George Bernard Shaws Play Pygmalion English Literature Essay

George Bernard Shaws Play Pygmalion English Literature Essay Obviously, Shaws lady hero, Eliza Doolittle isn't a sculpture, however a heartbreaking, ignorant blossom young lady with a cockney emphasize that is keeping her from accomplishing a superior situation in her ruined life. As a result of these obstacles, Eliza is basically non-existent in Britains unavoidable social chain of importance. In any case, two old noble men are charmed by changing Eliza. In the wake of watching this crushed cabbage leaf, Professor Henry Higgins, a researcher of phonetics challenges Colonel Pickering, an etymologist of Indian lingos, that with his insight into language, he will have the option to change modest Eliza Doolittle into a lady as ready and expressive as a duchess and persuade high society London of her status (104). For a couple of months, Higgins trains Eliza to mitigate her cheeky, genuine way and rather talk appropriately and act with greater refinement. Following her planning, Eliza faces two preliminaries of her turn of events. The main test is at Higgins moms home where Eliza is acquainted with Eynsford Hills, a mother, little girl, and child. The child is obviously persuaded of her high society change when he winds up pulled in to her. At that point, Elizas second preliminary happens months after the fact at a diplomats party and is a triumph for Higgins. While Higgins wins his narrow minded wager, he becomes exhausted with Eliza and she, thus, doesn't have the foggiest idea how to manage her recently proper self which brings about a warmed contention between the pair. As Eliza getaways to insurance at Mrs. Higgins home, Mrs. Higgins chastens the men for playing with Elizas life. At long last, Eliza defies the two men saying thanks to Pickering for continually rewarding her like a woman and undermining Higgins that she will conflict with him to work with his opponent phonetician. Shaw finishes up the story with Eliza forgetting a bout as Higgins yells a couple of tasks for her to run, expecting her arrival, yet helpfully never clarifies whether she will or not. All through the play, Shaw centers around the fascinating, however damaged class framework in Britain that is characterized by appearance and style of discourse that equivalent to comprise social standing. The language and ethics of the characters show the retrogressive differences between the upper, center, and lower classes. In spite of Elizas bedraggled way of life, she is as yet ready to hold her respect and great character, and she even much of the time rehashes, Im a decent young lady, I am (31, 34, 39, 97). This shows she isn't eager to sell her own body and penance her honesty exclusively to somewhat improve her life. In the interim, Henry Higgins, who should speak to the privileged with his flaunted capacity to imitate any stable conceivable and to put a man inside any piece of London exhibits his ability in his field, utilizes revolting words, in any case, similar to bleeding, fiend, and accursed, and treats everybody like soil. The conspicuous contrasts in portrayal affirm the issues with the class framework as the high good characters who have demonstrated sense of pride and try to be better individuals are in the lower class while rough, hostile characters who were naturally introduced to their unbending accents and wealth are found in the high class. In act five of the play, Eliza mentions a clever objective fact that her change came through how Pickerings rewarded her, as opposed to what Higgins forced on her, when she remarks that the distinction between a woman and a blossom young lady isn't the manner by which she carries on, however how shes rewarded (106). Her acknowledgment plainly depicts that she has changed past her looks and her pronunciation, to have the option to make such a proficient articulation. Through Elizas disclosure delivered by her upward versatility, Shaw uncovers the good for nothing self-absorbed hogwash of Britains fixation on class structure as his oppressed cockney character offers the most remarkable expression of social conduct. This example is an analysis of social boundaries and class differentiations that are held in the Victorian period and it maintains the rule of equivalent chances of riches and instruction for everybody, paying little mind to class and sexual orientation. Moreover, in the midst of Elizas cultural change, Shaw additionally addresses the issue of woman's rights and sex opposition. Shaw essentially recommends that in any event, when Eliza hoists her status through her appearance and her disposition, she despite everything has no spot in the public arena. In spite of the fact that she effectively pulled off her job as a high society lady, and keeping in mind that Higgins accept that she can essentially head out in her own direction with all the points of interest I have given her, she isn't happy with selling herself into marriage (79). This goals leaves Eliza horribly confounded, and wishing that he left her where he discovered her since she was increasingly open to selling blossoms on a city intersection in the downpour. This disarray paves the way to the defining moment of the play as Eliza chooses to turn on her maker in Higgins to turn into her own individual free of his beforehand overpowering impact. Shaws finish of not uncovering to the crowd what Eliza decides to do thinks about the social issues that ladies were encountering at the time as they were not just battling for a spot in the structure of English society, yet for uniformity against men. Shaw was shrewd to direct all of Eliza and Higgins cooperations in a manner that Higgins was inherently inconsiderate and hostile while Eliza was just attempting to improve her life, since it causes the crowd to feel gravely for Eliza and make her to a greater degree a hero with Higgins as her rival. This thought further plays on the crowds feelings since it is relatable to a wide range of issues in that individuals are continually confronting difficulties in life that they need to defeat so as to succeed. It is additionally relatable in light of the fact that, all things considered, individuals are naturally introduced to circumstances that they need to work out of and in spite of the fact that in todays society, economic wellbeing isn't equivalent to it was in Victorian Britain, however that doesn't imply that individuals don't even now disparage others dependent on their social standing. Everybody has been decided at once or another and along these lines Elizas experience draws on the compassion of his crowd, enough be placing itself into Elizas shoes and mulling over how you would feel in her position. Furthermore, Shaws choice not to wed Eliza and Higgins was made to make the closure of the story increasingly practical, and was a genuine and pleasant end. In the event that Eliza and Higgins were to be hitched, their relationship would not have been an upbeat or shared relationship, in light of the fact that Higgins has conceded that ladies upset everything and fundamentally says that ladies and men are essentially contrary creatures (39). In the event that Eliza wedded Higgins, her new training would have been squandered, along these lines invalidating the point of having Higgins teach Eliza, as he would just anticipate that her should get things done and show up as opposed to accomplish something with her life. Furthermore, the two getting hitched would likewise have left the crowd uncertain whether Eliza had genuinely evolved freedom, but since the closure is questionable, nobody can make certain of Elizas genuine fate. Shaw decides to close the play not long before any wedding were to happen, to make the crowd consider what ought to occur, instead of what he discloses to them will occur. First distributed in 1913. Republished in 2008 by Forgotten Books. ISBN-10: 1595475001 $21.00

Creating a Pamphlet for College Students on Pregnancy Coursework

Making a Pamphlet for College Students on Pregnancy - Coursework Example The principle segments that are required for a sound pre-natal period are the womans mental and physical wellbeing. The progressions that the womans body experiences during this period will require customary mental and physical pre-natal registration by an expert medicinal services supplier, just as a proper exercise program (Fetal Development). Physical wellbeing is imperative, and appropriate pre-birth nourishment is basic for sound fetal turn of events (Civitas). The lady should counsel proficient data to guarantee she is getting the sufficient admission amounts of folic corrosive, iron, protein, liquids, and calcium (Civitas). Moreover, there might be nourishments that should be decreased and substances, for example, liquor and tobacco, which should be wiped out. All in all, hazardous sexual conduct that occasionally describes a school way of life may bring about an undesirable pregnancy. The couple ought to be sincerely prepared and the lady ought to be genuinely arranged. The pre-natal period ought to incorporate appropriate nourishment, satisfactory exercise, and complete forbearance from substances that can influence the sound advancement of the

