Race Without Color Essay

In this article written by Jared Diamond entitled â€Å"Race Without Color†, he explains about the difference of race in humanity and how humans should not be classified that way because there are too many variations. Depending on how a person looks, they would be put into a certain race categories such as â€Å"African blacks,† â€Å"whites,† â€Å"Mongoloids,† â€Å"aboriginal Australians†, and â€Å"Khoisans.† However, this classification of humans only affect how we view others; it does not involve our senses or who we are as a person. This can be discriminating. Anthropologists believe that humans should not be classified into a particular race. There are other ways to group humans, such as natural selection, sexual preferences, and fingerprints. Diamond goes on to explain how confusion may come up in classifications. In the human race, people in different races are visibly different. This also holds true in the animal world. He gives the example of a common bird, the yellow-rumped warbler. The bird’s throat color in the west is yellow and in the east is white. They have different songs and environmental preferences yet have the same name. Racial classification for these two birds is simple; the color of their throat, song, and their environment. However, their differences in these areas lead to different varied offspring. Some traits in animals alternate because of natural selection. Natural selection has to do with the survival in a particular environment. For example the hare who is white to blend in with snow so that it is invisible to predators. As humans, we live all over the world in different areas and climates. We have traits brought out by natural selection to adapt to the area we live in. Our skin color, body type, height, and hair color all play a role in the environment we live in. Thus is why race is not always a good way to describe cultural differences in humans. If we were to classify the human race by this different criteria, it would produce different groupings. Racial classifications are not a good way to describe biological differences in humans. If we were to classify races by body chemistry, it would be different than races defined by the color of our skin. When it comes to skin color, it plays a role in the climate. People look a certain way in certain parts of the world so that they can survive in that particular environment. For example, someone with very light skin would not do well in an environment with a lot of sun. Other traits have to do with sexual selection are our hair, eye color, and other beauty traits play a role in sexual preference. In America today, we don’t dye or hair or change our appearance to survive. It’s to become more sexually attractive. Science does not play a part in racial classification, but the way our body reacts to someone does. There is another way to classify humans and that is by fingerprint. To do this, everyone with the same pattern would be grouped together. However, fingerprints have nothing to do with survival. Fingerprints also have nothing to do with sexual preferences. There is no real function to a person’s fingerprint. There are certain traits in humans that play a function such as the color of our skin for survival. Others have no function such as fingerprints. Particular traits play a role in sexual preference, such as eye color or hair color. Science does not play a role in racial classification, but attraction does. Our body can tell us if we are attracted to someone or not. People now are more varied in appearance. Now, it is unnecessary to rank people with many difference appearances into a racial classification.

Demonstrative Speech Fitness Program

TOPIC: â€Å"Mission H. A. R. D. Body† My Exercise Program GENERAL PURPOSE: Persuade SPECIFIC PURPOSE: To persuade my audience to perform my quick workout program for the amazingly fast and effective results CENTRAL IDEA: My workout program consist of a 15 minute morning and night exercise schedule, focuses on all the major muscle group areas, and includes a simple diet plan that leads to a lean, muscular, and sexy body, fast! INTRODUCTION I. Fellas envision your self with a toned six-pack and muscular physic grabbing all the ladies attention while at the beach. II.Ladies envision yourself looking like this, and think of all the jealous and envious girls who will hate on you because every guy breaks their neck when they see you. III. Hi, my name is Pierre Earlington, and Today I will be talking about a simple diet and exercise program, that will get you in shape, healthy, and sexy as ever in no time. IV. I am an athlete and model that is currently studying to become a personal trainer and have learned the incredibly quick and easy secrets to a sexy and healthy body. V. I will first talk about†¦ a. The scheduling time to perform the workout, . Next I will describe the workout activities to be done, c. And finally I will explain a simple way of dieting to keep your body fatless and looking good. BODY I. Many of us live extremely busy lives racing constantly against time and an increasing To-Do list that seems to never end, leading us to believe that we have no time to fit exercise in our schedule. a. What makes my exercise program so amazing is that it is broken down into two segments, Morning and night. Taking only 15 minutes in each segment, it can fit into anyone's schedule. i.You start by simply setting your alarm clock 15 minutes earlier than you normally awake in the morning ii. And going to bed 15 minutes later than you normally do at night 1. As soon as you awake in the morning. Before you even head to the bathroom to brush your teeth, roll ov er on to that floor, and perform my workout. 2. When you end your day, right before you go to sleep. Hit the floor again and take 15 minutes to do the workout. Think of it as a nightcap. iii. Routinely done your body and mind will get use to this morning and night exercise program, and it will become a habit that you wont even think twice about it. Transition: Now here comes the fun part) II. In my exercise, we are targeting three sections of the body. b. The upper body, which consists of the arms chest, and upper back. c. The mid section, which consists of the abdominals and lower back. d. And finally the lower half of the body, your legs. iv. Now for the upper body we will perform Push-ups. Three sets of three different types that shred the fat from your upper body and leave you ripped. 3. First Set, Regular push ups 4. Second Set, Diamond push ups 5. And the Third set, Wide push ups v.Now the for the mid section and getting that tummy tight 6. First set Crunches. This targets the upper AB section 7. Second set, Leg lifts. This targets the lower AB section 8. Third set, Side crunches on both sides. Love handles, â€Å"Poof be gone. † vi. Finally the lower half, Legs. 9. First set: Lunges 10. Second set, Squats – Fellas this gets the Hamstrings right and ladies this gets that butt tight 11. The final set, Toe raises – This works out those beautiful Calves vii. Guys perform 20-25 reps of each exercise, and increase as desired. viii.Ladies perform 15-20 reps of each exercise, also increase as desired (Transition: Now that you’ve worked so hard for that beautiful body, you want to keep it don’t you? So lets talk dieting) III. There are many questionable diets and theories out there. This Here is the most simplest and effective way to diet. e. Cut out Carbs and excess sugar. ix. Carbs are things like bread, pancakes, doughnuts and etc†¦ 12. Carbohydrates turn into sugar when consumed in your body. 13. Sugar is then converte d into fat. (Transition: I know this may seem like an impossible task since we all love to please our taste buds, but its not that bad. f. Especially because my workout comes with a cheat day. x. One day out of the whole week you are free to eat all the sugar and carbohydrates that you want. You pick the day! (Transition: Your body will still be on the path to becoming marvelous. ) CONCLUSION I. In conclusion, I showed how my workout can fit into anyone’s schedule, II. Described the specific exercises to perform, III. And explained a simple diet to keep you in shape. IV. So ladies and gentleman follow these easy steps, break everyone’s neck, and lets get sexy for the summer.

