Behavioral Statistics

Researchers participating in this particular study were interested in evaluating whether occasional intervening consisting of personalized feedback can be utilized in the decreasing of alcohol abuse amongst college aged students. Research consisted of inclusion of content on personalized feedback of participants involved in the study. Methods of observation used in the experiment were; participants, measures, procedures, and results.Participants were given the opportunity to participate in pre-intervention  assessment and randomization, various conditions of feedback, a follow-up assessment, and opportunity for compensation. The heavy drinking of some students reaches levels of clinical significance (Wechsler 3).In the research, statistical components incorporated consisted of summarization of participant’s drinking habits, how each individual participant’s drinking consumption compares to campus normatives, didactics pertaining to blood alcohol concentration (BAC), a nd estimation of calories consumed from alcohol binging. Face-to-face,computerized, and controlled, represented the feedback conditions used by researchers. These criterion were meant to establish proof as to whether a prominent difference is achieved between those who are allotted the assistance of a clinician, a computerized feedback form, or simply the option of responding to a personalized feedback form. Researchers concluded that the face-to-face variable along with the computerized intervention variable both succeeded equally in assisting in alcohol consumption reduction, but awarded a slight favorable edge to the face-to-face intervention, while thecontrol condition, however, flagged behind both. Results deemed brief alcohol intervention with college student drinkers via computerized intervention an efficient mechanism in the curving of alcohol abuse among the demographic. Works Cited Weshsler, H. and T. F. Nelson. â€Å"What We Have Learned From the Harvard School of Public Health College Alcohol Study: Focusing Attention on College Student Alcohol Consumption and the Environmental Conditions That Promote It. † Journal of Studies on Alcohol and Drugs 2008; 69(4): 481-490.

Communication and Care Professionals

Unit 501 – Use and develop systems that promote communication Learning Outcome 1. Be able to address the range of communication requirements in own role. 1. 2. Explain how to support effective communication within own job role. There are a number of reasons for communicating as a manager and leader such as delegation of work, supervision, building a team, interviewing, etc. As well as the need to communicate in many different levels of communicators such as clients, family members, staff, senior staff, other managers, other professional.Different mix of people require a different type of communication. Throughout the duty manager might be undertaking the variety of roles when advising, instructing, welcoming, assessing, observing, informing and counseling. Whatever the communication need or type, a good working relationship, trust and ability to talk openly are essential and therefore the need to adjust the communication to each circumstance. in supporting others to became eff ective communicator, it is necessary for leader to be an effective role model and where able to reflect effectively on how you communicating your messages.If we support all our communication by accepting and valuing the people with whom we interact in the expression of warmth and a non- judgemental attitude, we will improve our communication skills no end. So effective communication can be supported by ensuring that staff are all well aware of the need to be flexible in the way in which they communicate within varied contexts and to engage in communication which is empathic and values people with whom they interact. 1. 3.Analyse the barriers and challenges to communication within own job role. There are a range of barriers and blocks in communication like: * Difference in culture and values. Living in multi-cultural society it is important to be culturally aware in our interpersonal interactions. It is includes not only cultural differences but also the differences in values that pe ople hold. By developing a respectful curiosity about beliefs and practices within all service user's lives, we are able to communicate in more meaningful ways. Negative feelings about the person you are speaking to or taking personally what the person are saying. We may not share the views of people we communicate or particularly like the stance the person takes, but as the manager and leader in a setting we do have to show tolerance of these views and to be fully aware of how we come across to those we are communicating with. One of the things we often do not pay enough attention to is our body language.The way in which we present ourselves can have as much if not more impact on whether our message is listened to and understood. It is vital that our bodily actions match our speech. * Difficulties in own life, tiredness, feeling unwell. Self management highlights the need to manage those emotions we feel and manage them appropriately. So we may feel angry at somebody, but as a mana ger and leader, showing that anger inappropriately will have negative effect on relationships. Feeling unsafe due to person's behavior. We can overcome the problems associated with aggression by using our own verbal and non-verbal communication skills in a calm, non-threatening way, being clear and assertive in the way that they communicate with people who are aggressive, ensuring that the environment is used to defuse or de-escalate an aggressive situation and empowering people to take control of situations that they find stressful. * Not listening effectively.Active listening shows that staff and clients have been heard and the way in which we do this is with the following skills: acknowledging and reflecting feelings, body language, restating, paraphrasing, summarising, questioning. * Noise, inappropriate environment. Another area where communication could break down is an inappropriate environment. Manager must be aware of need for privacy when carrying out sensitive types of co mmunication. The initial impact of a room or building, for instance, is it welcoming, tidy, level of noise, can have huge effect on how people feel and can influence the success of an interaction.Learning Outcome 2. Be able to improve communication systems and practices that support positive outcomes for individuals. 2. 2. Evaluate the effectiveness of existing communication systems and practices. The initial assessment must be done from the first meeting with person to establish a baseline of the person’s ability and communication method. Everyone involved with care of the person should be made aware of this baseline so they can evaluate the effectiveness of any agreed ways of communication.Comparing the baseline with current findings helps us to identify the effectiveness of agreed ways of communication. Positive changes may indicate that agreed method of communication is effective and should be encouraged to continue or possibly adapted to make even more improvement. Findi ngs which show a decrease in the person’s ability need to be investigated further. Whatever the cause, the person should be supported to manage their communication ability, to prevent further decrease, and identify alternative methods of communication where possible.Once we have identified and supported the person to use agreed method of communication, we will need to work with others to identify ways of supporting the person to develop their communication continually. Others may include family, speech and language therapists, behavioural support workers, occupational therapists, psychiatrists, psychologist. When somebody masters their agreed method of communication to support their specific communication need, it may be time to introduce alternative methods to aid them to develop their communication further.Care professionals communicate with people using services very frequently and in a variety of ways. These can include formal meetings and appointments to assess a personà ¢â‚¬â„¢s health or wellbeing problems, to review a person’s progress or recovery, in informal conversations during activity sessions and in brief interactions in the corridor, for example. To ensure that they communicate effectively, care professionals need to use language that isn’t too technical, scientific or based on professional jargon.This can frustrate and intimidate people who use services, particularly if they feel that their concerns aren’t being responded to in an appropriate manner. Effective communication and interaction enable people who use care services to feel more supported, are essential for identifying and responding to their individual care needs and form the basis of a trusting, respectful care relationship. 2. 3. Propose improvements to communication systems and practices to address shortcomings.Health and social care professionals need to be able to communicate effectively with people who use care services. Once they become aware that an individual needs assistance to communicate effectively, a care practitioner should ensure that suitable human or technological aids to communication are made available. Care professionals communicate effectively when they are able to ‘connect’ directly with other individuals. To be able to do this well, a care professional must adapt to the communication and language needs and preferences of others.This includes people who are unable to use spoken language and people who have sensory impairments that limit their communication and interaction abilities. Some people may develop their own way of communication because they do not have the ability to communicate in more formal manner. A sensory disable people usually use aid techniques and specific forms for communication. Effective communication and interaction play an important role in the work of all health and social care professionals.For example, care professionals need to be able to use a range of communication and in teraction skills in order to: †¢ work inclusively with people of different ages and diverse backgrounds †¢ respond appropriately to the variety of care-related problems and individual needs of people who use care services †¢ enable people to feel relaxed and secure enough to talk openly †¢ establish trusting relationships with colleagues and people who use care services †¢ ask sensitive and difficult questions, and obtain information about matters that might be very personal and sensitive †¢ obtain clear, accurate information about a person’s problems, symptoms or concerns †¢ give others information about care-related issues in a clear, confident and professionally competent way.Collating or collecting information about somebody’s communication and support provided is essential in monitoring the effectiveness of the person’s communication. We can collect the information observing the person, getting feedback from others and rec ording information. Learning Outcome 3. Be able to improve communication systems to support partnership working. 3. 2. Compare effectiveness of different communication systems for partnership working. Health and social care work is now based on multi-professional and multi-agency working. This means that care professionals need to be able to communicate effectively with colleagues from a variety of different care disciplines.A multi-professional team might include nurses, care workers, social workers, occupational therapists, clinical psychologists and psychiatrists, for example. Each of these care professionals has a particular disciplinary training and a range of specialist skills. They also share some core skills in working with people who are mentally distressed. Members of this team will need to be able to use their one-to-one and group communication skills flexibly so that they can talk to, share ideas and collaborate with their team colleagues in ways that benefit the people in their care. Care professionals involved in multi-professional teams may communicate in both formal and informal contexts. When team members get to know each other very well, they may use more informal language at times.However, multi-agency working often requires care professionals to communicate more formally, using agreed plans and agendas to achieve specific goals. Formal communication may be used to ensure that the professionals and agencies involved in this kind of collaborative working are clear about each other’s responsibilities and don’t drift into miscommunication, compounding problems. 3. 3. Propose improvements to communication systems to support partnership working. Collating or collecting information is essential in monitoring the effectiveness of the communication systems. We can collect the information observing, getting feedback from others and recording information. So we need to work with others to identify ways to support the continued developmen t of communication.Care professionals communicate with colleagues and other professionals in many contexts every day. Effective communication requires personal and professional respect for others, trust in the judgement and values of colleagues, good verbal and listening skills. Care professionals may communicate formally and informally with colleagues and others working in partnership. Effective communication and interactions enable people to work more efficiently and to collaborate with and support each other in teams. In formal communication the specific writing skills needed by care professionals are generally learnt in practice and quickly become part of a care professional’s skill set.However, it is important for care professionals to regularly review and reflect on their written communication skills to ensure they are using them as effectively as possible. Learning Outcome 4. Be able to use systems for effective information management. 4. 1. Explain legal and ethical t ensions between maintaining confidentiality and sharing information. Tensions caused by confidentiality: the need for consent to share information; understanding when information may be shared without consent; concept of ‘need to know’; need for transparent policy and protocols for information sharing. In many cases, the passing information is routine and related to the care of the person concerned. However, this is only with the agreement of the person.But it is essential that only that is required for the purpose is passed on. Sometimes there are situations when we need to break confidentiality and pass information without consent but we must do this when we have good reason to believe that there is a risk of serious harm to someone. Good practice involves asking people if you can let other people know things, if not we can't give any information even to close relatives only because they want to know. Exception to this rule is when others have a need to know. For exam ple, managers, colleagues or other professional because they may need to help to make decisions or will be working with the same person. 4. 2.Analyse the essential features of information sharing agreements within and between organisations. Every organization have a policy on confidentiality and the disclosure of information. In my organisation Policy on Confidentiality and Policy on Record Keeping relate to it. The main point of these policies are: * All information we receive about or from service users is confidential and that only those people who need to know the information will have access to it * Individual and home records are kept in a secure fashion, are up to date and in good order * Service users have access to their record and information, as well an opportunities to help maintain their personal records.Staff working in health and care sector have a duty to respect individuals personal information, not discus client out of work place, ensure that all written informatio n is signed and dated and stored in a secure manner, are not left out, are accurate and up to date, the passwords and computer screens are used in computer systems, information shared with appropriate peoples and on need- to- know basis. Managers responsibility for maintaining confidentiality is to be convinced that policies and procedures are appropriate and operational within your area and staff are provided training covering basic information about confidentiality, data protection and access to records.

