To what extent was the USA a Divided Union in the years 1941-1980?

The eNotes Blog Happy Birthday, Beckett! Celebrate the (Absurd) Waiting for GodotAuthor

Upbeat Birthday, Beckett! Praise the (Absurd) Waiting for GodotAuthor Samuel Beckett was a most intriguing man-a reality that can be immediatelyâ confirmed by the creators persuasive commitments to the Absurdist Movement (however well get to what that is in a second). In spite of the fact that brought up in Ireland, Beckett experienced passionate feelings for Parisâ in his 20s in the wake of moving on from Trinity College with a B.A. in current dialects and setting out on a cycling visit of France. Thereâ the youthful creator befriendedâ and made a pseudo-father-figure of individual creator and Irishman James Joyce, who gave a lot of consolation and assistanceâ to Beckett and his work. For an incredible duration, Beckett experienced episodes of serious melancholy and related liquor addiction, the two of which negatively affected his composition until the midpoint of his vocation. Beckett started to utilize his torment and his involvement with considering philosophyâ to start working in the style ofâ theâ absurd. The Absurdist development was focused on the idea that humanitys effortsâ to discover or characterize the inborn importance of anything (state, human experience) are ludicrous in light of the fact that the characteristics of transferable data comparable to reality make any such sureness inconceivable. Was that confounding? Indeed, yes it was. All the more basically expressed, Absurdism was established on the conviction that nothing can be genuinely affirmed, be it experience or connections, and thusly who is to state what is genuine when what has happened can't be demonstrated? Alright, that was a bit of confounding, too,â but when we state that Samuel Beckett was a savvy man, trust us-this fella got Absurdism, yet assisted with setting up it as aâ literary and philosophical development. Discussing the Absurdist development, we might want to (essentially) center this Beckett b-day post on one of his most celebrated works, Waiting for Godot. Some of the time alluded to as one of the most critical English plays of the twentieth century, this dramatization was and stays an exceptionally powerful piece. Seemingly one of the most intriguing components of Waiting for Godot is, for absence of increasingly smooth expression, how veryâ weirdâ it is. Perusers/watchers of this play are frequently struck by how irrational yet important the play is, notwithstanding the idea that the play itself has no significance And yet it must. The portrayal of this play is turning out to be as confounding as the above endeavor at characterizing theâ absurd. Consequently, we will currently dive into enumerating parts of the dramatization/satire itself, with the expectation that piece by piece this moving work will turn into a progressively strong entirety. What is Waiting for Godot REALLY about? Apparently, the premise of the play isâ desire for a reason. This point of having a reason could be additionally extrapolated to the human condition and the longing to comprehend the importance of life. Absurdism legitimately manages the inconceivable end to thisâ existential question, and it bodes well that Beckett would take this excruciating development to bat in his works. How might you sort this play? There are two fundamental sort categoriesâ into we can put a given play: parody and catastrophe. Aâ tragedy can be portrayed as a work with the philosophical view that life is unfortunate since it is loaded up with agony and enduring, and eventually finishes in death. Then again, aâ comedy takes the view that life is absurd since individuals are stupid and harbor ridiculous desires. It bodes well that an absurdist work such as Waiting for Godot takes odds and ends from both of these classifications. Asâ an trial play having a place with the Absurdistâ movement, itâ works to hesitantly separate and challenge the customary nonexclusive shows. What Are the Plays Themes? Any work of writing is going to include in any event one subject (and usuallyâ more). A topic is fundamentally a progressing subject/theme. You can see subjects inâ thoughts,â literary works, workmanship shows, and so forth. Sitting tight for Godot is a fairly mind boggling play, andâ since the work is itself very repetitive it tends to be contended that anything repeating is here and there a topic. Disregarding this solid position, we are going to layout two significant subjects in the play: memory and time. Connected to the topics of memory and time is the subject of vulnerability. Everything is dubious in the play, and this is the thing that causes it to seem preposterous. In watching/perusing the play, the watchers or potentially perusers are regularly left as confounded as the characters regarding what's going on, when it occurred, or in the event that it occurred at all. Literary investigation is sufficient to make your head turn once in a while, yet that is the reason were here! What Methods Did Beckett Use to Create The Play? At the point when we state strategies, we mean what a creator did to pass on an ideal message. As a rule, this strategy incorporates word decision, language structure, utilization of talk, and that's just the beginning. By concentrating on specific procedures/strategy, a creator can quite slant a story toward some path, causing a specific understanding or state of mind onto their crowd. In Waiting for Godot, Becketts inclusion in the performance center turns out to be progressively increasingly clear. In contrast to his books and short stories, Becketts plays are more unquestionably centered around dramatic result than artistic goals; rather than concentrating on components like linguistic structure to keep the story streaming, Beckett places more accentuation into the activity of what is happening in front of an audience instead of the in the background drivers of the story (i.e.â action overâ narration,) however he doesâ stake a ton onâ the discourse between characters. So, What Was the Meaning of the Play? Weve discussed what occurs in the play, weve discussed its potential motivations, and weve examined how Beckett may have approached the composition of the work, yet what is Waiting for Godot attempting to let us know? To put it to be perfectly honest, the play is quite somber. The entire piece subtleties the tale of two men hanging tight for a person or thing that will conceivably never show up. This sitting tight for an eventâ that may never happen might be extrapolated to a discourse on the human condition-normal in both existentialism and absurdism (however adherents of either could never consent to any likenesses between these developments). Absurdism addresses the inspirations driving the human experience: on the off chance that nothing can be clarified or demonstrated, at that point all that we do is seemingly crazy. It tends to be contended, along these lines, that the apparently interminable and monotonous holding up of the two fundamental characters can be an analogy forâ humanity all in all and how we are consistently, maybe illogically, awaitingâ something. More on the plays meaning. Everybodys a Critic On the off chance that youve ever perused or composed anything (and since youre on theâ blog we can accept you have in any event someâ interest in the composed word), you will thoroughly understand artistic analysis its pretty much all over. Some time ago, the main legitimate wellspring of artistic analysis could be found in crafted by researchers who had done focused on investigation on a specific piece. These days, in any case, you can type for the sake of anyâ workâ and be taken to innumerable connects to suppositions (or tweets). A piece like Waiting for Godot has been checked on and scrutinized (and lauded) various occasions from shifting perspectives with premise in all assortments of philosophical idea. One could ponder however what are theâ critics themselves hanging tight for?

