Reflection on Theorists/Theories Essay

Maria Montessori bought us the theory of observation of children to open the door to a way of teaching. Arnold Gesell, who bought us the developmental milestones of children. Refer to as the norms, should be consider a starting point to measure development. Both still inspiring early educators of today. It is impressive that Maria Montessori is the first female physician in Italy. This endeavor was a major feat to achieve in her time. She provided great contributions to the cognitive-development theory. Not only did she achieve this accomplishment, she used her skills to aid the children of poverty and disabilities. This to me is a very courageous and endearing act. During her work with impoverished communities, she observed that the environment had no stimulation or structure for children to learn. This led her to embark on another adventure, she opened a preschool named Casa di Bambini in 1907. Maria Montessori formed her beliefs by observing children. One of Montessori’s beliefs, â€Å"In reality, the children are the teachers†. The adults were to create an environment conducive to learning. Once this environment is created the children would venture out and learn through play. This belief is still practiced in childcare facilities today. There are safety guidelines that each facility must abide by for the protection of all children. Complying with the safety regulations and ensuring children can be active and play without danger, in turn gives children a wondrous world to investigate. In her observations, she formed many other beliefs. One being education of children starts at birth and continues on in the early years of childhood. She called these years the â€Å"sensitive periods† (Gordon and Browne 14). The Daily Montessori web site writes, â€Å"Within Maria Montessori’s framework due to her studies with children, she has observed the occurrence of sensitive periods. In other pedagogies it can get called developmental milestones or windows of opportunities. It is these periods in the child’s life when certain ability manifests itself strongly. During these periods, the child has an especially strong sensitivity towards a particular piece of knowledge or skill. The sensitivity lasts for a certain period and does not reoccur†. Sensitive Period for Order (age 18 months to 2 years) Sensitive Period for Language (birth to 6 years) Sensitive Period for Movement (birth to 4 years) Sensitive Period for Refinement of the Senses (birth to 5 years) Sensitive Period for Weaning (5 to 6 months) Sensitive Period for Numbers (4 to 5. 5 years) Sensitive Period for Manners and Courtesies (2 to 6 years) (Retrieved February 06, 2011, from http://www. dailymontessori. com/sensitive-periods/montessori-sensitive-periods/) This belief is very much alive still today in our society. In centers of, today infants are not just left to lie in their crib. We have areas that infants can crawl, touch, and discover new things. Another belief that Montessori implemented within her preschool was to make items assessable to the child. This meant having furniture that was suitable for the children size. Insuring the environment was safely brought down to a child’s level, so the child could take part in activities. Our current classrooms are set up in the same manner. You can see in the classrooms of today small tables and chairs, carpet areas where children can gather, and lower shelves, so that children can retrieve items simply. This change in the environment has also lead to the belief that children should have the freedom to choose what they want to learn about. We still demonstrate this today in choice time. Children make their choice of which interest center they will play in, by doing this a child can develop their skills, while developing confidence in themselves to my choices. This is a way of accommodating the child’s needs, and not forcing regimented education upon a child. Montessori also had the belief of training the senses on practical life (Gordon and Browne 14). We see this in interest centers.

Letter To Kenya Airways Papa Nestor And Mama Marie

Congo believe you would not be being socially responsible in any sense, but would be complicit in any harm that would come to them. Papa Nester Will be 70 years of age in November 2011 and Mama Marie is 63 years old. Their immediate family here in the UK fear for their lives if they are returned to DRY. The Home Office Policy states that it is the decision of the carrier as to whether they carry people who are being forcibly removed. In view of this I urge you not to allow Papa Nester and Mama Marie to embark upon the flight QUOI on Kenya Airways todayMonday the 11th of April 201 1 at 20:00 hrs. Since 2003 Papa Nester and Mama Marie have been living in the UK and have a loving and sustained relationship with their son and their daughter, their respective families, their 10 grandchildren and one great grandchild born on 29/03/11 whom they may never see if returned to the DRY Congo. Having both fled the Democratic Republic of Congo (DRY) because of the persecution that Papa Nester suff ered due to his participation in political activities as an active member Of the Union for Democracy and Social Progress (SIDES) they sought and have been refused refuge here in the UK.Papa Nester has also participated in various Congolese Resistance groups in the K, such as Prepare (Alliance des Patriot's pour la Reformation du Conch), CRY (Congolese Resistance Council) with whom he has attended various demonstrations. If this information is known to the authorities then they fear for their life as there are often reprisals for such actions by the Government in the DRY.The fact that the DRY government could easily arrest and kill members of UDP, Prepare or CRY means that Papa Nester and Mama Marie face clear and present danger if they are returned to DRY. If this planned removal goes ahead then their family seriously doubt that they will ever be able to see their parents and grandparents again as their health is not good and it is thought that following the recent death in February of this year of their beloved son in the DRY and the stress of this removal they may both deteriorate rapidly.Since the untimely death of their son they have spent time in Slough with their daughter trying to recover from what is a difficult period in both their lives. To lose a parent is hard but for a parent to lose a child as a parent is often unbearable! Coupled with this is the fact that without the access they need to not only the support of their immediate family but also to the practical support they are offered by the health and care services here they will be unable to survive in the environment which currently exists within the DRY for older people.Having their parents sent to DRY is not something that their children want as both their son and daughter and their families are willing and ready to support them fully and take them into their homes and have them living with them without the need for recourse to public funds. We the undersigned now ask your company to act as a socially expansible organization and keep Papa Nester and Mama Marie safe in the UK within the loving bosom of her family.

