Hunting snake Judith Wright Essay

The main subject of the poem is the sudden appearance of the snake and the surprised reactions of the poet and her companion. The snake does no harm to the walkers and they in turn do not harm the snake. As an environmentalist, Wright sought to preserve the natural surroundings in Australia. She cared intensely for the Aboriginal people who lived in close intimacy with nature which the settlers did not. The poem, on the surface, is about the sudden appearance of the snake but it could also be about the various creatures that lived in Australia and the animal friendly way of life of the aboriginal people. The initial emotion that overtakes the poet and her companion is shock or surprise. They are walking along a grassy patch (not a jungle) when they see the snake â€Å"reeling by†. Soon this surprise is overtaken by admiration for the perfection of its body, the symmetry of the scales on its surface and the single minded (â€Å"fierce intent†) pursuit of its prey. Structure The poem has a tightly controlled structure that does not permit much innovation. The beginning of the poem describes a peaceful scene when nature is full of the mellow sunshine of autumn, then comes the surprise of finding a snake in their midst. But there is no sudden movement or strong emotion expressed so there is no change in the structure either. The poem has four quatrains with a traditional rhyme scheme of abab, cdcd, efef in the first three stanzas but the fourth stanza is ghhg. The change in the last stanza is like the letting out of breath (â€Å"We took a deeper breath of day,†) after having unconsciously held it while the snake was around. Thereby emphasising the relief that the observers felt. If you extend beyond the surface level meaning, you could explore the symbolism here: is Wright challenging the attitude that we have towards the indigenous Aboriginals, by highlighting the judgement that the observers have made (that the snake is dangerous) when in actual fact, it is just going about it ´s daily life? Are we too quick to make a judgement on a people group that has different values  to us? You might like to link this to A Different History, as the Brits coined the category, â€Å"Aboriginal Australians† after they begin colonising Australia in 1788. Notice how language is used to form stereotypes. Language The language used is very simple but the imagery is strong making it a visceral poem. The choice of sibilants (â€Å"we scarcely thought; still as we stood†) mimics the movements of the snake to highlight the immediate fear that the observers feel towards it. Again, are we afraid of what we don ´t fully understand and therefore, make unnecessary judgements? Imagery The use of strong imagery marks the poem. The opening images are of a balmy day in autumn when there is a â€Å"mellow fruitfulness† everywhere. The calm is broken by the sudden arrival of the snake. The picture of the snake in single minded pursuit of its prey, tongue darting as it feels the ground, the grass parting as it moves through are pen pictures which allow us to â€Å"see† the event. The poem focuses on the event rather than the narrator allowing us to share in the emotions. Symbolically, is Wright encouraging us not to impulsively respond to our immediate reactions when faced with something unknown, or something that we don ´t fully understand, so that we reflect upon our preconceived notions about a person/situation? Thus, is she challenging the stereotypes surrounding the Aboriginies? Movement / Rhythm The rhyme scheme is a simple abab, cdcd, efef and ghhg. The rigidity of the scheme allows the poet to focus on the event rather than on the emotions or the feelings of the poet. The movement of the snake is copied in the movement of the lines and the sibilants evoke a slithering sensation. Sounds Alliterative and sibilant sounds as in â€Å"sun glazed his curves of diamond scale†, â€Å"we scarcely thought; still as we stood† convey the impression of a slithering movement of the snake as it moved fast over the grass. These  devices continue to relate to the relationship that humanity has with nature: we should respect nature, the natural world and the people who live in it. Figures of Speech Through an extended metaphor, the poet tells us of the symbiotic relationship between the snake and man. There is no maudlin talk about the prey or the cruelty of the snake as a hunter but merely an acknowledgement of the sense of purpose behind the movement of the snake. Mainly, Wright depicts this symbiotic relationship so that man reflects upon his treatment of a) the natural world around him and b) the indigenous people group found in a country.

