The Glass Menagerie Essay -- Literary Analysis, Tennessee Williams

Tennessee William’s â€Å"The Glass Menagerie† and John Updike’s â€Å"A and P† are the two stories of anguishing repression and possible getaway. Tom and Sammy are caught in a spot where they work away their reality, unfit to slip away from their hopeless conditions because of a contradicting power holding them hostage. Their families depend on them to acquire what salary they can, and neither Sammy nor Tom wishes to let down those ward upon him. Both have occupations which are steady and conceivably deep rooted; in any case, they want fervor and opportunity as opposed to the ceaseless schedules to which they are bound. The men are dejected in the conditions to which they are limited, and it requires an impetus to start the desire to get free. Experiencing a change which makes them fully aware of a world that lies past the constrained existences of persecution they recently drove, they make the troublesome progress to more noteworthy individual flexibilit y. Complete freedom is just accomplished by Sammy, in any case; Tom is truly free yet left with the memory of his dear sister Laura, perpetually restricting his heart to the home he once knew. Sammy and Tom are compelled to dreary employments which need addition or prize; their sicken of the workplace and the individuals who hold them prisoner is clear. Sammy needs regard for the clients, whom he assesses to be â€Å"sheep pushing their trucks down the aisle† (Updike 1493). He portrays his chief, Lengel, as a â€Å"very patient and old and gray† (Updike 1496) man who is â€Å"pretty dreary† (Updike 1495) †a director with a dry character which coordinates that of the store itself. The An and P is a store which runs on strategy, similar to a clock whose apparatuses are relied upon to interlock and snap away consistently yet are of no worth independently. Feeling ... ...u behind me, yet I am more reliable than I expected to be! I †¦[do]†¦anything that can blow your candles out!† (Williams 97). While he has accomplished an opportunity in the feeling of room and funds, he is as yet pulled back home by the steady however of his sister whom he cherished profoundly. He feels a feeling of regret for being one more man to surrender Laura, a weight that Sammy doesn't convey on the grounds that he left just an occupation, not his family. Both Sammy and Tom are freed from the forsaken circumstances they wind up in, however Sammy discovers his activities to prompt an increasingly hopeful future while Tom can just choose not to move on. They discover that life can't be lived dependent on the wants of others, nor can an occupation be exclusively for financial additions; there must be objectives toward which to walk. Just when they understand this are they ready to discover genuine opportunity throughout everyday life.

Reflection on Ojibwe and Blackfoot

Question: Examine about the Reflection on Ojibwe and Blackfoot. Answer: Presentation: History says that the Ojibwe are an Anishinaabeg gathering of individuals living in North America. It very well may be discovered that this gathering of individuals lives in Canada and the United States and are one of the biggest indigenous ethnic gatherings in that place. Also, in Canada, they are the second biggest First Nations populace, outperformed uniquely by the Cree. I have discovered that the Ojibwe individuals customarily have communicated in the Ojibwe language and they are the piece of the Council of Three Fires (Nesper, 2012). Ojibwes are basically a forests people. It is important to specify here that I have seen that Chippewa Indians are also known as the Ojibwe and they talk an alternate kind of the Algonquian words and are personally related to the Ottawa and Potawatomi Indians. Altogether, Ojibwe implies Ottawa, Potawatomi and some other Algonquian people groups. From the point by point perceptions, I have discovered that Ojibwe or the forest Chippewas were commonly the cultivating individuals and they used to collect wild rice and corn, angling, chasing minimal game alongside social affair nuts too natural products (Craig, 2015). Aside from that, I have discovered that the Plains Ojibwes were wild creature huntsman and prior bison meat made up the vast majority of their cut back. Research works and the reports state that in the mid-seventeenth century, there were close around 35,000 Ojibwe on the landmass and with the development of time, the number has expanded. History says that the Ojibwe used to consider themselves the Anishinabeg, for example first or the first individuals (Nesper, 2012). By and by, I have discovered that the Ojibwe individuals are confronting a few issues like monetary extension for falling the pace of joblessness, the assurance of the wild rice business from the beneficial cultivators, unrivaled restorative administration for battling affliction like liquor abuse, diabetes. Better organization of the characteristic assets, fortress of understanding rights and achievement of autonomy just as enlarged significance on advanced education to show specialists alongside redesigning the instru ctive ties (Craig, 2015). Reflection on Blackfoot The Blackfoot, who are too named as Blackfeet, Indians were essentially a nomad American Indian ethnic gathering that movements from the Great Lakes Region toward the North western piece of the United States. From history, I have discovered that this one nation has formed after some time into four discrete and self-administering ethnic gatherings, everybody with their own organization (Craig, Yung Borrie, 2012). Every one of them live in the equivalent geographic district and in this manner they have fundamentally the same as apparel style, weapons and food propensities. Directly, I have seen there is one Blackfoot specification with occupants of roughly 10,000 Indians in the United States and an extra 15,000 live in Canada (Ewers, 2012). There are four distinct clans of Blackfoot and they are as per the following: North Peigan Pikuni (Craig, Yung Borrie, 2012) Blackfoot/Siksika Pikuni/Peigan Blood/Kainai History says that the Blackfoot Indians were talented huntsmen and they used to chase wild oxen. In the year 1880s, the white individuals began chasing wild oxen and because of this, in excess of 600 Blackfoot Indians hungry to deprivation because of their dependence on the roughly pulverized bison. Notwithstanding, I can express that everything about four ethnic gatherings split one administrator discourse named Algonquian, however they are free in nature. It is important to make reference to that this discourse is spoken by various other Indian ethnic gatherings in the United States (Dempsey, 2016). References Craig, D. R., Yung, L., Borrie, W. T. (2012). Blackfeet Belong to the Mountains: Hope, Loss, and Blackfeet Claims to Glacier National Park, Montana.Conservation and Society,10(3), 232. Craig, T. (2015). Strategic in Cree-Ojibwe Country.The Canadian Journal of Native Studies,35(1), 162. Dempsey, L. J. (2016).Blackfoot war workmanship: Pictographs of the booking time frame, 18802000. College of Oklahoma Press. Ewers, J. C. (2012).The Blackfeet: pillagers on the northwestern fields. College of Oklahoma Press. Nesper, L. (2012). A quarter century of Ojibwe arrangement rights in Wisconsin, Michigan, and Minnesota.American Indian Culture and Research Journal,36(1), 47-78.

