Great Expectations Essays (988 words) - English-language Films

Great Expectations Have you ever wonder how wealth can bring a person happiness and how it can change a person or does it make that person a better person who was once poor? Driving to a local grocery store for an example, to buy some food for your family to eat and at the register, you have a dollar left. So you decide to buy a lottery ticket and later that night watching TV, you out of million hit the jackpot which would change your life forever. Or just going to school everyday and doing your homework knowing that your family poor and have money problem, you kept up in school and later went to college and getting a master degree plus a well-pay career bring you wealth. Being poor to wealthy or being rich and staying rich as a child to an adult, does the wealth usually bring you happiness? In the novel "Great Expectation," Pip is a character who as a child become a wealthy person from a poor background family. As he grew up in a poor childhood, an opportunity came up for him to become rich and surely he took that opportunity from a secret benefactor which was Magwitch, Pip convict. Now being wealthy, Pip thought that it would bring him closer to the girl he loved, Estella. But it didn't. In return, he had more problems personally then before to face and wasn't enjoying his wealthy life. Wealth brought him to the path of broken love and change him because if Pip didn't take the job or opportunity to become rich at the Satis House where he first fell in love when he saw Estella. And now for him to get Estella, he has to change his old way of life to a higher class of people like Estella herself to even have a chance with her.(Chater 8) So according to Pip, wealth doesn't bring happiness, but it regard only one person only Pip. The way he live in London, he look back at his childhood and old lifestyle, he realize what a terrible place he grew up in and was an embarrass to him.(Part II of the novel until the end of the book or Chapter 20) When Pip was poor, his relationship with Joe was like father to son. But when Pip became wealthy, the relationship grew further apart until a point where Pip became a higher classmen then Joe which he was at the low classmen of people. Looking back now, Pip again realize how Joe was an embarrassment to him now and that he couldn't socialize with Joe. From what he realize, Pip didn't talk to Joe as often as he would thought when he came from poor to rich. So wealthy does change a person and in Pip case, it made him not a better person but a poorer person especially in attitude. But Pip is only one individual compare to hundreds of thousands of people. How about what other people experience other then Pip. Another character in the novel, Miss Havisham who almost have the same but simliar problem like Pip with wealth, love, and happiness. Miss Havisham being wealthy herself wanted to get marry with guy who name is Compeyson, but she thought that the marriage was base on love not money. She also didn't know that the guy Compeysonwas just after her money not her love. Her father warn her about this, but she didn't care. When the wedding day came and everything was set up, the guy she thought she was going to marry stood her up just as her father warn her. Now heartbroken and mad, Miss Havisham left everything that day like the wedding cake still on the table til the present day, molding away. Because being wealthy, Miss Havisham didn't find true love as she wanted and now so depress from that day, her lifestyle change to a witch like house. Not seeing the sun or letting sunlght enter her home, she growing old and wrinkle not having happiness to enjoy. Love was want Pip and Miss Havisham thought as happiness, but none of them got it because they were wealthy. In conclusion, so does wealth usually bring a person happiness? To my oppinion yes it should bring a person happiness because it let what the person want and desire knowing that they can afford it. It really depend on the person and what he or she think happiness is and their attitude toward other people about

Taking Social Entrepreneurship Seriously

Taking Social Entrepreneurship Seriously Synopsis The current social and environmental conditions in the world demand that the level of social entrepreneurship to be improved as it is yet to get to the desired level. This is due to the fact that there are still pertinent issues that affect the world population.Advertising We will write a custom article sample on Taking Social Entrepreneurship Seriously specifically for you for only $16.05 $11/page Learn More These issues include; poverty, curable and non curable diseases, violence and conflicts driven by ethnic or tribal differences, global warming, environmental pollution, slavery and human trafficking, as well as poor standards of education. An evaluation of these issues calls for intervention measures to be tried and corrected in order to ensure that people live in a better world. The situation has placed great responsibility on governments to ensure that they promote social entrepreneurs. However, most governments have failed in this endeavour as a result of inefficiency, corruption, bureaucracy and politicising of social and environmental issues. Intervention by social entrepreneurs is therefore critical as they possess the skills and level of devotion required to improve these issues. The author suggests that support from the government will go a long way to ensure that the work of social entrepreneurs touches on all affected people and is effective in terms of solving social and environmental issues (Dees, 181-183). Personal opinion on social entrepreneurship Social entrepreneurship can be used to solve most of the social and environmental problems currently facing the world. This is due to the fact that social entrepreneurs are mostly concerned with making the world a better place for both the current and future generations. This is in line with the view of the author of the article and therefore means that there is need to encourage more people planning to engage in social entrepreneurship to do so since the world ne eds them. My opinion is that the social and environmental problems that the world is facing have been as a result of the negligence of both the people and the governments of the various countries. It is therefore the responsibility of both the people and the governments to take measures to ensure that these problems are mitigated. The role of the government in this should be to support the social entrepreneurs in their activities. It is therefore clear that what the author of the article has suggested about the need for increased investments by social entrepreneurs and increased support by the government is a true representation of what should be done.Advertising Looking for article on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More My experience with social entrepreneurship is based on the contact I have had with non-governmental organisations and other not-for-profit organisations currently involved with initiativ es that seek to improve the living standards of people in various countries. There are various initiatives all over the world seeking to solve social and environmental problems and most of them are carried out by these organisations. The idea that the government should offer support to these organisations should be taken seriously so that any organisation seeking to invest in social entrepreneurship can get the support needed in terms of finances and infrastructure. It has been established that organisations which are supported by the government, even if it is in terms of legislation of appropriate laws and regulations, are more effective in serving the people than those that are not supported by the government. In real life, most human rights activists have consistently argued that the efforts of the government to solve social and environmental problems are wanting and that governments should focus more on solving the issues. Human rights activists all over the world are also known to call for social entrepreneurs to take up the responsibilities of improving the living conditions of people. They have also been known to encourage business entities to participate in solving social and environmental problems through their corporate social responsibility programs. Dees, Gregory J, â€Å"Taking Social Entrepreneurship Seriously† Society, 37.3 (2007): 179-184.Print

