Racism And Slavery During The 19th Century - 2451 Words

Racism is not just restricted to slavery and blacks, racism can be applied to anyone, and in 19th century England this was a huge problem. The 19th century was a trying time for those who were concerned with the abolition of slavery, those who were opposed to it were greatly concerned about losing their wealth or just concerned with the principle of a lower race being free. However those who were opposed to slavery were sick of seeing other humans being treated so poorly and saw it as inhuman. This is a crucial point in history, in the early 19th century no one knew how this was going to end, if slavery would be abolished or not. With this in mind the abolition of slavery was on the center stage in England from 1800 to 1833, this would be an issue until slavery was abolished. Not everyone would be happy with this going away, and resistance started to pile up but in the end it was a futile slavery was abolished in 1833. This was met with a lot of resistance in the outer colonies of the British Empire, these colonies wanted to keep their slaves so that they always had access to free labor. Slaves that heard about the abolition of slavery in these colonies tended to rise up against their owners, this usually ended in bloodshed for the colonies. However once this ended former slaves still had trouble getting jobs and finding work, with competition from other cultures for work was high so this didn’t help their cause. What it boiled down to in the end was racism, thisShow MoreRelatedThe Effect Of Slavery During The 19th Century1446 Words   |  6 PagesThe Effect of Slavery Plato, a great philosopher, once stated, â€Å"Dictatorship naturally arises out of democracy, and the most aggravated form of tyranny and slavery out of the most extreme liberty.† During the 19th century in America, extreme liberty was exactly what the South had. The South was characterized by slavery not just because Southerners owned slaves, but because slavery directly affected the way of Southern life. Unfortunately, by enforcing the slaveholding liberties of white SouthernersRead MoreSlavery In The River Of Dark Dreams By Walter Johnson1745 Words   |  7 Pagesslavery and the enslaved to achieve cotton’s global domination and earn the South’s economic title as the â€Å"Cotton Kingdom.† A major factor in the South’s economic rise was the expansion of slavery. During the first half of the 19th century, America began to acquire new territory. In â€Å"The River of Dark Dreams† by Walter Johnson, Johnson explains that with these new states, arguments about whether slavery should continue or be abolished altogether became more and more contentious. Given the SouthernRead MoreAfrican American Vernacular1239 Words   |  5 Pageshistory, the evolution of vernacular is very important and a very unique part of the culture. The African American vernacular has aided the development of a distinct culture in terms of what African Americans were subjected to from the installation of slavery. The African American vernacular was used as a way to expose the atrocities that African Americans were imperiled to through songs and language. â€Å"Go down Moses ,† a spiritual and â€Å"Strange Fruit,† performed by Billie Holiday are two songs that representRe ad MoreRacism During The 19th Century1461 Words   |  6 PagesDuring the 19th century, racism was an established and widely accepted ideology throughout the Antebellum South. Both Frederick Law Olmsted and John C. Calhoun portray typical racist ideology during the 19th century in Antebellum South. In his travelogue of the South, â€Å"A Journey in the Seaboard Slave States; With Remarks on Their Economy†, Olmsted advocated for the free soil movement. On the other hand, Calhoun advocated for slavery in his 1837 speech, â€Å"The ‘Positive Good’ of Slavery† before theRead MoreRacism : A History? Essay922 Words   |  4 Pages RACISM: A HISTORY Name Course Date Abstract This essay will focus on the film Racism: a History. I picked the film over the other films offered, because it taught me many things about history of the Black Americans. It illustrates how race continues to justify economic misuse and injustices. It shows how people moved from their maternal land, bound in slavery, and killed. This happens when people view others as though they are not human beings. This film helpsRead MoreRelationship Between Race and Capitalism Essay1358 Words   |  6 Pagesagainst the exploiter. Racism is primarily rooted in the historical development of capitalist as a world system. This has been proven through several centuries to be a flexible and useful method for the possessing classes. Racism justified genocide and conquest, on which established the European colonial empires. Racism rationalized the slave trade, which spurred the primitive accumulation of capital needed for the industrial revolution. The existence of racism may be explained in three waysRead MoreEssay Analyzing PuddNhead Wilson881 Words   |  4 PagesSpinthourakis Due: 9/7/12 APUS/Mr. Donovan Pudd’nhead Wilson Essay In literature, slavery and the African American race are often analyzed and interpreted by numerous authors. Mark Twain reveals numerous hitches and aspects of society’s view towards different races throughout many of his novels. In Pudd’nhead Wilson Twain describes theRead MoreEssay On How Have We Fail1123 Words   |  5 PagesAmerica. But throughout history, America has suffered from racism, injustice, exploitation of labor and gender inequality, and is still suffering from such issues to some extent. Events like the establishment of Jim Crow system, thousands of labor strikes throughout the 19th and 20th century and the long struggle of women to earn equal rights only remind us of our failure. The belief that â€Å"all men are created equal† may have ended slavery in 1865 but it had not established a nation truly equal toRead MoreMajor Themes Of Us History During Slavery Essay1607 Words   |  7 Pages Major Themes of US History During Slavery During creation, God made man and gave him the free will to do and act according to as he pleases as long as it is in agreement with His teachings. Fellow human beings could not have control over their fellow men because it was against God’s will. A state whereby one person has absolute power over another and controls his life, liberty, and fortune is known as slavery. The history of slavery dates back to creation times where the Israelites were taken asRead MoreU.s. Constitution, Discrimination865 Words   |  4 Pageshelped spell out individual rights and freedoms.Although the signing of the U.S. Constitution solved many problems it failed to solve the problem of discrimination against African Americans,women and gays and along with that the ongoing issue of Slavery. Discrimination was still a problem after the signing of the constitution in 1787. Until then certain minority groups were extremely segregated in places like; restaurants, hotels,and movie theaters.Peaceful sit-ins by students happened in about 100

Robert Frost s Poem After Apple Picking - 918 Words

Robert frost was one of the most critically accepted and widely admired American poets in the twentieth century. He was honored for his achievement with multiple Pulitzer Prizes for his work in poetry. He uses vivid detail about nature and has been called a natural poet although, he denies such view. Robert frost work is more of the human condition which are they key aspect being related to being a human. He was so beloved because he understood the key aspect of being related to human and wrote poetry on familiar themes. Author John F. Lynen describe frost work as, â€Å"His attitude is stoical, honest and accepting. Frost uses nature as a background. He usually begins a poem with an observation of something in nature and then moves toward a connection to some human situation or concern.† (40). Robert Frost is not strictly a nature poet as displayed through his poems; instead he uses nature to guide human condition. In the 1915 poem titled â€Å"After Apple Picking† Robert Frost uses the natural backdrop of an apple orchard to explore the human condition related to morality specifically dealing with regret at the end of life. The poem is in essence symbolic of the idea that man can work so hard for what he want and desired, but he cannot enjoy the fruits of his labor. The poem when read can be interpreted as a poem about death ,but it is about reflecting back on life with a sense of regret. The poem Seamus Heaney agrees saying, â€Å"The way it can be taught in high schools in aShow MoreRelatedRobert Frost s Poem After Apple Picking950 Words   |  4 PagesRobert Frost was one of the great American poets. His poems inspired and still inspire people of today’s time. His work will live on forever. All of his poems have a deep intellectual meaning to them. They make you think about what really matters in life. They make you question where you are in your life. Robert Frost once said , â€Å"Poetry is about the grief.† It is clear that this was Frost’s intention for each poem he wrote. For example, in After Apple-Picking the poem is about a man who seems toRead MoreLiterary Analysis Of After Apple-Picking By Robert Frost1215 Words   |  5 PagesFrom â€Å"After Apple-Picking† by Robert Frost Lines 1-8 â€Å"My long two-pointed ladder’s sticking through a tree Toward heaven still, And there’s a barrel that I didn’t fill Beside it, and there may be two or three Apples I didn’t pick upon some bough. But I am done with apple-picking now. Essence of winter sleep is on the night, The scent of apples: I am drowsing off.† In the selected lines from Robert Frost’s â€Å"After Apple-Picking,† Frost creates the setting for the poem through time indicators, whileRead MoreEssay about Robert Lee Frost1452 Words   |  6 PagesRobert Lee Frost The mark of a great poet is his ability to engage the reader so that they analyse their own lives. Robert Lee Frost (1874 – 1963) – an influential American poet often associated with rural New England – is brilliant at this and uses poetry as a platform for the expression of his own general ideology. Frost’s belief that human society was often chaotic and stressful and that the meaning of life is elusive, has been promoted in his poetry. Frost looked to nature, whose undyingRead MoreMotifs Of Nature : Frost, A New England Poet2462 Words   |  10 PagesMotifs of Nature: Frost, a New England Poet Robert Frost, famous for his poems about nature, was a New England poet and farmer. Frost was born in 1879, in the state of California. At the age of eleven, Frost’s father died and subsequently the family moved to New England. Although Frost was born in California, he identified with the working farmers of New England. Frost bought his first farm in Derry, New Hampshire. Owning his own farm gave Frost firsthand experience with agriculture and living withRead MoreComparison Of Alexander Pushkin And Robert Frost3535 Words   |  15 Pages2015 Alexander Pushkin and Robert Frost both have written poems about autumn. There is a correlation between these two poems since they share many romantic features. â€Å"Autumn† and â€Å"After Apple-Picking† are both alike and different in many ways. Alexander Pushkin was born in Moscow, Russia and lived from 1799 until 1837. He wrote from a very young age, not only writing poetry, but also dramas and novels. He died in a duel when he was 39 years old. â€Å"Autumn† is a poem that contains many of the elementsRead MoreAfter Apple-Picking. Robert Frost, The Author Of â€Å"After1777 Words   |  8 PagesAfter Apple-Picking Robert Frost, the author of â€Å"After Apple-Picking†, preferred to write in a traditional form and pattern of English poetry. He is known for being a straight forward author, although he is not always easy to read. His effects, even though they are simple, depend upon a certain slyness for which the reader must be prepared (Frost 1). â€Å"After Apple-Picking† is one of Frost’s least formal poems. It is written in first person and is compiled of forty-two lines with two to eleven syllablesRead MoreThe Poetry Of Robert Frost3137 Words   |  13 Pagesexamine the poetry of Robert Frost for references to themes of nature, religion, and humanity and how they relate to each other. This exercise will be prefaced with a brief introduction to the man and his life as a segue to better understanding Frost’s verse. The unexpected but unavoidable aim of this composition will be to realize that Frost’s body of work is almost too sophisticated to comprehend, h is manipulation of language so elusive that each reader may believe Frost is speaking only to themRead MoreComparing Robert Frosts After Apple-Picking to Apples by Laurie Lee2445 Words   |  10 PagesComparing Robert Frosts After Apple-picking to Apples by Laurie Lee Poetry is an attempt to describe the nature and intensity of ones feelings and opinions. Often, however, these thoughts are too vague or complex to articulate. How does a poet translate these abstract ideas into something more tangible and workable? Simple, metaphorical objects and situations can be used to represent more elusive concepts. These can be interpreted in many different ways, however, and poets often use the sameRead MoreEssay on Robert Frosts Poetry2181 Words   |  9 PagesRobert Frosts Poetry Robert Frost said that a poem should begin in delight and end in wisdom Do you think that is true of the poems of Frost and the other nature poets you have studied? Frosts statement in the title is certainly true in some of his later poems and most nature poems, but in some cases, the wisdom comes first and delight is found at the end or, there is no delight only wisdom or, just delight or just wisdom. Not all poems abide by Frosts rule! The Pasture, beingRead MoreRobert Frost : A New England Poet3698 Words   |  15 PagesRobert Lee Frost Known for being a New England poet Robert Frost was born in San Francisco, California on March 26th, 1874. Born to a New England father William Prescott Frost Jr. and a Scottish mother Isabelle Moodie who moved to the west coast from Pennsylvania after marriage (Bailey). Both his parents were teachers and poets themselves, but his father later became a journalist with the San Francisco Evening Bulletin (Bailey). Frost spent 12 years of his life growing up in San Francisco, until

