Play (The Zoo Story) Essay Example | Topics and Well Written Essays - 500 words

Play (The Zoo Story) - Essay Example It didn’t make a lot of sense to me. I had trouble understanding the way that Jerry talked. It seemed like he was crazy and abstract. I wanted him to get to the point. I sympathized a lot more with Peter. He seemed to be a character that was a lot more like me. I often find it annoying when strangers strike up conversations with me about nothing. In the course of these kinds of conversations, I often try to figure out what the other person wants. In this play, I kept wondering what Jerry wanted. Nothing he was saying had any kind of point. That for me was disorientating at first. After finishing the play, I began to understand that Jerry is really seeking fellow feeling and understanding. He is trying to create a narrative of his life that will help him find meaning. He is obviously not very good at this, and the surprise ending at the end of the play, where Jerry is impaled on the knife is the best example of this. In a way, Jerry is so out of tune with the world that he can’t live in it anymore. He seeks friendship and understanding—and so he has to die in this way. He can’t simply kill himself alone—he needs to have that human connection. I think that is why, in part, he makes sure that Peter picks up the knife. The idea of the zoo is important. It is clear that the author of the play thinks that people are too often trapped in their own cages by social norms and unable to escape and actually talk to one another in a normal way. I found this to be an interesting and thought-provoking play. It surprised and challenged me. I would like to read more works by Edward Albee and read other playwrights from this era in American history. Overall, I enjoyed this course. I found it invigorating and stimulating. In general, the professor was extremely approachable and it was clear that he had a real appreciation and interest in the subject matter. I now see things in a different light and I intend to go to the theatre for pleasure.

VBD report Essay Example | Topics and Well Written Essays - 1500 words

VBD report - Essay Example In the light of the events which have occurred in the Brisbane branch of the firm in a span of six weeks, the scenario behind the resignation of four line managers as a result of inadequate opportunities to participate in the decision making of the business is being considered critically by the company to assess the state of participative management techniques and leadership models in the company’s Brisbane branch. Hence, the purpose of this report is to explore the circumstances surrounding the resignation of the four line managers to better understand the application of the leading and organizing function of management in the firm and present appropriate recommendations for addressing the present issue successfully thereby, reducing turnover rates in the future. The prevalent issue in the organization is associated with the concept of employee turnover which is demonstrated by the resignation of four line manager’s at the company’s Brisbane branch in the time period of six weeks. According to Jang (2008), the concept of employee turnover can be defined as â€Å"the gross movement of workers in and out of employment with respect to a given company†. Moreover, the concept of turnover can be assessed in terms of voluntary and involuntary turnover, which in this case is associated with the former as the employees have willingly resigned from their respective positions (Cascio and Boudreau, 2010). While, the explanation of central causes of employee turnover have often been described by researchers as being unique to the organization or even individual cases, it has already been established that the fundamental reason behind the four resignations which have been received by the company is a consequence of inadequate HR pract ices. As noted by Jackson, Schuler and Werner (2011), poor levels of job satisfaction and absence of fair opportunities in the workplace can promote a sense of

The Strategic Importance of the Battle of Fort Donelson Research Paper