Is business bad for science & stop selling out science to commerce Essay - 1

Is business bad for science & stop selling out science to commerce - Essay Example The paper seeks to show that commercial influences on scientific research have become increasingly detrimental. First, commercial influences on scientific research have led to failure to release some of the scientific results seen as harming industries. For example, the results may be on danger posed by certain substances or drugs produced by companies. As a result, such companies are most likely to engage in a campaign that will ensure that such results do not come to the public limelight. A classical example is seen through Nancy Olivieri of Toronto University (Slaght & Pallant, 2006). Olivieri notes that that one of drug companies engaged in a campaign that she did not publish her results concerning a drug she found to have a high level of toxicity (Slaght & Pallant, 2006). The allegation is serious knowing that such drug will be in the public for use. Hence, this is not just unethical, but also detrimental to the public as it may lead to serious short and long term harm. Secondly, the influence of business on science has made it difficult for public to know how various advancements may be harmful to health and environment. Most of the research is done with little focus on the public concerns (Slaght & Pallant, 2006). The focus has been on ensuring their competitiveness, and business groups have been able to have their way with funding from bodies concerned with research. For example, genetic has been seen as playing a leading role in agriculture due to such influence. Hence, other environmental friendly approaches have been ignored such as minimal use of chemical fertilizers and pesticides (Slaght & Pallant, 2006). In addition, through funding most companies ensures that results are favorable to them. There has been damning evidence mostly in pharmaceuticals and biotechnology sectors. For example, it has been established that funders mostly choose scientists that are

Assignment Example | Topics and Well Written Essays - 750 words - 86

Assignment Example Hint: There are two null hypotheses for each research question here. (2 pts. each, 8 pts. total). (d) List the type of variable for the dependent variable and independent variables (categorical or continuous). (.50 pt. each, 4 pts. total). Recall that researchers often compute total scores or average scores as a composite score when using measures. 1. What statistical test did the researchers conduct to test research question 2 and research question 3? (1 pt.) Was each test the appropriate one to use? Why or why not? (1 pt.) Hint: Consider how many groups they were comparing for school type by looking at the dfbetween in Table 3. 4. What is the Cohen’s d effect size for the difference in cyber bullying between males and females? (1 pt.) Interpret the effect size as small, medium, or large. (.50 pt.) Interpret the effect size in terms of standard deviation. (1 pt.) 1. Did the intervention (KWL group) and control groups statistically significantly differ on the pre-tests for the MAT, MI, or MAS? Support your answer with evidence from the article. Include what alpha level the researchers used as the criterion. (2 pts.) An Independent Samples t-test is used to draw inferences about two populations by comparing TWO INDEPENDENT samples on a continuous level dependent variable. In this case the researchers were drawing conclusions about the pre-test scores study group and control groups which are independent. 1. (a) State one research question from your area of interest that could be answered with an Independent Samples t-test (2 pts.). Identify the (b) independent variable (1 pt.), (c) dependent variable (1 pt.), and types of variables in your research question (2 pts.). 2. (a) State one research question from your area of interest that could be answered with a One-Way Analysis of Variance (2 pts.). Identify the (b) independent variable (1 pt.), (c) dependent variable (1 pt.), and types of variables in your research question (2 pts.). 3. (a) State one

Visual Analysis Assignment Example | Topics and Well Written Essays - 750 words - 1

Visual Analysis - Assignment Example This document aims provides visual analysis of the painting, it shall further determine basic visual elements to analyze the artwork ‘Harmony in Red’. Analyzing the painting ‘Harmony in Red’ it can be observed that the painting portrays a scenario of the dinning room decorated with various types of fruits, vases and flowers. The painting gives an overall cheerful and bright affect in the minds of the people. The background of the painting is bright red; the motifs from the wall are falling down on the tablecloth of the dinning table. At the right hand side of the painting is a woman who is busy decorating the vases and fruit baskets on the table. In the middle, is a fruit basket that seems to be blurred and at the left are the chair and window. The window provides a different affect to the painting; use of cool colors of the window in the painting gives brighter affect to the painting. The painting is a bright luminous painting showing various objects in the painting. Analyzing the painting, it can be observed that the artist has made use of contour lines and implied line for showing the expression and sight of the women in the painting. The artist makes use of counter line to shoe define facial expression. In addition, the chair in the painting is made up of the same line, whereas the background of the painting has shaded and soft stroke to give a soft affect to the brightness of the red color. Analyzing the colors of the painting it can be observed that the use of red is extensively used in the painting with few blue line sin the motifs of the painting. This shows that the artist makes use of warm colors in the painting more than the cool cools. Warm colors create a warm and sensual impact in the minds of the viewers. Matisse in the painting makes excessive use of the saturation in the painting. In order to create a bright and warm look in the

The Law of Restitution Essay Example | Topics and Well Written Essays - 2500 words

The Law of Restitution - Essay Example This implies that the focus of restitution is on the defendant rather than the claimant. There have been scholarly debates on the threshold for a case to be considered as falling under the law of restitution. This is because previously, cases of unjust enrichment have been treated as falling under the law of quasi contract. However, according Meyers (2009), there are four elements that place a case outside the law of tort and contract. The first aspect is that a benefit is received by a party B and the benefit may be in form of money or services. The benefit is received at the expense of party A. Then it should be ascertained that there is an unjust factor that requires that the benefit be reversed. Finally, if B cannot point to any relevant defence, the case is considered to warrant restitution. Restitutionary remedies fall into two categories. Personal restitutionary remedies restore to the claimant the value of the benefit that the defendant had received. This means that the defen dant is liable for the benefit itself. For instance if a defendant received one million pounds from the claimant, then under restitution, the defendant is liable to pay a sum of one million pounds back to the claimant. The restitution remedy creates a creditor –debtor relationship between the claimant and the defendant. The second category of restitutionary remedies is that of proprietary remedy. ... The claimants interest to the property ranks above the other creditors of the defendant and hence the claimant is likely to recover the property if the defendant becomes insolvent ( Garry, 2008). Restitution is considered to be mauti-causal. The first category of restitution is the restitution for unjust enrichment. This involves reversing of gains by a defendant obtained in an unjust way. The second category on restitution is known as restitution for wrong doing. For example, when a defendant commits a tort against the claimant, the remedial assessment is done in reference to the defendant’s gain and not necessarily in reference to the claimant’s loss. The claimant has the proprietary right to a property, whether it existed previously or made to exist by operation of law ( Howard and Cameron, 2008). This paper aims to outline the legal principles that relate to the laws of restitution. It also aims to analyze existing case laws on restitution and ascertain the scope an d implications of this law. The paper outlines the recent developments in application of the law of restitution and the future trends. It is necessary to appreciate the impact of laws on the citizens and the relationship between common law and related statutes is also considered in depth. Restitution is considered as a universal phenomenon and therefore it is necessary for analyzing the application and implementation of the laws of restitution across various jurisdictions. The paper also aims to show the essence of restitution law in the dispensation of justice. 2. Grounds of Restitution 2.1. Unjust Factors An action for restitution does not require any loss to be suffered by the claimant. The major focus in restitution cases is the benefit that the defendant received. Therefore, it is arguable in

Negative Effects of Media on Children Research Paper

Negative Effects of Media on Children - Research Paper Example Young generation particularly the children view the TV and use the Internet more than people of any other age-group because of a number of reasons. â€Å"The average American child watches an estimate between 25,000 to 40,000 television commercials per year. In the UK, it is about 10,000† (Shah, 2010). Elders have such activities as higher studies and work that put constraints upon the time for which they can view TV or use the Internet for non-work purposes. Children have ample time to give to media. â€Å"By age 18 years, the average child has spent the equivalent of more than 2 years of his or her life watching television† (Tuberose.com, n.d.). Multinational companies have used this fact as a means to exploit the children for personal gains. While children have benefited from the media in some ways, the potential negative consequences of media on children far outweigh the positive ones. Presence of three or more risk factors increases the likelihood of occurrence of the negative consequences, (Kirsh, 2010, p. 240) and the number of risk factors in media for children is far more than just three. Media has made children the â€Å"passive zombie-viewers† (Fisch cited in Bryant and Oliver, 2009, p. 402). This paper discusses the negative effects of media on the children. Media has destroyed the children physically, psychologically and morally. Media has altered children’s eating habits for the worse and has exposed them to the risk of a lot of diseases. In the past, children used to consume more organic food than they do today. Children used to be much more prudent in their use of money in the past than they are now. â€Å"Sure, they bought penny candy and an occasional soft drink, but retailers did not think of them as customers per se. They were more often perceived as "Mrs. Bohuslov's kids" who just happened to buy something while they were in the store. Children had money, but it was for saving, not spending† (McNeal, 2011) . Today, children happen to be the biggest consumers of the fast food of all kinds. A vast majority of children have made such food items as burgers, pizzas, pastries, chocolates, and soft drinks a necessary part of their meals. Change in the quality of foods they consume can be fundamentally attributed to media. â€Å"$15-17 billion is spent by companies advertising to children in the US. Over $4 billion was spent in 2009 by the fast food industry alone† (Shah, 2010). Most of the fast food commercials are broadcast during the cartoon movies and other TV programs that are meant for the children. Another reason why children should be considered the intended audience of these commercials is the fact that a vast majority of such commercials involve child stars. Little children can be seen eating and enjoying the chocolates, biscuits, cupcakes as well as the KFC and McDonalds’ burgers. Children viewing these commercials gain inspiration from the ones that are performing in them. As a result of consuming the fast foods, children are becoming overweight and obese. Unlike the past, there is a considerable population of children that are obese and have acquired many illnesses and diseases consequently. For example, diabetes was considered to be the disease only in adults in the past. These days, it is not uncommon for a child to have diabetes and blood pressure. Bad eating habits acquired in the tender age of childhood remain with an individual throughout the life. â€Å"