Review of Literature on Multicultural Literarture Dissertation

Review of Literature on Multicultural Literarture - Dissertation Example A very good introduction to the issues involved in multicultural literacy is provided by Carol D. Lee in her book Culture, Literacy and Learning: Taking Blook in the Whirlwind (Lee, 2007). The second part of the title is taken from a poem by Gwendolyn Brooks which advocates living and flourishing in a maelstrom of contradictory forces and this metaphor is used to illuminate the many pressures that children in some ethnic groups, and especially African Americans, experience when they are growing up. Lee argues for definitions that go beyond simple categorizations: â€Å"To analyse group membership in ways that take history and cultural practices into account, ethnicity is a more powerful and universal concept than race. Ethnicity takes into account history, identity, practices and beliefs.† (Lee, 2007, 11) This implies that educators must have a deep knowledge of their subject but also of the routine practices that go on outside the school gates, in families and among peer grou ps. If the experiences that the learner has in school are unrelated to the outside experiences, then many opportunities for learning are lost. Prior knowledge cannot be tapped into, and students are likely to have poor recollection of what they learn, and be unable to apply it in any realistic context. There is also likely to be a lack of motivation because the relevance of school learning is will be perceived as low. This means that a fundamental task of the teacher is to make sure that there is overlap between the world outside and the world of classroom learning. Programs like â€Å"Funds of knowledge† which bring in a diverse range of adults from the community, or the â€Å"Cultural Modeling Framework† which adds a focus on youth behaviour and â€Å"the very different demands of subject matter learning.† (Lee, 2007,11) Lee homes in on the type of assessments used, and describes interventions in a school with a high proportion of African American learners. Fa ctors like time limiting reading tasks are found to be counter-productive, and exercises such as reading and then talking are suggested as a better way of establishing how the reader engages with a text and makes sense of it than formal writing. Dialogue with the teacher is important, in order to bridge the gap between everyday language and reasoning, and the styles and standards expected in the academic setting. The book concludes that â€Å"displays of competence depend a lot on how competence is both defined and assessed †¦ we privilege particular kinds of displays as evidence of processes of internalization†¦Ã¢â‚¬  The implications of these insights for literacy are that teachers must seek a variety of ways of linking academic reasoning with everyday experiences, and must appreciate different learner styles, for example valuing the quiet learner who may be â€Å"inwardly attentive in ways that are difficult to assess.† (Lee, 2007, 174) Flores-Duenas (2004) dis cusses similar issues and presents a case study of four Latina(o) students illustrating the need to provide reading materials and discussion opportunities which validate the experience of a wide range of students and not just white European American students. The article is prefaced with a very interesting first person narrative

Marketing plan for Grey Goose Company Case Study

Marketing plan for Grey Goose Company - Case Study Example petitive price and extra ordinary taste, its level of preference is extremely high among the middle class of the society and so its brand value and market share is also quite high as compared to many other rival players such as Smirnoff, Skyy etc in the market of America. In spite of extreme aggressiveness, the demand and preference of Grey Goose Vodka is extremely high in the market of America as compared to other rivals. This is mainly due to the utilization of the special customized technology, which mixes potatoes in a unique way so as to present a unique quality and taste. Thus, due to this unique feature, the level of preference of Grey Goose Vodka is extremely high in the market. Moreover, as the vodka of Grey Goose might be consumed in both neat as well as in mixed way, so its level of demand is extremely high as compared to others. Thus, due to these above mentioned features, the sustainability and position of the organization of Grey Goose increased to a significant extent in this age of competitiveness. Positioning is the process of locating a specific product within the minds of the customers among many other rival brands in order to improve its total sale and market position. The organization of Grey Goose might try to re-position itself as a premium brand offering a wide range of superior and healthy malt spirits such as Grey Goose La Poire, Grey Goose L’Orange, Grey Goose Le Citron and many others. However, in order to improve its demand and customer base, it promoted itself as a healthier drink with superior quality, sophistication as well as modernity. Furthermore, in order to improve the sustainability and market share, all the products of Grey Goose are prepared from finest quality of ingredients that increased its level of preference among the adult section of the society. Hence, in spite of being a premium brand, its market share and total sale is quite high, due to its healthier taste as compared to others as presented below. Thus, from

In A Farewell to Arms, Hemingway portrays the idea that life and war Research Paper

