Risk Management Plan Up Your Essay Using Basic Tips

Are you assigned with the risk management essay writing task? We strongly recommend you to begin your paper with the risk management definition. Generally, risk management can be defined as a list of certain actions and procedures that provide managers with an opportunity to name, assess, monitor and address all the risks before their transformation into global problems. Make sure to name the following step within the body of the essay – when the risk if finally identified, it is recommended to ponder over the outcome. One of the topics you can actually base your essay upon lies within the tasks of the project managers. For instance, you may point that the project manager’s task is to pick actions that will ease the consequences of a certain problem. Writing Risk Management Essay: Use the Most Common Strategies One of the parts of the essay on risk management can be devoted to the most popular strategy used to deal with all sorts of risks. The strategy can be applied on the basis of the following steps: Stay away from risks. Sort out the project so that it is doesn’t depend on a particular event. Forward a certain risk. In case the risk shows up, the client should agree to give money for extra work if there is any. If implemented, a company experienced in risk management must bring more personnel to the project. Accept the possibility of risk. It doesn’t mean that one should ignore all the risks, and the company can just relax and wait for the risk implementation. The thing is that the company can take certain actions in order to reduce the risk manifestations likelihood, or to create a well-structured plan of a number of alternative actions to be performed in case the risk is turned into reality. Risk Management Essay: How Widespread the Concept Is? When working on a Risk Management Plan or writing a risk management essay, make sure to state that it’s all about manageable and straightforward process. However, it is highly important to mention that risk management hasn’t been everywhere introduced. Make a small survey among a certain number of companies. Once you make it, you will find out that common managers will provide you with a bunch of answers to the questions like why their company doesn’t have a risk management. While some of them will tell you that there are no risks at their company, the others will turn to be pretty sophisticated when telling you that they cope with the problems as they pop up. Make certain to examine all possible answers and then state the real reason why the risk management is not applied. As an example, one can say that the company may be afraid to change â€Å"we’ll make it† position for something new. On the other hand, risk management is more often than not con sidered to be a successful way to justify possible defeat. A lot of project managers appear to be afraid of applying for the risk management. The thing is that they think that in case the risk is finally realized, it will be 100% their mistake. When working on the management essay, help yourself by interviewing company employees to get the real-life data.

Love Leads to Immaturity A Farewell to Arms Essay

Immaturity is considered to be lacking wisdom and emotional development. Immature actions lead to consequences that the person doesn’t foresee. Thus this lack of knowledge and development leads to problems. In the novel A Farewell to Arms, Ernest Hemingway illustrates how the protagonist Frederic Henry is able to gain maturity through the relationships he initiates. This novel follows Frederic through World War I as he acquires wisdom and develops emotionally. Initially Frederic acts only out of lust and desire. Every leave is filled with prostitutes and copious amount of drinking. This all seems like a game to Frederic, all his actions and decisions show juvenility. Even after meeting Catherine Barkley the relationship they have is merely†¦show more content†¦At this point Fredric hasn’t gained any insight or developed emotionally but as he starts seeing Catherine and has additional conversations with the priest he realizes the significance of maturity. In contrast to Frederic’s immaturity the priest is very sagacious. He is eager to have conversations with Frederic and gives tremendous amounts of advice. Through the priest Frederic gains more understanding. During the time Fredric is in the hospital, the priest comes to visit. At this time the priest assures him that he has the capacity to love instead of lust and wants him to recognize love: â€Å"What you tell me about in the nights. That is not love. That is only passion and lust. When you love you wish to do things† (Hemingway 72). The priest doesn’t believe Frederic is content with going to brothels and drinking. He believes Frederic will gain a new understanding of love as he continues his relationship with Catherine. Even though Frederic refuses to believe the priest, he feels different about Catherine. He seems to miss her when she is gone, and yearns to spend time with her. By the way the priest implies advice, makes Fredric question if his relationshi p with Catherine is more about love then lust. The talk with the priest allows him to gain wisdom about love and he starts to develop emotionally. Slowly, Frederic realizes the importance of maturity in life as his relationship with Catherine alsoShow MoreRelatedThe Development of Juliets Character in William Shakespeares Romeo and Juliet1067 Words   |  5 PagesElizabethan times religion was their most important thing, This holy shrine, the gentle sin is this, [line 96 act 1 scene 5]. In this scene the religious imagery is used to woo each other and is formed into a sonnet emphasising their love. Act 2 Scene 2 is the famous balcony scene of the lovers. In this scene I feel Juliet appears immature although she is in a difficult situation. Romeo, Romeo, wherefore art thou Romeo? [Line 35 acts 2 scene 2]. Juliet says thisRead MoreThe American Culture : Key Values10736 Words   |  43 Pageswhich they move to a first name basis, even with people they have just met. For an American the informality is a way of showing friendliness and warmth. Depending on the context, most Americans would be quite happy with a similarly brief, informal farewell or goodbye. However, you can find that in some service situations, the customer is thanked more profusely (â€Å"thank you for travelling with us – hope to see you again†). This is probably more a result of customer service training (where open, frankRead MoreEnlightment of Education in Pygmalion and Educating Rita9449 Words   |  38 Pagesschoolboy with an unsympathetic | | |mother, runs away to Australia where he becomes a famed prizefighter. He returns to | | |England for a boxing match, and falls in love with erudite and wealthy Lydia Carew. | | |Lydia, drawn by sheer animal magnetism, eventually consents to marry despite the | | |disparity of their social positions

Hamlet-Soliloquy Free Essays

Hamlet’s perceptions of himself and his way of responding to his ‘quest’ for revenge? Upon examination, It is clear that Hamlet Is ‘a divided mind’ due to his Introspective way of thinking; a typical Renaissance character. Soliloquy 3 reveals that Hamlet has realized that his honor code demands him to exact revenge upon Claudia. However, halls moral code manifests itself Into constant self-recrimination, testament to his character. We will write a custom essay sample on Hamlet-Soliloquy or any similar topic only for you Order Now Hamlet begins by metaphorically comparing himself to a â€Å"peasant slave†, indicating that he has not dressed his honor code, as this distinguished the aristocrat from the peasant in Elizabethan times. The use of the exclamation is the first sign of his denunciation of himself due to his lack of action. This theme is advanced when he classically alludes to Hachure in reference to the play he has Just witnessed. Hamlet is ashamed that â€Å"he should weep to her† and ponders what the actor would do â€Å"had he the motive and the cue for passion that I have? Along with revealing the intellectuality of the Renaissance Hamlet, the classical allusion demonstrates that he is clearly frustrated by his Impotence for revenge. This is consolidated In the simile â€Å"Like John-a-dreams, unapparent of my cause† where Hamlet blatantly admits to Inaction, cutting a self- deprecating Image of himself. The rhetorical question â€Å"Am I a coward† attests to his Intro spective nature as he Is self-analyzing whether the last portion of his soliloquy Is true or not. This begins a series of rhetorical questions in an attempt to conjure up a ensue of passion in the demoralizes Hamlet, which culminates with the fragmented sentence, â€Å"Remorseless, treacherous, lecherous, kindles villain! O, vengeance! † We can finally observe Hamlet thinking about revenge and this is affirmed when he begins to devise a plan to catch his Uncle’s guilt, so that he â€Å"knows his (my) course†. Despite acquiring this new-found passion, his introspection still comes through when he claims that â€Å"The spirit I have seen may be the Devil†. This religious allusion reminds Hamlet of the mantra, ‘innocent until proven guilty, and Hamlet Is out to rove Claudia’ guilt as â€Å"the plays the thing wherein he’ll (I’ll) catch the conscience of the king†. This rhyming couplet sets the stage for his plan for revenge and affirms that he Is truly â€Å"looking for certainties In a world of Gardner). All in all, soliloquy 3 is a perfect summation of Hamlet’s complicated Renaissance mind: a journey from self-deprecation to blatant passion, culminating in the official beginning of his quest’ for revenge. Hamlet-Soliloquy 3 By capital responding to his ‘quest’ for revenge? Upon examination, it is clear that Hamlet is ‘a divided mind’ due to his introspective way of thinking; a typical Renaissance demands him to exact revenge upon Claudia. However, his moral code manifests itself into constant self-recrimination, testament to his character. Hamlet begins by by his impotence for revenge. This is consolidated in the simile â€Å"Like John-a-dreams, unapparent of my cause† where Hamlet blatantly admits to inaction, cutting a self- deprecating image of himself. The rhetorical question â€Å"Am I a coward† attests to his introspective nature as he is self-analyzing whether the last portion of his soliloquy is can finally observe Hamlet thinking about revenge and this is affirmed when he reminds Hamlet of the mantra, ‘innocent until proven guilty, and Hamlet is out to that he is truly â€Å"looking for certainties in a world of uncertainties†(Helen Gardner). All in all, soliloquy 3 is a perfect summation of Hamlet’s complicated Renaissance mind; a Journey from self-deprecation to blatant passion, culminating in the official beginning of his ‘quest’ for revenge. How to cite Hamlet-Soliloquy, Papers

Safety Science Manage Occupational Health and Safety.