STRATEGIC ANALYSIS assignment Example | Topics and Well Written Essays - 500 words

STRATEGIC ANALYSIS - Assignment Example The evaluation helps them to know in which program to concentrate their effort to maximize their productivity. As the organization grew, the need for this assessment became critical. This made the sustainability of the organizational growth a problem. The organization faced the management and strategy issue, which also plagues other non-profit organizations. Any organization that lacks machinery to evaluate its programs, cannot know how effective those programs are or how productive they are in terms of delivering their objectives. This means that it cannot clearly demonstrate the commitment it has to its mission and it will be difficult for such an organization to secure long term funding from the funders. An organization such as HCZ with a mission to educate a poor child in Harlem, must know the long-term goals it has and should be in a position to explain clearly to the funders how they are planning to meet their objectives. This will convince the funder to give it the support it requires to continue growing. Fundamentally, the organization should find a way to manage their setups to a success level. It needed an instrument to assess the working programs and discover areas to work more in the organization to increase productivity. Finding a long term funding will enable them grow and achieve their mission and objectives. How to solve the resource problem is of essence especially at this time when some of Hcz’s primary funders such as various clients of Bernie Madoff and Lehman Brothers Holdings are going through financial crisis. (Spector, 98). Canada laid off staff members because of this issue. This is an obstacle to expanding services of the organization. HCZ is a good social asset. The problem that rocks it is how to protect funding from private sectors. For instance, when HCZ was planning 2003 budget, it allocated $11,300 annual spending per student in the promise academy. Funding crises forced the

What are the chief problems your sickness has caused for you Research Paper

What are the chief problems your sickness has caused for you - Research Paper Example What are the chief problems your sickness has caused for you? The question chosen is following: â€Å"What are the chief problems your sickness has caused for you?† The subject was a 55 – year – old, homeless Hispanic man with no knowledge of English language. At the time of the interview, the subject was living underneath the overpass of the Florida Turnpike and Kendall Drive. The subject agreed to an anonymous interview. As a result, the subject visited the West Kendall Hospital a few days ago, where he was given an intravenous therapy and a medication prescription. The subject’s illness has eliminated his ability to work every day. Due to his irregular and small income, the subject could not afford the medication. Moreover, the subject drinks on a daily basis. The subject relies on God for healing, and has decided not to get another prescription.    The subject’s response to modern medicine is similar to the one of the Lee family. The subject refused to return to the hospital because of religious beliefs and lack of money for prescription arising from his sickness. Lia’s parents refused to treat her because of their cultural beliefs. However, the medical community too failed as unprejudiced healers, who did not provide a Hmong cultural mediator, and failed to remove themselves from moral hegemony. Effects of culture on our daily lives have been of concern to anthropologists for decades. According to Geertz, culture is â€Å"a set of control mechanisms –plans, recipes, rules †¦ for the governing of behavior†.... t the Merced Community Medical Center (MCMC): I don’t think the mom and dad ever truly understood the connection between a seizure and what it did to the brain †¦ My general impression was that they really felt we were all an intrusion and that if they could just do what they thought best for their child, that child would be fine. (Fadiman, 1997, p. 48) As can be seen from the above statement, Fadiman presented the medical case of Lia alongside cultural relativism. In her book, Fadiman treats cultural relativism from an epistemiological viewpoint. According to Barnard (2000), cultural relativists argue that â€Å"culture regulates the way human beings perceive the world† (p. 99).  Moreover, epistemological relativism dictates that generalizable cultural patterns do not exist (Barnard, 2000, p. 100).  Dan Murphy, a resident at MCMC, stated the latter fact eloquently: And the other thing that was different between them and me was that they seemed to accept things that to me were major catastrophes as part of the normal flow of life. For them, the crisis was the treatment, not the epilepsy. (Fadiman, 1997, p. 53). Similarly, the subject was not assisted properly at the hospital. His religious beliefs were not addressed. Instead, the prescription was handed to him with no regard for what he would do next, regardless of his financial status. Secondly, the subject was not aware of the name of his illness, meaning that nobody provided a mediator to explain his condition to him in words he would understand. Thirdly, just as in case of the Lee family, it can be assumed doctors felt morally superior to the patient, who drinks on a daily basis. Thus, Fadiman’s insight into what to do to as cultural mediators when seeking to bridge differences is the key aspect when

English coursework (Oscar Wilde) Essay Example for Free

English coursework (Oscar Wilde) Essay In an essay of 3-4 pages discuss how Oscar Wilde uses stereotypes and concepts from traditional fairy-tales and in invert them in his short stories. In the majority of Oscar Wildes fairytales there are numerous stereotypical characters and concepts. In an exemplary fairytale there is the philanthropic character, who is very important to the format of fairytale, for instance a Prince or King, This individual usually, forms an advantageous partnership with a bi-character such as Princess, Queen, Frog, or a Wizard, this may work in reverse in some fairy tales where e. g. the Princess is the leading character and the King is the sub-role. The enemy of the protagonist is called as a villain whose only existence in a fairytale is to try and prevent the leading character and his/hers acquaintances from saving the day or more importantly the world. The evil being is primarily associated with negative images for example bad manners, ruthless personality, or the trademark evil express of amusement. In contrast the valiant hero/heroine is linked with a clean depiction. Witches, Dragons, and Wolves are more often than not portrayed as Villains. Fairy-tale writers use techniques in which they lead the reader to believe that the hero/heroine will prevail in the battle against evil, because the story gives the impression that the villain is superior to the central character. Almost ever fairy-tale begins with the opening phrase Once Upon a Time and end with and they live happily ever after. Use of these phrases result in the reader instantaneously recognises that it is a fairy-tale. Castles are prominent buildings in fairytales because most of fairy-tales were written in medieval-times where castles were the biggest buildings you would see, and they are also related to Kings and Queens. Wilde makes extensive use of traditional fairy-tale characters, which do not exist in real life, in his stories such as ogres, giants and talking birds. I think Wilde choose to do this because he knew bizarre creatures put the message of his choice across much easier to the readers, children in particular. I know this from The Happy Prince and The Selfish Giant where the winter season is given human characteristics and actually given a voice to speak: He is too selfish. What separates Oscar Wilde from other writers in Victorian times is that he uses traditional fairy-tale characters to address contemporary issues to express his opinion. In The Happy Prince Wilde embarks upon the difficulty of poverty and privilege, which were disregarded subjects in that era. When the Prince was alive he lived in the palace of San-Souci, here he wasnt allowed to see the outside world, that didnt bother the Prince because there he had everything he wanted and needed. He was very happy this led to people naming him the Happy Prince: My courtiers called me The Happy Prince, and happy I was indeed, if pleasure be happiness. In the Palace no grief would enter, his courtiers fearing the happy prince would see true misery and sadness. The Prince lived a very luxurious and rich life and was easily pleased with his wealth. When he died they made a statue of him and placed high above the city. From this position he had a respectable view of everything. This meant that he was able to life outside the Palace: Beggars starving, children being abused, poverty all this made the Happy Prince grieve because he was powerless to stop any of this as he was a statue. Here Wilde makes a direct comparison between the rich and the poor. Wilde does this to make the reader sympathise with the poor people: When the Swallow flies over the city he sees rich people sitting in the warmth of their expensive residences and beggars sitting outside of their gates. The Swallow also spots to children hungry and cold lying in each others arms for warmth under a bridge to seek shelter from the heavy rain, but they are told to leave by the watchman, and they walk back out into the rain. Incidents like this make the Happy Prince cry every single day as he sits and watches the wretchedness of the city. Wilde sends the message that human fickleness is a weakness in The Happy Prince. As a statue the Happy Prince was very beautiful and expensive. His body was covered in leaves of fine gold, he has two bright sapphires as eyes and a large red ruby encrusted in his sword-hilt. The Happy Prince was admired by many people in the city as a consequence of this awe-inspiring appearance. A mother says to her child: Why cant you be like the Happy Prince She uses the Happy Prince as a role model for her son, little does know of the Happy Prince but him being a very expensive statue. This show how people judge based on small assumptions of physical appearance only. Eventually the Happy Prince loses all his fine possessions, as he has given them away to those whose needs are greater, and two townsfolk spot the statue. They decide to take it down; they compare its value to that of beggars: As he is no longer beautiful he is no longer useful. The Arts Professor believes that without beauty the statue is useless. This indicates that they didnt place the statue above the city as a symbol representing something with a deep philosophical intent, but merely as an appealing decoration for the city. Wilde also shows some fickleness and its consequences in The Nightingale and the Rose where the nightingale observes a young student who is in love with his teachers daughter. He wants to give her a rose which symbolises his love for her, but cannot afford one. The nightingale sympathises for the young student, he decides to go through agony and in the end sacrifice his life to get that rose for him. The student receives the rose, and goes to the professors daughter to ask her if she will accept his rose, but she frowns and says that she has been given far better gifts from another man. The student walks away in disgust and throws the rose into the gutter where gets flattened by a cart-wheel. The nightingales sacrifice was in vein. The student decides to exclude himself from ever loving again and he dedicates the rest of his life to studying philosophy. This tale has had an important morale stressed by Oscar Wilde. He uses a dramatic ending to emphasise his point. He undoubtedly show s the destructiveness of a fickle nature. The fairytale The Selfish Giant explores selfishness and ignorance by portraying the stereotypical character of a giant as a ruthless monster in some part of the story. Wilde uses little children to contrast the enormous giants dominance. When the giant arrives at his castle he finds children playing innocent games in his garden. The giant furiously chases them away and builds a high wall around his garden. As a result of this no seasons but winter enters his doomed garden. As summer, autumn and spring comes and goes one constant climate remains in the giants garden and his only. Wilde uses the endless winter a metaphor for the ongoing sentence of the giants misery, that winter has sentenced him for being selfish and cruel to the children. The giant soon realises his that all that time he was away, the little children had been preserving his garden and now that they were away it was winter forever. He figures this out when he sees one of his trees blossoming because a group of children climbed upon it. The giant apologises to the children and breaks down the stone fence: and my garden shall be the childrens playground for ever and ever. The giants change of heart causes his garden to blossom and allow the other seasons to enter accordingly. When the giant dies, he goes to paradise. Wilde does this to stress the storys morale and message by showing that if you stop being selfish you will be rewarded. Wilde does use many traditional fairytale conventions but still his stories are different from the tradition in a variety of ways. Traditionally the good triumph when they have made a noble sacrifice. Wilde doesnt necessarily do this. In fact he tends to not do it at all. This is evident in The Nightingale and the Rose where a nightingale unselfishly sacrifices his life for something as minor as getting a red rose to a student who is in love. In the end the student is rejected by the girls he loves, and the nightingales sacrifice was in vein. This story shows that Oscar Wilde will write sorrowful endings if he has to emphasise his point. A reasonable amount of Wildes tales do not introduce the story with the phrase Once upon a time and conclude it with And they all lived happily ever after. Wilde is very attentive in the ways in which he opens a fairy tale, but when it comes to ending one he usually goes with a harsh approach, and does not include psychological twists. In a world of magic and wonder Wilde does not exclude the use of religious imagery, this is hardly ever done in fairy tale. For example; when the Happy Prince and his little assistant the swallow both die doing their heroic deeds. God orders an angel to bring Him the two best things in the city the angel chooses the Happy Prince and the Swallow, because they were recognised for doing good deeds and therefore rewarded with an entry to Gods paradise. In the Selfish Giant we also see Wildes strong belief in God, when the giant dies and allowed entry in Paradise by God, because the giant has become a better individual. I think Wilde does this because he himself believes that good things come to those who deserve it, and he wants to encourage the readers to believe in that too. This is especially aimed at younger readers. Though Wildes stories are fairy tales they bare a resemblance to modern day life. In the beginning of storytelling fairy tales were used as a form of entertainment and written for that purpose as well. Where Wildes tales differ is when the tales carry a message hidden behind a great storyline, this not only done to give the reader a good read but also to teach and educate things that they perhaps didnt know or had a different perspective of. Nowadays stories always have these messages in them, but Oscar Wilde was one of the first to introduce this style of story-formatting, as readers crave for more than just a good story. The drama and intensity was also quite unusual elements Wilde added in his tales. These days drama is an essential ingredient to almost every genre of literature, Wilde was one of the first to discover this, which is one of many reasons why his tales are still loved and admired across the world to this day.

