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A Study Of Female Writers Of Romantic Period - 1959 Words

A Study of female writers of romantic period Introduction: Various types of literature are found from the advent of English literature. Before the romantic period, there were various other periods like old English literature, middle English literature, English renaissance, neo-classical period etc. From the beginning we notice that there is an imbalance between the male and female authors. Male writers are found more than the female writers. This imbalance is also found in the romantic literature. Also it is seen that, though the majority writers are men, the women are more interested in reading those piece of literature, compared to male. The romantic period was an intellectual movement originated in Europe during the late 17th century. William Wordsworth is considered to be as the father of romantic period in one hand, on the other hand William blake is called the father of romantic period. The romantic period was basically a response to industrial revolution. In this period, the writers wrote about nature, personal experiences, show ed the negative side of city life and put more importance on imagination. Metaphors, symbols are quite common in this period of writing. In this research, I will try to find out the reasons behind the less number of female writers in the romantic period, was it because their lack of skills, was it because the male writers were dominating or they did write but it was not published or there areShow MoreRelatedSweeney Among the Nightingales1667 Words   |  7 PagesLeonardo Rubio English 12 Period 6 1/2/11 Sweeney Among the Nightingales This essay is written as a reader response to the poem written by T. S. Eliot, Sweeney Among the Nightingales. Unlike many other poems of his time, T. S. Eliot’s intention was to portray man as vulgar or mundane and having a pessimistic or cynical attitude. T. S. Eliot may have had a different view of life and people than other poets. He may not have viewed man as heroic or romantic, but more crude and reprehensible. ItRead MoreExamples Of Romanticism In The Fall Of The House Of Usher1610 Words   |  7 PagesInitials Thoughts about the work â€Å"The Fall of the House of Usher† After reading Edgar Allan Poe, â€Å"The Raven† during the course of study for the class and learning how Gothic literature was part of a central movement in the Romanticism era, I decided to read â€Å"The Fall of the House of Usher†. Even knowing that Poe is a gothic writer when the story started I was surprised, that beside the description of the feelings of sorrow and dead the House of Usher imposed on the visiting companion, as he describeRead MoreThe Importance Of Romanticism1046 Words   |  5 Pagesand early 1800s, the period of Romanticism blossomed. â€Å"Romanticism† very loosely describes the era in which modern culture began to take shape. During the Romantic era, many advancements were made in all aspects of people’s lives and cultures. One aspect in particular has held great value even to this day. That aspect being the expansive amount of literature created during the era. The era of Romanticism had its name for a reason. It can be greatl y attributed to the romantic style or genre of literatureRead MoreThe Tables Turned By William Wordsworth Analysis1389 Words   |  6 Pagesmeaning to you. How is the poem a reflection of the author’s beliefs and the Romantic Movement as a whole? William Wordsworth uses an emphatic voice in his poem â€Å"The Tables Turned† (Wordsworth, 1798) The image that the title itself evokes is of school children turning over their desks and leaping out the door into the woods. In it he urges the reader to reject the conventional paths to knowledge and instead to study in Natures schoolroom. Wordsworth asserts that we should â€Å"quit our books† andRead MoreThe Importance Of Individualism In Mary Shelleys Frankenstein1517 Words   |  7 Pagesindividuals, life is meaningless. Mary Shelley would certainly have agreed with this statement. Indeed, in her novel Frankenstein, Shelley recognizes and accentuates humanitys common judgement of beauty to contrast with her personal definition—the Romantic derivation of beauty from individualism, nature, and personal choice—so that the principles of Romanticism she so fervently espoused could be properly promoted. In a novel that is quite brimming with depictions of horrid acts of violence and mentalRead MoreThe Influence Of Gothic Literature On The Human Condition1283 Words   |  6 Pagesidea that was radically different. Romantic literature of this time period directly opposed the literature of the prior time period. â€Å"Intellectuals of the age were obsessed with the concept of violent and inclusive change in the human condition† (The Romantic Period). This new style was a response to the revolution going on in France. The Romantics believed that this time of violence and revolt would lead to a universal utopia. Even after this failed, the Romantics continued trying to reform societyRead MoreThe As A Stream Of Consciousness976 Words   |  4 Pageson transference, in which, in his case studies the patients transferred feelings for others onto the doctor (Thurschwell, 39). Therefore in, The Prelude, the narrator appears to transfer feelings intended for the female onto Nature an d then proceeds to sexualize Nature. â€Å"For Freud, every thought is unconscious before it is conscious† (Thurschwell, 4). With that being said, the imagination allows unconscious thoughts to reach consciousness once they are written. They exist within the imaginationRead MoreEdgar Allan Poe / Emily Dickinson3782 Words   |  16 Pagesnovelists adopted many of the same themes. The two writers discussed in this paper will be Emily Dickinson and Edgar Allan Poe. Romanticism was an artistic and intellectual movement originating in Europe in the late 18th century. The romantic period saw an overflowing of emotions, with â€Å"lyrical ballads† maintaining that all good poetry is the spontaneous overflow of powerful feeling. The romantic period in American literature, which included writers like Washington Irving, Emerson, Thoreau, EmilyRead MoreEmotion in Emily Dickinsons â€Å"My Life had stood – a Loaded Gun†1109 Words   |  5 PagesThis poem was written by American poet, Emily Dickinson, who was born in the 1800. This was the period where art was based on emotion; the â€Å"Romantic Period†. She was also born in the Victorian Era, where women had to be shackled to their pedestals and most had to be married by age eighteen. They were not allowed to vote, or earn money. This information should help the reader better understand the poem. When writing the poem â€Å"My Life had stood—a Loaded Gun† Di ckinson thought of what format to useRead MoreThe Romantic Period Of Jean Jacques Rousseau1915 Words   |  8 Pagesthinking on such matters. Jean-Jacques Rousseau was a contemporary, and is considered one of the earliest prominent voices in Nineteenth-Century Romanticism. The Romantic period marked the gradual but significant shift from the rational thinking of the Eighteenth-Century Enlightenment to a more emotional and individual thinking of the Romantics. In a way, Romanticism acted as reaction to modernity, rebutting the social and political norms and the rationalisation of nature from a scientific stance. Romanticism

Quality Management Free Essays

Elan employs 3 full-time workers year round and 7 seasonal employees in the summer months. Elan Management has been successful through the con injections it has with one of America’s top builders, DRP Horton. DRP Horton has chosen Elan Management as one Of its go-to management communities in the Atlanta metro area. We will write a custom essay sample on Quality Management or any similar topic only for you Order Now Elan does a good job of quality control in keeping the clients happy but there are several competitors in this industry and in order for the company to grow, Elan will need to implement ways to improve quality through quality planning and assurance. Robber Statement We are focused on becoming the go-to firm for other builders in the metro Atlanta area. We have deiced that we have an issue with quality planning and implementation which is needed if the company is to grow in the next few years as it would like. Elan is looking to obtain on average 3- 4 new clients per year. The current quality planning initiatives are basically non-existent. It appears to be more of a â€Å"go with the flow’ type of planning. In other words, if something comes up, then it will be handled, if not no one worries about it. This process is not sustainable for growth and the company will never gain more clientele. We need to incorporate procedures on how to build clientele and implement those procedures timely. When Elan Management opened in 2008, we had 6 clients (communities). Over the next 4 years, we gained 8 more clients. These clients were assigned to us directly by the builder of the communities. There was no effort on our part to obtain the communities. In the past 2 years, 4 of the communities have since turned over to the homeowners and we no longer manage them. The goal of all homeowner’s associations is to eventually turnover to the homeowners if they are willing. If we are unable to develop better quality management skills, we will eventually have no clients and will continue to wait for DRP Horton or other builders to provide hem to us instead of us attempting to get the clients on our own. Literature Review As stated by Catalina â€Å"In the current market economy, companies are constantly struggling to achieve a sustained competitive advantage that will enable them to improve performance, which results in increased competitiveness, and of course, profit. Among the few competitive advantages that can become sustainable competitive advantages, quality plays a crucial 234) In the current state, Elan cannot compete with those top local management agencies such as Community Management Associates or All Property Management which have oratorios that is considerably larger than ours. We have to be willing to create ways to better market our company to potential clients. Although, we are able to maintain the quality with our current clients, future clients are seemingly unaware of our existence. As stated by Crosby ‘There is no such thing as a quality problem. Problems originate in functional departments. Thus, a firm may experience accounting problems, manufacturing problems, design problems, technical support problems, and so on. In Crosby view, these are all quality problems, but the burden of the responsibility for solving them falls on these national departments and not in the quality department. The role of the quality department should be to measure conformance, report results, and provide leadership and support to drive quality improvement. † (p. 3) Since Elan Management is such a small company, there is no dedicated quality department to turn to for answers on quality improvement so each individual employee in some way will need to contribute to the quality process. According to Schroeder, â€Å"Managers and employees should be trained in the quality initiatives the company has implemented. Employees should be a part of the process in developing methods to assist in getting other employees involved in quality improvement and acceptance. † (p. 6) As I stated above, since Elan doesn’t have a quality management team, all employees should have input in the quality process. Not only will it benefit the clients that we serve but it will also increase employee morale. Although there are only 3 full-time employees, having them involved would show them that they are appreciated and their opinions are valued. According to Kenton, â€Å"the process of collaborative planning can promote networks, coordination, and buy-in that promotes implementation, even if the plan itself is not directly influential. † (p. 436) So, having a bottom-up approach and including members of the entire company is beneficial overall even if it doesn’t fully result in what was expected. The quality experience process occurs when firms (alone or with customers) deliver attributes for customers to experience and customers perceive these attributes through the lens of their measurement knowledge and motivation, emotions, and expectations. † (Colder, p. 4) Incorporating ways to enhance the customer experience is critical. Including customers in the process through voic e-of-the-customer (VOCE) analysis with customer input would be helpful. Many organizations currently invest in quality improvement programmers. However, the literature has revealed that many companies felt that the quality improvement programmers had fallen short of their expectations and that these programmers were not generating the anticipated improvements (L am, 1997). The key reason for this gap between quality improvement expectations and the realization of benefits is the absence of an effective quality planning process before its implementation (Curran and Godlier, 2000). Thus, quality planning is identified as the most significant phase in a corporate quality management process requiring ore attention. † (Generate, p. 02) As Generate states, quality plan inning is pertinent to the quality management process. Companies have to create a clear cut plan in order to become successful. In order for companies to be in a position to improve and offer a higher standard of quality, they must come up with avenues to make it happen. Analysis Elan Management’s problem starts with the lack of a quality planning proce ss. By not having a quality plan, we are not allowing ourselves to improve and go after what we want, which is increased clientele. Elan blames a lot Of its lack Of progression on the size Of he company rather than its lack of utilizing available resources. Just because the company is small does not mean that it cannot grow and be as successful as those larger management firms in the area. The owner must realize the importance of providing quality to the clients and how we have managed for this long. Clearly, we are capable since we are still in business. Although, an actually quality management department cannot be created with the amount of staff we have, it is possible to hire an expert that could lead us in the right direction. â€Å"Project management requires achieving cost, schedule, and performance arrests while providing an outcome that satisfies the client. A measure of the value of the project to the client is the level of quality associated with the completed project. â€Å"(Liberator, p. 422) For Elan, our project is simply how do we get more clients and once we get the clients how do we not only keep them but also have them to refer others to us as well. With property management, our clients are the Board of Directors for each community. If the Board feels we are doing a great job, they will be more inclined when a friend or relative gives them a horror story about their HOW management many, to let them know about us and all the things we offer that would benefit their community. Recommendations have a few recommendations for Elan Management. First, I would suggest root-cause analysis. In root-cause analysis, organizations must identify the root causes of their quality problems and fix them rather than only dealing with the symptoms of the problems. In order to get to the root of the problem, Six Sigma should be used. In the Analyze phase, we ask the 5 Whys to get to the root. By starting here, we begin to see what how the problem arose and leading to the next steps o resolve them. Secondly, I would suggest benchmarking which is when the company examines other like companies so they are able to take actions that will lead to performance improvement. Researching your competition is essential as you all are reaching out to the same clients. Whichever company has the better plan or more knowledgeable, better quality product or service will more than likely surpass the others. Elan needs to plan, plan, and plan in order to be successful. Allowing the company to basically move freely without structure is not going to allow Elan to receive the type of clients hey want or even gain more clients. How to cite Quality Management, Essays