Can Learning Strategies Be Taught Should They Be Taught Essay

Can Learning Strategies Be Taught Should They Be Taught Essay Can Learning Strategies Be Taught Should They Be Taught â€" Essay Example > Paper Title: Theoretical Appreciation of the Suitability and Effects of Teaching Learning Strategies in Linguistic Contexts: Learning Strategies vs. Modern Second Language Acquisition TheoriesThesis StatementA class of 20 year old ESP learners with Arabic as their L1 will need and benefit from learning strategies, especially having passed the critical language acquisition age of 12 while still with a low intermediate competence of English. OutlineThe paper is an argumentative piece that is arranged and sectioned specifically to deliver the argument home. To begin with, the paper has an introduction section, which highlights the format and the structure of the argument. This argument is structured as follows: Learning StrategiesThis section seeks to contextualize the semantic conception of the phrase ‘learning strategies’ in linguistic references. It is important to note that in this paper, learning strategies refers to the methods used by second or foreign language learners fr om Saudi Arabia to acquire competence in a target language such that they can comfortably learn in an ESP classroom context. Language Learning StrategiesIn this section, the paper begins a comprehensive literature review of the various language learning strategies developed and documented in post-1975 research findings. Various authors are reviewed on what they conceive as the good language learning strategies. This is important to the understanding of whether such language learning strategies are applicable to the classroom setting. Teaching Learning Strategies in Linguistic Contexts This section is also largely based on literature review of whether learning strategies are applicable in classroom settings and whether they are beneficial. My personal conviction is also contextualized on the relevant literature review in this section. A part of the section is also devoted to elaborating why learning strategies are important to learners based on the popular creative theory of languag e acquisition by Chomsky and later linguists. Theoretical Consensus on Learning Strategies Teaching in SLA Contexts In this section, the objective is to contextualize two available theories on applied linguistics to the argument of the foregoing sections. The section seeks to elaborate why modern theories, particularly Krashen’s monitor theory agrees with the necessity of teaching learning strategies. ConclusionThe conclusion helps tie the loose ends of the argument together and restates the argument’s theme that language learning strategies are not only teachable but also necessary in language learning. IntroductionThis paper aims at discussing whether language learning strategies can and should be taught in a second or foreign language classroom. To begin with, the paper will highlight a conventionally accepted meaning and semantic application of the noun phrase ‘learning strategies’. After this, the paper will then review relevant literature on two issues, the good lang uage learning strategies and an overview the second language learning strategies. Afterwhich, the paper will then discuss the practical situations in which teaching learning strategies in linguistic contexts have worked as backed by scientifically proven Second Language Acquisition (SLA) theories. A few studies about teaching learning strategies based on available literature findings are then highlighted and discussed in terms of their implication. The conclusion will tie together the general theme of the paper. The theme here is to underscore available leaning strategies, how these strategies have faired when taught in linguistic contexts and finally the theoretical consensus behind their ability to amplify second or foreign language acquisition success. The nature of the process of acquiring a language as contemporary research indicates shows that learning strategies can help increase a student’s ability to learn and use the language better, but not to acquire it. That is why the learning must not be over-emphasized at the expense of language acquisition processes (McDonough, 1995).

Plumbing During The Roman Empire Essay - 1728 Words

The water toilet may be a modern invention, but plumbing has existed since 2700 BC with the civilizations of the Indus Valley designing the first plumbing system for its people. However, among the ancient civilizations that became vast civilizations, the Romans attained the use of plumbing and toilets into an art, so much that an individual from the past decade could go to Ancient Rome and understand everything about an ancient toilet easily, even if the lack of comfort might seem unsettling at first. When it comes to plumbing history, all roads, literally, lead to the Roman Empire. Plumbing technology, as well as, the plumbing profession flourished during the Roman Empire in such a way that was not able to be duplicated for one thousand years. The advances in aquifers, sewage, and drainage the Romans made, are still some of the same designs plumbers use today. The Romans, as we now understand, had a slight fixation with aqueducts and baths, to keep their royal family hygienectically clean, as well as appealing, and Rome’s citizen’s hygiene up-to date; kind of hygiene freaks, they were. However, Because of this, plumbing became a profession in its own sense, and the ancient plumber became a trade that would be used, literally around the world. Indoor plumbing was not for everyone, only most wealthy could afford it, and they were charged for the use of public water, and the network that fed the water with a fee based on the size of each pipe they used (History ofShow MoreRelatedClassical Civilizations of Ancient Greece, Rome, and China Essay897 Words   |  4 PagesThroughout history, there have been many civilizations, empires, colonies, and tribes that have impacted the world. 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Eventually, Rome established itself as the dominant power in the Mediterranean basin by instituting an aristocratic republic government. Roman civilization changed drastically politically, economically, and culturally during theRead MoreThe Rise Of The Roman Empire1611 Words   |  7 PagesRome was an empire with extremely high aspirations and expectations from. Its founders chose to steal women from neighboring villages, in order to grow its population. These aggressive and expansionary ideologies remained within the personalities of every Roman, living inside the great empire 755 years later. And yet despite its vast military presence and growing cities and towns, the Roman Empire and its capital still succumbed to a barbarian takeover. This was widely regarded as one of the greatestRead MoreThe Origins Of Western Civilization1547 Words   |  7 PagesCivilization began in the middle east approximately five thousand years ago, and slowly moved west into Europe. 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Writing De Architectura And The Ten Books On Architecture

One man that was part of many of these guilds was Vitruvius Pollio. He most well known for writing De Architectura or the Ten books on Architecture. It is a compilation of how he thinks architecture should be done. Some of the books include subject on materials, religious, public, and domestic structures, mechanics, clockwork, and panting. This work was originally written in Latin, and dedicated to Octavius, the emperor at the time. Vitruvius wrote these books in the last period of his life, after working for Julius Caesar, and being trusted with the design of siege engines and artillery by Augustus. Once retired, he became Octavia’s patron, and used this time to work on De Architectura. In this writing he points out that an architect†¦show more content†¦Many of the ideas in this book about proportion, and construction are illustrated in the Pantheon. Arguably, one of the most influential structures of Rome was the Pantheon because of its immense size, and the use of concrete for the massive dome. This structure was named the Pantheon most likely because Pliny the elder, a spectator during the time of Vespasian s rule saw this and referred to it as the â€Å"Pantheum†. Although the version of the Pantheon that Pliny the elder saw is not the Pantheon currently in Rome, there are many accounts of what it looked like, and why it was built. Agrippa’s Pantheon, the version that Pliny witnessed, or the original pantheon was built during the Pax Romana. This was a time of peace for the Romans, and to lead them in their endeavors was Emperor Augustus. During this time culture flourished because of there was no need to worry about necessities. From 31 BCE to 14CE the Pantheon was constructed to honor the Julian clan. The result of this was a south-facing rectangular building, with the Thermae of Agrippa, or the Roman public baths to the south. This temple was decastyle, meaning that is had 10 columns on each side. Pliny also mentioned that Diogenes of Athens was commissioned by Agrippa to create the caryatid columns. Caryatid columns are much like sculptures, in that they depict a person, but this person is standing in order to form a column to support another structure. To much dismay this temple was destroyed in the

