Achilles Vs. Gilgamesh essays

Achilles Vs. Gilgamesh essays Achilles and Gilgamesh are two epic heroes who share many similarities. Both men are kings of their respective places, their subjects look up to them and expect a proper relationship between them and society. Both Achilles and Gilgamesh possess superhuman strength and are closely tied to the Gods, Gilgamesh because he is 2/3 god and Achilles because he is the son of Zeus. The Greeks and Mesopotamians consider them heroes and look up to them for understanding of how the gods relate to man. Achilles and Gilgamesh are prideful and both yearn to live long lives and have their names be remembered. The yearning for their needs to live long renowned lives shows that the Greeks and Mesopotamians cherished life and legends. Among the similarities there are also some differences. Gilgamesh over the course of the epic develops as a character thanks to his friend Endiku and his quests for renown and immortality. Unlike Gilgamesh Achilles does not develop significantly over the course of the epic. Although the death of Patroclus prompts him to seek reconciliation with Agamemnon, he still continues to be angry until King Priam begs for Hectors body and Achilles is reminded of his father. After Endikus death Gilgamesh is pushed to search for immortality because of Endiku which shows that Mesopotamians culturally emphasized ties with your fellow comrades and the importance of friends. After Patroclus death Achilles is fuelled by his anger and goes on fighting for him showing that Greeks culturally emphasized ties with your family and the importance of love. ...

Ted Sorensen on the Kennedy Style of Speech-Writing

Ted Sorensen on the Kennedy Style of Speech-Writing In his final book, Counselor: A Life at the Edge of History (2008), Ted Sorensen offered a prediction: I have little doubt that, when my time comes, my obituary in the New York Times (misspelling my last name once again) will be captioned: Theodore Sorenson, Kennedy Speechwriter. On November 1, 2010, the Times got the spelling right: Theodore C. Sorensen, 82, Kennedy Counselor, Dies. And though Sorensen did serve as ​a counselor and alter ego to John F. Kennedy from January 1953 to November 22, 1963, Kennedy Speechwriter was indeed his defining role. A graduate of the University of Nebraskas law school, Sorensen arrived in Washington, D.C. unbelievably green, as he later admitted. I had no legislative experience, no political experience. Id never written a speech. Id hardly been out of Nebraska. Nevertheless, Sorensen was soon called on to help write Senator Kennedys Pulitzer Prize-winning book Profiles in Courage (1955). He went on to co-author some of the most memorable presidential speeches of the last century, including Kennedys inaugural address, the Ich bin ein Berliner speech, and the American University commencement address on peace. Though most historians agree that Sorensen was the primary author of these eloquent and influential speeches, Sorensen himself maintained that Kennedy was the true author. As he said to Robert Schlesinger, If a man in a high office speaks words which convey his principles and policies and ideas and hes willing to stand behind them and take whatever blame or therefore credit go with them, [the speech is] his (White House Ghosts: Presidents and Their Speechwriters, 2008). In Kennedy, a book published two years after the presidents assassination, Sorensen spelled out some of the distinctive qualities of the Kennedy style of speech-writing. Youd be hard-pressed to find a more sensible list of tips for speakers. While our own orations may not be quite as momentous as a presidents, many of Kennedys rhetorical strategies are worth emulating, regardless of the occasion or the size of the audience. So the next time you address your colleagues or classmates from the front of the room, keep these principles in mind. The Kennedy Style of Speech-Writing The Kennedy style of speech-writingour style, I am not reluctant to say, for he never pretended that he had time to prepare first drafts for all his speechesevolved gradually over the years. . . .We were not conscious of following the elaborate techniques later ascribed to these speeches by literary analysts. Neither of us had any special training in composition, linguistics or semantics. Our chief criterion was always audience comprehension and comfort, and this meant: (1) short speeches, short clauses and short words, wherever possible; (2) a series of points or propositions in numbered or logical sequence wherever appropriate; and (3) the construction of sentences, phrases and paragraphs in such a manner as to simplify, clarify and emphasize.The test of a text was not how it appeared to the eye, but how it sounded to the ear. His best paragraphs, when read aloud, often had a cadence not unlike blank verseindeed at times key words would rhyme. He was fond of alliterative sentences, not solely for reasons of rhetoric but to reinforce the audiences recollection of his reasoning. Sentences began, however incorrect some may have regarded it, with And or But whenever that simplified and shortened the text. His frequent use of dashes was of doubtful grammatical standingbut it simplified the delivery and even the publication of a speech in a manner no comma, parenthesis or semicolon could match.Words were regarded as tools of precision, to be chosen and applied with a craftsmans care to whatever the situation required. He liked to be exact. But if the situation required a certain vagueness, he would deliberately choose a word of varying interpretations rather than bury his imprecision in ponderous prose.For he disliked verbosity and pomposity in his own remarks as much as he disliked them in others. He wanted both his message and his language to be plain and unpretentious, but never patronizing. He wanted his major policy statements to be positive, specific and defi nite, avoiding the use of suggest, perhaps and possible alternatives for consideration. At the same time, his emphasis on a course of reasonrejecting the extremes of either sidehelped produce the parallel construction and use of contrasts with which he later became identified. He had a weakness for one unnecessary phrase: The harsh facts of the matter are . . .but with few other exceptions his sentences were lean and crisp. . . .He used little or no slang, dialect, legalistic terms, contractions, clichà ©s, elaborate metaphors or ornate figures of speech. He refused to be folksy or to include any phrase or image he considered corny, tasteless or trite. He rarely used words he considered hackneyed: humble, dynamic, glorious. He used none of the customary word fillers (e.g., And I say to you that is a legitimate question and here is my answer). And he did not hesitate to depart from strict rules of English usage when he thought adherence to them (e.g., Our agenda are long) would grat e on the listeners ear.No speech was more than 20 to 30 minutes in duration. They were all too short and too crowded with facts to permit any excess of generalities and sentimentalities. His texts wasted no words and his delivery wasted no time.(Theodore C. Sorensen, Kennedy. Harper Row, 1965. Reprinted in 2009 as Kennedy: The Classic Biography) To those who question the value of rhetoric, dismissing all political speeches as mere words or style over substance, Sorensen had an answer. Kennedys rhetoric when he was president turned out to be a key to his success, he told an interviewer in 2008. His mere words about Soviet nuclear missiles in Cuba helped resolve the worst crisis the world has ever known without the U.S. having to fire a shot. Similarly, in a New York Times op-ed published two months before his death, Sorensen countered several myths about the Kennedy-Nixon debates, including the view that it was style over substance, with Kennedy winning on delivery and looks. In the first debate, Sorensen argued, there was far more substance and nuance than in what now passes for political debate in our increasingly commercialized, sound-bite Twitter-fied culture, in which extremist rhetoric requires presidents to respond to outrageous claims. To learn more about the rhetoric and oratory of John Kennedy and Ted Sorensen, have a look at Thurston Clarkes Ask Not: The Inauguration of John F. Kennedy and the Speech That Changed America, published by Henry Holt in 2004 and now available in a Penguin paperback.