Question: Discuss about the Safety Science for Manage Occupational Health and Safety. Answer: Occupational Health and Safety Occupational health and safety are the subjects dealing with the welfare, health and safety of the employees in and organization engaged in various trade and work. The prime objective of this program is to provide a healthy and safe working environment for the employees. Various research activities have been carried out for critically analyzing the benefits, hazards and other decisive factors for occupational and safety hazards. So three dissertation topics have been provided below for carrying out the dissertation work. Role of manufacturing companies for the management of occupational health and safety As per the law, the safety and health of the employees at work must be assured. For this, many companies have developed a functioning management system for fulfilling the requirements of safety. Therefore, the objective of this topic should be the investigation of the possibilities and prerequisites of the companies engaged in manufacturing for the management and prioritizing of occupational and health safety. Focus should be on the company size, culture of safety, financial performance and professional roles (Nordolf 2015). Prevention of accidents at workplace Although there has been a marked decline in accidents in the workplace, still severe accidents happen due to various reasons. As per the statistics, 4500 fatal accidents and 90,000 disabilities have been recorded in the year 2009-2010 in the European countries. Therefore, the objective of this article will be to focus on the various types of accident characteristics and how they can be prevented to increase safety (Jorgensen 2016). Assessment of safety and risk in the chemical industry The research should aim at the construction, negotiation and reproduction of safety and risk at critical work environments. Safety and risk management is not only the responsibility of the employer but also it is a cumulative addition of various factors of communicative means and institutional practices. References Jrgensen, K., 2016. Prevention of simple accidents at work with major consequences.Safety science,81, pp.46-58. Nordlf, H., 2015. Prerequisites and Possibilities for Manufacturing Companies to Prioritize and Manage Occupational Health and Safety.

The Effect of a Broken Family free essay sample

Department of Mechanical and Materials Engineering 1998 Abstract This research investigated how social, environmental and ethical factors can be better included in theories of engineering design. The research focused on designing as an essentially human activity via consideration of the epistemological and ontological issues involved in constructing coherent design theory. The research investigations led to a clearer understanding of the roles of ontology, epistemology and methodology in design research and this clarification enabled the construction of a post-positivist approach to engineering design theory that better includes social, environmental and ethical factors alongside the existing products of scientific engineering design research. We will write a custom essay sample on The Effect of a Broken Family or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Other contributions to knowledge that emerged from the esearch process and which underpin the conclusions include; clarification of the terminology and basic concepts of design research and engineering design research, historical reviews of ways that the terms ‘design’ and ‘design process’ have been used in the literature of engineering design research and design research in the period 1962–1995, clarification of the role of disciplinary structure in the development of coherent design theories, the development of conceptual tools and perspectives for the epistemic, critical and meta-theoretical analysis of engineering design theory, and the development of a new meta-theoretical structure that offers the basis for unifying the theories and disciplinary structures of design research and engineering design research. Table of Contents Some of Archer’s sub-disciplinary categories have declined in popularity, and others are still in contemporary use, but there is little agreement on either their precise definition, or on the precise areas of scholarly endeavour which they describe. Nearly twenty years after Archer’s comments, the subdisciplines of design research have still not stabilised (Cross 1997). In January 1997, Cross reported on a preliminary internal review by the Design Research Society of keywords from papers published in Design Studies from 1992 to 1995—these would be expected to represent the sub-disciplinary and conceptual categories of design research. Over 200 different keywords had been used across 96 papers and out of this selection, 170 were used only once and a further 28 were used only twice. Further evidence of the lack of agreement about the sub-disciplinary categories of design research is evidenced also by the predominance of lightly populated categories in a database of design researchers’ areas of research interest (DesignWeb Researchers’ Database 1996). Both the review of keywords in Design Studies and the categories of the DesignWeb Researchers’ Database point to the sub-disciplinary structure of design research being fragmented and confused. The choice of key terms that are discussed and defined in this section is guided by their relevance to this research and their importance in clarifying the analysis of disciplinary issues relevant to resolving the research problem. The majority of the terms are domain independent. In many cases, associated domain dependent sub-disciplinary titles can be found by prefixing a domain name, for example, ‘engineering design history’ is one of the domain dependent aspects of ‘design history’. The six sub-disciplinary terms whose usage is analysed in this section are, * Design History * Design Studies * Design Research * Design Thinking * Design Science * Science of Design The term ‘design history’ has two meanings in the literature, * The historically based classification and interpretation of designed artefacts, design methods and design cultures which have developed in different cultures over time. * The history of the conceptual development of a particular designed artefact.

buy custom Buy custom Financial vs. Management Accounting essay

buy custom Buy custom Financial vs. Management Accounting essay Financial vs. Management Accounting Accounting plays a very important role in every companys operations. It needs to maintain profits and losses of a company along with regulation of daily operations within the company. According to Warren, Reeve Duchac (2012), business is identified to carry out two types of accounting activities through management and financial accounting. Management accounting is responsible for internal decisions within a company. Decision makers are usually focused on how to maintain and raise profits along with liquidity of a company. They are also engaged in management of a company, new ways of investing and financial activities. Administration always requires information about a business entity. It helps them understand what the company has done in the past and what strategy should they choose for better results in the future (Needles, Powers Crosson, 2011). Financial accounting helps create reports and present them to executive managers of a company, who are usually called external decision makers. These reports, which are called financial statements, help them evaluate companys decisions and understand whether its goals have been met or not. Financial statements show levels of profitability and liquidity of a company. Internal and external decision makers use these statements for evaluation of companys operations. No company can normally exist without financial statements as they play a central role in accounting (Needles, Powers Crosson, 2011). Difference between Financial and Management Accounting Financial accounting information is calculated at fixed intervals. Monthly, quarterly, and yearly calculations are usually used in financial statements. Income statement, retained earnings statement, balance sheet, and statement of cash flows are forms of companys financial statements. Financial statements have to be prepared in accordance with generally accepted accounting principles. It is one of the reasons why all calculations must be precise. These principles are shortly called GAAP. The aforementioned statements are prepared for companys shareholders, creditors, government agencies, and the general public. Managers of a company use financial statements in their daily operations and in planning future strategies for a company. Managers classify manufacturing and other costs, evaluate those costs, compare actual with expected results, and measure revenues and costs of products. Data, which are derived from financial statements, are presented to top management. It helps a company use these data in daily and future operations, which makes management accounting complementary to financial accounting. However, the following interdependence does not make these two operations similar to each other. They are different in their subject matter, nature of used data, periodicity and accuracy, in their obligations, legal formalities, and evaluation of monetary transactions (Warren, Reeve Duchac, 2012). Management accounting is responsible for internal report system, while financial accounting is responsible for external report system. It makes the main object of management accounting help the administration plan and make decisions for internal use. Financial accounting gives information about profits and losses of a company along with its financial situation to external users. Financial accounting reflects a general situation of a business in its financial statements along with history of every transaction. Management accounting, on the other hand, shows detailed information about companys paying ability along with capacity of products, inventory and others, uses statistical data from past activities for future planning. Statement of Comprehensive Income, a report about profits and losses along with Balance Sheet and other financial statements are usually prepared at the end of the year in financial accounting. Management accounting, in contrast, requires information during smaller periods to be able to use it in daily operations. Financial accounting requires data accuracy and is mandatory for each business because it must be sent to the Securities and Exchange Commission (SEC) along with the tax authorities. Management accounting requires its timeliness as it will be used in future decision-making operations, is not necessary and has no legal pressure. Management accounting system uses monetary analysis and research such as different technical innovations, labor relations, and other operations. It is required for future decision-making process. Financial accounting records money transactions only (Warren, Reeve Duchac, 2012). Conclusion Accounting plays a very important part in assisting decision makers who are engaged in measuring, data reduction, and communication of information within business entities. Accounting is usually divided into management and financial accounting. These two types of accounting complement one other. However, they have lots of differences between them, and they can be distinguished by principal users of the information that they provide. Management accounting records detailed information about profitability and capacity of products and other operations within a company and presents it to internal users for planning of future operations. It uses monetary analysis and research of labor relations along with other operations, requires timeliness of information, has no legal pressure, and is not mandatory. Information is analyzed during smaller periods of time for daily and future operations. It usually uses statistical data for future planning. In contrast, financial accounting provides information about profits and losses of a company along with its financial situation to external users, reflects a general situation of a business in its financial statements, and tracks all transactions made in the past. Financial reports are usually prepared at the end of the year and require data accuracy, as well as they are mandatory for each business and record money transactions only.