Book Riots Deals of the Day for February 4, 2020

Book Riot’s Deals of the Day for February 4, 2020 Sponsored by Shadow Mountain Publishing. These deals were active as of this writing, but may expire soon, so get them while they’re hot! Todays  Featured Deals The Mapmaker’s Wife by  Robert Whitaker for $1.99. Get it here,  or just click on the cover image below. Tangerine by  Christine Mangan for $2.99. Get it here,  or just click on the cover image below. I Love You So Mochi by Sarah Kuhn for $1.99. Get it here,  or just click on the cover image below. Bring Up the Bodies by Hilary Mantel for $3.99. Get it here,  or just click on the cover image below. In Case You Missed Yesterdays Most Popular Deals Wicked Saints by  Emily A. Duncan for $2.99. Get it here,  or just click on the cover image below. We Have Always Lived in the Castle by Shirley Jackson for $1.99. Get it here, or just click on the cover image below. Previous Daily Deals That Are Still Active As Of This Writing (Get em While Theyre Hot!): No One Is Coming to Save Us by Stephanie Powell Watts for $2.99 Monsoon Mansion by Cinelle Barnes  for $0.99 The Sellout by Paul Beatty for $3.99 The Forgotten Man by Robert Crais for $1.99 I Am, I Am, I Am: Seventeen Brushes With Death by Maggie OFarrell for $4.99 North of Happy by Adi Alsaid for $1.99 Enlightenment Now by  Steven Pinker for $1.99 The Burning Chambers by Kate Mosse for $2.99 The Surgeon by  Tess Gerritsen for $2.99 The Third Angel by  Alice Hoffman for $2.99 Whiskey When We’re Dry by  John Larison for $1.99 Astonish Me by  Maggie Shipstead for $2.99 Conversations with Friends by  Sally Rooney for $2.99 Other People’s Houses by  Abbi Waxman for $1.99 Feel Free by Zadie Smith for $1.99 The Face  by  Dean Koontz for $2.99 Cari Mora by Thomas Harris for $4.99 Chronicle of a Death Foretold by  Gabriel García Márquez for $2.99 Breakfast of Champions by Kurt Vonnegut for $2.99 The Epic Crush of Genie Lo by F.C. Lee for $1.99 Finding Gideon by Eric Jerome Dickey for $1.99 The Last Time I Lied by  Riley Sager for $1.99 Burn Baby Burn by Meg Medina for $1.99 That Kind of Guy by Talia Hibbert for $3.99 The Awakened Kingdom by N.K. Jemisin for $2.99 Odd and the Frost Giants by Neil Gaiman for $3.99 The Immortalists by Chloe Benjamin for $1.99 Labyrinth Lost by Zoraida Cordova for $4.09 The Incendiaries by R.O. Kwon for $4.99 Once Ghosted, Twice Shy by Alyssa Cole for $1.99 Everythings Trash, But Its Okay  by Phoebe Robinson for $4.99 Tiny Pretty Things  by Sona Charaipotra and Dhonielle Clayton for $4.99 Nefertiti by Michelle Moran for $3.99 Instant Pot Obsession: The Ultimate Electric Pressure Cooker Cookbook for Cooking Everything Fast by Janet A. Zimmerman for $2.99 Ash Princess by Laura Sebastian for $1.99 Year of Yes by Shonda Rhimes for $2.99 A Quiet Life in the Country by T E Kinsey for $1.99 The Duchess War by Courtney Milan for $4.99 The House of the Spirits: A Novel by Isabel Allende for $1.99 Mangos and Mistletoe: A Foodie Holiday Novella by Adriana Herrera for $2.99 Guapa by Saleem Haddad for $1.99 The Unlikely Escape of Uriah Heep by H. G. Parry for $4.99 Empire of Sand by Tasha Suri for $4.99 Fatality in F (A Gethsemane Brown Mystery Book 4) by Alexia Gordon for $4.99 Reckless by Selena Montgomery for $3.99 Cant Escape Love by Alyssa Cole for $1.99 Brown Girl in the Ring by Nalo Hopkinson for $5.99 Ark by Veronica Roth for $1.99 Ten Women by Marcela Serrano for $3.99 The Price of Salt by Patricia Highsmith for $0.99 Ormeshadow by Priya Sharma for $3.99 Sisters of the Vast Black by Lina Rather for $3.99 Prophecy  by Ellen Oh for $2.99 Along for the Ride  by Mimi Grace for $2.99 Sign up for our Book Deals newsletter and get up to 80% off books you actually want to read.

Health Promotion Among Asian American People - 873 Words

Health Promotion Among Asian American People Asian Americans with no other ancestry comprise 4.8% of the U.S. population while people who are Asian alone or combined with at least one other race make up 5.6% As of 2012, Asian Americans had the highest educational attainment level and median household income of any racial demographic in the country, and in 2008, they had the highest median household income overall of any racial demographic. Despite holding the highest educational attainment level and median household income of any racial demographic in American society in a 2014 census conducted by the U.S. census bureau reported that Asians in the U.S. 12% were living below the poverty line which is higher than non-Hispanic White Americans who only have 10.1% of them living below the poverty line. This is largely due to the fact that a high percentage of Asian Americans are immigrants, and independently of race, immigrants are more likely than the native-born to be poor. Once the country of birth and other demographic factors are taken into account, Asian-Americans are no more likely than non-Hispanic whites to live in poverty. American Asian one of the faster-growing groups in the North America. Asian American people lives in a different city in the United State. Which includes the people from India, Indonesia, Chinese, Japanese, Korea, Philippine, Thai, and Vietnamese. According to health, the Asian American people have many critical problems such as HeartShow MoreRelatedAsian Americans : Asian American Women868 Words   |  4 PagesAsian Americans Asian Americans (AAS) are diverse ethnic group’s origins from the Far East Southeast Asia and Indian continents. More than 800 languages are spoken among AAS. They are one of the fastest growing populations in the US. 43 percent increase between 2000 2010. There are 15.5 million Asian Americans living in the United States (2012 Census Bureau population). Even if all Asian Americans have the same traits, such as strong family values, importance in educations, following traditionRead MoreHeritage Assessment and Cultural Project1133 Words   |  5 Pages The Heritage Assessment Tool can be used as a tool to assess health maintenance, protection, and restoration of individual cultural. This assessment tool helps explore and try to meet the needs of different patient populations to provide quality care among cultures. The purpose of this essay is to explore the finding of the evaluation from using the Heritage assessment tool between American, (European decent, white), Asi an, and Middle Eastern Indian Cultured families. . The Evaluation tool Read MoreHealth Promotion Among Diverse Populations Essay1170 Words   |  5 Pagesï » ¿ Whitney Scott Health Promotion Among Diverse Populations Nurs 429 V March 21, 2015 Over the years the United States (US) has transformed from a predominately white population to being ethnically diverse. According to the 2010 US Census bureau states roughly 36.3 percent of its population belongs to a minority group. The minority groups represented in the US include; Alaska Native/ American Indian, Asian American, Black/African American, Hispanic/ Latino, and Native Hawaiian/Read MoreEssay on Reflection on the Community Health Practicum Experience 1195 Words   |  5 PagesI completed my practicum at the State University Health Research Center. The HRC was launched in March 2014 by the State School of Medicine. Its mission is to utilize the Community-based Participatory Research (CBPR) approach to build the community capacity and leadership for health promotion and disease prevention across the diverse populations of the county. The HRC is funded by a 5-year, $4.1 million grant from the Centers for Disease Control and Prevention (CDC), as part of the PreventionRead MoreHealth Promotion Among Black or African Population Gcu1095 Words   |  5 PagesHealth Promotion Among Black or African American Population [Your Name] Grand Canyon University: Family-Centered Health Promotion(NRS-429V) January 10, 2016  Health Promotion Among Black or African American Population The Center for Disease Control and Prevention [CDC] (2015) notes that â€Å"Starting in 1997, the Office of Management and Budget (OMB) requires federal agencies to use a minimum of five race categories: White, Black or African American, American Indian or Alaska NativeRead MoreHow to Live to Be 1001662 Words   |  7 Pageswill grow much more rapidly than the number of White elderly people over the next 50 years. The percentage of older adults in the United States that is made up of Blacks and other non-White minorities will increase from 10.2 in 1990 to 15.3 in 2020 and 21.3% in 2050. (Fried p.4) In 2005, 9.4 percent of African Americans, 9.3 percent of Asian Americans, and 6.5 percent of Hispanics were older than 65. The leading causes of death among the elderly are chronic diseases, notably cardiovascular diseaseRead MoreThe Health of Native Hawaiian and Other Pacific Islanders1423 Words   |  6 PagesThe Health of Native Hawaiian and Other Pacific Islanders -------- Grand Canyon University: NRS-429VN ------- Native Hawaiian and Other Pacific Islanders (NHPI) Population In 1997, the Office of Management and Budget revised Statistical Policy Directive No. 15, Race and Ethnic Standards for Federal Statistics and Administrative Reporting and separated the 1976 racial category of â€Å"Asian and Pacific Islander† into two groups: â€Å"Asian† and â€Å"Native Hawaiian or Other Pacific Islanderi Native HawaiiansRead MoreHiv And Its Effects On The Asian Population1657 Words   |  7 Pagesoverall rate of infection still remains high, this increased rate is also seen in the Asian population. According to the CDC, between 2005 and 2014 the Asian population in the United States grew around 24%, more than three times as fast as the total U.S. population, and within this time period, the number of Asians receiving an HIV diagnosis increased by nearly 70% (CDC, 2014). Although the increase is substantial, Asians still only account for 2% of new HIV diagnoses. Of the HIV incidence, meaning newRead MoreAsian Dietary Cultures That Have Develop ed Through The Centuries789 Words   |  4 PagesCulinary historian and anthropologist tend to identified three main categories of Asian dietary cultures that have developed through the centuries. The three traditional styles are from the southwest, southeast, and northeast with their own unique sauce. Asian food is generally a blend of several tastes and flavors together that is sweet, sour, salty,spicy, and bitter.There are various tools in the asian cultures but perhaps the most important tool is the wok because the rounded bottom that providesRead MoreCardiovascular Diseases And Strokes And The Filipino Community1268 Words   |  6 PagesDiseases and Strokes in the Filipino Community The American culture is not easily defined. The greatest thing about the American culture is that it consists of multicultural beliefs and accepted norms. One culture that has made a great impact on the American cultural is the Filipino-American culture. As we all may know, some of the major factors that play a critical role in a culture’s identification is food and medicinal practices. Unlike the American practices, persons of the Filipino culture are more

