Spare the Rod, Spoil the Child free essay sample

The saying spare the rod, spoil the child is well-known. It means that children need to be punished for any wrong doing. Some people take it too far and think that it means they should hit their children whenever it is decided they are bad. However, children should not be abused. The saying means that punishment is needed for bad behavior. When asked about the origin of the phrase, people will say that it comes from the Bible. It is true that the notion of spare the rod, spoil the child, comes from the Bible. The verse is found in Proverbs 13:24. However, none of them say, spare the rod, spoil the child. They all say that those who spare the rod from their son hate the son. They go on to say that those who chastise, discipline, or give punishment to the son love him. Even the Hebrew, or transliterated musar is translated at disciplines. We will write a custom essay sample on Spare the Rod, Spoil the Child or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The proverbial idea of spare the rod, spoil the child is from at least 1377. This can be seen in the writing The vision of William concerning Piers Plowman by William Langland. In it he wrote, Who-so spareth ye sprynge, spilleth his children. Spryge could mean sprig which would be like a rod. Spilleth at that time meant spoil. However, it is probably older, as can be seen since the idea is probably from the Bible. None of these say, spare the rod, spoil the child, though. It was Samuel Butlers poem, Hudibras , from 1662 that is the origin of the exact form of the phrase that we use now. It is a satirical poem about factions in the English Civil War. It goes, Love is a Boy, / by Poets styld, / Then Spare the Rod, / and spill the Child. Spill was a commonly accepted form of the word spoil in 1662. The phrase probably became popular and evolved as the English language evolved.

Bolivian Economic Crisis essays

Bolivian Economic Crisis essays Bolivia, as we know it today, is one of the poorest nations of the world, but it is not located in Africa or Indonesia, it is in the middle of South America. Bolivia was, in Colonial times, one of the richest nations in the World. So how can this wealthy nation have fallen so hard in such a short period of time? It might be hard to explain and even harder to understand. Many factors influenced the roller coaster ride that this nation took and some of those factors are still pushing the economy down. However, if we pay more attention to the process of decadence that this nation lived, we may even come to the conclusion that this country was destined to be poor (Bolivian Gov. pg 1). Colonial exploitation, wars, and revolutions were just the beginning of the problems that were followed by adverse atmospheric conditions, geographical disadvantages, and the crumbling of the silver and tin market prices, which led to uncontrollable migration and international debt. Among the possible solutions to restore the nations economy, we find some macro economic reforms that require the capitalization of the state-owned enterprises, the stabilization of the economy by remonitisation, and the international help of entities like the World Bank, the Inter American Bank of Development and US Aid (Bolivian Gov. pg 1). At the beginning of the 17th century, Bolivia was the greatest producer of silver and gold in the world, and the opulence of the country improved Spains economy. According to Norman Galls report (pg 4), it is estimated that 43,000 tons of gold and silver were shipped to Europe by the Spanish conquistadors. In a 1730 census conducted by the Spanish government, the city of Potosi reported an estimated population of 120,000 at a time when London had an estimated population of 200,000. But forced labor and the consumption of food and materials created an extensive trade system that supported operations at Potosi. However, f...

Analyzing Visual Media Case Study Example | Topics and Well Written Essays - 1000 words

Analyzing Visual Media - Case Study Example In this ad, there are several techniques being used by the company to promote their cigarettes. The first and primary motivator is the transfer technique which suggests that men who smoke Marlboro are as rugged and as ‘real’ as the man shown in the picture. This is, in fact, the strongest message since the advertisement does not actually say anything about the positive values of the cigarettes (not that there are too many of those) and the ad does not give a price point or other selling point for the product. A secondary tone which can be connected to the ad is the plain folks' technique since the age of cowboys is certainly a nostalgic image. Admittedly there may still be cowboys in America but the general idea of cowboys for me remains connected with the old west. I was certainly impressed by the look of the man and the cold stare that he has for the audience but at some level, it is also scary. Finally, the warning at the bottom of the page tells us that smoke contains carbon monoxide which is somewhat cryptic but still effective in breaking the card stacking technique. The second advertisement is from Apple Computer’s Think Different campaign which was critically acclaimed as one of the best campaigns in modern print advertising. The ad shows a black and white picture of John Lennon and Yoko Ono both holding flowers in their hand and looking towards the viewer. In the top right corner, the Apple Logo is present with the words â€Å"Think Different† underneath them and on the bottom left corner, the words www.apple.com invite the viewer to visit Apple’s website. Again there are several techniques being used by the company to project its image of being different and unique. First of all, the unspoken celebrity endorsement of Lennon is enough to make many people think ‘differently’ about apple as more than a computer manufacturer.  Ã‚  

