Analisys Short Film Signs Essay

A. PLOT 1. Setting- In the actuality, Australia in their work office, train or public bus, room in his house, public road and a park. 2. Mood- humurous 3. Protagonist- Jason * Physical attributes- 25-30 years, white an Australian race, good looking and elegant man. * Social attributes- educated, professional, single 4. Conflict- One person against himself. 5. Rising Action- The moment when Jason glances at Tracey through the window of his office 6. Turning point- There are many turning points. * When she confesses the secret that she is watching first. * Climax- When he wants to meet with her, but he have fear to invite her to the first date. 7. Resolution- When they first meet. B. Symbolism C. Obviously all the short film is a symbolism because they express their feelings by signs Irony * Situational Irony ‘’So close and so far’’. The venue is the space between the two buildings. There is a discrepancy because he is suffering for her and he can cross the street, go to the building and ask for her. D. Poetic Justice * No found in this short film. E. Foreshadowing * Musical – The film has no dialog between the two main characters, just a soundtrack. Changes in the melody line and great track at the end of movie; in this case the music shows us the emotions of the protagonists. F. Thesis  Where do you find love? If we knew, we would all know where to look.  Sometimes all you need is a sign G. Improving the story and the movie  * What scenes would you add? A scene with the life of her for knows what kind of people she is. * What scenes you leave out? Modify? I will not modify any scene. * How would you modify the setting, the protagonist, the other characters, the dialogue? No modify * How would you change camera angles in different scenes? Yes, in a part to see what she sees. * Other changes?  I would change all the final part. The scene would be a perfect romantic encounter.