Internship report Term Paper Example | Topics and Well Written Essays - 500 words

Internship report - Term Paper Example My role was just to check the billing details and enter the data correctly into the computer but when I saw some ambiguity in the record, I told my supervisor about that. When he checked the record, he made out that the customer has not made full payment and the sale was closed by mistake. Knowing the mistake in record, the supervisor unclosed the sale and called the customer to make the remaining payment. He also appreciated my effort in clearing the mistake. From this event, I learned that a person should work with full devotion in order to eliminate the chances of errors. The objectives, which I had set for the past 3 weeks of the internship period, were to understand all types of financial issues related to the mortgage company, to understand the decision-making style of the managers, and to understand the type of communication that takes place between the members of the work teams. I met my objectives by paying full concentration towards the roles, which were assigned to me. For example, I worked in the billing department, which provided me with a great chance to understand different financial issues of the company. I also worked with a team to write a professional blog about the market situation, which provided me with the chance to examine the type of communication that takes place between the group members. My objectives for the next three weeks include working as a team leader and closing maximum number of loans for the company. I think the way I am working for the company; my manager will surely provide me with the opportunity to work as a team leader in the finance department of the company. I can also meet the goal of closing maximum number of loans if I work with full dedication and interest as a team leader. I will measure my achievements by viewing my performance record maintained by the company. So, these were some of those objectives that I have set for the next

Article review on a Revised British COnstitution Essay

Article review on a Revised British COnstitution - Essay Example cular importance because Blair’s proposal were seen as highly significant as the Britain is a unitary state with all centralized power vested on the central government not having much transparency in its working processes. The article primarily discusses seven major constitutional proposals of the Blair government which it intended to reform and implement. They are devolution of Scotland and Wales; election of Mayor of London and major urban areas; removal of voting rights of hereditary peers in the House of Lords; incorporation of European human rights into British laws; freedom of information acts; electoral reforms at various level of government and referendum on changing the electoral system for member of parliament; and legislation for separate Supreme Court as independent judicial authority and stable government in northern Ireland. The Blair government was able to make significant inroad into the major constitutional reform proposals and help form stable governments in Scotland and wale after devolution. Even the problem of Northern Ireland, beset with internal violence, was relatively sorted out. Decentralization of power to local councils and mayors and right to information went a long way in creating transparency in government work. Referendums were held to encourage and promote public participation in government decision making were hailed as highly popular mechanism. The one area that became controversial was the reforms in the electoral system whereby though ‘single member district system would be retained but instead of casting a vote for one person only, electorate would rank candidates in order of preference, thus assuring majority rather than a plurality of vote for the winner’. The reform came under a lot of flak from major political parties because the constitutional reform had undermined their political supremacy over the smaller political parties with regional interests. Even the labor party members had shown their resentment against

The future of unions in the United States Research Paper

The future of unions in the United States - Research Paper Example The Future of Labor Unions in United States Labor unions are legal and recognized representatives of the workers in different industries. Throughout the history of United States, there are different labor unions formed for the workers of different industries and sectors however, the labor unions found among the public sector employees like the police and the teachers are most prominent among all the labor unions.Historically the labor unions have played important role for the protection of the employee rights and right from the beginning people used to favor as well as oppose the labor unions in the companies. However, recently they have been experiencing major decline in their membership due to which there is high level of uncertainty in the country regarding the future of the labor unions in United States. The labor Unions in America have seen many difficulties in terms of the membership however despite all difficulties the labor union never faced such a fall in the membership afte r the year 1932 that these are facing in the recent years especially in the private service sector. According to the estimates the membership of the US labor Unions in the private sector has dropped almost 9 percent in the recent years that shows that the workers are now less interested in joining the labor unions or taking any active part in the strike activities organized by the labor unions. Currently only 11.9% of the wages and salary workers are member of the labor union that shows massive decline in the membership of these unions. ... Hence, the actual people for whom the organizations are meant for are not interested in the labor unions that how the existence of these organizations could be justified. The twenty first century has brought new challenges for the people and organizations all over the world and just like all other sectors, the corporate sector is also in the phase of restructuring. There are some inevitable changes that must be adopted by the people associated with the corporate sector. The advancement in the technology paves many new ways for the companies. In order to conduct their operation the business owners now have many more options ad compared with the past. In the emerging situation the companies are able to perform a variety of their business activities with the help of the technological devices and as a result they don’t need that much human work force as they required in past. The introduction of advanced machinery and other advanced tool not only saves them time but also cost of p roduction. In this context, the work force availability has become easy for the employers because more people look for jobs and the employers can pick from the interested candidates on their own terms and conditions (Goldfield, 92). The advancement in the technology has significantly contributed towards the diversion of the attention of the employees towards the other issues. At present, the employees of USA are more concerned towards getting high education and technology based knowledge and skills. The workers focus on these things so that they can keep them update with the advancements occurring around them and can acquire better working conditions through their performance and skills. This thought reflect

