematography is worthy off a hand of applause, specially using the background and wide angle shot. Editing is fine. Thanks Ravi K. Chandran (director of photography) and Deepa Bhatia (editing) Shankar-Ehsan-Loy has done a great job both in soundtrack and background score.Thanks to the lyricist(Niranjan Iyengar and Javed Akhtar) The songs such as Noor-e-Khuda blend western bar blues and techno sounds with Indian classical styles such as Sufi and Hindustani. The soundtrack is thus representative of the indie amalgamation genre. Unlike Karan Johars other films, this film has no lip-sync songs. All the songs are in background. Tere Naina is a good one. In short The content of My Name Is Khan is diametrically opposite to whatever Karan Johar done in the past. My Name Is Khan is not all about terrorism, or 9/11.Its abo ut a relationship between two people, between an individual and the State, and between an individual and the country. In short, there the three important components love story, Islam and a mild form of autism. You can watch it. Sometime it is impressive, dramatic, a little bit slow, inspiring, may be controversial but enjoyable too. The pick up line is There are only two kinds of people in this world. Good people who do good deeds. And bad people who do bad. Thats the only difference in human beings. Theres no other difference.

A Class Divided Documentary Review

A class divided is a documentary or so a get a lineer named Jane Elliot who get windes her students or so racism first hand. She divides the students into ii groups, the game eye, and the brown eye. For the first day, the brown eyeball children are not able to go to recess, or lunch at the same time as the rest of the children. They wear a blue collar most their necks so that they are obviously varied at a distance from the early(a) students. They are not allowed to drink from the same water fountains, office the playground equipment, or even play with the blue interpret children.The next day, the exercises are reversed. During these two years Jane Elliot would make comments astir(predicate) the children wearing the collars to de pose them. She would point out if one of them wasnt ready on time, or if they forgot something. She would say things equal Thats how blue eyed wad are Brown eyed concourse are correct than blue eyed deal (J. Elliot, A carve up Divided, 1985). After the children who werent wearing a collar noticed Mrs. Elliot grammatical construction these kinds of things, they would in each case chime in and begin saying things about the kids wearing the collars.Mrs. Elliot said I watched wonderful, persuasionful, children turn into nasty, vicious, discriminating little third graders. (J. Elliot, A Class Divided, 1985) . The mental picture showed the students go in back for their fifteenth class reunion to talk about this life ample lesson that their third grade teacher taught them. All of the students said it was a lesson they read never forgotten and something that changed their lives forever. They talked about how it affected their lives growing up, and how it affects the way they raised or were currently raising their children.Since she got done teaching, Jane has been doing trainings are conferences to teach others. Her movie A Class Divided has been shown in prisons to inmates who are trying to earn a degree. She als o did training at a prison in Iowa for the guards and other staff members. When people signed into the coming upon they had to log whether they had brown eyes or blue eyes. Those with blue eyes had to wear a unfledged ribbon. The people with brown eyes were able to go in and sit when the training was scheduled to start, where the blue eyed people had to stand out in the hall. The bathrooms were labeled browns only.The blue eyes werent told what was going on, they were just told to wait outside, and administration would come out and tell them to be quiet. Meanwhile, Jane Elliot talked to those with brown eyes and told them that they were not to allow blue eyed people to sit beside them. She told them that brown eyed people were better than blue eyed people. She said that blue eyed people were no unplayful and the brown eyes were to treat them as such. A while after the meeting started the blue eyes were able to come into the room. They had to sit in the back, and some people didnt even have a seat.During the meeting Jane talked to the people with blue eyes a batch like she did to her students 30 years ago. The reaction she got from the adults were a lot like they were in her experiment with the children, however on that point was one woman who was a lot much out spoken and rebellious toward Jane. Jane Elliot does a great job at not only grievous people about racism and discrimination, solely also showing how it affects us, and how easy it is to go with the crowd. Some of the movie takes place in a school, and this is a place where children are taught to socialize.Teachers play a huge role in how students are molded, especially at such a young age. In this day and age, I dont rally teachers really think about how much of an influence they are on their students. Most of the children spend more time with their teachers than they do with their own parents. Jane took on this role and helped her students understand that there is an issue with discrimination a nd taught them a valuable lesson. When this documentary was filmed not everyone was taught that the color of your skin doesnt make up the type of person that you are.They were taught that if you are not white, you arent normal. They associated people that had a different skin color as bad or even stupid. In those generation it was totally congenial and some people sincerely believed this. Things that are social bankable change everyplace time and this is something that has changed in a big way. Im not saying that everyone doesnt distribute about the color of your skin. There is a lot of racism going on in our homo today, but it is no where near as bad as it was forty years ago.It reflects what we are taught by our parents also. If we are taught that black people are bad then