The Strategic Importance of the Battle of Fort Donelson - Research Paper Example John Thayer became the leader of the Nebraska regiment. The regiment spent time in Missouri with General John Fremont in preparation for the war. The regiment marched directly through St. Louis where it was reported that several people thronged by the road to witness their hero. In December, the troops were under a constabulary duty to defend their state. The State had experienced some defeats earlier in August and this had caused many fears to the State. To defend them, the State waged a tactical guerilla war and bushwalking to counter their enemies. Major General Sterling Price had managed to confide all the southern in Missouri State with the aid of union forces (Cooling 2003). This force joined another union under the control of Major Brig and Gen. John Pope who struggled to restore peace and order in the northern part. As a trial, the Nebraska participated in a skirmish at Shawnee mound on the Black River. The union managed to capture other hundreds of confederates and the warmo ngers were appreciated for their efforts. By this time, the troupe now was ready for the campaign in 1862. In January 1862, Gen. Ulysses Grant commanded a garrison at Kentucky and convinced the commander of Missouri Gen. Henry Halleck that they were to break the western defense force in order to conquer that State. In this regard, first Donelson, which was near River Tennessee were the weakest and most attractive link between Mississippi and Cumberland Gap. Grant won the support from Andrew Foote and the two launched a strong army, which were determined to win this confederate and bring it under their control. Grant had fears that his troop had few men and thus he had to strengthen his army before he made any move (Palagruto 2010). He used two methods to reinforce his troops as he first stripped his department and eliminated any regiment that could arise as opponent to his mission and secondly, Hallenick made orders that could forward the zealous and untested the Nebraska in order t o test the strength of Nebraska. The Nebraskans boarded a train to St. Louis while the regiment group opted for a steamer train to transport them to join Grant’s troop. Several groups started to arrive at fort Henry and Grant immediately ordered these boats to move further to Cumberland where they could carry out their operations. This was meant to reinforce grant’s operations in fort Donelson. The heavy February rains in the area dismantled transportation along the rivers and at the same time Grant’s troop were facing opposition from stubborn defenders at fort Donelson. The port was not easily conquered as it had several creeks, heavy woods, ravines, and the current floods. The Tennessean fighters were out to defend their land and they managed to guard their guard (Palagruto, 2010). The confederates understood that Tennessee, Mississippi, and Cumberland River were the vital targets by the rebel forces. Thus, they could not allow them to access this area for it linked the North and the South. In addition, the rivers were a major means of transport between the two states that is the South and the North. The Southerners struggled all their best to defend these rivers as the North could easily attack them. The confederate prepared well by constructing Fort Henry along River Tennessee and fort Donelson along river Cumberland to act as protection against their enemies. The two ports

An exploration of the way Shakespeare presents Claudius to the audience Essay Example for Free

An exploration of the way Shakespeare presents Claudius to the audience Essay The title of William Shakespeares Hamlet, would at first suggested its eponymous hero, Hamlet, is the major character. However, in a sense the whole play evolves around the character and actions of Claudius. Shakespeare has presented Claudius in a phrase as a smiling damned villain, whose greed and selfishness lead the way to his tragic killing of the King. This sums up Claudius excellently, as he has two sides to him, one the public side, smiling and the other the private side damned villain. Claudius starts his opening speech as king by saying, Though yet of Hamlet our dear brothers death (Act I Scene II, Line1) which creates the impression that his brothers death upsets him, but later it is revealed that he was the cause of it. This links in with the theme of seeming and being, where it appears that he is grieving but is actually not. Shakespeare has used seeming and being repeatedly to show the audience that, deception is one of the major parts of the play: My words fly up, my thoughts remain below words without thoughts never to heaven go. (Act III Scene V, Lines 97-8), This is Claudius confession where he tricks the audience and Hamlet into believing he wants forgiveness, but then find out it is not true. This is further highlighted when Claudius is speaking to Hamlet: here in the cheer and comfort of our eye(Act I Scene II, Line116). Again it appears as though Claudius is being caring and wants to look after him, in a way like a father would, but he has said this very cleverly and in reality implies that he wants to keep an eye on him. By using the Pritesh Kotecha Greenford High School words comfort and cheer, Claudius is seen to be passionate and genuine, and the way Shakespeare has presented him to be this skilled politician is essential to his