Cross-Cultural Study of Sex and Gender Assignment

Diverse Study of Sex and Gender - Assignment Example It has been generally realized that those given parameters contain inciting issues that influence the entire society from the beginning of time. There is no reason for all types of social orders far and wide have at least one of those issues. Every issue has its own subjects of discussions among the cultural individuals. The geniuses and the antis with respect to explicit issues take their position by refuting the opposite side as. They present subtleties to help their cases and contentions are in some cases put in a book structure where they show the entirety of the subtleties. They clarify those contentions as much as could reasonably be expected and share those with others. In spite of the fact that that might be the situation, a few books don't agree with any contention as they attempt to impartially contemplate, break down and present the issues and the likely arrangements from the two sides. As referenced over, those issues are imperative to illuminate however they as of now exist for a considerable length of time. One of those is the issue of sex and sex and how the general public perspectives it. As a subject, it is an expansive and questionable idea with numerous issues profound inside. The idea isn't confined to the view on the sex as a demonstration relating intercourse yet in addition incorporates genital wellbeing, pregnancy, sexual orientation direction, sex correspondence, and some more. They are immensely significant subjects to be talked about since everyone is influenced by either. In the paper, three books are introduced and are checked on basically with respect to the different issues in sex and sexuality in different settings. Each book handles the diverse issue which is imperative to be spread to everybody to forestall persecution and negative impacts. In the wake of looking profound into the issues, potential arrangements are made and further investigations should be possible to reinforce the comprehension and set up the strong responses to existing cultural issues. The principal book is entitled Fixing Men: Sex, Birth Control, and AIDS in Mexico composed by Michael Gutmann dependent on the examination he made in Oaxaca. He uncovered some new realities blended in with new discoveries in regards to the job of men in generation as AIDS has become rampant.â â

Examine the dramatic significance of the theme “fair is foul” in Macbeth Essay

There are numerous topics in â€Å"Macbeth†, not amazing given the play’s lavishness of character, language and occasions. These topics incorporate goodness and detestable, beguiling appearances and reality and the heavenly. They are completely connected to the possibility of â€Å"fair is foul†, just like the characters. I will currently attempt to look at in more detail the emotional noteworthiness of â€Å"fair is foul† in Shakespeare’s â€Å"Macbeth†. It is accepted that the play was composed in view of King James. â€Å"Mabeth† was composed at some point somewhere in the range of 1603 and 1606, years during which King James (sixth of Scotland and first of England) was on the seat. A significant number of James’ interests were remembered for the play, for instance authority, dependability and in particular his interest with otherworldly (he even composed a book called Demonology, regarding the matter). The possibility of the powerful and black magic specifically are significant during the play. The witches otherwise called the â€Å"Weird Sisters†, Act 1 Scene 3 Line 34, speak to insidiousness and allurement in the play. In Shakespeare’s day there was boundless faith in the presence of black magic and demonology. Individuals expected that witches endeavored to degenerate God’s regular request, and in this way in 1604 its training got deserving of death. Anyway they were as yet dubious on the intensity of witches. This vulnerability can be found in the play. We can't be sure if the witches have any genuine force or whether they can just convince and recommend things to other people. The Gunpowder plot appears to have been added to the play. It was an activity taken to evacuate the ruler, fundamentally the same as Macbeth’s activities. Again it gives the possibility of God’s characteristic request being pulverized. They accepted that the ruler governed by Divine Right for example they were God’s picked one. Along these lines murdering him, to get unrightful majesty would break the characteristic request. The way that they are underhanded is appeared in their last couplet. It is, as referenced over, the three witches who melody the line â€Å"fair is foul and foul is fair†. It tends to be deciphered as â€Å"good is terrible and awful is good†, a somewhat troublesome expression to comprehend. Something critical to note is that â€Å"Fair is foul†¦Ã¢â‚¬  is a mystery. That is an announcement, which seems to negate itself however can contain a reality. It is this line establishes the pace for the remainder of the play; the manner in which things show up may not be the manner in which they truly are! Their line anyway can likewise be utilized to portray themselves and their forecasts. At the point when they disclose to Macbeth his future everything sounds great, â€Å"†¦All hail Macbeth, that shalt be King hereafter†. Anyway it is these forecasts that lead to his lethal activities and extraordinary ruin annihilation. So extremely, these future dreams aren’t great at everything except terrible. The witches never lie but since they talk in astounding enigmas, its conceivable that Macbeth hears what he needs to hear, by accepting just the positive viewpoints. In Shakespeare’s â€Å"Macbeth†, the hero is baited to kill the King, Duncan, by witch’s expectations, his wife’s consolation, and by his own desire. He submits a trio of mischievous homicides throughout the play. It is conceivable to overlook that the character depicted as â€Å"†¦brave Macbeth†¦Ã¢â‚¬  is the one later portrayed as a â€Å"tyrant†. Macbeth’s character is additionally one that is connected to the possibility of â€Å"fair is foul and foul is fair†. Preceding his experience with the witches (Act 1, Scene 3) Macbeth is a saint, an unwavering warrior in administration of the genuine, King of Scotland, Duncan. He is portrayed as a respectable valiant and brave warrior and â€Å"Bellona’s bridegroom†, spouse of the goddess of the war, qualified to be God of War. Apparently he has numerous positive qualities however soon enough we discover he has a deadly weakness†¦ambition. He was handily affected by, witches predictions and his wife’s influence, to follow the aspirations that he subtly wanted to pursue, â€Å"Thus thou must do’ if thou have it†, at the end of the day he should do it (kill King Duncan) on the off chance that he needs the crown. He permitted his desire to smother his great characteristics and the finish of the play depicts him as â€Å"a tyrant†, â€Å"a shrunken thief†, and â€Å"hellhound†. Macbeth is clearly one of the most clear and easiest instances of the topic â€Å"fair is foul†. By this I mean he is a character who fits the thought, things that watch great may end up being abhorrent. Anyway I don’t think it is reasonable for call him totally malicious. He did after all have a heart, which had a significant influence all through the play. It was his still, small voice that kept him away from exceptional activities, yet insufficient to prevent him from murders that at long last he did. Woman Macbeth is additionally a genuine case of the topic â€Å"fair is foul†. In the realm of Shakespeare disasters she has come to speak to ladylike foul play. Her desire, indecency and dismissal of female qualities, mark her as a relentless scoundrel more beast than lady! â€Å"Come to my lady bosoms and take my milk for nerve, you killing ministers† . In contrast to Macbeth, it is handily seen that she has a malicious long for power from the beginning. â€Å"†¦chastice with the valor of my tongue All that obstructs thee from the brilliant crown†¦Ã¢â‚¬  only an area of her words from the first occasion when we meet her (Act 1 Scene 5). Anyway Shakespeare utilizes sensational incongruity, in that the crowd realize she is malicious however numerous characters neglect to see this. Many are tricked by her tricky