Analysis Of Creon s The King Of Oedipus - 941 Words

Writer’s Response The Jainist text and Mengzi both agree to Creon’s accountability in the play’s CONFLICT, they disagree as to what leads to Creon’s downfall. Mengzi believes Creon’s lack of compassion is why he fails to hold on to everything that ultimately becomes nothing towards the end of the play, whereas The Jainist text believes Creon’s countless hamartia(s) is his downfall throughout the entirety of the play. In the very beginning of the play when both brothers, Eteocles and Polynices, are dead, Creon says that anyone who tries to bury Polynices will not do so unharmed. He does not care that Polynices was the son of Oedipus, a brother, or even a person; Creon only saw Polynices as a traitor and Antigone as a traitor as well for trying to give her brother a proper burial. Creon never got off of his high horse to ever put himself in Antigone’s position as a person with a sibling. If it were him that had died doing what he thought was right, he would want someone like Antigone sticking up for him or maybe he would cower away and not take action because of the suspending consequences, like Ismene. Mengzi says that â€Å"human sensitivity to the suffering of others should lead to a life of benevolence, duty, and wisdom† (706). Benevolence is any kind act, but it can also describe the desire to do nice things. When you re feeling selfish, you probably won t show benevolence, but if benevolence comes through in spite of your crankiness, then you know you re really a goodShow MoreRelatedCharacter Analysis : Creon s Oedipus The King 1180 Words   |  5 PagesCounty College Character Analysis: Creon In Oedipus the King by Sophocles, a fatal curse is put upon the town of Thebes. Creon, current king and brother of Jocasta, gives the throne to Oedipus because he freed the city from the Sphinx. Creon is asked to seek help from Apollo, the son of Zeus and Leto, and twin brother of Artemis by Oedipus, his brother in law. Creon reveals to Oedipus that the only way to dismantle the curse is to discover who killed Laius, the former king of Thebes, and then toRead MoreSophocles The King And Antigone Essay1566 Words   |  7 Pages Sophocles wrote about kings. Mythological, or at least long dead, the regal protagonists of fraction of Sophocles’ surviving work embody the political realities of the ancients’ time. By examining and analyzing the origins and nature of kingship in Sophocles, one can glean a sliver of insight into a civilization that has all but disappeared. Sophocles’s kings were great human leaders, reaching their position through impressive deeds or standing in the community. Although they wielded great powerRead MoreOedipus Trilogy Analysis1214 Words   |  5 PagesNovel Analysis of The Oedipus Trilogy Oedipus Rex, or Oedipus Tyrannus as it is in Latin, could be what we call today a Freudian work of literature. The Oedipus Trilogy was originally written by Sophocles and is meant to be told in a story-telling fashion. But this Grecian tragedy was revised and translated into English by Paul Roche and put into a novel form. The Oedipus Trilogy is a novel that deals with destiny and fate. The reader is shown a series of events plotted out from which OedipusRead MoreThe Poetics of Oedipus and Dana Marschz1312 Words   |  6 Pages Creon, in Sophocles Oedipus the King, declares to Oedipus that his power ends; none of [his] power follows [him] through life. (Fagles, 652:1677-8) This edict communicates the transience of mortal abilities, and the hubris of those mortals. In the 2008 film Hamlet 2, Dana Marschz perceives himself as an excellent writer producing the work that will save Drama (Hamlet 2, 00:27:58-28:00), which the community loathes for its mediocrity rather than celebrates for its merits. Comparison of the twoRead MoreWhich Is More Responsible for Oedipus‚Äà ´ Fate, Oedipus Himself or ‚Äà ºMoira‚Äà ¹ Fate?1057 Words   |  5 Pagescan have some bearing on our lives, whether the effect is adverse or desirable. Sophocles’ Oedipus the King is a play represe nting a Greek belief determining the fate of men. The Greeks firmly believe that they are bound to any prophecy made by the gods. With this in mind, one would initially agree that â€Å"moira† is solely responsible for determining Oedipus’ fate. However, after a thorough analysis of Oedipus’ character we see how his actions play a significant part in determining his fate. AdditionallyRead MoreCharacter Analysis Of Oedipus The King1961 Words   |  8 PagesCharacter Analysis of Oedipus: Oedipus the King Oedipus the King is a Greek tragedy play written by Sophocles, and it made its first debut around 429 BCE. It is one among the Theban trilogy plays. The story reveals that Oedipus has unknowingly killed his father, and married, and bore children with his mother. He must find the murderer of King Luis, his father, in order to save the city Thebes from a plague. To his tragic misfortune, it is revealed first through dramatic irony that Oedipus himselfRead MoreEssay on Tragic Flaws in Oedipus the King3561 Words   |  15 PagesOedipus the King, Sophocles’ classical Greek tragedy, presents tragic flaw(s) as the cause of   the near-total destruction of the life of the protagonist. This essay examines that flaw. In his essay â€Å"Sophoclean Tragedy† Friedrich Nietzsche agrees that there is an â€Å"error† within the protagonist, but refrains from specifying exactly what it is: The most pathetic figure of the Greek theatre, the unfortunate Oedipus, Sophocles takes to be a noble man called to error and alienation in spite ofRead MoreAnalysis Of Oedipus The King 1127 Words   |  5 Pages For A Life Of Regrets Oedipus the King is a play written by Sophocles. Oedipus is the main figure and legend of Sophocles play. After Oedipus birth into the world, his father King Laius of Thebes heard from a prophet that his own child was destined to kill him. Sophocles play begins from past to present and starts to unravel the journeys Oedipus goes through. Oedipus isn t an evil character as one would think while reading the story. He neverRead MoreAnalysis Of Oedipus The King And Antigone1170 Words   |  5 Pageson this ever- changing world. In civilizations such as Athens, women were looked down upon and this battle to leave behind tradition proved to be almost if not fatal. Sophocles Oedipus the King and Antigone exemplify three distinct female Athenian characters who approach this battle with different fronts. Through analysis of Ismene, Antigone and Jocasta’s distinct characters, the reader better understands how Sophocles uses a feminine voice to break away from the tradi tion discerned in Athenian lifeRead MoreJustin Janawitz. Howell. Advanced World Literature, Gold1790 Words   |  8 PagesDevelopment of Oedipus Rex Sophocles’ Oedipus Rex is a classic Greek tragedy that was first performed during the beginning of the Hellenistic era of Greek history and is considered by many to be the masterpiece of Greek Tragedy. Before the play begins, Oedipus unknowingly fulfills a prophecy in which he kills his father, marries his mother, and has children with her. He kills his father, King Laius, at the Crossroads without knowing who it was, and by solving the riddle of the Sphinx, Oedipus became King

NASCAR drivers are true athletes Free Essays

In the public consciousness, sport is normally associated with human-powered activities like football and basketball, whereas those, engaging with human-assisted activities like racing, are not viewed as true athletes as they allegedly do not need great physical effort to achieve success. This tradition derives from Ancient Rome, whereas the major emphasis was placed upon the activities, which demonstrate the perfection of human body, but in the modern world, due to the arrival of new technological novelties, it would be unwise to limit the list. The present paper presents the reasons for which NASCAR drivers can be categorized as athletes. We will write a custom essay sample on NASCAR drivers are true athletes or any similar topic only for you Order Now First of all, it is necessary to provide a definition of a true athlete: athlete is a person who possesses either natural or trained skills, needed to do a particular type of sports on the professional basis, participates in the competitions, observing the rules prescribed,   and is able to use the skills they possess in a beneficial way. Thus, there are several key aspects, which characterize an athlete, so they can be used as categorization criteria. First and foremost, an athlete should engage with a particular type of sports. Thus, it is important to prove that motor racing belongs to the realm of sports; for this purpose, it is necessary to define the term â€Å"sport†. â€Å"Sport is an activity that is governed by a set of rules or customs and often engaged in competitively. Sports commonly refer to activities where the physical capabilities of the competitor are the sole or primary determined of the outcome (winning or losing), but the term is also used to include activities such as mind sports and motor sports where mental acuity or equipment are major factor† (http://en.wikipedia.org/wiki/Sport, 2006). Furthermore, true athletes should be skilled enough to engage with a specific type of sports. In the present case, they should have dexterity, good at car driving and have sufficient intellectual abilities and the basic knowledge of the physical laws, which rule the process of driving. Thirdly, the true athlete should be able to use their skills and proficiency in the particular type of sport in the beneficial way, because the utilization of such abilities determines the maintenance of qualification and expertise. Fourthly, the true athlete participates in the contests in their narrow sports sphere, as competition is an opportunity to look critically at oneself and assess one’s own skills in the proper way. As it has been mentioned, the athlete engages with professional sports, which require certain development and adjustment of one’s skills to the requirements of the present day, which could be achieved only through observing peer performance. Finally, the true athlete values competitive spirit and thus observes the major rules that regulate the competition, namely those which determine the fair contest. It is possible to disagree with the aforementioned criteria. For instance, a number of extremely professional athletes, who participate in international competitions, tend to abuse the disciplinary rules and demonstrate aggressive behavior, but in the present case major rules that determine the equality and evenhandedness in the contest are discussed. These rules normally prohibit artificial measures, taken to temporarily increase one’s strength or dexterity. In addition, it is also possible to criticize the criteria that relates to the beneficial use of one’s skills in sports. In fact, the term â€Å"beneficial† doesn’t actually points to making money on the basis of sport activity, in fact, it might include such minor issues as using strength to protect oneself or another person from violent hooligans or utilizing intellectual abilities, developed during the years of chess playing, in mathematics. Finally one might claim that competition is not necessary for self-development as an athlete, as it is possible to hire a very qualified coach and train without engaging into the interactions with other sportspeople, but according to the aforementioned definition, positive and inspired rivalry is a core of all sports and victory is their purpose. Applying the first criterion, it is necessary to state that beyond the traditional sports like tennis and gymnastics, there also exist activities, which need more mental capacities and can be also classified as sports. In addition, the NASCAR refers to the activity it promotes and develops (motor racing) as motor sports, and due to the fact that this association is national, it implies the conventional view on sports, approved by the experts in this sphere. Secondly, NASCAR drivers really possess the necessary skills and abilities – otherwise they wouldn’t have been accepted by the association of the national level. Most of them have been training for many years and using professional race equipment in order to provide continuous growth of their skills. Thirdly, the individuals, participating in NASCAR races, have managed to make the sport bring them money – this way of using the complex of sport skills can be considered beneficial. Nowadays, the NASCAR drivers are amongst the richest athletes in the country. Turning sports into one’s personal profitable work is a true art, so the NASCAR drivers have succeeded in utilizing their unique talent. Fourthly, the NASCAR drivers participate in a variety of races amongst which the NEXTEL Cup, the Busch Series and the Truck Series. In order to have an idea about the level of these competitions, it would be useful to read about the NEXTEL, for instance: â€Å"The NASCAR NEXTEL Cup Series is the sport’s highest level of professional competition. It is consequently the most popular and most profitable NASCAR series. The 2006 NEXTEL season consisted of 36 races over 10 months, with over $4 million in total prize money at stake at each race† (http://en.wikipedia.org/wiki/NASCAR#NEXTEL_Cup, 2007). This mean, the NASCAR drivers belong to the so-called â€Å"high sports†, as they participate in the national competitions. Finally, the NASCAR drivers observe the principles of fair competition. For instance, they â€Å"do not use performance-enhancing drugs† (McCormick, at http://nascar.about.com/od/drivers/a/nascarsteroids.htm, 2007) and tend to support the idea of the spirit of positive rivalry through following the rules of politeness and good tone in the relationships with other participants. Criticizing this argument, one can state that NASCAR races are not actually a sport, but rather a show with minor elements of competition. In this case, the accents are placed inaptly , as these races are a true competition in all aspects, but the modern mass-media have turned into a show, broadcasted by numerous TV-channels. In reality, the NASCAR is interested in maintaining its reputation and thus deals merely with professional sport rather than amateur shows . To sum up, the present paper successfully proves that NASCAR drivers are true athletes, as they meet the aforementioned criteria such as skillfulness, obedience to ethical codes, participation in racing and the corresponding competitions and use of their skills in the beneficial way   The paper thus illustrates that a true athlete should possess not merely skills, but also high intelligence, ability to negotiate and make career in the field of sports as well as satisfactory   inner moral culture. Works cited McCormick, S. â€Å"NASCAR Drivers Don’t Use Performance Enhancing Drugs†. 31 July 2007, http://nascar.about.com/od/drivers/a/nascarsteroids.htm Wikipedia. â€Å"NASCAR†. 17 July 2007, http://en.wikipedia.org/wiki/NASCAR#NEXTEL_Cup Wikipedia. â€Å"Sport†. 4 October 2006, http://en.wikipedia.org/wiki/Sport                   How to cite NASCAR drivers are true athletes, Essay examples