Brain Death Scenario Term Paper Example | Topics and Well Written Essays - 1250 words

Brain Death Scenario - Term Paper Example The battle intensifies and begins to disrupt the medical and nursing staff. Thesis Brain death is a physiological condition which is underpinned by heavy legal, ethical and medical implications and must therefore be handled with a wholesome and informed approach. Purpose of the paper The purpose of this paper is to discuss the ethical, legal and medical implications that surround brain death, and to divulge on how physicians should handle brain death. a) Ethical Issues Surrounding the Situation One of the ethical issues is that of organ donation or harvesting. The law consents that organs can be harvested from patients who are brain dead, provided that all provisions specified within the law are observed. This is because, brain death can lead to legal death despite the patient’s heartbeats and respiration being sustained through mechanical ventilation, thereby making the sustenance of vital organs for organ transplantation very possible. In this case, it is impossible to carry out organ harvesting since the patient’s brain death has not been conclusively established. This failure to establish the patient’s status precludes the law of any jurisdiction since all laws only give injunctions on where the patient’s status is clear. Thus, whether the patient is an automatic donor or not does not yet apply. In almost the same wavelength, organ transplant cannot be carried out because the consent of the next-of-kin or family members is a prerequisite for organ donation, if the patient had previously not stated his desire to be a donor. Nonetheless, even in this case, organ harvesting and donation will be ethically impossible since the patient’s family members are in total disagreement (Dubler, 2011). Another ethical twist to this matter concerns the scarcity of healthcare or medical resources. Because healthcare or medical resources are scarce and barely able to satisfy its large demand, there is pressure that such resources are extend ed to only viable cases. It is against this backdrop that brain dead patients who are non-organ donors are disconnected from the ventilator and drug support so that cardiac death may subsequently ensue. However, in this case, the patient must not be denied the ventilator, drugs and all manner of healthcare support since it has not yet been established whether the patient is brain-dead or not. Physicians must always diagnose the patient fully, in order to know his status, before administering any form of medical intervention on any patient. The case in point is not only applicable, but is also serious, warranting thorough diagnosis. b) Legal Issues Relating to This Situation Though physicians are the ones who ascertain whether legal criteria of death have been satisfied or not, it is the law that sets the criteria by which the description of death is to be done. Thus, it is important to reiterate the fact that the patient, despite his state of brain death, is legally still alive. The reason for this patient being rendered alive is twofold. First, it is important to note that even when legal indicators of life (respiration and heartbeat) are being artificially run (through the use of a ventilator), the patient is still considered living. Secondly, the law marks death as having taken place upon legal consequences starting to take effect. The most serious legal consequence is the distribution of the patient’s estate either under intestacy or a will. Another consequence is the

Chlamydia Trachomatis infections Dissertation Example | Topics and Well Written Essays - 500 words

Chlamydia Trachomatis infections - Dissertation Example Similarly, an increase in prevalence rate was higher among African Americans than among whites. Same observations were made among â€Å"American/Indians,† ‘Hispanics and whites in which the Alaska natives registered the highest prevalence rate followed by Hispanics and the whites reporting a significantly lower rate. These observations suggest a relationship between the Chlamydia ‘Trachomatis’ infections and both age bracket and ethnicity as risk factors, a subject that can be ascertained in Miami Florida. Though the difference in the prevalence rate of the infections across age groups and ethnic groups has been identified, no significant relationship has been scientifically established. The problem is, therefore, determination of the existence of a significant relationship between the infections and the factors. The thesis will, therefore, conduct a quantitative research, based on existing data on the infections’ prevalence rates across different age groups, with the age bracket of 14- 24 years as a group, and ethnic groups in Miami Dade Florida. The research will then apply statistical analysis to determine the existence of a significant relationship between the factors and the prevalence rates with the objective of determining the age group and ethnicity are risk factors for the infections. Research questions The research will seek to answer the following questions Is there a significant relationship between Chlamydia Trachomatis infections prevalence rate and the 14 to 24 - age bracket?

Ethical descion making-Healthcare ethics Essay Example | Topics and Well Written Essays - 500 words

Ethical descion making-Healthcare ethics - Essay Example This paper aims to show two ethical issues/dilemmas in the health care area discussing and identifying the conflicting interests and the applicable ethical theories and principles. The Ascension Health organization website will be used to gather information and ideas for this paper. Ascension Health is the nation's largest Catholic and largest nonprofit health system, serving patients through a network of hospitals and related health facilities providing acute care services, long-term care, community health services, psychiatric, rehabilitation and residential care. The first case presented in this paper is about a rape victim who was brought to Freeman Hospital's emergency room. The hospital authorities refused to disclose facts about the morning-after pill which the rape victim requested for information. The hospital authorities' reason is that they are a Catholic Hospital and they are against abortion. The competing interest now is that the victim/patient has the right to make her own decisions regarding the treatment, and therefore, adequate disclosure of information must be provided so the patient can make an informed decision. However, the Freeman Hospital being a catholic institution refused to disclose information to the patient regarding the pill, claiming that they are against abortion or prevention and termination of pregnancy. The ethical principles and concepts involved in this issue a

Business Management Research Paper Example | Topics and Well Written Essays - 500 words - 1

Business Management - Research Paper Example This was effectively achieved with his â€Å"#1 or #2† method, downsizing, and with a restructuring effort that left more employees reporting directly to Welch. All of this was done early in Welch’s tenure, and functioned to establish a strong base company that Welch could transform into his future vision of GE. 2. What was Welch’s objective in the series of initiatives he launched in the late 1980’s and early 1990’s? What was he trying to achieve in the round of changes he put in motion in  that period? Welch’s objective in the series of initiatives he launched in the late 1980s and early 1990s was to redefine the culture of GE as one focused on innovation and constant change. Welch embraced the Maoian idea of constant revolution and wanted to create a corporate environment in GE where every employee was trying to find new was of adding value to the company. Welch describes his vision of a new GE culture by explaining, â€Å"the new psych ological contract, fi there is such a thing, is that jobs at GE are the best in the world for people willing to compete,† (Bartlett, 6). After developing his base company early on, Welch used the described series of initiatives in the late 1980s and early 1990s to change the mindset of GE’s massive employee base. 3.

Macroeconomics Essay Example | Topics and Well Written Essays - 1000 words

Macroeconomics - Essay Example The industry generates a lot of revenues for the United States, but the amounts of jobs created by these companies are limited and specialized. According to the article innovation and economic growth are two correlated concepts. An organization that has done a good job in promoting medical innovation is the National Institute of Health. In order for more innovation to occur in the United States across different industries the federal government and the academic community have to get more involved. The federal government can finance innovative projects by providing research grants to organizations. The government can also perform their own research in-house in order to promote innovation. In 2010 the government showed that its involvement can affect the private industry directly. The US government took over GM Corporation to safeguard the company from bankruptcy in to protect a car company that is currently one of the most innovative players in the auto industry. One of the showcase p roducts developed by GM is the Chevy Volt, a care capable of giving over 230 miles per gallon. The network of private and public universities in the United States is a big contributor to innovation in this nation. Universities receive funds from both the private and public industry in order to perform research. ... Exposing students to the research environment is the best way to get more students interested in pursuing careers dedicated to research. The colleges of this nation have to develop more scientist and engineers so that there won’t be a shortage of talent in the private industry. Basic research is often what economist called a ‘public good’ which offers economic returns for years to come (Leonhardt). An issue identified by the author of the article which is hurting the long term ability of the United States to get involved in innovative projects is the fact that our basic educational system is flawed. There are many students graduating from high school that do not have the capabilities and basic knowledge in math and science in order to perform research in innovative projects. Innovation is something that is not created out of thin air. People must provide the ideas needed to create innovative projects. The US Congress has to rethink its strategy concerning our chil dren’s educational system. More teachers need to be hired these teachers need better training in order to better prepare students for the realities of the working world. In high school teachers should encourage students to participate in events such as the science fair which promote innovation. The US government has to increase its educational budget to provide teachers and students access to better materials. A topic that was discussed by the author which has tremendous implication in the development of innovation is the use of clean energy. There has to be greater innovation in the green movement in order to develop alternative sources of energy that are not based on petroleum. Our society has to realize that the dependency on crude is not