The Benefits and Costs of Paying the NBA Players in Schools - 1925 Words

Should NCAA College Athletes Get Paid: The Benefits and Costs of Paying the NBA Players in Schools (Essay Sample) Content: Studentà ¢Ã¢â€š ¬s NameProfessorà ¢Ã¢â€š ¬s NameCourseDateShould NCAA College Athletes Get PaidIntroductionAthletics is one of the most popular sports in the world and is considered to attract the largest number of fans across the globe. The term is used generally, but it consists of a collection of sporting events that include running, jumping, football and many other activities. Each of the disciplines usually requires the participants to stay fit in order to cope with the demanding nature of the game. Athletics is often played in diverse contexts, and each of these cases is associated with specific characteristics.Athletics is quite popular in colleges, as learning institutions have many individuals with various backgrounds and talents. Thus, it is evident that athletes from such institutions are some of the best in the entire field. Consequently, most of the players become quite professional and acquire valuable skills and experience.The quality of the performan ce shown by such athletes has significantly increased. Consequently, such bodies as the National Collegiate Athletic Association in the United States have provided additional funding to support these individuals. Such subsidies help various institutions that participate in such activities to support host different competitions. The increasing popularity of the game and the intensification of the substantial increase in the resources have forced some people to suggest a more appropriate way to use additional funding. The most popular opinion is that the people taking part in the various events should be paid.Objective of the ResearchThe primary purpose of this research was to explore the arguments of different individuals as well as scholars regarding the idea of paying the athletes participating at the college level. There have been conflicting claims from the two sides involved in this debate. Thus, the research was aimed at finding a reasonable solution to this particular issue by identifying the most logical option. The data collection process was intended to gather as many opinions as possible from different individuals. This step would also help in the analysis of the rationales behind such points of view to assess their respective validities. The key aspects considered included the most imperative factors such as the economy.Problem StatementSettling such a dispute was initially considered a very difficult mission to accomplish. It would also be pointless to apply for the enactment of laws that allow for the commercialization of college level athletics if there were no funds allocated for the sector. However, there are certain factors that justify the decision by different individuals to take sides while arguing about the topic. The first element that would be worth considering is the idea of the amount of energy and commitment put by the players into the field while performing.There have been increased cases of complaints regarding the need to consider playersà ¢Ã¢â€š ¬ payment as part of the planning process for these events. Moreover, athletes also think that their rights are intentionally violated by those in charge of these activities. Such scenarios have contributed significantly towards the fall in the quality of the performance displayed as a result of total loss of morale. It is, therefore, logical that a reasonable solution to this situation would be a very significant step towards making athletics a better culture in the society.Literature ReviewAccording to the arguments proposed by Cooley, paying college athletes has both the short-term and long-term economic impacts. This author points out that the decision to support or oppose the debate depends on upon the side selected by an individual. Those who see the entire scenario on the short-term basis would easily claim that it is an economic drain (Cooley 46-48). He hypothesizes that such an argument is perfectly reasonable because paying the college students would consu me important funds that could alternatively be used in more important projects. Besides, these citizens are not officially employed hence are never taxed on the basis of the income that they earn. The result is that the national treasury would spend more resources on them than the individual contributions that they make to the economy. On the other hand, paying these individuals nurtures them into becoming even better players (Kirszner and Mandell 107-112). Once they are fully established professionals, they are expected to join the national sporting activities like the major leagues in the country. Increased quality of these events is of much benefit to the country as they help in the generation of revenues.Some of the scholars are of the opinion that the effort that the athletes employ into these events is worth some pay. They analyze the debate in terms of the hard work that the participants show in order to provide the required performance standards. Thus, it is vital that these people are compensated for effectively playing their part (Saporta 81-85). While supporting Saporta's arguments, Lorenz reasons that the managing bodies and the related institutions are typically provided with a lot of funds to help them finance these activities. Based on his claims, taking care of the players is part of the planning processes. It is, therefore, reasonable that the athletesà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬ remuneration is made part of the budgets. The athletics events held in different regions of the country do collect revenues not only from the government funding but also from other sources such as the paying viewers and so on (Lorenz 271-278). College activities have become so popular that they are usually attended by very many people. The corresponding revenues collected from the respective venues, according to Lorenz, are enough to cater for the player's compensations.According to the arguments provided by White and Billings, the participants in the college athletics even ts should not be paid (45-65). The authors claim that the activities do not benefit anyone else apart from the players. The students who are good at various sports have the chance to advertise their skills in these areas. Furthermore, the co-curricular activities are considered as part of learning and experience in the higher learning institutions. The appeal for pay among the participants, according to these scholars, would be nothing but misuse of public resources. Another rationale provided in this resource is that the government would be incurring unnecessarily high costs in financing unproductive projects. They claim that such activities may imply that the US Treasury would be experiencing lack of revenue, especially considering that college athletics cannot be commercialized (White and Billings 45-65).MethodologyThe main sources of information for this particular project consisted of the subjects and the relevant information. Since there was the necessity to include everyone i nvolved in the debate, it was important to divide the parties into various sections. The first segment comprised of the activists who were campaigning for the idea of pay to be implemented. The second group consisted of individuals with opposing opinions while the final category was made up of the students (both the participants and the spectators). It was critical that these people be included because they were the most affected parties. The data collection process was done in three different ways, and independent analyses conducted to reveal the overall implication of each case. The primary methods employed were surveys and interviews depending on the size of the groups.The executive personnel in the organizations such as the NCAA were few and hence could be handled through methods such as direct interrogation. The teams made up of more than 50 individuals, on the other hand, were contacted through electronic questionnaires as this was the most appropriate methods at the time. The first phase of the process involved the distribution of the survey questions to the individuals in support of the enactment of payment law to the college players. The critical information that this process required involved the rationale behind such claims. Two hundred and fifty participants aged between 20-55 years were provided with the survey questions to answer and bring back the feedbacks within a period of two weeks. The same step was repeated with the remaining two groups and the relevant information collected for further analysis.ResultsVarious trends were deduced from the data collected and the most important section was the implication of the provided information. Out of a total of the 1000 subjects involved, 750 were of the opinion that the college athletes should be paid. All the 250 students (spectators) agreed that the best way to improve sports is through the compensation of the participants. The main arguments provided by this group were that the funds are available and the players deserve to be part of the planning. The 250 activists in support of the process also backed the debate on grounds that it encourages the development of professionalism in the sporting sector. The final category was made up of the activists campaigning against paying these players. The principal rationale provided by this group was that the process causes a short-term economic drain.DiscussionThe nature of the questions asked ensured that that the subjects provided the relationships between their arguments and the socio-economic matters. This decision was necessary because it provided an avenue through which quick conclusions could be made regarding this contemporary issue. The finest reasons deduced from the findings were the ideas of long-term economic development and the need to make the players part of the event planning. It is clearly evident that those who are involved in given sporting activities tend to ...

Can Evolution Ever Explain Why Men Rape Essay - 1646 Words

Can evolution ever explain why men rape? Why is it considered a societal norm for men to rape women? Rape can be an act of any sexual activity that is carried out using force or threat of injury against the will of a female. It mostly occurs when the victim is underage, incapable of valid consent (i.e. drunk, drugged), or when there is a known perpetrator (i.e. family member, friend). It is unfortunate that some women get raped even when having no affiliations with the perpetrator. Despite a decrease in the reported rape cases, the statistic is misleading because most victims are not reporting the incidence. Through research, one may suggest that evolution may explain why men rape. There has been an increase in social peer pressure, a high demand in culture expectations, and a rise in individual problems (i.e. revenge, alcoholism). Thus, the incidence of rape has increased while most victims do not report it. 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Fitness Plan For A Leisure Wellness Plan - 1631 Words

Introduction As counselors we are required to take care of one’s mental health and wellness. We have holistic, nurturing and client- centered training. In doing so many counselors help their clients out by making a Leisure wellness plan. This plan is something that a client or individual can follow to keep themselves healthy and active. A Leisure plan is something that makes you help yourself feel better emotionally, mentally and physically. As stated by Elizabeth Venart a private practitioner (2011), â€Å" The Importance of self-care is overtly discussed and modeled by faculty, and the curriculum of each course includes an emphasis on self-assessment and reflection as well as the development and implementation of concrete wellness plans and practices†(p.47). Leisure is seen as relaxing but at the same time working to take care of yourself to create the best version of you. Why do we need Wellness and Leisure? Keeping well is required for counselors and health care workers. 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A Touch Of Elegance Essay Example For Students