Religious Parallels Lord of the Flies Free Essays

William Golding’s Lord of the Flies is an allegorical novel from numerous perspectives. It draws societal parallels to a post-war world, political parallels to different methods of government, and even psychoanalytical parallels to the psychological models of Freud. One of the most prominent allegories contained in the story is its parallel to the Bible. We will write a custom essay sample on Religious Parallels Lord of the Flies or any similar topic only for you Order Now William Golding creates these parallels in many different ways, through both settings, and the actions of characters. Interestingly, every religious allegory in Lord of the Flies is incomplete; they are similar to events in the Bible, but none of them are completely synonymous. Golding’s creates a unique stance on Christianity by his flawed allegories to the Garden of Eden and Jesus’ teachings and death; he shows that he favors some Christian values and some of the Bible’s messages, but is opposed to others. The first connection between Lord of the Flies and the Bible is located at the very beginning of both books: the setting of the island reminds one of the Garden of Eden. Golding describes the island: â€Å"Beyond the platform there was more enchantment. Some act of God [†¦] had banked sand inside the lagoon so that there was a long, deep pool in the beach with a high ledge of pink granite at the further end† (10). He also notes that the â€Å"shore was fledged with palm trees. These stood or leaned or reclined against the light [†¦]† (9). This is eerily similar to the Garden of Eden, which â€Å"the Lord God planted [†¦] and he placed there the man whom he had formed. Out of the ground the Lord God made various trees grow that were delightful to look at and good for food, with the tree of life in the middle of the garden [†¦]† (The New American Bible, Gen. 2:8-9). If â€Å"the man† in the Bible is taken to be Ralph and the other boys, then another comparison can be drawn. When Ralph strips down and swims in the lagoon, it reminds one of Adam naked in the garden. The water could be seen as a connection to baptism, which is the recognition of a new birth or creation. This is one of the few connections in the novel which is entirely parallel with that of Bible, suggesting that Golding probably supported the creation theory. Yet another connection the Garden of Eden appears in the â€Å"beastie† that the boys are afraid of; it is often connected to the serpent in the garden that tempts Eve and causes original sin. These connections, however, are far from ideal. The island is indeed close to utopian, but there is the â€Å"long scar† (7) from the airplane crash. Golding probably rejected the idea that anything, even if created by God, could be perfect. Also, the serpent in the bible is always thought of as an external force, such as the devil, whereas Simon will eventually learn that the beast is not an external but an internal fear. This could be interpreted to mean the Golding did not believe that original sin came from an outside force; rather, it is an inherent part of human nature. Golding’s characterization of Simon creates a strong link between his actions on the island and the life of Jesus in the gospels. The first major example of this is when Simon is walking through the woods and is followed by the littluns: [The littluns] talked, cried out unintelligibly [†¦]. Then, amid the roar of bees in the afternoon sunlight, Simon found for them the fruit they could not reach, pulled off the choicest from up in the foliage, passed them back down to the endless, outstretched hands. When he had satisfied them he paused and looked round. † (56) How to cite Religious Parallels Lord of the Flies, Papers

Effects of Psychological Contract Breach on Customer Service

Question: Discuss about the Effects of Psychological Contract Breach on Customer Service. Answer: Introduction: The contract was void for unilateral mistake. In case of unilateral mistake, one party is responsible for the breach of contract. In this case contract took place between Kims Fun Cruises Ltd (KFC) and John for the booking for travelling in boat on 22nd December evening. The rate was also fixed between them at $5,000. A write contract was done between them on 19th December. The contract was void because of the mistake and negligence of Kims Fun Cruises Ltd (KFC). In the contract it was stated that that on 22 December John and his family will get the meal in the boat and licensed captain will also be provided to the. The terms of the contract has been breached by KFC because of his mistake. He told that someone has booked the boat and signed the contract with double price before contract with John but he forgot that. In this case negligence has been done by him (Fitzgerald, 2011). It is not only a mistake but an act of misrepresentation or fraudulence which KFC done with John and his family by breaching the written contract with John and giving it to a third party who has done the contract with high price. John can ask for remedy from KFC in several ways. Firstly breach of contract have took place, so in that case compensatory damages or actual damage can be taken from Kims Fun Cruises Ltd (KFC) by asking refund of the money in term of financial damage (Austlii.edu.au, 2017). Special damages can be asked by consequential contract. Punitive damages can also be asked because fraudulence has been done by KFC with John. If the damages were not fulfilled than John could sure KFC to court (Bordia, 2010). Even according to Misrepresentation Act John can sue KFC because the contract is only breached by him because of the double money he took from the third party. In case of contract, he is not allowed to perform such acts because when one contract is done then it is not allowed to sign other contract but KFC did it by fraudulence. In this case misrepresentation has been done which is the reason that the contract is void or cancelled. Unilateral mistake cannot be proved as excuse here (McKendri ck, 2014). In this case misrepresentation and breach of contract has been done which is the reason that penalty can be taken from KFC by John. is described. On 2008 the famous musician Price was sued by Revelations Perfume and Cosmetics Company. The company was seeking $100,000 damages for the agreement reneging. It was promised by the flamboyant pop star that he will promote the album on the new perfume of the company and he will also allow his name to use in the package of the perfume but later for granting the interviews Prince refused (Austlii.edu.au, 2017). As it was the contract, so Prince did breach of contract because by mistaken he has sign the contract with someone else o that period. In this case the company sued Price for breach of contract and asked him punitive damages of nearly $4 million to the Revelations Perfume and Cosmetics Company (Bloomberg.com, 2017). If contract is done between both the parties, but in the mean time if the storm destroy the York which is unknown by both the party then the contract can be cancelled between both the parties. This type of case is known as Common mistake. There are three part of common mistake which is the reason of void of contract. They are Res extinct, Res sua and Mistake as to quality. In this case it can be inferred as Res extinca. Here both the party has a wrong belief that the thing or place exist which is the subject of the contract but later their illusion is broken when they come to know that the subject has been destroyed or do not exist. As per section 6 of Sales of Goods Act 1979 the contract can be cancelled in this case where the storm destroyed the York in 18th December and as the parties are not aware about the contract till 20th December 2011 (Bridge, 2012). So in this case, it is a legal advice that after knowing about the contract, the contract may be cancelled by both the parties proving it as Res extinct of Common mistake in void contract (Sales of goods act, 2017).. For example, in Purshotumdas and Co. v Mitsui Bussan Kaisha Ltd. (1911) 12 SSLR 67, In this case the party entailed the precious sale of the goods. According to section 16 and 17 of Sales of Goods Act when something is brought in a market in its quality is needed to be checked. If John and his family (Estelle and Mike) have taken decision to begin a cruise then it is a legal advice to them to open the cruise somewhere else but not in York because terrorist attack may take place there. Before opening cruise, the travel and cruise rules are needed to be followed by John and his family. The Finished Timber Company Pty Limited was liquidated. The director of the company was Kevin and Robert. As they are director of the company, so it is their duty to solve the debt of the creditors. As per section 588G of Corporation Act 2001 it is the duty of the director to pay dividend. As per Dividend 1 redeeming money is also the duty of the companys director. It is the absolute and strict liability to fulfil the needs of the company which is basically one by the director of the company (Varzaley, 2011). In this case 30 days time is given to the company to pay the debt of the creditor and liquidator. In this case it is also described that the creditors and liquidators will not ask compensation if the money is credited between 3 days and failure to do so can be punishable offence. In this case with the directors of the company the other people may also be in risk and it will be hard to make standing approach for the company. According to section 588 H of Corporation act proceedings and consideration has done that the director of the company has to give some basic reason to appeal request for some more time dor crediting the money. A director can prove his worst financial condition and he can also prove his illness with strong medical prove which can help him to get some more time to give back the money. There is certain expense where it is described that it is not the directors is take that the company has experienced certain great loss. It is necessary that to absorb certain great loss proper formulation is needed to be stated whenever necessary (Gevurtz, 2010). According to Companys liquidation Act, both Robert and Kevin can take help from Australian Government through which they can get financial help from government. According to Liquidation law, if the liquidated condition is needed to be confined than under the Fair Act if he worse conditions needed to be proved in the court which can be the reason through which the court may give more time to Robert and Kevin (Singh, 2015). As per Company Act, it is necessary that some rules of the company should be fulfilled by the members of the company. It is necessary that several laws are needed to be incorporated through which different substantial acts on director duty can be fulfills. Duty of diligence has been given by the director of the company. It is the liability of the director to fulfil the rules of the company and save the finance of the company. Here Kevin and Robert has breached due diligence of the director which is the reason that the creditors are asking money from them in time (Loubser, 2010). It is hard for them to give the money in time, so several processes are needed to be used by them to handle the liquidated sate in a proper way. Generally certain regulations are needed to be qualified so that the companys rules can be fulfilled. In case of several consequences, it is necessary that different subject of approach should be fulfilled and the directors should consciously fulfil the work of the company by not breaching the rules of the company. For example MH Carbon goes into voluntary liquidation case is sated. In this case MH Carbon Company used to sell credits in market (Austlii.edu.au, 2017). Then voluntary liquidation was experienced by the company. In that process the company was about to be closed, at that moment the company proved its liquidated condition to the court which is the reason that they got 6 months time to give their money to the creditors. In this case Mike and Ian were the director and shareholder of Windmill Pvt Ltd Company. Ian is the managing director and Mike is the shareholder of the company. In this case an agreement was done by Ina and the third party who wanted to purchase the shares of the company. This is the reason mike was approached by Ian to sell the shares of Windfall to him for the wellbeing of the company. Later Mike become aware that at large price Mikes share has been given to the third party and Mike id not got profit from that deal. In this case misrepresentation is done by Ian with Mike with fraudulence. For his own profit he has deprived Mike. Breach of duty of diligence is done by Ian by doing fraudulence with Mike who is the minor share holder of the company (Degenhardt, 2010). It is the directors duty to give notices and ask for the approval of the shares price but here Ian has not fulfilled the duty of the directors. According to section 588G of Corporation Act 2001 for breaching the rules of the act, he may be punished under Corporation Act 2001. The Minority share holder (Mike) can sue Ian to court for misrepresentation him and doing fraudulence with him taking his shares with a less price and selling it in high price (Sheikh, 2013). Directors owe the fiduciary duties. It is necessary that good faith is needed to be maintained and the share holder of the company should be benefitted. There is a resolution for Mike. Under unfair dismissal of Companys Act implications of the breach can be taken. The shareholder can remove the director from office. The injunction of force can be stopped. In the place of the director the shareholders can act. Mike can remove the director Ian from the office under Companies Act, 2006. Here breach of directors fiduciary duty has been done by Ian. So in this case the role of the directors is needed to be explained in directors board meeting and in that meeting, it is needed to be described that what the fraudulence act which is done by Ian. By this way Mike can not only remove Ian from office but he can also claim compensation for breaching the fiduciary duties by taking his shares in a low price and selling it is high price (Villiers, 2010). All this things wasted the good faith of the director and that is the reason that penalty is needed to be taken for him or else he may be sued to court for is deeds. For example a case of Company Act is described that is Brady V Brady [1988] 2 All ER 617 HL Case. In this case share capital of the company is maintained but while involving with the companys market value dismissal in act of the company is found because Brady breached the rules of Corporation Act References Austlii.edu.au. (2017). CORPORATIONS ACT 2001 - SECT 477Powers of liquidator. [online] Available at: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s477.html [Accessed 9 May 2017]. Austlii.edu.au. (2017). SALE OF GOODS ACT 1923 - SECT 5Definitions. [online] Available at: https://www.austlii.edu.au/au/legis/nsw/consol_act/soga1923128/s5.html#action [Accessed 9 May 2017]. Austlii.edu.au. (2017). SALE OF GOODS ACT 1923. [online] Available at: https://www.austlii.edu.au/au/legis/nsw/consol_act/soga1923128/ [Accessed 9 May 2017]. Bloomberg.com. (2017). Musician Prince Settles Lawsuit Over Perfume Deal. [online] Available at: https://www.bloomberg.com/news/articles/2013-03-29/musician-prince-settles-lawsuit-by-vivendi-over-marketing-deal [Accessed 9 May 2017]. Bordia, P., Restubog, S. L. D., Bordia, S., Tang, R. L. (2010). Breach begets breach: Trickle-down effects of psychological contract breach on customer service.Journal of Management,36(6), 1578-1607. Bridge, M. G. (Ed.). (2012).Benjamin's sale of goods(Vol. 11). Sweet Maxwell. Degenhardt, K. (Ed.). (2010).Companies Act 2006. BoDBooks on Demand. Fitzgerald, A. M., Fitzgerald, B. F., Middleton, G., Clark, E., Lim, Y. F. (2011).Internet and e-commerce law, business and policy. Thomson Reuters (Professional) Australia Ltd. Gevurtz, F. (2010).Gevurtz's Corporation Law, 2d (Hornbook Series). West Academic. Loubser, A. (2010). The business rescue proceedings in the Companies Act of 2008: concerns and questions (part 1).Tydskrif vir die Suid-Afrikaanse Reg,2010(3), 501-514. McKendrick, E. (2014).Contract law: text, cases, and materials. Oxford University Press (UK). Sales of goods act, (2017). [online] Available at: https://uniten.weebly.com/uploads/5/3/7/3/53736891/topic_3_law_of_sale_of_goods.pdf [Accessed 9 May 2017]. Sheikh, S. (2013).A guide to the Companies Act 2006. Routledge. Singh, A. (2015). Company law. Varzaly, J. (2012). Protecting the authority of directors: an empirical analysis of the statutory business judgment rule. Villiers, C. (2010). Directors duties and the companys Internal structures under the UK Companies Act 2006: obstacles for sustainable development.Research Paper Series, (2010-03).

