How does Browning tell the story in The Patriot Essay Example

How does Browning tell the story in The Patriot? Essay This ambiguous yet timeless poem also suggests that revolution is not at societys best interest but rather reform is a much ore effective way to lead society. The beginning of The Patriot reveals the linear chronology which is supported through out by an extremely reflective first person narration. Through the reflective tone Of the narrator a clear sense of immediacy is highlighted as the pasts better memories are reminisced on: It was roses, roses, all the way. The emphasis on the roses signify the connection to England and the love, at this point, between the people are The Patriot. Also, due to the reminiscing on good memories in stanza one is builds the readerships interpretation and mood as an uplifting ND everlasting poem which is slightly deceiving. In the second stanza the mood and the readerships interpretation quickly changes as The Patriot reveals a slightly more unstable side of their personality through Borrowings use of imaginary conversations between the crowd and the narrator: give me your sun from yonder skiers! Through Browsing use of voices in texts is displays societies fickle nature of loyalty as the crowd eagerly replies with and afterward, what else? This exaggeration exemplifies the lies society is willing to promise in order to be led and the ridiculous extent to which they an admire The Patriot and then almost immediately change their minds on an important political movement and villainies The Patriot. The official turning point in the poem takes place in stanza three through The Patriots bitterness which is disguised by a sarcastic rema rk regarding the crowds exaggerated false promises from the past: Alack, it was I who leaped at the sun. We will write a custom essay sample on How does Browning tell the story in The Patriot? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does Browning tell the story in The Patriot? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does Browning tell the story in The Patriot? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This quotation also reveals the animosity he feels as he believes undoubtedly that he was the one that realistically gave society all they asked including leading them towards the development which they all pleaded for. The fourth stanza shows an evident juxtaposition with the first stanza through the use of a clear sense of betrayal which The Patriot feels towards the crowds which once supported the political uprising which he proposed. This is shown through Theres nobody on the house tops now. Browning also purposely uses the archaic language of palsied to incorporate the context of the political movement and how it was forced to age prematurely. A mood Of clear hopelessness and suffering begins to be revealed in stanza five largely through Borrowings use of pathetic fallacy as the rain indicates he true disappointment and misery of The Patriots situation. Furthermore, the portrayal of Jesus is used to contribute to the story as The Patriots forehead bleeds. This biblical imagery links to Jesus sacrifice for his people just as The Patriot believes he is sacrificing himself for the people of his country. The idea that The Patriot is sacrificing himself for the loyalty and love for his country is also showcased through the calming tone suggesting he is at ease with the price he is about to pay. Another representation of the biblical is in the last stanza of the poem as The Patriot yet again experiences slightly deranged imaginary conversation with God. This is also were a true revelation of resignation occurs to the brutal execution Thus entered, and thus I go! . This also reinforces The Patriots idea that patriotism is worthy cause to die for. However, the primary function of this poem may be to outline the form of satire regarding the foolishness of patriotism the rough time as a timeless poem. Regardless of the biblical imagery The Patriot states that he owes nothing to God which reinforces his belief of being innocent in the political movement he unsuccessfully led.

Love fuck Essays

Love fuck Essays Love fuck Essay Love fuck Essay And that’s the time when I met him. The person who changed my life. Well, its funny how a girl like me could fall in love, you know. But I found something special (or more like weird) in him. And then we started talking and talking and talking and then it happened – We fell in love. I was actually afraid to fall in love ‘cause when it all gets over there won’t be anyone to catch you. Aw. Lol. He was so different, so sweet dammit. Compared to him, I was nothing, you see. And I was so lucky, fucking lucky, to have him.It was the first ever time I was seeing so much of love. I used to keep asking him ‘Dude, why did you even propose me? I mean, what was so special about me, huh? And then he used to say something so sweet ‘Eman, your special, your unique, and that’s why I love you’. We met twice or so, and the first time I met him, I was like shit shy. He was talking, and talking and I wished he would stop sometime. And there I was stan ding, and biting my lips, being so feminine. I stared at him, saw his bony legs,that rib tight T-Shirt,a black one,which looked very much HOT ON HIM.I listened to his talks,in between he called his so called bestie Nikhil and started blabbering some crap which I never understood. And then we just went like that,didn’t even say a Bye. Weird. The second time I met him, was at the same location,the bloody old boring Mega-Mall. I wore a freaky abaya,and surprisingly he liked it. That day we talked more openly and then he did a very strange thing – He whacked my head with some magazine or something and the weirdest part was he did that frequently though I told him that I hated it (But in fact I liked it,sheesh).And unfortunately I wasn’t well that day,but I didn’t consider that as a big deal. And that day ended up so awkwardly,I mean,he gave me a Hi5 and I literally rejected it. Stupid me. And he took it in the wrong way. Though he understood the reason later. Thank God. And then comes our most epic meeting – The Legendary Park Event. Allah,that day was equally embarrassing,fun,amazing,and wow. And it was quite weird ,walking with him when his irritating bestie and some long relation cousin were there.I planned so many,uh,this that and ended up in a police station. Great,ye ? I still thank Allah that Mom didn’t figure out anything on that day. Whew,damn. I thought I would have to break up with him,which is the most hurting thing but I was wrong,our love got more deeper and wilder after that. And then he went to India,I was all left behind,all alone. Those days without him were, something unexplainable, no words. Then I landed on Kerala,the first ever thing I did was message him. And all I got in a response was something like ‘ You’ve changed Eman. I felt like kicking his ass,punching his nose until he would bleed,then cry and then hug him tight. I told my sister about our relationship. She was shocked,she was l ike ‘Eman,you gotta be kidding the fuck outta me’. Then she laughed telling how a girl like me could be romantic. I hate her,fuck. She asked me to break up,telling me that there would be no way I could live with him. I cried,and then I did the most idiotic thing – I cut my neck with a blade. My sister found this,and she went insane and then she agreed that I could date him.She gave those sisterly advices like ‘Emu,don’t cross the limit ’kay ? Be careful. Don’t do that,don’t do this,ask him to stay atleast 10m away from you and blah blah blah’. And then I thought of playing a prank on him,I told him to break up. I know that was stupid,but I just wanted to see how much he loved him. But his response to that was so ,different. I mean,he least cared,he wasn’t worried at all,and then he broke up just like that. It hurted me,shit lot. I thought he would understand that it was a prank and stuff,but he didn’t. I thou ght he knew me..

Implementing ISO 9000 and Investor in People initiatives in working Essay

Implementing ISO 9000 and Investor in People initiatives in working place. Business Initiatiaves - Essay Example In today’s competitive world, every organisation wants to stay ahead of others, for which they strive to run more efficient businesses aimed at achieving maximum benefits using minimum resources. This has led to a formal, structured business process in which an organisation first sets a vision derived from its core values and ethics, develops a business plan based on its goals and priorities and then formulates business strategies to achieve the goals and hence put the business plan in action. A major business plan can often redefine the direction in which the organisation will proceed in the near or distant future (Bianca, 2013). There are several motivators that can cause an organisation to formulate a business plan and develop strategies to implement the plan such as, market-related motivators like, improving customer satisfaction, evolving with changing market dynamics and targeting a new market segment, competition-related motivators like, increasing market share, expandi ng product line, diversifying business, improving product quality, mergers and acquisitions, outperforming competitors and toppling market leaders, economic motivators like, job cuts and pay cuts, increasing market share and sales volume, reducing operational and manufacturing costs and improving productivity, operations-related motivators like, increasing productivity of employees, improving working environment and work culture and adopting new technology, environment-related motivators like, discontinuing using toxic chemicals, reducing pollution and carbon footprint, lowering energy consumption and adopting biomaterials as well as brand-equity motivators like, increasing brand visibility and recognition, creating brand loyalty and improving brand perception and brand image. Sometimes, multiple motivators may closely interact together. For instance, an organisation may decide to reduce its carbon footprint, improve the environment and be eligible for receiving special tax incentiv es from the government. Another organisation may want to introduce several new lines of products to target new market segments, create brand equity and generate more revenues. This means that at the core, every new move that an organisation makes is primarily tied to its commercial benefits. Almost all business plans and strategies are designed privately by organisations in consultation with internal employees. Such parties often tend to focus only on the desired outcomes and ignore the associated negative implications. This leads to achieving the desired goals at the cost of several other exploitations which not only backfire at the organisations, but also harm the entire society. The growing list of poor business plans and strategies of organisations around the world has prompted governments to undertake several measures that help organisations to take a holistic approach during chalking out initiatives, so that all the parties involved (such as, employees, customers and investors ) reap the benefits together. This has led to the creation of several business standards that draw from benchmark business practices in their respective industries and these standards are promoted to organisations for adoption. The adoption of a business standard helps an organisation to