character, as he uses his wit to get himself out of awkward situations. Claudius in several parts of the play uses the word our to manipulate people. In this case, it seems as though he means for him and Gertrude to keep and eye on Hamlet, but in reality he could perhaps be implying, if Hamlet was to do something wrong the whole state could be a witness. Claudius very cleverly uses the term our again at the end of the play: our son shall win(Act V Scene II, Line 190), which gives the impression that Hamlet and Claudius have settled their problems. He has very cleverly switched his attitude from your son to our son as the play progresses, purely because of his public appearance. Also he could have perhaps said this so that when Hamlet dies he would not be a suspect, as he seems so genuine and loving towards Hamlet. When Claudius says your son, he usually says it when he has done something wrong, and implies it is your son your problem. The image of heaven and God is often related to Claudius, not referring to him as a God, but Hamlet uses his father to make bold Claudius lustful character when he says: so excellent a king, that was to this Hyperion to a satyr. (Act I Scene II Line 139 and 140) Here Hamlet very precisely sums up Claudius in comparison to his father because a Hyperion was a glorious sun-god of classical mythology; a satyr was a creature half man half goat. Pritesh Kotecha Greenford High School. The fact that Hamlet refers Claudius to a goat is effective because the goat is seen to be a very lusty animal, and this information along with a lot of other quotes: incestuous and adulterous beast, (Act I Scene V Line 42) a serpent stung me (Act I Scene V, Line 36) gives the audience an animalistic perception of him. The fact that Shakespeare has said serpent stung is ironic as a serpent cannot sting and this makes the quote stand out, as it is eye-catching and alliteration is used here, and the image of a snake or reptile immediately comes to mind. Also, the sibilance here is a s, which is a connotation of evil. Claudius is again compared with God, when Polonius is talking to Claudius, he says: I hold my duty as I hold my soul, both to my God and my gracious king. (Act II Scene II, Line 44 and 45), because he uses Gods name in the same sentence as the kings is ironic because in the past the king was seen to be appointed by God, therefore anything a king was to say had to be obeyed. This is ironic because, in this situation Claudius did not inherit the throne the natural way, and had to commit a vile murder of his own brother to get it. This once more shows his greed and selfishness, as he killed his brother to inherit his possessions: My crown, mine own ambition, and my queen (Act III Scene III, Line 55). He has worded this sentence, mentioning his crown first, implying it means the most to him, and then at the end his queen, which shows he doesnt care as much about her however it does show that he has some feelings for her even though he is portrayed as this selfish character. Repetition is used here, and this sentence stands out and shows Claudius greed as all he is saying is my, my, my. Pritesh Kotecha Greenford High School Shakespeare uses repetition a great deal in Claudius speech, and in this case he uses it to outline Claudius intelligence, like any politician, he uses rhetoric as a way to manipulate people: your father lost a father, that father lost (Act I Scene II, Line 89 and 90), here he is trying to persuade Hamlet that its all part of the circle of life. This is important as it outlines his guilt that Hamlet is grieving for his father so much, and in a way is trying to make him stop mourning to make himself feel better. He even digs so low as he says to Hamlet, you grieving so much is a sin: tis a fault to heaven, a fault against the dead, a fault to nature (Act I Scene II, Line 101 2). Moreover, he again gives himself away unconsciously as he tries so hard to make Hamlet stop grieving. Shakespeare has presented Claudius as a skilled politician in this sentence because again he structures it in three parts, and again repetition is used, to make bold the main point he is trying to get across; your grieving is wrong. Claudius also uses Hamlets vulnerability as a chance to show his power. He refers to Hamlet as being weak and fragile: A heart unfortified, a mind impatient, An understanding simple and unschoold (Act I Scene II, Line 96 and 97). The fact that he has used the words unfortified and impatient, makes this sentence more interesting because he shows his power and intelligence by degrading Hamlet. He says he lacks patience and is very weak, and is not educated. Claudius is portrayed by Shakespeare, to exploit all situations with his language. In this case, he uses very negative words and