Quest for Personal Identity in Toni Morrisons the Bluest Eye

Post World War I, many new opportunities were given to the growing and expanding group of African Americans living in the North. Almost 500,00 African Americans moved to the northern states between 1910 and 1920. This was the beginning of a continuing migration northward. More than 1,500,000 blacks went north in the 1930s and 2,500,00 in the 1940s. Life in the North was very hard for African Americans. Race riots, limited housing resulting in slum housing, and restricted job opportunities were only a few of the many hardships that the African American people had to face at this time. Families often had to separate, social agencies were overcrowded with people that all needed help, crime rates increased and many other†¦show more content†¦`Crazy foo...my floor, mess ...look what you...get on out...crazy...crazy...my floor , my floor.... Her words were hotter and darker than the smoking berries. The little [white] girl in pink started to cry. Mrs. Breedlove turned to her. `Hush, baby, hush. Dont cry no more (Morrison 109). Her mother viewed Pecola as an obstacle that had the potential to get in the way of her white charges happiness and consequently her happiness. Her mother refused to show any love to Pecola because it might interfere with more important things. For a little girl, the love of her mother is the most important love she can receive. Without that, how can she think that she is worth anything at all? Finally the rape by her father is the last evidence Pecola needs to believe completely that she is an ugly unlovable girl. While in most cases a father figure is one who little girls look to for guidance and approval, Cholly is the exact opposite. He hurts Pecola in a physical way that in one attempt measures up to the years of hurtful mockery. He took away from her the one thing that was utterly and completely hers. After the rape, Pecola was never even remotely the same: She was so sad to see. Grown people looked away; children, those who were not frightened by her, laughed outright. The damage done was total. She spent her days, walking up and down her head jerking to the beat of a drummer so distant only she could hear.Show MoreRelatedBeauty Is Pain And Its Effect On Society1401 Words   |  6 Pages1970’s disco, the definition of â€Å"attractiveness† continues to evolve. Toni Morrison’s Nobel Prize-winning novel, The Bluest Eye, explores themes of beauty and the power of appearance. During the 1940’s, amidst World War II conflict, the â€Å"Aryan race† was praised/idolized for fair skin, light eyes, and blonde hair. Pecola, a young, low-class black girl strives to achieve this standard of beauty in hopes of discovering happiness/personal fulfillment in a world full/plagued with of moral unease. But to whatRead MoreThe Bluest Eye, And Marilynne Robinson s Housekeeping2047 Words   |  9 Pagessociety have a consistent, unavoidable impact on the individual and our own sense of identity. Whether it is the home we grow up in, the societal standards we face, or the relationships we lose and make, self-identification is significantly inf luenced by our surroundings. This journey to find oneself is a central theme within both Toni Morrison’s novel, The Bluest Eye, and Marilynne Robinson’s, Housekeeping. The Bluest Eye tells the story of Pecola Breedlove, a young African American girl who yearns

The advantages and disadvantages of the country’s Free Essays

Before the dawn of civilization, man has traveled far for places unknown to him. Initially the traveling was only done with a purpose of food and shelter, but as time passed by and as we became more and more developed, the need to go to a place without any motive, without any intention started eloping in our minds. This motive free traveling came under the name of â€Å"tourism†. We will write a custom essay sample on The advantages and disadvantages of the country’s or any similar topic only for you Order Now New Zealand is a country that is famous for its breath taking views and is quiet a hotspot for tourists, who want to come to a place which has all in store for people of all ages and backgrounds. Slowly but surely, New Zealand has developed a place for itself in the world’s top destination places, and people from almost everywhere in the world flock to this country to experience its natural beauty and resources. The tourism in New Zealand is bringing in good inflow of foreign exchange to the country and is very helpful to the economy. Even though the main economy of the country is through agriculture and industrial inputs, tourism has craved a niche in the country, so much that it is estimated that the country’s 10% population is working for the hospitality sector. Increase in tourism, is developing the place more and more, and there can be seen a substantial rise of hotels in the country. International franchises of hotels are keen in opening up more and more of their hotels in the country to suffice the tourist onslaught of the country. The major advantage of New Zealand’s tourism is to the country’s financial background itself, and the major advantages of it can be assessed by the following: ‘Tourism is important for New Zealand’s future economic growth. It contributes $18.6 billion to the economy each year — 9% of New Zealand’s gross domestic product. It is also an important source of employment. One in every 10 New Zealanders works in the tourism industry. Tourism is our largest export sector. International visitors contribute $8.3 billion to the economy each year, which accounts for 19.2% of export earnings. During 2006, 2.4 million international visitors arrived in New Zealand’ Tourism no doubt is very advantageous for New Zealand, as apart from pumping in money, is reviving the pride and refurnishing small town of the country, as now they have become major tourist hotspots. Tourism also is making the government revamp places that include parks and museums, and in one way local heritage is being preserved and well maintained because of tourism. The major disadvantage that can be considered is because of this high amount of tourism is that the hotels that are coming up every year, are causing damage to the flora of the country. The country in order to suffice high expectations is experiencing rapid changes in climate due to global warming. Also the high expectations are taking its toll on the labor market, and the hospitality industry is currently facing labor shortage and skilled manpower shortage at the moment. Migrating people from just for the sake of hospitality sector might sound beneficial, but then New Zealand which is currently out of migration woes, might start suffering too, like other western countries. Also to motivate high amount of tourism is to relax visa procedure for entering the country, which is the biggest disadvantage as it is open invitation for people trying to become illegal immigrants and even maybe to terrorism. The country has it advantages and disadvantages for hospitality, but one thing that is for sure is the country will always thrive on tourism. Reference: https://apps.fas.usda.gov/gainfiles/200503/146119096.pdf How to cite The advantages and disadvantages of the country’s, Essay examples