Liberal Bias in the Media Essay Example For Students

Liberal Bias in the Media Essay Today it seems almost impossible to get a straightforward answer on any major topic from the media. All sources of media have a specific audience that they are intending to hear or view the information that they have prepared, therefore they will cut bits and pieces out so that only the message they are trying to get across will be received. So indeed there is a media bias, and yes it more often than not slants towards the liberal view point, as many reporters and journalists have liberal views themselves. Journalists and reporters for the major networks will strongly denounce the suggestion that they favor of one side or the other when it comes to being politically biased. On the other hand there are other media sources that come right out and say they are â€Å"Liberal Intelligence† such as â€Å"The American Prospect†. In another article from the American Prospect website, they talk about border security and how good Obama and the Democrats are doing at making the border laws stricter. In the article they say, â€Å"In the last two years, President Barack Obama has introduced border-enforcement policies that are stricter than those of his predecessors, leading to record number of deportations and massive spending on security resources (American Prospect).† Never once do they mention that the border security has not been as large of an issue in the past, and the government was more worried about the terrorism from 9/11 and our economic crisis. This example shows how a publication that is considered to be more to the left, favors democrats by showing them in a more positive light. Then there are other media sources may say they are not liberal, but they hire liberal reporters and writers to get their news out. â€Å"The elephant in . .ing Economists. Front Page | Vox. 3 Jan. 2008. Web. 21 Nov. 2010. Fallows, James. The Atlantic | September 2003 | The Age of Murdoch | Fallows. The Atlantic — News and Analysis on Politics, Business, Culture, Technology, National, International, and Food – TheAtlantic.com Web. 10 Nov. 2010. Former USA Today Editor Says Media Bias Is a Myth | NewsBusters.org. Web log post. NewsBusters. org | Exposing Liberal Media Bias. 22 Nov. 2010. Web. 22 Nov. 2010. Liberal Media Bias. Carolyn Gargaros Web Site Home of a Conservative Female! . Web. 10 Nov. 2010. MSNBC: Obama Needs More R Americans Uneasy Over Economy Because Were Instant Gratification Society | NewsBusters. org. NewsBusters.org | Exposing Liberal Media Bias. 11 Nov. 2010. Web. 11 Nov. 2010. The Real Media Matters Byron York. National Review Online. Web. 11 Nov. 2010.

What methods does Browning use to tell the poem The Pied Piper of Hamelin in verse 7 Essay Example

What methods does Browning use to tell the poem The Pied Piper of Hamelin in verse 7 Paper Pied piper of Hamlin was written by Robert Browning in 1849. Browning wrote this poem in third person narrative. The rhyming scheme that Browning uses at the beginning is quiet confusing and unbalanced, however he changes it later on in the poem in to his dramatic style. Browning aims this poem for younger readers as he has wrote this poem in fairy tale style by using lots of imagery and descriptive adjectives also the sub heading says a child story. Browning wrote this poem in an irrelevant structure as some stanzas are long and some are short. At the beginning of this poem Browning has written in playful tone and showing the bravery of the Pied piper however later on the poem changes its mood as the Pied piper takes his revenge on the people of Hamelin by taking all their children into the cave.The poem Pied piper of Hamelin is about a decisive mayor who tells a strange man to use his magic to clear up the poisonous rats from this town and in return will give him 5000 gliders when the pied piper only asks him for 1000 gliders. As soon as the pied piper finishes his job by blowing his pipe and removing the rats from the town, he returns to the mayor and requests his 1000 gliders. The mayor laughs at him and repeats a thousand gliders! he mocks the pied piper and tells him to go away. The furious pied piper for revenge takes all the children of town into a cave by blowing his pipe and they are never to be seen again.Verse 7 of this poem has a positive and optimistic opening as the Pied piper is going to carry out his duty after being offered what he wanted in return which is A thousand gliders (line 95). Browning has opened this verse very cheerfully to show the readers the positive and naà ¯Ã‚ ¿Ã‚ ½ve characteristics the Pied piper had, also his unawareness of the decisive mayor of this town. Since the Pied piper knew he had a magic pipe he wasnt really bothered that how will he get rid of the rats, he knew he could do his job as soon as the pipe does its mag ic as he knew the power of his pipe when it says he knew what magic slept.He blew the pipe like a skilled adept, this shows the readers that Browning is using simile to describe the Pied piper as a skilled professional, he was now used to this job of blowing his magic pipe. When he blows the pipe his lips he wrinkles this also shows that this Pied piper was a strange creature, the use of wrinkle may point to to the readers that the Pied piper must be really old as he also did appear in archaic clothing too in verse 6. To carry on with the rhyme scheme Browning twists a few words around when he says green and blue before the eyes twinkled. In this sentence, Browning has used beautiful imagery to describe the Pied pipers blue and green eyes twinkling. The word twinkling may also be referred to gems twinkling as this may also show the readers that the Pied piper was a special creature. Browning uses simile to described how the Pied pipers eyes twinkled, which were like candle flames wh ere salt is sprinkled he also carryings on with the rhyming scheme to tie together this three verses to create suspense.The uses of beautiful imagery and the use of rhyme scheme may suggest to the readers that this poem by Browning is set out for children. Further more, when he says the pipe uttered the use of personification saying that the pipe was talking is also a sign of childrens poetry. Browning has used personification to convey and emphasize unusual and vivid images of this magic pipe that Pied piper was using to get rid of rats in this town. Browning informs the reader that the sound of the pipe was like an army muttered the use of simile shows the readers that the sound of pipe was loud, noisy and wasnt very pleasant. The use of army may indicate to the reader that this was probably the reason why all the rats had to follow the sound of the pipe after the Pied piper has blown it, like how an army has to follow its leader. Browning in this poem used the magic pipe as a sym bol of power.The noise of the magic pipe became worse as it was changing from muttering to grumbling and from grumbling to rumbling. Browning has used onomatopoeia to show the readers the strong images of the noise which were coming out from the pipe. The uses of onomatopoeia are usually found in childrens poetry, this can be another sign of this poem of Browning for children audience. This poem also uses quite a lot of child-like refrains such as repetition of the word And to emphasize the fast pace the poem is going at as well as building the climax.Then it goes on to describe the description of the rats which cam in different colours and sizes, some were small and some were fat, this shows the readers that the Pied piper had power to destroy all the rat regardless of their colour and size. Although the sound of the pipe was horrible, the rats thought they were going somewhere which was much better then this place, to show their joy they are dancing to the sound of this pipe. Brow ning has used happy choice of words for the rats following the magic pipe to show the readers that the sound of the pipe had hypnotized the rats and their unawareness of their upcoming death. This did not last long, as soon as they reached river Weser, the rats plunged and perished. Browning has used the exclamation mark at the end of the poem to show the reader that the rats had finished in a bang and to turn simple indicative sentence into a strong command.As much as the magic pipe was good at doing its job, it still left one rat behind. The rat that was left behind Browning refers him as Juliuis Caesar by using a simile he goes to rat-land to tell the tale about all the other rats that were thrown into the river by the sound of magic pipe. He describes the sound of the magic pipe as food when he says I heard a sound as of scraping tripe, And putting apples, wondrous ripe, thats why they were all charmed by the sound of pipe as they though it was the delicious smell of apples.The rat that saved himself carries on telling his tale and how all the rats were deceived by the sound of food whereas the magic pipe was leading them to the river. The rats says that the voice was coming from musical instrument such as harp or psaltery telling us that to rejoice and how they were all tricked in to it even him until he found himself in the river. Browning has written the rats point of view in first person narrative as he uses I to tell his story. He has used this technique to inform the rats point of view to make it more dramatic for the reader as to what had happen to them.The common theme that Browning has used in verse seven are of deceiving one another. The Pied piper is going to be deceived by the mayor of this town whereas the Pied piper has tricked the rats into the river but for good cause. Browning has used beautiful adjectives for description and also the use of onomatopoeia to describe the voice of the magic pipe. These techniques are often found in childrens poetry. Browning has also written this poem for children to inform them that everything bad must be destroyed; in this verse the rats are destroyed.