Why do we distinguish between network administration and systems Essay

Why do we distinguish between network administration and systems administration - Essay Example However, many companies have more than one roles being performed by a single person. This is mainly due to the lack of resources, limited operations and economic reasons. However, despite all this, the roles of the different people involved in any typical IT department can easily be defined separately. The IT director being the head of the department represents the IT in the top management team. Other three categories and/or designations are the people directly involved with workings and infrastructure of the IT of the company. The database administrator is simply the person managing the central database server of the organization. However there are significant confusions regarding the roles of the system and network administrator(s). The field of system administration is a broad term used to define the roles and responsibilities of the person who maintains and operate the IT infrastructure of the company as a whole. A system administrator, also known as the 'sysadmin' (Microsoft, 1999), can have a work schedule ranging from a few hours per week to a full time job depending on the size of the organization. A system administrator might not even know the CEO, but he actually acts as the liaison between the technical and the non-technical staff of the organization. Some of the basic duties performed by the system administrator(s) are (Limoncelli & Hogan, 2007); Install and maintain the user... Determine hardware and software pre-requisites, which patches and/or plug-ins to install, which services to provide, and which services to disable. Plan and manage the machine room environment Design machine room; specify cooling temperatures, cabling configurations, power connections and alternate support, and environmental controls (fire alarm, security, etc.) Schedule downtime to perform upgrades/patches, and test devices and schedule downtime to manage devices. Install and maintain the user accounts; develop acceptable use policy and login-name policy, rights and privileges of different users; determine password change policies; install/configure/manage name services; and manage licenses. Determine disk quota allocation, manage disk space, and monitor log files. Configure network services (Burgess, 2002): Printing, file sharing, name service. Determine file sharing needs and printing policies. Manage security for shared resources. Other duties of a system administrator may also include scripting, programming, project management for systems-related project of automation and/or system analysis and designing, supervising and/or training computer operators, and serving as a consultant for computer related problems beyond the ordinary knowledge of the technical support staff. A System Administrator is supposed to demonstrate a versatile blend of fine tuned technical skills and responsibility. Larger organizations have clearly defined models while smaller organizations will be likely to consolidate functions in order to maintain the health and operational capabilities of the systems. In both cases a system administrator would be there either as part of the larger IT group or as the only IT manager responsible for every system

Human Health and Environment Assignment Example | Topics and Well Written Essays - 1500 words

Human Health and Environment - Assignment Example & Wicander, R., 2009) However, it has been discovered to be dangerous to humans. The British Rail in 1967 made it public that it would cease to use asbestos insulation because of the danger to workmen. (Tweedale, G. & et. al., 2000) Asbestos, which is made up of six different fibrous materials that mainly affect the lungs, causes cancer. Because exposure to asbestos could slowly kill humans, â€Å"the U.S. Environmental Protection Agency (EPA) banned the use of various asbestos-containing products during 1970s and 1980s. In 1989 the EPA announced a ban on all asbestos products by 1996.† (Alters & Schiff, 2006) Dichloro-diphenyl-trichloro-ethane or DDT, as it is most commonly called, is a synthetic pesticide. Renowned author and environmentalist Rachel Carson refers to DDT as a toxic chemical in her book, Silent Spring. As Carson (2002) states, â€Å"one of the most sinister features of DDT and related chemicals is the way they are passed on from one organism to another through all the links of the food chains.† Although there are no definite examples of human fatality due to ingestion of DDT, illness has been manifested with a dosage of 10mg/kg. (Assembly of Life Sciences, 1977) DDT has not always been a threat. Initially, DDT was of great importance As a matter of fact, it was considered â€Å"a great importance to all, both in helping to win the war and improving the country’s health after the war is over.† (Simmons, J., 2008) Discovered to cause paralysis in insects, DDT was used to treat lice in military men. After Geigy Colour Company, Ltd. of Switzerland introduced its effective DDT-based insecticide, Gesarol, American investigators brought it to the USA to be developed and distributed for use against insect-borne disease during World War II. (McCallum, J.E., 2008) Continued use of DDT-based pesticides, however have resulted to health problems for people and danger to the