Chapter 12 The Patronus

Harry knew that Hermione had meant well, but that didn't stop him from being angry with her. He had been the owner of the best broom in the world for a few short hours, and now, because of her interference, he didn't know whether he would ever see it again. He was positive that there was nothing wrong with the Firebolt now, but what sort of state would it be in once it had been subjected to all sorts of anti-jinx tests? Ron was furious with Hermione too. As far as he was concerned, the stripping-down of a brand-new Firebolt was nothing less than criminal damage. Hermione, who remained convinced that she had acted for the best, started avoiding the common room. Harry and Ron supposed she had taken refuge in the library and didn't try to persuade her to come back. All in all, they were glad when the rest of the school returned shortly after New Year, and Gryffindor Tower became crowded and noisy again. Wood sought Harry out on the night before term started. â€Å"Had a good Christmas?† he said, and then, without waiting for an answer, he sat down, lowered his voice, and said, â€Å"I've been, doing some thinking over Christmas, Harry. After last match, you know. If the Dementors come to the next one†¦I mean†¦we can't afford you to — well –â€Å" Wood broke off, looking awkward. â€Å"I'm working on it,† said Harry quickly. â€Å"Professor Lupin said he'd train me to ward off the Dementors. We should be starting this week. He said he'd have time after Christmas.† â€Å"Ah,† said Wood, his expression clearing. â€Å"Well, in that case — I really didn't want to lose you as Seeker, Harry. And have you ordered a new broom yet?† â€Å"No,† said Harry. â€Å"What! You'd better get a move on, you know — you can't ride that Shooting Star against Ravenclaw!† â€Å"He got a Firebolt for Christmas,† said Ron. â€Å"A Firebolt? No! Seriously? A — a real Firebolt?† â€Å"Don't get excited, Oliver,† said Harry gloomily. â€Å"I haven't got it anymore. It was confiscated.† And he explained all about how the Firebolt was now being checked for jinxes. â€Å"Jinxed? How could it be jinxed?† â€Å"Sirius Black,† Harry said wearily. â€Å"He's supposed to be after me. So McGonagall reckons he might have sent it.† Waving aside the information that a famous murderer was after his Seeker, Wood said, â€Å"But Black couldn't have bought a Firebolt! He's on the run! The whole country's on the lookout for him! How could he just walk into Quality Quidditch Supplies and buy a broomstick?† â€Å"I know,† said Harry, â€Å"but McGonagall still wants to strip it down –â€Å" Wood went pale. â€Å"I'll go and talk to her, Harry,† he promised. â€Å"I'll make her see reason†¦A Firebolt†¦a real Firebolt, on our team †¦She wants Gryffindor to win as much as we do†¦I'll make her see sense. A Firebolt†¦.† Classes started again the next day. The last thing anyone felt like doing was spending two hours on the grounds on a raw January morning, but Hagrid had provided a bonfire full of salamanders for their enjoyment, and they spent an unusually good lesson collecting dry wood and leaves to keep the fire blazing while the flame-loving lizards scampered up and down the crumbling, white-hot logs. The first Divination lesson of the new term was much less fun; Professor Trelawney was now teaching them palmistry, and she lost no time in informing Harry that he had the shortest life line she had ever seen. It was Defense Against the Dark Arts that Harry was keen to get to; after his conversation with Wood, he wanted to get started on his anti-Dementor lessons as soon as possible. â€Å"Ah yes,† said Lupin, when Harry reminded him of his promise at the end of class. â€Å"Let me see†¦how about eight o'clock on Thursday evening? The History of Magic classroom should be large enough†¦I'll have to think carefully about how we're going to do this†¦We can't bring a real Dementor into the castle to practice on†¦.† â€Å"Still looks ill, doesn't he?† said Ron as they walked down the corridor, heading to dinner. â€Å"What d'you reckon's the matter with him?† There was a loud and impatient â€Å"tuh† from behind them. It was Hermione, who had been sitting at the feet of a suit of armor, repacking her bag, which was so full of books it wouldn't close. â€Å"And what are you tutting at us for?† said Ron irritably. â€Å"Nothing,† said Hermione in a lofty voice, heaving her bag back over her shoulder. â€Å"Yes, you were,† said Ron. â€Å"I said I wonder what's wrong with Lupin, and you –â€Å" â€Å"Well, isn't it obvious?† said Hermione, with a look of maddening superiority. â€Å"If you don't want to tell us, don't,† snapped Ron. â€Å"Fine,† said Hermione haughtily, and she marched off. â€Å"She doesn't know,† said Ron, staring resentfully after Hermione. â€Å"She's just trying to get us to talk to her again.† At eight o'clock on Thursday evening, Harry left Gryffindor Tower for the History of Magic classroom. It was dark and empty when he arrived, but he lit the lamps with his wand and had waited only five minutes when Professor Lupin turned up, carrying a large packing case, which he heaved onto Professor Binn's desk. â€Å"What's that?† said Harry. â€Å"Another Boggart,† said Lupin, stripping off his cloak. â€Å"I've been combing the castle ever since Tuesday, and very luckily, I found this one lurking inside Mr. Filch's filing cabinet. It's the nearest we'll get to a real Dementor. The Boggart will turn into a Dementor when he sees you, so we'll be able to practice on him. I can store him in my office when we're not using him; there's a cupboard under my desk he'll like.† â€Å"Okay,† said Harry, trying to sound as though he wasn't apprehensive at all and merely glad that Lupin had found such a good substitute for a real Dementor. â€Å"So†¦Ã¢â‚¬  Professor Lupin had taken out his own wand, and indicated that Harry should do the same. â€Å"The spell I am going to try and teach you is highly advanced magic, Harry — well beyond Ordinary Wizarding Level. It is called the Patronus Charm.† â€Å"How does it work?† said Harry nervously. â€Å"Well, when it works correctly, It conjures up a Patronus,† said Lupin, â€Å"which is a kind of anti-Dementor — a guardian that acts as a shield between you and the Dementor.† Harry had a sudden vision of himself crouching behind a Hagrid-sized figure holding a large club. Professor Lupin continued, â€Å"The Patronus is a kind of positive force, a projection of the very things that the Dementor feeds upon — hope, happiness, the desire to survive — but it cannot feel despair, as real humans can, so the Dementors can't hurt it. But I must warn you, Harry, that the charm might be too advanced for you. Many qualified wizards have difficulty with it.† â€Å"What does a Patronus look like?† said Harry curiously. â€Å"Each one is unique to the wizard who conjures it.† â€Å"And how do you conjure it?† â€Å"With an incantation, which will work only if you are concentrating, with all your might, on a single, very happy memory.† Harry cast his mind about for a happy memory. Certainly, nothing that had happened to him at the Dursleys' was going to do. Finally, he settled on the moment when he had first ridden a broomstick. â€Å"Right,† he said, trying to recall as exactly as possible the wonderful, soaring sensation of his stomach. â€Å"The incantation is this –† Lupin cleared his throat. â€Å"Expecto patronum!† â€Å"Expecto patronum,† Harry repeated under his breath, â€Å"expecto patronum.† â€Å"Concentrating hard on your happy memory?† â€Å"Oh — yeah –† said Harry, quickly forcing his thoughts back to that first broom ride. â€Å"Expecto patrono — no, patronum — sorry — expecto patronum, expecto patronum† Something whooshed suddenly out of the end of his wand; it looked like a wisp of silvery gas. â€Å"Did you see that?† said Harry excitedly. â€Å"Something happened!† â€Å"Very good,† said Lupin, smiling. â€Å"Right, then — ready to try it on a Dementor?† â€Å"Yes,† Harry said, gripping his wand very tightly, and moving into the middle of the deserted classroom. He tried to keep his mind on flying, but something else kept intruding†¦Any second now, he might hear his mother again†¦but he shouldn't think that, or he would hear her again, and he didn't want to†¦or did he? Lupin grasped the lid of the packing case and pulled. A Dementor rose slowly from the box, its hooded face turned toward Harry, one glistening, scabbed hand gripping its cloak. The lamps around the classroom flickered and went out. The Dementor stepped from the box and started to sweep silently toward Harry, drawing a deep, rattling breath. A wave of piercing cold broke over him — â€Å"Expecto patronum!† Harry yelled. â€Å"Expecto patronum! Expecto –â€Å" But the classroom and the Dementor were dissolving†¦Harry was falling again through thick white fog, and his mother's voice was louder than ever, echoing inside his head — â€Å"Not Harry! Not Harry! Please — I'll do anything –â€Å" â€Å"Stand aside — stand aside, girl –â€Å" â€Å"Harry!† Harry jerked back to life. He was lying flat on his back on the floor. The classroom lamps were alight again. He didn't have to ask what had happened. â€Å"Sorry,† he muttered, sitting up and feeling cold sweat trickling down behind his glasses. â€Å"Are you all right?† said Lupin. â€Å"Yes†¦Ã¢â‚¬  Harry pulled himself up on one of the desks and leaned against it. â€Å"Here –† Lupin handed him a Chocolate Frog. â€Å"Eat this before we try again. I didn't expect you to do it your first time; in fact, I would have been astounded if you had.† â€Å"It's getting worse,† Harry muttered, biting off the Frog's head. â€Å"I could hear her louder that time — and him — Voldemort –â€Å" Lupin looked paler than usual. â€Å"Harry, if you don't want to continue, I will more than understand –â€Å" â€Å"I do!† said Harry fiercely, stuffing the rest of the Chocolate Frog into his mouth. â€Å"I've got to! What if the Dementors turn up at our match against Ravenclaw? I can't afford to fall off again. If we lose this game we've lost the Quidditch Cup!† â€Å"All right then†¦Ã¢â‚¬  said Lupin. â€Å"You might want to select another memory, a happy memory, I mean, to concentrate on†¦That one doesn't seem to have been strong enough†¦Ã¢â‚¬  Harry thought hard and decided his feelings when Gryffindor had won the House Championship last year had definitely qualified as very happy. He gripped his wand tightly again and took up his position in the middle of the classroom. â€Å"Ready?† said Lupin, gripping the box lid. â€Å"Ready,† said Harry; trying hard to fill his head with happy thoughts about Gryffindor winning, and not dark thoughts about what was going to happen when the box opened. â€Å"Go!† said Lupin, pulling off the lid. The room went icily cold and dark once more. The Dementor glided forward, drawing its breath; one rotting hand was extending toward Harry — â€Å"Expecto patronum!† Harry yelled. â€Å"Expecto patronum! Expecto Pat –â€Å" White fog obscured his senses†¦big, blurred shapes were moving around him†¦then came a new voice, a man's voice, shouting, panicking — â€Å"Lily, take Harry and go! It's him! Go! Run! I'll hold him off –â€Å" The sounds of someone stumbling from a room — a door bursting open — a cackle of high- pitched laughter — â€Å"Harry! Harry†¦wake up†¦Ã¢â‚¬  Lupin was tapping Harry hard on the face. This time it was a minute before Harry understood why he was lying on a dusty classroom floor. â€Å"I heard my dad,† Harry mumbled. â€Å"That's the first time I've ever heard him — he tried to take on Voldemort himself, to give my mum time to run for it†¦Ã¢â‚¬  Harry suddenly realized that there were tears on his face mingling with the sweat. He bent his face as low as possible, wiping them off on his robes, pretending to do up his shoelace, so that Lupin wouldn't see. â€Å"You heard James?† said Lupin in a strange voice. â€Å"Yeah†¦Ã¢â‚¬  Face dry, Harry looked up. â€Å"Why — you didn't know my dad, did you?† â€Å"I — I did, as a matter of fact,† said Lupin. â€Å"We were friends at Hogwarts. Listen, Harry — perhaps we should leave it here for tonight. This charm is ridiculously advanced†¦I shouldn't have suggested putting you through this†¦Ã¢â‚¬  â€Å"No!† said Harry. He got up again. â€Å"I'll have one more go! I'm not thinking of happy enough things, that's what it is†¦hang on†¦Ã¢â‚¬  He racked his brains. A really, really happy memory†¦one that he could turn into a good, strong Patronus†¦. The moment when he'd first found out he was a wizard, and would be leaving the Dursleys for Hogwarts! If that wasn't a happy memory, he didn't know what was†¦Concentrating very hard on how he had felt when he'd realized he'd be leaving Privet Drive, Harry got to his feet and faced the packing case once more. â€Å"Ready?† said Lupin, who looked as though he were doing this against his better judgment. â€Å"Concentrating hard? All right — go!† He pulled off the lid of the case for the third time, and the Dementor rose out of it; the room fell cold and dark — â€Å"EXPECTO PATRONUM!† Harry bellowed. â€Å"EXPECTO PATRONUM! EXPECTO PATRONUM!† The screaming inside Harry's head had started again — except this time, it sounded as though it were coming from a badly tuned radio — softer and louder and softer again†¦and he could still see the Dementor†¦it had halted†¦and then a huge, silver shadow came bursting out of the end of Harry's wand, to hover between him and the Dementor, and though Harry's legs felt like water, he was still on his feet — though for how much longer, he wasn't sure†¦ â€Å"Riddikulus!† roared Lupin, springing forward. There was a loud crack, and Harry's cloudy Patronus vanished along with the Dementor; he sank into a chair, feeling as exhausted as if he'd just run a mile, and felt his legs shaking. Out of the corner of his eye, he saw Professor Lupin forcing the Boggart back into the packing case with his wand; it had turned into a silvery orb again. â€Å"Excellent!† Lupin said, striding over to where Harry sat. â€Å"Excellent, Harry! That was definitely a start!† â€Å"Can we have another go? Just one more go?† â€Å"Not now,† said Lupin firmly. â€Å"You've had enough for one night. Here –â€Å" He handed Harry a large bar of Honeydukes' best chocolate. â€Å"Eat the lot, or Madam Pomfrey will be after my blood. Same time next week?