Xcom Week Free Essays

I can see how this must have been a business nightmare with the storage of this Information. Now with our advance technology we are able to order faster, save information to disc or the hard drive of the business computers which will allow faster references for future sales. With the invention of things like Pad’s, cellular phones, and the many sites which can be utilized to advance business for the businessman/ businesswoman. We will write a custom essay sample on Xcom Week or any similar topic only for you Order Now By utilizing sites like yahoo, face book, and twitter Just to name a few, a business can promote with-in. Most of these sites communicate effectively the current promotions of the business, although this is not to say there are thousands more who do not for they may or may not trust the internet security which is a major concern for any business. Although the business world is ever changing some of the disadvantages are when training new employee’s on these devices and the numbers of errors which could be obtained. The use of Pad’s allows for better time management by allowing the user to see their daily schedule. There are many software programs out there to help with the functions of your business. For instance, Microsoft Office would be a great start for helping to keep your business moving on the right track. Also there are services out there Like offset companies to keep all of your back-up Information safe and secure If there happens to be a failure on your end you can recover all of your Information and feel safe In he knowledge that your business Information Is stored and secure for the future. There Is also the processes of Including and IT department In your organization that will be on site to take care of all your computer needs. Keeping your computers, Information, and server’s safe should be a top priority. Com/285 Week 1 By Madagascar I believe that in the world today the advance technology has helped many businesses which were otherwise struggling. There are places like restaurants and other fast food places which use to put long hours in keeping track of the inventory, information. Now with our advance technology we are able to order faster, save your business moving on the right track. Also there are services out there like offset companies to keep all of your back-up information safe and secure if there happens to be a failure on your end you can recover all of your information and feel safe in the knowledge that your business information is stored and secure for the future. There is also the processes of including and IT department in your organization information, and server’s safe should be a top priority. How to cite Xcom Week, Papers

The Medias Influence on Eating Disorders

Introduction We are being worn out daily with information about everything from all over with the flare-up of information technology. We have television delivering news at home, a radio in the family car, and at work the internet. We are being presented with new information at every side with this entire media.Advertising We will write a custom essay sample on The Media’s Influence on Eating Disorders specifically for you for only $16.05 $11/page Learn More Through the media, we are able to know what the latest is, what is hottest, and even what is good or bad. Regardless of whether we acknowledge it or not, the truth is that this information influences our choices. These are choices about our dressing styles, where we visit, what we purchase, and our appearance. The media seeks to enlighten us, convince us, entertain us, and change us. The main goal of doing all this is to engage crowds so that advertisers can market their products and services. According to recent research, nearly all food-manufacturing companies use images of slim models to advertise their food. The companies do this regardless of how unhealthy the food might be. Over the years, the media has succeeded in painting a picture that associates thinness with beauty. When the food companies use the images of thin models in their advertisements, they are simply associating the food to being beautiful. This gives people the impression that by eating the food they will be as beautiful as the model in the advert is. This is however not the case since most of those foods are unhealthy and might even cause diseases. Perhaps the biggest effect of how the media influences eating habits is evident in McDonald advertisements. Research shows that McDonald and other fast food companies run flashy adverts that are appealing to customers. In most cases, the people who watch this adverts end up eating the food being advertised regardless of how unhealthy it is. It is surprisi ng to note that the food companies do not warn people on the dangers of too much intake of such foods. Worried about the effect that such adverts have on people’s minds, doctors recently unveiled an advert that showed a dead body in a morgue holding a piece of hamburger from McDonald. This advert was meant to prove to consumers that the fast foods that they take could cause death. The best demonstration to prove that advertisement can influence the food we eat is best seen in the documentary Super Size Me. First, the documentary tries to show us why fast food companies are not genuine in their advertisements. This is achieved by showing just how impossible it is to â€Å"eat one chip.†Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This shows that people have to purchase plenty of what is on sale to get satisfied. This is seen as a conspiracy by companies to get more customers and mor e money. The documentary shows how people destroy their health by continuously eating fast foods. Despite this fact, more people are still rushing to MacDonald for a bite of hamburger something that goes ahead to show just how much the media influences our eating habits. Conclusion Unlike in the past, it is now easier to get information due to the flare up of information technology. Today, everyone is able to know the latest news wherever they are and at any given time. Fast food companies have taken this opportunity to market their products to a receptive society. Due to the influence that the media wields, many people are turning out to try the fast foods that they see in their favorite adverts. This is happening regardless of the health problems associated with these foods. This shows that the media is capable of influencing our eating habits. This essay on The Media’s Influence on Eating Disorders was written and submitted by user Sawyer Collier to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Few Ways To A Successful Life †Communications Essay