Macroeconomic policies, government attitudes towards Inequality Essay

Macroeconomic policies, government attitudes towards Inequality - Essay Example So, this represents the economic insecurities and unemployment in the economy which reduce the growth level. Those countries which have inequality pattern in the recent years always face fewer opportunities in the future. The basic problem that arises due to inequality is the polarization of society that affects the growth level because in these middle skill jobs are not the part of the employment pool. So, the inequality can be harmful for the economic growth in the long run (Stiglitz, 2012). Polarization of the Labour Force Its mean the disappearance of the middle skill jobs, this is happening for last three decades that the share of middle skill jobs reduced from the employment pool that is the result of recession in the economy. The four important sectors of middle skill jobs like sales, office and administrative workers, operators and production workers have lost their most of the portion from the employment pool. So, the wages and earnings of this area labour force have fallen over the three decades. This term shows the inequality between the top level societies and middle skills societies because the disparity between the wages of the top and middle increased means the wage level of the middle skill jobs have gone down. So, the polarization of the labour force shows that top-level are going to be rich further and more people are moving towards the bottom (as poor as possible) (Needle, 2005). Theories Theories regarding the labour market polarization are; Spatial Polarization Theory and Social Polarization theory (Thornley, 1992). These theories are discussed below; Spatial Polarization Theory A main differentiation in labour market theory is that between the idea of continuity and discontinuity. In general, when this distinction is used for labour market change, it tends to raise the debate between â€Å"social polarization† views and â€Å"Inequality theory.† The previous perspective begins by mentioning the undisputable shifts in the labo ur demand. Such process of industrial transformation has occurred in Europe and United States, result to a decrease in the chances that offer for occupational mobility (Thornley, 1992). This process is the selective emigration of urban occupants, in which middle-class (particularly white) families leave, at the beginning to the suburbs and afterward to the villages to become a new rural middle class. This is process of involves two sides one is the supply side and the second is the demand side. However it creates â€Å"inequality† between the supply of suitable labour and the newly increasing demand for technical qualifications. This spatial polarization theory is useful in describing the impacts of post industrial change in an area. It is true at a great cost that national minorities are extremely vulnerable to such changes (Thornley, 1992). Social Polarization Theory The segregation process in a society which might arise because of the inequality of income, economic restruc turing and so on is called as social polarisation i.e., the distinction which might comprise of several social groups, from high-income to low-income. This social polarization theory deals with the growth of low-skilled services jobs as well as the expansion of elite of higher professionals (Thornley, 1992).

Research - Qualitative Methods - Developing a Qualitative Orientation Paper

- Qualitative Methods - Developing a Qualitative Orientation - Research Paper Example Those who could not afford it turned to crime as a way of surviving. Theft and murder were some of the crimes initially done as a way of acquiring these basic needs which were quickly becoming luxuries to the poor and unemployed. Other kinds of crimes emerged thereafter. It is difficult to find out the organization of people involved in crime since this would require me to interact with criminals on a personal basis who may find it difficult to trust me. This may also lead to the suspicion of me being a police officer which may make things for me even more complicated (Strauss & Corbin, 2008). The focus of my inquiry is to try and establish comprehension of the genesis of misdeed and possible ways of solving it. This understanding of the origin should help in a great way to establish a working solution. As per my understanding the origin of crime is not mostly due to industrialization as due to personalization of lifestyles. If people became more responsible towards each other’s wellbeingthen there would be a great reduction in crime rates. The locus of my study is what people think about crime and the areas whereby crime is most prevalent. The areas that are most prone to crime are towns whereby everybody is his/her own self. Most people hate crime.Even the majority of criminals are forced by circumstance to use it for survival (Glaser & Strauss, 1967). Crime is a creation of development which is quickly becoming a drawback to further development. In one hand crime has an almost complete negative reception whereas on the other hand it is not entirely easy to do away with. In conclusion it is a problem facing many who would rather have it solved and at the same time the solution is not as easy as the will to come to it. This is because doing away with crime entirely would mean that people go back to the days of communal wealth but this would bring development to a halt. In