How to differentiate literary texts Essay

Carter argues that there are six particular features which can help differentiate literary texts from others and that a literary texts will exhibit most or all of them. These features are medium independence, genre-mixing, semantic density, polysemy, displaced interaction and text patterning. (Carter, 1997, cited in Thornborrow, 2006, p.81-85) If I look at the first feature identified by Carter, medium independence which means that a literary text does not rely on another medium or media to be read ,(Carter, 1997, cited in Thornborrow, 2006, p.81 ) and apply it to my texts, I can see that the extract from The Lord of The Rings is indeed medium independent. The extract does not need photos and the text â€Å"stands up on its own†, it needs no additional information. By contrast, the advertisement from the online catalogue is media dependant. The text at the beginning and the end describes a ring which is obviously for sale so a photo seems to be quite necessary as I do not think many people would buy a piece of jewellery without seeing it no matter how appealing the description is. The text itself seems to beg for an accompanying photo so I think it can safely be said that it is medium dependant. The second feature identified by Carter is genre-mixing which is the idea that any style of writing not necessarily associated with a literary context can be used to create a literary effect. (Carter, 1997, cited in Thornborrow, 2006, p.82) If I am to look at the Lord of The Rings extract, there is some genre-mixing although not very much, the extract is obviously part of a novel but the last two lines read like poetry. Of course poetic features are usually associated with a literary context by their very nature so what those last two poetic lines do for the rest of the text is to â€Å"elevate† it, that is, convey the feeling that the extract has literary pretences at the very least or is simply literary in some ways. In the second text, genre-mixing is more obviously present, the first paragraph is concise as it describes a ring which is for sale but the rest of the text which introduces Jade Jagger as the designer of the ring is mainly written in journalistic style. The las t two lines go back to â€Å"advertisement† written style. Semantic density, the third feature identified by Carter is deemed by him to be very important. He believes that semantic density is a clear sign of the literariness of a text. (Carter, 1997, cited in Thornborrow, 2006, p.82) The Lord of The Rings extract has semantic density. One cannot escape the sound patterning and many alliterations which are present in a lot of the text. The text is actually peppered with it. For example, â€Å"†¦the wizard stood looking at the fire ; then he stooped and removed the ring†¦.† or: â€Å"†¦..he now saw fine lines, finer than the finest pen-strokes, running along the ring, outside and inside:lines of fire that seemed to form the letters of a flowing script.† The actual sound patterning along with the syntactic arrangement shows clear semantic density. The use of the adjective fine along with two of its adverbs finer and finest coupled with the sound patterning serves to show how â€Å"fine† the script on the ring actually is. Similarly, the alliteration in â€Å"running† and â€Å"ring† plus the sound patterning as well as the two opposites adjectives â€Å"outside and inside† that immediately follow before going back to the â€Å"lines† which are now made of â€Å"fire† that â€Å"form† the letters of a â€Å"flowing† script (alliteration plus sound patterning again) give the reader a vivid picture of the actual ring. There is also contrast in the text. One example is â€Å"silent† and â€Å"clack†, another is â€Å"bright† and â€Å"remote†, it is as if those contrasts reflect the contrast between the two worlds, one which is Mordor, faint but unmistakeably dangerous and the normal peaceful world of the Shire. I must point out the seemingly random word association of the â€Å"clack† of â€Å"Sam’s shears†. The â€Å"clack† which is surely onomatopoeic because the sound â€Å"which makes up the word mimics the sound which the word refers to† (Short,1996, p.115) and the wonderful alliteration of Sam’s shears which once again produces a incredibly vivid picture, accompanied by sound no less! There is also some semantic density in the second text about the Jade Jagger ring. The first sentence has sound patterning as well as the syntactic arrangement: â€Å"†¦..sterling silver ring†¦.stylised†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..design decorated†¦..a scattering of sparkling†¦. zirconias. Sound patterning and syntax aside, the alliteration â€Å"s†starting almost every word having to do  with the ring offers a mental picture of that ring, a very shiny one at that. The last sentence of the first paragraph also has the repeat alliteration in â€Å"edgy, contemporary, jewellery† which once again gives information about the ring but also about its potential buyer. Semantic density is also shown in this text by the reference to the â€Å" halcyon† days and the sentence stating that Jade Jagger â€Å"has since carved a feted reputation as an artist†.This is an abnormal paradigm as carving has to do with a concrete material such as stone or wood and it is not possible to physically carve a reputation. It is of course a metaphor (Mick Short,1996, p.7). The fourth criteria in Carter’s theory is polysemy which is the possibility for a text to be read in different ways. (Carter, 1997, cited in Thornborrow, 2006, p.84) For example, in the Lord of The Rings extract, the room â€Å"becomes dark and silent†. It could of course be because Gandalf has closed the shutters and drawn the curtains, but it could also be due to the fact that the ring is in the fire and â€Å"waking up† revealing its true â€Å"dark† nature therefore affecting the atmosphere of the room. The reader is also told of Gandalf’s â€Å"bristling brows†, it could mean that Gandalf has stiff and coarse eyebrows which I indeed imagine him to have but it could also infer that Gandalf is showing irritation at Frodo’s trying to get the ring out of the fire, hence the â€Å"Wait!† before the â€Å"bristling brows†. The word â€Å"fiery† is also good because we have been told that the letters are â€Å"lines of fire† so they are obviously fiery but â€Å"fiery† could also allude to the dark language of â€Å"Mordor† or the quick and dangerous temper of Sauron’s spirit which is of course in the ring itself. My last example is that when Frodo receives the ring, â€Å"it seemed to have become thicker and heavier†. It can actually be that the fire, by revealing what the ring is, has also physically altered it and made it thicker and heavier but it may just seem thicker and heavier in Frodo’s hand because it is a dark ring, a ring of power and evil which the fire has just awakened. In the second text on the other hand, I cannot see any obvious example of polysemy apart from the â€Å"halcyon days† which can be read as the â€Å"carefree days† or the â€Å"mythical days† as it can refer to the mythical bird. Both meanings are plausible as the pop art scene in New York was famously â€Å"carefree and happy† and it has since acquired a â€Å"mythical† type of reputation. There is also the metaphor â€Å"carved a feted reputation† but I cannot see it other evidence of polysemy. The fifth feature of Carter’s is displaced interaction which means that the text is there for the reader to â€Å"read† and interpret as it wishes. (Carter, 1997, cited in Thornborrow, 2006, p.84) The Lord of The Rings text is a perfect example of displaced interaction as there is nothing for the reader to do but read and provide meaning to the text. The Jade Jagger ring online advert however is not an example of displaced interaction as the aim of the text is to persuade the reader to buy a piece of jewellery. The last feature identified by Carter is text patterning which is similar to the idea of parallelism in which some features remain the same while others change. The variant features are usually words while the remaining features are structural. (Carter, 1997, cited in Thornborrow, 2006, p.85) (Short,1996 p.14) The most obvious example of parallelism in the Lord of The Rings extract is the last two lines. While the structure stays the same with the same subject, The Ring, the verbs are different. What this does is attract attention to the verbs themselves which is presumably what Tolkien wanted as the verbs tell us what the ring actually does. It â€Å"rules, finds, brings and binds† Although different verbs with slightly different meanings, it gives a general idea of power. There is another example of parallelism in this text : â€Å" The letters are Elvish, of an ancient mode but the language is that of Mordor, which I will not utter here† Again, the structure stays mo re or less the same but the Lexis is different so as to focus the reader’s attention on the difference between the â€Å"letters† and the â€Å"language† and â€Å"Elvish† and â€Å"Mordor†. Tolkien wants to highlight these differences are they are crucial to the understanding of the story. In those two lines we also have an example of deviation, when something in the texts deviates from the perceived rules of English which makes it particularly memorable. Deviation is a part of foregrounding, the produce of â€Å"deviation from linguistic and non-linguistic norms† (Short,1996, p.12) The deviation in the last two lines is the invention of the word â€Å"Mordor† which Tolkien made up for the particulars of his story. This is called a neologism (Short, 1996, p.45) Finally, I must mention that the last two lines of the Lord of The Rings are an internal deviation, that is, they are two rhyming lines structured like lines of a poem but this is a departure from the rest of the text which has been written in prose. (Short,1996, p.59) Of course this internal deviation makes those two last lines even more memorable. Although there is some text patterning in the second text, particularly around the word â€Å"Jade†, I do not feel it can be compared to the other Lord of The Ring text as it doesn’t seem to actually reinforce an important message. So, if we follow Carter’s criteria when it comes to identifying a literary text, the Lord of The Rings extract seems to be more literary than the Jade Jagger’s online ring advertisement. The Lord of The Rings extract is not medium dependant, it has some genre-mixing, it has semantic density, polysemy, displaced interaction and text patterning. The Jade Jagger’s online ring advertisement is medium dependant,it is not really polysemic, it is not an example of displaced interaction, I don’t feel it has important text patterning but it does have some semantic density. On Carter’s cline of literariness, The Lord of The Rings is indeed a literary text as it possesses all of the features which usually identify literariness. Jade Jagger’s ring advertisement does not seem to be a literary text according to Carter’s cline. Are the two texts creative? I am tempted to answer that if a text is considered literary then it must be creative which would make the Lord of The Rings extract creative as well as literary. I refer to Papen and Tusting who state that â€Å"creativity refers to making something which is new, which did not exist before the creative act† (Papen and Tusting,2006, p.315) Taking this into account, both texts analysed in this paper are indeed creative. â€Å"Cognitive poetics† which combines â€Å"linguistic analysis with insights from cognitive science in order to explain the relationship between  the language of texts and reader’s responses to texts† (Semino, 2006, p.37) is interesting as it implies that creativity is always present in literary and non-literary texts but that literary texts â€Å"are characterised by particular novel and creative uses of the linguistic and cognitive resources used in everyday communication.† (Seen and Gavins, 2003, p1 , cited in Elena Semino,2006, p.37) Following from this is the assumption that, yet again, both the texts analysed in this paper are creative, none more so than the other but that the Lord of The Rings text analysed here would be considered more literary than the Jade Jagger’s ring advertisement as it showcases especially new and creative uses of language and â€Å"cognitive resources used in everyday communication.†(Seen and Gavins, 2003, p1, cited in Elena Semino,2006, p.37) Eagleton with his sociocultural approach would imply that The Lord of The Rings text was definitely literary since the sociocultural approach states that literature is made so by society, whether the text had pretence to literariness or not.( Eagleton, 1983, p.11, cited in Maybin and Pearce, 2006, p.12) Since The Lord of The Rings has been widely accepted by society in the last 40 years as being a literary work, then it must be, according to the sociocultural approach. As a conclusion, I feel that there is an agreement across different school of thoughts that creativity is present in most texts so I would say that both the texts I analysed in this paper are creative in different ways. According to Carter’s inherency approach, the Lord of The Rings text is more literary than Jade Jagger’s ring advertisement and although I realise that Carter’s method of analysis is not without its weaknesses, I must say that I feel that The Lord of The Rings extract is indeed more literary than the advertisement because of the degree of inventiveness involved in the language (I could have added so much more to the analysis of the text) and imagination. I think that the extract (and the book it comes from) combines the two most important things when it comes to literature: beautiful language and a fantastic imagination. References: Maybin,J., Pearce,M., 2006, Literature and creativity in English, â€Å"The Art of English:Literary Creativity†, Palgrave McMillan, The Open University Eagleton,T. (1993), Literary Theory: An Introduction, Oxford, Blackwell,pp.9-11) Carter, R, (1997), Investigating English Discourse:Language, Literacy and Literature, London, Routledge Thornborrow J., 2006, chapter 2: †Poetic Language†, The Art of English:Literary Creativity,, Palgrave McMillan, The Open University Short,M.,1996, Exploring The Language of Poems, Plays, and Prose, Addison Wesley Longman Limited Papen, U&Tusting, K, 2006, Chapter 7:Literacies, Collaboration and Context,The Art of English:Everyday Creativity, Palgrave McMillan, The Open University. Semino, S., 2006, Reading C:Cognitive Poetics, The Art of English: Literary Creativity, Palgrave McMillan, The Open University Seen,G. And Gavins, J. (2003), Contextualising cognitive poetics, in J.Gavins and G.Steen (eds), Cognitive Poetics in Practice, London, Routledge

Developing Management Assignment Example | Topics and Well Written Essays - 500 words

Developing Management - Assignment Example In addition, Ryanair is famous for its cost minimizing operations such as: lack of air bridges and first-come first served basis model for seat allocation (GanusauskaitÄâ€", 12). The organization has set a strong corporate culture and highly focuses on its management style. The CEO, Micheal OLeary is popular for his candid yet strict leadership styles which lead to the revolution of Ryanair (GanusauskaitÄâ€", 16). One problem in Ryanair’s organizational culture is lack of good customer service. Although the airline is close to its employees, it is not very reputed to have good relations with its customers (Sparrow). According to Nwagbara (207) Ryaniar has hostile relations with the public and makes little attempts to satisfy them. In addition, the company does not focus on providing an experience to its customers rather it aims to reach the destination in a safe manner. In my opinion, Ryanair should change this culture and shift towards experiential marketing. The airline should offer some basic facilities to passengers that can improve their flying experience. Like thee blogger Sparrow states, Ryaniar should learn from JetBlue which provides highly committed customer service. Ryanair is Europe’s carrier which offers aviation services at the most affordable (low) prices. The company claims to offer lowest fares to all of Europe’s destinations (Ryanair Ltd). Ryanair’s cost cutting strategy has been its USP. The company has troubled its competitors using this cutting cost plans. It focuses only on the core offerings and rest of the facilities like hotel accommodation, car services etc are charged (Nwagbara, 207). In this way the airline is able to offer fares that are 40% lesser than its closest competitor (Nwagbara, 207). Ryanair’s decision to cut costs by completely E-tailing its air tickets ensures quick service and profit maximisation. Moreover, the decision to provide short haul routes and point-to-point services ensure non-stop routes and services are

The Power of Images - Television and Film Research Paper

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Varieties of languages and cross-cultural communication Essay

Varieties of languages and cross-cultural communication - Essay Example My spoken English differs from my written English, and they can acquire various forms. The register I use to speak in the classroom, during a presentation or with the teachers is not the same which I use to speak with my family and friends during a spontaneous conversation. Besides, my written English in a chat or informal e-mail has many oral characteristics (use of slang, contractions, colloquial words, repetitions), but my written formal English has the vocabulary that I usually do not speak, and I take care of the style and grammar. I live in a country with many immigrants, whose native language is not English. Many of them have learned English after they came, or in their countries of origin, where the taught language differs from the daily spoken language. When these people go to work or study, they can encounter cross-communication problems with native speakers. For example, when we engage in teamwork with foreign students, these problems often appear. Sometimes, due to the accents and pronunciation from their native languages, there could be problems of misunderstanding. When they write, they could use words that they find in their bilingual dictionaries, but these words have not the intended meaning in English, or they sound strange because they are not used in those contexts. Therefore, I try to speak louder and slower with foreign speakers, and I avoid slang and colloquial words they might not understand if they have not lived in the United States for a long time.

