Health and social care Essay

Explain how communication affects relationships in the work settings Depending on whether communication needs are met you can encourage an individual to participate or discourage support and trust. By making sure communication needs are met you encourage equality and promote empathy and shared understanding. Describe the factors to consider when promoting effective communication Consider the person you are talking to and find out their preferred method of communication by seeking out advice from their care plan or family and friends, you have to take into consideration their language, weather they use sign language, prompt cards or expressions etc. Observing the individual while they communicate will give you a good indication of their preferred method of communication. Explain how people from different backgrounds may use and/or interpret communication methods in different ways. Hand gestures, voice tones, languages and touch are all methods of communication but may be interpreted or used differently with people from different backgrounds or cultures. for example i may shout to express annoyance and another individual may shout to show excitement. Identify barriers to effective communications Barriers may include: Not understanding or being aware of an individual’s beliefs, needs, wishes, values and culture. Not making communication aids available or making sure they are in working order. Being dismissive and unresponsive. Not taking the time to listen and understand, not giving the person a choice to talk in privacy and being in a noisy environment. Explain how to access extra support or services to enable individuals to communicate effectively To help an individual communicate sufficiently you can obtain support from the persons GP, family/ friends, Social worker and advocate. You can ask for help also of speech and language services, translation services and interpreting services Explain the meaning of the term confidentiality Confidentiality means to keep information safe and private. You should only pass on information when having obtained consent from the individuals, on a need to no basis or when the individual is in immediate danger Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns. This may be breeching a person’s confidentiality and not respecting the individual’s right to privacy. Putting the rights of others before the individual and it could also be a safe guarding issue 50118195.CU1531 – Engage in personal development in health and social care or children’s and young people’s settings. Describe the duties and responsibilities of own work role To support adults with physical, mental and learning disabilities to live independently, ensuring all paperwork is complete, clear and concise and in line with company guidelines. Making sure I follow care plans, and helping the individuals to achieve life goals and ambitions. Explain expectations about own work role as expressed in relevant standards I am expected to adhere to the contract that my company has put in place that I signed on accepting the job role and the job description. I am expected to work within the company and legal guidelines.