Art of Picasso essays

Art of Picasso essays It takes a long time to become young -Pablo Picasso Picasso was not only an extremely influential artist but was also politically active. He lived to be 92 years old and his life grew to be incredibly famous. He stood apart from the crowd, standing by his own political views even if they were not the norm at the time. Picasso was also a free thinker with his artwork. He had a unique style and due to this, he became the first artist to have fame during his lifetime. Picasso was born in 1881, Malaga, Spain. His parents Don Jose Ruiz and Dona Maria Lopez named him Pablo Ruiz Picasso. Pablo Picasso was baptized at the Iglesia de Santiago. Picasso was declared a delicate child due to an illness that affected his kidneys in the time between 1881-1890. He was sent to a private school where he never gained a full grasp of the alphabet or arithmetic. During this time he began to draw and paint under his fathers tuition. He overcomes his delicate description and enters secondary school and social activities with enthusiasm. He also shows this enthusiasm with his artwork. During the blue period (1901-1903) Picassos paintings focused mainly on the color blue. This particular color is effective in conveying a somber tone. The reason for picking blue, a depressing tone, was the suicide of Picassos' friend Casagemas. The blue period work is quite sentimental, but we must keep in mind that Picasso was still a teen, away from home for the first time, living in very poor conditions in Barcelona. Why blue dominated Picassos paintings during this time period remains unexplained. Possible influences could be photographs with a blush tinge popular at the time, poetry that stressed the color of blue in its imagery, or the paintings of French artists such as Eugene Carriere or Claude Monlet who based many of their paintings on color. Another explanat...

No topic, just answer the following questions Assignment - 3

No topic, just answer the following questions - Assignment Example The syndrome is caused by the presence of an extra chromosome. Down syndrome can be diagnosed during pregnancy and after the birth of the baby. During pregnancy screening and diagnostic testing, are appropriate tests that detect whether a baby is likely to have Down syndrome or the likelihood of getting transferring the genetic abnormalities to the child. After birth, physical examination of the baby is enough for the doctor to diagnose the child with Down syndrome. This a birth abnormality in which a baby is born without the skull and the brain. This defect is a neural tube defect. This type of defect occurs during the first month of pregnancy before even the mother realizes she is pregnant. The causes of anencephaly are not well understood. However, there are factors that increase chances of having babies getting affected. Such factors include low intake of folic acid before pregnancy and in the early period of pregnancy. Mothers, who have low iron content due to low folic intake, are at risk of getting children with anencephaly. Anencephaly can be confirmed by diagnosis during and after pregnancy. During pregnancy, prenatal testing/screening testing is done to confirm the defect and other conditions. In some cases, the abnormality is usually not detected during pregnancy and confirmed immediately after birth through physical examination. An egg is usually released from the ovary during every normal cycle of the woman’s menses. At ovulation, the cervical mucus becomes fluid and elastic; this allows sperms to enter rapidly into the uterus into the fallopian tube for fertilization. Fertilization results when a sperm penetrates the egg. Five to eight days after fertilization has taken place, the blastocyst attaches itself to the uterine lining near the fundus in a process referred to as implantation. This process is completed within nine days. After the implantation, the next process involves the development of

Preschool Observation Essay Example | Topics and Well Written Essays - 750 words

Preschool Observation - Essay Example Since, this is the age when the kids are away from the parents probably for the first time especially from their mothers, it required more attention of the teacher than any other class. The interest of the kids also varies some may like a particular activity while the others do not, it becomes imperative to identify the interests of the kids of this level by the teacher. The teacher was intended to create trust in the children so that they confide on her and feel free to grasp from her teaching. The teacher was friendlier and involved herself with the kids to perform activities and at the same time she was explaining these activities with the help of stories and rhymes. Some of the kids could follow the teachers' instructions while others were not able to understand anything and were crying all the time asking for the mother. The teacher was forced to take more care of such kids and helped them with chocolates or any toys of their interest. Some kids felt hungry and they asked for fo od and teacher had to open their lunch boxes for them to provide them their favorite stuff to eat while others were not intending to eat. This was creating a bit of chaos in the classroom and was becoming difficult for the teacher to manage out well with the kids of this age group. The teacher was intentional to keep the children engaged but was not able to differentiate the instructions and therefore could not keep the children engaged as otherwise she could have with a planned work. Teaching/Instructional Process A proper planning is vital to teach and handle these young budding minds. It is the formative years of their lives and therefore it is imperative to make them learn under discipline. The prime responsibility of the teacher is to create interest and also at the same time understand the psychology of the child, his/her likings and disliking and also the interest of each and every child. If this is done then half of the job is done for the teacher. In order to minimize the chaos there has to be a proper training to differentiate between eating and playing/ activities timings. When the child is not taking much interest the teacher should have involved the child making him/her sit near her and do the work or if the child needs help the teacher should provide help to the child in making the blocks arranging the pictures in a particular order and solving the puzzles and the teacher should be a constant source of encouragement to the child if he/she does even the minor things, this was lacking in the class and therefore there was so much chaos and the teacher was not able to handle them well. Kids need to eat and drink water quite often so after the accomplishment of a particular task they should be appreciated and when all have finished their task then they should be allowed to eat. This practice will make them be disciplined and will eat only at the time of eating rather than creating the chaos as some are eating while others are not. This will help the teacher also to manage the kids well and also to keep the kids engaged in one particular directed activity. When the teacher was playing with the kids, e.g. moving in a circle then at that time the teacher was saying "round and round kids" rather she could have taught them rhyme "ring-a-ring roses.." this rhyme is enjoyed by the kids and will help them learning during fun. The teacher was simply telling story to the kids rather she could

How Babies Learn Language Compared to How Adults Learn a Second Essay

How Babies Learn Language Compared to How Adults Learn a Second Language - Essay Example They further expand on these skills through imaginary play and through their perception of audio around them, as has been stated (Berk 2004). There is no extraordinary difference here then in regards to how adults being learning a second language as they hone in on their audio perception as well and gradually sound out new words from how they are hearing them formed in their social environment and through educators as well. Babies develop what sociologists and psychologists term as, "private speech" (Berk 2004). Even adults do this when they are learning a second language, and younger children do it when they are engaging in all sorts of activities such as building blocks, art and drawing, fantasy play, and in many other personal areas as well. For example, when adults are learning a second language, often when they are in the privacy of their car or at home they speak the new vocabulary words to themselves, sounding them out and testing themselves to see if they can pronunciate them properly. In Berk's book (2004) some sociologists define how children and adults utilize private speech when they are faced with issues that are relative to their cognitive abilities or issues that promote social challenges as learning language definitely would do. So obviously the correlation between the development of babies, young children, and adults who are learning a second language is absolutely obvious. The cognitive technique is identical yet is just approached in different ways at various stages of life. Therefore, for babies and toddlers, private speech is simply their way of vocalizing their developing cognitive skills. For example, the cooing that babies do early on such as when they are between 1month to 6 months later develops into actual pronunciated words, the first being ma-ma normally then da-da. Sociologists therefore point out that every stage of life is a developmental form of learning, even in adult life (Berker 2004). Liebergott et al (1995) points out that although th e language skills of infants in their first year of life is usually indiscernible it is still considered to be the most important year of cognitive development for babies, especially in regards to communication skills. This is due to the fact that this first year lays the groundwork for future cognitive learning abilities and the verbal sounds that infants hear during this first year and develop are then enhanced upon and developed into actual vocabulary words. Again, the similarity of adults learning a second language is astonishingly similar to the beginnings of vocabulary of that of an infant. This is because adults have to learn how to speak all over again, just in a secondary fashion. So adults, listen, observe and interact with others to develop the necessary cognitive skills to speak the second language fluidly just as infants follow the same developmental phases of their learning processes to develop their initial language abilities. Libergott et al (1995) emphasizes that the interactions between the mother and the infant in regards to vocalizing needs and wants is what helps build on the