A Few Ways To A Successful Life – Communications Essay Free Online Research Papers A Few Ways To A Successful Life Communications Essay Success plays an important role in our life, success is great thing in our life.Who can be successful? I think everyone. I found a nice poem about success. I want to introduce it now : â€Å" Success is speaking words of praise , in cheering other people’s ways , in doing just the best you can , with every task and every plan â€Å" (Author – N/A) .This poem show that success and being successful is beautiful.We have to do everything to be successful. In order to be successful, a person should have good habits, know great people and have a good career. These things can make people successful. Also we can find many things that make people successful.When people are successful? People have a different causes and I think that success is a personal business. People can be successful because they have expensive car or house, people can be successful because they have a good health, great friends and great family.I am going to introduce things who can make people successful. Good habits can help us to be successful.People have good or bad habits or both.I think that person who has good habits can be successful in life because good habits can help us to be successful.Put first things first not last.The habit â€Å"Put first thing first not last† means that we have to put more important things first and not important things last. This can help us to be successful. I want to adduce some example from life. I have homework on April 15. Now is April 7.I should start do it now and finish it 5 days before April 15.If I‘ll be say â€Å"I never put off till tomorrow what I can possibly do the day after† Then I never start to do the homework and I am going to get zero. I will be unsuccessful when I get zero from important homework.Another example. When I need get some job. I have an appointment on Monday, April 6 , 8:00 AM . I have to remember that I must be on time. I can’t be late .I must get up from the bed early.If I’ll be behind one’s time, I can have big problem because they can say to me â€Å"You’re late †¦we can’t give you job.This was your first meeting.You should be on time and you have to show good attitude.You can’t be late. This means that don’t be late and be on time. Planning ahead.This is another example the habit’s.I have to think about â€Å"tomorrow† , I must have plan for tomorrow† .Tomorrow mean futu re. Now I must start think about my future.I must ask myself â€Å" I want to be†¦.?† This is important in our future .Students from highschools have to know what kind of study they choose/choosed.This is important because if we choose well our dream occupation in our life we will be successful.We can’t waste the time.We have to start planning now. Good habits can help us to be successful person. Other people in our life. Others are important in our life. People can make us successful.Great people from this World can be good example for us. For example Mother Teresa was person who helped others.She was poor,but I think she was successful in her life because by her help she makes other people happy and successful .She was successful that others can be successful.Also John Paul II is good example great person’s who did many good things for this World’s.His words are full of love , hope and about Good. If we will take an example from Mother Teresa or John Paul II we can be successful.They shows good attitude and they are great example for us.How they can help us to be successful?The answer is very easy.Them teach ,words,act can help us understand what is love , hope, peace , help others .These things can make me successful person.Just great people like Mother Teresa or Karol Wojtyla John Paul II who were great examples can help us be successful. Good and true friends can help us be successful.If I know that I have true and good friends who can help me whenever in hard moments .Them presence causes , that I am successful.For example they can borrow me money or some things like CDs or movie.I can be successful when I can go out with my friends.We can be together on party,we can go for some trip.They can help me when I repairs something and I don’t have any idea ,for example my car is broken .I have friend’s who is car mechanic.He can fix my car. I will be happy .Friends can make me successful by help .Great persons are example how be successful,friends can make us successful. Career can make us to be successful. If we have money,we can be successful.Why? I think that everybody should know.If I have a lot of money I can buy everything .For example : expensive car, big house ,boat , cottage , farm †¦etc.I can be successful because I own these thinks whos make me successful.Wealthy people are successful because they have a lot of money and they can buy expensive things.Good job can make people successful.If I have good job I can earn good money.Good job can give me success and make me successful person’s.For example person who is an officer in Police is more successful than person who have job in Tim Horton .I think, that good earning the money is great reason’s to be successful.Our career can make us a popular person .If I will be some singer I have big chances to be popular.Popular can make me successful too. I think , that things provided by me are like bead in sea,because we can find a lot of good advices how to be successful.It is true, that habits can help us be successful ,because If we have a good habits we have successful life ,bad habits can make us unlucky fellow.Good habits plays big role in our life.Great people are important too .They can send message how be successful and what things can make us successful.Friends who are like great treasure can be some part of us successful.I think ,that person who has great and true friends must be successful.I have friends and I am successful. Also I think ,that friends means not only buddy from school. Friend’s can be teacher who can help me when I have some problem ,parent’s can be like best friend’s who can help in hard moments. Career make people happy and successful.I think ,that this is true .Career can help us earn good money. Career can help me change my life for better.I think,that everyone should be suc cessful and enjoy life ,because life is short.For me successful means faith ,hope ,love .Sometime small things can make us successful.We have to discover true mean the word â€Å"success† in our life.Maybe success is beside us , but we don’t know about that. On the end of this essay I found nice quote about success : â€Å" In all of life and nothing less We find the thing , we call success â€Å" Research Papers on A Few Ways To A Successful Life - Communications EssayAnalysis of Ebay Expanding into AsiaLifes What IfsPersonal Experience with Teen PregnancyMarketing of Lifeboy Soap A Unilever ProductThe Project Managment Office SystemRelationship between Media Coverage and Social andThe Effects of Illegal ImmigrationGenetic EngineeringMind TravelQuebec and Canada