† â€Å"Okay,† said Harry. He took a bite of the chocolate and watched Lupin extinguishing the lamps that had rekindled with the disappearance of the Dementor. A thought had just occurred to him. â€Å"Professor Lupin?† he said. â€Å"If you knew my dad, you must've known Sirius Black as well.† Lupin turned very quickly. â€Å"What gives you that idea?† he said sharply. â€Å"Nothing — I mean, I just knew they were friends at Hogwarts too†¦Ã¢â‚¬  Lupin's face relaxed. â€Å"Yes, I knew him,† he said shortly. â€Å"Or I thought I did. You'd better be off, Harry, it's getting late.† Harry left the classroom, walking along the corridor and around a corner, then took a detour behind a suit of armor and sank down on its plinth to finish his chocolate, wishing he hadn't mentioned Black, as Lupin was obviously not keen on the subject. Then Harry's thoughts wandered back to his mother and father †¦ He felt drained and strangely empty, even though he was so full of chocolate. Terrible though it was to hear his parents' last moments replayed inside his head, these were the only times Harry had heard their voices since he was a very small child. But he'd never be able to produce a proper Patronus if he half wanted to hear his parents again †¦ â€Å"They're dead,† he told himself sternly. â€Å"They're dead and listening to echoes of them won't bring them back. You'd better get a grip on yourself if you want that Quidditch Cup.† He stood up, crammed the last bit of chocolate into his mouth, and headed back to Gryffindor Tower. Ravenclaw played Slytherin a week after the start of term. Slytherin won, though narrowly. According to Wood, this was good news for Gryffindor, who would take second place if they beat Ravenclaw too. He therefore increased the number of team practices to five a week. This meant that with Lupin's anti-Dementor classes, which in themselves were more draining than six Quidditch practices, Harry had just one night a week to do all his homework. Even so, he was not showing the strain nearly as much as Hermione, whose immense workload finally seemed to be getting to her. Every night, without fail, Hermione was to be seen in a corner of the common room, several tables spread with books, Arithmancy charts, rune dictionaries, diagrams of Muggles lifting heavy objects, and file upon file of extensive notes; she barely spoke to anybody and snapped when she was interrupted. â€Å"How's she doing it?† Ron muttered to Harry one evening as Harry sat finishing a nasty essay on Undetectable Poisons for Snape. Harry looked up. Hermione was barely visible behind a tottering pile of books. â€Å"Doing what?† â€Å"Getting to all her classes!† Ron said. â€Å"I heard her talking to Professor Vector, that Arithmancy witch, this morning. They were going on about yesterday's lesson, but Hermione can't've been there, because she was with us in Care of Magical Creatures! And Ernie McMillan told me she's never missed a Muggle Studies class, but half of them are at the same time as Divination, and she's never missed one of them either!† Harry didn't have time to fathom the mystery of Hermione's impossible schedule at the moment; he really needed to get on with Snape's essay. Two seconds later, however, he was interrupted again, this time by Wood. â€Å"Bad news, Harry. I've just been to see Professor McGonagall about the Firebolt. She — er — got a bit shirty with me. Told me I'd got my priorities wrong. Seemed to think I cared more about winning the Cup than I do about you staying alive. Just because I told her I didn't care if it threw you off, as long as you caught the Snitch first.† Wood shook his head in disbelief. â€Å"Honestly, the way she was yelling at me†¦you'd think I'd said something terrible. Then I asked her how much longer she was going to keep it†¦Ã¢â‚¬  He screwed up his face and imitated Professor McGonagall's severe voice. â€Å"As long as necessary, Wood†Ã¢â‚¬ ¦I reckon it's time you ordered a new broom, Harry. There's an order form at the back of Which Broomstick†¦you could get a Nimbus Two Thousand and One, like Malfoy's got.† â€Å"I'm not buying anything Malfoy thinks is good,† said Harry flatly. January faded imperceptibly into February, with no change in the bitterly cold weather. The match against Ravenclaw was drawing nearer and nearer, but Harry still hadn't ordered a new broom. He was now asking Professor McGonagall for news of the Firebolt after every Transfiguration lesson, Ron standing hopefully at his shoulder, Hermione rushing past with her face averted. â€Å"No, Potter, you can't have it back yet,† Professor McGonagall told him the twelfth time this happened, before he'd even opened his mouth. â€Å"We've checked for most of the usual curses, but Professor Flitwick believes the broom might be carrying a Hurling Hex. I shall tell you once we've finished checking it. Now, please stop badgering me.† To make matters even worse, Harry's anti-Dementor lessons were not going nearly as well as he had hoped. Several sessions on, he was able to produce an indistinct, silvery shadow every time the Boggart-Dementor approached him, but his Patronus was too feeble to drive the Dementor away. All it did was hover, like a semitransparent cloud, draining Harry of energy as he fought to keep it there. Harry felt angry with himself, guilty about his secret desire to hear his parents' voices again. â€Å"You're expecting too much of yourself,† said Professor Lupin, sternly in their fourth week of practice. â€Å"For a thirteen-year-old wizard, even an indistinct Patronus is a huge achievement. You aren't passing out anymore, are you?† â€Å"I thought a Patronus would — charge the Dementors down or something,† said Harry dispiritedly. â€Å"Make them disappear –â€Å" â€Å"The true Patronus does do that,† said Lupin. â€Å"But you've achieved a great deal in a very short space of time. If the Dementors put in an appearance at your next Quidditch match, You will be able to keep them at bay long enough to get back to the ground.† â€Å"You said it's harder if there are loads of them,† said Harry. â€Å"I have complete confidence in you,† said Lupin, smiling. â€Å"Here — you've earned a drink. Something from the Three Broomsticks. You won't have tried it before –â€Å" He pulled two bottles out of his briefcase. â€Å"Butterbeer!† said Harry, without thinking. â€Å"Yeah, I like that stuff!† Lupin raised an eyebrow. â€Å"Oh — Ron and Hermione brought me some back from Hogsmeade,† Harry lied quickly. â€Å"I see,† said Lupin, though he still looked slightly suspicious. â€Å"Well — let's drink to a Gryffindor victory against Ravenclaw! Not that I'm supposed to take sides, as a teacher†¦Ã¢â‚¬  he added hastily. They drank the butterbeer in silence, until Harry voiced something he'd been wondering for a while. â€Å"What's under a Dementor's hood?† Professor Lupin lowered his bottle thoughtfully. â€Å"Hmmm †¦ well, the only people who really know are in no condition to tell us. You see, the Dementor lowers its hood only to use its last and worst weapon.† â€Å"What's that?† â€Å"They call it the Dementor's Kiss,† said Lupin, with a slightly twisted smile. â€Å"It's what Dementors do to those they wish to destroy utterly. I suppose there must be some kind of mouth under there, because they clamp their jaws upon the mouth of the victim and — and suck out his soul.† Harry accidentally spat out a bit of butterbeer. â€Å"What — they kill –?† â€Å"Oh no,† said Lupin. â€Å"Much worse than that. You can exist without your soul, you know, as long as your brain and heart are still working. But you'll have no sense of self anymore, no memory, no†¦anything. There's no chance at all of recovery. You'll just exist. As an empty shell. And your soul is gone forever†¦lost.† Lupin drank a little more butterbeer, then said, â€Å"It's the fate that awaits Sirius Black. It was in the Daily Prophet this morning. The Ministry have given the Dementors permission to perform it if they find him.† Harry sat stunned for a moment at the idea of someone having their soul sucked out through their mouth. But then he thought of Black. â€Å"He deserves it,† he said suddenly. â€Å"You think so?† said Lupin lightly. â€Å"Do you really think anyone deserves that?† â€Å"Yes,† said Harry defiantly. â€Å"For†¦for some things†¦Ã¢â‚¬  He would have liked to have told Lupin about the conversation he'd overheard about Black in the Three Broomsticks, about Black betraying his mother and father, but it would have involved revealing that he'd gone to Hogsmeade without permission, and he knew Lupin wouldn't be very impressed by that. So he finished his butterbeer, thanked Lupin, and left the History of Magic classroom. Harry half wished that he hadn't asked what was under a Dementor's hood, the answer had been so horrible, and he was so lost in unpleasant thoughts of what it would feel like to have your soul sucked out of you that he walked headlong into Professor McGonagall halfway up the stairs. â€Å"Do watch where you're going, Potter!† â€Å"Sorry, Professor –â€Å" â€Å"I've just been looking for you in the Gryffindor common room, Well, here it is, we've done everything we could think of, and there doesn't seem to be anything wrong with it at all — you've got a very good friend somewhere, Potter†¦Ã¢â‚¬  Harry's jaw dropped. She was holding out his Firebolt, and it looked as magnificent as ever. â€Å"I can have it back?† Harry said weakly. â€Å"Seriously?† â€Å"Seriously,† said Professor McGonagall, and she was actually smiling. â€Å"I daresay you'll need to get the feel of it before Saturday's match, won't you? And Potter — do try and win, won't you? Or we'll be out of the running for the eighth year in a row, as Professor Snape was kind enough to remind me only last night†¦Ã¢â‚¬  Speechless, Harry carried the Firebolt back upstairs toward Gryffindor Tower. As he turned a corner, he saw Ron dashing toward him, grinning from ear to ear. â€Å"She gave it to you? Excellent! Listen, can I still have a go on it? Tomorrow?† â€Å"Yeah†¦anything†¦Ã¢â‚¬  said Harry, his heart lighter than it had been in a month. â€Å"You know what — we should make up with Hermione†¦She was only trying to help†¦Ã¢â‚¬  â€Å"Yeah, all right,† said Ron. â€Å"She's in the common room now working — for a change.† They turned into the corridor to Gryffindor Tower and saw Neville Longbottom, pleading with Sir Cadogan, who seemed to be refusing him entrance. â€Å"I wrote them down!† Neville was saying tearfully. â€Å"But I must've dropped them somewhere!† â€Å"A likely tale!† roared Sir Cadogan. Then, spotting Harry and Ron: â€Å"Good even, my fine young yeomen! Come clap this loon in irons. He is trying to force entry to the chambers within!† â€Å"Oh, shut up,† said Ron as he and Harry drew level with Neville. â€Å"I've lost the passwords!† Neville told them miserably. â€Å"I made him tell me what passwords he was going to use this week, because he keeps changing them, and now I don't know what I've done with them!† â€Å"Oddsbodkins,† said Harry to Sir Cadogan, who looked extremely disappointed and reluctantly swung forward to let them into the common room. There was a sudden, excited murmur as every head turned and the next moment, Harry was surrounded by people exclaiming over his Firebolt. â€Å"Where'd you get it, Harry?† â€Å"Will you let me have a go?† â€Å"Have you ridden it yet, Harry?† â€Å"Ravenclaw'll have no chance, they're all on Cleansweep Sevens!† â€Å"Can I just hold it, Harry?† After ten minutes or so, during which the Firebolt was Passed around and admired from every angle, the crowd dispersed and Harry and Ron had a clear view of Hermione, the only person who hadn't rushed over to them, bent over her work and carefully avoiding their eyes. Harry and Ron approached her table and at last, she looked up. â€Å"I got it back,† said Harry, grinning at her and holding up the Firebolt. â€Å"See, Hermione? There wasn't anything wrong with it!† said Ron. â€Å"Well — there might have been!† said Hermione. â€Å"I mean, at least you know now that it's safe!† â€Å"Yeah, I suppose so,† said Harry. â€Å"I'd better put it upstairs.† â€Å"I'll take it!† said Ron eagerly. â€Å"I've got to give Scabbers his rat tonic.† He took the Firebolt and, holding it as if it were made of glass, carried it away up the boys' staircase. â€Å"Can I sit down, then?† Harry asked Hermione. â€Å"I suppose so,† said Hermione, moving a great stack of parchment off a chair. Harry looked around at the cluttered table, at the long Arithmancy essay on which the ink was still glistening, at the even longer Muggle Studies essay (‘Explain Why Muggles Need Electricity') and at the rune translation Hermione was now poring over. â€Å"How are you getting through all this stuff?† Harry asked her. â€Å"Oh, well — you know — working hard,† said Hermione. Close-up, Harry saw that she looked almost as tired as Lupin. â€Å"Why don't you just drop a couple of subjects?† Harry asked, watching her lifting books as she searched for her rune dictionary. â€Å"I couldn't do that!† said Hermione, looking scandalized. â€Å"Arithmancy looks terrible,† said Harry, picking up a very complicated-looking number chart. â€Å"Oh no, it's wonderful!† said Hermione earnestly. â€Å"It's my favorite subject! It's –â€Å" But exactly what was wonderful about Arithmancy, Harry never found out. At that precise moment, a strangled yell echoed down the boys' staircase. The whole common room fell silent, staring, petrified, at the entrance. Then came hurried footsteps, growing louder and louder — and then Ron came leaping into view, dragging with him a bedsheet. â€Å"LOOK!† he bellowed, striding over to Hermione's table. â€Å"LOOK!† he yelled, shaking the sheets in her face. â€Å"Ron, what –?† â€Å"SCABBERS! LOOK! SCABBERS!† Hermione was leaning away from Ron, looking utterly bewildered. Harry looked down at the sheet Ron was holding. There was something red on it. Something that looked horribly like — â€Å"BLOOD!† Ron yelled into the stunned silence. â€Å"HE'S GONE! AND YOU KNOW WHAT WAS ON THE FLOOR?† â€Å"N — no,† said Hermione in a trembling voice. Ron threw something down onto Hermione's rune translation. Hermione and Harry leaned forward. Lying on top of the weird, spiky shapes were several long, ginger cat hairs.

