British Airways Mission Statement

|Week 5 Assignment: Vision Paper | |British Airways: | |Mission and Vision Statements and Strategy | | | |Aaron Tejares | |HR587 | | 1. Introduction Vision – it tells about what the company wanted to become about 5-20 years in the future. It is the master plan about where the company will be; a sense of direction. Often it reflects the dream of the founder or leader. It must be simple and understandable that everyone in the organization can feel excited on the vision. Mission- It tells about what the company is doing or the company’s passion.It is how the company will get to its vision. It is a  what  versus a  how, and is very similar to a vision statement in that it has a future orientation but in a short-term. Strategy – It is the step by step plan of the company on how to achieve the vision. It looks inside the organization and outward at the competition and at the environment and business climate. 2. Statements Organization British Airways  (BA) is the  flag carrier  airline of the United Kingdom, based in  Waterside, near its main  hub  at  London Heathrow Airport.British Airways is the largest airline in the UK based on fleet size, international flights and international destinations and second largest measured by passengers carried, behind easyJet. The British Airways Board was established in 1971 to control the two nationalized airline corporations,  BOAC  and  BEA, and two smaller, regional airlines, Cambrian, from  Cardiff, and  Northeast Airlines, from  Newcastle upon Tyne. On 31 March 1974, all four companies were merged to form British Airways. (Retrieved from http://en. wikipedia. rg/wiki/British_Airways) Mission: British Airways is aiming to set new industry standards in customer service and innovation, deliver the best financial performance and evolve from being an airline to a world travel business with the flexibility to stretch its brand in new business areas. Vision: Our corporate re sponsibility vision is to become the world’s most responsible airline, and we have developed guiding principles that describe what we are doing to achieve this goal. Strategy: FOCUSED ON OUTSTANDING CUSTOMER SERVICE Meeting the rising expectations of our customers’ remains central to our strategy of transforming British Airways into the world’s leading global premium airline. Our investment in our staff, our fleet and our facilities are all about making sure we provide the very best in customer service. We want all of our customers to enjoy a premium service at every point of their journey, whenever and wherever they travel with us. † Global: What we offer will appeal to customers across the globe. Wherever we operate, individuals and business travelers alike will want to fly with us whenever they can.Premium: We will make sure all our customers enjoy a unique premium service whenever and wherever they come into contact with us. Our customers will recogniz e that the service we offer is worth paying that little bit more for. Airline: We will remain focused on aviation – moving people and cargo is our core business. We will develop new products and services to complement this. 3. Statement Validation a. From a theoretical standpoint, thoroughly explain the value of these statements to an organization. Vision statement is what the company wanted to be. In everything they do, it should be based on its vision.Vision is acting as the light at the end of the tunnel. Vision is not only about growing the company but also its impact in its community. Because a company depends on the people working as well as the customers, it is effective if the vision will affect its employees and customers. Having an effective vision will have the employees something to look forward to, and be motivated to achieve it. Mission statement is a declaration of an organization’s core purpose. It also must be simple for everyone to memorize it. It is the thing that needs to be done in order to achieve the vision.Mission statement needs to be easy to remember and it needs to provide actual direction. Just like the vision, it should also reflect how it will benefit the community and its employees. b. How can the vision, mission, and strategy drive change in the organization? These statements bind the organization for direction and motivation. Any change in the organization will have to coordinate with its vision and mission. It might be to improve the organization and achieve the vision quickly. It might also be because the leadership has change or the entire mission and vision have changed. . How can the vision, mission and strategy statements put limits on the organization when it comes to change? Vision, mission and strategy are what the company wanted to be and how to achieve it. Sometimes, there are better way to do things but is not the way the organization should do things. It limits the organization to change. An organizat ion cannot just change because they wanted to, or they think it will benefit the company. They must think first if it is align with the statements and if not, neglect the change and think of something else.

Stefan’s Diaries: The Craving Chapter 14

On Friday Winfield took Damon and me to get fitted for a custom suit. A visit to Pinotto's Tailoring might have been fun at some other point in my life – as it had been the night I went shopping with Lexi in New Orleans. Pasquale Pinotto was a master of his craft, descended from a long line of tailors to kings and queens of Europe. With his pince-nez glasses and chalk and measuring tape around his neck, he could have been someone out of a fairy tale. I enjoyed trying to speak the few words of Italian I knew to him; he took pleasure in it as well, though he corrected my accent. Damon, of course, pretended that he only wanted to speak English now that he was in America – which is how he got around the tailor's delight at meeting a fellow countryman. â€Å"Look at this.† Damon held up a bolt of scarlet red silk to his face. â€Å"We could have our jackets lined with it. Doesn't it just bring out the color in my lips? Or†¦ Lydia's neck?† He moved it to the side, just about where the fang wounds would have been on him. Winfield looked confused. â€Å"She has taken to wearing scarves around her neck, lately. Is that what you mean? It's dashed peculiar – she never used to.† Damon flicked him a quick look, a flash of surprise and annoyance so fast only I caught it. It was interesting that Mr. Sutherland noticed the subtle changes occurring around him, even if he was ultimately powerless against Damon's compulsion. Although any safety the rich old man had was in staying completely ignorant of my brother's schemes. I leaned against the wall for support, tension exhausting me. I felt claustrophobic among all the rolls of expensive fabric and labyrinthine rooms of mirrors and sewing machines, as trapped in that room as I was in my life. Mr. Sutherland made his way to a chair to rest his ponderous bulk. He seemed a touch fidgety – he kept reaching for his cigar, but he was not allowed to smoke one of his famous cigars in the atelier, as the smoke would ruin the fabric. â€Å"Now here is some cloth I am thinking you will like,† Signor Pinotto said, presenting us with black wool crepe so fine and soft it might have been silk. â€Å"I get it from a tiny village in Switzerland. They work†¦Ã¢â‚¬  â€Å"Leave the cloth to me,† Winfield said, twirling an unlit cigar in his hand. â€Å"I know the business. Let the young men pick out whatever style they want.† Damon started looking through the jackets, pulling one out and holding it against him to see how it fit. â€Å"In this morning coat and that black crepe, we'll look like real creatures of the night,† Damon observed. â€Å"Don't you think so, Stefan?† â€Å"Yes, yes we will,† I agreed stonily. â€Å"Here, try this on.† Damon tossed me a smaller version of the jacket. Dutifully, I took off my own and put it on. The jacket fit me well except for being too big in the shoulders and chest. Damon was distracted by the tailor and Winfield, discussing patterns and linings and buttons. It occurred to me in that moment that I could leap out the window and run away. Would my brother actually carry through on all of his threats? Would he really kill the Sutherlands – or worse? But then I thought of the message in blood and realized I would never let the world find out the answer to that question. I wanted no more deaths on my conscience. â€Å"Is that the sort of thing young men prance around town in these days?† Winfield asked, frowning at my jacket. â€Å"I've never really been a – what did you call it? – ‘creature of the night.'† Damon gave him a cold smile. â€Å"Never say never.† And then Damon was suddenly standing next to me in front of the mirror, buttoning up his jacket and fluffing out the tails. Very assiduously he fixed mine as well. â€Å"Well, would you look at that,† he said to our reflections, putting an arm around my shoulders. â€Å"We could almost be brothers.† â€Å"We were brothers at one time,† I hissed so quietly that only Damon's highly tuned ears could hear. â€Å"Though you are now as alien to me as the devil himself.† â€Å"Eh?† Winfield looked up. â€Å"You do resemble each other a little. The†¦ hair. And the†¦ face.† He waved a hand vaguely at us. Then he smiled widely. â€Å"I'll have a whole set of matching grandchildren! Dozens of them, dandling on my knees.† Damon grinned. â€Å"Absolutely. I plan on having a large family, Mr. Sutherland. It's important that my bloodline goes on.† â€Å"You're really pushing it,† I said. â€Å"I haven't even started,† he whispered, smiling. â€Å"Oh really? Then what was that message you left for me in blood?† I said. Damon's forehead crinkled. â€Å"Message?† â€Å"Actually, I rather like the scarlet.† Winfield held a bolt of the fabric in his hands, and didn't seem to notice the tension in the air. â€Å"It's perfect. Damon DeSangue – bloodred, or of blood, right?† Damon looked surprised. I was taken off guard, too. â€Å"I speak four languages, boys,† Winfield said with a bit of a growl in his grin. â€Å"And can read another four. I-tal-ian is just one.† So Sutherland wasn't quite the buffoon he appeared to be. There were layers in him, and of course there had to be for such a successful businessman. â€Å"And speaking of languages, ho bisogno di vino, something to wet my throat. I brought something from my own cellar, a fantastic amontillado. Care to join me?† â€Å"I really could drain a good Sutherland dry just about now,† Damon said gamely, clapping me on the shoulder like our future father-in-law did. I slumped in despair. When we'd first become vampires, I'd wanted nothing more than to spend eternity with my brother. But now I couldn't wait to be rid of him.