In A Farewell to Arms, Hemingway portrays the idea that life and war create nothing but hopelessness and tragedy - Research Paper Example The relationship between Henry and Catherine blossoms and results in Catherine becoming pregnant. Post treatment, Henry has to return to the waterfront leaving behind Catherine and consequently is taken as captives. However, he manages to flee and returns to Catherine. Both of them escape to Switzerland where fate desolates them and both Catherine and the new born baby dies leaving Henry devastated. The theme of love, separation and desolation in the novel can be rightly claimed as a parallel to William Shakespeare’s immortal tale of love and sacrifice Romeo & Juliet. The major theme of this book was to present love as a major theme against war and all kinds of wrongdoing in the world. From the beginning to the end of this novel, every incident was associated with rain. And other images of water. The rain always associated with destruction, sorrow and death, As this story was all about the death of a lover and destruction caused by the war therefore the backdrop of rain was ap propriate to demonstrate the scenario. But in this story the rain was not only the symbol of destruction, it was also used as a symbol of life when Henry were able to escape from the authority twice through a river and lake. There was a clear indication that all the character of this novel was trying to dissociate themselves from the horror of war by means of involving in different games. For Henry, the biggest diversion was his love Catherine. He first treated his love as a game, but slowly started to realize the attraction and connection that he was having with her and how she able to change his life. This love story in the backdrop of the horror of WWI was a resemblance to the immortal love story of Romeo and Juliet. The story portrays that love is always more important than war, and life and war can only bring hopelessness and tragedy. A Farewell to Arms: A story of sacrifice A Farewell to Arms finds its place among the best tragic creations of Ernest Hemingway. Baker in his boo k says that Hemingway himself â€Å"referred to the story of Lieutenant Frederic Henry and Catherine Barkley as his Romeo & Juliet† (Bloom, 69). The striking similarity between Henry and Catherine and their Shakespearean counterparts, Romeo and Juliet is how the love relationship between them, which started as flirtation affair, graduated to mature relationship where they held their own even when the odds were stacked against them. The background of the love story between Catherine and Henry is the Austria-Italy war amidst the grueling World War I while the Shakespearean lovers had to hold out the Montague-Capulet family feud. Drawing other similarities between the two immortal creations of love and sacrifice, Baker says â€Å"Neither in Romeo & Juliet nor in A Farewell to Arms is the catastrophe a direct and logical result of the immoral social situation† (Baker 99). Baker concludes that Catherine’s death â€Å"is an unfortunate biological accident† and â€Å"the death of Shakespeare’s lovers is also precipitated by an accident – the detention of the message bearing friar† (Baker, 99). Baker also observes that â€Å"Catherine’s death,†¦.shows a kind of artistic inevitability. Except by a large indirection, the war does not kill Catherine any more than the Veronese feud kills Juliet†. (Bloom, 39). Hemmingway does not portray every graphical detail of the war. The only strong depiction of war comes in when the book illustrates the bombardment and injury of Henry immediately after the

