Wuthering Heights by Emily Bronte - 980 Words

Presently, society is constructed in such a way that the upper class and the lower class cannot work to change places unless they are extremely fortunate. The ladder of society has always existed in this manner, and many authors have chosen to explore what pushing the constraints of a set society will do. In Wuthering Heights, a novel by Emily Brontà «, the social constraints of the community in which the characters live, are constantly being pushed as the characters change social classes, through marriage and hard work, and in the treatment of other characters. The actions are often motivated by a superficial impression; many interactions between the characters are based on the influence of social classes, and the changes that shift the characters from one social class to another which Brontà « occurs as an overlaying theme in the story. Brontà « illustrates the differences in the classes using the literary devices of imagery, symbols, dialogue, and irony. A change in the social class for a certain character leads to a change in the interactions with that character. The descriptions used in the story distinguish the appearance of one class from another. â€Å"He is a dark-skinned gypsy in aspect, in dress and manners a gentleman: that is as much a gentleman as many a country squire (Chapter 1).† Heathcliff is rich and is perceived to be a gentleman, which is in contrast to his past as a ward of the country, and as a servant. In his past, Heathcliff is brought home by Mr. Earnshaw, andShow MoreRelatedWuthering Heights By Emily Bronte1555 Words   |  7 Pages2015 Wuthering Heights (1847) by Emily Brontà « Introduction The novel Wuthering Heights was written in 1847 by Emily Brontà «. The plot unravels with Lockwood visiting his landlord at Wuthering Heights; as Lockwood stays the night, he starts to discover items within the home and later a fatal vision appears, which causes him great curiosity. Lockwood returns back to his residence at Thrushcross Granges and listens to the history of his landlord, Heathcliff; told by an old servant at Wuthering HeightsRead MoreWuthering Heights By Emily Bronte1521 Words   |  7 Pages  Wuthering Heights is Emily Brontà « s only novel. Written between October 1845 and June 1846, Wuthering Heights was published in 1847 under the pseudonym Ellis Bell; Brontà « died the following year, aged 30. Wuthering Heights and Anne Brontà « s Agnes Grey were accepted by publisher Thomas Newby before the success of their sister Charlotte s novel, Jane Eyre. After Emily s death, Charlotte edited the manuscript of Wuthering Heights, and arranged for the edited version to be published as a posthumousRead MoreWuthering Heights by Emily Bronte1290 Words   |  5 Pagesusually by retaliating in kind or degree† (â€Å"revenge†) however to Heathcliff it meant more than just to avenge himself he wanted to have everything he felt he rightfully deserved and more. Social class and revenge, are primary themes in the novel Wuthering Heights. Social class plays a considerable part in the lives and loves of the charters in the novel. Revenge is key element in the book, this twisted theme creates the whole plot line. â€Å"Children develop a strong interest in the world around them by theRead MoreWuthering Heights, by Emily Brontà «1865 Words   |  8 Pagesdevilish, preternatural passion that tamer beings can scarcely recognize as love.† (Duclaux) Wuthering Heights by Emily Brontà « is considered a masterpiece today, however when it was first published, it received negative criticism for its passionate nature. Critics have studied the novel from every analytical angle, yet it remains one of the most haunting love stories of all time. â€Å"Wuthering Heights is not a comfortable book; it invites admiration rather than love,† (Stoneman 1). The novel containsRead MoreWuthering Heights By Emily Bronte1936 Words   |  8 PagesWuthering Heights, a novel by Emily Bronte is one of the most admired and favorable written works in English literature. When the novel was published in the year 1847, it sold very poorly and only received a minimum amount of reviews. Although the novel does not contain any sexual relations or bloodshed, it is considered to be inappropriate due to its portrayal of an unconstrained love and cruelty. Wuthering Heights is formed on the Gothic tradition in the late 18th century, which consists of supern aturalRead MoreWuthering Heights by Emily Bronte553 Words   |  2 PagesWuthering Heights: Good vs. Evil Emily Bronte’s classical literary masterpiece, Wuthering Heights, can more or less be viewed as a struggle between conventional, civilized human behavior, as well as the wild, anarchistic side that each of us humans possess, although subtly. Bronte’s piece can be summed up by the â€Å"good vs. evil† elements that include Wuthering Heights as opposed to Thrushcross Grange, Heathcliff vs. Edgar, and much more. These elemental set points lead to the conclusion that WutheringRead MoreWuthering Heights by Emily Bronte885 Words   |  4 PagesIn â€Å"Wuthering Heights† Emily Bronte vividly present the main character, Heathcliff, as misanthropist after he suffers abuse, degradation, and loses his beloved Catherine. Heathcliff, a black, orphan gipsy child, is brought to live in upper-class society by Mr. Earnshaw’s generosity. Heathcliff is an outcast in his new society. Thus, Heathcliff’s temperament is depicted in â€Å"Wuthering Heightsâ⠂¬  as cruel, abusive, and vindictive against those who humiliated and not accepted him in society. HeathcliffRead MoreWuthering Heights By Emily Bronte1149 Words   |  5 PagesDuring it release in 1842, ‘Wuthering Heights’ by Emily Bronte was considered to be a novel of obscenity and monstrosity. The novel has the ability to adapt to a range of themes and transcend the forms of content and cultural context within the ideas of love, oppression, power and harmony. Critical readings of the text have challenged and enriched readers in a diverse array of interpretations of language and structure; forming personal meanings that have developed throughout history. England, inRead MoreWuthering Heights By Emily Bronte1208 Words   |  5 Pagesrepair, and spark one of the most largest human motivations: vengeance. If left unnoticed, the feeling will grow inside us