Hunting Snake vs the Cockroach Essay

Discuss the following poems, Hunting Snake and The Cockroach, commenting in particular on the ways in which the poets depict their respective creatures. The poems ‘Hunting Snake’ by Judith Wright and ‘The Cockroach’ by Kevin Halligan are both very metaphorical in their comparisons between creatures and humanity. Both poems are about animals in an undisturbed environment and their subsequent interaction with human beings, and a language feature that is common in both poems is an extended metaphor. The ambiguity of the title in ‘Hunting Snake’ is quite important. It is impossible to differentiate from the title alone whether it is the snake being hunted, or if it is the snake which is doing the hunting. Similarly, the title of â€Å"The Cockroach† gives no further details to the poem apart from the obvious fact that a cockroach will feature prominently. This allows the reader a greater range of interpretation Both poems can be seen as representations of humanity. Judith Wright was born in Australia and held an intense fascination of the countryside and the indigenous Aboriginal people. It is perhaps no coincidence, then, that her poem may hint at aspects of Australian life. The black snake could be seen to represent the Aboriginal people, whilst the people who see this snake may represent the English colonisers who came to inhabit Australia. They both fear and revere the snake – not only do they appreciate its dangerous beauty, but at the same time they treat it as a wild animal. This is a potential metaphor for the racial divide between the Aboriginals and Englishmen which still exists to a limited extent even today. Meanwhile, ‘The Cockroach’ explores human nature – first hinted in the fact that the cockroach is described as being â€Å"giant†. This idea is then developed through personification – the verbs â€Å"trace†, â€Å"jog† and â€Å"circle† are all normally associated with human behaviours. These actions could be a metaphor for the restlessness of human nature. Despite the cockroach being described as â€Å"quite satisfied†, it soon tires of this monotony and chooses to move on and begins to â€Å"jog in crooked rings†. This could represent how we as humans are easily bored of our lives, and instead of being content with what we have we always want more. A cockroach is normally viewed as a repulsive animal – people are normally very eager to kill it if they happen across one in their household.

Tokya Disneyland , Disney in Asia

Beyond Tokyo: Disney’s Expansion in Asia DISNEY IN ASIA Early in 1999, Michael Eisner, CEO of The Walt Disney Company, voiced his opinions concerning potential markets for his firm’s entertainment products and services. A major thrust for the new millenium would be development in Asia. †¢ We could be getting close to the time for a major Disney attraction in the world’s most populous nation. † The Walt Disney Company, Annual Report, 1998. †¢ â€Å"I am completely confident that Chinese people love Mickey no less than they love a Big Mac. Statement by Michael Eisner, CEO of The Walt Disney Company, during a trip to China in January 1999, Knight-Ridder/Tribune Business News, 16 June 1999. INTERNATIONAL THEME PARKS AND RESORTS: DISNEY EXPERIENCE Tokyo Disneyland [pic] Euro Disney (now Disneyland Paris) [pic] DISNEY AND CHINA IN THE 1990s Relations between the Disney Company and the government of China had not been particularly tranquil in recent yea rs. Disney held firm on its position on the movie. â€Å"Disney’s potential business in China is infinite.But Disney has to decide whether it wants to facilitate business or stand for free speech. † Not all of Disney’s relationships with China were negative however. The liberalization of China’s markets had generated benefits for the firm. ‘The Lion King’ had brought in almost $4 million in 1996 and the soundtrack had sold 1. 4 million copies. POTENTIAL OF THE ASIAN MARKET Building and investing in a multi-billion dollar theme park would represent another major, long-term commitment for The Walt Disney Company. Therefore, much research and planning were involved in this decision.In addition to the attractiveness of each of the remaining cities, Shanghai and Hong Kong, the market characteristics of the demand for theme park experiences by the Chinese people would have to be carefully evaluated. Although the success of the Tokyo Disney theme pa rk would strengthen the case for another facility in Asia, other data and experience brought up additional questions. Between 1993 and 1998, more than 2000 theme parks had been opened in China, developed and financed by both domestic and foreign investors.Disney management was convinced that a huge, child-loving populace would support a lively theme park business. Instead, many projects were swamped by excessive competition, poor market projections, high costs, and relentless interference from local officials. Cultural Factor The Chinese had a cultural disposition toward pampering children, which had been accentuated by the nation’s one-child per couple policy. Although many theme parks in China had not been successful, it was still generally believed that an exciting experience of high quality would attract visitors to a park.A mundane experience would be unlikely to spark interest in a second visit. Based on the repeat visitors at every other Disney theme park, management w as quite confident that they would be successful in attracting Chinese visitors not only the first time, but also the second, third, and fourth times. CASE Questions for Review 1. What cultural challenges are posed by Disney’s expansion into Asia? How are these different from those in Europe? There are some cultural challenges posed by Disney’s expansion into Asia.For example, Disney in Hong Kong soon realized that its attempts at cultural sensitivity had not gone far enough. For instance, the decision to serve shark fin soup, a local favorite greatly angered environmentalists. The park ultimately had to remove the dish from its menus. Furthermore, there is negative media coverage of the relatively new theme park for Hong Kong Disneyland in terms of cultural challenge. On the other hand, in order to make the park â€Å"culturally sensitive†, Hong Kong Disneyland would be trilingual with English, Cantonese and Mandarin.The park would also include a fantasy garden for taking picture with the Disney’s characters, popular among Asian tourists, as well as more covered and rainproof spaces to accommodate the â€Å"drizzly† climate. Attendance and operating income in France were less than anticipated and a major restructuring of the Euro Disney operating company was affected in 1994. Cultural challenges, as well as a European recession in the early 1990s, resulted in less than expected success of the park and its related hotels and facilities.Renamed Disneyland Paris early in 1994, and with enhanced performance, the Disney European experience finally began to pay off for this facility, which, by the late 1990s, was the largest theme park in Western Europe! With these two, quite different, experiences in operating a large theme park and resort facility outside of the continental United States, the Eisner management team was ready to move into China. Two locations were â€Å"in the running† early in 1999, representing quite dif ferent operating and financial strategies and structures.Either Hong Kong or Shanghai would likely be the site of the next Disney theme park. This was the challenge faced by the Disney management team, with a target decision date of June 1999. 2. How do cultural variables influence the location choice of theme parks around the world? Cultural obstacles influence the location of new theme parks in Asia. One is finding the right location. Often, more important than content is whether a venue is located in a metropolis, whether it is easily accessible by public transportation.However, in cultural perspective, there is an additional threat of competition, both from local attractions and those of other international corporations because of the fact that it seems that Asian travelers are loyal to their local attractions. Therefore, the stiff competition of the theme park industry in Asia will center on not only which park can create a surge of interest in its first year but also which can build a loyal base of repeat customers. In deciding on a site for a China theme park, a number of factors had to be identified, considered, and evaluated.In consultation with the Disney Board of Directors, they were looking for an â€Å"international character† for this park. A diversified visitor base would reduce the risks of problems in one country having an adverse effect on international visitor flow. Infrastructure in the area of the park and the region supporting it were also important. Visitors should be able to reach the park easily, by a variety of forms of transportation — airports, railroads, roadways, tunnels, bridges, bus lines, etc. hould be well established or enhanced while the park was being constructed. A prime area would be easily accessible and would also support a park most efficiently. The park and the region should contribute to visitors extending their time spent at the Disney facility. Management knew that convincing visitors to stay at the s ite, in a Disney hotel, was likely to generate greater cash flows from the park and its ancillary facilities. A stock of hotel rooms to upport park visitors was also important. Rooms at a variety of price points, from economy to luxury should be available when the park opened. 3. What location would you recommend for Disney’s next theme park in Asia? Why? We recommend Malaysia for Disney’s next theme park in Asia. Therefore, one of such strategic locations is the state of Johor in Malaysia due to the fact that Malaysian officials wanted to develop Johor in order to rival its neighbor Singapore, as a tourist attraction.In fact, there can be a Disneyland in Singapore; however, we don’t want to create a competitive environment between Hong Kong and Singapore. For us, there shouldn’t be two large Disney lands per region. Therefore, the best location in Asia to build a new theme park is Malaysia. We think that Malaysia Disneyland can rather bring in a new set of customers. EPILOGUE Despite its already large size, the Asian theme park industry is still developing.