Language Policy and Language Planning †Free Samples to Students

Question: Discuss about the Language Policy and Language Planning. Answer: Introduction According to Shamim (2007), effective learning process is often accompanied by strategic unit or lesson plans that are simple, clear, and focused to the learning objectives as well as in line with the curriculum. The design adopted is essential in giving a sense of direction in relation to effective learning of languages for the target group of learners. The direction of the syllabus is clear and directed to the unit objective, an aspect that helps in boosting teaching confidence during the lesson delivery. The simple structure adopted gives a useful basis of future planning. In the learning process, learners often have different abilities and understanding skills not only in English but other subjects as well. The structure adopted is hence an effective lesion planning to meet the needs of every student with different abilities and learning skills. This paper hence focuses on three main sections; a structural unit plan, sample lesson plan, and an essay that addresses the primary imp ortance of the structure adopted in the unit and lesson plan for teaching intermediate English Language learners. In the previous studies, it was found that language is often adopted as a tool by learners for their development, an aspect that depends on the medium of instruction. In Pakistan, it is only in post-secondary institutions that English is adopted as a medium of instruction while the available texts in the language are only used as study materials as pointed out by Muhammad (2011). For this study, the profile of the group will focus on 30 intermediate students who are in preparation to join post-secondary institution. The primary aim is to help the learners to gain the basic skills in speaking English language so as to prepare them for the studies ahead. These learners are from different background. As others are purely green concerning the basics in English language, others have had the opportunity of exposure to either learning the language or having relatives in institutions of higher learning who speaks English. Foreign languages are critical to enable every individual to travel from one country to another for different purposes such as work, holiday and other official and personal issues (Harmer, 2015). The demographic composition of the class is diversified from those who have the basic knowledge of different languages, working experiences with different cultural backgrounds experience, and better background of the Italian to the amateurs that need the basic linguistically introduction (Menghini, 2017). The difference in the skills and knowledge requires me as a teacher to determine the best way of interaction all of them by involving in the discussion of the best way to go about it taking into account of the amateurs. From my method, I will use the instructional and participation methods to offer every one chance to show cast their ability. The students will be required to fill out an informational form to that will be used to know and recognize each student depending on their ability pro gress. Equipment to facilitate the lesson-The inadequate number of linguistically books that can be used will force the class to have to find a better way of acquiring more equipment to facilitate the lesson. Students and the teacher need to have a laid strategy and to agree on the best ways of obtaining the necessary material by choosing between the common purchase and individual purchase as long as the required learning documents are made available. During the discussion, the students should take into account the price of each book. During the language learning process will also have to be accommodative to the individuals with impaired learning process who are so as they can be at the same par with the rest of the class. Cultural backgrounds- The different cultural background and the limited knowledge about the language forces the students to have basic lessons on the different types of languages that will help them understand the deeper meaning of the basic terms in English while taking part in the lessons. Each student should have the basic knowledge of English to facilitate their overall learning process and interaction with other international students. At the end of the learning, the class should be able to communicate in English effectively with one another. The student s will learn about the underlying rules of the language and develop structural sentence in the English at the end of the first week of the lesson. At the end the course, each student should be able to draw the Basic English terms used in communication by an amateur of the language. The students should be able to have the easy time in communication and listening keenly to any discussion carried out in the English language. The students should be able to write up a composition in English and present it the class for analysis. The learners are also expected to have the confidence of speaking, listening, reading, and writing using Basic English skills. The unit is also intended to encourage the learners to adopt English learning in early stages of their learning to reduce the gap of poor English speaking skills among the citizens of Pakistan. English is one of the common languages used globally in international communication, a language that is adopted by most global industries line in businesses, tourism and hospitality among others as pointed out by Shamim (2007). The students are motivated by my linguistically ability to communicate in four different languages that are English, French, Germany, and Italiano. The students are determined and highly gifted individuals with varied cultural background characteristics. As the French teacher who dearly enjoys making writing stories and socializing, my students get motivated to take the first initiative to learning and show their enjoyment as from my ability to offer a safe, free environment where they socialize and entirely get involved with their education. Learning from each student allows free flow of ideas and interpretations. The student's competition moods help them to learn from others and upgrade their abilities as they try to be better than one another At the end of every learning process, it is essential to evaluate and understand the success of the learning process as pointed out by Oxford (1990). For this case, the progress of the students will be indicated by their fluent communication ability, writing ability, and their class assessment and examination performance. The learning process will be considered successful if the learners are at the end able to speak, read, and write in a manner that expresses their basic understanding in using English language. Overall aim(s) of Unit of Work: Ensuring the students gain the basic English language skills to perfectly boost their performance in the post-secondary school. Learner profile: In the previous studies, it was found that language is often adopted as a tool by learners for their development, an aspect that depends on the medium of instruction. In Pakistan, it is only in post-secondary institutions that English is adopted as a medium of instruction while the available texts in the language are only used as study materials as pointed out by Muhammad (2011). For this study, the profile of the group will focus on 30 intermediate students who are in preparation to join post-secondary institution. Context: Foreign languages are critical to enable every individual to travel from one country to another for different purposes such as work, holiday and other official and personal issues. I will use the instructional and participation methods to offer every one chance to show cast their ability. The students will be required to fill out an informational form to that will be used to know and recognize each student depending on their ability progress. The study will focus on three primary contextual factors; Equipment to facilitate the lesson Language background Cultural backgrounds Target context: The primary aim is to help the learners to gain the basic skills in speaking English language so as to prepare them for the studies ahead. These learners are from different background. As others are purely green concerning the basics in English language, others have had the opportunity of exposure to either learning the language or having relatives in institutions of higher learning who speaks English. Lesson Aims and Objectives Focus Activities Resources Assessment 1 At the end of the lesson, every student will be; -Equipped with the knowledge on the correct pattern of English Language -Able to analyze the comparatives and superlatives sentences -Able to show how the comparatives and superlatives bring about the coherence of paragraphs. The use of superlatives and comparatives - Question and answers - Class discussions - Practical demonstrations - Story telling Charts, books, pens, marker pens The lesson will be successful when the learner is able to understand a clear language pattern on the basic English language skills in understanding how to make comparison between objects. 2 At the end of the lesson, every student should be able to appreciate the natural variations of languages that occur across the globe. Importance of comparatives and how it is used in a sentence. Class teachings and discussions Charts, books, pens, marker pens The lesson will be successful if the students are able to identify how comparatives are used in a statement. 3 At the end of the lesson, the learner should be able to; -Identify and name different objects in English -Speak the simple greetings in English -Easily read simple stories in English Read the common stories, essays that are in English language and then later retell the story to the class in vernacular. What is a superlative? The class will also be required to make a chart naming objects and Charts, books, pens, marker pens, objects of different colors and sizes The lesson will be successful if the learner is able to correctly identify different objects by their names 4 The lesson will focus on engaging the students to the listening of the audio lessons and watching related videos so as to improve the listening skills. The student's lesson will be based on the listening and an analysis of the use of comparatives and superlatives and understanding on the close English terms and use of body language during communication. What are the differences between comparatives and superlatives? The learner will listen to different basic stories that will be narrated in English. They will then explain to each other the content or meaning of the stories DVD, laptop, speakers, charts The lesson will be successful when at the end of the lesson, the learner will be able to use comparatives and superlatives correctly in sentences. Section Two: The lesson Plan Name: Class: Intermediate Class By the end of this lesson, the learner will be able to; - Use superlatives and comparatives in a sentence both literally and orally - Use superlatives and comparative used in a sentence - Be able to give example superlative and comparative sentences constructed on their own. Learner group profile: In Pakistan, it is only in post-secondary institutions that English is adopted as a medium of instruction while the available texts in the language are only used as study materials. For this study, the profile of the group will focus on 30 intermediate students who are in preparation to join post-secondary institution. When the lesson ends, the learners will be able to; - Orally mention and write at least 5 superlative and 5 comparative forms of adjectives - Write five three to five sentences using the correct phrases or forms of superlative and comparative based on objects or pictures. - Identify the use of superlative and comparative adjectives in a sentence Anticipated challenges and their solutions: Students may get confused with naming objects of different colors. Solution: The teacher will show them accurate naming of the objects as per the colors of the objects. The learners may find remembering the naming difficult. Solution: Chats will be used to help them master the content The learners may have challenges in spelling work while doing the comparative and superlative adjectives. Solution: A recap will be done in the three conservative lessons to help them master the concepts. Date/Day 6th November 2017, Monday Duration/Time 1 hour Year Intermediate Enrolment/No. of students 30 Unit/ Topic/ Themes Topic: Grammar- Comparatives and Superlatives Theme: The world around us Skills Distinguishing words that show comparison such as er; er+ than; -est Adjectives- superlative forms Adjectives- Comparative forms Objectives of the lesson By the end of this lesson, the learner will be able to; - Use superlatives and comparatives in a sentence both literally and orally - Use superlatives and comparative used in a sentence - Be able to give example superlative and comparative sentences constructed on their own. Learning outcomes When the lesson ends, the learners will be able to; - Orally mention and write at least 5 superlative and 5 comparative forms of adjectives - Write five three to five sentences using the correct phrases or forms of superlative and comparative based on objects or pictures. - Identify the use of superlative and comparative adjectives in a sentence Moral Values The success of the lesson will depend on two primary values from the students; - Cooperation - Attentiveness Materials Text books, objects of different color concentrations, charts Methods of teaching - Giving practical examples using the objects - Asking and answering of questions - Group discussions - Practical reading of a story from the text book Comments (The teacher will give the comments after summarizing the lesson and asking the learners a few recap questions). Assessment The success of the lesson will be assessed depending on the response of the students towards the questions asked concerning what they have learned from the lesson It is a dream of every academic institution to achieve its best results for its students, an aspect that has promoted stiff competition in both private and public institutions globally (Muhammad 2011). Like other countries, the private schools in Pakistan are as well focused in English qualification not only as a basic language but a preferred international language. Rahman (2002) points out that most students who are not native English speakers are good at speaking their vernacular languages and effectively comprehend their basis structure, but fails to do so when it comes to English language. For this reason, different academic institutions have resorted to various means of achieving accreditation from different international chains. In teaching, it is essential to have a unit plan not only for languages but other subjects as well. This essay focuses on the importance of adopting a particular structure of a unit plan for teaching English language. Reasons for the design adopted According to Shamim (2007), effective learning process is often accompanied by strategic unit or lesson plans that are simple, clear, and focused to the learning objectives as well as in line with the curriculum. The design adopted is essential in giving a sense of direction in relation to effective learning of languages for the target group of learners. The direction of the syllabus is clear and directed to the unit objective, an aspect that helps in boosting teaching confidence during the lesson delivery. The simple structure adopted gives a useful basis of future planning. In the learning process, learners often have different abilities and understanding skills not only in English but other subjects as well. The structure adopted is hence an effective lesion planning to meet the needs of every student with different abilities and learning skills. A proof of the considerable time for preparation of the lesson, hence one can predict what the students are likely to gain at the end of the lesson. According to Oxford (1990), a simple lesson planning structure is an essential component of learning process. In other words, the simple design adopted is a clear indication of the proper planning hence keeping the teacher in track and organized while teaching. As a result, they are able to teach more and help students to achieve the language objectives easily. Language learning is a complex exercise and other concepts may be conceived as easy or difficult by learners depending on their ability (Nath, 2017). As a result, the better prepared the teacher is, the more likely he can handle any issue that comes unexpectedly in the process of learning. The goals in the plan are essential in setting the stage for the study hence has been typically written in a broad statement. The introduction lesson is mainly aimed at grabbing the attention of the students and stimulating them to want to learn more about English language hence will be given extra attention. In a systematic study, Walker (2012) denotes that there are various exciting ways of beginning a new unit. However, the conclusion of the lesson is as well essential by helping the learners to synthesize and reflect upon the content that has been covered in the lesson. At the end of the lesson, the learning activities adopted are expected to help the students with their reading, writing, speaking, and listening skills with the aim of helping them to understand the elements of language such as grammar and vocabulary acquisition. In his study, Wright (2004) points out that the activities and resources adopted in the process of learning should be clear and effectively relates to one another. Therefore, identifying the components that are related for learning effectiveness requires the tutors to ask themselves some specific questions. For instance, how far should the unit is planned? What details need to be covered in the planning? How will the components adopted help the class get a balance of grammar activities, fluency oriented activities, and language skills? How to ensure a variety on the unit components adopted (Saha Mandal, 2017). Finding relevant answers to such questions during planning is essential in adopting lesson planning components that are relevant to the reaching process. Class discussion for instance, should have a right tone with will help the teacher establish a rapport with the students. The unit plan is also organized around the theme of listening, speaking, writing, and reading English effectively (Cholin, Dell, Levelt, 2011). The rational for the thematic components adopted is that it demonstrates the interdisciplinary nature of language learning. As a result, the components has to be relating to each other to ensure that it increases the engagement of the students and capture their interest in wanting to learn more about the language. It also ensures that the unit plan ends up being a more relevant and compacting curriculum with simpler organization of the content and less content overlap. That way, the unit plan expands the assessment options as well as assignment relevancy to the goals of the unit. According to Nunan (1998), effective unit planning begins with the selection of an appropriate theme that reflects the student interests, issues to be addressed, and the requirements of the curriculum. The components must hence work together in achieving the identified goals that the tutor wishes the learners to accomplish once the unit comes to an end. However, these should relate to the local or international standards or competence, an aspect that requires a selection of content-rich and challenging activities to use to ensure the competencies are met. How the design of the unit is informed by personal views of learning According to Harmer (2015), the designing a unit plan is an essential aspect if effective teaching. In other words, they are indispensable in ensuring a good language learning progression. It is a characteristic of most teachers to spend long hours with desks full of textbooks, resources, and website addresses to elaborate the appropriate unit plans. It is a process that takes weeks to be completed so that to have a comprehensive planning for the lessons. Therefore, it is essential to understand why it is necessary to prepare a unit plan even though it may look like time wastage. Walker (2012) points out that the preparing a unit plan takes time, organization, patience, and critical thinking but reduces the worry of teaching planning all the time once it is completed. In the case of this study, designing and preparation of the unit plan helps in giving an overview of what the language lessons are going to cover all through the teaching sessions. For instance, at a glance of the lesson plan, there is a clear view of the ideas on how to cover every lesson and the areas to focus on teaching the lessons so that you do not go out the objectives. One is able to see what is going to be taught in the unit, the learning objectives, and what is expected of the students at the end of the lesson, questions that are often the starting points in unit planning. Apart from the teaching objectives, it also shows the overall daily activities, homework, resources, and differentiated learning objectives. In many case, some language concepts often take long to teach as they are more difficult to learn, an aspect that requires the teacher to allocate more hours for the concepts (Aryee Debrah, 2015). Designing a unit plan is essential in such cases especially in dividing the time allocation to ensure the learning process is effective for both the complicated and easy concepts to grab. At the completion of the lesson plan, the teacher also gets time to evaluate the teaching materials available at their disposal. It hence helps in making the lesson more engaging as the tutor will get the chance of sourcing or other relevant materials, an aspect that would be more difficult without making a lesson plan (Nikam, 2016). With all the required materials at the disposal, they can easily be organized in a manner that they can effectively serve the teaching objectives. Making available the relevant resources for each lesson makes it easier in deciding the learning activities that best suits needs of the students. Having a complete unit plan is this important in having a good deal of thinking critically with the aim of ensuring that resources and activities meet the requirements of the learning objectives. Conclusion In conclusion, there is a tendency that is common when we start teaching, which is designing great, innovative, and colorful complex activities and resources with the hope that they will be very motivating to students. However, they often end up proving hard to be used in cases since they may not be adapted to the abilities of the learners. As a result, it is essential to prepare a unit plan in advance as it helps in readapting our teaching planning to suit the abilities of the target students as well as stick to the curriculum. It is a process that determines the success of the teaching process, an aspect that will prove that the teaching objectives are met. References Aryee, S., Debrah, Y. A. (2015). Career planning: an examination of individual, non-work and work determinants.International Journal Of Human Resource Management,3(1), 85-104. Cholin, J., Dell, G. S., Levelt, W. M. (2011). Planning and articulation in incremental word production: Syllable-frequency effects in English.Journal Of Experimental Psychology: Learning, Memory, And Cognition,37(1), 109-122. doi:10.1037/a0021322 Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal 58/4. Harmer , J. (2015). The practice of English language teaching, 5th ed. Harlow: Pearson Longman. Menghini, M. (2017). Supporting multilingualism in academic writing.International Journal Of Language Studies,11107-130. Muhammad, S. (2011). L2 reading instruction and reading beliefs of English teachers in public sector universities in Pakistan (Unpublished M.A. Thesis). Northern Arizona University, Flagstaff, USA. Nath, M. (2017). Problems In Teaching English In Secondary Schools In North Tripura District.Language In India,17(7), 158-283. Nikam, S. J. (2016). Teaching Compulsory English Course to Large Classes: Some Observations.Language In India,16(11), 169-181. Nunan, D. (1998), Language teaching methodology: A Textbook for Teachers, Prentice Hall, New York. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Rahman, T. (2002). Language, ideology and power. Karachi, Pakistan: Oxford University Press. Rahman, T. (2004). Denizens of alien worlds: A study of education, inequality and polarization in Pakistan. Oxford, London: Oxford University Press. Saha, S., Mandal, S. (2017). Discourse prosody planning in native (L1) and nonnative (L2) (L1-Bengali) English: a comparative study.International Journal Of Speech Technology,20(2), 305-326. doi:10.1007/s10772-017-9409-1 Shamim, F. (2007). English as the language for development in Pakistan: Issues, challenges and possible solutions. In H. Coleman (Ed.), Language and development: Africa and beyond (pp. 97118). Addis Ababa, Ethiopia: The British Council. Sharma, S. K., Sinha, S. (2017). Substandard Status of Hindi in Competitive Examinations in India: Cause and Remedy.Language In India,17(6), 433-439. Walker, J. W. (2012). Individual Career Planning.Business Horizons,16(1), 65. Wright, S. (2004). Language policy and language planning: From nationalism to globalisation. New York: Palgrave Macmillan.