Your Transformational Story Assignment Example | Topics and Well Written Essays - 750 words

Your Transformational Story - Assignment Example This true story of my mentor is inspirational and it has transformed me in various ways. From her traumatic background experience, she became popular with her talk show â€Å"Oprah Winfrey Show† and has since become the darling of not only America but the world at large. I have drawn great inspiration and transformation from her popular statement, â€Å"It doesn’t matter who you are, where you come from. The ability to triumph begins with you. Always,† (Academy of Achievement). Before reading the transformational history of Oprah, I was sceptical of doing challenging things and I lacked self confidence in whatever I did. My academic career was characterised by low grades as a result of the fact that I viewed myself as incapable of doing a lot of challenging things. Even in life, I have been scared of performing certain tasks on my own for fear of failure. However, today I can happily say that the true story of Oprah has significantly transformed my life in various ways. I have gained a lot of confidence in myself and I can perform any task on my own. One good lesson I have learned from this leader is that failure is a true source of experience and motivation. Instead of despairing about failing to achieve the desired goals at a particular moment, this failure can be a source of inspiration. I have learnt a lot of things from my mistakes. At school, I often achieve poor grades but I am no longer demotivated since this gives me hope that one day I will achieve good grades. I have also been transformed in such a way that I can share my life experience with others without fear or favour. I am not ashamed of my failures in life and am happy to say that I view the sky as the limit in whatever I do. Leadership is the ability to influence others to behave in a particular way (Robbins, 1993). There are various leadership styles and these have an impact on the leader to influence others. Leadership traits have an impact on other people

Consider the role of the hero in a Sixteenth-Century work and a Essay

Consider the role of the hero in a Sixteenth-Century work and a Seventeenth-Century work (16th and 17th Century English Literature) - Essay Example Britomart, the central character Book III of in Spencer’s â€Å"Faerie Queen† is assigned with the role of a sophisticated representative of the Elizabethan patriarchal society, the eponymous heroine in the â€Å"Duchess of Malfi† appears to be the projection of a freewill feminine zeal against the patriarchal authority of the Jacobean Era (Roider). Though the texts deal with the patriarchal zeal of the authors’ societies, their central characters reflect these patriarchies in opposite fashions. While the silhouette of Britomart’s character is determined by the author’s conformation with the existing patriarchal structure of the society, the heroine in â€Å"Duchess of Malfi† appears to be in conflict with her society. On the surface level, Britomart’s quest for the Queen seems to glorify the position of women in Elizabethan society. But if she is examined from a more critical perspective, she appears to be a perfect patriarchal heroine who, though, is free of the negative chauvinistic view of the society. The gender constructs of both of the Elizabethan and Jacobean societies appears to be the same and to be the typical features of a patriarchal society. But the compliance levels of the two heroines with the expectations of patriarchy from the â€Å"inferior sex† differ from each other. In his analysis of the social constructs, Adam Polgar refers to the fact that Britomart’s characters is laden with what the Elizabethan expects from a woman. She is not only the warrior lady in concrete sense, but also a moral warrior who fights for her chastity, the moral expectation of her society. He more likely views Britomart’s quest for her future husband as her effort to save her chastity and loyalty to her future husband. Therefore she appears to be the perfect heroine for the Elizabethan readers. According to him Britomart’s armor that symbolizes her chastity, is the social construct of her gender and she complies with this

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Manufacturing and Production Enterprises - Essay Example CIM involves use of other independent technologies like the computer in all sections of the business making it easier to monitor the progress of each section and monitor process flow. Information sharing to any employee demanding it for effective decision-making if made easier. On implementation, businesses implement it differently and use tools that are dependent on diverse factors affecting the business (Markert & Backer, 2009). This makes it more of a manufacturing philosophy than a technology since it is adopted differently by different organizations to suit their demands. CIM does not include a specific implementation process or predetermined structure that is to be adopted by any organization intending to use the strategy. There are no specific technologies that are identified to be part of the setup. With no specific implementation structure, CIM is more of a management strategy that intends to assist businesses integrates their existing technologies to achieve quality products. An integration of electrical, information and mechanical subsystems makes it possible for management personnel in design and manufacturing to communicate with each other using computer workstations (Markert & Backer,

Obesity Essay Example | Topics and Well Written Essays - 1000 words - 9

Obesity - Essay Example Children and teenagers who are obese face a veer of probable health complications, as they grow older, as well as an amplified menace of diabetes, heart diseases, and some cancers. As if that is not adequate, obesity may negatively affect young people's long-term college and profession prospects, also. In the past few years, an irregular yet emergent body of research has recommended that obesity be coupled with poorer academic performance starting as early as kindergarten. Studies have variously discovered that obese pupils and especially girls tend to have poorer test scores as compared to their slimmer classmates, are more probable to be held back a grade, and are less expected to go on to higher learning levels like college. The most recent such research, put in print recently in the journal of Child Development, followed several kids from kindergarten in the course of fifth grade and discovered that those who were obese all the way through that episode scored poor on math tests t han their non-obese peers.

Team assignment Essay Example | Topics and Well Written Essays - 500 words

Team assignment - Essay Example Nevertheless, the paper illustrates the proposals on how Berry may develop and improve a number of website factors to reach the focused audience, build visitors’ trust, as well as clients alongside seeking guidance to raise the web traffic. The deliberated rationale of the website is to give the visitors with details concerning pest control services provided by the Berry’s Bug Blaster. From the homepage website information, there are three (3) approaches stated of the services offered by the Berry in bullets. In addition, the website gives direction to the visitors on which pests the Berry deals with by stating the pest names at the website homepage. The website gives straight and precise message with the intention of getting the visitors attention for seeking a Berry’s service. The message is a special offer to attract the visitors to commence services by contacting through the contact number provided on the website. Moreover, the website is also available on the intranet of the organization and acts as some sort of Enterprise Resource Planning (ERP) for internal users or employees of the organization. The salient features of the website on the intranet include: Finance and Accounting, Sales and Marketin g, Human Resources, Operations Legal and Information Technology. Within the paper, there are two types of expected audience of the website. The first type of audience who can access the website through the Internet include the companies or people who have problems with the pests or had pest control problems in the past. The second type of audience is the internal users or employees of the Berry’s organization who have to use the website on the intranet to perform day-to-day activities. This website has a number of strength that has help the organization significantly. Some of these strengths include: the website is simple, straightforward and easy-to-use; therefore, it can easily be remembered. On the other hand,

Business Management Unfair Product Pricing Essay

Business Management Unfair Product Pricing - Essay Example It is an ethical concerns that becomes particularly urgent in the case of life saving drugs. Trust is closely related to ethical behavior. In fact, the two concepts are inextricably intertwined. Without ethical behavior on the part of a person or entity, it would arguably be impossible to gain the trust of others, who otherwise would have no concrete basis on which to extend that trust. Trust implies a confidence in someone else that they will generally do the right thing and exercise sound judgment when presented with various types of circumstances. Doing the right thing is the essence of what it means to be ethical. In the business context, that means sometimes sacrificing increased profits in order to avoid harm to people or the community. Thus, pharmaceutical companies should consider steeply discounting drugs that can help save lives, particularly for the poor. Such trust can go a long way toward promoting long term goodwill for the business. This can be a key ingredient in establishing long term profitability. Thus, fostering trust by acting ethically is an important long term business strategy for any organization.