Myth and the Evolution of Heroes

What is a hero? What comes to your mind when someone speaks of heroes and or heroines or Super Heroes and Heroines for that matter? Well lets see, Webster defines a super hero as a benevolent fictional character with superhuman powers and a hero as a person, typically a man, who is admired or idealized for their courage and outstanding achievements, and is typically identified as a person of noble qualities. A person who people will sympathize with. A man of the people. Or, the people’s champion if you will.These character types are often used in media and education and can be applied to almost any story, be it in literature, theatre, film, television series, games, or whatever. In classical mythology we find some of the first of many accounts of these Hero’s. In all actuality they could be called the first super hero’s. Although they did not have the superpowers that we come to expect from modern day super hero’s they still make the cut. And in many ways the heroes of legend could be what you would expect from (and I do use this loosely) real superheroes.See the births, backgrounds, and life’s of these characters are a bit more on the adult side of the movie store so to speak. They tend to reflect that of real people and real life. Not the real life that is watered down and boxed and fed to kids but the hard life and reality that we all come to realize is reality the more we grow up. Their stories are that of struggle, humility, sacrifices, and all that trial and tribulation that you have come to know and loathe through out the years.But at the same time they stick with the layout that, as though given to them of Russian scholar Vladimir Propp. See Propp broke down almost all myth with the publication of â€Å"Morphology of the Folk tale†. In this publication he depicted that all folk tales follow what is essentially a predefined course of action for almost all stories. Oddly enough this is still relevant to this day. A summary of which is the following: The hero usually has a birth that is very out of the normal. And from the moment of his birth he usually undergoes and over comes a threat to his life as a small child.As he grows up he usually under goes an extreme task and or an extreme amount of small tasks that for some reason or another he feels or is expected of him to prove his worth. Or these tasks maybe forces upon the hero by the antagonist. Usually these task are almost impossible and the hero then begins to meet friends and ally’s that aid him on his quest. These quests usually involve all type of thrills chills and of course the possibility of death for our hero. (Come on what epic story would be complete with out that? Also these quests always come with some sort of taboos that the hero must not do. They usually exist in the form of challenges that conflict’s with the up bringing of the character. Upon the over coming of that challenge the hero usually grows up, if the ir a kid you start to see where the hero is growing up. This concept is generally really popular with the long running cartoon stories of kids and helps the viewer learn right along side our protagonist. The viewer then grows with them and grows up with the character themselves learning life lessons.This is a good and bad thing. Because of this in modern society we have generations of children raised by stories as such. For some odd reason I guess lazy parents have taken these stories as alternatives to raising their children themselves. Ultimately death is the ultimate conquest that the hero will end up facing. This usually comes in the form of some journey to the underworld or realm of the dead or whatever they choose to call it. In some instances the hero actually dies and is resurrected.I know of a few stories where the hero dies and is resurrected numerous times symbolic of the conquest over death or maybe just the mocking of it to show off the heroes might. That not even death can stop them. From this point the hero then usually reaches a point of enlightenment or transcends into a higher being. This is a rough summary of Propp’s outline but most stories and heroes of legend commit to it. For example one of the most notable of extraordinary births is Perseus. Zeus got a hold of his mother while she was locked up in an underground chamber.After his birth his mother raised him there for four years in secret. After Acrisius discovered the birth of the child he put him and his mother in their coffin for an old sea man’s burial. They set a float until they landed on the island of Seriphos and were discovered by the old fisherman Dictys. Even when the hero’s are young or in some cases in there infancy they under go tribulation. Like Oedipus who’s name means â€Å"swollen-footed†. This is cause his feet were tied together when he was a baby so that he may never walk.He was to fulfill a prophecy that said he would kill his fath er and marry his mother, and thus brought disaster on his city and family. So he was supposed to be casted out into the wilderness and left to die. Fortune favors the young hero and he is eventually taken in and cared for until he comes of age and has Propp’s states must under go labors to prove his worth. The growing pains of Heracles’ 12 labors are probably the most famous in all of classical myth. The labors of the character’s journey are what transform the protagonist from joe-shmo to our loveable and courage’s hero.The meat and potatoes of the story, for it is here where they evolve into the hero. Cause their actions usually start from seemingly mundane but upon the completion of their mission they gain the praise of the people. In most cased because they end up saving a city, or a massive amount of people from destruction. Or a young woman of noble birth that resides, as say a princess of a powerful city. In some really basic stories after the compl etion of this the hero becomes king or just saves the day and wins the girl and then lives happily ever after.In others the end of the labors are signified by the defeat of the antagonist. Like the killing of Hector by Achilles. Some of my favorites are when upon the conclusion of the finale the hero dies. I know that sound kind of bad but the ending is more real because in these versions just as in real life there isn’t always a happy ending. Usually is these epics the hero is transformed into a legend and revered because of his ultimate sacrifice. Best example of this is Oedipus. He had worked his way into the Gods favor and upon his death Colonus was blessed.And through his death he was made into a hero once again. This motif is all to familiar to Christians for it is capstone for their believe structure. Theses allegories of myth show us how heroes come to be and through Propp’s illustration of all folktale template we see the underlying structure of all stories. A nd the evolution of all heroes.Works Cited Morford, Mark P. O and Roberet Lenardon. Classical Mythology 8th ed. New York: Oxford 2007. â€Å"Vladimir Propp† Wikipedia: The Free Encyclopedia. Wikimedia Foundation Inc. July 07, 2010. .

Getting Back to Basics Essay Example | Topics and Well Written Essays - 500 words

Getting Back to Basics - Essay Example Proper attention to the personnel function helps improve the efficiency of the labor force and the level of organizational performance. For instance, when planning a change (quality improvements) the manager should consider the type of resources necessary for each activity, equipment or skill groups. The tasks of the managers are to select resources and systems used in quality control. Also, the manager may consider not just the skill types necessary but particular individuals (Cope, 2000). All systems (machines, procedures, processes, equipment, communications) depend upon managerial decisions. For instance, if quality management has some constraints, the activities need to be assessed so that additional resources can be used on the project to reduce poor quality. It is important not to overestimate their efficiency. A manager may not have time to check everything others do, so there is an element of risk here. Further prerequisites are the ability to hold the objectives clearly in mind regardless of the setbacks that the quality management may encounter and, above all, a consistent optimism about the outcome of the project and the team's ability to succeed. The case of Canbide illustrates that quality management cannot be effectively implemented without good managers and their control.

Apple Case Study Example | Topics and Well Written Essays - 500 words - 1

Apple - Case Study Example In fact, the first Apple computer, the Apple I was late for its much anticipated launch due to improvements that were deemed to assist the end-user but were eventually costly. Apple Inc. dropped its computer name to embrace the new consumer electronic market the Company was indulging in. Since 2007, the company’s business model has shifted from a computer manufacturer to include other electronic consumers’ products. Such products include: the iPod, which was first, launched in 2001. The name change was then realized in 2007 when Apple launched the iPhone. The iPhone combined the iPod and a phone and thus marked a transition period for the Company. Over the years, Apple Inc has come up with more products besides the computers. These include the iPad and most recently, the Company just launched the latest version of iPhone 5. The Company’s strategy revolves around Apple’s ability to design and develop its own operating system, software and hardware that are user friendly (Marino, Hattaway and Jackson 150). What are the economic segments and characteristics of the PC industry? According to porter’s five forces, the competitive rivalry within an industry proves to be the most restrictive economic force in the PC industry. On the other hand, the threat of new entrants may be the weakest force due to the large amount of capital required for investment in the industry. The other three forces include: the bargaining power of suppliers, the bargaining power of consumers and threat of substitute products. What is the competition like in the PC industry? The PC industry is an attractive industry due to the huge sums of marks realized however, a Company has to invest a lot of capital and has to be innovative to survive. For Apple’s case, the PC industry is an attractive industry for the firm due to their continuous innovation and massive revenue. As of the year 2008, Apple Inc was the

Case Study 5 Example | Topics and Well Written Essays - 750 words - 1

5 - Case Study Example For example, Banyan Tree has managed to charge premium prices on customers just for its memorable experiences. As an experiential brand, Banyan Tree had its brand experience as well. Thus, the company had its value propositions to offer; one of them being corporate social responsibility (CSR). Enz (2010) explains that Banyan Tree engages its customers in many projects based on CSR which creates and impact as well as expression that lasts for long. Banyan Tree Holdings Limited also uses materials and methods of construction which are environmental friendly which then enables the company unify their developments into an environment which s very natural. The staff of Banyan Tree is also recruited from the community which then signifies their giving back to the community. Consistency of products and services is also another value proposition offered by Banyan Tree (Enz, 2010). The company has a way of designing and furnishing their rooms and villas to ensure that its look is consistent. Service delivery is also done uniquely to provide pleasurable experience to the customer. The exclusivity of Banyan Tree Holdings is another value propositions that has contributed to the great experience at Banyan Tree. The company presents exclusive locations which have views of nature which are spectacular. Each of their villas is also very exclusive hence contributing to the wonderful experience of the company’s brand. According to Enz (2010), Banyan Tree Holding also focused on training of its staff and developing it well. A corporate culture was established to provide opportunities for staff in advancing their career and their own personal development. The general team of management is composed of people from different cultural and geographical backgrounds. This style of management has allowed creativity and innovation among the staff of Banyan Tree. Therefore, innovation in its spa

Chipotle Case Analysis Essay Example | Topics and Well Written Essays - 2250 words

Chipotle Case Analysis - Essay Example ii. Ensured usage of raw materials of the highest quality and application of classic methods of cooking. This was to ensure that the restaurant produces dishes that are reasonably priced and ready to serve to customers in a short while. iii. Creation of operationally efficient restaurant having a pleasing aesthetic distinctive setting in its interior. iv. Friendly customer care services. v. Increased awareness and respect for the environment. This would have entailed the use of freshly grown organic produce and meat that is humanely raised and having no hormones or antibiotics. At the point of establishing these chains of restaurants, the main idea that was in the mind of the entrepreneur Steve was that, as a place of fast foods, the restaurant needed not to be quite expensive but, more accessible and affordable to most of the consumers. As such, when Steve commissioned the opening of the first of such restaurants in Denver in the year 1993, it became a great hit in the marketplace, and the majority of consumers were pleased with the services offered. According to the report, Chipotle grew in operations from a 1-unit restaurant to a 1,230-unit chain of restaurants that served in various parts of the country (41 states), and which managed to serve a daily customer base of about 800,000 people. The reasons for this great increase in sales turnover and high profitability index was due to a combination of various factors among them, provision of better quality fast foods compared to other restaurants, up scaling of the restaurant and the ability to deliver faster services to the customers. It is as a result of this extensive expansion and tremendous increase in sales turnover of the restaurant that Steve sought to expand the base into other neighboring states. Such expansions were to areas such as the District of Columbia, the United Kingdom and Canada. For instance, according to the financial reports of the year 2011, Chipotle managed to record revenues worth $2.3 billion and a $214.9 million in net income. The diluted earnings per share (EPS) for the same year were about $6.76 million. These are clear indications to a company with a positive growth profile hence, prospectively looking forward to increased business opportunities in the near future. A SWOT analysis for Chipotle Mexican Grill will be based on the past relations for continued existence of the company. For instance, the continued increase in the stock prices for a company is a likely indication of strength in the restaurant. There are a number of reasons as to why a SWOT analysis for a company is essential, especially to stakeholders and prospective investors to the company. This is because the analysis will help in making informed decisions about investing in the company or even buy shares and stocks from the shares of the company traded in the stocks market (Paiz, Dave, Ryan, Brian, Kristina, Frank & Mark 165). Chipotle Mexican Grill is recorded to have publicly started tradin g in its shares in the year 2006, and since then, it has had impressive stock prices recordings in the market. For instance, according to this report, the stock price of Chipotle Mexican Grill in the year 2012 climbed to record high of about $380 to $385 per every traded stock as compared to the previous year; thus, a representative 80% increase. Strengths 1. The availability of a well developed marketing strategy. A critical study into the report