demonstrations. â€Å"Fair and honorable hostess†, are the words Duncan used to portray Lady Macbeth, who ended up being associated with his homicide soon thereafter. The crowd experience her crave power by her response precisely from Mabeth, it is both ground-breaking and sensational. When she has wrapped up the letter (counting subtleties of the witches hunches) she chooses to ensure Macbeth will become King. She realizes her better half is driven yet additionally considers his absence of savagery â€Å"yet I do fear thy nature It is to full o’ th’ milk of human kindness†. She asserts that heartlessness o is â€Å"the illness† that Macbeth doesn’t have in him. She concludes that to pick up the seat Duncan must be murdered. To her incredible enjoyment, she hears that the King is coming that very night. She welcomes the spirits of insidiousness to enter her body-† Come you spirits That tend on mortal contemplations! unsex me here, And fill me from the crown to the toe top-loaded with direst cruelty†. Any musings of uncertainty that she has some great inside her are absolutely irrefutable, now. In what manner can a lady need the very attributes that make her a lady, for example love and care, to be removed just with the goal that she can finish a mischievous homicide? The language she utilizes from lines 32-47 (Act 1 Scene5), are fundamentally the same as those utilized in a spell or serenade. She is summoning spirits to take and sentiments she may have, and fill her with deadly contemplations, â€Å"Come u spirits†¦you killing ministers†. The language utilized gives the impact of dim enchantment and chants, representing Lady Macbeth as a witch. As said over the line â€Å"fair is foul† gives the impression of beguiling appearances and reality. Woman Macbeth, shows this thought well indeed, when she is tricking her visitors. When King Duncan, shows up at the manor, he remarks on how decent the air is, â€Å"the air Nimbly and pleasantly suggests itself†. It was arranged by Shakespeare to have an unexpected impact, that King Duncan should state that, when thinking about Lady Macbeth’s words and plans from the past scene. She is an extraordinary liar, dishonestly trading wonderful discussion, effectively. It is likewise Lady Macbeth who encourages her better half to put on a deception, â€Å"look like the guiltless bloom. Be that as it may, be the snake under’t†. This was one of Shakespeare’s numerous representations. The blossom takes after goodness and immaculateness while the snake is a dull and shrewdness animal. This additionally interfaces in with the possibility of reality versus appearances. We are continually reminded that things aren’t what they appear in the play. Shakespeare cautions us not to be tricked by appearances, there are numerous instances of this during the play. One of the primary models is the gliding knife. Is it genuine or is it only a misleading figment tricking Macbeth to do the unbelievable? There are other beguiling dreams over the span of the play, a fundamental one being Banquo’s phantom. Macbeth accepts the apparition, which floats over Banqo’s void seat, has gone to frequent him and blame him for it’s murder. The witches state that the backwoods will comes to him, â€Å"Great Birnam wood to high Dunsinane slope Shall come against him†. How is this conceivable? In all actuality no piece of nature in type of terrains and timberlands ever moves! Macbeth is additionally told â€Å"none of lady conceived Shall hurt Macbeth†. Macbeth doesn’t realize that Macduff wasn’t conceived typically, thus accepts he can't be hurt. We should question how dependable these feelings truly are! While Banquo questioned what the witches said and went before to address them, Macbeth had close to finish confidence in them. I think he trusted them, since somewhere inside that’s what he needs, and the feelings give him any expectation of accomplishing an outlandish objective. The subject â€Å"fair is foul† is a mystery, despite the fact that it seems to negate itself it does contains a reality. This can be found in the main demonstration when the Thane of Cawdor is condemned to death. Taking a gander at the execution it would give off an impression of being a foul demonstration. Anyway while thinking about the explanation of execution, being backstabbing to your King, it can likewise be

Notes of a Native Son Analysis Essay Sample

Notes of a Native Son Analysis Essay Sample James Baldwin’s ‘Notes of a Native Son’ (1955) is a non-fiction book of essays that present his reflections on race relations in the United States of America. It is a collection of previously published ten essays that appeared in different periodicals. ‘Notes of a Native Son’ share Baldwin’s thoughts on how to solve the United States racial dilemma, and expresses his ideas on the issue of American identity. The essays represent different genres. Some of them are memoirs, for example, a short essay ‘Notes of a Native Son’ where Baldwin describes his relationships with his father. Other essays offer critique. For example, ‘Many Thousands Gone ’is an example of literary criticism and ‘Carmen Jones: The Dark is Light Enough’ is an example of a film analysis. Summary Let’s start with ‘Notes of a Native Son’ summary. The book has three parts. The first part is criticism, the second one is personal, and the third one describes his expatriate experience. This division serves only as structuring device because the major themes of the book are present in every essay. The first part of the book that includes three critical essays is devoted to the aesthetic problems. James Baldwin shares his views on the role of an artist and his image within the traditional cultural canon. He argues that an artist should not aim at representing an entire group or champion the social changes but mostly describe his own experience which any artist knows well enough to be able to speak with honesty and deep insight. He does not suppose that writers should write only memoirs, but his opinion is that all genuine works of art should be based on an artist’s own experience. That’s why he criticizes Richard Wright, Harriet Beecher Stowe, and Otto Preminger and their works such as Native Son, Uncle Tom’s Cabin, and the film Carmen Jones. James Baldwin does not consider them great works of art because they do not present a personal experience. The second group consisting of three essays focus on sociopolitical issues. It is a journalistic and anecdotal part of the book. It includes an essay about Harlem ghetto, another one describes a journey of African American musicians to Atlanta, and the las one is devoted to Baldwin’s relationship with his authoritarian preacher father. The last part of the book includes four essays that discuss questions of identity and deals with race issues in America and Europe. They arose in a new way when Baldwin was abroad. The last four essays discuss Baldwin’s experience of living in Europe. Analysis ‘Notes of a Native Son’ can be best understood as a book of a young writer who is searching for his own voice, for identity, and is struggling to find a way to reconcile his contradictory views that were determined by his experiences as an American, as a black man, and as a writer. Baldwin wrote elegantly and honestly about his main challenge that was to understand and determine what it meant to be a ’native son’. Baldwin discusses the race relations in America and speaks about racial prejudice in the States. He makes an attempt to analyze the prejudice, understand where it comes from, and decide how to deal with the racial prejudice. And he does it in different ways, one of which is using personal experience. We are living in an age of Black Lives Matter, and James Baldwins ‘Notes of a Native Son’ that tackle problems of life in Harlem, discuss the protest novels and movies, and life of African Americans abroad are as important, urgent, and powerful today as in the 1940s and early 1950s when they were first written. ‘Notes of a Native Son’ established James Baldwin as a strong interpreter of crucial social changes in the United States in the twentieth century and as a social critic. The essays create an interesting sketch of Black America and show Baldwin’s search for his unique way to identify himself as an artist, as an American, and as a black man.