The impact of advertisements on customers Research Paper

The impact of advertisements on customers - Research Paper Example Therefore, the advertising done by any company should be planned and executed in an excellent way so as to affect the customers. Successful advertising can impact on customers psychologically, emotionally and rationally. Advertisers have to pay a lot of attention to the way customers think and behave. They have to carefully study the impacts their advertising can have on customer`s minds. Their main focus is on the design of their advertising as that is the component affecting the decision making behavior of the customers. The main goal of advertising should be to attract as many customers as possible and also to analyze the affects that advertising can have on the minds of the customers (The positive effects of advertising, Web). The psychological effects of advertising are such that it arouses the customer`s wish to purchase the products. In the process of advertising, firstly, the customer`s attention is focused on the design of the advertising and the information being told through it. After that, the process of reasoning takes place during which the customer`s emotions are transferred into desires of actually acquiring the product. This desire of customers is then turned into an action when they actually purchase the product. An example of this psychological impact on customers is when a particular customer watches an advertisement of a product like a burger on television. This is the first stage during which the customer`s attention is focused on this burger and the different features or ingredients of this particular burger. In the second stage, the customer starts desiring the burger and wants to actually go out and buy this burger. During the last stage, the customer will go out and purchase this burger in order to fulfill his desire and wish. After consuming it, if it satisfies the customer then he will become a regular buyer and will keep buying it and if not then he will regret his decision, will not buy it again and will even tell others not to buy this burger in the future. Therefore, a company should make sure that its advertising successfully promotes the true features of its products and should not misguide the customers (The psychological impact of advertising , Web). Apart from the psychological impacts of advertising, there are a number of emotional impacts of advertising as well. Advertising can emotionally affect the attitudes and purchase decisions of customers. Researchers have proved that the emotional impacts of advertising can indirectly affect the memory of customers. Many advertisers today are trying to create emotional impacts on customers through their advertising strategies and lure them into buying the products in order to increase their sales. According to a theory, advertising can have three kinds of impacts on customers. Out of these three impacts, two are positive while one relates to a negative emotion. One of these emotional responses relates to the arousal stage of the psychological impact process and involves emotions such as joy, surprise, excitement etc. the other set of positive emotions include feelings of warmth, hope as well as care and gentleness. These emotions can together have an impact on the customer att itudes and intentions of purchase of all the customers. The impact that advertisers plan to have on customers is actually different from what customers feel and this is portrayed in their attitudes.

Aspects of sustainable transport mode. ( buses in scotland ) Thesis Proposal

Aspects of sustainable transport mode. ( buses in scotland ) - Thesis Proposal Example In this context, the study’s aims and objectives can be described as follows: a) What is the evidence that more use of the bus is more sustainable? B) What load factors are needed for bus to have less CO2 per passenger kilometre than the car, so buses generally achieve these? c) Which cities have made most (and least) progress in making the bus network an alternative to car use? Why? d) Does better bus provision get drivers out of cars or does bus attract people who would otherwise be car passengers? e) What are the changes to bus provision that make bus attractive enough to attract a proportion of car drivers – speed, comfort, personal security and so on, f) Are the existing schemes – in regard to the improvement of the bus network (Scotland) in terms of sustainability – satisfactory? It should be noted that the study focuses on the examination of the aspects of buses as sustainable means of transport especially in Scotland; the study’s mains and o bjectives will be addressed using the relevant literature as well as figures released by governmental and non-governmental organizations in Scotland; material will be also retrieved through relevant authorities worldwide – in order to make a comparative analysis of the measures developed in Scotland towards the increase of sustainability of buses. The views of passengers and people working in the bus network in Scotland will be also employed in order to explore all aspects of the study’s aims and objectives – as described above. Bus is an essential means of transport in Scotland; because of its importance for the local social and financial needs but also for the environment, the Scottish government has developed a framework of rules regulating the bus operation and use across the country. An indicative example is the bus network scheme developed by the city of