Early childhood care and education

Early childhood care and education The purpose of this essay is to first of all analyse the historical and political underpinning of social injustice of early childhood education. Then, I will define cultural identity and demonstrate awareness of the ways in which childrens cultural identities impact in both their access to early care and education and any benefits they may gain from it. Then I will examine my own practice in order to address inequalities there and finally critically evaluate a wide range of research related to this topic. Early childhood care and education has apparently been based on an important topic such as social justice. It has mainly focused on children from poorer backgrounds, and been directed by two theories right from the beginning. The first is that the home is the main environment for care and education of children to occur, this is provided by the parents, siblings, relatives and family friends. The second option is an early years environment where children are taught through forming positive relations and learning experiences which will help them to be good and law abiding members of their society. Nevertheless, because the perception of the poor was that they were not just coping with poverty; they were also thought of as been deprived of their social and cultural aspects of their lives. This instigated the provision of nurseries outside the homes with the view of providing quality care for the children (Bloch, 1987). According to Cater and Goodwin (1994) there are three paradigms which have to be considered when exploring the social, economic and political history of early childhood care and education? These are the inferiority paradigm; the deficit or cultural deprived paradigm; and cultural difference paradigm. The inferiority paradigm is based on speculation that a certain race is genetically and biologically inferior to the white race. The culturally deprived paradigm is composed of racial, cultural, linguistic and socioeconomically diverse people to a white middle-class. The cultural difference paradigm is based on the influence of cultural differences on the lives, experiences and identities of diverse groups in ways that make them very special. All three paradigms have contributed to the preparation and running of the early years curriculum and early childhood policies. The inferiority paradigm was evident in the 18th and 19th century when the curriculum focused on spiritual salvation and moral development during Sunday schools, infant and primary schools where the poor and deprived children attended (Bloch, 1987; Nourot, 2005). This was to mould and shape the children to be law abiding citizens as those in charge of the institutions felt the mothers were failing them in their nurturing. Church missionaries funded crà ¨ches to assist the influx of immigrants from mostly Africa. In addition, Tyack (1974) informs us that these early years settings were run by rich white business men who held a view of certain morals so they used Christianity to glorify the study of values of dead rural traditions. The 1960s saw the war on poverty as a sign of the culturally deprived paradigm. This was because sociologists put forward a suggestion that it was in the best interest of the child to gain experiences at school as the home environment was not conducive. They therefore proposed that educators should create experiences in schools that would counter the effects of deprivation Cater Goodwin, 1994, p. 298). The cultural difference paradigm was picked up on by scientists in the early to mid 20th century. They raised issues to the fact that being of colour does not mean one is mad, but they are aware of the importance of their beliefs that clearly defines their culture. Multicultural education and the means of teaching cultural awareness are examples of cultural difference paradigm. The two actions did awaken practitioners in the field of childcare with regards to the awful treatment the children of colour have endured and that by accepting and bringing together their culture into the curriculum can improve and benefit them in their learning and achieving success (Carter Goodwin, 1994). Consequently, these paradigms have influenced development and how services are offered to children today. Needless to say in the 21st century the effect of childcare though is child- centred, there is still interest on the disadvantaged who need policies to improve their lives, hence the Green Paper Every Child Matters (DfEE, 2003b). This is to ensure every child reaches their full potential by being safe, enjoy and achieve, economical well being, make a positive contribution and being healthy. Furthermore, the introduction of the Special Educational Needs Code of Practice and Special Educational Needs and Disability Act ( DfEE, 2001) which deals with identification assessment and provision in the early years education settings all of which are expected to have regard to the Code of Practice. Another policy which has swept the UK by storm has been from the influence of Reggio Emilia from Italy and Te Whariki from New Zealand which has had some influence on the Early Years Foundation Stage. More so the Te Whariki as it also a government led initiative intended to work with children of diverse groups. Its take on holistic view of the child and empowerment of the child and family and the fact that the family is at the heart of the well-being of the child has captured the mind of the UK government as they seek ways of improving childcare and education in Britain. Britain is and has always been a multicultural society, which is evident as before it became United Kingdom. The history of slavery confirms that Africans were in Britain before the arrival of the Anglo-Saxon (Fryer, 1984). India was also associated with Britain over 10,000 years (Visram, 1986). Due to mass immigration from many parts of the world children come from diverse backgrounds into nurseries and schools. It is therefore very important that practitioners first of all learn to respect these children and then teach them to respect each other irrespective of disability, gender, skin colour, religion and beliefs or economic background. It is crucial that practitioners see children as part of society because they are vulnerable and need adults to care for them, value and protect them. This can be addressed when early years practitioners work in partnership with parents. The research of Siraj-Blatchford (1996) for the United Nations Educational, Scientific and Cultural Organisation (UNESCO) believe in schools having close contacts with parents. In my previous school, we made home visits before the children start in order to meet with the parents of the prospective child and the rest of the family. This is an opportunity to chat informally and gather information about the child, likes and dislikes in terms of food and things they like to do or not, as well as any medical concerns, dietary requirement and many more. It is also an opportunity to learn about the childs culture and language used at home and to make an initial assessment of what they are capable of. Above all this is the time when the practitioners and parents or carers establish mutual trust and identify any infringing barriers which can upset the childs development. Even though the nursery has an open-door policy for the parents to visit whenever without prior arrangements, if they take the initiative unannounced the teacher in charge gets cross which instantly creates a barrier and it goes against the policy. According to research children learn about their feelings from the way people treat them. If children are treated with love and respect, they gain a positive feeling about themselves and like to please the adults in their environment and work hard to be successful. However, if on the contrary they are treated poorly or know the adults in their environment do not appreciate their presence, they will feel down and have low self esteem and not make any attempt of striving to achieve anything in their lifes but see themselves as failures. This is in relation to my presentation regarding is my setting inclusive of children with social emotional and behaviour difficulties. Before children start nursery or school they have developed a culture in their homes where customs and traditions have been part of their lives so as practitioners we have a duty to know of the various cultures they come from. What is culture? It is about attitudes and values underpinning patterns of tradition and custom which determines everyday aspects of life, such as: role of men and women, bringing up children, language, how we eat, wash and care, furnish homes, religion, dance, music, art, literature, festivals and attitude to death and dying (Griffin, 2008). As culture is of great importance to the children and their families, we can unconsciously or without thinking create problems for the child through ignorance of the exact details regarding maybe their religion and other aspects of their culture. Therefore, we as early years educators have to be aware of the legislations and guidance which set out the framework of our responsibilities. An example is the Race relation Act of 1976 which is aimed to protect people from being discriminated against. Next, is the Childrens Act 1989 and Care Standard 2000 which set out for the registration and inspection of early years provision. The Equality Act 2006 made it illegal to discriminate in providing services based on the ground of religion. Subsequently, the Childcare Act 2006 requires an effective implementation of policies on equal opportunities and how a nursery is advocating diversity and differences. Children have basic human rights which according to Maslows hierarchy of needs are food, water, shelter, love and care, safety and protection. Because children have not got a voice they need other forms of protection as they are vulnerable and unable to ensure those who care for them take the responsibility to keep them safe. Notably the UN Convention specifies the rights of the child with regard to childcare and education that, children have the right to be with their family or those who care best for them, to provide enough food and clean water for their needs, adequate standard of living, health care, to play, kept safe, special care and training, not used as cheap workers or soldiers and to have a right to free education. In order for children to learn and develop well the provision has to adhere to standard 18 of the Guidance to the Standards for the award of Early Years Professionals Status (EYPS) which states that; EYPs commitment is to having strategies in place to meet the needs of all children, advocating for and upholding their rights and actively promoting equality of opportunity and anti-discriminatory practice. These are key to improving outcomes for children. In support of children to have admission to a quality provision there has to be equality of opportunity policy in place which will outline the admission criteria. This means opening up the right of entry for every child and their family so that they can make a full contribution in the educational settings. It is therefore important for practitioners and early years workers in every establishment to work according to the principles of equality and inclusive practice; these should be at the focal point of every setting. Seeing that early years workers are responsible for ensuring equal opportunities within