Comprehensive Writing Assessment Essay Example | Topics and Well Written Essays - 250 words

Comprehensive Writing Assessment - Essay Example The IT department seeks to remind tellers to follow the standard method of balancing ledgers, in order to ensure that all client accounts are properly reconciled. In recognition of this system knowledge deficiency, the IT department has designed a training program. All tellers, new and old alike are expected to engage in the program, so as to be fully conversant with usage of the system. Further scrutiny also revealed that the prompt screen for merge/consolidation does not appear consistently, which makes tellers post transactions prior to consolidating them. The assumption that the system automatically consolidates transactions has, therefore, been another key contributor to the problem of bounced checks. Therefore, tellers should not make an assumption that the system will automatically consolidate and merge. The IT department has also ensured that the icon that appears during the merge/consolidation is resized to be visible to the tellers. Additionally, restructuring and reprogramming the program was done to make sure that the correct prompt screen always appears with the icon always visible. The icon was a also located in a more prominent area of the screen for easy

The current internationalisation policy with respect to global Essay

The current internationalisation policy with respect to global strategy theories - Essay Example This essay discusses that Marks and Spencer started its operation back in the 19th century with a stall on Kirkgate market in Leeds. The company targeted clients with above average income and provided high quality garments. The company also sells luxury food items. It was the first retailer in Britain to achieve 1 Billion pound pre tax income. The company operates in different countries today but its market share is not as it was before. The company’s internationalisation process failed drastically which made the company lose its clients. The international operations of Marks and Spencer were contributing a mere 1.25% to the pre tax income of the whole firm by 2000. This shows how Marks and Spencer failed drastically in going global. Marks and Spencer started its formal internationalisation through acquisition in Canada in1973. Therefore Marks and Spencer was not new to internationalisation in 2000 but still the company did this bad. International sales consisted of 25% of com pany’s retail floor but still its contribution to company profits was negligible. This is clear evidence of the failure of internalisation of the company. The company used different modes of entry ranging from acquisition to franchising. Mostly Marks and Spencer attempted to establish its own stores abroad through acquisition but franchising was also used in countries with less population. The policy of controlling everything on its own is deeply engrained in the culture of the company as managers usually like to do something by themselves. This is why acquisition were mainly preferred for both food products and clothing line while franchising was used when market was too small to start operations directly. The main problem of the company was its strict bureaucratic culture. This culture hindered the flow of innovative ideas within the company as senior management was not interested in newer ideas (Case Study Marks and Spencer, 2011). This is what led to the downfall of the c ompany both in the international arena and in UK. The company wanted to grow but its growth strategy was based on traditional mindset of acquisition. They thought they could continue to grow like before if they persisted using their same old business strategy but while doing so they ignored competition and changing business environment. Research suggests that bureaucratic culture lowers innovation and performance of firms (Homburg & Pflesser, 2000). This is one of the reasons why internationalisation went bad for Marks and Spencer. There was also lack of vision when it came to internationalisation within the company. They focused too much on daily activities without taking into account the long term direction the company should take (Case Study Marks and Spencer, 2011). This also had an adverse effect on the global performance of the company because it

Different Conflict Handling Styles in Management Essay

Different Conflict Handling Styles in Management - Essay Example Organizations use a variety of methods/style to handle workplace conflicts. However, five widely used conflict management styles include forcing, accommodating, avoiding, compromising, and collaborating. Let us discuss each of them in detail in order to get an understanding of the way organizations can use them to manage conflicts. Forcing is one of the main conflict management approaches. However, an observable fact is that employees and managers in organizations usually use this approach as the last choice when they are left with no other choice for reaching a resolution. If we talk about managers, we can say that they often use this approach to show power and authority. Even though this approach helps managers and employees in reaching an immediate resolution, but such resolutions put an unpleasant impact on the relationship that exists between people involved in a conflict. Accommodating is another approach towards conflict management in which one conflicting party listens and va lues the concerns of the other party involved in the conflict. Even though this approach is helpful in managing conflicts, but it also brings with it some negative points or consequences. For example, a conflicting party can ask for more favors and can put unlawful demands in front of the party showing accommodating approach for conflict resolution. Avoiding is another conflict management approach in which people avoid issues because of predicted negative consequences of getting involved in the issue.

Statement of Purpose Personal Example | Topics and Well Written Essays - 500 words - 4

Of Purpose - Personal Statement Example While I took a course in Business Economy in college, I hold the strong opinion that if I combine this credential with accounting, then I would be able to put forth unrivalled competence in the job market. When it comes to my personal experience especially in the field of business and accounting, I feel privileged to report that I have vast experience at various capacities. Essentially, I have about four years of experience in various sectors and categories where I made significant contributions. I spent one year in an insurance company as a sales and service personnel where I oversaw tremendous sales of insurance policies to various clients. Additionally, I spent three years in a beauty salon as a customer service person. In this position, I interacted with various customers hence ensuring their utmost satisfactions throughout my time of stay at the company. As far as responsibilities carried are concerned, I evaluated the needs of the customers in addition to providing them with the best available products and services. Furthermore, I handled the daily book keeping duties of the store before reporting the results to the headquarters. I have to confess that these responsibilities were taxing despite their enormous benefits to my career path. Furthermore, I managed to learn the English language when my husband and I decided to move to the United States for purposes of work and study. In brief, I have had to overcome a myriad of challenges over the last seven years ranging from cultural adaptation to learning a foreign language. While in the United States, I managed to take several courses in accounting in community college and take all the necessary classes to satisfy the language classes in colleges and universities. I have also taken courses in bookkeeping and taxes advising in order to gain more insight into the world of accounting an d to enable me to become a competent consultant in future. Last but equally