Observation of a Child | Methods and Findings

Observation of a Child | Methods and Findings Introduction This assignment has given me the opportunity to facilitate the development of my research skills using observation techniques on a focus child, and gathered inclusive resources to design and implement appropriate educational program to assist and meet the development and learning needs of the child. The real identity of the child will not be mentioned and the any information that will be collected in this assignment will be kept confidential. Case Study Background Information Ben is 4 years old. He has been with the school since he was three. Ben is the youngest child in the family. He stays with his parents, an older brother and a helper. His brother is two years elder than him and both of them attends the same school. Ben attends the full day program in school. Ben seldom engages in social interaction with his friends. He does not initiate or joins in for play. The teachers in his class attempt to encourage through verbal communication but he does not seem to show interest. His parents are aware of Ben’s development in school and they are concern about his social skills. His mother have shared previously that Ben displays sign of Autism but she felt that it was too early to bring him for assessment. Currently, Ben attends speech therapy session, thrice a week which he started earlier this year. Ben enjoys playing with animals and outdoor play. There are twenty five children in Ben’s class, together with the Curriculum Specialist, an Englis h Teacher and a Chinese Teacher. Literature Review Social development depends on individual’s acquisition of the many behaviors that helped one to be able to live in the society with their family and friends (Allen Cowdery, 2012). Planning for effective actions for improving early social behaviour in autism has been identified as a critical need for research due to the early signs of the symptoms and their conjectured role in their development (Cunningham, 2012). This does not only apply to this learning need, nevertheless, it applies to anyone who needs to receive additional support in social behaviour skill. Children with autism spectrum disorder (ASD) faced challenges with social – communication and play skills and these are the core features of the disorder (Dykstra, Boyd, Watson, Crais, Baranek, 2012). According to Bruner, early social-communication can be theorized into three related communicative functions: social interaction, behaviour regulation and joint attention (Dykstra et al., 2012). Children with ASD will display deficiencies in these areas compared to typically developing children (Dykstra et al., 2012). Similarly, children with ASD show differences in quality and quantity of play when compared to typically developing children (Dykstra et al., 2012). In addition, research has proven that both social-communication and play skills plays an important role in developing language and social interaction skills (Dykstra et al., 2012). Evidence advises that social, emotional and behaviour problems will rise if the children did not receive any early intervention (Webster-Stratton, Reid, 2004). Guiding social and emotional skills to children who are at risk can lead to better behaviour in the child, inclusion with prosocial peer groups and achievement in academic (Webster-Stratton, Reid, 2004). To achieve these outcomes, the preschool age would be an appropriate time for the children to receive early intervention to facilitate social competence and reduce any inappropriate behaviour before it becomes a permanent patter (Webster-Stratton, Reid, 2004). Parents’ involvement in their child’s education affects their social competence. Children are likely able to handle their self-regulation and respond appropriately when their parents are emotionally positive and attend to prosocial behaviours (Webster-Stratton, Reid, 2004). Approaches to Observation Before I commence on my observations, I went around asking the teachers in school about Ben. I remained unbiased towards any opinions about him during my enquiring. I also look through his previous year’s portfolio to find out his abilities in physical, cognitive, emotional and social domains. With the raw data which I have collected, I decided to observe Ben’s self-help skills and his social skills. In all, I conducted four observations. I was a non-participant in observation A and B, whilst for observations C and D; I was a participant in observations. Whether I am a non-participant or a participant in my observations, the amount of involvement will vary substantial (Sociology Guide, 2014). Thus, I tried to balance my observations as a participant and non-participant to ensure that the data collected is true. The observation records are as follows: 28 February 2014 Observation A was made in the morning during Circle Time in the classroom. Their teacher was reading a story to the class, followed by a phonics activity. The duration of the observations was forty-five minutes. Anecdotal record was used. 6 March 2014 Observation B was made during their creative play and it lasted for thirty five minutes. In this observation, I used running record to observe Ben. On the same day, his shower routine is being observed for thirty minutes. 