Unit Film free essay sample

Creative Media Production Assignment Brief Television Film | |Unit 26: Film Studies |Title: Analytical Approaches and Relationships between Films and | | |their Production Context | | |Year: 2013 |Group: Year 12 | |Assignment Handout: |Assignment Deadline: |Assessor: | | / /2013 |Draft Submission: / /2013 |G. Rushworth | | |Final Submission: / /2013 | | |This brief has been approved by: |Date: | |J. MacKay |Jan 13 | Context | | | |This unit aims to develop learners’ understanding of how films are created for specific audiences and how they make meaning for those | |audiences through an exploration of industry practices and the application of a range of theoretical approaches. The insights that | |learners develop will inform their future production work. | |Learning Outcomes: |Unit: | |Be able to apply different analytical approaches to films |26. 1 | |Understand the relationship between films and their production contexts |26. 2 | Useful Resources: | |www. imdb. com | |Film website with range of industry and film information | |www. empireonline. co. uk | |Possibly word’s biggest and best film magaizine with huge back catalouge of reviews/features | | | |There is a very large selection of DVDs available in Media Studies. We will write a custom essay sample on Unit Film or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Just ask a Media teacher to take a look. | +-+ |Task 1: Analytical Approaches | |PASS |Using the analytical approaches of genre analysis, content analysis and auteur theory, create a |? |P1 | | |detailed discussion of the gangster genre. | | | | | | | | | |You will look at the film Goodfellas, and extracts from The Godfather, Scarface, American Gangster| | | | |and Lock Stock and Two Smoking Barrels. | | | | |? | | | |Your discussion of the genre may be done as a 1400 word report, or as a fifteen minute Power Point| | | | |presentation with accompanying notes. | | | | | | | | | |In your analysis of the gangster genre you should also consider the following: | | | | | |? | | |Codes and Conventions | | | | |Iconography | | | | |Findings from both your content and textual analysis | | | | |Narrative structure | | | | |Audience Readings |? | |MERIT |In addition: | |M1 | | |Relevant examples that draw upon elements or details of the films studied will be given to support| | | | |what is sa id, but you will not describe these examples to show how they illustrate the point they |? | | | |support. In discussing codes and conventions in a genre analysis you might note: | | | | | | | | | |‘The knife is part of the iconography of the horror movie and is often the means by which the | | | | |victim is killed. In 12 of the 15 movies I studied for my content analysis a knife was used for at| | | | |least one of the murders and in five it was used for all of them. The other two common means of | | | | |killing were strangulation with a rope and with the bare hands. Knives have connotations of | | | | |slashing movements and gushing blood. The most famous example of this must be the shower scene in | | | | |Hitchcock’s Psycho. Being knifed to death is particularly frightening because you can see the | | | | |person killing you. It’s not like shooting, which is done at a distance and is a much more | | | | |cold-blooded way of killing. This is why the gun is the conventional weapon in gangster movies | | | | |like Scarface. ’ | | | |DISTINCTION |Ideas will be developed and points supported with arguments and well focused examples which are | |D1 | | |elucidated in such a way as to draw out of the example precisely what it is about it that |? | | | |exemplifies the point it illustrates. | | | | |Examples will refer to precisely defined elements or details of the films studied. In discussing | | | | |codes and conventions in a genre analysis you might note: | | | | | | | | | |‘The knife is part of the iconography of the horror movie and is often the means by which the | | | | |victim is killed. In 12 of the 15 movies I studied for my content analysis a knife was used for at| | | | |least one of the murders and in five it was used for all of them. The other two common means of | | | | |killing were strangulation with a rope and with the bare hands. What | | | | |these methods all have in common is that they involve close bodily contact between the victim and | | | | |the killer, | | | | |which makes the murder more frightening, unlike shooting which is done at a distance and is a much| | | | |more | | | | |cold-blooded way of killing. This is why the gun is the conventional weapon in gangster movies | | | | |like Scarface | | | | |or war movies like Platoon, where the killing of Elias by Barnes shows how far apart they are | | | | |morally as well | | | | |as physically and Barnes’s act seems even more calculating because it is so careful and | | | | |deliberate. Knives have | | | |developed connotations through intertextuality that are specific to horror movies, such as | | | | |slashing movements | | | | |and gushing blood. In the most famous example of this – the shower scene in Hitchcock’s Psycho – | | | | |we never actually see the murderer, but we do see the movement of the knife repeated over and over| | | | |again, and the blood swirling down the shower outlet as though it is just water. ’ | | | Task 2 Relationship Between Films And Their Production Contexts | |PASS |Empire, an established film magazine, wants you to write an illustrative article (800 words) about| |P2 | | |Hollywood’s Goodfellas (1990) and Britain’s Lock Stock and Two Smoking Barrels (1998). |? | | | |You can use your notes from task 1 to help you. Your article will look at the relationship each | | | | |film has with the production company and the factors that influence that relationship. | | | | | | | | |Your article should discuss the following: | | | | |Stars | | | | |Social issues | | | | |Regulatory bodies | | | | |Financial determinants | | | | |Distribution and Exhibition | | | | |Vertical and horizontal ntegration | | | | |Synergies between different films |? | | | | | | | | |You will ensure your article looks professional. You should add stills from both films, and use | | | | |appropriate font and layout. | | | |MERIT |You will talk about the relationships between production contexts and films, in such a way as to | |M2 | | |show why they are the way they are, or the effects they have on the films that are produced. |? | | | | | | | |Relevant examples that draw upon elements or details of the films studied will be given to support| | | | |what is said. | | | | | | | | | |Relevant factual information about production contexts will be offered although it will not be | | | | |used to support developed argument. | | |DISTINCTION |You will talk critically about the relationships between production contexts and films, justifying| |D2 | | |points |? | | | |made with supporting arguments or evidence. | | | | | | | | | |You will draw out of an example precisely what it is about | | | | |it that exemplifies the point it illustrates. Material about production contexts will be well | | | | |researched and will refer to precisely focused elements or details of the film/films studied. | | | | | | | | | |You will provide full and extensive explanations and consistently provide arguments to support | | | | |points made. Relevant examples that draw upon elements or details of the films studied will be | | | | |given to support what is said. | | | |Guidance for this Assignment |Task |? |To achieve a PASS grade, the evidence must show that you are able to: | |P1 |Apply approaches to analysing films with some appropriate use of subject terminology |1 | | |P2 |Describe the relationship between films and their production contexts with some appropriate use of subject |2 | | | |terminology | | | |To achieve a MERIT grade, the evidence must show that you are able to: | |M1 |Apply approaches to analysing films coherently with reference to detailed illustrative examples and generally|1 | | | |correct use of subject terminology | | | |M2 |Explain the relationship between films and their production contexts with reference to detailed illustrative |2 | | | |examples and generally correct use of subject terminology | | | |To achieve a DISTINCTION grade, the evidence must show that you are able to: | |D1 |Apply approaches to analysing films critically, supporting points with arguments and elucidated examples and |1 | | | |consistently using subject terminology correctly | | | |D2 |Comprehensively explain the relationship between films and their production contexts with elucidated examples|2 | | | |and consistently using subject terminology correctly | | | Tutor’s Feedback | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Referral What the learner should do: | | | |Tutor’s Signature/Date |IV Signature/Date | | | | |Learner’s Feedback | | | | | | | | | | | |Learner’s Signature/Date | | | Grading Criteria: Text taken directly from criteria in BTEC guidelines