Talent ID report Essay Example for Free

Talent ID report Essay Report The talent identification programme for cricket is a long programme that identifies talented athletes from the ages 6-18+. It is a structured and detailed programme that breaks down in to five stages that athletes will be identified to have potential for elite success in. The stages are fundamentals, learning to Train, Training to Train, Training to compete, and Training to Win. Fundamentals This is the first stage, where talent is identified at the ages of 6-9(boys) and 6-8(girls). This stage is seen as the developmental stage, which aims to identify and provide young performers with the overall athletic skills in addition to a introduction to basic throwing, catching and striking skills. This stage uses drills involving Agility, co-ordination, and balance, speed, throwing, striking and catching. Also the approach towards these sessions is very personal, and about the game. The first stage is performed in a fun environment, performing drills and other sporting activities. This stage is very beneficial because it identifies talented athletes at a young age. This is an advantage as being able to identify at a young age means that, they can be nurtured and moulded into a successful athlete. The youth that are selected for this programme show the ABCs specific movement skills(agility, balance, coordination, speed, striking ,catching and throwing) and are selected by coaches as they are watched performing, by coaches. This is an early stage in talent identification, and only those athletes that show the charisma are selected at this stage for further development. This can be slightly stressful, especially as the athletes are quite young, and are still developing, physically and mentally. Also it can ruin confidence of some youths, however overall this stage is quite selective and only few people are selected at this stage, as the level of performance that is required is evident when selecting the players. Commonly, like most of the stages the players are also recorded, in games or drills, without them being too aroused by it, so that they can perform in full confidence and in a stress free situation. This is a good way of making the assessment as at the age that they athletes are its not advisable to cause them, such a heavy pressure or burden and also if they have the charisma, it will be evident in natural, drills and games. An example of a cricketer that was founded at this stage is the great Sachin Tendulkar, who has gone on to become an icon in cricket and is commonly called the little master. Learning to train This is the second stage that identifies talent at the age 9-12(boys) and 8-11 (girls). Again similarly to the fundamentals stage it looks at the basic sport skills that athletes may have. The aim of identifying talents at this stage and at this age is to get athletes that can develop their movements associated with batting bowling, fielding and wicket keeping. Furthermore developing overall athletic skills they have. Coaches that are assessing young talents at this stage are looking for athletes that again show the charisma, alongside key components such as strength flexibility and speed. They asses the players again through observation of performance and ability. And on selection they are introduces to the skills in more specificity. They will look at the techniques and movements of performing the specific skills, (batting bowling ECT) along side will be introduced to training programmes that emphasise on the shoulders, elbow, spine, core, and ankle stability. Further more psychological skills will also be introduced near the end of stage. This is very similar to the first stage and is still about developing talent and nurturing their techniques and the way they approach the game. This is very influential stage and has positive effects on the athletes as they are more likely to listen and undertake the desired and appropriate approach towards performing the different skills. Never the less this stage can again be to early for some of the athletes that might show the ability however they might not be mature enough to carry and understand the principles of this stage in the talent identification. Training to Train This is the third stage, and is aimed towards 11-16(boys) 11-15(girls). It is a progression to the previous stage and aims to create further development on specifics skills and physical condition for the game. This stage is where it is more common for player to be identified as they are at a suitable age, and their abilities and talent is easier to indentify and work with. It is also a favoured stage by many coaches to identify talent as it is the stage where players have to focus on the physical and mental requirements. This stage of the development programme looks to increase technical work, for example on the front foot, and back foot playing bother attacking and defensive shots; and for bowlers pace and spin techniques are enhanced. Also overall team work and team fielding and working as a team is emphasised on. This stage differs from the other to as the age difference is higher and therefore the training toll is also at increased intensity and this is the stage where the athletes are introduced to fitness tests which are established to benchmark and monitor development. Athletes also have to keep positive attitudes and this is reinforced on and off the pitch. This stage is an important stage and very lucrative for the game as this is where most emerging cricketers are established. This stage of the development programme prepares them for the transaction to performing at a high level, and introduces and conditions them. However on the flip side the only problem with this stage is that the training must be carried out depending on each players PHV, which is the peak height velocity, which is also known as a growth spurt. This can be a set back as each individual has different time when they grow and mature, and if training is done before this it can have detrimental effects. Training to compete This is the third stage, which is aimed for 16-18 (men), 15-17 (women). This stage is a progression from the previous stage. However it is slightly different as it mainly aims to enhance game awareness and competitive development. The key principle in this stage is to create the optimum environment, so that the athletes learn the importance of independence and their responsibility. Also this stage looks to develop and concentrate on athletes technical and tactical skills that they use in game competitive situations, replicating the opportunity to make key decisions and making judgements. This stage also looks at lifestyle advice and support including managing tour, financial advice, career advice and education support. This is an important stage of talent identification for aspiring talent because it is the step that begins to prepare them for performance at high standards. This stage involves many drills and training sessions, which will enhance the players confidence alongside his ability to delivery constantly at the high levels that they have shown. Athletes will benefit from this stage as they will gain help in how to lead their lifestyle which will be changing as they make the transition to elite levels. Nevertheless this stage could be more specific, and personal to the players needs as each player might have different weaknesses. Training to win This is the third stage which is targeted for 18+ (men) 17 + (women). This is the stage where the maintenance of physical capacities and development of elite performer attributes is concentrated on by maintaining the right environment. This stage is also all about individualised training