An overview of the history issues and laws on runaway children and teens Essay Example for Free

An overview of the history issues and laws on runaway children and teens Essay Runaway Kids When children and teens have to deal with abuse, family, depression, or any other issues for an extensive period of time without getting the help they may run away. When a kid has these problems and they are unable to get help then why would they stick around and wait for dad to come home? The process in which our government finds and helps runaway children is not up to a standard that keeps them from falling into the streets and succumbing to sex, drugs, and violence. Runaway children and teens who have been recorded for centuries. Whether it is due to controlling parents forcing their kids into arranged marriages or legally disowning them for various reasons. During the Great Depression Era, children of all ages would leave home looking for work or food to provide for their families or themselves. Ever since the government passed the child labor laws, children could not help provide for their families through a job. So their families either kicked them out or sent them out to find better fortune somewhere else. They would travel together, hopping from train to train, therefore they were called the Box Car Kids. A little later around 1945 to 1963 sterilization laws were passed which allowed institutions to sterilize individuals against their will. Runaway kids would get detained and if a guardian or parent did not pick them up then they would be sterilized. The era this occurred in was called the Eugenic Era, it spawned from the thought of making a utopian society. Drug ridden, crazy, violent, scared children were not fit to reproduce. Issues for these children usually begin at home, with abuse acting as a major component. When abuse is not noted and solved, or the child isnt removed from the environment, then the child may feel like it is their responsibility to solve this when no one else will. No kid should have to face this, when they finally realize that they can’t deal with an abusive parent, sibling, or guardian at home then they resort to fleeing the situation. Some kids are brought up in homes that have been broken for generations, ridden with drug or alcohol abusing parents. Throwaways are children that parents do not want and have kicked out of their homes. This makes things even more difficult when police finally bring the kid back home but the parent does not want them there. This causes mental issues to occur or grow in the child. These problems include diseases such as depression, anxiety, which could branch into self-harm, self-image issues, acting out, drug abuse, underage drinking, along with many other harmful activities. Teens may turn to drugs and or drink at sometimes a very young age to cope with the hardships they face at home, school, or with personal issues. Whether they turn to them before running away and being exposed to the streets or beforehand, there is a high likelihood of it. The law about runaways differs from that of abductees. This matters because of the effort put into each one, for example, amber alerts, and simply the effort put into finding the child. A private investigator says, â€Å"that since the kids just ran away and do not seem to be abducted it is a lot harder to get help from the law enforcement, or get the word out by using the Amber Alert System.† (Janis, 2) An amber alert is only put out for abductees because the state knows they are in imminent danger and that they know for a fact that they do not have time to waste in finding them. There should be an alert sent out that is almost as mainstream as an amber alert. Although they are not in the clutches of a specific person or group of people, there is an extremely high possibility of them being in the same situation soon. The NCMEC or National Center for Missing and or Exploited Children is who people are supposed to call to help find their children along with the police. The problem is that this board is not very familiar with, at least not nearly as much as the amber alert system. Another problem is that the police cannot chase these kids across state lines with no leads or jurisdiction. There are far too many missing children alerts in police headquarters for all or even half to be noticed at one time and be helped. If the child gets outside of the county to city limits past state lines, to possibly across the country that is just lessening the chance of them being found. The further away from the last place they were seen the less the state and government can or will do for them. Depending on how much effort the family puts in, the story will fade out and they could be lost for an extended period of time whether the child is attempting to be gone that long or they got hurt, legitimately lost, trapped, or killed. Children who run away usually attempt during the summer. Due to obvious reasons such as, they are not freezing, they can sleep, can travel outside with more leisure, and stay away from home for a longer amount of time. Whereas in colder temperatures these things are not available, they usually go back home in a matter of days or weeks. Most runaways return home in 48 hours to two weeks generally, warm or cold climate. If a child has run away before he or she is likely to run away again for the same reasons; if they feel trapped or pressured again by something/ someone else as they did before. On the other side of the spectrum, this is not what happens when the child runs away, the consequence of them coming back home, it is why they felt like they could not live at home anymore. Now sometimes a child will just leave home out of spite, adventure, petty reason or argument. These children will usually return home in a short amount of time, if not the same day. But for the children/young teens that leave home in fear of their own safety, or have gotten kicked out may feel the need to stay away for a longer period of time. A child may have to throw away their own innocence at such a young age and act on their own to take care of themselves, and in so being subjected to a very dangerous environment. When many runaway kids flock to large cities to hide perhaps find fortune that they lacked at home. There are far too many stories of children running to cities such as Los Angeles. There are cars waiting at mega bus stops to pick up these kids and befriend them then trap them into prostitution, drug trades, or gangs; this frightens kids even more. The streets in these places are totally different at night, and in some areas, you don’t want to be walking around in any period of the day. Being alone and young they are vulnerable to mugging, rape, abduction, etc. At night they may have to stay in an abandoned building because youth shelters will be full or not allow teens under 18 to stay there. They are a liability, they are under their parent’s jurisdiction. If kids go to these shelters then social services will get involved, and they will make them go back home. If the home is not safe then they will find temporary housing until the service gets a court order. But if t he child does not wish to do that they will hide out in abandoned places where other kids, or older homeless people, junkies, or gangs stay. One in three girls is solicited for drugs within the first 72 hours of hitting the streets. The longer they are out there the harder it is to leave. Drugs seem like a place to go for solace when living in the harshness of the streets. Kids and adults use drugs as a way to escape their problems, but in reality, the drugs only decrease their ability to survive and find a job if they are over eighteen. Once these kids get hooked on drugs such as heroin, cocaine, meth, it is hard to get out of the cycle of needing a fix. Another factor that is brought into the child’s life is prostitution. Being dragged into sex trafficking just brings up so many terrible things that happen with this such as disease and rape. â€Å"But run where when there are 30,000 teenagers who have fled their homes in New York and only 400 emergency shelter beds, 13,000 runaways in New Jersey with a safe haven for only 300, and 10,000 in Connecticut with room for just 115? Even if a runaway finds a bed in a crisis center, where does he or she go after reaching the 30 days federal limit for sanctuary in an emergency shelter?† (Gross, 1) It is a sad thing that these are ordinary numbers, that these numbers for runaway children are realistic at all. There are not enough youth shelters, for kids to be able to flee to a haven when their home isn’t safe. Children need a place of solace and safety so they do not feel the need to turn to the streets and drugs. Unfortunately, shelters have run out of space. This has occurred so drastically that some cities have had to start using hotels to house all of these kids. This is a temporary and weak plan with many holes that should not have to happen in the first place. A government should spend more money on building bigger shelters and hiring professionals to turn these children’s lives around. Instead, the state is using hotels with empty space to let children roam as they please, and spiral out of control. Really this is simply giving them an upgrade to living on the streets, it is a drug house. â€Å"The Capri Motel is one of the places child and family services house kids in care. But listen to how one teen, a girl we are calling Katrina, describes the hotel she was placed in for several months (Barghouti, 1).† â€Å"Sometimes there would be other hotel rooms open through johns and hookers and older people, I guess to drink or party (Katrina, 1).† â€Å"That you guys saw (Barghouti, 1).† â€Å"Yeah, a lot of the kids would go hang out with them and do drugs and party with them (Katrina, 1).† When children do get back home or get placed into a foster care they have a lot of catching up to do with their family and lives. If therapy didn’t cost nearly as much as it does, then maybe the country could be impacted on a really widespread level. People can make a change to alter the mindset of the government to show this growing problem. One of these countries priorities is to keep people off the streets and in jobs, but with diminishing futures, for these kids, that priority is not going to be fulfilled. Treating teenagers like children but trying them as adults need to stop. Children becoming runaways or throwaways has to be prevented and the signs are seen early so that they can get help. Having someone to listen to them and see signs of abuse, and depression; This can save a child’s life from being taken by the streets. Work Cited Blanchard, Jayne. Cast shines despite Polaroid Stories. Washington Times, The (DC). Article. 2 August. 2003. Janis, Linzie. REAL-LIFE ROMEO AND JULIET Good Morning America (ABC.) 5 Sept. 2013. Article. 12 Dec 2014. Gross, Jane. Fleeing Abuse to the Streets; Shelters Cant Keep Pace With Increase in Runaways. The New York Times. The New York Times, 17 Dec. 1997. Web. 07 Jan. 2015. http://www.nytimes.com/1997/12/18/nyregion/fleeing-abuse-to-the-streets-shelters-can-t-keep-pace-with-increase-in-runaways.html?pagewanted=2. Moseley, Wendy. Teens in CFS care in Winnipeg hotels say theyve seen prostitution, drugs. National (CBS Television). Article. Sept. 9, 2011. Teen Runaways- Parenting Teens. Teen Runaways- Parenting Teens. N.p., n.d. Web. 30. Dec. 2014 http://www.teenhelp.com/parenting-teens/teen-runaways.html.