How Does John Steinbeck Present Crooks in of Mice and Men...

How does John Steinbeck present the character of Crooks? In the novel Of Mice and Men John Steinbeck, the author, uses the character of Crooks to represent racism and symbolize the marginalization of the black community occurring at the time in which the novel is set. Crooks is significant as he provides an insight into the reality of the American Dream and the feelings of all the ranchers: their loneliness and need for company and human interaction. Crooks got his name from his crooked back, this suggests he represents something different and he is not your average ranch hand. The reader has to decide whether Crooks deserves sympathy, or if he is just a bitter, cruel and gruff stable-buck. We first hear of Crooks when Candy†¦show more content†¦However his tone was a little more friendly and I didnt mean to scare you gives us the impression that Crooks has a kind heart under his blunt exterior. Crooks brings into perspective the loneliness experienced by all the characters in Of Mice and Men by saying a guy gets too lonely, an he gets sick. He is telling of the need for human interaction, the need for company and the need for someone to care and provide security. The oppression Crooks experiences in living in a barn and not in the bunkhouse where he could play rummy as one of the group leads him to this desperate plea to be realised as equal. Just because when he cuts himself, the blood he bleeds is looked upon as different from a white perspective, this does not mean he is not entitled to benefit from human nature. John Steinbeck is portraying here the feelings of Americans of his day and age: their aloneness and their salvation - in the American Dream. It becomes apparent that the treatment of Crooks has made him cynical. Whenever the American Dream is mentioned he dismisses it. He says scornfully They come, an they quit an go on......An never a god-damn one of em gets it. This stark realism gives us an impression that Crooks has absolutely no hope. However I remember when I was a little kid....had a strawberry patch. Had an alfalfa patch....Used to turn the chickens out on the alfalfa on a sunny morning reinforces the ideaShow MoreRelatedAnalysis Of John Steinbeck s Of Mice And Man 1746 Words   |  7 Pages20262099 06/04/2016 Good and bad in the novella â€Å"Of Mice and man† John Steinbeck present the ideas about good and bad in people through the mannerisms and personality of each character. From the description of the characters, the quotes and dialogue used throughout the novella, we are able to understand the complexity of human nature, how our moral and values are shaped by our environment, social status and intellectual ability. The novella was written in 1937, the title of the book comes from aRead MoreThe Significance of Dreams in of Mice and Men839 Words   |  4 PagesThe Significance of Dreams in Of Mice and Men A major motif of John Steinbeck s Of Mice and Men is the American dream and the drive to attain it. The life of a ranch hand is grim, yet the characters in the novel are still vulnerable to dreams of a better life. The dream of owning land, called the American dream by some, is what motivates George and Lennie in their work on the ranch. It is their friendship that sustains this dream and makes it possible. While the dreams are credible to theRead MoreOf Mice and Men Draft783 Words   |  4 PagesHow does Steinbeck present the characters of Crooks and Curley s wife ? In what way are these minor characters shown to be significant throughout the novel ? In John Steinbeck s novel, Of Mice and Men, we gather our first impressions of Curley s wife from Candy, a man with one arm and who s only companion is his dog and is his equivalent of a friend, which he has had since it was a pup. I had im since he was a pup. We develop our initial impressions of Curley s wife as being flirtatiousRead More Of Mice and Men Essay690 Words   |  3 Pages Of Mice and Men nbsp;nbsp;nbsp;nbsp;nbsp; During the time of the depression, an author by the name of John Steinbeck wrote a novel called Of Mice and Men. The novel’s setting is in Southern California during the same time period. John Steinbeck shows us that friendship is a valuable thing to have in the novel Of Mice and Men. The book expresses how friendship can get you through hard times and help you keep going. Two of the characters in the novel named George and Lennie, have a relationshipRead MoreOf Mice And Men By Robert Burns1623 Words   |  7 PagesIntroduction Of Mice and Men is a simple story in regards to the fact that it only covers a duration of three days, is set in only four locations and generally uses short sentences written using a simple writing style. Its title is taken from ‘To a Mouse’, which was written by Scottish poet Robert Burns. In this poem, Burns accidentally ploughs through a mouse’s nest, ultimately destroying its home. This title gives the reader an idea of the fate that awaits its characters as its use signifies theRead MoreTo What Extent Does Steinbeck Portray Dreams as Futile in ‘of Mice and Men’?1544 Words   |  7 PagesTo what extent does Steinbeck portray dreams as futile in ‘Of Mice and Men’? In Of Mice and Men, the hopes and dreams of the men on the ranch are a continuous focus and theme throughout the novel. John Steinbeck portrays the effects that dreams, or lack of them, have on the lives of the characters and the outcome of the novel. Steinbeck uses the concept of dreams at once to show hope and aspiration, as they invoke companionship with united determination for a better future, and to illustrate theRead MoreThe Futility Of Dreaming By John Steinbeck942 Words   |  4 Pagesthe mind. And they cannot be fulfilled because their very nature is to move into the future. John Steinbeck s novella, Of Mice and Men explores this theme of futile desire through various relationships and character complexes. This fictional story begins by introducing two men with a relationship built from the very foundations of love. As the novel progresses, we begin questioning innate truths. Steinbeck uses his literary prowess to entwine us within a story of loneliness, loss and morality. TheRead MoreTheme of Loneliness1240 Words   |  5 Pageson a global level. To me it is like a parasite, is a virus eating away at the soul. ‘Of Mice and Men’, by Steinbeck exemplifies the loneliness of life on a Californian Ranch. John Steinbeck accomplishes this through characters as well as name of the town. A theme should be present during every element of the story, there are many themes that are present most of the way such as friendship but loneliness is present from beginning to end. From the beginning of the story the tone of loneliness is depictedRead MoreOf Mice And Men By John Steinbeck1433 Words   |  6 PagesI am writing a literary essay on the novella, Of Mice and Men by John Steinbeck. I will be responding to the question describe an important character and explain how the character helped you understand an important message. In the novella, Of Mice and Men, written by John Steinbeck, two characters, Crooks and Curley’s wife, help me understand the message ‘Discrimination isolates people’. The book takes place in Soledad, California, mid 1930’s, during the Great Depression, at a time when discriminationRead MoreAnalysis Of John Steinbeck s Of Mice And Men 1181 Words   |  5 PagesQ) How does Steinbeck present the good and bad in Curley’s wife? Of mice and men is a novel written by John Steinbeck, which was published in 1937. This novel is set in the 1930’s America when women’s were being oppressed. This story informs the reader about Steinbeck’s experience in those particular times, as people with different races, disabilities and especially women were treated poorly and below their status. When Curley’s wife first appears in the book, she is described negatively by the