Developing Cultural Flexibility

Developing Cultural Flexibility Portfolio| December 14 2011 | Contents Page Section| Page Number| Q1 – What is the significance of national identity as a source of individuals’ culture? | 2| Q2 -In what aspects of work and employee relations should international managers be aware of religious sensitivities? | 3-4| Q3 -What are Hofstede’s culture dimensions? What correlations does Hofstede make among groups of countries and how valid are they for you? | 5| Q4 – Why do firms’ internationalise’? What are the implications of doing so for their role as employers and how will it affect your role in the future as an employee? 6-7| Bibliography| 8| Q1 -What is the significance of national identity as a source of individuals’ culture? I begin with a definition of culture – ‘the ideas, customs and social behaviour of a particular society’ (Oxford Dictionaries, 2011). In terms of the question I am looking at how significantly ideas, customs and social behaviour of a nation’s identity affects that of the individual’s culture. It’s important to talk about stereotypes, they effect how people perceive the individual and their culture, also it can affect the individual as they may alter their culture to allow them to stand out from their national stereotype e. . people may stereotype Italians as loud and arrogant but some Italians may change their culture to quiet and well-mannered to make themselves more appealing for jobs abroad. Hofstede wrote that culture is ‘A collective programming of minds’, and to some extent I agree with him, people are proud of where they come from and like to promote their nation through their actions, this can mould their actions to some extent. An example is whilst I have been at university I have lived with a Chinese student, we have both said that we had expectations of each other before we had even talked. He expected me to be obsessed with football and beer, whilst I thought he would be a great cook and clever. This ability to anticipate an individual’s culture because of the national identity can be a great starting point for friendship, but it can have a negative effect. Observational learning plays a huge part in our development through child hood, we watch and repeat what our parents and family do. If we have a problem we deal with it how we see them deal with it, I think that this is how individuals develop their culture, not so much from their national identity. Edgar Schein’s belief is that culture is – â€Å"shared systems of beliefs and values†, that culture is the answers to problems. These answers can be learned as a nation, as part of a family or as an individual. It is how individuals deal with these problems that makes their culture individual to them. Although Schein’s 3 levels of culture can to some extent be related to national identity for example the ‘Values and Beliefs’ and ‘Artefacts and creations’. Individual’s belief can be down to their nation’s beliefs, although I think that would have been more applicable in the past. With the development of the internet and communication methods I think that individuals now have the media to find out and decide their own culture. People are travelling all over the world, picking up bits of other cultures and adding to their own. It was similar when America was discovered, people from all over the world moved there bringing their own culture, although there is an American identity, there are patches of America that retain the culture that their people bought with them all. To conclude I believe that national identity is fairly significant to individual’s culture, more so if the individual moves abroad than if they stay in their country. Q2 -In what aspects of work and employee relations should international managers be aware of religious sensitivities? Religion is important throughout the world, with countries becoming more multicultural different religions are clashing leading to war and strained international relationships. This can happen on a smaller scale within organisations. It is up to managers and employees to be aware of each other’s beliefs and respect each other enough to allow them to have their own beliefs. This can be a minefield for today’s international managers where equality is key to running an effective, productive place to work. Globalisation, development in technology, cheaper transportation and international bonds (e. g. European Union) has led to an increase in multi-religious staff, which if international managers are aware of and can work with, it has the potential to offer a lot to organisations, employees bringing different ideas and dvice to the table because of their different religions and knowledge. A difficult example of managing religious sensitivities is allowing Sikhs to carry their ceremonial knife known as ‘Kirpan’ with them at work. It poses difficult problems, one being that it’s dangerous and could create a lot of tension within an organisation. It is an article of faith for the Sikh bu t does that mean its ok to carry a weapon at work? I found an article on the BBC which was headed ‘Sikhs should be allowed to carry ceremonial knives in schools †¦ can religion ever justify loopholes in the law†¦Ã¢â‚¬â„¢ Although this is based on schools, it carries the same principle. Should religion be more important than the law of the country? International managers can experience culture shock on 3 different levels: 1. Emotions – e. g. euphoria to depression 2. Thinking – e. g. from stereotyping to culturally effective thinking 3. Social Skills and Identity – e. g. from national to transnational social skills and an international identity (Source Marx 1999) International managers need to master these 3 levels to achieve global management which Bartholomew and Adler (1996) define as ‘The need for a conceptual shift from a hierarchical perspective of cultural influence, compromise and adaption to one of collaborative cross cultural learning’. This is the aim of all global organisations, although it can be a very slow and hard process it is important and the end result would be a driven team of respected employees. International managers need to be aware of religious holidays, example Jewish festivals, Christmas etc. Should they allow every religious holiday or none? Managers need to prepare for religious holidays e. g. ensure that they have enough stock over the Christmas period when sales increase. A manager cannot be seen to favour certain religions as this could lead to discrimination and problems within the workforce. With globalisation comes an expectancy to work together as a team, not be seen as separate religious groups who are distant to each other. It is partly the manager’s job to ensure this happens but it’s also down to the individuals. We live in a global community, it is now time to start developing a multicultural organisational community. This will be a real test for international managers and organisations. Q3 -What are Hofstede’s culture dimensions? What correlations does Hofstede make among groups of countries and how valid are they for you? Geert Hofstede (b. 1928) carried out a cross cultural study of 116,000 employees of IBM in 40 countries. From his results he distinguished national cultures in terms of five orientations which are: (D. A. BUCHANAN, 2010): 1. Social Orientation – Cultures in the East e. g. India, China have a collective interest where the interests of the group are more important than each individuals gains or praise. Whereas the western counties e. g. UK, America have a more individualistic approach where the individual interests are seen as more important, this idea of personal gain above shared gain. 2. Power Orientation – The idea that some national cultures accept that some people are of a higher authority, they accept the hierarchical idea of power on levels, that some people are born into power whereas other cultures believe that you earn power, and that there should be minimum power difference as it exploits others. 3. Uncertainty Orientation – This describes how cultures react and adapt to change and uncertainty. He found that some cultures prefer structure and consistency and find the uncertain threatening whilst others relish change and new opportunities. 4. Goal Orientation – Also known as masculine and feminine culture orientation. This finds out what motivates people to try and achieve their goals. The masculine orientation is more aggressive assertive behaviour, where material possessions, power and money are motivators. The feminine orientation is the more passive side, where the wellbeing and quality of life of other people is a motivator. 5. Time Orientation – This looks at how different cultures work, is it with short term goals in mind or do they plan for the long term. Those that value long term planning, look forward to future market positions, they ensure that they are ready to meet future commitments. Dedication and hard work are essential. Whereas the short term outlook look for short term profits and value past traditions. Hofstede’s has been criticised over his work, he conducted his survey for IBM because they were concerned with declining morale, it wasn’t designed to distinguish ifferent ‘national cultures’. The use of a survey is also criticised, ‘Many researchers allude a survey is not an appropriate instrument for accurately determining and measuring cultural disparity. ’ (M. L. JONES, 2007) Another criticism is that Hofstede’s study makes the assumption that the population is a homogenous whole, whereas there are always ethnic units and subdivisions wi thin society. It seems to ignore the fact that communities can have very different cultures to the one that is seen as the national culture. It would be impossible to accurately represent all different cultures per nation. Hofstede’s is more of an overview of the national culture and should not be used to stereotype the whole population. Q4 – Why do firms’ internationalise’? What are the implications of doing so for their role as employers and how will it affect your role in the future as an employee? More firms are beginning to ‘internationalise’ and try their hand at the global market, with the goal of making a profit and increasing it year after year. This requires businesses to adapt to the changing times. It has and still is becoming much easier to internationalise, with the development of the internet, faster and cheaper transport overseas, vast improvements in infrastructure and if you are part of a trading power e. g. The European Union, the international trading laws are much more flexible than they used to be. More Benefits for firms to internationalise Location – Find a more attractive market overseas where they wish to operate. May find a central location for main distribution centre to save on delivery costs. Low cost and labour charges – Companies want to produce goods quickly and cheaply so that they can get the biggest return on them e. g. Nike has manufactured its products in sweatshops because people are so desperate for work that they can pay them very little. The BBC’s panorama found as recently as in the year 2000, 12 year old girls in Cambodia were working 16 hours a day for little pay because they were so poor. This can lead to implications for firms that do this, bad publicity, drop in sales and a tarnished global image. Less competition – Large organisations are always on the lookout for gaps in the market that they can exploit, this includes overseas markets. If they feel that they offer something new or of a better quality than anything in that country they will try to set up there to capitalise. The image below clearly shows the three stages of internationalisation, with many firms hoping to remain in stage 2 with the positive factors although on either side there are potential implications. Source: Contractor et al. 2003, p. 27 A good example of internationalisation gone wrong is when Vale from Brazil bought out Inco in Canada. It seemed a straight forward move, Inco and Vale had both been successful in their own markets. It turned out to be a bad combination because they didn’t understand or accept each other’s different culture on how they handled business and each other. It ended up costing Vale a lot of money and tarnished their image and reputation. I think that as a future employee internationalisation will affect me greatly, I chose this course because I think that understanding and respecting other cultures is very important, before any business is done it is important to learn what makes people tick, then you know how to motivate them to a certain extent. In my opinion it can be hugely overlooked, if it wasn’t I think that many disagreements could be averted. Dealing with people is a huge part of business whether its potential investors or a fellow employee, if you understand peoples cultures very often you can learn from them, leading to very clever organisational cultures that can motivate and inspire the majority of the workforce leading to a smoother internationalisation process. Bibliography D. A. BUCHANAN, A. A. (2010). Organizational Behaviour. Essex: Pearson Education Ltd 2010. Kenyon, P. (2000, October 15). Gap and Nike: No Sweat? Retrieved December 13, 2011, from BBC: http://news. bc. co. uk/1/hi/programmes/panorama/970385. stm Loerrach. (2003). The impact of internatioalization on organizational culture a comparative study of international US and German companies, 7-48. M. L. JONES. (2007). Hofstede – Culturally Questionable, 7-8. RICKY W, P. M. (2007). International Business 5th Edition. GRIFFIN. Roache, R. ( 2010, February 9). Should religion be an excuse for carrying daggers? Retrieved December 13, 2011, from BBC: http://news. bbc. co. uk/1/hi/magazine/8506074. stm Unknown. (2011, December 13). Retrieved December 13, 2011, from Oxford Dictionaries: http://oxforddictionaries. com/definition/culture