Youth Useless Or Used Less Essays

Youth Useless Or Used Less Essays Youth Useless Or Used Less Essay Youth Useless Or Used Less Essay What he is seeing today, will do tomorrow. What he gets today, will return tomorrow to the same society with due interest. It has been rightly said, boy peed balboa aka, am Kahn SE hooey. If we think honestly, do our elders have enough time to devote in guiding young generation in right direction? Am I wrong if I say that they themselves are victims of todays competitive era? They dont have time for even themselves. How can we expect them to use the strength of todays youth for tomorrows nation building? In general, youth is a bag full of energy that needs to be channeled and most important; there is a time for this work. Once that time has gone, once that energy has got its own direction, whether wrong or right, it becomes even more difficult to handle. And then often we hear the usual dialogues that every youth hates is Todays youths are useless. Now tell me, Is youth really useless or he has been actually used less. You have to think. It has been aptly said that once uttered, you cannot take your words back. So think twice before passing your Judgment.

Intermediaries of IP Commercialization and Its Business Operation in Term Paper

Intermediaries of IP Commercialization and Its Business Operation in the Open Innovation, such as Non-Practicing Entities (NPEs - Term Paper Example The research and development team of organizations focus on developing and fabricating creative ideas that can help the company in coming out with a product that meets the evolving need of the customer and more. While in the recent past most organizations operated on the principle of closed innovation that required the companies generate, develop, and market their own ideas, the past few years have witnessed a dramatic shift towards open innovation model where the companies â€Å"commercialize external (as well as internal) ideas by deploying outside (as well as in-house) pathways to the market† (Chesbrough, 2003, p36). This new model has gained wide popularity owing to its wider perspective and application that allows companies to create value through an open culture and closer integration with its surrounding environment. Open innovation model is based on free flowing knowledge and information sources that contribute to value addition for both manufacturers as well as end co nsumers. While the model does allow businesses to utilise and exploit new opportunities, the challenge lies in tapping key knowledge resources and expertise that have the potential to generate profitable ventures. The closed innovation business model applied strict controls over its intellectual property rights (IPR) and the management focused on guarding its IPR to prevent competitors from stealing their innovative ideas. But in the age of open innovation model, businesses focused their strengths on commercializing their ideas and allowing its competitors to use their IP and purchase other firms IP to improve profitability. The organizational strategies today work on defining new strategies that enable them to exploit the open innovation model for creating new ventures and expanding their existing scope of markets and revenue towards potential revenue addition sources. The focus is to utilise their existing resources and technologies to accomodate innovative ideas that open new sou rces of market capturing strategies and expanding operational scope (Chesbrough, 2003). The key issue that arises from the open innovation model is the protection and commercialization of intellectual property (IP) and the different intermediary channels used for this purpose. It must be noted in this context that IP is an intangible asset that is not only difficult to valuate but also involves a lot of legal risks. There are number of intermediary channels that enable easy and smooth transaction of IP between innovators, funders and prospective users who develop products based on the IP. The paper provides a deeper insight into the operations and mechanisms of these intermediary channels that cash in on firms looking for IP that creates new opportunities in an open innovation environment. Intellectual property – the concept Before going into the details of IP intermediaries and its commercialization aspects it is important to understand the concept of intellectual property a nd its basics. Intellectual property can refer to any innovative idea and this idea has the potential to

Worksheets Assignment Example | Topics and Well Written Essays - 750 words

Worksheets - Assignment Example it did not have the military capability to resist USA (it had witnessed what USA has done in Vietnam) USA also knew that it had already send too much on war and therefore wanted to make peace with Russia to avoid further costs on wars. All these three nations were cognisant of their weaknesses and the need to mend fences with each other. There was a lot of mistrust during this time. The cold war had served its purpose to enlarge the Gap between the world USSR and USA (Todd, 2011). USA was pushing for a capitalist world economy while USSR was pushing for a communist world economy. USA’s intervention in Europe that was intended to protect capitalist interests were seen as an aggression against Russia. The fact that there was a tendency for China and USA to get together was seen as an alliance against the USSR. Kennan’s interpretation of the USSR was that it had the best systems, both in terms of economic system or political leadership. This view postulated that the USSR was the only way to make sure that the world did not get into chaos, the only way is to intervene because the capitalist world would not be able to live in peace and that the solution to the problems caused by the capitalist word would not be soluble with peace. The powers that would have the most negative impact would be China. The reason for this is because China would grow economically as tit continued to adopt capitalism while at the same time retaining the good elements of socialism. The size of its population combined with its culture and political leadership would mean that it would be able to pose a big threat to USA. ii) the solution is cited as a strong armed retaliation towards the enemy in this case being the middle east(Iraq especially) the speech cal for all American, the political arties and all concerned stakeholders to support the government in the armed retaliation towards the acts of the enemy. iv)These speeches indicate that the cold war was just a political gimmick. The

ART Essay Example | Topics and Well Written Essays - 500 words - 19

ART - Essay Example The emperor later constructed a new city with large buildings and beautiful buildings. This created a good opportunity for Gustav and his partners to demonstrate their talents. Gustav and his colleagues received an invitation by the Emperor. The Emperor wanted them to paint the palace in preparation for a pageant. The Emperor had organized the pageant to celebrate the silver wedding with his wife Empress Elisabeth. In subsequent years, Gustav and his company got an invitation to produce a ceiling painting for thermal birth in Carlsbad. Gustav’s use of color and his patterns in his paintings were influenced by various arts. This included arts of Japan, Byzantine Ravenna, the flat, ancient Egypt and the two dimension perspective of his paintings. Gustav’s paintings at the early ages brought him a lot of success. (Rogoyska, Gustav, and Patrick 7-60). Gustav painted his famous art The Kiss at the beginning of the 20th century. The Kiss portrayed two lovers kissing one another. The painting exemplifies the era of historians and historians alike whom he referred the fin-de siecle, meaning the end of a century. The concept describes the artistic culture of the late 18th and early 19th century. This was more so in Vienna where the determination by Austrians to enjoy a happy lifestyle was disturbed by political upheavals and a future that was uncertain. Gustav captured the sensuality and opulence of this period by the famous painting (The Kiss). The setting in the painting is ambiguous and cannot be determined. The painting pattern in The Kiss signifies the gender differences. The circles represent the woman’s garment. The rectangles represent the man’s garment. The patterns depicted on the picture unite the two lovers into one entity. This shows their erotic union. Modern artists use artistic patterns to communicate dee p messages (Rogoyska, Gustav, and Patrick 7-60). The artistic work by Gustav is impressive. It

History and Features of Snooker

History and Features of Snooker Snooker: A game you will grow to love History of snooker   Ã‚   A great man named Neville Chamberlain came up with the idea of snooker in the late 19th century. He was playing a game of billiards when his opponent could not hit the shot he wanted to and Neville Chamberlain suddenly shouted out snooker. Chamberlain also made a comment about another player who missed a shot calling him a real snooker which referred to his lack of experience. From there, the exquisite, logical and composed game of snooker we have today was born. What is Snooker? Snooker is a game played by two or more players against each other. The aim is to defeat the other player by potting more balls to earn more points and subsequently win the game. Snooker involves using a white coloured ball which is known as a cue ball; this is used to strike other coloured balls with a cue stick. In snooker, there are red coloured balls which are worth 1 point and one coloured ball of each; yellow, green, brown, blue, pink and black. The coloured balls are worth different points, the red ball is worth 1 point, yellow is worth 2, green is worth 3, brown is worth 4, blue is worth 5, pink is worth 6 and the black is the worth the highest by a staggering 7 points. Quite simple to understand, no? How the game is played Each player has one turn unless they pot a ball in; then they continue until they miss a shot. The game starts off by a person opening a frame. The player does this by breaking. A break can mean two things; the first meaning of break is to start off the game at the first moment. The second meaning is when you score a break; this is when you continually start potting balls and scoring maximum breaks. The break when you start off the game is achieved by striking a cue ball to hit a red ball. If the red ball goes in, the player earns one point and does not lose his turn. If the ball does not go in, the other player is allowed to come to the table to have a go at earning some points. If the white ball goes in a pocket it is considered as a foul and the other person is awarded four points. Terms in snooker Touching ball A touching ball can only happen when the cue ball is touching a red ball. In this situation, you can hit any other coloured ball or you can hit another red ball without moving the ball the white ball is touching. If the ball moves, a foul is called and the other player is awarded four points. Then, it is up to the player who is awarded the points to choose whether they would like the player to retake the exact same shot or whether they would like to continue themselves. Some players purposefully make the white ball touch the red so the opponent has difficulty in hitting another red. Suppose you wouldnt want to be in that situation, would you? A snooker The term a snooker is when the player cannot hit the ball they intend to hit because they cannot see it. This can happen when the white ball is behind the cushion or when the white ball is behind another ball. Again, if the player misses the ball they would like to hit, it is a foul and the other person is awarded four points or more depending on which ball he intends to strike. A snooker is considered as a really high standard shot, because it can decide whether a player wins or loses the game. Worry not, this is not as daunting as it sounds. Old legends of snooker Steve Davis, a renowned legend won 28 ranking titles, just about doubling the amount Joe Davis won. He was born in 1957 and turned professional in 1978. He had made a 147-maximum break in the Lada Classic 1982. In 1980, Steve Davis won the World Championship six times in a row and was ranked World Number one for seven seasons in a row; he was invincible. Another legend worth mentioning is Alex Higgins who was born in 1949 and turned professional in 1971. He had only won the World Championship twice but that was enough for the crowd to love and cheer him on. His nickname was The Hurricane because of the speed in which pot balls. Sadly, Alex Higgins, one of snookers all-time greatest died in July 2010 after a long battle against throat cancer. His fellow companions even raised  £20,000 just so he could have a surgery to stay alive but unfortunately his time had passed. He will always be remembered as snookers greatest champion. My Favourite legend in snooker A legend I hold close to my heart has to be Alex Higgins through and through. If anyone was to ask me, who is the best player in snookers history, I will always say Alex The Hurricane Higgins. He had a real love and tangible passion for the game and he wanted to be the best and excel in every aspect. I aspire to have the same dedication and qualities of commitment that were depicted in his games. Even through the stages of fighting throat cancer, he would hold a snooker cue and would watch other children and adults playing the game he loved. This elucidates the love he had for the game. The Hurricane leaves us with great memories of his brilliance and charisma on the table and was a living embodiment of success. .