The rape of the lock and a modest Essay Example

The rape of the lock and a modest Paper The two basic modes of satire are good-humoured teasing and savage attack. Discuss The Rape of the Lock and A Modest Proposal in the light of this statement. The Rape of the Lock and A Modest Proposal were both published for the first time early in the 18th century (1712 and 1729 respectively). In addition, Alexander Pope and Jonathan Swift were close friends. Given these facts, one could easily assume that there would be numerous similarities in style and arguments. This, though, is not necessarily the case. Satire is largely defined as a genre that attempts to highlight and criticise the flaws and failings of society through mockery and ridicule. It is often intended to inspire self-evaluation or, in more extreme cases, reform. However, the styles of these satirical pieces can be greatly contrasted. The Rape of the Lock is distinctly light-hearted, and very few, if any, instances of severity can be found. This type of satire is commonly known as Horatian satire, named after the Roman satirist, Horace, who claimed that every play should either instruct or delight better if it does both. The poem is written using the heroic couplet, for which Pope is widely recognised to have mastered and made his own. The heroic couplet consists of rhymed pairs of iambic pentameter lines. The natural balance of the couplet form is well suited to this Horatian style of satire, as it encourages comparisons and contrasts. The form provides a means for two ideas or situations to be compared or contrasted against one another. It is therefore perfect for the evaluative, moralising foundation of the poem, but does not attack the subject matter too viciously. We will write a custom essay sample on The rape of the lock and a modest specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The rape of the lock and a modest specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The rape of the lock and a modest specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This also complements the mock-epic style in which the poem is written, by building up something in one line to have it swiftly put down in the next. This approach to satire is expressed extremely well in an excellent example in what is largely known as the toilet scene, near the end of canto 1. Here Pope comments on the misplaced priorities of modern society through the description of Belindas dressing table, at which she prepares herself for battle: The tortoise here and elephant unite, Transformed to combs, the speckled and the white. Here files of pins extend their shining rows, Puffs, powders, patches, Bibles, billet-doux. Here we have two examples of Popes use of the heroic couplet to comment on what he considers to be faults in society. Having the tortoise and elephant unite creates a pleasant atmosphere of harmony, most notably, though, in the animal kingdom as opposed to the human world. However, this image of harmony is quickly destroyed in the next line where Pope tells us that this union is at the expense of human consumerism, as the elephant and tortoise have been transformed to combs. We then are shown what can be found on Belindas dressing table. The order of items as described in the verse is the most significant feature here. By including the bible amongst the other more trivial items suggests that religion has become secondary to more frivolous issues, this case being cosmetics and romance. By having Belinda arm herself at the dressing table is typical of the mock-epic approach, which pokes mild ridicule at society, and the situation in general. It can be argues that the cutting, or raping, of someones hair is by no means a trivial matter. This may indeed be the case, but Pope has used the mock-epic style to trivialise it by blowing the whole situation out of proportion by presenting it in an epic fashion. This is made apparent at the very beginning of the poem, with Pope asking, What mighty contests rise from trivial things? This conforms with the Horatian ideals, as it very much appears as if Pope is attempting to reason with his target audience rather than attack their morals or beliefs. Typical features of an epic are seen throughout the poem. The appearance of the sylphs and other supernatural entities, for example, liken the situation to a struggle between the natural and supernatural. The depiction of Belinda as a pure and virtuous figure as opposed to the mysterious and somewhat nefarious baron also suggests a battle between good and evil, which is also common in classical epics. This style allows Pope to steer clear from his own personal opinions, which is extremely important in maintaining the atmosphere of impartiality required to lower the seriousness and harshness of the poem.

Towson University Admissions and Acceptance Rate

Towson University Admissions and Acceptance Rate Towson University has a 74% acceptance rate and moderately open admissions. Students with solid grades (B or better) and SAT/ACT scores that are average or higher will be on target for admission. All applicants must write an essay as part of the application process; letters of recommendation and an activities resumà © are optional. Note that the Honors College and several majors have additional admissions requirements. Admissions Data (2016) Towson University Acceptance Rate: 74%GPA, SAT and ACT graph for TowsonTest Scores: 25th / 75th PercentileSAT Critical Reading: 490 / 580SAT Math: 490 / 580SAT Writing: - / -What these SAT numbers meanTop Maryland colleges SAT comparisonACT Composite: 21 / 25ACT English: 20  / 25ACT Math: 20 / 25What these ACT numbers meanTop Maryland colleges ACT comparison Towson University Description Towson Universitys 328-acre campus is located eight miles north of Baltimore. Towson is the second largest public university in Maryland, and the school often does well in rankings of regional public universities. Explore the campus with the  Towson University photo tour The university offers over 100 degree  programs, and among undergraduates profession fields such as business, education,  nursing and communications are extremely popular. Towson has a 17 to 1  student / faculty ratio. The school wins high marks for its safety, value, and green efforts. On the athletic front, the  Towson University Tigers  compete in the NCAA Division I  Colonial Athletic Association  and Eastern College Athletic Conference.  Calculate your chances of getting in  with this free tool from Cappex. Enrollment (2016) Total Enrollment: 22,343  (19,198 undergraduates)Gender Breakdown: 40 percent male / 60 percent female88 percent full-time Costs (2016 - 17) Tuition and Fees: $9,408  (in-state); $21,076 (out-of-state)Books: $1,080 (why so much?)Room and Board: $11,754Other Expenses: $3,094Total Cost: $25,336 (in-state); $37,004 (out-of-state) Towson University Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 80  percentPercentage of New Students Receiving Types of AidGrants: 56 percentLoans: 56 percentAverage Amount of AidGrants: $7,828Loans: $7,106 Academic Programs Most Popular Majors:  Accounting, Art, Biology,  Business Administration, Elementary Education, Mass Communication, Nursing, Psychology, Social Science, Sport ManagementWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 85  percentTransfer Out Rate: 21 percent4-Year Graduation Rate: 46  percent6-Year Graduation Rate: 71  percent Intercollegiate Athletic Programs Mens Sports:  Football, Lacrosse, Swimming, Baseball, Basketball, GolfWomens Sports:  Track and Field, Lacrosse, Soccer, Swimming, Field Hockey, Volleyball, Tennis If You Like Towson University, You May Also Like These Schools Temple University: Profile | GPA-SAT-ACT GraphPennsylvania State University: Profile | GPA-SAT-ACT GraphDrexel University: Profile | GPA-SAT-ACT GraphJames Madison University: Profile | GPA-SAT-ACT GraphGeorge Mason University: Profile | GPA-SAT-ACT GraphDelaware State University: Profile  Hood College: Profile | GPA-SAT-ACT GraphMorgan State University: Profile  Salisbury University: Profile | GPA-SAT-ACT GraphWest Virginia University: Profile | GPA-SAT-ACT GraphBowie State University: Profile | GPA-SAT-ACT Graph Towson University Mission Statement: mission statement from  https://www.towson.edu/about/mission/index.html Towson University fosters intellectual inquiry and critical thinking preparing graduates who will serve as effective, ethical leaders and engaged citizens. Through a foundation in the liberal arts, an emphasis on rigorous academic standards, and the creation of small learning environments, we are committed to providing a collaborative, interdisciplinary and inter-professional atmosphere, excellence in teaching, leadership development, civic engagement, and applied and sponsored research opportunities at the undergraduate and graduate levels. Our graduates leave Towson University with the vision, creativity and adaptability to craft solutions that enrich the culture, society, economy, and environment of Maryland, the region, and beyond. Data Source: National Center for Educational Statistics