The importance of play for the childs development

The importance of play for the childs development This literature review collates evidence on the importance of play for the childs holistic development in early childhood. Concepts, theories, benefits of play, social policies, curriculum standpoints and the continuous conflicting debates which are related to this area were studied. A discussion of my personal experience which correlated to the literature review is also included. Selected literature was researched from peer-reviewed journals, books, articles and other materials relevant to this topic. The terms play, childs development, creative arts, theories and curriculum texts were chosen to evaluate this theme. Literature review It is a well-known fact that since time immemorial children kept themselves busy in play activities. Historical artefacts which can be interpreted as toys were found in various places of the world, including Malta. The National Museum in Valletta, hosts stone balls and beads which are thought to date back to the Neolithic phase (ca 5200BC). This indicates that play was always important in a childs life and as a consequence, educators delved into past studies of philosophers and early childhood education pioneers, who interpreted different views about play (Saracho et al., 1998; p.5, Wood et al., 1996; p.17, 20). In order to understand better the importance of this topic in a childs early years, an overview of different views of key theories, and definitions was researched. Different theories and definitions of play Early pioneers, scholars, and philosophers such as Plato, Comenius, Locke, Pestallozzi, Froebel, Steiner, Montessori, Freud, Erikson, Piaget, Vygotsky and Bruner all focused on the importance of childrens play and its relation to childs development (Anning, 1991). The first discussion of play appeared in the works of Plato (427-348 B.C.E.) the ancient Greek philosopher who maintained that one can get to know more about a person in an hour of play than in a year of discussion. He also acknowledged that play is an effective tool for children to develop their cognitive and social skills which would prepare them for their future life (Quinn, B.,  Foshay, R.,  and Morris, B., 2001). Comenius (1592-1670) in particular, believed in impulsiveness of play which boosted up childs creativity, while Locke (1632-1704) viewed play as a necessary and important part of personal development (Cassel R.N.,1973a 10(1), 42-45). Similarly, Pestallozzi (1726-1847) believed that children learn through experience and activity, (Wardel, F., 1995, v 50 n3 p.68-73). Froebels (1782-1852) pioneering work suggested that children learn best through play, free self expression, social participation and creativity and saw play as a process in which children showed their inn er self (Anderson, C., 2010, v65 n2 p54-56) while Montessori maintained that sensory stimulation during play helps the child construct and guide his own learning. (Soundy, C., 2010, v22 n4 p18-25). Both Steiner and Froebel believed in free play, where the child had the opportunity to choose the topic of the play without constant interference or involvement by an adult. (Brehony, K. J., 2001) But on the contrary to Froebel, Steiner believed that play is not limited only to toys but included cooking, painting, and action songs (Edwards, C.P., 2002, v4 n1 Spr 2002). Steiner and Montessori had similar views, in particular that of helping the children realise their full abilities through play ( Edwards, C.P., 2002, v4 n1 Spr 2002) Studies show that educational theorists also recognised the importance of play. According to Sigmund Freud, children employ pretend play to help them cope with everyday problems (Elkind, D., 2001 n139 p27-28). Play helps them change the unpleasant situations that would overcome all their difficulties (Saracho et al., 1998; 7). On the other hand, Erikson (Lillenry. O. F., 2009) described play as a primary motivation to develop socially and emotionally. In yet another definition, Jean Piaget (1886-1980) who has influenced educators for the past three decades (Wood et al., 1996; p.20; Tyler, 1976; p.227). from anna) viewed play as having a strong influence on the intellectual development of the child. Furthermore, Piaget argued that the purpose of play for the child is, that it gives fulfilment and allows development involving accommodation and assimilation (Taylor., J.B. 1996; v7v5 p.258-9) ericp. The theoretical model, which Piaget applied to his theories, was the concept of schema. Schemas are evolving structures which change from one stage of cognitive development to another (Nutbrown.C., 1994). Piagets definition of the child during play is of a scientist working actively on tangible objects, imaginary events, in a stimulating environment, while processing, constructing knowledge and understanding (Wood et al., 1996; p.21). Piagets study implies that while the child is active in play he absorbs information, and cognitive development occurs (Blenkin et al., 1981; p.28). According to Smith et al (1998), Piagets approach provided the most complete explanation of how play is the most significant factor in intellectual development. In a similar approach to all other theorists, Vyg otsky also points out that play can serve as a powerful tool for learning and development (Nicolopoulou, A., Barbosa De Sa, A., Ilgaz, H., Brockmeyer, C., 2010, v17 n1 p42-58). However, Vygotsky challenged Piagets conclusions. While Piagets theory states that a child will develop and learn while he interacts with the environment, Vygotsky implies that a child learns best through social interaction (Saracho et al., 1998; p.7). anna As studies reveal, Vygotsky placed more weight on play as serving an important role in the socialising development. His theory of the zone of proximal development (ZPD) specifies that when guided by experienced individuals the child moves on to the next level of cognitive functioning (Smolucha et al., 1998; p 53, Wood et al., 1996; p.55). This adult-child joint play activity fosters development in both adults and child (Ferholt. B. Lecusay. R., 2010; v17 n1 p.59-83). eric The level of development that can be reached with an adult, is far greater than what can be achieved alone (Ford 2004). Vygotsky also implies that while the child engages in play, the ZPD is created and the child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself (Vygotsky, 1978, p. 102). In contrast to Vygotskys and Bruners theories, Piagets studies took another different approach. In Piagets theory the teacher acts as the facilitator for the young scientist, whilst Vygotsky and Bruners ideology is that the child and adult work together in order to develop new schemas. INSERT Jerome Bruner is one of the most important figures in education and his theory of play influenced other educators (Takaya, K., 2008, v39 n1 p1-19). Nevertheless, each of these different theoretical positions make an important contribution to our understanding of why these theorists work has become increasingly popular in todays education. (Wood et al, 1976; Crain, 1992; Broadhead, 2006). In yet a further definition of play, is given by Pellegrini (1991) and Saracho (1991) who used Rubin, Fein and Vanderbergs (1983) ideology and implies that play dominated by childs activity, while being spontaneous free of rules, and controlled by the players themselves. An equally significant description of play is given by Herbert Spencer, (1820-1903) an English philosopher and sociologist, who defines play as a channel or vent to let out the surplus energy which reduces tension, whilst Karl Gross (1861-1946) in The Philosopher of Art, alludes to Plato, when he maintains that play is the process of preparation for adult life. Similarly, Tina Bruce (2001, p. 112) believes play to be the highest form of learning and development in early childhood. sarah. This point is also sustained by the work of Moyles (1989) who maintains that play is vital for the growing child as it is an excellent learning medium. Sarah Certainly there is no shortage of limitations and misconceptions within the se views and definitions. Although the description of play remains highly popular, it is however important to note that many writers encounter difficulties when it comes to find a precise and conclusive explanation of play. (Moyles, 1989; Greig, 1998). Greig (1998) also highlights that the most difficult factor of defining play is due to the ambiguity of the whole concept. sarah As Smith (2000, p. 80) pointed out the boundaries of play are fluid and therefore it is difficult to provide a definite meaning. sarah Similarly, Peacocke (1987) argues that the misconception of the word play causes parents to have a false impression of its learning and developmental ability. Brierley (1987) points out that, if a task is easy or unimportant, we as adults refer to it as childs play. This was also supported by Moyles (1989) who argues about the importance of a different terminology for the word play, as it is usually used to signify something trivial, when in reality it is the core of learning . sarah Despite these limitations of the concept of play, its popularity in its beneficial contribution towards the childs development remains high. Educators and pioneers who advocated the use of play in education, emphasise that children expand their knowledge and developmental skills as they play alone, with others or when they interact with the environment (Clover, 1999 in Ashibi, G.S., 2007, Vol.35, no2, p. 199-207 ). It can be said from the above analysis that all these theoretical positions make an important contribution to our understanding that play is vitally important not just to childrens emotional and social development but also to their intellectual development. This review of literature depicting the work and theories on early childhood education clearly shows how the educators sought to establish the uniqueness and importance of play in childhood as a fundamental stage where they acknowledged its significance to learning and development (Wood et al., 1996; p.1). insert Further research in this study about the benefits of play, proved that they are consistent with the repeated arguments in the history of theories of play, which emphasis the power it has on childrens physical, emotional, intellectual and social development (Saracho et al., 1998; p.7). The importance of play during childhood Play helps the child flourish the skills which are very important to later growth and development (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37).This study seems to strongly indicate that there is a connection between play and the development of cognitive, emotional, physical, and social skills that are necessary to learn more complex concepts. Play is also attributed to the growth of memory, adjusting behaviour, language, symbolic recognition, (Leong, D.J.  and  Bodrova, E.,   2005, Vol.13, Iss. 1; pg37)  and other skills such as literacy, problem solving, negotiation, turn-taking, cooperation, and social understanding ((Ashiabi, G.S., 2007, Vol.35, no. 2 pgs 19-205). The intention of the following literature is to give substantial evidence that free play including Steiners ideology, within a Montessori settings, is the key to the development of physical, cognitive, and social skills, for all children. Play and social development sarah A child being separated from his parents for the first time to attend kindergarten tends to be unsociable, and shy. At this time he has to learn how to mix with other children and develop social competence. As Smith (2000) highlights, it is through play that children establish healthy relationships with others. Active participation in free play does not only support the childs development of a sense of self but also enhances the development of the childs ability to team up with his peers. (Gerhardt, 1976: p.236 ) (anna) In order to fit into society, children have to learn how to accept and get on with others. (Reynolds, 1987; Woolfson, 2001). Sarah Connolly and Smith (1978, v10 n2 p86-97) observed pre-school children during free play sessions and noted the period of time the children had been attending the nursery school. They found that sociability in play was more correlated with time spent at the nursery than with the childs age (Connolly, K., Smith, P. 1978, v10 n2 p86-97). Studi es all imply, that play is an important activity of early childhood (Smolucha et al., 1998: p.42), Insert where peer interaction is important for social-cognitive development (Creasy et al., 1998: p. 12; Soundy, C.S., 2008, in E.C.E. J.2009 36:381-383). Play is a form of social behaviour, which requires children to act and react to different circumstances while engrossed in solitary, parallel or social play. During play, children experiment and practice new social skills and behaviours (Creasy et al., 1998, p.126). INSERT, test their assertiveness, tackle conflicts, take decisions, and make choices and mistakes (Tyler, 1976, p.242). INSERT Play also helps to increase childs ego, peer-group identity and build up abstract frameworks (Wood et al., 1996, p.145). Social competence is promoted further through the development and refinement of certain skills, such as sharing, cooperation, problem-solving, and perspective taking (Creasy et al., 1998; p.126). Insert Social and cognitive play are inter-related, when even in the simplicity of working together in sharing paper bits and pieces to make a collage, children do not just socialise but also develop intellectual skills (Seefeldt, 1976b; p.178). INSERT Play enhances Intellectual Development Children have an innate capability for learning, and play is the medium through which most learning takes place (Manning and Sharp, 1977; Smith, 2000). During free-play children are confronted with high levels of cognitive tasks. As children enjoy playing it has been established that pleasure is the factor which helps in absorbing knowledge (Bruce, 2001). Imposing rules on their play creates a conflicting anxiety, between doing what brings enjoyment and what decreases the rules that limit that pleasure (Pellegrini, 1998; p. 225). In this situation the child learns to deal with aggression, assumed leadership, respect, love, and anger. Observing peers who find new ways of tackling problems builds respect, empathy, and understanding of ones own skills as well as those of others. Fisher (1996) points out that a child engaged in an intellectually stimulating activity is just as active as the child pedalling a tricycle. In a similar fashion, vigorous play interrelates to the physical devel opment of the child. Play promotes Motor Development In a society where families live in high blocks of flats, the amount of play space is restricted. It is crucial that nursery schools provide space and play equipment for the child to develop his fine and gross motor abilities (Lester and Russell 2008). Psychologist Jane Healys study shows that physical play is essential for those children who live in inadequate environment (Healy, J. in Schroeder, K., 2007. Vol 72, iss 5; pg 73-74). Active play is associated with gross motor skills. It is a known fact that physical activities during play promote a number of health benefits including organ growth and muscle building. It is also said that through physical activities, the child understands and listens to his peers ideas while this creates roots of democracy (Gerhardt, 1976; p. 258) and help child develop a perception of friendship which will also help him solve emotional problems (Saracho, 1998; p.240; Lillard, 1998; p. 14). For years, therapists have used play therapy as an intermediat e for helping children with emotional problems. The use of Play