Happy Family Essay

Before we talk about the requirements that make a happy family, let’s try to define what a happy family is. What makes for family happy? Is it something material like a big house or a nice car? Is it financial stability? Is it a good paying job, vacations, a cabin by the lake? I know that at least for me, a nice job, a big house, and a nice car I could drive to my cabin by the lake would definitely make my family at least a couple of notches happier. But are those the things that really make a family happy. I think about the really happy moments in my family’s history and they all come back through flashes of smiles, hugs and laughter. I may not remember what car we had then, when I was a young little woman, but I clearly remember the times my father took me fossil hunting and how happy those times were for me having special time together. So I believe there is something more profound, something deeper, something that lasts long after the shine of the new car is gone. I do not know, and I do not think it really matters which one is more important than the other, but my belief is that the main ingredients for a happy family life are: Love, honesty, and caring. I believe that every good thing comes from some combination of those three. Love is the main ingredient, the feeling that keeps the family together in spite of anything. Love lets us forgive easier and understand each other better. It makes us care for one another, worry about one another, want to do nice things for one another. Love is the one thing that keeps the family together. Love brings about empathy, compassion for the loved one, it makes his pain our pain, his sadness our sadness and the wanting of doing everything we can do to stop his and our pain. Honesty would have to be another one of these requirements for a happy family. Being honest with our partner releases us from having to keep things secret and from the constant effort of not being ourselves. Honesty brings people together because we get to know them they way they really are, we get to know their fears and their happiness. And they also get to know about us. Children learn by watching their parents.They will learn to be host by watching thei parents being honest. Our children will then feel closer to us knowing they can be honest to us as their parents. Knowing what is really in the hearts of our family gives us and understanding of one another. And this understanding brings with it, a tolerance to everybody’s quirks and peculiarities. Finally, honesty is about truth, and teaching our kids to be honest and true makes them want to teach their children and that’s a good thing to be able to say we were responsible for. And then there is caring. So much is connected to caring. We care for the things we love, and we love the things we take care of. Theres nothing like taking the new car for that first wash; looking at how the light comes through the windows, how shiny the tires look, and how much better it drives when its clean. Just the act of caring for something brings about love. By really caring about our partner’s or children’s dreams and goals, we show them we love them. Those are the three most important thing, I think, a happy family should have; love caring and honesty. We can teach our children by being honest, caring and loving with them. If we can teach our children to teach theirs about these three things, then is not too hard to see how this could really go on for ever.This makes me hopefull of a better place in the future.

Assignment Example | Topics and Well Written Essays - 250 words - 308

Assignment Example Though the approaches may seem a bit costly an employer should, for instance, improve morale in the workplace by treating workers out of the extraordinary. The approaches to motivating employees are better than just providing them with huge sums of pay increments. Another reason as to why low-cost ways of motivating employees are the best is because an employee is a normal human being with needs and expectations. Employees also face problems ranging from family issues to general life stresses. In this case, a perfect way of motivating employees is helping them with the necessary emotional support. As known to many, employers presume that their responsibility is to provide job and pay their workers which should not be the case. A good manager should interact closely with each and every employee since the interaction is a way of understanding people in the organization. In fact, executive managers do realize that their employees are more outstanding people than they initially think. Through interaction, employers know every aspect of workers and put themselves in employee shoes, thus, encourage them to provide motivation through emotional support. Briefly, low-cost ways of motivating employees focus on providing emotional support and respecting workers’ needs. They may be more appropriate than monetary motivational methods, though most employers overlook

The Nature Conservancy Case Study Example | Topics and Well Written Essays - 500 words

The Nature Conservancy - Case Study Example This paper illustrates that the conservancy used the buck and Acre approach where the buck represented fundraising efforts while Acre was the number of acres under protection. Over time they realized consistent discrepancies between their mission and the outcome measures. The number of acreage under the conservancy did not necessarily translate to the preservation of biological diversity which was its core mission. The organization adopted a scientific method of analyzing the outcome. The approach involved four principles namely, setting up of priorities, designing strategies, implementation, and measuring of success. The extensive analysis of the success as defined by the mission statement of the organization was able to clearly bring out the impact better than buck and acre approach. The strength of this approach lies in its ability to give a systematic formula of arriving at the desired outcome. The setting of goals gives specific outcomes against which the organization will be as sessed. The strategies adopted to achieve the outcome can be designed to suit the resources available without wastage and promoting efficiency. The measure of the targeted success is focused on the initial targeted goals and therefore easy to measure the impact of the organization as per its set goals. The approach enables an organization to maintain focus to its goals which are normally difficult to achieve in the nonprofit organization. Various stakeholders in such organizations have the different interest which derails from their core mission. Unlike in profit-making organizations where different stakeholders are unified by the need to make the profit, a nonprofit organization has multiple visions. The mandate of the nonprofit organization is always broad and cannot be narrowed to few goals.