(business law)organization and financial structure of corporations Case Study

(business law)organization and financial structure of corporations - Case Study Example The issue to be determined is whether a director, who acts on behalf of a company before it is incorporated, but in good faith and on the knowledge that the organization is already incorporated, is liable for the actions. Applicable rule of law to the case is the Revised Model Business Corporation Act that states that parties that assume actions as agents of a corporation with the knowledge that the subject organization has not been incorporated are liable for their actions (Mallor, Barnes, Bowers and Langvard, 2012). The rule is suitable for determining the case because its provisions cover facts of the case. R & F Corporation had prepared its articles of association for filing and Rose was the chair of the corporation’s board and therefore acted on behalf of the organization, contracting for the lease of the warehouse. While the act protects parties to a contract with agents of a corporation who acts before the filing of the corporation’s documents, it protects individuals who act in good faith, especially with the knowledge that the organization is already legally incorporated. Determining the case therefore requires proof of whether or not, Rose acted in good faith, and whether or not, he was aware of the incorporation status of the organization. The testimony by Rose that he acted believed the organization was already incorporated was supported by a co-director to R & F Corporation and this establishes validity of his limited knowledge. His position as the corporation’s chairman that identified responsibility of signing the board’s resolution further suggest that his actions were undertaken within his jurisdiction and for the interest of the corporation and the co-director’s testimony supports this. The facts of the case that indicates a long delay in filing the signed articles also justifies Rose’s testimony that he believed the documents had already been filed. The position that Rose held in the organization, board

Biography of Georg Simon Ohm Essay Example for Free

Biography of Georg Simon Ohm Essay Georg Simon Ohm (16 March 1787 – 6 July 1854) was a Bavarian (German) physicist and mathematician. As a high school teacher, Ohm began his research with the new electrochemical cell, invented by Italian scientist Alessandro Volta. Using equipment of his own creation, Ohm found that there is a direct proportionality between the potential difference (voltage) applied across a conductor and the resultant electric current. This relationship is known as Ohms law. Ohm died in Munich in 1854, and is buried in the Alter Sà ¼dfriedhof. Early years Georg Simon Ohm was born into a Protestant family in Erlangen, Bavaria, (then a part of the Holy Roman Empire)son to Johann Wolfgang Ohm, a locksmith and Maria Elizabeth Beck, the daughter of a tailor in Erlangen. Although his parents had not been formally educated, Ohms father was a respected man who had educated himself to a high level and was able to give his sons an excellent education through his own teachings. Of the seven children of the family only three survived to adulthood: Georg Simon, his younger brother Martin, who later became a well-known mathematician, and his sister Elizabeth Barbara. His mother died when he was ten. From early childhood, Georg and Martin were taught by their father who brought them to a high standard in mathematics, physics, chemistry and philosophy. Georg Simon attended Erlangen Gymnasium from age eleven to fifteen where he received little in the area of scientific training, which sharply contrasted with the inspired instruction that both Georg and Martin received from their father. This characteristic made the Ohms bear a resemblance to the Bernoulli family, as noted by Karl Christian von Langsdorf, a professor at the University of Erlangen. Life in university Georg Ohms father, concerned that his son was wasting his educational opportunity, sent Ohm to Switzerland. There in September 1806 Ohm accepted a position as a mathematics teacher in a school in Gottstadt bei Nydau. Karl Christian von Langsdorf left the University of Erlangen in early 1809 to take up a post in the University of Heidelberg and Ohm would have liked to have gone with him to Heidelberg to restart his mathematical studies. Langsdorf, however, advised Ohm to continue with his studies of mathematics on his own, advising Ohm to read the works of Euler, Laplace and Lacroix. Rather reluctantly Ohm took his advice but he left his teaching post in Gottstadt bei Nydau in March 1809 to become a private tutor in Neuchà ¢tel. For two years he carried out his duties as a tutor while he followed Langsdorfs advice and continued his private study of mathematics. Then in April 1811 he returned to the University of Erlangen. His private studies had stood him in good stead for he received a doctorate from Erlangen on 25 October 1811 and immediately joined the staff as a mathematics lecturer. After three semesters Ohm gave up his university post. He could not see how he could attain a better status at Erlangen as prospects there were poor while he essentially lived in poverty in the lecturing post. The Bavarian government offered him a post as a teacher of mathematics and physics at a poor quality school in Bamberg and he took up the post there in January 1813. This was not the successful career envisaged by Ohm and he decided that he would have to show that he was worth much more than a teacher in a poor school. He worked on writing an elementary book on the teaching of geometry while remaining desperately unhappy in his job. After Ohm had endured the school for three years it was closed down in February 1816. The Bavarian government then sent him to an overcrowded school in Bamberg to help out with the mathematics teaching. On 11 September 1817 Ohm received an offer of the post of teacher of mathematics and physics at the Jesuit Gymnasium of Cologne. This was a better school than any that Ohm had taught in previously and it had a well equipped physics laboratory. As he had done for so much of his life, Ohm continued his private studies reading the texts of the leading French mathematicians Lagrange, Legendre, Laplace, Biot and Poisson. He moved on to reading the works of Fourier and Fresnel and he began his own experimental work in the school physics laboratory after he had learnt of Oersteds discovery of electromagnetism in 1820. At first his experiments were conducted for his own educational benefit as were the private studies he made of the works of the leading mathematicians. The Jesuit Gymnasium of Cologne failed to continue to keep up the high standards that it had when Ohm began to work there so, by 1825, he decided that he would try again to attain the job he really wanted, namely a post in a university. Realising that the way into such a post would have to be through research publications, he changed his attitude towards the experimental work he was undertaking and began to systematically work towards the publication of his results [1]:- Overburdened with students, finding little appreciation for his conscientious efforts, and realising that he would never marry, he turned to science both to prove himself to the world and to have something solid on which to base his petition for a position in a more stimulating environment. In fact he had already convinced himself of the truth of what we call today Ohms law namely the relationship that the current through most materials is directly proportional to the potential difference applied across the material. The result was not contained in Ohms firsts paper published in 1825, however, for this paper examines the decrease in the electromagnetic force produced by a wire as the length of the wire increased. The paper deduced mathematical relationships based purely on the experimental evidence that Ohm had tabulated. In two important papers in 1826, Ohm gave a mathematical description of conduction in circuits modelled on Fouriers study of heat conduction. These papers continue Ohms deduction of results from experimental evidence and, particularly in the second, he was able to propose laws which went a long way to explaining results of others working on galvanic electricity. The second paper certainly is the first step in a comprehensive theory which Ohm was able to give in his famous book published in the following year. Teaching career Ohms own studies prepared him for his doctorate which he received from the University of Erlangen on October 25, 1811. He immediately joined the faculty there as a lecturer in mathematics but left after three semesters because of unpromising prospects. He could not survive on his salary as a lecturer. The Bavarian government offered him a post as a teacher of mathematics and physics at a poor quality school in Bamberg which Ohm accepted in January 1813. Unhappy with his job, Georg began writing an elementary textbook on geometry as a way to prove his abilities. Ohms high school was closed down in February 1816. The Bavarian government then sent him to an overcrowded school in Bamberg to help out with the teaching of mathematics. Memorial for Ohm at the Technical University of Munich, Campus Theresienstrasse After his assignment in Bamberg, Ohm sent his completed manuscript to King Wilhelm III of Prussia. The King was satisfied with Ohms book, and offered Ohm a position at the Jesuit Gymnasium of Cologne on 11 September 1817. This school had a reputation for good science education and Ohm was required to teach physics in addition to mathematics. The physics laboratory was well-equipped, allowing Ohm to begin experiments in physics. As the son of a locksmith, Ohm had some practical experience with mechanical devices. Ohm published Die galvanishe Kette, mathematisch bearbeitet (The Galvanic Circuit Investigated Mathematically) in 1827. Ohms college did not appreciate his work and Ohm resigned from his position. He then made an application to, and was employed by, the Polytechnic School of Nuremberg. Ohm arrived at the Polytechnic School of Nuremberg in 1833, and in 1852 he became a professor of experimental phy sics at the University of Munich. The discovery of Ohms law Further information: Ohms Law Ohms law first appeared in the famous book Die galvanische Kette, mathematisch bearbeitet (tr., The Galvanic Circuit Investigated Mathematically) (1827) in which he gave his complete theory of electricity. In this work, he stated his law for electromotive force acting between the extremities of any part of a circuit is the product of the strength of the current, and the resistance of that part of the circuit. The book begins with the mathematical background necessary for an understanding of the rest of the work. While his work greatly influenced the theory and applications of current electricity, it was coldly received at that time. It is interesting that Ohm presents his theory as one of contiguous action, a theory which opposed the concept of action at a distance. Ohm believed that the communication of electricity occurred between contiguous particles which is the term Ohm himself used. The paper is concerned with this idea, and in particular with illustrating the differences in this scientific approach of Ohms and the approaches of Joseph Fourier and Claude-Louis Navier. A detailed study of the conceptual framework used by Ohm in producing Ohms law has been presented by Archibald. The work of Ohm marked the early beginning of the subject of circuit theory, although this did not become an important field until the end of the century. Ohms acoustic law Further information: Ohms acoustic law Ohms acoustic law, sometimes called the acoustic phase law or simply Ohms law, states that a musical sound is perceived by the ear as a set of a number of constituent pure harmonic tones. It is well known to be not quite true. WORKS * Guidelines for an appropriate treatment of geometry in higher education at preparatory institutes / notes * The Galvanic Circuit Investigated Mathematically * Elements of analytic geometry concerning the skew coordinate system * Fundamentals of physics: Compendium of lectures