Today is Only the Beginning, My Past is a Complete Mystery :: Personal Narrative Writing

Today is Only the Beginning, My Past is a Complete Mystery It's funny how weeks pass so quickly and so much fills this life; I can't remember how one day is different from the next. Lately, a moment's peace means a falter of plans. My order is changed. Emotions, actions, events, and things go on around me, and I live through them not know how it was done. Sometimes there's reflection; it's haunting until tomorrow, and I have no idea what tomorrow is. Strangely, I think of why I'm here and wonder who I am behind this faà §ade, this name-looking for a balance and a connection, never knowing where to find it, and nobody else knows either; voices talk on the telephone about it for hours, or sit there drawing some strange parallels one afternoon. It all ends up somewhere in an unconsciously dreamworld; alas the perplaxity in distinguishing truth from reality is plaguing. Thinking of how to connect the two, three, and forty thousand images that fly by me day in and lights out, waking up and shock hits. All I want to do is do what I want to do, an d do what I have to do, and like it, and get something out of it. Never does a thought cross my mind that there may someday be disappointment. And, when the sun rises every morning, more things muddle some understanding and shake my order, catching me by utter surprise. Secret hopes that will one day lead me to whatever i think I am going to find, lie before me a mystery. Months mesh into one another. I went out into the backyard to look for violets, the small wild ones. My aunt had secretly shown me where they were one day after lunch. I still remember my plaid pants were the same color as the violets, with a solid purple shirt, and my almost white Keds sneakers. We went up into the attic where she kept her sewing basket, and I picked out what I thought was the prettiest ribbon to tie together my prescious hand-held flowers. It was a frazzled, satin off-whitish with embroidered lace around it. I knew my flowers had to be worthy enough to deserve such a royal bow. So, we had sneaked around the corner of the house to the sunny spot; that's where they grew the best. Originally, I had picked the flowers without the stems.

The Rise of Colonialism and its Impact on Modern Society

In the middle of the 1 5th century, as the Roman Empire was weakening, the fall of Constantinople marked a bigger impact than anyone could have considered. The Ottoman Empire had reign to advance into the Mediterranean, and that meant that traveling east on land was not an option. With the Renaissance about to emerge, it became a springboard for the development of advanced ships. This marked the beginning of the Age of Exploration and Colonialism. The Europeans had every advantage.Their immune system had seen all the diseases in the Old World, while he native conquered people's immune system had only seen a few diseases. The Europeans had far more superior crops and domesticated animals. Cows, pigs, and chicken are considered super animals compared to their wild counterparts, although the wild counterparts do not even exist in the New World. The same could be said for rice, barley, and wheat. The New World had never seen these types of food. The conquered spent their days looking for sustenance while the Europeans were developing guns and telescopes.Because the backbone of the European nations was so developed and stable, their technology and power skyrocketed. With the power, colonization and slavery thrived. From Africa and Asia to the New World, pockets of colonies emerged and developed. Often conquering the entire continent, the colonizers went to work to extract what they thought was important. There were no rights for the conquered. They were in the European man's world and had to go along for the ride. Racial prejudice rears its ugly head throughout the two World Wars and exists even today.The concept of racism was developed during the Age of Colonialism. The thought that any particular type of person based on looks and color was better did not exist ecause it is not true. But during and after the Age of Colonialism, racism was taught to Europeans and enforced to non-Europeans. Europeans thought that looks and color of the Anglos meant more trustworthine ss and intelligence. Unfortunately, the majority of Europeans did not realize that trustworthiness and intelligence are both learned behaviors, and that non-Europeans were taught to be â€Å"uncivilized†.With the conviction of superiority, the Europeans subdued and dominated regions throughout the planet. Africa, in particular, has a long history of colonization from the Europeans. Conquest is defined as the subjugation and assumption of control of a place or people by the use of military force. Major parts of Africa were conquered by the Europeans since ancient times. From the 7th century, Arab trade with sub-Saharan Africa led to a gradual colonization of East Africa, around Zanzibar and other bases.Although trans-Saharan trade led to a small number of West African cities developing Arab quarters, these were not intended as colonies, and while Morocco attempted to conquer areas of the Sahel in the Moroccan war, it was soon forced to withdraw its troops atter pillaging the a rea. Early European expeditions concentrated on colonizing previously uninhabited islands such as the Cape Verde Islands and S ¤o Tom © Island, or establishing coastal forts as a base for trade.These forts often developed areas of influence along coastal strips, but, with the exception of the Senegal River, the vast interior of Africa was not colonized and was little-known to Europeans until the late 19th century. Vincent Khapoya mentions Ali Mazrui's three interrelated broad reasons for European exploration of Africa: to increase knowledge, to spread Christianity and to increase national esteem. European enslavement of Africans, and visa-versa, existed along the coasts of East and West Africa since ancient times. The business exploded, however, after the Age of Colonialism was under way.During what was called by the European powers as, â€Å"The Scramble for Africa,† colonization was motivated by the European hunger for African resources. The subsequent exploitation of t he African people and the uprooting of their spiritual values by Christian missionaries would leave a permanent European stamp on the continent. Britain took the largest piece of the African cake, rom Cairo to Cape Town, in addition to Nigeria and a few West African regions. It was also the British Empire that in 1894, imposed an arbitrary boundary around the many diverse ethnic groups and kingdoms that would make up modern day Uganda.By exploiting linguistic, ethnic, and cultural differences between the different ethnic groups, Britain's divide and rule policies created tensions between the divided ethnic groups that helped maintain British rule. Officially, between 1884 and 1906 the Congo was controlled by a company entirely owned by King Leopold. The area was referred to as the ‘Belgian Free State. Until the end of the 1800s this company primarily exported ivory and palm-oil, a lubricant, from the Congo. Only a small profit was made from these products. At the end of the ce ntury, however, the world discovered rubber.Soon everyone wanted it to make tires, hoses, tubes, valves and many other products. Rubber is produced from a latex ‘sap' that came either from a tree or a vine, both of which grew exceptionally well in the Congo Jungle. Because of the new demand, the Belgian companies began demanding massive amounts of rubber from the Jungle and forced the natives to find massive amounts of it and eliver it to them. King Leopold became incredibly wealthy from the sale of rubber and the Congo paid the price. The method that most harvesters used to get the sap destroyed the trees and vines they took it from.Soon the Belgians began to hire soldiers to make sure that the natives produced the raw material. They threatened them with starvation, mutilation or even death if they did not produce enough rubber. Many times they followed through with the threats. Between the 1880s and 1903 the population of the Congo was reduced from over 20 million people to about 8. 5 million. Joseph Conrad, an author who was there during this time, in his book Heart of Darkness, best illustrated what was going on there when one character on his death bed comments on the situation by simply saying: â€Å"the horror, the horror. The term ‘imperialism' should not be confused with ‘colonialism'. Robert Young writes that imperialism operates from the center, it is a state policy, and is developed for ideological as well as financial reasons whereas colonialism is nothing more than development for settlement or commercial intentions. The Age of Imperialism was a ime period beginning around 1700 when modern, relatively developed nations were taking over less developed areas, colonizing them, or intluencing them in order to expand their own power.Although imperialist practices have existed for thousands of years, the term â€Å"Age of Imperialism† generally refers to the activities of nations such as the United Kingdom, France, Germany, It aly, Japan and the United States in the early 18th through the middle 20th centuries, the â€Å"The Great Game† in Persian lands, the â€Å"Scramble for Africa† and the â€Å"Open Door Policy† in China. Genocide is the eliberate or systematic destruction, in whole or in part, of an ethnic, racial, caste, religious, or national group.The Germans decided that certain ethnic groups were to be eradicated in Namibia. German Lieutenant-General Lothar von Trotha said, ‘l wipe out rebellious tribes with streams of blood and streams of money. Only following this cleansing can something new emerge'. Von Trotha brought with him to German South West Africa 10,000 heavily-armed men and a plan for war. During the period of colonization and oppression, many women were used as sex slaves. â€Å"To receive omen and children, most of them ill, is a serious danger to the German troops. And to feed them is impossible.I find it appropriate that the nation perishes instead of infecting our soldiers. † In the Herero work camps there were numerous children born to these abused women, and a man called Eugen Fischer, who was interested in genetics, came to the camps to study them. He decided that each mixed-race child was physically and mentally inferior to its German father and wrote a book promoting his ideas: â€Å"The Principles of Human Heredity and Race Hygiene†. Adolf Hitler read it hile he was in prison in 1923, and cited it in his own infamous pursuit of â€Å"racial purity'.We can see a trend that follows. For the colonized, life became a living hell. For the colonizers, life became extravagant and easy. These give and take relationships created the modern global economy that we have today. The scars of the past still haunt the wounds of today. Third world countries are still struggling for survival while the well fed first world nations are aligning themselves together to maintain their dominance. While the obvious means of colonizat ion may not be visible, the same characters are in control.