The Tempest Summary for Students

The Tempest Summary for Students The Tempest, written in 1611, was the final play that Shakespeare wrote on his own. (He coauthored his last two plays- Henry VIII and The Two Noble Kinsman- with John Fletcher).  It is also one of only two Shakespeare plays that are entirely original. Because of those two facts, many assume that Prospero, one of the major characters in the play, is an amalgamation of Shakespeare himself. Many readers and theater aficionados believe that when Prospero gives his final farewell in the play, it is actually Shakespeare saying goodbye to his audience.  Whatever the case, The Tempest is one of Shakespeares more fantastical plays when it comes to the use of magic.  Ã‚   Plot Summary: A Magical Storm The Tempest begins on a boat, tossed about in a storm. Aboard are Alonso the King of Naples, Ferdinand (his son), Sebastian (his brother), Antonio the usurping Duke of Milan, Gonzalo, Adrian, Francisco, Trinculo, ​and Stefano. Miranda, who has been watching the ship at sea, is distraught at the thought of lost lives. The storm was created by her father, the magical Prospero, who reassures Miranda that all will be well. Prospero explains how they came to live on this island: They were once part of Milan’s nobility- he was a Duke- and Miranda lived a life of luxury. However, Prospero’s brother exiled them. They were placed on a boat, never to be seen again. Prospero summons Ariel, his servant spirit. Ariel explains that he has carried out Prospero’s orders: He destroyed the ship and dispersed its passengers across the island. Prospero instructs Ariel to be invisible and spy on them. Ariel asks when he will be freed, and Prospero tells him off for being ungrateful, promising to free him soon. Caliban: Man or Monster? Prospero decides to visit his other servant, Caliban, but Miranda is reluctant, describing him as a monster. Prospero agrees that Caliban can be rude and unpleasant but says he is invaluable to them because he collects their firewood. When Prospero and Miranda meet Caliban, readers and play-goers learn that he is native to the island, but Prospero turned him into a slave, raising issues of morality and fairness in the play. Prospero reminds Caliban that he tried to violate his daughter. Love at First Sight Ferdinand stumbles across Miranda and, much to Prospero’s annoyance, they fall in love and decide to marry. Prospero warns Miranda off and decides to test Ferdinand’s loyalty. The rest of the shipwrecked crew are celebrating their survival and grieving for lost loved ones. Alonso believes that he has lost his beloved son, Ferdinand. Caliban’s New Master Stefano, Alonso’s drunken butler, discovers Caliban in a glade. Caliban decides to worship the drunken Stefano and make him his new master in order to escape Prospero’s power. Caliban describes Prospero’s cruelty and persuades Stefano to murder him by promising that Stefano can marry Miranda and rule the island. The other shipwreck survivors have been trekking across the island and stop to rest. Ariel casts a spell on Alonso, Sebastian, and Antonio and derides them for their treatment of Prospero. Gonzalo and the others think that the spellbound men are suffering from the guilt of their past actions and promise to ensure their safety. Prospero finally concedes and agrees to the marriage of Miranda and Ferdinand and goes off to foil Caliban’s murderous plot. He orders Ariel to hang out beautiful clothes to distract the three fools. When Caliban and Stefano discover the clothes, they decide to steal them- Prospero arranges for goblins to â€Å"grind their joints. Prospero’s Forgiveness At the end of the play, Prospero has forgiven his countrymen, pardoned Caliban, and has promised to set Ariel free after he helps the ship leave the island. Prospero also breaks his magical staff and buries it, and  tosses his book of magic into the sea.  All of these things redeem his earlier behaviors and hearken back to the belief that hes not truly evil.  The last thing Prospero does in the play is to ask the audience to set him free from the island with their applause, thus leaving his future  up to the fates. Major Characters Prospero: While Prospero can be viewed as an evil character, he may simply be angry, bitter, and controlling.  The tempest that he whips up to shipwreck his countrymen is often said to be a physical manifestation of Prosperos anger.  Because he doesnt kill any of his countrymen throughout the play, and eventually forgives them,  many scholars argue that he is not evil. Miranda: Miranda represents purity, innocence, and the islands naturalness through her virginity. Prospero is obsessed with keeping her virginity intact, and ensuring that when shes finally handed over to Ferdinand, her new husband will honor and treasure her.  Miranda is often seen as a very innocent character and the antithesis of the witch Sycorax, the mother of Caliban. Caliban: Caliban is the demon son of the witch Sycorax and the devil.  Many people argue about whether he was human or monster.  Some scholars believe that Caliban is an evil character because he has tried to rape Miranda in the past, because he is the son of the  devil, and because he plots with Stefano to kill Prospero.  Others say that Caliban is merely a product of his birth and that it is not his fault who his parents were.  Many also view Prosperos mistreatment of Caliban (by making him a slave) as evil and that Caliban cannot be anything other than what he is. Ariel: Ariel, who inhabited the island long before anyone else, is a sexually ambiguous character, neither male nor female.  Sycorax imprisoned Ariel  in a tree when s/he refused to do Sycoraxs bidding because Ariel viewed her desires as evil. Prospero freed Arial, and Ariel remained faithful to Prospero the entire time the protagonist inhabited the island.  Ariel is at the core a very kind, empathetic creature, sometimes viewed as being angelic.  Ariel cares for humans and helps Prospero see the light and forgive his kinsman (even Caliban).  Without Ariel, Prospero would likely have remained a bitter, angry little man on his island forever. Major Themes The tripartite soul: One of the major themes from this play is the belief in the soul as three parts and that Prospero, Caliban, and Ariel are all a part of one person (Prospero).  Plato called this the tripartite of the soul, and it was a very commonly held belief in the Renaissance. The three factions of the soul were vegetative (Caliban), sensitive (Ariel), and rational (Ariel and Prospero).  Sigmund Freud later adopted this concept into his id, ego, and superego theory.  By this theory, Caliban represents the id (the child), Prospero the ego (the adult), and Ariel the superego (the parent).   Many plays after the 1950s have the same actor playing all three roles, and it is only when all three characters can come to the same conclusion (forgiveness) that the three factions are brought together into one person. When this happens to Prospero- when the three parts of his soul unite- he can finally move on. Master/servant relationships: In The Tempest, Shakespeare draws on master/servant relationships to demonstrate how power- and its misuse- works. In particular, control is a dominant theme: Characters battle for control over each other and the island, perhaps an echo of England’s colonial expansion in Shakespeare’s time. With the island in colonial dispute, the audience ​is asked to question who the rightful owner of the island is: Prospero, Caliban or Sycorax, the original colonizer from Algiers who performed evil deeds. Both good and evil characters use and misuse power in the play. Historical Context: Importance of Colonialism The Tempest Complutense, a Madrid-based learning website, notes that The Tempest takes place in 17th century England- a time that was contemporary with Shakespeares writing of the play- when colonialism was a dominant and accepted practice, particularly among European nations. The plot shows the deep influence of colonialism, especially in terms of Prospero’s actions: He arrives at Sycorax’s island, subdues it, and imposes his own culture on its inhabitants. Sycorax’s island can be seen as a representation of colonial America, which suffered the same subservient role as the island. The website notes: As Europeans did with the Americans, Prospero takes the power away from Caliban and treats him as an evil, ugly and deformed being, a despicable entity, who, in his eyes, is not even a human. The belief of superiority was the normal state of mind in the European nations. During Shakespeare’s times and the writing of The Tempest, colonization of America and Africa and the slave trade occurred. Around this time, the English were trying to establish their dominance in different regions of America, which were slowly coming under the rule of the British Empire. Shakespeare also seems also to have drawn on Michel de  Montaigne’s essay  Of the Cannibals, which was translated into English in 1603. The name of Prospero’s servant, Caliban, may have come from the word â€Å"Cannibal.† When picturing the storm in  The Tempest, Shakespeare may have been influenced by 1610 document, â€Å"A True Declaration of the Estate of the Colonie in Virginia,† which described the adventures of some sailors who had returned from the Americas. Key Quotes As with all of his plays, Shakespeares The Tempest contains plenty of pithy, striking, and moving quotes. A pox o your throat, you bawling, blasphemous, incharitable dog!Now would I give a thousand furlongs of sea for an acre of barren ground, long heath, broom, furze, anything. The wills above be done, but I would fain die a dry deathCanst thou remember / A time before we came unto this cell?In my false brother / awakened an evil nature, and my trust,like a good parent, did beget! of him / A falsehood in its contrary as great As my trust was, which had, indeed, no limit, / A confidence sans bound...Good wombs have borne bad sons.Hell is empty / And all the devils are here

Process Analysis Outlining Agricultural Biotechnology Case Study

Process Analysis Outlining Agricultural Biotechnology - Case Study Example   Crop enhancement biotechnology is the commonest form of these procedures amid debate about the safety of crop produce and food that is increasingly penetrating the market. Developing countries have particularly been critical of propagation, dissemination, and consumption of genetically modified foods well as other produce. The world of agriculture has gradually been departing from traditional conventional  breeding  to the simpler and swifter breeding offered by biotechnology. Despite there being massive improvements in output and returns, controversy has emerged from the manner the technology is carried out as well as the effects on natural life systems. The question  remains  since most cynics remain ignorant of the procedure, its intentions and impacts, could the situation change upon outlining the procedure? The general public and agricultural biotechnologists could make a big stride  forward  if a consensus were reached on the basic stages of the procedure.   à ‚   Before any biotechnological breeding begins, a specific trait in a breed or variety of a particular crop is identified and dissatisfaction found. At the current age, biotechnologists assume that desired results from traditional conventional breeding and selection have not been forthcoming. The crop trait is identified at the molecular level, in  the form  of genes. This implies that intensive genetic studies on the crop are done to point at the specific gene on the poor trait (Nair, 749). Very complex biotechnological procedures called genome sequencing are involved. At the same time, studies on another crop or organism with the better version of the gene are carried out and the gene isolated. This second plant or organism acts as the donor of the desired trait gene. Genes are similar to a very large extent such that biotechnologists can successfully, but accurately, remove a gene from a gene donor to a gene recipient provided the gene structure and trait expressed are similar. After isolating the gene, it is kept safely in the biotechnology lab, free from damage or contamination.