Nursing contribution to patient recovery from anaesthesia Essay

Nursing contribution to patient recovery from anaesthesia - Essay Example The key objective of nursing care during the post-anesthetic period is hence centered on ensuring safe recovery of patients following surgery, promoting optimum physical comfort to enable speedier healing among the patients, restoring homeostasis (Miller, 2010) and taking active steps to prevent and/or minimize injuries. Perianesthesia nurses are entrusted with the responsibility of ensuring that the patient recovers safely from anesthesia and are taken care of in the post anesthetic care unit. The patients recovering from anesthesia are highly vulnerable to various complications. The perioperative nurses must hence ensure to take into consideration the patient's age, anesthetic agents, individual health problems etc which may directly impact the post-operative care and give rise to complications such as the risk of hypotension, bronchospasm, etc (Iyer, Levin, and Shea, 2006). The post anesthesia care is typically divided into three phases which include: Phase 1: Early recovery PACU In this stage the patient is transferred from the OR (operating room) to the Post-anesthesia Care Unit (PACU) and provided medical assistance immediately after the completion of a surgical procedure (Day, Paul, and Williams, 2009). This phase entails provision of intensive medical care to the patients which is the primary responsibility of the anesthesiologist or anesthetist (O'Connell et al., 2010). Phase 2: Self-care phase / Recovery room In this stage the patient is prepared for self-care or administered care in an extended care setting. The recovery stage may last for several days depending on individual circumstances of each patient (Day, Paul, and Williams, 2009). Phase 3: Discharge In this phase the patient is prepared for discharge from the hospital setting. This phase includes careful planning and handling on the part of the care givers which includes ensuring that the patient is fully restored to their pre-operative stage before discharge (Day, Paul, and Williams, 2009). F ig: Patient recovery from anesthesia – Recovery stage Source: Day, Paul, and Williams (2009: 501) The key role of nurses in ensuring effective recovery of patients from anesthesia is discussed in detail in the following section. Role of recovery nurse in ensuring patient recovery from anesthesia: One of the key requirements of ensuring effective patient recovery from anesthesia is to ensure that nurses have adequate knowledge and awareness regarding the patient's level of anesthesia since such awareness helps them to plan and develop appropriate safety measures (Spry, 2005). The perioperative or post-anesthesia care is one of the vital elements of nursing care. The traditional role and scope of recovery nursing has changed dramatically over the years with the result that the nurses today are required to provide high quality care and display advanced nursing skills with a view to ensure patient safety and speedier recovery. As the complexity of operating procedures increase, t he role of recovery nurses providing post operative care to patients recovering from anesthesia is becoming more and more challenging. The introduction of advanced surgical technology and anesthetic techniques have brought about significant revolutions in enhancing patient satisfaction and shifted the role of nurses from ensuring regular

Vocational Rehabilitation for People with Mental Illness in the UK Essay

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What is the most important lesson to be drawn from the history of Essay

What is the most important lesson to be drawn from the history of leprosy - Essay Example This has somehow been brought over to modern times where the treatment of leprosy has often been carried out in hospitals that are separate hospitals or a leprosarium as a result of the stigmatization. The occurrence or incidences of leprosy has been so prevalent in certain areas and times throughout history, and this has inspired and influenced the cultural practices that are experienced in the world at large in the discussion over leprocy. The question then is what are the important lessons to be drawn from the history of leprosy to the current world? Leung and Liang (2009) gives the history of leprosy in China and how the obsession with the problem led to the rejection of the lepers as it was believed that the condition was incurable and contagious. While most mainstream texts in the medical field at the time were categorical about the description of leprosy, there were also social attitudes and religious views on the ailment that were at times confusing and ambiguous. In Imperial China, there was segregation of people who had leprosy as it was believed that the body of such sufferers was highly contagious. In the Fujian regions of China during the Late Imperial China, the belief was that the ailment of leprosy is transmitted through sex but the fear of being affected by the disease known by the natives as lillai led it to be seen as a social phenomenon. From Leung’s Leprosy in China we can learn that there have been diverse social, cultural and intellectual dimensions of leprosy in the world and not only China alone and it gives the significance and understanding of the disease as in the past as viewed from a religious and medical angle. The lesson is that there was also confusion as to what leprosy is as some of them referred to it as dafeng which refers to the etiological pattern of the invasion of wind or lillai which refer to the symptoms and sores on the skin. The different perceptions

The Business Environment of Tesco Plc Case Study

The Business Environment of Tesco Plc - Case Study Example In its website, Tesco Plc clearly identifies its mission by the statement "Our core purpose is to create value for customers to earn their lifetime loyalty" (Tesco Plc 2008) This statement is in recognition that the success of the giant retailer is highly dependent on two key identified stakeholders-"the people who shop with us and the people who work with us" (Tesco Plc 2008). Thus, the company also expresses its two core values which are focused on the satisfaction of these two groups of stakeholders. For customers, Tesco maintains that in their stores "No-one tries harder for customers," (Tesco Plc 2008) while for its employees, it stresses that it would "Treat people as we like to be treated" (Tesco Plc 2008). This analysis will focus on three stakeholders of Tesco Plc, two of which are already identified above as its customers and employees. It should be noted that the success of the business organization is dependent on the customers' decision to purchase in the retail store. This in part is attainable only through the direct cooperation and effort of its employees to pursue its overall strategy of providing good products, excellent service, creation of a convenient shopping atmosphere and making shopping as enjoyable as possible. The mission of Tesco to retain loyal people both its customers and employees is created in recognition to this fact. Since the mission statement revolves around customers and employees, the company's values are also geared towards the satisfaction of these stakeholders. Tesco further expounds on how it satisfies its customers by identifying the direct ways on how to boost customer value: "Customers have told us what they want-clear aisles, to be able to get what they want at a good price, no queues and great staff. We call this our Every Little Helps Shopping Trip for customers and use it every day to ensure we are always working hard to make Tesco a better place to shop, at home and abroad" (Tesco Plc 2008). The identification of customers as key stakeholders of Tesco becomes a primary importance when it formulated its values. For its employees, Tesco Plc is committed in making the company a "great place to work" by listening to what its workforce wants: "Our staff have told us what is important to them - to be treated with respect, having a manager who helps them, having an interesting job and an opportunity to get on. Helping achieve what is important to our staff will help us to deliver an Every Little Helps Shopping Trip for our customers" (Tesco Plc 2008). Recognizing that Tesco's customers can be satisfied by its staff, the retailer also focuses on the satisfaction of its people to look after and deliver value to its customers. The four pronged objectives of Tesco Plc together with the identified mission and values altogether work for the maximization of the wealth of its other key stakeholders-its shareholders. Every business organization pursues the same goal and that is to be able to generate a sizable profit for its