Databse Approach Advantages and Disadvantages Essay Example for Free

Databse Approach Advantages and Disadvantages Essay Each individual record is represented as a row, and each attribute as a column. Entity types are related to each other using  1:N  mappings, also known as  one-to-many  relationships. This model is recognized as the first database model created by IBM in the 1960s. The  network structure  consists of more complex relationships. Unlike the hierarchical structure, it can relate to many records and accesses them by following one of several paths. In other words, this structure allows for many-to-many relationships. The  network model  is a  database model  conceived as a flexible way of representing objects and their relationships. Its distinguishing feature is that the schema, viewed as a graph in which object types are nodes and relationship types are arcs, is not restricted to being a hierarchy or lattice. Example of a Network Model. The network models original inventor was  Charles Bachman, and it was developed into a standard specification published in 1969 by the  CODASYL  Consortium. The  object-oriented structure  has the ability to handle graphics, pictures, voice and text, types of data, without difficultly unlike the other database structures. This structure is popular formultimedia  Web-based applications. It was designed to work with object-oriented programming languages such as  Java. The dominant model in use today is the ad hoc one embedded in  SQL, despite the objections of purists who believe this model is a corruption of the relational model since it violates several fundamental principles for the sake of practicality and performance. Many DBMSs also support the  Open Database Connectivity  API  that supports a standard way for programmers to access the DBMS. Before the database management approach, organizations relied on file processing systems to organize, store, and process data files. End users criticized file processing because the data is stored in many different files and each organized in a different way. Each file was specialized to be used with a specific application. File processing was bulky, costly and inflexible when it came to supplying needed data accurately and promptly. Data redundancy is an issue with the file processing system because the independent data files produce duplicate data so when updates were needed each separate file would need to be updated. Another issue is the lack of data integration. The data is dependent on other data to organize and store it.

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002).

The Call to Dinner Essay -- Art, George Agnew Reid

The Call to Dinner was painted from 1886 to 1887 by George Agnew Reid. The painting is an oil on canvas and is large scale, measuring 48 inches in height and 71 inches in length. Reid’s paintings were often large and it was said â€Å"one canvas could dominate a room crowded with people.† Early in his artistic career, Reid became known for his genre scenes. Genre painting depicts scenes from everyday life. In The Call to Dinner, the use of oil paint allows Reid to emphasize the principles of genre painting while permitting the enhancement of realism and naturalism within the composition. In oil painting, ground pigment is mixed with linseed or walnut oil. The oil creates a smooth sheen over the surface of the painting. Finished in 1887, it is most likely that linseed oil was used as a base for the pigment due to the limited amount of cracking seen today. The benefits presented by oil paint include a slow drying time, which allows for increased flexibility and subtly in colour mixing and blending. Also, oil paint can be applied thicker than other mediums, such as tempera. The focal point of the scene is the woman calling out into the distance. The subject of the painting appears to stand in arrested motion. The lips of the woman appear parted suggesting the action of speech. The woman is depicted wearing a greyish-blue dress, white apron, red scarf and a straw hat. The woman is holding the brim of her hat with her left hand, indicating the potential force of wind on the figures within the scene. Her hat is painted in fine detail. Reid uses short, thick brush strokes to imitate the weaves of the hat, creating realistic texture. The building up of consistent layers of oil paint creates the porcelain like texture of the woman’s s... ...n the painting is a darker tone of blue, whereas closer to the paintings linear horizon, the blue changes to a lighter, almost white hue. The formal properties of The Call to Dinner by George Agnew Reid contribute to the successfulness of the genre scene and assist in finding meaning within the painting. Through the benefits of oil paint, Reid is able to achieve a high level of realism and naturalism in The Call to Dinner. The versatility of the medium allows the artist to enhance all details and elements within a painting and present a realistic reflection of everyday life. Naturalism in movement is heightened by the medium’s ability to subtly blend. Textural elements, replicating the forms of reality, are created through the adaptability of oil on canvas. The formal properties of the medium allow the artist to shed light on a single moment in rural life.

Sartys Transformation in William Faulkners Barn Burning Essay

Sarty's Transformation in William Faulkner's Barn Burning   Ã‚   In William Faulkner's story, "Barn Burning", we find a young man who struggles with the relationship he has with his father and his own conscience.   We see Sarty, the young man, develop into an adult while dealing with the many crude actions and ways of Abner, his father.   We see Sarty as a puzzled youth that faces the questions of faithfulness to his father or faithfulness to himself and the society he lives in.   His struggle dealing with the reactions that are caused by his father's action result in him thinking more for himself as the story progresses.   Ã‚  Ã‚   The first instance in which we can see a transition from childhood to adulthood in Sarty's life is in the way he compliments his father.   Sarty admires his father very much and wishes that things could change for the better throughout the story.   At the beginning of the story he speaks of how his fathers "wolf-like independence" causes his family to depend on almost no one (Faulkner 155).   He believes that they live on their own because of his fathers drive for survival.   When Sarty mentions the way his father commands his sisters to clean a rug with force "though never raising his voice" it shows how he sees his father as strict, but not overly demanding (Faulkner 159).   He seems to begin to feel dissent towards his father for the way he exercises his authority in the household.   As we near the end of the story, Sarty's compliments become sparse and have a different tone surrounding them. After running from the burning barn, he spoke of his dad in an a lmost heroic sense.   He wanted everyone to remember his dad as a brave man, "he was in the war" and should be known for it, not burning barns (Faulkner 154)... ...r from a person of innocence into a person with a conscience in Sarty. Faulkner gradually develops Sarty into a man of his own deeds throughout the story.   Sarty has to finally realize that blood is not always thicker than water.   Faulkner's story symbolizes the way in which society works today.   If one individual is doing wrong, you must overlook the relationship you have with him and look at the wrong deeds he is doing.   If you happen to face your fears and set strait the wrong, in the end, the good will always prevail. Works Cited Faulkner, William. "Barn Burning". Literature, Compact Edition. Edgar V. Roberts, Henry E. Jacobs. New Jersy: Prentice-Hall, 1990. 154-167. Ford, Marilyn Claire. "Narrative Legerdenain: Evoking Sarty's Future in 'Barn Burning.'" Mississippi Quarterly, Summer 98, Issue 3: 51. Academic Search Elite. GALILEO. 25 Sept. 2000.