Gender Inequality in the Nursing Profession

Gender Inequality in the Nursing Profession Over the past ten years, the profession of nursing has seen an increase to the number of male nurses (Cite). Despite this fact, men still comprise the minority within the nursing profession both in Canada and the United States, in fact, nursing remains one of the most female-dominated occupations. To most individuals, this seems an appropriate if not a natural occurrence as women are more naturally suited to the profession (Cite). Many factors contribute to this bias however, a review of the history of this phenomenon has shown that the first nurses were actually men as opposed to women (Cite). Ironically, women have made enormous strides into previously male-dominated professions, while the movement of men in nursing has been quite the opposite (MacPhail, 1996). Ideas of appropriate behavior according to gender vary among cultures and eras largely due to what society deems appropriate. In the recent past we have seen this concept adapt to the changing needs of our communities throug h the support of the movement of women into male-dominated professions. While this remains a laudable achievement, virtually no support has been given to men to break into professions dominated by women, such as nursing (Cite). Theoretical Perspectives Historically, nursing is considered a single-sex occupation, identified as a role that is inherently natural to the female gender. Thus, it has become identified as a profession deeply embedded in the gender-based power relations of society. Nursing is an occupation established by women; it supports the stereotypical feminine image with traits of nurturing, caring, and gentleness in contrast to masculine characteristics of strength, aggression, and dominance (Evans, 2002). For this reason, occupations requiring these qualities have been considered exclusively suited to women, and labeled womens work. However, the art and science of nursing has not always been a predominantly female profession (Evans, 2004). Men have played a dominant role in organized nursing dating back to 330 A.D. in the Byzantine Empire. During this era, hospitals were one of the major institutions where nursing emerged as a separate occupation, primarily for men. Moreover, military, religious, and lay orders of men known as nurses have a long history of caring for the sick and injured during the Crusades in the llth century (MacPhail, 1996). In the United States, men served as nurses during the Civil War. John Simon, the lesser-known rival of Florence Nightingale, was the founder of an experimental field hospital in Germany during the Franco-Prussian War (1870-1871). Male nurses were hired to staff the hospital, and mortality rates among the troops were kept abnormally low (Evans, 2004). Unfortunately, men were not accepted readily in nursing schools for many years. Interestingly, in 1888, Darius Odgen Mills established the first male nursing school in America, based at Bellevue Hospital in New York City. This school of nursing provided education and training for nurses to care for psychiatric patients. However, it appears that this mens contribution to nursing has been forgotten. This nonrecognition has likewise perpetuated the feminine image of nursing in society and the perception of the male nurse as an anomaly Generally, nursing as we know it today came to be regarded as a womans profession through the efforts initiated and developed by Florence Nightingale during the 19th century. She saw nursing as suitable for women because it was an extension of their domestic role. It was assumed that it was natural for women to become nurses because of their innate caregiving and healing traits; nursing was not a place for men. At that time, more and more women entered the profession of nursing. Nightingales image of the nurse as subordinate, nurturing, domestic, humble, and self-sacrificing, as well as not too educated, became prevalent in society. The ostracization of men in nursing was established. Factors Contributing to Gender Inequality in the Nursing Profession According to several authors, one major barrier that may deter men from entering the profession is nursings traditional image. Nursings image perpetuates cultural understandings and societal attitudes about occupations appropriate for men and women. As such, nursing remains stereotyped as a female occupation. After all, gender-role socialization patterns in society provide examples of ways in which boys and girls are exposed to different role models and different me sages about what is appropriate to each gender. Society has presented men with strong stereotypical boundaries concerning masculine or feminine behavior. Men who choose nursing as a career risk challenging traditional gender-defined roles and stereotypes (Evans, 2002; Nelson Belcher, 2006). These stereotypes-enhanced by social, political, and economic systems-often lead to discrimination for men choosing careers outside their gender. Males appear to encounter more negative criticism from the public on entering female-identified occupations. For example, they are held suspect and penalized for role violation. Furthermore, these traditionally female jobs are perceived by society as a step down in status (Williams, 1992). Accordingly, these beliefs deter men from pursuing nontraditional careers. It is troublesome for some to accept the image of men as caring, compassionate, and gentle. Men wanting to enter the female-identified occupation challenge societys stereotypical image of nursing. Some scholars have argued that caring and nurturing traits are not exclusive to women. These traits, however, are not inherent in the biological and social nature of the sexes, but are cultural constructs reinforced by the social activities associated with being male or female. Evans (2004) maintains that gender and politics have influenced how the responsibility for caring activities has been settled exclusively on women. Actually, this appropriation has influenced how the division of labor is postulated along gender lines, meaning that occupations are socially or culturally defined through constructions of gender. Thus, because ones identity is linked to the sex/gender system in society, it is difficult to rethink the concept of masculinity. As such, men in or aspiring to female-dominated professions are evaluated less positively by society than their female colleagues in male-dominated occupations (Williams, 1992). These views restrict career choice and sustain societal stereotypes, inhibiting men from entering the nursing profession. Nursing Images The traditional image of the nurse has been supported through the use of symbols such as the angel, battle-ax, sex symbol, or doctors handmaiden, and, most notably, nurses as women. These images, based on female attributes and values, have been used by interpersonal and mass communication, reinforcing the stereotypes of nurses as women. These behaviors and attitudes are further strengthened by the exclusion of men in any recruitment and promotional materials depicting the profession of nursing. Evans (2004) argues for a shift away from the womanly traits associated with the old Nightingale image of the nurse, the basis for the feminine stereotype of nursing that is still evident today. When the nurse is a man, societal images of the caregiver role are not associated with the gender. For example, Williams (1995) conducted in-depth interviews with 32 men employed in nursing. One nurse reported that a teacher at a day-care center told his daughter that her father could not be a nurse, and insisted that he must be a doctor. Thus, nursing has been socially constructed as an occupation requiring gender traits that are associated with feminine, regardless of the sex of its individual members. In a study of 126 male high school students using a career questionnaire, Barkley and Kohler (1992) investigated opinions about nursing. The teenagers surveyed held a positive view of men in nursing. Seventy-three percent rejected the idea that only women should be nurses, and 77% thought that male nurses are not wimps. Evans (2002) surveyed 25 male nurses to investigate the perceptions of being a male nurse. The most prevalent negative factor identified was sex stereotyping resulting from the general perception that nursing is a female profession. According to Kleinman (2004), language and images are dominant forces, which may have the effect of marginalizing any group. Subsequently, for centuries men in nursing have been excluded from the language and image of nursing, therefore from its history. As such, he believes nursing practice has been sexualized. It could be argued that the label of nursing as womens work is a significant deterrent that inhibits recruitment of men into the profession and aids promotion of the sex imbalance in the nursing workforce. Because of their gender, male nurses have been prohibited from working in specific clinical areas, such as maternal/infant child care. These beliefs have been supported by court decisions; however, there are no restrictions on the practice of female nurses with male patients. These attitudes tend to succor sexism in the profession, affecting the recruitment of men. Williams (1992) claims that cultural barriers are more pronounced in the medias representation of mens occupations. She contends that women in traditionally male professions have achieved acceptance on popular television programs. Today, women are portrayed as doctors, lawyers, and architects, but where are the male nurses, teachers, and secretaries? These beliefs are reinforced by language used in nursing. Women in nursing are simply nurses, not female nurses; however, men in nursing are frequently identified as male nurses. These images, perceptions, and language influence societal views of the nurse. This, too, leads to the marginalization of men nurses and fortification of negative stereotypes. Kleinman (2004) stated that the work belongs to neither sex. By excluding males, such messages constitute a critical barrier to men considering nursing as a career. This fact is reflected in the invisibility of men in the profession. This is demonstrated in the example of a 1997 photo feature called Nurses at the Bedside in the American Journal of Nursing. Of the 15 pictures of the nurse caring and working with clients, none shows a man. This assessment substantiates the invisibility of mens contributions and visibility in the profession. Moreover, such findings nourish societys stereotypical image of nursing as a feminine occupation, negatively affecting recruitment of men into the profession. According to Evans (2002), The hope for change lies in challenging and transforming hegemonic notions of masculinity and femininity (p. 230). Sex-Related Stereotypes Another commonly held stereotype concerning men who choose nursing as a career is that they are effeminate or gay (Williams, 1995). According to Williams, it is assumed by society that in order to be a nurse, female attributes such as a capacity to serve, empathize, and nurture are required. Hence, men who nurse must be feminine and are regarded as gay. Although there are a number of gay men in the profession, this stereotype forms a major obstacle to many heterosexual men who might otherwise consider pursuing a career in nursing (Nelson Belcher, 2006; Trossman, 