A Touch Of Elegance Essay â€Å"What is needed in order to really become a star is an extra element which God gives you or doesn’t give you. You’re born with it. You cannot learn it. God kissed Audrey Hepburn on the cheek and there she was† (Harris 11). Seen as an angel by all those who adored her, Audrey Hepburn portrayed the true image of a Hollywood star. Her grace and elegance touched all those whom she met and her death brought sorrow to millions. Living her life as a princess, Audrey had everything she had ever dreamed of. But her journey to such an end was not easy. Living through the devastation of World War II was only one of the many struggles and triumphs Audrey had to face throughout her life. These events, which may have discouraged others, only added to the strength that emanated from her throughout her career. Born in Brussels, on May 4, 1929, to Baroness Ella van Heemstra Hepburn-Ruston and Joseph Victor Anthony Ruston, Audrey Kathleen van Heemstra Ruston encountered her f irst trial of life only twenty-one days after her birth (Paris 6). After contracting whooping cough the disease became so serious that Audrey stopped breathing. If it had not have been for the quick thinking of her mother and a slight spanking to start her breathing, Audrey would not have survived (Paris 7). â€Å"There was no giving up on this baby,† said her son, Sean, in later years, â€Å"I think that had an effect on her whole life, a second chance† (Paris 7). As she grew older Audrey traveled constantly between London and Brussels, and Arnhem and The Hague (Paris 7). Her brothers, Alexander and Ian, lived mainly with Ella’s parents. Audrey’s family finally settled when she was two; Ella had grown tired of the situation and moved the entire family from Brussels to Castel Sainte-Cecile, a small estate near Linkebeek (Paris 7). At the age of five, Audrey’s mother sent her to a boarding school in England. As much as she disliked being away from her family, Audrey soon realized that it was a â€Å"good lesson in independence† (Paris 8). Although it may have been a good lesson, Audrey soon became shy and withdrawn. She failed to make any friends and could usually be found in the garden, hiding underneath a tree or bush (Harris 21). To make matters worse, Audrey’s parents were in the process of getting a divorce. She once said of the incident, â€Å"The most traumatic event in my life was when my father left my mother† (Harris 19). In the middle of the court proceedings, Audrey’s mother moved to London to be close to her daughter. There was an immediate change in Audrey’s personality. She soon became more open and made many friends, and she even made the honor roll (Harris 22). It was around this time that Audrey took up ballet, a passion that would consume her over up to the start of her film career. By the time Audrey was ten the tensions with Germany, Italy, and Japan in Eastern Europe, A frica, and Asia threatened to become worldwide if they were not stopped (Harris 22). Eventually, England and France declared war against Germany. Fearing what would become of her daughter if she remained in England, Ella pulled Audrey out of her London school and moved to neutral Holland (Harris 22). It would be a decision they would both regret. Audrey suffered a mild case of culture shock due to the quick move from England to Holland. She had been speaking English for the better part of her life and the move to Holland meant learning the Dutch language at record speed. â€Å"That first morning in school I sat at my little bench, completely baffled. For several days I went home weeping. But I knew I couldn’t just give up. I was forced to learn the language quickly. And I did†, said Audrey on the experience (Harris 25). Peace in Holland did not last long. Five days after Audrey’s eleventh birthing in 1940 the Germans invaded and captured Arnhem (Harris 27). As t he war raged on the Nazis began rounding up men between the ages of sixteen and forty for labor service in Germany. Ian was included in this group of men and Audrey and her mother were left to take care of each other. Ella became involved in the Resistance, a group of Dutchmen that were against the intentions of the Nazis. Audrey also did her part to help the cause. Her mother would organize various fundraisers to raise money and Audrey would participate, using her ballet abilities to entertain the war-torn (Harris 37). As the seriousness of the war became more evident each day, Audrey and Ella dove into the world of the Resistance. Audrey became one of the children that helped deliver forged identity papers and counterfeit ration cards to â€Å"divers†, (Allied paratroopers on reconnaissance missions, pilots and crew members of downed Allied aircraft, and escapees from POW camps in Germany) (Harris 37-38). Food became scarcer as the German’s grip on Arnhem tightened. Audrey’s fifteenth birthday celebration consisted of leaves of endive for an appetizer, watered-down vegetable soup, and a quarter-loaf of bread made from dried pea flour. Her mother, unable to find all the ingredients needed to bake a cake, compromised by using a bowl of wild strawberries with a candle stuck in the middle (Harris 39). Because of such scarce rations, Audrey became anemic, suffered from asthma, and had frequent chronic migraine headaches. She also missed school and ballet classes because she lacked the strength to go (Harris 39). Having avoided mishaps with the Germans since the war began, Audrey’s luck soon ran out. While running an errand for her mother she was ordered by a Nazi soldier to join a group of girls her age to be sent out for menial labor. Audrey, refusing to be a slave, waited until the captor was smoking a cigarette and then ran away and hid in the cellar of a bombed-out building (Harris 44-45). In the process of hiding out Audrey lost t rack of time and several days passed. She finally returned home, only to find an ecstatic, but very relieved, Ella who had thought Audrey dead or sent off to a work camp (Harris 45). Audrey’s sixteenth birthday came on May 4, 1945, only three days after Hitler committed suicide (Harris 47). With the war in Arnhem ended, life was getting back to normal, and Audrey’s passion for ballet began anew. Her formal education ended and Audrey became absorbed in her dance classes (Harris 52). She studied under Sonia Gaskell, who had worked with the Russian ballerina Ljoebov Egorova and choreographed for the Ballets de Paris (Harris 51). Audrey once said of the experience, â€Å"I would train for two or three hours at a time, and even if I were purple in the face and covered with sweat, Sonia would shout: ‘Stand up, lieveling – don’t slouch!’ That gave me strength† (Harris 51). Unfortunately, the effects of the war were still present and Sonia had to shut down her studio due to insufficient funds. This downfall gave Audrey the opportunity to study under the famed Marie Rambert. She soon found herself filling out an application for the London dance academy (Harris 54). It was at this time that Audrey was discovered by two Dutch filmmakers. The two film makers were producer Hein Josephson and director C.H. van der Linden and the film was Nederlands in 7 Lessen, (a.k.a. Dutch in 7 Easy Lessons) (Harris 55). They thought Audrey was perfect for a bit part in the movie but she had her doubts. During the audition she said to the director, â€Å"If you’re expecting an actress, Mr. Van der Linden, you’ll be disappointed† (Harris 55). Linden was so enthralled by Audrey’s innocence and honesty that he cast her in the film. The movie was not a success, but it got Audrey her start in acting. On December 18, 1948 Audrey and her mother departed for England, where Audrey had been accepted to study under Marie Ram bert (Harris 57). Marie later said about Audrey, â€Å" had lovely long limbs and beautiful eyes, but her tragedy was being too tall. I tried to do whatever I could for her. She was a good worker, a wonderful learner. I always knew she would amount to something, but there was no future for her in my company of dancers† (Harris 59). Audrey worked hard, but shortly before she turned twenty she realized that her dream of becoming a solo ballerina was next to impossible. Even to be able to dance in the chorus would have meant five more years of training. Preparing for the inevitable future, Audrey began going to auditions and casting calls for various plays and musicals (Harris 60). Audrey finally got a break when she auditioned for a part in the chorus of High Button Shoes, the London production of a current New York hit. Director Archie Thompson admired her energy and cast her for the part (Harris 61). Audrey found herself happy and content with her being a part of the show. â €Å"I was finally earning money as a dancer. Maybe it wasn’t the kind of dancing I dreamed of, but I was out of the classroom and into the real world. I loved being in a musical show. I needed music in my life very badly. I loved sharing a dressing room with other girls. That brought me back to normal. From a young age I was very aware of suffering and fear. For the first time, I felt the pure joy of living† (Harris 62). During the performance of High Button Shoes, Cecil Landeau noticed Audrey in the chorus and marked her down as someone to consider for his next production (Harris 61). His next production came and Landeau, remembering Audrey, gave her a call. She was hired for a part in the chorus of Sauce Tartare. The show received good reviews and Audrey was assured a steady job (Harris 63). At a performance of Sauce Tartare, casting director Robert Lennard noticed Audrey in the chorus and recommended her to director Mario Zampi for a role in the upcoming movie, Laug hter in Paradise. Hesitating until the last moment the only role Audrey could get was that of a cigarette girl (Harris 67). Even though the role was small it got her noticed. Audrey auditioned for another movie and got a role in Monte Carlo Baby. During a scene shot at the Hotel de Paris, Audrey was spotted by Collete, creator of Gigi (Harris 72). Collete loved Audrey so much that she offered her the star role in her show (Harris 73). Audrey was reluctant at first, because of the little acting experience she had, but finally accepted. It would be the role that would launch her film career. Audrey went on to make her American film debut in 1953 in Roman Holiday (Brophy 1). She also played parts in movies such as, Sabrina (1954), War and Peace (1956), Funny Face (1957), The Nun’s Story (1959), My Fair Lady (1964), and her 1976 comeback as Maid Marian in Sean Connery’s Robin Hood (Johnson 1-2). Audrey’s most famous role was as Holly Golightly in Breakfast at Tiffan y’s (Johnson 2). She always said that this was the role she identified with the most. In her later years, Audrey was a good-will ambassador for UNICEF. She traveled across Africa and Latin America and visited such places as Ethiopia and Somalia (Grophy 2). When asked about her travels with UNICEF Audrey said, â€Å"Your soul is nourished by all your experiences† (Schindehette 1). Audrey Hepburn passed away at her home in Tolochenaz, Switzerland at the age of sixty-three from colon cancer (Schindehette 1). The tragedy of her death spread worldwide. UNICEF executive director James Grant said, â€Å"She repeatedly put aside the comforts of home to visit some of the most deprived and often forgotten people on this planet† (Johnson 3). Audrey’s kindness touched and changed the lives of countless people. Her work is undoubtedly still continuing. On hearing of her death Elizabeth Taylor said, â€Å"God has a most beautiful new angel now that will know just what to do in heaven† (Johnson 3). Theater Essays .uf38d3eb91bd708b7553cc3b42847489a , .uf38d3eb91bd708b7553cc3b42847489a .postImageUrl , .uf38d3eb91bd708b7553cc3b42847489a .centered-text-area { min-height: 80px; position: relative; } .uf38d3eb91bd708b7553cc3b42847489a , .uf38d3eb91bd708b7553cc3b42847489a:hover , .uf38d3eb91bd708b7553cc3b42847489a:visited , .uf38d3eb91bd708b7553cc3b42847489a:active { border:0!important; } .uf38d3eb91bd708b7553cc3b42847489a .clearfix:after { content: ""; display: table; clear: both; } .uf38d3eb91bd708b7553cc3b42847489a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf38d3eb91bd708b7553cc3b42847489a:active , .uf38d3eb91bd708b7553cc3b42847489a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf38d3eb91bd708b7553cc3b42847489a .centered-text-area { width: 100%; position: relative ; } .uf38d3eb91bd708b7553cc3b42847489a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf38d3eb91bd708b7553cc3b42847489a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf38d3eb91bd708b7553cc3b42847489a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf38d3eb91bd708b7553cc3b42847489a:hover .ctaButton { background-color: #34495E!important; } .uf38d3eb91bd708b7553cc3b42847489a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf38d3eb91bd708b7553cc3b42847489a .uf38d3eb91bd708b7553cc3b42847489a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf38d3eb91bd708b7553cc3b42847489a:after { content: ""; display: block; clear: both; } READ: Information Technology And Quality Customer Servic Essay