A Scholarship Boy’s Longing

A Scholarship Boy’s Longing In his essay â€Å"The Achievement of Desire,† Richard Rodriguez acts as both a writer and reader in response to a book written by Richard Hoggart entitled The Uses of Literacy. Rodriguez discovers a parallel between his own life and the life of what Hoggart coins as a â€Å"scholarship boy.† A scholarship boy is defined as a child from a working-class family who feels as if he â€Å"cannot afford to admire his parents†¦so he concentrates on the benefits that education will bestow on him.† (566). For Rodriguez, the discovery and reading of the definition prompts him to gain the courage to realize and admit that his academic success is due to his early, emotional separation from both his family and his culture. Discovering Hoggart’s book was an epic moment in Rodriguez’s life. His nostalgic experience is expressed when he writes, â€Å"For the first time I realized that there were other students like me, and so I was able to frame the meaning of my academic success, its consequent price- the loss.† (564). Rodriguez’s academic success began when the â€Å"deepest love† he had for his parents turned into â€Å"embarrassment for their lack of education.† (566). Like Hoggart’s scholarship boy, he started isolating himself from them and transitioning his respect to his teachers. He realized that his parents had no room for societal growth, and if he chose to follow in their footsteps, he would be doomed to the same working-class life that they were marginalized into. Rodriguez’s embarrassment of his parents served as a catalyst to further his education. By idolizing his teachers, he realized that he was opening the doors to success. The only problem with opening the doors to success is that another door closes behind it. The intimate, family life in which Rodriguez found so much pleasure was left in a self-deprecating manner. He began to associate pleasure with inferiority. For a scholarship boy, it is â€Å"clear that education is a long, unglamorous, even demeaning process†¦Ã¢â‚¬  (578). Rodriguez would go to the library and check out the maximum number of books. Many of these books were recommendations from the teachers he admired so much or librarians who had gained a new fondness for him. This mirrors the words of Hoggart when he writes, â€Å"†¦The scholarship boy rarely discovers an author for himself and on his own.† (845). Every time Rodriguez did discover a book on his own and found it pleasurable, he disregarded it. There was no room for pleasure in his life. During grade school, Hoggart’s scholarship boys endure the constant feeling of harsh loneliness. The scholarship boy would always be the first to answer a teacher’s question to the annoyance of the other students. In his home life, the scholarship boy feels as if he does not identify with his family, so conversation is always kept to a minimum. The books that Rodriguez brought home are the epitome of Rodriguez’s imaginative, scholarship boy. They are books that disassociate himself from his family. This loneliness also proves true in Rodriguez’s student life. There seemed to be a barrier between Rodriguez and a normal, social life. Instead of healthily interacting with other people, he hid behind his books. When Rodriguez was a graduate student, he traveled to London to write a dissertation on English Renaissance literature. He found himself in a lonely community of other scholarship children whose â€Å"eyes turned away the moment [their] glances acciden tally met.† (579). The realization of such a life had a profound effect on Rodriguez. Nostalgia started setting in, and he was eager to remember the warmth he experienced as a child. Rodriguez blatantly states that he was the quintessential scholarship boy, but I believe that he has since then shed the label. A scholarship boy is defined by Hoggart as a child who tries to separate himself from his family because of the embarrassment of association. He is the â€Å"odd man out.† (848). However the tone used by Rodriguez in â€Å"The Achievement of Desire† is more nostalgic and melancholy than embarrassed. Rodriguez openly writes about his past, even though it had taken him over â€Å"twenty years to admit.† (564). Hoggart claims that once a scholarship boy has made the transition into a scholar, he will never feel a sense of belonging in his personal, private life. This is where the separation between Hoggart’s scholarship boy and Rodriguez truly begins. In the ending paragraphs of his essay, Rodriguez begins to identify with his parents. He notes that he â€Å"laughed just like his mother† and â€Å"his father’s eyes wer e much like his own.† (580). Although Rodriguez is most likely still the odd man out in his family, he does feel a sense of belonging despite the strained relationship. There is an interesting relationship between Rodriguez and Hoggart’s texts. The structure of Rodriguez’s essay is formatted similar to a reading analysis worksheet. Rodriguez borrows four block quotes from Hoggart’s The Uses of Literacy and comments on them, finding various parallels to his own life. An example of this can be seen when Hoggart writes, â€Å"The scholarship boy discovers a technique of apparent learning, of acquiring of facts rather than of the handling and use of facts. He learns how to receive a purely literate education, one using only a small part of the personality and challenging only a limited area of his being.† (577). Like Hoggart’s scholarship boy, Rodriguez admits he was a bad student. He relied on imitation to get him through the grammar school system. Rodriguez â€Å"used his teachers’ diction, trusting their every direction.† (566). He adopted what he was told to adopt rather than making decisions on his o wn. Rodriguez’s way of paralleling his life to the life of Hoggart’s scholarship boy seems like a very systematic way of writing, which is interesting, because it reflects Rodriguez’s methodical, educational upbringing. However, how Rodriguez uses the text to his advantage is proof that he is no longer a carbon copy of Hoggart’s scholarship boy. The text is broken up into four sections. The first section intertwines the words of Hoggart and Rodriguez describing Rodriguez’s claim on the term â€Å"scholarship boy.† Rodriguez blurs the lines between Hoggart and himself, which allows him to fully align himself with Hoggart’s definition of a scholarship boy. The passage from The Uses of Literacy within this section seems to flow a little too perfectly. It is seamlessly sewn together as if Hoggart’s words and Rodriguez’s personality are one and the same. The second section could have easily been ripped out of Rodriguez’s journal, because of its heavy use of personal events from the essayist’s life. The second section’s polar opposite is the third section, which seems very factual and based on Hoggart’s The Uses of Literacy. Many of the sentences begin with â€Å"The scholarship boy†¦Ã¢â‚¬  The second and third sections display some kind of internal battle withi n Rodriguez, but it comes together in the fourth section. Instead of reading Hoggart’s text like a chore and adding it to a list of accomplishments like Rodriguez did with Plato’s The Republic, he comprehends and uses it to aid his voice. He controls the last section with great authority. Rodriguez makes Hoggart’s words work for him and becomes both a close reader and a creator of a literate, personal, and admirable essay. He uses Hoggart’s words, but he does not mimic them like he once mimicked his teachers and critics. Being able to find his own voice as both a reader and reader, as well as becoming aware and accepting of the fact that it is okay to desire the past were key to separating Rodriguez from Hoggart’s prescriptive scholarship boy. Rodriguez even goes as far to describe Hoggart’s scholarship boy as â€Å"more accurate than fair.† (577). Although it is a seemingly an accurate description, of what a young, working-class child may go through in life, it is not every man’s description. The scholarship boy described by Hoggart in The Uses of Literacy seemed to have an ill fate of seclusion and loneliness, but Rodriguez seems to have created a different ending for himself by being able to go back home. The last section of â€Å"The Achievement of Desire† proves that the essay is solely Rodriguez’s. He may have inserted Hoggart’s quotes into his work, yet the essay is still his, because the clarity of his emotions and thoughts is pristine. Rodriguez, Richard. The Achievement of Desire. Ways of Reading. Comp. David Bartholomae and Anthony Petrosky. Boston and New York: Bedford/St. Martins, 2005. 561-584.

Managerial Economics Individual Work1 wk3 Essay Example | Topics and Well Written Essays - 500 words

Managerial Economics Individual Work1 wk3 - Essay Example Different employee roles and job descriptions should be considered when putting in place an organization structure. The hierarchical organization structure embraces a top-down approach relationship. It is a pyramid-like structure where the organization has few experts who delegate specific roles to the other employees. Managers are the main decision makers and act as head of the different departments within the organization. On the other hand, the contemporary organization structure, different employees are specialists in the different roles they undertake within the organization. It is more of a decentralized structure, and employees are expected to make strategic decisions within their areas of specialty. The contemporary organizational structure is very effective, especially in an organization that deals with the manufacturing of products. It encourages participative management as employees are specialists in different fields such as finance, engineering and customer service. (Hiriappa, 2009).The flow and distribution of the information throughout the organization is made easier, and the functions of the different departments are performed effectively. It in turn leads to quality production of goods and the provision of better services to the customers. Therefore, the organization can meet the demands of the market without compromising on the quality of the products and services. Decision making is paramaount in ensuring that the various departments within an organization perform their roles well and in a co-ordinated manner. In this organizational structure, decision making is fast as employees do not have to wait for others to make decisions. The employee is empowered and is expected to make strategic decisions.It also ensures that time is not wasted and that all activities are finished within the allocated time.Furthermore, there is a