The Correct Use of Jamais in French

The Correct Use of Jamais in French Many people who have learned French know that its a language with many tricky spellings. When writing in French, jamais  is one word that can be easily confused with another. So, first things first: always watch your spelling with this one! Jaimais,  when spelled with the added i, means I loved, or I was loving/liking/enjoying and comes from  the verb aimer. Whereas the word being discussed here, jamais, means never. Jamais is confusing because it takes the place of the pas in a negation. But on top of this, it can also translate as ever or never in English, which are two quite different notions. When does the French adverb jamais mean ever, and when does it mean never? The short answer is that it depends on the context and construction of the sentence.   Ne ... Jamais Means Never In a negative construction, jamais means never. For example, in the sentence: Je ne ferais jamais à §a.I would never do that. Jamais is one of the few words that can replace the pas part of the negative in a negation sentence. Some of the others are aucun, personne and  rien which are  French negative pronouns. Jamais  doesnt necessarily need to be placed directly after the verb. For emphasis, you can start your sentence with it as well as shown in the example below: Jamais je nai vu quelque chose daussi beau.I have never seen anything as beautiful. Note that in spoken modern French, the ne part of the negation often glides, or even totally disappears. So you need to train your ear to focus on the second part of the negation rather than relying on the first, the ne. Je nai jamais dit à §a sounds like: Jnay jamay di sa or even jay jamay di sa, but both pronunciations mean the same thing.   Jamais on Its Own Means Ever When used by itself without a negative, jamais means ever. We always use it in a question which is a very formal use of the word, or with si, in the expression si jamais meaning if ever. An example of the formal use of jamais in this context would be: Es-tu jamais allà © Paris?Have you ever been to Paris?Today, its more common to use dà ©j meaning already.Es-tu dà ©j allà © Paris? Si jamais tu vas Paris, tà ©là ©phone-moi.If you ever go to Paris, call me. If modern spoken French frequently drops the ne, how do you know if its ever or never? As mentioned earlier, you have to take into consideration the context of the sentence.   Finally, jamais is part of many expressions, all having to do with ever and never. French Expressions with Jamais Tu es plus belle que jamais mon amour. You are as beautiful as ever my love.Maintenant, ils seront ensemble jamais. Now, they will be together for ever.Je laime tout jamais. I love him forever and ever.Cest maintenant ou jamais. Its now or never.  Je nai jamais rien dit. I have never told anything. When reviewing different types of  French negative construction you will see there is more to negation than just ne and pas.

Critically assess how interprofessional collaboration is the key to Essay

Critically assess how interprofessional collaboration is the key to delivering modern health and social care services - Essay Example The complexity of human health which professionals face suggests the need for a reconstruction of how they conceptualize and create knowledge. Further, such knowledge can be deepened through a dialectical process of people reflecting and acting with others to both change and understand it (Gaventa & Cornwall, 2001). In this sense, interdisciplinary structure may allow health professionals to conduct studies and collaboration between them in a research process that would increase the quality of research outcomes. It has been argued that the strength of the inter-professional collaborative research group lies in the framework where contributions from a wide range of professional perspectives are incorporated into the research process (Bond & Thompson, 1996; Ryan & Hassel, 2001). Larson (2003) identified that successful collaborations would comprise a number of multi-professional teams. Similarly, Ryan and Hassell (2001) identified collaboration as the main characteristic of inter-profe ssional research and explained that collaboration across disciplines leads to the identification of health problems through the contribution of respective knowledge and experience from different professionals in a research process with open channels of communication and the absence of professional hierarchies. Drinka and Clark (2000) argued that professional differences between group members have been identified as the basic problem in regards to communication which is one of the most important elements of a successful inter-professional collaboration in research (Gelling & Chatfield, 2001). Poor inter-professional communication, including the system where information is misheard, misread and misunderstood, would break down the working relationship between professionals in groups and affect how professionals work collaboratively in the decision-making and knowledge-producing process. On the other hand, due to professional differences and distincts values and knowledge that each prof essional holds, every member knows less about each other and so it is easy to see the problem of unequal effort in their working relationship and the difficulties in building up a relationship of trust without mutual respect. The lack of trust would limit the sharing of responsibility or workload between professionals which seems inevitable and closely related to the entire research process. Group dynamics can also be a challenge and would distort collective discourse that may generate invalid understanding. As Bray et al. (2000) argued, defensive routines and groupthink would challenge the critical reflection process within the group and the ability to assess the situation from various experience and knowledge bases and build more wide-ranging and objective

National Strategy for Homeland Security Research Paper

National Strategy for Homeland Security - Research Paper Example Anything that presents a threat, whether it is a person or a hurricane, will have no choice but to answer to the Department of Homeland Security before it touches the civilians of America. The Department of Homeland Security was former president George Bush’s response to the attacks of September 11, 2001. The idea behind the DHS was to ensure homeland security and to help prevent further attacks on the United States by outside forces, regardless of where these forces came from or what they consisted of. The official statement that contained the mission of DHS is as follows: â€Å"The mission of the Office will be to develop and coordinate the implementation of a comprehensive national strategy to secure the United States from terrorist threats or attacks. The Office will coordinate the executive branchs efforts to detect, prepare for, prevent, protect against, respond to, and recover from terrorist attacks within the United States (Department of Homeland Security, 2002).† There are five main responsibilities of the Department of Homeland Security. The first and foremost task is to guard the nation against terrorism. Securing the borders of the country and enforcing immigration laws immediately follow, as these involve keeping out people that could potentially be seeking to initiate terrorism on the country. Improving the readiness for, response to, and recovery from natural disasters make up the missions for the aspect of the department that deals with natural disasters that shake up the everyday lives of citizens. Finally, maturing and unifying the department, which helps to provide the best care for the nation by prompting unity within the department itself. The law enforcement agencies that have been acquired through the creation of the Department of Homeland Security are many, over twenty, and vary in duties and responsibilities.

Strengthen the Separation between Church and State Essay -- Argumentat

Strengthen the Separation between Church and State First Amendment issues of the separation of church and state and state establishment of religion have long been litigated in the federal courts. Until recently, the Supreme Court had a consistent track record of preventing the intermingling of religion and government, especially when it came to the nation's public schools. Yet this past year, a newly activist conservative court has set about rewriting some of the Warren Court's judicial legacy. In the 1995 case of Rosenberger v. University of Virginia, the Supreme Court, in a 5-4 ruling, declared that the University of Virginia was constitutionally required to subsidize a student religious magazine on the same basis as secular publications and activities. This decision opens the door to greater government financial support for religious organizations. Groups like the Christian Coalition and the American Center for Law and Justice, the legal wing of Pat Robertson's financial empire, saw this narrow decision as a victory for their agen da of weaving together government and religion, thus tearing down the wall of separation between church and state, To justify their pursuits, they site the need for moral leadership in this country, which many view as ethically and morally rudderless. Yet Ralph Reed, Pat Robertson, the Christian Coalition, and other similarly thinking individuals and groups are promoting an agenda more far reaching than their mainstream supporters have in mind. The move to infuse government with a greater religious presence has almost nothing to do with instilling traditional values and morality, and almost everything to do establishing Christianity, specifically evangelical Christianity, as the state religion. ... ... such unions. The United States has the highest level of religious involvement in the western world precisely because we have no state religion, as most nations in Europe do. In that region, state-sponsored churches are moribund, and religious enthusiasm is lackluster. America has a vast diversity of religious viewpoints because the spiritual aspect of people's lives is free from the intrusive tentacles of Uncle Sam. If it were not for our separation of church and state, odds are the evangelical faiths that gave rise to the Christian Coalition never would have existed. Therefore, Ralph Reed and Pat Robertson are destroying the agent of their own creation. They would never want socialized medicine, yet they are trying to implement socialized religion. But if you don't want government meddling with your body, why would you want government interfering with your soul.