Theme of Tennessee Williams plays Essay Example for Free

Theme of Tennessee Williams plays Essay A Streetcar Named Desire conforms to the expectation that a major theme of Williams plays is that of human sexuality. Various aspects of human sexuality are explored through the diversity and complexity of the characters. Whilst Stanley Kowalski epitomises masculinity through his primal strength and power, and the increasingly fragile Blanche DuBois attempts to cling to the feminine role of the Southern Belle, these are only aspects of their characters. The fact that their relationship is one of conflict, is representative of their worldviews. However, to reduce A Streetcar Named Desire to the level of mere battle of the sexes would be too simplistic and does the play an injustice by choosing to ignore its complexities. Superficially, at least, Blanche DuBois conforms to prevailing concepts of gender wherein she adopts characteristics that are seen to epitomise femininity. Such traits are conceived as constituting feminine behaviour, and include characteristics such as passivity, acquiescence and emotionality. Whilst these traits are certainly evident in Blanche DuBois, she is, of course, a far more complex character than such simplification would first suggest and, therefore, cannot be so easily labeled. It would be perhaps more accurate to consider Blanche in light of Judith Butlers suggestion that gender is something that we do (Selden, 116). This concept more accurately encapsulates the sense that Blanche chooses to adopt a role of femininity, effectively playing a part by conforming to a stereotypical role, in this case, that of the Southern Belle. The adoption of this role provides Blanche with a relatively stable sense of identity, or at least an aspect of identity, necessary for her own self-preservation. As with Amanda Wingfield, in The Glass Menagerie, Blanche DuBois seems to struggle in a changing world and by adopting an aspect of identity that is associated with the past, she is able to find at least temporary comfort. From our earliest encounter with Blanche, we are made quickly aware of her preoccupation with appearance. Initially this focuses on the appearance of Stellas home, this horrible place (120), which compares so negatively when contrasted with the ancestral home of Belle Reve. However, Blanches real preoccupation soon becomes evident as she chides Stella for failing to  say a word about her appearance (122): You see I still have that awful vanity about my looks even now that my looks are slipping! (123). The fact that she laughs nervously whilst looking to Stella for reassurance indicates Blanches insecurity. All that has been familiar in Blanches world has changed, and now that age is changing her personal appearance, her insecurities are heightened. However, the dialogue between the sisters evokes a sense of ritual wherein Blanche seeks approval and Stella responds dutifully (123) suggesting that Blanches insecurities are deep rooted and precede the advent of age. As Stella instructs Stanley: admire her dress and tell her shes looking wonderful. Thats important with Blanche. Her little weakness! (132). This is a constant motif throughout the play and Blanches little weakness reflects the fact that her sense of self-identity needs constant bolstering, especially now that her youth has passed by. It also reinforces the notion of Blanche as adopting a role and the necessity, as with any act, for an audience, preferably a sympathetic one. For Blanche an audience is necessary to enable her to perpetuate her constructed self-image. Compliments and constant reassurance are required to maintain the role she has adopted; it is therefore necessary for her audience to constantly appreciate her performance. When considering Blanches behaviour with others, we find that she is most desperate to impress her male audience, and it is at such times that she feels the need to rely heavily on her female sexuality. Indeed, the persona that she has adopted is aimed at attracting male attention rather than female sympathy. This becomes apparent through a conversation with Stella wherein Blanche describes her discussion with Stanley regarding the fate of Belle Reve: I feel a bit shaky, but I think I handled it nicely. I laughed and treated it  all as a joke, called him a little boy and laughed and flirted! Yes I was flirting with your husband Stella! (141). Blanche seems unable, or at least unwilling, to disregard this persona when dealing with men. Such behaviour has become habitual, a fact that becomes increasingly obvious in her relationship with Mitch. After a date together, and despite the fact that Blanche did not enjoy the evening, she still behaves in a manner in which she believes she is obliged to do. As she explains: I was just obeying the law of nature The one that says the lady must entertain the gentleman or no dice! (175). Blanche certainly understands how to use her sexuality, but she is not driven by her sexuality in the sense of passion and desire. Blanche wants her relationship with Mitch to work, not because she wants him per se, but because of what such an outcome would represent. The prospect of such a relationship is viewed as an escape from her present circumstances where she considers herself to be a burden. A successful relationship will give Blanche the opportunity to rest and to breathe quietly again!(171). Such choice of language clearly indicates the strain involved in continuing her charade, and goes some way to explain her reliance on alcohol for a temporary sense of escape. Of course, in order to adopt the role of Southern Belle convincingly, illusion becomes a necessary factor. Blanche is content in the illusory world that she creates where she can attempt to regain her passing youth, becoming someone that she feels she should be. Illusion is also necessary in that it offers an escape from her sexually promiscuous past, whilst masking the truth of the past from her family and Mitch. However, Blanche seems to accept her past behaviour as inevitable considering the expectations of men: People dont see you men dont dont even admit your existence unless they are making love to you. And youve got to have your existence admitted by someone, if youre going to have someones protection (169). The fact that Blanche equates people with men highlights the fact that she feels very much a part of a patriarchal society, where men obviously hold the power and make the judgments. Ironically, but not unexpectedly, such a society is hypocritical in its view of Blanche as it privately condones, indeed enables, Blanches sexually promiscuous behaviour whilst publicly condemning it. Blanches decisions appear to have been primarily driven by her desire for protection, whilst her upbringing and her position as a woman in a patriarchal society, nurtures a reliance on men. In this case, the expectation is that a man will rescue her. Of course, she experiences only varying degrees of failure in attempting to escape from the situations she finds herself in. Yet, despite this, it is still male approval that Blanche seeks. Blanche retains the hope that by becoming part of the illusion, by emulating old-fashioned values, that she will attract Mitch and therefore the protected life of gentility and kindness that she so longs for. I have suggested that an illusory world is a space for Blanche to relive her passing youth, and we find that in order to do so she uses darkness to reinvent herself as young and innocent. Blanche lies to Mitch about her age, telling him that Stella is somewhat older (150) than herself, when Blanche is in fact at least five years older than Stella. Blanche adorns the naked lightbulbs in the apartment with Chinese lanterns (150) to deflect the harsh light of truth, as it were, from the possibility of being discovered as older than she has suggested. We learn from Mitch that Blanche refuses to meet him until after six and then its always some place thats not lighted much(203). Blanche finds the dark comforting (203), as she prefers to reject realism in search of magic (204). The persona she feels is necessary to attract Mitch is also necessary for her own sake as she allows herself to feel young and unscarred again. Her habit of taking baths is symbolic in this regard. The long baths are attempts to wash away the past, whilst they also represent an attempt at some kind of spiritual cleansing wherein Blanche always announces after a bath that she feels like a brand-new human being!(135). Yet, the fact that she keeps returning to the  bath leads to the conclusion that this illusion does not last very long. Whereas Blanche adopts a sexual persona, Stanley, and to some extent Stella, are driven by their sexuality. Their relationship is frequently portrayed as primal and animalistic, their baby is proof of Stanleys virility and Stellas fertility; an affirmation of an intensely passionate relationship. This is at odds with the genteel expectations of the Old South, the world that Blanche represents. Of course, Blanche has also strayed from the values expected, however, her sexual relationships are a means to an end, she is not sexually driven and does not experience the sense of passion and desire apparent in Stella who finds it unbearable to be apart from Stanley: I can hardly stand it when he is away for a night When hes away for a week I nearly go wild! (125). Stella has chosen a life built on a powerful sexual relationship which makes everything else seem unimportant(162). With this belief she deems unimportant the fact that Stanley beats her, she forgives him and to restate the physical bond between the two, they seem to have no need for words, instead they come together with low animal moans(154). Their relationship seems to epitomise life through the regenerative powers of desire and procreation, in contrast to Blanches sexual relationships with men as disempowering and ultimately destructive. Stanley plays the role of the Alpha male, evident in his need to dominate. This is apparent from the first poker game where Stanley seeks to dominate the group of both men and women. When he is disobeyed, he reacts violently, the violence escalating as events progress. During the poker game, Blanche defies Stanley by turning on the radio; his reaction evokes images of animalistic behaviour as he is described as stalking: fiercely through the portieres into the bedroom. He crosses to the small white radio and snatches it off the table. With a shouted oath, he tosses the instrument out of the window (151). When Stella admonishes him for his behaviour he physically attacks her, a forewarning of the treatment that Blanche will ultimately receive from Stanley. There is certainly a sense of inevitability in the final violence that Blanche experiences at the hands of Stanley, as he tells her, weve had this date with each other from the beginning!(215). Blanche has been a consistent threat to Stanleys authority, especially in regard to Stella. Stanley is the self-appointed King, (195) evidence of his sense of male dominance, a secure position that has been undermined by Blanche who is seen as adversely influencing Stellas opinion about her husband. Stella appears to have become influenced by Blanches perception of Stanley as uncouth and animalistic, and this becomes apparent in the language she uses to admonish Stanley. He responds: Dont ever talk that way to me! Pig Polack disgusting vulgar greasy! Them kind of words have been on your tongue and on your sisters tongue too much around here!(194). But Stella is ultimately complicit in Blanches destruction as she chooses Stanley over her sister, despite the fact that she is aware of the violence that Stanley is capable of. Stella chooses to believe Stanley, using illusion just as Blanche has done, because she couldnt believe her story and go on living with Stanley(217). Another aspect of sexuality that plays a significant role, is the sexuality of Blanches young, dead husband. It is clear that Blanche is haunted by the discovery of his homosexuality and the resulting guilt that she feels regarding his suicide. Beyond this however, it is clear that the discovery of her husbands sexuality caused irreparable to Blanches sense of identity. Stella describes Blanches attitude toward Allan: I think Blanche didnt just love him but worshipped the ground he walked on! Adored him and thought him almost too fine to be human! (190). It is clear that Blanche was left lost and isolated by Allans death, and she admits that she searched for comfort by sleeping with men: intimacies with strangers was all I seemed able to fill my empty heart withI think it was panic, just panic, that drove me from one to another, hunting for some protection(205). However, the purely sexual relationship does not offer the kindness, comfort and protection that Blanche is so anxious to find. Her pattern of behaviour becomes a vicious cycle; as Blanche becomes more and more desperate to exorcise memories of Allan, she adopts increasingly inappropriate ways of behaving thus adding to the memories that she is attempting to exorcise. Although Blanches intimacies with strangers do not provide emotional fulfillment, they do provide the male attention that she craves in order bolster her sense of identity as an attractive woman. It is ironic that Blanche views the old love letters and poems that Allan wrote for her as her most precious possessions: Everyone has something her wont let others touch because of their intimate nature (139). The poems and the emotional relationship that they represent are far more intimate than the physical relationships Blanche has had with other men. The fact that Blanche has a preference for young men, conforms to her use of illusion where she seeks to recreate, to re-experience, the idealised relationship which she has so desperately longed for. Her inappropriate relationship with a seventeen year old student, the relationships with young soldiers at Belle Reve, and even in New Orleans we gain a fleeting glance of this behaviour with the young man from the Evening Star (172), whom she kisses and reluctantly dismisses: Run along now! It would be nice to keep you, but Ive got to be good and keep my hands off children (174). Guilt haunts Blanche as does the rapid, feverish polka tune, the  Varsouviana (200), which only fades after the final gunshot has been heard. Just as Blanches expression of disgust destroyed Allan, it is Stanleys disgust at the charade that Blanche has been playing, that ultimately destroys her. The events of scene ten, where Stanley rapes Blanche, are accompanied by the sound of inhuman jungle noises which rise up (215) like cries in a jungle(213). This parallels the primal, animalistic image that has been built of Stanley, and the expectation that he will react violently to anyone that he feels is a threat. It has been said of Williams that his plays seek to capture the truth of human experience(Bigsby, 36). Indeed, A Streetcar Named Desire conforms to this view in as much as the characters are far more than stereotypes but rather complex characters that are influenced by, driven by and destroyed by aspects of human sexuality. BIBLIOGRAPHY Williams, Tennessee. A Streetcar Named Desire, in A Streetcar Named Desire and Other Plays, ed. E.Martin Browne, St. Ives, 1987. Bigsby, C W E. Modern American Drama 1945-1990, Cambridge, 1992. Selden, R. Contemporary Literary Theory, Prentice Hall, 1997.