Educational Theory: Essentialism and Perennialism Essay

Abstract Keywords phies. Applications of Essentialism and Perennialism that include roles and impacts on certain groups including students, teachers, and administrators are outlined. A conclusion is offered that analyzes current philosophical viewpoints and a solution is offered to teachers that frames present philosophical thought to inform and support teachers in creating a successful classroom environment aimed at promoting achievement for all students. Philosophical Overviews Essentialism Perennialism Philosophical Overviews Central to all academic disciplines and the formation of ideas are the philosophies that guide our values and beliefs regarding a given academic discipline. Public education in the United States is guided by five main philosophical viewpoints. These philosophical viewpoints include: †¢ Essentialism, †¢ Progressivism, †¢ Perennialism, †¢ Existentialism, and †¢ Behaviorism. The guiding philosophies of education reflect not only the internal assumptions of the individual teacher, but they also construct the culture of schools and school districts. Clashes occur when guiding philosophies conflict. Philosophies are also tied to an individual’s or organization’s underlying values, which values are difficult to change, unless an internal transformation occurs within an individual or an organization. Another influence of change in a given school occurs when a new administrator brings their own philosophy to the educational environment that is different than previously held beliefs. However, the overarching determinants for philosophies that drive the public education system are derived from the university or college education program. Any real or substantive transformation in public education environments typically occurs, because of changes in higher education philosophies. These philosophies are derived from the original philosophers who wrote about the philosophy and reflect a much earlier time and societal construct. In response to changing societal views Applications Students Teachers Administrators Issues Barriers to Essentialism in America’s Classrooms Barriers to Perennialism in America’s Classrooms Conclusion Terms & Concepts Bibliography Suggested Reading Abstract An overview of Essentialism and Perennialism, their philosophical definitions, historical underpinnings, and their role and impacts on student learning in public school education environments is presented. Also presented is a brief overview of potential applications of Essentialism and Perennialism and their relationship to specific subjects, which are â€Å"basic subjects.† Further analyzed are ways public education has been impacted by different philoso- Keywords Education Educational Foundations Essentialism Life-long Learning Perennialism and internal value systems governing philosophies that inspire the teacher’s relationship with the student, philosophies for many educators and institutions have changed from teacher-centered to more student-centered beliefs. Essentialism and Perennialism are two philosophical viewpoints contributing to education foundations and these are examined in this paper. Essentialism William Bagley was considered the founding philosopher of the Essentialist movement. Bagley’s philosophy of education argued that students should learn â€Å"something† in addition to the process of thinking. The philosophy also asserted that other philosophies over-emphasized the process of learning instead of content knowledge in the curriculum (Null, 2003). The movement â€Å"essentially† began with Bagley’s deeply held value that education should teach knowledge from the past, because if students were separated from past knowledge the future of democracy would be endangered. Bagley and other Essentialists believed that education should be rich in basic curriculum content and the need for stricter discipline in the educational environment. The Essentialist philosophy became popular when the American society had been challenged by the Great Depression. Bagley argued that the duty of education should be teach to democracy and these teachings should offset the overemphasis on growth and individualism (Bagley, 1934, 123 – 126). In fact, in his writings, Bagley was resolute in reminding educational professionals that a healthy democracy was dependant on strong curriculum content. In his first book, The Educative Process, Bagley wrote, The charge of â€Å"loose† schoolcraft and a demand for a return to the older and harsher educative methods frequently recur in contemporary educational literature. Under the present regime, it is asserted, drill and discipline have become obsolete terms, effort is at a discount, and the net result is a loss of stamina and a weakening of the moral fiber. The harsher methods, it is maintained, have been justly eliminated†¦.Both parties to this controversy appear to have neglected some very important data that have been accumulated during the past ten years by the now unpopular and much-abused cult of â€Å"Child Study,† and this neglect is the more unfortunate because the light that child study throws upon the main questions at issue renders these heated and speculative discussions quite superfluous (Bagley, 1905, 184 – 185). Sadker and Sadker (1994) reported that present day American Essentialism accepts the social, political, and economic structure of American society and culture and is a fairly conservative philosophy. Essentialists believe that the role of educators is to instill traditional American values like the â€Å"respect for authority, perseverance, fidelity to duty, consideration for others, and practicality† (p. 369). In the classroom, the educator’s role may be impacted by these beliefs in two ways. First, in a classroom constructed by this philosophy, parents would potentially see traditional disciplines like math, science, history, foreign language, and literature being taught. Second, the teacher’s role in the Essentialist classroom would be to serve as a model for the students in intellectual and moral capacities. Based on these conclusions, the Essentialist educator’s goal is that all students will possess basic skills, an extensive body of knowledge, and disciplined pragmatic minds ready to meaningfully contribute to a democratic society in America. The overarching theme of American Essentialist teaching is to center on learning and applying basic skills in the real world. Parents most likely will not see very much teacher creativity or student choice in the Essentialist classroom, because teaching is based on an information delivery model that students receive and apply. Also, parents would probably not see a proclivity toward differentiation for the diverse learner. In some Essentialist classrooms, educators have blended Perennialism into the framework of their instruction. Perennialism Perennialism is based on the philosophies of Plato, Aristotle, and St. Thomas Aquinas. According to Rohmann (1999), Aquina’s primary goal was to reconcile faith and reason or philosophy and revelation (p. 23). There are also two types of Perennialists: those who maintain a religious approach to education like Aquinas, and those who follow a more secular view developed in the twentieth century by two well-known educational philosophers, Robert Hutchins and Mortimer Adler. According to William F. Buckley, Jr. (2001), Mortimer Adler read Plato’s works while working as a secretary to the editor of the New York Sun, and resolved to become a philosopher. Later, Adler partnered with Robert Hutchins, then president of the University of Chicago. Together these two philosophers advocated for a new of thinking and embarked on a philosophical journey that ultimately changed the shape of public education (p. 54). Their philosophies extended a new way of thinking known as Perennialism. Specifically, Hutchins and Adler promoted the Secular Perennialist view. Secular Perennialists advocate education as a means of constructing a common foundation of historical thought and reason directed at transforming the student’s paradigm or way of thinking. Secular Perennialist thinkers believe that in order to ensure societal survival, all citizens must be exposed to and taught ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. According to Hutchins, these beliefs do not come from text books. He stated: The products of American high schools are illiterate; and a degree from a famous college or university is no guarantee that the graduate is in any better case. One of the most remarkable features of American society is that the difference between the â€Å"uneducated† and the â€Å"educated† is so slight (Hutchins, 1954). To support this premise, Mortimer Adler wrote: The two major obstacles to reform have been mentioned elsewhere. One is the persistent failure of educators to recognize that a proportionate equality of results can be achieved when children who differ markedly in the degree of their educability are given the same quality or kind of schooling. The other is the persistent refusal of the educational establishment to replace the scheme of grading that puts a student in his or her niche on the bell-shaped curve by an assessment of the student’s achievement wholly in terms of that student’s capacity without reference to any other individual’s achievement (Adler, n.d.). Essentially, Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge. A classroom constructed from this format typically espouses a traditional philosophy where a teacher answers questions and inquires from the students in order for them to gain an understanding. This format allows students to gain the ability to develop a full â€Å"range of rational powers.† While students learn the â€Å"profound and enduring† ideas present throughout time, there is little emphasis on those who learn discipline by using textbooks (Shaw, 2006). Philosophically, Perennialism seems to espouse personal development and internal transformation rather than focusing on specific disciplines. The crux of Perennialism seems to initiate multiple ways of thinking about given curriculum, rather than a â€Å"one-size fits all approach† and dedication to one set of ideas taught through one specific curriculum. The Perennialist might freely enact debate and see the act of thoughtful debate as an advantage in response to reading a given text, because the debate itself would allow students the opportunity to think about specific texts and form their own processes of thoughts and conclusions. Within this framework, it can be theorized that the Perennialist classroom would encompass the drive for reflective thought based on inquiry. It can be argued that the overarching goal of the Perennialist classroom is to promote opportunities for students to interpret, question, and think, in order to prosper keen insights and renewed thinking about old ideas. A parent, sending their child to the Perennialist classroom would inevitably see an orderly teaching environment adhering to specific rules and common forms of basic curriculum driven by thoughtful debate, inquiry, and teacher driven student introspection. Based on the evidence supporting Perennialism as a traditional philosophical model, a parent most likely would not see differentiated thinking strategies employed for the non-traditional thinker. After reviewing literature that described these philosophies, and seeking to understand the established philosophies regarding educational foundations in public schools in the United States, it is easily arguable that both of these philosophies of Essentialism and Perennialism can be readily discerned in classrooms across Amer-ica. It can can also be elaborated that most higher education teacher training courses have been founded on the premise of inquiry and thought, underscored by established, district approved or state mandated curricula, which are also supported by Essentialism and Perennialism. However, after reviewing the literature and contemplating deeply, multiple conclusions can be drawn and applications suggested for students, teachers, and administrators. Applications Students It can be theorized that educational philosophies drive the classroom environment of all classrooms in