Unit 304 Promote Children and Young People’s Positive Behaviour

Unit 304 Promote children and young people’s positive behaviour 1. 1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are †¢ Behaviour policy †¢ Code of conduct †¢ Rewards and sanctions †¢ Dealing with conflict and inappropriate behaviour †¢ Anti-Bullying †¢ Attendance Behaviour policy A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy. Code of conduct A set of rules/guidelines for the pupils so they understand how they should behave and what is expected of them. It is important that the children are reminded of the code of conduct so that it becomes their routine and they fully understand it. It is essential that positive behaviour is always promoted, praised and used as children notice when adults behaviour is out of character, if positive and professional behaviour is continually used it is more likely that the pupils will also behave in that way. . Providing a school environment that is safe and stimulating for the children in our care. In order to ensure that this is so, there is a policy with set procedures to create a calm, secure and happy working environment for all. There are, however, occasions when individual children exhibit behaviour that is unacceptable. As part of the Discipline Policy of rewards and sanctions, all staff use behaviour modification strategies to change an individual child’s behaviour. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focusing on positive achievements. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focussing on positive achievements. All members of the school community should respect one another. Primary School expects children to be well-behaved, well-mannered and attentive. Children should walk (not run) within the school. All children should respect their own and other people’s property and take care of books and equipment. All children should show regard for their fellow pupils. If a child has a grievance against another child, it should be reported to a member of staff, who will take appropriate action. Children should wear the correct school uniform. Jewellery and trainers should not be worn. Children should not bring sharp or dangerous instruments to school. . Foul or abusive language should never be used Chewing Gum is banned Mobile Phones are not allowed Rewards and Sanctions Physical violence is never acceptable, neither is retaliation. Repeated or serious incidents will lead to a managed moved which means the student will be transferred to another school. Although good behaviour is encouraged in schools, children will still behave inappropriate at times. Consequences for bad behaviour†¢ Name on the board (sad face) †¢ Miss time out from golden time, break or lunch play. †¢ Be sent to the head of year/deputy head †¢ Be sent to the head teacher and a meeting arranged with parents Continuous bad behaviour, the student is put on report these reports are filled in by the teacher in every lesson on the day, saying whether the student has behaved in class, the student can be on report for a week or longer depending on the response of the student producing good behaviour. My response to inappropriate behaviour on a daily basis within the classroom. Examples continuous disruption to a lesson, I would ask the student to come outside of the classroom where I would speak to the student in a stern but positive voice, reminding them of the consequences of their behaviour, and in some cases I would take them their team leader, if the student wasn’t responding . Good Behaviour When promoting positive behaviour in schools there are policies and procedures that all staff needs to be aware of. The main policies relating to behaviour will be the behaviour policies but other policies will also have an impact for example the health and safety policies, child protection policies and anti-bullying policies. All adults in school are expected to act as good role models and to behave in a consistent manner. We make sure that good behaviour is recognised and praised as well as praising children for good work, effort and achievement. Recognitions for good behaviour can be any of the following. A smile and a compliment and verbal praise Phone calls home to parents to give praise about how well their child has done. Post cards can be sent home relating to how well their child is doing. Vivo can be given; children can save these up and buy things from our vivo shop like pens pencils chocolate etc. When they save a lot of vivo then can then buy more expensive item like iPods, mobile top-ups and a whole range of different things. Certificates are awarded for student of the week and also for students who have achieved awards for things like sport performing arts and in all other aspects of school work. 1. 2 Evaluate how the policies and procedures of the settings support children and young people to: Feel safe Make a positive contribution Develop social and emotional and skills Understand expectations and limits When planning indoor and outdoor activities, there are many factors of health and safety that we have to take into account for example: Age, you have to make sure that the activity and equipment is suitable for the children's age group. Abilities & individual needs: you have to assess to see if each individual child is able to do it and if their personal needs are met. Risk & Hazards: before you plan the activity you must do a risk assessment and reduce any risk involved and make sure the area is suitable and large enough for the activity. Making a child or young person feel safe is essential for their well-being; every practise is aimed at safety and security for students and staff. Within school we have a security person who checks in and around school all day, every day. Students make a positive contribution by following rules and procedures in and around school, also through their attendance, having respect for others, wearing the correct uniform and through their behaviour. Students develop social and emotional skills by knowing how to communicate in a correct manner towards other students, teachers and outside staff that may come in time to time always showing respect. Students show empathy by respecting someone’s misfortune or sadness by showing emotions that they are capable of showing they care that a person is unhappy or sad from a situation that may have happened. Expectations of students are that they follow rules and regulation that they know are in place to help protect them within school, also that they respect each other and they know their limits in doing wrong and except the consequences of their own choice. 1. 3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the olicies and procedures of the setting. It is important for all staff to communicate with each other to evaluate student’s progress, emotionally and physically, and set fair boundaries for students who don’t get it right. Teachers and all staff work together to ensure fair rules are set to ensure the learning environment isn’t disrupted, minimi sing loss of quality learning. All children have the right to be educated to be treated equally in a classroom. There are set boundaries within a classroom that have to be followed to promote a safe and good learning environment, if these rules are not met there are consequences’. Detentions can be set for students, or they could lose their breaks to make up for time lost. Children and young people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the same apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour Please refer to the above 1. 1 2. 2 Demonstrate ways of establishing good ground rules with children and young people which underpin appropriate behaviour and respect others. Ground rules are important in a learning environment as they help to establish what is expected from the learner in terms of behaviour and mutual respect for each other, as well as identifying what is considered to be good manners in class. I would encourage the learners to word the rules in a positive way, for example, do turn up to class on time, rather than in a negative way, as in don’t be late to classes. Examples of ground rules would be Respect each member of the class when they are talking, always put your hand up if you want to speak not just shouting out. Ground rules set the boundaries within which the students must work; they enable everyone to have an equal opportunity to carry out their study whilst in the classroom. An ideal way to do this would be to put the class into 2 groups and asking them to discuss in a team, and write down things they think a classroom rules should be, then each group should read out their ideas. This enables a neutral ground for discussion giving the students a feeling of teamwork and achievement. When reviewing the lists you have to have a fair and balanced view to all points identified, your objective is to do much more than lay down a few rules. In negotiating with the students you give them a sense of worth, this helps you gain their trust. Any rules agreed upon within the group are more likely to be adhered to by the students, if broken, peer pressure will hopefully prevail and the student in question will respond. This is much more constructive than having their Teacher point the finger of authority, which may then lead to a negative response. 2. 3 Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting. Please refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, consistent and supportive responses to children’s and young people’s behaviour. (Please refer to 2. 1) 2. 5 Rewards for good behaviour Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting Being a role model to children and young people is important for you, showing respect to children and young people, colleagues and people you meet on a daily basic is a basis to earn respect back. As a role model showing that you respect their feelings and take into consideration their point of view, shows them you are willing to listen and let them have their say which also shows them you are interested. So often in this society children and young people are told to shut-up or told to go away, so when they come across someone willing to listen the child or young person will come back to you again and again because they feel comfortable with you, it also shows them the difference between what’s right and what’s wrong. Everybody has a voice and have the right to be listened too. Manage inappropriate behaviour 3. 1 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people Some strategies used to minimise disruption and inappropriate behaviour are for children and young people to firstly abide by the rules and regulation that are in place within school and within the classroom. Using simple verbal reprimands when misbehaviour occurs. Making sure that they are to the point (e. g. â€Å"Stop talking and work on the task set for you please†) Give praise to the entire class as frequently as possible telling them how well they have worked. Students who continually show unacceptable behaviour: E. g. Always out of their seat and walking round. Talking over the teacher when the teacher is talking. Shouting out Being verbally inappropriate towards another pupil. If there is anything troubling them, sometimes a few minutes out of lesson is enough for them to calm down and they are ready to return to the classroom and do their work On a more serious situation I would take them to their team leader. . 2 Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting. Within a classroom when a student isn’t doing it right but at the same time is not being disruptive, by using facial expressions to convey to the student that the misbehaviour was not totally overlooked. As a teaching assistant I would also walk around the room frequently, to avert potential behaviour problem s. Students can be put on report, on these reports there is a comment written on the report explaining why they are on it. Every lesson they are in, their behaviour is monitored and at the end of the lesson the teacher signs the report and adds a comment saying how they have worked also giving praise by awarding vivo if they have been exceptionally good. Students stay on this report until their behaviour has improved to the standard of acceptance. If a student is being extremely disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some occasions depending on the nature of the behaviour a student will be put in what we call the study room. When a student is put in the study room it means they can no longer go to the classroom to do their learning and have to do their work in the study room, they could be in the study room for as long as a week or depending on their behaviour, sometimes it could be just for a day or for a few days. Phone calls home to parents are often done to let parents know that their child isn’t doing it right in school and detentions are set, with the approval of the parents. 3. 3 Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people. Please refer to 1. 3 above 3. 4 Provide support for colleagues to deal with inappropriate behaviour of children and young people As a teaching assistant providing support for colleagues could be various things like in a situation when a student is acting in an inappropriate way, I would help by getting another colleague to deal with the situation. This could be the teacher in the next classroom depending on the urgency of the situation. If the situation was really serious I would go to the first point of contact for help, which again would be the teacher in the next classroom. On occasions when a teacher has had to take a student out of class to talk to them, my role would be to ensure everybody stays on task and continue working silently until the teacher comes back in. Other support could be taking the student out myself and taking them to the appropriate person to deal with the situation. On witnessing inappropriate behaviour I would along with the teacher fill out an incident form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred Behaviour that should be referred to others is behaviour that: Threatens other students or colleagues. Any student with an offensive weapon Fighting Bullying Inappropriate conversations that could suggest child abuse Signs of neglect Concerns about a child’s or young person’s home environment Most of the problems listed above would be reported to our child protection officer Jenny Clarke who is situated in school. Please refer to unit 334- section 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points Depression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, rudeness boredom etc. Disengagement† is the major reasons for behaviour problems in the classroom. Each learner has a defined attention span and teachers must try to re-engage them as soon as they appear to be disengaged from either the teacher or the rest of the group. Walking around the group, could be an extremely effective re-engagement technique. Using praise rather than focusing on the misbehaving learners, praises the learners near them who behaving more appropriately. It is hoped that the misbehaving students will then model that appropriate behaviour. Recognising body language can show some signs of disagreement, and must be acted upon straight away, stopping quickly any angry feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and try resolved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * Brushing hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * Playing with equipment * Swearing * Singing * Crawling on floor * Attacking pupil or teacher All these actions contribute to unacceptable behaviour within the classroom, and as a teaching assistant I have the opportunity to look round a nd walk round the class, sometimes being the eyes and ears for the teacher when students seem restless. As well as supporting the students, if they take the choice of not doing work and are causing disruption, I will sit with them prompting them to do their work reminding them of the consequences (Detention after school to do the work) which hopefully will prompt them to do their work. Sometimes students who are disruptive work better if I take them outside of the classroom to the learning area where they can get on with their work as there is no-one there for them to cause disruption with. T. A role models they must always express positive body and verbal language and support classroom rules. T. As should be confident and professional so that children in turn become self confident and express positive behaviour. Leading by example they should express encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour, also being observant. 