Imparting or acquiring general knowledge

Imparting or acquiring general knowledge The supposed purpose of education, as marketed by the education industry, is career advancement, higher pay, and empowering a college graduates job search. [However, this should be considered only as] the current personal importance of education (BFuniv.com, 2010, para. 2) and the result of being educated for the selfish benefits of the individual instead of the society instead of being the purpose of education. The purpose of education, or of being educated, is more than that. In the past, the purpose of education is to pass on social, cultural and moral values, traditions and religions, and skills to the next generation (Kendall, D., Murray, J. Linden, R., 2004) to ensure the survival of the culture and future generation. Today, education is still widely viewed as a mean to impart knowledge and skills, and to help people develop the ability to make the correct choices and decisions. However, as stated in Confucianism, in order to be truly educated, one must first and foremost be able to learn extensively, enquire accurately, reflect carefully, distinguish clearly and last but not less, practice earnestly (Yao, 2001, p. 212). From this, the purpose of the education can easily be concluded as to create morally upright, knowledgeable, analytical and action-initiative citizens and leaders who are able to contribute to the different aspects social, economical and political of a society. The first aspect of the purpose of education is to instill knowledge in the learners. There are two different kinds of knowledge, the scientific knowledge and the history and cultural knowledge. Scientific knowledge consists of facts and information that are acquired through long tedious process of testing and reviewing before it is accepted and acknowledged by the society (BusinessDictionary.com). History and cultural knowledge, on the other hand, are records of past events and ideas that are gained from past experiences (Hoerr, 2007, para. 1). One can only be considered as knowledgeable when one has the combined understanding and awareness of both scientific and history and cultural knowledge. However, equipped with only knowledge, it is not enough for an individual, even only as a follower, to contribute much to the society. Equipped with knowledge, the next aspect of the purpose of education is to nurture these knowledgeable individual to be analytical people. Education does not desire the production of a generation of people whose brain are so packed with only knowledge and the sole ability to memorize and regurgitate facts. With the ability to analyze every piece of knowledge gained from books or experiences and learn from it, one need not have fear when faced with problems and challenges in life as they can be overcome through careful analysis, followed by suitable applications of knowledge and skills. Individuals who are successfully equipped with these two aspects of the purpose of education will be able to think out of the box and contribute to the society economically or even politically. With the rise of countries like China and India who have an abundance of cheap labour, Singapore can no longer compete effectively in the labour-intensive manufacturing market. As quoted by Alvin Toffler (1990), The most important economic development of our lifetime has been the rise of a new system for creating wealth, based on longer on muscle but on mind. (p. 9). To ensure its survival, Singapore shifted its focus to working towards a knowledge-based society which calls for creative and critical thinking skills. The change from a labour-intensive industry to a service-driven market affects the demand for education, the uses put to education, and the demands made on education for tailoring the workforce to those demands. (Riddell, 1996, p. 1363). In other words, this change calls for more independent learning, creativity and innovations. Hence, the Teach Less, Learn More1 scheme (TLLM) that is started in 2006 under the Thinking School, Learning Nation2 (TSLN) vision is implemented in the Singapore education system to fulfill the first two aspects of the purpose of education. Teach Less, Learn More is about teaching better to engage the learners and prepare them for life, rather than teaching more for tests and examinations (MOE). It builds on the foundation laid in place under the TSLN vision and the spirit of Innovation and Enterprise3 (IE). The relationship between TSLN, IE and TLLM can be seen in the Figure 1 (taken from MOE website) below. Figure 1: Chart showing the relationship between TSLN, IE and TLLM Figure 1: Chart showing the relationship between TSLN, IE and TLLM TLLM aims to help learners broadened their scope of knowledge, other than the ones needed to score well in tests and examinations, and also encourage learners to be analytical as it is no longer about memorizing and regurgitating facts and data. While IE also encourages learners to be analytic, its main aim is to promote the willingness to try new and untested routes without fear of failure and produces leaders who are prepared to be flexible, to multitask, to take responsibility and to inspire teams and organizations to take leaps of innovation (MOE). As quoted by Riddell, he believes that the most important skill that education can inculcate in the learner is flexibility (1996). This leads to the third aspects of the purpose of education which is to cultivate leadership, initiative and flexibility in the individual. This is to ensure that there will always be a group of leaders that is willing to take the first step out and lead the rest of the society towards success in the uncertain future by being flexible and open to new untested ideas when travelling the road to victory. These three aspects of the purpose of education will of course have several implications on the teachers and students in Singapore. Teachers have to be innovative in teaching so as to make sure that learning was meaningful and enjoyable to the students (Ho, 2009) and effectively encourage self-directed learning in all students. This means that there should be less dependence on drill, practice and rote learning (MOE). Thus, the role of a teacher should be that of a mentor, facilitator and model instead of being someone who only do teacher talk and lecturing (MOE). Teachers are also required to be prepared in curriculum development, research and pedagogical skills by attending workshops on curriculum development and various pedagogies, and with the establishment of the Research Activist Scheme, teachers can learn more on research methodologies (Ho, 2009). All these preparation and learning is to ensure that teachers are able to recognize and cater better to students unique and differi ng learning needs. For the students, they will no longer to be spoon-fed by the teachers. This calls for self-directed and self-motivated learning which is in tune with the Desired Outcomes of Education. Students now have to take up the mantle of being a self-directed learner who takes responsibility for his own learning, who questions, reflects and perseveres in the pursuit of learning (MOE) and an active contributor who is able to work effectively in teams, exercises initiative, takes calculated risks, is innovative and strives for excellence (MOE). Furthermore, as syllabuses will be trimmed, students will have more time and energy to focus on core knowledge and skills (MOE) or even to widen their scope of knowledge. Students will also be required to know how to apply their knowledge to solve or overcome the problems and challenges presented to them. Merely memorizing and regurgitating knowledge will not be enough to score well. An example of this Problem-Based Learning will be the Project Work4 intr oduced into the Junior College syllabus to encourage knowledge analysis and applications. The above three aspects of education may successfully mold a generation of globally competitive citizens much sought after by the global market but it does not automatically ensure that these capable people would not use their intelligence to create trouble for the society or even just abandon their homeland to pursuit a high-flying career. As Teo said, Of what use is the education system if it produces smart crooks or selfish individualists who feel no obligation to society, or loyalty to nation? Education must imbue the next generation with the right value system. Through values education, we must develop future citizens with upright character who can contribute to their community. We must also inculcate in our young a deep sense of bonding to the nation, so that they will be prepared to stay and fight in times of adversity. (1998). This leads us to the last and most important aspect of the purpose of education which is to create morally upright individuals that is devoted to serving and contributing to their country. As values are a set of social norms that guides the actions of an individual and the society, values education is thus used as a mean to instill a sense of morality in the learners. Values à ¢Ã¢â€š ¬Ã‚ ¦ are either innate or acquired. Innate values are [the] inborn divine virtues such as love, peace, happiness, mercy and compassion as well as the positive moral qualities such as respect, humility, tolerance, responsibility, cooperation, honesty and simplicity. Acquired values are those external values adopted at [ones] place of birth or place of growth and are influenced by the à ¢Ã¢â€š ¬Ã‚ ¦ environment. (Reddy). Hence, values education consists of character education, which builds on the innate values, and the national education, which can be considered as a part of the acquired values as it is influenced by the government of the country. Character education ensures that the individual will abide by the law and protect the peace and harmony of the society through social and emotional learning, moral reasoning/cognitive development, life skills education, health education; violence prevention, critical thinking, ethical reasoning, and conflict resolution and mediation (Lickona, 1998). The well-being of the society and the health and benefits of the other individuals will be made certain. National education seeks to inculcate national loyalty and a sense of belongingness in the learners. This is vital in the economic and social development of a society as the survival of a country depends heavily on the contributions of its citizens be it working to keep ones country ahead of others in the global market or being the next educator to the future generations. In Singapore context, values education takes the form of the curriculum subject Civics and Moral Education5 (CME), National Education6 (NE) initiatives (2008) and Social Studies7. Especially at the edge of the 21st century and with the spread of globalization, students are more likely to exhibits traits like materialism and unhealthy consumerism which may have severe economic repercussions in the future for a resource-limited small country like Singapore (2008). The job of the teacher in this case would be to instill a sense of thriftiness in these students and at the same time. During these lessons, instead of merely preaching about good governance, teachers should allow the students to identify the pros and cons of certain policies like the implementation of the Central Provident Fund7 (CPF) or the Electronic Road Pricing8 (ERP) and get them to see the need for these policies in the perspective of the government so as to [foster] social cohesion and rootedness to Singapore. Moreove r, instead of merely droning on and on about the moral issues and values that arises in Singapores society, teachers can attempt to interest the students by getting them to think critically about these issues and draw up possible solutions. To successfully engage students in values education, teachers themselves should play an active role in imparting the values to the students and not use the NE or CME classroom period[s] à ¢Ã¢â€š ¬Ã‚ ¦ for revision of other academic subjects (2008). Students should not study Social Studies for the sake of scoring well in the compulsory and examinable subject. Values should be learn and taken away to be applied in the later part of their life when they step into the society of virtues and vices. In conclusion, in order for a country or society to flourish, it is crucial that the educational policies implemented by the country leaders must be in line with the purpose of education. This is especially significant when a nation wants to prepare and equip its citizens with the necessary tools to combat the challenges of globalization. Education in the 21st century will be flexible, creative, challenging, and complex as it addresses the many issues that will arise from the rapid evolution of the world (21st Century Schools, 2008, para. 3) but there should also be a greater emphasis of values education so as to counteract any undesirable traits that are bound to show up in the whirlwind of seemingly impossible changes. The future of Singapore rests in the hands of its future citizens; hence the education of todays youth must not be taken lightly.

Leonardo da Vinci :: History Biography

Leonardo da Vinci Painter, sculptor, inventor. Born April 15, 1452 near the village of Vinci, Italy. He was the illegitimate son of Ser Piero da Vinci, a prominent notary of Florence, who had no other children until much later. Ser Piero raised his son himself, a common practice at the time, arranging for Leonardo's mother to marry a villager. When Leonardo was 15, his father apprenticed him to Andrea del Verrocchio, the leading artist of Florence and a characteristic talent of the early Renaissance. A sculptor, painter, and goldsmith, Verrocchio was a remarkable craftsman, and his great skill and passionate concern for quality of execution, as well as his interest in expressing the vital mobility of the human figure, were important elements in Leonardo's artistic formation. Indeed, much in Leonardo's approach to art was evolutionary from tradition rather than revolutionary against it, although the opposite is often true of his results. After completing his apprenticeship, Leonardo stayed on as an assistant in Verrocchio's shop, and his earliest known painting is a product of his collaboration with the master. In Verrocchio's Baptism of Christ (ca. 1475), Leonardo executed one of the two angels, a fact already recorded in the 16th century, as well as the distant landscape, and he added the final touches to the figure of Christ, determining the texture of the flesh. Collaboration on a major project by a master and his assistant was standard procedure in the Italian Renaissance. What is special is that Leonardo's work is not, as was usual, a slightly less skilled version of Verrocchio's manner of painting but an original approach altering it. It completely possesses all the fundamental qualities of Leonardo's mature style and implies a criticism of the early Renaissance. By changing hard metallic surface effects to soft yielding ones, making edges less cutting, and increasing the slight modulations of light and shade, Leonardo evoked a new flexibility within the figures. This "soft union," as Giorgio Vasari called it, is also present in the special lighting and is emphatically developed in the spiral turn of the angel's head and body and the vast depth of the landscape. Apparently Leonardo had painted one extant work, the Annunciation in Florence, before this. It is much nearer to Verrocchio in the stability of the two figures shown in profile, the clean precision of the decorative details, and the large simple shapes of the trees, but it already differs in the creamier modeling of the faces. Leonardo da Vinci :: History Biography Leonardo da Vinci Painter, sculptor, inventor. Born April 15, 1452 near the village of Vinci, Italy. He was the illegitimate son of Ser Piero da Vinci, a prominent notary of Florence, who had no other children until much later. Ser Piero raised his son himself, a common practice at the time, arranging for Leonardo's mother to marry a villager. When Leonardo was 15, his father apprenticed him to Andrea del Verrocchio, the leading artist of Florence and a characteristic talent of the early Renaissance. A sculptor, painter, and goldsmith, Verrocchio was a remarkable craftsman, and his great skill and passionate concern for quality of execution, as well as his interest in expressing the vital mobility of the human figure, were important elements in Leonardo's artistic formation. Indeed, much in Leonardo's approach to art was evolutionary from tradition rather than revolutionary against it, although the opposite is often true of his results. After completing his apprenticeship, Leonardo stayed on as an assistant in Verrocchio's shop, and his earliest known painting is a product of his collaboration with the master. In Verrocchio's Baptism of Christ (ca. 1475), Leonardo executed one of the two angels, a fact already recorded in the 16th century, as well as the distant landscape, and he added the final touches to the figure of Christ, determining the texture of the flesh. Collaboration on a major project by a master and his assistant was standard procedure in the Italian Renaissance. What is special is that Leonardo's work is not, as was usual, a slightly less skilled version of Verrocchio's manner of painting but an original approach altering it. It completely possesses all the fundamental qualities of Leonardo's mature style and implies a criticism of the early Renaissance. By changing hard metallic surface effects to soft yielding ones, making edges less cutting, and increasing the slight modulations of light and shade, Leonardo evoked a new flexibility within the figures. This "soft union," as Giorgio Vasari called it, is also present in the special lighting and is emphatically developed in the spiral turn of the angel's head and body and the vast depth of the landscape. Apparently Leonardo had painted one extant work, the Annunciation in Florence, before this. It is much nearer to Verrocchio in the stability of the two figures shown in profile, the clean precision of the decorative details, and the large simple shapes of the trees, but it already differs in the creamier modeling of the faces.