The Five Pillars of Essay Example | Topics and Well Written Essays - 500 words

The Five Pillars of - Essay Example ncerely reciting the Muslim profession of faith, Salat: performing ritual prayers in the proper way five times each day, Zakat: paying an alms (or charity) tax to benefit the poor and the needy, Sawm: fasting during the month of Ramadan, Hajj: pilgrimage to Mecca†. (bbc.co.uk, 2009) The first pillar, Shahadah requires that Muslims recite â€Å"There is no God but Allah, and Muhammad is his messenger† (bbc.co.uk, 2009). This is an important requirement, a breach of which might amount to blasphemy and even apostasy. This rule ensures that an individual member of the faith completely and unconditionally submits himself to Allah and his messenger Prophet Muhammad. The Salat, the second pillar of Islam is a way to discipline the mind and body by offering prayers five times a day. The ideal times to perform these prayers are dawn, midday, late afternoon, after sunset and before midnight. This habit is inculcated into children as young as seven years of age, so that they will continue it in their adult lives. Since Islam was founded in the Middle-East, which is close to the equator, the Salat helped organize a day into different parts. There is evidence to suggest that the Salat has been practiced by Muslims since the time of Prophet Mohammad in 7th Century A.D. (Fareed, 2008, p.60) The third pillar, called the Zakat serves a social and economic function in that it ensures that the meek and the poor get their basic needs fulfilled. Zakat serves a function, which in modern nation-states would be termed a social welfare mechanism. What is remarkable about this observance is that it offers a practical solution to the problem of poverty among Islamic communities. The fourth pillar is the Sawm, which stands for fasting. The most devout expression of this pillar of Islam is during the month of Ramadan. During this month, Muslims do not take food or drink of any kind during day time. They also abstain from smoking and sexual intercourse. While all Muslims aspire

Relative resource management Essay Example | Topics and Well Written Essays - 500 words

Relative resource management - Essay Example al, 13). However, the choice taken should minimize those consequences as much as possible According to Enlow, et.al (6), before the buyer selects their provider of the apparatus, they should first examine the ability of each potential seller to meet their needs. To achieve this, they should examine the precedent agreements of the distributor and assess whether they have been able to satisfy their previous clients in time. The buyer should also examine the prospect’s future expansion map and their current awareness in the same field (Enlaw et.al, 6). Their economic position will determine their capacity to meet what client’s wants. It is important to establish the physical position of the distributor because this will affect the value of their products as well as the rapidity of distribution to their clients. Finally, they should look at how the prospects design their gadgets in consideration of their impacts on the surroundings (Enlaw et.al, 14). The seller should be able to demonstrate potential to handle such problems before they enter into an agreement. The BP’s management should to take into account the prospect of the distributor to meet deadline for supply of the apparatus (Enlaw et.al, 3). Since the current supplier has only six months remaining, the selected supplier should be able to deliver clients request in time to avoid breakdown of company’s operation. The manufacture should be able to create required apparatus using the most current knowledge so that they can effectively and efficiently serve needs of the buyer. This will also ensure that those apparatus are not injuries to the surrounding as a result of poor technology. There is need to assess any problems that may arise in case the seller is chosen from another region. They should understand the consequences which may arise in case of political conflicts between clients’ and suppliers’ nations. The company should acquire equipment from a distributor

English 101 Essay Example | Topics and Well Written Essays - 500 words - 1

English 101 - Essay Example This would mean that certain changes to the social processes associated with college life might need to be changed. For example, the same methods which are used to recruit young adults or adolescents coming out of high school may not be good enough for targeting more mature individuals. Colleges might have to change their approach in how they offer their classes and what services they provide on campus to their students (Back2College.com, 2007). Additionally, those who come to college with a few decades of real world experience with them may have quite a different opinion of how things operate in the real world as compared to those who have remained in college for most of their lives. For any given college, such a student can have a useful impact on class discussions and the resulting knowledge gained for other students in the same class. At the same time, there would a great impact on the workers who choose to go back to college since it is quite an adjustment going from a regular nine to five job to the college environment where class schedules and deadlines determine working hours rather than scheduled project plans (Back2College.com, 2007). Such workers may need time to adapt to the environment and would need help from the college itself. Some colleges have established specific offices to help adult learners but a lot more remains to be done in this respect since the growth in numbers of older college students shows a rising trend. Perhaps the most significant impact of the social change would be on the recruiting companies that use colleges as their hunting grounds for new members of the company. While these companies have traditionally used colleges to seek out entry level employees from the bachelor’s level programs and mid management from the master’s programs, they could now seek out employees to come into senior management positions right out of college simply because these employees have the experience, the maturity as well as the latest

The effect of the U.S. Subprime Crisis to the China commercial banks Dissertation

The effect of the U.S. Subprime Crisis to the China commercial banks in 2008-2013 - Dissertation Example A careful analysis of the sub-prime crisis reveals that it was created from the slump in housing prices that created a ‘bubble’ of expectations among investors. By the end of third quarter of 2007, the prices of underlying assets declined drastically and the value of mortgage based securities was higher than asset. This motivated investors to default on mortgages as they felt that actual worth of asset is not worth repayment. The depressing effect was amplified further by securitization of assets. The impact of sub-prime crisis was not limited to US banks but almost all commercial banks and financial institutions around the world that had considerable exposure in US Mortgage Backed Securities (MBS) were either affected directly or indirectly from the subprime crisis. In order to rescue the financial market, the US Federal Reserve responded swiftly through cutting key monetary policy interest rates and also extended financial support to mortgage lenders and house buyers w ho were defaulted or would seemingly default. The objective of the study is to reveal the effect of the U.S. Subprime Crisis to the China commercial banks in 2008-2013. In order to achieve objective the study covers the literature review and theoretical framework of the topic. Research design has been done with the intention of selecting appropriate methodology and data collection analysis. Moreover the data analysis will help to get the findings of the project. After interpreting the research findings, finally the study ends with conclusion, recommendations and reflections. Background of the Study Freddie Mac and Fannie Mae was together accountable for almost half of the mortgage market in US which is valued to be worth over US$ 10 trillion. The many previous studies have also found that the government of China is among the top five international holders of Fannie Mae and Freddie Mac long-term debt. The Bank of China announced that it had Freddie and Fannie bonds worth $7.5 billion at the end of August 2008 after cutting its holdings by 25 percent. The country’s largest commercial lender, ICBC stated that at the end of August 2008 it held bonds in Freddie and Fannie debt worth $465 million in addition to $2.2 billion in mortgage backed securities issued by the US companies. The second largest

Methods for Resolving Small Scale Systems Problems Essay

Methods for Resolving Small Scale Systems Problems - Essay Example They refer to the interaction between people, processes, data and technology. The dynamism of the society’s needs creates different system challenges at every turn (Hitchins, 2006). As the world grows and becomes more networked, so do the challenges that the systems face. In addition, with this growth, adaption and integration, the problems and challenges increase in size and complexity. With these problems, different principles and methodologies have been put in place to solve them. Problems with Large scale systems Large scale systems refer to software intensive systems with large amounts of hardware, processes, users and user data. With this kind of scale, many problems arise. Examples of large scale systems include: the Department of Defense, the global financial markets and the healthcare system among others. Some of the problems that arise in large scale systems include: problems caused by human interaction; these are caused by the users of the system. High number of use rs that interact with the systems causes a large number of problems. These problems may cause the failure of the whole system. This kind of problem can be solved by making the interaction between the user and the system user friendly. This will reduce the number of errors that will be encountered. The system must also be designed in a way that can evolve to fit the needs of all the users and accommodate the evolving trends and changes. Another problem faced is when the design of the system is laid out in a manner that is too tech-centric and doesn’t input many factors. When a system is being designed, for it to be effective, it should take into consideration people, the nature of the organization and other factors such as social considerations. When all these things have been considered, any problems arising from these factors can easily be handled. Small scale problems solved with large scale principles Small-scale systems are the systems that have a small number of users, l imited processes and an easily manageable amount of data. These systems are those found within organizations, small firms and fairly small settings. Though their resources are easily manageable, they still encounter problems just like any other system. And some of the problems they face are like those faced by large systems and can be solved by large systems principles. One of the problems faced is miscommunication; when communication channels break down in a system, problems are encountered and errors that can cause system failure arise. In large-scale systems, the people design principle works in that the people using the system are incorporated (Skyttner, 2006). This can help solve a problem in communication, in the sense that people will design communications protocols that will be convenient for them, hence, less likely to break down. Another principle used is the purpose principle focuses on dealing with only relevant issues and removing the irrelevant ones so as not to lose t rack of the problem. This applies in small scale systems, in that whenever a problem arises, without the irrelevant aspects, the problem is promptly solved because the probability of working on the wrong problem is highly reduced. The systems principle works on the notion that every problem is part of a larger system (Skyttner, 2006). In order to solve the problem, all the dynamics of the components that make up the system must be known and incorporated. In a