Irish Troubles Political Cartoons: An Analysis

Irish Troubles Political Cartoons: An Analysis The political cartoons about the Irish troubles drawn by a number of prominent cartoonists in the early 1970s differed sharply from the cartoons produced by artists during the peace process in the 1990s. Arguably this could be down to a number of factors. Firstly, cartoonists in the 1970s were much more likely to attack specific groups of people – the Irish themselves have been targets of British supremacist derision for several hundred years, and have been depicted in a derogatory light in cartoons since cartoons were first printed. Second, the situation was considerably more grave in the 1970s than it was in the 1990s – although the IRA were still established and effective in the 1990s, the 1970s saw the most bloodshed, and therefore, it must have been very difficult to perceive what was a complex and (to some) ridiculous situation in Ireland without knocking the Irish for propagating and sustaining this idea of religious sectarianism. The complex political situation in Ireland that had arisen as a result of four hundred years of religious complexity between the dominant British Protestant landowners, who held the political reins, and the oppressed Irish Catholics, ultimately had a great impact on the British interpretation of the Irish throughout the generations, and also upon the representation of the English in Irish journalistic literature and art. Thus, a particular view of the Irish came to be represented in the British media, which tended to emerge whenever there were specific troubles within Ireland or else among the Irish in Britain. These stereotypes, especially of the Irish, can be said to be at their most potent during the time of the political troubles in Ireland. The resultant swathe of political cartoons that were printed on a regular basis in the daily newspapers in both Ireland and Britain, particularly during the political unrest and violence of the early 1970s, tended to push the Irish into a subcategory of their own, denied of their identity as autonomous individuals, subjected and represented by a more dominant political force, namely, the English. The history of the cartoon in respect of this tradition of Irish caricaturing is interesting, as it reveals a rich history of treating the Irishman as a figure of derision and ridicule – however, it is more interesting to note that this figure changed throughout the years and, especially with the increase of militancy among the grass-roots of Irish working class communities, saw the emergence of the cartoon depiction of the Irishman as a simian, bestial, uncivilised caricature, often wielding knifes and other implements, and driven by a fervid passion to kill, much like zombies from a horror film. The history of political cartoons goes back to the eighteenth century. However, technological developments in photography changed the nature of cartoons at the turn of the century, in many ways shaping the type of cartoon we see in newspapers nowadays: Fitzgerald, in Art and Politics (1973) argues that: â€Å"[The photograph] simply replicated the surface structure of life; it did not normally give it a depth of interpretation or meaning.† Thus, the photograph didnt entirely remove the need for the political cartoon, and in a sense, established the medium of the cartoon as a more biting representation of political and social malaises: â€Å"The political cartoon on the other hand sought to disrupt daily life, to make jokes and stage whispers and asides at the process if everyday life. [] The political cartoon was by its nature more subversive [than the photograph].† So, the nature of the political cartoon is to satirize and to comment upon, using visual imagery and caricature, the complexities of the cartoonists imagination / ideological persuasions. The effect of satirising political situations, and the placing of topical events into the medium of the cartoon, at least according to the cartoonists themselves, is largely arbitrary in its effect on the population: â€Å"Measuring the extent of the cartoonists influence on public opinion is a much more difficult, if not impossible task. [] Many cartoonists are [] dubious about its power.† Conversely, however, governments have always stepped in to control the production and the distribution of subversive cartoons. This suggests that they do possess a certain amount of impact when discussing or lampooning political leaders and people of significance: â€Å"French caricaturists of the 1830s who dared mock King Louis Philippe were fined and imprisoned; New York cartoonists criticisms of municipal corruption prompted government officials to attempt to pass an anti-cartoon law in 1897; and even in the modern era, when political cartoonists are prizes rather than prison sentences, satirists in totalitarian states have suffered harsh censure.† Indeed, some of the more subversive work of cartoonists have frequently stirred up controversy, especially concerning the representation of the Irish in British cartoons. In â€Å"The Irish†, by cartoonist for the Evening Standard, JAK, the representation of the Irish caused controversy that, with Ken Livingstones recent â€Å"Nazi† comments about the Evening Standard, continues to plague the political scene today: â€Å"none can excuse the fact that [The Irish] represents one of the most appalling examples of anti-Irish cartoon racism since the Victorian era. [] As a result of complaints made by many people in Britain, the Greater London Council, under its leader Ken Livingstone, withdrew its advertising from the Standard and demanded a full apology, which was refused.† The cartoon itself equates the Irish with death and barbarism, with the words: â€Å"The Ultimate in Psychopathic Horror: The Irish†. Although angered by the IRA bombings and the killing of innocents, this inability to describe the political complexities of the Irish, reducing them instead to a monstrous racial stereotype, not altogether unique in the cartoons of the time, tends to simplify, and thus promote Irish resentment during the period. However, in the second period I will be discussing in this piece, namely the late 1990s, the cartoons drawn by people like Martyn Turner during the peace process of the John Major and Tony Blair governments differ wildly from this tendency to demonise and / or denigrate the entire nation of Ireland – instead the cartoonists eye is drawn to subversive representations of the bureaucracy and the players within that complex and impenetrable political chess game that the Irish peace process became in the eyes of the public. The cartoons drawn, generally, seem less provoked by Irish or British resentment, and more represent a more benign form of political satire, that being the politics of government rather than the (sometimes militaristic) persuasions of the Irish population. The crude and hurtful Irish stereotype as barbaric, brutish and stupid are discarded – instead, the governmental players are the main focus for the satirists eye. There was a period in the early 1970s when an impending civil war in Ireland seemed inevitable, with clashes between British paramilitary and Loyalist groups in a state of near-war. â€Å"A number of paramilitary organisations were formed in Protestant working-class areas to counter-balance the activities of the Provisionals and carry out attacks on Catholic areas. As the IRA increased its campaign of shootings and bombings, 1972 became the most violent year of the Troubles with 467 deaths in Northern Ireland, 321 of which were civilian casualties.† The work of the cartoonists of the period assumed a similarly grave and polemical nature, as often the caricaturists and the cartoonists of the period would be divided between Catholic / Protestant, as well as down British / Irish lines. The problems with British intervention as â€Å"peacekeepers† culminated in the â€Å"Bloody Sunday† massacre of 30 January 1972, where British troops opened fire on unarmed catholic protesters: â€Å"It was in January 1972 that the British Army shot and killed thirteen civilians in Derry, writing another disaster into Anglo-Irish history. Bloody Sunday, as it was called, was commemorated twenty years later in 1992 with bitterness and anger.† The representation of the British paramilitary presence in Ireland divided cartoonists, and the culmination of the supposed folly of British intervention in Northern Ireland reached boiling point with Bloody Sunday. Thus, politics and ideology in 1970s reached such a stage that generalisation and ignorance about the Irish situation abounded, signalling a return to the grotesque caricaturing seen in Punch in Victorian times. The political complexities, difficult as they were to sum up in a simple argument, were thus heavily simplified by a number of British cartoonists, and this gross simplification often led to the demonisation of the Irish as a whole. This is demonstrated by both the cartoons of Cummings and in the highly controversial cartoon, â€Å"The Irish†, printed in the Evening Standard, in which all Irish citizens are tarred with the same brush. Again this differs greatly from the work of Martyn Turner, who I will focus on in greater depth; his cartoons are steeped in the complexities of the Irish situation, the bureaucratic and political turmoil of the Irish peace process in the 1990s, and its eventual resolution in a ceasefire. Thus, the body of Martyn Turners work in a sense tells us how the political cartoon, especially the market for this particular brand of political cartoon has changed from representing the opinion of the ignorant masses, to enlightening and stimulating an informed few. Martyn Turner strays away from the traditions of social stereotyping, choosing instead to focus on the political bureaucracy and its many players. His cartoons are effective on a number of distinct levels, and his work is predominantly concerned with satirizing political institutions and their players, rather than making sweeping and hurtful gestures about a whole group of people. Especially from the overtly racist work of the 1970s, we see a resurgence of the Irishman as a simian stereotype, who is either drawn to carnage and violence, or else is too stupid to conduct his own affairs with any degree of control. In Cummings work of the early 1970s, we see the Irish represented as racial stereotypes. In this dissertation, I will look firstly at the development of this stereotype, how it developed from an idealised representation of Ireland in the 18th century, to the myth of stupid, impulsive, apelike creatures in publications such as Punch in the mid-nineteenth century. From this I will then turn to representations of the Irish (and of the British involvement in Ireland) in the 1970s, looking especially at pieces of work that explicitly and blatantly attack Irish culture, using a stereotype that is both broadly racist, the only effect of which is to emphasise the lack of understanding and the bigotry in which a great swathe of British citizenry lived. History of Stereotypes in Cartoons James Gillray (1757-1815) is widely reputed as being the first great British cartoonist. In his work, the notion of the Irish as simian tends to prevail, and they, along with the French, are seen as barbaric, stupid, tokens of â€Å"otherness† that one tends to associate with any representation of a minority and / or, a barbaric outsider. In â€Å"United Irishmen upon Duty†, printed on 12 June 1798, Gillray attacks the dissident Irishmen: â€Å"It depicts the rebel United Irishmen as mere agents of destruction and pillage, without political or moral principles. [] The cartoon is one of several in which Gillray simianises the belligerent Irish.