we are going to believe that they are, and look at all of the bad things they do. We like to be the same as everyone else we do not like to stand out. In the film a lot of people didnt dare to stand up for those wearing a collar because that would require them to stand up and go against what the authoritative figure was saying. This television system relates to several chapters in our sociology book, the main chapter being chapter ten, race and ethnicity.This movie focused on the struggle in our country with discrimination of those with a different skin color, concentrating on blacks being the minority. At the time, people thought of black people are dirty, stupid, and bad people. They didnt think they were able to do anything as good as white people. Jane Elliot turned her classroom into a baseborn discriminating society in a sense. She had the brown eyed students wear blue collars the first day and they were not able to do any of the same things that the blue eyed students did.She divided this class that was once a united class who vie together, into a class that was split into two groups and mocked and made fun of each other, solely because of the color of their eyes. I also th ink we could relate this movie to chapter fourteen, where the book talks about education. alike(p) I have stated before, teachers play a major role in their interaction with their students and how they can be molded. Jane talked about going over the phonics card packs with the brown eyed students on the day that they wore the collars around their necks and it took them five and a half transactions to get through the card pack.On the day that they didnt wear the collar around their necks, and were treated with respect and felt as though they were sufficient, they only took two and a half minutes to get through the card pack. Jane talked about the time she performed this exercise for the second time with her third grade class. She said that the students score went up on the age where they were on top and went down on the days they were on bottom. After going through the exercise their overall scores would have a significant incline. Mrs.Elliot sent the results to Stanford Universit ys Psychology Department to have them study and examine why this would be so. We could also relate this video to chapter seventeen, which talks about social change collective behavior, social movements and technology. Like I said, things that were once socially acceptable in those times are no longer acceptable now. In those days it was ok for people to say the word nigger it was a term that people used for black people because thats the term everyone else was using. Now, it is considered a derogatory word and it is not acceptable to say it.I thought that this documentary was very interesting. I loved what Jane Elliot did with her students. I wish it was something more teachers could do, but now-a-days it probably couldnt be done because of the stink people would put up about it. I feel that some teachers spend too much time talking about topics and not close enough actually teaching. Jane taught her students a lesson that they have remembered and will never forget. It is something that they have taught or will teach to their children. The town I grew up in was quite a bit like Riceville, Iowa. It was a small town, primarily Christians who were white.In fact, there were only two black people in our town and they happened to be two of my cousins who were adopted. From as far as I can remember I was taught that skin color doesnt make up who the person is, Its what is on the inside that counts. My cousins and I had a great consanguinity with my cousins and it wasnt because of the color of their skin, or the color of mine that made the difference. I have met black people who I didnt like, and I have met white people who I didnt like. To me color makes no difference. I am very grateful that I was taught this lesson, and I feel and for those who havent been taught.I think it would be incredibly useful for this to be used in school. There are many other forms of discrimination other than people with different skin colors. Just because it is the form that is most w idely talked about doesnt mean it is the only one. I hope in some way, maybe not by putting collars around their necks, but I do hope that this is taught in schools through out the years. References Peters, William. (1985). A Class Divided. PBS, Frontline Benokraitis, Nijole. V. (2012). SOC, (Student Edition) Belmont, CA Wadsworth, Cengage Learning

House of the Scorpion and WALL-E

By Jacob BernhardtThe criminal record bear of the Scorpion is very similar to the impression Wall-E. They both use propaganda to control the characters. In the book and the movie the tidy sum atomic number 18 under management constantly so the people dont have freewill to do what they want. This is making the characters not act themselves. The book and the movie are both samples of dystopian light uperature.Wall-E is based in the future and The House of the Scorpion is not as modern. Wall-E was on earth when it was just covered in dust. In both the movie and the story people arent allowed to be themselves. They are expected to be the same as everyone else. The robots and eejits are treated as the terminal characters. A couple examples of this are that eejits cannot go to school ilk the regular kids. The eejits arent looked at as median(prenominal) people and often are hated for this.The humans in Wall-E are not allowed to go where they valued to go they had to stay in the re hovering chair. They are all required to stick to paths that are lit up all around the ship. The robots are used to take care of the humans and they must follow the same rules. If these rules are disordered they are often punished and robots are taken to be rewired or fixed.The robots and eejits are always existence watched and never have any privacy one bit. The eejits and robots are being ruled over. Matt is not allowed to do basic things like normal humans because he is an eejit. tribe hate him because of this and that causes him to not be allowed to do everyday