programmes and dependant on specific needs associated within the game. Athletes at this stage will look and concentrate mainly on team dynamics and will learn the importance of planning brakes to avoid burn outs and injuries. This is the final stage of development before players perform at elite levels therefore there are remedial support on fine technical work. This stage is very important and the advice on how to handle the change in lifestyle and the work on team dynamics is very lucrative for the athletes as these are main areas in which the game will differ from amateur to professional levels. Also the remedial session will also be beneficial as it will help boost confidence and just make sure that the players are totally ready for the transition. However on the other hand this may also backfire and by having remedial sessions, create more pressure and ruin the confidence of athletes but it is more dependent on the individuals preference and how the they react to the support. This is how the talent identification programme for cricket is structured. It is structured in such a way, as it covers a wide range of ages. Cricket is among many racket sports that involve perfection in technique, and therefore finding qualities in talent at young ages is very beneficial for the sport as it makes it earlier to teach, train and create a professional player. This approach is used as younger you are the more you will adapt, where as you get older you will not be able to adapt, as you get set in your own comfort zone. This is why having a set up that works through the ages, determining that they are moulding into the game is vital However the length of the programme and different stages can over complicate the process of being prepared to play at elite level. This may affect the athletes as they wont get the best advice and training that they might need. The talent identification programme for cricket is run by the English cricket board, however it is down to the coaches/ ex players who are allocated to counties across the country to recognise the talent and put them onto the development scheme. Players are commonly scouted and given these opportunities by being recognised at a club, or district level. It is common that through club matches, in large competitions, selectors may come down to watch the game. However it is also likely team managers and coaches get in touch with selectors as they also have a responsibility in finding young talent. The process of being selected to perform in talent development programmes means that once you have been recognised, you must have to perform your skills whilst being recorded. This can be done in a game situation, or done by training at indoor or outdoor net sessions. Players are recorded in this manor so that there is evidence of their ability. This is then analysed by the talent identification selectors who then will most likely come and watch the player perform. When selectors come to watch the players perform the normally have a check list of attributes that they are looking for in player. (Attachment sheet) This checklist normally states sets of questions under each skill they will be observing. They will also record them when they watch them so that they can double check their progress, and ensure that the player posses all the qualities. The approach of recording the players is taken as it gives the assessors evidence along side with more accuracy in when they make their verdict. The selectors use the videos to slow motion, and break down a players technique to ensure that they possess a sound technique. This is also beneficial for the player as it can help them see how they perform, in the eyes of others and give them inspiration and motivate them to improve little parts of their game. The manner in which players are selected is a quite a good strategy as it can be clear and easy to asses, alongside being beneficial for the performer. It can be beneficial to the performer as it can help them and their coaches pin point any weakness, and work on them if the selectors reject instead of getting demoralised. Also it having evidence of a recording alongside being watched means that there is benefit of doubt and evidence of you performing the skills properly, as anyone can have a bad game. It can also ease nerves. Never the less it can also have the opposite affect and create extended pressure on the athlete and make them underperform. This is rare as an attribute in cricket is to handle and play in pressuring and high intensity situations. Fitness is also tested once a player is selected. This is done by a series of fitness tests such as the multistage bleep test, 30metre sprints, one rep max , hand grip dynamiter ect These fitness tests are carried out as it gives the selectors information about the players fitness. Selectors will give different players different fitness tests depending on their role in a team; however the general components that everyone must pass are the bleep, 30 metre sprint, and one rep max. This fitness test must be passes as these are the test that measures the essential and most vital fitness components required for the sport. This talent identification programme will have a positive effect on cricket as it will enhance the quality and support that upcoming cricketers are receiving which will make the future of the sport brighter. Developing the young talent will give the sport a good name which will also lead to enhanced participation. This is good for the sport as it means that it will become better known and more money will be put into the sport which means the sports facilities are improved. Another advantage of this programme in the current environment is that it can give employment opportunities to coaches, as this programme spreads around the country. Furthermore the advantages from guiding the upcoming talent will mean that the country will produce a stronger clan of cricketers who can represent the country at world events and can contribute in making the countries team the worlds best team. It will also mean the quality of cricket, and ethics of the game that have been passed down through the years will still be present in the future games. This programme has a strong foundation, and is well structured which indicates that it is more than likely to be a successful in being able to find and develop the countries cricket and help produce new, world class cricketers. This can be ensured are the programmes is critically structured, so that it identifies talents at all age groups and trains the players selected in a large variety of manners so that they are conditioned. However it can also be noted that this programme will be a long process and it can create false hope to the talents that maybe selected as the programme can be seen to be slightly over critical. This means that many of the athletes that are selected may not succeed in performing in the highest levels as they might not be prepared or ready at the time to meet the demands of the different stages, but it does leave them with experience and give them more of a chance than those that havent been selected to make it to the highest podium of performance. On the whole this talent identification programme can be viewed as a potential success in meeting the aims of finding excelling talent in cricket and providing them a developing foundation from which they can grow into good cricketers. This can be proven by the depth of the programme and how it offers something unique and lucrative at each stage of the development. Never the less the programme is slightly long, and the calibre to which it has been created might be slightly too expensive to fund, as it will take a lot of money, and resources.