The Crucible by Arthur Miller Essay Example | Topics and Well Written Essays - 2000 words

The Crucible by Arthur Miller - Essay Example the crimes he did not commit the author started thinking about the concepts of â€Å"victims† and â€Å"villains† and of the controversy of the absolute truth. It turns out that it is rather easy to pass from one category into another because determining truth and lie still requires enormous efforts even in court. Social moral and religion create enormous pressure on each and every human and fragile psyche sometimes cannot withstand that. In reality most of people are accusatory and would rather point to someone else`s vice than admit one`s guilt. For some people their reputation turns out to be much more important than ultimate truth. Under pressure of the society and in fear of punishment people are prone to change their beliefs and opinions and reveal their faint-heartedness. But it is well-known that people are prone to show their real nature only in critical situation. So extreme circumstances in which the characters of Miller`s play find themselves reveal their tr ue nature: some turn out to be villains and some victims of social moral, some are prone to bend under the pressure of probable punishment and some only find inner power in difficult situation, some act out of altruism and some care about their own life and happiness. Three characters of the play, Reverend Hale, Reverend Parris, and John Proctor, find themselves in extreme situation and each of them transforms his views throughout the play to show eventually his true self. Despite the fact that in 17th century people live under close observation of church, they still act as ordinary people-make mistakes, lie, make sins. In his play â€Å"The Crucible† there is a number of characters who switch the roles of â€Å"victims† to â€Å"villains† depending on their words and actions. It is sometimes very difficult to blame people strictly taking into account fragile In his play Miller suggests that it is impossible to remain in one role of either â€Å"a victim† or â€Å"a villain† for long because

Observation of Participational Cinema in Action Essay

Observation of Participational Cinema in Action - Essay Example Dramatic films are generally shot from a third person 'voyeur' perspective, which allows the audience to observe the unfolding events from a distance. In order to accomplish this state of awareness and acceptance from scientific films, researchers spend a great deal of time with their subject population prior to shooting any footage at all. This is meant to encourage the indigenous community to ignore the filmmaker completely and to return to their normal everyday activities. However, this idealized approach - the 'invisibility' of the camera and it's director - raises new ethical, technical, and artistic issues. The foremost argument against this style of filming lies in defining between 'research' film and 'ethnographic' film: the parameter's of the first ideally contain an undisturbed recording of environmental behavior (which can be used to deduce or extrapolate information); the latter classification is designated by it's editing, which is chosen be the filmmaker to create a narrative. Thus, as MacDougall notes, the fallacy of the all observing camera eye is itself misleading, for the camera is ultimately directed by the filmmaker's choice and/or opportunity. The camera essentially decided what small section of reality is recorded. Along similar lines, the goal of a director's self-effacement from the project is a further removal from reality: many of the filmed communities are remote and isolated to pretend that the director's physical presence has absolutely no effect on the subjects (and a feedback effect on the project itself) is ludicrous. Along this principle, subjects reactions t o cameras depends on their level of familiarity with the media itself. Filming Live with the Herds (1972), MacDougall's silent film camera became accepted by the natives on the premise that he was shooting all of the time (and would therefore present an accurate overall account); when he brings out a still camera near the end of his sojourn, his subjects automatically stuck photogenic poses (MacDougall, 1973) A Ghana director named Braun, discovered a similar effect while shooting footage in his childhood village during carnival time: when a girl noticed him shooting from a rooftop, she began to perform. She grew angry when the camera's attention no longer focused on her, leading Braun's narrative to hypothesize about the power relationship between the camera and its subjects (Pink). Cerezo, Martinez and Ranera, three anthropologists recording African workers in Spain, showed some of their footage to their subjects. Because they had access to television, the workers objected to their own images as being ugly and impoverished, which has resulted in the anthropological argument that visual footage cannot be taken without the express consent of the subjects (Pink). Yet MacDougall takes this argument one step further. In requesting permission to film a community while simultaneously denying them any information to the direction of the film of footage that has been shot, the director "withholds the openness" he requires from his subjects. While this may be rooted in the director's fear of influencing the community's behavior, it also denies him the input of the community information which may prove inaccessible any other way (MacDougall, 1973