their educational settings, it is very important that we support the children in our care to have the need to feel they belong in the nursery, as it is often the first establishment the child joins. Subsequently it is fundamental that the families are made to feel welcomed and to experience a sense of belonging. The Early Years Foundation Stage (EYFS) say, All families are important and should be welcomed and valued in all settings. In practice this is evident on entering the main entrance of the school I work at, there are displays of welcome posters in all the languages spoken by the children who attend. There is always a member of staff to greet the children and their parents on arrival; this gives them an opportunity to discuss any concerns or a share interest of their child. Equally during registration the children are encouraged to respond to their names in their first language. Furthermore, the school encourages parents of children in the upper years to befriend the newly arrived through the organization of coffee mornings or after school activities. This is organized by the EAL (English as an additional language) teacher. Due to the diverse and multicultural society we find ourselves in it is important that we all learn to appreciate, understand and respect the different cultures and religions these children and their families bring to the school or nurseries. We need to reflect on the various cultures and a multilingual approach in the environment the children are in. A typical example is that of my school where there are displays on the walls in the hall of flags of the various countries where these children come from. Similarly each child in the school has painted their portrait along the corridor which depicts the diverse nature of children who attend the school of their uniqueness and individuality. Each day of the week has a specific music played as the children enter the class to associate it with which day it is. On every Monday the music played is Disney, Tuesdays is Caribbean, Wednesdays is Classical, Thursdays is Asian and Fridays is African music. Also in the home corner of the nursery are dressing up clothes from different cultures, variety of food from different countries as well as pots and pans, chop sticks, wok, calabash and many more artefacts of other cultures. Children who are Bilingual are supported through the use of Makaton, Pecs and picture time tables, object of reference and use of key words from their first language by staff. The nursery has cookery sessions once every week where by the children are introduced to food from around the world. During the month of the Chinese New Year the children visit the Chinese supermarket to purchase the cooking ingredients required to prepare a stir-fry, which is a type of dish from the Chinese community. In the shop the children get to experience all the different vegetables and fruits that come from China. The school supports the various cultures in the school through celebration of festivals. During the festival seasons the school and nursery participate fully by engaging the children in various projects. Two years ago when we had some children from the Chinese origin in the school, we put on a show of a dragon parade around the school grounds. There was a build up to this occasion as the children made and decorated the dragon. Parents were invited into the school to tell stories about the celebration of the Chinese New Year and support the children with art and craf t, and read a story in Chinese during assembly. Last year all Waddon schools celebrated black history together, with each school choosing an activity to plan and execute. The representatives of my school chose to prepare food with the children to give them the experience of some African dishes. Some of the schools did art and crafts, whilst the others engaged in African dancing. A member of staff read an African folk story to the children during assembly. I was selected along with a colleague as are both from Ghana, to organise the cookery session. It was great fun as the children engaged in the activities with excitement. This took place in the hall because there were more children to accommodate. Nearly half the group were from either from Africa or the Caribbean or of mixed heritage, they felt confident to discuss the dishes which they were familiar with, with their peers. I feel this type of initiative brings everybody in the community together and broadens the childrens horizons as the activity involves hands on. However I fe el that a similar activity should be provided for the other cultures so that the children do not perceive that one culture is more superior to the other. Although the nursery I work at is part of the school, it for children with special educational needs, their abilities vary from physically able to wheel chair users. The children are taught to value each other and those more able bodied are challenged with responsibilities to support the wheel chair users. All the children have access to the same activities however there are differentiated to accommodate the needs of every individual child. During physical education, children who are not mobile will be assisted in floor activities such as bouncing on a ball or gently rocked in a fabric or receive exercise prescribed by Occupational Therapists. According to the Early Years Foundation Stage, Every child is a unique individual with their own characteristics and temperament this relates to a particular child who was expelled from a day nursery he attended prior to coming to us. He was deemed challenging, a danger to himself and his peers. When the other members in my nursery read his report and made a home visit they built up misconceptions that he would be a challenge from the behaviour they saw. However, after making close observation of him I realized what he needed desperately was lots of emotional support. This could be because there was problem at home as well as been told off by practitioners who did not see his needs but just thought he was a liability, not forgetting their attitude toward him may have made him feel insecure and that the only way he knows how to get attention was to be on his worse behaviour. The nursery worked with him to gain back his confidence and self esteem through listening to him, acknowledging his needs and making sense of his gestures and providing him with the right support he needed. In a matter of weeks this child had gained self esteem and now imitating the role of the teacher caring for his less mobile peers. He is now a competent signer as can now make his needs known through that instead of exhibiting negative behaviours. Language is a powerful tool, in order for practitioners to use a language which will rid us of discrimination and prejudices we have to turn to the work of theorists to assists us to reflect on our practices. The work of social justice enables us examine the way we use language and that of our colleagues to bring about fairness in our settings. This will require equal treatment and devotion on the part of every practitioner as well as to be able to reflective on incidences which otherwise could have being tackled better. How would you feel when you have a strong feeling of someone not liking you and whisper remarks to their colleagues about you or make unconscious gesture? Dont we have an ethical obligation to these children? Or think for a moment how they feel? As practitioners we must always strive to show dedication in our roles by promoting social change in using language of fairness and respect then we will be providing a safe environment for the children in our care. Notably Fe nnimore (2005) brings to our attention that language is undoubtedly a very powerful instrument for social justice which is at the hands of every early childhood practitioners. The placement where I am doing my work placement has nearly half the class of black African and Caribbean origin; however the employed staffs do not reflect the community. This does not matter if they are working with the children to reach their full potential. Even though all the children seem to cope, I have noticed the children of colour were missing out on a role model. This is evident as when I am there, some of the children of colour come to me and request to play with me most of the time. Furthermore, I have realized the books and puzzles do not reflect the community either. This is a big surprise as the manager has children of mixed race which should give her incentive to providing the nursery with a wide range of books and wide range of resources. Alternatively, I am impressed with other aspects such as the stock of African drums which was supplied to the nursery through a form of grant. However, to my dismay the staff will not join in play with the children, even though each and everyone have been trained to use the drum. Similarly, I feel that some of the employees are not devoted to the roles as they spend most of their time chatting amongs t themselves. The only interaction I have witnessed is during focus activity, when they have to tick boxes to evident an accomplishment. I do not feel they treat their jobs seriously; instead they treat the nursery as a social environment. According to Vygotsky children learn with the support of an adult or an older child who foster the development of knowledge and ability to interact which will benefits the child. Nevertheless children in the nursery are left on their own to explore by themselves. The only contact these children receive is during activity sessions which are very brief. I have also discovered that these children are not encouraged to take risks during play as they are quickly stopped by the staff. The EYFS on the other hand says that children should be given opportunities to take risks and make mistakes. In order to provide a successful inclusion of children, there has to be an intervention which will take on board the holistic needs of children as well as working in partnership with parents and multi-agencies. Most importantly there has to be adequate training given to the staff, the ratio of children and practitioners has to be considered carefully, enough provision of necessary resources and equipments, but above all everyone willing to commit fully in their roles and to work as a member of a team. Inclusion is possible if we all discard prejudice and embrace everybody irrespective of who they are. Research from the UEA and NCB (2007) and Edward et al (2006) have provided evidence to support that Childrens Trust Pathfinders and Childrens Fund interventions have produced better inclusion of young people with disabilities through fun and safe places to interact, resulting in increased sense of community among the children and young people as well as improved access to schools, mainly for refugee and asylum seeking children and a reduction in children taken into care. The other strategy which is early intervention means when problems are detected in its earlier stage, it is dealt with promptly. This can be related to the child who was expelled because the staff did not work hard in finding what issue he had which made him behave the way he did. But once identified he is one of the loveliest children I have known. In conclusion I have explored the history of multiculturalism in Britain and the research paradigms that have underpinned early childhood education. Equally I have explored practices in my previous employment as to how policies are affecting the settings or not.