in therapy Play therapy is based on Freuds theories where he implies that play becomes the mirror to the subconscious (Moyles J.R., 1994; pg90). Play therapy is used with children from special areas, especially with children with disabilities or post-traumatic stress (Porter, M.L., Hernandez-Reif, M., Jessee, P., 2009, v179 n8 p1025-1040). The way the child plays is a reflection of his unconsciousness, since through play the child expresses his deepest conflicts which may be the root of his present condition (Manning and Sharp 1977 p. 13). In addition to this, they highlighted how children suffering from stress would find interacting with others difficult and state that. children cannot learn effectively unless they maintain their emotional and social equilibrium. It is within play, that children come to terms with their own lives, and develop the ability to cope with stressful situations (Smith, 2000; Bruce, 2001). The therapist uses psychoanalytic techniques together with play to help childre n with certain conditions, express and overcome the feelings of fear, anger or stress (Smith, 2000; Bruce, 2001). This is not just beneficial for children with emotional problems but also for children with other diverse special needs. The importance of play for children with special needs As mentioned in other paragraphs, play may enhance various skills, facilitate academic learning and be used as a therapy for all children (Myck-Wayne, J., 2010 Vol 13, n 4 p. 14-23). An equally noteworthy benefit of play is, helping children with special needs (Tuominen, W., 2005, Vol 35 Iss.10; pg 77). During play, peers serve as role models and these children learn to socialise and interact with others at school and in their community (Tsao, L., McCabe, H., 2010, Vol 13 n 4 p 24-35). Similarly, play can also promote interpersonal skills through observational learning and imitation ( Mastrangelo, S., 2009, Vol 42 n1, p 34-44). When play is integrated with music, drama, puppetry, miming and drawing, it will meet the needs of all the childs developmental areas namely, communication, physical, cognitive, social, emotion and adaptive development (Darrow, A. 2011, Vol 24 n 2 p.28). Having considered all this, one has to conclude that since the establishment of Froebels kindergarten, and Steiners ideology it has been recognised that play and expressive arts are the most suitable way in which all children learn and develop (Pinar, 1998; p. 167) ANNA CONTINUE FROM HERE 10 3. 11 The benefits of play and creative arts insert all referen page 31 from anna Play and arts have been a part of early childhood programmes since the establishment of the kindergarten by Froebel, and subsequently integrated in the early childhood curriculum of other theorists-educators (Saracho et al., 1998; p.4). insert There are no studies that suggest that growth, development, or learning are nurtured by a serious climate (Tyler, 1976; p.241). A classroom is meant to be full of playful learning or creative play (Tyler, 1976; p.241) and any school curriculum should be tailored to increase pupils enjoyment of learning (Guidance for Curriculum Managers in England, 1999; in Silcock et al., 2001; p.42). These statements augur that the teacher determines the creativity of play and expressive arts in a classroom (Tyler, 1976; p.238). Expressive arts have always held an important position in early childhood education. The kindergarten of Froebel, and Steiners ideology which introduced children to a variety of playing activities, began a long tradition of including expressive art in the learning programme. (Nutbrown. C., etc check_ and insert in ref_ This powerful relationship between art and play help the child to strip away rules and restrictions. Children are keen to explore and experiment with materials; they are sure to find drawing, painting, singing, miming, puppetry and modelling intriguing and gratifying experiences (Seefeldt, 1976b; p.177). Insert Review of the research and writings point out the interaction between play and art and see it as a developmental link which is exercised by the child whereas through play and arts, children develop the ability to cope with the world and cultivate their creativity. (Sarachao et al. 1998, p.8) insert Similarly Freud (1959; p. 143,144) believed that there is a spec ific link between childhood play and creative arts: should we not look for the first traces of imaginative activity as early as in childhood? Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? These interactive activities are important factors to the development of the whole child enhancing the cognitive and psychomotor development (Wood et al., 1996; p.75). Getting acquainted to the arts enriches their cognitive development (Wood et al., 1996; p.143). Insert and it also enables the child to identify, observe, discover, recall and compare; judge and imagine (Shelley, 1976; p.205). INSERT It also helps the child manifest his emotional skills (Tyler, 1976; p.233). insert It reveals the unity of learning and cognitive development (Wood et al., 1996; p. 143). insert Recent research has shown that involvement in role play positively correlated with later success on tasks of mental representation (Kavanough et al., 1998; p,94). Insert In role-play, creativity and imagination are both important procedures which help to direct, influence and generate the complexity of the activity. (Wood et al.,1996; p.147). This author continues to sustain that the roles children create, do not j ust involve actions and speech, they also generate feeling states which link both affective and cognitive processes. Similarly, music can also be included with joyful learning. When children clap, count or sing to themselves, they demonstrate the sensor motor intelligence where the repetition of action, guides the repetition of word or thought (Shelley, 1976; p.205). INSERT Eisner, (1979) Insert argues that, far from being a fringe activity, artistic expression makes its own unique contribution to the process of learning and in the childs more general cognitive development (Blenkin et al., 1981; p. 188, 189). INSERT But however, as in many areas of childhood the subject of how a child learns and develops is full of debates. As in the case of play-based learning, there appears to be a tendency that policy-makers and parents sometimes, view creative arts in class as unimportant and not completely academically beneficial to the development of the child (Moelock, Bown, Morrissey, 2003, p.41). But this is not always the case as this research on policies and curriculum standpoints in various countries demonstrated. insert from file. Policy and curriculum standpoints about play and creative activities in nursery schools Following Steiner, Frebel, Piaget and other pioneers, play nowadays is an integral issue of the curriculum in an English nursery school. The English Curriculum encourages self-initiated free play in an exploratory environment (Hurst, 1997; Curtis, 1998). Yet one should also point out that Piagets theory somehow influenced the present Early Years Foundation Stage (EYFS, 2007) INSERT FROM LAST ASSIGNMENT curriculum, as this pursues a stage and age approach to learning and hands on activity or play. In a similar manner, Froebel (in Brehony, K. J. 2001. 6 vols) states that creative play is the work of the child and an essential part of the educational process. By the 1960s play activities had been officially approved in the UK as this extract from the Plowden Report (C.A.C.E., 1967, p.193) indicates: We know now that play in the sense of messing about either with material objects or with other children, and of creating fantasies is vital in school. Adults who criticise teachers for allowing children to play are unaware that play is the principal means of development in early childhood. It clearly implies that free play is the best method of development in the childs early years. At the same time it states that: in play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate. The Birth to Three guidance documents also reminds educators that children need to explore with all their senses. There have been many debates about the education of young children in recent years, mainly due to the implementation of policies such as Supporting Families (Home Office, 1998), as well as initiatives such as the National Childcare Strategy and Sure Start (Pugh, 2005). However, a review of research and theory reveals that play faces the problem of not being recognised within the curriculum. Studies also state that the commonly-held view that early teachers encouraged learning through play was more myth than reality (Wood et al., 1996; p.5). Continuous policy changes and the constant increase of the material surplus in the curriculum appear to conflict play (Bell, 2001; p.141). Policy-makers are still faced with many dilemmas in the way they conceptualize play with its relationship to learning. The President of Alliance for Childhood, Joan Almon in Schroeder (2007, Vol.72, Iss. 5; pg 73-74) argues that policy makers are not fully aware of the importance of play. Political issues suffocate the possibility of early learning experience and emphasise on formal methods of academic learning (Schroeder, 2007, Vol.72, Iss. 5; pg 73-74). With increased emphasis on academic skills, creative activities have become blurred (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37). Young children may not have the ability to learn from any formal instruction, but learn through social interaction, creative play and exploration (Dockett, Perry, 2002, Vol.3 No 1., pp 68-69). Similar views are expressed by Raban (2002, Vol.26 (3), pp. 7- 8) who states that: pedagogy in early years settings has become more formal, not least, for example, as a result of doubt about the expectations of Ofsted inspectors and the impact of initiatives such as the Literacy Hour. Play and art activities are being segregated from school as play is being given the implication that it is something supplementary. Reeves from The Guardian (2002, p .13) implements that: trends in education policy are making things worse. The national curriculum is inflexibly enforced, is like an unreasonable edict from head office. The testing virus is out of control and emphasis is given to proper subjects such as maths and science, while art, music and drama are further downgraded. Myra Barrs (2002), the author of the article Best for Bambini recognises the atmosphere of pressure which exists in the introduction of formal education at a very young age. She insists that the obsession of policy makers to begin formal education at a young age impose pre-school testing and assessments. Noting the compelling nature of this article this question remains controversial. While most early years organisations are in agreement that children should not start formal teaching at an early age, there are many others, who see an early start of formal education as a childs potential advantage in todays competitive world. A view that contradicts this is articulated by Dockett, et al., (2002 Vol. 3, No 1. pp. 68-69) who contends that : children under the age of four or five may not have fully developed the cognitive and social skills that facilitate learning from formal instruction. Such research has led some to question the value of formal education at an early age and to suggest that a focus on social interaction, play and exploration might be more valuable. In an article by Henderson, in The Times (1999, p. 12) relates that studies in educational achievement show that Italy and other European countries where the statutory education starts at six or seven surpass those children who start formal learning at a younger age. A further research on this literature revealed that in Norway, Denmark, Sweden and Finland although children are encouraged to learn through free play and not taught any reading or writing until they reach the age of seven, score in the top ten for reading standards (Synodi, E., 2010, v18 n3 p185-200) This approach is also similar in Hungary, Switzerland and Austria where there are strict guidelines not to start on literacy and numeracy until the age of six and seven. These too do twice as well in reading tests than children who are exhibited to formal teaching at a young age. (Henderson,1999, p.12). In Singapores educational policy, academic skills are given much attention and many parents are still uncertain of a play-centred curriculum. As a result, children are deprived of free play and many children have not acquired social skills (Tan et al, 1997). file write in full Similarly in Malta, adults view play and arts not so important to the academic development of the children (The Times of Malta, Editorial supplement 2001). Insert Children start pre-school at the age of four where the main aim is to prepare them for more formal instructions in grade one class. It is also understood that the main aim of the curriculum in the kindergarten level is to enhance the holistic developme nt of the child where each area of childs development is considered important (The National Minimum Curriculum.1999, pgs 34, 35). The N.M.C. document of the Maltese Ministry of Education considers play as a natural process and recognizes it as the key pedagogical means. (N.M.C. 1999, p.76). Creativity definitely enjoys privileged significance throughout the N.M.C. document. In formulating the document, creativity is not only linked to the expressive arts, it is also identified as the driving force that should aid the teacher in devising classroom curricula. In the introductory message of the document the Minister of Education state: The process (of change) will be one of creative changes in each school and with each teacher as they develop their own more detailed syllabus, resources and methods guided and inspired by this document. (NMC. 1999, p.6) Despite the previous arguments there are many reasons to think that play is the most valid way in which children learn and develop (Pinar, 1998; p.167). Major issues and debates It can be seen from the above analysis that psychologists and educators have demonstrated that play is unquestionably part and parcel of life of a growing and developing child. Nevertheless wrong concepts of play remain a growing problem. Cultural issues, socio-economic issues, and educational policies of a society could influence adults perception towards the value and purpose of play. This analysis, unfortunately, implies why parents presume that children are not learning anything worthwhile if they are just playing. Parents perceive that play in itself serves no productive purpose and does not work towards any particular goal (Moyles, 1991, pp.10). As a result many parents believe that making children learn at a young age will help them succeed at school (Schroeder, K., 2007. Vol 72, iss 5; pg 73-74) and that the knowledge of the alphabet and counting numbers are more important (Ashiabi, G.S., 2007, Vol.35, no 2 pgs 19-205). Piaget often argued that play is often neglected by adul ts because they think it has no significant function (Piaget and Inhelder, 1969). DISS sarah Insert According to Broinowski ,(cited in Bloch and Pellegrini 1989, pp.17-19) he remarks that free play of childhood is at risk. At the same time he expresses his worries when he implies that children are being hurried to grow up and are growing up without childhood. Parents and educators have raised their academic expectations for their children so, play, and do not contribute towards to the childrens academic development. In this sense they send them to various organised extra curriculum activities (Bloch and Pellegrini, 1989, pp. 28-29, Chudacof 2007). Although these structured activities can enhance and have a