the effect is it shows him in power over Hamlet. Pritesh Kotecha Greenford High School His power is also shown in his opening speech as king. Here Shakespeare has showed him as very powerful and in control by dealing with all his issues one-by-one. This is a very structured speech and it creates a strong impression on the audience as they see him as a man of control. What wouldst thou beg, Laertes that shall not be my offer not thy asking? (Act I Scene II, Line 45 and 46) Here he is just showing off his power saying what can you ask for that I will not already offer. Shakespeare has added this part in to make him seem passionate and a loyal king. Again, appearance and reality comes into play, as it seems as thought he is doing it to help Laertes, but could perhaps be doing it to show his power. The theme of seeming and being again reoccurs as Claudius is confessing, where he is seen to be legitimate, but again says things he doesnt mean: My words fly up my thoughts remain below, words without thoughts never to heaven go. (Act III Scene V, Line 97 and 98) Claudius deceit is portrayed here, as he is asking for forgiveness but he does not mean it, he cannot even be truthful whilst in prayer. This could have been an act of fright from Claudius as he is now aware that Hamlet knows the truth. This scene is very significant because it shows Claudius for his true colours, a coward. His character is now becoming more apparent to the audience, who now have something to build upon. Rhyming couplets is used here, and Shakespeare uses this a lot at the end of long speeches or scenes and is used as a sort of cue point, to let the other characters aware of when to come in. This line can be shown in many different ways. In the Kenneth Branagh version, Claudius is in a catholic confession box, with some low Pritesh Kotecha Greenford High School melancholy music in the background, and the camera is slowly zooming in on his face. Which creates a more dramatic effect and a more personal tone, and when this line is due, he does not say it but thinks it. In the Franco Zefereli version he is in front of a cross. Franco Zaferelli similarly uses a cross symbolising the same religious meaning as the confessional. Claudius change in character is again shown through his confession speech. A different side to him is shown, perhaps because he is now aware that Hamlet knows the truth, and now asks for forgiveness. Is there not rain enough in the sweet heavens to wash it white as snow? (Act III Scene V, Line 46) The language in this sentence is very powerful as Claudius uses natural elements, rain and snow, to outline his sin. Claudius graphic description of his sin is strong evidence, and his desire to temptation leaves him tormented by his guilty conscience. Also, because Claudius uses the colour white, it makes him seem more pure and guilty, as white is a connotation of purity, and a blank slate. In the Branagh version, he whispers this line and the audience see him as being honest and this effect is it makes him seem more apologetic. Although Claudius is portrayed as this corrupted villain, his character is wide open to interpretation. In a sense that although he killed his brother to marry Gertrude, he still has strong feelings for her: She is so conjunctive to my life and soul That, as the star moves not but in his sphere, I could not buy her(Act V Scene VII, Line 14-16). Here Claudius uses the earth and the planets to state his love for Gertrude, and implies that without her he would not be able to do anything. Although Shakespeare has Pritesh Kotecha Greenford High School. presented him to have strong feelings towards Gertrude, his greed and selfishness overrule his love for her: Gertrude do not drink [aside] It is the poisond cup. It is too late. (Act V Scene II, Lines 294 296) Just because he wants to get his own way, he jeopardizes her life and throughout the play, his actions lead to the death of seven innocent people, because he cannot resist his temptation and has to cover up his crime. In conclusion, Claudius is portrayed as a good king with bad qualities. Although he does have some good aspects as king, him being intellectual and powerful, his bad qualities over weigh his good. In a sense that, he is greedy and selfish, putting his own desire first, and going to any limits to reach his goal. Shakespeare has presented him excellently, with witchcraft of his wit(Act I Scene V, Line 43) allowing him to conceal his true colours, except for when he repented and confessed to God. Throughout the play, Shakespeare uses one good quote to define his character as; smiling damned villain(Act I Scene V, Line 106), as it shows that he has two sides to him in every way, public and private, caring and selfish, and cleaver but not very wise.

