Why You Return to a Story to Revise

Why You Return to a Story to Revise Free Online Research Papers Revision has always been difficult work for me. Often I will let an idea tumble around in my head for a few weeks or months (in some cases, years), and one day I am caught up in a sort of fever and I sit down and write it out. Usually, one of two things happens; either I am immediately sure that I’m created a work of surpassing genius and set it gently aside to wait until my work is finally appreciated, or I am immediately disgusted by the vile abortion I’ve foisted off on the innocent world and I quickly set it aside before anyone can see it. In either case, nothing further happens. In a plastic tub in my closet I have some solid gold stories from Jr. High School, just waiting until the public is ready for them. Now, in many of my college classes, I have been required to return to a story and revise it. A funny thing happens with this process. I find that those perfect stories often have obvious errors†¦weird and disconcerting point of view shifts, rickety plot devices, wooden dialogue. They are still pretty good, but they need to be spruced up, and maybe in retrospect some of the characters’ behavior doesn’t make sense, and a little color text needs to be added. Often, the imperfection is what strikes me, and the end result of the revision is much better than the original, although I am less confident in it. On the other hand, while I loathe returning to the apparent failures, I’ve found that they are like infected boils. Covering them up and keeping them still in a dry place without stimulus for a while makes them a lot better. Generally, a good idea and some hard work will leave you with a product from which something can be culled, no matter how bad it looked the first time. I consider working with â€Å"failed† stories to be akin to surgery. In the best cases, you can remove the bad bits, nip and tuck the ordinary stuff to make it look really good, and cover up the results with a flap of style that leaves only the faintest scar to show how that anything serious was ever done. In the worst case, you’ll have to admit that the patient is terminal and start thinking about organ donation. Even Hitler painted roses, and even the worst piece of writing has something artful. Get out your scalpel (The computer is invaluable for this†¦copy and paste work with a separate file for salvaged bits) and find the good lines, the scenes that work, the snappy dialogue. Even if the story itself can’t be salvaged, you can take the best parts and use them later. Drop an evocative landscape from a dead story into a novel you’ve been stuck on, or transplant a mouthful of a vanished character’s dialogue into a poem you’re playing with. Nothing is a completely lost cost. In summation, those authors who claim not to edit their work fall into three categories. Those whose work is edited by others, those whose work is not as good as it should be, and those who are lying. Don’t be any of these. Instead of admiring your favorite renegade writer who never revised their work, mourn for the much better work you’ll never see due to their hubris. That said, I still hate actually DOING revision, and find it the most difficult part of writing. Research Papers on Why You Return to a Story to ReviseMind TravelStandardized TestingBook Review on The Autobiography of Malcolm XThe Fifth HorsemanTrailblazing by Eric AndersonPersonal Experience with Teen PregnancyRiordan Manufacturing Production PlanThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionHarry Potter and the Deathly Hallows Essay

Wickedness in the tribe of Benjamin

Wickedness in the tribe of Benjamin Free Online Research Papers The last three chapters of the book of Judges contain a very tragic story of the wickedness of the men of Gibeah and the tribe of Benjamin. The tribe of Benjamin was severely punished and was almost entirely cut off from the rest of the tribes. Chapter 19 speaks of a Levite who took to himself a concubine. A concubine was a sort of secondary wife; and that such connections were not disreputable, being according to the general custom of those times. This is seldom practiced today although it is still widely practiced in certain countries. The Levite’s concubine was unfaithful and she returned to her father’s house. Today, the cases of unfaithfulness and infidelity are numerous so much so that it has become something that is not surprising anymore. We hear about it almost everyday ranging from celebrities to neighbors and friends. The host of the place where the couple was staying was willing to make a proposal relative to his virgin daughter in order to defend the guest that was at his home. This also does happen in these days where parents are willing to give up their children whether to sell their son to the slave market or their daughters to prostitute homes in order that they have money. The wicked men want ed to have sex with the Levite man. This shows they were homosexual which is very common today. This phenomenon has become so common that it no longer shock us much when we hear about it. The Levite man took his concubine most likely by force and violence and gave her to them in order to save his body. They raped and abused her all night and dismissed her at dawn. The Levite then took her home and cut her into twelve pieces and sent the pieces to each tribe. This is evidently widely happening in the modern day scenario. There had been too many cases of girls being raped and abused and then murdered just to satisfy their lust. Newspapers these days are full of reports on these gruesome and inhumane acts. At the end of the book the Israelites took a vow not to give their daughters in marriage to the Benjamites. So the Benjamites seized and carried off the women who danced at the feast and the women became their wives. This is hardly practiced these days because there aren’t many vows whereby a woman shouldn’t be given into marriage to a certain tribe or race. Research Papers on Wickedness in the tribe of BenjaminCanaanite Influence on the Early Israelite ReligionPersonal Experience with Teen PregnancyTrailblazing by Eric AndersonEffects of Television Violence on ChildrenHonest Iagos Truth through DeceptionHarry Potter and the Deathly Hallows EssayHip-Hop is ArtThe Spring and AutumnThe Effects of Illegal ImmigrationBook Review on The Autobiography of Malcolm X

Capstone IP 5 Research Paper Example | Topics and Well Written Essays - 1250 words