MRKT Essay Example | Topics and Well Written Essays - 250 words

MRKT - Essay Example This segmentation is essential in determining the sales and the market potential for growth and development because it is through such differentiation that the firm will be able to cater for the specific customer-tailored needs and demands. Besides, the demographic variable such as age and gender are part of the factors that Denver must put into consideration while developing marketing strategy. The snacks and soft drinks targets all the customers, independent of age or gender. Psychographic factors that must be taken into consideration include behavioral and cultural variables. This entails the identification of the specific needs of the consumers then making the products with the specified taste and preferences in the mind. Denver therefore must be familiar with the dynamic and diverse needs of the customers and also mind about the competitors’ products and services. The slogan is â€Å"Quality at affordable cost†. 4) Pick one of the media you think would work and design an ad for this product. Be sure to demonstrate your positioning and slogan. If you are using a print media, use stick figures or quick drawings to illustrate what you would put in your ad. If you pick TV- create a storyboard. Radio-create the dialogue. Explain what colors you would use, label what the drawing is supposed to be. (Use the back or separate piece of paper) The main objective of this advertising is to persuade the customers to have the right information on the quality and pricing strategy adopted by the Denver in attracting and retaining its potential customers. In promoting the brand, other alternative methods of promoting the product include personal selling. Denver would delegate this duty to the sales team to popularize the snacks and soft drink products to the potential and target customers. This method is preferred as it would be essential in building strong relationship between the company and the

Writing Process Check Point Essay Example for Free

Writing Process Check Point Essay The writing process I read about in this class differs from the processes that I have used in the past, in that I have never used on purpose in-text citations. I do not like the look of papers that have citations in text they break my concentration when I am reading. I am trying to use them more in papers because the instructors want them, and they do make the paper look better. I always use mind-mapping, listing, and free writing. The listing and mind-mapping steps are the easiest for me to complete, and they get my mind completely focused on the task at hand. I list by making a very informal ugly outline, and that is my first step. A teacher would not credit my outlines, but they help me get my thoughts in order so that my paper flows better. Mind-mapping I do by hand with pencil and paper, I put my main idea in the middle of the page, and then draw anything related to the topic on the page in little bubbles. The step that is the most difficult for me is designing a thesis statement that grabs the attention of the audience, includes everything my paper is about. The thesis statement is something that I have never tried to do, so it is a little scary. I will be able to overcome this obstacle over thesis statements in this class when we learn about them. I know after that week I will be able to make a proper thesis statement for my final project. Reference Page: Steps in the Writing Process, Axia College Material

Assessment for Learning Essay Example for Free

Assessment for Learning Essay The Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning . Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William (1998) in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting. I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievements. It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge. Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. The objectives of this assessment are: to enable our children to demonstrate what they know, understand and can do their work; to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for the parents and carers that enables them to support their child’s learning; to provide the head teacher and governors with information that allows them to make a judgement about the effectiveness of the school. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives. We assess children at the end of each unit of work to help us identify each child’s level of attainment. The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. UIS strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. Teachers ask well phrased questions and analyse pupils’ responses to find out what they know, understand and can do, and to reveal their misconceptions. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate. In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. Children’s targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revised targets are set. UIS recognise various methods of assessing a child’s learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives. This enables them to make a  judgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. ` Teachers can review the rate of progress by looking at work in pupils’ folders or exercise books and by the marks in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve significantly above or below the expected outcomes of a task’ (QCA, p. 3). The second principle that I will be discussing is how assessment for learning focuses on how students learn. ` If children don’t learn the way we teach perhaps we should teach the way they learn (Eppig, 1981). ’ The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. ‘Planning for personalised learning focuses on what teachers need to do ,individually and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning’(AFL,Primary Framework). When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. `Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74)’ We have to consider the nature and level of support that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a child’s ability in fair and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate. Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S. E. N . register have their own I. E. P. ’s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. ‘Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. ` Increasing waiting time after asking questions proved difficult to start with due to my habitual desire to â€Å"add† something almost immediately after asking the original question. The pause after asking the question was sometimes â€Å"painful. † It felt unnatural to have such a seemingly â€Å"dead† period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was required ‘(D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. `An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes â€Å"formative assessment† when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . `Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response –reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my researchÃ'Ž I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. It should remind the child of the learning intention and emphasise the positive aspects of the child’s practical or recorded work. ` Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work’(Clarke,2001,p. 50). In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or highlighted in some way to acknowledge the child’s success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners’ capacity for self-assessment so that they can become reflective and self managing. `In practice, peer assessment turns out to be an important complement to self-assessment. Peer assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher’(Black and William. p. 6). Peer assessment and self-assessment is much more than children marking their own or each other’s work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. `Research shows that if self-evaluation is linked with the learning intention of a task, children’s progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment. When children don’t understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop children’s peer assessment and self-assessment skills. ` Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002)’. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help. In order to develop pupil’s skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. ` One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child interchange. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language’ (Black et al, 2003). We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria. Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self –evaluation strategies that we use it develops children’s awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. `As the research demonstrates, formative assessment makes a significant difference to children’s progress –in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference to children’s lives. (Clarke, 2001, p139). ’Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. `Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils’ achievement. In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils’ progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons; opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective’(Ofsted). Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable ‘conservatism’ of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers weren’t convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it ‘didn’t work for them’. More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices’(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning: Ten Principles [online] Available from:www. assessment-reform-group. org. uk [Accessed 19th December 2010]Ã'Ž Black, P. ,and Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. [Accessed: 19th December 2010] Clarke,S. (2001). Unlocking formative Assessment . London: Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action London:Hodder and Stoughton Eppig, P. (1981) Education by design –used in the UK as Critical Skills program by [emailprotected] (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-Whats in it for Schools. [online] London: Routledge Falmer. p. 127. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] Wragg,E. C (2001). Assessment and Learning in the Primary School [online]. London: Routledge Falmer. p. 27. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] QCA (1999) Keeping Track,Qualification and Curriculum Authority. http://nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.