Effect Of Corporate Parenting On Looked After Children Social Work Essay

Effect Of Corporate Parenting On Looked After Children Social Work Essay This dissertation is based around the role of corporate parenting in looked after children. It will discuss and explore the role of corporate parenting in general with the exposed group: looked after children as this is relevant to practice experience as it is based upon 80 days work placement. The concept of Corporate Parenting was first introduced in September 1998 by the Secretary of State for Health Frank Dobson, as one part of the governments Quality Protects program to make over childrens services. It emphasized the key role that chosen members would play. The Governments Quality Protects Initiative (1998) requires local authorities to identify children with additional family burdens and to provide services that are geared to ensure these childrens education and general development do not suffer. (www.doh.gov.uk/qualityprotects)à ¢Ã¢â€š ¬Ã…’   When a child becomes looked after, the responsibilities of their parent become the liability. And it is required to serve everyone working for the council as elected members of the council. This is known as corporate parenting and it is the collective responsibility of the council to provide the best possible care and protection for children who are looked after. As a corporate parent, we should act in the way we would if the child were our own. (http://www.southglos.gov.uk/NR/exeres/b10f32d0-3db1-4b38-980d-147f4ad1f6d4) 1.2 Who are Corporate Parents? Corporate parenting contains any person who has responsibility for the care and security of children. The concept of corporate parenting relates to the collective duties and responsibilities of the Local Authority for looked after children safeguard and to promote the life. Corporate Parenting is a collective responsibility of the Council, with Councillors having a distinct role to play in ensuring that the outcomes and life chances of looked after children are maximized ( The Role of Councillors as Corporate Parents May 2005 Scrutiny Review Group). The essential principle of Corporate Parenting is that all councillors and staff employed by the Council should parent the Looked After children and young people in their concern as they would their own children. All selected members of the Council have a duty to act as a Corporate Parent to children in the care of that Council. The function of the Corporate Parent (Councillors) is to make sure that the services provided by the Council as an entire contribute to achieving constructive outcomes for kids in care. Specifically, they must guarantee that children in their care are: healthy safe enjoy and accomplish in life make a positive input to society achieve economic security In order to implement this responsibility, Councillors must be: Should be well informed about the children for whom they are responsible Need to think about how they are affected by council decisions Must listen to what children and young people say Must be a supporter for children and young people. 1.3 Who are looked after children? The phrase Looked After was commenced by the Children Act 1989 and refers to children and young people: under the age of 18 who live away from their family or parents are supervised by a social worker from the local council childrens services department.   The term Looked after children applies to those children who are looked after by a local authority when either: They are accommodated by the LA at the request of a person with parental responsibility, or because they are lost or abandoned, or because there is no person with responsibility for them (S. 20 Children Act 1989) They are placed in the care of the LA by a court (part IV Children Act 1989) Interim Care Order or Full Care Order In very rare cases children and young people may also become looked after via Ward ship proceedings (High Courts exercise of its inherent jurisdiction independent of stature (Children Act 1989) Thais topic will initiate with the below questions and answers with brief explanation and references to be sorted out the focus upon right direction. They are subject to emergency orders to secure their immediate protection, (Part V Children Act 1989) Emergency Protection Orders or Police Orders or are remanded by a court to the care of the LA (S. 23 Children Young Persons Act 1969) In very rare cases children and young people may also become looked after via Wardship proceedings (High Courts exercise of its inherent jurisdiction independent of stature (Children Act 1989) For most children, care is proposed to be time-limited with the mean that the child will return home as soon as possible. (The Children Act 1989) aims to get a balance between the need to protect children from destruction and the need to protect children and families from unnecessary intervention. It encourages arrangements for services to children to be agreed between the parents and the service providers whenever possible. The Act embodies the belief that children are best looked after within the family unit without legal intervention unless this is inconsistent with their welfare and safety. 1.4 Why is corporate parenting necessary? Children may be looked after for many different reasons, including protection from harm and abuse. Children have had a long history of being looked after away from home, in such places as institutions, orphanages, foster homes, approved schools and borstals (Department of Health 1998a). Parents who are unable to look after their child may ask a local authority to do so. Children can become looked after for a numerous reasons; some children may have been abused or suffered distressing experiences, some may be in care due to family illness or the death of a parent. Others may have complex needs or disabilities and be unable to be cared at home. Often children who  become looked after for a short time period due to family problem like some children do not have a parent or relative to look after them, possibly because of death or serious illness  or because they have been separated. Young people aged over 16 years may choose to be looked after for a variety of reasons, including abuse, domestic violence or stress at home. Local authorities must provide accommodation for children who are lost, abandoned, or whose parents are unable to care for them. Authorities shall provide accommodation for any child in need in their area who appears to them to require it as a result of there being no person with parental responsibility for him, or because he is lost and abandoned, or because the person who has been caring for him is prevented from providing suitable accommodation or car (Section 20 (1) CA 1989) Section 20(3) of the Act gives local authorities a duty to provide accommodation for a child age 16 and 17 years if the authority considers that his welfare will be seriously prejudiced without such a service A local authority may provide accommodation for any young person who has reached the age of sixteen but is under twenty-one if they consider that to do so may safeguard and promote his welfare, even if their parent objects. (Section 20 (5)-(11) CA 1989) The Governments aim is for every child, whatever their background or their circumstances, to give the support they need to: Improving outcomes also involves narrowing the gap between disadvantaged children and their peers. The Government is focusing particularly on improving outcomes for looked-after children Ed Balls says in his letter to looked-after children: 2009 We want to make sure you have the same chances as other children to fulfill your dreams and to be happy. When there is breakdown and a child has to be removed from its family, the local authority is then expected to act as the corporate parent and to provide substitute care. The job is delegated to a local authority department, and its paid professional agents social workers, foster carers or residential staff act on behalf of the wider community. And when they leave care, they are on their own, having to find their way in the world. It is no wonder that a high proportion of care leavers end up in prison, or with mental health problems, or with unplanned pregnancies, or in abusive relationships. Chapter 02: METHODOLOGY The study aimed to discover from children their views on being looked after and the degree of power they felt they had to manipulate decisions made about them. Total fifteen looked after children were interviewed. Social workers were asked to identify children who met the criteria of between ten to seventeen and having been in care for at least two years. The children were given a questionnaire from the researcher to explain the purpose of the study and asked if they were ready to be interviewed. The method was selected, however, because confidentiality prohibited the researcher being given names and addresses without the childrens permission. It is not clear how many children were carry forwarded and rejected. Of those who initially said they would participate, later on dropped while arranging their interviews, leaving a total sample of fifteen. This comprised: Gender: Girls: 7 Boys: 8 Age: 10 years 1 14 years 4 15 years 4 16 years 3 17 years 3 Length of time in care (based on childrens report): 2 years 3 3 years 3 4 years 3 5 years 3 7 years 1 13 years 2 Type of care: only two were in residential care, the remainder in advance care. Children were given a common view of the research aim. But the interviews were decided to be conducted in unstructured way. They were informed that the examiner wanted to hear their vision on how much they are told about what is happening to them, whether they feel their standpoint is listened to, and whether they are supposed to feel as they are involved in decisions made about their lives. Research involving children creates particular moral dilemmas in that they are typically less powerful than the adult researcher (Thomas and OKane,1998). The unstructured interview was chosen in that it gave them maximum control over the research process and ensured that each child talked only of those topics that mattered to them and could avoid personal issues they did not want to discuss with a stranger. 2.1 Findings: Because of the promise of confidentiality, care has been taken in reporting the findings to ensure that no individual can be identified. The importance of the social worker All mentioned the importance of the social worker in their lives. The social worker was seen as very powerful and, when the relationship worked well, as a very strong ally. One described the qualities needed in a social worker as: Someone who can talk to children, get to know them, take them out, and phone regularly so they keep in touch with what is happening. Most could remember at least one social worker with whom they had got on particularly well and who had made them feel well cared for and supported. She would sort out anything that was bothering me. The biggest complaint about social workers (from eight children) was the high turnover and the subsequent interruption for them. Social workers were also criticised for their reliability in everyday matters such as keeping appointments on time or holding reviews on time. Children interpreted this carelessness as a sign of their low priority in the social workers life. However, Butler and Williamsons research bears out both the approving and critical opinions. They report that many children are seeking a more emotional, empathic level of interaction but that the experience for many is, in contrast, an almost technical, allegedly robotic nature of professional interventions in childrens lives'(1994, p.84). Confidentiality It is essential to share information for good planning and care but, from the childs point of view, this can seem very intrusive. Again, the problem reflects the normal processes of growing up. Teenagers develop autonomy and increasing privacy as part of maturation but, for a child in care, it is difficult to achieve that same sense of privacy. Several of the older teenagers complained of the lack of confidentiality and, hence, a reluctance to share their thoughts and feelings because it would all get written down in their file and read by strangers. Butler and Williamsons research also highlighted the importance and perceived lack of confidentiality to children: there is a pervasive feeling amongst children and young people that even a commitment to confidentiality is, too often, a false promise and that information divulged will then be spread around without the consent of the individual concerned (1994, p.78). 2.2 Anti-discriminatory practice: Only one young person spoke his experience of racism. He was a seventeen year old black man who complained that he was continually stopped and questioned by the police and that white women looked fearful and crossed the road to avoid him. Since he had no record of crime or violence, he felt this was completely unfair and due to racism. 2.3 Debate This is only a small sample so the responses cannot be taken as representative of the views of looked after children in general. However, it is possible to examine the issues they raised and discuss the challenges they pose to professionals endeavoring to listen to their voices whether or not they are typical. Chapter 03: Literature Review There are approximately 61,000 children and young people in care in UK, with boys comprising 55% of that population. These statistics are almost a quarter higher than those of a decade ago. Of this group, more than two out of three children live in foster care, and just over one in ten in residential care (childrens homes). An estimated 1% of care leavers progress to University, compared with 37% of young people in the population as a whole (Jackson et al 2003). The outcome nationally is poor for looked after children and there is an over-representation of previously looked after children amongst those who are homeless, unemployed or in prison. In 2002, 6% of all school leavers were unemployed. Of this figure, 25% were young people in the care of were unemployed. Of this figure, 25% were young people in the care of Local Authorities. There is a high proportion of these children who suffer from poor mental health or become teenage parents with looked after children being 5 times more likely to develop mental illness than their peers. If the child also has a disability or comes from a black or minority ethnic background they face a double jeopardy and are at greater disadvantage. There remain a disproportionate number of disabled children accommodated by local authorities. Only one per cent of Looked After Children go to University. 3.1 THE ROLE OF CORPORATE PARENTING The role of corporate parent is defined in Think Child (1999) as the following: Finding out getting the facts and follow them up, Make decisions by playing your part in the business of the council, Listening to children and young people also finding out from them how councils services work for them and remembering that children are citizens too. To be a champion for children by taking a lead in the community in putting children first. This strategy embeds the following core values that all Children in Care should benefit from: A positive sense of identity and self-worth. Belonging to a family in the widest sense and also a community. Good health. A safe, healthy, child-friendly environment, including appropriate housing, play and leisure facilities. Freedom from bullying. A right to privacy. Equal access to services. Respect Children in care have a unique relationship with the state. The local authority fulfils some, or all, of the traditional parenting role this can happen on many levels, from decisions about their day to day care through to decisions about where a child will live and which school they will attend. This responsibility has become known as corporate parenting in recognition that the task must be shared by the local authority as a whole, from lead members to frontline practitioners. Strong corporate parenting arrangements are central to improving services for children and young people in care. Improving the role of the corporate parent, as part of childrens trusts, is key to improving the outcomes for children in care. It is with the corporate parent that responsibility and accountability for the wellbeing and future prospects of children in care ultimately rest. A good corporate parent must offer everything that a good parent would, including stability. It must address both the difficulties which children in care experience and the challenges of parenting within a complex system of different services. Equally, it is important that children have a chance to shape and influence the parenting they receive. 3.2 WHERE ARE THE PROBLEMS? The circumstances and experiences of looked-after children and young people have shown that they can experience many disadvantages. Research indicates that looked-after children experience poorer outcomes than other children across a range of measures, including health and education. To achieve these outcomes, councils must demonstrate their commitment to helping every child they look after wherever the child is placed to achieve their potential. The complicated role of parenting happens on many levels from basic decisions about their day to day care and the quality of the emotional support they receive, through to big decisions about where a child will live and what school they attend as well as imparting values which help to shape their future aspirations and ambitions. For most children, these different levels are fulfilled by the same people but it is more complex for children in care. And children and young people in care themselves have told us repeatedly that they want and need stability and continuity of care so that those who look after them do not change so frequently. The challenge, therefore, is to ensure that the quality of care which children experience meets their need for a secure attachment and promotes their resilience and that this is achieved as far as possible without the need for a series of placements before finding the right one. For the first time, the Department for Children, Schools and Families presented data on the emotional and behavioral health of looked-after children and young people, finding that about 60% of those looked after in England were reported to have emotional and mental health problems. It also reported that a high proportion of looked-after children and young people experience poor health, educational and social outcomes after leaving care (Department for Children, Schools and Families 2009c). A government strategy for children and young peopleà ¢Ã¢â€š ¬Ã… ¸s health noted that a third of all children and young people in contact with the criminal justice system have been looked after (Department for Children, Schools and Families and DH 2009). 3.3 EVERY CHILD MATTERS Green Paper, 2003, led to the Children Bill, which was presented to Parliament in March 2004 and is now enacted as the Children Act 2004. The Act sets out a long term programme for change for childrens services across the country. It places a duty on all Local Authorities to produce a plan which addresses disadvantage, raises achievement and safe guards children and young people in their area. This legislation is the legal underpinning for Every Child Matters, which sets out the Governments approach to the well-being of children and young people from birth to age 19. The aim of the Every Child Matters program is to give all children the support they need to: be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being. The Every Child Matters agenda has been further developed through publication of the Childrens Plan in December 2007. The Childrens Plan is a ten-year strategy to make England the best place in the world for children and young people to grow up. It places families at the heart of Government policy, taking into account the fact that young people spend only one-fifth of their childhood at school. Because young people learn best when their families support and encourage them, and when they are taking part in positive activities outside of the school day, the Childrens Plan is based around a series of ambitions which cover all areas of childrens lives. The Plan aims to improve educational outcomes for children, improve childrens health, reduce offending rates among young people and eradicate child poverty by 2020, thereby contributing to the achievement of the five Every Child Matters outcomes. http://www.dcsf.gov.uk/everychildmatters/about/ This strategy reflects many of the initiatives recommended in the Children Bill and subsequent Act and demonstrates the commitment of the Council to discharge its duties and improve childrens services. The development of Childrens Trust arrangements will bring together representatives from key agencies and Primary Care Trusts. Whilst the Councils responsibilities towards looked after children are discharged primarily through the and Young Persons Department, the Council recognises the significant contribution to the well being of looked after children and their carers to be made by other Council departments and therefore requires, as part of this strategy, the effective and executive engagement of all service departments in meeting the needs of this group of vulnerable children and young people. 3.4 WHAT IS THE GOVERNMENT DOING ABOUT THIS PROBLEM? In 2003, the Government published a Green Paper called Every Child Matters alongside the formal response to the report into the death of Victoria Climbià ©. After a thorough consultation process, the Children Act 2004 became law. This legislation is the legal underpinning for Every Child Matters, which sets out the Governments approach to the well-being of children and young people from birth to age 19. The aim of the Every Child Matters programme is to give all children the support they need Looked-after children have a right to expect the outcomes we want for every child. These are that they:Enjoy the best health and live a healthy lifestyle .Are kept safe from harm and neglect and feel secure at all times .Are given the chance to learn and achieve, and enjoy leisure time .Are given the opportunity to make the most out of life and take a full part in the community .Grow up in a strong and secure family situation and achieve rewarding adult lives .( The Charter for Children and Young People ) ( Every Child Matters Agenda)