Historical Context of Barn Burning Essay - 672 Words

William Faulkner’s â€Å"Barn Burning† takes a lot of real life cultural values and ways of southern life in the late 1800s. Many of those values and ways are expressed by sharecropping and tenant farming. Sharecropping and tenant farming began during the end of the Civil war all through the great depression. Sharecropping is an agreement between a tenant and a landlord in which a tenant farmer is allowed to work and live on a piece of land for free, but in exchange for living there for free, they give the landlord a share of the crop they grow. Sharecropping was mainly big in the southern states where slavery was once legal. The pay for being a tenant farmer was very low and the living itself was not very desirable. In Faulkner’s†¦show more content†¦These types of arrangements were quite common at this time between sharecroppers and their landlords. The sharecroppers had little to no money, so the landlords would charge them for items, or take an extra percentage of their crops. The setting of this story is very important because it gives you a sense of what life was like back during the late 1800s. â€Å"Barn Burning† takes place in the south after the civil war. After the civil war, the south was in the period of reconstruction. A lot of the south was destroyed from the war, and it affected everyone in the south from their economy, to their personal lives. Many people lived impoverished like the Snopes family. Abner Snopes holds a lot of resentment because he couldn’t be successful in his life. Instead of changing his life and working hard, he resents everything and everyone around him. This attitude eventually leads to his downfall. William Faulkner’s â€Å"Barn Burning† takes a lot of real life situations and puts them into fiction. He is able to put the life around him in to stories of fiction. Works Cited Channel , History . Sharecropping amp; Forty Acres and a Mule — History.com Articles, Video, Pictures and Facts. History.com — History Made Every Day — American amp; World History. N.p., n.d. Web. 1 Apr. 2013. lt;http://www.history.com/topics/sharecroppinggt;. Gardener , Ron . New Georgia Encyclopedia: Sharecropping.Show MoreRelatedThe Truth Is Often A Great Lie1829 Words   |  8 PagesDoctorow tells a story that blurs fact and fiction masterfully, often suspending the readers’ ability to discern historical narrative and fictionalized tales. Ragtime follows the lives of two fictional families in the Progressive Era; their roles in the novel develop in relation to their frequent interactions with real historical figures, in addition to their attendance at historical events. Doctorow uses fictional characters as in order to provide a comprehensive commentary on the social and economicRead MoreSummary Of The Prologue Essay2169 Words   |  9 Pagesthat her children gained education. During the 1850’s, the historical context was that slavery was the main issue that occurred within the United States. In which, there were states that supported slavery and there were states that opposed slavery. Which created problems amongst t he people living in those states to come up with a compromise. Linda was a young girl, born a slave in North Carolina. During this time the historical context was that slaves were nothing but property to the plantationRead MoreSymbolic Meaning of the Land in Gone with the Wind6993 Words   |  28 PagesSymbolic Meaning on the Land in Gone with the Wind Abstract: The study of Gone with the Wind has mainly concerned with such aspects as the historical background of the American Civil War, the relationship between slave owners and slaves, Scarletts remarkable personality, and the conflicts between north and south cultures. Many more people read it as a love story. This thesis aims at analyzing the symbolic meaning of the land in this masterpiece to interpret this novel better. With applicationRead MoreEssay on Dramatic Tension in The Crucible4287 Words   |  18 Pagesmay be seen as a melodrama and the events in the play, sensationalised. It is not a melodrama because it is not overly dramatic; the McCarthy hearings and the witch hunts inject realism in the play. The play deals with historical events and with characters that have a historical context. Through the use of dialogue, stage directions which enable us to envisage the scene on stage and characterisation we can see how dramatic tension is created by Miller. These aspects are to be explored for each actRead Moreevery day use3221 Words   |  13 PagesThe figurine is symbolic of Laura’s own sense of hope and her own fragility. 7) Read between the lines. Often what a character does not say is as important as what he or she does say. Think of Abner Snopes in William Faulkner’s short story â€Å"Barn Burning.† When the court finds Snopes guilty of ruining his boss’ rug, prior knowledge of Abner’s character tells us that his silence upon hearing the verdict actually speaks volumes. We know he will react later...and violently. 8) Is the characterRead MoreSimplifying the Kosovo Conflict through Media Correspondents Essay example6476 Words   |  26 Pages000 Serbians were removed from the land of Kosovo. Then as recently as the late 20th century, Serbians were forced to leave their homes in Kosovo because of their ethnicity. â€Å"More than 160,000 Serbians were forced to flee Kosovo in the 1980s as barn burning, death threats and the raping of Serbian girls became pandemic. Serbian churches and cemeteries continue to be desecrated† (Dorich B5). It is quite obvious that the newspapers chose to only portray the Kosovo crisis as a one-sided war withoutRead MoreIndian English Novel17483 Words   |  70 PagesEnglish novel, a journey which began long back has witnessed a lot of alteration to gain today`s chick contour. More On Indian English Novels (Last Updated on : 9/11/2009) The Indian literary scenario, beginning in the Vedic Ages, times even prior to historical preservation, have been endowed with the best and prime literary geniuses, be it in the oral or the written tradition. During the Vedic Period, as is however acknowledged from Indian ancient history, Hinduism was in its most elevated and supremeRead MoreMandinka Empire21578 Words   |  87 Pagesmade contributions as well. Perhaps the greatest defect is that Pollitzer does not take into account the absence of a Gambian or Pakao Mandinka informant in Turner’s listed group of African informants (more on this below), even though Pollitzer’s historical data suggest that Mandinka slaves were often a first or second priority for slave buyers in Charleston and Georgia. A Mandinka would surely have found more Mandinka words in Turner’s Africanisms, as I show below. Turner was also hampered by theRead MoreDesigning a Customer Driven Statergy23698 Words   |  95 Pagespeople with whom consumers might want to identify, from pro surfer Laird Hamilton and television personality Ellen DeGeneres to screen stars Robert DeNiro and Kate Winslet. Pottery Barn, with its different store formats, sells more than just home furnishings. It sells all that its customers aspire to be. Pottery Barn Kids offers idyllic scenes of the perfect childhood, ââ€"   The American Express â€Å"My life. My card.† campaign provides glimpses into the lifestyles of famous people with whom consumersRead MoreLogical Reasoning189930 Words   |  760 Pageswith the Appropriate Precision .............................................................. 88 Being Ambiguous................................................................................................................................. 89 Context and Background Knowledge ........................................................................................... 90 Disambiguation by Machine ...................................................................................................