Literacies for Learning Essay

The necessity for educational institutions to equip students with the skills to cope in a rapidly changing, culturally diverse and globalised 21st century society, has led academics, such as the New London Group, to encourage educators to acknowledge the various literacy forms utilised in the new millennium (The New London Group, 1996) and to adopt a pedagogy of multiliteracies. This essay will explore the components of a pedagogy of multiliteracies and identify the transformations needed for the successful implementation of multiliteracies into educational practice. Likewise, the notion of language as a social practice which influences teaching content and assessment practices in secondary education will be examined, as will the use of multiliteracies in the teaching of the Mathematics curriculum. To understand the role of multiliteracies in pedagogy theory development, it is important to define the term literacy. Literacy is an evolving term that refers to an individualâ₠¬â„¢s ability to construct and comprehend meaning via the accepted symbol systems of one’s country or language group (Winch, Johnston, March, Ljungdahl, Holliday, 2010). These symbol systems include written and spoken language and visual information such as icons and other graphical information. While literacy was traditionally viewed as a cognitive process with a focus on reading, writing and numeracy identification, in recent years its definition has become broadened to encompass the burgeoning text types being generated via multimedia and information technology (Winch et al., 2010). These electronic text types have quickly established themselves as integral components of a diverse range of 21st century vocations and social interactions (Tan, 2006).  A pedagogy of multiliteracies encompasses multimedia and digital text forms as well as traditional written and spoken texts. Likewise, the central role of literacy in a diverse range of knowledge domains and vocations has resulted in educators being encouraged to view literacy as a vital skill underpinning successful teaching and learning in all curriculum areas. The New London Group (1996) viewed the role of design as an ever changing paradigm of three stage teaching and learning processes. The first step, ‘Available Designs’ is determining what resources are available. These resources include texts, symbols, audio and visual resources. The second step is ‘Designing’ which takes these ‘Available Designs’ and places them within a social context, such as the classroom or learning environment, and is facilitated by an individual such as a teacher. This step creates an output with new meaning for both the learning environment and facilitator. This knowledge or new meaning is known as ‘Redesign’ (The New London Group, 1996). Literacy is a social practice that is not just taught in secondary schools, it is something which is part of each individual’s everyday life. According to Anstey & Bull (2000), the way in which an individual may read the world will be strongly linked to the contexts of their own life. The NSW Department of Education and Training (2006) maintains that literacy is a skill that continues to grow and develop and is fundamental to students’ success at school as well as for the rest of their life. For literacy to be successful in schools, it is planned in collaboration with parents and teachers. This collaborative approach reinforces that literacy is inherently a social practice. This approach must include a range of social influences and practices, in order to increase student’s knowledge and skill in the real world for real purposes (NSW Department of Education and Training, 2006). As literacy development is undoubtedly a whole school and community approach, it is essential that a multiliteracies pedagogy, be utilised in the teaching of all curriculum areas. The impact of societal and cultural change is clearly reflected in the mathematics curriculum through the use of digital technologies such as graphical programs and spreadsheets. This use of technology provides numerous opportunities for the teaching of multiliteracies. Through explicit teaching and learning  experiences of digital texts, students are provided with the skills to successfully navigate and comprehend information communicated digitally. These skills can be acquired through students being provided with opportunities to access information via Internet websites. Likewise, students can use information technology to construct their own texts, thus allowing them to communicate their understanding of concepts to others. This may be achieved by encouraging students to construct texts through the use of software programs such as Microsoft Excel and Microsoft Visio, both of which allow students to communicate information graphically. These digital mediums allow students to acquire skills which will assist them in acquiring real world skills which they can utilise to gain and construct meaning, both in and out of the classroom. (Winch et al., 2010). Technology is an essential part of the transformations taking place in the social, political, cultural and economic spheres of contemporary society (Groundwater- Smith, Brennan, McFadden, Mitchell and Munns, 2009). Secondary school teachers need to prepare students with the skills necessary for life in a rapidly changing, technological world. In order to equip students with these skills, teachers must possess deep knowledge of relevant technologies (Treadwell, 2008). The Mathematics curriculum includes teaching of: statistics, probability, algebra, financial concepts, economics, technology, measurement and trigonometry. These strands include skills applicable to an individual’s school/work life, social life and personal life. Mathematics content areas, focus on aspects of society, reform, technology and life skills. It is important for teachers to link the social practice of literacy with the factors of a pedagogy of multiliteracies to create the best teaching environment they can (The New London Group, 1996). Walsh (2006) cites an example of successfully teaching his students literacy practices, through social relationships. Students worked in groups and were able to demonstrate specific social language structures. They were able to â€Å"enact, recognise and negotiate† in a social environment (The New London Group, 1996, p. 3) by design and re-design of Internet web pages. The created web pages were diverse, with each student using their own discourse to create what they believed the web page should contain. Prior to using multi-modal and digital literacy mediums in their teaching, it is essential that teachers be aware of cognitive and language factors in learning. The  ability to use multimodal learning, digital literacies and genres specific to each curriculum area must be carefully planned by the teacher. According to Winch et al., (2010) a multiliteracy pedagogy involves developing the ability to use language purposefully and skillfully in a range of social settings, rather than learning isolated segments of knowledge such as grammar conventions and spelling. Multiliteracy includes the use and creation of multimodal and multimedia texts (Winch et al., 2010). Multiliteracy seeks to address the rapid changes in literacy brought about by globalisation, cultural and social diversity and information technology (Winch et al., 2010). In response to these societal changes, The New London Group (1996), questioned the role of schools and outlined a need for change in literacy teaching due to key changes in three areas of life: working life, public life and personal life (life worlds). Central to these changes, was the need for schools to integrate learning with life experiences that students have both in and out of the classroom. â€Å"As these three major realms of social activity have shifted, so the roles and responsibilities of schools must shift† (The New London Group, 1996, p.18). The New London Group advocated for a change in the way, education was delivered, by enhancing the existing structures and overlaying with a new â€Å"what† and â€Å"how† of literacy teaching (The New London Group, 1996). The ‘how’ of pedagogy comes from a view of how learning is acquired, embedded and utilised. The New London Group (1996) proposed that a pedagogy of multiliteracies is a complex blend of four methods of design. The first is Situated Practice which involves learning by creating meaningful learning experiences that allow students be in an environment where the learning replicates the social use of what is being learnt. It is an environment where risks can be taken and ‘trial and error’ is used to gain mastery of skills or knowledge. It should be used â€Å"†¦developmentally, to guide learners to the experiences and the assistance they need to develop further as members of the community, capable of drawing on, and ultimately contributing to, the full range of it’s resources.