Attachment Theories in Social Work Practice

Attachment Theories in Social Work Practice Demonstrating knowledge of relevant Theoretical frameworks (John Bowlby, Mary Ainsworth and Vera Fahlberg), discuss the challenges faced by social care workers in promoting attachment with clients in their agencies. Essay should include practice examples to support your argument. Introduction It is the purpose of this essay to discuss the challenges faced by social care workers in promoting attachment with clients in their agencies. This essay will be broken down into three main sections. Firstly, in understanding the basics of attachment theory as a broad outline to the essay, secondly a consideration of attachment theory in particular in relation to the challenges of social work, and thirdly a more specific consideration of attachment in relation to working as a secure unit for boys aged between 12-16, which is the specific situation faced by the author. Although the essay will be broken down into these three key areas, it is to be expected that there will be a certain amount of overlap between these three areas, and in particular than an understanding of the issues face by social care workers will also be present in the first section as well as the latter two sections. Understanding Attachment Theory Attachment theory, in as far as we understand it here has developed largely from the work of Bowlby and subsequently Ainsworth. Green (2003, p13) notes that ‘The attachment framework has for some time now been very influential and relevant to clinicians. As a theory it has offered a systematic way of understanding and measuring a primary, innate need. It lays emphasis on observable interactions that characterise the qualitative aspects of the inter-relationship between two people’. Not only is it relevant to clinicians but also to those working on the field of social care and welfare, as it seeks to both define and to explain the relationship between a care worker and those in care, providing a framework of action and expectation of the eventual result of the transaction of care. Holmes (1993, p.67) states that ‘attachment theory is in essence a spatial theory: when I am close to my loved one I feel good, when I am far away I am anxious, sad or lonely’. Many of the problems that are dealt with via the means of social care can be often as a result of a lack of this attachment, a disattachment as it were of the individual from the spatial relationship (often, but not necessarily the mother) that has promoted this sense of well-being and comfort. As Simpson and Rholes (1998, p.6) indicate, ‘attachment theory robustly demonstrates, as Steele argues, the need for a secure base. It posits our drive for a warm, safe relationship as a fundamental motivator. Well-being, in the first instance, depends on the maintenance of a secure bond.’ Therefore, attachment behaviour which demonstrates the lack of this bond, such as that potentially demonstrated by young offenders, shows evidence of either the weakness of lack of this bond, and should be re ctified. An important part of this from the social care workers perspective is an awareness of the family unit of the individual within their care. This is particular the case in our current study of adolescents aged between 12-16, recognising that, as do Simpson Rholes (1998, p.101) that ‘from an attachment point of view the discovery that the children who were classified as securely attached to their mothers with psychiatric symptoms more often developed later problems than did the children who were insecurely attached to symptomatic mothers’. Working with an understanding of the wider family situation therefore is of vital importance in recognising, diagnosing and treating those with such problems. Attachment Theory and Social Work Challenges There are, of course, particular challenges brought about by attachment theory in a social work setting. These raise questions that need to be answered by a social care worker in the context of their clients. There is this sense, already mentioned in the previous section, of the history of the client. This is not just to be dealt with by the social care worker, but will often involve a dialogue between the care worker in the client, for as Fahlberg (1991, p.6) notes, ‘it is difficult to grow up as a psychologically healthy adult if one is denied access to one’s own history.’ One particular challenge in promoting attachment in terms of social work is that the client’s social worker will not practically be available in a twenty four hour way in the same that perhaps the person’s primary caregiver has been in the past (although this may not have been the case at all). If the client has a number of different social care workers, this may make it very difficult to promote attachment if the care worker is intended to be viewed as a primary (or only) caregiver. Atwool (1997) notes that ‘consistency in the response of the caregiver is an important factor in building secure attachments. Where the environment is chaotic and the primary caregiver is not available to the child secure attachment will not be possible.’ It is important therefore in such situations and in the context of attachment theory, that as much consideration is given to the availability of the caregiver as possible, and also that there should be a high level of consiste ncy in the behaviour and action of this caregiver, if powerful and successful attachments are to be made. There may indeed be cases where a social care worker is, for many reasons, potentially the first secure attachment that an individual has had. This may particularly be the case in terms of adolescents who have had a difficult life thus far. Goldberg, et al. (1993, p.45) note how Ainsworth altered our understanding of this issue, in that ‘Ainsworth contributed the concept of the attachment figure as a secure base from which an infant can explore the world’. Social care work therefore, is a challenge, but can itself if successful provide this secure base from which clients can explore the world anew and afresh. Attachment Theory in a Secure Unit This third section will focus more specifically on the social work challenges involved in promoting attachment in a secure unit for boys between the ages of 12-16 who are serving sentences of anywhere between one month and four years in detention. Cassidy and Shaver (1999, p.368) note that ‘adolescent boys from father-absent homes tend to show, relative to father-present adolescents, more antagonistic attitudes toward femininity and toward women, exaggerated masculinity, and a relatively exploitative attitude toward females, with sexual contact appearing important as conquest and as a means of validating masculinity (Draper and Belsky, 1990)†Ã¢â‚¬â„¢. This will not be the case for all such young boys, but for almost all of them there will have been a sense of disattachment, and quite likely a failure in ability to form a narrative competence. This narrative competence, as described by Holmes (1993, p.9) states that ‘securely attached children tell coherent stories a bout their lives, however difficult they have been, while insecurely attached children have much greater difficulty in narrative competence, either dismissing their past or remaining bogged down in it, and in neither case being able to talk objectively about it.’ Part of the role therefore of social care work in this context is to begin the process of developing this narrative competence while enabling attachment to gradually take place at a much stronger level than it has done before. We now understand that attachment is so much more than just between two people, but that people develop multiple attachments. In the context of the secure unit therefore, it is important to develop the attachments not only between the adolescent and the social care worker, but also to do as much possible to promote the attachments within the family unit. Clearly depending on the history and nature of the family, this may not be practical, but where it can be done, it should be attempted, and can be a major key in breaking the cycle of criminal activity. Holmes (1993, p.66) states that ‘secure attachment provides an external ring of psychological protection which maintains the child’s metabolism in a stable state, similar to the internal physiologic al homeostatic mechanisms of blood-pressure and temperature control’. For those 12-16 yr old boys, they are at the cusp of their childhood attachments and towards making attachments as adults, and they should be taught and shown by modelling behaviour how to achieve these secure attachments and to improve their lives. Providing the correct environment is vital, as detention can be seen as a fearful place for young minds. Ainsworth, et al. (1978, p.20) state ‘how crucial it is in a potentially fear-arousing situation to be with a trusted companion, for with such a companion fear of all kinds of situation diminishes, whereas when alone fear is magnified. Attachment figures are ones most trusted companions’. Conclusion We have considered therefore, a basic understanding of attachment theory, as well as applying it in a wider sense to social care work. We have also considered some specific challenges of application of attachment theory in the case of a secure unit of young offenders. Attachment theory has much to offer social care work, but there are also challenges in promoting attachment in a social care setting. BIBLIOGRAPHY Ainsworth, M.D.S., Blehar, M.C., Waters, E. Wall, S., 1978, Patterns of Attachment: A Psychological Study of the Strange Situation. New Jersey: Lawrence Erlbaum Atwool, N, 2003. Attachment as a Context for Development: Challenges and Issues Available at: http://www.thelizlibrary.org/liz/attachment.html [Accessed 25th October 2008]. Cassidy, J. Shaver, P.R., 1999, Handbook of Attachment: Theory, Research, and Clinical Applications. New York: Guilford Fahlberg, V.I., 1991, A Childs Journey Through Placement. Indianapolis: Perspective Press Green, V., 2003, Emotional Development in Psychoanalysis, Attachment Theory and Neuroscience: Creating Connections. New York: Brunner-Routledge Goldberg, S. Muir, R. Kerr, J., 1993, Attachment Theory: Social, Developmental, and Clinical Perspectives. New York: Routledge Holmes, J., 1993, John Bowlby and Attachment Theory. London: Routledge Howe, D., 1995, Attachment Theory in Social Work Practice. London: Palgrave Macmillan Simpson, J.A. Rholes, W.S., 1998, Attachment Theory and Close Relationships. New York: Guilford

The Internet Essays -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Webster’s dictionary defines the Internet as â€Å"a widely used networking interface, connecting several very large information servers† (193). The Internet is a good way for companies or anyone to get information out to the entire world. Electronic marketing (e-marketing) is a very large part of the Internet. E-marketing is â€Å"the process of creating, distributing, promoting, and pricing products for targeted customers in the virtual environment of the Internet† (Ferrell 597). There are many advantages and disadvantages to e-marketing.   Ã‚  Ã‚  Ã‚  Ã‚  One disadvantage to e-marketing is the advancements in cookie technology. A cookie is a way for companies to track how many times people visit their website. Cookies can also reveal information such as what part of the site individuals are checking out and how often they do this (Ferrell 600). I-won.com is a very good example of a cookie. At I-won.com, a tally is made and points are given to people who visit different places on the website. These points determine how many times the visitors name is entered in the end of the week sweepstakes. A drawing is held and a cash prize is given to the winner. Most people would argue that there is no problem with this, as would I. A problem does however occur with some websites. For example, is it ethical for some websites to monitor where and what people are visiting so they can target consumers for sales?   Ã‚  Ã‚  Ã‚  Ã‚  Pop-up ads a...

Catch 22 :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Catch-22 by Joseph Heller is an interesting novel in the fact that throughout the entire novel the plot seems to go nowhere. It just seems to be a bunch of events strung together through the main character Yossarian. These events, however powerful, don’t seem to lead to much of a point, until the reader finishes. Then, out of nowhere, comes the meaning behind the book. Heller does a great job of ending the book. By having Yossarian run away the meaning of the book is set in stone. Catch-22 is a novel which discusses the fact that the importance or value of one thing to one person, could be completely different to another, like in the cases of selling goods over human life with ex-P.F.C. Wintergreen, Milo Minderbinder with his wheeling and dealing and Doc Daneeka and his description of what it takes to get home. Each character in the novel seems to have a certain way in which they judge their power, importance, worth and/or duty. Throughout the entire book, the only character that resembles someone with good opinions of himself is Yossarian. He appears to be the only character that realizes the insignificance the war effort is because almost all the people in the novel are fighting for the wrong reason. He says, â€Å"Am I supposed to get my ass shot off just because the colonel wants to be a general?†. Other characters, like ex-P.F.C. Wintergreen respond to questions with answer that seem to make no sense. In the case where Yossarian is requesting that Wintergreen get them off the flight to Bologna because they will probably die, Wintergreen comes back with the unbelievable answer â€Å"Then you’ll have to be killed. ...if your destined to be killed over bologna, then you’re going to be killed, so you might just as well go out and die like a man. I hate to say this, Yossarian, but you’re turning into a chronic complainer†. The importance of life is gone. Ex-P.F.C. Wintergreen is more concerned about peddling his goods throughout the war then he is about the life of a friend. Another strange character in the story was Milo Minderbinder. The person originally brought in to run the mess hall, who later had his own business, M & M Enterprises, in which he traded things in order to gain stuff for himself. He collected stuff, like art and sculptures, that would be really valuable after the war. The only problem with this, is that it got to the point that he would trade things valuable to the