7 March 2014 Observation C was done during arrival and Piazza time where children gathered in the piazza to engage play with other children from all levels. It lasted for thirty minutes. Anecdotal record was used. 12 March 2014 Observation D was conducted during shower time in the toilet for near thirty minutes. I was participated during the routine and anecdotal record was used. Ethical Procedures Followed Firstly, I seek approval from my Centre Director to allow me to conduct my research in Ben’s class. I shared briefly explained to her the purpose of this research. She confirmed the approval by acknowledging the application form. As Ben is not from my class, I need to seek consent from his class teacher through my Centre Director. After confirmation, she arranges a meet up with the Curriculum Specialist in the class and I furthered shared with them on how I am going to use and conduct my observations. To avoid any disruptions in their class activities, I informed them the dates and the activities that I will be coming in to observe Ben. Through this meet up, we promote a climate of openness and transparency, support and co-operate in the provision and best interest of all participants (Association for Early Childhood Educators Singapore, n.d.). During the process of consulting the parents for consensus, the class teachers advise me that she will speak to the parent on my behalf first. This is because they have built up relationships and I may not be familiar with the parents. When Ben’s parents have agreed to participate in this research, I furthered explained to them the procedures that I will be taking and at any point of time, they can choose not to allow Ben to participate and they can withdraw the research at any point of time. Both teachers and parents have also been notified that the confidentiality of information will be kept disclosed. Due to shortage of manpower, I have been helping Ben’s class for a few weeks prior to this research task. This has facilitated me to be more familiar with the children. As a professional educator, I respect children’s rights. Smith (2007) suggested that â€Å"rights†¦ are acknowledged as cultural constructions about the essential entitlements for children† (p.3). Early childhood researchers in the world are very supportive of respecting children’s voices and opinions to be heard (Conroy Harcourt, 2009). In Association for Early Childhood Educators Singapore (AECES), it is mentioned educators should recognize the individuality of every child and having their rights to express their thoughts is vital (AECES, n.d.). Thus, I will inform the children the research that I will be conducting and seek informed assent from the children. Every response from them will be valued in my study. How Data were Analysed The observations were analyzed based on thematic analysis. Thematic analysis emphasizes on patterns of behaviour or classifiable themes (Aronson, 1994). Thematic analysis provides core skills that will be an advantage for conducting qualitative analysis (Braun Clarke, 2006). To be able to identify the themes, I looked through the data and grouped the recurring patterns together. First of all, I gathered all data and identify all relevant information and relate to the repeated pattern. For an example, I make a list of actions or words which Ben has exhibited such as â€Å"plays alone†, â€Å"walks away from friends† or â€Å"does not engage in play with friends†. Then I began to combine and list the related patterns into themes. These themes will be supported by related literature to construct a valid argument (Aronson, 1994). In addition, I also looked at the learning goals in the Kindergarten Curriculum Framework produced by Ministry of Education in Singapore to see if Ben is able to achieve the learning goals. This curriculum framework provides me a guide on milestones based on the age ranging from four years old to six years old. Findings Showing Areas of Additional Education and Developmental Needs Based on the observation data gathered, Ben has shown developmental needs in these two themes: Self-help Skills – Dressing Up and Lack of Social Interaction in Play. Self-help Skills – Dressing Up From my observations B and D, Ben seems to have difficulty in putting on his t-shirt and shorts after shower. His teacher will put on his diaper for him and thereafter his teacher will ask him to put on his pants. On the two occasions, Ben’s both legs were stuck on one side of the pants. He displays frustration when he could not achieve the task. When he faces desperation, he shouted, â€Å"help!† When putting on his t-shirt, he will bring the t-shirt to his teacher and said, â€Å"Please?† Before shower, Ben needs help to undress his uniform with assistance and minimal assistance is needed when he removes his pants. Establishing self-help skills such as dressing, feeding or personal hygiene leads to greater independence. This is a goal which all children, especially for children with disability who need to learn to live independently (Allen Cowdery, 2012). Self-helps skills can also intersect with the learning areas such as social skills and cognitive skills (Technical Assistance and Training System, 2010). Based on guidelines given by Cook, Klein Tessier (2008) children are able to undress without help at two to three years old. Even though we do refer age appropriateness in children’s development, we similarly have to look at individual appropriateness of the child. Individual appropriateness discusses how the each child’s develop based on their ways of learning, personality, physical growth, family background and culture ((Technical Assistance and Training System, 2010). With Ben’s ongoing speech therapy sessions, he certainly has shown improvement on his communication, based on the data I gathered from my observations on Ben and my conversations with the teachers I have queried. To assist Ben with his dressing up skills, I will implement forward chaining technique to help Ben in his dressing up skills. The dressing up task will be broken down into simple manageable steps. Ben will only move on to the second step only if he has accomplished the first step of putting on pants. Lack of Social Interaction in Play From Observation C, Ben was observed to be engaged in solitary play. When he arrived, he dropped his bag at the entrance of the door and walked straight to the shelf where animals’ figurines were placed. He took two tiger figurines and began to play. I walked over and asked him what the tigers are doing. He replied, â€Å"Walking.