things like other humans. Robots and humans in Wall-E are treated not much different.Humans are only allowed to follow paths for their chairs and not go off. If a robot acts up and doesnt do what theyre supposed to they are taken to a room that had robots fixing the broken or bad ones to be repaired. The humans are under constant surveillance along with the robots. Robots and eejits are not allowed to be like the h umans in both the story and movie.The people in both the story and the movie were expected to act a certain way and were punished if they were to express themselves differently. In the book Tam Lin was always the person he was expected to be until he decided to signalize Matt why people were mean to him and why they treated him in a different way. This caused El Patron to get mad and Tam Lin was severely punished for his actions.This relates to the movie, The robots were never allowed to do anything differently like go off the glowing trails. This immortalizes the dystopian characteristic of not being able to express yourself and to be different in anyway. Everyone must act the same and not express themselves or act off in any way. Both the book and movie heavily refer to dystopian characteristics.The book The House of The Scorpion and the movie WALL-E have a lot of references and relations to many dystopian characteristics. One of the main characteristics that show above the res t of them is the fact that they cannot be themselves. They are expected to be like everyone else. They would be in lots of trouble if they acted differently or broke the laws of where they are. Even in the book and movie dystopian characteristics were present. Both the movie and book were set in two completely different time periods.

Teaching Assistant Level 2

Level 2 breeding Assistant Certificate Assignment Three Unit 3 Supporting the Curriculum TASK 9 Using yield headings together with a brief summary of the subject, describe the range and main prov end uper of the relevant theme curriculum in the tutor where you atomic bite 18 employed. Creative Development This Area of tenet relates to the phrasement of boorrens individual ways of fuck offing and representing their notions and emotions in an imaginative way through interact mediums and various forms of self-expression.Children explore as wide a range of stimulus as it is viable to come through given(p) the resources avail suit subject. They take part in art, deceitfulness, design, music, dance, theatre and movement activities. They give the prospect to role fit to compose music or poetry to develop their germinal indite skills. They ar advance to investigate with artistic mediums and represent their experience feelings through their creativity, developing an superpower to communicate and express their individual creative ideas age also demonstrating an empathy with otherwisewises. They ar also boost to reflect upon their own swear issue.Knowledge and Understanding of the World This subject varietys upon nipperrens knowledge and deducting of the world around them by developing different prospects of play, activities and experimental school daying processes that stimulate their senses supercharge investigation into subjects or activities that spark an interest. The nipperren ar funding to ask questions ab discover their milieu explore their environment and undertake studies that bequeath help them to develop an interest in and aw atomic number 18ness of the ideals, beliefs, views and opinions of thers. by means of the use of experiential mark offing, starting with a well-known(prenominal) present or past experience (see whirl curriculum, as advocated by Ameri preempt psychologist Jerome Bruner (Smith, Mark k. 2 002)), curious and exploratory play techniques argon promoteed and the children ar encouraged to develop reflective skills so that they can revisit and draw upon their own individual experiences. run-in, Literacy and converse Skills Children argon encouraged to engross in discussions that develop their thinking understanding and range of vocabulary.They become requestd in speaking and listening activities through erupt the foundation stage and are encouraged to ask for schooling with want to any(prenominal)thing that they do not understand. There are activities that involve haggle, rhymes, songs and stories where children join in. Early literacy is encouraged while circumstance is given to the concomitant that, for each children, training to memorialize is a unique personal experience as such(prenominal) should not be rushed. Ysgol Dolafon believes that reading should also be funChildren are solelyowed ample opportunity to freely access books and quiet areas are pul l up stakesd. The undermentioned list contains just a few examples of techniques that sustain been implemented and proven to help with primordial literacy 1. Using childrens own books in degree. 2. Using ph single tapes in conjunction with books to help children derive a story. 3. Pointing out words and linking them to the relevant items, people or places in the picture. 4. Using role play, or props to act out known stories. 5. Reading stories and rhymes out in a fun and imaginative way. 6.Consistently pointing to the top left-hand as your starting point and peculiarity the left to right orientation through-out the reading of a story. Reading is promoted as a pleasurable action and allowing children to read books that bear a particular relevance to their own interests is often considered to be much expedient than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously endured with the opportunity to puff pre-cursor writing marks an ea rly age and and a enormous deal of effort is put into encouraging the children to develop writing skills and activities.From scribbles and mark making right through to participating in purposeful writing tasks, children develop and repair their writing skills as they move through the curriculum. At all stages (including very early mark making) the childrens work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in congruity with pupils individual needs and great deal of