† Thus, the reduction of the Irish to bestial stereotypes has a long history, that frequently makes a return whenever there is a reason for projecting hatred or condescension onto the Irish nation. In â€Å"Paddy on Horseback†, Gillray encapsulates the view of the Irish as stupid. In the picture, the Irishman has unkempt hair and a protruding jaw, however, he still possesses human, rather than simian features: OConnor suggests that: â€Å"The early cartoons from the 18th century are openly racist, portraying the Irish as ignorant peasants barefoot, ragged and thick.† Indeed, the image of the Irishman as a figure to poke fun at, and to label as the typical â€Å"fool† of caricature continues in a rich vein in British cartoons dating from this period. Slightly later, George Cruikshank uses the Irish to poke fun at. In â€Å"The Two Irish Labourers†, which features two Irishmen climbing a ladder and getting mixed up, â€Å"George Cruikshank [] illustrates the antiquity of the English view of the Irish as objects of laughter and derision.† This cartoon isnt political in its persuasion, but merely points out that, traditionally, and as the millions of jokes and put-downs featuring Irishmen in the punchline, the Irish could be used effectively to represent a typical stupid or ignorant person, who gets things mixed up or wrong. Thus, the re-emergence of these traditional Irish representations in the 1970s, when contextualised in a rich history of Irish racism, isnt particularly surprising. Punch magazine, published in the 1840s, became widely famous for its derogatory representation of the Irish as silly, warmongering, and ignorant, and signalled another re-emergence of this historical Irish stereotype, this time, and thanks to the scientific identification of racial stereotypes, the Irishman became more linked to representations of the Negro in mass art than to the civilised, aristocratic Brit. Thus, in Harpers weekly in 1898, the Negro, with protruding jaw, upturned nose and large eyes, according to this very subjective illustration, actually equates the perception of the Irishman with the perception of the Negro. By contrast, the profile of an â€Å"Anglo-Teutonic† appears in the centre, and, with long nose, strong jawline and fairer hair, appears less simian in appearance. This representation of the Irishman as a Negro, who is frequently seen as being untrustworthy, rapacious and animalistic in persuasion, is resurrected by a number of cartoonists in the 1970s as an ideal way of explaining, or at least glossing over the complex nature of the Irish situation. In â€Å"What was so marvellous† by Cummings, he represents the current political situation in Ireland as a n exercise in British colonialism. Edward Heath and, then Home Secretary Reginald Maudling sit at a desk with a soldier on top of a map of Ireland. In the background, a soldier is seen walking through India, Cyprus, Kenya and Malaya. The caption underneath reads: â€Å"What was so marvellous about the rest of the British Commonwealth was that we could always leave it.† The superiority with which Cummings regards Britain in relation to Ireland is striking, insofar as it essentially depicts Ireland as a dispossessed, colonized country, and glosses over the significant problems that the presence of British troops in Ireland actually caused. Of course, this view has some historical significance. The governing elite in Ireland following the invasion in 1690 laid the foundations for a Protestant Ireland for nearly two centuries, and those in charge of Irish affairs were essentially protestants descended from English colonialists, using parliament to enact stifling and repressive legislation against the catholics, which culminated in removing the right for catholics to own land. This of course led up to the potato famine, which killed millions. Thus, the colonialist implications of Cummings cartoon flippantly portrays a reality in a fairly hurtful and bitter way. In Apes and Angels, an overview of how the caricature developed in British cartooning, Curtis Jr. suggests that: â€Å"During the first two-thirds of the nineteenth century the stereotypical Paddy or Teague of English cartoon and caricature underwent a significant change. In sharp contrast to the regular, even handsome features of the wild Irishman or woodkern of the Elizabethan and early Stuart period, such as may be found in abundance in John Derrickes The Image of Irelande, with a discoverie of Woodkarne, first published in 1581, and different too, from the brutish, slovenly faces of Irish peasants appearing in prints dating from the reign of George III, the dominant Victorian stereotype of Paddy looked far more like an ape than a man.† This reduction of the Irishman to animal is one that begins to return sporadically when the political situation gets grave once again in the 1970s. In these cartoons, often the complexity of the political situation is whitewashed, or else no attempt whatsoever is made to describe the Irish problem in terms of satire or a representation of different sectors of Irish society: conveniently, the Irish are placed into one single melting-pot, with no distinction or difference made between Catholicism, Protestantism, or of any of the different groups or classes that were at play in the turmoil that led up to bloody Sunday. Curtis Jr. suggests that the sudden stereotyping of the Irish may have been as a result of politics of a different type – namely, immigration: â€Å"There was nothing specifically Irish about a projecting lower jaw until the 1840s, when thousands of Irish immigrants were pouring into England and Scotland, most of them destitute and many of them diseased.† So, much like modern views and prejudices surrounding asylum seekers, as well as Jews in the 1930s, the right-wing presses also found their target in Victorian times, namely, the Irish. This introduction of class into the issue adds another level of complexity to the issue. Often, the fighting Irishmen are seen crammed together into terrace houses, itself a sign of working-class life and a form of living regarded by the more middle-class newspapers as being inherently intolerable, just as their barbarity was regarded as stupid, brash and ignorant in Victorian issues of Punch. Thus, Curtis Jr., says that â€Å"The antecedents of this stereotype were just as widespread as the conviction in England and Scotland that the Irish were inherently inferior and quite unfit t o manage their own affairs.† Indeed, the superimposition of ideas onto the Irish is in itself exacerbated by the caricaturing of the entirity of the Irish race, essentially robbing them of the individuality of their own voices and subsequently their own autonomy. Punch magazine spearheaded a movement to caricature and derogate the Irish in cartoons: â€Å"it soon became clear that Irishmen, in particular the more politicized among then, were the favourite target of both writers and cartoonists. Marion H. Spielmann, the chronicler of Punch, wrote that the comic weekly acquired a reputation for being anti-Irish during and after the 1850s.† An example of this anti-Irish sentiment can be found in John Leechs â€Å"Young Ireland in Business for Himself† (August 22, 1846), in which a grotesque monster sells blunderbusss next to the sign â€Å"pretty little pistols for pretty little children.† Thus, we are given the preconception that the Irish are violent, stupid and ugly. In John Tenniels â€Å"The Irish Frankenstein†, a sophisticated, British man tries to stave off a giant beast holding a bloodied knife. Thus, the bestial, simian qualities of the caricature emerge. This is especially pointed when the Irishman begins to demand autonomy: â€Å"When Irishman turned to political agitation and began to demand an end to British rule, then Punch changed his tune, and, according to Spielmann, the artists began to picture the Irish political outrage-mongering peasant as a cross between a garrotter and a gorilla.† Thus, perhaps the simionisation of the Irish stereotype is more as a result of the politicisation of the Irish working-class, which presumably the British cartoonist, especially one working for Punch, a deeply conservative publication, would feel threatened by. Thus, we have to also consider notions of class, as well as racial stereotyping: â€Å"The only Celt to be flattered and admired by Punchs cartoonists was Hibernia, the intensely feminine symbol of Ireland, whose haunting beauty conveyed some of the sufferings of the Irish people. In The Fenian-Pest, published in Punch on March 3, 1866, Hibernia turns to her sister, Brittania as a grotesque, derogatory rendition of an Irishman peers at her with animalistic desire. Wallach suggests that: â€Å"Tenniel, depicts the rebellious Irishmen, those troublesome people, as ape-like and unkempt. The main Irish character glares menacingly at Britannia, with his mouth agape and a sword-like weapon partially concealed under his coat. Behind him are other Fenians, chaotically amassed and presumably anxious to make trouble. Here the stereotype of Irishmen as violent, simian and disorganized reveals itself.† Indeed it is interesting the Hibernia, the only character that is celebrated in Punch, or at least not attacked on grounds of racial profiling, is one that is divorced from the traditionally masculine realm of political persuasion. In this particular cartoon, she is seen in the pose of desperately running from the Irish monster, and this traditional of derogation of the Irishman, especially the politicised Irishman, continues throughout history, making a controversial reappearance during the political conflicts of the 1970s. Cummings, who drew cartoons in the 1970s for the Daily Express, uses similar prejudices to generate humour in a situation regarded by the British as increasingly confused. In â€Å"Were pagan missionaries†, Cummings depicts a group of pagans, coming over the sea and saving the Irish from their imminent self-destruction. The caption at the bottom reads: â€Å"Were Pagan missionaries come to try and make peace among the bloodthirsty Christians.