What are the shortcomings of the concept of tribe when describing the realities of African traditions Essay Example

What are the shortcomings of the concept of tribe when describing the realities of African traditions? Essay The Oxford English Dictionary defines the word tribe as A group of persons forming a community and claiming descent from a common ancestor or A particular race of recognized ancestry; a family1. The word has its etymology in pre-Roman history. The word tribus was used to describe three distinct groups of people, supposedly involved in the founding of Rome. When Western colonialists arrived in Africa, they needed a mechanism to describe the social structures they found. The familiarity of the concept and its connotations seemed perfectly apt for the situation they encountered in Africa. The term was a product of their Classical education, part of their mental furniture, and it was in this way that the term tribe came to be used to describe the people they found in Africa. They deemed tribes to be equally primitive and so in need of civilisation. Tribe could also be used as an administrative tool as a method of cultural imperialism to distance the other and integrate this alterity into a known anthropological or ethnographic framework. If we take the dictionary definitions of the word tribe at face value, it quickly becomes obvious that its application to social structures in Africa is, at best, tenuous. More importantly, it is critical to note that the term tribe is an historical construct deriving from a specific historical situation, i.e. that of Imperialism and as such is not very well suited to explaining very much beyond this specific historical situation. This essay will aim to elucidate this colonial preconception and argue that only by clearing away quintessentially colonialist stereotypes can we begin to understand the richness and diversity of African realities and the problematic dangers of its modern day usage We will write a custom essay sample on What are the shortcomings of the concept of tribe when describing the realities of African traditions? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What are the shortcomings of the concept of tribe when describing the realities of African traditions? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What are the shortcomings of the concept of tribe when describing the realities of African traditions? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Tribe is a derogatory and intellectually lazy term. Nowhere in the world, can we find a social group of common biological descent that shares a single history, a single language, that can be indentified as being a single political or economic unit with shared religious traditions or common cultural practices. Such entities simply do not exist. This is not an argument of semantics, but an example of what tribe is supposed to connote. It is convenient to think of African social structures in this way forgetting that tribes were a product of colonial partitioning of the continent. In the pre colonial state it is a truism that groupings existed whereby people spoke mutually intelligible dialects and their social customs grouped them into cohesive units, but these units were a mosaic of lineage groups, clans, villages, chiefdoms, kingdoms and empires, often with shifting and indeterminate frontiers and loose allegiances However during the partitioning of the continent when European diplomats drew straight lines on a map, the territories of these people were often bisected and trisected. It was a ruthless act of political amalgamation, whereby something of the order of 10,000 units were reduced to a mere 40. It was quite normal for a single one of the newly defined colonies to comprise two or three hundred earlier political groupings3. Colonial administrators wanted recognizable units they could control. The chief of a little-known group in Zambia once ventured to remark: My people were not Soli until 1937 when the Bwana D.C told us we were4. As such tribes as we perceive them dont exist. They not discrete single entities or coherent bodies of people. Identities in Africa are as diverse, ambiguous, complex, modern and changing as anywhere in the world. Before we wrote it, Africans had their own history, political and social structures. They were not primitive, just different to western notions of soc ial structures. This essay asks about the shortcomings of the word tribe in relation to African traditions. Taking the position that African traditions are the foundation of African history, which is essentially an oral tradition of myths and legends passed on from one generation to the next, it is hard to separate the African account from the western one. One cannot doubt that Africans have their own deeply rich history, but as a discipline, Africans writing their own history is relatively new. Post-colonial scholarship is now seeking to uncover other non-dominant voices in African History. The difficulty isolating what constitutes African traditions arises because a lot of what is documented was commissioned by colonial administrators and done so by missionaries or organizations like the Rhodes Livingstone institute, who as anthropologists didnt question their notion of tribe as they believed it was an inherent and pre-existing system/structure of social organization central to rural African lives . Missionaries often reduced Africas innumerable dialects to fewer written languages, each language supposedly defining a tribe. Yoruba, Igbo, Ewe, Shona and many other tribes were formed on this way5 When European administrators used the services of African intellectuals, they sometimes invented entirely new tribes such as the Abaluyia of western Kenya6. This demarcation was used as a tool to facilitate indirect rule. A central organizing concept in that notion of traditional African culture was of course that of the tribe7. These examples demonstrate the formation of tribalism and highlight the incongruities and questionable status of African history as we know it. Ultimately one might argue that the material this essay draws upon is fundamentally flawed. On the other hand acknowledging these limitations provide a basis for separating what really constitutes African history and tradition. It does not limit discussion on the broader topics of descent, linguistic and political structur e.