Assessment of National Express Group Operations, Macroeconomic Essay

Assessment of National Express Group Operations, Macroeconomic Environment and Challenges - Essay Example This essay presents an informative analysis of the National Express Group company economic position. The company was founded in 1972 by the state owned National Bus Company. The company has grown tremendously since its privatization in 1988 from a small transport service provider to a multinational firm. It currently has its operations in UK, Canada, Morocco, Spain, US and Portugal. The company has recently expanded its business in other parts of Europe also. The company currently runs more than 1600 busses across UK and is a leader in urban bus service provider. It also provides bus service in North America in which daily 1 million students go to school. National Express Group is focused in achieving excellence in their existing markets and to explore new market opportunities to drive their company to the utmost peak. Its main objective is the growth of its business through customer satisfaction Macroeconomic environment consists of those variables upon which the company has no control. Companies cannot control the macroeconomic factors but can minimize its impact by taking strategic decisions accordingly. These factors exist outside a company and usually have a great affect on the functioning of the company. In UK, the market conditions were challenging but still due to strong market hold and flexible coach supply model, the company delivered high profit for the business. As of National Express bus service in UK, there was a rise in cost for the company during the year 2009 due to the increase in the cost of fuel.

Origin And Applications Of Formwork Construction Essay

Origin And Applications Of Formwork Construction Essay Formwork is the term given to either temporary or permanent moulds into which concrete or similar materials are poured. In the context of concrete construction, the false work supports the shuttering moulds. Most of the buildings which are made to stand for a long time are made of concrete and mortar. These building materials are strongest and most suitable but at the same time they are a bit tedious to deal with. They do not acquire the desired shape and need help of some sort of support or any frame which can be detached as the concrete solidifies. Actually concrete is a material without any shape. For most applications the shape matters, and concrete has to be molded or formed. ORIGIN Concrete has been in use for the thousands of years. The dome of Pantheon in Rome is made of lightweight concrete, and the under face shows the moulding effect of formwork used two millennia ago. But it was only at the end of nineteenth century that the use of concrete became common, with the invention of reinforced concrete. Some of the earliest examples of concrete slabs were built by roman engineers. Because concrete is quite strong in resisting compressive loads, but has relatively poor Tensile strength, these early structures consisted of arches, vaults and domes. To mold these structures, temporary scaffolding and formwork built in the future shape of the structure. These building techniques were not isolated to pouring concrete, but were and are widely used in Masonry. Because of the complexity and the limited production capacity of the building material, concretes rise as a favored building material did not occur until the invention of Portland cement and reinforced concrete. Pantheon Dome SIGNIFICANCE The construction industry forms the largest single sector in any economy. In the USA for example the construction sector is responsible for 14% of the GDP (US National Statistics Bureau). Formwork is the single largest cost component of concrete buildings structural frame. The cost of formwork exceeds the cost of concrete or steel and in some situations the formwork costs more than the concrete and steel combined. For some structures, placing priority on the formwork design for a project can reduce the total frame cost by as much as 25%. This saving includes both direct and indirect costs. Formwork efficiencies accelerate the construction schedule, which can result in reduced interest costs during construction and early occupancy for the structure. Other benefits of formwork efficiency include increased job site productivity, improved safety, and reduced potential for error. Concrete is a material without shape. For most applications the shape maters and the concrete has to be molded or formed. Formwork is one of the integral parts of construction industry. This is the basic of any architectural structures on which the whole building is made. The formwork is basically used to hold the whole structure until the whole building is capable to stand on its own. Even we use some solid iron rods in buildings but the concrete need some time to bind with that for a firm structure to stand as and in the desired shape. CLASSIFICATION OF FORMWORKS Under this section of the study we will get in depth of four aspects of each and every type of the form work. These four aspects would be: Analysis of various components of formwork. Safety aspects of formwork. Economy aspects of formwork. Selection process of the material of formwork. The formworks are broadly divided in four categories based on the material, of which it is made. This categorization is as follows: Timber Formwork. Metal Formwork. Plastic Formwork. Fiber Formwork. TIMBER FORMWORK This is the oldest kind and most basic formwork used in the construction industry. Its moisture resistant property makes it utilizable in this industry. Though it is easy to manufacture the timber formwork but it is time consuming when formwork is to be prepared for big structures. It is relatively cheap and easy to shape as required. It is relatively light in weight for handling, but it is of limited durability. ANALYSIS OF VARIOUS COMPONENTS: Sheathing is supported by horizontal members called joists or runners. Joists are made from dimension lumber spaced at constant intervals that are a function of applied loads and type of lumber. It is a recommended practice to round down the calculated joist spacing to the lower modular value. Joists are supported by another set of horizontal members perpendicular to the joists, called stringers. The stringers are supported by the vertical members called shores. In all wood conventional formwork [ i.e. 4 4 in. or 6 6 in.]. Shores are rested on heavy timbers called mudsills, to transfer the vertical loads to ground. In case where a slab on grade exits, shores are directly rested on them. Once the bottom of the beam is constructed and leveled, one side of the beam is erected first with the holes drilled in it for installing the tie roads. Tie rods are steel rods that hold the two sides of beam together. After the first side of beam form is erected, the reinforcement is placed inside the beam and then the other side of the beam is erected. Tie rods are then inserted into all holes on both side of the beam. The tie rods function is to resist horizontal pressure resulting from the freshly put concrete and thus keep the sides of the beams in their proper location. SAFETY ASPECTS FOR TIMBER FORMWORK: Though Timber formwork is the basic formwork but it has some drawbacks relating to the safety which prove to be harmful for the structure to be build and the laborers. The following safety aspects must be considered while dealing with the Timber Formwork. Care should be taken in presence of Moisture: The biggest disadvantage of Timber Formwork is that the timber get softens when it is wet. If the moist is too much then timber soften up to a extent that it can be poked with the help of nail tip. Though dry timber is hard enough to bear the stress developed by concrete but it is not the same when it get wet. When timber comes in contact with moisture, the methanol molecules get activated and are responsible for weak intermolecular bond and thus softening. This problem is commonly known as Wet Rot. Care should be taken in presence of mini organisms and micro organisms: Biggest threats to any wooden structure and article are Termite and Fungus. Both of these organisms live on almost every type of wood as parasite and cause damage to huge quantity of wood. As far as Timber formwork is considered the damage occurs mainly in damp and dark regions of storage. Termites eat the wood from the inner side making it hollow and weak within. The wood thus left is so weak that it can be broken with bare hands. The damage caused by fungus is known as Dry Rot. Dry-rot fungus is often thought of as a building cancer, rampaging through buildings and rapidly destroying any timber in its path. The fungus, which thrives in moist unventilated conditions, will penetrate brickwork to get to more timber and can cause widespread destruction of structural timbers, skirting boards and door frames, and wood flooring. In short, the fungus can be thought of as living in masonry and eating wood, and because t he fungus thrives in damp, unventilated conditions, it can occur in the areas of a property that are not often seen, such as floor voids, or behind timber paneling, so damage may be extensive before the attack is discovered. Fire Safety: We already know that wood is flammable and porn to fire if considerable precautions are not taken specially for those constructions sites which are near by to a