† and he continued to walk around the piazza and attempted to imitate the movement of a tiger. In Observation B, the children in Ben’s were engaged in creative play where they were free to choose a corner to play. Ben picked the blocks corner and sat down to play. He was also observed in playing by himself, even though his friends are near him. He displays little social interaction with his friends during playtime. According to Jerome Bruner, he emphasized the social environment as nature of learning in which adults should help a child to develop skills through the process of scaffolding (McLeod, 2012). Likewise in Vygotsky’s theory, the growth of a child derives from the interactions between children and their social environment (Tools of the Mind, 2013). Thus, it is critical for Ben to be engaged in social interaction with his peers to scaffolding his learning in other areas. Social skills influence other learning areas of development and vice versa (Allen Cowdery, 2012). Thus, it is critical for Ben to acquire social skills. This is a skill which cannot be forced as it is an on-going learning journey throughout a lifespan. To foster social interactions for Ben, some strategies can be plan and implemented for Ben in an inclusive education environment. This will be discussed further in the Individual Education Plan (IEP). Individual Education Plan Child Name Ben Childcare/Kindergarten The Global Preschool Date of birth 3 March 2010 Year Level 4 Date of Plan 17 March 2014 Any services currently working with the child eg Physiotherapist Ben is currently working with a speech therapist. He attends the session three times a week. Recourses/Program No program at the moment Purpose Funding source No Funding Contact Person Phone Number Length of Availability Understanding the child Child’s skills, strengths, preferences, abilities and motivations Ben likes to go for outdoor play. He likes to go to the playground and play tricycle. He likes to play with animal figurines and he is able to name the animals. Academic progress of the child Ben is able to identify the letters of the alphabet and able to identify words associated with the letter. He is able to count from 1 – 20. Social skills and relationships of the child He also displays minimal social interaction with peers. However, Ben enjoys receiving hugs from his teachers. Nature of attendance and engagement Ben’s attendance is regular and he seldom missed the lessons unless he goes for his speech therapy. Ben displays difficulty in engaging play with his friends. Education Plan Goals Barriers to achieving Goal Strengths related to Goal Strategies to achieve Goal Actions and Time-line To be able to dress himself mainly shorts and t-shirt with minimal assistance Ben may display frustrations or tantrums and might be distracted from the environment Ben likes to observe what his peers are doing and this may help him to achieve the goal. Breaking the stages into smaller and attainable steps for Ben through verbal communication. The teachers have been communicated on the steps for Ben to achieve. This will be consistent so in order Ben to receive the same information even if a different teacher helps with the routine. Time line: Three months To be engage in play with his friend. Ben prefers to play alone. He usually walks away from his friends. Ben will engage in play with his friends when they are playing animals. Engage a buddy for Ben. Ben will be with his buddy during play time. Teachers have to keep on encouraging and inviting Ben to play with his friends. Time line: Four months Review date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦August 2014†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Reference List Allen, K. E., Cowdery, G. E. (2012). The exceptional child: Inclusion in early childhood education. (7 ed.). Singapore: Cengage Learning. Aronson, J. (1994). A pragmatic view of thematic analysis. The qualitative report, 2(1), 1-3. Association for Early Childhood Educators (Singapore. (n.d.). Guidelines for professional responsibilities in early childhood education. Retrieved from http://www.aeces.org/files/pdf/coe.pdf Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology, 3(2), 77-101. Cook, R.E., Klein, M.D., Tessier, A. (2008). Adapting early childhood curricula for children with special needs (7th ed.). Upper Saddle River, New Jersey: Prentice Hall Conroy, H. Harcourt, D. (2009). Informed agreement to participate: beginning the partnership with children in research. Early Child Development and Care,179(2), 157-165. Cunningham, A. B. (2012). Measuring change in social interaction skills of young children with autism. Journal of Autism and Developmental Disorders, 42(4), 593-605. Dykstra, J. R., Boyd, B. A., Watson, L. R., Crais, E. R., Baranek, G. T. (2012). The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder. Autism, 16(1), 27-44. McLeod, S. (2012). Bruner. Retrieved from http://www.simplypsychology.org/bruner.html Smith, A. (2007).Children’s rights and early childhood education: Links to theory and advocacy. Australian Journal of Early Childhood, 32(3), 1-7. Sociology Guide. (2014). Observation: Participant and non-participant. Retrieved from http://www.sociologyguide.com/research-methodsstatistics/observation.php Technical Assistance and Training System. (2010). Developmentally appropriate practice – adaptive/self-help skills. Retrieved from http://www.tats.ucf.edu/docs/eUpdates/Curriculum-14.pdf Tools of the Mind. (2013). Vygotskian approach. Retrieved from http://www.toolsofthemind.org/philosophy/vygotskian-approach/ Webster-Stratton, C., Reid, M. J. (2004). Strengthening social and emotional competence in young children-The foundation for early school readiness and success: Incredible Years classroom social skills and problem-solving curriculum. Infants Young Children, 17(2), 96-113. Appendices Appendix 1 Appendix 2 Appendix 3 Name: Loo Si Hui Student ID: 25687514 Page 1