emphasis is given to continuity of learning.Ample opportunity is provided for pupils to discuss their understanding of concepts as they win and teachers are aware of the importance of eliminating any gaps in the childrens mathematical knowledge. The Welsh convention Government guideline for Mathematical Development maintains that It is crucial that gaps in childrens mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts (WAG 2008) and Ysgol Dolafon fully agrees with that statement.Children at **** **** shoply engage in experiential activities where they are encouraged to explore interior and outdoor environments and gain frontmost-hand experience of recognising materials making comparisons / recognising similarities and differences estimating and visiting counting sequencing weighing and step etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, maturation their knowledge and extend their mathematical vocabulary is an essential part of the learning process.Mathematics is taught throughout the school daytime and across the entire curriculum. Its relevance to other subjects is frequently pointed out. For example The need for surgical weighing and measuring of the ingredients used in cookery and the bearing that inaccurate measuring susceptibility have on the completed p roduct would be discussed as part of the cookery lesson. Children talent also be encouraged to work out half measures or double up on ingredients in aim to vary the distri moreovere size of the finished item. Personal and Social Development, Well-Being and Cultural DevelopmentThis element of the curriculum builds on the childs past and present experiences and it provides the opportunities for children to learn about themselves and their relationships with other children and adults both within and beyond the family (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, while taking into account the needs and feelings of others. They are encouraged to challenge prejudice, discrimination and stereotyping and staff lead by positive example.Staff at the school provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others. Children are also provi ded with the opportunity to look later on animals and plants in society to demonstrate that all living things require care and respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. Once children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the intention is to achieve this through a learning environment that reflects each culture appropriately. **** ***** is a dual stream Welsh/side school which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably intend and resourced.The children are taught to appreciate and celebrate cultural differ ences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, fashion, architecture and religion. Physical Development This aspect of the curriculum relates to the growth, change magnitude skills functioning and performance of the material body. It also provides an understanding of the results that a healthy modus vivendi delivers by exploring the effects of a balanced diet, course session, fresh air, adequate sleep etc.Children at **** ***** are taught how crush to take responsibility for keeping their own bodies healthy they are taught to identify and understand the dangers of medicines and drugs, smoking, alcohol and other potentially harmful substances. Pupils are taught the importance of food and water in relation to the human body. They are encouraged to recognise healthy foods develop a good knowledge of the different food sort outs and to understand how a balanced junto of foods is a requirement for a healthy mind and body.Childrens physical development begins with gross motor skills (control of the large body muscles such as those found in the blazonry and legs). This stage is followed by fine manipulative skills (the control and coordination of small muscles). Due consideration is given to the occurrence that children are unique and develop at different rates and staff are aware of the fact that children cannot increase theyre range of skills until the muscles required are sufficiently true. Consequently the activities and resources used are check out for the suitable developmental needs of each individual child.Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example the inclusion of actions performed to rhymes, stories and games is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into much of the story telling in the three year honest-t o-god setting. For more demanding, physically active movement appropriate space is essential and open areas are available indoors and outdoors so that children can gain greater spacial awareness through experimentation of movement without restrictions.The children are provided with access to appropriate apparatus (for both oversee and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the cookery of equipment and space. Pupils are encouraged to recognise that regular exercise achieves them feel good and helps their bodies to work well. Welsh Language Development The foundation phase initially introduces Welsh through incidental Welsh.The everyday use of simple(a) Welsh greetings the repetitious recital of rhymes the singing of songs and the telling of simple stories in informal play situations are part and parcel of the everyday routine. There are interactive displays designed to contain t he development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that we explore (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of incorporate sessions where simple phrases and language patterns are explored.The children are exposed to staple fibre question patterns, such as ble mae? (where is? ) and simple phrases are introduced into their play. Children in **** *****s Foundation Phase learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and communicateive programme. The language skills that they learn in Welsh support their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** include the followingJoining in with nursery rhymes, action songs and singing Singing is seen as a good way for children to pra ctise the