Strategies For Reducing Violence Essay Example for Free

Strategies For Reducing Violence Essay There are many causes of death but violence can be considered one of the leading causes worldwide. The most recent violent act was a tragic event that took place at an elementary school in Connecticut that killed 28 children as well as some teachers. Violence can be defined as the use of physical force or power against oneself, another person or against a community of a group, which may result in injury, death, mental harm or physical harm. Acts of violence include suicide, terrorism, child abuse, rape, and bullying. This essay will explore how violence can be reduced through changing social and cultural norms, and the teaching of social skills. Violence can be reduced through different school programs that teach the students ways to reduce violence. Olweus (1972) conducted an experiment in schools in Norway and had the whole-school faculty participate. He developed a seminar that taught the school faculty how to deal with bullying which included strict supervision on playgrounds and lunchrooms. He advised that if any bulling took place, the counselors should conduct therapy with the bullies. Olweus reported that this program reduced 50% of all bullying activities. However, on the downside, this research only took place in Norway, which is a country that already emphasizes on social importance and bullying. This could mean that the research may just be adding on to the progress already made. In addition, the policies and programs may only be effective if everyone is aware and is committed in changing. This research is a qualitative research, which can lead to bias and there is no control group for this experiment. However, a nti-bullying programs have been shown to be effective. Another method to reduce violence is through the teaching of social skills. Aronson (1979) used cooperative activities in classroom with the idea that everyone must work together. He used jigsaw puzzles and allowed the class to work together to come to a common goal, or consensus. Everyone had something to contribute and students had to collaborate to move forward. This forced children to help one another and contributed towards the learning process. Aronson also found that this lowered the rate of bullying in schools and increased interaction between out groups. There are also more positive interaction between students. However, this research cannot measure the interaction between students outside of school because it was limited within school grounds. The research was qualitative research, which can lead to possible biases. Although the research emphasizes cooperation and collective norms that would reduce bullying, this research is 20 years old. But there are newer research conducted by Figueireido et al in 2007 with computer training which shows similar effects. This activity alone will not reduce violence because there should be school monitoring of the students. Overall, this method is quite effective and schools should emphasize in training the students. Violence can be reduced through the changing social and cultural norms. There have been many studies that show that norms can increase violence. For example, the American south have a culture of honor that forces men to not accept insults or inappropriate conducts from others. One way to change the social and cultural norms is through education. In a study conducted by Foshee et al where he aimed to prevent adolescent dating violence, the participants’ attitudes towards violence were measured through a series of questionnaires before and after the program. Foshee et al, found that there were less psychological abuse and sexual violence reported in the treatment than in the control group. However, these effects were only reported through questionnaires and the conclusions of the results were based on self-report, not actual behavior. In addition, the effects were explained by changes in the dating violence norms, awareness and gender stereotyping. But reducing the adolescent dating violence through education is a possible option to consider. In conclusion, violence can be reduced through educating children about bullying and changing social and cultural norms. These are the bases of whether a person will be violent or not. If the root cases of these bases are solved, then there will be less violence in the future. It is important for people to educate the young about violence but it is difficult to change a communities’ social norm. However, it is possible if people are cooperating, there will be less more tragic incidents like the shooting in Connecticut.