Heart of Darkness Essay

Heart of Darkness Essay Heart of Darkness Essay Guilt, disappointment and the fear behind Kurtz’s death Jordan Davis Mr. Allin ENG 4U March 3rd, 2012 Verbal statements may have multiple interpretations depending on one's perspective. In the novel, Heart of Darkness, Conrad makes the reader use his/her own knowledge to generate themes and emotions. Consistently, the theme of the horrific reality is mentioned throughout the novel. Joseph’s character, Kurtz, cries out, â€Å"The horror! The horror† (Conrad 86) during his last moments; however, there is no obvious meaning and leaves the reader to realize the ambiguity of the words. The horror that Kurtz is referring to is the guilt he and Marlow feel, the disappointment of dying, and the fear of the darkness. Guilt is often the result of strong emotional feelings that involve negativity. When one makes a decision with negative consequences, one often experiences the emotion known as guilt. Joseph Conrad’s idea in this novel is to show the feeling of guilt through his characters' experiences working in the Congo. The character, Kurtz, is very good at what he brings to the Company; however, near his time of death he reflects on the inequality that is displayed towards the natives of the Congo. Marlow is careless when he receives his job in the Congo, due to the difference between the two lifestyles he has experienced at home and away from home, â€Å"While I stood horror-struck, one of these creatures rose to his hands and knees, and went off on all-fours towards the river to drink† (Conrad 20). This quote explains that Marlow witnesses a different type of behaviour by being in a diverse society and, naturally, he feels guilty about all of the aspects developed countries take advantage of with regard to undeveloped countries. Both Marlow and Kurtz know that what they are doing is unfair to the natives and the land, but they also know that it is their duty to obey the rules of the Company. Authority is a key component of the emotions that the ‘civilized’ and the natives are meant to experience, â€Å"It was an affirmation, a moral victory paid for by innumerable defeats, by abominable terrors, by abominable satisfactions. But it was a victory† (Conrad 88). The quote refers to some positive aspects of the Congo as well as some negative points, especially Marlow mentioning the terrors, which then turn to guilt throughout the journey. People at times are left with a feeling of guilt due to previous defeat in their lifetime, possibly leaving them displeased. Most people have goals in life that they want to accomplish before they die. In the novel, Kurtz is a respected man because of all he has been bringing to the Company. Although in his last moments of life, he looks back on his life that triggers him to evoke and grasp his true destiny. Before Marlow meets Kurtz, the manager says, â€Å"He will be somebody in the Administration before long. They, above – the Council of Europe, you know – mean him to be† (Conrad 23). The Company has great plans for Kurtz because he is the best at what he does and that is his ability to send in ivory. In the early 1800s, the largest resources in the Congo were ivory and rubber (Spooner 13). Marlow feels Kurtz’s pain as he cries out because everything that Kurtz ever accomplished is about to come crashing down and cut his life expectancy short, â€Å"All that had been Kurtz’s had been passed out of my hands; his soul, his body, his plans, his ivory, his career† (Conrad 91). This quote indicates that through Marlow’s eyes, there is a disappointing end to Kurtz’s life because of the expectations the Company and England wanted from him. The horror is shown in Kurtz’s death since his accomplishments were not at his best yet, and as he is dying with the feeling of guilt, Conrad creates the horror of his death. It is expressed to the reader that the remarkable man has reached his limits but is not happy with the end result of his death. By spending time in a new environment, a person’s ability

Bowling for Columbine

Bowling for Columbine At one point a reporter acts as though he is bothered by the tragic killing of a six year old girl but when the camera is off is only worried about how his hair looks. Moore shows that through the fear induced by the media many Americans are desensitized to the vasy amounts of violence and gun related crimes and turning a blind eye towards a solution to it. In the graph provided with this assignment we see that violent crimes have actually gone down year after year and yet every time we turn on the news we are assaulted with violent images and reports of gun violence. The media keeps gun deaths and violence first and foremost using the news, newspapers, magazines, talk shows, etc to keep us in a constant state of fear. In the film we see the town of Virgin Utah passed a law requiring all residents to posse firearms but why would you want more guns? Because the media induced fear that without a gun you will become the victim of someone with one if you don’t. Who benefits from this fear? Well first gun manufacturers, As we’ve seen with the massive amounts of guns purchased following the tragedies of Columbine and Sandy Hook. Second would be the media, People tuning in to the news or talk shows or even buying a printed publication to read about the latest tragedy. Third would be defense manufacturers, People buying bullet proof jackets or bullet proof backpacks for their kids or even schools buying metal detectors. And finally the government, By keeping the public fearful it makes them predictable and therefore easier to control. And why would these companies and organizations want us to remain ignorant and fearful? Because of money. If you are fearful that your neighbor might harm you or your family then your more likely to run out and purchase a gun or home security system therefore generating huge profits for those keeping us fearful. If you think another country might do us harm you are more willing to go along with spending increases for the military without any hard proof. A government report comes out about increases in crime in your area and how more police are needed and they convince you to vote for tax increases to pay for these. This leads to reinforced ideas like don’t tread on me or an eye for an eye, If someone might do me or my family harm then I need to defend them. This has a legitimizing effect because unless guns are removed or the media stops reporting mainly negative and violent news people will continue to do each other harm. Even without the media stirring up fear there will still be violence and crime but would there be such high levels of violent crime? Personally I don’t believe there would be. Did this tragedy spark a moral panic? Yes and it’s evident in almost every high school in America these days. When I was in high school you could leave the campus at any time you wanted and during lunch time many students did. These days most high schools have a closed campus so you can’t leave for lunch or at any time you choose. In some schools they have cameras everywhere as well as metal detectors and security guards. In the past if a student joked about doing something horriffic, Like shooting up the school, Most kids laughed and didn’t take it seriously but today you could be expelled for it. You could even been expelled for something ridiculous like dyeing your hair blue or folding a piece of paper into the shape of a gun and pointing it at someone. I feel that this tragedy has started some serious discussions about gun control and violence in our society but until we reign in the media and hold those accountable for the massive levels of violence in the news, movies, tv, video games, and American life in general no ground will be made. In todays society we often forget about tragedies almost as quickly as they happened because of the next latest horrible event we are fed by the media. Bowling for Columbine Bowling for Columbine Bowling for Columbine At one point a reporter acts as though he is bothered by the tragic killing of a six year old girl but when the camera is off is only worried about how his hair looks. Moore shows that through the fear induced by the media many Americans are desensitized to the vasy amounts of violence and gun related crimes and turning a blind eye towards a solution to it. In the graph provided with this assignment we see that violent crimes have actually gone down year after year and yet every time we turn on the news we are assaulted with violent images and reports of gun violence. The media keeps gun deaths and violence first and foremost using the news, newspapers, magazines, talk shows, etc to keep us in a constant state of fear. In the film we see the town of Virgin Utah passed a law requiring all residents to posse firearms but why would you want more guns? Because the media induced fear that without a gun you will become the victim of someone with one if you don’t. Who benefits from this fear? Well first gun manufacturers, As we’ve seen with the massive amounts of guns purchased following the tragedies of Columbine and Sandy Hook. Second would be the media, People tuning in to the news or talk shows or even buying a printed publication to read about the latest tragedy. Third would be defense manufacturers, People buying bullet proof jackets or bullet proof backpacks for their kids or even schools buying metal detectors. And finally the government, By keeping the public fearful it makes them predictable and therefore easier to control. And why would these companies and organizations want us to remain ignorant and fearful? Because of money. If you are fearful that your neighbor might harm you or your family then your more likely to run out and purchase a gun or home security system therefore generating huge profits for those keeping us fearful. If you think another country might do us harm you are more willing to go along with spending increases for the military without any hard proof. A government report comes out about increases in crime in your area and how more police are needed and they convince you to vote for tax increases to pay for these. This leads to reinforced ideas like don’t tread on me or an eye for an eye, If someone might do me or my family harm then I need to defend them. This has a legitimizing effect because unless guns are removed or the media stops reporting mainly negative and violent news people will continue to do each other harm. Even without the media stirring up fear there will still be violence and crime but would there be such high levels of violent crime? Personally I don’t believe there would be. Did this tragedy spark a moral panic? Yes and it’s evident in almost every high school in America these days. When I was in high school you could leave the campus at any time you wanted and during lunch time many students did. These days most high schools have a closed campus so you can’t leave for lunch or at any time you choose. In some schools they have cameras everywhere as well as metal detectors and security guards. In the past if a student joked about doing something horriffic, Like shooting up the school, Most kids laughed and didn’t take it seriously but today you could be expelled for it. You could even been expelled for something ridiculous like dyeing your hair blue or folding a piece of paper into the shape of a gun and pointing it at someone. I feel that this tragedy has started some serious discussions about gun control and violence in our society but until we reign in the media and hold those accountable for the massive levels of violence in the news, movies, tv, video games, and American life in general no ground will be made. In todays society we often forget about tragedies almost as quickly as they happened because of the next latest horrible event we are fed by the media. Bowling for Columbine