The Early Years Of Key Stage One

The Early Years Of Key Stage One This report focuses on the principles underpinning Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1), and how this influences practice when supporting children in the transition from EYFS to KS1. This report will also include the similarities and the differences between the EYFS and KS1. The main aim of this report is to demonstrate knowledge and understanding of theory underpinning the development of key stage 1. The Early Years Foundation Stage is not a curriculum it is a framework. Sited in (DCSF 2008a, p.9) The EYFS document sets the standards for children from birth to 5 by meeting the diverse needs of each individual child this principle lies in the heart of the EYFS. All practitioners should deliver personalised learning, care and development to encourage and help children receive the best possible start in life. The overarching aim of the EYFS is to help children achieve the five Every Child Matters outcomes which are: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic well-being (DCSF 2008 a) However the national curriculum sets out the stages and core subjects children will be able to be taught during their time at school. The national Curriculum also sets out the knowledge and skills that are important for children to become successful and confident learners. The curriculum also sets out the achievement targets in each subject, teachers can use these to measure each childs progress and plan the next steps in their learning. Schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. The new curriculum identifies the impact of play-based and activity learning in engaging children and helping them achieve a wide range of outcomes and make the best possible improvement. (National Curriculum online) However the EYFS framework provides assurance, it also states that every child deserves the best start in life. The Early Years Foundation Stage sets standards for the development, learning and care of children from birth. The new primary curriculum expands on the principles of the EYFS and encourages play-based learning. In the early stage the content of the curriculum is generic to the area of learning. Rose, J. (2009) The principles which guide the work for all early years practitioners are grouped in to four themes. The first theme is A Unique Child: every child is an experienced learner from birth who can be flexible, confident and self confident about him or herself. The second theme is Positive Relationship: children learn to be strong and independent from a base of loving and secure relationships with parents, families and carers. The third theme is Enabling Environment: The environment plays a key role in supporting and extending childrens development and learning, The fourth theme is Learning and Development: children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. The Four guiding themes work together to underpin effective practice in the delivery of the Early Years Foundation Stage. They put legal requirements in to context and describe how practitioners should support the development, learning and care for each individual child. (DCSF 2008a, p.9) Transition should be seen as a process not an event, transition is something that is continuous, and should be planned for and discussed with children and their parents. Settings should communicate information which will secure continuity of experience for the child between settings. Schools should use the summative assessment of each child recorded in the EYFS profile to support planning for learning in year 1. However teachers should also be familiar with the EYFS and the EYFS teachers should be familiar with the KS 1 Curriculum. (DCSF 2008b, p.10) Moving into years 1 can be a shock to some children after the play freedom they had in nursery and reception, five year olds can often be turned off education by suddenly being made to sit still and listen to their teachers. Sited in Moyles, J (2007 p. 16) Wood and Bennett (2001) stated that the effect on children of the transitions they make in early childhood has become a major focus on the national and international research. (Margetts 2002, Dockett and Perry 2004a-2005). As many practitioners are aware that the big transition may be the move from a foundation stage setting in to a key stage 1. The recent focus is on continuity and progression that can be offered to children at this point. Rose, J (2009) stated that: Transition from EYFS to primary school can be difficult for some children This can be difficult for children because the children are more familiar to the play-based learning, and when moving to key stage 1 the children will experience a difference as they will be expected to sit on a chair at a table and be told what to do. However the creative curriculum is also being introduced, the main aims of the creative curriculum are to encourage and develop a more creative curriculum in foundation subjects in Key Stage 1. The creative curriculum is also introduced to create a more personalised, incorporating key life skills that could transfer into lifelong learning skills and increase the use of the local area and increase out of classroom learning experiences. Feedback from parents, teachers and pupils suggested that the curriculum had become more creative and exciting. Pupils were taking part more and getting involved in their learning and took ownership. This also improved parental involvement in their childrens learning and development. The staff, parents and pupils