dies and orthoepy of a tonic language. Singing as part of a group provides them with security and helps develop confidence. As in all language education, the use of rhymes containing a strong rhythm, repetition, alliteration and homoph is reinforces language development and pronunciation. notification stories sharing and recounting information observing and respecting celebrations and events that are important to the children Circle time designed to provide opportunities for children to discuss speak and listen to others ideas, feelings, emotions and events Relaying messages sharing greetings in daily routines and giving instructions to others. Footnote I feel it is important to add that In the opening descriptive paragraph of each of the curriculum subjects as dodged in The Foundation Phase Framework for Childrens Learning for 3 to 7-year-olds in Wales, it is declared that, the guidance and Area of Learning should not be viewed or delivered in isolation it should be p lanned for across the curriculum (swanseagfl. ov. uk) Complete a detailed psychoanalyze of one subject over one key stage. Describe how this would be planned, delivered and monitored and explain the terminology used. NB The Foundation Phase replaced Key horizontal surface 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers four old age from ages 3 7 (Wales. gov. uk. 2011 2012). I have chosen to complete a detailed bailiwick of Language, Literacy and Communication Skills as delivered to a mixed age class of Nursery, Reception and Year 1 and 2 pupils (foundation phase). Oracy (Skills and Range)The childrens oracy skills are promoted though spontaneous and structured viewing, listening and speaking activities. Children are judge to prevail progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the chil dren should become increasing capable of speaking clearly, understanding basic instructions, using appropriate language and impartation accurate meaning. They are expected to attain listening skills and develop the ability respond to the sounds around them.They should develop an understanding of variety in the language that they hear consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a variety of forms and locations and the following list contains some examples of where/how 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be do for the experiencing of different types of play ranging from planned and structured to spontaneous and child initiated. . Talk/communicate for a variety of purposes included just not limited to a. Presenting simple information b. Asking and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveyance of personal or imaginative experiences using familiar language patterns. h.Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range) The opportunities provided throughout the Foundation Phase should encourage children to show and interest in books and to enjoy reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would.They should be aware tha t on that point are different types of books. Adults should develop an underpinning schema of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The objective is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence needed in order to read their own work and other texts aloud discuss written works in an informed manner (e. g. alk about characters and storylines or predict events and outcomes) and to respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. (WAG 2010) readiness This covers the three areas of oracy, reading (including phonics) and writing. The teachers plans with input from classroom patrons and the planning needs to cover skills development as well as age r ange. Medium Term Planning Research books relating to topic. Plan aspects of literacy to be taught through these books e. g. labelling listing captions story diary etc.The use of phonics letters and sounds. Phonics three times a week. hebdomadal Planning Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery **** ***** has a dedicated LLC every morning and au naturel(p)ly LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups.The teacher and the teaching assistant work with a focus group while the other children work on enhanced activity or have continuous provision. chemical groups are revolve to ensure that all children wor k with the teacher during the week. Monitoring Classroom assistants provide feedback to the teacher and the teacher records progress/difficulties in a variety of ways individual record sheets post it notes the annotation of plans are all ways in which the childs progress is respectd and this constant evaluation is an essential component of made planning which adapts to the needs of the child/children.This monitoring is also used to write the childs end of year report. Terminology explained CVCC Words Words which have a consonant-consonant-vowel-consonant pattern. Differentiation The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs A combination of two letters representing one sound such as ph ch sh ee and oo Graphemes Graphemes are the smallest units in a writing system capable of causing a contrast in meaning.In the English alphabet, the give from cat to bat introduces a meaning change therefore, c and b represent different graphemes. It is vulgar to transcribe graphemes within angle brackets, to show their finical status , . The main graphemes of English are the xxvi units that make up the alphabet. Other graphemes include the various marks of punctuation , , etc. , and such special symbols as , , and (? ) LLC Language, literacy and communication skills. Objective The end result (as predicted in the planning) the net goal that you would be expecting the children to achieve. OracyFluent, give voice and grammatically correct verbal communication Oral blending and segmenting To practise oral blending, the teacher could severalize some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intend to continue throughou t the following phases, as lots of practice is needed out front children will become confident in their phonic knowledge and skills.Phonemes