Chinua Achebe’s Things Fall Apart - The Downfall of the Ibo Essay

One of Chinua Achebe’s goals in Things Fall Apart is to portray Ibo culture vividly and honestly. Unlike European perspectives of the Africans – such as Conrad’s Heart of Darkness – Achebe’s representation explains intricate customs, rituals, and laws and develops individual characters. Things Fall Apart shows Ibo society to be fully functioning and full of life. However, Achebe maintains his objectivity and avoids giving the Ibo any undue sympathy, painting some of their customs – such as the mandatory abandonment of infant twins – in a questionable light. While it is easy for us – especially in this age of political correctness and multiculturalism – to place upon the white man all the blame for the downfall of the Ibo, Achebe does not make the situation so simple. In fact, it is the acquiescence of his comrades, not the intrusion of the Europeans, which eventually causes Okonkwo to take his own life. Thus, it is difficult to place the Ibo and the white men into traditional categories of good and evil, for each exhibits positive and negative qualities. Although the Ibo certainly possessed a lively, stable society before the Europeans arrived, their internal struggles contributed to their own demise. DEVELOPED CULTURE Throughout the novel, Achebe offers detailed illustrations of the richness of Ibo culture. Many episodes do not directly advance the plot, but rather serve to provide examples of this culture. One of the most significant signs of the development of Ibo culture is its system of laws and justice. A whole chapter describes the proceedings as egwugwu (important clansmen who dress as village ancestors) determine the verdict in a wife-beating case (87). The villagers are not stupid enough to believe... ...ld do if the missionaries brought military reinforcements. In any case, if Ibo society can be compared to a tragic hero, its irrational beliefs would be its tragic flaw. It was these beliefs which directly alienated members of society, such as Nwoye, Nneka, and the osu, and created a rift within the Ibo. While such beliefs and customs are certainly evidence of the depth of Ibo culture, their irrational basis could not withstand the white man’s defiance of them, as shown by the church’s survival in the Evil Forest. Ironically, it is these beliefs – the presence of a social structure, the development of a religion – which not only show the richness of Ibo culture, but also lead to its downfall. Works Cited Achebe, Chinua. â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness.† An Introduction to Literature. Terry, Joseph. New York, NY: Longman, 2001.

Two Marxist Objections to Exploitation :: Economy Economics Papers

Two Marxist Objections to Exploitation ABSTRACT: I argue that we can find in Marx two objections to exploitation: (i) an entitlement objection according to which it is wrongful because of the unjust distribution of benefits and burdens it generates; and (ii) an expressivist objection according to which it is objectionable because of the kind of social relation it is. The expressivist objection is predicated on a communitarian strand in Marx's thought, whereas the entitlement objection is grounded in a more liberal account of the wrongfulness of capitalist exploitation. I conclude by connecting my analysis to the current debate between proponents and critics of market socialism. While market socialism could be a vehicle for realizing the values associated with the entitlement objection, this is not true for the expressivist objection. Furthermore, because the entitlement objection does not depend on a thick conception of the human good, it is in accord with the liberal ideal of political neutrality whereas the expressivist objection is not. In what follows I argue that we can find in Marx's work two objections to exploitation and that distinguishing these objections helps clarify current issues facing socialist political philosophy. The first is an entitlement objection according to which exploitation is wrongful because of the unjust distribution of benefits and burdens it generates. The second is an expressivist objection according to which exploitation is wrongful because of the kind of social relation it is, viz., one in which agents view the needs, vulnerabilities, and capacities of others primarily as a means to their own private gain. (1) The expressivist objection suggests a normatively thicker, communitarian strand in Marx's thought, whereas the entitlement objection relies on a thinner, more liberal normative account. I conclude by connecting my analysis to the current debate between proponents and critics of market socialism. While market socialism could be a vehicle for realizing the values associated with t he entitlement objection, this is unlikely the case for the expressivist objection. Furthermore, because the entitlement objection does not depend on a thick conception of the human good it fits with the emphasis on political neutrality that is central to liberal thought. Let me provide some context for my account by briefly describing the place of exploitation in Marx's theory of history, the connection between the normative and explanatory roles of exploitation, and the relevance of Marx's theory of exploitation for contemporary social philosophy. For Marx exploitation is a concept of historical generality, applying not only to capitalism, but to feudal and ancient modes of production.

Growing Up with My Cousins Essay

I consider my cousins, Jessica and Jennifer, to be my best friends. We have always been close growing up. Jessica, Jennifer and I are very close in age. Jennifer is two years older than me, and Jessica is two months younger than me. I believe that we being close in age gave us a sisterly bond. Growing up, we spent a lot of time together at my grandma’s house. While we were at my grandma’s house, we let our imagination run wild. Today, there are a lot of miles between our homes. We don’t let the distance keep us from spending time together. I consider growing up with Jessica and Jennifer to be my favorite pastime. Jessica and Jennifer feel more like sisters to me than cousins. During my life, my mom has never been around. Throughout my younger years, I needed direction on growing into my female body. My cousins taught me how to take care of myself. We have always been there emotionally for each other. A special day for me was when I got to stand up beside my cousins in Jessica’s wedding. I felt closer to them on that day than ever before. My grandma has always considered us girls as her â€Å"three angels.† When we were young girls, my grandma invited us to spend a lot of weekends at her home. While we were at grandma’s house, we were spoiled a lot. Almost every weekend, we went roller skating at the Skate Ranch. The Skate Ranch was our special hangout place; we had a lot of fun there. Another fun memory at grandma’s house was all of the home videos our grandma recorded. My grandma would often hide in the front window and record us cheerleading in her front yard. All of our lives, we have never lived in the same town. The distance has never stopped us from seeing each other. We take turns driving to each other’s houses. I think traveling to each other shows the dedication we have to one another. If we aren’t able to see each other often, we know that we can call each other if we need to talk. I have always been able to tell my cousins anything. Even with kids, husbands, and busy work schedules, we still make time to get together. I will always cherish all the memories we made when life was easy. Even when we are grandmothers ourselves, I know that we will still be very close. I have two of the best friends that anyone could ask for. My favorite pastime is growing up with Jessica and Jennifer.

Business Ethic

MGT3201 / 3231: ASSESSMENT CRITERIA AND GRADING STRUCTURE Individual Case Study (20%) This assessment criteria and grading structure is used as the: 1. general guidelines for marking written coursework, and 2. feedback to the students for future improvement. |Content |Analysis |Evidence of Reflection |Achievement of Learning | | | | | |Outcomes | |20 |Excellent quality of |Extremely through analysis|Describes and evaluates all |Full synthesis of the | | |content; very wide range |of material given; high |events from multiple |module through the | | |of options considered, |level of self-awareness |perspectives; transfers |achievement learning | | |imaginative and creative |and aspirations; |concepts beyond that |outcomes and full | |17 |approach. Excellent range |convincing and lucid |particular setting; |understanding of the | | |of appropriate resources |justification of choices |recognizing and justifying |process. | | |used. |made. |the impact of a specific | | | | | |situation o n learning. | | |16. |Very good quality content,|Very through analysis; |Describes ad evaluates some |Some evaluation of the | | |wide range of options |very good level of |events from different |Learning Outcomes. | | |considered, through |self-awareness and |perspectives; transfers some | | | |approach. Very good use of|aspirations; through |concepts; can recognize | | |14 |resources available. |justification of choices |impact of specific situations| | | | |made. |on learning. | | |13. 9 |Good quality content, |Good analysis; good level |Describes and evaluates |Evidence of application of| | reasonable range of |of self-awareness; some |events but stays in one |the learning outcomes. | | |options considered. Good |justification of choices |domain. | | | |use of resources. |made. | | | |10 | | | | | |9. 9 |Satisfactory content with |Some analysis; some levels|Uses practical and simplistic|Evidence of understanding | | |few options considered. |of self-awareness, little |statements to describe |the Learning Outcomes. | | |May be less through |justification.Limited |events; some sense of cause | | | |approach. Some evidence of|explanation of choices |and effect; some sense of | | |6 |use of resources. |made. |transfer. | | |5. 9 |Meager quality of content,|Adequate analysis; little |Descries personal experience |Acknowledgement of the | | |only one or two options |level of self-awareness; |only; little sense of cause |Learning Outcomes. | | |considered. Very basic, |limited justification; |and effect; little sense of | | | |limited approach.Poor use|poor explanation of |transfer. | | |3 |of resources. |choices made. | | | |2. 9 |Very poor quality of |No evidence of analysis. |Describes personal experience|Few Learning Outcomes | | |content, no detail. No | |in a simplistic manner only. |achieved. | | |evidence’s of use of | | | | |0 |resources. | | | | ? 1500 word Report (excluding appendices) Content, relevancy to the topic title, authenticity of mater ial provided and etc. ? Literature Review (Resources) ? Emphasis on Referencing (Harvard Referencing System) ? The Assignment should be of an analysis, evaluative, argumentative, synthesis of moral justifications, reasoning , concise & lucid and excellent range of appropriate resources used rather than purely descriptive and should include a number of appendices, containing Supporting evidence for findings, analysis, conclusions and Recommendations Assessment Class:MGT3201 / MGT3231 Business Ethics Case Study: Group Members:1. 2. 3. 4. 5. 6. 1) Define the Issue __________________________________________________________________ ) Analysis / Arguments __________________________________________________________________ 3) Evidence of reflection / Justification __________________________________________________________________ 4) Moral Reasoning / Achievement of Learning Outcome __________________________________________________________________ 5) Resources ______________________________ ____________________________________ Total Score:_____ / 100 marks Final Percentage:_____ / 20% Guidelines for the Individual Report (20%) In order to facilitate processing of the Academic standard of report, please follow the general guidelines for the format and preparation of the individual report. Must have the following formatting: | |Spacing – double line paragraphs | |Font – Tahoma 10 or 11 point or Times New Roman 12 point | |Bolds – emphasis of paragraph titles or headings | |Margins set at 1† (top, bottom, left and right sides) | |Justification – left | |Page numbering: beginning on first page of report (not cover page) | |Headers or footers: name of student & ID, programme of study, academic session | |Spelling and grammar checked | |Programs – Microsoft Word or Excel if you have tables is preferred. |