Analysis of the Closet Scene in Hamlet the Movie Essay -- essays rese

Hamlet is often seen as one of the most well known examples of an Oedipus Complex presented in literature. The reasons for this is probably because of the plot that resolves around the revenge that Hamlet has against his step-father Claudius and because of the relationship that Hamlet has with his mother that is loaded with sexual energy. Hamlet's love for his mother is especially exemplified by the Mel Gibson's interpretation of the infamous closet scene. Traditionally a Queen's closet was not worth emphasizing a bedroom, but it is likely that most of the readers would presume that the closet scene takes place in Gertrude?s bedroom because of the obsession that Hamlet has about Gertrude?s bed. When Hamlet responds to his mother?s summons and comes to her closet, he invades a very private place where customarily a woman would only entertain her husband or a lover. For an adult son to do this, intimations of erotic possibilities are almost inevitable because the son crosses the line into the enclosure of his mother?s privacy to encounter her as a sexualized subject. The room that Olivier created for Gertrude contained a lot of scenery to convey a subliminal message. The tall doors look phallic-shaped and the bed is the center of attention most of the time. The bed is also much more lit than the rest of the room that emphasizes the importance of it. The way Gertrude kisses Hamlet in the Olivier, can be signifiers of the sexuality that is going in between her and Hamlet. The kisses are not what the everyday person interprets as platonic and it is almost as if Hamlet and Gertrude are drawn closer and closer because of the passion between them, in order that their faces are only inches apart. The last kiss between Gertrude and ... ...e other movies. She takes every opportunity to kiss Hamlet fully on the mouth, sometimes even lingering on the lips. It is almost as if Hamlet?s Oedipal cravings is a given in this movie. At one time Hamlet is even thrusting his lions against Gertrude that suggest a signifier of sexual intercourse. When the ghost appears it is as if it is just in time to stop Hamlet and Gertrude from having full-fledged intercourse. Gertrude does not seem to mind this at all in the way she caresses Hamlet unquestionably more representative of the display of affection one associates with a lover than a mother. The conclusion is that the Oedipus Complex definitely plays an integral role in the most of the movies made about Hamlet. Two of the three films I discussed are clearly paradigmatic, as each has in some way further contributed to the idea of Hamlet?s aberrant sexual feelings.

The Isis-Aphrodite

This figure of Isis-Aphrodite is currently on exhibit in the Johns Hopkins University Archaeological Museum. It is displayed alongside several other artworks of deities from the ancient Mediterranean, each individual object incorporating aspects from a myriad of religious systems and cults. The Isis-Aphrodite figure dates back to the Roman Empire sometime between 150-200 CE. It is made from a copper alloy and would once have been a burnished orange, but now appears a dark green-gray. It is 29.9 cm tall and 15.3 cm wide. The figure stands with her weight on her right leg and her left leg slightly bent, in a relaxed contrapposto, her right foot slightly forward. Her arms are outstretched but bent at the elbows. In her left hand she holds a small pedestal upon which a miniature figure sits; in her right hand she grasps a handle, though the body of the object has come unattached. She is naked, but wears an array of jewelry: two armbands, round earrings, a necklace, and a crown. Her hair is parted down the middle and pulled back into a knot at the nape of her neck, with a coil of hair across each shoulder. She looks directly toward the viewer, her expression neutral. Her eyes sockets are large and round but empty, and might once have contained inlays. The figure embodies the goddesses Isis and Aphrodite, two foreign deities that were adopted by syncretic religious cults of the Roman Empire. Isis was one of the primary deities of the Egyptian pantheon, fulfilling a myriad of roles and responsibilities. As a wife and mother, magical healer, and protector of the dead, she was one of the most diverse deities of ancient Egypt. She was the wife and sister of Osiris, god of the dead and the afterlife, and the mother of Horus, god of the sky and the pharaohs; thus, Isis was closely associated with the afterlife, resurrection, fertility, and kingship (1). Even before the Romans conquered Egypt and adopted its gods, the Egyptians themselves had blurred the lines between their individual deities. Isis, notably, was closely associated with several deities, and dabbled in many domains. Most pertinent here is her association with the goddess Hathor, who was the personification of love and sexuality. It may have been the close tie between Isis and Hathor that allowed Isis to be so easily associated with the goddess Aphrodite during the Hellenistic and Roman eras, as Hathor served as a parallel to Aphrodite (4). As Hathor was the Egyptian goddess of love and sexuality, Aphrodite was the Greek goddess of love and beauty. She was the daughter of Uranus, the primeval god of the sky, and wife to Hephaestus, god of the forge and fire. As the goddess of sexuality, Aphrodite was often depicted nude – more so in later eras. She was also often portrayed with her sacred animal, the dove, or one of her many symbols, such as a mirror, apple, or shell. When Alexander the Great, and later the Romans, conquered Egypt, they adopted the Egyptian Pantheon into the Greek one; some cults merged Isis with Aphrodite, and worshipped Isis-Aphrodite as a goddess of their combined realms. They also combined the two goddesses' iconography, as in the figure from the Archeological Museum. It would be difficult to identify the figure by its physiognomy alone, but it is made recognizable by its adornments and their symbolism. Several details help to identify the figure as some version of Aphrodite. The figure is unclothed, as Aphrodite was commonly depicted by this era. As the goddess of love and sexuality, she was often portrayed naked, and represented an ideal of beauty. She was also believed to have risen from the sea fully naked, born from seafoam when Uranus's genitalia were cut off by his son Kronos and thrown into the ocean. Her very origin reinforces the notion of her sexuality and lends credence to later depictions of her in the nude. The figure of Isis-Aphrodite is, however, adorned with lavish jewelry, as images of Aphrodite sometimes are. Of special note is the crown she wears – a Greek stephane, a metal headband that rose in the center and tapered down toward the temples. Greek female deities were often shown wearing a stephane, and sometimes a veil, which marked their divinity. The figure also holds two objects in her hands. In her right, she grasps a handle, although the upper part of the object is no longer attached; it is thought, however, to have once been a mirror. Mirrors were one of Aphrodite's many symbols, and represented her unmatched beauty. Nonetheless, this is only a postulate, and one cannot be sure what the missing element actually was. In her other hand, though, she still holds a small pedestal surmounted by a sitting figure. This component is what identifies the figure as Isis-Aphrodite. The pedestal resembles a lotus blossom, a sacred flower of the Egyptians that represented renewal. The flower would close at night and reopen at the dawn, and thus represented the daily cycle of the sun; it also represented rebirth, and was thus closely related to Osiris – Isis's husband – and the realm of the dead (3). Accordingly, the lotus was also associated with Isis herself. Sitting on the lotus is an image of the infant Harpocrates, who was a manifestation of Horus and the young sun (2). Harpocrates has a finger in his mouth and wears a disk on his head, a symbol of the sun. The details limn a very comprehensive image of Harpocrates, identifying the miniature figure as a canonical depiction of the young Horus, Isis's son. One of Isis's roles was that of a mother, and she was a fierce protectress. She is sometimes depicted with him, as in the Isis-Aphrodite figure.https://www.britannica.com/topic/Isis-Egyptian-goddesshttp://www.globalegyptianmuseum.org/glossary.aspx?id=169http://www.globalegyptianmuseum.org/glossary.aspx?id=225http://www.academia.edu/5011152/The_Hellenistic-Roman_cult_of_Isis