The Importance of Motivation Essay examples -- Education Teaching

The Importance of Motivation Motivation is perhaps the most crucial element of a child’s education. According to Michael B. Brown, Ph. D at East Carolina University, an academically motivated student is a child that â€Å"wants to learn, likes learning-related activities, and believes school is important† (Brown, 1998). Thus a motivated student and a smart student are not categorically equivalent. While the correlation between intelligence and achievement is higher than the correlation between achievement and any other factor, the relationship is not perfect. For instance, 10 students with identical IQs will demonstrate variability in achievement on similar and dissimilar learning tasks (Andrews, 2003). Motivation is one of the primary causes of the range of scores. Thus, it is logical to conclude that in order to maximize a student’s potential, and in turn the educational experience, a student must be motivated. With the knowledge that motivation must precede success, it is clear that those in charge of educational planning should attempt to maximize motivation with the forthcoming technological advancements. The Nature of Motivation Before educators can begin to map out a plan to stimulate motivation via the use of technology, they must first have a sufficient understanding of the nature of motivation itself (Marlow, 1999). Motivation is not a static entity, but rather a constantly changing intrinsic essence that is continually being influenced by way of internal and external forces. As young children, we have a natural sense of motivation. This can be each time â€Å"a baby struggles to reach a toy, learn to walk or eat without help† (Brown, 1998). All of these are examples of motivation to learn. However, this natural inq... ... United States Department of Education. (n.d.). Technology and Education Reform. Retrieved April 6, 2004 from http://www.ed.gov/pubs/EdReformStudies/EdTech/index.html The site contains a very detailed description of the various changes in the classroom sparked by the advent of new technologies. Ysseldyke, J. (2002). Cooperative learning. University of Minnesota College of Education and Human Development. Retrieved April 29, 2004, from http://education.umn.edu/research/ResearchWorks/coop-learning.htm Ysseldyke detailed the five externalities of cooperative learning. He also described how these attributes influenced motivation. Weiner, R. (2000). More Technology Training for Teachers. New York Times. Retrieved on April 22, 2004 from http://www.nytimes.com/2000/11/22/technology/22EDUCATION.html?ex=1083211200&en=740fa1d60417ec03&ei=5070