To Save a Life is not an Option :: Essays Papers

To Save a Life is not an Option As America has progressed through the years, its citizens have grown more and more conscientious about their health and safety, and through science and technology have designed many things to be safer and increase health for little money. Laws have been passed so that health may be maintained and in many cases it is cheaper to live a healthy lifestyle rather than an unhealthy one. Cigarettes put deep holes in pockets, and fines keep people from not wearing their seatbelt, yet despite the low cost of many safety advances made for automobiles, consumers are still forced to pay more for safety features in cars. With the low cost of manufacturing and installing safety features such as anti-lock brakes and side airbags, safety features should no longer be an option on automobiles, but standards. Over 9,000 deaths are caused by side impact passenger vehicle accidents in America every year. (IIHS) Crash tests conducted by the institute have shown great potential for side airbags, especially for protection in smaller vehicles being hit from the side by larger vehicles such as SUVs which are becoming very popular these days. â€Å"Side airbags that include head protection are reducing deaths by about 45 percent among drivers of passenger cars struck on the near (driver) side,† claims the Insurance Institute for Highway Safety. The effectiveness of head protecting side airbags is a 53% reduction in risk of two-vehicle accidents and an estimated 74% reduction when a smaller vehicle is struck in the side by a larger vehicle. Without side airbags, the is no protection for a passenger’s head from protruding objects such as trees, poles or other vehicles causing far more deaths or permanent injury than if the head were protected. (IIHS) Side airbags are available on 40 percent of 2003 model passenger vehicles, 16 percent on which they are optional. (IIHS) The option of side airbags for different manufacturers varies in cost; for Chevrolet it is a $400 option, for Ford it is a $300 option and for Honda it is a $250 option. Using the Chevrolet Malibu as an example as a side airbag optional vehicle, side crash tests show much better results for the Malibu with side airbags. On a scale of 1-4, 4 being the best, in a side collision test, the Malibu with side airbags received a 3 while the Malibu without side airbags received a 1.

Character Analysis: Alias Grace, Margaret Atwood

Grace Marks being the protagonist of the historical novel Alias Grace matures and grows as most protagonist do. Grace goes through many stages in her life where she needs to adapt to the situation in order to not be taken advantage of. She Is either too naive, too deep in self-pity or too self-aware. She Is a dynamic character who goes from being a scared little girl Into a convicted murderess. The stereotype surrounding her being a woman – making her too fragile to take part In such a crime actually helps her and saves her from the noose.Like every proper girl Grace was very naive when It came to things of the sexual nature. When she observes Nancy dress to have some Ink-Sis snuff stains she tells herself â€Å"she most likely slipped and fallen down† (262) She TLD understand where the stains could've came from, besides getting dirty doing house work. Throughout her story Grace speaks a lot about Mary Whitney and all she taught her regarding men such as ‘not sitt ing where a man just sat' and how street whore's made money. Unfortunately Mary died while going through an abortion, which ironically Grace did not understand at the time.All of this new information did scare Grace, until she finally realized how naive she really was when she was informed about Mr†¦ Skinner and Nancy relationship as to which she remarked â€Å"l was much surprised , and said so; â€Å"l was not so knowing as I thought myself, and could scarcely see the nose before my face†. (295-296) Grace started losing luck as soon as she decided to work for Mr†¦ Skinner. Chapter 23 in the novel is named â€Å"Snake Fence† hinting Grace is walking into danger. Immediately after she enters the town she is confronted by a stranger before being saved by Jeremiah (239).Once she began working in the new village she felt very isolated † . It struck me at once how very solitary I was, as I had no friends here except Nancy, if she could be called a friend . . .1 did not know where my family was, which was the same as having none†. (301-2), she also confesses tootsie Walsh, â€Å"l felt would cry again, and said simply, I have no friends here. † (303). Unfortunately Grace soon finds out that that sort of loneliness is nothing compared to what was waiting for her in solitary confinement, where she would soon have to learn how to entertain herself â€Å"l sing a song, Just to hear a voice and keep myself company†. 37) By the end of the novel grace becomes very self-aware of how people view her, she knows people view her as a type of romantic notion and tells Lydia â€Å"But If I laughed out loud I might not be able to stop; and also It would spoil their romantic notion of me. Romantic people are not supposed to laugh, I know that much from looking at the pictures†. (27) And later admits â€Å"l look at him stupidly. I have a good stupid look which I have practiced†. (43).Her role playing seems to throw ma ny off when It comes to her being guilty or not, because she is so deep into her role of playing the â€Å"Lady of complete truth to Doctor Jordan it would never be known, with all the role playing she admits to doing. Grace's character and Tattoo's feminist views play a big part in how Grace is portrayed throughout the book. Just analyzing Grace acutely one cannot miss how her traits and situations make her seem to usually be the victim. But then again, if this wasn't the case, her story wouldn't be so interesting to the masses.