Capstone IP 5 - Research Paper Example ess mainframe, as well as distribution of infrastructure for information technology applications, since the time of their security product spin off into Total Defense (Ambos, Andersson & Birkinshaw, 2010). Therefore, the company engages in IT management software and solutions, and it facilitates optimization of IT by their customers with the aim of achieving enhanced business results. The company’s goal is to become a strategic partner upon whom the customers can rely as far as the adoption of new technologies is concerned, and at the same time, realize maximum value from the existing investments in IT (Ambos, Andersson & Birkinshaw, 2010). In this respect, therefore, the company has sought to employ a customer-centric strategy where the customer is at the center stage of the business, in which the company believes it can best achieve its goals. With this, the technical support of the CA Technologies has been made the lynchpin that helps the customers realize maximum value of the CA Technologies investment (Ambos, Andersson & Birkinshaw, 2010). The International Business Machines Corporation (IBM) is a multinational corporation for technology and consulting based in the United States. The company deals in manufacturing and marketing of computer software and hardware, in addition to offering infrastructure, consulting and hosting services in a wide range of areas, beginning from the nanotechnology to mainframe computers (Kane & Alavi, 2007). IBM boasts of over 12 research laboratories all over the world, and is also the leading company in patent generation for over 20 years. New services and products are important to the performance and survival of any organization. The introduction of new products, as observed by both IBM and AC Technologies, enhances the firm’s ability to meet the new demands on the market and facilitate the establishment of new generations of technology (Ambos, Andersson & Birkinshaw, 2010). A major logic within innovation in these

Impact of social media on project stake holder management Research Paper

Impact of social media on project stake holder management - Research Paper Example It forms an important part that leads to smooth completion of the project that has been undertaken. This is a very important discipline that is mostly addressed by successful people they believe that the opinions and ideas of these stakeholders are very much fruitful for the overall project development and in the majority cases leads to the success of the project rather than failure. There are various reasons that lead to failure of a project; however, the factor that is taken into consideration in this research study is the communication factor. An effective communication platform and coordination are the most important pillars of stakeholder management. As the stakeholders need to be aware of every possible detail of the project so that they are able to contribute towards such project so that it results in a success. Social media in the present scenario is not only bounded within Facebook, Twitter, etc., but it has proved itself to be a beneficial tool when there is a requirement t o improve upon the level of communication amongst the team members and also amongst all the other stakeholders who play an important role in the success or failure of a project. There are various approaches in social media platform that helps in enhancing communication and applying such principles in a project helps to manage effectively the stakeholders, facilitates better collaboration, beneficial for problem-solving. Social media as a model helps an individual to focus on how information is being shared, used and aggregated.

Views of Hobbes, Locke and Rousseau Essay Example for Free

Views of Hobbes, Locke and Rousseau Essay Thomas Hobbes, John Locke and Jean-Racques Rosseau were philosophers who stated their belief of human nature and how we should govern mankind. Although Rousseau was born a different time than Hobbes and Locke, they all had a very strong influence on the way governments should function. They created a revolutionary idea of the state of nature, the way men were before a government came into play. Each philosopher developed guidelines and responsibilities that the government is obliged to. Although proposing different views and ideas, they all contributed significant ideas to society. Thomas Hobbes, Jock Locke and Jean-Jacques Rousseau all differed on their views of government. Thomas Hobbes described the state of nature for man is nasty, brutish and short. In order to escape this, people must give up freedom to receive peace and order by the protection of the government. Hobbes believed in an absolute monarchy. Order could only be established with a ruler holding absolute power. The state was there to prevent people from attacking and killing each other. His structure of a government was to prevent chaos and violence. Just like Hobbes, John Locke believed there was a need to establish order; however, he saw a different way to achieve this. He had a more optimistic perspective on human kind. People should give up some rights to attain protection, like Hobbes outlook of the social contract, but if the government does not fulfill its duty, the people must change it. Rebellion was only justified if the ruler lost the consent of his people. Hobbes believed that it was never justified. John Locke believed in any type of representative government such as a republic, constitutional monarchy or democracy. Jean-Jacques Rousseau had been considered by some the prophet of democracy. Rousseau believed in the General Will, the decision of the majority, because what is best for all is best for an individual. He said people enslaved in the law. All rights of people are given up to the General Will in order to be incorporated through the legislature. The state is there to enact the General Will. Society embarked on with the state of nature. The English Civil War was influential to Hobbes and Locke. It made Locke object violence. Hobbes believed that to put an end to the war, an absolute monarchy must be established. Rousseau was influenced by emotion and not reason. This was the origin of Romanticism. The three philosophers vision of the state of nature was contrasting in terms of things like property and freedom. Hobbes believed that man was essentially evil, bad and corrupt. His view of depravity of human nature was influenced by the English Revolution. He believed that humans would constantly fight if left alone, especially over property which was a limited source that was competed for. Thomas Hobbes essentially believed that humans were not good and order was established by depriving humans of their rights and freedom. According to Hobbes, state of nature was state of war. John Locke believed people were born with a blank slate or mind and their surroundings and environment made them good or evil. Like Rousseau, Locke believes that people are equal, not in ability but in rights. People are born entitled to natural rights, life liberty and property. He stated, Man is born free, and everywhere is in chains† was said by Rousseau. He also thought that men were born free and are good and that it is society that is corrupt. In order to accomplish this objective, society must eliminate all titles. His understanding was that the title of nobility should be abolished. Noble savage was a concept he admired very much. Humans are just like any other animal. These philosophers agreed that things must be sacrificed to advance society. Despite their differences, Hobbes, Locke and Rousseau could all comply that Government should not be through the Church. This contradicted the concept of Divine Right, which is the belief that a monarch received their power only from God. To determine what society should be, a clean slate was needed which included freedom of religion. Thomas Hobbes believes that the state must be only one religion in order to be united. John Locke declares that the state should have religious toleration. Rousseau does not repudiate God but is disgusted with religion, especially Christianity. Hobbes, Locke and Rousseau all acknowledge that before men were to govern, we lived in a state of nature. They all constructed their own adaptation of what a government should be and how society should work. All of them recognize that the government should not be through the church and differ on human nature and the form of government. Their ideas were inspiring and spread to many places constructing new governments. Hobbes, Locke and Rousseau were revolutionary.