Science Education in Primary School Years Essay Example for Free

Science Education in Primary School Years Essay Introduction The importance of science in the education of schoolchildren goes beyond just providing the first steps in producing the next generation of scientist. Since science is becoming a large part of political debates such as in global warming, nutrition and energy (DeBoer, 2000) at least a basic understanding of how science works and what conclusions it can draw needs to be appreciated by the general population. The scientific literacy of a nation is therefore becoming a key element of some very important social and political questions that have to be answered by a population most of whom don’t have a scientific background (Nelson, 1999). The Nutt scandal demonstrates a recent example of the clash between what science informs us and the impact it can have on social and political debates. The Nutt scandal centred around a number of remarks made by David Nutt, the former chairman of the Advisory Council on the Misuse of Drugs. (Nutt, Governments should get real on drugs, 2009) Nutt published a journal article in 2007 discussing how the current classification of drugs in the United Kingdom was neither consistent nor transparent. He made recommendations to the government to change the classification so it was based on scientific research rather than by social pressures (Nutt, King, Saulsbury, Blakemore, 2007). However the impact of his review on the classification which said ecstasy was â€Å"no more dangerous than horse riding† eventually led to him losing his job (Nutt, Equasy an overlooked addiction with implications for the current debate on drug harms. , 2009). The lack of appreciation for the scientific research was deemed to be less important as the socio-political climate surrounding the issues of drugs (to send a message to drug-users) (Easton, Ecstasy: Class A drug? , 2008). However, a more scientific rationale may have helped introduce a less emotionally heated-debate about drugs, in turn dissipating more information and educating the wider public by raising greater awareness and openness (Easton, Scientists v Politicians: Round 3, 2009) while at the same time dealing with drug use and possession in a more proportionally manner (BBC News, 2009). It is in these and other debates that an appreciation of science is needed by those who do not have a strong scientific background, but the teaching of science has a greater impact than just in Page 5 of 37 increasing the scientific literacy of a nation. Science is also an important tool in allowing pupils to utilise skills taught in other parts of the curriculum such as in literacy and numeracy (Hammerman Musial, 2007); science provides a way to apply what may otherwise be abstract aspects of mathematics, for example. As it stands, the curriculum in Scotland is based around four main principles and is called the â€Å"Curriculum for Excellence†. These are to produce children who are successful learners, confident individuals, responsible citizens and effective contributors (Education Scotland, 2011). It would appear that integration of one subject into another to develop these attributes is an important part of the government’s aim to develop good learners and citizens. CfE has been the curriculum for Scotland in two iterations; one that began in 2004 and the other in 2010 (Education Scotland). The reasons for the implementation of CfE included the feeling that teachers were only touching on topics rather than going in-depth as the previous curriculum had a lot of material to teach in it, pupils weren’t as engaged with the content, pupils were spending too much time preparing for exams and they weren’t actually learning new things, and also that some lessons were out of date (MacKinnon, 2009). From the beginning, the curriculum had established the importance of science and in a review from 2006, the CfE defined its aims for science as â€Å"to stimulate, nurture and sustain the curiosity, wonder and questioning of young people† (Curriculum Review Programme Board, 2006). Alongside CfE, there is also a supporting network of science specialists called Glow which allows further embedment of science into the curriculum. Through Glow, there are events in which students can ask questions to these specialists called Glow meets (School Science Summit, 2009). Some of the barriers to gaining the most out of science education include social factors such as class and gender (Oakes, Ormseth, Bell, Camp, 1990). The reason for these having an effect on accessing science is many-fold but includes the perception of science as being male-dominated (Steele, James, Page 6 of 37 Barnett, 2002) as well as factors such as the location of specialist schools, many of which are often in areas that are less deprived (Assessment of Achievement Programme, 2005). Research suggests that there is a difference in response between males and females when in an environment that appears to be oppositely gender biased; while females are more likely to feel vulnerable in these situations, men are less likely to be (Murphy, Steele, Gross, 2007). Many females also state that they are not interested in science (Hill PhD, Corbett, Rose, 2006), this, however, may stem from a variety of other factors including the belief that they won’t be able to succeed in that environment (Eccles, 2007). The majority of well known scientists are still mostly male which may diminish interest from females who may have the impression that there is a ceiling over how far they can take a career in science (Richardson, 2011). The effect of class, as previously mentioned, also plays a large part in the access of science by school children. Pupils in schools in England which teach science as three separate subjects at GCSE in more deprived backgrounds do better at A-levels though there are fewer schools in these areas providing the triple science option as described (National Audit Office, 2010). The reason for this maybe that the teacher training required and other changes needed to modify the curriculum are harder to justify financially for these schools. The impact of this discrepancy may also mean that children from poorer areas won’t have the same chance to succeed and therefore not be able to break out of their class.. Other barriers include factors such as the quality of teachers, both by way of confidence and knowledge (Harlen, 1997) . Teacher confidence has a direct impact on the uptake of science. It appears to be in science that teachers have the least confidence when compared to other parts of the core curriculum (Harlen, 1997). Many teachers have a background in degrees other than science (Holroyd Harlen, 1996). That primary educators do not have specialist knowledge in science means Page 7 of 37 that they struggle to portray the same confidence as they can in numeracy, literacy and art. Female teachers have less confidence in teaching science than their male counterparts and this does not help to relieve any of the pressure on female pupils who will struggle to relate even more to females in science (Harlen, 1997). Studies also suggest that teachers have more confidence in teaching biology than physical sciences and this is probably due to the ability to relate the material to real life; which is easier with biology than other sciences. However, a lack of knowledge and confidence in teaching science can be overcome with greater teaching experience and therefore the teaching of science to those who lack confidence should be able to be taught to primary educators. As with the lack of visibility of female scientists, another component in the difficulties found in promoting science education is the visibility of science as a career. The role models of young people are often in the entertainment industry such as musicians and actors. This may mean that children are therefore more likely to talk about what is going on in a TV show than they are to discuss science and therefore their interests are constrained to just within science lessons (Dindia Canary, 1998). If discussions could be opened up to include science into the everyday life for pupils, then they would probably be better at finding their own interest in science. Primary science is often too general and doesn’t give much way to the discovery of one’s own strengths and interests in science, something the CfE is trying to change. Moreover, practical work is often not employed as a teaching method for reasons that include financing, and health safety (House of Commons Science and technology Committee, 2011). However, practical work is very important in building skills providing a way for pupils to find excitement in science (Wellington, 2007). It also helps to provide a greater classroom dynamic where pupils can talk to each other and their teacher more which is an important in the teaching of science at this level (Atkin, 1998). Groups work furthers this too allowing pupils to discuss the content and be more engaged with it, however, as well as a lack of practical work, science lessons often lack group work focussing more on worksheets as an alternative. Lessons are often taught in a one way direction from teacher to pupil with very little interaction with the Page 8 of 37 content itself (Assessment of Achievement Programme, 2005)This project looked at teaching of science in primary education by visiting a school, St. Patrick’s Roman Catholic Primary School in Finnieston, Glasgow as part of the Undergraduate Ambassador Scheme which is itself part STEMNET. Here, it was possible to observe the teaching of science as well as assist in the coordination of science and teach genetics-specific modules to a P7/6 class. . Page 9 of 37 Methods Through working with the science coordinator, the curriculum could be looked at as well as the teaching methods that were used. Discussions with pupils would provide information about their needs in science and what they may be lacking from their current education. It would also be possible to observe the classroom dynamic and consider what ways in which this could be improved to engage pupils more and enable better learning of science. It was anticipated that genetics would be a difficult subject to teach and therefore careful consideration had to be taken to ensure that it would be pitched at the right level for the P7/6 class. Due to the small number of students, many of the year groups were mixed so there was a combination of ages; more able P6 students and P7 students. Their exposure to science was quite limited and the curriculum itself did not appear to provide them with the knowledge and skills that would have allowed the lessons to be pitched at a higher level. Therefore, starting at a molecular level would have been a poor choice as their grasp of molecular ideas would not have been very strong. It was therefore decided to start with broader ideas that they may be more familiar with such as adaptation and habitation which are already part of the curriculum and then move into more molecular details. By going through the history of genetics through some of the key experiments and having the pupils do these experiments or a variation thereof, it was hoped that the scientific skills of hypothesising, testing, collecting data, analysing data and concluding could be built. It was more important to pass on these skills as the knowledge may not be useful to them in their career paths. St. Patrick’s RC Primary School The link to the primary school, St. Patrick’s RC Primary school, was set up as part of the Undergraduate Ambassador Scheme. The aim of this scheme is to encourage and assist in the teaching of science and related subjects in interested institutions using undergraduates as part of their Honours projects. The UAS is run as part of STEMNET which runs a number of other programmes in primary and secondary schools across the United Kingdom (STEMNET, STEMNET: Page 10 of 37 Vision and Purpose, 2010). They are also involved in running activities outside of educational institutions such as in museums and in running science festivals. STEMNET has 45 local contract holders to which ambassadors are assigned; the West of Scotland has its local contractor based in the University of Glasgow and is called Science Connects (STEMNET, Local contacts: West of Scotland) which is the local contractor that helped with this Honours Project. Dr Rob Aitken was in charge of allocating places for students interested in the UAS and it was through the School of Education at the University of Glasgow that he was able to find interested schools and set up links. Once a school was found, arrangements were made to establish a footing in the establishment. A meeting was set up with the head teacher of the school, Susan O’Donnell. With her, the science education as well as other aspects of the curriculum was discussed. It was decided that a Friday slot at 0930 would be used to teach a genetics module to the P7/6 class. Wednesday was the only day that science was taught to the pupils and this was done by Tom Fabling so it was decided that assistance could also be provided to him to embellish the science curriculum at the school. On the same day as the meeting with the head teacher, an arose to shadow the P7/6 class opportunity while they were learning literacy. Unfortunately, this was on a Friday so shadowing of science wasn’t possible. A seat was placed on the side of the class to allow for observation of the ability of the pupils as well as to watch the rapport between the class and the teacher. From this session it was also possible to see the lesson structure and the teaching techniques that the teacher felt was most comfortable with the class. Page 11 of 37 The science coordinator, Tom Fabling, had collected data about the students by way of short questionnaires which he provided copies of. He also provided copies of the original questionnaires. As well as teaching science modules on a Wednesday, Fabling was also in charge of the science resources and having a hand in the discussions around the curriculum. Later in the year he would also set up a science club for which he would be able to utilise the materials. Returning the next Wednesday of term allowed both shadowing and assisting in the teaching of science. Through speaking with the pupils their needs in science were better elucidated and this provided a number of things to consider when teaching and assisting teaching in science and allowed for a better observation of the science in action in the school as the teaching of science is very different to that of literacy. From this, the scientific literacy of the pupil’s could be surveyed and enquiries could be made into what they wanted from the science curriculum. Assisting in science teaching would take place every Wednesday and would include both teaching and providing resources from the University to aid in the teaching of science. For example, the first Wednesday looked at static electricity. Science Connects kindly made available a van der Graaf generator as well as a number of other teaching resources such as confetti and balloons. A lesson was then planned around the van der Graaf generator to teach static electricity as well as the molecular ideas behind it. Every Friday, a module of genetics would be taught to the P7/6 class to enable them to understand a discipline of science that they were previously unaware of. The lessons were planned beforehand and would take the journey from classical genetics to molecular genetics with the aim of allowing the pupils to delve deeper and deeper into what a gene is. For example: looking at speciation through Darwin; pea plants and breeding through Mendel; DNA extraction through Miescher; and the DNA model through Crick/Watson. It would conclude with a look at some of the applications of genetics as a career such as in forensics and human genetic diseases. Unfortunately, Page 12 of 37 the project was cut short and so only one module of genetics was taught to the class focussing on Charles Darwin and his voyage with the HMS Beagle. The class was made up of pupils from various backgrounds. A number of children were known to frequently misbehave and disrupt the teaching in the class. The class was made up of ten boys and eleven girls so there wasn’t much of a gender bias in the