Eating Disorders: Their Dark Sides :: essays research papers fc

"Anorexia nervosa is an eating disorder on an overwhelming dread of becoming fat. The result of this unfounded fear is self-starvation and major weight loss. In addition, the undernourishment may cause hormonal disturbances, anemia, heart problems, brittle bones and many other problems, some of which are life-threatening ("Anorexia Nervosa," 1). Bulimia is an eating disorder that is psychological in origin and can have dire physical consequences. While anorexics starve themselves, bulimics binge on food and then purge by self-induced vomiting. Bulimics also frequently use diet pills, laxatives, and diuretics to reduce their weight. The purging may serve two purposes: preventing weight gain and also temporarily relieving depression and other negative feelings ("Bulimia," 1)." These eating disorders are a major issue in society today due to society’s stereotypical view of women and young teenage girls, in, but many cases’ men are affected too.First, an eating disorder is an illness that affects several of the United States population because society has driven many people to be self-conscience about their appearance. For example, eight million people in the United States suffer from eating disorders ("The Secret Language of Eating Disorders," 1). Furthermore, 3% of all young women suffer from anorexia and 3-4% suffer from bulimia ("The Secret Language of Eating Disorders," 1). This proves that many women and teenage girls are affected because many are afraid of becoming fat and "unacceptable" to society’s view on women in general. In addition, 1% of boys and young men suffer from eating disorders, and their cases are becoming more common ("The Secret Language of Eating Disorders," 1). Also, it is a disorder that crosses racial and economical lines, those who succumb to compulsive starving or binge eating are males (Lang, 1). This shows that today’s society has also affected men’s stereo-typical view of their appearance and weight. Thus, eating disorders not only affect women, they also affect men, in which we are seeing more cases of every day.Second, victims of eating disorders such as anorexia and bulimia have many warning signs which help people notice the signs of these eating disorders. For instance, anorexia nervosa has the following symptoms: significant weight loss, excessive dieting and exercising, and constipation ("Anorexia Nervosa", 2). Also, bulimia nervosa has the following symptoms: makes excuses to go to the bathroom after meals, and eats large amounts of food on the spur of the moment ("Bulimia Nervosa", 2).

Analysis “Hanging Fire” & “Barbie Doll”

Thesis Statement & Introduction An analysis of the literary elements imagery, symbolism, and tone/mood in â€Å"Barbie Doll†, by Marge Piercy and, â€Å"Hanging Fire† by Audre Lorde reveals each character and their struggle with their identity in society. Summary of â€Å"Barbie Doll† In the poem â€Å"Barbie Doll† by Marge Piercy, we read about a young girl who has self image problems. Due to the expectations of society, she is not happy with her physical appearance. She had many good qualities but is unable to see these for herself. Instead she only sees is a â€Å"a great big nose and fat legs†(Piercy,1936). In order to conform to society’s idea of beauty, the young girl was â€Å"advised to play coy, exhorted to come on hearty, exercise, diet, smile and wheedle. †(Piercy, 1936) The pressures became too much for her to handle. She could no longer live this way so she â€Å"cut off her nose and her legs/and offered them up. †(Piercy, 1936) The author states that finally, the girl has achieved acceptance, but not on the qualities of her character or her being; rather, through the unwilling compromise to culture. Summary of â€Å"Hanging Fire† The poem â€Å"Hanging Fire†, by Audre Lorde is about the hardships of a teenager who is possibly growing up during the tense civil rights movement era, and is afraid for her life. She is scared about growing up and has many insecurities. There are many things she wants to do such as, learn to dance & be on the math team. The young girl has self confidence problems due to her appearance. For example she states, â€Å"my skin has betrayed me,† ( Lorde, 1978) meaning there are many things she feels she cannot do because her skin is not white. She also asks, â€Å"how come my knees are always so ashy? (Lorde, 1978) She continues to refer to her mother throughout the poem as being in the bedroom with the door closed. Without her mothers’ guidance, she is struggling in society because she has no guidance. Lorde argues that anyone enduring these forces would feel the loneliness and loss of identity that the young girl had felt. Literary Element-Imagery in â€Å"Barbi e Doll† Imagery is used in â€Å"Barbie Doll† in several areas of the poem. Piercy uses lots of imagery to describe the struggles the girl experiences during her teenage years and the effects that can happen. In the first stanza, we see the beginning of an ideal image being stained in the girls mind. She was â€Å"presented dolls that did pee-pee and miniature GE ovens and irons and wee lipsticks the color of cherry candy†. (Piercy, 1936) By being presented these gifts the girls parents have already instilled a visualization of what the perfect woman is like and the girl is already learning her place in society. Their place was in the kitchen and taking care of the kids. Piercy has painted an image to the reader of a little girl playing with toy stoves and irons and wearing red lipstick to make herself pretty. Piercy writes, â€Å"In the casket displayed on satin she lay with the undertaker's cosmetics painted on, a turned-up putty nose, dressed in a pink and white nightie. †(Piercy, 1936) The next line reads, â€Å"Doesn’t she look pretty? † (Piercy, 1936) The derisive imagery criticizes gender discrimination of the modern society. The character has struggled to feel pretty until the pressure of society has became too much for her and in response to this has cut off her nose & legs. Literary Element- Imagery in â€Å"Hanging Fire† The imagery of the mother plays a big part in the poem â€Å"Hanging Fire† by Audre Lorde. This line is repeated all throughout the poem, â€Å"and momma's in the bedroom with the door closed. † (Lorde, 1978) I think it is representative of the fact that this speaker has to grow up alone without the guidance of her mother. Another way to look at the imagery of the locked up mother is that her mother just wasn't there in the first place. Her mother could have been an absent figure in her life and that is a scary thing (to grow up without the guidance of a motherly figure). Audre Lorde was a African American lady who went back and forth with her sexuality during times of struggles with civil rights. â€Å"Hanging Fire† may have been her way of expressing the guidance of her mother could have helped her through her confusion with her sexuality. I think this really impacted her, so she reminds herself and the reader of it at the end of every stanza. Compare/Contrast Authors Use of Literary Element Imagery Imagery is used to depict identity issues in â€Å"Barbie Doll† by Marge Piercy and in â€Å"Hanging Fire† by Audre Lorde. In both â€Å"Barbie Doll† and â€Å"Hanging Fire,† a young girl struggles with their appearance. In â€Å"Barbie Doll† the author Marge Piercy uses imagery to portray a young girl who is unhappy with the way she looks. For instance, in the following lines â€Å"She was healthy, tested intelligent, possessed strong arms and back, abundant sexual drive and manual dexterity. She went to and fro apologizing. Everyone saw a fat nose on thick legs,† (Piercy, 1936) although she possessed several good qualities, the only thing that stood out to her was her nose and legs. In â€Å"Hanging fire,† the author Audre Lorde uses imagery to show a young woman struggling with her identity as well, not only with the physical part of her identity but the emotional side as well. After repeated use of the line, â€Å"and momma's in the bedroom with the door closed,† (Lorde, 1978) it is apparent the young girl struggles without the guidance of her mother. Literary Element- Symbolism in â€Å"Barbie Doll† The title â€Å"Barbie Doll† itself symbolizes a thin, curvy body, with symmetrical, perfect facial features. The beginning of the poem starts out with, â€Å"This girlchild was born as usual and presented dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy. † (Piercy, 1936) This line symbolizes society’s expectations for a girls role in life. For example, introducing the mothering instinct, as well as cooking and cleaning while encouraging her to look pretty while doing all of that. The poem makes a reference to a fan belt, similar to a person’s â€Å"good nature,† will wear out from being over used and abused. With line twenty’s mention of an â€Å"undertaker’s cosmetics painted on,† (Piercy, 1936) the author paints an image of disguise–suppressing hurt and anguish suffered when a girl was forced to absorb into a materialistic society that functions only according to the standards set by its members. In the beginning of the last stanza of â€Å"Barbie Doll,† the reader can achieve almost