The Impact of Localization on Logistics and Employment along U.S Border

Globalization is often seen as an unstoppable, irreversible force. Analysts contend that trade between nations can only expand spatially and can only grow in complexity. By all measures, this perspective is largely accurate. However, the case of NAFTA and the impact it has had on trade in the U.S and its neighbours serves to show that the spatial expansion of trade between nations is not inevitable. We may call this focus on enhancement of trade between neighbouring countries â€Å"localization†, as opposed to globalization. This paper shows how the flow of trade between the Orients and the U.S shifted closer to home, to Mexico. It also shows the impact this shift has had on shipping and employment in the U.S states that border Mexico, as well as on Mexico itself. U.S-Orient Flow of Cargo Traffic As of 2012, two ports that were relatively mid-sized only two decades earlier had grown into the busiest in the country, El Paso, in the State of Texas, handled $65 billion worth of cargo during the first three quarters of 2012, while Laredo Port, also in the same state, handled $172.5 billion. This was not always the case; as of 2004, it was ports in Los Angeles, California, that handled the largest volumes in the U.S, catering to more than 7.3 million containers in that year. Los Angeles was followed not far behind by Long Beach ports, which together took care of 5.8 million containers. Taken together, in 2004 Los Angeles and Long Beach handled 68% of cargo traffic in the whole of the West Coast. The large volumes handled by these ports in the West Coast can thus be attributed to the long growth in trade between the U.S and developed Asian economies such as Japan, as well as emerging economies such as Singapore and China. As the globali... ...unta colonet multimodal project in baja California† (Dec 2009), in Border Brief, Univ. of San Diego Press. Heineman, B.W (2008). Wal-Mart’s Massive Bribery Scandal: What Happens Now? Harvard Business Press. Web. Lawrence, C. I-69 Project Overview. Retrieved 26th March 2014. Web. ONESCU: Multinational Corporations and The Global Economy, Retrieved 24th Mar 2014. Web. Rena, R. Impact of WTO policies on developing countries: issues and perspectives. Transnational Corporations Review (Canada), (2012)4(3):77-88. Web. The United States Bureau of Transport Statistics. Border Crossing Data – U.S-Mexico. Retrieved 26th March 2014. Web. Vogel, R.D. â€Å"The NAFTA Corridors: Off-shoring U.S. Transportation Jobs to Mexico†, in Monthly Review (Feb 2006), 57(9). Trujillo, L. Privatization and Regulation of the Seaport Industry. Retrieved 26th March 2014. Web.