Disaster communications Essay Example | Topics and Well Written Essays - 250 words

Disaster communications - Essay Example Consequently, the soviets were quick to react and sent two fighters so that they can intercept the intruding plane. After dialogues between fighter pilots and soviet control, the fighters were able to locate the Korean plane quickly and attempted to contact the pilot of the passenger plane. However, after failing to get a feedback from the pilot, one of the fighters lost patience and fired a missile to the plane, making it to plummet into the Sea of Japan, leaving 269 people dead (Grier, 2013). This is a clear illustration of how poor communication can result to severe damages such as death and destruction of equipment. The incident claimed innocent lives due to poor communication. A single action that would have prevented this occurrence was swift responding. The pilot of the Korean plane would have responded to the soviet fighters because he was aware that he was flying on unauthorized space. In the event that he had communicated adequately, the fighters would have allowed the pilot to use the Russian space. Conclusively, implementation of proper communication is possible and prevents occurrence of similar incidents in

Briefing Article 750 words & Case Analysis Report 1000 words include Essay

Briefing Article 750 words & Case Analysis Report 1000 words include appropriate 2-3 graphics - Essay Example They have more than 300,000 Team Members at corporate offices and they have owned, managed and franchised properties in 90 different countries. Audience: Hilton worldwide focuses business and cooperate class worldwide. Their main target is business people who travel from country to country to attend their seminars and meetings. They provide them with best services and hospitality. They keep on improving their hotels culture, environment and services to make their customer attracted and impressed. Hilton worldwide is a market leader in hospitality, sustainability, travel, and tourism and business sector. They are grabbing the attention of their audience by updating photos of every event that held in there on social media. This thing helps them to stay in touch with their audience. More over they attract people by their magazines and latest updates on face book and via emails to some regular customers (Hilton Caribbean 2013). Strategy: The PR CP assured Communications Strategy Hilton W orldwide had a voice in all targeted areas and relevant markets for the Organization's goals and mission statement. The main campaign for Hilton Worldwide Australasia was based around the leadership of thought and raises the profile of the Organization and its main spokesman. Hilton Worldwide could not be positioned as "just another brand of luxury hotel" instead; CP Communications has developed a strategy which focuses on the "behind the scenes of the development of business and HR of Hilton Worldwide practices as well as the sector of the luxury target, travel and hospitality. Media strategy focused on shedding light on Hilton Worldwide Australasia made differently from the other brands of hotels, to raise awareness on key questions, issues and changes that occur with the industry and introduced Hilton Worldwide as a leader of opinion and change agent to these key discussion topics. This strategy has been chosen to achieve a wider network of customers - and not only luxury, hospit ality and travel business, but, HR, customer service and the MICE sector sustainability. The public relations for Hilton Worldwide Australasia strategy involved running tactics of traditional public relations, including press releases, interviews, and the possibilities of expression. Causes and effects: Hilton worldwide is one of the most expensive hotel and its charges are increasing in nights (Hiltonworldwide.sc.hodesdigital.com 2013. This is no good for the clients and for the hotel itself. Household finances are also increasing so they will prefer to fulfill their basic necessities instead of spending in such an expensive hotel. They might buy their own farm house to spend vocation instead spending money in hotel in every vocations. Unemployment level is also increasing are more people are interested to be a part of hospitality industry. Recommendation: Hilton worldwide is doing its job very perfectly and efficiently handling its services. It in so many different countries but s till manages to maintain the quality of services and products. If we compare Hilton worldwide expenses and charges they are much higher than other five and seven star hotels. But if we look at the experience differentiation than there is no comparison of their hotel and living experience over there. Spending money in a place like Hilton worldwide seems worthwhile. Predictions: Research shows that Hilton Worldwide will be the market leader in the hospitality indus

From Lullus to Cognitive Semantics: The Evolution of a Theory of Semantic Fields :: Philosophy Philosophical Essays

From Lullus to Cognitive Semantics: The Evolution of a Theory of Semantic Fields ABSTRACT: The domain of cognitive semantics-insofar as it deals with semantic neighborhood and semantic fields-is discussed from a historical perspective. I choose four distinct stages in the evolution in philosophy of language: Raymundus Lullus and his Ars Magna (14th century); Giodano Bruno and his artificial memory system (16th century); Charles Sanders Peirce and his diagrammatic logic (19th century); and, Kurt Lewin and his topological psychology (20th century). Their proposals furnish steps toward a kind of space-oriented model of semantic neighborhood and semantic fields. Linguistic developments since 1920 (field linguistics) and more recently in cognitive semantics are compared to the evolution in the frame of philosophy as put forth above. The result is that we criticize cognitive semantics insofar as the field does not reflect the philosophical work done since Raymundus Lullus, which is highly relevant for contemporary cognitive science. Introduction Although field-semantics was only created at the beginning of the 20th century, some of its major features have precursors dating back to antiquity. Two disciplines have contributed to it: logic on the one hand and models of the world / cosmology on the other hand. My specific concern will be the rise of a space-orientated concept of a semantic field because, as the word "field" indicates, the ideas of dimensionality (one two- or multi-dimensionality) lies at the heart of the image-schema "field" in its theoretical use. 1 The circular fields of Llull The first systematic spatial organization of lexical items (their concepts) was put forward by Raymundus Lullus (Ramà ³n Llull: 1232-1314). All conceptual systems of his Ars Magna are arranged in a linear order with (normally) nine segments. Since the extremes of this 'belt' are joined, we have a circular field. Every concept has two neighbours, and by adding specific figures (triangles, squares, etc.) one can join three, four, etc. concepts to create a sub-network. The concepts of an area of knowledge may be organized into a set of such nine-tuple 'fields'. On top of all the more specific conceptual fields (arrays of nine concepts), stands a universal field, which contains those qualities of God that are at the origin of all further entities and their concepts. The semantic system has an ontological and metaphysical foundation in the tradition of Aristotelian and medieval logic. The idea that concepts/words form linear arrays, that the extremes may be glued together, and that a hierarchy of such arrays exists, is a first realization of 'field-semantics'.