Dttls Unit 5 Free Essays

string(29) " to the reflective practice\." Part 2 A critical Analysis of my own approach to reflective practice and exploration of potential continuing personal and professional development. Introduction This report provides a critical self analysis of my approach to reflective practice and exploration of continuing personal and professional practice. To research this report I have had to undertake a profound and honest dissection and evaluation of my own working practice. We will write a custom essay sample on Dttls Unit 5 or any similar topic only for you Order Now For research I partook in discussions with my peers, attended a master class in learning on reflection, and explored the internet and relevant books. This includes examining theories of reflective practice and how they relate to my own reflective practice and development. To clarify what I needed to examine I started by finding definitions of the key phrases. More in-depth analysis of the definitions and the meanings attached by others are developed throughout the report. Reflective Practice- ‘a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind. ’ (Moon 1999 cited on www. ukle. ac. uk 2009) Continual Personal and Professional Development- ‘maintaining, improving and broadening relevant knowledge and skills in your subject specialism and your teaching and training, so that it has a positive impact on practice and the learner development. (www. ifl. ac. uk 2009) Methodology Whilst preparing this assignment my Primary research was collated by using both personal observation and informal personal interviews with fellow peer groups, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and principles used and developed by educational experts, I have also used the Doncaster College library to access reference material in the form of books and the e-library and as an additional reference method. I also adopted various ideas gained by conducting semi structured interviews and focus groups using other teachers as my target group. Once evaluating the collected data I then developed an Action Plan in order to achieve my desired goals. Theories of reflective practice. The Common Sense Theory Philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1933 as the literal notion of ‘thinking about thinking’ (cited in www. educ. uats. org 2010) He was primarily interested in problem solving. When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the ‘common sense view’ by Moon (1999). She took the stance ’reflection is akin to thinking but with more added to this. ’ (cited in Roffey-Barentsen and Malthouse 2009, p8) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature of the theory leads to problems of lack of organization and documentation. The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Reflective Practice Donald Schon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs. For example if you are using a classroom activity with learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session. Reflection on action -this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kolb (1984) created his four stage model of leaning. This encompasses the continued cycle of learning. It outlines the basic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this. This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective. Graham Gibbs further developed this cycle in 1988. Like Kolb, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www,qmu. ac. uk 2009) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical lenses†Ã¢â‚¬â„¢(cited in Roffey-Barentsen and Malthouse 2009,p10 ). The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues . The view of literature and theories. Although time consuming this theory provides a thorough reflection on our practice through feedback and research rather than just our own thoughts. Professional Reflective Practice This theory combines the personal achievements generated via reflective practice with the benefits of CPD where teachers improve skills and knowledge enhances their professional performance. Tummons (2007, p89 ) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Schon, Kolb, Gibbs and other theorists can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets My approach to reflective practice I have in the past relied too heavily on Moon’s ‘common sense’ theory. Thinking is a natural process we have little or no control over. I have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well? What did’t goes well? Why? What can I do instead? This thought process of ideas has its benefits. I was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. You read "Dttls Unit 5" in category "Essay examples" This form of reflection is too insular and self reliant. When I first started teaching I think I probably lacked the confidence to actively seek the views of others and accept constructive criticism. Since undertaking the DTLLS course I have as a prerequisite of learning kept a reflective journal. This method of reflection links in with Schon’s ‘Reflection on Action. ’ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured evaluation identifying what went well and want didn’t’ go so well. From here I am able to plan what I need to improve upon. Schon (1983) also outlines ‘action in practice. I found this concept of ‘thinking on your feet’ a necessity of teaching. A session plan may sometimes no longer be valid. I have in the past had to a change activities that require certain numbers due to poor attendance. Similarly if I unexpectedly have a small group I may not use planned resources such as flipchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield’s critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc. This creates a greater spectrum of reflection rather than simply my own to learn from. Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especially beneficial with one day courses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others enables me find methods of improving the session. I then can try out the new plan. Once tried I then reflect on the new plan and so the cycle continues. Of course I wouldn’t make change for change sake. The out come of the reflection could be that it all went well in that session. Continual Personal and Professional Development As a teacher when considering CPPD I have two consider what The IFL defines as the ‘Model of Dual Professionalism’ (www. ilf. co. uk) Your subject specialsim Your teaching In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes much research. In my work place I have attended training days on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning and Final Lap Mentoring. Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the ILF, College network, educational websites, publications and productions. The opportunities for personal and professional development in the Health and Social Care Profession are considerable. Keeping up to date with relevant legislation is paramount. Generally literature is provided on this by the Care Quality Commission or MHA Head office. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital I don’t just assume there are no changes if no one has informed me other wise. The QCC website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer’s skills with a refresher course every two or three years. As I teach in a company that specializes in Dementia care it is vital I actively seek new knowledge in this area. Ideas and Theories on Dementia and Dementia care are constantly progressing and it is vital I progress inline with them. To aid this read the Dementia Care magazine, Alzheimer’s Society website, Bradford and Stirling University both research in dementia care. A positive example of this is an article I read on the benefits of Doll Therapy. Some of the residents in the home carry dolls around which some cares found inappropriate. Having a professional theory to discuss with staff/Learners was highly beneficial. All development I do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time I enjoy reading and creative writing and have taken relevant courses for pleasure. I have in the past been to work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. I now can prioritise my CPPD to allow me time to relax and spend time on other things that are important. When I started DTLLS I was also doing an Open University course. I found it too hard to juggle both and working. I made a decision to complete the OU module I was studying and put my university studies on hold until I have completed DTLLS. Conclusion I can link my reflective practice to most of the theorists. The common sense view’ of quite literally thinking is something I do constantly but I have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve. This has given me more confidence and benefits the learners. Linking in reflective practice with CPPD ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my manager. As an autonomous learner is vital I constantly Seek new avenues to ensure my Health and Social Care knowledge is up-to-date and relevant. 1. Report Introduction For this report I have provided a critical analysis which summarises the following aspects of my ongoing personal and professional development in the following areas: Teaching roles and contexts within the lifelong learning sector * Impact of own beliefs, assumptions and behaviours on learners and others * Impact of own professional, personal and interpersonal skills, including Literacy, Numeracy and ICT skills on learners and others. To carry out this report I have used my personal reflective journal. I have also drawn on past assignments, observations, peer group discussio ns. I researched books, journals and the internet to gain a wider perspective. Analysing my own role as Trainer and comparing it with others such lecturers nd tutors highlights the similarities as well as exploring the unique aspects that define each role. As an individual and a teacher it is difficult to recognise and at times accept that your personal beliefs, assumptions and behaviours may impinge on learners. In this report I recognise my ‘teaching schemata’ and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others. Part 3 A Teaching roles and contexts within the lifelong learning sector The table below explores the different roles and contexts within the lifelong learning sector, analysing their similarities and differences. All definitions of roles are taken form: The Chambers Dictionary 10th Edition (2006) Job Role| Contexts| Duties| Same as| Difference| Trainer‘A person who teaches skills to people or animals and prepares them for a job, activity or sport’ | The workplaceCommunity Learning CentresTraining companies| * Identifying company training needs. * Designing, delivering and evaluating training. * Developing induction and appraisal schemes. Coaching and assessing individuals or small groups * * | Similarities to teacher, tutor, lecturer in terms of planning and delivering learning. Also assessments. | A trainer is generally work based as apposed to teachers or lecturers who are college or school based. | Teacher‘A person whose profession is to impart knowledge practical skill or understanding’| SchoolsSixth form colleges| * Panning sessions * Delivering learning * Evaluation of teaching and learning * Setting and marking working * Monitoring and dealing with behavioural issues. Tutor, trainer and lecturer in terms of planning and delivering learning. Dealing with behaviour is most akin to lecturers. | Different to most in that a teacher is generally associated with schools and children. Some sixth form colleges may have teachers. | Tutor‘A person who teaches a single person or very small group’| Colleges Community Learning CentresDistance and online learning. | * Planning and delivering learning to individual or small groups. * Providing feedback on assessments * Tutor may be a mentor for learning development such as a form tutor or individual tutor. Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | More 1-1 work than lecturersDifferent from all if online or distance learning. | LecturerA person who teaches at college or university| CollegeUniversities| * Teaching, lectures, seminars and fieldwork. Preparing teaching sessions and developing teaching materials. Setting and marking work. | Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | Different to NVQ and Trainer in context. Lecturers would not be found in workplace| Assessor‘Person who assesses’| CollegeWorkplace| * Plan and deliver NVQ workshops * Observe and assess candidates * Examine candidates’ evidence| Similar to trainer in that learning is work based. | Different to teacher and lecturer as an assessor will not deliver learning to large groups. | Part 3 b My role and responsibilities as a Trainer in Health and Social Care work-based learning Through discussions in the DTTLS course I have identified two major differences between my role as a Trainer and my peers as Lecturers. The first being that of context . My teaching is carried out in individual’s own workplace. Learning is delivered in a training room and in the care environment. Lecturers deliver learning in a college in a traditional classroom setting. The two do at times overlap, workplace learners may work towards vocational qualifications through local colleges. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. I facilitate learners with skills and knowledge to enable them to function in the workplace. Learners gain company certification or in some cases nationally recognised awards, however they are not working for one or two years towards an educational or vocational qualification as they would in a college. In unit 15 I explored the difference between teaching and training. Gary Pollice, Professor of Practice Worchester University noted this main difference. In his article Teaching Versus Training (2003). He stated training ‘focuses on skill’ whereas teaching ‘implies deeper knowledge and a longer time frame. ’ This effectively sums up one of the major differences I identified. As a trainer in Health and Social Care it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, procedures and changing views and ideas within the care sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CPPD will have a direct impact on the quality of training I provide. In unit 5 I examined the aims and philosophical issues associated with my subject specialism. These were derived mainly from CQC and MHA care group. The ultimate aim being to provide the best possible person centred care for service users. I work closely as part of a team to ensure this is provided. I liaise with senior staff to discuss any new developments within care and the impact they will have on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills Transference of skills has a major influence on how I and others measure the quality of the training I provide. Howarth and Morrison (2005, p295) observed how effective transfers are ‘affected by a range of factors beyond the design and delivery of a training event. ’ I work with key people to make sure skills and knowledge are effectively passed on to staff and reflected in the care provided. If this is not the case then I may need to reassess my own skills and knowledge. Part 3 C The Impact of my own beliefs, assumptions and behaviours on learners and others. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others. As a teacher the impact can be magnified as others look to us to learn. In an article Focus on Teacher thinking it was stated Everything a teacher says and does springs from the teacher’s inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible (www. teachersinmind. com) When I enter a classroom/training room I like to think I put my professional hat on and leave my personal influences behind. Williams and Burden ((1997, p57) however would disagree ‘Teachers beliefs about learning will affect everything they do in the classroom. To identify my own personal influences I have examined some elements of my unique ‘Teaching Schemata’ (wwww,prodait,org 2006) . This is the amalgam of beliefs , knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata’ | * I believe it is important to have basic ICT, Literacy and numeracy skills * Reading is f un * Learning enriches your life * ICT is an inevitable part of day to day life * I think everyone should want to reach their full potential * Adults should naturally adhere to a certain code of conduct in a learning environment. Adults want to learn * Music has positive benefits on your mental well being * I love anything outdoors. * I’m a vegetarian and animals are an important part of my life * I was brought up C of E but no longer practice or believe. * Monogamy is important * I used to be shy at school but now I’m outgoing * I tend to adopt a ‘ce la vive’ attitude to life. If it makes you happy then do it! * I’m very easy going and rarely loose my temper. * People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what I consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I’m proud of the fact that learners enjoy their learning and in all my observation it was commented that I had an excellent rapport with learners. In unit 15 I drew on an element of my reflective journal where this rapport had a negative effect. Four learners failed to turn up when I was being observed. I took his a personal insult, but it was pointed out to me by a colleague that it was because I was so easy going that they probably thought I wouldn’t be annoyed. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessary is an area I have developed but need to continue to do so. I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions. When setting up a learner, a lady of around 50yrs, on E-Learning I simply gave her the laptop, password and username and told her to log on to the Aims Perform site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn’t even switched the laptop on. She sheepishly told me she’d never used a computer before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities. Although I’m still surprised how many people don’t have their own computer and have little or no ICT skills I have learnt to adjust my perception and address the situation in a manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development. I have actively sought ways to integrate key skills into learning. Care for Skills agency provide extensive resources and information on enabling teachers to embed key skills into the care induction programme. The impact on learners is that I, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills through work based learning. Also I taught a fully integrated course with New College which improved my skills in key skills teaching. Part 3 D The impact of my own Professional, Personal and Interpersonal skills including Literacy, Numeracy and ICT Skills on Learners and others Trainer/Teacher My teaching qualifications PTTLS and year 2 DTTLS have given me significant skills and knowledge in this area. This impacts on what I am able to offer my place of work and learners. This includes planning, delivering and evaluating individual sessions and schemes of work. Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity I will have to maximise the learning potential of the workplace learner at MHA. Management will have greater confidence in giving me greater responsibilities such as designing courses. I have also joined the Institute For Learning (IFL) as an affiliate member whilst working towards qualified teacher status. The IFL gives members support in continuing professional development. The IFL state: CPD gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expertise (www. ilf. ac. uk, 2009) Health and Social Care Professional As I have a dual profession there is little point in me solely focussing on my teaching skills. It is equally as important that I monitor my knowledge of my subject specialism. My learners need to have confidence that I have a higher level of knowledge of the subject than they do. The care provider I work for need to know that I am facilitating training that is current and relevant. In unit 15 I stated that one of my best assets was having what Skills for Care (2009) describe as ‘experts by experience. ’ Having years of hands on experience in the care sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my care skills current and relevant I attend the same training, conferences and seminars I would as if I still worked in the field. Personal Development My personal development can also have an affect on learners. Having a good level of work and life balance make me a calmer and more rounded person. Much of my personal development such as creative writing enhances my creative abilities as a teacher. I initially started my degree with the Open University for personal development rather than professional. I started with a course I knew I would enjoy – Level 2 Creative Writing. This required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others. This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners which is something I have difficulty with. Interpersonal Skills My interpersonal skills have developed as my confidence has grown. Looking back on my reflective journal from last year I can see there were times when I lost deportment in sessions when learners asked questions I was unsure of, didn’t participate in sessions or were deliberately awkward as they didn’t want to be in the session. This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved. This reflects on the quality of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the care sector for years has given me strong emotional intelligence. I am easily able to empathize with other. I am able to actively listen, thus making me an effective communicator. I have been able to develop appropriate communication skills. Initially I was too much of a friend to learners and didn’t want to offend anyone. I found sugar coating feedback was non productive. I have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions. Numeracy Numeracy is not my strongest point. I have GCSE grade C which I achieved 18 years ago. When I worked at Penhill Community learning centre working 1-1 with learners to gain entry level 3 and level 1;2 numeracy awards I was concerned about my own numeracy levels and ability to help others. I went on the Move On website to test and improve my abilities. When I started the PTTLS course I was required to take an assessment on the computer to check for skills fade. Thankfully I had a clear level 2 pass. Although numeracy is not a strong element in Health and Social care it is still important to maintain my skills in this area. I embed numeracy in areas where learners will uses it in their workplace such as weights, measurements, BMIs and statistics. This will impact on their ability to perform everyday tasks at work. ICT I have fairly good ICT skills. This has enabled me to facilitate e-learning confidently. This has helped learners to access and undertake courses they may not have had access to otherwise. e-learning enhances learners own ICT skills which will benefit them in the workplace and wider society. One area I had to develop was using ICT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn’t account for exclusivity with regards to learning styles. My first attempt at PowerPoint presentation was for my presentation was to my peers at college. I was pleased to have produced and presented a presentation even if I did forget to put it on slide show! Feedback from my peers and my own reflection identified this as an area of weakness. I have since convinced my workplace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy Literacy is an area I am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time. I do however have to be aware of the language I use and the levels I expect of others. Many of my learners will be at entry level 3 or lower so I need