and consume our every thought and ruin our lives. Therefore, leaving no remorse or peace for ourselves and others. Emily Bronte’s Wuthering Heights is a book about love that turns into vengeance and hatred that goes for generations. This story revolves around Heathcliff, an unmerciful vengeful man. His desire to pay back those who have done him wrong is so extreme that he finds himselfRead MoreWuthering Heights by Emily Bronte877 Words   |  4 PagesThe novel, Wuthering Heights, written by Emily Brà ¶nte, follows the stories of Catherine and Heathcliff Earnshaw. Both lived in Wuthering Heights, until Catherine went away to Thrushcross Grange and came back a changed person. The settings of Thrushcross Grange and Wuthering Heights, throughout the novel help to display the emo tions of the story, and shape the image of the people who live within them. The setting helps to describe aspects of the novel in greater depth. One of the first scenes of

Refugee health in Australia-Samples for Students--Myassignment

Questions: 1.Describe a contemporary issue in health care and explain why it presents a challenge in Clinical Practice. 2.Identify the issues for people affected by this problem including the impact on individuals and their Communities or Workplace. 3.Critically discuss strategies that could be considered for Implementation in the acute care AND primary health care/community setting (including cultural considerations) to address these issues. 4.Describe the implications of these issues for advanced practice nurses and nurse practitioners in terms of their need for education, resources and support. Answers: Refugees and asylum seekers coming to settle in different state and territories of Australia face many difficulties during settlement. Cultural shock is common among them as they are unfamiliar with urban environment and struggle to maintain western lifestyle and budget (Challenges faced by new arrivals | Department of Social Services, Australian Government, 2017).Being a legal refugee myself, I am aware of the pathos and emotions of migrants coming to settle in new land. I am a north African Sudan who came to Australia through a UN Humanitarian visa. From my own experience, I can say that health and well-being of African refugees becomes difficult due to extreme difference in culture and presence of complex physical and mental illness in patient. The article presents the contemporary issues in health care by means of evaluation of the health issues of African refugees in Australia. 1.Contemporary issues in health care and challenges in clinical practice After the successive wave of migration from Asia and Europe, Australia has transformed into a multicultural nation. Although multicultural environment is prone to many ethical tensions, however Australia has worked hard to integrate people from different nationalities into their community. However, the transition to new culture from previous culture is difficult. Apart from difficulty in accessing housing and job opportunities, accessing health service in new country becomes challenging (Riggs et al., 2012). Therefore, the main contemporary health issue in Australias health care environment is the cultural barrier to accessing Australian health services among refugees. This is seen because of lack of knowledge about Australian health care system. Refugees have been found to avoid service also due to unpleasant experience with health care providers in home countries. Secondly, based on cultural difference, expectation of refuges towards the delivery of care also differs resulting in d isparities in health. Language difficulties like poor English language knowledge also discourage many patients from presenting to general practitioners (Drummond et al., 2011). Due to the cultural and language barrier in accessing health service, health care professional working in Australia face challenges in working cross-culturally. Lack of cultural understanding of patients lead to misunderstanding and culturally sensitive practice needs are compromised (Almutairi, 2015). Diverse language, socioeconomic background and arrival of refugees with wide range of problems act as barrier to delivery of high quality clinical care. Diagnosis of illness becomes difficult due to the conflict between biomedical health model and health model of refugees. Clinicians are also challenged by caring for refugees with physical and psychological problems as refugee often related these problems to community alienation and social disconnectedness and do not seek health care support (Hauck et al., 2012). Hence, even though refugees population has an increased need for health care support, the accessibility to health service is often limited and very low. In addition, health ca re professional and staff lacks knowledge regarding culturally competent care. As African refuges mostly come in large numbers in Australia, the blog further explores in detail the impact of these issues on health of African refugees living in Australia. 2.Impact of health care issue on African refugees in Australia According to the Australian Bureau of Statistics data 2016, South Africa refuges comprise about 0.8% of the Australian population. Africans have come to Australia either as migrant through skilled and family reunion programs or refugees through the humanitarian program (3412.0 - Migration, Australia, 2015-16, 2017). Since the migration of the Africans in Australia, they have been challenged by several issues such as unemployment, issues in adjusting to Australian society, lack of understanding about legal rights and responsibilities, experience of discrimination or racism and accommodation and housing problems. The unemployment rate is high among African refugees because of lack of English language proficiency. Poor housing and unemployment has contributed to health risk and mental illness in African refugees. Great disparity exist between health of African refugees and Australians (Correa?Velez et al., 2015). This is also because health care providers lack cultural sensitivity in ca re and health care service is not affordable for most of the refugees. African refugees are at disproportionately high risk of psychological distress and mental illness due to adaptation, acculturation and intergenerational conflict. They