a sense of relinquishment as the subject symbolically â€Å"cut off her nose and her legs and offered them up. † (Piercy, 1936) The reader is led to believe hat the girl has come to realize that she must account for the loneliness and emptiness that she has felt as a result of imitating a false person. In line 21, the putty nose symbolizes the â€Å"perfect nose† for a girl, even though it is very unrealistic. The pink and white clothes that the girl is wearing, symbolize colors that represent purity and femininity. The conclusion is her death, an act of her surrendering herself to the pain. Literary Element- Symbolism in â€Å"Hanging Fire† The title â€Å"Hanging Fire† symbolizes wanting to do something or, waiting on something to happen that you are expecting. In this poem, the girl is ready to mature although her body has not done so yet. She has insecurities about her skin color and appearance. Audre Lorde grew up during the civil rights era and much of her poetry represents these types of feelings. In the line, â€Å"My skin has betrayed me† (Lorde, 1978), is symbolism for change. Not only what she is going through at that particular time, but how she is the black girl in the neighborhood, the outrage in this racist society. At this age, she is going through changes which affect every possible way of life. She is going through changes in her body which may be related to puberty. Her ashy knees symbolize all the â€Å"falls† she has taken, representative of all the scars of her life. At the end of every stanza, Lorde writes â€Å"and momma’s in the bedroom with the door closed. †(Lorde, 1978) This symbolizes the absence of her mother in her life. Without her mothers guidance the girl feels as though she must face the struggles of life alone. Compare/Contrast of Symbolism Symbolism in â€Å"Barbie Doll† is used by the author to represent the lack of self confidence of a girl who does not have society’s idea of the perfect body. For example, â€Å"You have a great big nose and fat legs† (Piercy, 1936) gives a very good indication that the young girl is not part of the norm as far as beauty goes. â€Å"Piercy uses symbolism to convey the false views society has toward women, while in â€Å"Hanging Fire,† symbolism is used to portray a young girl who is impatiently waiting to see changes within her body. Lorde uses symbolism to show insecurities the young girl in â€Å"Hanging Fire† has with her body. For instance, in the line â€Å"and my skin has betrayed me† (Lorde, 1978) Lorde uses symbolism to show the change that her body is going through. In both poems the characters are struggling with their appearance as well as other things. In difference, â€Å"Hanging Fire† was written in the civil rights era, leading me to believe Lorde used symbolism to show an African American girl struggling with race issues. While in Piercys’ â€Å"Barbie Doll,† symbolism is used to portray aspects of gender discrimination. Literary Element Tone in â€Å"Barbie Doll† The first four lines of â€Å"Barbie Doll† are written in simplistic tones which represent the normality and basic needs of infancy. The ironic tone of the poem criticizes gender discrimination of the modern society. In the beginning of the poem, the tone is silent and simplistic at first, describing the norm for a child and what is expected from society, â€Å"This girlchild was born as usual and presented dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy† (Piercy, 1936) The tone of the introductory stanza changes quickly in line five when the author writes â€Å"Then, in the magic of puberty, a classmate said You have a great big nose and fat legs. † (Piercy, 1936) The last line of the second stanza again changes in tone from simple to straight-forward with the statement â€Å"Everyone saw a fat nose on thick legs. (Piercy, 1936) This line re-emphasizes the offensiveness of not measuring up to the standard of an ideal female, a standard set by society. Tone is used to show the severity of the pressures that society can produce. Literary Element Tone in â€Å"Hanging Fire† Audre Lorde[-;0] used her diction to indicate the s erious tone in â€Å"Hanging Fire. † Lorde used a serious tone to enforce that this poem was to be taken sincerely. â€Å"My skin has betrayed me† (Lorde, 1978) indicates not only that the skin appears displeasing, but that it is displeasing. This also reveals that the tone is confident. The use of â€Å"and† instead of â€Å"if† gives the speaker a sad tone. The teenager in the poem worries excessively about everything, which is not abnormal from what most teenagers do. There is a sense of worry throughout the whole poem. She is stressed and the tone really represents that. The diction sets this tone because the speaker makes generalizations such as, â€Å"nobody even stops to think about my side of it,† (Lorde, 1978) and how her skin has â€Å"betrayed,† her. She is very overdramatic which is characteristic of a teenager. The author also shows a sense of urgency such as in the lines â€Å"I have to learn how to dance in time for the next party. † (Lorde, 1978) There are things the girl wants to accomplish and coveys that she feels a sense of urgency to do so. The serious and stressed tone of the poem conveys to the reader how serious the effects of the civil rights era were on many people and in particular young people. Compare/Contrast of Literary Element Tone The tone in â€Å"Barbie Doll† evolves and changes throughout the poem from a simplistic tone to a negative tone. While in â€Å"Hanging Fire,† the tone stays on serious side indicating signs of stress and worry. In both poems the tone indicates stress, in â€Å"Barbie Doll,† it is due to the fact that others have pointed out the flaws they believe the girl has based on societies standards. While in â€Å"Hanging Fire† the tone indicates the girl never had confidence in the first place. Her mother was not there to encourage or support her which led to stress and worry over her cosmetic issues such as her ashy knees. The beginning of â€Å"Barbie Doll† starts out with a simplistic tone then changes to tone portraying low self esteem and cruelty. In particular in the line â€Å"You have a great big nose and fat legs† (Piercy, 1936) indicates cruelty the young girl endures. The girl is described as smart and strong yet is still viewed negatively by others because of her nose and legs. The author uses tone to showcase that society as a whole is too obsessed with physical appearance and not focused on the qualities that really matter. In â€Å"Hanging Fire,† Lorde used a serious tone to enforce that this poem was to be taken sincerely. Tone is used to stress that the girl has many worries and that she needs to express them. Audre Lorde[->1] used very little punctuation in this poem to emphasize the variation of the worries of teenagers. The use of â€Å"how come,† and â€Å"why do,† in the poem suggests frustration about her current situation as an African American girl struggling to find her way in life without the guidance of her mother. Author’s Engagement with Culture and Society Marge Piercy’s â€Å"Barbie Doll† â€Å"Barbie Doll† is a poem that follows the life of a young girl growing up with modern expectations that she struggles to conform to. The young girl begins to suffer and she develops anxiety and depression. She loses her self confidence and becomes inferior and weak. â€Å"Barbie Doll† uses different aspects of a woman’s life to express the different pressures on women today. Marge Piercy grew up in a family greatly affected by the Great Depression. Due to the environment Piercy was raised in during the Great Depression, many of her works tend to be highly personal and often address concerns with feminist and social issues. Piercy’s poetry is known for its highly personal, often angry, and very emotional character. Author’s Engagement with Culture and Society Audre Lorde â€Å"Hanging Fire† â€Å"Hanging Fire† reveals a young girl who is troubled by the changes her body is going through as well as self confidence issues. Her lack of guidance is continuously mentioned throughout the poem. Lorde expresses or explores racial and sexual oppression, urban neglect, and personal survival in many of her other writings as well as in â€Å"Hanging Fire. † Lorde grew up during the civil rights era where she experienced first hand racism and prejudice. She addressed subjects concerning the complexity surrounding her life as an African American and as a woman. Fixed in her resentment of the racism and sexism that marked the history of the United States, Lorde dedicated her work to her ancestors, to the love and support of women, and to African Americans. In conclusion, my analysis of the literary elements imagery, symbolism, and tone/mood in â€Å"Barbie Doll†, by Marge Piercy and, â€Å"Hanging Fire† by Audre Lorde reveals each character and their struggle with their identity in society. References http://www. americanpoems. com/poets/Marge-Piercy http://www. margepiercy. com/Piercy%20Website/sampling/Barbie_Doll. htm Poem http://www. poetryfoundation. org/bio/audre-lorde http://famouspoetsandpoems. com/poets/audre_lorde/poems/19831 Poem [->0] – .. /essay_search/Audre_Lorde. html [->1] – .. /essay_search/Audre_Lorde. html