Persuasive speech Essay Example | Topics and Well Written Essays - 750 words

Persuasive speech - Essay Example More and more car accidents are declared to be cell phone related, worldwide. According to Vogel (2007), horrific dangers associated with text driving equal those associated with drink driving, in terms of inhibiting a person’s driving abilities. This is more commonly observed in teen drivers, among whom text driving is on a mind-blowing rise despite the continuous efforts of increasing awareness about this issue. This is a deplorable fact that only a minimal percentage of young adults consider text driving potentially capable of distraction leading to awful traffic problems. It is this defiant attitude that is an obstruction in the way of ensuring responsible driving. According to the National Traffic Safety Administration report (cited in Vogel, 2007), distracted drivers account for almost 80% of all crashes and 65% of near-crashes in the United States, only. The question is, when the public, especially youth, will finally open their eyes to the drastic effects of texting wh ile driving? Is the use of cell phone while driving in heavy traffic so important that one can feasibly ignore one’s own safety in addition to ruining the safety chances of other people’s lives? I cannot imagine anyone saying yes to the unjustified use of cell phones while in the midst of traffic, if the consequences of this action are seriously scrutinized. Car crashes due to calling and texting amidst traffic cannot be accurately evaluated or numbered, but this is a general consensus that cell phone use definitely leads to distraction which is the leading cause of car accidents. According to 2008 statistical data regarding the use of cell phones while driving, at any given moment, over 800,000 Americans were texting, making calls, or using a handheld cell phone while driving during the daytime. (cited in Edgar Synder and & Associates, 2010). Research studies of Strayer (cited in Cruz et al., 2009) show that most drivers tend to stare

Vampire Influences on Modern Popular Culture Research Paper

Vampire Influences on Modern Popular Culture - Research Paper Example â€Å"In essence, the domain of eroticism is the domain of violence, of violation,† Bataille wrote in the text ‘Death and Sensuality’ (1957). â€Å"The most violent thing of all for us is death which jerks us out of a tenacious obsession with the lastingness of our discontinuous being.† (Bataille, 1957) The area of experience which Bataille writes about is typically kept under the veils of secrecy and taboo, not to be spoken of publicly. Nevertheless, his theories open up an understanding of why the vampire mythologies have become so popular and prevalent in modern culture, because he shows how the sensuality of the experience is heightened when the religious, sexual, violent, and erotic images are mixed with narrative in a dramatic fashion. Bataille critically worshipped the orgasm as â€Å"la petite mort† or â€Å"the little death† in French, and through this association the power of the vampire stories can be seen in evoking a transcendence that takes the initiate from the realm of common life to the existence of immortals. (Fuchs, 2011, p.3) This theme is seen repeatedly whether it is in the â€Å"Interview with the Vampire,† Twilight,† â€Å"Lost Boys,† or â€Å"Dracula† imagery. The fusion of mystical, religious, and erotic imagery has the effect of taking the narrative beyond social taboos and therefore heightening excitement through the combined semantic value of the symbols in the minds of the audience. Death and Eroticism Bataille was an early member of the Surrealist movement in France, but focused primarily on literature and exploring the psychological relationship between death and eroticism in experience. His early work focuses on the violation of religious and social taboos, just as the vampire mythologies do in contemporary culture, albeit in a far more extreme manner than the television and films typically depict today. The reason for Bataille’s excesses can be seen in t he phenomenon of transgressive sexuality combining elements of religious mysticism, artistic creation, style, symbolic drama, and violence in the practice of eroticism. The vampire mythologies follow this same pattern, for example in the â€Å"Twilight† series, Bella wants to marry and experience eternal life with Edward Cullen as a type of higher love, while the settings of the vampire myth include religious elements fused with eroticism. As Bataille wrote, â€Å"The whole business of eroticism is to strike to the inmost core of the living being, so that the heart stands still. The transition from the normal state to that of erotic desire presupposes a partial dissolution of the person as he exists in the realm of discontinuity. Dissolution — this expression corresponds with dissolute life, the familiar phrase linked with erotic activity. In the process of dissolution, the male partner has generally an active role, while the female partner is passive. The passive, fe male side is essentially the one that is dissolved as a separate entity. But for the male partner the dissolution of the passive partner means one thing only: it is paving the way for a fusion where both are mingled, attaining at length the same degree of dissolution. The whole business