Words Can Changes Your Views The Book Thief Literary Essay Essay Example

Words Can Changes Your Views: The Book Thief Literary Essay Paper Words Can Changes Your Views: The Book Thief Literary Essay Wouldnt you like to read a book where the author gives you details of his or her story in mysterious ways? Markus Zusak created a novel of a girl observed by Death, in the town of Mulching Germany. Zusaks novel, The Book Thief included different types of literary devices like personification, metaphors and de-personification to make The Book Thief a better plot for the readers imagination. Even though Zusaks novels novel created a world of hate it also gave a new view on how no one should judge a book by its cover. An author may use metaphors to describe his or her characters emotions, movement or environment. A metaphor is a comparison of two unlikely objects to co- exist with each other. Zusaks narrator in The Book Thief, death describes how Liesel was nervous by letting his readers know that necklace of sweat had formed around (Liesels) throat (Zusak 122). This gave a foresight of Liesels anxiety, agitation and numb affect. Zusak also captured his characters dialogue through his own use of literary devices. The words were thrown at (Isle Hermans) steps (1 15), when Liesel as screaming at Isle for sacking (firing) Rosa Huberam. One other way an author may use metaphors, is to tell his or her readers of the reaction to the characters environment. Just like when Liesel . Lay(ed) back. (Liesel) closed her eyes and her ears held the notes (71), expressed Zusaks characters emotional connection to the sounds she heard around her. Zusak allowed his reader to not only read his book but to have a more mental insight to Zusaks characters. We will write a custom essay sample on Words Can Changes Your Views: The Book Thief Literary Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Words Can Changes Your Views: The Book Thief Literary Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Words Can Changes Your Views: The Book Thief Literary Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Personification is used to give the authors inanimate objects such as doors, clothes and walls, human characteristics. An author can chose to also even give a spirit or myth like death. a heart (71), personifying death as a regular human with feelings, integrity and moral concepts. The Book Thief even gave their readers a view on how nasty things like sweat- that malignant little friend over staying its welcome (1 75), can disturb a persons physical appearance, and how the body can be nuisance. Death also gave us a view that even though sweat helps your body cool down it is still a repulsive stimulant. There are many other ways to also use personification in texts, such as using the white snow sky that stood still at the indow (7), is a picture of the snow collecting at the windowsill acting as if it could stand like a human made out of snowflakes. Personification was used to give Zusaks storys setting more life and emotional background. Many other authors also use a literary device called de-personification. De- personification is giving a human or a person non-human quality like the ability to fly or soar like the wind. Just like when Zusak de-personified the Humans hiding in the clouds (1 3), to describe the bringers of death in the sky hiding from the citizens eyes, giving Death a larger work load to his already undesirable Job. Another example of de-personification Zusak used in The Book Thief was when his characters were in match (1 85), showed the readers a view of Max Vandenberg was frighten, astonished and startled by Liesels appearance. An author may also choose to de-personify ones physical appearance, like a smile or an expression of ones face. For example when Rudy Steiner smiled It ran across (Rudy Steiners) face like a skid (162), de- personified how Rudy was so quick at his ingenuous handy-work. Authors are capable of using literary devises to give their characters a more supernatural haracteristic to the readers eyes. Zusak created his little world of The Book Thief and included many subtle literary devices to give his characters a stronger mental image to the readers. The Book Thief not only gave the reader a story in a mysterious world with strange details but gave you a story of how even darkness sees a light. Zusak created a novel with the intentions to keep his readers drawn into the story devouring the reader from the first page to the final ending. The Book Thief showed there is always a light at the end of the tunnel.