The Reflections Of Caribbean Poetry English Literature Essay

The Reflections Of Caribbean Poetry English Literature Essay As a collective group, the Caribbean people celebrate an eclectic melding of the differences inherent in our ancestry with an appreciation of the influences wrought upon us by the history of the islands, and our development may be chronicled through an examination of the poetry and poetic styles of the poets who seek to give a voice to the diverse, yet collective identity of the Caribbean throughout our growth. The poetry of the region reflects the distinct composite factors which characterize the evolution of the people and the Caribbean islands: the difference is evident in the persons who composed the poems, the subject matter, form, style, the target audience, and the ideological interests which were served. Initially, in the eighteenth century, at one end of the spectrum there were poets who ascribed to the scribal traditions of the English verse as it had developed by that period. These poets hailed from the white master class and dealt primarily with a glorification of the adventure of colonization in the Caribbean. The target audience was the imperial Motherland England, and by extension the other European nations. The pattern of the poems followed the blank verse, pastoral modes, personification, and a poetic diction consistent with the European poets of the era, such as Milton. The subject matter praised an idealized notion of the natural beauty of the Caribbean islands as in Weekes Barbados (1754): When frequent Rains, and gentle Showrs descend, / To cheer the Earth, and Natures self revive, / A second Paradise appears! the Isle / Thro-out, one beauteous Garden seems; (Burnett [1986], 102). The poems therefore are typified by a grandiose, eloquent style, liberally interspersed wi th classical allusions which celebrated the supposed grandeur of the West Indies. Singleton, in his A General Description of the West Indian Islands (1767), illustrates this feature: There hollow noises, murmuring thro the vault, / Surprize the listning er; whilst from the deeps / The hoarse Cerberean yell dreadful ascends, / Three times full-echod from the distant hills. (106). Juxtaposed with the idyllic Caribbean scenes described, these poets, such as Weekes in Barbados (1754), represent in their works a form of superficial humane concern for the slaves, coupled with an acceptance of slavery as the ultimate lot of the slave: Close watch, ye Drivers! Your work-hating Gang, / And mark their Labours with a careful Eye; / But spare your cruel, and ungenrous Stripes! / They sure are Men, tho Slaves, and colourd Black; (102). The poems celebration of the grandeur of the tropics [italics mine] is really a celebration of the supposed grandeur of British colonialism in the Caribbean. In m ost cases the poems work to uphold the slave-based socio-political system of the West Indian plantation society. (Baugh, 227-228). At the other end of the spectrum, there are the anonymous, simple expressions of the black slaves their folk songs, ballads, chants and work songs which articulate their observations and emotions while enduring the slavery experience. For example, there is the poignant lament: If me want for go in a Ebo, / Me cant go there! / Since dem tief me from a Guinea, / Me cant go there! (3). In a frustrated tone, wracked with displacement and restriction of movement, the poem solemnizes the plea of the slave while voicing the collective strife of the slaves on the islands. Markedly contrasting with the poetry of the scribal tradition, the poetry of the presumably uneducated Negro slave appeared to be fresh, insightful and engaging in its simplicity. The poems celebrated the oral traditions of the Africans and were imbued with a creative potential which was forged from the melding of the English and West African languages. Thus, even though the poems were written primarily in English, there were distinct African qualities (for example, the folksong tradition), which was only enhanced by the combining of the European ballad tradition: Guinea Corn, I long to see you / Guinea Corn, I long to plant you / Guinea Corn, I long to mould you (4). Significant to note is that the poets focus is on the Guinea Corn of hie native homeland, and not on the sugarcane of the plantations which exploited his labour. Topically, the slave would not have thought to romanticize the natural beauty of the islands in which they now lived under such persecution. Rather, focal points of their poems may have been entrenched in the desire to retain their native identities and in finding ways of re-defining their identities in the new context of the Caribbean. While it stands to reason that the dichotomy shown here epitomizes the expected disparity of thought and should, in fact, highlight the distinctions among the Caribbean people, the evolution of the Caribbean towards the abolition of slavery gave birth to an innovative poetic voice, one which emerged as a spokesperson chronicling the debacle of the slave trade and the slave experience: Was there no mercy, mother of the slave! No friendly hand to succor and to save, While commerce thus thy captive tribes oppressd, And lowering vengeance lingerd oer the west? Yes, Africa! Beneath the strangers rodà ¢Ã¢â€š ¬Ã‚ ¦ à ¢Ã¢â€š ¬Ã‚ ¦From isle to isle the welcome tidings ran; The slave that heard them started into man: Like Peter, sleeping in his chains, he lay, The angel came, his night was turnd to day; Arise! his fetters fell, his slumbers flee; He wakes to life, he springs to liberty. (Montgomery [1807], 1-5, 76-77). This poetic voice also interwove the African oral tradition into the fabric of the European poetic form, creating a new composite form which, for the first time, attempted to bridge the gap between the Standard English language and the language of the slaves. In his pioneer attempt, Moretons Ballad (1790) is an example of this: Altho a slave me is born and bred, / My skin is black, not yellow: (Burnett, 112). With this initial foray into the experimental Creole art form, the fact that poets of Caucasian descent were willing to both pen and publish poems in this native dialect spoke loudly to the impending communal focus of poetry in the Caribbean isles, and by extension, the duality of distinct peoples writing for the same purpose: to record a shared history and to give a unique voice to Caribbean literary works. That is not to say that all poems written in this time period were imbued with a humane outlook on the Africans. Many poets who were members of the privileged class ventured into this field, using the local vernacular in their scribal works, however the intent of poets such as Cordle and Mc Turk was a humorous depiction of the everyday life of the African in an attempt to appease the target audience which was still predominantly European. A prime example of Mc Turks use of the vernacular to poke fun at the African people can be seen in his poem, Query (1899): Da Backra one fo go a hebben? / Da Backra one fo raise like lebben? / Da wa a-we po Negah do? / Make a-we no fo raise up too? (13). It may be noted however, that poets such as Mac Dermot, whose work displayed a Tennysonian sound and feel, as was inevitable due to continued reliance on European form, in Cuba (1950s), showed the redemptive power of Caribbean unity: But we like lovers twain / Are one in joy and pain, (132). The poets and poems of this era depicted, in essence, informative social history documents, however their depiction did not negate the fact that, inevitably, two distinct histories were being interwoven through the medium of the poetry which was written. Without openly acknowledging the fact, the poets became a part of the discourse of history that they shared with historians and travel writers (Baugh, 230). The veer towards the vernacular in poetry which still embodied European forms, and also now American forms in the writing, was extremely valuable as a reflection of social realities which no longer distinguished between the people who populated the Caribbean islands, but rather reflected the shared nature of the their heritage. This fact became more noticeable as the Caribbean and its people continued to evolve. The turn of the century was earmarked by poets such as Claude Mc Kay and Una Marson, whose poetic content highlighted the didactic shift towards a focus on black consciou sness and, in Marsons work, a predominantly feminist interpretation of the social relations of the era. Although his later works were penned entirely in Standard English and exhibited the lineage of Milton and Wordsworth, the protest sonnets of Mc Kay, such as If We Must Die reflected both the black United States American situation and the Caribbean situation of the time; the racial theme is engaged poignantly, connecting the Black diaspora and speaking for the Black community generally, rather than singularly from the Caribbean perspective: If we must die, O let us nobly die, / So that our precious blood may not be shed / In vain; then even the monsters we defy / Shall be constrained to honour us, though dead! (Burnett, 144). If one examines Mc Kays Creole poetry, there is, in contrast to earlier works by Cordle and Mc Turk in which the African man was patronized, a definitive consciousness of the black people: I born right don beneat de clack / (You ugly brute, you tun you back?) / Don tink dat Im a come-aroun / I born right way in panish Town. (Brown, 7). The new female consciousness presented by Marson was also linked to black awareness on a holistic level. This black awareness fuses with class consciousness in Marsons simple diction and syntax, while her rhyme draws heavily from the Blues tradition of the American poetic form: I like me black face / And me kinky hair. / I like me black face / And me kinky hair. / But nobody leves dem, / I jes dont tink its fair. (Burnett, 158). What was seen to emerge was poets working conjointly to produce a new West Indian poetic tradition. Thematically the poets wrote in the context of the changing sociopolitical consciousness, exhibiting a new level of seriousness, characterized by a nationalistic slant, an exploration of the social realities of the time, and profoundly proclaiming a search for a shared Caribbean identity. The poems which grew out of the early to mid-twentieth century gave more attention to the search for a unique voice and although typified by derivations from the modern English and American poets of the time, for example, Auden, Eliot and Pound, there was a decided split from the European tradition. Nowhere does this split show itself to be more evident than in the secular works of Louise Bennett. Written entirely in the Jamaican Creole, Bennetts work legitimized the Creole in a way that no-one elses had as yet. Employing the primarily dramatic monologue, interspersed intermittently with the short narrative form, and with heavy reliance on the oral traditions, Bennett engages the reader vicariously in the grassroots wisdom of her personae. Her sharply probing yet objective eye exposes the naÃÆ' ¯vetà © of the Caribbean people. Her tone which is sometimes chastising, is at all times, even in the midst of her reliance on comedy as a medium of exposition, satirical as she figuratively holds up a mirror to societys foibles. Her ideas dwell on the peoples articulation of self and their place in the history of the Caribbean. Distinguishing identity becomes an inevitable condition as the people define themselves. In her works, for example, Colonization in Reverse, the reader can see how Bennett acts as a reporter and commentator on an event of both historical significance and psychological interest to the Caribbean people the exodus of Caribbean nationals to England during the post-war period: Wat a joyful news, Miss Mattie, I feel like me heart gwine burs Jamaica people colonizing Englan in reverseà ¢Ã¢â€š ¬Ã‚ ¦ à ¢Ã¢â€š ¬Ã‚ ¦Oonoo see how life is funny, Oonoo see de tunabout? Jamaica live fe box bread Out a English people moutà ¢Ã¢â€š ¬Ã‚ ¦ (Brown, 32). The delivery is characterized by a high degree of verbal and gestural expressiveness however the irony and counter-irony of the situation chronicle the poem. The dialect which is used as the medium of delivery serves mainly to highlight the unfolding drama of West Indian consciousness as the speaker debates the issue of a counter-colonization of England, and the West Indian nationals search for an identifiable history. To many of the West Indian poets such as Bennett, the tradition of English poetic form which was inherited as a part of our colonial history became progressively constrained and oppressive as the islands and their people moved towards self-realization. The need for a Caribbean poetry which encapsulated the essence of the Caribbean peoples shared history and drive towards progress and self-actualiaztion became the fore-runner of thematic influence for the poets topics. The desire for a poetry which spoke of, to and for West Indians was begun by poets like Bennett and realized in poets such as Derek Walcott and (Edward) Kamau Brathwaite. Their poems expressed a possibility for the creation of a new Caribbean world differentiated by its very divergence from Europe and America. Walcotts vision essentially delineates the social realities which have to be transformed in order for a new world vision to transcend into reality. His poetry reinvented the Caribbean landscape through the languag e which defined the qualities of the Caribbean life and people. The vision, which was also influenced by the plight of the Middle Passage extends to all races that comprised the Caribbean. Walcotts poetry did not highlight distinctions among the people, rather when he speaks of race he refers to all Caribbean people, and this vision further extends to embrace all human suffering and the need for survival. The Native Americans tragedy served only to deepen his concern for the Black diaspora, his outrage and lament not singularly focused on the Cherokee Trail of Tears nor the Gulag Archipelago, but a lament for the injustice of all systems of abuse and slavery which prioritized the financial gain of the enterprise above the inhumanities inflicted on the individual. Walcotts poetry can be said to subsume the whole history of grief inherited by the Caribbean people. History itself, for him, becomes a centrally comprehensive theme, such that the gnarled, sea-almond trees on any Atlantic- facing Caribbean coast represent for the poet the resiliency of the people, their capacity to endure, and to build a culture out of a common catastrophe: à ¢Ã¢â€š ¬Ã‚ ¦their leaves broad dialect a coarse, / enduring sound / they shared together. (Walcott, 23). Brathwaite shared Walcotts vision as he clearly established [a] single-minded pursuit of an alternative tradition for West Indian poetry. He grounded it in the retrieval and recognition of African cultures and of communal knowledge lost or submerged in the Middle Passageà ¢Ã¢â€š ¬Ã‚ ¦ (Baugh, 255): à ¢Ã¢â€š ¬Ã‚ ¦memories trunked up in a dark attic, he stumps up the stares of our windows, he stares, stares he squats on the tips of our language black burr of conundrums eye corner of ghosts, ancient his- tories; (Brathwaite, 165). For Brathwaite, his poetry utilizes black musical expressions from both sides of the Atlantic and combines them with black vernacular and Standard English to re-enact or evoke significant moments of Black experience. His goal may be seen as to renew a sense of community and shared purpose among the dispersed African peoples. Brathwaites poems are simultaneously a lament and a celebration of the black diaspora, his heroes and speakers composites of all the changing faces and voices of the new Caribbean. Renewal and community emerge as the desired home out of a legacy of exile and fragmented identity. For both Walcott and Brathwaite, their representations of contemporary society resound with the understanding of the colonial legacy bequeathed to the Caribbean people. The latter half of the Twentieth Century heralded the emergence of yet another poetic voice. This voice was that of the West Indian feminist who sought to establish the importance of the contribution of the female figure in the West Indian community. Poets such as Merle Collins and Lorna Goodison spoke out forthrightly against male-dominated power structures and engaged questions of the womans role in issues of history, class and race. Goodisons poetry for example resonates with a deep sense of history, generates a sense of creativity and focuses on the multi-dimensional roles of women in the society, sharing with Brathwaite and Walcott that vibrant sense of identity evident in her works which characteristically display Caribbean and African-American people music within a social and native consciousness that this type of music includes: Mother, there is the stone on the hearts of some women and men something like an onyx, cabochon-cut, which hung on the wearer seeds bad dreams. Speaking for the small dreamers of this earth, plagued with nightmares, yearning for healing dreams we want the stone to move. (Goodison, 4). Poems such as this encapsulate the breadth of the female form, claiming the womans place as the cultural regenerator of the people. Also extending the range of artistic use of the oral tradition into the current century, infusing it with the urgency of new, deprived generations and speaking the language of the street, the poetry of poets such as Linton Kwesi Johnson gained new popularity as dub poetry, a poetry which could trace its lineage to the oral inventiveness of the tenement yards and ghettos. However, although the poetry is at times interspersed with impressions of violence, it affirms the deep cultural significance and identification of the Caribbean people with social protest: dem is awftin decried an denied dem is awftin ridiculed an doungraded dem is sometimes kangratulated an celebrated dem is sometimes suprised an elated but as yu mite have already guess dem is awftin foun wantin more or less dus spoke di wizen wans af ole dis is a story nevvah told (Brown, 274). The writers explored here are not all of one and the same generation. Nonetheless they identify in crucial ways the Caribbeans origins; their sense of location is creatively problematic and their postcolonial sensibility appears uneasily chronicled. However the idea of a divided immigrant to the Caribbean does not hold true. Rather, one can literally trace the development of the Caribbean, and its continuing development, through the voice which these poets give to their works of art. There is a specially defined relationship of the Caribbean national to his home and identity, however multi-faceted it may appear to be. His colonial redefinition is still incomplete but the process, however delayed, is inevitable. Poets of the West Indies, through their thematic content, their use of language, their adaptation of form and their ability to acquire a target audience which was, in effect, a locally appreciative entourage, all shared in the singular rhetoric which captured the shared experi ence of the Caribbean people and gave to the islands a unique form of identity. As Eric Roach notes in his poem Love Over-grows a Rock (1992), the hope for the Caribbean peoples future lies summarily in transcending insularity through a shared regional identity and dream: à ¢Ã¢â€š ¬Ã‚ ¦So, from my private hillock / In Atlantic I join cry: / Come, seine the archipelago; / Disdain the sea; gather the islands hills / Into the blue horizons of our love. (Rohlehr, 284).