are continuously exposed to post migration stressors too after migrating to Australia because of unemployment, discrimination, limited English language proficiency and violence and anxiety among family members. There are many evidence regarding high rate of psychotic disorders post migration such as schizophrenia and depression (Chen et al., 2017). Racism and experience of discrimination also acted as a factor leading to increased risk of mental illness (Lucas Edgar, 2014). Despite intensified rate of psychological distress among African refugees, utilization rate of mental health service is very low as African refugees lack trust in Australian health care system (Chen et al., 2017). The need for culturally sensitive health promotion and early intervention for health and well-being of African refugees in Australia is also understood from risk factors of post-traumatic stress disorder (PTSD) in them. Psychological distress was found to be high mostly due to pre and post migration stressors. The pre-migration factors included traumatic events leading to migration and the post migration factor included challenges in resettlement process respectively. Feeling of loneliness and several social integration stressors also aggravated the symptoms of PTSD in African refugees (Chen et al., 2017). Clark et al., (2014) also gave the evidence that limited resource and stress before resettlement in host countries leads to variety of chronic diseases among African refugees. However, health care access issues compound their health status too. Majority of them do not access health services due to language and communication difficulties and cultural beliefs. Their cultural beliefs mainly affected the expectation towards care and contributed to delayed care and poor health of refugees. Overall, the challenges in accessing health service among African refugees can be understood from the theme of not meeting expectation and struggling to face a new life. African families struggle to understand new health system of Australia and mainly report barriers such as lengthy wait times, high cost medication and less ideal care. Secondly, new and unfamiliar environment also challenged then in terms of transportation, weather, language, employment and cultural difference (Woodgate et al., 2017). 3.Strategies to address the issue To maximize health and well-being of African refugees and address health care issue, health promotion programs should focus on providing culturally sensitive health care service. The key strategies that Australian health care staffs requires at practice level includes incorporating principles of cultural competence in daily care, being familiar with African community resources and cultural perceptions, building personal working relationship and using interpreters with refugee families who have faced difficulty in speaking English (Wilson Renzaho, 2015). This approach has the benefit of reducing the barrier faced by African refugees in seeking health care service in Australia. As alienation towards health care service is mainly seen because of poor cultural knowledge among health care staffs, integrating the principles of cultural competence has the potential to provided care according to cultural preference and expectation of refugees (Purnell, 2014). With the use of interpreters, m ore and more numbers of African refugees can be encouraged to seek health care resource. In addition, training Australian health care staffs about the range of cultural beliefs and health beliefs of African refugees will promote cultural responsiveness in care (Ellis, Murray, Barrett, 2014). At the program delivery level, Australian health care organizations will have to ensure direct service providers are culturally competent and only those staff are recruited who have the knowledge of culturally appropriate care. Recruiting community members and staff will be important as they will be responsible for cultural responsiveness in care. This will help staffs to interpret meaning of symptoms and behaviors and seek adequate support from community members. While planning health care programs for African refugees, it should be ensured that the content of the program is relevant to their cultural background to promote inclusiveness in health care provisions. Family centered care should also be provided to promote involvement of all family members and address needs of children and mothers too (Cheng et al., 2015) 4.Implications of the issue for advanced practice nurse and nurse practitioners. In relation to the issue of health care disparity and poor health status of African refugees due to cultural barriers in care, advanced practice nurse and nurse practitioners are also going to be challenged by this issue in care. This may lead to dissatisfaction with care and more burden for nurse due to the need to provide culturally sensitive care (Kaplan, Stow, Szwarc, 2016). However, attending training regarding cultural competency will change knowledge, attitude and skills towards providing care to African refugees with different language and cultural preferences compared to Australians. Cultural knowledge will act as the foundation for expanding health care support to this group in Australia. Addressing attitude will be important to evolve nurses to a culturally competent caregiver. Communication skill will also play a role in adapting to new and different situations within the provision of care. References 3412.0 - Migration, Australia, 2015-16. (2017).Abs.gov.au. Retrieved 22 June 2017, from https://www.abs.gov.au/ausstats/abs@.nsf/mf/3412.0 Almutairi, K. M. (2015). Culture and language differences as a barrier to provision of quality care by the health workforce in Saudi Arabia.Saudi Medical Journal,36(4), 425-431. Challenges faced by new arrivals | Department of Social Services, Australian Government. (2017).Dss.gov.au. Retrieved 18 June 2017, from https://www.dss.gov.au/our-responsibilities/settlement-and-multicultural-affairs/programs-policy/settlement-services/government-programs/volunteers/why-volunteer/challenges-faced-by-new-arrivals Chen, W., Hall, B. J., Ling, L., Renzaho, A. M. (2017). Pre-migration and post-migration factors associated with mental health in humanitarian migrants in Australia and the moderation effect of post-migration stressors: findings from the first wave data of the BNLA cohort study.The Lancet Psychiatry,4(3), 218-229. Chen, W., Hall, B. J., Ling, L., Renzaho, A. M. (2017). Pre-migration and post-migration factors associated with mental health in humanitarian migrants in Australia and the moderation effect of post-migration stressors: findings from the first wave data of the BNLA cohort study.The Lancet Psychiatry,4(3), 218-229. Cheng, I. H., Vasi, S., Wahidi, S., Russell, G. (2015). Rites of passage: Improving refugee access to general practice services.Australian family physician,44(7), 503. Clark, A., Gilbert, A., Rao, D., Kerr, L. (2014). Excuse me, do any of you ladies speak English?Perspectives of refugee women living in South Australia: barriers to accessing primary health care and achieving the Quality Use of Medicines.Australian journal of primary health,20(1), 92-97. Correa?Velez, I., Barnett, A. G., Gifford, S. (2015). Working for a better life: Longitudinal evidence on the predictors of employment among recently arrived refugee migrant men living in Australia.International Migration,53(2), 321-337. Drummond, P. D., Mizan, A., Brocx, K., Wright, B. (2011). Barriers to accessing health care services for West African refugee women living in Western Australia.Health Care for Women International,32(3), 206-224. Ellis, B. H., Murray, K., Barrett, C. (2014). Understanding the mental health of refugees: trauma, stress, and the cultural context. InThe Massachusetts General Hospital textbook on diversity and cultural sensitivity in mental health(pp. 165-187). Springer New York. Hauck, F. R., Corr, K. E., Lewis, S. H., Oliver, M. N. (2012). Health and health care of African refugees: an underrecognized minority.Journal of the National Medical Association,104(1-2), 61-71. Kaplan, I., Stow, H. D., Szwarc, J. (2016). Responding to the challenges of providing mental health services to refugees: an Australian case report.Journal of health care for the poor and underserved,27(3), 1159-1170. Lucas, D., Edgar, B. (2014). Africans in Australia 2011: Their demography and human capital. Purnell, L. D. (2014).Guide to culturally competent health care. FA Davis. Riggs, E., Davis, E., Gibbs, L., Block, K., Szwarc, J., Casey, S., ... Waters, E. (2012). Accessing maternal and child health services in Melbourne, Australia: reflections from refugee families and service providers.BMC Health Services Research,12(1), 117. Wilson, A., Renzaho, A. (2015). Intergenerational differences in acculturation experiences, food beliefs and perceived health risks among refugees from the Horn of Africa in Melbourne, Australia.Public health nutrition,18(01), 176-188. Woodgate, R. L., Busolo, D. S., Crockett, M., Dean, R. A., Amaladas, M. R., Plourde, P. J. (2017). A qualitative study on African immigrant and refugee families experiences of accessing primary health care services in Manitoba, Canada: its not easy!.International Journal for Equity in Health,16(1), 5.

Vertical tutoring Essay Example For Students

Vertical tutoring Essay This is backed up by Dylan Wiliam, who states that the teacher is reinforcing their own understanding thus creating a deeper learning, Most teachers Ive spoken to say they have never understood their subject fully until they started to teach it. (Wiliam, Meeting Dylan Wiliam, 2008). This could be further argued that; it is key element in a pupils social development, not only academic, through Vygotskys (ZPD) Zone of Proximal Development, whereby the teaching pupil becomes the MKO (More Knowledgeable Other) (Vygotsky, 1978). We will write a custom essay on Vertical tutoring specifically for you for only $16.38 $13.9/page Order now Having spent the past three months in my placement, taking part with this pastoral model, I have realised that it has true potential to work. It is not a model that can be introduced and then nothing else put in place to support it. The traditional head of years are now redundant and a house system has to be introduced with heads and a supporting team. In this particular school they have kept in place the head of sixth form, this I believe is because with the vast amount of form tutors needed, they cannot all be trained and become experts in the very complex and time demanding job of university applications. Does it really help the form tutor in their pastoral role? Do all form tutors now need to be trained at a higher level of pastoral care? Are the tutees helped or hindered by the different age ranges? What happens to those individual teachers that work better with different groups of pupils, i. e. KS3 or KS4 groups? As under this system tutors will need to be able to deal with both KS3 and KS4 members and issues alike. All year groups have very different social needs and experiences. With the year 11s stressing (or in my experience at placement one not) over GCSEs, Year 13s pressure over their UCAS applications, Year 9s with their option choices, all very key steps in their individual lives, but none the less all as important to those individuals as the next. How could a form tutor balance all those different levels of apprehension, without making one less important than the next? Or do they use the circumstances to inform those who will experience this in future years, or give an opportunity for those before to reflect back on their own experience? Tutors do not teach PSHE as such but seek to facilitate learning relationships and increased maturity (real citizenship and active SEAL (The Department for Children, Schools an Families, 1997-2010) in part) by using Leadership and the Power of the Pack! Tutors are then better enabled to be responsible for the academic and pastoral needs of students. I believe that the Vertical Tutoring system can be lent to deep support as demonstrated by peer support as well as tutor support; it allows for a deeper level of leadership through the naturally authoritive figures such as sixth form members or simply the elder members of the form. It would also be an opportunity for younger members with natural leadership qualities to be able to represent and have authority over their elders, which can be a very true reality in outside of school life; this would also encourage an extended learning of opportunities such as Sports Leadership Gold, etc The system can also allow for a