Characterization of John Proctor - The Crucible essays

Characterization of John Proctor - The Crucible essays It is not uncommon for a small insignificant lie to roll downhill and become an uncontrollable snowball. This same analogy applies to collective hysterias; a persons fear of someone or something easily spreads from person to person, growing into massive chaos. An example of a collective hysteria is illustrated in Arthur Millers play The Crucible, for a group of young girls in Salem caused its population to doubt the sanctity that once dominated, making people fear and believe in the dark witchcraft forces among them. As this took place, the town unconsciously divided itself into those who believed in witchcraft, and those who relentlessly condemned its existence in town. In the play, the characters Anne Putnam and Rebecca Nurse illustrate these opposing views; Anne being one who secretly sides with witchcraft while Rebecca openly condemns it. These two characters demonstrate an abysmal contrast in their attitudes and beliefs, sharing very few similarities. In the readers view, Anne Putnam was one of the female characters most likely to be linked with witchcraft, for she demonstrated several signs of siding with this dark concept and even indirectly practicing it. Anne Putnam instructed her child Ruth to join with Tituba so they could conjure her perished sons and daughters spirits. Most mothers in Salem were reprimanding their daughters for involving themselves in the black arts, but Mrs. Putnam was instigating her daughter to be part of these acts, and yet played a saints role in society by condoning people involved in witchcraft. Moreover, Mrs. Putnam was one of the many people who signed the accusation against Rebecca Nurse, even when she had paid her a favor by serving as a midwife during the labor of her eight children. She indirectly blamed her for the death of seven of her eight children, only supporting her accusation by stating that she had been her midwife, thus she was responsi...

The Story of Bakelite, the First Synthetic Plastic

The Story of Bakelite, the First Synthetic Plastic Plastics are so prevalent throughout the world that we rarely give them a second thought. This heat-resistant, non-conductive, easily-molded material holds the food we eat, the liquids we drink, the toys we play with, the computers we work with, and many of the objects we buy. It’s everywhere, as prevalent as wood and metal.   Where did it come from?   Leo Baekeland and Plastic The first commercially-used synthetic plastic was Bakelite. It was invented by a successful scientist named Leo Hendrik Baekeland. Born in Ghent, Belgium, in 1863, Baekeland immigrated to the United States in 1889. His first major invention was Velox, a photographic printing paper that could be developed under artificial light. Baekeland sold the rights to Velox to George Eastman and Kodak for one million dollars in 1899.   He then started his own laboratory in Yonkers, New York, where he invented Bakelite in 1907.  Made by combining phenol, a common disinfectant, with formaldehyde, Bakelite was originally conceived of as  a synthetic substitute for the shellac used in electronic insulation. However, the strength and moldability of the substance, combined with the low cost of producing the material, made it ideal for manufacturing. In 1909, Bakelite was introduced to the general public at a chemical conference. Interest in the plastic was immediate. Bakelite was used to manufacture everything from telephone handsets and costume jewelry to bases and sockets for lights bulbs to automobile engine parts and washing machine components.   Bakelite Corp Fittingly, when Baekeland founded the Bakelite Corp, the company adopted a logo that incorporated the sign for infinity and a tag line that read The Material of a Thousand Uses. That was an understatement.   Over time, Baekeland obtained about 400 patents relating to his creation. By 1930, his company occupied a 128-acre plant in New Jersey. The material fell out of favor, however, because of adaptive issues. Bakelite was fairly brittle in its pure form. To make it more malleable and durable, it was strengthened with additives. Unfortunately, the additives dulled the hue colorized Bakelite.  When other plastics that followed were found to hold their color better, Bakelite was abandoned.   Baekeland, the man who ushered in the age of plastic, died at the age of 80 in Beacon, NY in 1944.

The Matching Hypothesis Essay Example | Topics and Well Written Essays - 2000 words

The Matching Hypothesis - Essay Example The Matching Hypothesis proposes that people of similar levels of physical attractiveness gravitate toward one another (Weiten & Lloyd, 2003). For the sake of testing the validity of the Matching Hypothesis, this research study was conducted to witness whether married couples (or romantic partners) form relationships based primarily on physical attractiveness. This researcher hypothesised that there would, indeed, exist a positive correlation between couples of the same average level of physical beauty being rated on similar levels in a 1-10 scale; or that both variables representing each partner in a romantic relationship would co-vary in the same direction; thus a directional hypothesis. In a correlational research study, the correlational coefficient will vary between 0 and +1.00 (if positive) or between 0 and -1.00 (if negative). In some studies, attractiveness levels of long-term spouses have correlated above .50. (Manstead & Hewstone, 1999). Walster & Walster (1969) conducted a n experiment which indicated a .89 correlation (high) between physical attractiveness and the subsequent perceived desire for another individual. This researcher chose to analyse the results of this study using a correlational method as part of verifying the directional hypothesis. The concept of the Matching Hypothesis was offered by a professional researcher in psychology, E. Walster, who, in conjunction with various researchers, established high correlation coefficients that supported the theory. Walster and Walster (1969) conducted an experiment where participants in the study were randomly paired in a "computer dance" scenario and then issued a follow up survey to rate the acceptability of their partners. It was found in this study that physical attractiveness Further, Berscheid & Walster have conducted research studies which have supported the view that people tend to prefer partners who are more similar to them in terms of attractiveness (Harvey et al, 2004). With this

HISTORY OF CAMBODIAN IMMIGRANTS Essay Example | Topics and Well Written Essays - 1750 words

HISTORY OF CAMBODIAN IMMIGRANTS - Essay Example as well as their assimilation into the American society. The first batch of Cambodian immigrants arrived in the USA earlier than 1975 because of a study exchange program that the American government entered into the Cambodian government that allowed Cambodian students to pursue their studies at the California State University in the Long Beach, which resulted in a considerable number of Cambodians mainly students living in the neighboring town of Long Beach (Bunte, Joseph, and Wobus 2). The Cambodians presence in the U.S. can be traced back to the early and late 1970s when many students benefited from the America-Cambodia education exchange program and broke out of war in Cambodia, which resulted in the overthrowing of the government by the Communist rule. In 1974, the US-backed government in Cambodia was overthrown by the Communist rule a situation that culminated in both political and military instability in Cambodia. The same scenario was replicated in Vietnam as the Communist rule also took over governance in the nation sending the two countries into turmoil. The international community had invested a considerable amount of support in the two nations as far as management is concerned to restore political stability and human rights in the Indochinese region. The Communist rule in the Khmer Republic declared a ‘Zero Year’ an operation that was meant to cripple every aspect of Cambodia to its knees (Sou Chea slide 3; Needham, and Quintiliani). It was aimed at destroying the educational, social and economic aspects of Cambodia so as it can be viewed as a failed state with no standards or values (Operations and Readiness Directorate 19). In essence, the Communist Rule was aimed at destroying all the political, social and economic gains that Cambodia has made with the help of its international allies and thus creating a humanitarian crisis in the nation. The period between 1975 and late 1976 saw close to two

After graduating Essay Example for Free

After graduating Essay After graduating from Ashford University with a Bachelor’s Degree in Child Development; , I am hoping to obtain a job working in the Public school system alongside the Pre-k teachers in implementing programs for Pre-k or become an owner of a childcare center. The nature of families and children in relation to society is important for my profession because in order to help improve the childcare center. I also hope to develop programs for Pre-k that children and their families will benefit from. I first need to know how the child’s family has a big impact on the child’s life and their ability to function in society. Not knowing anything about the child’s background, I feel like I won’t be able to do my job as best to my ability and give the child the appropriate guidance that they need to be successful. Every child is different and part of that comes from their family and home environment. This is what makes them unique and they bring that uniqueness to the classroom. Before we can try to understand the child we first need to understand the child as a whole, their background and family life. The knowledge that I have of the theories of socialization will impact my work in my future profession. This is because of the fact I will know what works and what’s best for the child and what doesn’t work. From experience I know that every child is different so what may work for one child won’t necessarily work for another child. Child’s have different temperament some kids are outgoing and outspoken while others are quiet and shy. The ones that are quiet and shy; I’ve learned you have to work harder at providing opportunities for them to work with other children. . By knowing the theories of socialization, I know what the family’s role is in socializing. The child and I know what my role as a teacher is in socializing the child. I also know what signs to look out for such as bullying and when a child is  having trouble. I also know that a child’s culture background has a lot to do with their socialization and I need to keep that i n mind. A lot of cultures do things differently, for instance, I may mistake a child’s not looking me in the eye as a sign of disrespect, but in some countries it is disrespectful for a child to look someone with authority in the eyes. Before I assume something about a child, I first need to get to know the child and learn about their culture. My understanding of child development will help assist me in my chosen profession because I will be able to help the parents and children that I will be working with. By being knowledgeable in child development I will be able to answer any questions that may arise from the parents. It will help me to do my job correctly and be able to bring out the best in the children I work with. It also gives me a chance to share my knowledge of child development with others. By knowing that each child goes through each stage of development at different times and knowing when a child may not be learning at the rate they are supposed to be, I may be able to catch a child that may have a learning disability because I know what signs to look for and when to notify the parents of any concerns. Also, by knowing what stage of development a child is in and what age, I will be able to implement the correct programs and activities for them that will challenge them. The nature of families and children in relation to society is important for my profession because in order to help improve the childcare center. I also hope to develop programs for Pre-k that children and their families will benefit from. I first need to know how the child’s family has a big impact on the child’s life and their ability to function in society. Not knowing anything about the child’s background, I feel like I won’t be able to do my job as best to my ability and give the child the appropriate guidance that they need to be successful. Every child is different and part of that comes from their family and home environment. This is what makes them unique and they bring that uniqueness to the classroom. I look forward to new door of opportunities that I will embark upon after recei ving my Bachelor Degree in Child Development.