† (The New London Group, 1996, p. 33). Situated Practice should be designed to motivate students to want to know, and engage students in their learning in a safe envi ronment. Assessment or evaluation is not considered part of Situated Practice. Overt Instruction is the second method of how a pedagogy of mulitliteracies is  implemented.  This involves teachers guiding and using effective teaching techniques such as scaffolding or explicit instruction to build student’s knowledge and confidence. Examination of the current secondary school’s Mathematics curriculum, (NSW department of Education and Training, 2010) reveals many opportunities for teachers and students to collaborate and engage in dialogue related to mathematical concepts which will guide and provide a scaffold for student learning. For example, the teacher makes links with prior learning, through asking open questions to the group, and uses multi-modal methods such as mathematical symbols, diagrams, charts and pictures to add to the learning. With each progression of new learning in the lesson, the teacher labels a new part of the diagram. Overt Instruction â€Å"†¦.includes centrally the sorts of collaborative efforts between teacher and student wherein the student is both allowed to accomplish a task more complex than they can a ccomplish on their own and they are conscious of the teacher’s representation and interpretation of that task†¦.† (The New London Group (1996, p. 20). Thirdly, Critical Framing focuses on the â€Å"how† of a pedagogy of multiliteracies, through the use and application of real world knowledge. This method is where assessment and evaluation of one’s self understanding can begin in relation to cultural, social, political and historical influences on what has been learned (New London Group, 1996). Teachers are able to encourage students to apply their learning in a practical sense and assess the transfer of student’s knowledge or skill. This knowledge is based on what they have previously learned, and requires students to â€Å"constructively critique it, account for its cultural location; creatively extend and apply it and eventually innovate own† and strengthen their ability to demonstrate what they have learned (The New London Group, 1996, p. 37). A mathematical example of this process is the conversion of degrees to radians. Its real life use is the calculation of the speed of a piece of machin ery. This calculation includes the formula in terms of radians rather than degrees. Finally, Transformed Practice is â€Å"where we try and re-enact a discourse by engaging in it for our real purposes† (The New London Group, 1996, p. 36).  Students need to think and learn outside their own discourse and think about how they can re-create their meaning, linking their own discourses to understand what they have learned. An example of this practice was where students were asked to plan and present a lesson including a Wiki activity and a Prezi (presentation tool) that teaches the concepts from a previous mathematics lesson. In groups, students collaboratively utilised the Internet to research topics, and create: work sheets for others to complete, interactive wiki activities, team tasks, and their own YouTube clips. The lesson included the use and creation of multimodal texts and scaffolding of existing knowledge. Students developed new knowledge through authentic multimodal texts such as image, sound, video and written text (Tan, 2006). Gunning (2002) explores the impact of reading and writing difficulties in a social stance, and highlights that poor instructions given by teachers can contribute to a student’s difficulties. Gunning’s (2002) observations and research serve as a reminder that teachers must be sure to provide the ‘what’ and ‘how’ of multiliteracies, to ensure each student has the opportunity to progress. Teachers need to evaluate their current practice and identify the text types typically used in the Mathematics content areas and consider the social needs and teaching strategies that will develop student’s literacy skills (Goos, Stillman., & Vale, 2007). In a mathematics lesson, students were introduced to the ‘Simpson’s rule’ formula. The lesson’s aim was for students to measure the area beneath a real life object, gain an understanding of what is needed to complete the formula and how the variables are calculated. Students were required to work collaboratively in pairs, discussing various ways in which measurements were taken in order to obtain an accurate result in working out the area of the object. Likewise, students were required to engage in higher order thinking, in order to formulate possible solutions to the dilemma. These experiences provided students with the opportunity to be inclusive in their learning, and consolidate their understanding of key concepts that are relevant to the lesson goals (Prain & Hand, 1999). Teacher observations and questioning during group work, guided the student’s discussions, with the teacher embracing a teaching style where multiliteracies were used. The New London Group (1996) have profoundly impacted on teaching practices, literacy research, policy curriculum and pedagogy (Mills, 2006). Gee (1991) explores  social literacy and the impact of a student’s discourse that are established outside the classroom, from their social group, f amily and cultural ties. Their view of literacy as social practice and their emphasis on incorporating the rapidly increasing number of electronic and multimodal text types in 21st century society into teaching practice represents a clear break away from the single dimensional teaching of literacy. However, for multiliteracies such as digital literacies, multimodal resources and ICT to provide best learning for students, teachers must be prepared to embrace the view that literacy is a social practice and and an essential skill underpinning all curriculum areas. Teachers also need to recognise that each lesson they teach to students provides the opportunity to develop the student’s literacy skills. In order to facilitate this change in pedagogical ideology, teachers must be prepared to evaluate their current teaching practice and adopt a more holistic approach to developing literacy skills in their students. As a consequence, students should be exposed to participative learning experiences with re al life learning outcomes. References Anstey, M., & Bull, G. (2000). Developing multiple and critical readings of text. Reading the visual: Written and illustrated children’s literature (pp. 201-214). Sydney: Harcourt. Gee, J. (1991) What is literacy? In C.Mitchell & K. Weiler (Eds.), Rewriting literacy. New York: Bergin & Garvey Goos, M. Stillman, G. & Vale,C. (2007). Teaching secondary mathematics. Crows Nest, NSW: Allen & Unwin. Gunning, T. (2002). Factors involved in reading and writing difficulties. Assessing and correcting reading and writing difficulties (2nd ed., pp. 26-62). Sydney: Allyn & Bacon. Mills, K. (2006). Discovering design possibilities through a pedagogy of multiliteracies. Journal of Leading Design, 1(3), 61-72 NSW Department of Education and Training. (2010). NSW Department of Education and Training. (2007). Literacy K-12 Policy Retrieved from https://www.det.nsw.edu.au/policies/curriculum/schools/literacy/PD20050288.shtml?query=literacy+policy New South Wales Department of Education and Training. (2006). State literacy plan 2006-2008: Equitable literacy achievements for all students. Retrieved from http://www.curriculumsupprt.education.nsw.gov.au/policies/literacy/guidelinies/plan/index.htm Prain & Hand (1999) Tan, L. (2006). Literacy for the 21st Century. Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/litreviews/literacy4_21st_century.pdf The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. In B.Cope & M. Klantzis (Eds.), Multiliteracies, literacy learning and the design of social futures (pp. 9-37). London: Macmillan. Walsh, C. (2006). Beyond the workshop. Doing multiliteracies with adolescents. English in Australia, 41(3), 49-58 Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). Melbourne: Oxford University Press Cope, Bill and Mary Kalantzis (eds), Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000, 350pp. | link