Haruki Murakami’s Short Stories Essay

Haruki Murakami pens many a short story about a disenchanted character walking through life without much of a reason to be there. His protagonists share a sense of isolation from the other characters; their siblings, significant others, parents and coworkers all fail to get through to them in their different quests to find answers to life’s most important questions. Example: why did a strange man appear at the foot of my bed and lead to my eventual inability to get a good night’s sleep? The literal isolation of the characters from meaningful relationships creates an overarching sense of isolation in the mood of the stories, making the reader too feel as though no one understands them. The protagonists of each of Murakami’s stories share a sense of loneliness and disconnect with the people around them. In â€Å"Sleep,† the protagonist is a woman who has inexplicably lost her ability to sleep. This leads to her discovery of her disinterest in her life. The mundane aspects of her marriage, her relationship with her son, her duties in her everyday life, all become suddenly and horribly apparent to her. However, she does not feel propelled to tell her aforementioned husband or son about her problems with sleep. â€Å"Neither my husband nor my son has noticed that I’m not sleeping. And I haven’t mentioned it to them. I don’t want to be told to see a doctor. I know it wouldn’t do any good. I just know. Like before. This is something I have to deal with myself. So they don’t suspect a thing.† This inability to share experiences with family members illustrates the general attitude Murakami creates within his stories. Obsession with things separate from the self is very apparent in Murakami’s work. â€Å"The Kidney Shaped Stone that Moves Everyday† is a short story in which the protagonist himself is a short story author. Junpei’s own life experiences, in particular his father’s advice that only three women in a man’s life have real meaning to him, informs a story Junpei himself writes, about a doctor who finds a stone that eventually overtakes her life: â€Å"She is engaged in hurried coupling with her lover one evening in an anonymous hotel room when she stealthily reaches around to his back and feels for the shape of a kidney. She knows that her kidney-shaped stone is lurking in there. The kidney is a secret informer that she herself has buried in her lover’s body†¦ The lady doctor grows gradually more used to the existence of the heavy, kidney-shaped stone that shifts position every night. She comes to accept it as natural. She is no longer surprised when she finds that it has moved during the night†¦ After a while, it becomes increasingly difficult for her to take her eyes off the stone, as if she has been hypnotized. She gradually loses interest in anything else.† These excerpts from the story illustrate Junpei’s inability to rid himself of the advice given to him from his father, and in a way illustrate a person’s inability to let things go, how small things like stones grow to large sizes inside of us, and when we try to cast them away, it is not always easy to rid ourselves of them. â€Å"Having cast away the stone, she feels a new sense of lightness. The next day, however, when she goes to the hospital, the stone is on her desk, waiting for her.† This metaphor is a two-layer cake (excuse the metaphor to explain a metaphor!) in which the top layer is, of course, Junpei’s inability to let go of his father’s possibly misguided advice, and the bottom layer is our culture’s inability to unplug the phones, and get off the internet. Social networking digs inside of humanity to create a deep addiction that cannot simply be cast away. Nearly all of Murakami’s stories use a sort of emptiness in the life of his characters to show the effects of the narcissism of the modern age on people and their loss of faith, disconnection from family and friends and the general sense of loneliness. The isolation in Murakami’s work is an elegant metaphor for the isolation social networking creates in modern day society. The hilarious juxtaposition between being just the touch of a button away from someone, whilst being incredibly far away from them at the same time, is shown in Murakami’s character’s inability to truly connect with his or her families. This loneliness and disconnect is created by showing a deep-set misunderstanding between the characters and those around them. In â€Å"Sleep† the protagonist feels unable to share her problems with her family partly because of the fact that previously, people did not notice her going through major turmoil, â€Å"I lost fifteen pounds that month, and no one noticed. No one in my family, not one of my friends or classmates, realized that I was going through life asleep.† She believes that her family truly will not notice, or understand her predicament. She does not want to go to a doctor, because she believes her problem to be something she must go through alone. While this belief that she should not see a doctor could arguably be seen as misguided, it stems from the sense of isolation she already feels from the world. In a certain way this character is invisible to her family. They see her everyday, they quietly appreciate the meals she prepares for them, how she keeps the house for them, but they do not understand the deeper aspects of her personality, or so she feels. The protagonists in Murakami’s stories often feel as though no one in their lives truly knows them, or understands the way that they are feeling. The elegant metaphors in Murakami’s stories hit readers where we least like to be hit. They outline the aspects of our culture’s narcissistic obsessions with the self. Self help books, carefully, obsessively groomed profile pages, meticulously managed comments, and continuously growing corporations all geared towards making a better ‘you.’ For this essay I specifically addressed two of Murakami’s stories, â€Å"Sleep† and â€Å"The Kidney Shaped Stone that Moves Everyday.† These two stories exemplify the aspects of isolation in Murakami’s work, and how that isolation bakes the double layer cake, with the top layer the general goings on in the stories, and the bottom layer the overarching themes of narcissism, and cultural collapse. Pessimistic viewpoint and objectifying attitude towards women aside, Murakami weaves a tight tapestry that is certainly beautiful to look at.