Sample Addendum

INTRODUCTION Welcome to EAC 149! This semester we will be working hard on improving your English writing, reading, and oral skills. Please join me in using this addendum to the EAC 149 general outline (available at http://www. senecac. on. ca/fulltime). This addendum is your guide to the subject requirements and activities in my class. TEXTS & MATERIALS o Gaetz, Lynne & Suneeti Phadke. The Canadian Writer's World: Paragraphs and Essays, â€Å"Canadian† 2010. o A good quality English-language dictionary, such as Oxford or Merriam Webster. All students are required to use the following Research Guide for their assignments: Seneca Libraries. Guide to Research and Citation: MLA Style. 3rd ed. Toronto: Seneca College, 2010. Print. o A folder/portfolio to keep all your work throughout the semester GRADING / ASSIGNMENTS (tentative) Paragraphs(2)10%(2Ãâ€"5%) Summary(1)10% Quizzes(2)10%(2Ãâ€"5%) Reading Comprehension Test(1)10% Essay(2)30%(2Ãâ€"15%) Final Exam(1)30% Note: †¢ St udents must pass both the term (60%) and the final exam (60%) to pass the course. See the section on Evaluation below. Use of internet, cell phones and other electronic devices is not permitted during class and the final exam. The term work for courses within the School of English and Liberal Studies includes a minimum of 250 pages of reading and 2000 words of writing. This is consistent with Seneca College policy for English and Liberal Studies courses. TENTATIVE WEEKLY SCHEDULE |WEEK |TOPIC |Pre-class READING |ASSIGNMENT | |1 Sept. – 9 |Introduction |Addendum |Get the text Diagnostic Essay | |2 Sept. 12 – 16 |The Writing Process. Transitional |Chap. 1, 2, 3 |TBA | | |words/expressions |p. 47 | | |3 Sept. 19 – 23 |Narrative Writing |Chap. |Paragraph 1 (5%) | | | |Reading p. 605: â€Å"A Faith in Others |(narrative) | | | |Versus Security† | | |4 Sept. 26 – 30 |Descriptive Writing. |Chap. 6 |Quiz 1 (5%) (apostrophe, quotation marks, | | |Punctuatio n (apostrophe, quotation |Chap. 4 |titles) | | |marks, titles) |Reading p. 550 â€Å"Bound Feet† | | |5 Oct. 3 – 7 |Cause & Effect |Chap. 11 |Paragraph 2 (5%) | | |Comma use |Chap. 33 |(cause & effect) | | | |Reading p. 71 â€Å"Growing up in | | | | |Cyberspace† | | |6 Oct. 10 – 14 |Process Writing |Chap. 7 |Quiz 2 (5%) | | |Comma use cont’d |Chap. 20 (p. 319-332) |(comma use, fragments, run-on sentences) | | |Review of fragments & run-on |Reading p. 66 â€Å"How Spies are Caught†| | | |sentences | | | |7 Oct. 17 – 21 |Understanding Readings |Chap. 37 |Reading Comprehension Test (10%) (includes | | |Practice Reading Essay with Questions|Reading p. 556 â€Å"The Scourge of |short comprehension questions and a | | | |Self-Sabotage† plus Questions p. response paragraph) | | | |557-558 | | | Oct. 24 – 28 |STUDY WEEK | |8 Oct. 31 – Nov. 4 |Summarizing & paraphrasing |Chap. 5 p. 252-255 |Summary (10%) | | |The Essay |C hap. 3 | | | | |Reading TBA | | |9 Nov. 7 – 11 |Comparison & Contrast Essay |Chap. 10 |Essay 1 Rough Outline (comparison and | | | |Chap. 14 p. 232-237 |contrast) | | | |Reading p. 48 â€Å"The Old Movie Houses | | | | |are Where Memory Sits† | | |10 Nov. 14 – 18 |The Essay Cont’d. |Chap. 15 p. 246-265 |Essay 1 (15%) (comparison and contrast) | | |Intro. To MLA |Chap. 36 p. 529-534 | | | Revising and editing practice | | | |11 Nov. 21 – 25 |The Argumentative Essay |Chap. 12 |Essay 2 Rough Outline (argumentative essay)| | | |Chap 14 p. 241-245 | | | | |Reading p. 568 â€Å"This Boat is My Boat†| | |12 Nov. 8 – Dec. 2 |The Essay cont’d. |Chap. 36 p. 534-541 |Essay 2 (15%) (argumentative essay) | | |Revising and editing practice |TBA | | |13 Dec. 5 – 9 |Exam Preparation Review |Appendix 6 p. 623 (preparing for |Practice Exam | | | |exams) | | |14 Dec. 2 – 16 |EXAM DATES | CLASS STANDARDS Format:Only work with a neat, professional appearance will be accepted for grading. Out-of-class assignments must be word-processed. Rewrite Policy:Assignments and tests are not eligible for rewriting. Late Assignments:A late out-of-class assignment will be penalized at a reduction of ? letter grade per day with a one-week maximum for submission. Missed Tests / Presentations / In-Class Assignments:These receive a grade of zero. If there are valid reasons for missing the item, the student MUST: a) Contact the professor or student advisor either by phone or by email prior to the start time of the test, presentation or in-class assignment and b) Next class, present the professor with a signed, word-processed memo indicating why the test, presentation or in-class assignment was missed, with medical documentation where appropriate. At the professor’s discretion, a make-up test/in-class assignment or new date for the presentation may be granted or the value of the test may be added to a subsequent test or final exam. EVALUATION Promotion Policy: To pass EAC 149, you must meet the subject learning outcomes in BOTH your term work and the final examination. The term work will constitute 70% of the final grade; the exam 30%. Successful completion of term work is a prerequisite for writing the final exam. The final grade will be SAT (satisfactory) or UNSAT (unsatisfactory). You must achieve a grade of 60% or higher in BOTH the term and the final exam to successfully complete this subject. ATTENDANCE AND PARTICIPATION Consistent attendance is important for success in this subject. If you are absent from class, please notify me by phone or e-mail. You are sill responsible for the material and assignments missed and may be required to provide documentation. For extensions or special considerations, make the request to me well in advance of any due dates. Considerate classroom conduct, adequate class preparation, and constructive participation will enhance your academic experience and that of your colleagues. In particular, you are asked to be prompt, courteous, responsible and collaborative. STUDENT / FACULTY CONSULTATION OUTSIDE CLASSROOM HOURS: My consultation hours are Mon Period 3,4 and Wed Period 5 (or by appointment. ) LEARNING CENTRE The Learning Centres offer academic support to all Seneca students in the form of one-on-one tutoring, small group tutoring, and workshops and are located in the libraries of the Newnham, Markham, York and King campuses. Students should book tutoring appointments by either logging on to the Web Access Booking system (WABS) at https://www. senecac. on. ca/wabs/ or by visiting The Learning Centre in person. DROPPING A SUBJECT There are two deadlines for dropping this subject. If you drop by Day 10 of the semester, the subject will not appear on your transcript. If you drop by the last drop date (see Student handbook), the subject will appear on your transcript with a grade of DNC. To drop, please notify your professor, complete a â€Å"Timetable Change Form,† and return it to Registration by the deadline. Discuss any possible negative consequences of dropping the subject with the Coordinator. ACADEMIC REGULATIONS It is your responsibility as a student of Seneca College to be aware of and abide by the academic and behavioural policies outlined in the College Academic Policy and the Student Handbook. Here are some key policies: ACADEMIC HONESTY (Section 9 and Appendix E – Academic Policy) To continue to graduate high quality students and to sustain our reputation as a leading institution, Seneca must have the highest standards of academic honesty. Academic honesty means that all Seneca College persons will conduct themselves in an honest and trustworthy manner in all aspects of their academic career. Engaging in any form of academic dishonesty to obtain any type of academic advantage or credit is an offence and will not be tolerated by the College. The penalty for a first offence is a grade â€Å"0† on the work in which the offence occurred, and will result in a comment being placed on the student’s transcript. The penalty for the second offence is an â€Å"F† in the course where the offence occurred, a second comment on the transcript and immediate suspension from the college normally for a minimum of three semesters. For more information about what constitutes academic dishonesty and how to avoid it, go to http://www. senecac. on. ca/library/Academic_Honesty/index. html STUDENT APPEALS (Section 12 – Seneca College Academic Policy) Students have the right to appeal academic decisions of the College. The procedures for informal and formal appeals are outlined in Academic Policy. If a student disagrees with the evaluation of an assignment or with a final grade, s/he must first discuss the matter with the professor in an attempt to resolve the matter informally. If the matter is not resolved, the student should discuss the problem with the Student Advisor or the Chair. Students must keep all assignments (including drafts and outlines) and exercises until they receive their final grade. No appeal will be considered unless a complete file is submitted at the time of the appeal. COPYRIGHT Copyright means the sole right to produce, reproduce, and copy work in which copyright subsists. This includes books, articles, textbooks, and other original creative works such as photographs, and text, graphics, images, sound video, and games from the Internet. It is illegal to reproduce and/or distribute copyrighted materials without the express written permission of the author. Copyright information is available at http://www. senecac. on. ca/policies/copyright. html INFORMATION TECHNOLOGY ACCEPTABLE USE Official College E-mail is available to all employees and students. Faculty, staff and students are required to use College-provided e-mail when corresponding electronically about College-related matters. (For further information regarding the IT acceptable use policy, please refer to: http://www. senecac. n. ca/policies/itau. html DISCRIMINATION AND HARASSMENT All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. It is the policy of Seneca College that all employees and students have a right to work and study in an environment that asserts the personal worth and dignity of each individual. In order to achieve this objective, Seneca College will not tolerate any f orm of discrimination and/or harassment in its employment, education, accommodation, or business policies dealings. Information and assistance are available from the Resolution, Equity and Diversity Centre. For further information please see: http://www. senecac. on. ca/equity ACCOMMODATION FOR STUDENTS WITH DISABILITIES AND SPECIAL NEEDS The college will provide reasonable accommodation for students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 2900 to initiate the process for documenting, assessing and implementing your individual accommodation needs. Approved by:____________________________________ Claire Moane, Chair School of English and Liberal Studies ———————– SENECA COLLEGE OF APPLIED ARTS & TECHNOLOGY SCHOOL OF ENGLISH AND LIBERAL STUDIES FACULTY OF BUSINESS |PROFESSOR’S ADDENDUM TO SUBJECT OUTLINE | SUBJECT: EAC149 – English and Communication SEMESTER: Fall 2011OFFICE: B3019B PROFESSOR: Kathleen BellOFFICE HRS: Mon Pd 3,4 Wed Pd 5 EMAIL: Kathleen. [email  protected] on. ca PHONE: ext. 6767