all educational environments. These educational philosophies are largely driven by specific values that individual teachers hold, which are derived from the teacher’s internal assumptions. The teacher’s internal assumptions drive attitudes governing student-teacher relationships, student discipline, and student learning. These internal assumptions and value systems are the clay that shapes that classroom environment and all of the attitudes held within. For students, they may never understand why conflict exists within the classroom environment between themselves and a teacher, in the case of a student with diverse needs or non-traditional thinking patterns. In addition to experiencing conflict within a classroom environment, students may be struggling with a myriad of family issues, learning issues, and internal conflict. The classroom and the teacher-student relationship may be the primary source for the student to learn and relate. In the face of this conflict, students may not be able to clearly articulate their conflict. Quite simply, some types of philosophies invite fewer kinds of interactions and student-teacher relationships. Students may not understand how or why their classroom has been formed in accordance with specific philosophical underpinnings. An argument could be made that students would benefit from a deeper understanding regarding why the classroom environment has been constructed in a given framework. Teachers should consider sharing their philosophical viewpoints with students in order to allow students the opportunity to reflect on specific attributes of the classroom environment, teacher attitudes, and student expectations. This kind of communication could occur regardless of the philosophies that teachers hold regarding other types of classroom contructs. For teachers struggling with one type of philosophical construct in terms of motivating students or building positive relationships with parents, communicating their philosophical viewpoint could be helpful for alleviating tension and conflict to allow students a window of insight into why the classroom has been designed in accordance with specific guidelines. Teachers In most teacher education formation courses, students formulate a philosophy statement of how their classroom will be designed. Many times, student teachers will be able to test their philosophy during the student teaching experience. However, most students are only given a limited overview of specific philosophies that might shape their philosophical view. Typically, specific philosophies like Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism taught in undergra duate programs are taught in an introductory foundations course or in conjunction with educational psychology classes. The philosophies taught in university classes are typically guided by the philosophy of the given philosophical platform adopted by the university education department. Based on these assumptions, teachers need to understand that the initial philosophies that guide their educational platform most likely will evolve and transform as the educator matures and new ways of thinking are constructed. It is possible that a teacher’s philosophies will grow or completely transform as the teacher recognizes the specific needs in the classroom environment and decide to meet all of the needs in the classroom. Teachers originally dedicated to one philosophy may later find themselves adopting a multi-philosophical approach that will govern their classroom approaches. Understanding the philosophies of the teaching discipline is useful for multiple reasons. First, it is helpful to know that philosophy springs from our ideas as humans. These are the â€Å"intangibles that fuel our thoughts, theories, philosophies, beliefs, ideologies,† and an overview of the the thinkers who articulated them. It can be argued that ideas â€Å"are the foundations of our culture. They inspire our thoughts and inform our beliefs. Many of them form the very basis of our identity† (Rohmann, 1999, p. ix). These intangibles are central to how we view ourselves and those in relationship with us. Most likely, these relationships will impact attitudes toward students and colleagues. Teachers need to critically understand that many of the conflicts that arise in schools and between school personnel are tied to the philosophies we hold that result in a clash of ideas. When one teacher holds a dramatically different view of their role than another teacher, conflict may occur. One of the central conflicts currently present in education exists between the external culture of the federal government mandating specific demands that edu cators must meet. Teachers often hold a very different view regarding mandated testing or standards established by No Child Left Behind. Teachers often view these mandates as inhibitors for creating a research based, thought provoking classroom resulting a student-centered, â€Å"learningful† educational environment. Solutions to these dilemmas are not readily obtainable, but the beginning of understanding arises from knowing ourselves and our individual philosophies regarding education and our role as teachers. Administrators Administrators are central to preparing the educational environment for teachers and students. Philosophical constructs are the building blocks for this preparation. Even in graduate programs preparing administrators for leadership, these formative philosophies are not readily taught. Only when administrators seek understanding or prepare a thesis or increase their educational preparation to better understand philosophical viewpoints can they begin to learn the culture of the school over which they preside. These philosophies govern all interactions within a school and determine attitudes of all adults within the educational set- ting. The nature of conflict is derived when philosophies clash. For new administrators entering a school setting in which conflict is prevalent, it would be helpful to understand the philosophical underpinnings that guide the cultural construct. Only after these philosophical underpinnings can be analyzed will a new philosophical platform emerge to guide the leadership of the school. For administrators, philosophical constructs influence district policies and district relationships. Occasionally, conflict arises when philosophical viewpoints are opposed. In addition to the administrator’s role in overseeing the school staff, administrators must also balance their role in a larger context. Before entering into administration, professionals should apply for positions in districts with matching philosophies. Issues Both the Essentialist and Perennialist philosophies appear to be much more teacher centered than student centered. These philosophies also reflect a much earlier time in American history when cultural mandates significantly influenced established philosophies of specific eras and generations. For other various reasons, barriers exist that preclude full integration of either model. Barriers to Essentialism in America’s Classrooms Based on the background of Essentialism and its underpinnings, the philosophy adopts a highly conservative construct, which potentially clashes with the political philosophies of today’s educational setting. The central concept of Essentialism seems to be a â€Å"back to basics† approach to traditional educational concepts. The academics of the philosophy are mainly driven by the notion that American schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. It can be argued that Essentialists believe the role of education is to instill traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality. In this type of classroom, it can be asserted that â€Å"a system of diversity† would be difficult to achieve, and individuals with special education needs would experience difficulty in having their needs met. Based on the need for today’s classrooms to meet the needs of a variety of students, these are significant barriers that are not easily overcome despite the notion that Essentialism formed the foundation of the American education system and its response to preparing workers to work in factories and farms. These ideals were highly representative of early American culture and an early societal and cultural construct. However, many of these traditional American values have shifted in their composition to include more diversity in thinking, cultural construct, and societal composition. Barriers to Perennialism in America’s Classrooms Neither Essentialism nor Perennialism allows the students’ interests or experiences to substantially dictate what is taught. While the Essentialist philosophy focuses heavily on curriculum basics, Perennialism focuses more on forming critical, analytical thinkers. Well known Perennialist philosophers urged schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students. However, the methodologies utilized by Perennialist thinkers to teach students to think critically are based on Socratic methodologies that most students in today’s culture could potentially view as outdated, despite the fact that many of today’s classrooms are based on the cultural norms that Essentialism and Perennialism have integrated in educational norms. In overcoming barriers to implementing Perennialist philosophical constructs, teachers should consider ways of inviting differentiated thinking processes for all students. Conclusion Essentialism and Perennialism are both heavily utilized in America’s classrooms along with an eclectic combination of the other educational philosophies. Philosophies that construct classrooms shape ways of teaching and set the backdrop for how and what students learn. In all educational environments, all of the main philosophies provide a framework for establishing classroom practices. One of the main issues in integrating philosophies is that the multiple differences in classrooms scatter the way in which students receive information and could potentially hinder how and what students learn from classroom to classroom. In order to create the most relevant learning experience for students, teachers should investigate the relevant educational philosophies, learn the specific philosophies that influence educational strategies integrated in specific learning environments, identify the philosophical constructs that seem to identify their specific ways of thinking and then utilize a philosophy that is well founded and arguable based on researched evidence of how students learn best. Essentially and perennially, the job of educators is to work for students. Best practice would suggest that the most informed philosophical background designed for each classroom dynamic would theoretically produce the best educational setting for the group of students served. Flexibility and research based practices typically inform best classroom results. Perennialism: Perennialism can be described as an educational philosophy aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. Bibliography Adler, M. J. (n.d.). â€Å"Reforming education—No quick fix,† Retrieved January 1, 2008 from Center for Applied Philosophy: The Radical Academy, http://www.radicalacademy.com Bagley, W. C. (1905). The educative process. New York: Macmillan. Buckley, Jr., W. F. (2001). Mortimer Adler is dead. National Review, 53(15), 54. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier. http:// search.ebscohost.com/login.aspx?direct=true&db=aph&A N=4891604&site=ehost-live Hutchins, R. M. (1954). Great books: The foundation of a liberal education, NY: Simon & Schuster. Null, J. W. (2004). Social efficiency splintered: Multiple meanings instead of the hegemony of one. Journal of Curriculum and Supervision, 19(2), 99 – 124. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier http://search.ebscohost.com/login.aspx?dir ect=true&db=aph&AN=11801482&site=ehost-live Rohman, C. (1999). Ideas: A dictionary of important theories, concepts , beliefs, and thinkers. New York: Random House Books. Sadker, M., & Sadker, D. (1994). Teachers, schools and society. New York: McGraw-Hill. Shaw, L. J. (2006). Five Educational Philosophies. Retrieved January 1, 2008 from http://edweb.sdsu.edu/LShaw/ f95syll/philos/phprogr.html