U.S. Army

Objectives1.1Recognize a situation, problem, issue, or opportunity that needs addressing. 1.2Determine the significance, scope, magnitude, and feasibility of finding a solution to the situation, problem, issue, or opportunity. 1.3Identify ethical issues involved in business research.1.4 Describe the business research process. ReadingRead Ch. 1 of Business Research Methods. Read Ch. 2 of Business Research Methods. Read Ch. 3 of Business Research Methods Read Ch. 4 of Business Research Methods. Participation & Discussion QuestionsParticipate in class discussion 4 out of 7 days in a week. & Respond to weekly discussion questions. Nongraded Activities and Preparation Resource: Business Research Methods Review the â€Å"Bringing Research to Life† sections of Ch. 1 & 3 of Business Research Methods.Respond to the following:†¢What evidence is presented that shows effort was made to understand the management dilemma? †¢Identify and classify all of the variables in the U.S. Ar my’s dud shell research. †¢What was Myra’s hypothesis for the U.S. Army’s dud shell research? What was the U.S. Army’s hypothesis? Nongraded Activities and PreparationResource: Business Research Methods Review Exhibit 4.1, â€Å"The Research Process,† in Ch. 4 of Business Research Methods.Find a case study of a research example in which a clear statement of the management dilemma leads to a precise and actionable research.Explain the management dilemma, the management question, and the research question(s).Answer the following questions:†¢Why did you consider the research to be actionable? †¢Was the business research process followed in its entirety?IndividualCurrent Events in Business ResearchWrite a 300-word summary of the business research process by describing the business research process from your experience in the workplace or in an article you find through the University Library. Format your paper consistent with APA guidelin es.Week Two: The Purpose of Business ResearchDetailsObjectives2.1State the purpose of the business research. 2.2Develop appropriate research questions and hypotheses. 2.3Identify dependent and independent variables in business research. ReadingRead Ch. 5 of Business Research Methods. Read Ch. 6 of Business Research Methods. Read Ch. 11 of Business Research Methods. Review Ch. 3 of Business Research Methods.ParticipationParticipate in class discussion 4 out of 7 days in a week. & Respond to weekly discussion questions.Nongraded Activities and PreparationApp DevelopmentIt is estimated that it costs approximately $55,000 to generate an application (app) for the Apple ® iPhone ® mobile digital device. Just offering an app is not a guarantee of success. The most successful apps are sold as downloads and they offer functional value. In addition, Apple takes weeks to review an app.Based on this information, answer the following questions:†¢If you worked for Apple, what research wo uld you want see in a proposal to approve a new app for the iPod ® mobile digital device? Why? †¢What research would not be appropriate? Why?IndividualBusiness Research EthicsResources: The University Library or the Electronic Reserve Readings Find an article using the University Library or in the Electronic Reserve Readings that discusses unethical business research conduct that has resulted in individuals or a firm being convicted, or at least tried for, this conduct. Some examples include the following:†¢Asking inappropriate questions †¢Skewing research results †¢Failing to maintain participants’ confidential information †¢Using participant information for unintended purposes such as selling goods or services Summarize the article you researched.Write a 750-word paper in which you address the following questions: †¢What unethical research behavior was involved?†¢Who were the injured parties? †¢How has the unethical behavior affecte d the organization, the individual, and society? †¢How could the unethical behavior be avoided or resolved? Format your paper consistent with APA guidelines.Learning Team ReflectionCollaborate with your learning team to discuss the previous week’s objectives. Discuss how you can apply them to a business setting or situation.

Free Essays on The Advantage Of Stupidity

The Advantages of Stupidity Most people say being stupid will lead no where. They claim that it is the worst possible condition in which to spend one's life, and if possible, it should be completely avoided. They would even suggest if the symptoms of stupidity are caught in the early stages, it could easily be treated by a surgeon. The most effective method used to do this is the chainsaw technique, later described in volume two. Yet, perhaps if people took a closer look at some of the advantages stupidity had to offer, they wouldn't have such a negative attitude toward it. After reading this paper, one will understand the advantages of stupidity. Admittedly, stupidity has certain disadvantages. Life isn't a bowl of cherries. And being stupid doesn't make it any fruitier. Being stupid can annoy even the most sensitive people. If one acts stupid, and does it in the wrong crowd, like a group of adults, it will seem more immature than funny. If one is forced to act stupid while dealing with lower life forms, for example, high school teachers, one may encounter barriers such as cruelty and insensitivity, with the utterance of statements like, "Think with your head straight!" or, "You have a brain, use it." Yet these are all true, there are still many advantages to stupidity. The first advantage is very easy to understand. Stupid people are never asked to do a lot. Many have noticed that people tend to steer away from someone they feel may be stupid. This is for a very good reason. The stupidity which they posses makes a name for themselves, a name which can be very difficult to shake. Possibly, it is a word which describes the working habits of the person, such as "crappy". Yet, this creates a positive situation for the stupid person. They will have a lot of free time on their hands for more of lifes truly meaningful pleasures. Some of these ac... Free Essays on The Advantage Of Stupidity Free Essays on The Advantage Of Stupidity The Advantages of Stupidity Most people say being stupid will lead no where. They claim that it is the worst possible condition in which to spend one's life, and if possible, it should be completely avoided. They would even suggest if the symptoms of stupidity are caught in the early stages, it could easily be treated by a surgeon. The most effective method used to do this is the chainsaw technique, later described in volume two. Yet, perhaps if people took a closer look at some of the advantages stupidity had to offer, they wouldn't have such a negative attitude toward it. After reading this paper, one will understand the advantages of stupidity. Admittedly, stupidity has certain disadvantages. Life isn't a bowl of cherries. And being stupid doesn't make it any fruitier. Being stupid can annoy even the most sensitive people. If one acts stupid, and does it in the wrong crowd, like a group of adults, it will seem more immature than funny. If one is forced to act stupid while dealing with lower life forms, for example, high school teachers, one may encounter barriers such as cruelty and insensitivity, with the utterance of statements like, "Think with your head straight!" or, "You have a brain, use it." Yet these are all true, there are still many advantages to stupidity. The first advantage is very easy to understand. Stupid people are never asked to do a lot. Many have noticed that people tend to steer away from someone they feel may be stupid. This is for a very good reason. The stupidity which they posses makes a name for themselves, a name which can be very difficult to shake. Possibly, it is a word which describes the working habits of the person, such as "crappy". Yet, this creates a positive situation for the stupid person. They will have a lot of free time on their hands for more of lifes truly meaningful pleasures. Some of these ac...