Different strategies Essay

Using guidelines on viewing, interpreting, and evaluating visual imagery, examine a visual image for its meaning. Develop a written analysis and evaluation of the image. The image viewed is that of a building plan of the library. The image contains lines and boxes and labels of the different sections of the building. The image is presented as a whole and viewing it as separate sections would likely destroy the meaning of the image. The image also communicates to the viewer the whole structure of the building and one viewing it can identify his/her spatial location in the building. The image is able to tell the viewer that the building is large, has several entrances and exits, it also tells one the nearest comfort room, librarian’s desk and where a specific book, journal or material is located. Generally, the image is simple and straightforward and is able to communicate to the viewer important information about the library. Explore how different texts require different reading strategies. Select a novel chapter, a textbook chapter, a magazine article and a web page, and engage each text and take appropriate notes. Then, reflect on how the different texts call for similar and different strategies. Taking notes when reading a chapter from a novel is difficult to do, it’s that we have been trained to read a novel as a complete story, and the notes I had were incomplete and did not really tell me what the story is about, it was just a set of conversations I found interesting. Reading a textbook chapter is different because it contains a lot of information and the text is arranged to focus on one topic, hence my notes were many and upon reading it, it was actually a summary of the textbook chapter. A magazine article calls for light reading, and unless one is really looking for specific information, nothing is there for me to take notes. Most of the information in magazine articles is commonsense and opinionated and one is moved to argue against the article or agree with it. Reading a web page is similar to the magazine article, however, one notices that the message is incomplete or there are more articles related to it that taking notes is impossible but one web page leads to another. Reread one of your recent essays. How does the writing show that you thoroughly understood your subject, met the needs of your audience, and achieved your writing purpose? I believe that my essay was able to communicate that I had a good understanding of my topic because the thesis statement was focused and enabled the reader to identify the direction of the essay. Moreover, the essay provided a brief but information-rich discussion of the topic and its background. Then it proceeded to present my arguments and it was backed by existing information from reliable sources. I also was able to provide an alternative argument so that the reader would be given the opportunity to agree or disagree with my arguments. I then finished it with a short summary and conclusion and an invitation to the reader to engage in the same. Review the wording of a recent writing assignment. What are the key words, restrictions, and options? What does the description tell you about the purpose, audience, form, and assessment of the writing? What strategies from this chapter would you use to get started? A recent writing assignment I completed was the personal essay about the most influential person in my life. The key words for the assignment were influential person, inspiration and learning. Since it was a personal essay the only restrictions was that names should not be used, although one could identify the relationship of the person to the writer. The option given was that in the event that one could not identify a person, then it could be a personal experience. The writing assignment implied that it was going to be a personal essay that the use of first person is allowed and that it was casual and emotional and the purpose is to share with readers a very personal part of my life. I would be able to use the brainstorming exercise, as well as the dialogue writing and how to convey emotions in what we write.