Teaching Philosophy Essay -- Education Essays Papers

Teaching Philosophy I take a completely humanistic view when it comes to educating children. I believe that Maslow was correct in his belief that people genuinely strive to reach the highest level of their capabilities. I also believe that everyone can reach his/her "self-actualization" if their lower hierarchy of needs are met first. I want to focus on three things: Maslow's levels, how they affect children and educators, and what I feel is the best tool we can give our students before they head out into the world of independence. The first level of Maslow's pyramid is basic physiological needs. I know that not every child will walk into my classroom having these needs fulfilled, and for me to expect them to gain much if anything from a lesson would be foolish. I am also very aware of the fact that I, myself, have never been truly hungry. I have never gone a day without food. It is very hard to understand the hunger someone else feels when you have never experienced that all consuming thought of food firsthand. These are needs that are often believed to be the parent's responsibility and maybe they are, but I am going to try my best to be a compassionate enough person to not waste my time judging my student's parents and simply help that child fulfill his/her basic needs. The second level is the need to feel safe. This is something I truly feel I can control. A student may not feel safe at home, in his/her neighborhood, in the hallways of the school, or even on the playground, but I will do everything in my power to instill a sense of community in my classroom so that my students understand that we have to work together to make our classroom a safe haven. This isn't just for the children's sake either. I... ...r own. In essence, we help put the individuality in small individuals. Lastly, the greatest tool we can give to our children and students is the ability to be a good decision maker. The ability to make good decisions does not happen overnight. Children have to be given choices. Starting with deciding between one piece of candy and another, and then working up from there. Some people may seem to have been born with this unique gift, but in truth, people have to be taught to weigh the pros and cons of a situation before taking action. They have to practice this process routinely. Controlling one's impulsive-decision behavior and patiently working a problem through to a sound conclusion takes years of conditioning one's minds. We, as teachers and parents, have thirteen years of school to aid children in learning this important lesson. I say, "Let's get to work".

Chagnon Debate Essay -- essays papers

Chagnon Debate In Patrick Tierney’s article â€Å"The Fierce Anthropologist,† he discussed the faults that are, or may be, present in Napoleon Chagnon’s anthropological research of the Yanamamo, or â€Å"The Fierce People,† as Chagnon has referred to them in his best-selling book on the people. Due to Chagnon’s unparalleled body of work in terms of quantity and, as many argue, quality, Marvin Harris draws heavily on his research to support his point, which is that the origin of war is ecological and reproductive pressure. One should question Harris’s theories (and all theories), especially in the light of the aforementioned article, but I do not believe his arguments are, or should be, adversely affected by the information presented in this article. The claim that the Yanamamo are an extremely militant people is pervasive in Chagnon’s work, and Harris uses this as the basis for his arguments. However, Tierney claims that â€Å"Chagnon’s account of Yanamami warfare seemed greatly exaggerated.† (Pg. 54). Another integral part of Chagnon’s research, which Harris cites, was that the Yamamamo wage war because of women. John Peters, in Tierney’s article, presented a differing opinion stating that, â€Å"these raids [referring to the four raids carried out in half a century by a group that Chagnon said ‘demonstrated the most extreme form of Yanamami â€Å"treachery.†Ã¢â‚¬â„¢ (Pg. 54).] †¦had been provoked not by competition for women, as Chagnon had written, but by the spread of new diseases, which prompted angry accusations of witchcraft.† These, among a slew of other discrepancies, cast an especially doubtful light on Chagnon’s research, and thus Harris’s conclusions. Harris reasons that if Yanamamo warfare is indeed caused by fights over women that this is caused not only by lack of females due to female infanticide which is legitimized through male supremacy which is legitimized through warfare, but also the males’ failure to bring home meat. In Cannibals and Kings Harris writes, â€Å"From the account of Helena Valero, a Brazilian captured by the Yanomamo, we know that wives make a point of taunting their husbands when the supply of game falters†¦ The men themselves, after returning empty-handed, become touchy about real or imagined insubordination on the part of their wives and younger brothers. At the same time, the failure of the men emboldens wives and unmarried junior males to ... ...logists to verify his data,† and that, â€Å"(pg. 54) he [the German ethnologist Irenaus Eibl-Eibesfeldt] and another Yanomami researcher at the institute wrote a letter to the American Human behavior and Evolution Society, which claimed that Chagnon had got important mortality rate statistics wrong.† (Pg. 54) Even if these claims of deceiving information and others of plain false information (â€Å"In ‘The Fierce People,’ Chagnon wrote that the Yanomami were ‘one of the best nourished populations thus far described in the anthropological/biomedical literature.’ Unlike Chagnon’s ‘burly’ men, the villagers I encountered were – as Rice had observed in 1924 – tiny and scrawny.† [Pg. 54]) Are all true I don’t believe the vast majority of Chagnon’s research was falsified or misleading – nearly 40 years of false, purposefully misleading information would be an absurd, pointless task of monumental proportions. Overall, I do not believe Harris’s theories are, or should be, damaged significantly even in a worst case scenario (described by Tierney). His theory could stand alone without the evidence provided by the Yanomamo and in all probability the conclusions drawn from them were, indeed, valid.

Sterioids in baseball :: essays research papers

80.3 million, 80 million, 42 million, and 35 million all have something in common (The Best-Paid Athletes). Could it be the population of the 4 most populated countries in the world? No, it’s the amount of money that the top four athletes will make each year. Tiger Woods, Michael Schumacher, Peyton Manning, and Michael Jordan in that order will make the following dominations as a paycheck each year (The Best-Paid Athletes). Many Americans make less than 1.7 million dollars in a life time [40 years in the work force]. Yet these athletes will make a combined 157.38 million dollars. Do athletes make to much money for their own good? What about our policemen, firefighters, and teachers who are also role models too our youths. They should be getting paid more for what they do for each other and our communities. All the listed professions are lucky if they make over seventy thousand dollars annually. Not to take away from any academic achievements that the athletes have received, but many police officers and all teachers, all have college degrees. Many athletes leave high school or college early because they want to make money like other famous professional athletes. Is money the only thing on athletes' minds? Sports entertain the public to make them love the game. In the 50's and 60's athletes' just played for the love of the game. Athletes would take the time out to sign autographs for the kids without charging them for it. Now, athletes rarely take the time out to sign autographs. If athletes do take the time out to sign something, they charge ten dollars for it, which the fans can buy at souvenir shops. The ple asure for athletes then was to see all the people that came out to see them play. Athletes are paid too much because they fall in love with the money not the sport. Money has taken over many athletes' minds and hearts. Many people come out to see these athletes play. The crowd is always full of students, teachers, labor workers, and lawyers that pay a lot of money to watch their favorite players get on the court or field. Some athletes have more than a high school education, but others just came right out of high school to play sports. For some of the athletes that probably is a good idea and for others, it was a bad idea.