4. 2 4. 3 4. 4 4. 5 Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting. The Education and Inspections Act 2006 brought in new clear-cut legal powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Equality of opportunity is about providing equality and excellence for all in order to promote the highest standards of learning and achievement. This applies to all members of the school community – pupils, staff, governors, parents and community members. Every child matters. Everyone is equally important, equally valued and given equal opportunities. Our school community provides a happy, secure, stimulating learning environment. Everyone is encouraged to work together to develop self-esteem, become successful learners and to reach his or her potential. Through our Positive Behaviour policy we aim to create a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, leading to increasing independence and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour management throughout the school praising acceptable behaviour and enforcing firm boundaries for unacceptable behaviour. We will lead by example in the way that we treat each other and the children in our care. If as adults we behave inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are aware of appropriate behaviour in all situations, and we must be aware of all children's behaviour in class and around the school, dealing with every incident appropriately, giving mutual support to colleagues. We will follow the rules of rewards and sanctions, and be as consistent and fair as possible in the use of rules and sanctions taking into account each child's individual needs, age and ability. We will ensure each child has work appropriate to their level of ability achievements. Parents will be informed as soon as possible that an incident has occurred and that it has been dealt with, and we will work in partnership with parents in dealing with behavioural issues. It is important as an adult to act as a role model for desired behaviour, treating all adults and children with respect and to deal with all problems calmly. If necessary we will work closely with outside agencies implementing advice and strategies in dealing with a child with behavioural difficulties. To achieve our aims pupils should follow the school rules, co-operate with all school staff and be responsible for their actions. Parents should support the school's rewards and sanctions, and help children understand the rules and the need for them in an ordered society. They should work in partnership with the school to promote high standards of behaviour at all times and ensure their children attend school regularly/punctually and notify the school of reasons for absence. Sanctions include 1, Warning 2, Reminder of rules 3, Time away from group 4, Loss of Golden Time , Sent to Deputy Head 6, Head Teacher 7, Parents There are several types of behaviour or discipline problems that should be referred for continued incidents or more serious cases of inappropriate behaviour there are further sanctions. If a child is involved in continual minor incidents such as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanctio n will apply to children who are involved in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property. A child involved in more serious incidents such as stealing, racism, violence, bullying or refusing to comply will be placed on daily progress monitoring and have a 'cause for concern' book. They will be monitored daily by class teacher and weekly by Head/Deputy teacher with a meeting taking place with the parents and the child being kept under review. If there is no improvement in a child's behaviour or for a serious, one-off incident of violence the child will be given fixed term exclusion. If a child has a series of exclusions a Pastoral Support Plan meeting will take place. If there are still no improvements and other children are being put at risk on a daily basis, the child will be permanently excluded from the deferred to others. As a teaching assistant you may feel confident in dealing with inappropriate behaviour, but there are some situations in which you should always refer to others for support. These situations include; .When pupils are a danger to themselves or others around them. If you are not comfortable dealing with an unpredictable situation or pupil . If you are dealing with a difficult situation alone. .When you are not in control of a situation because pupils are not carrying out your instructions. On occasions it may be enough just to have support from another adult within the school, such as another teaching assistant or class teacher. Though if needed there is a wider range of support offered within the school and outside of the school. Additional support within the school setting includes; The SENCO/BECO for first point of contact for behaviour support. .Senior management team – Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes; .Behaviour Unit – will offer support for dealing with pupils who have Behaviour problems, and may come into school to work with these children. .Educational Psychologist – visit all schools to support children and the Adults who work with them regularly. They are involved in the assessment of children, and offer help and advice. .Rewards include Vivos Star of the week Attendance awards (Certificate) Postcards home Telephone calls home Achievement certificates Parent/teacher consultations – positive comments and report on target sheet – recognising good behaviour and attitude to school. Rewarding children for their good behaviour is important in maintaining their motivation and sense of self worth. Rewarding children for positive behaviour will help develop their social and emotional skills. The schools behavioural policies and procedures help to support children and young people. By consistently responding to and dealing with inappropriate and challenging behaviour, and applying clear and consistent boundaries, children feel safe and supported. This will encourage quality relationships with adults, leading to a positive impact on their behaviour. Children will also be able to engage in decision-making and develop appropriate independent positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fairly apply boundaries and rules for children and young people's behaviour in accordance with the policies and procedures of the school. Children need to have boundaries that they can understand and which are regularly reinforced by adults. Children are more likely to respond positively to school rules and boundaries if all members of the school including teachers, support staff and parents are using the same principles and strategies when managing behaviour. If it is not clear to children how they are expected to behave or if adults give them conflicting messages, children will become confused and upset, and find it hard to know how to behave next time. All children will test boundaries for behaviour; if they are met with the same response each time they will be less likely to repeat it. Children need to understand the boundaries and what is expected of them, as well as being aware of the rewards and sanctions, whoever is speaking to them about their behaviour. It is important that support staffs are given status within the school so that they are respected in the same way as teaching staff. Rules and rewards should always be appropriate to the age or ability of the child, and language used should make the expectations of the adult clear. It is important to respond appropriately and within school policies and procedures when dealing with challenging or inappropriate behaviour. The more you observe children's behaviour and get to know them, you will become aware and be able to recognise triggers which may lead to inappropriate behaviour. This knowledge of pupils will help when managing behaviour as you will know what responses work and what do not work for an individual child. Written records of identified triggers should be kept, allowing others to be kept informed. These records will enable staff to refer to individual children's behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be avoided if possible. There are many reasons why children behave in an inappropriate way, and it is important to be aware of other factors that could affect their behaviour. If there are no signs of progress with an individual’s behaviour, children may undergo an assessment and a behaviour plan will be put in place. Teaching assistants will work alongside teachers and other professionals to provide additional support identified within the plan. When dealing with challenging behaviour it is essential to assess and manage risks to your own and others safety. The schools health and safety policy and risk assessment procedures should always be followed, these policies should also give guidelines for the use of restraint. Young children are not always aware of dangerous situations or risks, so when speaking to them about their behaviour we should always point out the consequences involved. If a child is becoming distressed within a situation, it may be necessary to remove them or speak to them. It should be possible to speak to a child you are supporting, and discuss with them any situations they find difficult to manage. It may be necessary to discuss individual children’s behaviour with the schools SENCO, and if necessary involve outside professionals to assist in strategies for dealing with challenging behaviour. It will be necessary at times to contribute to reviews of behaviour policies and the effectiveness of rewards and sanctions. Opportunities to discuss attendance, bullying and behaviour and the effectiveness of school policy reviews will be reviewed by all staff. Any children that have specific behavioural difficulties should have their behaviour reviewed on a regular basis. They should have the opportunity to discuss and think about what they do and how their behaviour impacts on others. To be able to be involved in a review of a pupil, it is essential that the pupil is comfortable working with you and that you know them well. If I was involved in a review with a pupil I would remain sensitive in my approach to them and the questions I use. I would encourage the pupil to think about what they have done and the impact their behaviour has had on their learning and achievement, and the consequences of their actions for others. A review will involve other members of staff and at times the child's parents will be present. As well as reviewing the behaviour of the pupil, new targets can also be developed and all outcomes considered. Outcome5 Contribute to reviews of behaviour and behaviour policies . 1 Behaviour strategies are in place to manage behaviour. The effectiveness of behaviour management strategies should be reviewed on a regular basis, giving opportunities to discuss and make recommendations regarding behaviour (including bullying) and the effectiveness of rewards and sanctions. Forms of behaviour management that work for one child will not always work for another. Class teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school. By monitoring and recording the effectiveness of strategies, these records can be used to evaluate the strategies against the outcomes. Being the eyes and ears working as a support teacher gives us the advantage to notice things like bulling, harassment and other inappropriate behaviour within the classroom. Acting immediately on any of these situations is essential for the well-being of all children and young people. 5. 2 Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets. Children and young people need to abide by the policies, procedures, and rules of regulations within the setting to ensure their full potential as students is gained in their education, behaviour strategies are set in place to provide this. Ways of supporting children and young people are firstly by listening, giving them a chance to voice their views, giving them the respect that you would expect back as an adult, also letting them know it’s their own responsibility to realise that it is their choice to misbehave. Reminding children and young people of the expected pattern of behaviour in the school setting and the consequences. Giving students behaviour targets depending on the serenity of their behaviour would be reviewed on a daily basis giving them a set target which could be the student being put on a daily report where they have to have it signed by the teacher after every lesson, written on these reports would be the reason they have been put on it. The teacher would sign the report and put on a comment saying if the student had reached their target of behaviour in that particular lesson. The student would be kept on a daily report until their behaviour has improved, this could last for a week or more. It is therefore the student’s responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behaviour. 5. 3 Demonstrate own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. In my role as a teaching assistant when inappropriate behaviour is happening within a lesson I. e. verbal abuse, bullying, demonstrating disruptive behaviour, continuous talking ,coming to the lesson late all add to the teacher being unable to carry on with the lesson. Sometimes inappropriate behaviour is hiding learning difficulties when a student misbehaves it’s their way of hiding their learning difficulties. On occasions like this I would take the student out of lesson and talk to them to try and find out the problem, calm them down by having a sympathetic ear and reminding the student that every child has the right to learn and that they were responsible for stopping that happening by disrupting the lesson and hopefully return them to the class room so they aren’t missing their own education. If it were the case they found the work task to difficult I would sit with them and simplify the task, as some words in the vocabulary are difficult to understand and simplifying the word can help them along and I would encourage them to complete the task set. I have done this on occasions and it does work. Giving them praise for doing the right thing making the student feel good about themselves promoting self- belief. Also praising them to the teacher about how well they have done leading to a praise phone call home, postcard sent home, and giving vivo rewards. Promoting good behaviour can also be done by recording good behaviour on the sims network where other teachers around school can read saying how well the student has done in that particular lesson. All these things promote good behaviour giving pupils encouragement and making them feel self worth. On a more serious challenge, bullying I would remove the student from the class and take them to the appropriate person to deal with the matter which in the first instance would be their team leader. Attendance would also be managed by the team leader of the student. If I had concerns about a student’s attendance I would report it to the appropriate person who would make a phone call home to see why their attendance was poor. 5. 4 Provide clear and consistent feedback on the effectiveness of behaviour management strategies to inform policy review and development. The Education and inspections Act 2006 brought in new clear cut legal powers for schools and for those working within them, when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Keeping students engaged it is keeping them motivated. Good communication between teacher and student means that group work flows well as instructions are well followed and easily understood. Giving feedback to teachers and other colleagues is effective in behaviour management as it promotes positive behaviour management when praise encouragement and a sense of self belief is given to student who find work tasks difficult, causing bad behaviour. Giving rewards for the smallest achievement is a good development strategy and makes the students feel good about themselves.