2003). Williams (1992) also suggests that the stigma associated with homosexuality leads some men to enhance or magnify their masculine qualities. Using focus groups, Williams (1995) investigated the experience of being a male student nurse. All participants reported that nursing is viewed as a womens profession, and several stated a fear of being perceived as unmanly by their peers or by clients. These beliefs fostered among the men a view that the profession is a threat to their masculinity. Subsequently, these men felt a need to show their wedding ring or to mention their wife and children in order to acknowledge their heterosexuality. In addition, the labeling of male nurses as effeminate or homosexual can be interpreted as a social control mechanism that redefines nursing as womans work. This signifies that male nurses are different from other men. Consequently, as a result of these attitudes and perceptions, one can understand why nursing remains an occupation low on career choice for males. Economic Factors Another factor suggested as contributing to mens underrepresentation in nursing is the low economic status, pay, and value given to nursing in comparison to male occupations (Kleinman, 2004). Overall, social and economic inducements for women to enter male-dominated professions are lacking for men who may contemplate careers in female-dominated areas. Moreover, he believes that current cutbacks in healthcare funding may deter some men who might otherwise have considered a nursing career. Historically, nursing is considered to be a natural extension of a womans role in society. As a result of this notion, it is considered a low-value occupation (Williams, 1992). It is well known that the average income of men is well above that of women. Accordingly, these findings support the view that jobs customarily held by women are devalued. Williams (1995) argues that the economic value of other major disciplines and that of nurses reinforces the limited value attached to the role of the nurse. Consequently, the separation, isolation, and labeling of certain roles as womens or mens roles in both traditional and modern society reflect the patriarchal social structure. Barkley and Kohler (1992) administered a career questionnaire to 126 male high school students, grades 9 to 12. Findings indicated that most rejected nursing as a future career because of their beliefs about nurs economic status. Sixty-two percent of the subjects surveyed did not think that nurses made high salaries, and 46% believed that nurses do not get paid well. These researchers concluded that in order for nursing to compete financially with other male-dominated professions, salary discrepancies need to be changed. In spite of changes in nursing education today, in practice, social attitudes valuing mens work over womens work are still apparent (Kleinman, 2004). Traditionally, the female role has a lower value in society, thus the importance of a nurses value is not reflected by economic rewards. These resilient attitudes have been reinforced through gender socialization, leading to less status and power for nurses within society. In a similar study, using in-depth interviews, Williams (1992) examined the barriers to mens entry into three female-dominated professions: social work, nursing, and teaching. Participants felt they were all underpaid relative to comparable male occupations. Moreover, several of the respondents suggested that instituting a comparable-worth policy might attract more men to these professions. Even so, nursing is still recognized as a female profession, and, in general, womens roles in society continue to be less valued as reflected in social status and financial compensation. Strategies to Promote Equality How would nursing look today if it had remained a male-dominated profession? Would nursing enjoy greater prestige, power and status than it receives today? How would nursing practice and education differ? Would there have been a revolution in the profession as more and more females entered nursing, as they have in other traditionally male-dominated professions? Strategies to Recruit More Men to the Profession Currently, the realities of healthcare cutbacks have had a negative impact on the nursing profession. As a result, nursing education programs are attracting fewer students. Admission levels are now lower than they have been in decades (Trossman, 2003). These facts may provide an opportunity to recruit an available source of male applicants into the profession. Such recruitment efforts may lead to increasing support and enrollment of men in the profession. Undertaking these endeavors might help eliminate the societal barriers and perceptions of nursing as a sex-typed occupation. Presently, several people in Canada and the United States are predicting that a nursing shortage is looming. Both countries could face a registered nursing shortage by the year 2011. Since the profession is still largely female dominated, it is recruiting almost exclusively from one half of the population. Likewise, because of falling birthrates, aging workforce, and shrinking recruitment pools, the nursing pool is not renewing itself at a sufficient rate. Furthermore, enrollment in baccalaureate programs has been declining for several years. It is suggested that this may be due to students reluctance to enroll because of hospital right-sizing and healthcare cutbacks. Meanwhile, many women are not considering nursing as a career, opting to pursue nontraditional careers. Other professions such as medicine, dentistry, and pharmacy have seen a steady growth in gender equality; nursing has not been so fortunate. The tendency to consider nursing as a single-sex occupation has to end. Active recruitment of young males in high schools and colleges may be a new means of addressing nursing shortages. They provide an untapped pool of nursing school applicants (Trossman, 2003). Because nurses enter a profession, which naturally maintains and reflects societys sex stereotypes, it is important that strategies attack both the myths and barriers (Kleinman, 2004). Accordingly, general acceptance of nursing as a viable career for men requires input and promotion by nurse educators, administrators, professionals associations, unions, and government. Marketing nursing to men requires a concentrated effort by all interested stakeholders to break down the socially constructed, stereotypical myths and barriers to help change the perception of nursing as a sex-typed occupation. Thus, nursing schools, professional associations, and governments must reach out to the schools in the community. Here they have an excellent opportunity to educate all students about nursing as a career choice. One endeavor to correct the public image is the development and promotion of career education materials that promote sex equity. This information can be supplied to children and adolescents in schools, providing them an opportunity to acquire a realistic understanding of the nursing profession. School counsellors influence career choice; however, information provided by counselors to students about nursing is limited and often inaccurate. Research has found that counselors experience misconceptions about nursing (Barkley Kohler, 1992). Thus, they are not likely to advise academically capable male and female students to pursue a career in nursing. For this reason, a re-education of high school counselors about the nursing profession is important in aiding recruitment of future nurses of both genders. Nursing associations could target school counselors individually, give presentations, and emphasize the positive aspects of the profession for both male and female students. Such attempts will produce a population of wellinformed high school counselors to aid recruitment of future nurses (Nelson Belcher, 2006). Studies have shown that nursing schools have shunned men by paying little attention to targeting and retaining men as a source of nursing school applicants (MacPhail, 1996). Consequently, campaigns to recruit male high school and college students into nursing programs must become a priority. Schools of nursing should employ higher numbers of male nursing faculty to be role models for male nursing students. Nurses and nursing organizations must wage an effective public media campaign to correct the image and the publics perception of the nurse. Furthermore, hospitals, nursing schools, and other health agencies need to portray men in the role of nurse in their publicity materials. Recruitment, promotional advertisement posters, and brochures should not portray only the female image of the nurse. Another endeavor is the monitoring of the media for sexist images of the nurse, eliminating sexist language from nursing journals, texts, nursing conferences, and other personal communications (MacPhail, 1996; Kleinman, 2004). Elimination of sexist language and images of nurses might help change the deeply entrenched societal stereotypes about nursing. Recruiters should emphasize the positive aspects of nursing in all media communications to the public. Most important, involving male nursing students in recruitment efforts and making them visible in recruitment materials and publications may increase mens representation in the profession. However, the active recruitment of men into nursing should not be viewed as a panacea. Other recruiting strategies would be to encourage professional journals and other literature to portray men nurses in their advertising. Finally, an improvement of pay scales might help make nursing a more attractive occupation for both genders. This would involve the cooperation of nurses, government, and nursing unions through collective bargaining. Although the literature has identified a long history of men in nursing, their contribution has not been recognized. Nursing is still seen as a role that is inherently natural to females. Many factors have deterred men from entering the profession, and one of the main barriers keeping them away is the wellentrenched societal stereotypes associated with nursing. Even though women and men are socialized differently, both genders have the caring and nurturing characteristics required for nursing. Societal attitudes have aligned these traits exclusively to the female gender. With the changes currently taking place in the healthcare system, nursing needs to recruit the best candidates, regardless of gender, who have the potential to develop their knowledge and skill in caring for individuals. To attract and retain more men will require a concentrated effort not only for those within nursing, but by other stakeholders as well. Nursing must be the forerunner in breaking and correcting the b arriers that impede the entry of men into the profession. As these barriers are broken, career options and choices in nontraditional careers may increase for both sexes (Trossman, 2003). Conclusion Altogether one might believe that nursing is one of the most important jobs in the medical field based on the reputable history it has, its diversity, and its growing demand. One might also believe that nursing is a very important job due to the fact that people will always need health care. No matter whether it is female or male nursing is more than just caring for the sick, it is not only giving care to the patient but also caring about the patient and his or her well-being.