Professional Role Transition Assignment Example | Topics and Well Written Essays - 750 words

Professional Role Transition - Assignment Example Data sources that contained information related to the topic were also used during the research process. The studies presented evidences such as quoting those who were interviewed during the study. This showed that students were given equal opportunity to answer the questions directed at them. The studies also took a while to be completed. A slow research ensures that the researcher gains all the information required. Things tend to change with time and by conducting a research study within a long time, the researcher gets to record every change that may take place and also predict how the study will be in future. What I know about the journal is that it intends to understand the challenges that students face when transitioning into BN from LPN. The journal identifies all the challenges and helps to explain methods that can be used to curb them. The journals target LPN students who may be interested in studying BN. The study will help them understand the challenges they are bound to face. The journals also target other scholars that focus on studying the topic. These journals will give them a point of reference for their study. Educators in the institutions that the students enroll for BN are also a target audience for the study because they will have the knowledge of how to help the students adapt to the transition. Because of the challenges faced when transitioning from LPN to BN, students opt to turn to their mentors at their places of work to guide them. These mentors are in a great position to help them put into practice what they have studied. The journals have also helped explain why the LPNs choose to expand their knowledge. One of the reasons given by the participants is that at the work place, they are considered less of nursing practitioners and their opinions are not valued. Some of them had to endure being called Little Pretend Nurses instead of their real titles. For the students who have

Task Archetype Essay Example for Free

Task Archetype Essay Every man is born with a task which he must fulfill and if he is successful, the world recognizes him for it. Fate is unarguably the main factor that pushes a man towards his task; he is nothing but fates puppet. Task can be as simple as finishing homework which will get you good marks, to complex things such as deciding your familys fate through your actions. The situational archetype of The Task is precisely analyzed and adapted in Mario Puzos novel The Godfather, Francis Ford Coppolas The Godfather Part 1 and 2 movie and The Real Godfather documentary. The archetype â€Å"The task† is well explained and adapted in the novel, The Godfather. Michael Corleone is one of the main protagonists who demonstrates his task perfectly. Michael, a war-hero, never wishes to get involved in his family business and yet is forced to get involved as life plays its tricks on him. Vito Corleone, Michael’s father and the Mafia boss of the Corleone family, is almost assassinated by hitmens (Puzo, 78-79) and is admitted in a hospital. Shortly after Michael visits his father in the hospital, Cpt. McCluskey arrives and punches Michael in the face, breaking his jaw for showing disrespect to him (Puzo, 129-130). This is the triggering point of Michael’s fate of him getting involved in the family’s business because the hit was not to his body but to his father’s life and his pride. Michael accepts and performs his task of enormous proportion by volunteering to take out the enemies of the family (Puzo, 135-136). This superhuman deed of Michael fulfilling his task identifies him and allows him to assure his rightful position in the family as the future Don Corleone. The task is also portrayed in the movies: Godfather part 1 and 2. In part 1, Michael Corleone visually displays his task being fulfilled. When Michael Corleone is set to get revenge for his father as discussed in the previous paragraph, Michael’s older brother Sonny Corleone says, â€Å"You’re taking this very personal [†¦] this man is taking it very, very personal† (Godfather I) and Michael coldly replies, â€Å"It’s not personal Sonny, it’s strictly business† (God father I). Michael’s resolve is so strong to achieve his task only due to the fateful circumstances that lead him towards it. Don Vito Corleone often tells Michael that, â€Å"Every man has but one destiny† (Godfather I) meaning that a member of a Mafia family cannot defy his fate. This is proven as unfortunate circumstances in Michael’s life get him involved in the family which has always been his fateful task. In Godfather II, Michael is shown fulfilling his task but at  the same time facing many hardships such as assassination attempts and losing his family. This shows how Michael fulfills his fateful task while facing the harshest problems any man in the world can face. Finally, the task archetype influences the thinking of everyday people in the world and this is shown through the documentary: The Real Godfather. This documentary basically shows how world of mobsters was influenced by the Godfather series and vice-versa. In the late 1970s, Mario Puzo’s novel The Godfather was an instant success globally and Paramount pictures wanted to turn this epic classic novel into an epic classic movie which was their task. Little did they know the gravity of problems they were going to face later on. Since Godfather was based on Italian-Americans, a civil-rights league of Italian-Americans decided to be not in favor of the movie as it exposed their people too much. The league had connections with the mobs of New York City, who threatened the directors and producers of Paramount.