negroes with guns :: essays research papers

-  Ã‚  Ã‚  Ã‚  Ã‚  in June of 1961, the NAACP chapter of Monroe, North Carolina decided to picket the town’s swimming pool that was forbidden to Negroes although they formed one quarter of the population -  Ã‚  Ã‚  Ã‚  Ã‚  the blacks started the picket line and the picket line closed the pool. When the pool closed the racists decided to handle the matter in traditional southern style, they turned to violence -  Ã‚  Ã‚  Ã‚  Ã‚  the pool remained closed but we continued the line and crowds of many hundreds would come to watch us and shout insults at the pickets -  Ã‚  Ã‚  Ã‚  Ã‚  on June 23, Williams was driving when a heavy car came up from behind him and tried to force his car off the embankment and over a cliff with a 75 ft. drop off. The bumpers of the two cars were stuck and the cars had to pass right by a highway patrol station, which was a 35 mile and hour zone, but the car was pushing his at 70 miles per hour. Williams started blowing his horn hoping to attract the attention of the patrolmen, but when they saw they just lifted their hands and laughed. He was finally able to rock loose from the other car’s bumper and make a sharp turn into a ditch. He went to the police about it, but they would not do anything because he was black. The police in Monroe never did anything to help blacks -  Ã‚  Ã‚  Ã‚  Ã‚  the picket lines continued and the whites were getting mad. One day a white person fired a pistol and started screaming, â€Å"kill the niggers†. The black people then showed the whites that they too were armed and then all of the sudden the police decided to help because they realized the whites were outnumbered and outarmed -  Ã‚  Ã‚  Ã‚  Ã‚  the southeastern regional headquarters of the Ku Klux Klan was also in Monroe -  Ã‚  Ã‚  Ã‚  Ã‚  Williams had been in the Marine Corps and when he got out he knew he wanted to join the NAACP, so he did -  Ã‚  Ã‚  Ã‚  Ã‚  The Monroe branch of the NAACP got the reputation of being the most militant branch of the NAACP -  Ã‚  Ã‚  Ã‚  Ã‚  The swimming pool they were fighting over had been built with federal funds, but yet negroes could not use it -  Ã‚  Ã‚  Ã‚  Ã‚  First the blacks had asked city official to build a pool in the negro community. the city officials said they couldn’t comply with this request because it would be too expensive. Then they asked if two days out of each week the blacks could use the pool.

Critical Review of Cook,  V. (1999). Going Beyond the Native Speaker in Language Teaching

Critical Review #1 Review: Cook,  V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185. In his article, Cook argues that the emphasis or dependence of native speaker model(NSM) in language teaching is not necessary. It is time to adopt non-native models both for language learning and teaching, and he provides some possible teaching methods. Firstly, Cook defines the native speaker and L2 users.Then he discusses the slight but salient differences between monolingual native speakers and multilingual native speakers in terms of â€Å"multicompetence† so that there is no stable NSM. He also argues NSM is implicit and L2 users are actually using L2 differently instead of deficiently from monolingual bias perspective, which means native-speaker level is not a must, even impractical, to most of L2 users because they do not need to proclaim their identity through the L2 and only few L2 users have achieved native-speaker proficiency.After this series of arguments, Cook proposes some practical suggestions of successful L2 user as models and applying L1 for teaching methods. Cook concludes that more emphasis should be added on the skillful L2 users and on using L1, and teaching language is not to imitate native speakers but to help learners so that L2 learners are successful in terms of multicompetent. In general this article is refreshing, especially 14 years ago. I absolutely agree with Cook that successful L2 learners are â€Å"successful multicompetent speakers, not failed native speakers† (p. 04). In non-English-speaking countries like China where English is neither an official language nor a lingua franca, a simple English native speaker, without teaching experiences or educational professional background, can be admired as a language specialist or an English authority only because he speaks so-called â€Å"pure English†. It is the time, 14 years later after this article has been published, to establish a positive image of nonnative-speaker teachers for the sake of both themselves and their students and for the fanatics of NSM to wake up.While in other places where English is adopted as a lingua franca, the reduction of NSM is more meaningful in the way of being equal, due to the speakers’ various lingual preferences and cultural backgrounds. Actually, nine years before this article, Rampton (1990) had called on the professionals to label native speakers as language experts in order to shift â€Å"the emphasis from ‘who you are’ to ‘what you know’† (p. 99). So in this sense, Cook affords L2 users agency on learning to use L2 instead of to transform their identity into native speakers. However, uncertainties still remain.First, although the author offers the definition of L2 users and even distinguished it from L2 learners, he does not make it specific what kind of languages one uses can be considered L2s in his statement. For example, languag es learned at what age or for what reason can be one’s L2? Or can one who learns L2 as an adult in order to stay alive in English-speaking countries be the same as one who simply uses L2 to serve foreigners in his own country? Second, the author observes that â€Å"students may feel overwhelmed by native-speaker teachers who have achieved a perfection that is out of the students’ reach. † (p. 00) I think the author slightly overstates the students’ fear of native speakers. The author himself admits that some L2 users could pass for native speakers, so why should all L2 learners be taken as not extraordinary in the first place? Also, the NS teachers do not only symbolize fluent target-language speakers, but also a bridge that connects two different cultures, which is cherished by students as well. Furthermore, according to Derrida (1998), language itself is essentially â€Å"oppressive†, thus both native speaker and L2 users are oppressed by languag e and nonnative-speaker teachers could also be overwhelming to the students.Third, since research supports the idea that teachers tend to teach the way they learn (Stitt-Gohdes, 2001), the nonnative-speaker teachers can be a distinguished example of successful L2 user, because such teachers are not only â€Å"fallible† as Cook states or â€Å"presents a more achievable model† (p. 200) but also they can share or deliver their knowledge, experience and strategies of becoming a successful L2 user. Fourth, the author mentions â€Å"successful L2 users† several times but does not give a definition or standard of it.Thus it makes me confused because is a successful L2 user one who is infinitely close to the native speakers? 733 words Reference Derrida, J. (1998). Monolingualism of the other: or, the prosthesis of origins. Standford, CA: Stanford University Press. Rampton,  M. (1990). Displacing the â€Å"native speaker†: Expertise, affiliation, and inheritanc e. ELT Journal, 44(2), 97-101. Stitt-Gohdes,  W. (2001). Business education students' preferred learning styles and their teachers' preferred instructional styles: Do they match? Delta Pi Epsilon Journal, 43(3), 137-151.