Essays --

â€Å"We are just an advanced breed of monkeys on a mirror planet of a very average star. But we can understand the universe. That makes us something very special†-Stephen Hawking. At the age of 21, Stephen Hawking was diagnosed with Lou Gehrig’s disease (ALS) which is a type of motor neuron disease that left him paralyzed. Hawking was given only a few years to live yet he powered through his disease. Hawking overcame this life threatening disability to become one of the most influential scientists of our modern day physics. Stephen Hawking has influenced physics by his incredible work and data explaining his revolutionary ideas evolving around black holes and their role in the universe. One of his influences to physics includes his work researching a certain type of radiation named after Hawking himself. Hawking radiation is the emission of particles of a black hole (Uehling). Hawking discovered that there are subatomic particles coming from the black hole which then releases a form of radiation. Because of Hawking’s discovery, we have learned more about how black holes can disappear. ...

Learner-Center Educational Plan

With abundance of information regarding teaching and learning, it might reasonably be expected that education planning would be a quick and easy process. Teachers still have a vital role to play within planning; the guidance and frameworks provides information on what to teach, the teacher will decide how best to interpret this information for the particular children within their class. Proctor et al (1995, p.39) discusses the requirement for planning, and opens with the idea that no planning can take place without a clear idea, on the part of the teacher, of what the children in the class are going to learn.The planning process requires the identification of the learning objectives in detail; in reality, meeting the criteria of the curriculum and even the more detailed key objectives in the teaching strategy will require a series of lessons and usually a return to the subject at a later date. Planning over different time frames allows teachers to meet the desired outcomes and provid e a coherent progression.Long term plans will detail the expectations within a curriculum area over an academic year; these plans will identify themes to be used and the subject areas to be covered they will be expressed in terms of the key concepts that children will need to understand and the knowledge and skills that they should be acquiring. Medium term planning will usually be for a unit of work – generally one item from the program of study – and cover a term or  ½ term. The medium term planning phase is when teachers are required to link the long-term plans to the curriculum key objectives. The medium term plans will outline a series of activities and the approach that is to be taken; these plans are the first level at which the teaching/learning approach is considered and the methods and criterion for assessment are decided. (Platz 1994)There is need to consider the different learning styles that children prefer and to include (as far as is practical) these d ifferent styles within each teaching episode. Education planning, is a complex area, not all teaching methods are appropriate to the subject matter; we as teachers need to remember that an eclectic approach is necessary if we are to provide an adequate learning experience for all of the pupils within our classrooms. Additionally, new paradigm of learner-centered education emerged recently.It implies issues of what and how the student is learning, the conditions under which the student is learning, how current learning positions the student for future learning, and whether the student is retaining and applying the learning. (Weimer, 2002 XVI).   In this paper we will try to cover up a cognitive aspect of learner-center education planning. Cognitive aspect of learner-centered education involves some following factors. These are the nature and goals of learning process, the construction of knowledge and higher-order thinking.In order to identify children's individual learning needs t he teacher should observe the children and their work. Factual information can be obtained from previous teachers, schools etc. The Standard Assessment Tasks (SATs) provide essential information about the level of attainment a child has reached and may possibly show levels of progression over time. According to Proctor et al (1995 p.129) assessment provides an accurate picture of an individual child's achievements.It measures a child's achievements from that child's own baseline and as it is non-comparative to other children it shows what a child is able to achieve regardless of what other's can do. Individual Educational Plans (IEPs) show evidence of any special needs, which may be physical such as poor sight and hearing and any learning difficulties. It will also identify children who have behavioral problems or particularly able and gifted children.IEPs will also show any strategies and teaching approaches used to meet these children's needs. It can also highlight any particular resources that facilitate the children's learning. A previous teacher can provide valuable information on how these strategies and resources were employed and the success or failure of them. It is important to keep in mind when discussing children with other teachers that their views and opinions are unlikely to be impartial. Conversations with parents/carers allow them to raise any issues they have about their interpretations of their children's needs and progress in learning. It can also be useful to look at children's ages to gain a better understanding of the level they are working at.Once this preliminary information has been collected the teacher can plan diagnostic work, which will further identify children's abilities and needs. Teachers should plan broad topic work at a variety of levels where children have a reasonable opportunity of success and which provides some challenges. The teacher's prior knowledge of the children should enable him/her to pitch the work at the corr ect levels. If not, the assessment of the children's difficulties or ease will provide clues as to how to alter it. From this point onwards the teacher should have a fairly coherent idea of the needs of the class as a whole and the individual children within it. (Hamilton 1999)When planning to meet children's individual needs, a teacher is planning for inclusive education, which provides all children with an equal opportunity to reach their potential.   