The Wizard of Oz and Populism essays

The Wizard of Oz and Populism essays Since 1964 the story as well as the movie known as The Wizard of Oz has lost much of its innocence. Prior to 1964 The Wizard of Oz was a tale of innocence that adults and children alike enjoyed. They viewed The Wizard of Oz as an escape and thought the story to be fun, exciting and pleasurable. However, in 1964 Henry M. Littlefield published The Wizard of Oz: Parable on Populism. Littlefields theories on populist allegory throughout The Wizard of Oz sparked much controversy with the public. Henry M. Littlefield was able to convincingly connect scenes, characters, and objects in The Wizard of Oz to populism in his essay The Wizard of Oz: Parable on Populism. The movie opens up with a very drab view of Kansas in the late 19th century. Everything is gray as far as the eye can see, as all the land has become barren, and dust storms are now very prevalent. The farmhouse where Dorothy lives is barren too, and the paint has chipped off and blown away. Uncle Henry never laughs, and Auntie Em (whose face is completely gray) never smiles. This is parable to the beginnings of populism because farmers they were facing a widespread drought causing many problems with their farming. Ultimately this barren land is what led the populist movement to start up. When Dorothy lands in Oz she is first confused. Just as the populists were having many confusing problems so was Dorothy. However, Dorothy, with the aid of the Munchkins, devised a plan to see The Wizard in order to achieve her goal of retuning home. This is similar to how the farmers banded together to achieve their goal to nationalize the populist movement. Along the way Dorothy meets three diverse characters, which symbolize how William Jennings Bryan attracted more members to the populist movement on the road. Together Dorothy, The Scarecrow, The Tin Man and The Cowardly Lion all had the same goal comparative to the populist movement. When the four finally reached their destination ...

The Environmental Impact of Polyethylene Bags in Uganda Essay Example

The Environmental Impact of Polyethylene Bags in Uganda Essay Example The Environmental Impact of Polyethylene Bags in Uganda Paper The Environmental Impact of Polyethylene Bags in Uganda Paper Plastic have also posed danger to animal life in Uganda, fishing is one of the sources of income for most Uganda and plastic bags seems to affect the life of fish in the lakes which the people of Uganda earn a living and sometimes fish is exported to other countries, hence increasing foreign exchange and also providing employment to the citizens who may work in these fish factories around the country. (According to the ministry of land and fishing in Uganda report on the dangers of plastic to the industry 2007). Hence plastics bags are a big problem to the citizens of Uganda. Though the government have tried to ban the use, manufacture or distribution of plastic bags but in vain, non-profitable organizations (like the Greenwich), though by June 2007 the after the Greenwich filed its lawsuit against use of plastic bags, the government banned the use, distribution and manufacturing of plastic bags, but all was in vain to today(Monitor newspaper April 2009). Plastic bags less than 30 mirrors were banned but parliament didnt pass the law to implement the ban. Instead the manufacturers have increased the size of the plastic bags to 31 morons which is a big threat. Greenwich investigators June 2010). Suffocation , plastic bags not only cause life threat to animals in Uganda but also children who without supervision can easily suffocate on these plastic bags, some children play a lot where plastics bags are dumped ,(According to environmental law alliance cot 201 0),this is very threatening issue caused by the use of plastic bags and hence this should be approached by the government Of Uganda as a matter of urgency to protect its citizens. Laws should be put in place to ban the use ,distribution of plastic bags in Uganda as soon as possible. More so plastic bags have caused pollution to the environment in Uganda more than anything else, measures should be taken to end the use of plastic bags given the disadvantages they pose to the citizens of Uganda. Fumes, since plastic bags cant be destroyed the only way to get rid of them is by burning them which causes fumes to the environment which is a danger as while. (According to the environmental law alliance group of lancers June 2009). This causes to the degrading of the environment violating the rights of the citizens to live in a healthy environment free from pollution. Though the Uganda parliament tried to cut funds to the ministry of water and environment, if they didnt encourage the ban of plastic bags, but still no law was put in place to end the use of plastic bags. More so they have made the city to be more untidy than before so this should be attacked as a issue of urgency in Uganda. (ganglands daily newspaper article peg 6 Feb. 2010). In conclusion given the many dangers caused by the use ,distribution of plastic bags in Uganda, they should encourage proper use of plastic bags and recycling and the re-use of all plastics to protect the environment and the tizzies of Uganda. Therefore the government should pass a law to ban the use or distribution of plastics and encourage the use Of paper bags which are not a danger to environment and the citizens of Uganda. The government should also ban the manufacturing of these plastic bags and encourage the use of bags which are less than AD mirrors. Shopping bags should be encouraged too since you can reuse it as many times as you want unlike plastic bags, so I believe plastic bags should be banned in Uganda and be approached with such urgency for the wellbeing of the citizens of Uganda.

Aircraft materials and hardware Essay Example | Topics and Well Written Essays - 2500 words

Aircraft materials and hardware - Essay Example The choice of the right material for a particular overhaul job stresses understanding of the common physical and chemical properties of different metals. Another aspect of aircraft maintenance and repair is that aircraft hardware is frequently ignored since of the insignificant size of the parts. But, selection of right hardware for the use in aircraft is very vital for the efficient operation and safety of any aircraft. The goal of this essay is to emphasize the importance of material, its various process and hardware selection for the use in aircraft structures (faa.gov, ND). Introduction The earlier aircraft materials must refer timber as the first materials used to create a power-driven aircraft. The Wright brothers involved mainly of Sitka spruce and bamboo fastened and bolted together to make a canvas-covered assembly. Aircraft made by wooden material were very successful in the initial years of flying. Currently, timber is only fit for fairly small aircraft. As the requirement for larger aircraft became unavoidable for the modern society, materials with superior specific strength come to be essential. Currently airplane consists mainly of aluminum alloys with steel, titanium alloys and polymer compounds. The equilibrium of materials does rest on on the kind of airplane as military fighter airplanes have much higher amounts of composites and titanium alloys. In this essay more emphasize is given to aircraft materials and its different processes. Pure aluminum and Aluminum alloys Airplane must be made of material with lesser weight to carry more loads and to reduce fuel consumption. The more travelers an airplane can transport the more income an aircraft corporation can create. At the same time as pure aluminum have less weight, very good corrosion resistance and exceptional thermal and electrical conductivity but it is weak and ductile to be used on aircraft structure in its pure form. The credit goes to Dr. Alfred Wilma, a German metallurgist, who found out that aluminum alloyed with copper and heat treated properly can be made much sturdier. The alloy of aluminum with 4% copper is said to be Duralumin and the heat treatment procedure is termed as precipitation hardening. After this Duralumin have characteristically little specific gravity and great strength (450 MPa). Since it is restricted to a maximum amenity temperature of around 660Â °C supplementary heat treatable aluminum alloys have been developed for aircraft use. These comprise a variety of intricate aluminum-zinc alloys which improve the maximum strength of several aluminum alloys. These alloys have used for contemporary aircraft design in which the skin of the fuselage and wings are stressed aluminum alloy parts that lessen the total heaviness of the aircraft. The disadvantage of the aluminum alloys discussed above have a drawback of not being as corrosion resistant as compared to pure aluminum. Therefore a thin coating of pure aluminum is usually fused to either sides of the alloy and is called Alclad aluminum alloy. Even though titanium is very costly it is used where great strength is required in load bearing applications for example, landing gear and engine escalating supports

Equity and Trust Essay Example | Topics and Well Written Essays - 1500 words - 3

Equity and Trust - Essay Example Whether the person involved is a trustee or an executor depends on the manner in which the decedent held his/her property. A trustee is an individual or a firm that holds responsibility, authority and position over a property on behalf of or/and for the benefit of another (Free willWriting.com, 2013). In a broader term, a trustee could also refer to a person who sits on the Board of Trustees for a firm that works in the interest of and for the benefit of the general public. Although often set up for charitable reasons, a trust could also be set up for the benefit of individuals. Thus, the key types of trust are a will trust for the testators family and children, a pension trust, and a charitable trust (Free willWriting.com, 2013). The executor on the other hand is the person or the trust company mandated to settle the estate of a testator according to the provisions of the will. This paper advises Trevor and Tony, an executor and a trustee regarding the distribution of Sam’s (the decedent) wealth and the settling of his/her business affairs and debts according to the provisions of the will left. In his will, Sam outlines how his assets are to be distributed to the beneficiaries. First, Sam leaves his 20,000 shares in BT plc to his trustees on trust. He directs the trustees to hold the bulk of these shares for his sister Margaret and the remainder for his four grandchildren in whatever shares the trustees deem appropriate. Second, Sam directs that his bronze statue of a musician to be given to his daughter Fiona, who should keep it safely for her grandchildren. Third, he directs that his trustees distribute  £50,000 amongst the inhabitants of Greater London as the trustees deem appropriate. Finally, he directs that his executors distribute  £300,000 amongst his friends. Further, in case the executors doubt who Sam’s friends were, his wife should help in identifying his

The Effects of Global Warming on Coral Reefs Research Paper

The Effects of Global Warming on Coral Reefs - Research Paper Example There are three ways in which global warming affects coral reefs: through a direct increase in water temperature; through a rise in the carbon dioxide levels in water which makes water acidic; and through rising sea levels which results in inadequate sunlight for the existing coral reefs. In addition, the study points towards various indirect ways through which rising temperature leads to coral reef damage. One issue is the increasing incidence of various coral diseases and another problem is the occurrence of natural disasters like El Nino which damage coral reef habitats. Thus, the study ends with the suggestion that the ultimate way to save coral reefs would be to address the effects of global warming. Introduction Global warming is a potential environmental problem that has been adversely affecting the global climatic patterns for more than a century. Global warming can be simply referred to the process of increasing the average temperature of Earth’s atmosphere and oceans. By definition â€Å"global warming is an increase in temperature worldwide due to gaseous emissions known as greenhouse gases, and depletion of the upper atmospheric (30-50 kilometers) or stratospheric ozone layer† (Liu, 58). Meteorologist identified an increase in Earth’s average surface temperature by nearly 0.8o C in the beginning of the 20th century. Scientists hold that the increased concentrations of greenhouse gases caused by thoughtless human activities including combustion of fossil fuels and deforestation are the major factors leading to global warming. ‘The Intergovernmental Panel on Climate Change’s (IPCC) Fourth Assessment Report’ (AR4) (qtd. Deimling et al) forecasts th at the average global surface temperature may rise from 1.1o C to 2.9o C during the 21st century under lowest emissions scenario, whereas the expected range lies between 2.4o C to 6.4o C under highest emission scenario. Studies have identified that the rising average temperature of oceans has a devastating effect on coral reefs. Coral reefs are underwater forests formed of calcium carbonate secreted by corals. Coral reefs play a pivotal role in protecting coastal regions. Coral reefs contain a wide variety of fishes and plants among which most of them belong to some of the most fragile ecosystems of the planet. Studies point to the fact that even a one degree Celsius change in average sea temperature would cause dreadful effects on these underwater structures. This paper will discuss the effects of global warming on coral reefs in the context of current beliefs and researches. The paper will also give focus on the potential long term effects of global warming on the human sustainabi lity. Finally it will propose solutions to the issue on the strength of identified causes and effects. Coral Reef Habitat Coral reefs are considered colonies of micro living animals found in less-nutrients contained marine waters. It has been identified that majority of the coral reefs are made up of stony corals and which in turn contain polyps. Most of these underwater structures were formed after the last glacial period and therefore it can be concluded that most coral reefs are not more than 10,000 years old. Coral reefs constitute the most diverse and fragile ecosystems on Earth and they are often referred to as ‘rainforests of the sea’. As stated in the article, Introduction to Coral Reef ecosystems, threats, and solutions, although coral reefs occupy only less than 0.1% of the worlds’ ocean surface, they are rich sources of different marine species such as fish, worms, sponges, crustaceans, and mollusks. As reported by National Wildlife Federation, the stu nning and frail coral reefs found