louder student voice as all age groups can contribute and bounce ideas for change off of one another, this would not be the case for the vast majority to be involved in, in traditional tutoring systems. I have already touched on the idea of pupils gaining a deeper understanding in learning to learn when pupils naturally lend themselves to helping their peers, not only through homework tasks, but fun group activities that provide important developmental skills needed in life, i. e. social and citizenship skills. I am aware on the other hand that, there are Vertical Tutoring Systems that are in place that are not as successful as the placement experience I have. This could be down to the fact that the nuts and bolts of the system have not been tweaked and set up adequately for the intended environment. .u8cc89e937f1b896d9437d83d59aa6063 , .u8cc89e937f1b896d9437d83d59aa6063 .postImageUrl , .u8cc89e937f1b896d9437d83d59aa6063 .centered-text-area { min-height: 80px; position: relative; } .u8cc89e937f1b896d9437d83d59aa6063 , .u8cc89e937f1b896d9437d83d59aa6063:hover , .u8cc89e937f1b896d9437d83d59aa6063:visited , .u8cc89e937f1b896d9437d83d59aa6063:active { border:0!important; } .u8cc89e937f1b896d9437d83d59aa6063 .clearfix:after { content: ""; display: table; clear: both; } .u8cc89e937f1b896d9437d83d59aa6063 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8cc89e937f1b896d9437d83d59aa6063:active , .u8cc89e937f1b896d9437d83d59aa6063:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8cc89e937f1b896d9437d83d59aa6063 .centered-text-area { width: 100%; position: relative ; } .u8cc89e937f1b896d9437d83d59aa6063 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8cc89e937f1b896d9437d83d59aa6063 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8cc89e937f1b896d9437d83d59aa6063 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8cc89e937f1b896d9437d83d59aa6063:hover .ctaButton { background-color: #34495E!important; } .u8cc89e937f1b896d9437d83d59aa6063 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8cc89e937f1b896d9437d83d59aa6063 .u8cc89e937f1b896d9437d83d59aa6063-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8cc89e937f1b896d9437d83d59aa6063:after { content: ""; display: block; clear: both; } READ: Ivanhoe - Strenghth, Honor , And Chivalry EssayBibliography Barnard, P. A. (2006). Vertical Tutoring and School Improvement. Retrieved February 6, 2010, from Vertical Tutoring Organisation: http://www. verticaltutoring. org/ Best, R. (2000). Pastoral Care Personal-Social Eductaion: A Review of UK research undertaken for the British Educational Research Association. University of Surrey Roehampton, Education. Roehampton, Surrey, UK: British Educational Research Association. Black, P. , Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan , 80. British Association for Counselling. (1978). Education for Personal Autonomy: An inquiry into the schools resources for furthering the personal development of pupils. (H. J. Blackham, Ed. ) London: Bedford Square Press. Cowie, H. , Hutson, N. (2005). Peer Support: A Strategy to Help Bystanders Challenge School Bullying. The Journal for Pastoral Care Personal-Social Education , 23 (2), 40 44. Ecclestone, K. , Hayes, D. (2008). Affect: Knowlegde, Communication, Creativity and Emotion. Oxford Brookes University, Education. Oxford: Beyond Current Horizons: Technology, Children and Families. Entwistle, N. (2000). Promoting Deep Learning through Teaching and Assessment: Conceptual Frameworks and Educational Contexts. TLRP Conference. Leicester: University of Edingburgh. Hamblin, D. (1986). A Pastoral Programme. In L. Monahan, Making School a Better Place. Oxford: Blackwell Hamblin. Hargreaves, D. H. (2006). A New Shape for Schooling? (P. Chambers, Ed. ) London, UK: Specialist Schools and Academies Trust. Heilbronn, R. , et al. (2004). The Pastoral Role Tutoring and Personal, Social and Health Education. In S. H. Capel, S. Capel (Ed.), Starting to Teach in the Secondary School: A Companion for the Newly Qualified Teacher (Second ed. , pp. 45 55). Abington, Oxford, UK: Routledge Falmer. Johnson, D. W. , Johnson, R. T. , Holubec, E. J. (1994). The Nuts Bolts of Cooperative Learning. Edina, Minnesota: Interaction Book Company. Johnson, D. W. , Johnson, R. T. , Smith, K. A. (2000). Cooperative Learning. Minneapolis, Minnesota: Univeristy of Minnesota Press. Learning-Theories. com. (2008). Social Development Theory (Vygotsky). Retrieved February 9, 2010, from Learning Theories Knowledgebase: http://www.learning-theories. com/vygotskys-social-learning-theory. html McGuiness, J. B. (1982). Planned Pastoral Care: A Guide for Teachers. Maidenhead: McGraw-Hill Book Company (UK) Limited. Miller, D. , Daniel, B. (2007). Competent to Cope, Worthy of Happiness? : How the Duality of Self-Esteem Can Inform a Resilience-Based Classroom Environment. School Psychology International , 28, 605 622. Slavin, R. E. (2004). When and Why does Cooperative Learning Increase Achievement? Theorectical Empirical Perspectives. In H. Daniels, A. Edwards, H. Daniels, A. Edwards (Eds. ), The RoutledgeFalmer Reader in Psychology of Education (1st Edition ed. , pp. 271-292). London New York, UK USA/Canada: RoutledgeFalmer. Specialist Schools and Academies Trust. (2008, November 26-28). Leading System Redesign. (M. Allen, Ed. ) SecEd NewspaperWeekly (FREE) . The Department for Children, Schools an Families. (1997-2010). Social and Emotional Aspects of Learning (SEAL): Improving behaviour, improving learning. Retrieved February 9, 2010, from The National Strategies: http://nationalstrategies. standards. dcsf. gov.uk/node/87009 Vygotsky, L. (1978). Interaction between Learning and Development. In M. Cole, In Mind in Society (pp. 19-91). Cambridge, Massachusetts: Harvard University Press. Warburton, K. (2003). Deep Learning and Education for Sustainability. International Journal of Sustainability in Higher Education , 4 (1), 44-56. Wiliam, D. (2002, February 5). Assessing the best method of learning opinions of Prdoessor Dylan Wiliam. Retrieved February 9, 2010, from The Scotsman News: http://news. scotsman. com/opinion/PROFESSOR-DYLAN-WILLIAM-Assessing-the.2300218. jp Wiliam, D. (2008, April 11th). Meeting Dylan Wiliam. (E. Morris, Interviewer) Teachers. TV. Zeedyk, M. S. , et al (2003). Negotiating the Tranistion from Primary to Secondary School: Perceptions of Pupils, Parents and Teachers. School Psychology International , 24, 67 79.