to keep language in resources simple. Through initial assessments I can identify what level learners are at. I embed literacy into learning. The Skills for Care Base have excellent resources I have used to enable learners with literacy. The fact that I enjoy reading means I am always keen to research my subject this will enrich the knowledge I can impart on learners. Conclusion My dual role as a teacher and a Health and Social Care Professional effectively means I I have two areas where I need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues. Being aware of my own beliefs, assumptions and behaviours and the impact they may have on learners and others is difficult but essential. Through course of action I realised my assumptions about adult learners existing skills was having a detrimental effect on their learning. As a teacher my own personal, professional and interpersonal skills have a major impact on learners, as they are looking to me to facilitate knowledge and skills. The organization I work for is trusting in my skills to carry out my role efficiently. Not doing so could have a damaging effect on the care service users receive and the reputation of the establishment. This highlights the importance of CPPD. Words 3116 Bibliography Books Gray, G. Cundell, S. Hay, D. O’Neill, J. (2004) Learning Through the Workplace. Nelsonthorne: Cheltenham Horwath, J. Morrisson T. 2004) Effective Staff Training in Social Care Routledge: Abingdon Roffey-Barentsen, J and R ,Malthouse. Reflective Practice in the Lifelong Learning Sector. Learning Matters: Exeter Tummons, J. (2007) Becoming a Tutor in the Lifelong Learning Sector. Learning Matters: Exeter Wallace, S. Teaching and Tutoring in The Lifelong Learning Sector. Learning Matters: Exeter Internet Code of Professional Practice www. ifl. ac. uk Communication and number skills at induction and beyond www. scie-careskillsbase. org. uk (accessed 31/08/2009) Continuing Profesional Development www. fl. ac. uk Critical Reflection on Teaching www. prodait. org (accessed 17/02/2010) Education and Training – Job Profiles http://carersandadvice. direct. gov,uk Focus on Teacher Thinking www. teachersmind. com. topics. htm (accessed 17/10/2010) Gibbs Model of Reflection www. qmu. ac. uk (accessed 04/01/2010) Gary Pollice:Teaching versus training http://www. ibm. com/developer works/rational/library (accessed 10/08/09) Methodist Homes Association http://www. mha. org. uk (accessed 30/8/09) http://www. skillsforcare. org. uk/workforce_strategy (acesssed30/08/2009) Muir, G. Theories of Adult Education Teacher Versus Facilitator www. adulteducation. eu/Theories. of-adult-education (accessed 19/08/2009) Reflection and Reflective Practice www. learningandteaching. info/learning/reflecti. htm (accessed 30/01/2010) Reflective Practice www. educ. utas. edu. ac (accessed 30/01/2010 Social Care Institute for Excellence www. scie-caebase. orguk Quality Care Commission www. cqc. org (accessed 10/08/09) What is reflective practice ? www. ukcle. ac. uk (accessed 06/03/2010) What is the Difference Between a Teacher and a Trainer? http:/society. com/education How to cite Dttls Unit 5, Essay examples

Wasteland By TS Eliot Essay Research Paper free essay sample

Wasteland By TS Eliot Essay, Research Paper The driving force of all life is procreation and re-birth. For world, flora, the carnal land, the endurance of the species is the dominant factor and merely the fittest survive. For millenary, different races have believed that the birthrate of the land depended on the sexual authority of their swayer or favor of their Gods. Pagan, Roman, Grecian and other Gods have been invented who were believed to command the birthrate of the land, such as Ceres, the Roman goddess of agribusiness, on which the endurance of their populations has been believed to hold depended. Assorted superstitious notions and faiths have farther developed and become important factors in the lives of one million millions of the universe # 8217 ; s population. The Waste Land takes these subjects and portrays a dead land that lacks the birthrate and sexual authority needed to prolong and come on life. We will write a custom essay sample on Wasteland By TS Eliot Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A land nothingness of what is needed for re-birth. The 4 vitalizing elements: Earth, Air, Fire, Water. Earth is sterile ; Air is turned to # 8220 ; brown fog # 8221 ; ; Fire burns ; Water drowns. The sexual imaginations are unproductive: sex is present as a lustful functional device but lacking of the necessary birthrate. Superstitions are turned to by the society in hunt of the reply in the signifier of Tarot card cards and faith is a changeless yarn as evidenced by the repeating Biblical mentions and subjects. In The Burial of the Dead we see that he gives us an image of the Earth as unfertile, alternatively of being the foundation of flora. It is merely a depository for the dead. Earth is the 1st. of the 4 natural elements. These 4 gap lines echo the # 8220 ; April # 8221 ; , # 8220 ; root # 8221 ; , # 8220 ; Lilac/flower # 8221 ; , and # 8220 ; rain/shower # 8221 ; imagination of the 4 gap lines of The General Prologue of Chaucer # 8217 ; s Canterbury Narratives. These lines are reflecting the image of life and decease. Rain normally nurtures and strengthens workss and sustains them, but here we see that life even with H2O is easy dying and blowing off. He subsequently goes on to state that the trees will give no shelter and the crickets, no alleviation. This line comes from Ecclesiastes 12:5-7: # 8220 ; Besides when they shall be afraid of that which is high, and frights shall be in the tungsten ay, and the Prunus dulcis tree shall boom, and the grasshopper shall be a load, and want shall neglect: because adult male goeth to his long place, and the grievers go about the streets. Or of all time the Ag cord be loosed, or the aureate bowl be broken, or the hurler be broken at the fountain, or the wheel broken at the cistern. Then shall the dust return to the Earth as it was: and the spirit shall return unto God who gave it. # 8221 ; When he says # 8220 ; I will demo you fear in a smattering of dust # 8221 ; , he once more gives us the image of birth because in the Christian belief, God made Adam out of! the dust of the land. A Game of Chess comes from Thomas Middleton # 8217 ; s A Game at Chesse, a controversial Elizabethan drama picturing war between England and Spain with England as the white pieces and Spain as the black. In this verse form though, the participants end in deadlock. As though a window gave upon the silvan scene The alteration of Philomel, by the brutal male monarch So impolitely forced ; yet there the nightingale Philomel is the character raped by Tereus and who had her lingua cut out so that she couldn # 8217 ; t state. She was turned into a Luscinia megarhynchos. These few lines represent gender without birthrate, and how the Earth is so otiose that it can # 8217 ; t bring forth life any longer. The Fire Sermon A cardinal characteristic of Bramanical doctrine was the worship of fire as portion of the Vedic rites. Fire in that sense was used as cleansing. In this usage it is cleansing the universe of all immoral things. Fire was the voice of the God Agni personified by adult male, H2O personified by adult female. In Death By Water, H2O here doesn # 8217 ; t give life, it takes life off. Short, resolute and uncompromising. Water is the 3rd. of the 4 natural elements. In the Christian belief H2O is used for baptising. This procedure is like deceasing in H2O, and being ressurrected into a new life. In the following chapter this same thing does the Godhead voice here, boom, reiterating Da! Da! District attorney! that is, restrain yourselves, spring, sympathise. One should rehearse this same three: temperateness, giving, sympathy. # 8221 ; Thunder brings the promise of rain but fails to supply it. Thunder represents Air, the 4th. of the 4 natural elements.