Special Educational Needs Essay Example for Free

Special Educational Needs Essay This is a transition time for Special Educational Needs and Disabilities – new legislation in the form of a green paper â€Å"Support and Aspiration† is advancing through the necessary stages and considerable changes are promised to be implemented by 2014. An understanding of the historical perspective and the future proposals contained in â€Å"Support and Aspiration† will therefore be helpful. Definitions: (From the current SEN Code of practice 2001) The Educational Act 1981 laid down a legal definition of Special Educational Needs in schools. That definition was repeated in the Educational Act 1993 and in the consolidation Education Act 1996. According to law: 1. A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her. 2. A child has a learning difficulty if he or she: a) has a significantly greater difficulty in learning than the majority of children of the same age b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority c) is under five and falls within the definition at (a) or (b) above. The following children fall outside the legal definition of Special Educational Needs a) Those whose language at home is different from the language in which they are taught at school b) gifted children Anticipated changes Summarized from https://www.education.gov.uk/publications/eOrderingDownload/Green-Paper-SEN.pdf The Green Paper, Support and Aspiration: A new approach to special educational needs and disability, sets out the government’s intention to radically reform the current system for identifying, assessing and supporting children and young people who are disabled or have SEN, and their families. The Green Paper proposals and the Government’s wider reforms in education and health will make the best use of limited resources through better planning, streamlining assessment processes, making the system less adversarial and focusing on achieving better outcomes. Reforms are already being tested through local pathfinders, developing the knowledge and skills that will be needed for their successful implementation, and making sure that the right measures are in place to hold services to account. The lessons learnt from the pathfinders will help shape the changes. In the Green Paper the government pledges by 2014 to introduce: †¢ A single assessment process which is more streamlined, better involves children, young people and families and is completed quickly; †¢ An Education, Health and Care Plan which brings services together and is focused on improving outcomes; and †¢ An offer of a personal budget for families with an Education, Health and Care Plan. The government intends to introduce legislation through a Children and Families Bill to implement the changes to the law required for the Green Paper reforms. A draft bill will be published in summer 2012 for consultation and pre-legislative scrutiny. Application It is not yet clear how the changes will impact schools or what adjustments will be required in administration and â€Å"grass-roots† provision. Tutors will inform students of changes as they emerge.