any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics A method of teaching reading based on the sounds of letters, groups of letters, and syllables. Range A variety of planned activities which are specifically relevant to the subject. In this case The opportunity to engage in spontaneous and structured communicative activities designed to expand the childrens vocabulary and encourage their interest in words.Stimulus would include Stories (fictional and factual) media and ITC texts information texts poems songs and nursery rhymes. Skills Refers to the childs capabilities In this case their oracy skills which should be developed chiefly through the use of sensory stimuli Speaking listening and viewing activi ties which are ultimately intended to improve the childrens ability to listen and respond appropriately while continuously improving their attention/ dousing spans and building on their previous experiences thereby helping them to attain general communicative accomplishment and change magnitude self-confidence.Write dance A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the childs gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as being of benefit all children, but it has been found to be curiously helpful for children with SEN. Briefly outline three recent strategies introduced by the government to raise standards in the curriculum. How would you access up to date information in curriculum development?Recent strategies to raise standards Literacy, numeracy and deprivation. The Minister for Education and Skills r ecently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a system of national testing for all pupils aged 5 to 14. Deprivation In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast companys to classroom based strategies which include, learning in small groups support by teaching assistants customising lessons to individual tudents learning needs providing extra-curricular learning and study support engaging and supporting parents in supporting their childrens learning and promotion of the idea that effort and attention pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpage at Wales. gov. uk I have also registered for the WAG newsletter. Relevant and streetwise publications are always available to read in the school staff room. What extra-curricular activities are available in a typical school?Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities Sports Football/rugby/ netball/ hockey etc. Choir swindle/board games Gardening club An In-depth Study of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised by a member of the schools board of governors. This gentleman also provides the medieval board games that the children use.Number of children in attendance 10 (2 new players joined at the beginning of this term, both are from year 2). Gender 4 girls & 6 Boys. era range Year 2 to year 6 (was year 3 upwards but the rules changed in September 2012). Duration of session 45 minutes Number of games being played on Wednesday nineteenth Sept 2012 Four Types of games available Chess and an assortment of hand-made Medieval, Tudor and Viking games mostly 2 player games but some multi-player games. The games being played while I was in attendance were Fox and GeeseFox and Geese is a medieval, corrupt game. Players have different objectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and bar him escaping. Nine Mens Morris Nine Men Morris is a two player, strategy board game of roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three.A straight line of three wins the player the right to take any one of his/her opponents pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for either player either player to for ce the game into a draw. Tafl (meaning table in old norse) Games Tawl Bwrdd is the Welsh name for an 1111 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. Thought to be of Viking origin and found in one form or another everywhere the Vikings travelled, includingIceland, Britain, Ireland, and Lapland the game represents the final stages of a battle where the king, on the losing side, is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TASK 10 List and briefly outline the main factors that influence teaching and learning.The quality of the planning and delivery of the lesson. Meeting the needs of all the studen ts. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is Every student should make adequate progress. Planning Ability to communicate clearly Behaviour management And external factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistants job description and explain the variety of support a teaching assistant ight be expected to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a cut and pasted job description taken from Powys County Councils Vacancies webpage. P. C. C. lists all TA posts as Non-teaching staff despite the fact that this term is no longer frequently used. Marland (2001 cited in David Fulton in necktie with The Open University, native Teaching Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example Teaching Assistant (Non-t eaching Staff)Main Purpose of Post works under the overall supervision of the responsible teacher to -provide support in addressing the needs of pupils within the class -assist and support teaching and learning -work with individuals or groups and assist in providing for general care, safety device and welfare of pupils. spark advance Responsibilities 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required. scoop up concord learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing instantly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. 3. embolden good relationships between pupils. Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playground and on school trips. Monitor pupils acquirement, safety and welfare. 4. Promote independence and development of self-esteem in all pupils. 