A Room with a View Essay Essays

A Room with a View Essay Essays A Room with a View Essay Paper A Room with a View Essay Paper Italy Enables Lucy to Change and Become Her Own Individual in A Room With a View Lucy is presented with an opportunity to become her own person and look at things differently in Italy. This concept is used throughout the novel A Room With a View by E. M. Forster, in which a young girl named Lucy is able to see the world with a different eye and become a new person. She is surrounded with a culture and way of life that is much different than the one she is used to back at home. The free and open Italian setting enables Lucy to start a new life and find her love. In Italy, the city of Florence shows Lucy a life with much more freedom. This is illustrated throughout Lucy’s stay in Florence, Italy. She is unfamiliar with the new setting and all of the new culture overwhelms her. According to the Twayne Author series, â€Å"†¦ the ‘magic city’ of Florence elicits all that is unpredictable. Passionate, vibrant, violent Italy all but overwhelms Lucy. † (304) This emphasizes that this new setting is influential for Lucy because of all the new ideas surrounding her. It makes her aware of the possibility of this new kind of life that she can decide what she wants to do. Another example of Italy showing Lucy a more open life is when she arrives at the hotel, she was promised a room with a view, but instead she was given a room that did not have a view and she became angry showing her anxiousness for a new world. For instance Lucy says, â€Å"The rooms the Signora promised us in her letter would have looked over the Arno. The signora had no business to do it at all! † (Forster 3) This illustrates that Lucy becomes distressed by the fact that they did not get a room with a view and this supports the idea that she was excited to get free of her old childhood home and experience a new setting in Italy. The Italian landscape also helps Lucy experience a more free life by enabling her to become her own person and not having to conform to restrictions. This is observed when Forster says, â€Å"Italy was offering her the most priceless of all possessions – her own soul. † (90) The Italian setting took Lucy away from all the restrictions she had in her life before. She was free to think whatever she wanted about something and she could truly be her own person. Italy’s free and open setting clearly influences Lucy to change and become her own person. Lucy is held back by many social restrictions but Italy shows her around them and helps her become independent and find her love. To illustrate, in England, Lucy found that social classes were significant in society while she finds that in Italy, they are not significant at all. This is acknowledged when Forster says, â€Å"But in Italy, where anyone who chooses may warn himself in equality, as in the sun, this conception of life vanished. She felt that there was no one whom she might not get to like, that social barriers were irremovable, doubtless, but not particularly high†¦She returned with new eyes. (Forster 90) This is to say Lucy is able to see things with a new perspective in Italy. She sees that social restrictions and levels are not necessary. She realizes that people from all social classes should interact and that she doesn’t want to only interact with people in her social class. Similarly, Italy is free of discrimination while in England there was much discr imination. Lucy realizes she was taught many different views. A literary critic says, â€Å"Italy and the English countrywide encourage a free and open existence as compared to the cramped, stereotyped, middle-class British life. (Twayne 302) This confirms that when Lucy is in Italy, she discovers that there is no discrimination and people are a lot more open towards each other in the sense that they do not form false opinions about people by their background. She realizes that many of the distorted views she learned back in England about this are false. Furthermore, Italy gives Lucy the opportunity to become her own true self because there are no more restrictions that were there in England. For instance, Mr. Beebe says, â€Å"There was simply the sense that she had found wings, and meant to use them. (Forster 75) This asserts that in Italy Lucy’s ‘wings’ are now open and she has a lot more independence to do whatever she wants or think whatever she wants unli ke in England where they could be considered ‘clipped’. It is clear that Lucy’s progress of becoming more open and free is aided by the reduced amount of social barriers in Italy. Lucy is able to experience things she has never before in Italy with its more opportunistic culture. Technological advances in Italy enabled different social classes to intertwine and become more uniform. The creation of the trams enabled people to go out in other places where only higher-class people had gone. This is determined when critic Jeremy Hubbell says, â€Å"While in Florence, Mr. Eager notes the way in which trams enable people of the lower classes to take outings in the countryside†¦ Still, trams enable the â€Å"poor† to walk where only the rich had previously† (301) Lucy is able to experience life to the fullest, as she isn’t limited to a lower standard of living with the newer technology in Italy. The tram is only one of the many examples of how Italy greatly helped Lucy to her full potential. Next, we see Lucy’s affect to experiencing music. Forster illustrates the scene with Lucy going through a dramatic phase while listening to music. While Lucy listens, Forster articulates, â€Å"†¦Nor was she the passionate young lady, who performs so tragically on a summers evening with the window open. Passion was there, but it could not be easily labeled; it slipped between love and hatred and jealousy, and all the furniture of the pictorial style. † (Forster 23) Music in Italy introduces Lucy’s actual feelings inside of her, which are concealed by a fake personality. She is a completely different person with music bringing out her real self from her heart. Another thought is that Italy has brought Lucy to witness murder and also experience love. These experiences