Uncle Tom’s Cabin and the American Civil War :: Uncle Toms Cabin Essays

Uncle Tom’s Cabin and the Civil War   Ã‚  Ã‚  Ã‚  Ã‚  Uncle Tom’s Cabin played a big role in starting the only war that was fought entirely on American soil. There were many factors that led up to the Civil War, but Uncle Tom’s Cabin turned the anger caused by the fugitive slave act into moral outrage which was then fueled by cases such as John Brown and Dredd Scott.   Ã‚  Ã‚  Ã‚  Ã‚  The Fugitive Slave Act was seen by many Northerners as a violation of their personal freedoms. Why should any Northerner be forced to miss work and leave their family to take a runaway slave back to their master? Unfortunately they didn’t have a choice unless they wanted to go to jail and/or pay a $1000 fine. Uncle Tom’s Cabin included a slave family (Eliza, George, and Harry Harris) that was running away in order to keep their son. This made Northerners mad because they didn’t want to leave their life anyways and to leave it to destroy another family was completely against their will.   Ã‚  Ã‚  Ã‚  Ã‚  Most Northerners saw slave owners as lazy because they didn’t do their own work. With new ideas about human rights, dignity, and the sanctity of motherhood brought about by the social reforms caused by cult of domesticity. Harriet Beecher Stowe showed that slaves were people too through Tom and his role all of the plantations that he worked on. By humanizing slaves many the North saw the freedom of slaves as an issue worth fighting and dying for. John Brown started an uprising at Harper’s Ferry. His goal was to get the arms and ammunition at Harper’s Ferry and arm slaves to start an uprising, but the uprising was crushed and Brown was hung for treason. Brown became a martyr for the fight against slavery and caused the tension between The North and The South to reach a new high.

The Crucible Comparison

Katelyn Mittler 10/4/12 4th hour Hegemony through Terror Lost, terrified, and not in control of their own thoughts, Mary Warren and Shawn Hornbeck strive for the life they once lived. In 1692, The Crucible character, Mary Warren comes under the control of foil character, Abigail Williams. In a similar, more recent story, Shawn Hornbeck’s normal life of video games, hanging out with friends, and dirt biking, is ripped away from him with Michael Devlin forcefully kidnaps him with the intent of murder. Everyday coerced by their fear, constantly reminded death reigns imminent.In Arthur Miller’s The Crucible, character Mary Warren, threatened by Abigail Williams not to release they are pretending, lives a lie; just as missing child, Shawn Hornbeck, manipulated by Michael Devlin, cannot release his true identity. Falling into great peer pressure while facing threats from Abigail, Mary makes the courageous decision to tell the truth, but Abigail strengthens her grip and the tr uth crumbles. Mary knows the girls are lying but struggles with the imminent threats from Abby in her rebuke to Proctor, â€Å"She’ll kill me for sayin’ that! (Miller 80). Mary gets this idea from the death threat imposed on her by Abby â€Å"and mark this. Let either of you breathe a word or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you† (20). Abigail scares not just Mary, but all the girls with threats. After trying to tell the truth, Mary succumbs to the torment of Abby. â€Å"Abby, Abby, I’ll never hurt you more† (119).The â€Å"pointy reckoning† that Abigail threatens Mary with does its justice and Mary morphs back into a powerless silenced girl. Similarly, from Shawn’s abduction on October 6th 2002 to his discovery on January 12th 2007, Devlin forces Shawn into living a lie. Shawn spares himself from the wrath of D evlin as he remains powerless in a glass case of emotions. â€Å"From day one he had the gun, he had the power. I was powerless and there was nothing I could physically do† (Kidnapped: Shawn Hornbeck). Devlin holds all of the power, leaving Shawn unable to even think clearly.According to Shawn’s stepdad, Craig Akers, â€Å"Devlin’s control over Shawn was complete and total† (Kidnapped: Craig Akers). Through Devlin’s â€Å"complete and total control,† Shawn makes what his parents call â€Å"A deal with the devil† to save his own life. â€Å"Shawn told the defendant that he would do whatever he wanted him to if he didn’t kill him† (Kidnapped: Akers). â€Å"Devlin agreed not to kill Shawn as long as he made what we called ‘a deal with the devil’. He could never contact anyone, never try to run. And if he did he would be killed† (Kidnapped: Akers).This â€Å"deal with the devil† results in Shawn li ving a lie. â€Å"Shawn became Shawn Devlin and for the next four and a half years the deal he made that day left him tied to his tormentor†(Kidnapped: Sheriff Gary Toelke). The haunting agreements made that day leaves Shawn trapped in a world of terror only known by few. Mary Warren and Shawn Hornbeck are under what psychologists call â€Å"control by terror†. Living a lie, both are coerced into deciding between saving themselves by staying in this lie or to reveal the truth and face the forever imminent death threats.Mary and Shawn fear if they release the truth, they will be killed. Through this fear, Shawn and Mary start to believe their fake stories. Mary believes the girls are doing God’s work, and Shawn starts accepting the harsh reality of being Shawn Devlin. Mary and Shawn predicaments are not predestined; they are, as Devlin says when he first grabs Shawn, â€Å"you were just in the wrong place at the wrong time†. Mary’s â€Å"wrong plac e† starts with her dancing in the woods. Shawn’s begins with taking the shortcut road to a friend’s house.Eventually, Mary gives up and gives in. she succumbs to Abby, becoming the person she never intended. On a brighter note, even though he accepts Shawn Devlin as his new identity, Shawn never gives up hope. Shawn knows his family is still seeking his safe return and makes some efforts to discreetly contact them. On the day the police find Shawn, a huge weight liftes off his shoulders. He says, â€Å"It was a new feeling to say who I really was. † Shawn starts slowly back into his old set of norms.Mary and Shawn lose their personal identities to save themselves, each take a different route in trying to rediscover them. Through further investigation, it is evident that Mary Warren and Shawn Hornbeck encounter the same feelings of terror but are also uniquely different from each other. They fear for their lives as they struggle internally with revealing th e truth or living with the guilt and constant terror behind the lies. Shawn and Mary both encounter numerous times when opportunities to tell the truth stands right in front of them; however, struck by fear they remain silent.Though Mary’s story does not result in a sugar-coated ending, Shawn’s story of torment and terror leads to triumph and a truly heart-warming story. Shawn teaches everyone to never give up hope and that you will always find your way back home, Mary’s story teaches a valuable life lesson to stand up for what you believe in, even if you are standing alone. Though Shawn and Mary encountered horrific events, they are truly two people (fictional or not) who show evident and inspirational life lessons.

Job opportunities in performing arts Essay

The below information is a rough guide based on the information from the jobs4you website. There are over 500,000 people that work in the creative and cultural skills area of work, there are over 62,000 creative businesses in the UK, and 94% of the businesses only employ 10 people a year, so being an arts administrator is a very competitive area of work to get into. There are opportunities throughout the whole of the UK, in public and private organisations. You can get a job in theatre, concert halls, galleries, museums, exhibitions and festivals, etc. Jobs for admin are advertised in the local and national press, and through magazines such as the Arts Professional and The Stage. Qualifications Most of the employers ask for GCSEs at A-C in English and Maths, also it helps to have some relevant work experience. Some arts administrators have gone on to complete a degree, there are many degrees that offer relevant experience, for example business studies, arts management, music, drama or visual arts. The degrees normally last for 3 years, entry for a degree is normally at least two A levels. Entry for adults is a bit harder, so relevant work experience is required, for example: Administration or secretarial work, marketing or public relations, finance, performing arts, for example as a dancer or performer. Access courses are available for people that don’t have the relevant qualifications, and who would like to study a degree. In this job, many people train on the job, but they can take short courses to help develop or to produce new skills. There are many NVQs and SVQs that are relevant, these include: * NVQ/SVQ levels 3 and 4 in business and administration * NVQ/SVQ levels 2,3,4 and 5 in cultural heritage. A promotions manager in the music industry is specialised in finding any opportunities in publicity, this can be for all types of artists, for example a singer or instrumentalist. promotions managers may work with record labels and individual musicians or bands.

Free Essays on Pablopicass

Alfonso 4 One of the Picasso favorite pastimes was during the first winter of the First World War was learning Russian. â€Å"It was a fasicination with Russia and mostly a fascination with the Barones Helen d’Oettingen. â€Å" Part f Picasso seductiveness was his willingness to be seduced, and he and the Barones spent many long evenings together, absorbed, as far as the world was concerned, in advancing his knowledge of Russia† (Cooper 15). At the same time when Picasso was having one of his many flings, Eva became very sick. When Eva was hospitalized, that was the first time Picasso was alone in years. He went to see her everyday at the hospital, but he needed someone to comfort him during his lonely nights. He found someone to comfort him during his lonely nights. Gaby Lespinasse was her name. A beautiful twenty-seven year old Parisian. December 14, 1915, Eva dies. â€Å"My poor Eva is dead,† he wrote to Gertrude Stein. â€Å" It was a great sorrow†¦ sh e was always so good to me.† Ever since his little sister had so suddenly died, it seemed that death always winning.† (Huffington 52). This was Picasso saddest Christmas of his life. After Eva’s death Picasso met Olga Koklova, she was the daughter of a colonel in the Imperial Russian Army and had been bornin in Niezin, in the ukraine. Picassso had always had a fascination with Russian things. On July 12, 1918 Picasso married Olga. On February 4, 1921, Olga gave birth to a baby boy. They named him Paulo. Paulo was one of Picasso favorite subjects for many years. He first sketched him on the day he was born, and he continued and paint pictures of Paulo while he grew up. In 1927, Picasso met Marie-Therese, who would later give birth to his daughter. On September 5, 1935 Marie-Therese gave birth to a girl. This was Picasso second child by a different women. â€Å" The baby was given the name of her father’s dead sister, Maria de Alfonso 5 LaConcpcion, but on h er birth certificate the ident... Free Essays on Pablopicass Free Essays on Pablopicass Alfonso 4 One of the Picasso favorite pastimes was during the first winter of the First World War was learning Russian. â€Å"It was a fasicination with Russia and mostly a fascination with the Barones Helen d’Oettingen. â€Å" Part f Picasso seductiveness was his willingness to be seduced, and he and the Barones spent many long evenings together, absorbed, as far as the world was concerned, in advancing his knowledge of Russia† (Cooper 15). At the same time when Picasso was having one of his many flings, Eva became very sick. When Eva was hospitalized, that was the first time Picasso was alone in years. He went to see her everyday at the hospital, but he needed someone to comfort him during his lonely nights. He found someone to comfort him during his lonely nights. Gaby Lespinasse was her name. A beautiful twenty-seven year old Parisian. December 14, 1915, Eva dies. â€Å"My poor Eva is dead,† he wrote to Gertrude Stein. â€Å" It was a great sorrow†¦ sh e was always so good to me.† Ever since his little sister had so suddenly died, it seemed that death always winning.† (Huffington 52). This was Picasso saddest Christmas of his life. After Eva’s death Picasso met Olga Koklova, she was the daughter of a colonel in the Imperial Russian Army and had been bornin in Niezin, in the ukraine. Picassso had always had a fascination with Russian things. On July 12, 1918 Picasso married Olga. On February 4, 1921, Olga gave birth to a baby boy. They named him Paulo. Paulo was one of Picasso favorite subjects for many years. He first sketched him on the day he was born, and he continued and paint pictures of Paulo while he grew up. In 1927, Picasso met Marie-Therese, who would later give birth to his daughter. On September 5, 1935 Marie-Therese gave birth to a girl. This was Picasso second child by a different women. â€Å" The baby was given the name of her father’s dead sister, Maria de Alfonso 5 LaConcpcion, but on h er birth certificate the ident...