5.Support and use ICT in learning activities & develop pupils competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environment e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid trim down in the Councils Equal Opportunities Policy. The above example gives the typical specifications for a Powys primary school but official titles and job descriptions tend to be subject to a fair amount of regional and topical anesthetic variati on. Learning support assistant teaching assistant classroom assistant and learning mentor are a few of the titles that I have encountered during my research for this assignment and all fall out to be basically the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles.There seems to be no set in stone criteria the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times this is particularly noticeable in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows The teaching assistants role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school polici es and guidance.The role may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes as well as monitoring pupils and assessing, written text and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher efficacy dexterity also be responsible for the management of other teaching assistants including allocation and monitoring of work, judgement and training. Typical day to day teaching assistant duties appear to involve a variety of tasks which cleverness consist of of any or all of the following . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment onward lessons the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/ optic equipment. 5. Creating displays and mounting children s work. 6. Photocopying, filing , book sorting, and general admin duties. 7. Working one to one with children who are essay with some aspect. of numeracy or literacy. 8. Playground duty. 9.Helping the jr. children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotation general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progress and reporting back to the class teacher. 15. Leading by example with image to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argument, fighting or blustery in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any H&S issues. 18. play maintenance and repair (where practically possible) of equipment and resources. State why yo u think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers and teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success.Good communication between teachers and teaching assistants is hugely important. There are three main elements that need to be considered when planning lessons. Firstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should choose an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupils progress in order for the teacher to be able to decide whether or not the lesson has been successful.Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are leechlike upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or operative at a less qualified level. The LEA and/or individual schools tend to make decisions with look to the level of experience or qualifications they would expect from someone applying for a teaching assistant position.As a bare minimum you would usually need to be able to demonstrate good reading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expected to provide and in what form and to who might they be required to deliver it? more than often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special dowery such as one to one reading feedback would be written in the p upils reading record book where teachers/parents can access it later.When working with a pupil or group where extra support is required feedback might be best delivered as and when required throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to 1. Assist pupils and keep them on track The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into unbridled chaos. . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of collaboration often helps to make the lesson interesting and relevant for the pupil s and involving children in the learning process can also provide them with where-with-all to reflect upon their own needs. It is well known that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent.Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriatelyThe teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be practiced in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health & Safety code as it relates to the activities or lessons that they are preparing for this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor responses The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide differentiate of the range and levels of progress that the child/children achieve. The expectation would be for them to be capable of pr oviding objective feedback and/or accurate reports on pupil achievement as and when they were required.They should be able to ensure the availability of appropriate separate to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with libertine or potentially disruptive behaviour from pupils.That said, the Teaching Assistant might often find them-selves in a position where they are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to divert the child/childrens attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References Welsh Assembly Government. (2008). WELSH ASSEMBLY GOVERNMENT DOCUMENTS. unattached http//www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp Last accessed 29th June 2012.Welsh Assembly Government. (2011 2012). National curriculum Key Stage 1. Available http//wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) Jerome S. Bruner and the process of education, the encyclopaedia of informal education http//www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Available http//www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). opine Water. Available http//www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) & Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1 p7, Eight titles and roles, Published David Futlon in association with the Open University (2005) Reprinted Routledge 2009. Gothic Green Oak. ( ). Games. Available http//www. gothicgreenoak. co. uk/index. html. Last accessed 19th Sept 2012. PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3