have caused her to change greatly. Cecil explains, â€Å"But Italy worked some marvel in her. It gave her light, and – which he held more precious – it gave her shadow†¦She was like a woman of Leonardo da Vinci’s, whom we love not so much for herself as for the things that she will not tell us. † (Forster 72) He describes how Lucy has changed so much because of her experiences in Italy. A person that has been kissed passionately and witnessed a murder is bound to change significantly. With aspects of Italy ranging from the arts to technology, Lucy has greatly been affected by the distinct culture of this new environment. When Lucy arrives in Italy, she is bewildered by its distinctive nature. Lucy utilizes Italy’s entirely different lifestyle to achieve her independence and find her love. She is able to transform her self by experiencing many new things, one of them being, finding her love. Often, a person’s life can be completely altered by the environment in which they reside in. A Sense of Deities Reconciled: A Room With a View in Twaynes Authors Series: Twayne English Authors (Twayne, 1999); excerpted and reprinted in Novels for Students, Vol. II, ed. Elizabeth Thomason (Detroit: Gale, 2001), pp. 302-308. Hubbell, Jeremy. Critical essay on A Room With a View. Novels for Students. Ed. Elizabeth Thomason. Vol. 2. Detroit: Gale, 2001. 299-302 Forster, E. M. A Room With a View. New York: Dover Publications, Inc. 1995.

Auto Accident Rates in Teens Research Paper Example | Topics and Well Written Essays - 1500 words

Auto Accident Rates in Teens - Research Paper Example It has now become an issue on how auto accident rates in teens can be controlled. Most scholars are conducting researches on how they can link stricter enforcement of traffic laws or stricter curfew laws with reduction of auto accident rates in teens. In the recent years, localities as well as cities all over the US have majored on youth curfew uses to address the burning issue of increased teenage accidents. Policy makers see these curfews as the best and effective mechanisms of dealing with the rising auto accident rates in teens. According to Ricardi (1997), reducing youths on the streets at night and during school days have reduced the rates of teen accidents. These among other curfews set on youth make it possible to reduce deaths caused on the roads by the youths. As a matter of fact, controlling youth driving through curfews and strict rules has worked marvelous with parents who saw it as punishment at start, regarding it a great benefit. Auto accident rates are very high on t eens than on any other age group. The main cause of the high auto accident rates in teens is risk taking. Teenagers find it fun when they engage in risky driving skills to prove to their peers that they are qualified drivers. They over speed, make dangerous turns, violate traffic signals and signs, tailgate and run red lights among others as noted by Males and Macallair (1999). All these increase their chances of engaging in motor crashes. Other factors leading to high auto crashes among teens are lack of driving skills, drugs and alcohol, night driving, and carrying of passengers especially fellow teens. Male teen drivers are more likely to cause auto accidents than female teen drivers are. This accelerates when make teen drivers carry male teens who are likely to distract them on the roads. It is notable that teen drivers are not likely to recognize risky situations while driving and as a result, end up in a car crash. They do not have safety belts locked up when driving (Leonard, 2006). Linking stricter enforcement of traffic laws or stricter curfew laws with reduction of auto accident rates in teens As noted earlier, auto accident rates in teens are the highest all over the world and especially in developed countries where almost all teens have access to cars. It has become an issue all over the world, on how those accidents can be controlled. It is not easy for parents to impose strict rules on their teenage children in order to avoid fatal accidents on the roads. A parent cannot monitor the type and number of passengers his or her teenage boy carries while out driving. It is also difficult for a parent to hold a driving license of his son because he is driving carelessly. However, with the help of the government through imposition of traffic laws, it becomes absolutely easy to monitor and control teenage driving with harsh measures taken to the violators of the laws (Ruefle & Brantley, 1997). Considering the strict laws passed in Oregon, the teens are ar guing that the laws are too harsh and need to be lessened. However, the parents are happy with the results of the laws. In fact, 52% of the parents in Oregon think that the violators of the set traffic rules should be dealt with in very harsh ways. The accident rates caused by teens have been reduced as teens are subjected to strict rules in their driving ventures. For instance, â€Å"The state restricts 16- and 17-year-old drivers from using cell phones, even hands-free, set a curfew and limits the number of passeng

Failures of DRM and Digital content copyright Essay

Failures of DRM and Digital content copyright - Essay Example Additionally, according to Hombal & Prasad (2012, p. 237), the media must keep changing from one data format to another. Producers of digital materials ought to generate device-specific and product-specific licenses, which are only issued to the client after delivery, for use in specific devices. This implies that any reproduced copies only operate in the originally licensed device and the licensed product. Producers ought to collaborate with network experts such that if any attempt to reproduce digital materials in a device is sensed from any location. This requires a great deal of partnership, involving the hardware manufacturers who should install the electronic tracking units in the hardware devices. The devices can be configured to send information to central location for monitoring copyright reproduction. Campidoglio M., Frattolillo F & Landolfi F, 2009, "The Copyright Protection Problem: Challenges and Suggestions", ICIW, 2009, Internet and Web Applications and Services, International Conference on, Internet and Web Applications and Services, International Conference on 2009, pp.