All quiet on the western front by Erich Maria Remarque

All quiet on the western front by Erich Maria Remarque Essay In one part of our being, a thousand years. By the animal instinct that is awakened in is we are led and protected. It is not conscious; it is far quicker, much more sure, less fallible, than consciousness. One cannot explain it56. On the battlefield of any war, past or present one would think any soldier had felt that sense of survival at one point or another. This could be named impulse acted on by fear, nervousness, or as the quote defined it, instinct in violence. The very descriptive violence in the book is one of the large clues that tell us Erich Maria Remarque, the author, is telling us some of the events he had to go through when he served in the war. Other wise it would have been another boring war novel of which classes could be spared the time. These points in the novel All Quiet on the Western Front, can be greatly explained and identified. When confronted with his survival, this instinct can drive a man to do anything for survival, even turn his senses and behavior into a wilder state of human evolution. One of the strongest themes in the book is that war makes man inhuman when confronted by violence and, or in war. From the authors point of view soldiers were often compared to various non-living objects, that were inhuman. The soldiers are often compared to coins of different provinces that are melted down, and now they bear the same stamp. 236 Remarque thinks that the soldiers mind-state has been changed from when they were school boys, the stamp being the mark of the soldier, changing them forever. Also soldiers are compared with automatons or more commonly referred to as robots. In reminder of all soldiers of either side had to go through and witness without the traumatizing violence and gore one would not have much understood this point. To a country or at least in charge, the soldiers are no more than this: inanimate devices of war or pawns. Remarque uses this analogy to give the impression that the soldiers are enduring the same feeling over and over again, as if they were inhuman. In this classic war story Remarque also describes the soldiers as inhuman wild beasts in addition to the non-living objects. Paul states that when soldiers reach the zone where the front begins they are transformed into instant human animals56 Remarque explains the zone is like a magical line; once crossed the soldiers are not the same persons as they were in a safe distance. Experiencing violence on the front trapped in a crater of a shell, though protected by it, Paul Baumer feels such desperation. My eyes burn with staring into the dark. A star shell goes up;-I duck down again. I wage a wild and senseless fight. I want to get out of the hollow an yet slide back into it again; I say you must, it is your comrades, it is not an idiotic command and again what dies it matter to me, I have only one life to loose. 211 This could mean even then though acting as some beast for survival he too has scrummed to the belief he is just another pawn. As nothing more than wild beasts Remarque states that the German soldiers are only defending what they have, not attempting to take what they dont We have become wild beasts. We do not fight, we defend ourselves against annihilation we feel a mad anger. No longer do we lie helpless, waiting on the scaffold, we can destroy and kill to save ourselves, to save ourselves and to be revenged. 113 This could be explaining that any emotion they are fighting out of at this point is from aggravation and for their own survival, and no other situation other than that of war and violence could bring this about. The sense of fighting for the glory of the FatherLand has long since gone. READ: Anthem For Doomed Youth and The Man I Killed EssayThese points have highlighted when confronted with their survival and the presence of survival even if it means changing his human nature. A second point is they can be as dolls, or coins that bare the same stamp, almost as war currency. Though all in all they were beasts when confronted with violence, or dogs without names, as long as they can survive it all. All that is needed to make such points clear does not have to be a series of explanations, rather simple and to the point imagery.

Neo-Classical Art and Romanticism Essay Example | Topics and Well Written Essays - 500 words

Neo-Classical Art and Romanticism - Essay Example It started as a response to the more flamboyant Rocco Art and its objective was to recuperate the Greco-Roman cultural values. Europe, Western France and England embodied this art style to express idealism, patriotism, ethics and civic virtue. The popularity of neoclassicism was caused by several happenings of that time such as the reputation of Rome which was growing increasingly and the discovery of old Roman cities by archeologists. This art form depicted and accentuated rationality and tradition. The first of these were Jacque-Louis David whose work the ‘Oath of the Horatii’ depicted three mythological warriors swearingloyalty to the Roman Republic (David & Dorothy, 87). Some other famous neoclassical pieces include ‘The Death of Marat’ and ‘Napoleon Crossing the Alps’. Romanticism was a reaction against the time of Enlightenment in the eighteenth century. Contrary to the neoclassical style, this style of art recognized humans as more emotional, complex and not that rational in a new civilization that was more materialistic, scientific and generally more urban. The famous artist from this period Jean-Jacques Rousseau laid down the basis of Romanticism by liberating the human emotions and showing a freedom of expression and thus challenging the rationality of the Enlightenment. Another popular artist who lead the Romantic Revolution was Eugene Delacroix. His masterpiece ‘Liberty Leading the People’ represented the French Revolution and the heroic splendor along with the ghastly destruction and chaos that was spread. In this generation of the Romantic artists who came after Napoleon and lived under Louis XVIII and Charles X were happy with the ‘petit revolution’ and regretted to have not seen the real grandeur and glory of t imes under Napoleon. Under Louis XVIII artists were free to paint whatever they wished and were unbound from Napoleon control. Theodore Gericault showed the incompetence of the new government with his

The context in which health and social care managers operate is as Outline

The context in which health and social care managers operate is as important as the decisions they make. Discuss this in relatio - Outline Example The case has provided supporting literature regarding social worker’s key concerns. Social worker Social workers are the people who have the obligation to assist people in adjusting to complications and problems in their lives like illness, child abuse, job hunt, mental illness, handicaps and any sort of anti-social behavior.  The main duty and responsibility of the social workers is to help people in their problems, provide counseling and linking their problem with the rules and policies of the state. The most important concern for the social worker is to provide a healthy and safe environment to the children as they are the future prospect of the state (Firestone, 2002). Baby P case There are a number of cases where social and health mangers have not delivered their duties properly and the victims of social crime had to suffer a lot. One of such cases is of â€Å"Baby P case†, which is also known as â€Å"Baby Peter case†. The case revolves around a 17 months old boy, who was killed due to the negligence of a social worker. The summary of this case is that baby Peter was abused and beaten to death by his step-father. Although, his stepfather and mother were arrested a number of times, in the mean time Peter was kept in care by a health care provider, but was later given back to the parents. Just a few days before Peter’s death, the social worker missed the injuries on his face and hands. The boy was found dead in his cot with his spine broken and severe bruises all over the body. Peter’s mother and his step father were jailed for several years. Moreover, the social worker and 3 mangers from Haringey council and a doctor were dismissed because of neglecting their due responsibility (Fresco, 2008). Contextual Factors The underlying factors that led to Peter’s death were: (1) The irresponsibility and negligence of his mother as she left Peter unattended while staying busy in pornography; (2) The social workers who came by to check on the baby, as they had left him with his mother with a belief that his mother seems very caring; this was neglect on their behalf; (3) The doctor who, due to his negligence, while examining Peter, was unable to find the broken ribs and spine. So, everyone on their behalf neglected the poor baby, all of which led to his death. Management theories Management basically is aligning people to achieve organizational goals. The management theories help establishing a road map and linking principles and concepts for a specific purpose. The main and recent theories are Systems Approach, Contingency theory, Chaos theory, and Team Building theory. (1)System approach: It emphasizes the fact that an organization is interrelated, that its actions and decisions taken in one organizational department will affect other departments as well. (2)Contingency theory: An approach that says that every organization is different from others; it faces different situations and requires different ways for managing the situation. (3): Chaos theory: It says that some situations are uncontrollable, at times the organization gets complex and it becomes hard to maintain stability. (4)Team Building theory: The approach emphasizes building teams, maintaining quality and reducing the level of hierarchy (Robbins & Coulter 2008, pp. 35-36). Interrelationship between Management theories and social worker’s practices In Baby Peter case, the social worker’s and doctor’s conduct had an effect on the respective social service provider and the