Battle of New Orleans in the War of 1812

Battle of New Orleans in the War of 1812 The Battle of New Orleans was fought December 23, 1814-January 8, 1815, during the War of 1812 (1812-1815). Armies Commanders Americans Major General Andrew JacksonCommodore Daniel Pattersonapprox. 4,700-4,800 men British Major General Edward PakenhamVice Admiral Sir Alexander CochraneMajor General John Lambertapprox. 8,000-9,000 men Battle of New Orleans - Background In 1814, with the Napoleonic Wars concluding in Europe, Britain was free to focus its attention on fighting the Americans in North America. The British plan for the year called for three major offensives with one coming from Canada, another striking at Washington, and the third hitting New Orleans. While the thrust from Canada was defeated at the Battle of Plattsburgh by Commodore Thomas MacDonough and Brigadier General Alexander Macomb, the offensive in the Chesapeake region saw some success before being halted at Fort McHenry. A veteran of the latter campaign, Vice Admiral Sir Alexander Cochrane moved south that fall for the attack on New Orleans. Having embarked 8,000-9,000 men, under the command of Major General Edward Pakenham, a veteran of the Duke of Wellingtons Spanish campaigns, Cochranes fleet of around 60 ships arrived off Lake Borgne on December 12. In New Orleans, the defense of the city was tasked to Major General Andrew Jackson, commanding the Seventh Military District, and Commodore Daniel Patterson who oversaw the US Navys forces in the region. Working frantically, Jackson assembled around 4,700 men which included the 7th US Infantry, 58 US Marines, a variety of militia, Jean Lafittes Baratarian pirates, as well as free black and Native American troops (Map). Battle of New Orleans - Fighting on Lake Borgne Desiring to approach New Orleans through Lake Borgne and the adjacent bayous, Cochrane directed Commander  Nicholas Lockyer to assemble a force of 42 armed longboats to sweep American gunboats from the lake.   Commanded by Lieutenant Thomas ap Catesby Jones, American forces on Lake Borgne numbered five gunboats and two small sloops of war.   Departing on December 12, Lockyers 1,200-man force located Jones squadron 36 hours later.   Closing with the enemy, his men were able to board the American vessels and overwhelm their crews.   Though a victory for British, the engagement delayed their advance and gave Jackson additional time to prepare his defenses.   Battle of New Orleans - The British Approach With the lake open, Major General John Keane landed on Pea Island and established a British garrison. Pushing forward, Keane and 1,800 men reached the east bank of the Mississippi River approximately nine miles south of the city on December 23 and encamped on the Lacoste Plantation. Had Keane continued his advance up the river, he would have found the road to New Orleans undefended.   Alerted to the British presence by  Colonel Thomas Hinds dragoons, Jackson reportedly proclaimed  By the Eternal, they shall not sleep on our soil and commenced preparations for an immediate strike against the enemy camp. Early that evening, Jackson arrived north of Keanes position with 2,131men.   Launching a three-pronged attack on the camp, a sharp fight ensued that saw American forces inflict 277 (46 killed) casualties while sustaining 213 (24 killed). Falling back after the battle, Jackson established a line along the Rodriguez Canal four miles south of the city at Chalmette. Though a tactical victory for Keane, the American attack put the British commander off balance, causing him to delay any advance on the city. Using this time, Jacksons men began fortifying the canal, dubbing it Line Jackson. Two days later, Pakenham arrived on the scene and was angered by the armys position opposite an increasingly strong fortification. Though Pakenham initially wished to move the army through the Chef Menteur Pass to Lake Pontchartrain, he was convinced by his staff to move against Line Jackson as they believed the small American force could be easily defeated. Repelling British probing attacks on December 28, Jacksons men began eight constructing batteries along the line and on the west bank of the Mississippi. These were supported by the sloop of war USS Louisiana (16 guns) in the river.   As Pakenhams main force arrived on January 1, an artillery duel began between the opposing forces. Though several American guns were disabled, Pakenham elected to delay his main attack. Battle of New Orleans - Pakenhams Plan For his main assault, Pakenham wished an attack on both sides of the river. A force under Colonel William Thornton was to cross to the west bank, assault the American batteries, and turn their guns on Jacksons line. As this occurred, the main body of the army would attack Line Jackson with Major General Samuel Gibbs advancing on the right, with Keane to his left. A smaller force under Colonel Robert Rennie would move forward along the river. This plan quickly ran into problems as difficulties arose getting the boats to move Thorntons men from Lake Borne to the river. While a canal had been constructed, it began to collapse and the dam intended to divert water into the new channel failed. As a result, the boats had to be dragged through the mud leading to a 12-hour delay. As a result, Thornton was late in crossing on the night of January 7/8 and the current forced him to land further downstream than intended. Despite knowing that Thornton would not be in place to attack in concert with the army, Pakenham elected to move forward. Additional delays soon occurred when Lieutenant Colonel Thomas Mullens 44th Irish Regiment, which was meant to lead Gibbs attack and bridge the canal with ladders and fascines, could not be found in the morning fog. With dawn approaching, Pakenham ordered the attack to begin. While Gibbs and Rennie advanced, Keane was further delayed. Battle of New Orleans - Standing Firm As his men moved onto the Chalmette plain, Pakenham hoped that the dense fog would provide some protection. This was soon dashed as the fog melted away under the morning sun. Seeing the British columns before their line, Jacksons men opened an intense artillery and rifle fire upon the enemy. Along the river, Rennies men succeeded in taking a redoubt in front of the American lines. Storming inside, they were halted by fire from the main line and Rennie was shot dead. On the British right, Gibbs column, under heavy fire, was approaching the ditch in front of the American lines but lacked the fascines to cross (Map). With his command falling apart, Gibbs was soon joined by Pakenham who led the wayward 44th Irish forward. Despite their arrival, the advance remained stalled and Pakenham was soon wounded in the arm. Seeing Gibbs men faltering, Keane foolishly ordered the 93rd Highlanders to angle across the field to their aid. Absorbing fire from the Americans, the Highlanders soon lost their commander, Colonel Robert Dale. With his army collapsing, Pakenham ordered Major General John Lambert to lead the reserves forward. Moving to rally the Highlanders, he was struck in the thigh, and then mortally wounded in the spine. The loss of Pakenham was soon followed by the death of Gibbs and the wounding of Keane. In a matter of minutes, the entirety of British senior command on the field was down. Leaderless, British troops remained on the killing field. Pushing forward with the reserves, Lambert was met by the remnants of the attack columns as they fled towards the rear. Seeing the situation as hopeless, Lambert pulled back. The only success of the day came across the river where Thorntons command overwhelmed the American position. This too was surrendered though after Lambert learned that it would take 2,000 men to hold the west bank. Battle of New Orleans - Aftermath The victory at New Orleans on January 8 cost Jackson around 13 killed, 58 wounded, and 30 captured for a total of 101. The British reported their losses as 291 killed, 1,262 wounded, and 484 captured/missing for a total of 2,037. A stunningly one-sided victory, the Battle of New Orleans was the signature American land victory of the war. In the wake of the defeat, Lambert and Cochrane withdrew after bombarding Fort St. Philip. Sailing to Mobile Bay, they captured Fort Bowyer in February and made preparations for attacking Mobile. Before the attack could go forward, the British commanders learned that a peace treaty had been signed at Ghent, Belgium. In fact, the treaty had been signed on December 24, 1814, prior to the majority of the fighting in New Orleans. Though the United States Senate had yet to ratify the treaty, its terms stipulated that fighting should cease. While the victory at New Orleans did not influence the content of the treaty, it did aid in forcing the British to abide by its terms. In addition, the battle made Jackson a national hero and aided in propelling him to the presidency. Selected Sources US Army Center for Military History: Battle of New OrleansAndrew Jackson: Leading the Battle of New OrleansJean Lafitte National Historical Park