Inclusive teaching and learning Essay

Organisations working within the learning and skills sector face increasing challenges as the UK becomes more diverse and multicultural. Differences are an asset and a diverse learner body and workforce enrich an organisation. However, misunderstandings, negative attitudes, or a lack of awareness, understanding and effective communication can all lead to segregation and underachievement. The aim of this CPD builder is to raise awareness of the inclusion challenges in organisations, and provide ways of meeting those challenges. You might like to use the Small steps – big difference tool to help you identify the challenges most relevant to you. In this CPD builder you will find a wide range of information and guidance on inclusion in the form of research, checklists, case studies, good practice advice, videos and activities. There are suggestions of how you can use each resource for CPD to ensure that inclusivity is embedded into all activities and goes further than a ‘tick box’ approach, alongside prompts to help you reflect on your current practice. The resources use a variety of pedagogy approaches but those most frequently referred to include using e-learning and technology, differentiation and assessment for learning. The learner voice is a crucial aspect in promoting inclusivity as it requires listening to learners’ opinions and involvi ng them in planning – you should consider how the resources can help you do this. Exploring these resources and using and adapting the ideas they suggest will help you to: ensure no learners are isolated or marginalised through language, culture or any other difference that may influence thoughts and actions or form a barrier; work towards eliminating discrimination and harassment;  recognise and accommodate learners’ individual needs;  ensure that all learners have equal access to the curriculum; explore how the 10 pedagogy approaches can promote understanding about inclusion and inclusive practices. Please note: The term ‘inclusion’ has been used in most instances, however ‘diversity’ has also been used when describing actual individual and group differences, particularly relating to cultural diversity. Objectives After using this CPD builder, you should: be able to relate the ideas to your own experiences and inclusion challenges in your organisation; be able to recognise how different pedagogy approaches can spread awareness and accommodate learners needs; and be able to evaluate the usefulness of the resources to your own practice and CPD. Skills I will need to ensure my practice is inclusive The ability to work with colleagues to review the inclusion challenges in my own organisation. The ability to plan sessions that promote active learning and provide assessment opportunities that are accessible to all learners. The ability to develop materials and resources that are accessible to all learners and accommodate their needs. The ability to identify the varying needs of learners and to provide the support or adjustments necessary. Knowledge I will need to ensure my practice is inclusive An understanding of the range of inclusion challenges for teachers, managers and learners. An understanding of the strategies, tools and pedagogy approaches that support a whole organisation approach to inclusivity. An understanding of the materials and resources that enable equal access to learning and assessment and how to adapt them. An understanding of how learners can take responsibility for their own learning. Activities Support for your CPD You can work through the ideas in the CPD builder on your own but you are likely to find it more enjoyable and challenging if you seek the support and involvement of colleagues. There are also lots of sources of further information and guidance you can draw on to help you make the most of the experience. Explore some of the options in the list above. SLC or ALC, E-Guide or e-CPD Professional Development Adviser Your Subject Learning Coach (SLC) or Advanced Learning Coach, E-Guide or e-CPD Professional Development Adviser, or staff with a similar role within your organisation, can support your professional development. They can help you to identify the right CPD builder for you, work your way through the activities you select, and reflect on what you have learned. If e-learning is an area where you particularly want to develop your practice, make  contact with your E-Guide or e-CPD Professional Development Adviser. They have a specific remit for supporting colleagues in their use of technology. It may be that your organisation shares one of these roles with a neighbouring provider. You can also work informally with colleagues in your team. Look out for face to face or virtual networks of colleagues with similar interests to your own.  Learners can contribute to your professional development. Involve them as you plan, try out and evaluate new approaches. They are the experts on their learning and insight into what works well can help them as well as you. Supporting your CPD Look at the activities and tools in the Supporting your CPD area of the website. You can use the CPD activity: Small steps – big difference to review your current practice and identify areas for development. As you reflect on your professional development needs and experiences, refer to the reflective tool: Putting CPD into action. This can help you put together your CPD plan and consider the evidence you might look for. Documents in the CPD library can help you as you try out and evaluate new ideas that you have discovered through CPD builder and record the outcomes for your CPD portfolio. You could: devise a Supported experiment using the downloadable guidance notes and form find out more about Action research and how it can contribute to your professional development investigate Peer observation or Teaching squares as ways of working with colleagues to develop your practice. Institute for Learning website For more information about your CPD and the professional registration requirements for teachers in the learning and skills sector, visit the Institute for Learning website at www.ifl.ac.uk You may also want to explore: the different types of CPD activities you could undertake and how the CPD builder can contribute to your professional development plan  how you can use the Institute for Learning tool REfLECT to record your activities and reflections in your personal learning space. Support from LSIS’s Teaching and Learning Programme Subject Learning Coaches (SLCs) and Advanced Learning Coaches (ALCs) supporting coaching activities play a central role in LSIS’s Teaching and Learning Programme. They support individuals, teams and organisations to release their potential. Find out who the SLCs and ALCs are in your organisation and ask how they can help. Coaching has been shown to have a positive and lasting impact on practice. Find out more about the Professional Training Programme (PTP) for SLCs at www.subjectlearningcoach.net Coaches participate in regional Subject Coaching Networks and other peer and community activity such as virtual networks and action research projects to collaborate, bring and exchange ideas and resources developed within their organisations. Any teacher can attend a Subject Coaching Network so ask your SLC for details of the next network in your subject area or visit the website at www.subjectlearningcoach.net/events.aspx Managers’ Engagement and Support Programme The support of senior managers is vital to the successful deployment of SLCs in your organisation. Find out more about the Managers’ Engagement Support Programme (MESP) at www.subjectlearningcoach.net/managers_area/index.aspx If you are a SLC or ALC with a management role, you may want to take part in the MESP and exchange ideas on what you can do to support CPD across your organisation. Effective teaching and learning Teaching effectively and facilitating effective learning requires the use of a range of different but mutually supportive pedagogy approaches. The resources in this topic will take you through the pedagogy approaches and how they can support inclusive teaching and learning, prompting you to reflect on your own practice. These resources can be used individually or within a group CPD session to explore in depth the approaches you might use with learners and to understand more about why and how they work. To develop your skills and understanding in the use of technology to enhance learning, join the eCPD programme and explore the online learning space were you will find teachers sharing their ideas and experiences. Through using inclusive teaching and learning approaches you can support learners in overcoming barriers and achieving their full potential. By listening to learners and encouraging them to take greater control of their own learning you can support progression and help them become expert learners. This topic also provides information about using case studies effectively, which can be a useful tool in promoting inclusivity. These activities can contribute to meeting the Institute for Learning (IfL) 30 hours (or pro rata) continuing professional development (CPD) requirements and can be related to the personalised elements in the professional formation framework to provide supporting evidence of self-evaluation, teaching and learning and subject currency. Developing the expert learner This flexible, generic resource uses a range of learner settings, including prison and work-based learning, to illustrate different aspects of Developing the expert learner under three key strands of: Learner voice; Learning how to learn; and Assessment for learning. The video clips included in the resource provide examples directly relevant to aspects of inclusive teaching and learning, such as age and faith. Becoming ‘expert learners’ enables learners to take greater control of and responsibility for their own learning. Set up a group CPD session using the ‘learner journey’ resource in the ‘Getting started’ section. Try out the two activities in small groups. In what way might inclusion issues have an impact on the development of expert learner characteristics? How can you promote the development of these characteristics? Can you imagine any scenarios where expert learner characteristics might help to break down barriers to learning? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Using pedagogy to promote inclusive learning These three resources focus on how different pedagogy approaches relate to inclusion and can help promote an inclusive learning environment. Through using these alone or with colleagues you can review how well inclusion is embedded into your practice, and how your organisation can embrace inclusion more fully. The resources will also give you ideas for enabling learners to extend and take responsibility for their own learning. The resources Introducing the 10 pedagogy approaches and Talking teaching, training and learning explore each of the pedagogy approaches and how they can be used. You can also download a set of cards that go into detail about each approach and include suggestions for using the cards individually and with colleagues. The Equality and diversity quick start guide shows how the approaches can be used to promote inclusion. Explore each pedagogy approach and reflect on your own practice. What new approaches could you adopt? How could you use co-operative learning to help prepare learners for job-based team working? How thoroughly do you plan your lessons and how much do you involve learners in planning their own learning? In a CPD activity with colleagues share ideas for setting ground rules or modelling acceptable behaviours to promote inclusivity. Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Effective teaching and learning toolkits The Effective teaching and learning area of LSIS’s Excellence Gateway contains a number of toolkits that can support your practice. The Planning toolkit will help you to understand how to plan sessions and courses effectively with both colleagues and learners. It also explores how to support learners’ planning skills and ways in which you can help them to develop expert learner characteristics. This toolkit will support your use of the resources in the ‘Session and course planning’ topic. The Case study toolkit will help you explore how and when to use case studies to promote inclusive teaching and learning. Case studies help learners engage with real issues and can promote positive attitudes and behaviours. The Effective questioning toolkit focuses on ideas to help you develop your own questioning strategies to identify learners’ needs and use different assessment techniques. The toolkit will also help you support learners in developing their own questioning strategies. These three resources include videos, questions and activities and will help you to understand: why planning is an essential part of successful course delivery and how it can promote individual and whole organisation approaches to inclusive teaching and learning; what is mean by ‘case studies’, the positive impact of using them and how to design effective case studies; why, when and how to ask questions to promote learning and support inclusivity. Explore the resources on your own or with colleagues and consider how you could these approaches in lessons or assessments to promote inclusive teaching and learning. Discuss how effective planning can impact inclusivity. How can you ensure case studies meet the needs of different learners? What pedagogy approaches do you think using case studies and a range of questioning strategies support? How can you work with colleagues and learners to plan inclusive activities and sessions? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflection on progress. An introduction to inclusive teaching and learning The challenges in ensuring that teaching and learning is inclusive relate largely to the complexity and the number of issues that teachers, managers and organisations need to be aware of in order to meet the needs of all learners. The resources in this topic include specific guidance on disability, learning difficulties, ethnic, cultural, religious and social diversity, gender, age and sexual orientation issues. They also provide guidance on using the 10 pedagogy approaches to promote inclusion, and putting organisation-wide policies into practice. The varied nature of the resources provides a wide range of material to stimulate your thinking and enable you to benefit from others’ experience. Videos show teachers, managers and learners explaining their own inclusion challenges and how they are resolving them, giving you an opportunity for  modelling. Case studies explain how good management and teaching practice aids inclusion in other organisations, and provide ideas you can adapt to suit your own circumstances. Research reports, checklists and detailed guidance offer a menu of suggestions for you to adopt. Using the CPD model of analysis, action and reflection, explore individually or with colleagues those resources which relate to the inclusion issues that currently exist in your organisation. Putting these ideas into action with your learners or colleagues through a structured Action Plan and Reflective Log can contribute to your 30 hours (or pro rata) CPD requirement and can be related to the personalised elements in the professional framework to provide supporting evidence of self-evaluation, professional development and reflective practice. Promoting equality and diversity The Promoting equality and diversity resource offers tools to help you review how well you and your organisation promote equality and inclusion. They will enable you to find new activities and encourage your organisation to fully embrace an inclusive approach to teaching and learning. Individually, use the Equality and diversity pro forma to examine your own practice and your organisation’s approach to inclusion. Next, set up a group CPD session with colleagues to discuss these issues and share ideas about approaches to help improve your practice. In small groups use the prompts in the Help sheet to stimulate discussion. The Help sheet is divided into: what you should know about your learners; the difference between differentiation and inclusion; strategies for teachers, managers and whole organisation approaches; and terms and definitions relating to inclusion. What strategies could you adopt? How can you ensure that you are promoting inclusivity rather than just differentiating between learners? In a CPD activity with colleagues, share ideas for inclusion-based ground rules or ways of modelling acceptable behaviours. Use the resources as a discussion prompt to learn from each other and to agree organisation-wide improvements. Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Encouraging inclusive teaching This seven-page OFSTED document shows how inspectors assess the impact of a school on community cohesion. The General Teaching Council (GTC) website presents research and case studies on inclusion of learners from different religious, ethnic and social backgrounds, plus further ideas for self-reflection and classroom activities around increasing inclusion. These resources will give you valuable background information on experiences in schools in multi-ethnic and multicultural communities, show you what to aim for, and prompt ideas for ways of enhancing inclusion in your organisation. Whilst these resources are school based, they include useful lessons for the learning and skills sector. Discuss with colleagues what is meant by ‘Community cohesion’, remembering that effective community cohesion embraces all strands of equality and diversity. Consider carrying out a survey of cultural diversity within your organisation and the local community, creating a plan for using this data to promote inclusivity. Consider what impact your organisation is making on the community. How could you use co-operative and experiential learning approaches to enable learners to share personal experiences of cultural, faith and race diversity and social exclusion? How can you ensure all learners are included in all activities? How could you  promote inclusion by embedding language, literacy and numeracy? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Exploring diversity in the classroom This collection of three resources gives you tools and techniques to explore inclusion in the classroom and ensure learners’ needs are accommodated, plus suggestions for your CPD. The QCA Inclusion resource contains guidance and case studies about diversity and inclusion within the curriculum, under headings such as ‘Race, ethnicity and English as an additional language’ and ‘Gifted and talented’. There is also a ‘Respect for All’ audit tool. The Teaching, learning and assessment resource provides a number of downloadable documents including checklists and good practice guides. There is a specific section on ‘Disclosure, Confidentiality and Passing on Information’ which supports dealing with disclosure in a sensitive and effective way. The Making SENse of CPD resource shows how schools are using CPD to meet the needs of all learners including those with special educational needs. Use these resources to audit your practice. Develop curriculum-based activities with colleagues to address inclusion issues relevant to your organisation following the guidance to help you put ideas into practice. Reflect on how well you provide differentiated support, adjustments, access to the curriculum and assessment for learners. What barriers to learning might your learners encounter? How can you use experiential learning to help learners share cultural, religious and other experiences? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.