Inclusive Learning Essay

XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults. Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have gained the consent from those directly involved. In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD). I need to reflect of my own practices and the practices of others and evaluate the service provided. Findings What is Inclusive Learning? Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others. Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’. It is important to consider the need to be proactive as opposed to being reactive. To practice inclusive learning, actions need to be taken prior to students commencing the process. The Tomlinson report 1996 states: ‘Re-designing learning, assessment and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting access or both. This approach is quite different from offering courses and then giving students with difficulties some additional human or physical aids to participate. ’ Under the Special Education Needs and Disability Act (SENDA) 2001, all educational establishments must not treat students less favourably than others and make reasonable adjustments to ensure that their learners are not substantially disadvantaged. Learning Environment An accessible and safe learning environment is vital for inclusive learning to take place. The premises that XXXXXX XXXXXX occupy are located on the second and third floor of a listed building. There are no lifts and there is a staircase leading up to the main reception. Under the Disability Discrimination Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXXhave made contingency plans whereby they use the premises within a local college as and when required. SENDA 2001 states that students should be able to access all services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into consideration, reasonable adjustments have been made. Access for all In order to give strategic direction to inclusive learning, Smith and Armstrong (2005, p1) state ‘providers need to adopt a co-ordinated approach to inclusive learning, working with different groups, genders and levels of learners’. These is achieved ongoing within XXXXXX XXXXX. There is no discrimination on the grounds of gender or sexual orientation within XXXXXX XXXXXX and therefore XXXXXXcomply with all aspects of the Sex Discrimination Act 1975. Our learners come from mixed race, religion and in order to ensure that we accommodate these learners, all staff receive multifaith calendars to ensure that they can manage their learning over religious or cultural holidays. As we are funded for a 14-19 age provision, we cannot offer learning to anyone outside this age range. This is a limitation by DCELLS. Should anyone outside this age range require the same type of education and training, there are other training providers where they can be signposted. McGivney (2003) guidelines suggest that people with disabilities, ex-offenders, low paid unqualified workers, male manual workers, unemployed groups, rural residents, women with young children, homeless and those from ethnic minority groups may have problems in participating in organised learning activities. (DCSF, 2008) states ‘9% of young people aged 16-19 are Not in Education, Employment or Training (NEET). As part of the ‘Every Child Matters Agenda’ their aim is to break down the barriers to achievement and provide opportunities for those disengaged from learning. This agenda intends to ensure that programmes have been set up to identify children and young adults at risk and promote early intervention. According to the 14-19 Education and Skills White Paper ‘those with learning difficulties are twice as likely to become NEET’. XXXXXX XXXXXX have recently established street based youth work teams; across communities in south Wales, working with partner organisations to engage some of the hardest to reach young people; And to progress them onto positive development opportunities in their own communities. The current teams are a pilot and are hoping to expand the project into other geographic and sector communities. XXXXXX XXXXXX are also establishing links to deliver full and part time extended curriculum services in schools for 14-18 year olds across Wales, providing support for young people in the youth justice system; establishing a youth drop in facilities at many centres and expanding the street based youth work. XXXXXXare also in community cohesion work particularly in areas with a large European migrant youth communities and those with a migrant non-welsh speaking community within Welsh speaking indigenous communities. XXXXXXis piloting development of youth volunteering in under-represented groups. Taking all this into consideration, it shows the effort that is being made in order to provide inclusive learning to those students who are at risk of becoming NEET. Inclusive Learning in Initial Assessment According to Green and Bartram 1998, p7) ‘Early and effective assessment of students’ requirements is critical to the concept of inclusive learning. There are three stages to the initial assessment process within the organisation. Prior to a learner joining they go through an initial assessment process. This begins with an informal interview following an endorsement from Careers Wales. In this interview, it allows the organisation time to carry out an informal assessment and identify individual learning needs. On entry, basic skills initial assessments and a VARK learning styles questionnaire are completed. From this process, an Individual Learning Plan (ILP) is written that is specific to the needs of the learner which will identify individual goals. Green and Bartram (1998. p10) outline that in order to achieve best practice; there should be ‘a common and shared understanding of the purpose of initial assessment’. Through discussion with staff and observations of the initial assessment process, it is evident that this there is a thorough initial assessment process which allows many opportunities to identify any individual needs and preferences. Following this process, if a learner is identified as having a literacy or numeracy need, diagnostic assessment is carried out. Learners have the opportunity to do these either by paper based methods or using Information Technology (IT). The results of this assessment then produce an Individual Learning Plan that is specific to the learners literacy and/or numeracy needs and takes into consideration any special arrangements that may be required. Inclusive learning in the classroom If there has been an individual need identified through initial assessment, it is at this point XXXXXX XXXXXX are reactive as appose to being proactive. For those with physical disabilities, arrangements are made to support them. As previously discussed there is a lack of facilities within the centres to support learners with a disability affecting mobility and this is taken into consideration when careers signpost learners. Apart from this, Rooms are bright, well ventilated and are small enough to be able to accommodate those with minor hearing or visual impairments. When considering students who are deaf and hard of hearing, XXXXXXdo not have a strategy in place for dealing with those who require specialist support including lip speakers, sign language interpreters and speech to text reporters. Although many learners who require this support often plan their own support requirements. To ensure inclusion in the classroom, it should be considered when planning lessons. Once the aims and objectives have been decided, it is then important to consider the needs and previous experiences of the learners’. At this stage, you can consider if there are any adjustments that can be made to ensure that the lesson is inclusive Open University Press (2006). This could be large print handouts, varied teaching strategies, practical tasks as appose to written, aural or visual methods and where possible, taking into account multi sensory learning. When carrying out questioning in the classroom, there was very good use of reinforcement techniques to consolidate learning. Although tutors encouraged all members of the group to participate, this was done in such a way that no learners felt uncomfortable. When this was necessary (e. g. a speaking and listening task) it was managed in a positive way to recognise individual needs. If learners need support with basic skills, subject specific tutors (NVQ, Key Skills) liaise with the Basic Skills Tutor to organise extra support in addition to their literacy and/or numeracy classes. If the learner has a learning difficulty that affects concentration, extra comfort breaks can be given and short activities should also be planned that vary in teaching strategy to keep learners engaged. At present, DCELLS are working towards converged basic and key skills. This initiative should have encourage a more standard approach as qualifications will be delivered in a different training and staff will be required to update their CPD. Practices vary depending on the experience of individual tutors within XXXXXX XXXXXX. When observing a key skills session, a tutor suggested to her group that it would be advantage to take notes whilst completing practical activities. On her lesson plan, she had shown inclusive practices by suggesting a Basic Skills Tutor could offer support with both reading and note taking if required. In terms of the use of classroom assistants or support workers, this is the only instance that in class support is offered due to staffing levels within the organisation. The majority of tutors promote equal opportunities practices by having notes available at the end of the lesson for all learners. Others show inclusive learning techniques by issuing gapped handouts at the beginning of the lesson to support those with individual needs. This later method allows those learners who have lack of confidence in groups, those with hearing difficulties or partial sight a greater chance of achieving the objectives set from the lesson. Experienced staff uses assistive technology in the classroom such as coloured acetate, worksheets on coloured paper or magnifying equipment to support learners when reading books, but once again staff training is needed to ensure consistency throughout the organisation. Smith and Armstrong (2005) suggest providers should make sure that CPD and staff training supports structures and systems implemented to deliver the inclusive learning agenda. Through discussion with staff, it is evident that staff members have little knowledge of how to support learners with Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) and other learning and behavioural needs. Therefore staff CPD needs to be updated and staff training offered. Having observed a selection of basic skills sessions, I have seen differentiation being managed very well within the classroom. There are isolated cases where worksheets have been the main teaching strategy due to the diverse nature of the group but the main reason for this is the need for staff development and training. Within sessions, individuals show good inclusive learning techniques when giving feedback. They are constructive and give praise for what has been done well and avoid being negative to learners. For those who have physical disabilities, there is IT equipment available such as specialist mouse and the ability to increase the font size on the majority of programmes used. If there is a need for out of class support, this is also available from the training assessors responsible for the individual learners. Individual training assessors are encouraged to spend time with all learners to build a rapport and encourage them to discuss any individual learning needs. These persons are trained to signpost for guidance and counselling if required. Assessment Once learning has taken place, there are various methods of assessment that are used. Within basic skills, learners are given a choice of completing assignments which are paper based or tests that can be taken using IT. For those who have to submit a portfolio, they are given the option of using IT to produce their work. There are also dictaphones available to record case studies, professional discussions or oral questioning as appose to written questions. These strategies in place show differentiation for individual needs are being considered. As well as the usual methods of assessment, learners also get a review which is carried out every four weeks. In this review, their progress is monitored and feedback is given on their performance. The Tomlinson Report (1996) shows us that monitoring progress and providing effective feedback contributes to effective inclusive teaching. Within their basic skills support sessions, further feedback is also given as part of their literacy/numeracy ILP. All learners at the end of their visits are given a Training And Support Log (TASL) which gives them feedback on any work produced. Conclusion Following this investigation, I have reached the conclusion that the organisation is reactive as appose to proactive with regard to inclusive learning. As a training provider, XXXXXX XXXXXX are genuinely non-selective about the learners who complete a programme. Many of the learners face a number of obstacles to engaging in learning including low educational attainment, a lack of basic and/or personal skills, caring obligations, homelessness, lack of self belief, confidence and self worth. Despite this, over 70% of the young people that are supported leave with a positive outcome. The 14-19 Education and Skills White Paper state that 12. 5% of the NEET group have learning difficulties and/or disabilities. If XXXXXXtraining wishes to continue aiming to offer inclusive learning and reduce this NEET cohort, there is a need to train staff by offering CPD in inclusive learning and ways of developing an inclusive learning strategy within the learner process. There are different teaching approaches within the organisation. (Tilstone et al. ,1998, p. 6) states ‘a key issue in promoting inclusive practice must be a reappraisal of the training provided to teachers and other professionals’ From my observations, I feel that this is an accurate assumption to make. I have been able to observe many sessions over a period of time and have seen that tutors need training on how to incorporate inclusive learning strategies within their lesson plan. Smith and Armstrong (2005) also discuss how providers should establish a strategy for sharing best practice within an organisation. XXXXXXhave meetings for every subject route on a quarterly basis. Although this is an excellent way of sharing best practice, inclusive learning should be listed as an agenda item to ensure that it gets the attention it requires. Although everything is done during the learner process to ensure that equal opportunities and diversity are managed, XXXXXXhave a bullying and harassment procedure in place and also a grievance procedure that prospective, current and past learners can instigate if they wish. From carrying out research into inclusive learning within XXXXXX XXXXXX, it has been shown that on the whole, a lot of work goes in to meeting the individual needs of the learner and offering a positive learner experience. Having now completed this research, it has made me aware of the financial restraints of the organisation. I feel that I will carry out my role as ATP differently when training staff and mentoring. When working towards curriculum design, I will also ask myself the question â€Å" How can I make it more inclusive? † and from this, I feel that this has played a big part in my CPD. Bibliography †¢ACCESS UNIT. (2006, December 18). Access Unit – Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol: http://www.bristol. ac. uk/accessunit/disabilityinfo/accessible33. html †¢ADAMS, M. , & BROWN, S. (2006). Towards Inclusive Learning in Higher Education. London: Routledge . †¢BLOOMER, M. , & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Development Agency (FEDA). †¢CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage. †¢CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education: http://inclusion. uwe. ac. uk/csie/csiefaqs. htm †¢DCSF . (2008, July 02). Education, Training, Employment. Retrieved December 10, 2008, from Department for Children, Schools and Families. http://www. dcsf. gov. uk/14-19/index. cfm? go=home&sid=26 †¢Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters http://www. everychildmatters. gov. uk/ete/ †¢FEFC. (1996). Inclusive FE: Report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee CSIE Summary. Bristol: Centre for Studies on Inclusive Education (CSIE). †¢GREEN, M.a. (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA). †¢LEARNING AND SKILLS DEVELOPMENT AGENCY. (2002). Access For All. London: DFES. †¢MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education. †¢OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press: http://www. open. ac. uk/inclusiveteaching †¢SMITH, V. , & ARMSTRONG, A. (2005). Beyond Prejudice; Inclusive Learning in Practice. London: Learning and Skills Development Agency. †¢TILSTONE, C. , FLORIAN, L. , & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer. †¢WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills. †¢What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo: http://www. hobo-web. co. uk/tips/12. htm.