† The Irishmen are shown crammed together, on the opposite sides of a terrace block, and details include a lop-sided dustbin, and a sign in the middle of the street, reading: â€Å"Cage: To keep the wild animals apart.† Again we return to the generally held perception of Irishmen as a race of sub-human animals: â€Å"The Cummings cartoon reflects this British incomprehension in its depiction of primitive tribesmen arriving to reconcile the barbarous Irish, who seem intent on tearing each other apart. The racist implication is that black, presumably African, tribesmen are more civilised than the Christian Northern Irish, who have now slipped below even primitive pagans in their innate barbarity.† Thus, Cummings seems to extract his political humour mainly from the use of stereotype and conceptions of otherness. The British army is seen ironically as a pagan tribe, which obviously alludes to the primitive tribes that the Britishers colonised in the past. Therefore, the Irish are depicted as being even more primitive than this. Cummings cartoon ideas are steeped in the long tradition of pompous anti-Irish cartoons and jokes. â€Å"The cartoon [] reinforces stereotypical notions of the Irish as violent and blacks as primitive, and makes no attempt to convey any understanding of the underlying causes of conflict other than religious bigotry.† This is a reflection of a commonly held view about the political situation in Ireland. It seemed baffling to some of the British that two essentially Christian religions should be fighting, and the cartoons by Cummings highlights this innate superiority that the British has by portraying itself as heroes in trying to resolve the Irish conflict. Similarly, Cummings sides again with the British army in â€Å"How Marvellous it would be†, printed in the Daily Express, on 12 August 1970. Cummings naively treats the British influence in Ireland as completely benign. A beaten up solider stands between two monsters, one of which is wearing a t-shirt called â€Å"Ulster Catholics†, the other called â€Å"Ulster Protestants†. They run for each other, as the soldier, more diminutive in presence and, in case we didnt know his nationality, sports a Union Jack on his forehead. Over his head towers a plethora of miscellany – socks, broken bottles and rocks again, the two warring factions are apelike, bestial and violent in nature. The caption underneath reads â€Å"How marvellous it would be if they DID knock each other insensible!†. Thus, the patronising and condescending nature of the cartoon asserts itself more. â€Å"The implication underlying both cartoons is that the irrational nature of the Irish question can only be explained through some form of racial madness.† Indeed, the racial implications, coupled with the inability, or reluctance to try and articulate and represent the complexities of the Irish situation in an easily digestible format, assists in depriving Ireland of a voice – of seeing Ireland and the Irish as a colonised island, once more exacerbating catholic (and protestant – the shifting of parliament to Westminster had the effect of causing offence to both Unionists and building support in working class catholic areas for the I.R.A.) tensions; furthermore adding support to the notion that Britain was indeed an occupying force in Ireland, and that the only means from which the British could be removed from Ireland was through paramilitary force. Cummings later said that the IRAs violence â€Å"make them look like apes – though thats rather hard luck on the apes.† Of course, Cummings views on the IRA, their uses of violence and barbarism would never be particularly popular, but Cummings doesnt even try to consider their opinions, and lowers himself instead to racial stereotyping and bigotry. The cartoon by Cummings is rendered especially naà ¯ve by the events of Bloody Sunday. Of course, this stereotype has been resurrected many times since the 18th century, but, during Victorian times something in particular happened to the representation of the Irishman. According to Douglas, R., et al.: â€Å"The equation between militant Irish nationalism and a savage bestial nature achieved its apogee [] in the Punch cartoons of the Victorian era.† And this bestial nature was resurrected whenever war or conflict required an easily categorised and common enemy. Certainly the most politically controversial cartoon drawn during the Anglo-Irish conflict was â€Å"The Irish† by JAK, for the Evening Standard on 29 October 1982. In it, a bystander is seen looking at an enormous billboard poster. It says: â€Å"Emerald Isle snuff movies present the ultimate in psychopathic horror†, then in enormous letters underneath, â€Å"The Irish†. The image seems designed to both shock and to reinforce the traditional stereotype of the Irish as bestial and bloodthirsty. A horde of Irish stereotypes, bloated and bestial, wielding daggers, drills, dynamite, saws and other crude forms of weaponry all fight in a orgiastic frenzy over a hill of graves. The caption underneath on the poster says: â€Å"Featuring the I.R.A., I.N.L.A., U.D.F., P.F.F., U.D.A., etc. etc.†. Thus, every political group of every political persuasion is placed under the same violent and caricatured image of Irish barbarity. It is apparent that the cartoon would be controversial. â€Å"The Irish, featuring a cast of degenerate nationalist and loyalist paramilitaries, whose initials appear at the bottom of the poster. Not only is there no attempt to explain Irish political complexities or distinguish between different paramilitary groups, the cartoonist irresponsibly homogenises the Irish as a race of psychopathic monsters who delight in violence and bloodshed.† The political reaction to this cartoon had far-reaching implications, and the Evening Standard had advertising money cut from London Council, then headed by Ken Livingstone, if a full apology wasnt issued, which wasnt. It is apparent that the power of the cartoon to shock and to provoke resonates profoundly through political circles, certainly as regards the more overtly racist images of Irish paramilitary groups, that depict an Irish nation that is both stupid, confused, poor and drawn genetically to acts of barbarity and violence. â€Å"One notable feature of some British cartoons about the troubles is their tendency to resurrect the simian stereotype to present a view of republican and loyalist paramilitaries as sub-human psychopaths, a feature which merely served to perpetuate British ignorance and misunderstanding of the complex nature of the conflict.† Indeed, ignorance of the complexities of the political situation in Ireland, indeed, an absolute denial of the British influence and the disruption in Ireland, led to strengthening the anti-Irish fervour, and many cartoonists that used this idea for a cheap joke, may have done unnecessary harm to the establishment of peace among Loyalists, and the Irish in general already racked with anti-British tension. Although the cartoon cannot be justified entirely, it can certainly be contextualised by the political situation at the time the cartoon appeared: â€Å"[The Irish] appeared at a time when paramilitary violence showed no sign of abating and when Anglo-Irish relations were still strained as a result of the southern governments neutral attitude towards Britain during the Falklands war. In July, two IRA bombs in London had killed eight people and injured over fifty others.† Indeed, it is interesting that, when political and social situations are most strained, the simian stereotype re-emerges in cartoons. Overall, the simianisation of the Irish in cartoons has had a long historical legacy that dates back as far as the history of the political cartoon itself. In a situation of conflict, especially considering the supposed lack of knowledge surrounding the Irish situation in the 1970s, many of the cartoons represent this tendency towards returning to the historical stereotype of the Irish as bestial, monstrous sub-human, whose thirst for blood remains intrinsically linked to the racial characteristics of the people. The representation of the British presence in Ireland, especially with the work of Cummings, and JAK, is seen in turns as a fruitless endeavour designed to bring peace to a nation that stubbornly clings to the historical notion of religious difference, or else are innately drawn to barbarity. Although these were not the only cartoons represented at the time, and there were some more sympathetic representations of the Irish situation, that tried to explain in pictures and simple captions the complexity of a political situation in Ireland, this return to the overtly, explicitly racist was definitely a theme in the 1970s cartoons, and served either to reflect the general confusion prevalent at the time concerning the troubles in Ireland, or else exacerbated this confounded hostility towards the Irish in general that certain sections of the British population must have felt. Political Representations of the 1970s Crisis in Ireland The Irish representations of the conflict differ insofar as they offer the viewer of the cartoon a more balanced, albeit anti-British view of the political conflict during the crisis. Gerald Scarfe provides a more sensitive body of work than what was usual in the British press during the time of the political troubles in Ireland. In â€Å"Untitled†, printed in the Sunday Times on 14 March 1971, blood runs into a lake from three graves on a hill, there to represent the deaths of three soldiers, two of which were lured into a pub and killed by the provisional I.R.A., the militant arm of the I.R.A. A crack in the dam pours blood onto a peaceful community, and provides another perspective on the Irish troubles in the 1970s that go beyond that of stereotype, confusion and resentment, instead providing a sympathetic and tender view of the events. Indeed, the representation of the political struggles at the time, in cartoons could be both chillingly regressive, and inspired – of course, the Irish conflict polarised opinion, insofar as the lines could be drawn down difference between the British and the Irish, or else Protestant and Catholic fronts. This tendency to promote one particular view of the events highlights the struggle that cartoonists must have found when trying to find humour beyond the resentment and the anger at both the violence, which some people, especially in Britain, saw as unnecessary, and a particularly