PROMOTION in the Merchandising Environment - Glamourflage - Part 5-10 Essay

PROMOTION in the Merchandising Environment - Glamourflage - Part 5-10 of the Project - Essay Example Glamourflage has a variety of tailor-made products which guarantee beauty, gun and joy! If you want to spice up your holiday, then you should try it out. In the current market, social media has grown to become a very critical promotional tool. Therefore, staying in contact with the clients on social media platforms will allow Glamourflage to create a personal bond and relationship with the clients. Moreover, the social media platforms will act as a communication avenue through which the clients can learn more about the products. To achieve this, three social media platforms will be used. These are Facebook, Instagram and Pinterest. Being one of the most widely used social media platform, Glamourflage will use Facebook as the primary way of socially interaction with the clients. Through Facebook, the brand can showcase its products and portray itself as a fun brand through various pictures, announcements and postings from satisfied clients. Personal videos will also be posted in the page so that client awareness is created. Clients will be encouraged to tag their friends and share the pictures and posts in the page. The Facebook page will have several options as shown below. Glamourflage will have its own Instagram page. The content in the Instagram page will be in line with what has been posted in the Facebook page. The various posts on the consumer experience, pictures of the products and the videos from the clients will also be shared on the Instagram page. By doing this, more clients will be attracted to post their pictures and share with others how the Glamourflage products has make skin caring process

Fashion interview Research Paper Example | Topics and Well Written Essays - 1500 words

Fashion interview - Research Paper Example The essay "Fashion interview" provides the interview in fashion. Interviewer: Tell me a little about yourself. Where are you from? What is your educational background? What are your general professional and non-professional interests? Nayla: My name is Nayla. I am from Bahrain and I am studying graphic design. I enjoy all areas of design. I like to draw and listen to music in my spare time. Interviewer: How did you get into fashion design? Nayla: It has always been an interest while growing up. I just finally decided it was time to pursue it. Interviewer: Did you want to become a fashion designer when you were young? Nayla: As I said earlier, it has always been an interest growing up. While in high school, I kept going back and forth not being able to decide what to major in and one of the choices was fashion design. Although it is not my major, I do enjoy it very much. Interviewer: What inspired you to get into fashion design? Nayla: The joy of wearing good clothes. Interviewer: Wha t do you enjoy most about designing clothes? Nayla: Fashion really is about who you are and how you want to be perceived. So designing something that helps a person achieve that and feel confident makes me happy. Interviewer: What is the most challenging part? Nayla: People’s taste. You never know how the public will react to a piece you design until you test the market. That is what makes me nervous and challenges me to create something likeable by a bigger audience. Interviewer: What do you think are the latest fashion trends?

E-Portfolio Assignment Example | Topics and Well Written Essays - 500 words - 1

E-Portfolio - Assignment Example di Arabia, in 1990 to a medium-sized family made up of my parents, me, three brothers, and one sister.   Throughout my childhood, I was taught the importance of hard work, honesty, and doing a good job.   My siblings all work good jobs, with two working as engineers and two working as professors of Chemistry. However I am the first in my family to leave the country in order to pursue higher education.   I believe this experience of leaving my country has made me a stronger person with a better understanding of the world and my chosen profession.   I had to struggle to learn English at first, although now I do well in it, and assimilating into the culture of another country was also a challenge which taught me a lot about myself and my own culture as well.   As an international student at Pennsylvania State University, I have been exposed to all sorts of courses and have gained a hands-on understanding with a number of topics related to petroleum and natural gas engineering.  Ã‚   If you visit my work samples page, you can see just a few of the best assignments that I have completed during my time here.   As well as courses I have taken, I have done an internship with oil combines in Saudi Arabia.   This experience gave me a good understanding of important industry practice, and has helped me to get skills that will let me be a better engineer.   After I graduate from university, I hope to work in the petroleum and natural gas industry in some way or another.   While I would like to be able to return to my native country and be near my family, I am also excited to explore the world around me.   My ideal job would let me use my knowledge of English and Arabic to share what I have learned at Pennsylvania State University about petroleum and natural gas engineering.   I would be especially interested in working in the oil industry as either a drilling engineer or production engineer.   For the moment, I am keeping my options open and look forward to seeing what

Carbon Price Mechanism Essay Example | Topics and Well Written Essays - 1500 words - 1

Carbon Price Mechanism - Essay Example The main goal of this essay is to comprehend the importance of this plan to the household economies and forecast the impacts of its implementation on these economies from the consumer behaviour perspective. It is crucial to overview main features of the proposed program before going into the discussion on its impacts. This program involves four major areas including the energy consumption, carbon price mechanism, increasing the efficiency of the energy consumption units and the management of the energy resources. The focus of this essay will be the mechanism for carbon price that has direct effects on the household economies and patterns of consumption of energy. This mechanism accompanies a list of various measures to explain its expected consequences on the business and households and methods for reducing the harmful effects by providing assistance in the form of increased cash payments and the reduction of taxes. Beyza reported that changes in the prices and income impacted the consumer behaviour, the proposed plan suggest two phase strategy for the implementation of carbon price mechanism. The first will continue for three years and during these years the carbon prices will remain fixed for at different levels for each year. For the first year the prices will be set at $ 23, for the second year the price will remain at $ 24.5 and during third year it will be increased further and will be fixed at $ 25.4. It shows that the prices will continuously increase during the first three years. The second phase is referred as the flexibility phase in which the prices remains flexible and will be determined with the help of emission trading scheme. The government will issue permits for the certain amount of carbon emission to various industries and the fees obtained from these permits will be used for the assistance of the household, small scale industries and for the promotion of alternate sources of energy which involve less carbon emission. Deborah (2010) described that the carbon price mechanism and assistance program by the government will have a combined impact on the household economies. The impact of both these factors on the economy of the household is explained below. Q. 1: What is the effect of rising energy prices for the economic wellbeing of households? Household is responsible for loads of carbon emission by consuming conventional sources of energy in large amounts. The economic reform program introduced by Austrian government aims to control the emission of carbon, change the energy consumption patterns of the

History of Commercial Aviation Research Paper Example | Topics and Well Written Essays - 500 words

History of Commercial Aviation - Research Paper Example Passengers could easily book their flights over the telephone. Commuter airlines started as Broome County Aviation Inc. from the start of this airline in 1957 to the end in 1984; this airline was run by the Winston family. This airline carries people over short distances and run on a regular schedule. These short distances may be between Boston and New York. By 1917, the United States government felt that a significant progress had been done in developing planes and warranted a new idea. This new idea was transporting mail by air. During that year, Congress took $100,000 for an experimental airmail service to be carried out jointly by the Post Office and the Army between New York and Washington D.C, with a midway stop in Philadelphia (Wells and Wensveen, 52). With many war-surplus aircrafts been seen, the Post Office set its places of interest on the transcontinental air service. On May 15, 1919, the first segment was opened between Cleveland and Chicago and the air route was completed on September 8, 1920, when the toughest part of the course, the Rocky Mountains, was covered. By the use of airplanes to deliver mail, the Post Office gained the capabilities of shaving a significant 22hours off coast to coast deliveries of mail (Wells and Wensveen, 54). As different governments met the scope and standards for developing civil air industry when the war was ending, the United States took a maximum operating freedom position. The airline companies in the United States were not hit harder such as the Asian and European airline companies. This first choicefor operating organizations goes on, with limitations, to the present day. As World War I, World War II made the airline industry change a lot. Many airline companies in the Allied nations were even from lease agreements to the military. These airline companies anticipated a future increase demand for civil air transport, for both cargo and passengers