Relationship Between Stress and Smiling

Relationship Between Stress and Smiling Free Online Research Papers Investigation 1 hypothesis: In the present study I wanted to test the relationship between stress and the number of smiles because, based on what we learned in class, I expect there to be negative correlation between the variables. I predict that, as stress increases the number of smiles I give will decrease because in chapter 1 it gives the example of a student who studies more will decrease in parting with friends. See figure 1 for a scatter plot of these two variables. Investigation 1 results: according to the scatter plot, the variables seem to be negative though strongly correlated. It appears that stress and smiles (given) are related. This may be due to a number of factors, like I recorded my variables at the same exact time each class period (11:20a.m.), making sure I had a consistent recording time that did not affect my variables. Investigation 1 discussion: The results suggest a negative relationship between the variables of interest. This was stronger than expected and could be because of the consistent time recording my variables and setting a phone alarm to make sure I recorded at that exact time. As a person with respect to the variables is why I may have a stronger correlation compared to someone who does not respect the variables. Some may say that due to my irregular sleep may case for my stress to differ therefore change my smile (given) variable. Overall, I believe there is a negative correlation between these variables for most people, and while it did show up for me, my consistency in recording as well as keeping track of my personal variable strengthen the relationship for me. Investigation 2 hypothesis: For my second investigation, I predict a positive correlation between variables: sleep and mood. As I get more sleep each night, my mood improves tremendously. In class we discussed the relationship between getting proper sleep and overall well being. When you are well rested you have a tendency to be in a better mood and have a better day. The better I sleep, the more attentive I am in class and less easily irritated I am. Also, we talked about how sleep can give you more energy inter having a better mood. See Figure 2 for a scatter-plot of these variables. Investigation 2 results: According to the scatter-plot, my hypothesis appears to have been supported. The variables are closely linked and travel in a positive direction. As my hours of sleep increase, my mood improves. When I get fewer hours of sleep, my mood scores are lower. Investigation 2 discussion: I expected this relationship, and I believe it is true of most people, not just me. Sleep helps you to have more energy and relax, which improves your mood. I was very consistent in recording my variables, which caused this relationship to be strong on the chart. However, because the relationship was expected and is probably true to most people, I do consider this a great concern because more people would get more done on the job and in school. It is interesting to examine variables that exist within me and see that they are related in some meaningful way. Research Papers on Relationship Between Stress and SmilingResearch Process Part OneEffects of Television Violence on ChildrenIncorporating Risk and Uncertainty Factor in CapitalThe Relationship Between Delinquency and Drug UseStandardized TestingInfluences of Socio-Economic Status of Married MalesThe Fifth HorsemanThree Concepts of PsychodynamicComparison: Letter from Birmingham and CritoRelationship between Media Coverage and Social and

Philosophy - Plato Essay Example | Topics and Well Written Essays - 1250 words

Philosophy - Plato - Essay Example Its democracy was on its knees. There was rampant political selfishness in the great City and this greatly angered Plato. He saw justice as the only true remedy to all of the city’s and the entire country’s problems Self satisfaction was rampant owing to the popularity of the Sophistic teachings that dwelled on self satisfaction that turned the society into largely individualistic people. Most people were running for public offices to achieve their own selfish gains and this eventually divided the city into two groups of the haves and the have nots. The culture of individualism became his main target for attacks in his works.Cephalus established the traditional theory of justice. He viewed justice as speaking the truth and paying one’s debt. He viewed justice as identifying with the right conduct. According to Polemarchus, justice consists in giving what is proper to him. He viewed it simply as doing good to friends and harm to enemies. These two views were criticized to great lengths by Plato. He criticized Cephalus’ theory with the view that there may be cases in which his preferred formula may violate the spirit of right; hence it cannot be taken as a sound universal life principal. He poked holes in Polemarchus’ theory by asking hoe this could be applied in a case whereby the friend is only a friend in seeming but in reality was an enemy. He wondered what would happen in this scenario. He concluded that if justice is determined by the relations between two individuals it promoted individualistic principles and ignores the rest of the society. In the allegory of the cave, Plato proposes a group of prisoners that have been bound in the cave all their lives only being able to see the cave walls. The only light is from a fire at the top of the cave. A path runs above and behind them separating them from the fire. People passing by the path have their shadows cast onto the wall viewed by the

Del Rio Independent School District Essay Example | Topics and Well Written Essays - 500 words

Del Rio Independent School District - Essay Example Many of these issues with regards race and ethnic background strengthened America's democratic fundamentals. One of these landmark cases was of Loving vs. Virginia, a civil rights case in which the United States Supreme Court proclaimed that Virginia's anti-miscegenation law, the "Racial Integrity Act of 1924", unconstitutional, thereby ending all race-based legal constraints on marriage in the United States. The accused, Mildred Jeter, of African descent and Richard Perry Loving, of Caucasian race, reside in the Commonwealth of Virginia but married in June of 1958 in the District of Columbia. They had left Virginia in order to elude a state law prohibiting marital union between a 'white person' and a 'non-white person.' The Supreme Court declared Virginia's law unconstitutional which in turn paved the way for the abolition of all race-based marriage statutes in the United States. Another case significant to the equality of race was the Chinese Exclusion Act of 1882, barring immigration for ten years.

Islamic Banks and Commercial Banks Performance Essay

Islamic Banks and Commercial Banks Performance - Essay Example This research will begin with the statement that conventional commercial banks have a better opportunity for increasing profitability and shareholders’ returns since they charge interest and fees on their customers. On the other hand, the Islamic banks have a lower opportunity cost for profit making and increasing the investors’ returns, because they operate on the principle of free-interest. Nevertheless, that is not to say that Islamic banks are not profitable. The low profitability and return on investment for the Islamic banks are largely accounted for by the fact that the Islamic banks operate on a more benevolent basis than the conventional banks. Additionally, the commercial banks have a better grip on the economy of countries than the Islamic bank, since they have a long history compared to the Islamic banking, which is a contemporary phenomenon. The concept of Islamic and commercial banking has attracted a lot scholarly of attention of late, with different fina ncial scholars trying to understand how the concept of Islamic banking works in relation to both Islamic banks profitability and Islamic banks customer behavior. The interest in studying this area has arisen out of the fact that the Islamic banks operate on the basis of the Islamic religious laws, which is a totally different concept from the conventional banking operations. Defining the profitability of the conventional banks is more straightforward because it is based on the banks charging interest rates and fees to their customers of different products and services that the banks offer to the customers.

Negro Expression Essay Example for Free

Negro Expression Essay What does Zora Neal Hurston identify as the Characteristics of Negro Expression? In 1933, Zora Neil Hurston wrote Characteristics of Negro Expression to frame the Negro or African-American as she saw him. She saw the results of the Great Migration as terrifying and spasmodic, unbearably inhumane and devastating to those left behind. For Hurston, rural black people were being forgotten; disappearing amidst the heady enthusiasm of the urban New Negro Movement. In Hurstons essay she describes the different concepts of what it meant to be a black American in the South. She sees the new Negro as encompassing theses elements: being dramatic, having the will to adorn, being angular, asymmetrical, dancing, folkloric, having originality, mimicry, non-reserve, having a peculiar dialect, and hanging out at the jook or pleasure house. These are just a few of the compositional elements used to described the forgotten Negro in the south. By reexamining Hurstons essay, critiques will have a proper understanding of these social characteristics and will have a better understanding of the African-American in relation to his identity. Hurston was part of the Talented Tenth, an elite group of well educated African-American professionals who argued that the mission of establishing black identity and thus gaining social acceptance and economic and political stability would be vitally strengthened through arts and letters. Hurstons work and criticism have helped to shape the manner in which black American artists and academics view themselves. Also how they emphasize humanness inherent in black people through referencing the diversity of voices and talents in black America in the South, as well as their essential connection through legacy to the African continent. Hurston begins her essay with the first characteristic of the southern Negro expression Drama, in which she describes almost every phase of African-American existence as being highly dramatized(Hurston 296), She further states that No matter how joyful or how sad the case there is sufficient poise for drama (Caponi 294). To this end, Hurston realizes that African-Americans and their daily experiences are in time and history,  dramatic collective repetitions that are repeated and multiplied many times in many art forms, but why?. As African-Americans live, most naturally leave a mark on most things they come in contact with. For example, Picasso was dramatically influenced by African people and their art on his trip to Africa. His trip was the precursor to the formation of Cubism. Consequently this clearly demonstrates that the African and his presence, usually dramatic, is a phenomenon of their being in the universe, in which other wish to document. Thus, it is up to the artist to find the terms and pictures that will simply clarify those experiences and knowledge for the critic who does not or could not understand what is or was happening to African-Americans, and to future critics who will need to be warned and directed in terms from inside the level we call Africanisms. Another phenomenon and striking characteristic expression of African-Americans in the south is Angularity. Hurston states, Everything he touches becomes angular. For example, his furniture is set at an angle, pictures are hung at angles, and even his posture in dance is constantly at different angles. In almost every expression of life, most African-Americans refuse to be traditional. Brenda Gottchild posits that this is part of African aesthetics when African Americans refuse to be traditional. (Gottchild 13) In the section on Will to Adorn, Hurston sees the African-American as reinventing the English language to suit himself and having his revision accepted by the southern ruling class white man. Hurston views the greatest of this revision as the use of metaphors and similes (thats a rope), the double descriptive (high-tall), verbal nouns (funeralize) and nouns from verbs (she wont take listen). Hurston argues that whatever African-Americans do in violation to the normalcy of life he beautifies. Writer and dance enthusiast commented in Brenda Gottchilds book African-Americans blend the impossible and create beauty (Gottchild 14). This beautification, this revisioning is then accepted by white Americans and assimilated into their vernacular ( Hurston 301). The impact of Asymmetry, Dancing and Folklore are discussed as the next  three characteristics of Negro expression. In Asymmetry Hurston looks into African art and comments that the sculpture and carvings of the African-American artist are full of beauty and at the same time lack symmetry. Additionally, she sees this characteristic encompassing literature, poetry and dancing. Hurston states It is the lack of symmetry which makes Negro dancing so difficult for white dancers to learn (297). Gottchild concurs with Hurston stating Movement may emanate from any part of the body, and two or more centers may operate simultaneously. For example, African-American dance may seem difficult at times but most poses give the impression that the dancer will do much more. In most art forms the African-American is not trying to do all that is conceivable, he is merely giving a realistic suggestion of what is possible. Nothing shows what is possible more than African-Americans willingness to adapt folklore to suit his own use. While most people view folklore as a thing of the past, Hurston examines folklore as something still in the making and talks about the cultural roles of God, the Devil, John Henry and Jack, the greatest culture hero of the south. In the framework of her story Jack has the ability to outsmart the Devil when it seems that God is absolutely no match for him (Hurston 299). Jacks ability to outwit the Devil places him in the company of other prominent culture icons. To this end, Hurston is able to show that African folklore is not works of imitation but innovation. By recognizing the characteristics of Negro expression, Hurston identifies in her essay an understanding that if black artist are to have anything in their own image and according to their own views, African-Americans will have to have a say in which plays, dances, and folklore are in those images. The final characteristics that Hurston focuses on are: Originality, Imitation, Absence of the Concept of Privacy and The Jook. According to Hurston the African-American is the most copied individual on the face of the planet yet it is still said that he lacks originality. His art, music, plays and style are subjects of examination and commodification. Hurston argues, While he lives and moves in the midst of white civilization, everything he touches is reinterpreted for his own use (Hurston 310). In  terms of Imitation the African-American is not an imitator but a duplicator. If he chooses to imitate, it is because he wishes to and not because he wished to be like the one imitated. Historically, there is no Concept of Privacy in the African village. So it is believed that African-Americans kept nothing secret. Thus he keeps nothing in reserve and every aspect of his life is shared with his communal and biological family. Hurstons essay is important because while framing the architecture of the forgotten African-Americans in the South, she retells the narrative of the African men and women which sought to be original in every form of art. She provides her readers with a true representation of the social characteristics of the African-American culture in the South. Hurston directly puts them in the open for all to critique. Hurstons essay gives the reader a clear picture of African-Americans living in the South during the Harlem Renaissance, as well as, their forgotten identity and connects their traits neatly to many African art genres we see today.