gas station or any such location. Fires on construction sites have, for many years, been recognized as a serious problem for construction companies and insurers, but less of a public safety issue since there are relatively few fire deaths in such incidents. However, the trend for ever-taller buildings, particularly in the Gulf and Far East, has resulted in a number of significant fires during construction which have caused deaths and demonstrated the difficulties facing fire brigades when tackling such incidents. On several occasions, helicopters have had to be used for fire suppression and rescue. Insurers have long had concerns about the potential for loss on tall building projects, and these fires have demonstrated that their concerns are well founded. Causes can involve electrical risks, hot work, smoking, rubbish burning, overheating equipment and escapes of gases or flammable liquids all of which are well recognized and should be amenable to normal fire safety measures. DIFFERENT TYPES OF TIMBER FORMWORK Plywood: plywood has some strength in both directions, but because the outer veneers give greater strength in the direction of their grain, the sheet should always span that way. Plywood is a few millimeters thick used as lining material, which is fully supported from behind. With thickness of 12-19 mm the strength of plywood itself can be used, and the framing members spaced out the economical distances. There are three main types of poly wood: Finnish Birch American Softwood Tropical Hardwood Sheets are normally 8ft by 4ft except for Finnish Birch, the outer grain runs in the length of the board. The first two types are produced to appropriate national standards. Hardwood ply comes from a variety of tropical countries so obtaining reliable data about them is difficult. Block board: Stripes of timber are made into a panel with veneers on both sides. The glue should be of high quality else the surface may not be flat enough as the stripes tend to show through. Block board is made up of a core of softwood strips. These strips may be up to about 25mm wide. The strips are placed edge to edge and sandwiched between veneers of hardwood. The sandwich is then glued under high pressure. Block board is not suitable for outdoor use because the glues used are interior glues. It is important to ensure that the core runs lengthways in order to achieve maximum strength. The core can be joined by hands or by machine. There are only few small core gaps or even no core gaps in machine-made core. But core gaps are common in man-made cores. Machine-made core is much better than man-made core. Block board is sold in sheets of 2440 x 1220mm and are normally 30mm thick. Screws and nails may be used to attach block board but you have to ensure that you make contact with th e strips of softwood and not the gaps between the softwood strips. Chipboard: Small chippings are pressed into sheets. As with all boards depending significantly on plastic as the matrix, the stiffness is poor, and a greater thickness than plywood is frequently needed. It is heavier than plywood but give better finish. Gluing together wood particles with an adhesive, under heat and pressure makes chipboard. This creates a rigid board with a relatively smooth surface. Chipboard is available in a number of densities: -normal, medium and high-density. METAL FORMWORK This kind of Formwork is the most suitable formwork for high rise buildings. This system is eco friendly and proves to be more economical on long run due to good durability. In the conventional metal system, joists and stringers are made of aluminum or steel supported by scaffold-type aluminum or steel shoring. In todays construction practices, joists and stringers are made of aluminum and are supported by scaffold-type movable shoring system. This formwork is built out of prefabricated modules with a metal frame (usually steel or aluminum) and covered on the application side with material having the wanted surface structure (steel, aluminum, timber, etc.). ANALYSIS OF VARIOUS COMPONENTS: In this system, steel joists and stringers have the advantage of supporting greater spans and fewer joists and stringers. The main problem with using steel as joists and stringers for forming concrete slabs is their heavy weight, which makes it difficult for one person to handle. A standard steel W-section is used because its wide flange makes it easy to connect stringers with shore legs. A composite action open-web steel joist, supporting beams and girders, and reinforced concrete slab interconnection. Upper apex portions of the steel joist webbing protrude through the upper chord members of the joist and through apertures provided in the sheet metal formwork placed over such joists prior to the pouring of the concrete slab. The improvement relates to a continuous round rod secured near the apex of each projecting web member parallel to the longitudinal axis of the joist and a reinforcing wire mesh draped between said rods, thus permitting greater spacing between said joists, whereb y said protruding apex portions, said rods and said draped wire mesh will be encased within the slab to act as shear interconnection and reinforcement devices therein, to secure the joist and formwork together, to enhance the locking of the concrete slab to the protruding joist apex portions, and to the supporting beams through the joist end connection welded to the beam or girder, and to reinforce said concrete slab. This improvement makes optional the use of wedge members forced between such protruding joist apex portions. SAFETY ASPECTS OF METAL FORMWORK Though there is no need worry for any fungal or organic decay to the metal formwork but still there are same issues which must be paid attention to, relating to corrosion and careless handling. Now lets discuss these issues one by one. Corrosion: the corrosion problem may occur to any formwork if it is not maintained in proper way. Any part of formwork may be corroded due to direct contact with moisture. This direct contact is either because of lack of proper oiling techniques or due to standing water. If even an inch or even a centimeter is left out of oiling then it proves to be dangerous for the formwork. Many times it happens that water is leaked out and left standing. This tends to corrode the dipped part of formwork. Rusting of formwork also leave stains over the concrete unit. These stains if thick, crystallize later and pose a threat to plater layer. Mishandling while assembling: There have been several cases causing accidents of laborers at the site due to mishandling of the formwork. These accidents occur while lifting, if the load is not properly tied or hydraulic jack is not applied properly. Other reason responsible for on site accidents is loose screws and bolts which lead to collapsing of the erected formwork. Electricity: If the site location is nearby any sort of electric network then the metal formwork should be handled with utmost care. A safe distance should be maintained and if possible any such network or device should be avoided in nearby vicinity of the site. DIFFERENT TYPES OF METAL FORMWORK Extruded Aluminum Joist: The first component of the conventional metal system is the aluminum joist. The extruded aluminum joist takes the shape of a modified beam with a formed channel in the top flange in which a wood nail strip 2 by 3 in. is inserted. Tha plywood deck is then nailed to the nail strip. Aluminum Beams (Stringers):The purpose of stringers is to transfer the loads of the surface panel to scaffold. Extruded aluminum joists can also be used as stringers unless the loading is too excessive, in fact it is good practice to avoid using a mixture different beam types. Aluminum beams are commercially available for the lengths ranging from 4 to 30 ft. Aluminum Scaffolding Shoring: The aluminum scaffolding shoring system has been available for several years as a substitute for the steel scaffolding shoring system. The system consists of several frames connected together by cross bracing. Aluminum shoring is lighter and has load carrying capacity equal to or greater than steel shoring. Load carrying capacity of aluminum shoring can reach up to 36,000 lb. Fig 10 Aluminum Scaffolding Shoring Post share: A Post Shore is a single member made of steel or aluminum and support stringers. Post shores can be used to replace, or in combination with, scaffold shoring. Post shores can also be used re-shoring after striping of formwork elements. ECONOMY OF FORMWORK The concrete subcontractor must achieve 3 goals in his formwork workmanship: Quality formwork must be designed and built so that the resulting cast concrete attains the desired size, shape, position and finish. Safety formwork must be designed built strong enough to support all dead and live loads without blowouts, collapse, danger to workers, and risk of damage to the structure. Economy formwork must be designed, built and re-used in an effort to save time and money for the general contractor and the owner. Now as far as the economical aspect of formwork is concerned let me make you aware of the fact that formwork share a considerable site budget. If we design the formwork intelligently and plan its use, then we can save a lot of money. As metal formwork is more durable and reusable as compared to the wooden formwork, it should be used. There are several advantages which make metal formwork a better option.