Research and development Essay Example for Free

Research and development Essay The Human resource management department of the business is responsible for the hiring and firing of the staff that work in Boots PLC outlet stores and any other jobs that are related to the company. Their main aim to make sure that there is the right amount of workers in the specified place at the right time in order to contribute to the maximum output that the staffing effort can help towards. The hiring and firing is very important as it makes sure that the right people are hired for the job that are in appropriate situations to fulfill vacancies. On the other hand however the firing is just as important. If staff are not pulling their weight or are incapable of carrying out the jobs they are meant to they may be fired. Also if there is no need for all staff then they may be laid off. This is a way of maximizing profits as less go on output of wages which is a great percentage of the businesses output. The HRM is also responsible for the training of staff. It is their responsibility to make sure that all staff is fully trained for the job they are employed for. These increases the customer reliability and satisfaction as when staff are asked questions they will hopefully know they answers and also that they are capable of approaching customers comfortably and in a good fashion. This adds to customer satisfaction and this is important to Boots it is also one of their objectives listed previously in the report. HRM are responsible for forecasting labour amounts and the amount of man power that will be needed at different times of the day week and year. If manpower is low in rush hours or periods such as Christmas then the company may not reach its maximum out put through mistake of their own. Staff receives appraisals when they work for Boots. This lets them know if the business is happy with them and if they are considered a valued member of the work force. The appraisals are again responsibility of the HRM department and they help to maximize business by insuring workers are reaching their full potential within in the business. Boots recently proposed to train up 7000 people to become more knowledgeable about technology so that the business will benefit from this. Boots PLC also employ a further 45% of their workforce on top of their usual numbers to help in outlet stores over Christmas period with tills, stock rotation and demonstrations. This shows the business has been planning the workforce amounts according to potential times of increases in demand. This area of the business can be very economical and save the business money when it comes to hiring and firing staff. This is however also very beneficial to the staff also. When jobs in the business become available instead of employing new staff they promote current staff. This saves money as described in management styles later on. The HRM area of the business works towards the organization and in turn globalization objective of the business. The statement of we aim to develop staff and provide them with the right skills and attitude in order to achieve the organizations goals suggests that it be aimed at all the objectives of the business, which will reflect on the globalization and expansion conclusively. The fact that more staff was hired acts on the objective of improving customer satisfaction as more staff means that there are more hands to deal with the tasks needed which leaves more staff to be available to help customers and aid them with their shopping needs. The Marketing section of the business is responsible for satisfying customers needs at the right prices and once again as in Boots objective consumer satisfaction. To do this the marketing section of Boots PLC is responsible for researching what the target markets want and interpreting what their future needs would be and how they will change. They persuade the customer to buy products by advertising. They either increase awareness by advertising to all on TV or radio, or advertise specifics. These include in store adverts for particular products, which they make the customer, think they need. Free demos of some products also help to draw in custom and Boots does this in its make-up and its perfume range where there is always trained staff available to recommend and advice. The marketing aspect of the business has lead to the birth of the Boots Advantage Card. Boots customer services is an outstanding department as they have been able to established customer loyalty by the use of this Advantage card. Referring back to Boots objectives the wish to increase customer loyalty is proven as the Advantage Card is used by more than 70% of all key customers. Boots objectives on marketing were to increase promotion and stature by globalization. This has been attempted by opening several firms in Taiwan. A strategy that separated them from their competitors and attracted thousands of consumers over the Christmas period was the three for two-mix and match strategy which was introduced after a market research poll into marketing strategies return the mix and match as a popular suggestion. This was reflected by the feedback it returned. It is very important to be able to forecast and predict what will happen to the market. In order for a company to success in the long term it must have an idea of where it is going. One of the best ways to do this, which also show the success of the business, is to look at its accounts. This will show if there is a gradual increase or decrease in profit and it will show what products sell, how they sell and in what quantity are they likely to still be required as the majority of tangible inessential goods reach saturation point and are no longer needed. The finance section of the business is the area that looks after the accounts and the money flow forecasting. The Financial area of the business makes sure all the finances of a business are properly recorded. This involves keeping detailed accounts either manually or on a computer of all the money that comes in, and how it comes in to the business and how and where it goes out. The financial information is used by Boots and published in the yearly reports to show how the business is getting on. Boots PLC uses computer technology to record all the information and trained staff regularly analyzes it to spot correlation in output or product relationships. This is done to try and find out where Boots could benefit from altering the market and changing product ranges or increasing product base. This section of the business is also capable of raising finance when the business needs to raise capital for an investment or expansion. There is only a small aspect of the objective system that it appears the financial function touches on. This is the objective to act towards modernization. Boots keeps its financial records in the form of computer files as apposed to storing them manually. This shows that Boots keeps up with the development of technology, which was a specific objective. This shows that an objective has been worked towards and met which has been beneficial as now the financial function is a lot less time consuming in storing data and retrieving it. Although there is always more problems with modern technology it is likely that in the long run it is less time consuming. Production is another one of the functional areas but as there is little that Boots actually produce due to the fact that they are in the tertiary sector this function does not really affect them. The only way it does affect them is that Boots must keep in touch with the production (secondary industry) business to ensure that they can meet the demands that they need in order to increase customer satisfaction. Coinciding with this the staff at Boots must check produce that is received from the production companies to make sure it is correct. This section does not really affect any objectives that the business has directly. However indirectly it does regard the objective of wishing to increase the proportion of their own brand. There is little evidence I can provide of this objective been carried out but they do have their own cosmetic range that goes by the name of No7. This appears to have been doing very well. The main cogs of the business are the Administration section. This keeps the day to day workings of the business going. Again these are skilled staff trained in their field and Boots pride them selves on the level of training and standards that their staff operates to. The administration maintains the business premises and equipment and if anything goes wrong they are responsible for fixing it of finding someone to do so. Anyone who works for Boots doing photocopying, printing (stationary jobs) catering, computer services, data storage, all these types of jobs come under the job description of Administration. As boots is expanding it is relying less on its own workers to carry out some of these tasks and it calls in people from out side the business, this is called outscoring, these people are usually found by the administration team. The administrative function as it is a necessity in the business and keeps it flowing hardly relates as a contribution to any objective at all. The only objective I can see that the administrative function applies to id the modernization of the company. This is due to the fact that in order for the administration staff to act efficiently they need to be modernizing as technology such as computers develops. This will benefit all areas of the business. As the target markets demands are forever changing and new fashions are coming in and the months of the years come in and out the products that Boots supply are always changing. It is hard to keep on top of the supply for goods, as there are so many aspects that alter the product demands it is hard to be aware of where they will go next. The research and development of the business is responsible for trying to find out where to go next. They keep the other parts of the business informed about changes as much as they can. This is a main part of the marketing for the business. The research and development sector look at sales figures, accounts, customer trends and spending and try and deduct where the majority of the money goes and also where it doesnt. They do not look to replace products all the time but also to look for new products that would be beneficial to bring into the product range to increase sales or attract new business. It was the idea of the research and development of Boots to open the optician section of the business, as this was an area that they had not yet spread into and would be beneficial. The people in the research and development part of boots also look at other businesses and see how they operate, what they sell and how much they charge. All this contributes to the smooth running of the business. As Boots main objective is to produce a well-established firm that caters for the consumers needs research and development is a major part of decision making. Diversification is also reliant on this department as in order to diversify research needs to be carried out to find out which areas it would be beneficial to divert into in respects of the customers and the company as a whole. Boots has got a large research and development department. The paragraph below shown what affects the research and development has had on the companys expansion. The first Health and Beauty Experience store opened in Kensington High Street in September this year. It moves Boots into new areas of the expanding health and beauty market. Services include physiotherapy, osteopathy, homeopathy, herbalism, aromatherapy, reflexology and nutrition. These sit alongside beauty services including facials massage, false tan, ear piercing, pedicure, manicure, nail bars, and make-overs, plus lifestyle advice on weight management, smoking, sleep management, relaxation and stress management. All combine to offer a total wellbeing offer. This paragraph gives list of some of the new products and services that have been introduced. These expansions in the business would not have been the result if research and development had not taken place. This shows that research and development has also contributed to the firm expanding, which was another objective of Boots.