In Defense of Liberty and Individuality Essay -- Essays Papers

In Defense of Liberty and Individuality It is a little-known fact that for the past century, every American president has been given a copy of John Stuart Mill’s On Liberty[1] upon entering office. Since its publication in 1859, On Liberty’s discussions of liberty and individuality have been a foundation for modern Western political thought and for the liberal democracy. Mill brings to light a unique perspective on the relationship between liberty and individuality, and in the end, on tolerance. According to Mill, individual liberty should be limited by one, and only one thing: the self-preservation of society and other individuals. To that end, man should be free to act and even more so to think in any form he wishes, without the suppression of ideas or opinions, as long as it does not prevent others from doing the same. This liberty will diversify society and allow individuality to flourish. For Mill, liberty—based on a recognition of man’s fallibility and right to self-preservation —breeds individuality, which in turn leads to the betterment of individual character and of society as a whole. Mill begins On Liberty by stating his goal explicitly: a discussion of civil or social liberty and more specifically, what power society or government can legitimately wield over the people—â€Å"the struggle between Liberty and Authority† (On Liberty, 3). As will be shown in more detail later, Mill seems to find himself, and the developed world, in a period of transition. He notes that historical liberty was based on seeking protection against the political tyranny of leaders who did not rule by the will of the people or for the good of the people. Reformers, unsatisfied with the state of affairs, tried to limit the r... ...nt of recognizing all sides of the truth, are principles applicable to men’s modes of action, not less than their opinions† (On Liberty, 58). He argues that liberty and individuality are not only related, but are inseparable. He grounds his reasoning in the utilitarian view that because man is not perfect, no opinion or life should be taken as correct or incorrect unless given a chance to be tested, and that society and individuals can only progress if these tests are allowed. Mill remarks that society is currently being dominated by an emerging conformity and mediocrity. He sees individuality as the only hope to curb this dangerous progression, and liberty as individuality’s creator and protector. -------------------------------------------------------------------------------- [1] Mill, John Stuart. On Liberty. The Modern Library: New York, 2002. In Defense of Liberty and Individuality Essay -- Essays Papers In Defense of Liberty and Individuality It is a little-known fact that for the past century, every American president has been given a copy of John Stuart Mill’s On Liberty[1] upon entering office. Since its publication in 1859, On Liberty’s discussions of liberty and individuality have been a foundation for modern Western political thought and for the liberal democracy. Mill brings to light a unique perspective on the relationship between liberty and individuality, and in the end, on tolerance. According to Mill, individual liberty should be limited by one, and only one thing: the self-preservation of society and other individuals. To that end, man should be free to act and even more so to think in any form he wishes, without the suppression of ideas or opinions, as long as it does not prevent others from doing the same. This liberty will diversify society and allow individuality to flourish. For Mill, liberty—based on a recognition of man’s fallibility and right to self-preservation —breeds individuality, which in turn leads to the betterment of individual character and of society as a whole. Mill begins On Liberty by stating his goal explicitly: a discussion of civil or social liberty and more specifically, what power society or government can legitimately wield over the people—â€Å"the struggle between Liberty and Authority† (On Liberty, 3). As will be shown in more detail later, Mill seems to find himself, and the developed world, in a period of transition. He notes that historical liberty was based on seeking protection against the political tyranny of leaders who did not rule by the will of the people or for the good of the people. Reformers, unsatisfied with the state of affairs, tried to limit the r... ...nt of recognizing all sides of the truth, are principles applicable to men’s modes of action, not less than their opinions† (On Liberty, 58). He argues that liberty and individuality are not only related, but are inseparable. He grounds his reasoning in the utilitarian view that because man is not perfect, no opinion or life should be taken as correct or incorrect unless given a chance to be tested, and that society and individuals can only progress if these tests are allowed. Mill remarks that society is currently being dominated by an emerging conformity and mediocrity. He sees individuality as the only hope to curb this dangerous progression, and liberty as individuality’s creator and protector. -------------------------------------------------------------------------------- [1] Mill, John Stuart. On Liberty. The Modern Library: New York, 2002.