Essay on the Ibos Sacred Relationship in Chinua Achebes Things Fall A

The Ibo's Sacred Relationship in Things Fall Apart The Ibo people had a very sacred relationship with their landscape. Their entire existence depended on their environment and nature was sacred to them. This is unlike the English who came to the lower Niger with imperialistic goals of "civilizing" these "primitive" people. The Europeans were more technologically advanced, but in this progression they lost touch with nature and the spiritual connection with this significant aspect of the world. The Ibo on the other hand personified nature and turned to deities as well as ancestral spirits for guidance in their survival against unexplainable and often uncontrollable forces. When hardships arise they attempt to appease their gods and their spirits through sacrifice and ritual. Nature is a major theme of the religion of the Ibo and spirituality is very closely associated with the earth. Nature was also consulted in times of conflict between tribesmen. When Uzowulu was accused of beating his wife excessively her family took the case to the egwugwu, or the spirits of the nine sons, of the original father of the clan, which gave rise to the nine villages in the clan. These spirits were in reality men in the tribe wearing masks, but all of the villagers put their faith in the idea that these bodies are in fact occupied by spirits of ancestors who will offer advise in a time of hardship. With the commencement of the hearing of Uzowulu before these masked spirits he touches the ground as a sign of submission to the higher powers. While Uzowulu will only listen to the decision of the egwugwu because they are beyond any mortal, he overlooks the fact that these decision-makers are really his fellow villagers. This fai... ...landscape in which these people live. To kill a royal python is such an unfathomable crime, that there is not even a punishment prescribed for the act, and when the convert kills the python the people do not even think that it could have possible been done intentionally. This reveals the significance of nature as sacred. All aspects of the landscape were made sacred because these people greatly depended on nature for survival and many aspects were inexplicable, so they were given supernatural explanations to aid in an otherwise unattainable resolution. This people were greatly misunderstood by colonialists who sought to "civilize" them and attempted to thrust Christianity upon an uninterested audience to aid in the control and "pacification" of a people that apparently already had a worthy explanation and understanding of the world in which they lived.

Jurgen Habermass Concept of Public Sphere :: essays research papers

Jurgen Habermas's concept of Public Sphere Jurgen Habermas developed the concept of Public Sphere, an open network to facilitate exchanges, as a part of a larger project dealing with the paradoxical consequences of rational western capitalism. The project is deeply rooted in Weber's reflections on the role of religion (Calvinism) in the development of capitalism in the North-Atlantic Rim, and the Marxist critique of such reflections as laid out by the members of the Frankfurt School (Theodor Adorno and Max Horkheimer). Adorno and Horkheimer, however, found themselves at a deadend when they were unable to de-reify their own concept of culture. It is precisely there where Habermas breaks away from the concerns of the Frankfurt School and begins his own reflection that, on the one hand, de-reifies the concept of culture (culture uiltimately is a product of institutions and human interaction and not a variable with life of its own, as Adorno and Horkheimer assumed at some point). Habermas stand on the development of capitalism leads him to recapture an insight from the old Marx: capitalism, with all its contradictions and fallacies, has the seed of its own transformation (destruction for Marx) in the form of the exchanges that it encourages, but mostly because of its very need of rational domination. If rational domination is required (as opposed to traditional or charismatic), then it is necessary to discoursevely build the agreements that the law embodies. If so, then institutions like the Parliament are unavoidable and with it some discussion of public issues and concerns. Habermas finds the origin of such discussions and concerns in the emergence of coffee-houses all over Europe during the Enlightenment era. Of course, participation in such activities was heavily restricted by class and in some cases (the European Jewish populations are a perfect example of it) by race and/or ethnicity. Habermas finds that even if such restrictions exist, the drive of the Enlightenment project will be enough to allow for progressive openings, that over time will prevent against discrimination. Habermas is well aware of the limitations of his model.

Death Of A Salesman-The Flute As A Motif Essay

Death Of A Salesman The Flute as a Motif A motif is anything that occurs several times in the course of a literary work. Because they are repeated so often, motifs tend to show what is permanent in a character, a society or even the human condition. Even so, they also serve to establish a tone, a way of feeling about what is happening. In the story of â€Å"Death of a Salesman,† the flute serves as a vital motif throughout the entire play. Firstly, the flute is used to show failure to the past which Willy lived and it then begins to live it on the present. Throughout the play, it is clear to see in many of the scenes, where Willy beings to drift off that the flute appears most of the time. This is a way to show that Willy is having a â€Å"regression† or a sort of failure. On page 18 of the novel, â€Å"He breaks off in amazement and fright as the flute is heard distantly (Miller, page18). † This fact, that Willy breaks off, a sign of losing his temper and having one of his usual, but strange attacks, showing his sickness and the disturbance in his mind. The flute here is heard at a distance in order to show that Willy is slightly going out of his mind. Also, the flute is also a way for Willy to remember his father who was one of Willy’s most important role models. Throughout the play, it associates the playing of the flute with Willy remembering his father, who would make and sell flutes. So, while reminding him of his father, the flute takes him back in time to his young years and his childhood. â€Å"Father was a very great and a very wild-hearted man. We would start in Boston. And he’d toss the whole family into the wagon, and then he’d drive the team right across the country; through Ohio, and Indiana, Michigan, Illinois, and all the Western States. And we’d stop in the towns and sell the flutes that he’s made on the way (Miller, page 49). † So, this reminds him of his father and he wishes he could be just like him as he was â€Å"free† and fulfilled his goals and dreams. He’s remembering his childhood as he talks about the different places that they traveled. Furthermore, the flute is used to show disturbance within the mind of a character or â€Å"sickness† which Willy is suffering. It’s used to show the audience that Willy is sick and that his mind is also sick. Each time he dreams or drifts off to imagination, the flute is heard in the background or at a distance. â€Å"From the right, Willy Loman, the Salesman enters, carrying two large sample cases. The flute plays on. He hears but is not aware of it (Miller, page 12). † The connotation of the flute here is being used as a way to show disturbance within Willy’s mind because he is not aware of the flute although it is being played. â€Å"The flute has faded away. He sits on the bed beside her, a little numb (Miller, page 13). † Since the flute stops playing, he seems numb and seems to be imagining things, which is his sickness. Moreover, the flute is also used as a characteristic of Willy because each time Willy appears, the flute is there with him. Even at his death, the flute seems to be there in the distance. â€Å"A melody is heard, playing upon a flute (Miller, page 11). † The opening stage directions begin with the flute and it is connected with the character entering as Willy is the first character introduced to the audience. â€Å"Biff remains a slight distance up and left of Linda. She sits there, summoning herself. The flute begins, not far away playing behind her speech (Miller, page 139). † Here, the flute is being used as a characteristic of the character because Willy has already passed away and Linda remembers Willy. In remembering him, the flute plays. Hence, it represents the flute as a motif associated with Willy Loman. Lastly, â€Å"Only the music of the flute is left on the darkening stage as over the house the hard towers of the apartment buildings rise into sharp focus, and the curtain falls (Miller, page 139). † The play ends with the flute being heard in the background and once again Willy Loman is alone and dead while his family leaves. The flute still continues to play as the curtain falls. In conclusion, the flute is a vital motif in the novel â€Å"Death of a Salesman† because it represents many things. It is important in showing the failure to the past which Willy lived and it then begins to live it on the present. Also, the flute is also a way for Willy to remember his father who was one of Willy’s most important role models. Furthermore, the flute is used to show disturbance within the mind of a character or â€Å"sickness† which Willy is suffering. Lastly, the flute is also used as a characteristic of Willy because each time Willy appears, the flute is there with him. The flute has undeniably shown great importance and significance in â€Å"Death of a Salesman. † Bibliography: Miller Arthur. Death of a Salesman, Penguin Books, 1976.