Importance of Talking for Teachers and Childrens Learning

This survey will be based in C Infant School, a Leicester interior metropolis school. Most of the observations will come from a twelvemonth 2 category. This school is a really big baby school which is really culturally diverse, with huge differences in abilities amongst the kids. A Talk is considered to be important for larning, non merely for kids but for instructors also.A This assignment will be looking at the importance of talk for kids ‘s apprehension of the universe and besides the importance of talk for instructors to understand kids. This assignment will look at what different theoreticians have to state about the function of talk for acquisition and so expression at my survey and findings to see if there are any links to the literature.ALiterature ReviewThere is a scope of grounds carried out by research workers which look at talk for acquisition. Myhill et Al ( 2006 ) believes that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors. Their survey focused on the issues environing oppugning kids and believed that this is the most important function of talk for acquisition. This survey was called the TALK undertaking and this undertaking looked into the different types of questioning.A The instructors who participated in the TALK undertaking saw oppugning to be more about scaffolding acquisition and non so much about commanding the lesson content. They felt that oppugning encouraged kids and allowed instructors to supervise what kids understood. It besides gave chances to kids to rehearse thoughts and develop their thought. The Talk undertaking showed that instructors use different types of oppugning schemes. The instructors cardinal positions on oppugning were that oppugning is a manner of affecting kids, unfastened inquiries are superior to closed inquiries, good inquiries are the tools of the trade for effectual instruction and the best inquiries facilitate acquisition and thought ( Myhill et al. , 2006 ) . Evidence from the TALK undertaking showed that a individual lesson might incorporate short explosions of factual oppugning to get down the session and so travel on to inquiring inquiries to look into apprehension. Types of oppugning differed depending on cont ent, context and age of kids. This undertaking showed that comparing one type of inquiry to another does non assist judge how appropriate or effectual the inquiry may be in relation to the context, but raised the inquiry that is factual oppugning overused? Besides, how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from kids. A Besides back uping Myhill et Al is Tough ( 1977b as cited from Moyles, 1989 ) . Tough stated that certain types of inquiring is indispensable to advance kids ‘s thought. A Agring with Tough ( 1977b as cited from Moyles, 1989 ) is Aschner ( 1961 as cited in Gall, 1970 ) who claimed that inquiring inquiries is one of the basic ways by which the instructor stimulates an person ‘s thought and learning.A Barnes ( 2008 ) nevertheless, found oppugning in learning a two manner procedure. He believed that in order to increase the usage of acquisition, kids should besides be oppugning their instructor every bit good as themselves. This sets thoughts in their heads which are more likely to hold a longer permanent consequence on their memories.A Wegerif and Dawes ( 2004 ) agreed that oppugning was a good beginning for increasing talk. They found students believing and acquisition was higher when it involved instructors promoting treatment after every inquiry. Mercer and Dawes ( 2008 ) believe that kids are encouraged to speak and hold more clip to believe about an reply before showing it. Scrimshaw ( 1997 ) argued that kids do non cognize how to transport on a treatment due to put land regulations ( in Mercer and Dawes, 2008 ) .A There has been research which illustrates that talk differs in conformity to the country of course of study being taught. In numeracy there is a greater opportunity of factual inquiries being asked, whereas in literacy there are more unfastened inquiries which can be asked. This is because numeracy consists of a set reply. Nonetheless, in 1999 the DfEE found that talk can be encouraged in acquiring kids to explicate how they reached their replies in numeracy ( Myhill et al, 2006 ) . Keogh and Naylor ( 2007 ) found the best manner of promoting talk in scientific discipline is through reasoning, discoursing and researching, ignoring land regulations. Furthermore, it is of import to hold land regulations for talk because this maintains societal order and the instructors ‘ duty to maintain talk â€Å" curriculum-relevant † ( Mercer and Dawes, 2008 ) .A Alexander ( 2008 ) believes effectual acquisition is achieved if instruction is linked to a kid ‘s society values and through forming relationships. Evidence on this research focused on talk for larning in different civilizations and their different results. Harmonizing to Alexander, ( 2008 ) talk is a ‘skill that the pupil acquires instead than something that pupils and instructors together do in order to larn ‘ . It was made clear in this survey that talk is non merely merely a conversation between two individuals but besides about human dealingss. Alexander ( 2008 ) suggests, if the relationship between instructor and pupils is excessively formal ( teacher bases and pupil listens ) this has an consequence on schoolroom talk. Whereas, if a instructor sits with the kids who are positioned in a manner they can see each other, perchance set uping tabular arraies in a â€Å" horseshoe or square form † so speak can be achieved more efficaciously. The kids are so able to listen to each other every bit good as think from their equals positions in relation to whole category acquisition. ( Alexander, 2008 ) A Piaget ( 1967 ) was a review of many other theoreticians working in this field nevertheless, he agreed with Alexander ( 2008 ) to some extent. He argued that although kids being straight involved with talk was of import it was non cardinal to his chief findings. A kid learns by detecting, absorbing and building thoughts about what they hear and visualise around them. This is more of a â€Å" constructive procedure † ( Mercer and Littleton, 2008 ) . He believed it is more effectual for kids to speak to each other in groups instead than an adult/teacher. This is due to experiencing a sense of similarity and equality amongst other kids, whereas, kids might experience threatened to discourse their positions with an authoritative/powerful figure such as an adult.A Doise at Al ( 1981 ) had similar findings which show group work being more effectual than single work. When kids come into contact with other kids with different positions this allows and encourages the kids to re-examine their ain initial thoughts. This can so take to possible acknowledgment of a higher order solution that resolves the struggle ( in Mercer and Littleton, 2008 ) . Furthermore, Geekie et Al ( 1999 ) found that every bit good as kids being straight involved with more knowing persons, these persons should move as function theoretical accounts. They should believe aloud when speaking to kids to assist heighten their acquisition ( in Waugh and Jolliffe, 2008 ) .A A A A A Although Vygotsky ( 1978 ) agreed on Piaget ‘s position of larning being a constructive procedure he gave more accent to societal interaction and acknowledged this as being the â€Å" nucleus development procedure † ( Mercer and Littleton, 2008 ) . His theory explained that all persons have a Zone of Proximal Development which describes the difference between what a kid can achieve and when their acquisition is supported and besides what they can achieve when larning independently. Harmonizing to Paiget talk for acquisition was more effectual during equal interaction between kids of a similar ZPD. However, Vygotsky argued that the interaction between the â€Å" more and less knowing † encouraged the function of speaking. ( Mercer and Littleton, 2008 ) .A A survey by Barnes ( 2008 ) found that the most of import facet of a kid ‘s ability to larn through talk is by building new thoughts in relation to what they already know. By â€Å" seeking out † new ways through talk frequently builds on kids ‘s apprehension of the universe ( Barnes, 2008 ) . This links to what Bruner ( 1961 ) believed which is kids learn through detecting things for themselves. Although Bruner thought active duologue is an of import portion of larning he focused more on the usage of memory. Children are able to get new cognition and understanding with the aid of old cognition stored in their memories. In order for kids to absorb information their acquisition should be simplified which they can retrieve and remember when obtaining new cognition. This is what Bruner referred to as the preservation of memory. Bruner believed the function of talk for acquisition was an of import dependent on kids ‘s handiness for linguistic communication used i n the schoolroom, which would subsequently make up one's mind on their preservation of memory.AMethods and procedureTo get down with I felt it was of import to detect how my wise man facilitates talk in the schoolroom in order for me to make the same. I decided to detect my wise man in both literacy and maths to see the different ways my wise man facilitated talk. Across two literacy Sessionss ( appendix 1 ) , my wise man asked the kids many unfastened inquiries, but alternatively of replying straight off they were told to ‘talk to your spouse†¦ ‘ to discourse what the possible replies could be. There was a batch of mated talk during the whole category debut which chiefly occurred after my wise man asked a inquiry. During the chief activity the kids were given inquiries to discourse and speak about and were informed to speak to their equals on their tabular array to discourse and portion their thoughts with each other. They were besides told that at the terminal my wise man would travel about and listen to what ideas each group has come up with to portion with the category as a whole. During the chief activity my wise man went around the little groups merely listening to treatments and merely intervened to widen their ideas and replies. Having observed those two Sessionss it was clear to see that my wise man facilitated talk a batch throughout the lessons, giving clip for kids to discourse thoughts and replies. This was done in many ways from discoursing inquiries and replies in braces, little groups and as a whole category. It is of import to state that talk was ever encouraged after inquiring a inquiry ( normally open ) . This was besides the instance in the two maths Sessionss I observed ( appendix 2 ) . My wise man asked inquiries which could merely hold one correct reply but still encouraged the kids to work with their spouses to work out the replies. Open inquiries were besides asked to see how kids work out the replies, ‘what do I necessitate to make? ‘ It was besides of import to detect my two focal point kids, Dylan and Dhrumil to see how they interact during mated talk, little group treatments and whole category treatments. While I was sharing a book with Dylan ( appendix 3 ) I found he tended to associate parts of the narrative to his personal experiences and talked a batch about his personal experiences. When I asked some closed inquiries Dylan would answer with a yes or no but ever extended the replies by stating me why. During an R.E session ( appendix 4 ) I asked the category a inquiry, ‘what is your particular topographic point? ‘ and each kid had to state me what their particular topographic point was. I found that Dhrumil answered with merely saying a topographic point and Dylan stated his particular topographic point and besides said why. After detecting both kids it became clear that although Dylan was able to reply inquiries and widen them by giving inside informations and saying why, Dhrumil would be given to give an reply without widening it. Therefore, this led me to inquire more unfastened inquiries or inquire farther inquiries in the lessons I planned and taught in order to larn more about him and his understanding. The observations of my wise man ‘s instruction and planning helped me to compose up my ain programs. Differentiated activities harmonizing to group abilities, doing lessons every bit active as possible and encouraging kids ‘s thought through oppugning were all taken into consideration. I wanted to seek easing more elaborate talk and treatments as this was more fruitful cognition to assist me understand the kid and their thought. As a consequence, I made certain I asked a batch of unfastened ended inquiries and ever asked inquiries to widen their thoughts and ideas. I decided to make this in the same method as my wise man, holding kids work in braces, groups and whole class. Although I did this for most Sessionss I decided to concentrate on easing talk during the maths Sessionss. I asked a batch of inquiries to happen out what they ab initio know ( appendix 5 ) , ‘how could we mensurate†¦ ? I asked inquiries to see what they understood ( appendix 6 and 7 ) , ‘what have you found out? Why have you put this object in this portion of the diagram? ‘ I asked many different types of inquiries during the maths Sessionss, as normally mathematical inquiries tend to hold one consecutive factual reply. I asked different types of inquiries as it would assist me understand what the kids already know, why they have done something, how they worked the reply out. It besides helps me to set up any misconceptions the kids may hold and assist me to place kids who have grasped a construct and those who may non hold. Furthermore it helps me to measure the kids ‘s cognition and apprehension and this information is important is this will steer me t o be after harmonizing to kids ‘s learning.Analysis and reading of evidenceAfter looking at different theoreticians ‘ stance on talk for acquisition and my ain findings, it is clear to see that oppugning plays a cardinal function in teachers/adults larning and apprehension of kids. This is apparent in two of my numeracy lesson ratings ( appendix 9 ) . In both these ratings it states how inquiring helped me to place kids who had troubles and kids who were more than able. It is besides apparent to see that oppugning plays a cardinal function in kids ‘s acquisition and apprehension ( appendix 10 ) . In this rating it states that oppugning helped develop the kids ‘s thoughts. Therefore, this links and supports Myhill et Al ‘s ( 2006 ) belief that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors furthermore that oppugning kids is important in the function of talk for learning. To advance talk in the category I was based in, I made certain I asked inquiries which helped me understand what the kids have done, how they have done it and why. This is apparent in the maths and literacy Sessionss ( see appendix 5, 6, 7 and 8 ) . I asked different types of inquiries during the session, inquiries which required callback of the old Sessionss, inquiries to happen out what they thought and their ain positions, inquiries which required them to give sentiments and satiate why and inquiries to widen their thought. All these different types of inquiries were asked so I could understand the kids better. Learn more approximately them as persons and besides see them develop new thoughts. Once one kid gives a response to a inquiry it normally stimulated others to give their thoughts including new thoughts. This was good as it promoted originative thought, therefore associating with Aschner ( 1961 as cited in Gall, 1970 ) , who claimed that inquiring inquiries is one of the ba sic ways by which the instructor stimulates an person ‘s thought and learning. Furthermore, as these were normally unfastened inquiries the kids had the freedom to state what they wanted without the fright of giving a incorrect reply. Normally when kids are asked inquiries which require consecutive replies, I found that in some instances they would either be loath to reply, which could propose fright of being incorrect or they would merely take random conjectures. This so links in good with many of the theoreticians, Tough ( 1977 as cited from Moyles, 1989 ) who said about certain types of oppugning being indispensable for kids ‘s acquisition. It was of import to advance talk to measure and measure them as persons and besides program for patterned advance. Although unfastened inquiries were utile in acquiring a scope of different thoughts and replies, sometimes I needed to inquire inquiries which required a right reply, so a specific reply. This was the instance in certain maths Sessionss ( appendix 5 and 6 ) . Asking closed inquiries helped me understand if the kids understood or knew the reply. If an incorrect reply was given I found inquiring how they worked the reply out helped in placing if their methods were wrong which in bend resulted in the incorrect reply or if their methods were right but the reply was wrong due to small errors and mistakes. Therefore inquiring both opened and closed inquiries are really of import as it would merely do me more cognizant of what the kid understands, what they are fighting with, what misconceptions they have and overall assist me understand the kid. Therefore, besides ensuing in m e reflecting on my ain pattern excessively see what I may be making incorrect, what other schemes I could utilize to assist persons, how I can widen their acquisition and so on. Thus, back uping Myhill et Al ‘s ( 2006 ) findings from the TALK undertaking how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from children. Furthermore grounds obtained from observations of my wise mans oppugning manner ( appendix 1 and 2 ) , promoting talk and treatment after every inquiry, supports Wegerif and Dawes ( 2004 ) that oppugning is a good beginning for increasing talk and that pupils believing and acquisition is higher when it involved instructors promoting treatment after every question. After looking at my grounds most of them relate to the thought of oppugning being a cardinal point in talk for acquisition. This is besides apparent in my literature reappraisal. Questioning is seen to be important for kids ‘s acquisition, understanding and believing besides oppugning is important for adults/teachers to understand children.Conclusion ( a )The chief findings from all the research surveies are that most of the theoreticians believe that acquisition is an active procedure, through interaction with equals and grownups. Underliing all their theories and schemes is talk, as talk is required for interaction. Most of the research I looked at stated oppugning to be the most important factor in talk for larning. Most significantly instructors ‘ demand to see the type of inquiries they ask, inquiries which will non merely promote talk but aid instructors understand kids. To reason I found that talk does assist kids ‘s acquisition, understanding and believing. This is through oppugning and interaction between others. What makes it more effectual is varied oppugning and guided or supported interaction. I have learned that factual inquiries are merely every bit good as unfastened inquiries, but they are merely effectual when used in the right contexts, for the right content and for the right ages. However, it is most likely to be more effectual when a assortment of inquiries are asked in a individual lesson. This would profit me and others as I will be doing certain to inquire varied inquiries to assist me develop as a instructor and aid develop kids ‘s acquisition also.Conclusion ( B )I found that talk is important for kids ‘s acquisition as hearing others positions and thoughts helps boom their ain positions and thoughts. But most significantly I found that instructors need to advance talk more by the types of inquiries they ask. I found that inquiring different types of inquiry non merely helps me as a instructor but the kids besides. It helps me understand what the kids know, their old cognition and besides how that cognition has grown over clip. It helps me assess k ids ‘s cognition of topics, makes it more seeable to see which kids are fighting and which are progressing ; hence, it makes me more cognizant of what I need to make in order to assist persons to travel them frontward. Before I conducted this survey I held the belief that kids speaking was of import for us as instructors to cognize what they understand but did non see the importance of instructors speaking every bit good, but most significantly instructors supplying the chance for talk. But after holding looked at other research and holding experienced it myself I believe that in order for kids to speak instructors need to supply the chance for talk particularly after oppugning, giving kids clip to discourse and develop thoughts, whether this is in braces, little groups or as a whole class.