While planning, teachers must set up a learning activity, which effectively achieves the learning outcomes for each individual child. Teachers must structure learning within their classrooms in order to move each child forward, this can include differentiating appropriately, using appropriate resources and implementing various teaching and learning strategies inclusive of all children.Teaching Strategies Education planning will use a variety of strategies described by Minton (1997, p.117). It is appropriate to use ‘lecture' t o begin the session to explain what is to be covered, to find out how the students have found the work in the previous session so there will be some ‘questions and answers'. There will be a ‘group discussion' as we go through the assignment and this will give the students the opportunity to ask any questions and familiarize themselves with the work. A ‘question and answer' session will follow and then depending on the outcome, there be the opportunity for ‘demonstrations'. These strategies are outlined below. §   Question and answer to review work from last lesson §   Lecture to explain unit assessment §   Group discussion while criteria for assessment are discussed §   More question and answers as appropriate §   Demonstration of previous practical work if necessaryUsing Q and A to start the lesson as this gives an immediate feedback of progress. The disadvantage of this is that the ‘quiet' students may be reluctant to ask questions , There is need to be aware of this, and perhaps ask those students questions that they can answer to build up their confidence. A lecture strategy is then used to explain the unit assignment, as this is an effective method of broadcasting the information. Then a group discussion will involve teacher and students discussing criteria, this allows everyone to ask questions and give opinions but it may allow ‘loud’ students to dominate the group. Certain time to demonstrate practical work to the students on the computer allows the student to see what the final product should be of any particular exercise and gives them confidence in their own work.Learning Resources For IT classes, for example, a variety of resources are used in the high school. The most common ones used in the IT department are computer-based resources, OHT's and computer generated slides, and printed materials. The most common types of media resource are the PC/projector combination and printed materials , to accompany whiteboard work. In the IT department it is critical that students have individual access to PCs with relevant software installed on them, and also access to a printer to enable them to obtain hard copies of work produced.There is need for a room to seat all students, we do not need PCs for each student in this case, we need them all to see a whiteboard so we can explain the topic we will supply unit assignments in hard copy to every student, including the marking criteria and the moderator's comments. It is becoming common practice to write all forms of work on the PC, and we would expect them to word process their work whenever the facility is available.There is need to evaluate the group of students at the beginning of a course to determine if any had special requirements, for example disabled access or if any had hearing or visual impairments. It is necessary to develop intranet to include study aids for the students. For example, to put previous lecture notes and practical exercise handouts on the intranet to enable students to go over past work and also allow absent students the opportunity to catch up.Arrangement of the desks in the classroom is a common horseshoe of computer workstations with a small number of tables in the center of the room. The central tables can be moved freely although this is a suitable position for the classroom discussion. The computer workstations will be used towards the end of the lesson. The white board is at the door end of the room, it is a new smart board, and although is smaller, it can be seen from all positions in the room, if the students move their chairs round. This will be used for demonstrations of PC work and is available for the question and answer section. The acoustics are adequate for a teaching environment. The room is always light and warm enough, and windows can be opened to provide additional ventilation.Goals of learning process On reflection, education planning goals are following:Timing  · Allow enough time for each phase. Be aware of how long it takes to complete tasks and allow some leeway in each lesson for dealing with any class management issue. Be wary of being overambitious in what can be achieved in a lesson. Allow enough time for discussion and be aware of allowing too much time for starter and plenary activities.Content · Teacher should not try to cram too much in – don't fall into the trap of thinking ‘one topic per lesson’ and be prepared to spend more than one lesson on a topicWhen to collect in/hand out homework · Have a clear idea of when you are going to do this and how. Keep it consistent so the pupils know when to make a note in their contact diaries, and when to hand their homework into me, and allow time for this to be done.Differentiation.   Although there has been minimal need for differentiation in teaching particular class, teacher should be aware that other classes might require more differentiation and he should always ensure that lessons are tailored to the class he teaching. Pupil-led activities.   Make sure to include enough pupil-led activities. Remember that these types of activities not only engage learning but are also very useful in settling a lively class. Strengths Planning lessons around the five different phases of a lesson, using starter and plenary activities. This enables to focus on the different stages of a lesson and therefore how best to achieve the learning objectives as well as concentrating on what either myself as teacher, or the class or individuals should be engaged in at any point during the lesson. However, flexibility is also a key factor in delivering effective lessons and it is able to adapt the lesson plan (for example by omitting certain overheads or allowing more time for discussion of a topic) to accommodate the learning.Being creative. This a useful skill in planning and meant that it is appropriate to present what is for most pupils a familiar topic in a new and interesting way, therefore engaging more higher order thinking and facilitating learning (and minimizing disruptive behavior) at the same time. Being able to plan around what resources are available. This to a certain extent is also a creative skill although it must be taken into account when planning a series of lessons.Linking lessons with each other and with the pupils experiences. Using everyday examples, images that the pupils can relate to, and referring back to the concept map of the whole picture at every lesson enabled the pupils to put their learning (and the objectives for each lesson) in context. If the pupils can relate to what you are teaching them, you are more likely to succeed in your learning objectives.Weaknesses Overestimating what can be achieved in a lesson. Certainly to begin with, underestimated how long it would take to complete a worksheet or copy something from the board. In addition, it had not taken into account during first lesson plan, the t ime that would be spent on dealing with minor off-task behavior which can lead to you running five minutes late by the end of the lesson and therefore running out of time for the clearing and exit phases, which for example can mean you run out of time to explain the homework task properly.Spending too much time on one phase. The pupils enjoyed this so much that they would ‘plead’ for another round and on more than one occasion complied, meaning that although the pupils had a ‘great’ time, teacher run out of time to handle the clearing and exit phases as well as he should and the lessons ended a bit ‘rushed’. This is as a ‘new’ teacher who was anxious to ensure that the pupils viewed my lessons as a ‘positive' experienceReferences:Hamilton, P. J. (Fall 1999). Perceptual learning & lifelong Montessori. Montessori Life, 11(4), 41-42.Minton, D. (1997) Teaching skills in further and adult education 2nd edition, MacmillanProctor, A . Entwistle, M. McKenzie-Murdoch, S. (2001) â€Å"Learning to Teach in the Primary Classroom† London : RoutledgePlatz, Donald L., (March, 1994)   Student directed planning: fostering student ownership in learning. Education, 3Weimer, Maryellen. (2002) Learner-centered Teaching: Five Key Changes to Practice. Jossey-Bass