GCSE Macbeth Assignment Essay Example for Free

GCSE Macbeth Assignment Essay Shakespeare wrote Macbeth around 1606. This was a very violent time for the newly recognised British Isles. Just three years earlier, after nearly half a century in power, Queen Elizabeth I had died. She was succeeded by James I (or James VI of Scotland). James was of Scottish heritage and his style of rule was very different to that of Elizabeth who had been strong and imposing character. It would seem that James was a weaker monarch and in 1605, just two years after being crowned, there was a plot to destroy the houses of parliament, a symbol of his power. This is famously known as the Gunpowder Plot and is still commemorated every year on the 5th of November. Most agree that Shakespeare wrote Macbeth (or The Scottish Play) to comment on the underlying mood of the time. He sets his play in Scotland to try and win favour with King James and furthermore, makes the subject matter that of assassination and regicide ending in overall failure, to try and warn other possible plotters against the king. King James was renowned for his fascination and hatred of witches and during his reign tens of thousands of witches were killed. Shakespeare thus makes all the carnage and murder in the play the result of the witches prophecies. Our first impression of Macbeth is a very good one. In only the second scene, before we even meet Macbeth, we hear him referred to as brave Macbeth well he deserves that name. Again, before Macbeth is even introduced to us, King Duncan remarks (with regard to Macbeth and Banquo) they smack of honour both. Although we are also told that Macbeths sword was smoked with bloody execution this is most definitely seen as a positive attribute and not as grounds for worry for the other characters. It could however, be a hint from Shakespeare that things are not completely as they seem. Initially, we see Macbeth as valiant and honourable and the man who, almost single-handedly, has saved the battle for his country. At this point, there is no finite indication of the madness that is to follow. In my opinion, right from the scene where we first meet Macbeth, Shakespeare makes it perfectly clear that he is not completely emotionally or psychologically stable. Whilst returning from the battle, Macbeth and his good friend Banquo encounter the three withes that commenced the play. They tell him, All hail, Macbeth! Hail to thee, thane of Glamis! All hail, Macbeth, hail to thee, thane of Cawdor! All hail, Macbeth, thou shalt be king hereafter. Macbeth is clearly startled by this, but he tries to reason with himself that what has been said cannot possibly be true. After a short jovial interlude with Banquo Angus and Ross arrive and congratulate the two on their victory. Then they endow Macbeth with the title of Thane of Cawdor, and I believe that this is the turning point of the whole play. Macbeth seems almost entranced by this and speaks almost the whole of the rest of the scene to himself. He tries to reason what had just taken place but now, he seems changed. As the play develops, we get a closer insight into Macbeths mental instabilities and nowhere more so than before the murder of Duncan. Shakespeare has purposefully orchestrated a situation to show Macbeths true personality and inner feelings. Macbeth, however bloody and deranged he may seem after his encounter with the witches, is still a respectable man, and killing his king is a very large decision for him to take. Lady Macbeth has completely pressured him into this situation and this in itself shows us that Macbeth is not a strong person at all. We can see this clearly by the fact that Macbeth says We will proceed no further in this business, supposedly putting his foot down. However, by the end of Lady Macbeths response Macbeth is already asking the question If we should fail? This indicates that Lady Macbeth has no respect or fear for Macbeth who, only three scenes earlier was being described as bloody, valiant and honourable. He reminds his wife that Bloody instructions, which, being taught, return to plague thinventor, pondering whether he would be killed if he were to be found out. Possibly in another act of cowardice he never directly tells Lady Macbeth about what he thinks will happen. But instead tells her, This blow might be the be-all and the end-all here. However, Lady Macbeths influence and determination is far greater than his and she forces Macbeth into the committing the deed. Macbeth tells his wife that it would be inhumane to kill King Duncan, I dare do all that may become a man; Who dares do more is none. We can also see that there is a definite element of fear in Macbeth, as when speaking, he refrains from using the word murder. Instead he uses euphemisms, done or it: If it were done whent is done. He uses other words such as, surcease and blow, because Macbeth cannot even bear to say the word murder. Throughout the scene we see flashes of the honourable Macbeth described at the beginning of the play. For instance Macbeth displays a degree loyalty to Duncan when arguing with Lady Macbeth because he tells her, as his host who should against his murderer shut the door, not bear the knife myself. The words who should mean that although Macbeth accepts that he should have said no to his wife, her influenced has forced him otherwise. In fitting with the times, Shakespeare uses Biblical imagery in his writing. Macbeth says That is virtues will plead like angels, trumpet-tongued, against the deep damnation of his taking-off. Apart from showing us that Macbeth is fearful of the immediate consequences of his actions, this also reveals his paranoia over the effects it will have on his after-life. The belief that someone would either go to heaven or to hell was virtually taken for granted in the early 17th Century. By using religious imagery in his play, Shakespeare makes sure that his intended audience are able to relate to the play fully. Finally, a stronger side of Macbeth then comes out and he says I have no spur to prick the sides of my intent, but only vaulting ambition. Meaning that the only thing spurring him on is his ambition and nothing else, not even the pressure being exerted by his wife. He tells her that she is not affecting his actions, and in doing so, attempts to reassert him authority on the conversation. Shakespeare investigates many different aspects of Macbeths psyche in this short scene. On the one hand, contradictory to the picture of Macbeth that we have built up, Macbeth seems to be very weak. This is shown by the way Lady Macbeth has easily manipulated him and in some ways poisoned his mind. In this scene we also see shades of a more gentle Macbeth coming through, with his reluctance and doubt about killing Duncan. This whole scene leaves the audience very confused. Should they feel sympathy for Macbeth as they watch him try to defend himself against Lady Macbeths barrage of out-downs? Or should they dismiss his reluctance to kill Duncan as a symptom of his schizophrenia (and not that his conscience is catching up with or his more humane side coming out)? I am not even sure that Macbeth quite knows what to think, something that works perfectly for Shakespeare as this layer of uncertainty creates suspense within the audience and forces them to carry on listening. After the murder, we are given yet more insight into Macbeths character. Fleeing from the scene of the crime he shows signs of paranoia. After hearing someone in the distance he shouts Whos there? what, ho! He is clearly not thinking as, having just committed a terrible crime; he should have tried to have stayed undetected. The murder has definitely had an effect on him. He then discovers that luckily, it is only his wife and when he meets her anxiety clouds his thoughts. The first thing that he asks is Didst thou not hear a noise? To calm himself down he persistently asks Lady Macbeth whether she heard noises When?, As I descended? trying to reassure himself that he was not detected and there is nothing to worry about. His speech is edgy and uneasy. It that shows that he has not managed to calm down. Shakespeare usually wrote in iambic pentameters and these short one-word questions distort the flow of this pattern and are meant to indicate the paranoia and nervousness of Macbeth and his wife. Macbeth must have been extremely perturbed when he was in the room with Duncan. He says this is a sorry sight, whilst he is looking at his hands. This indicates that the killing was messy and later, Macbeth describes them as hangmans hands. This could mean that Macbeth is disgusted and sorrowful for committing such a disgraceful crime and that he is showing signs of remorse. He continues to use euphemisms, such as deed to block out and forget the murder as much as he can. Shakespeare tries to give the audience the impression that Macbeth is sorry for his actions and not a cold-blooded person. Shakespeare also gives Macbeth another human element whereby he has him looking down at his hands, something that many people can identify with. Macbeth then goes on to talk about the deed. He mentions that when the two grooms were in the room with Duncan one cried, Murder! As Macbeth has refrained from using this tabooed word throughout the passage he must be very unstable to finally use it. Shakespeare also uses an exclamation mark which is meant to startle the audience and create suspense with a short pause. The short pause here is in start contrast to Macbeths other words which are written to be spoken very quickly. This is to give the audience the idea that Macbeth wants to forget his experience and get it off his chest as quickly as possible. A good example is when Macbeth is again talking about the two grooms, That they did wake each other: I stood and heard them; but they did say their prayers, and addressed them again to sleep. What Macbeth says next can also tell us much about his inner feelings. He does not respond to Lady Macbeths remark There are two lodged together, but instead carries on as if she were not there. This is a sure sign, as if it were needed, that he has been deeply affected by the prior events. He speaks in a jumbled fashion but yet his flow is uninterrupted. He refers to the Biblical terms used by the guards, G-d bless us! and Amen. He then says that he could not respond to the statement G-d bless us with the traditional Amen. This is probably because, looking at his blood soaked hands and thinking about what he has done he feels that he has badly dishonoured his religion Muddling his sentences, once more reveals the volatile state of his mind and his inability to think straight. Obsessed with the betrayal of his religion, he continues to talk about his inability to say Amen. He also mentions, I had most need of blessing. Here, Macbeth must be thinking about what will happen to him in the afterlife and whether he will be eternally damned for his actions. Macbeth then carries on to talk about sleep. He tells us that sleep is innocent, hinting that whilst he is asleep, he does not feel the guilt of whatever cruel actions he has taken during the day. He says that sleeps is great natures second course, referring to his life as a meal and saying that his innocent sleep is the best course. Then his words take on a dark tone. Again, completely ignoring what Lady Macbeth has said, he carries on in an entranced state. He says Macbeth does murder sleep Glamis hath murderd sleep, and therefore Cawdor Shall sleep no more; Macbeth shall sleep no more. The fact that he can no longer escape to his innocent sleep because Cawdor and Glamis (he does not mention his own name or talk in the first person, probably through guilt) have murdered it evidently disturbs Macbeth. In my opinion, Shakespeare uses makes Macbeth say Cawdor and Glamis to remind the audience of the significance of the prophecy by the witches to the plot of the play and specifically the murder. Finally, the audience are shown that Macbeth is broken and hysterical. Macbeth has given up and is reluctant to carry on. Ill go on no more: I am afraid to think what I have done. Macbeth believes that he cannot carry on through fear of being discovered and that he would be constantly reminded of this great sin. This scene reiterates to the audience Macbeths insanity and shows us many of his emotions that we have already seen such. However, we see yet another side to Macbeths persona in the form of his religiousness. The audience is now confronted with someone who initially was the archetypal hero, but now is the complete antithesis. During the play the audience have seen his rationality and his insanity, his treachery and honour and both his bravery and cowardice. Now furthermore, we see his spirituality. Again, the audience cannot help but be bemused about who the real Macbeth is and at this point in the play, which signals Macbeths psychological demise, this serves a brilliant dramatic purpose in that the audience really do not know what to expect next. The final act regards Macbeths demise. After hearing that Macbeth has murdered his entire family, Macduff (who has had his doubts about Macbeth ever since the murder of Duncan) joins forces with Prince Malcolm (Duncans son who fled to England after hearing of his fathers death).Meanwhile, Macbeth has visited the witches again paranoid of Macduffs challenge to his crown. They told him that he has nothing to worry to about for none of woman born shall harm Macbeth and that he was alright until Great Birnam wood to high Dunsinane shall come against him. At the beginning of Act 5 Scene 3, Macduff is already advancing on Macbeth. Macbeth seems confident and he insists, bring me no more reports: let them fly all. He is obviously not worried, however desperate the situation may seem because he truly believes that what the witches have told him is true. Shakespeare is possibly hinting this when he uses the word fly which has connotations of witchcraft. We are then reminded of Macbeths valiant side we were told about at the beginning of the play. He shows fearlessness by describing his servant as a cream-faced loon, meaning that he is pale faced and fearful. Macbeth therefore tells the servant to prick thy face, and over-red thy fear. Here telling him to cut himself and cover his face with the blood to look less pale. The Macbeth speaking now able to talk about subjects like shedding blood and feels no need to replace such words with euphemisms. This could be a sign that either Macbeth has lost all the guilt and remorse for his past murders, or that he is completely insane and no longer has any humanity left. We see flashes of this valiant Macbeth throughout the act. An example of this is when he says Ill fight, till from my bones my flesh be hacked. Macbeth is then greeted with the news that in the words of his messenger The wood began to move He wonders whether the witches have deceived him, and he sets out fighting even though it may be in vain. He crosses Siwards son. Macbeth is very arrogant about his clash with Siwards son, because the witches predictions have proved correct so far, and they have told him not to fear any human born of a woman. Siwards Son asks him his name, and as if a man assured of victory he replies Thoult be afraid to hear it. He finally answers My names Macbeth, this short phrase shows how self-assured Macbeth is. It also carries alliteration when spoken. The conflict concludes with Siwards Sons death. Macbeth makes a speech in soliloquy after killing Siward, But swords I smile at, weapons laugh to scorn, Brandished by man thats of a woman born. The rhyming couplet gives his image a boost by convincing the audience that he is invincible. He assures himself that he has power and control over fate. When Macbeth meets Macduff, he tries to take the same tone as with Siwards Son. He tells Macduff that I bear a charmed life, which must not yield To one of woman born Macduff replies Despair thy charm Macduff was from his mothers womb Untimely rippd. At this Macbeth is clearly startled and he curses the witches accusing them of being juggling fiends, because they have tricked him through juggling their words. When Macbeth accepts Macduffs challenge, even though he knows the end is near, the valiant and honourable side of his character shines through again. Macduff calls Macbeth a coward and tells him to yield. Possibly in one final maniac act of desperation he accepts the challenge and does not yield. He says that he cannot be dishonoured, to kiss the ground before young Malcolms feet. This is very clever as it uses distinct imagery that is easy to relate to. He goes on to say I will not yield to be baited with the rabbles curse, saying that if he yields even common people will tease him. He goes forth to battle with Macduff and is killed. Shakespeares Macbeth is on of the classic tragic figures in literary history. He personifies a mans corruption as a result of power. From our initial view of him, as what can only be described as a hero, we see him fall into an abyss of mental instability and eventually insanity. Shakespeare investigates many ideas such as, things not being as they seem, feminine influence and the overall result of regicide. He uses many cleverly crafted semantic fields such as clothes (why do you dress me in borrowd robes) and a mans face (Theres daggers in mens smiles). These all work as clever imagery to further entice the audience. Apart from being a tragic hero, Macbeth is also one of the most complicated of all of Shakespeares characters. He goes through almost every emotion that we have a word for, and his feelings always contradict. First we think he is a fearless warrior, and then we see him bullied by his heartless wife. This serves a superb dramatic purpose for Shakespeare as the audience are never sure what to think or what to expect next. The conclude, the play Macbeth is undoubtedly one of Shakespeares greatest masterpieces and is a timeless piece of theatre with its core, being the dramatic enigma that it the character, Macbeth.