class. It was expected, however, that friendship groups would be mostly single-sexed (Graham Cohen, 2006) and therefore interactions with groups would have to take this into consideration. Similarly, friendship groups are often mostly single-â€Å"raced† and this would also have to be taken into account. While this may not be good for social dynamic, it does make teaching easier if it is thought that certain teaching methods are better for one group over another. Another distinguishing factor was how well English was understood in the class. However, apart from one pupil, the pupils understood it well. Genetics lesson plan: Charles Darwin and Evolution This lesson began with a quick questionnaire to gauge the knowledge of the pupils. The questions covered various aspects of science and, with the rest of the lesson, were displayed by an overhead projector linked to a computer. The class remained in their usual groups and were provided whiteboards and pens to answer multiple choice questions such as: Which of the following is a famous scientist? A. Isaac Newton B. Dawn French C. Mahatma Ghandi. It was thought that if the pupils didn’t have an individual worksheet then they wouldn’t feel as self conscious about their answers. It was also hoped they wouldn’t feel as much pressure if they didn’t get any right answers as there was no way to know if that was the case. Page 13 of 37 After this, a portrait of Darwin was shown and then the lesson moved into his life, his career, voyage with the HMS Beagle, and his impact on science. To demonstrate how certain features evolved, a spot the difference was done between similar looking animals which were one of either a shark, a bird or a horse but with subtle differences as can be seen in a completed version in Figure 1. The activity was produced to open discussions about these differences that may make some â€Å"species† more adapted to one environment over another, much like with Darwin and his finches. These were drawn by hand, photocopied and edited without using a computer. Figure 1: One pupils completed Darwins spot the difference A map with different habitats was created prior to the lesson. The map had various islands and water features that were described as such: †¢ †¢ †¢ Not much grass Small bushes Some fruit. These were associated with the features of the animals and so allowed them to think about which habitats would encourage the selection of which features. To round off the lesson, a picture of a ten pound note was shown, as in Figure 2, which shows Darwin on the right hand side alongside his work on the left. It was thought that this was a very good way to summarise the lesson and give the pupils something they could tell others about. Page 14 of 37 Figure 2: An English ten pound note [source: http://www. thednastore. com/images/coins/scan0034m. jpg] Questionnaires Unfortunately, the time spent at SPRCP was cut short due to a lack of positive chemistry with the P7/6 teacher and therefore data was collected to gain further insights into the teaching of science at primary level. An email-based questionnaire was sent to fellow undergraduate ambassadors and a Google Docs(r) form was passed to Primary Education students. The questionnaire to other ambassadors (as in Appendix A) looked at their experience with the primary schools they were in. Of particular interest was the rapport between the pupils and teachers especially in terms of interaction and activity. The questionnaire that was sent to the Primary Education students at the University of Glasgow (as in Appendix B) looked at the knowledge and attributes that they could bring to teaching science at primary education as well as their expectations. Analysis of the questionnaire’s included judging the content of responses and categorising them so that responses could be compared. Page 15 of 37 Results Charles Darwin and Evolution lesson At the beginning of the first lesson – to gauge the ability of the pupils – a questionnaire was presented on different aspects of science. Unfortunately the results from this weren’t recorded, however it appeared as though the knowledge of general science was good in the class. Questions on the solar system, and people in science were answered well (see Appendix A for questions) but genetic and more specialised aspects of science were less well understood. Such aspects of science as the definition of evolution and the evidence which supports evolution was poorly answered. Also, the pupils did not know what a gene was, which was not surprising considering the age group. Shadowing and assisting Tom Fabling allowed for a rapport to be built with the pupils and therefore they seemed more interested and engaged with the content. Though the lesson was quite lecture style in some parts, it was intersected with activities which meant that the pupils had to be focused throughout the lesson. During the more lecture style parts of the lesson, the pupils were also able to ask questions. These questions covered a vast amount of topics such as about the process of fossilisation, how â€Å"monkeys† became â€Å"man†. The quality of question were overall quite good and this allowed for pupils to gain greater insight into aspects that they were finding difficulty with. The questioning also showed that they were engaged with the material. The questions would also have allowed for furthering tailoring of future lessons by considering the demands of the pupils. The command â€Å"thumbs up or down† would be used to allow the gauging of how well the pupils understood the material. Looking at a ten pound note at the end of the lesson which has printed on it Darwin alongside his work seemed to summarise the lesson really well. It also provided the pupils with something they could tell others about as they could describe the different aspects of the work and relate it back to the ideas from the lesson. Page 16 of 37 At the end of the lesson, feedback was requested and some of the pupils definitely found it interesting even if they hadn’t fully understood all the content. The teacher said that the activities and content were pitched at the right level but too much material was covered in too little time and that in the future more concise lessons should be done. Science teacher assisting Input in the teaching of general science was greatly appreciated by Tom Fabling as his own knowledge of science is based around his interests rather than from a degree in science and therefore his scientific knowledge can sometimes be limited. Since he sometimes struggled to teach science, his methods for teaching often revolved around more arts techniques. This included activities such as drawing equipment rather than asking questions or having more interaction with the pupils. Wednesday is the science day at the school and as such, Tom Fabling teaches each class a certain aspect of science. The theme for one of these days was Guy Fawkes Night and there was very little mention of science. While there is significance to Guy Fawkes Night in a social and political arena, there is little bearing in science and this topic would be better suited to history or citizenship. During the assisting, it was possible to open the discussion about the Night into science by discussing gunpowder, its composition and how explosions work. Another example of where a citizenship module was used as a science module was with â€Å"Drugwise† which looked at the use of illegal substances. The disadvantage of teaching about drugs in schools is that is heavily based on shock tactics and not about providing information (BBC News, 2002). One of the activities involved pupils drawing what they would think a drug user would look like. Most of the pupils drew someone who looked scruffy, had no teeth or hair, bad skin, etc. ignoring that people from all background could be drug users (Pedersen Skrondal, 1994). The medical side of the education is also only in the negative effects and the cause-and-effect of drugs, something important in science, is inevitably neglected as it shows what drugs can do in a way which is not damaging in the short-term or at all (Kinder, Pape, Walfish, 1980). Page 17 of 37 Looking at some of the questionnaires that Tom Fabling had collected from the pupils, there are many questions that did not appear to be scientific amongst those that were. Questions such as â€Å"What planet do you live on? † are probably too easy and questions such as â€Å"Isaac Newton dropped an apple and discovered g______† are based on an apocryphal story. Such questions were probably there to make pupils feel more comfortable as it would be more difficult to get no marks at all but the overall calibre of the questions were not particularly well picked. However, without a good appreciation of the requirements of the curriculum it is hard to make a definite conclusion. Apart from the older classes, P5/4 and P7/6, there is very little that distinguishes individual students by way of achievement on the test as can be seen in Figure 3. In the older classes it can quite clearly be seen that there are some students who were a lot more challenged by the questions than others. If the individual topics where pupils were struggling with were recorded then it would help in identifying weak points that could be later worked on. 2/10 4% 5/8 19% 10/10 41% 6/8 23% 7/8 27% 9/10 18% 8/8 31% 6/10 23% 7/10 9% 8/10 5% P3/2 class P4/3 class 15/15 21% 6/15 13% 8/15 4% 9/15 4% 10/15 9% 11/15 4% 12/15 8% 14/19 5% 16/19 5% 3/19 5% 4/19 9% 5/19 5% 6/19 5% 7/19 5% 8/19 5% 13/19 14% 12/19 10% 14/15 8% 13/15 29% 9/19 11/19 14% 10/19 9% 9% P5/4 class P7/6 class Page 18 of 37 Figure 3: Graphs showing the results of science tests from different-aged classes The segments of the pie charts show the percentage of students that got a specific mark. The labels have two numbers; the upper being the mark and the lower being the percentage of pupils with that mark. Looking at the science topics, there are also points which suggest that the teaching of science As previously mentioned, some of the topics such as â€Å"drugwise† would be better placed in other parts of the curriculum. Also some of topics for younger students such as toys, clothes, etc. that are also not strictly scientific. Table 1: Science topics at SPRCPS Primary 1 †¢ Starting school Aug-Oct Primary 2 †¢ Ourselves – Our bodies Primary 3/2 †¢ Dental health Primary 5/4 †¢ Healthy eating Primary 6/5 †¢ Healthy living Primary 7/6 †¢ Substance abuse (Drugwise 2) Oct-Dec †¢ Light and darkness †¢ Fruit and vegetables †¢ Wheels †¢ Materials †¢ Clothes †¢ Buildings †¢ Trees – Autumn †¢ Toys – Technology †¢ Changes in autumn †¢ The seasons †¢ Electricity †¢ Electricity †¢ The Solar system †¢ Research †¢ Weather †¢ Magnetism †¢ Under the sea †¢ Under the sea Jan-Mar †¢ Friction †¢ Air travel †¢ Research †¢ Birds and minibeasts Apr-Jun †¢ The seashore †¢ Mini-beasts and plants †¢ Robotots – technology †¢ Toys †¢ Robotots – technology †¢ Toys †¢ New life on the farm The lesson on static electricity that was part of the general science assisting was mostly a success. The children were very engaged with the lesson that was taught. However, the van der Graaf generator did fail for a period of time which was unfortunate but other activities were also available such as picking up confetti with a balloon that had been charged up by rubbing against the pupils’ hair. Due to a misunderstanding it was not known how much time would be spent on teaching this topic; a short demonstration of the van der Graaf generator turned out to be a whole lesson on static electricity. Tom Fabling highly praised the lesson and commented that he had learnt Page 19 of 37 from it too. Other members of staff were also provided an opportunity to view the demonstration and were as enthusiastic as the pupils. Questionnaires UAS questionnaire The general consensus from other students who were on the UAS was that they and the schools they worked with had a very positive experience. The questionnaire was completed by five UAS students. Most of the students (4/5) shadowed the teacher before starting their own teaching. This would have given them the chance to evaluate the confidence, knowledge and lesson styles, etc. of the teacher. As can be seen from Figure 4, more of the teacher’s were confident than weren’t. The reason for this was either down to the science background of one of the teacher’s (they had a degree in science engineering) or down to a large amount of teaching experiencing (one had taught for 25 years). The teacher with the degree in science engineering was quite apt when it came to science knowledge, as was one other teacher; two teachers were judged not have a very good knowledge of science. The teaching techniques for most of the classes didn’t vary greatly with most teachers opting to use paper-based (e. g. worksheets, books, etc. ) and computer-based (e. g. looking up articles/videos on the internet) activities over practical activities. This also shaped the lesson structures which was described in one school as being â€Å"very lecture style†. The lack of practical work – which would have been hands-on and exciting for pupils – also meant that there wasn’t much group work involved. Another disadvantage of this is that group work encourages pupils to help other pupils and allows them to appreciate each other’s ability in a subject area opening discussion between pupils rather than limiting it to between the teacher and pupils. It can often be daunting to ask questions in front of classmates and therefore it is often good to develop the chemistry of groups to encourage information flow between pupils. Page 20 of 37 Since most of the science lessons were not taught in a practical manner, it is not surprising that the science resources of thes schools need not contain more than books though one school these books, did have a dedicated â€Å"science cupboard†. There were a lot of resources at SPRCPS but they were poorly organised and therefore difficult to locate equipment. Figure 4: UAS students’ perception of the normal teachers qualities This figure summarises the responses to the questionnaire about how the students who shadowed the usual teacher felt about their certain characteristics and the availability of resources. Confiden and science Confidence knowledge were measured mostly by responses that had a â€Å"yes† or â€Å"no† answer. Teaching techniques were judge by variety therefore mostly paper paper-based lessons would be considered negative. Lesson structures were also . judged by variety and science resources by availability. ce As well as bringing subject expertise, and ease with teaching the subject that they were (Murphy, Beggs, Carlisle, Greenwood, 2004) another advantage of having a student from UAS was 2004), that some financial support was provided towards the cost of teaching resources. This meant that inancial pupils who may have been less familiar with practical activities were given that opportunity and this would have effected not only the structure of lessons, making it easier to focus, but also the easier enthusiasm of the pupils towards science. One of the important things to note is the difference in having a younger person or a student teach pupils. Pupils may relate more with students than teachers as they are both young and in education (Goebel Cashen, 1979) and therefore will be happier to ask question Students also questions. don’t possess the same authority as teachers and therefore the divide between themselves and students is not as vast. Additional the generation gap is also not as wide, thereby creating the Additionally, , potential for a rapport to be built faster or more strongly. Figure 5 summarises how the pupils responded to the UAS teacher. Page 21 of 37 Figure 5 How the pupils at each of the UAS student’ schools responded to their presence As in Figure 4, the responses were judged to be either positive or negative. For the â€Å"using different teaching techniques†, negatively indicates that either it was unknown as to how the normal teacher teac teaches or that different techniques were not used. Also having teachers that have backgrounds in the fields they are teaching would make the interaction easier too. Not only can questions be aimed at the UAS students but, due to the background in more general science , questions in bro