The Relationship Of Feminism And Anthropology Anthropology Essay

The relationship of feminism and anthropology can convey a new development to the manner descriptive anthropologies are written and done. Lila Abu-Lughod ‘s statement women's rightist descriptive anthropology is an ‘ethnography with adult females at the Centre written for adult females by adult females ‘ can be seen as an attempt to happen a distinguishable manner of making and composing descriptive anthropology. In this essay I will look at the roots of feminism and feminist anthropology. I will so discourse Abu-Lughod ‘s statement and seek to explicate how her statement is good to anthropology and whether it is possible to make research her manner. I will secondly look at the advantages and disadvantages of the statement. I will concentrate on impressions of partial individuality and objectiveness. Finally, I will reason by discoursing some of the issues environing the authorization of adult females, and that although Abu-Lughod ‘s statement does hold some benefits it misses the of import point. I will reason that feminist descriptive anthropology should be used as a political tool for deprived adult females and it should reflect a â€Å" corporate, dialectical procedure of edifice theory through battles for alteration † ( Enslin:1994:545 ) . Feminism can be defined as ‘both a societal motion and a position on society. As a societal motion, it has challenged the historical subordination of adult females and advocated political, societal, and economic equality between the sexes. As a societal and sociological position, it has examined the functions that sex and gender drama in structuring society, every bit good as the mutual function that society dramas in structuring sex and gender ‘ ( Oxford dictionary 2007 ) . There are three chief classs in which the different moving ridges of feminism can be divided. Among the first one which was from 1850 to 1920, during this period most research was carried out by work forces. Feminists aimed to convey the voice of adult females in descriptive anthropology, they gave a different angle on experiences of adult females and the environing events. This brought a new angle because male descriptive anthropologies merely had the chance to interview other work forces e.g. what w ere adult females like. Important figures during this period were P.Kayberry who worked with B.Malinowski at LSE. She focused on faith but she examined work forces and adult females in her work. Traveling on to the 2nd moving ridge of which was from 1920s to 1980s, here the separation between sex and gender was made by of import women's rightists. Sexual activity as nature and gender as civilization. This takes us to the nature civilization duality which is of import when we are concentrating on the subordination of adult females in different societies. The dualities between sex/gender, work/home, men/women, and nature/culture are of import in societal theory for raising arguments. Important figures in the 2nd moving ridge feminism were Margaret Mead she made a batch of part in her work on the diverseness of civilizations here she helped to breakdown the prejudice that was based on constructs of what is natural, and she put more accent on civilization in people ‘s development. Most of import work ‘s of Mead was Coming of Age in Samoa ( 1928 ) . Another of import figure was Eleanor Leacock who was a Marxist feminist anthropologist. She focused on catholicity of fe male subordination and argued against this claim. This 2nd moving ridge of feminism was influenced by a figure of events in history, the 1960s was closely linked to political agitation in Europe and North America, like the anti-Vietnam war motion and the civil rights motion. Feminism was something that grew out of these political events during the sixtiess. Feminism argued that political relations and cognition were closely linked with each other so women's rightists were concerned with cognition and we have to oppugn the cognition that was being given to us. Feminism during 1960s called for the constitution of adult females ‘s authorship, universities, feminist sociology and a feminist political order which would be classless. Feminists became interested in anthropology, because they looked to ethnography as a beginning of information about whether adult females were being dominated everyplace by work forces. What are some of the ways that adult females are populating different societies, was there grounds of equality between work forces and adult females. Did matriarchal societies of all time exist and to acquire the replies to such inquiries they turned to ethnography. This takes us to the issue of descriptive anthropology and what we understand about adult females in different societies. It became obvious that traditional ethnographic work ignored adult females. Some of the issues environing adult females are ; ethnograhies did non speak about adult females ‘s universes, it did non speak about what went on in adult females ‘s lives, what they thought and what their functions were. When we discuss the inquiry are adult females truly subordinated, we realize that we do non cognize much about adult females in different societies. B.Malinowski ‘s work on the Kula did discourse the male function in the exchange of valuables. But during the 1970s Anette Weiner ( 1983 ) went to analyze the same society and she found out adult females are playing an of import function in Trobriand society excessively. Their involved with the Kula, exchanges, rites etc but Malinowski ne'er wrote about it. Female anthropologists of the seventiess would tra vel and look for of import work forces, and so they would analyze their values, their societies, what was of import to them. These anthropologists assumed, that work forces followed male logics in this public/private divide in line with this divide between the domestic and public sphere. They would besides presume that what went on in the populace sphere, economic system, political relations was more of import the domestic side. The construct of objectiveness came to be regarded as a manner of male power. Feminists claimed that scientific ideals of catholicity, eternity, and objectiveness were inherently male-dominated and that the more feminist properties of particularism, empathy and emotionalism were devalued ( Abu-Lughod 1990 ) . Feminists argued that to take over male domination these female properties had to be given more importance and made clear. Abu-Lughod ‘s ideal manner of making research is when a female ethnographer takes portion in the descriptive anthropology, instead so taking herself, who listens to other adult females ‘s voice and gives histories ( Abu-Lughod 1990 ) . The female ethnographer is able to make so because although the adult females studied differ from the ethnographer, she portions portion of the individuality of her source. The female research worker therefore has the appropriate â€Å" tools † to understand the other adult female ‘s life ( Abu-Lughod 1990 ) . this is why harmonizing to Abu-Lughod female descriptive anthropology should be an descriptive anthropology with adult females at the Centre written by and for adult females. Abu-Lughod says that early women's rightist anthropologists did non truly make anything about cognition. They had good purposes but they did n't make much as they were trapped in ways of thought that had been given to them by the masculine nature of the academy.

Free Essays on Family Integration And Children’s Self-Esteem

In the article Family Integration and Children’s Self-Esteem, the authors hypothesize that children and their development of self will benefit from the integration of their parents into the family. In the article, the authors attempt to â€Å"examine the impact of the family as a form of social organization on children’s self-esteem†. They begin by describing what they believe to be the two ideal types of family life. The highest level of the family mode of organization is when all of the individual’s social life is organized around the family. This includes production, resources, recreation, education, protection, associates, and all other social activities and relationships. The second mode of organization is the non-family mode. This is where all of an individual’s social activities are organized around non-family units. These units can be businesses, schools, and governmental agencies. The author’s explain that they understand that no one family’s organization matches either of these modes, however, most fall somewhere between the two. The authors quote Coopersmith by saying that â€Å"Self-Esteem is generally conceptualized as the central evaluative component of the self, and it reflects the extent to which individuals believe they are worthwhile and merit respect†. This means that the amount of Self-Esteem an individual possesses reflects upon their own definition of themselves as well as their interpretation of how others judge them. One of the empirical predictions that is stated in the article is that parental activities within the home can lead to increased Self-Esteem in the children. These activities include family eating, playing games together, helping with homework, and encouraging creative activities such as arts and crafts. Some affects of these activities on children may lead to the realization that they are needed and valued by their parents. The data for the analysis came from a panel ... Free Essays on Family Integration And Children’s Self-Esteem Free Essays on Family Integration And Children’s Self-Esteem In the article Family Integration and Children’s Self-Esteem, the authors hypothesize that children and their development of self will benefit from the integration of their parents into the family. In the article, the authors attempt to â€Å"examine the impact of the family as a form of social organization on children’s self-esteem†. They begin by describing what they believe to be the two ideal types of family life. The highest level of the family mode of organization is when all of the individual’s social life is organized around the family. This includes production, resources, recreation, education, protection, associates, and all other social activities and relationships. The second mode of organization is the non-family mode. This is where all of an individual’s social activities are organized around non-family units. These units can be businesses, schools, and governmental agencies. The author’s explain that they understand that no one family’s organization matches either of these modes, however, most fall somewhere between the two. The authors quote Coopersmith by saying that â€Å"Self-Esteem is generally conceptualized as the central evaluative component of the self, and it reflects the extent to which individuals believe they are worthwhile and merit respect†. This means that the amount of Self-Esteem an individual possesses reflects upon their own definition of themselves as well as their interpretation of how others judge them. One of the empirical predictions that is stated in the article is that parental activities within the home can lead to increased Self-Esteem in the children. These activities include family eating, playing games together, helping with homework, and encouraging creative activities such as arts and crafts. Some affects of these activities on children may lead to the realization that they are needed and valued by their parents. The data for the analysis came from a panel ...