A History of World in Six Glasses Essay

A History of World in Six Glasses by Tom Standage: An Analysis In his book, Standage presents the readers not just an evolution of time and unraveling of history but also the embodiment of people and their culture in the image portrayed by the six types of drink. In this paper, we shall deal with the ramification a certain drink can contribute to the evolution of society. In particular, we shall discuss the role played by these drinks in the economic, political and social aspects of human life. Tom Standage reveals how the six drinks have played certain roles in history. First, he mentions beer as the drink that symbolizes the dawn of civilization. According to him, the farmers in the ancient times planted barley and made beer out of it. Also, â€Å"the guys who built the pyramids were paid in beer and bread. It was the defining drink of Egypt and Mesopotamia. Everybody drank it. Today it’s the drink of the working man, and it was then as well. † This denotes that from the beginning, beer had been part of history and commerce as people used it everyday in their meals, and to celebrate occasions. From this, we can also infer that people used the drink to establish connections or build good relationships. The concept of beer being used as a medium for celebration is similar to the way other prodigious drinks are being served today including the wine. â€Å"Wines may be as old as beer or even older† (Standage 2003). Unlike beer, though, wines are more difficult to produce and preserve. The earlier people used it on special occasions such as weddings and other religious rites. In the Bible, we see different kinds of wine befitting occasions or the people who drank them . Wines also served seemingly as the demarcation line between the rich and the poor, with the first able to afford the more precious and older wines. The history of wine suggests its value in commerce as it was used to trade with other countries for metals, leather and even slaves. Today, wine still marks its place in the important events in society from the simplest family gatherings to grand celebrations of the most important people in the society. Spirits such as brandy and rum were mentioned as drinks associated mostly with sailors and pirates. Although they were consumed limitedly due to their effect, these drinks have also evolved with time as they marked history during the 17th Century in the Caribbean islands with sailors tasked to protect planters from pirates and European enemies. Rum was given as a reward to sailors for the sacrifice they endured aboard, but essentially these drinks helped the crew shake off their hardships and nostalgia, and continue with days ahead. To this day, spirits are still very popular among younger generations as they are mixed with juice and other flavors. Another famous drink that originated centuries ago was coffee. From the Arab Peninsula where it first originated, the aroma and taste of brewed beans have traveled across the world, in every house or establishment that appreciates the warmth coffee can bring. Its popularity can be attributed to the concept of alcohol-free drinks during the Age of Reason in the 18th Century. Today, coffee is loved and enjoyed by billions of people not only for its taste and aroma but also for its anti-oxidant effects. Its caffeine content is said to increase the speed of rapid information processing by ten percent, and a cup of regular (caffeine-containing) coffee after lunch helps to counteract the normal ‘post-lunch dip’ inability to sustain concentration, aiding alertness. Tea, a drink widely associated with China dates back to as early as the third century A. D. According to Standage, it played a leading role in the expansion of imperial and industrial power of Great Britain for many centuries later. Similar to coffee, it helps workers and those who need to stay alert with its caffeine content, which is why tea or coffee breaks have been part of every business establishment. Remarkable of the 19th Century, the Coca-Cola began was introduced to the market by its inventor, the pharmacist John Stith Pemberton. It has become a symbol of the United States due to its unprecedented sales all over the world among popular drinks today. Notes in history ascertain â€Å"East Germans quickly reaching for Cokes when the Berlin Wall fell, while Thai Muslims poured it out into the streets to show disdain for the U. S. in the days leading up to the 2003 invasion of Iraq† (Standage 2003). The popularity of Coca-Cola also represents the rise of consumer capitalism and instigates the emergence of America as a superpower. Overall, Standage believes that it is â€Å"globalization in a bottle. † Seeing the history of the world in these six types of drink, Standage is able to show us the role that each drink played in economy and society in general. It impresses upon us how each stage in history can be changed or affected by what people drink and how each drink reflects the market it represents. In particular, market technologists and economists can make a good sense out of the pattern rooted out by Standage for every drink. They can take note of the marketability of their product based on the points offered inductively by Standage. As established, these drinks have helped change the economic situations of the countries of their origin. In particular, we see these drinks being used for trade as export products and as factors or images responsible for commercialism and achieving niche in the economic scene. We also see how these drinks have become part of the political systems of the world in the form of symbols of unity or disparity among nations. Furthermore, the six drinks have served as images to represent social status, conventions, and individuality of the people who drink them. While it is commendable of Standage to use these drinks as portals to what developed in history, it may also be wise to look at other drinks that similarly mirror our evolution. In this regard, we may suggest the inclusion of other drinks such as juice, chocolate drinks, and other liquids sold today which are very popular among the youth in the present generation, and which do not necessarily explain political or economic status but simply elucidate on the options people take in response to stimuli in their environment. To give an account of these drinks would complete the details of history of his book, not just centering on the antiquities but also explicating on the modern times. Works Cited Ancient Greece. All About Greek Wine. 2003. 24 November 2007. . Coffee and Your Health. Heine Brothers’ Coffee. 24 November 2007. . Handwerk, Brian. â€Å"The World in a Glass: Six Drinks That Changed History†. National Geographic News. 3 October 2003. 24 November 2007. . Jesus Changes Water to Wine. Biblegateway. com. 1995. 26 November 2007. . Standage, Tom. A History of World in Six Glasses. Canada: Doubleday Canada, 2005. The Tradition of Rum and the Sea. The Ministry of Rum. 2003. 25 November 2007. .

Elements Of Business Environment

(I) Project ONE: ELEMENTS OF BUSINESS ENVIRONMENT The teachers should help the students in selecting any one element of the following: 1. Changes witnessed over the last few years on mode of packaging and its economic impact. The teacher may guide the students to identify the following changes: a) The changes in transportation of fruits and vegetables such as cardboard crates being used in place of wooden crates, etc. Reasons for above changes. b) Milk being supplied in glass bottles , later in plastic bags and now in tetra pack and through vending machines. ) Plastic furniture [doors and stools] gaining preference over wooden furniture. d) The origin of cardboard and the various stages of changes and growth. e) Brown paper bags packing to recycled paper bags to plastic bags and cloth bags. f) Re use of packaging [bottles, jars and tins] to attract customers for their products. g) The concept of pyramid packaging for milk. h) Cost being borne by the consumer/manufacturer. i) Packagin g used as means of advertisements. 2. The reasons behind changes in the following: Coca – Cola and Fanta in the seventies to Thums up and Campa Cola in the eighties to Pepsi and Coke in nineties.The teacher may guide the students to the times when India sold Coca Cola and Fanta were being manufactured in India by the foreign companies. The students may be asked to enquire about a. Reasons of stopping the manufacturing of the above mentioned drinks in India THEN. b. The introduction of Thums up and Campa cola range. c. Re entry of Coke and introduction of Pepsi in the Indian market. d. Factors responsible for the change. e. Other linkages with the above. f. Leading brands and the company having the highest market share. g. Different local brands venturing in the Indian market. . The rating of the above brands in the market. i. The survival and reasons of failure in competition with the international brands. j. Other observations made by the students The teacher may develop the following on the above lines 3. Changing role of the women in the past 25 years relating to joint families, nuclear families, women as a bread earner of the family, changes in the requirement trend of mixers, washing machines, micro wave and standard of living. 4. The changes in the pattern of import and export of different Products. 5.The trend in the changing interest rates and their effect on savings. 6. A study on child labour laws, its implementation and consequences . 7. The state of ‘anti plastic campaign,’ the law, its effects and implementation. 8. The laws of mining /setting up of industries, rules and regulations, licences required for running that business. 9. Social factors affecting acceptance and rejection of an identified product. ( Dish washer, Atta maker, etc) 10. What has the effect been on the types of goods and services? The students can take examples like: a.Washing machines, micro waves, mixers and grinder. b. Need for creche, day care centre for young and old. c. Ready to eat food, eating food outside, and tiffin centres. 11. Change in the man-machine ratio with technological advances resulting in change of cost structure. 12. Effect of changes in technological environment on the behaviour of employee. PRESENTATION ? Cover page should include the title of the Project, student information, school and year. ? List of contents. ? Acknowledgements and preface (acknowledging the institution, the places visited and the persons who have helped). Introduction. ? Topic with suitable heading. ? Planning and activities done during the project, if any. ? Observations and findings of the visit. ? Conclusions (summarised suggestions or findings, future scope of study). ? Photographs (if any). ? Appendix . ? Teacher’s observation. ? Signatures of the teachers. ? At the completion of the evaluation of the project, it should be punched in the centre so that the report may not be reused but is available for reference only. ? The proj ects will be returned after evaluation. The school may keep the best projects.

Drama Soap Opera Essay

Our soap opera is called â€Å"Selby Walk†, named after a nearby park situated near the street where our soap is filmed. It’s set in a city suburb. The first scene of the soap contains three characters. Their names are Dave Hudson who assumes the role of a cabby driver, Mark Hayes who is a family businessman and Rob Kallis- a shady drug dealer operating in the area. The cabby driver, Dave, is modelled as a chatty person in his early 40’s. At times, he’s also the street gossip. He’s a pretty likeable personality. Mark Hayes is a businessman in his late 30’s. Although he occupies the spotlight longer than his fair share, he is a family man and laden with responsibilities, so he keeps himself to himself. Rob Kallis is renowned as the town villain. He usually dresses in black and always spiteful of many people. At 25, he is also despised by the community that he is a part of. he scene begins in Dave’s taxi. He is driving Mark to an area where Rob Kallis’ dealings are rife. The camera is continuously jumping from catching the reaction of one actor to the other. Before the dialogue starts, the camera swivels from looking at the road to the driver. This starts the scene off. However, the scene does not begin from when the journey begins. We catch it in the middle. Mark closes the door and begins to walk up the road. Before travelling up to a house footpath, he takes a quick look around. The camera also does this as if it was filming through his eyes. Mark walks up the footpath and up to a door. He rings the doorbell, but nobody answers. However, he finds the door unlocked and walks in. Dave watches this carefully, with a suspecting look on his face.