Reaction Paper in Opening Bank Account Essay

Opening bank account today would seem so easy. We can easily avail of a wide range of deposit products that answer our needs for greater accessibility to our funds, value-added features, competitive rates and convenience. Upon opening an account to the bank (RCBC), the bank gave me a registration form that includes details and some basic information about my identity. Honestly, I find it uneasy to fill up those forms because of lots of information it requires. However, I just used to think that the reason for this is to protect them and to comply with a variety of banking regulations. Aside from signing the information sheet, the bank also requires me to sign their banking terms and agreements which only mean that I have to abide to certain rules and accept responsibility for certain actions. Like other banks, the RCBC also offers ATM card known as MyWallet card. This all-in-one card allows us to enjoy electronic banking convenience anytime, anywhere and it will allow us to do transa ctions like a regular ATM card: withdrawals, cashless shopping, balance inquiry and bills payment–all these, without the hassles of keeping a monthly maintaining balance. Plus, no penalty will be charged even if we’re going to withdraw all the money in our account. For me, this is really advantageous especially for us as a student who only have limited budget and allowance for savings. Also, having bank account is really convenient. For example, if I have a bank account, I can easily pay bills using ATM. It’s also cheaper than buying a money order (and I will have proof of bank statements that I paid my bills). If I get an Automated Teller Machine (ATM) or debit card for the account, I can withdraw money easily or make payments at stores since a debit card is usually accepted for purchases anywhere credit cards are accepted. I can say that opening a bank account is an opportunity for me to learn how to manage financial aspects especially in the near future if Ià ¢â‚¬â„¢m already a professional.