College Life Essay -- Personal Narratives Education Essays

College Life A new experience, a change from the norm, looking out for myself, and living on my own: for me this is college. The transition of high school student to college seemed immensely overwhelming and even a bit scary. The shift opened a can of worms and created challenges, both good and bad, behind every corner. Due to the change of scene, I am now dealing with the everyday acceptance of the greater world around me: the town, the people and my new life. Graduation: the last day that I would unwillingly set foot on the fields of Horizon High School. I could feel my heart beating out of my chest, and tried so hard to keep my feet moving one after the other in order to maintain my perfect stature. After the two hour wait of opening speeches, class songs, and the calling off of the five hundred plus names that were in front of me, it was finally my turn. As my row stood up and we walked towards the stage it had set in at last, this is it, I am done. My high school career ended on that night, but it didn’t close the book that is my life, it only started a new chapter, and with it came a whole slue of uncertainties. I had to ask myself, â€Å"What’s next?† The only thing that I could think of was the rest of my life, and college would start the rest of my life. With college being this important I knew that every decision that I made would affect my life in some way, and this did anything but calm my nerves. I then had the next three months to prepare for this step in my life. Once again I was a little rattled by this notion. So for the summer I prepared whenever I got a chance. I picked up bedding and storage, my roommate and I made sure that we had all of the necessary appliances (i.e. refrigerator, TV... ...t the strange thing was that it wasn’t my cocoon of a home that I missed. I had created a new life in the few short weeks that I had lived in Flagstaff. I found a family in the friends that I made, and wanted to see them again, ask them about their weekends and simply make sure that everything that I made was still there. My fears although real and still there, be it below the surface, are truly leaving. I never thought that I could feel safe and comfortable outside of the nice cushy box that I made for my self in the previous chapter of my life, but I stepped out. I ventured farther than anyone else in my family ever had gone. I have conquered my anxiety, or at least pushed it back for a while. I have faced my challenges of being out on my own, and maybe even created a few more that I cannot see yet on the horizon, but for now I am making it on my own.

Tennyson’s The Lady of Shalott Essay -- Tennyson Lady Shalott essays

Tennyson’s The Lady of Shalott What used to be a simple home is now a sacred sanctuary, a refuge from all the filth of the world, a place to trap and stifle beauty, adventure, and passion. What used to be a simple woman is now an angel, a pure and domestic celestial being. I live in an era where women are considered most beautiful when isolated, helpless, and even dead; where a lady with passion is scarier than a bitter hag; where feminine is now a synonym for pure, selfless, and submissive; where sexism has put on the fancy dress of romance. And Alfred, Lord Tennyson is a man of his era, grabbing romantic sexism by the hand and enchantingly twirling her around the dance floor. Tennyson’s poem The Lady of Shalott has created a great tension within me, within my mind and heart. He plays into the public’s hands, trapping a beauty in a high tower and keeping her there with the threat of a curse: There she weaves by night and day A magic web with colors gay. She has heard a whisper say, A curse is on her if she stay To look down to Camelot. She know not what the curse may be, And so she weaveth steadily, A little other care hath she, The Lady of Shalott. Not only is she trapped and isolated, but also this lady sits weaving, apparently cheerful and content. Protected, pure, even angelic she sings her melodies and weaves and weaves. A beautiful woman weaving in her faraway room, only seeing the world through shadows and reflections: Tennyson pitifully feeds off of stifling social expectations, weaved deep into our culture (with frail Snow White laying helplessly poisoned in a glass case and with dear Repunzel combing her long hair in a high fortress†¦in a land far, far away). In other words, at the beginning o... ... not trying to say anything as much as he is capturing the national mood and developing languages and images that haunt, move, and affect. At some point writers, readers, characters, and people must put aside their intentions and desires for social criticism and take part in the magic, even if it isn’t the wisest choice. I must refer one last time to my own writing as Jane brilliantly describes this unwise, tension-filled, passionate choice: I looked, and had an acute pleasure in looking—a precious yet poignant pleasure; pure gold, with a steely point of agony: a pleasure like what the thirst-perishing man might feel who knows the well to which he has crept is poisoned, yet stoops and drinks divine draughts nevertheless. (173) So sing on talented Tennyson. I’ll sway to the rhythm of your music. Bibbity, bobbity, boo. †¦and they lived happily ever after.

Government cut-backs

High youth unemployment and cutbacks in government funding for post-secondary education are the new realities confronting students. The implications for most working and middle class students are either to abandon education altogether and to accept a future of McJobs and unemployment, or to be saddled with a lifetime of debt. Since the end of WW II, science and technology have been playing a dramatically increased role in the process of capitalist production in Canada. As a result, there has been an increase in the demand for a more highly educated labour force. For example, between 1971 and 1986, jobs primarily concerned with the creation and utilization of data and technical knowledge have represented two-thirds of net job growth. This has led to a rapid expansion in school enrolment. Between 1951 and 1993, the number of full-time post-secondary students has increased over tenfold, growing from 91,000 to almost 1 million. However, accompanying the scientific and technological revolution, is a tremendous growth in productivity that has led to higher levels of unemployment. Between 1980 and 1993, youth unemployment increased from 12% to 17.5, leaving many with no other alternative but to remain in or return to school. Since 1984-85, tuition fees have more than doubled across Canada, pushing more students into the labour market in search of income. While in 1980, 31% of full-time students, aged 15-24, held jobs during the school year; by 1989, this number had reached 41%. This worsening economic situation has also seriously interfered with the studies of college and university full-time students, as almost a third of them were forced to work 20 or more hours per week during the school year. Another reflection of the economic hardship of students is their growing debt burden. In 1984, 114,000 Ontario students received around $4000 million in student aid, by 1993-94, as tuition continued to increase, about 180,000 students (representing almost half of full-time students) took out over $1 billion in loans. The average value of loans in 1994-95 was around $6800. By 1998, the federal government is scheduled to eliminate a total of $7 billion in transfer payments to the provinces for medicare, social assistance, and post-secondary education. The expected effect on Ontario university students is a doubling of their tuition. But this is only the tip of the iceberg. Ontario's education minister, John Snobelen, has already made clear his government's intention to move toward a â€Å"market-based tuition fee†. If both levels of government abandon their financial support for Ontario universities, tuition will reach minimum levels of $7500-$8000. To counter the danger of a dramatic growth in defaults as it increases tuition fees, the federal government has transferred liability for student loans to the private banks. While increasing the role of the private banks in the short term, these changes set the pace for the full privatization of the student loan system. Another plan, currently under discussion, proposes collecting the loan repayments through the taxation system, i.e., Revenue Canada, through an Income Contingent Loan Repayment Plan (ICLRP). If the direction of government â€Å"reforms† is not reversed, it is only a matter of time before students who are at a high risk of unemployment (disproportionately women) or who are expected to have a low income after graduation (again disproportionately women) are refused access to loans, while most of the rest are burdened with a lifetime of debt. But the class nature of the privatization process has already become apparent. For 1995-96, the demand for first-year places is down by 5% in Ontario–20% in some faculties–leading many schools to turn toward recruiting drives and to lowering their admission requirements. Evidently, higher tuition is an obstacle for better qualified, poorer students, while offering an opening to less qualified, richer students. Cut the deficit by taxing the big corporations By focusing attention on expenditure reduction, the big corporations and the right-wing aim to deflect attention from the cause of the national debt: the decreasing tax revenues from corporations, which have declined from 20% of total federal revenues to only 7% in the last 20 years. Canada continues to have one of the lowest corporate tax rates in the industrialized world. Even the same level of corporate taxation as in the U.S. would provide an additional $9 billion a year–more than enough to cover all the cuts in social spending scheduled by the federal government. The ongoing cutbacks to education follow more than a decade of political and financial pressures promoted by federal and provincial governments in relation to social spending in general. Indeed, the education crisis cannot be separated from the overall crisis of the capitalist economy in Canada. The critical challenge before us today is to bring together all the social elements that are hurt by the implementation of the big corporate agenda: to build wide coalitions of youth and students, workers, women, seniors, environmentalists, peace groups, farmers, aboriginal people, immigrants, and many others–in support of a genuine â€Å"People's Alternative† program. This program would provide for decent wages, stronger public health and child cares systems, job creation programs, while restoring and increasing public funding for education. Reversing the current cut-backs and building the people's alternative depend on escalating the student protests. As a first step, we must build strong grassroots organizations on campuses which can ensure wide student involvement in the mobilizations. Students and working people have fought a long battle to win the right to higher education, health care, UI, and other social programs. Today, we have to build the fightback against those who are bent on destroying our social programs and our right to a quality, accessible education.