commented on some changes they noticed occurring from the new topic approach. They reported that the children were more excited about their learning, the children were also talking about their learning more at home with parents and families. The children also started to bring resources from home for the new topic to support and expand their learning. (Creative curriculum 2008 online) The Independent Review of the Primary Curriculum includes a survey by Ofsted in 2007 which proclaimed that a very less amount of schools had successfully linked the areas of learning and development in the EYFS with the related subjects of the National Curriculum in Key Stage 1. Because there was lack of clear links between the Early Years Foundation Stage and Key Stage 1, this meant that 8 in 10 schools in the survey introduced the subjects of the National Curriculum at the start of the autumn term. However, Two in three of the schools taught a literacy hour or daily numeracy lesson within a few weeks of the start of the school year. In Rose, J (2009) Ofsted also noticed that over half of Year 1 teachers had used the Early Years Foundation Stage profile but few had found it mostly helpful. The EYFS profile confused many teachers by including assessments beyond the level of the early learning goals, but not linked openly to the level descriptors in the National Curriculum. However given the amount of time spent in completing the EYFS profile and its potential value as a personal record of each childs previous experiences and achievements it is important for schools to make better use of it. However The Cambridge Primary Review is an independent enquiry into the condition and future of primary education in England. It is based at the University of Cambridge, Alexander, R (2009). The Review proposes a debate on if the age at which children have to start school should be raised to six in line with many other countries. Logically the ages and stages of schooling should be brought in to line, so the statutory starting age would become six, the point at which children move from the foundation stage and enter the key stage 1. The main concern is not when children start school but what they do when they get there. With sufficient resources, there is no reason why good quality play-based learning up to age six cannot be provided in primary schools. However this is maybe a risky change because some fear that children with most to gain from early education will miss out through being kept at home until they are six. This would confirm that England has finally accepted the need to protect and preserve the distinctive nature of early childhood. Easing the way for the youngest four-year-olds to start school, however the Rose report which has recently been proposed, sends a different view. Rose, J (2009) says: I hope the review will help our primary schools to build on their success so that all our children benefit from a curriculum which is challenging, fires their enthusiasm, enriches and constantly enlarges their knowledge, skills and understanding and, above all, instils in them a lifelong love of learning. The curriculum that primary children are offered must enable them to enjoy this unique stage of childhood, inspire learning and develop the essential knowledge, skills and understanding which are the building blocks for secondary education and later life. Primary children must not only learn what to study, they must also learn how to study, so the children can become confident, self-disciplined individuals capable of engaging in a lifelong process of learning. High-quality teaching in the primary years, as elsewhere, is vital to childrens success. McKinsey 2007 reports said that the quality of an education system cannot exceed the quality of its teachers. This is echoed by the Cambridge Primary Review, which states that A curriculum is only as good as those who teach it. Rose, J. (2009) However (BBC news 2008 online) states: Do children start school at too young an age in England? English pupils are starting very early in the classroom, Compared to other western European countries, as compulsory education begins in England at the age of five with children starting at four years old. However in countries such as Sweden, Denmark, school does not begin until the age of seven. This general question has been raised by the Cambridge-based Primary Review which is investigating how the primary education is organised. And its conclusion challenges the idea that an early start has long-term advantages for children. The assumption that an early starting age is beneficial for childrens later attainment is not well supported in the research and therefore remains open to question, says the report. However the Primary Review, taking an overview of the evidence, suggests that there is no clear link between quantity and quality in education. In England, Scotland, Wales, Northern Ireland, and the Netherlands, children start school at the age of five years old. However in Austria, Belgium, and Denmark the children start at the age of 6-7, and in, Poland, Spain, and Sweden children start at the age of 6-7. The Effective Provision of Pre-school Education (EPPE) project investigated the effects of preschool education and care on childrens development for children aged 3-7 years old. This study has established the positive effects of high quality pre-school provision on childrens intellectual and social behavioural development up to the end of Key Stage 1 in primary school. Pre-school has a positive impact on childrens progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity are both important. The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool provision on young childrens cognitive progress and their social/behavioural development. The research seeks to establish whether different types of pre-school settings differ in their impact and effectiveness. It also seeks to identify any differences between individual pre-school centres in their impact upon childrens cognitive progress and social, behavioural development. EPPE (2004) However Brown, J. Said that the Effective Provision of Preschool Education (EPPE) is the first major study within the UK to focus on specifically the effectiveness of early years education, monitoring the development of children from a wide range of backgrounds and cultures as they progress from the start of preschool up to key stage 2. Brown, J. (2009, p.26) I n the national curriculum education influences and reflects the values of society. Therefore it is important, to recognise a broad set of common values and purposes that underpin the school curriculum. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the permanent values that contribute to these ends. These include valuing ourselves, families and other relationships, and the wider groups, to which we belong, the diversity in our society and the environment. At the same time, education must enable us to respond positively to the opportunities of the rapidly changing world and work. We also need to be prepared to engage and connect as individuals, parents, workers and citizens with economic, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid development of communication technologies. National curriculum (online) The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided schools. Getting children to sit down on a seat in key stage 1 is not a problem. But what we need to ensure is that these children are interested and excited about their learning, the children need to feel involved in what is taking place and have a level of expectation about what will happen next. A creative curriculum is not simply about making links between subjects, it is about finding ways to inspire the children by drawing in skills from art, music, technology, dance and drama. Creativity is about inspiring children through the establishment of memorable learning experiences. Creativity can be a platform for establishment of personalized learning, enabling children to think out of the box for themselves. (Teaching expertise online) This shows that the creative curriculum has been introduced so children are not sitting on chairs and doing what they are being told by the teacher, it has been introduced so children can enjoy learning through different experiences, and be more creative about their learning. However in nursery everything is more play-based, and key stage 1 is more focused on lessons like phonics, numeracy and literacy, this is why the creative curriculum has been launched so children are more motivated and interested in learning, and remembered what they had learned, due to this the children would want to learn for themselves they would be able to expand on the thinking and learn how to be in control. Within the EYFS it is also stated that the key person also play a vital role in a childs learning and development. Children can form an attachment in the setting with the key person, the benefits of this could be the child settling in different surrounding really quickly, and that the key person could assess and plan for the child individual needs. Sited in Elfer, P et al. (2003 p. 18) it was stated that the key persons role is vital for children and their parents. The key person makes sure that each individual child within the nursery feels welcome, safe and secure. They also make the child feel that they are taught about by someone in particular while they are away from home. However the key persons approach makes sure that parents are able to build a personal relationship with someone in particular rather than all the staff within the setting. The benefits of a key person are they give parents a peace of mind, it also gives the parents a chance to liaise and interact with somebody whom is fully committed and familiar with their child, and is able to provide the parents with up to date information about their childs learning and development. The Key Elements of Effective Practice (KEEP) emphasise that effective learning is dependent on secure relationships, an appropriate learning environment and high-quality teaching. Brown, J. (2009, p.26) The four main purposes of the National Curriculum are: To establish an entitlement To establish standards To promote continuity and coherence To promote public understanding Those awarded Early Years Professional Status must demonstrate through their practice that a secure knowledge and understanding of the following underpins their own practice and informs their leadership of others. The EYP Standards set out the national expectations for anyone wishing to gain EYPS and work as an Early Years Professional. They are outcome statements that set out what Early Years Professionals need to know, understand and be able to do. They cover working safely with babies and children from birth to the end of the new EYFS. Achievement of the Standards will enable members of the workforce to move across the range of early years provision, which will encourage and support learning and development.