Reading Comprehension Checklist and Questions for Students

Reading Comprehension Checklist and Questions for Students For special education learners, the difference between reading ability and reading comprehension can be stark. Many children who fall into the category of different learners struggle at various places in the reading comprehension process. Dyslexic students have trouble reading letters and words. Other students may find summarizing what they have read to be the hard part. And yet other students- including those with ADHD or autism- may read words fluently, but be unable to make sense of the arc of a story or even a sentence. What Is Reading Comprehension? Simply, reading comprehension is the ability to learn and process information from written sources. Its primary step is decoding, which is the act of assigning sounds and meaning to letters and words. But as simple as defining reading comprehension may be, it is notoriously difficult to teach. For many students, reading will give them their first glimpse into subjective understanding, as they realize that the information that they have gleaned from a text may differ from a fellow students, or that the picture they have drawn in their minds after reading a text will be different from that of their peers. How Is Reading Comprehension Assessed? The most common kinds of reading comprehension tests are ones in which students read a short passage and are asked a series of questions about it. Yet, for special education students, this method is fraught with the pitfalls outlined above. Moving from the process of decoding text to answering questions about the text can present challenges for children who cannot jump from task to task with facility, even if they are great readers and have strong comprehension skills. Sample Questions to Ask About Reading For this reason, an oral exam may bear more fruit than a standard written reading comprehension test. Heres a checklist of questions to ask a child about a book shes read. Their answers will provide you with a glimpse of their ability to comprehend. Consider these questions: 1.____ Who are the main characters in your story? 2.____ Are any of the main characters like you or like somebody you know? What makes you think so? 3.____ Describe your favorite character in the story and tell me why the character is your favorite. 4.____ When do you think the story takes place? Where do you think the story takes place? Why do you think so?   5.____ What is the funniest/scariest/best part of the story? 6.____ Is there a problem in this story? If so, how does the problem get solved? How would you have solved the problem? 7.____ Would any of your friends/family enjoy this book? Why or why not? 8.____ Could you come up with another good title for this book? What would it be? 9.____ What if you could change the ending of this book, what would it be? 10.____ Do you think this book would make a good movie? Why or why not? Questions like these are a great tool to incorporate into story time. If a parent volunteer or a student is reading to the class, have them ask one or more of them. Keep a folder with these questions and have your volunteers record what the students say about the book title theyve just read. The key to success in ensuring your struggling readers maintain a joy for reading is to ensure that the task following reading isnt unpleasant. Dont make answering a series of questions a chore that follows a fun or exciting story. Foster a love of reading by sharing your enthusiasm about what their book is all about.

SEMCO Company Strategy Essay Example | Topics and Well Written Essays - 2000 words

SEMCO Company Strategy - Essay Example As a conservative business strategy, many companies feel that employing more personnel in the same setup will increase their costs and this would reduce their profits at the end of a trading year (Mazzucato, 2002:34). However, this was a strategy that helped SEMCO to improve to greater heights of quadrupling their profits.When there is an increase in the number of employees, it is obvious that the cost for labour will increase. However, SEMCO did not reflect on the negative side of having an increase in the cost of labor. SEMCO reflected on the side of better services and products that are supplied to the customers. In essence, the company noticed that their products needed a greater increase in their value (Bruce and Langdon, 2000:55). This led to production of high quality goods that would be appreciated in the market. With such a manoeuvre, most of the market was dominated by the products that are produced by SEMCO.With an increase in the number of employees, a company is defined to have more manpower and labour. In such a position, a company may decide to concentrate in various production models. According to the schools of strategy by Mintzberg, when a company has maximum labour, it is in a position of investing in a wide variety of services. This includes investing on other services that it has not been producing. SEMCO decided to strategise on this point by increasing its output. Since it had enough labour, it only had to increase its resources and start other services in the market.

Managing Business Process- Coca Cola Essay Example | Topics and Well Written Essays - 2000 words

Managing Business Process- Coca Cola - Essay Example Generally, the company global but operates in small scale in each community where the products of the company are sold. The organization is able to have a global impact and reach of its consumers because of the efficient system. The system mainly consists of the bottling partners that total to nearly 300 and the Coca-Cola Company. The Company is responsible for the synthesizing and selling of concentrates, bases and syrups to the bottling partners. It also owns the Coca-Cola brands and is in charge of the marketing initiative. The bottling partners to the company are responsible for packaging, manufacturing, distribution and merchandising of the products to vending partners and customers. The company does not own or control most of the bottling facilities that it works in close relationship with. The bottling partners tend to have a close working relationship with the consumers. The main consumers are stores, street vendors, movie theatres, restaurants and amusement parks. Through the effective system, the company is able to achieve 1.7 billion sales in a day.FEMSA is the largest bottler in the world, the percentage of the company’s Unite Case Volume is 10%, and Coca-Cola Company has 32% ownership of the interest. Hellenic is the second biggest and has a Unit Case Volume of 8%, Coca-Cola has a percentage ownership of 23% of the interests made. Amatil is believed to be the third largest and has a Unit Case Volume of 2%. Coca-Cola has an ownership of 30% of the interest made