Research Gaming as an Occupation Essay

This research paper attempts to focus on the topic â€Å"gaming as an occupation†. Specifically the paper focuses on the Formula 1, race car driving. Formula 1 is a sport that has millions of fans in all the corners of the globe and in my view a research paper on race car driving as an occupation would be interesting as well as enlightening. The objective of the research paper is to provide information on Formula 1 as an occupation. The paper focuses on the history of Formula one. How it started, when it started etc are the main objectives addressed in the history part. The paper will describe the salaries of different drivers as Formula 1 is one of the highest paid sports in the world. It will highlight the salaries earned by drivers in the business. It will focus upon the requirements of the sport, from age to physical fitness, from legal requirements to company requirements. Furthermore the paper will discuss the different stages a driver has to pass through, before he is qualified to become a Formula 1 driver. These stages include early training to a professional driver and the rigorous mental and physical training. Experiences of different drivers also narrate a different story about the world of Formula 1 racing and that is why such experiences will be used in the paper to provide insights. The paper also discusses the sport as a business. With time F1 has grown in to an industry earning huge sums of money in just one season for everyone, be it the constructors, the media or the sponsors. The paper then ends with a conclusion summarizing what formula one offers and requires as an occupation. INTRODUCTION AND THESIS: Formula 1 racing which is also known as F1 to many is the top class motor car racing certified by the Federation of International Automobiles. The word formula refers to specific rules that every team has to comply with. It dates back to European motor racing of 1920’s and 1930’s. The first formula one race was held in England at Silverstone in 1950 after the world war and a championship for constructors (those who provide the cars) first took in 1958. Today formula one has become a legend in the world of motorsports. The season consists of a series of races held at different places in the world and the championship is known as Grand Prix. It is held on proper circuits or city roads such as Monaco or Singapore. At the end of the season, two championships are awarded; one for the best driver and one for the constructor. Europe is like the headquarters of formula one. Most of the races take place in Europe and all the teams are Europe based as well. However in the recent years the scope of the sport has expanded and nowadays drivers from all around the world try to qualify as a formula one racer. To get the license of a formula one racer, a driver has to pass many tests and rigorous physical and mental training. The speed of a formula one car is approximately 360 km/hr which explains why stamina and strength and mental concentration are very important for these drivers. This is also one reason formula one racers are amongst the highest paid employees in the world and have a very large fan following. Based on the introduction my thesis statement would be: â€Å"As an occupation, formula one has to offer high wages, fan following, glamour and in return requires a great lot of physical and mental endurance in compliance with the requirements of the federation of International Racing. † HISTORY: Formula one is one of the biggest racing and television events of the world. As a sport it is as famous as football or cricket. The history goes down to 1950’s from where it all started. Europe was the base for motorsport racing and the era of 1920 and 30’s gave rise to motor racing as a professional sport. Thus motor racing got divided into many divisions based on engine specifications, constructors, car types etc. one of these was formula one. ‘The first formula one race was held at Silverstone, England in 1950 and a constructor’s champion ship was followed by in 1958. ’ (Bruce Jones, 15) The Formula in the name is a set of rules which all participants must comply to. This was a new formula which was introduced after World War II in motor racing. With the passage of time, the Formula saw many changes. Now it has totally modified into anew form because of the advanced auto mobile technology, the high speed engines and different track scenarios. HOW TO BECOME A FORMULA ONE DRIVER: To become a formula one racer, the drivers start from basic carting. As seen those who start at early ages, have been the most successful drivers in the history of formula one. The current champion Hamilton started carting at the age of 9. Carting is a basic cart with steering capabilities, acceleration and braking. This helps improve the driver’s skills in the art of steering, speed and brakes in closed circuits. After the driver is considered to be a qualified carter, he tries his luck in domestic championships or traditional European championships such as Formula 3 or Formula Ford. These races are the same as formula 1, but have lower car specifications and the circuits are closed and round usually. The top racers in these championships move to GP2. The Gp2 series started in 2005 though but the top three champions of GP2 since 2005 have been moving to formula one. Before GP2, formula two and formula 3000 were the criteria for qualifying as a formula one driver. Though mostly British F3 series is one of the best place where constructors look for formula one drivers. Also to be noted is that there are drivers who have made straight to formula one such as Michael Schumacher who came from simple Motor Racing. Thus qualifications are not a compulsion but obviously they do have an impact on the selection. THE PAYSCALE: As all other sports around the world, formula one is also a contract based sports. The drivers are hired on contract for a single season or for as many seasons as the constructors and the driver agree to. The earning there fore are on an annual basis. Last year’s champion Hamilton earned a one million pounds and is now on a five year contract with the constructor McLaren-Mercedese which is estimated to be worth approximately 70 million pounds and bonuses and endorsements are not included in this. Michael Schumacher according to the website Askmen. com earned a U. S. $67 million only from endorsements. From the tracks, his contracted pay was around U. S. $32 million only which is almost half of what he got from endorsements only. One cannot make an estimate on the industry average as the rates vary depending on the constructor that has hired the driver. Also usually the salaries are not announced that openly so whatever data is available is through what people or media find out form sources. Though based on estimation all the drivers on contract earn above a $5 million approximately as per the driving earnings listed on the website; ‘The F1 FAQ, 2008’. (Marcel, 01) REQUIREMENTS FOR BECOMING A FORMULA 1 DRIVER: Age: As far as age is concerned, a formula one driver can even be fifteen years old. As obvious, the requirement of the sport is not age, it is skills in driving and how you show them on the track. According to an article by the BMW Sauber Team, the famous driver Nick Hiedfeld says that these days anyone can enter the formula one BMW team at the age of fifteen. As these young amateurs enter the Karting stage early, it is obvious that they will hit the Formula one track early as well. (BMW, 01). The retirement age is not very explicitly specified but generally drivers retire around 30 because they themselves realize that now onwards racing would not be tough, it would be hard. Physical Fitness: Physical fitness is something that a team never compromises when selecting a formula one driver. As the car moves on a speed of 360 km/hr, there is great force acting on the body of the driver. This force is termed as the â€Å"G force. † This G force exerts a lot of pressure on the body of the driver and requires endurance. Similarly the lighter the weight of the driver, the faster the speed of the car as in formula one everything matters, from the fuel weight to driver’s weight. The suit is also of leather to provide maximum protection and on a sunny day conditions sometimes become miserable for the drivers. Thus becoming a formula one driver requires extraordinary physical strength. Mental Concentration: Mental attentiveness comes along with physical vigor in order to become a formula one driver. A short lack of concentration and focus can cost the constructors their car and the driver his career. Accidents on such a high speed are fatal. Apart from accidents there are split seconds decisions required such as when to speed up and when to hit the brakes at the right time or to overtake at the moment or not etc. All these choices require focus and sharpness. FORUMS: There are different forums for the fans to discus latest news regarding the world of formula one. Most popularly used forums include the forum on the homepage of Formula one and the forum on the webpage of Planet F-1. These forums also provide the fans to discuss driver ratings and performances and their views about the championships or a particular ace etc. These forums are reviewed by teams at times and important decisions related to fans are sometime taken with the help of discussions on the forums. FORMULA 1 AS A BUSINESS: The formula one racing has evolved into a business, an industry. The tickets are allotted on basis of stands owned by the constructors. The tickets sold earn a great amount of sum for the constructors. Ferrari stands for example are estimated to earn around U. S. $300 million approximately for the entire season (Financial Times, n/a). Though this is the one of the highest earned sums in the industry it still shows how much money is generated in this business. The constructors then also earn from media partners and sponsors. CONCLUSION: To conclude, one can confidently say that formula one is no doubt one of the sports that people would definitely prefer as an occupation. The sport has everything to offer which one requires from his or her occupation. Money, fame, world tours and a star studded life are the benefits of becoming a professional formula one driver. The sport though requires a great deal of physical and mental effort but then again fame and fortune do not come easy. It has already surpasses the stage of racing, it has become a business and an industry worth billions of dollars. Works Cited Bruce and Damon Hill. The Ultimate Encyclopedia of Formula One: The Definitive Illustrated Guide to Grand Prix Motor Racing 2007. MBI publishing company. 2007. Marcel Schot. The F1 FAQ, Atlas F1. 2000 http://atlasf1. autosport. com/2000/ita/faq. html ‘F1 Network’. BMW F1 Sauber Team. Dec. 4, 2006. http://www. f1network. net/main/s491/st108520. htm ‘The business of sports: Formula 1. ’ Financial Times. Sept. 25, 2008. http://www. ft. com/cms/s/0/57eb0d84-8922-11dd-a179-0000779fd18c,dwp_uuid=1d7d1f1a-2041-11dd-80b4-000077b07658,s01=1. html

Mad Shadows

Compare and contrast. The topic I have chosen to discuss is the function and meaning of dreams and dreaming in fantasy texts. Dreaming, in this context, is an implicit representation of the characters ideals and their wants. I believe the function of dreaming in fairy tales to be a temporary escape from ones reality, a reflection of ones true desires, as well as a tool that gives dimension to the characters, while at the same time allowing the reader to better understand the mind of the characters.This is demonstrated with the characters of Cinderella, in the different versions of Cinderella in the classic Fairy Tales, as well as with Isabelle Marie, in Mad Shadows. In Mad Shadows, the main character Isabelle Marie is deemed â€Å"ugly† by her mother, and for this reason is treated as virtually a slave and made to tend to the needs of her mother and more beautiful brother Patrice, who gets all of their mothers attention for being beautiful. Isabelle Marie then meets Michel, a blind boy with whom she falls in love with, and he with her on the pretense of her lying to him about being beautiful.During scenes where she is running around the meadow with him, temporarily escaping her life, she dreams of being beautiful and accepted by Michel. , almost to the point of delusion. â€Å"Wishing to be beautiful will probably make me beautiful, thought Isabelle Marie, to justify her game. † (p. 42. ), game being her deception of Michel. Her being beautiful would make her situation much different. Her mother would accept her, Michel would accept her, and so she believes her life would be easier and naturally much better would she be beautiful.Dreaming in these texts proves a temporary escape from the situations of these young girls who are in less than desirable positions. Another function of dreaming in these texts would be a reflection of the characters true desires, in this case a longing to be accepted and loved. Isabelle Marie does not feel loved and acce pted. Her mother Louise does not accept or love her daughter because she is not seen as beautiful as her brother Patrice. Michel, the boy she meets and falls in love with, falls in love with her because Isabelle Marie lies and tells him she is beautiful. She wanted to be in love, to be beautiful. Both of them were pure, for in [her] longed a desire for perfect beauty (p. 36). This demonstrates Isabelle Marie’s desperation to be accepted and loved. Both Cinderella and Isabelle Marie’s true desires are to be accepted and loved, one through meeting her prince charming, and the other through becoming physically beautiful. Lastly, dreaming serves as a functional tool in fantasy texts as a way of giving characters more dimension, as well as allowing the reader to comprehend the mind and actions of the characters.In Mad Shadows, the look we are given into Isabelle Marie’s wants allow us to understand why she acts certain ways that otherwise would seem evil and without purpose. When Louise goes on a trip and Isabelle Marie starves and taunts her brother Patrice to the point of illness, we understand why she feels the need to commit such acts: â€Å"By depriving him of food she could make him pale and wan, and this creature who had never known the touch of misery would become her puppet. † (p. 15). -concept of foreshadowing- Cinderella-

Winston Smith ~ Character Outline

Katie Kukay Wednesday Sept. 10 OutlinePd. 9 Winston Smith From 1984 by George Orwell Thesis: Winston Smith is an average man living in totalitarian-ruled London, where he must fight to keep control of his own thoughts and his own mind. I. Winston shows his rebellious side early in the book. A. He illegally writes in a diary, writing DOWN WITH BIG BROTHER multiple times. B. At Two Minutes Hate, he tells us his actual thoughts on the society he lives in. C.He is certain the Party member O’Brien is also a part of the rebellion. II. He falls in love with Julia. A. Julia secretly passes Winston a note the reads I love you. B. Winston and Julia start a love affair, which would result in death if they were caught. III. O’Brien betrays Winston and Julia. A. O’Brien tells Winston that he is a part of the rebellion too. B. O’Brien is soon revealed as a member of the Party, pretending to be against the Party in order to trap Winston and Julia. C.Winston is sent to th e Ministry of Love. IV. Winston learns to accept the Party’s ways. A. O’Brien tortures Winston, and Winston gives away all his secrets. But he does not betray Julia. B. O’Brien realizes Winston still has not betrayed Julia, so he sends him to the dreaded Room 101. C. In Room 101, they use Winston’s worst fear, rats, to break him. He finally betrays Julia, and they let him go. V. Winston no longer has any rebellious thoughts. He loves Big Brother, and no longer loves Julia.