Critical Mission of Homeland Security Essay

The Department of Homeland Security was created after the attacks of September 11, 2001. The Department was formed by merging many exiting resources and adding to the best practices already in place. The Strategic Objectives of the Department are stated by the Department as â€Å"We will lead the unified national effort to secure America. We will prevent and deter terrorist attacks and protect against and respond to threats and hazards to the Nation. We will secure our national borders while welcoming lawful immigrants, visitors, and trade. â€Å" (Homeland Security). Critical Mission of Homeland Security The critical missions of Department of Homeland Security are to prevent, protect, respond and recover. Through utilization of all available technology and resources the primary mission is to prevent an aggressive act. If they are unable to prevent the incident – the department will shift focus to protection. Protect as many citizens as possible from any imminent incident. If the incident could not be prevented the Homeland Security officials will respond to whatever the results are of the incident. This response could be in the way of coordinating with other agencies to provide the care and safety needed by the population in the affected area. The final mission is to recover from the incident. Although each mission is defined as a single mission – in practice they are often interlinked in execution. While protecting citizens from an incident – the agency at the same time may be proactively responding to the results of the incident. The recovery mission is over lapped in many areas by the response mission. Four Foundations of Homeland Security The National Strategy for Homeland Security has defined four foundations of homeland security. These foundations are; law, science and technology, information sharing and systems, and international cooperation. Each of these play a key part in providing for our national security. Identification and enforcement of the law. We have to know exactly what we are enforcing. Use of science and technology in each of the four critical mission areas. Information sharing was something various government agencies were not very effective at prior to 9/11. Since then Homeland Security has been working on removing many of the communication silos that were prevalent in the past. By open communication with several agencies – overall effectiveness is improved. International cooperation is the final of the four foundations that has to be built upon. With terrorist moving from nation to nation and planning many of the attacks from foreign soil – we have to work with all nations. International borders have to be permeable in today’s war on terror. Virginia Office of Commonwealth Preparedness The Commonwealth of Virginia has their own Department of Homeland Security. In Virginia it is called The Office of Commonwealth Preparedness. This office mirror many of the processes and objectives of the United States Department of Homeland Security. The Office of Commonwealth Preparedness works to make sure that all of the residents and businesses of the Commonwealth are safe, secure and prepared. Criminal Law and Civil Law Criminal Law and Civil Law are very different types of proceedings. Civil Law is usually a case between tow individuals or business entities. Criminal Law is a case between a person and a government. Civil Law In Civil Law a person is involved in litigation with another person or business. These are usually divorce cases, law suits due to injury at a place of business, or bankruptcy cases. Civil law never involves incarceration of either party because of the civil proceedings. There are some Civil cases that may become criminal cases. Stalking a spouse you are involved in a civil divorce proceeding with will lead to criminal charges being filed against the stalker. Civil law will never result in the incarceration of the guilty party. Fines in a Civil Law case are often paid to the other party in the proceeding. Criminal Law In Criminal Law there is a crime committed against society, or that endangers society by the action. Murder is a Criminal Law case. Although there may be only one victim – the perpetrator of the criminal act may do so again. Therefore, society must be protected from this person. Driving while intoxicated is also a criminal law case. Even though no member of society may have been harmed by the act of driving under the influence. There was a danger posed to society by the act of driving under the influence. Criminal law cases may result in incarceration or probation of the guilty party. Fines judged in a Criminal Law case are paid to the governing body prosecuting the case. Incarceration for Misdemeanor Crimes The main difference in the two types of crimes – misdemeanor and felony – is the amount of possible incarceration if convicted. A felony is a more serious crime and if convicted the accused could be sentenced to incarceration for a term greater than one year or death. Misdemeanor crimes are less serious offences and if convicted will result in incarceration of less than a year – if at all. I do not think those convicted of a misdemeanor should be incarcerated unless the person demonstrated no willingness to be rehabilitated through other means. Running a red light is a misdemeanor. Incarcerating this person for a period of time will serve no purpose in rehabilitation. The only outcome in this incarceration would be increase cost to the taxpayer of the community and increased crowding of jails. This accused will probably learn their lesson by paying a fine and undergoing a traffic safety class. The penalty of the crime will drive a lesson home to the accused. The taking a class will increase the general safety of the public. The current volume of cases on our court systems and the high cost of incarceration forces us to take a more lenient approach for misdemeanor crimes. Many in society would rather a person creating a danger to the public be off the streets rather than someone convicted of running a traffic light or petty theft. The penalty should be designed to make restitution and lead to rehabilitation of the accused. When we balance the crime with the penalty – then we can have a better society. Bibliography Homeland Security. (2008). Department of Homeland Security. One Team, One Mission, Securing our Homeland. Retrieved 20 March 2009, from, http://www. dhs. gov/xlibrary/assets/DHS_StratPlan_FINAL_spread. pdf

Mystery of Under Water Crop Circles Essay

Current Events Paper Synopsis: Under Water â€Å"Crop Circles† Thesis: Although 95% of the ocean hasn’t been explored, researcher and photographer Yoji Ookata just recently named his new find the â€Å"mystery circle†, an intricate design of an underwater crop circle created by a tiny puffer fish, a find that uncovers yet another mystery of the ocean. Summary: Yoji Ookata has been diving and documenting the ocean well over 50 years, just off the southern coast of Japan, Ookata observed what looked like a circular rippling pattern. 80 feet below sea level and 6 feet wide is a work of art Ookata never thought he would see, created by a puffer fish. The specific ridges are designed to attract female puffer fish, they lay eggs in the center so that they are shielded from ocean currents, the more ridges the more likely it will attract females. The little puffer works tirelessly to complete his design with just one fin. When Ookata discovered this circle he went out with a camera crew determined to find its creator, taken aback when this puffer fish made his appearance Ookata knew he had just unlocked another beautiful mystery hidden within the ocean. Sources: Knowles, Melissa. â€Å"Mystery Behind Deep-Sea Crop Circles Off the Coast of Japan Solved.† Yahoo.com September 19, 2012. http://news.yahoo.com/blogs/trending-now/mystery-behind-deep-sea-crop-circles-off-coast-165833308.html?_esi=1 Christopher. â€Å"Mysterious Underwater ‘Crop Circles’ Discovered Off the Coast of Japan† Thisiscolossal.com September 19, 2012. http://www.thisiscolossal.com/2012/09/mysterious-underwater-crop-circle-art-discovered-off-the-coast-of-japan/