The Passion Of The Christ Theology Religion Essay

The Passion Of The Christ Theology Religion Essay For the past 2000 years the Jewish people have been persecuted with extreme prejudice. They have been murdered for countless different reasons over the course of two millennia. The underlying reason for this hatred and racism has always been a belief that their ancestors were responsible for the crucifixion of Jesus Christ. This racism is literally an ongoing punishment for the supposed sins of the early Hebrews. In at least three of the gospels in the Christian bible there are differing accounts of the roles the early Jews played in the actual trial and execution of Christ. Needless to say, these passages remained controversial for as long as they have been committed to paper. There is speculation as to the validity of their claims as historical proof. A recent film about the final twelve hours of Jesus Christs life and death places these inconsistencies and the mistreatment of the modern Jews back into the spotlight. This alleged literal translation caused many contemporary Jews to cry out in protest over the hard-line depiction in Mel Gibsons new film The Passion of the Christ. Part of the reason this new film is causing so much controversy is because of Gibsons blatant reinterpretations and artistic license taken throughout the film. He tends to go out of bounds with the already tough Jewish public sentiment in regard to Christs death and creates a completely anti-Semitic work. Artistic license is acceptable when creating, but when the claim is made that the work will be a literal translation of the gospels, one looses the ability to fabricate and enters into a new realm of scrutiny. Mel took a copious amount of artistic license with this film, but he does not see it that way. In 1965, the Catholic Church via the pope in the Vatican declared, among other things, that the Jews were not responsible for the crucifixion of Christ. This declaration is formally entitled Vatican II. It exonerates the Jews and condemns all those still seeking Jewish suffering. It directly affects the Catholics, which means that Gibson and his family, who are not Catholics, are not required to abide by these new dictates. Mel, his family and a group of others called The Holy Family, have decided that their particular form of Catholicism needed to be further amended and conservatively redefined. They practice the Trinitine Mass, an extremely conservative form of Christianity based on traditional Catholicism, and they openly reject the changes of Vatican II. In short, they still hold present and past Jews responsible in particular for the death of Christ. Mels father, Hutton Gibson, stated all the popes since John XXIII are illegitimate anti-popes, the Second Vatican Council was a Masonic plot backed by Jews, and the Holocaust figure of 6 million Jews killed was an exaggeration (Schroth 2). He himself is a full-fledged member of this ultra conservative right wing theology and did nothing but illustrate their prejudiced philosophies to the media and an interested society at large. He is an accurate reflection of the ideals that helped to form the interpretations governing this film. Mels self-professed goals for this film were simple. Gibson claimed that his account would be historically truthful because it would be based on the Gospels (Schroth 3). He was unimpressed with previous attempts to depict the passion in film so he embarked on the journey of telling this story. He wanted to depict the scriptures literally and show the events the way they truly happened. Gibson funded his attempt with his own 25 million dollars and the rest was history. This is an attempt to influence his audience to believe that the sacrifice Christ made for humanity happened the way he and his Holy Family see it. By creating a flashy high-profile film he makes this subject popular and accessible to the secular world as well as the established Christian community. No matter what Gibson claimed to begin with he fell short of his publicly stated intentions. After viewing his finished product one can easily walk away with the notion that this is actually an Anti-Semitic film and not the truthful enlightenment of the Scriptures originally purported. First, because Gibson stated the film would be Scripturaly truthful one must stay alert, knowing that the film starts off on shaky ground. The bible is a huge collection of literal contradictions and potentially inaccurate historical events, the Gospels themselves, written between A.D. 70 and 100, are not reliable historical documents. They contradict one another on detailsà ¢Ã¢â€š ¬Ã‚ ¦ (Schroth 3). These inconsistencies can and do become a damning problem when one begins to make claims using the bible as infallible support as Gibson does for the film. Second, people interpret the bibles same passages in many different ways. This is part of the reason that Christianity separated into so many factions at different times throughout history. It is the reason so many people believe they are acting within spiritual grace. While other Christians may think the same action would be deviating from the correct path. These differing interpretations have been a source of constant confusion for two millennia, with no end in sight. So when Gibson makes a movie based on the scripture it could contain almost anything, slanted and yet still hold validity and accuracy. However this does not mean it was the way the true events occurred in history. It means he is trying to make truth from what can be anecdotal metaphors without any real support for actual fact regardless of Scripture. Perhaps most intriguing here is that the bible is actually at odds, within itself, as to the actual culpability of the Jews. The four gospels do not agree with the role the Jews played in Jesus execution, the amount of Jews present during the entire ordeal and ultimately whether or not they are guilty at all. Gibson in his film removes all the bibles messy inconsistencies and forces the Jews to shoulder the responsibility themselves; all the while operating under the pretense that this is the most faithful rendition of Scripture yet. This is a condemnable offence by itself on Gibsons behalf. Gibsons film boasts several inconsistencies with the Bible. This is a rough point for a film, which was purported to be a truthful translation of the Scripture. If we accept the Bible as fact, as faithful Christians do, then we are instantly exposed to many small changes and artistic licensing. These new interpretations singularly may not present an offence, but collectively within the span of a two-hour film become impossible to ignore. Among the more prominent of these points in dispute with the facts as the bible presents them are the inclusion of the devil as a supporting character. He, or she in the film, does not enter even once into Christs final twelve hours at all. No matter how great Satan is as a metaphor for evil in general, he had no place here. The portrayal of Harrod as an unbelievably self-consumed man is acceptable. The problem there was removing a classic sense of blame which can be interpreted as guilt in the role he played in sending Christ to a certain death at the hands of Pilate. He became a nonentity that only slowed the progression of the story. The depiction of the irrational high courts evaluation and sentencing of Christ is not congruent with the scriptures as well. The court actually speaks words directly from scripture but acts in a way that makes them seem to be just a well-dressed addition to the radically insane Jewish mob. There is a thoroughly unbelievable Jewish mob, which defies b oth scripture in most cases and also reality throughout the entire film. With the exception of Jesus inner circle there is no scene in this film that does not feature throngs of Jews acting horribly by spitting, beating and ridiculing Christ. It losses effect after fifteen minutes and just becomes farcical. Jesus and his inner circle are not portrayed as Jews in this film. They read as something else entirely, but the truth is they were Jews and just the sign above Christs cross was not enough to show that. This subtle technique only further pushed the Jews into a corner of singular guilt. This was particularly ridiculous. The outright destruction of the throne and the Jewish temple with the high priests falling all over themselves was a blatant misrepresentation of the truth. The Bibles account only shows the sacred curtain being ripped down. Again, this is a real strike against the Jews with nothing to back it in terms of scriptural fact. Last, and very important to these minor ar guments was the extreme brutification of the criminal Barrabas. His role in the film is taken out of chronological order from the scriptures in all cases. This would seem minuscule, but it becomes profound, when in the film the Jewish mob chooses a disgusting known killer of Jews over a scourged and mutilated Jesus Christ. As opposed to how it actually takes place in scripture before the whipping. Again, all of these points are inconsistent with the Bible as a fact, and most of them are used to make the Jews look horrible, so that their sole blame can be easily established. The next and possibly most important point illustrating Mels disdain for the Jews is his treatment of the crucifixion, whipping and flogging in the film. In all four of the Gospels there is a description of the torture and execution of Jesus, but in only two of these accounts is he ever flogged. When mention of his flogging appears it is only included as an unelaborated fragment of another sentence. There is substantial doubt as to whether or not the scourging ever happened, let alone the flogging, but this is not how Gibson portrays this event. Gibson uses the bibles lack of detail as a green light to insert his own interpretations as he sees fit. He literally takes the sentence fragment from the two Gospels which mentioning a whipping, and recreates a seriously significant new transgression in Christs final trials. This newfound trial is then portrayed to be even more severe than the actual crucifixion itself, finally becoming Christs horrific true sacrifice. Gibson only had to rei nsert the Jews as the scapegoat decision makers and in the audiences eyes they would automatically take the blame for this horrifying act. This is a very subtle and true masterstroke on Gibsons part and it shows his deliberate intent completely. Gibsons doctoring of the Gospels accounts, reinterpretations of their clear passages and wholesale elaborations on their context becomes damning. It changes the movie from a literal interpretation of the Bible and creates a propaganda piece outlining one fanatical but skillful directors point of view: the Jews are not only responsible for Christs death but are guilty of an execution so brutal and a torture so heinous that it is literally unparalleled in human history. Furthermore, they should still be held accountable even now 2000 years later. Not only are these concepts ridiculous, but they became so polarized before the movie even released, that Gibson, probably realizing he had gone to far, cut out several lines from the film directly accusing the Jews of wrong doing. He knew he had crossed the line and would have an increasingly serious problem on his hands because the script pieces he removed were literal text from the Bible, not speculative fodder like many of his other treatm ents of the events. He must have truly understood that what he was doing was deplorable if he felt that cutting actual, literal text was acceptable when his goal was to make a truthful version of the Gospel in film. In order to understand how deeply Gibsons desire to defame the Jews runs, we need only examine the treatment of one of the movies main characters. Gibsons cruel intent is ironically tied to his saintly portrayal of the man Pontius Pilate. It is first important to note that all four of the Gospels are uniquely in unison on one thing: Pilate killed Jesus. Pilate made it his final decision to crucify Christ. If the whipping and scourging happened at all the way it did in the film, Pilate made that so. A small group of Jews 2000 years ago called for Christs execution, but it was Pilate who ordered it. Pilate is a monster, and he has always carried that reputation so fiercely that it is and has been common knowledge to Christians for 2000 years. It is Pilate who is responsible for Christs demise and not the Jews, but Gibson has another idea. For one very specific reason Gibson sees fit to take extreme artistic license once again with the facts as presented in the Bible and utilizes revisionist history to reinvent the monster Pilate into a good man. In his film Pilate is presented almost as a hero. He is the voice of reason and personifies logic. He is completed with a clichà © good-guy demeanor that is not at all the standard template for this dubious historical figure. Gibson plays him out in the film as a fine, moral Roman Tribune possessed of extraordinary logic and sympathy, struggling with a profound unwillingness to execute Christ amidst throngs of blood-hungry, insane Jews. Gibson manufactured Pilate into deity from an evil human being, and by doing that absolved Pilate of guilt. Pilates absolution was paramount to Gibson because it drives the nail home on the Jews. Gibson has carefully crafted many inconsistencies with the scriptures in order to create an even more terrifying version of Christs ordeals. With Pilate he removed any and all others associated with the wrongful death of Christ so that the burden would fall squarely on the Jews. There literally remains no third party to convolute the picture of now clearly established blame. Finally Gibsons grand-masterstroke can be revealed. The audiences horror with his extreme violent depictions of scourging and crucifixion will subconsciously transform into a basis of hatred against the Jews. This hatred of the character Jews in the film is probably intended to further proliferate a continuing Anti Semitic sentiment in both Christian and global Culture, perpetuating a 2000-year-old racial prejudice Gibson is an experienced master of his craft, which means that he acted deliberately. Nothing could have appeared in a film he produced, directed, financed and helped to write without his knowing and approval of every small detail. He can point no fingers here; there is nowhere to hide. All of his ugly subtleties were in the end, all to apparent to people with an open mind and an understanding of the facts as presented in the Bible. This is Gibsons true intent for this film, not historic truth based on the Gospels at all. Gibsons attempt to slander and blame the Jews either shows a profound lack of understanding or a scalding ignorance of the Christian faith on his part. He thinks he is a very devout Christian, but Christians believe in one very important thing: Jesus Christ is the Son of God and he sacrificed himself to atone for all of mans sins. Gibsons film does not reflect this ideal. He blames the Jews directly, but they could not be directly responsible at all. This shows either his inability to accept the fact, or just a simple prejudice. The Jews are not guilty because all mankind is guilty. A true follower of the teachings of Christ knows this and acts accordingly. After all, Jews helped Christ to fulfill the prophecies needed in order to die for all mankinds sin. This could serve to shed a fresh, new, and positive light on the Jews; in the end they are Gods chosen people. Gibsons extremist mincing throughout the film works against his established intentions. His interpretations are shallow and transparent. They clearly show his prejudice towards the Jewish people, and he can only come off as an ugly person in the end. Intelligent people and open-minded Christians will not be swayed by the coercive piece of propaganda that The Passion Of The Christ is. It will insult them and their intelligence. Gibsons only stroke of brilliance involved with this project was displaying that he understood the psyche of the religious-right in the US. He knew how to strike up the publicity on this film. Not only did he get the hard-core right wing Christian community to back it without question, he drummed up an overwhelming amount of raw curiosity throughout the secular world. His story, the publicity, the controversy, the disagreements, the inconsistencies, earned him notoriety, acclaim and over 300 million dollars. That money may be the only true success he earns with this film, because anyone ignorant of Christs story will not be converted by this nonsense. They will just be confused about how his portrayal of Jesus could measure up to the man so many people worship as God.