(EYP 2006 online) Reference Page Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. Nottingham: DCSF Publications Moyles, J. (2007) Early Years Foundations. Maidenhead: Open University Press Sylva, K., Melhuish, E., Sammons, P., Blatchford, I, S. and Taggart, B. (2004) The Effective Provision of Pre-school Education (EPPE) project: Final report: DFES Bertram, T., Pascal, C. (2002) Early years education: An International Perspective. Birmingham: QCA Brown, J. (2009) Spring. Department for children, Schools and families. P26-28 Elfer, P., Goldschimied, E., Selleck, D. (2003) Key persons in the nursery. London: David Fulton Publishers BBC News (2008) is five too soon to start school? News Channel: Education Available: http://news.bbc.co.uk/1/hi/education/7234578.stm Haywood, J (2006) Early Years Professional Standards. Available: http://www.testsite.lancsngfl.ac.uk/curriculum/early_years/getfile.php?src=100/Draft_EYP_Standards_Aug_2006.pdfs=!B121cf29d70ec8a3d54a33343010cc2 Department for Children, Schools and Families (2008a) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF Publications Department for Children, Schools and Families (2008b) Practice Guidance For the Early Years Foundation Stage. Nottingham: DCSF Publications

Colonialism and Imperialism Exposed in Shooting an Elephant and Heart o

Destructive Colonization Exposed in Shooting an Elephant and Heart of Darkness      Ã‚  Ã‚   As a man is captured, his first instinct is to try and break free from his shackles and chains. Primal urges such as this often accompany humans when they are forced, as in capture, to rely on their most basic instincts to survive. In this manner, natives in Africa acted upon instinct when the Europeans arrived to take their land and freedom. The short story Shooting an Elephant by George Orwell and the novel Heart of Darkness by Joseph Conrad revolve around the time when colonialism had a foothold in many parts of the world. This setting is one of conflict with the native peoples in these countries who are fighting and rebelling against the colonizers. Building upon this, both authors instill in the protagonists a sense of the wrongs they, as an extension of colonialism, are doing. In Shooting an Elephant and the Heart of Darkness there is an ongoing struggle between society and natives which leads the main character to realize the destructive nature of colonization. Each work is littered by destruction that comes in the forms of: a control over the native population; a need to keep order among the colony; and a mental destruction incurred from having views opposed to the ruling government’s. That each book denounces colonization is no surprise; but each present a conflict to make clear the protagonist’s struggle. In Shooting an Elephant, this conflict is between George Orwell and the natives over an unruly elephant, and in The Heart of Darkness the conflict is between Marlow and happenings on the river Congo. Walking into such a wilderness must have been harrowing for even the toughest of individuals, however, with a g... ...aging such as the ones experienced by Orwell and Marlow serve to remind of the dangers of absolute power in the hands of any man. These works illustrate the need to allow cultures to thrive and be different from the more powerful and influential bodies on the earth. Orwell and Marlow tell their stories in order to explain how they realized the truth about corruptive government as far back as the Nineteenth Century. This should serve as a reminder now as a new age dawns upon mankind, where everything can be bought and sold. The basic message is the same, however, that we use power destructively â€Å"to avoid looking [like fools].† Works Cited Orwell, George, Shooting An Elephant. Ed. Messenger, W.E., A 20th Century Anthology. Scarborough: Prentice-Hall Canada Inc., 1984 Conrad, Joseph, The Heart of Darkness. Toronto: Bantam Books, November 1987      

Interaction Between Teenagers and Their Parents Essay

In my opinion, there is not enough interaction between teenagers and their parents these days. I think it is true because of career of their parent, modern technology, and distance between them. The first reason is the career of their parent. The parents always hope their children were life in the best condition and were taken care in the best services. So they try to earn more money in order to pay for the fee of education of their children. It make them word harder, and they lost the time for talking and playing with their children. Therefore, more and more children feel familiar with butler than their parents. The second reason is the distance between them. Their parent attempt to get promote in their work so they work more than another coworker. They make more money and their children have better teacher, life condition and the butler who take care the children replacing their parent. The children grow up in the butler hand so the children feel familiar with butler and sometimes think butler is more important than their parents. Finally, the modern technology is a big trouble made increasing the distance between them. Nowadays, there are many modern technology staff to children enjoy such as, the computer, PlayStation, and entertainments. The children have many friend online and they spend much time on internet with friend instead of helping their parent do housework or get actually experience from their parents. In short, interaction between teenagers and their children is less and less so the parents need care their children more and make them become a useful and responsible person. The children need to be grow up in loving.