Access To Health Care For Australian Cultural Groups

Health care has improved the societal living standards by ensuring that all health problems are attended to in the best why possible. Through the department of health in the government, every location is considered in the improvement of the health standards to provide better service to the community. Every health problem identified is dealt with in the best way possible by the qualified doctors. Cases that cannot be solved through the capabilities of the national health problem, the international health bodies are consulted to ensure that cases like cancers receive the best care. Although the ministry of health in collaboration with the private sector are trying to achieve their best in providing best health care, some challenges are always experienced by the citizens. Due to the increased population, the Constitution has supported the private sector to indulge into the sector to improve the service provisions by providing solutions to medical issues experienced. The health care systems have been improving from time to time to make sure that there, not medical problems are left undissolved. Although the government among other groups might view the provision of healthcare as ethical, there might be issues with balancing the cultural beliefs and accessing health care in the community. For example, a specific cultural group might be believing that people should not be accessing health care, rather they should be healed through their traditional methods (Guzys and Petrie, 2013). People with different originalities inhabit the Australian state. These cultures include the Australian Aboriginal and Culturally and Linguistically Diverse communities (CALD). Therefore, this paper will focus on barriers experienced by both cultures in access to health care and the possible strategies to be used in improving the services. The Aboriginal culture in Australia consists of people whose origin is based on the Australian country, and their practice and beliefs are based on Dreamtime theory. There are several barriers to access to health care for the Aboriginal culture in Australia.   These problems are highly experienced by people living in most remotes areas in the country. The barriers have been observed through various research works conducted by the government among other independent bodies. The main barriers affecting the sufficient access to health care among the aboriginal culture include language and communication, telecommunications, service providers’ trust and transport services (Durey et al., 2013).   Research that was funded by the government was conducted in 2008 to check whether the aboriginals spoke a language that could be understood by their equivalent service providers. This was a government idea to check how efficient were the services offered by the government to the citizens, especially to the field of health (Kunitz and Brady, 2010). The national language in Australia is English, but some people do not understand or speak the language because of lack of knowledge. Based on the research results, around 13% of the Aboriginal culture had another main language other than the national language. Rather, the main language in some localities is not English, which made it difficult to communicate with the health professionals. Amongst this percentage, 46% were perceived to originate from the remote areas in the country, and 2% were from urban areas. Further, the results showed that around 15% of these people were not in a position to communicate in English. For the people of age s 55years and above had the highest percentage (24%) of people who could not communicate in English.   This indicated that the government had a great task to solve the societal problem (Blackwell, 2013). There was a great difference in percentages between the people who were connected to the internet between the residents of remote and non-remote areas. Based on research conducted by National Aboriginal and Torres Strait Islander Social Survey (NATSISS), 98% of the aboriginals had access to telephones regardless of the type of phone. However, 40%, 20%, and 19% used home landlines, public phones, and others respectively. Figure 1: Phone usage among the remote and non-remote aboriginal residents (Abs, 2010) Trust is a paramount element that is factored in the service industry. The doctor should trust their patients in cases of requests for services otherwise the quality of service will be low. The residents should also trust the local hospitals and the workers to ensure that they do not perceive negative thoughts. A higher level of trust will mean that every person can seek medical assistance from the doctors at any time (Liaw et al., 2011). Based on trust study conducted among the aboriginals, some people stated they had trust issues with the doctors and the hospitals. However, a larger percentage was ok with the number medical centers and the health practitioners (Henderson, Kendall and See, 2011).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Figure 2: Trust among the aboriginal culture (Abs, 2010) In some localities, the distance from home places to the medical centers required an efficient means of transport. It was observed if a person perceived an illness, it took a lot of time before medical help could be acquired. Due to the insufficiency in transport services, they could not access the health services easily whenever there was a need. Around 66% of the aboriginals in Australia could access means on transport any time they need, either public or private. However, statistics showed that only 7% were able to obtain transport services on emergencies, which means people who incurred emergent medical cases had high probabilities of survival. Around 32% of the people from remote areas who are unable to access transport services when needed among the aboriginal culture. These statistics shows that there is some significant percentage of individuals who are not able to access transport services when needed (Durey et al., 2013). Some strategies are supposed to be practiced to avoid the effects of the barriers in the society. The strategic practices should be focused on providing remedies to the existing societal problems. Firstly, because the community experiences an issue in communication, the government is supposed to educate people from these localities to become doctors so that they can efficiently serve the community. Otherwise, they can employ translators who will help people who cannot communicate in English effectively. These are some of the remedies for the language and communication barriers (Larson et al., 2011). Availability of telecommunication services helps people be informed about the changes in the technological world. Due to the improvements in technology, health information services are also found on the internet, thus helping the society be prevented from minor health cases. Therefore, raising the level of telecommunication access will also reduce the rate of unattended health case by raising the communities’ intelligence. The quality of health service offered by the hospitals should be raised, which increases the level of trust between the citizens and the doctors/hospitals. Qualified personnel should be employed in every single health center to cater almost all medical problems in the society (Liaw et al., 2011). Finally, the government should improve the construction of social facilities closer to the remote areas to reduce the distance covered by individual seeking for medical help. Transportation services should also be an improvement in the country by constructing roads, which raises the chances of acquiring private or public vehicles whenever needed. If these barriers are effectively managed, the social status of the aboriginal will be improved by reducing their mortality rates and increasing the efficiency of acquiring medical assistance (Steffens, Jamieson, and Kapellas, 2016). The culturally and linguistically diverse communities are perceived to be a combination of different ethnic groups who originates from different parts of the globe. These groups have diverse socio-cultural beliefs, and they varied by their religions. There are several barriers to effective health care that are experienced by the CALD communities in living in Australia. Some of these barriers are knowledge and information about available medical services, personal experiences with healthcare professionals, differences in socio-cultural and religious beliefs and influences from significant others based on health perception (Adebayo, Durey, and Slack-Smith, 2016).   Some individuals in the Australian state who are associated with the CALD communities might not be informed about the available medical health services in the country. Therefore, these particular people might suffer from some health problems that can be treated in the available health centers. For instance, a patient from foreign countries might be suffering from diabetes, a disease that can be treated in specific health centers but because of insufficient information, the condition may worsen. There might be community-based support groups that educate/inform diabetes patients on how to manage their conditions (Alzubaidi et al., 2015). Without information about the existence of such groups, the patients might not enjoy such health services. If people do not acquire the required information, they will not be involved in ongoing advice from the medical practitioners about preventions and interventions to serious societal health problems (Cross et al., 2014). Individuals from different areas in the globe will tend to have personal perceptions about hospitals and health services. Therefore, there might be problems with the way the individuals from the CALD communities interact with the doctors (MHCS, 2010). There might be cases of language barriers which leads to either misunderstanding or insufficient communication. With the differences in the communication, the patient will not receive the required medical assistance. Individuals who will be communicating in a different language will have higher chances of failed trust for the doctors compared to patients speaking in English (Australian Government | Health Department, 2011). This is because if the doctor understands the core health problem, medical assistance will be offered quickly as compared to a person whose medical issue is not yet known. The considerations of the social and emotional factors by the doctor is very important for effective medical care. It can be disappointing if a pa tient is blamed for a disease suffered by the medical practitioners.   Communities have different religious and socio-cultural belief, whereby some are attached to the way they receive medical/health services. Some individuals might be born into a culture that fears a diagnosis of certain diseases to avoid being informed that they are victims. There are some other religious beliefs, especially in Islamic culture who believe that the human life is transient, and much should not be consulted in search for life extension (Cross et al., 2014). Therefore, people from this religion might not acquire continued sufficient medical assistance because it is not according to their beliefs. Also, cultures believe that some specific health problems are as a result of a curse, and medical help should not be sought; rather they should wait and face their wrath. All these beliefs affect the delivery and access to health care services. Every individual has colleagues whom they respect and consult in every individual case. These people can affect the efficiency of the people from CALD communities accessing health care effectively. This is because they might offer wrong health advice to their friends who are in need of urgent medical assistance. For instance, a fellow might speak out about the symptoms being identified but due to assumptions, advice from friends might be inadequate for this particular case. In cases when an individual is advised to wait for recovery without seeing the doctor might lead to severe medical cases.   Firstly, the CALD communities in the Australian continent should be informed about the available hospitals and health services in their localities. This will help reduces cases of severe effects caused due to lack of information. This information can be provided through internet medical services or manuals to all the people entering the country. Solutions should be provided to the experienced problems in the health care provision systems. For instance, language barrier problem can be solved by employing language translation services. Research should be conducted to evaluate the efficiency of health services provided to help curb the extremely negative effects (Dowling, 2014). Health advice should be provided to individuals who are reported to be suffering by encouraging them to seek medical assistance where possible. This will help people having issues of culture and religion opt seeking medical help whenever they feel unwell. Finally, there should be community-based support groups t hat teach individuals about the importance of consulting the doctor whenever there is a need.   Abs, (2010). 4704.0 - The Health and Welfare of Australia's Aboriginal and Torres Strait Islander Peoples, Oct 2010. [Online] Abs.gov.au. Available at: https://www.abs.gov.au/AUSSTATS/abs@.nsf/lookup/4704.0Chapter960Oct+2010 [Accessed 21 Jul. 2016]. Adebayo, B., Durey, A. and Slack-Smith, L. (2016). Culturally and linguistically diverse (CALD) carers' perceptions of oral care in residential aged care settings in Perth, Western Australia. Gerodontology, p.n/an/a. Alzubaidi, H., Mc Namara, K., Browning, C. and Marriott, J. (2015). Barriers and enablers to health care access and use among Arabic-speaking and Caucasian English-speaking patients with type 2 diabetes mellitus: a comparative qualitative study. BMJ Open, 5(11), pp.e008687-e008687. Australian Government|Health Department, (2011). Department of Health | People from culturally and linguistically diverse backgrounds. [Online] Health.gov.au. Available at: https://health.gov.au/internet/publications/publishing.nsf/Content/mental-pubs-p-mono-toc~mental-pubs-p-mono-pop~mental-pubs-p-mono-pop-cul [Accessed 21 Jul. 2016]. Blackwell, W. (2013). Guidelines on the provision of sustainable eye care for Aboriginal and Torres Strait Islander Australians. Clinical and Experimental Optometry, 96(4), pp.422-423. Cross, W., Cant, R., Manning, D. and McCarthy, S. (2014). Addressing information needs of vulnerable communities about incontinence: A survey of ten CALD communities. Collegian, 21(3), pp.209-216. Dowling, M. (2014). â€Å"A guide to interpreting not just the words but the meaning intended† (A DVD to support interpreters, health care, pastoral and spiritual care staff involved in end of life and organ donation discussions with culturally and linguistically diverse (CALD) families). Australian Critical Care, 27(1), p.53. Durey, A., Wynaden, D., Barr, L. and Ali, M. (2013). Improving forensic mental health care for Aboriginal Australians: Challenges and opportunities. International Journal of Mental Health Nursing, 23(3), pp.195-202. Guzys, D. and Petrie, E. (2013). An Introduction to Community and Primary Health Care in Australia. Cambridge: Cambridge University Press. Henderson, S., Kendall, E. and See, L. (2011). The effectiveness of culturally appropriate interventions to manage or prevent chronic disease in culturally and linguistically diverse communities: a systematic literature review. Health & Social Care in the Community, 19(3), pp.225-249. Kunitz, S. and Brady, M. (2010). Health care policy for Aboriginal Australians: the relevance of the American Indian experience. Australian Journal of Public Health, 19(6), pp.549-558. Larson, B., Herx, L., Williamson, T. and Crowshoe, L. (2011). Beyond the barriers: family medicine residents’ attitudes towards providing Aboriginal health care. Medical Education, 45(4), pp.400-406. Liaw, S., Lau, P., Pyett, P., Furler, J., Burchill, M., Rowley, K., and Kelaher, M. (2011). Successful chronic disease care for Aboriginal Australians requires cultural competence. Australian and New Zealand Journal of Public Health, 35(3), pp.238-248. MHCS, (2010). About CALD Communities — MHCS. [Online] MHCS. Available at: https://www.mhcs.health.nsw.gov.au/services/cald-community [Accessed 21 Jul. 2016]. Moyle, W., Parker, D. and Bramble, M. (2014). Care of older adults. 2nd ed. Cambridge University Press. Steffens, M., Jamieson, L. and Kapellas, K. (2016). Historical Factors, Discrimination and Oral Health among Aboriginal Australians. Journal of Health Care for the Poor and Underserved, 27(1A), pp.30-45.