The Modeling of Salt Water Intrusion Essay -- Encroachment Science Ess

The Modeling of Salt Water Intrusion What is Salt Water Intrusion? Salt water intrusion, or encroachment, is defined by Freeze and Cherry (1979) as the migration of salt water into fresh water aquifers under the influence of groundwater development. Salt water intrusion becomes a problem in coastal areas where fresh water aquifers are hydraulically connected with seawater. When large amounts of fresh water are withdrawn from these aquifers, hydraulic gradients encourage the flow of seawater toward the pumped well or wells. Salt water intrusion is a problem that affects coastal areas around the world. Groundwater Problems in Coastal Areas (Custodio, 1987) is an excellent reference for more information on global salt water intrusion problems, while Atkinson (1986) details salt water intrusion problems for the coastal areas of the United States. Why is it a Problem? The encroachment of salt water into fresh water supplies has become cause for concern within the last century as populations in coastal areas have risen sharply and placed greater demands on fresh groundwater reserves. Salt water intrusion causes many problems in these areas, perhaps the most severe being the limitation of potable drinking water. Drinking water standards established by the EPA in 1962 require that drinking water contain no more than 500 mg/L of total suspended solids (TSS), a common measure of salinity (Atkinson, 1986). Seawater contains approximately 30000 mg/L of TSS. Therefore, it is evident that even a small amount of seawater can cause drinking water problems when mixed with fresh water reserves. Also, salinity in irrigation water can be detrimental to agriculture, reducing yields and killing crops with low tolerances to salt. In some... ...t Modeling of the Flow Through Porous Media". OWRT-C-4026(9006)(4). Office of Water Resources and Technology, U.S. Dept. of the Interior. Washington, DC. March, 1975. Christensen, B.A., "Mathematical Methods for Analysis of Fresh Water Lenses in the Coastal Zones of the Floridian Aquifer". OWRT-A-032-FLA(1). Office of Water Research and Technology. U.S. Dept. of the Interior. Washington, DC. Custodio, E., and Llamas, M.R. Hidrologia Subterranea. Ed. Omega, Barcelona. 1976. Custodio, E. (prepared by). Groundwater Problems in Coastal Areas. A contribution to the International Hydrological Programme. 1987. Freeze, R. A. and J. A. Cherry. Groundwater. Prentice Hall, Inc. 1979. Jenkins, S. R. and R. K. Moore. "Effect of Saltwater Intrusion on Soil Erodibility of Alabama Marshlands". Water Resources Research Institute, Auburn University, Auburn, Al. 1984.

Stephen Bantu Biko :: essays research papers

Stephen Bantu Biko Stephen Biko is known internationally as the founder of the South African Students' Organization (SASO), and a leading force in the South Africa Black Consciousness movement. He fought against the separation between black and whites, called apartheid (the Afrikaans term for separateness). His childhood experiences and character, lead him to became a powerful leader. Steve Biko was born on December 18, 1946, in King William's Town, South Africa. He father was a clerk and his mother was a housemaid. Following the Sharpeville massacre in 1960, Biko was just 17 years old when he became a political activist. He started to become active when he got expelled from Lovedale High School and his brother was arrested in a nationwide police crackdown on political activists. He ended up graduating in 1966 at a boarding school in Natal named St. Francis College. By then, his mind and character were those of a leader. He had a quick brain with huge mental force and ideas. He had the gift to cut through to the core of a problem and find the best solution. "His mind was a tool to chisel out sense and truth and order" (Woods 78). Biko was thoughtful, sensitive and had a good sense of humor. He was motivated by the search for good and truth. At the University of Natal Medicine in 1968, he became involved in the multiracial National Union of South African Students. He was known by peers and adults as a student leader This organization fought for black rights, except he claimed that, "the white [were] doing all the talking and the blacks listening" (Biko 210). Biko wanted the blacks to have as much say and participation as the whites, so in 1968 he became the co-founder and first president of he South African Students' Organization (SASO). This was an all-black organization, which aim was to raise self respect and reliance to all blacks. He said, "Black liberation starts with psychological self reliance. This can only be initiated in isolation from allies whose good intentions are an obstacle to such self- realization" (Woods 63). This organization helped the foundation of another movement and convention, known as the South African Students' Movement, and the Black Peoples' Convention (BPC). This movement also became known as the Black Consciousness Movement. The movements he founded were headed towards students, because they were the ones that might change their minds, unlike the older people, who have already made up their minds. He published Black Review, which was a political journal for the black community. These movements and publications raised so much controversy that the black man is as worthy as any