Literature Review of 14-19 Education Essay

Abstract This literature review compares research conducted and articles written about the development of 14-19 education and the changes it has gone through since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher government before going on to concentrate on how the Labour government introduced Diplomas and what the Coalition government are doing to push this agenda forward. It asks whether academic and vocational education can ever be valued equally and whether the introduction of 14 year olds in further education establishments is successful or not. The majority of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the research are identified and questions are asked as to how successful it might be in the future. . History of 14-19 Education The idea of 14-19 education was introduced in 1983 by the Conservative government under its leader Margaret Thatcher. The first development was called the Technical and Vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988. The scheme was run by the Manpower Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the London Review of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 Reform of Advance Qualifications. Between 2002 and 2010 the focus was back on the progression of our young people and, essentially, the future of our work force. The Labour government commissioned an independent enquiry by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities. Diplomas were introduced in 2008 but have not been successful in gaining credit in industry or education; this has brought forward many issues relating to 14-19 education from teaching and learning, funding, employer contributions and the integration of school age pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational training. To give equality and value to both sides of what is still an educational ‘divide’ we need to alter society’s thinking and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, ‘Pushing for parity of esteem in the current educational climate leads to ‘academicising’ vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. ’ (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term consultation and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS). Connexions consulted with learners in 2001 to gain their view on government papers entitled: Green paper-Schools: Building on Success, 2001 and white paper-Schools: Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they concluded that, ‘†¦the choice of core subjects was generally right. They wanted to maintain the entitlement to study a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for personal development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. ’ (Connexions, 2002) Regarding the discussion on the equality of academic and vocational training young people were of the opinion that, ‘vocational pathways needed to be heavily publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. ’ (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002. The DfES wanted to take their time to ensure development of 14-19 education was more successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinson’s (2004) VE proposal was not taken on board fully, only in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary. An article in the guardian stated prior to launch of the diplomas, ‘We have never seen big new public qualifications arrive with so little input from people who have experience in qualifications and teaching. ’( Meikle 2007) It would seem that the implementation of diplomas has been rushed; therefore they have not achieved the status needed to change opinions. In response to Tomlinson’s (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system? In the UK it is not clear, but does include a long list of people: parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, other countries have reformed their systems and increased numbers of students taking two and three year learning programmes. She states, ‘Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them; provide opportunities to combine, transfer, and progress between them; and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. ’ (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education. With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a structured achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students will have achieved a Level 2/3 by the age of 19. To ensure students achieve their potential in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with Foster‘s opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual student: ‘Policy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition’ (Nuffield, 2009) Funding used as a ‘policy lever’ could achieve more integration of academic skills into vocational areas. Teaching and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom based vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE. The opening of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills Research Network (LSRN) who researched ‘the capacity of the teachers and their institutions to meet the needs of younger learners’ (Harkin, 2006). For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views: some teachers thought they needed supervision all the time at college but others commented that colleges were not ‘in loco parentis’, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour. In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environment for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach. To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, ‘There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students’ (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom. The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, ‘Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching – for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the ‘deliverers’ of someone else’s curriculum. (Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends ‘heavily on the quality of the teaching’ and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry. This I feel is idealistic in today’s economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the ‘middle child’ aiming to please both compulsory education and higher education as well as employers. How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in America where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure. Working in English education we have come to accept it, but is the English system’s controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry. The TLRP in 2006 concluded that, ‘We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto’ (The Teaching and Learning Research Programme 2006, p.40) In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly. They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as older apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships. In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been ‘frozen out’ of the way VE operates. Strengthening links between employers and VE is one of Wolf’s major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state; ‘Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young people’s skills in critically important areas and make a real difference to young people’s ability to obtain employment’ (Wolf, 2011, p.144). From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills. The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing. The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and accommodate 300 students, time tabled between 9am and 5pm. Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled. It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique. Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSE’s from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTC’s and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely. Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19: extending opportunities, raising standards. Connexions. DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire: DfES Publications. Nuffield Foundation. (2009). Educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlight:back to the future for the UK’s Coalition Government. London: Routledge. Harkin, J. (2006). Behaving like adults:meeting the needs of younger learners in further education. London: Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England: Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. London: Routledge. Hodgson, A. and Spours, K. (2011). London Review of Education, Educating 14-19 year olds in England: a UK lens on possible futures. London: Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London: Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training. London: Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and Training:A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. [online] Available at: www. studioschooldtrust. org [Accessed 30 January 2012] University Technical Colleges. n. d. [online] Available at:. www. utcolleges. org [Accessed 30 January 2012] Newspaper Articles Baker, L. (2011). ‘Wolf’s backing of vocational training is great, but she ducks the question of how much it will cost ‘The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) ‘Diplomas being introduced too fast, warns MP’s’, The Guardian. 17 May 2007. [online] Vasager, J. (2012). ‘Thousands of vocational qualifications to be stripped out of GCSE league tables’. The Guardian. 31 January 2012. [online] Wolf, A. (2012) ‘An end to qualifications that have no real value’ The Guardian. 31 January 2012. [online].

Nature Of Human Tissue Specimens Within Museum Collections

The specimen is relatively rare with regard to other gynaecological pathology specimens, and is relatively complete, although there have been some modifications made through time for the safety of the human tissue. The specimen is significant for the interpretive potential that it holds, however it is limited by the lack of documented provenance, given that some of the information obtained is anecdotal oral history and cannot be verified through documentation. Within the last twenty years, the controversial nature of human tissue specimens within museum collections has sometimes led to their disposal, and the erosion of technical conservation skills relating to this particular type of collection. The UCL Pathology Collection has in recent†¦show more content†¦[add source?] The first step towards further improving accessibility would be to expand public opening hours in order to attract a wider audience than simply schools and people of UCL. This could also be achieved through a more ambitious events programme that could include publically bookable talks and activities. Concerns are often raised about the appropriateness of human specimens in a class environment. However, staff at the UCL Pathology Collection have found that children are not so much frightened or disturbed by the specimens in the collections, rather they are intrigued and wish to understand more about health issues and specimen collecting in the past. In this sense, pathology collections can be a key way of presenting health concerns through object study, away from a dependence on photography and diagrams in text books. Children in particular have been shown to respond well to learning through object handling. Specimens and objects relating to the history of medicine have been identified as having an almost unique ability to profoundly impact upon museum visitors (Arnold, 1999). 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