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Essay and a Dissertation - Assignment Example Smith (2004) describes "the primary function of an essay is to improve skills in argumentation, or the process of reasoning methodically" in schools and universities. Dissertations are named differently cross borders and cross academic institutions for example; they are called extended essay, and thesis (White, 2007 p.1), and they are referred to as a long piece of independent work presented by most undergraduate business and management degree students ( White, 2007 p.1) as their final assessed work. Dissertations work requires in depth research in areas of independent work of students that unlike essay students create their own question for study and work with experienced advisor to find answers to overall research topics (Smith, 2004) and it has to be presented in acceptable academic standards (White, 2007). The most distinction of dissertation should be named as its requirement of originality (Smith, 2004). The conditions that topics could be accessed for suitability listed by Brian White can be summarized in more condensed list of three areas as; (a) interest (b) suitability and (c) resources. The simple measurement mechanism can be introduced by measuring scale of (a) robust, (b) fit and (c) unfit rating against the summarized three areas. Interest is unfit since my knowledge, experience and course of study has been around human resources, leadership and this topic requires macro and micro economic studies and geopolitical knowledge and interest. Furthermore, the suitability of topic can be examined by depth and breath of topic and accessibility and availability of resources and information. The next hundred years into future and the breadth of area of competition between Europe and China reveal the unfitted topic for a dissertation work of graduate school. Finally resources required to complete this topic is out of reach of any graduate student due to the breadths therefore it is called for unfit topic for dissertation work. 2. The introduction of Enterprise-Wide Resource Management in my company. This topic is overall fit since the topic meets the requirements of all three areas of suitability. It is interesting as it

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Nikolai Rimsky-Korsakovs Scheherazade - Essay Example Of course, the orientalism of the symphonic poem makes a significant impact on the images the listener may have in his / her mind; however, the way they are represented depends on the listener’s experience only. Personally, I like the first part the most. For me, it is the most bright and memorable when it comes to visual imagery. This part of Scheherazade is definitely about the sea. With the first sound of the woodwinds after the main theme, I see the sunlight that goes through the calm and glassy water so it shines and even become hard to look at. After the entrance of the second main theme, when the orchestra plays tutti, it is the time for the ship to appear. It is a massive, powerful ship with huge sails; it seems that no wind and no storm can destroy it. Music renders the feeling of greatness and stability. Also, it reflects the movements in the see, namely, how waves roll back and forth calmly and steadily. Suddenly, a blast of wind destroys quietness at sea; the waves become larger and larger, calmness turns into a heavy storm with the ship being its victim which is thrown to and fro. All the themes interweave, and the string party become more restless. The image of the storm is com pleted with despairing exclamations in the wind instruments. But the storm blows over, and the see is calm and peaceful again. The second part of the symphonic poem starts with the theme from the first part followed by a rich ornamented theme in bassoons which is developed in variations in parties of other instruments. The theme is so smooth and melodious that it reminds of a human voice, like someone is telling a story. Further, tense surges up and becomes more uneasy, emotional and enthralling. The exclamations in the group of brass instruments reminds of fanfares, and it creates an image of a blistering battle, a struggle to the last breath. In fact, the entire march-like episode based on these

Violation Early Childhood Code of Ethics Research Paper

Violation Early Childhood Code of Ethics - Research Paper Example Secondly, it also discusses some of the appropriate ways that could be taken to avoid such a violation. One of the most challenging ethical issues while dealing with children is food. Ms. Devan, an early childhood development teacher was implicated in an ethical case whereby the parents argued that she went beyond her ethical boundaries by allowing children to used food as playing tools. Precisely, Ms. Devan was using pudding as finger paint while teaching children how to paint. According to her, they preferred using edible pudding as finger paint since they discovered that the children were putting it on their mouth. Although there are ethical codes demanding that the health of the children should be given the first priority, she preferred using food pudding since it was safer than finger paint (Swim & Freeman, 2008). Although her actions were well intentioned, so many ethical questions are raised from such an action. For instance, the children developed a habit of licking the puddi ng paint directly from the table. This is certainly not hygienic. However, it is better compared to swallowing the regular finger paint that is sold commercially. The ethical case came into the limelight when one of the child’s mothers scolded her child for licking sandwich jelly that had spilled on the table at home. When she asked the child, the child affirmed that their teacher let them do it at school. Certainly, the child had learned a different thing from what was initially intended. The parent was worried that the teacher was not exercising the children code of ethics. The teacher also failed to realize that children could have learned that playing materials are good for consumption. This is certainly a violation of early childhood code of ethics, which demands that children be taught the right code of behavior especially during this important stage of cognitive development. Actually, the parent was even more worried that the teacher was wasting food while there were t housands of other children all over the world dying of hunger. Some of the ethical concerns raised from the situation demand a critical thought and consideration. Was the teacher acting safe by allowing children to play with food? Was it safe for the children after all? Did the teacher think about other lessons learned in the process? So many questions of ethical concern can be raised from this case. Undeniably, there is no clear cut difference between what should be done or what should not be done. This is even made more complicated because of the differences in ethical values between different stakeholders. Early childhood codes of ethics may not suffice enough to handle such ethically complicated issues. According to National Association for the Education of Young Children, it is necessary â€Å"To create and maintain safe and healthy settings that foster children’s social, emotional, intellectual, and physical development and that respect their dignity and their contribu tions† (2012). It is evident from the ethical principle that the teacher failed to maintain healthy settings, failed to consider the overall social development of the children’s behavior, as well as intellectual development. Needless to say, there are several measures that can be taken to avoid similar ethical violations. Firstly, the teachers need to expand their knowledge on childhood cognitive development. This would enable the teacher to make better decisions when choosing