The Scarlet Letter Themes Essay Essay Example

The Scarlet Letter Themes Essay Essay Example The Scarlet Letter Themes Essay Paper The Scarlet Letter Themes Essay Paper Essay Topic: The Scarlet Letter The Scarlet Letter is a novel that describes the psychological torment of two rule characters. Hester Prynne and Arthur Dimondale. They are both enduring under. while trying to come to footings with. their common wickedness of criminal conversation in a rigorous Puritan society. As critics instantly recognized upon publication of the novel in 1850. one of its chief subjects involved struggle between the person and society. Hawthorne represents the austere and baleful force of Puritan society in the first sentence of the first chapter. where he describes a â€Å"throng of bearded work forces. in sad-colored garments and grey. † who stand before the prison door â€Å"which was to a great extent timbered with oak. and studded with Fe spikes. † and behind which was Hester Public Guilt V. Private Guilt Possibly the foremost intent of The Scarlet Letter is to exemplify the difference between dishonoring person in public and leting him or her to endure the effects of an unfair act in private. Harmonizing to the legal legislative acts at the clip and the prevalent sentiment of maintaining in conformity with a rigorous reading of the Bible. criminal conversation was a capital wickedness that required the executing of both fornicator and adulteress–or at the really least. terrible public bodily penalty. Indeed. even if the hubby wanted to maintain his married woman alive after she committed criminal conversation. the jurisprudence insisted that she would hold to decease for it. It is in this environment that Hester commits criminal conversation with Dimmesdale. but we come to see that the public shaming can non get down to account for all the complexnesss of the illicit relationship–or the context of it. What Hawthorne sets out to portray. so. is how the private ideas. the private anguish and guilt and emotional devastation of the people involved in the matter. are more than adequate penalty for the offense. We wonder whether the province or society has any right to enforce jurisprudence in private affairs between citizens. Does adultery truly hold no impact upon the lives of others? If non. it should non be seen as a offense against the small town. A more charitable reading of the Bible would come subsequently in contemplations on the New Testament reading of criminal conversation jurisprudence. viz. . that the public need non step in to penalize a offense when we ourselves have our ain wickednesss to be judged. Each individual suffers enough already for his or her ain wickednesss. Punishment vs. Forgiveness One of the more compelling subjects of the novel is embodied by Chillingworth. who seems the supreme authority of moral judgement in the narrative. since Dimmesdale–the curate and the supposed purveyor of righteousness–is himself tainted as a party to the offense. Chillingworth is surprisingly forgiving of Hester’s offense. We sense that he understands why she would abandon him. After all. he is deformed. he is older. he has non been nearby. while she is beautiful and passionate. Indeed. we get the feeling that Chillingworth’s self-loathing allows him to forgive Hester. but this property besides increases the inexorability and fury with which he goes after Dimmesdale. In Dimmesdale. he sees the energy and passion which Hester desires and which he himself does non possess. Like a bloodsucker. he’s out to suck Dimmesdale of his life force. non merely to penalize the curate for the offense of fornicating with his married woman. but besides to symbolically appropriate Dimmesdale’s virility. And as the novel continues. Chillingworth seems to turn stronger while Dimmesdale seems to weaken. That form continues until Dimmesdale dies in an act of rebelliousness. his public presentation of guilt. which basically leaves Chillingworth stripped bare of his power to penalize or forgive. The Scarlet Letter The vermilion missive is symbolic in a figure of different ways. but possibly most in the ways that the evildoers choose to have on it. Hawthorne’s productive image for the novel was that of a adult female charged with criminal conversation and forced to have on the missive A upon her apparels. but upon have oning it. decided to add fancy embellishment as if to allow the missive as a point of pride. Hawthorne read about this pick in an existent instance in 1844. recorded it in his diary. and therefore The Scarlet Letter was born as Hester Prynne’s narrative. Hester. a knitter by trade. sees the missive as a load laid on by society. an act of community-enforced guilt that she is forced to bear. even though it seems to do small difference for her private ideas. Dimmesdale. nevertheless. as the town curate. wears his ain vermilion A burned upon his flesh. since it is the community’s fury he fears the most. Therefore we see the difference between a adult female who has made peace with the offense. publically confesses. and endures the enduring the community imposes. and a adult male who imposes his ain penalty because he can non bear to uncover the offense to the community. Civilization vs. Wilderness Pearl embodies the subject of wilderness over against civilisation. After all. she is a sort of incarnation of the vermilion missive: natural state. passionate. and wholly unmindful to the regulations. mores. and legal legislative acts of the clip. Pearl is artlessness. in a manner. an individualistic passionate artlessness. So long as Dimmesdale is alive. Pearl seems to be a magnet that attracts Hester and Dimmesdale. about demanding their rapprochement or some kind of energetic rapprochement. But every bit shortly as Dimmesdale dies. Pearl seems to lose her energy and becomes a normal miss. able to get married and absorb into society. The deduction is therefore that Pearl genuinely was a kid of lecherousness or love. a merchandise of activity outside the boundaries imposed by rigorous Puritan society. Once the fire of love is extinguished. she can decently absorb. The Town vs. the Woods In the town. Hester normally is confronted with the legal and moral effects of her offense. Governor Bellingham comes to take her kid off. Chillingworth reminds her of her title. and she faces Dimmesdale in the context of evildoer ( his repute remains stainless despite his function in the matter ) . But whenever Hester leaves the town and enters the forests. a traditional symbol of unchecked passion without boundaries. she is free to rediscover herself. The forests besides traditionally emblematize darkness. In the darkness of dark. Hester is free to run into Dimmesdale. to squeal her scruples. and to populate apart from the torture and loads of the guilt enforced by the community. Dimmesdale excessively is free at dark to expose his guilt on the scaffold and reconcile with Hester. Memories vs. the Present Hester Prynne’s discourtesy against society occurred seven old ages earlier. but she remains punished for it. Hester learned to forgive herself for her criminal conversation. but society continues to contemn her for it. One might retrieve Jean Valjean’s lasting individuality as condemnable after a individual minor offense in Victor Hugo’s Les Miserables. ) Indeed. Hester reaches peace with her matter and in that peace comes to see the town as insufficiently forgiving in its ideas and attitudes. Pearl is adequate of a reminder of the wild picks in her yesteryear. and as Pearl grows up. Hester continues to popul ate in the present instead than in the yesteryear. Reverend Dimmesdale. interim. is haunted in the present by wickednesss past and seems to reflect ( along with Chillingworth ) the town’s inclination to penalize long after the discourtesy. In stamp downing his ain confession. Dimmesdale remains focused on coming to footings with a iniquitous past alternatively of looking forthrightly at the jobs of the present. Many of the major subjects of The Scarlet Letter are introduced in the gap scene. Some of these subjects were sin. nature’s kindness to the condemned and the drab life style of puritan society. The first chapter has small action but it sets up these major subjects. The tone of the whole narrative was set in this chapter. The opening scene of The Scarlet Letter. many major subjects were introduced. Sin Sin is a portion of mundane life. Nathaniel Hawthorne’s novel. The Scarlet Letter. revolves around the subject of wickedness and the effects it has on the head. organic structure. and soul A wickedness was committed by three of the chief characters in the novel and throughout the fresh Hawthorne attempts to indicate out that wickedness. no affair how fiddling or how significant. is still sin. There have been arguments on precisely who is the biggest evildoer. but in Hawthorne’s instance. I think he believes that the wickednesss were equal and throughout the novel he develops each of them. seeking to acquire the reader to understand is concluding. Adultery. which was the wickedness environing two of the chief characters. Hester Prynne and Arthur Dimmesdale. was the wickedness in which the novel was based on. Hester committed criminal conversation with Dimmesdale. a Puritan curate. and had a kid ( Pearl ) as life cogent evidence of her wickedness. She confessed her wickedness and was looked down upon by the citizens populating in the town. â€Å"She would go the general symbol at which the sermonizer and moralist might indicate. and in which they might animate and incarnate their images of woman’s infirmity and iniquitous passion. Basically. she was an illustration of what cipher should go The wickedness of criminal conversation was confessed by one of the two. but Arthur Dimmesdale decided to maintain it a secret. which in clip torus him apart. Bing a curate. he was afraid of the effects that would ensue from his confession. so for seven long old ages he and Hester kept it a secret. and were neer seen together in public Roger Chillingworth. Hester’s hubby. and the other evildoer in this novel. sought retaliation on whoever the male parent to Pearl was. He oon suspected Dimmesdale. and would non rest until got retaliation on him. Chillingworth pretended to be a physician and was to take attention of Dimmesdale. but at the same clip he was easy poisoning him and penalizing him physically and mentally. As you can see wickedness was apparent in all three of these characters’ lives. Hawthorne non merely dealt with merely the wickedness. but how sin can impact a individual if non professed To travel even deeper into the first subject. Hawthorne. throughout the novel. explains how unconfessed wickedness can eat off at the scruples and destruct the psyche. Hester. who had confessed her wickedness of criminal conversation. wore the vermilion A as a symbol of her faithless wickedness and through most of the novel lived as a societal castaway in the Puritan society. She was looked at as an illustration of what non to be. Pearl. Hester’s lively. unmanageable girl is the populating consequence of Hester’s wickedness. and for the most portion the two lived together in shame and guilt. In the terminal. as a consequence of Hester’s confession. the wickedness does non destruct her. but alternatively makes her stronger and braver and she flourishes in malice of the symbol on her thorax. Dimmesdale. who committed criminal conversation with Hester. delaies until the wickedness wholly destroys him before he confesses. Throughout the narrative. while Hester was being put through the shame of her wickedness. Dimmesdale hides his wickedness. neglecting to call himself the other fornicator or claim Pearl as his girl. His alleviation shortly comes in the tragic stoping. as Dimmesdale confesses his criminal conversation and stands openly with Hester and Pearl. As he eventually admits his wickedness. his guilty scruples is lifted and he frees himself from Chillingworth’s appreciation. which allows him to eventually decease. free of guilt. Sin was. without a uncertainty. a major portion of these three characters’ lives. and Hawthorne does a great occupation of uncovering that to his readers. He points out the immorality in each character. and explained how wickedness haunted Arthur Dimmesdale until he volitionally confessed it. Through his thorough account of each of the three characters and their functions in the novel. he decidedly proves that wickedness is every bit awful no affair how unlogical it may look. Nature’s kindness The prison was really black and worn down and old. It was really unforgiving for the captives. The lone mark of hope was a rosebush that grew near the prison. But on one side of the orifice land rooted about on the threshhold. was a wild rosebush. covered. in this month of June. with its delicate Jaish-i-Mohammeds. which might be imagined to offer their aroma and delicate beauty to the captive as he went in. and to the condemned felon as he came away to his day of reckoning. † Nature was the lone thing sort to the condemned. This subject was really of import later in the book when Dimmesdale. Hester and Pearl met in the wood. A major them in The Scarlet Letter was nature’s kindness to the condomned Revenge Revenge is a dish best served cold. ( And with a side of french friess. But isn’t everything best served with a side of french friess? ) Roger Chillingworth seems to hold. as you can no uncertainty state by the highly frigid sham name that he chooses. He spends seven old ages psychologically tormenting Hester’s lover Dimmesdale. maintaining him alive merely so he can squash out just†¦ a†¦ little†¦ . more retribution. Unfortunately. retaliation in The Scarlet Letter is besides served with an unexpected side: the loss of humanity. It turns out that God is the lone 1 who gets to make the revenging around these parts. and he’s got a small surprise for our anti-hero Justice and Judgment Some Torahs can straddle the religious/secular divide reasonably comfy. Stealing? We’re reasonably certain God wouldn’t want you to make that. Murder? Decidedly non. But what about driving without your licence? Or making some minor imbibing ( which Shmoop firmly disapproves of ) ? Does God care about those Torahs? If you lived in Puritan America as represented by The Scarlet Letter. the reply would be yes: there’s no difference between God’s jurisprudence and man’s jurisprudence. Breaking colonial jurisprudence is the same as interrupting God’s jurisprudence. On the one manus. great: at least there’s lucidity. right? On the other manus. the conflation of God’s jurisprudence with man’s jurisprudence creates an intolerant. autocratic society with no room for human errors. Not excessively cool The Forest and the Wilderness To the townsfolk. the wood is the unknown. It’s outside of the town. it’s full of American Indians and chilling animals and worst of all. and it’s utterly lawless. The town is ruled by jurisprudence and faith ; the forest a topographic point of passion and emotion. We see this when the storyteller compares Hester’s castaway province to a wood: â€Å"She had wandered. without regulation or counsel. in a moral wilderness ; as vast. as intricate and shady. as the wild forest† . In other words. Hester is cast out of the regulations and order of the town. forced to populate in a metaphorical wood: a wilderness of shadowy right and incorrect. Obviously. Hester’s small bungalow is â€Å"on the outskirts of the town†¦ out of the domain of that societal activity which already marked the wonts of the emigrants† . Into the Forests But while the Puritans seem to be sort of terrified of the wood. the storyteller isn’t. In fact. the storyteller associates Nature with kindness and love from the really beginning of this narrative. when the wild rosebush reminds all that â€Å"the deep bosom of Nature could feel for and be sort to him† . It’s non that the forests are all sugariness and visible radiation. They can be unsafe. excessively. Here. the wood seems to stand for possible: that portion of human nature that can’t be squashed and beaten into entry. It’s a topographic point where the psyche can be free. with all its wild passions and brainsick thoughts and secret sorrows ; it’s a topographic point for Hester and Dimmesdale to run into in purdah. and love. and anguish where they â€Å"deeply† can cognize each other If life on the town is all surface and visual aspect and regulations. so life in the wood is all deepness and emotion. And you can’t unrecorded like that- you can’t unrecorded in the forests. But you sure can see every one time in a piece

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