Analysis of learning theories

Analysis of learning theories Education is very dynamic, and new initiatives, focuses and theories are constantly being introduced with the collective aim of enhancing both teaching and learning. The foundations of most educational theories appear to be behaviourism and subsequently constructivism according to Woollard (2010). As a result, this assignment will focus primarily on these two learning theories. I aim to compare and contrast behaviourism and constructivism with regards to their impact on teaching and learning. Focusing on three areas of the curriculum, I shall also consider how both behaviourist and constructivist approaches are applied and consequently the impact on an individual childs learning. Throughout the assignment I will make considerations for my own teaching and conclude with the implications on my personal philosophy. During my time in school I have had the opportunity to observe a teacher in year two and as a result I was able to analyse theory being put into practice. The individual child I have chosen to focus on is aged six and is in year two. For anonymity purposes I shall refer to the child as Child A throughout this assignment. Child A is not recognised as having special educational needs (SEN), but she is currently working at a level 1b which is considered to be below expectations by two sub levels in all core subjects (National Curriculum n.d., online). Taylor and Mackenney (2008) explain how several theorists have contributed to behaviourism, which have influenced teaching and learning in classrooms today. According to Taylor and Mackenney (2008), Skinner and Pavlov are the major contributors to behaviourism, therefore due to restricted word count, this assignment will focus on their work with regards to behaviourism. Davis and Sumara (2006, p.113) state that the work of Piaget is acknowledged as the major influence on constructivism and in turn is prominent within contemporary discussions of curriculum and pedagogy research. This assignment will focus primarily on Piagets stage theory of development. The stage theory of maturational development offers a universal process for learning, however, similar to the behaviourist view that a law of learning can be provided, it may be too over simplistic (Sigelman and Rider 2011). Bruner (1960) questioned whether the stage theory is realistic. He suggested intellectual growth must take natural ways of thought into account. Similar to Piaget, Bruner developed stages of learning and intellectual growth, however, Bruner does not believe that the stages represent different and separate modes of thought at different points of development Bruner (2003). According to Bruner (1961), learning can be achieved at any stage of development if concepts are taught at a simple level initially and revisited with a higher degree of complexity at another time. Gardner (1992) argued against the stage theory of learning as he claimed that cognitive skills develop at different and unrelated speeds (Gardner 1992, cited in Cohen 2012, p.48). This is also supported by McInerney and McInerney (2009) as they believe that although learning does appear to develop through stages, cognitive development does not progress in the neat stages originally suggested by Piaget. Piaget did however state that although all children develop through each stage in the same sequence, they do not all develop at the same pace (Nairne 2010, p.113). Gardner (1992) further questioned Piagets theory, as like Bruner, he believes earlier aspects of learning and ways of thinking are used throughout all stages of development and can be used to support learning in new areas (Gardner 1992, cited in Pound 2006). Skinner argues children cannot be taught skills they do not naturally posses, this aspect of development is similar to that of Piagets theory of readiness as both theories imply that before learning can be achieved, the child must be at the appropriate stage of maturation (Elkind 2011, online). Davenport (2002) stated that children are capable of thinking in more advanced ways before the age of seven as Piaget believed. Piagets experiments have been questioned by more recent researchers as I shall discuss. It has been put forward that Piaget may have presented tasks in particular ways in order to get specific results. When aged four to seven year old children were asked direct questions opposed to open ended questions, their responses were less artificial (Meltzoff 2007). This could have therefore mislead children and subsequently lead to underestimating childrens level of understanding and sophistication. In turn, questioning whether developmental stages undervalue the extent to which children constantly change as they are growing up. Thus again questioning the simplicity of Piagets theory. Culture and individual differences appear to be irrelevant in Piagets theory of learning, as he believed all children are equipped to learn and develop through the same stages (Snowman et al. 2011, p.70). This was criticised by Cole (2006) as he emphasised the role of society on learning and stated that children who live in traditional societies are more attentive to adults and therefore likely to develop a more observational approach to learning, whereas children from a less traditional society, are more likely to learn through verbal instruction. He evidenced his theory by conducting an experiment involving aged 6 to ten year old children and found his results were consistent with his theory. All children can learn and succeed, but not on the same day in the same way supports this theory (Spady 1994, p.9). According to Wood (2012), Behaviourists assume that behaviour is entirely controlled by the environment and prior learning. This theory is very much on the nurture side of the nature nurture debate and as a result many experiments, the majority of which involving animals, have been carried out. The use of animals in behaviourist experiments is criticised by Robins (2012, p.36) for suggesting that animals and humans learn in the same way. Bjorklund (2011) described how humans are complex and behaviour changes of animals are instinctive, whereas human behavioural changes are due to learning. He also argues that humans are separate from animals as we are the only species with powerful intellect. The way in which we think and the technological and cultural innovations afforded by our intelligence set us apart from animals (Bjorklund 2011). The Stimulus Response theory was an attempt to discover general laws of learning (Wood, 2012). Piaget studied children and not animals, however Seltman and Seltman (2006) criticised Piagets research methods, as his theory of how babies develop was almost wholly based on his own children. This could suggest that his research samples were limited and therefore weakening validity (Robins 2012). The argument by behaviourists that behaviours are dependent upon prior learning and the environment implies that people have little or no control over their own actions Engler (2008, p.226). Popovic (2008) believes behaviourism offers no explanation for, and does not consider the possibility of behaviours being a result of mental events such as beliefs. Popovic (2008 p.87) also points out that if this was true of all learning, then we are unable to have any beliefs that we have not previously acted upon or verbally expressed, going against all sense of logic. Pastorino and Doyle-Portillo (2011, p.207) argued that Behaviourism is ignorant of the mental process, and disregards the activities of the mind, as only measureable and objective behaviours are regarded as learning. Put simply, if no explicit change in behaviours take place, then no learning has occurred. This strongly suggesting only quantifiable displays of knowledge are valid and any mental process is meaningless (Mingers 2006, p.11). Although in general, a change in behaviour is a result of learning, it may not always necessarily be the case (Lefrancois, 2006). Lefrancois (2006) offers an explanation as he describes how losing a hand modifies behaviour and states that the loss itself is not learning. He believes a person may learn to compensate for the loss of their hand by learning new skills, therefore changes in behaviours does not necessarily result in improved learning. One must question how children are able to solve problems without the trial and error method deemed essential by behaviourists, as Bandura (1977) suggests that observational learning and mental processes both contribute to development, as children learn by imitating behaviours and noting mentally the possible consequences of their own behaviours. Behaviourists believe that the teacher is responsible for all learning and as a result are in charge'(Huerta 2007, p.36). It may be argued that children will not be encouraged to work and learn independently, and creatively, therefore individuality and discovery will be nonexistent (Overall, 2007). Denby (2012, P.136) supports this by claiming that children are passive learners and purely learn what they are fed by the teacher. Palmer (2001) explains that simply teaching is not sufficient learning and supports her argument by stating Einsteins teachers did not teach him that e=mc ² (Palmer 2001, p.41). This thought provoking quote supports the need of discovery and independent learning. Palmer suggests purely acquiring knowledge which is taught and from prior experience, is not true learning. Piaget (1972), was also opposed to this theory as he suggested that teaching should not place emphasis on the passing on of knowledge and that children learn by discovery as they are naturally curious and well motivated to learn (Piaget 1972, cited in Kail and Cavanaugh 2012, p.124). He also believed that children should respond to their own curiosity and that education is making creators and not just resembling another adult (Piaget 1972, cited in Davenport 2002). As previously mentioned I have observed three separate lessons in year two and have been able to witness theory being put into practice. These lessons included Mathematics, Literacy and Science. Each lesson followed the same structure in which they began with a clear lesson objective and steps to success, with all the children on the carpet, developing on to the task and concluding with a plenary. The children appeared to be familiar with the structure of the lessons and due to the lesson objective and success steps, were aware of what they could expect from the lesson and in turn what was expected of them. Most children can learn curricular skills when the concepts are broken down into little steps and in the classroom a clear Learning Objective and Success steps would achieve this (Slavin 2000). This suggests that the childrens abilities to complete a learning objective gives a clear indication of what children do and do not know (Deiner 2009, p.121). This lesson structure appeared to be a behaviouristic approach to teaching as the lesson was broken down into small steps, however it may be criticised for discouraging spontaneity and not allowing for individuality if all the children are required to follow the same sequence (Curzon 2004, p.157). Some teachers do not care for the child who gives answers which do not comply with predetermined correct answers, which could be seen as inhibiting learning and development and promoting conformity (Sarsani 2005). A quantity of children are unable to work in an unstructured environment as they are reliant on consistency and the continuity and structure allow children to feel safe and secure (Tassoni 2002, p.238), which is, according to Maslow (1970), a basic need in order to learn effectively. During the literacy lesson of which I observed, the teacher read a story to the whole class on the carpet and afterwards dictated to the children the differences between thoughts and feelings. The teacher then asked the children to independently write down examples of thoughts and feelings offering a sticker for good examples. Although the children were being active, this appeared to be a behaviouristic approach as the children were told the information and worked alone with an extrinsic incentive. Child A failed to write any ideas on her board and as a result did not receive a sticker. The teacher may have interoperated this as Child A not understanding the task or having any ideas, when in fact, she may not have been confident in writing her suggestions or quick enough to complete the activity. Perhaps the children could have worked in pairs to discuss ideas and have the lower ability (LA) children paired with a more able child. If children have the opportunity to work with other children who are at a different cognitive level, they are likely to be encouraged by the more mature child, therefore advancing to higher understanding of the material (Wood 2008, online). As previously mentioned, the children were offered a sticker as a reward for completing their work. Kohan (1993) states that offering extrinsic rewards will reduce intrinsic motivation, which according to Piaget (1970) children are self motivated therefore extrinsic rewards are not necessary (Piaget 1970 cited in Groark and Eidelman 2011, p.40). Child A failed to complete the task and as a result she was upset because she did not receive a sticker. Slavin (2000) criticises offering rewards for completing work as it may lead to children only completing any task if a reward is given and suggests the emphasis should be on the process of learning and not the end product. Slavin (2000) continues to explain how the children may not always complete a task, but they have developed their knowledge and understanding through the process. I feel this is particular constructivist view of learning is very important for my own teaching practice, as it is important to recognise individual achievement which is likely to differ highly between children. Something which is taken for granted for one child, may be a big accomplishment for another. Following on from this, the children were then set tasks involving describing characters. Child A being in the LA group, was given a worksheet with a list of adjectives, in which she had to circle appropriate words to describe her chosen character. This was with adult support, who read out all the words and child A circled the ones she deemed appropriate. This appeared to be a constructivist approach as the adult could be said to be acting as a facilitator, however if the adult had asked Child A to attempt to read each word, rather than doing it for her, she may have improved her decoding and blending skills as well as highlighting knowledge and areas for development. The fact that Child A had to circle adjectives which were already provided on a worksheet, was perhaps not the most effective way of developing understanding, as Child A chose both evil and kind to describe the same character. This task does not necessarily demonstrate understanding. A behaviourist may argue that because Child A has circled many appropriate adjectives, she has displayed learning, when in fact she has chosen words at random or words she is familiar with. This activity could have also been made more active for the children by allowing them to study pictures and props and having to produce adjectives themselves following manipulation and assessment. As a result, a more accurate demonstration of understanding could be produced. Piaget believed children learn for themselves rather than being taught, and therefore construction is superior to instruction (Santrock 2001). Child A may be missing out on this opportunity and according to her maturational stage of development she should be focusing on physical reality and should teach herself through direct experiences (Smart 2011, p.95). The teacher could then follow on from this lesson by looking at the describing words the children came up with, and building on their prior knowledge to develop their skills by introducing alternate (more complex) adjectives and lead on to produce a descriptive sentence. Piaget believed children can build on existing knowledge in order to concrete knowledge (Brain and Mukherji 2005, p.77). The children then had a fifteen minute phonics lesson which included nonsense words. Child A struggled to decipher which words were real words which appeared to have a negative impact on her self esteem as Clark (2012, online) suggests that the latest phonics tests do more damage than good. He continues to criticise the nonsense word strategy by questioning whether it demonstrates the childrens abilities to decode words rather than their ability to understand words in context. The maths lesson I observed was the introduction of estimations and sorting. At the start of the lesson the children chanted the three times tables and Child A participated confidently. The teacher then asked individual children a times table at random and when asked, Child A was unable to give the correct answer. It may be possible that Child A had learned to regurgitate the times tables in sequence, but has not got any reasoning or logic. It may be criticised that Child A has not been allowed enough opportunities to develop a depth of understanding (Tassoni 2007). An article in TES magazine (Brettingham 2007, online) reported that the rote learning focus devised from the numeracy strategy resulted in an increase in number skills, but a decrease in problem-solving. This was also supported by an analytical report of the Rose review, as it states children need not only to learn what to study but also how to study (Baker 2009, online). More recently, school Minister Paton (2012) claimed that children will increase their confidence with their number knowledge if they learn times tables by heart and rote learning should become a fundamental part of primary education. Ward (2012, online) criticises this theory of learning as he states that lessons should focus on logic not solely arithmetic. He claims that by placing greater emphasis on children knowing pairs of numbers by the end of year two instead of year one, there is a danger of assuming the children is successful however having no sense of reasoning or calculation. Mathematics does however appear to be gearing towards rote learning as recent article in the NUT confirmed that the Government are proposing by 2014 and teaching will be more directed, with rote learning a key method of delivery (Anon. 2012, p.23). Following the mental starter children were then shown a meter stick and the teacher modelled how an estimation would be made of the board. A child was asked to stand next to the meter stick and the teacher asked the children to estimate how tall the child was. Child A gave the answer sixty meters. It could be criticised that estimation is too abstract for year two because at age six, Child A is considered to be in the pre-operational stage of development, suggesting that she should not be able to understand the concept of logic or abstract thinking Sigelman and Rider (2012). Perhaps this particular lesson or unit of work was not appropriate for Child A in relation to her developmental stage. Pollard (2012, p.18) states that teachers have to start from where pupils are in their learning. He also says the Government need to set the framework and let the teachers take control, suggesting that concepts will be more individualised to suit childrens abilities. Constructivists believe children need time to practice and master skill as Piaget stated that teachers should not try to speed up the learning process, as children can only learn at their biological maturation level and therefore understanding would be incomplete (Hill 2001). One must be concerned about the children who may not be ready to move on as well as the children who grasp a concept quickly as Slavin (2000), suggested children who learn quickly will receive less instruction than others, therefore they will be held back and have to wait for others to catch up and consequently the children do not learn as much as possible. Guskey (1982) said work should be highly individualised and differentiated and the learner should not wait for others to comprehend a concept. The final task in mathematics was sorting shapes by their properties to understand classification. Child A seemed to lack concentration and barely attempted the task. Perhaps the teacher could have chosen something to sort that was of interest and relevant to Child A so she would be self motivated as when a child is self motivated, they are more engaged and likely to further their own development (Hill 2001). Donaldson (1978) argues that children need meaningful context in order to learn and understand why they are completing particular tasks. During the science lesson the children worked in the same groups as Literacy and Mathematics, (ability groups). While grouping by abilities may be appropriate in mathematics due to wide varieties of skills and understanding, science is an opportunity for children to work in mixed abilities. Whitney and Dean (2005, p.32-33) suggest that ability groups can be damaging to self esteem and result in teachers having lower expectations of LA children. The teacher could be denying Child A the opportunity to develop and extend her knowledge as Whitney and Dean (2005, p.33) also state that less able children are often stimulated when working in mixed ability groups and the more able do not appear to suffer. One of the possible reasons for teachers not placing children in mixed ability groups could be the fear of being marked down by OFSTED inspectors claims Harris (2012, online). In this recent report by Harris (2012, online) Michael Wilshaw (2012) the head of OFSTED, claimed it is critical to have high quality mixed ability teaching, if a child with low abilities is placed next to Oxford potential. He describes the ability to teach an individualised curriculum as hugely difficult and due to a combination of low expectations and inadequate mixed ability teaching, the brightest children are failing (Wilshaw 2012, cited in Harris, 2012, online). Despite this, Smith (2006, online) argues that science education in junior schools could be transformed by mixed ability grouping pupils as children lean to be more independent and communicate better with each other(Smith 2006, online). As stated in the introduction, Child A is said to be underachieving in all core subjects. It may be fair to suggest that she has not been given the chance to develop in science and due to her below average literacy and mathematical skills, has been generalised to be underachieving in all core subjects and Eshach (2006) argues that although scientific concepts may be hard to grasp, it does not mean that children are unable to think abstractly about scientific concepts. The terms below average expectations and lower ability are used often in schools. One must raise the question as to what is deemed to be average in order to establish expectations. Egan (2012 p.98) suggests the stage of maturational development theory highly influences the expectations set by teachers and the Government, as the National Curriculum is broken down into Key Stages, and years groups are determined by ages rather than abilities. It is argued by Kincheloe (2005, p.22) that this works by a one size fits all rule, which could prove detrimental to those deemed to be below average. A report by The Department for Education (Richardson 2011, online) stated that children who are slow to develop in early primary stages fail to catch up to where they should be as they move through school. This may be supported by theories of how the brain develops as Taylor (2002, p.23) states that there can be no doubts that learning is dependent upon the speeds with which nerve messages move and are sorted within the brain therefore learning is restricted the maturity stage of a childs brain. Newberger (1997) argues that childhood is the optimum time to provide children with new knowledge as the brain continues to grow throughout childhood and due to its plasticity it can grow in response to new experiences. Through critically analysing both behaviourism and constructivism and observing applications of both theories within the classroom, I have reached the conclusion that in order to reach each child and maximise potential, approaches are used hand in hand. Despite its criticisms, behaviourism is still an important aspect of education (OHagan 2003, p.37). My researched has allowed me to consider my personal philosophy for teaching and pedagogy, and my observations have further enabled me to see the implications of learning theories and strategies on an individual childs development. Through distinguishing between practice which appears to work effectively and practice that may not, I recognise the importance of understanding the stage of development each child is at and how my teaching must reflect that as a result. I feel that having high expectations of all children, allowing children to discover, construct their own knowledge and express individuality is important, alongside encouraging individuals to share ideas and learn from one another in both ability and mixed ability groups. The most prominent aspect, which shall impact on my emerging educational philosophy as a result of all my research, is that all children are individuals and one approach to learning and teaching is not effective to ensuring children fulfil their potential.