The Rise and Fall of the Ku Klux Klan - 1136 Words

The Rise and Fall of the Ku Klux Klan We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness - Thomas Jefferson (Cultural Racism 1) This excerpt from the Declaration of independence specifically stated that all men are created equal, but that is contradiction to the governments decisions. The Ku Klux Klan founded in 1865 by William Nathan Bedford a former confederate general, began a campaign of terror against free blacks and their white supporters. The KKK had a wide array of uneducated people because their main incentive was to recruit young, homeless, and mindless†¦show more content†¦Many of the Northern Whites traveled southward to steer the Blacks toward the Whites way of thinking. The KKK was outraged by the legalization of voting for Blacks so they often stood outside voting booths and threatened Blacks if they entered they would be beaten (DAngelo 31). In the 1920s when the Draft for World War 1 was going on the KKK thought that it was up to them to hunt down all the draft dodgers and break up strikes. But the government did not back them up in the 1920s so what they were doing was not quite legal, the government was not going to step in though because they were on the Klans side to begin with. The Klan begins to start to do things illegally, like burning crosses, beatings, and lynchings. Even though those things happened before the Government made laws making those things illegal. Black people continued to struggle for their rights as citizens of the United States of America. The KKK began a campaign of terror against free Blacks and their white supporters, over a long period of time the KKK finally defeated the Blacks rights. All this time the government was behind the KKK, what they were doing and the way they were doing it (Student Handbook 490). The idea of having public officials in office is an unnatural feeling, and it is still happening today. You dont hear of many racist people in office but as a politician David Duke is in office despite his racial views. As aShow MoreRelatedThe Rise and Fall of the Ku Klux Klan in the 1920 Essay1558 Words   |  7 PagesThe Rise and Fall of the Ku Klux Klan in the 1920s The second Ku Klux Klan lasted between 1915 to 1944 but predominantly rose and fell during the 1920s. The Ku Klux Klan was a white supremacist group with millions of members who brutally tortured and killed anyone who was not a white American. The Ku Klux Klan were known for their white robes, cone hats, and covered faces that disguised their identities. 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This is where the biggest American terrorist group in history stated in 1866, with only six ex confederate soldiers. This group call themselves the ku klux klan, their numbers from this point grew in violence in what is known as their first era. Than In the 1870s dramatically declined until it s Rae into itsRead MoreNever Ending Events On The Movie A Raisin Of The Sun 1147 Words   |  5 PagesThis leads their neighbor Mrs. Johnson to be scared when she reads the news about African American Families living in white neighborhoods being targeted (Hansberry 1988). She is scared that the Younger family with have their house bombed by the ku klux klan. The only residential segregation the family has to fight against is the welcome committee representative, Karl Lindner, offering to pay the family double their house payment so that they will leave. Walter accepts Lindner s offer falling intoRead More The KKK versus the Anti-Klan Movement Essay3078 Words   |  13 PagesThe KKK versus the Anti-Klan Movement The Knights of the Ku Klux Klan is the oldest and largest gathering of White Christian men and women. As the oldest Whites Right group in the world, members of the Ku Klux Klan face much criticism from the rest of society and are constantly trying to break down the negative stereotypes and connotations that are associated with the KKK. In fact, the Confederate flag is now in question as a device to distinguish the organization as it has been deemed a symbolRead MoreThe Kkk Klan Klux Klan1860 Words   |  8 PagesHistory 11R 14 January 2015 Klu Klux Klan Life for African Americans in the United States has never been easy. First they were enslaved and later became free. Lastly they just needed the same rights as everyone else. The Klu Klux Klan wasn’t going to let that happen. The Klan wanted to stop all political and economical equality for African Americans. They were violent and terrorized all African Americans and anyone who tried to help them acquire equality. The Klu Klux Klan is a harsh and is extremelyRead MoreHow Far Do You Agree with the View That in the 1920’s the Kkk Possessed Neither Sizable Support nor Significant Influence?2042 Words   |  9 Pagesa rapidly growing black population, these minority groups were to suffer at the hands of those concerned with the values of White, Anglo-Saxon Protestants, with these values playing a fundamental role in the American way of life. Arguably, the Ku Klux Klan was formed concerning a culmination of such values, allowing for the tolerance of racist views within the media, literature alongside within formal organisations. Its popularity and influence stemmed from its appeal, which was broadened from blacks