Theoretical Frameworks or Perspectives in Psychology Essay Example for Free

Theoretical Frameworks or Perspectives in Psychology Essay Initially psychology was developed using the mental thinking expressed by persons interested in developing the subject of psychology. But John B. Watson differed from that approach and he pioneered the approach in which visible behavior and visible environmental stimulus became the subject of study. B. F. Skinner developed this behavioristic framework further by bringing in the contingent environmental consequences. Behavior is not the outcome of stimulus alone, but it is an outcome determined by the stimulus as well as the contingent environmental consequences of a behavior. This means, there are alternative behaviors for the same stimulus and which behavior is exhibited by a person depends on expected environmental consequences. Cognitive perspective on psychology have developed by arguing that human beings are capable of thinking and concepts related to thinking must be brought into the subject of psychology whose objective is to explain behavior. Even though, one cannot see or observe thinking, still developing concepts related to thinking and using the concepts to explain behavior is required in psychology. Even though one cannot see or observe gravitation, the concept of gravitation is a useful concept in physics. Similarly, concepts related to thinking or cognition are to be developed and used in psychology was the argument of propopents of congitive approach to psychology. The perspectives in psychology have influenced the development of organizational behavior. Cognitive Framework Cognitive approach emphasizes the positive and freewill aspects of human behavior and uses concepts such as expectancy, demand, and intention. Cognition can be simply defined as the act of knowing an item of information. In cognitive framework, cognitions precede behavior and constitute input into the person’s thinking, perception, problem solving, and information processing. The work of Edward Tolman can be used to represent the cognitive theoretical approach. According to Tolman, learning consists of the expectancy that a particular event will lead to a particular consequence. This cognitive concept of expectancy implies that organism is thinking about, or is conscious or aware of the goal and result of a behavior exhibited by it. It means that a person desires a goal and also knows the behavior that will lead to achievement of the goals. In the subject of organizational behavior, cognitive approach dominates the units of analysis such as perception, personality and attitudes, motivation, behavioral decision making and goal setting. Behavioristic Framework Pioneer behaviorists Ivan Pavlov and Jon B. Watson stressed the importance of studying observable behaviors instead of the elusive mind. They advocated that behavior could be best understood in terms of stimulus and response (S-R). They examined the impact of stimulus and felt that learning occurred when the S-R connection was made. Modern behaviorism, that marks its beginning with B. F. Skinner, advocates that behavior in response to a stimulus is contingent on environmental consequences. Thus, it is important to note that behaviortistic approach is based on observable behavior and environmental variables (which are also observable). Social Cognitive Framework Social learning theory takes the position that behavior can best be explained in terms of a continuous reciprocal interaction among cognitive, behavioral, and environmental determinants. The person and the environmental situation do not function as independent units but, in conjunction with behavior itself, reciprocally interact to determine behavior. It means that cognitive variables and environmental variables are relevant, but the experiences generated by previous behavior also partly determine what a person becomes and can do, which, in turn, affects subsequently behavior. A persons cognition or understanding changes according to the experience of consequences of past behavior. Bandura developed social learning theory into the more comprehensive social cognitive theory (SCT). Stajkovic and Luthans have translated this SCT into the theoretical framework for organizational behavior. Social cognitive theory recognizes the importance of behaviorism’s contingent environmental consequences, but also includes cognitive processes of self regulation. The social part acknowledges the social origins of much of human thought and action (what individual learns from society), whereas the cognitive portion recognizes the influential contribution of thought processes to human motivation, attitudes, and action. In social cognitive theoretical framework, organizational participants are at the same time both products and producers of their personality, respective environments, and behaviors. The participants as a group of produce the environment, every individual is a product of the enironment and through his behavior changes the environment for others as well as for himself, every individual is a product of his personality, but also influences his personality as consequence of results of his behavior.