Popular music essays

Popular music essays Popular music at the moment, reaches many of us through the medium of music videos. There are various types of video channels, such as MTV, VH1, The Box, etc. These video channels now have off-shoot (subsidiary) channels such as; MTV2, MTVBase, VH2, etc. These music video channels exhibit specific music videos. Different bands appear on different music channels. Seven bands that you would find regularly represented across these channels are; (1) Westlife-MTV Liberty X, Westlife and Busted have a general pop appeal. They are aimed at a young, even pre-teenage audience. The Beatles however, is aimed at the middle age group as well as the teenage age group. Besides the bands, there are individual stars who promote the pop-star image for example Britney Spears. Pop-stars have strong cult-followings such as; Groupiesstalkersfans, whole spreads on magazines like HELLO, paparazzi, fan clubs, etc. Different genres of music attract different audiences. Such as; Rap-Youths Different genres promote different stereotypes. These stereotypes reinforce existing beliefs and attitudes. For example, if you are a Christian, you may like Gospel music. Peoples culture is often reflected in their choice of music. In the 1950s, when pop music started, there was little stereotyping. People stereotyped Elvis Presley, The Beatles and Rollin Stones together in the genre Rock n Roll. Now, we wouldnt even dream of stereotyping them together. We would place them into different genres. Now, stereotyping has become an issue in the pop world, if a new pop group comes out, we have to stereotype them into a particular genre. Genres now portray a uniformity. By this I mean, genres have a standardized type of attire (costumes) worn andor objects. Take for example, rappers. Rappers standardized uniform is jogging bottoms and maybe a vest or a t-shirt (depending on the weather). Other examples are; Classical m...

Significance of Minor Characters in a Separate Peace Essays

Significance of Minor Characters in a Separate Peace Essays Significance of Minor Characters in a Separate Peace Paper Significance of Minor Characters in a Separate Peace Paper One of those aspects is Its use of minor characters throughout the book. The books minor characters are what make up a lot of the book. They are the characters that affect and help develop the mall characters, Gene and Finny. The reader Is able to find out how Finny Is able to handle situations when Mr.. Prudhoe confronts Gene and Finny on their dinner absences. You get a better idea of Fannys character when he goes for tea with the head master, Mr.. Patch-Withers, wearing the school tie as a belt. You see how Cheat Douglas affects Genes studying habits when Gene finds the need to try and beat Cheat in school marks. And you also get a deep understanding of Genes emotional side when he runs away from Leper and his flashbacks of being at the military. In the beginning of A Separate Peace, in the summer session at Devon School, there was the substitute dean, Mr.. Prudhoe, who checked up on Gene and Finny at their dormitory to find out why they missed dinner once again. So to avoid any trouble, Finny smooth-talks his way out of the situation by explaining that they were repairing for the draft. This seems Like a fairly unimportant part of the book, but It does show you how Finny handles such situations. Most people would be nervous and not able to come up with an excuse, but Finny is able to quickly and slickly, dissolve the situation. Later in the book, we discover a little bit more of Finny when he gets dressed for tea with the substitute school head master, Mr.. Patch-Withers and uses the Devon School tie as a belt. Finny, using the school tie as a belt indicates boldness and ingenuity and that he doesnt always stick to the rules. Later, when Finny and Gene are actually meeting with Mr.. Patch-Withers, again you see Fannys expertise in handling stressful situations as you see Mr.. Patch-Withers contempt of Fannys inappropriate action. There Is also Dry. Stanhope, who Is the only link between Finny and Gene during Fannys time away with the broken leg. Dry. Stanhope was the one who told Gene about how Finny wont be able to play sports ever again because of the leg injury. With that information, it pretty much changed the way Gene thought of Finny throughout the rest of the book. Later in the book, after Finny falls down the steps of the school hall, further breaking his leg, it was Dry. Stanhope who came for help. He took Finny in his car and drove him to the infirmary. And finally at the near end, it was Dry. Stanhope who broke the terrible news of Fannys death to Gene. This pretty much helped bring the book to its end, and as well help show more of Genes character. There are also the characters in the book who are a bit more involved. When Gene came up with the Idea that Finny was making him do all these activities with him, Just o bring his grades down, Gene became stronger In his studies. At that point, Gene took two factors In his need to excel In school. One was his anger that Finny did that to him and also Cheat Douglas, who was Just as a good student as Gene. And so Cheat had a profound effect on Genes life at that time because his studies at that time were pretty Important. There are also some more important minor characters like Leper and Brinier. Brinier probably brought the most significance to the book, mostly by stirring up further controversy with the whole Finny leg injury incident. In the middle of the book, when Gene comes back from the break, Brinier Jokingly accuses Gene of trying to kill Finny and later on at the near end of the book, Brinier takes Gene and Finny to the schools hall for a mock trial on Fannys fall. Thats where pretty much everything falls apart with Gene and Fannys relationship kind of breaking apart and Fannys cause of death. Leper, like many of the other characters helped further show Genes traits. When Leper asked Gene to come over his house, after Leper had been charged form the army, Leper talked to Gene about his experience. After Leper told Gene about him imaging the generals head replaced with that of a womans, Gene ran away disgustedly. In closing, this book shows how minor characters help develop other characters traits, how they change the major events and minor events as well. Though they have less of a value as the main characters, they do contribute a lot to the whole book. And not only that, it adds something to the book. Can you imagine a book with two characters?