How to Write an Essay on Application of Teaching Standards

How to Write an Essay on Application of Teaching Standards Essay about Application of Teaching Standards How to start How to write the introduction How to compose body paragraphs How to finish the essay: Conclusion writing Essay revision Outline sample A reflective essay about application of teaching standards (Sample) Writing an essay about the application of teaching standards is certainly purposeful. The number one aim of such an essay is that it calls the readers’ attention for a closer look at the serious issue of the application of teaching standards which is a topic that is open to various opinions and stands. An essay on this theme scrutinizes the applicability of the very standards and questions their suitability for the current advancements and circumstances. It could also be considered as an attempt to question their effectiveness. How to start First of all, you should think about the meaning of teaching standards and look for some authentic definitions that could make you understand what such standards could be. After you have taken notes of certain teaching standards, try to look at them with a critical eye so that you detect if any of them does not seem to be that effective. Think about a possible structure on which your essay will be based; for instance, compare and contrast, argumentative, or explanatory scheme. How to write the introduction A general introduction about the application of teaching standards could start with the general theme of school and teaching. Proceed progressively while you narrow down your focus until you reach the crux of the matter which is the application of teaching standards in this case. You could define the key term briefly in the same part, as lay readers could enquire about its meaning. The last element of the introduction consists of the thesis statement where you clearly state the essential features that your essay paragraphs are going to revolve around. How to compose body paragraphs A topic sentence is necessary for the opening of the paragraphs that will explain your main points. It is important to make sure that the body elements reflect the same scheme announced in the thesis statement, otherwise you would fall in incongruity. Consistency of thoughts should be carefully maintained when you go around illustrating and linking information. Thus, abrupt change of ideas is not something you might want to consider doing. Unless you are emphasizing one particular message by means of highlighting, you are not going to benefit from the repeated ideas; then, try to avoid redundancy and needless repetitions. While you are tackling your personal reflection on the application of teaching standards, it is advisable that you stick to your own point of view, which is either for or against the application of such standards, otherwise you would distract the reader. Hook your readers through the incorporation of appeals that could make them embrace your opinion and adhere to it. How to finish the essay: Conclusion writing Have a second look at the content of your body paragraphs so that you are fully aware of what you have included in your essay. Briefly summarize the principle arguments in a way that does not seem too much explanatory. Link the very summary of your personal behavior and experience, as you show how the application of those teaching standards have proven to be successful or ineffective according to your own educational experience. Essay revision It is recommended that you read each and every word when you revise your essay. Remove the unnecessary lines that make no sense or that could only complicate the picture. One important step is to look for the most repeated terms and replace them with suitable synonyms. The second look at your cohesive devices is a plus point. Outline sample I. Introduction General introduction: school and teaching Thesis statement: three main arguments II. Body Paragraph 1: benefits of the application of teaching standards Paragraph 2: disadvantages of the application of teaching standards Paragraph 3: suggested solutions to optimize teaching standards. III. Conclusion Brief summary of the three body arguments. Call to action through the proposition of fresh solutions to improve teaching standards and learning. A reflective essay about application of teaching standards (Sample) Almost in every country all over the globe, there some teaching standards followed in the academic field. In fact, such standards could vary depending on many factors, mainly cultural ones. But, the concept is the same; it is the idea of respecting certain teaching norms and applying them by hook or by crook to reach a the desired learning goal. In this essay, you could find a reflective account of the benefits of teaching standards, their disadvantages, and suggestions on how to optimize them. From a positive angle, one could attest that the application of teaching standards is beneficial in a variety of ways. Indeed, beginner teachers seem to always resort to them on the account that they offer an accessible database-like wealth of tips, methods, and techniques that just need to be followed. Apart from that, teaching standards are destined to the production of particular learning effects. Thus, teaching standards are not disconnected from learning standards, eventually. Through the application of teaching standards, a teacher rests assured that their students are being taught conformably with their grade level so that they become able to make it when it comes to standardized assessments. However varied teaching standards are, they have many aspects in common. Their shared attributes manifest themselves in terms of content, structure, design, and learning purpose. What makes them effective enough is that they draw on the categorization by subject areas. It is almost the case in all schools to find subjects like Maths, English Language, History, etc. The positive aspects of teaching standards could not succeed in concealing their disadvantageous aspects that never cease to erode the authenticity of learning. Such standard teaching norms may not be as effective as they are thought to be. I am a firm believer that a course design should be flexible enough to comprise the various needs of diverse learners. To apply teaching standards that stretch the students’ abilities and push them to work harder may turn out to be counter-productive, especially in the case of low-functioning students who have learning disabilities and disorders. As a matter of fact, the pursuit of excellence is not available to all types of students, if teachers stick solely to the application of teaching standards. Information processing does not go at the same pace for all students. I remember when I was at school, the teacher used to ask us â€Å"is everything clear?†, not all the students said â€Å"yes†. Though not all, some of those silent students have not grasped the essence of the ideas explained, and for some reason hesitated to say that they did not understand. Those little details make it necessary to stop by, forget about teaching standards, and look at the learning needs, in particular. Teaching standards should be reconsidered. Many of them have been in use for ages. Some of the teaching standards are transferred from one generation to another and from one school to another in an arbitrary manner, just as heritage is transferred. Yet, the modern developments, mainly at the technological scale have brought innovative and creative approaches to learning. It is for this reason that teaching standards have to be refined according to the actual circumstances. Some would argue that the programming language has to be learned as a second language just like a natural language is learned. This idea triggers the flame of change towards more innovative and fine-tuned perspective towards the application of teaching standards. They could be developed through a recategorization of subject areas to keep the balance between what is theoretical and what is applied. Educational consistency and equity should be taken into consideration as well to improve those standards. To put it in a nutshell, the application of teaching standards remains an inevitable operation that schools and colleges rely on. A scrutinizing eye could not overlook the advantages and disadvantages of such measures. Yet, one could continue to propose practical solutions for the improvement of teaching standards in one way or another.