To Kill a Mockingbird By Harper Lee essays

To Kill a Mockingbird By Harper Lee essays The name of my novel is To Kill a Mockingbird by Harper Lee. Harper Lee was born on April 28, 1926 in Monroeville Alabama, a city of about 7,000 people in Monroe County, which has about 24,000 people. Monroeville is in southwest Alabama, about halfway between Montgomery and Mobile. She is the youngest of four children of Amasa Coleman Lee and Frances Finch Lee. Harper Lee attended one year at Huntingdon College in 1944-45, studied law at the University of Alabama 1945-49, and studied as an exchange student one year at Oxford University. In the 1950s she worked as a reservation clerk with Eastern AirLines and BOAC in New York City. In order to concentrate on writing Harper Lee gave up her position with the airline and moved into a cold water apartment with makeshift furniture. Her fathers illness forced her to divide her time between New York and Monroeville, a practice she has continued. In 1957 Miss Lee submitted the manuscript of her novel to the J.B. Lippincott Company. She was told that her novel consisted of a series of short stories strung together, and she was urged to re-write it. For the next year and a half she re-worked the manuscript with the help of her editor, Tay Hohoff, and in 1960 To Kill a Mockingbird was published, her only published book. On May 29, 1961 the Alabama Legislature passed a resolution to congratulate Miss Lee on her success. That year she had two articles published: Love-In Other Words in Vogue, and Christmas To Me in McCalls. Christmas to Me is the story of Harper Lee receiving the gift of a years time for writing from friends. When Children Discover America was pub lished in 1965. In June of 1966, Harper Lee was one of two persons named by President Johnson to the National Council of Arts. Miss Lee attended the 1983 Alabama History and Heritage Festival in Eufaula, Al. Miss Lee has received a number of honorary doctorat...

Socrates and Euthyphro Essay Example | Topics and Well Written Essays - 500 words

Socrates and Euthyphro - Essay Example As Socrates and Euthyphro argue over the definition of piety, we will examine them to find out as to what facts are relevant in this dialogue of Euthyphro. Euthyphro, a priest comes to the court to prosecute his own father, on charges of killing the former’s servant. In this context Socrates (who is in the court because he has been accused of impiety) wanted to find out as to what is really meant by the term piety (or morally good), since Euthyphro, by his own version, is doing an act of piety by defying all conventions and prosecuting his own kin, his father. So Socrates starts by asking Euthyphro the definition of piety, to which Euthyphro says his very act of coming to the court to prosecute his father in order to fight for justice, is piety (first definition). However, Socrates disagrees and tells him, that the act is certainly pious, but does not define the term piety. To explain this in simpler terms we can say take any sentence as an example. When asked to define the term ‘bread’, the sentence ‘this basket contains bread’, may be a correct statement, but certainly does not define the term ‘ bread’. Realizing his mistake Euthyphro then comes forward with the second definition, where he says piety is an act loved by the gods. Here again Socrates intervenes, and tells him that there may be instances where the Gods may disagree amongst themselves. Then the act cannot be pious, since there is no clear consensus between the Gods. The third definition that Euthyphro then puts forward is that acts of piety are loved by all the Gods. After this definition, Socrates puts forward the question â€Å"Is what youre doing pious because it is loved by the gods, or do the gods love what youre doing because what youre doing is pious?†(Cahn, ibid). Here lies the dilemma, that is, if we accept certain act to be pious just because God commanded them to be so, then the distinction between good and bad becomes the

Ethical Case Study Example | Topics and Well Written Essays - 2000 words

Ethical - Case Study Example Siemens bribed any government official in various countries, so as to get the lucrative tenders. The bribery by Siemens was practiced in countries known all over the world for corruption such as Nigeria and unfortunately even countries renowned for transparency such as Norway and Greece were caught in the scandal. However, in February 1999, after significant pressure from countries such as the United States, Germany finally outlawed giving of bribes to foreign officials. However, instead of stopping the habit of giving bribes to the foreign officials, Siemens continued doing so discretely. Instead of abiding by the law, the firm came up with what was referred to as a â€Å"paper program.† This was an internal program that was supposed to punish the wrong doers or the people who participated in bribery. Unfortunately, the program did not punish the wrong doers. The company made millions through fraudulent deals to the expense of other firms. Soon after legalizing giving of bribery to foreign officials in the year 2000, authorities in Austria as well as Switzerland started becoming suspicious of some payments worth millions of dollars that Siemens was making to some offshore accounts. After lengthy investigations, some of the top managers at Siemens were arrested and some even prosecuted . Bribery and other related corrupt practices are unethical and unacceptable in any business circle. This is because it undermines the ethical corporate culture. To a larger extent bribery is known for mutilating fundamental corporate values of honesty and integrity. The Siemens scandal in our case which involved key employee bribing top officials of the business in foreign countries in order to win contracts was a serious unethical practice. In always vital for all companies to compete for tenders and contracts on fair ground, but unfortunately bribes are often used to distort the market place in order to favor a particular company over others. For instances, top