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Social Work Roles And Criminal Justice Settings Social Work Essay There are many competing pressures to direct the service in ways that may not be consistent with Social Work principles towards greater penal and correctional models. It is therefore essential to have a clear understanding of the policy and legal framework that creates the remit and legitimacy for the operation of Social Work in the Criminal Justice process (Whyte, 2001, p.7). Statute law is created by Acts of the UK and Scottish Parliaments and relies upon rulings made in Court Hearings to set precedents that define and interpret key terms i.e. Case Law. Understanding the law is fundamental to practice in Criminal Justice settings. Criminal Law is a powerful instrument of social control and sanctions and the Criminal Courts have the potential to impose restrictions of liberty of individuals. Social Workers have a responsibility towards the general public and the courts to protect the public and ensure their wellbeing however, there is also obligation towards those who are in the Criminal Justice process who may be vulnerable and in need of services provided by Social Work. It is therefore essential that all workers have an understanding of the legal frameworks that govern Criminal Justice Social Work and are aware of the scope and limitations of their mandate (Whyte, 2001). However, law is subject to change and criminal justice policy is more liable to su dden, politically motivated changes of direction than is social policy in other fields (Smith, 2002, p.309) The law defines what a crime is, rules of evidence and criminal procedure. However, discretion is given to those involved and therefore, the criminal justice process is not systematic. The judiciary, police and social work have differing roles, agendas, values and beliefs which are shaped by training and cultures which can make working within the system difficult due to lack of shared understanding of common aims and individual roles. Social Work involves working with the marginalised and disadvantaged and can be both vulnerable to crime and susceptible to criminalisation and practice involves work with victims or offenders. Local Authorities have statutory responsibility to provide Criminal Justice Social Work Services to support the Criminal Justice Process through assessment of individuals, information to the Courts and supervision of offenders. Scotland differs from the rest of the UK in that there is a unique cultural and political heritage and a separate legal system. Social Work therefore, has a central role within the Criminal Justice process in Scotland which is in contrast to England and Wales where probation work is commissioned by the National Offender Management Service (NOMS) which is separate from Local Authority control and Social Work functions and shows a difference in their approaches in responding to crime. As McAra (2005) suggests a more welfare orientated approach has been adopted due to its legal culture and political history. The legal framework outlining powers and duties of Criminal Justice Social Work is the Social Work Scotland Act 1968 (as amended). Section 27 of this Act outlines the duty by Local Authorities to provide specific Criminal Justice services (e.g. social background reports, supervision of offenders on an Order or Licence) in respect of central government funding however, it does not explain the objectives of these services or provide guidance on their exercise. Section 12 gives Local Authorities (LAs) discretion to provide additional services (e.g. victims) as part of the general responsibility to promote social welfare. Probation or offender services became the responsibility of the Local Authority Social Work Departments in 1968 and had a general duty to promote social welfare in their locality (S12, Social Work (Scotland) Act 1968). This was due to the Kilbrandon Committee (Kilbrandon, 1964) being appointed to investigate increasing juvenile crime. The Kilbrandon Report recommended a new approach to childrens services based on the needs of children and families and those who offend should be treated the same as those children requiring care and protection. Kilbrandon also suggested diversion and early voluntary intervention as crime prevention and one department for children and adults. This merge of work with adult offenders was pivotal in recognising work with offenders as having a welfare component admittedly with a level of control. Although the Kilbrandon philosophy followed trends of the time which advocated rehabilitation and treatment of offenders and an awareness of the social causes of c rime, this is still highly relevant to todays practice. From the 1980s onwards Criminal Justice in Scotland has undergone major legislative and policy change due to successive governments. As there was concern for public protection and community disposal effectiveness in 1991, 100 per cent central government funding was introduced and the National Objectives and Standards were published which set out core objectives, service provision and guidance on their delivery (Social Work Group, 1991). This resulted in the government committing to Social Work delivering this role. This policy arrangement outlined by Rifkind in 1989 has survived changes in political administration although, it has been suggested that devolution has caused a sudden and dramatic politicisation of Criminal Justice issues and could undermine the welfare tradition (McNeill and Batchelor, 2004: Croal, 2005). Social Work with offenders should aim to address and reduce offending behaviour. Whilst the law provides a framework for practice, effective work with offenders requires Social Work skills such as communication, therapeutic relationships in supervision, assessment and risk management. The task is therefore, varied and complex as Social Workers have the power to control the individuals who are referred via the Courts and enforce any Court Orders but must also work with an offender in a holistic, inclusive way to have a positive impact on their offending behaviour and this can be through support and assistance in relation to personal and social problems but also the individual taking responsibility for their actions. Effective and ethical practice is therefore, about considering and managing the needs and rights of the Courts, the general public, victims and offenders. Although Social Workers have statutory duties and powers to interfere in peoples lives this is not always welcome but is necessary in promoting public safety. Under the Scottish Social Work Services Council (SSSC) Code of Practice Social Workers have an obligation to uphold public trust and confidence and the Criminal Justice Authorities (CJAs) are required by Scottish Executive guidance to develop a strategy to address this (Scottish Executive, 2006b). This strategy includes both offenders and their families and Social Workers should engage these individuals and recognise their views in the development of services. Both Criminal Law and Social Work recognise the autonomy of individuals choices on how they lead their lives and with this capacity is criminal responsibility. Those of which who lack capacity (e.g. children and the mentally disordered) are not culpable in the eyes of the law and may be treated differently. It is therefore recognised that criminal behaviour is not just a choice but may be about social circumstances to which they have minimal control. 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However, the state can impose restrictions on those who breach criminal law or are a threat to public safety as long as the detention is authorised by law and there is a balance between the individual, their victims and the general public. The Social Worker must assess this balance through rigorous assessment and analysis of risk. The Social Work role r equires respect to offenders as individuals and ensure that the offenders ability and right to function as a member of society is not impaired to a greater extent than is necessary in the interests of justice (ADSW, 1996a). Criminal Justice Social Work services are delivered in partnership with various statutory and non-statutory agencies and this can present challenges due to conflicting professional values and aims. The Management of Offenders etc. (Scotland) Act 2005 was introduced to improve joint working and co-ordinate the management of offenders especially in the transition from custody to community supervision and places a duty on Criminal Justice Authorities (CJAs) to have an information sharing process in order that relevant information is shared between agencies (s.3 (5)(g)) for improving offender and risk management. However, sensitive personal information must be handled carefully and be under the principles of the Data Protection Act 1988 and local agency protocols. Practitioners within Social Work must ensure that any information sharing decisions are fully explained and understood by the offender even when their consent to disclosure is not required. Organisations who deliver public services have general duties to eliminate unlawful discrimination and promote equality of opportunity on the grounds of race (Race Relations (Amendment) Act 2000), sex (Equality Act 2006), and disability (Disability Discrimination Act 2005). Individuals who are involved with Criminal Justice organisations are entitled to the protection of discrimination laws which relate to sex, race, disability, religious beliefs and sexual orientation, with exception to exercising judicial functions or carrying out Court orders. In these circumstances it may be within Article 14 of the ECHR which prevents to the right to liberty and security of the individual or the right to a fair trial being interfered with on a wide range of discriminatory grounds. Criminal Justice is still influenced by prejudicial and discriminatory views. Research has been carried out by both the Social Work and Prisons Inspectorate for Scotland (1998) which highlighted concerns about the treatment of female offenders in the Criminal Justice process. In addition to this, several inquiries in England and Wales in relation to racial discrimination by the police and prison services has subsequently raised public awareness (Macpherson, 1999; Keith, 2006). The Scottish Government has a duty to publish information of discrimination of any unlawful grounds (s.306 (1)(b) Criminal Procedure (Scotland) Act 1995) and therefore, all workers need to practice in an anti-discriminatory way. The law outlines the limits of Social Work intervention and knowledge of the law is essential to anti-oppressive practice. The only legitimacy for intervening in the life of the individual within the criminal justice process is the individuals offending behaviour†¦if individuals have social needs which require to be met but are not crime related or crime producing, or if the offence is not sufficiently serious to fall within the criteria of the twin-track approach, services should be offered, as far as possible, through voluntary provision†¦No-one should be drawn into the criminal justice processes in order to receive social work help (Moore and Whyte, 1998, p.24). Rehabilitative intervention is not just about helping; it imposes limitations on the rights of the individual who is subject to the intervention. Risk assessment and offence based practice is an ethical approach. It aims to ensure that the most intensive and potentially most intrusive services are focused on those service users who pose the greatest risk of causing harm to others (ADSW, 2003) and to prevent socially disadvantaged individuals being taken further into criminal justice control which can result in further social exclusion. Criminal Justice Social Workers must take note that the role involves work with disadvantaged social groups. Certain types of crimes and offenders often criminalise the young, deprived, unemployed and undereducated male with an experience of the care system and this is clear from Social Work and prison statistics (Croall, 2005; McAra and McVie, 2005). There is often a complex relationship between social exclusion and offending behaviour and often the Criminal Justice process displays existing injustices within society. It is important that issues in relation to class, age and social context should be recognised together with vulnerability to discrimination. The Social Workers role should be to address issues of social exclusion and empower individuals to lead law abiding lives by addressing their offending behaviour. Social Work can help offenders develop capacity to make informed choices by actively encouraging their participation in the supervision/change process and their engagement with improving their current social situation (McCulloch, 2005; McNeill, 2004). Assisting offenders to focus on their strengths as opposed to their risk and needs can have a positive impact as they learn to recognise the value in their own lives and respecting the value of others. The sentencing stage in the criminal justice process generates the majority of Criminal Justice Social Work through provision of information to the Court in the form of Social Enquiry Reports (SERs) and the administration of community disposals, with the exception of liberty orders (tagging). SERs have no legal basis but there is a statutory duty on criminal justice social work to provide reports to the Court for disposal of a case (s.27(1)(a) SWSA 1968. Reports provide the court with the information and advice they need in deciding on the most appropriate way to deal with offenders. They include information and advice about the feasibility of community based disposals, particularly those involving local authority supervision. In the case of every offender under 21 and any offender facing custody for the first time, the court must obtain information and advice about whether a community based disposal is available and appropriate. In the event of custody, the court requires advice abo ut the possible need for a Supervised Release order or Extended Sentence Supervision on release. (Scottish Executive, 2004d, para. 1.5) The Criminal Procedure (Scotland) Act 1995 sets out when the court can or must obtain an SER. Failure to request a report, where required by law, can result in a sentence being quashed on appeal. The Court is not obliged to follow recommendations or opinions in the SER however, Social workers can have a direct influence on the sentence passed. Preparing SERs demands a high standard of professional practice. It requires skilled interviewing, the ability to collect and assess information from different sources, and the art of writing a report which is dependable, constructive, impartial and brief (Social Work Services Inspectorate (SWSI), 1996, Foreword). The law imposes time limits in compiling reports. The Courts require a report within three weeks (s.201(3) (a) if an offender is remanded in custody and within four weeks if the offender is on bail (s.21(3)(b) of the 1995 Act). This means in practice that there are increased demands on a workers time that places increased pressure in the preparation of SERs especially if there are high numbers of worker absence due to leave or whether the worker knows the offender and their individual circumstances. Whilst conducting interviews the worker must ensure that the offender understands the purpose of the report, the relevance of questions (health, addiction issues, and personal relationships) and the limits to confidentiality of this information. Social workers must balance between an informed recommendation and an awareness of the severity of the offence. The report author should be impartial and not minimise the seriousness of the offence and its impact (NOS, Scottish Executive, 2004d, p ara 5.5) and phrases that imply moral judgements, label or stereotype offenders should not be used (para. 5.1). When compiling an SER workers are required to consider the suitability of disposals in relation to the risk posed by an offender and to target appropriate resources which are most appropriate and successful in addressing offending behaviour. Guidelines for the assessment and management of risk are outlined in the Management and Assessment of Risk in Social Work Services (SWSI, 2000) and there are also additional risk assessment frameworks which specifically relate to serious violent and sex offenders. In Criminal Justice the focus has moved from risk of custody to risk of reoffending and risk of harm. Risk assessment is complex and there has been a shift from concern for the offender and their needs to concern about public safety and the offender being a potential source of risk to others. Although the legislation is not explicit about offending behaviour, National Standards state that SERs should provide information and advice which will help the Court decide the available sentencin g options†¦by assessing the risk of reoffending, and†¦the possible harm to others. This requires an investigation of offending behaviour and of the offenders circumstances, attitudes and motivation to change (Scottish Executive, 2004d, 1.6). Risk is defined by Kemshall (1996) as the probability of a future negative or harmful event and assessment of risk includes: the likliehood of an event occurring, who is likely to be at risk, the nature of the harm which they might be exposed and the impact and consequences of the harmful event. Risk assessment has changed over the years and prior to the introduction of risk assessment tools workers relied on clinical methods or professional judgement which was based on an offenders history. These methods were criticised for being too subjective, inaccurate, open to worker bias and dependent on information given by the offender. In the 1990s workers moved towards objective and empirically based risk assessment tools (actuarial) to support their assessment. Actuarial risk assessment tools rely on static (historical) risk factors together with dynamic (criminogenic) risk factors and to assess the risk of reoffending. The static factors (which cannot change) take into account gender, age at first conviction, number of previous offences and custodial experiences, school progress, previous employment and personal history. The criminogenic factors (focus on current areas) include current employment, personal relationships, peer associates, use of time, substance use, mental health and attitudes and behaviour. All of these factors impact on the risk of reoffending (Bonta, 1996). The most widely used assessment tool, The Level of Service Inventory Revised (LSI-R) devised by Andrews and Bonta (1995) incorporates both static and dynamic factors. However, it does not assess risk of harm and this shows that both actuarial and clinical risk assessments are crucial for an effective and comprehensive risk assessment. Clinical methods combine knowledge of the offenders personality, habits lifestyle and an analysis of the circumstances of the offending behaviour and are therefore, the most appropriate assessme nt tool at identifying those who are likely to cause serious harm. Although more time consuming and require more in-depth analysis of both the offender and the offence risk is assessed on predispositions, motivation towards certain behaviours and triggers that may contribute to harmful behaviour. Actuarial tools are not totally accurate (Kemshall, 1996) and although this is improved upon through use of clinical methods in decision making, professional judgement is also crucial. Social workers must be aware that social disadvantage plays a part and this can contribute to a higher assessment of risk and need and to be cautious about the total reliability of these factors when making recommendations that may affect an offenders liberty. Risk assessment and intervention or supervision should be informed by valid, reliable and ongoing assessment and Social Workers should familiarise themselves with research emerging in this area and the many assessment tools and change programmes available (Levy et.al., 2002). To support change Social Workers have to not just think about what work is done with the offender but how that work is done. Offenders under supervision have very high levels of need. Moreover, although most offenders have many needs in common, there are also significant variations that necessitate the thoughtful tailoring of individual interventions if the effectiveness of practice is to be maximised. In delivering effective practice, the accumulated weight of evidence†¦drives us towards recognition that practice skills in general and relationship skills in particular are at least as critical in reducing re-offending as programme content (McNeill et al., 2005, p.5). This recent review of core skills required for effective Criminal Justice Social Work practice raises challenges in practising ethically and effectively but when applied critically and reflectively this could achieve positive outcomes that are in the interest of the public, victims and offenders. Although the law is crucial in framing Social Work practice in the Criminal Justice process it is equally important that Social Work skills and values are central to effective interventions as the role is both demanding and rewarding. Crime has become increasingly prominent both in the public and political agenda and therefore, Social Work has become more prominent and complex. Social Workers have a professional responsibility towards victims, the Court, community and offenders. To fulfil this role effectively, Social Workers must have a clear, confident understanding of their role, the legislative and policy context and a commitment to increasing and developing knowledge, skills and values required for effective and ethical practice.