Gerry Mulligan essays

Gerry Mulligan essays Gerry Mulligan was known for his outstanding writing skills along with his talent as a baritone saxophonist. Mulligans skills were developed at an early age, when he was seventeen he wrote for Jonny Warringtons radio band. Even before settling on the baritone sax, he played the piano and other various reed instruments. He also wrote arrangements for influential musicians such as Claude Thornhill and Stan Kenton (Down Beat 1). Mulligan became known for his work as an arranger, writer, and soloist on the Miles Davis Album The Birth of Cool. Some of Mulligans Compositions included on this album are Godchild and Jeru (Klinkowitz 233). His influential involvement with this album helped to launch his career. After his success he then moved to Los Angeles where Mulligan, along with trumpeter Chet Baker, formed the first piano-less quartet (Down Beat1) This was unheard of at the time, and was definitely a shock to the jazz community (Williams 29). The event that attributed to this unusual quartet happened at a gig one night when the piano player, Jimmy Rawles didnt show up. Due to the fact that the group was forced to play without him, Mulligan came to the realization that he could carry the band without the use of a piano. That night they cut three numbers and convinced a club owner that if he stored the piano elsewhere, it would create more space for people to sit. This in turn would increase the numbers of the audience, and therefore increase the profit. The owner, liking the idea, hired the quartet. This led to the start of the popularity of the piano-less After some time Chet Baker was replaced with trombonist Bob Brookmeyer (Excite 1). Brookmeyer had a happier more lively feeling that was in great contrast to the former quartet in which Baker as the trombonist. Their new sound worked for the group and the popularity grew. During the 1950s, ...

Rhetorical Criticism I Article Example | Topics and Well Written Essays - 250 words

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Whirlpool Corporation Essay Example | Topics and Well Written Essays - 1750 words - 1

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