Current provision and practice Essay

Each one of the early years educators has played an important role in setting the foundations that is the basis of the main curriculum’s and foundation frameworks in schools today. Maria Montessori believed in independence in nurseries and that children should be taught to use their senses first rather than just educating their intellect with subjects such as maths and science. These of course came later in the children’s education but the main focus within her nurseries was to develop observational skills through the environment and learning outdoors, and to provide the children with carefully organised preparatory activities rather than repetition as a means of developing competence in skills. Montessori believed children should be encouraged to take responsibility for their own learning, enabling them to become more independent. The teaching practices of Maria Montessori have been highly influential on current practice as many specialised Montessori nurseries are currently running up and down the country. They promote her curriculum of independency and use many of her approaches to practice such as the idea that the child’s freedom, dignity and independence are of paramount importance. In a typical Montessori nursery there is a general atmosphere of children doing things for themselves carefully and competently – carrying furniture, setting tables, pouring drinks, washing their hands – and following activities which absorb and interest them. This is, in some ways, a very different method to the practices used in government run nurseries etc. as they follow a more standard curriculum where reading and writing are encouraged more formally and learning plans set out at an early age. Some of this practice is reflected within my current placement through the children’s play such as tid ying away independently at the end of activities and being responsible for making sure toys are put away before a new activity is begun . In my placement, when the children are told it is tidy up time they know they need to put everything away and must help clear up until the room is tidy. The practitioners join in with the tidying but do not do it for the children, so they are leading by example but are still allowing the children to think for themselves and take responsibility for putting away their own play equipment. During snack time I have also witnessed the children carrying their own chairs through if they are a few chairs short in the hall. This  gives the children a sense of independence and is also a good way of developing their gross motor skills and co-ordination. In the key stage 1 classes children are encouraged to pour their own drinks and are given small jobs such as handing out the lunchboxes and folders at lunchtime and the end of the day. These are just a few ways that the children are encouraged to be independent within the school day as well as managing their own hygiene and dressing/undressin g independently for a physical education activity. Part of the stepping stones within the foundation stage state that children should be encouraged to dress and undress independently and select and use activities and resources independently, which is exactly what I have witnessed in my previous and current placements. The birth to three matters framework has a similar view on independency as the emotional well-being guidelines for a child focuses on developing healthy independence e.g. ‘activities which provide small steps to be achieved will support all children, including those with disabilities, thus reducing frustration and supporting them to become independent.’ These clear guidelines from the various frameworks and curriculum’s undoubtedly show the positive effect Maria Montessori has had on current practice, and that her theories have been widely acknowledged within teaching practice today. Rudolf Steiner set up the Waldorf schools where the main consideration is around practical activities that develop the mind and the imagination. The types of activities that Steiner introduced in his schools were things such as knitting, weaving, playing a musical instrument, woodcarving and painting. These are very much practical based activities and many are still carried on in schools today such as learning to play an instrument. This is seen as an important activity for children in the early years and lessons and clubs for this are seen as mainstream activities. Steiner believed that education should be designed to suit the changing needs of a child as they develop mentally, physically and emotionally. This can be seen in the current practices and provisions as there are different levels and stages of which a child can progress through at their own pace, such as the stepping stones in the birth to three matters and foundation stage curriculum. Each individual child is encouraged within their own abilities to progress with their education and onto the next levels of development and learning within  today’s practices, and Steiner’s approach has therefore been influential on many areas of the early year’s education. His ideas on allowing children to be taught by the same teacher for up to seven years have been adopted in some ways by secondary schools as a class is given the same form tutor for up to five years and then another for two years if they progress to higher education. He believed this was an effective way of giving children stability within schools, and the tutors would almost be like main carers for the children until they left school. Friedrich Froebel’s ‘kindergarten’ is the modern day nursery, playgroup or parent and toddlers group. He wanted parents to be fully involved with their children’s learning and play an active role in their child’s educational development. This was an important feature of Froebel’s vision and can be seen in current practices through parent/teacher evenings and the various reports and progress write ups that are sent home to parents from early years settings. The placement I am currently with send home termly reports explaining to parents and carers how their child is doing with regards to education and also to their social, emotional and physical well-being. Froebel believed the role of the mother was to recognise their child’s capacity for learning and wanted to encourage the parents to support the children with this, and as you can see from the current approaches to this in early year’s settings his work has helped to develop the understanding of the importance of the role of a child’s family in their learning and nurturing. This is now very much reflected in the governments recent every parent matters agenda. He also believed children learn through structured play at their readiness, in an organised and prepared learning environment. This is similar to the guidelines of the curriculum’s and frameworks we use today as children are taught through structured activities that are carried out in stimulating environments. The fact that activities and play is structured benefits the teachers immensely as they will always have a clear view of what they need to be teaching the children, and when and where they should be learning specific things. They are also able to plan the day effectively and help each child reach their early learning goals. Structured play benefits the  children as they need routine so they know what their day will consist of, and are also able to develop their independent learning skills within a structured, focused and supportive environment. If a child’s day has routine or structure to it they are able to feel in control of themselves as they will always know what they are going to be doing, and how much time they have for certain activities. The special materials that Froebel developed to assist his activities were things such as shaped wooden bricks and balls, with which he had a linking set of theories. These types of play resources are used throughout early year’s settings today. The foundation stage framework states that ‘well planned play is a key way in which children learn with enjoyment and challenge’. This clearly shows that Froebel and Isaacs’s theories have been influential towards current practice and benefit children and teachers through the education policies. I have seen these benefits first hand within my placement. The teachers have the opportunity to plan their lessons and the activities ahead and so are able to plan time for their own personal work and preparation for other lessons into the day, and can inform the children exactly what they will be doing that day, thus giving them a clear, structured routine they can easily follow. Children are able to choose freely within pl ay activities yet each play resource is chosen carefully and all of them can relate to either a certain topic they are doing ect. so the children’s learning of a certain subject can be carried on through their play. The foundation stage curriculum states that ‘well planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge.’ Froebel’s theories have, from this example, been the basis of many of the curriculum’s ideas on play, and making it structured also allows the teachers to plan and resource a challenging environment that will extend the children’s learning. The curriculum also states that practitioners should be ‘supporting children’s learning through planned play activities, extending and supporting children’s spontaneous play and extending and developing children’s language and communication in their play.’ Many of these requirements would not be possible if play was not planned or structured, as practitioners would not know what resources the children would be using during the day, and so would not be able to make  assessments effectively or develop and extend the children’s learning to their full potential. Froebel’s theories and early years work mean practitioners and children can benefit from play immensely. Children; in all areas of their development, and practitioners; as it enables them to focus their assessments thus informing future planning to better meet the needs of the children. Margaret McMillan was another early year’s educator who has inspired and influenced many of the current provisions and practices used today. Her main emphasis was on fresh air, exercise and nourishment, and still influences some aspects of current English nursery practice. Many early years settings regard outdoor play as an important aspect of a child’s learning, and gardens and play areas are available for the children at either frequent intervals throughout the day, for a substantial amount of time (as can be seen in the placement I am currently at), or constant access is given. McMillan recognised that imagination is good for society as a whole, an idea that is seen in the educational reforms of the 20th century, and can be clearly seen in the practices within her nurseries today. She believed that children are ‘active’ learners, meaning they learn whilst doing something (usually playing), a concept that has been brought into current practices as practical activities that involve moving about or using some kind of resource, and especially general play, is now much more emphasised in early years settings than it previously was. Rudolph Steiner also believed that practical play activities were a good developer of the imagination. His Waldorf schools concentrated on activities such as wood-work, knitting and playing musical instruments, which are now mainstream subjects in secondary and primary schools e.g. design technology, which covers all creative areas, and music. Children can develop their creativity, imagination and emotional development through music as well as many other areas of personal learning. Teachers are able to apply their own skills in these creative areas and demonstrate to the children how they can achieve what they are aiming for. By seeing their teachers own personal skill first hand the children will be able to respect and learn from practitioners in a more understanding way. Susan Isaac’s was also a believer that play is central to learning, and also  that parents/carers are seen as partners, working with teachers and their child to develop and support their child’s abilities. This is similar to Froebel’s theories on parent/teacher relationships in the way that he saw parents as the main educators of young children. This concept is still clearly seen in the practices of early year’s settings as parents are encouraged to be involved in every aspect of a child’s learning, and have the opportunity to work with the teacher in developing their child’s abilities. This benefits the children and the parents as both can create a bond with each other through the education of the child, and the parent will be able to understand more fully how their child learns best and how to encourage and support them if they are struggling. Play is still seen as central to learning and parents/carers are seen as partners in helping their child progress through the stepping stones. In my current placement children are given ample time throughout the day to have free play and choose to do whatever interests them. The day is structured (as Froebel believed it should be) so they still have time set aside for number work and writing activities, but are not pushed to complete the more intellectual side of the work as play and ‘active’ learning are the most emphasised activities throughout the children’s day. This benefits the child in the way that they will have a break from concentrating on the more intellectual side of things and be able to relax, whilst still learning through structured play and various activities. Having the ability to choose will keep them interested in learning about writing and reading as they will feel they are not being forced to learn about them. Friedrich Froebel introduced the idea of structured play and fully involving parents with their children’s learning. His work has been extensively influential on current practice in early years settings today as the basic framework and curriculum’s that guide children through their learning are based around his ideas about how children should be working with their parents and how carers should be involved in all aspects of their child’s learning and development through school, and how children should learn at their own pace and be guided instead of pushed towards their learning goals. The national curriculum states that ‘teachers are required to report  annually to parents on pupil’s progress’ through their learning goals. Parents also have a say in whether their children are included in religious education classes and sex education, and are given the right to withdraw their children from it or go to the classes with their children to guide them through it. Secondary and primary schools send home letters to parents informing them when classes such as these will be taking place, and permission slips are enclosed so the school know which children can take part in the classes and which cannot. My current placement sends home a daily report on each child so the parents can see their child’s routine for the day including what they played with, how long they slept for, what and how much they ate during the day and generally how they got on. This gives the parents a clear understanding of how their child is getting on in the nursery and allows them to give feedback to the practitioners so they can work together to ensure the child is reaching their full potential in all areas of development. This clearly shows that Froebel’s ideology of parents being involved in children’s learning has been taken into early year’s settings today and has had a positive effect on current learning and the guidelines in the curriculum. Parent and toddler groups are also a popular class for parents to attend when their children are young. They allow parents to be fully involved with their child’s play, and as children learn most substantially through play this gives the parents a better insight as to how their children learn and what stimulates them most effectively. They can then use this knowledge to help progress their child’s learning at home. The foundation stage has the same principles as the national curriculum in the way that parents are encouraged to become involved with their child’s learning throughout and to work with the practitioners to extend the children’s learning both in the classroom and at home. According to the foundation stage curriculum, when parents and practitioners work together in early years settings the results have a positive impact on the child’s development and learning, therefore each setting should seek to develop an effective partnership with parents. This was one of Froebel’s main theories  within early years and so current practice has clearly been influenced by this and has expanded on his views to make sure parents, practitioners and children can benefit from his work. Practitioners can listen to any concerns parents have over their child’s development and then work with them to find an appropriate solution to the problem. Froebel also recognised the importance of specific training for early childhood teachers. He believed that early year’s teachers needed more focused training as the early stages of a child’s development and education formed the basis of their personalities and eagerness to learn in the future. This may have some contribution to the fact that early years practitioners must undergo specific training in order to become qualified to work in early year’s settings, such as NNEB’s, NVQ’s and BTEC’s. My opinion of Froebel’s work and the research I have done on his theories is that his work has been the most influential on current practice due to the fact that most of his work has been combined with, and been the main basis for many of the guidelines in the curriculum’s and frameworks used in early years today. The emphasis on active learning is well established within early years settings, but combined with the current guidance from central government upon meeting targets, it is indicated by the inspection of early years settings that play-based learning is not a priority, though the training of practitioners, which Froebel believed was essential, has received considerable attention in recent years, and current practice is now trying to catch up with the ideas Froebel proposed. The role of the mother in children’s learning is not as Froebel expounded due to mothers of young children being encouraged to work rather than stay at home. Teaching and nurturing children in the home is regarded as less effective or desirable than education in more formal, out of home settings, though the parents as partners scheme initiated by the government throughout the curriculum’s gives parents and practitioners a way of communicating and working together to help the child, so in this way I think his ideas on parents being involved in children’s learning has been responsible for this being put into practice. Friedrich Froebel’s theories have, in my opinion, been the most influential on early year’s practitioners, and their approach to practice is guided by many of his ideas and concepts on how children should be learning. His work surrounding the ‘kindergarten’ (the first form of modern day nursery) produced the framework and theories that practitioners work with and expand on in current practice and so in my opinion his work has had the most effective influence on today’s early years educators and their practice, and this evidence suggests his work will continue to be explored and expanded on within the curriculums and frameworks for years to come. Bibliography Bruce T learning through play: babies, toddlers and the foundation years, (2201), Hoddler and Stoughton†¢Tassoni P, BTEC early years (2nd edition), (2006) Heinemann†¢Bruce T, Time to play in early childhood education (1991), Hoddler and Stoughton