Examination Essay

English Language and Literature (Specification B) Unit 3 Talk in Life and Literature 9. 00 am to 11. 00 am Thursday 24 June 2010 For this paper you must have: l a 12-page answer book. ELLB3 Time allowed l 2 hours Instructions Use black ink or black ball-point pen. l Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is ELLB3. l Answer one question from Section A and Question 5 from Section B. l Do all rough work in your answer book. Cross through any work that you do not want to be marked. l Information The texts prescribed for this paper may not be taken into the examination room. l The maximum mark for this paper is 96. l All questions carry equal marks. l You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. l l Advice You are recommended to spend one hour on Section A and one hour on Section B, including planning. H/Jun10/ELLB3 ELLB3 2 Section A – Talk in Life and Literature Answer one question from Section A and Question 5 in Section B (printed on page 10). The set plays for this unit are Hamlet, The Rivals, A Streetcar Named Desire and Translations. Read the passage from the play you have studied and answer the question related to it. NB: the questions are different on each play. EIThER Question 1 0 1 Hamlet – William Shakespeare Explore the ways in which Shakespeare presents the theme of falseness in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Where is Polonius? In heaven. Send thither to see. If your messenger find him not there, seek him i’th’other place yourself. But if indeed you find him not within this month, you shall nose him as you go up the stairs into the lobby. king (to attendants) Go seek him there. hamlet ’A will stay till you come. Exeunt attendants king hamlet king Hamlet, this deed, for thine especial safety, Which we do tender as we dearly grieve For that which thou hast done, must send thee hence With fiery quickness. Therefore prepare thyself. The bark is ready and the wind at help, Th’associates tend, and everything is bent For England. amlet For England? king Ay, Hamlet. hamlet Good. king So is it, if thou knewest our purposes. hamlet I see a cherub that sees them. But come, for England! Farewell, dear mother. king Thy loving father, Hamlet. hamlet My mother. Father and mother is man and wife; man and wife is one flesh; and so, my mother. Come, Exit for England! king Follow him at foot. Tempt him with speed aboard. Delay it not. I’ll have him hence tonight. Away! For everything is sealed and done That else leans on the affair. Pray you make haste. Exeunt all but the King H/Jun10/ELLB3 3 And, England, if my love thou holdest at aught – As my great power thereof may give thee sense, Since yet thy cicatrice looks raw and red After the Danish sword, and thy free awe Pays homage to us – thou mayst not coldly set Our sovereign process, which imports at full, By letters congruing to that effect, The present death of Hamlet. Do it, England. For like the hectic in my blood he rages, And thou must cure me. Till I know ’tis done, Howe’er my haps, my joys were ne’er begun. Exit Turn over for the next question Turn over H/Jun10/ELLB3 UoR Question 2 0 2 The Rivals – Richard Brinsley Sheridan Explore the ways in which Sheridan presents father-son relations in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. sir anthony And it is my wish, while yet I live, to have my boy make some figure in the world. I have resolved, therefore, to fix you at once in a noble independence. Sir, your kindness overpowers me. Such generosity makes the gratitude of reason more lively than the sensations even of filial affection. I am glad you are so sensible of my attention; and you shall be master of a large estate in a few weeks. Let my future life, sir, speak my gratitude: I cannot express the sense I have of your munificence. Yet, sir, I presume you would not wish me to quit the army? O, that shall be as your wife chooses. My wife, sir! Ay, ay, settle that between you; settle that between you. A wife, sir, did you say? Ay, a wife. Why – did not I mention her before? Not a word of her, sir. Odso! I mustn’t forget her though. Yes, Jack, the independence I was talking of is by a marriage. The fortune is saddled with a wife – but I suppose that makes no difference? Sir! Sir! You amaze me! Why, what the devil’s the matter with the fool? Just now you were all gratitude and duty. I was, sir: you talked to me of independence and a fortune, but not a word of a wife. Why what difference does that make? Od’s life, sir! If you have the estate, you must take it with the livestock on it, as it stands. absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony H/Jun10/ELLB3 5 absolute If my happiness is to be the price, I must beg leave to decline the purchase. Pray, sir, who is the lady? What’s that to you, sir? Come, give me your promise to love and to marry her directly. Sure, sir, this is not very reasonable, to summon my affections for a lady I know nothing of! sir anthony absolute sir anthony I am sure, sir, ’tis more unreasonable in you to object to a lady you know nothing of. Then, sir, I must tell you plainly, that my inclinations are fixed on another. Sir, my heart is engaged to an angel. absolute sir anthony Then pray let it send an excuse. It is very sorry but business prevents its waiting on her. But my vows are pledged to her. Let her foreclose, Jack; let her foreclose. They are not worth redeeming. Besides, you have the angel’s vows in exchange, I suppose; so there can be no loss there. You must excuse me, sir, if I tell you, once for all, that in this point I cannot obey you. Hark’ee Jack. I have heard you for some time with patience. I have been cool, quite cool; but take care. You know I am compliance itself when I am not thwarted; no one more easily led when I have my own way – but don’t put me in a frenzy! Sir, I must repeat it: in this, I cannot obey you! Now, damn me, if ever I call you Jack again while I live! absolute sir anthony absolute sir anthony absolute sir anthony Turn over for the next question Turn over H/Jun10/ELLB3 U 6 oR Question 3 0 3 A Streetcar Named Desire – Tennessee Williams Explore the ways in which Williams presents the relationship between the sisters in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. This extract is not reproduced here due to third-party copyright constraints. H/Jun10/ELLB3Turn over for the next question Turn over H/Jun10/ELLB3 UoR Question 4 0 4 Translations – Brian Friel Explore the ways in which Friel presents love and courtship in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Yolland Maire. She still moves away. Maire Chatach. She still moves away. Bun na hAbhann? (He says the name softly, almost privately, very tentatively, as if he were searching for a sound she might respond to. He tries again. ) Druim Dubh? Maire stops. She is listening. Yolland is encouraged. Poll na gCaorach. Lis Maol. Maire turns towards him. Lis na nGall. Maire Lis na nGradh. They are now facing each other and begin moving – almost imperceptibly – towards one another. Carraig an Phoill. Yolland Carraig na Ri. Loch na nEan. Maire Loch an Iubhair. Machaire Buidhe. Yolland Machaire Mor. Cnoc na Mona. Maire Cnoc na nGabhar. Yolland Mullach. Maire Port. Yolland Tor. Maire Lag. She holds out her hands to Yolland. He takes them. Each now speaks almost to himself/herself. Yolland I wish to God you could understand me. Maire Soft hands; a gentleman’s hands. Yolland Because if you could understand me I could tell you how I spend my days either thinking of you or gazing up at your house in the hope that you’ll appear even for a second. Maire Every evening you walk by yourself along the Tra Bhan and every morning you wash yourself in front of your tent. H/Jun10/ELLB3 9 Yolland I would tell you how beautiful you are, curlyheaded Maire. I would so like to tell you how beautiful you are. Maire Your arms are long and thin and the skin on your shoulders is very white. Yolland I would tell you †¦ Maire Don’t stop – I know what you’re saying. Yolland I would tell you how I want to be here – to live here – always – with you – always, always. Maire ‘Always’? What is that word – ‘always’? Yolland Yes-yes; always. Maire You’re trembling. Yolland Yes, I’m trembling because of you. Maire I’m trembling, too. (She holds his face in her hand. ) Yolland I’ve made up my mind †¦ Maire Shhhh. Yolland I’m not going to leave here †¦ Maire Shhh – listen to me. I want you, too, soldier. Yolland Don’t stop – I know what you’re saying. Maire I want to live with you – anywhere – anywhere at all – always – always. Yolland ‘Always’? What is that word – ‘always’? Maire Take me away with you, George. End of Section A Turn over for Section B Turn over H/Jun10/ELLB3 U 10 Section B – Talk in Life and Literature Question 5 0 5 Text A is an extract from Educating Rita (190), a play by Willy Russell set in a northern university. Frank is a middle-aged lecturer, and Rita his Open University student. She has just had an angry quarrel with her husband, who despises her longing for an education. She is anxious to know what Frank thinks about her essay on Macbeth. Text B is part of a transcription of a university tutorial. The tutor is discussing Julie’s essay with her. Compare the two texts, commenting on the ways in which they reflect the differences and similarities between talk in life and talk in literature. In your answer you must explore the relationship between context, purpose and audience and the ways in which speakers’ attitudes and values are conveyed. End of Questions H/Jun10/ELLB3 11 Text A (breaking away from him): It’s all right – I’ll be O. K. Just give me a minute. (She dries her eyes. ) What was me Macbeth essay like. frank: Oh sod Macbeth. rita: Why? frank: Rita! rita: No, come on, come on, I want y’ to tell me what y’ thought about it. rank: In the circumstances †¦ rita (going and hanging her bag on the back of the swivel chair): It doesn’t matter, it doesn’t; in the circumstances I need to go on, to talk about it an’ do it. What was it like. I told y’ it was no good. Is it really useless? frank sits in the chair. frank (sighing): I – I really donà ¢â‚¬â„¢t know what to say. rita: Well try an’ think of somethin’. Go on. I don’t mind if y’ tell me it was rubbish. I don’t want pity, Frank. Was it rubbish? frank: No, no. It’s not rubbish. It’s a totally honest, passionate account of your reaction to a play. It’s an unashamedly emotional statement about a certain experience. ita: Sentimental? frank: No. It’s too honest for that. It’s almost – erm – moving. But in terms of what you’re asking me to teach you of passing exams †¦ Oh, God, you see, I don’t †¦ rita: Say it, go on, say it! frank: In those terms it’s worthless. It shouldn’t be, but it is; in its own terms it’s – it’s wonderful. rita (confronting him across the desk): It’s worthless! You said. An’ if it’s worthless you’ve got to tell me because I wanna write essays like those on there. (She points to the essays on the desk. ) I wanna know, an’ pass exams like they do. frank: But if you’re going to write this sort of stuff you’re going to have to change. ita: All right. Tell me how to do it. frank (getting up): But I don’t know if I want to tell you, Rita, I don’t know that I want to teach you. (He moves towards the desk. ) What you already have is valuable. rita: Valuable? What’s valuable? The only thing I value is here, comin’ here once a week. frank: But, don’t you see, if you’re going to write this sort of thing – (He indicates the pile of essays. ) – to pass examinations, you’re going to have to suppress, perhaps even abandon your uniqueness. I’m going to have to change you. rita: But don’t you realize, I want to change!