The role and value of play Essay

All children and young people need to play. Children’s play is behavior which is freely chosen, self-motivated and personally directed, and the impulse to play is in all of us. Through play the child explores the world and its creative potential, discovering all the while, a flexible range of responses to the challenges, she or he encounters. By playing, the child learns and develops as an individual and as a member of the community – be it at home, the street and area they live in, their school or a holiday play scheme. As such, play is a right, recognised in the United Nations Convention on the Rights of the Child – Article 31. Play is essential for children’s physical, emotional and psychological growth, as well as their intellectual, creative and educational development. When children play they build up a sense of identity, self-respect, confidence and their own self-worth. Through playing with others, children build a resource of behavioural techniques to help them navigate complex social worlds including younger children not to feel intimidated by older children. The contemporary environment in which many children grow up is not designed with them in mind, and at times and in some areas provides limited opportunities for safe and creative play. Increasing traffic due to continuous property development, parental fears of strangers and lack of open spaces all restrict children’s play outdoors, but by providing and protecting play-rich environments for children we can counteract these limitations. Much has been written on the subject of play and there is visibility in legislation and guidance for professionals: – Stuart Brown, founder of the National Institute for Play, has said that â€Å"play is anything that spontaneously is done for its own sake†¦appears purposeless, produces pleasure and joy, leads one to the next stage of mastery† (as cited in Tippett, July 2008; italics added). – Edward Miller and Joan Almon describe play as â€Å"activities that are freely chosen and directed by children and arise from intrinsic motivation† (2009, p15). – Jeannine Ouellette refers to play as â€Å"activity that is unencumbered by adult direction, and does not depend on manufactured items or rules imposed by someone other than the kids themselves† (Ouellette, 2007, para13). – â€Å"The main characteristic of play – child or adult – is not its content, but its mode. Play is an approach to  action, not a form of activity.† Jerome Bruner, quoted in Moyles (1989) – â€Å"From an early age, play is important to a child’s development and learning. It isn’t just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. Children of all ages play.† (Dobson, 2004, p8) In June 2010 the coalition government set up a Childhood and families taskforce, Nick Clegg, Deputy prime minister said in his opening speech, â€Å"For too many British children, childhood has become a time of stress, anxiety and insecurity, when it should be a time of discovery, learning and adventure. My purpose in politics – and the job of this coalition government – is to change that, to live up to our responsibility and lay the foundations for better lives for our children.† At the launch of the revised EYFS, published March 2012, following the Tickell review, we were once again reminded that â€Å"play is essential for children’s development.† When children play, they are actively engaged in activities they have freely chosen; that is, they are self-directed and motivated from within. â€Å"Best Play† starts with a definition of play and with a set of values and principles. Both the definition and the values and principles are well recognised within the play work profession, (though they can be expressed in slightly different ways, for instance they can be found in the National Occupational Standards for National Vocational Qualifications in Play work and in the New Charter for Children’s Play (Children’s Play Council 1998), though perhaps less so outside it. It then looks at evidence and arguments about the role of play in child development and the consequences of a lack of good play opportunities. â€Å"Play is freely chosen, personally directed, intrinsically motivated behavior that actively engages the child†. This definition draws closely on the work of Bob Hughes and Frank King. Children choosing what they want to do, why and how they want to do it then when to stop and try something else is the simplistic breakdown of the definition. Free play has no external goals set by adults and has no adult  imposed curriculum. Although adults usually provide the space and resources for free play and might be involved, the child takes the lead and the adults respond to cues from the child. When children can pursue play under their own impulse and initiative, they are able to: Practice decision-making skills Discover their own interests Engage fully in what they want to pursue Develop creative problem solving skills Practice skills in resolving conflicts Develop self-regulation Develop trust, empathy, and social skills Develop language and communication skills Use their creativity and imagination Develop skills for critical thinking and leadership Analyse and reflect on their experiences Reduce stress in their everyday lives However, there is a growing consensus about some of the possible implications of play deprivation, based on reasonable assumptions about the role of personal experience and self-directed activity in the development of a range of competences. Depending on the types of play opportunity that are lacking, children could be affected in the following ways: Poorer ability in motor tasks Lower levels of physical activity Poorer ability to deal with stressful or traumatic situations and events Poorer ability to assess and manage risk Poorer social skills, leading to difficulties in negotiating social situations such as dealing with conflict and cultural difference Every child is different and will play in their way. As an adult and the manager of the After School Club (ASC) I need to recognise the impact that myself and co workers have on a child’s play opportunities. Throughout the session I take time to observe, consult, plan, and participate in play knowing the great potential for learning that play offers – developing skills and abilities, providing opportunities to co-operate, developing  friendships, taking turns, resolving conflicts and solving problems, and developing knowledge and understanding of the world. While children will sometimes need support, it should be recognised that they will often benefit from opportunities to play without adult supervision. Therefore we, the play workers, must understand the impact we have, giving consideration to the differences of each child including behaviors. Bob Hughes (2006), a playworker and play theorist, has identified sixteen play types, including creative, dramatic, explorat ory, fantasy, locomotor, mastery, object , role, rough and tumble, social, socio-dramatic, symbolic, deep (extremely risky) and recapitulative (ritual) play. Their very description indicates a relevance to the social, physical, intellectual, creative and emotional development. Snapshots of play at ASC: Eddie and Eleanor are playing a new game – Mancala. Eleanor was pleased to discover the game in the cupboard and is teaching Eddie as she has the game at home, she told Eddie how she loves playing it with her Dad. Eleanor explains the rules and object of the game, they play repeatedly, both enjoying the competitiveness. George, Robert and Calum have built a play scene on the wooden piano using the play animals, a piece of camouflage material and wooden tree pieces. They have built dens for their animals at different levels and then use blocks and vehicles they have made from lego to destroy the animal’s dens. The tigers dens is last to be destroyed says Calum â€Å"they are the fiercest animals and will fight you really hard to protect their home† â€Å"Foxes are fierce, said Robert, they ate my rabbit.† Libby, Evie and Katie asked to share a dance they had learnt at school today. Mrs. Colucci found the CD player for them to use. They had fun performing their routine to an audience and added props and different costumes to wear as they repeated their performances. They add a new piece to the end and are going to show that to their teacher tomorrow. Dylan and Alfie are playing with the cars, lining them up to move around the mat to get to the garage. Toby, Sam and Ben are building a ramp over the garage for the cars to be able to loop the loop and fly through the air! In summary – Play can be fun, challenging and enjoyable for both adults and children. By helping children to take part in different types of play on  their own and with others, and by providing a well-resourced play environment inside and outside, adults can greatly enrich the learning opportunities that play provides. â€Å"Play is the answer to how anything new comes about.† Jean Piaget REFERENCES FOR RESEARCH PURPOSES EVERY CHILD MATTERS, THE 5 OUTCOMES AND THE UNCRC NATIONAL OCCUPATIONAL STANDARDS FOR PLAYWORK PLAY ENGLAND – MAKING IT HAPPEN, IMPLEMENTING THE CHARTER FOR CHILDRENS PLAY PLAY ENGLAND – PLAY, NATURALLY – A REVIEW OF CHILDRENS NATURAL PLAY PLAYWORK PRINCIPLES. SKILLS ACTIVE PLAYWORK SECTOR / EYFS BRIEFING DOCUMENT Play, naturally A review of children’s natural play Stuart Lester and Martin Whilst researching material for writing this essay I enjoyed reading the following publication. Their suggested reading list is one I will work my way through to continue to extend my knowledge on this subject. A guide to child-led play and its importance for thinking and learning Playing to learn A publication commissioned by ATL from Di Chilvers Recommended reading list from the publication Broadhead, P. (2004). Early Years Play and Learning – Developing Social Skills and Cooperation. RoutledgeFalmer. Broadhead, P. (ed.) (2010). Play and Learning in the Early Years. Sage. Bruce, T. (1987). Early Childhood Education. Hodder and Stoughton. Bruce, T. (1991). Time to Play in Early Childhood Education. Hodder and Stoughton. Bruce, T. (2001). Learning Through Play: Babies, Toddlers and the Foundation Years. Hodder and Stoughton. Bruce, T. (ed.) (2006). Early Childhood – A Guide for Students. Sage. Lindon, J. (2001). Understanding Children’s Play. Nelson Thornes. Manning, K. & Sharp. A. (1977). Structuring Play in the Early Years at School. Ward Lock Educational. Moyles, J. (1989). Just Playing? The Role and Status of Play in Early Childhood Education. Open University Press. Moyles, J. (ed.) 1994. The Excellence of Play. Open University Press. Project Zero. (2001). Making Learning Visible – Children as Individual and Group Learners. Reggio Children. Siraj-Blatchford, I. et al. (2002). Researching Effective Pedagogy in the Early Years. Department for Education and Skills and the Institute of Education. Research Report 356.