Why is American public education inferior among industrialized nations

Why is American  public education inferior among industrialized nations In 2011 the United States has allotted 15.3 percent of its 3.82 trillion dollar government budget for education. Japan plans to spend 9.8 percent of their 2.66 trillion dollar budget. The United Kingdom fixed 12.1 percent of 669.3 billion dollars, and Canada set aside 12.5 percent of their 276 billion dollar budget as well. In comparison to all of these other countries spending towards education, the United States spends more than all of them combined. Now while this is a quantified observation, the United States public education system is inferior to these other industrialized nations. Many reasons are prevalent for this statement. In the United States there are problems with the ways teachers operate the classroom, the ways academic performance is determined, the ways teachers are trained, and the ways curriculums are arranged. These are all issues that the United States needs to improve on in its effort to maintain a leadership position in the fields of mathematics and science and to keep its place as a major world power (UNESCO Institute for Statistics). A major argument with the United States education system is whether or not to switch to a year-round calendar in public schools. In the United States, schools currently start at the beginning of September or at the end of August, and tend to end in the month of June. United States government requires students to attend school at least 175-185 days of the year with a typical school day lasting around seven hours. In between two different school years there typically tends to be a two month summer vacation. Schools are normally organized into semesters, but the apportionment of a school year is largely decided by the school district (Education in the United States 15). While the United States does not have a year-round education, the country of Japan does. Japans school year starts on April 1st and ends on March 31st with the government mandating that students attend school at least 210 days out of the year (Ishikada). As a student reaches higher grade levels in Japan the school days usually become longer. First graders are in school for around five hours a day while fifth graders are in classes for roughly seven hours during a day (Rohlen 162). An average day in a Japanese school has students in some type of recess or lunch period for fifteen percent of the day (Rohlen 170). Primary school students will specifically have a recess in which students are allowed to use playground equipment while secondary students have ten minute breaks in between their fifty minute classes (Whitman 14). All schools in Japan normally have a lunch period lasting one hour and thirty minutes with time set aside so that students are able to clean up after themselves and to have time for relaxation with other students after eating (Rohlen 162). These two educational systems in both Japan and the United States are systematized quite similarly in structure. Discrepancies between the two systems lie in that a Japanese student is in school more hours in any given day than an American student. Also, a Japanese student attends school more days out of the year than an American student. In light of these two differences, Japanese students receive more edification and practice with their material than students do in the United States. With schools days in Japan being longer and years being longer than in the United States, students have a lot more time in between classes and for lunch. Japanese children spend fifteen percent of their day in recess while American children spend around five percent of their day in recess (Rohlen 170). Because Japanese students have their breaks in between classes throughout the day it allows their minds to relax and actually process what they have learned before attending their next class. This idea o f mind relaxation and processing expands into a main supportive assertion for year-round education. With shorter breaks in a given school year, rather than one long summer vacation, it gives a child time to gather what they have learned in an effort to use it in their future studies (Bemis and Palmer 4). An extensive summer vacation causes a child to forget what they have learned and when they return to school teachers have to take time that could be used for other areas of learning and instead focus on review (Moore 59). If schools in the United States were to become year-round this problem would be removed and America would see positive results in its educational system. With the school year length being a plausible problem in the United States, another major area of concern are the curriculums being mandated by public schools. The government of the United States passed the No Child Left Behind act as a law on January 8th, 2002 (No Child Left Behind). The No Child Left Behind act put into law by Congress gives each and every state in the United States the power to create its own curriculum with certain impediments. Because this act was established as law, curriculums in public schools are not nationally standardized. Even though the No Child Left Behind act does regulate educational practice, the curriculums used by schools are determined by local governments. These local governments can vary between the state level and the school district level (Slavin). No Child Left Behind requires public schools to give students annual tests in reading and math in grades three through eight and only one test between the grades of ten and twelve. During the 2007 s chool year science tests were required to be admitted by public schools (No Child Left Behind). Approximately ninety-five percent of students in schools are required to take standardized tests. These requirements are set forth even if English is a students second language or if that student has some type of disability (Slavin). Test results are used to determine whether a schools students are making adequate progress throughout their educational career. This progress refers to the legislatures intention to have all children proficient in reading, math, and science by 2014 (National Science Foundation). What is determined as adequate progress is defined on a state level, and leaves the states the power to determine their own standards and how to reach them. No Child Left Behind creates discrepancies in the quality of education that is provided in the different states. Because of how the curriculum is determined in the United States, another area of education that is being jeopardized is the material being taught. Teachers are able to specifically teach for only the standardized tests, focusing on only providing information that will be seen on the test in the exact same style that the test will follow (FairTest). This leads students to memorize information rather than focusing on mastering skills that were once deemed important (Slavin). By not analyzing other areas of the educational system and only paying attention to the advanced yearly progress schools make, instruction is only being enforced on a shallow level. No Child Left Behind emphasizes that students make progress, but it fails to realize whether students are just learning the information being taught or if they are achieving their actual potential. With massive state-to-state differences in the public schooling system the results of standardized tests begin to lose credibility. Standar dized tests in the United States do not keep track of the progress students and schools make as a whole, but they do bring to the surface the discrepancies between state curriculums and the resources that are being distributed to teachers and students. British education is regulated by the national government with an intensive standardized system. The British government established a national curriculum by setting up an organized set of stages for children ranging from ages five to sixteen and core subjects for them to study. It indicates the various focuses to be taught at different stages and the anticipated knowledge, abilities, and understanding level for the various subjects. It also lays down the grounds for how the students progress should be tested (Education System in England). Four stages are what make up the National Curriculum of Britain and each stage is determined by what a childs age is at the time. These stages are known as key stages. Key Stage One encompasses students ages five to eight, Key Stage Two ages eight to eleven, Key Stage Three ages eleven to fourteen, and Key State Four ages fourteen to sixteen (Qualifications and Curriculum Development Agency). To move onto the next key stage, students are subjected t o a standardized test correlating with the specific key stage they were previously in. After the test has been taken by all of the students, the results are then reported to the parents and the public in two different ways: the actual test grade of the student is revealed and also evaluations for each individual student are provided by the teacher (Education System in England). By doing this, the risks of high stake standardized tests are diminished. Teachers are able to communicate that a student is brilliant and able to learn information at a superior level, but that they may just be an awful test taker or having an off day. There are some benefits to having localized curriculums, but the curriculum statutes determined by the United States are inferior in comparison to that of the British national curriculum. Because the quality of education between the different states in the United States varies, the students from each state are certainly not on the same page once they graduate. Colleges have specific standards from which they create their expectations. Because one student may come from a state that has lower academic standards does not mean that a college will change their expectations to accommodate them. If a state has lower standards of achievement their students will not be as prepared for higher education and eventually will have a difficult time meeting their colleges academic anticipations. One other disadvantage when comparing the United States with Britain is that by having a minimum of fifty different curriculums on a strictly state level, these curriculums are hard to examine and fix. In Br itain if a change is needed in their educational policy there is only one system that needs to be scrutinized and corrected. Since there are fifty states in the United States there is not only one curriculum to fix, but fifty different curriculums that need to be analyzed and then changed. Regardless of the country or grade level, all teachers practically follow one standard approach when instructing a class on a new subject. This standard approach comes forward even when countries have strikingly different standards of arranging their curriculum in its educational system. With the first step the teacher reviews any knowledge that is germane to the information needed for the lesson that students should already know. The teacher then proceeds to teach and discuss the concepts of the subject with the students. Before long the teacher is evaluating the progress of the students by asking questions and overseeing them while they work in groups or individually. Finally, the teacher provides students with sample problems to practice on in order to master the new subject in its entirety. These steps are virtually universal in the teaching profession, and both teachers from around the world and American teachers use them to some degree. How they focus on each step is what separ ates the two countries from one another (Beauchamp). Teachers in the United States tend to focus on the reviewing step of teaching new subject matter more than their counterparts in Japan. This is because of how subject matter is taught during a curriculum. A traditional style of instruction for teachers that students are used to in the classroom is to spend a majority of the class going over previous homework assignments either correcting or reviewing them (Woodward). Teachers in the United States have higher standards and requirements for homework than any other country in the world (Schmidt et al). Perhaps this happens because schools in the United States only cover subject matter briefly and never go in depth into the area which resigns students to never being able to master certain subjects. American teachers also rarely focus on changing their teaching style in the classroom while going over a lesson. This causes about only sixty percent of students to be consistently focused during a teachers instructions (Rohlen 170). The last parts of a lesson are used for students to work independently or in groups during class. This is also called seatwork (Slavin 223). This is in order for a teacher to evaluate the students knowledge by having them practice what they have learned. American teachers take time while seatwork is being conducted to work at their desks correcting student assignments or by planning what is going to come next in their instructions. American teachers do this instead of observing the classroom in an effort to help the students with their work and to keep track of what the class needs to improve on (Rohlen 170). This defeats the entire purpose of seatwork. Due to teachers in the United States not assessing their students while seatwork is being conducted and by not having discussions about misconceptions, students are missing out on a fundamental step in the learning process. In general when comparing the United States and Japan, an observation would be that Japanese teachers are a lot more dedicated to the education of their students. During the time while seatwork is being done by students, Japanese teachers will observe the classroom in an effort to evaluate their students advancement. By observing their classroom the teacher can then determine whether or not it is appropriate to proceed on to the next area of the lesson being taught. Part of the reason why U.S. teachers take time to correct papers or plan lessons while students conduct seatwork is because the majority of their time at school is spent teaching. Japanese teachers only teach four out of the eight hours they are at school (Rohlen 165). Japanese school teachers do an exceptional job with their styles of teaching in order to keep the focus of their students. Because Japanese teachers change their strategies so frequently their students are always paying attention and are rarely bored with c lass. Students in Japanese classrooms are also able to get much more out of a school day because teachers are not taking a majority of the class time going over and correcting old assignments (Beauchamp). Because homework is not emphasized as much in Japanese schools as in American schools, teachers have more opportunities to provide students with new topics and to assist students with any problems they may have. This is an important observation because by doing this Japanese students are able to achieve their full potential during their educational career. If the United States were to change their teaching tactics and focus less on review and more on in-depth studies, perhaps students would leave the public education system with more than just a degree (Rohlen 165). The methods with which teachers instruct their students can be traced back to the way they were specifically trained for their position. American teachers are required to have a bachelors degree in order to teach and must also pass an exam to become a licensed teacher. During the course of acquiring a bachelors degree there are many mandatory courses one must take in order to achieve the status of an educator. Most of these courses are in the areas of different teaching methods in the classroom. In addition to this, American teachers must also student teach with an experienced teacher for at least one semester. American teachers do not have much time to learn from a mentor or their peers, and are expected to know a majority of what they are going to need for a position upon being hired. Even after being hired into a school, teachers will work individually a greater part of the time. Because teachers are instructing students a bulk of the school day they do not have much time to colla borate and compare classroom techniques with one another. Teachers in the United States have hardly any time to learn from others in their prospective profession on different ways to instruct and also learn most of what they know during their college education in classrooms rather than from raw experience. Experience is what human beings learn best from, and it is a trial and error process. The United States should require teachers to student teach for a minimum of one year in order for them to learn as much as they can from their more experienced colleagues (Rohlen 165-166). Frances requirements to become a teacher are much more rigorous than that of the United States. To become a teacher one must first obtain a bachelors degree or its equivalent. This is a mandatory canon before applying to one of the many university institutes for teacher training. These institutes are also known as IUFMS. IUFMs are specific to the different regions of France. Each IUFM specializes in the training of secondary teachers. Potential future teachers are required to attend an IUFM for two years. The first year consists of taking a training course in the career of their choice. The career paths available are for primary, secondary, and high school teachers. After the first year, training teachers take an exam in their chosen career path. In order for training teachers to proceed with their second year of training they must pass the exam. Year two at an IUFM has a much more thorough curriculum. Trainees are trained in French, mathematics, a foreign language, and in physical e ducation. They are also subjected to nine hours of teaching each week and are assigned a qualified teacher of the same subject they are studying that currently is employed in a school. The training teacher meets with this mentor on a regular basis in order to have them assist with the training process. Upon completion of the second year at an IUFM, teachers are officially appointed as such by the Ministry of National Education. With this program set up in training teachers, France has established a meticulous system in order to procure the finest teachers possible. Teachers are able to gain experience from a mentor for an entire year rather than just a semester like American student teachers do. Even after becoming employed in a school in France, teachers are able to learn from their fellow educators in an effort to improve their own educational techniques in the classroom. France has an excellent system in place for training teachers, and the United States should take some time in order to learn from their techniques (Instituts Universitaires de Formation des Maitres). With all the aforementioned areas of education that the United States needs to improve on, it comes as no surprise that academic performance lies as one of the main subjects being analyzed and studied in the public school system in the United States today. In comparison to other countries the United States is doing poorly. There are exceptions of course, but when compared to China these exceptions are not applicable. One extensive study found that standardized tests given to students covering mathematics and reading is that China had scores higher in both areas. In fact, the highest scores of American fifth graders were below the average scores of the Chinese fifth graders. This may be caused by the fact that sixty-nine percent of the time in American schools are spent on academic activities while eight-five percent of time in Chinese schools are. Focus on improvement in these indispensable areas of education is becoming even more prevalent as populations grow. Parents in the United States could help their children become more academically proficient by being more active in their childrens lives regarding education outside of school. Chinese students spend an average of ninety-five minutes on homework each day while fourteen minutes are spent on homework each day in the United States. Also, the Chinese spend well over an hour on both Sunday and Saturday simply studying their material. Students in the United States spend less than twenty minutes during the entire weekend studying. Parents could help change these habits with the amount of influence they hold over their children. In fact, more than fifty percent of parents in China purchase academic workbooks for their children to practice with when there is no homework available to them. Only twenty-eight percent of American parents do this. With these studies bringing the United States poor education system to the surface, perhaps it is easier to understand why the United States is falling behind (Stevenson, Lee , and Stigler). American public schools could never be farther from the perfection that their government is demanding. No Child Left Behind aims for one-hundred percent of students to be proficient in both standardized reading tests and math tests by the year of 2014 (National Science Foundation). This is unobtainable. The fact the United States is even attempting to do this pushes it even farther behind the rest of the world in the educational field. Other countries are correct with their ways of instructing students, training teachers, determining academic performance, and curriculum planning. American classrooms could take a lot from these other countries. The only problem is that the United States has an ego problem and has a consistent belief that its standards are better than others. Perhaps if enough parents and citizens were to raise concern about the problems in the education system of the United States changes would be made. The people of the United States have the power. Citizens are not to be afraid of their government. The government is to be afraid of its citizens.