Globalisation and Integration (clothes industry) essay Outline

Globalisation and Integration (clothes industry) essay - Outline Example disinterest, imbalance in the economic structure and downfall of local industries often remain unnoticed in the race of trendiness and fashion craze in the clothes industry (Graziani, 1998). Globalization and integration in the cloth industry has pushed back local manufacturers of textile products and has also augmented the trend of child labor in the development countries (Ramdass & Kruger, 2011). Tough, the evolution of technology and trade liberalism has benefited many companies, but there always remain a darker side of it which should be addressed to make it a truly beneficial industry for small enterprises and individuals too (Graziani, 1998). A common practice today in the cloth industries is the use of media for brand promotion. This is also the fruit of globalization and integration in businesses, which has shown enormous tools to reach the market first. This has increased customer awareness about all latest brands and design in the market and has given more flexibility in customer’s choice. Moreover, companies have been able to market internationally due to the technological enhancement which brings all the people at one common platform (Jan, 2009). The use of billboards’ advertisements and promotion through magazines, and social media gives more hype to the brand name and builds customer motivation. However, the matter of concern arises when the company charges extra to customers for covering their heavy expenditures of marketing and advertisements. Therefore, the same quality of product is then available at much higher prices than its actual cost (Jan, 2009). Taking parallel the rising competition in the market, companies cannot keep a big margin of profit in their textile products and thus chooses ways of child labor and minimal health precautions to reduce their overall expenditures. The term relocation has become very common in the cloth industrial, where a company takes services from developing and low economy countries for cheap labor

Private healthcare vs public healthcare in the US Essay

Private healthcare vs public healthcare in the US - Essay Example Why Universal Healthcare Vouchers Is the Next Big Idea talks about the benefits of private healthcare over public and expresses the opinion that in the nearest future there will be no public health services at all. How will it work He explains: "Every household in America will receive a voucher entitling its members to enroll in a private health plan of their choice. All plans will be required by law to guarantee the basic features of what most Americans now receive from their insurers: doctors' visits, hospitalization, pharmaceuticals, and catastrophic coverage" (Emanuel 2005) Healthcare costs are rising dramatically and as the result the employers have to reduce the benefits offered to their employees because the healthcare expenses are too high. "By 2008, the country will spend more insuring retirees than on defense. By 2020, Medicare will gobble up 5 percent of the GDP" (Emanuel 2005). The private healthcare is not perfect as well. And it should be reformed in the future. Emmanuel is confident that the new system will be much better for several reasons: "First, it should cover every American, no exceptions. Second, it should pay for covering those who are currently uninsured by cutting waste, not by increasing the total amount our country spends on health care. Third, it should hold down the rate of increase of future health-care costs. Fourth, it should give Americans more choice of health plans, not less. Fifth, it should make our economy more productive, not less. Sixth, it should reduce, not expand, government bureaucracy" (2005). Private delivery system, Emmanuel continues, should not be changed and health insurance companies would continue to "contract with physicians, hospitals, rehabilitation facilities, pharmacies and other providers for services to the individuals who enroll in their plans" (2005). Public healthcare is much cheaper for consumers but the government will not be able to handle all payment, especially taking into account the aging baby boomers generation. Mintz does not support the claim that private healthcare provides less and less quality at the higher and higher costs. His opinion on the issue is similar to Emmanuel's and he as well has outlined the system that can make private healthcare more effective and calm down the supporters of public healthcare - "Publicly financed but privately run healthcare for all--including free choice of physicians--would cost employers far less in taxes than their costs for insurance. Universal coverage could also work magic in less obvious ways" (Mintz 20 04). Under the current public healthcare system the healthcare coverage decreases dramatically - fewer people are able to receive the service when they need it. The answer to the problem is more obvious that it might appear - the creation of the universal private healthcare. In the year 2001 the healthcare expenses have "accounted for 13.9 percent of US gross domestic product. (It constituted a much smaller share of GDP in countries with universal healthcare, such as Sweden, 8.7 percent; France, 9.5 percent; and Canada, 9.7 percent.)" (Mintz 2004). The healthcare is becoming to expenses for the employers who are forced to cover the healthcare costs of their employees. Therefore, general managers are losing the competitive advantage to foreign companies in the countries where the universal coverage is introduced. People "do not trust the government with healthcare"