Louis Reil essays

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buy custom Knowledge Measurement essay Knowledge measurement refers to the activity undertaken by an organization in order to assess the rating of its staff, technology, processes and content against the expected or peak performance. Mainly, knowledge measurement revolves around staff and is applied during hiring, training, and assessment of performance of staff members. Knowledge maturity refers to the production level of an organization, that is, how effective an organization is at achieving a task and how much risk one would be taking in investing with them. Determination of the knowledge maturity of an organization is done by carrying out knowledge measurement using criteria known as knowledge maturity models. These models describe the basic factors to consider in determining the knowledge maturity of an organization. Knowledge Management Maturity Models have been a topic of discussion for a long time. This is because although they provide a means of determining the dependability of an organization or individual, it is not agreed upon what factors should be considered and to what degree. KM spans across a wide range of different activities and at different stages. Furthermore, due to the varying nature of situations facing different organizations, finding an average of what factors should be considered will possibly end up leaving other important factors that may be very important to a particular organization or a particular situation. Another problem with KM maturity models is that it is hard to determine the average value even for compatible situations. This is because questions that may arise do not have definite answers. Rather, they bring up many other factors that have to be considered in order to determine the maturity level of the entity at hand. Different people have different perceptions about important elements to be considered. For Example, people will have different ratings on an issue such as a showering activity in determining how clean the subject is. In conclusion, it is hence derived that it is not practical to have maturity models in knowledge management. Buy custom Knowledge Measurement essay

Evaluating the Implementation and the Impact of the Mahatma Gandhi Dissertation

Evaluating the Implementation and the Impact of the Mahatma Gandhi National Rural Employment Guarantee Act, 2005 on the Schedule - Dissertation Example The household livelihood security model allows for a broader and more comprehensive understanding of the relationships between the political economy of poverty, malnutrition, and dynamic and complex strategies that the poor use to negotiate survival. The model places particular emphasis on household actions, perceptions and choices. People are constantly being required to balance food procurement against the satisfaction of other basic material and non-material needs (Maxwell and Frankenberger 1992). India in its preamble of the constitution ensure all the citizens to social - economic and political justice. After Independence government of India refine its policy and programme time to time to achieve above mention objectives but still India has world’s largest number of poor people living in a single country. According to GOI, 2002 around 260 million people are living below poverty line. Rural area yields a poverty ratio of 28.3 per cent, 25.7 per cent in urban areas and 27.5 per cent for the country as a whole (Government of India 2008) Therefore, considering poverty alleviation as border objective, The Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), 2005, is one of the most constructive efforts by the government of India to provide livelihood security to rural people by providing statutory entitlement of 100 days wage-employment in a financial year to household. This act aims to (A) increase the purchasing power of the rural people, (B) attempt to bridge the gap between rich and poor of the country, (C) primarily provide work to people living below poverty line in rural India, and (D) 50% of the total labour must be women. This act is covering almost 72.2% (census of India 2001) of the total population of the rural India. Considering its claims to impact the livelihood of rural population, most of whom are tribals in the villages to be studied, therefore it is necessary to study the implementation and impact of this act on rural trib al villages of India. The study would explore the impact exclusively on the tribal population of three villages from three tribal blocks Chhota-Udepur, Kawant and Pavijetpur of Baroda district. 1.1 Subject MGNREGA was born out of a long and painful labour of India’s struggle against poverty. Before it were programmes after programmes that was supposed to be intended to help the poorest sections of India but the trauma of the colonial rule was too fresh for India to fully focus on the future and not worry about the ghosts of the past. MGNREGA came at a time when the country learned enough lessons from past successes and failures in planning and implementing poverty alleviation programme. MGNREGA’s objective maybe divided into three elements, short-term, medium-term, and long-term. The short-term involvs the provision of employment to everyone who needs one for at least 100 days in a year. Everyone that has no skill and no other source of living or chance for employment is qualified to get this assistance. The jobs are designed exactly to fit the fact that most these people who will avail of them are unskilled due to the lack of access and finances to get themselves education. This first goal weaves into the medium-term plan which involves the utilization of natural assets and using the products and services the people will make and create an

International trade law Essay Example | Topics and Well Written Essays - 750 words

International trade law - Essay Example The rules regulating this kind of free enterprise while it purports to be equitable is fraught by many democratic obstacles posing a viable threat to its host governments’ sovereignty.2 This section of the dissertation will offer a background review of the key provisions of the GATS. The Agreement makes provision for four modes of supply with respect to delivery of services across international borders. The four modes are: 1) Cross-border supplies as in from one member state to another; 2) Consumption abroad which encapsulates the delivery of services into the territory of one member state from another member state’s territory. The delivery’s final destination is to a consumer the territory receiving the delivery; 3) This mode of supply is accomplished through the establishing and maintaining of a commercial presence within the territory of the member state; and 4) The fourth mode of supply is maintained through the presence of a natural person.3 In this part of the dissertation will offer a detailed discussion of the aim and design of GATS. It will examine the underlying policies with particular emphasis on the three modes of supply and delivery of services. It will detail the general obligations of the member states as well as specific commitments. Each of these aspects will be examined by reference to the provisions contained in the GATS. 4 Particular emphasis will be placed on the goals and definitions expressed in the GATS document. Articles I-X will be the primary focus in this section but with particular emphasis on Article V which provides as follows: ‘1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This Agreement shall not prevent any of its Members from being a party to or entering into an agreement liberalizing trade in services between or among the parties to such an agreement, provided that such an agreement: (b)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   provides for the absence or