Use Of Vocal Communication During Their Adolescent...

Zebra finches learn a form of vocal communication during their adolescent development; this allows these animals to be used to assess the effects of abused drugs on development of this learned behavior. In avian species it is difficult to measure drug self-administration, which is a disadvantage to the experimental study. We have worked to create a conditioned place preference method, which determines the alteration of vocal learning and alteration of reinforced properties of abused drugs. A two-sectioned chamber, separated by a divider, was constructed from standard birdcages, along with colored sidings, yellow and green, in each chamber. Pre-treatment preferences was determined by the placing of the finches in the middle of both†¦show more content†¦These results clearly demonstrate that cocaine produces a place preference in zebra finches. These results show that the reinforcing properties of abused drugs can be measure through conditioned place preference methods in zebra finches. We are currently working to clearly establish the dose-response relationship and half-maximal effective dosage of cocaine (EC50). Determination of EC50 will allow potential increasing and decreasing effects of other treatments on the reinforcing properties of cocaine to be assessed. Introduction Zebra finch songbirds have been essential for better understanding of the neurobiology regarding drug abuse (Troyer and Bottjer, 2001). Since drug abuse is a type of learned behavior, we want to know if the reinforcing properties of drugs are also altered by developmental cocaine exposure. Zebra finches are a sociable species and singing is a form of vocal communication learned during their adolescent development (Kuhl, 2003). They learn to sing by memorizing their parent’s song or an adult â€Å"tutor†. The tutor song serves as a template to evaluate the quality of the developing bird’s song (Troyer and Bottjer, 2001). This allows us to use these animals as models to study the effects of abused drugs on development of this learned behavior. We have worked to create a conditioned place preference method to determine the