Article Rebuttal Essay Example for Free

Article Rebuttal Essay Abortion is a disagreement that has been discuss for years. Kenny, Ph. D. and Swope (2013) of American Thinker has share with its’ audience the understanding of the struggle women has in making a decision to continue a pregnancy or to abort an unplanned pregnancy. In analyze the information in the article the reliability, credibility, and validity of the data used by Kenny, Ph. D. and Swope comes from independent psychological analysis of women’s hidden, emotional response to pregnancy, abortion, and motherhood (Kenny, Ph. D. Swope, 2013). The writers of this article indicated that the interviews took from 75 to 110 minutes, which require them to visualize, replicate, and use relaxation techniques in accessing these individual emotional minds, and to uncover deeply seated emotional needs and barriers (Kenny, Ph. D. Swope, 2013). Significantly, some of these problems that relates to abortion are ethical, and religion. However, a woman has right to do whatever she want to her own body and upon her own judgment, whether it is to keep the baby or to have an abortion. In Fact, a woman has the authority to make the decision whether to have an abortion or not based on her personal desire, financial status, or unwanted pregnancy. Kenny, Ph. D. and Swope (2013) have provided information regarding the circumstances and how abortion can affect a woman mental state of mind. Most important is to deny a fetus by terminate the fetus merely does not mean that the person is slaughter a person. It could be that the pregnancy was an unplanned pregnancy from rape, incest, or the feeling of not wanting to bring a child in the world under certain circumstances. An example would be a medical condition that may be a live or dead situation or simply because she not ready for motherhood because of her age. For instant, a teenage girl between the age of 14 and 20 still in high school and going to college and who is struggling with finances are liable to have an abortion. She may become remorseful, but she has to think about how pregnancy can affect her future and life. In conclusion, a woman rights to be pregnant or to abort an unwanted pregnancy should solely be left up to her no matter what her reason may be. Because she is the one that have to deal with the issues of bring a child in the world or removing the fetus to remove the stress not those groups such as the pro-lifer.

Juveniles in the US Criminal Justice System

Juveniles in the US Criminal Justice System The juvenile court system has been in existence since 1899 (Kerbs, n.d.). Although this does not show how long juvenile crimes have been taking place, it does give one a glimpse into how long juvenile crime has been taken to courts. Politically, both sides of the spectrum; liberals as well as conservatives are calling for the abolition of the juvenile courts jurisdiction over delinquency adjudications (Kerbs, n.d.). Sadly, crimes that juveniles are committing have become more violent including rape and murder and although they are still, in fact children, they must still be punished for their crime. In most cases, a child who is over the age of 13 and commits a crime of that magnitude will be tried in an adult court. The one thing that needs to be remembered is that children are children, not adults. A possibility remains that children can be rehabilitated into becoming more productive members of society once they have gone through some sort of rehabilitation process. of course, ther e is always the exception to that rule when children just do not care and want to continue living a bad life and committing crimes. Adults have already gotten set in their ways and the chances of rehabilitating them are not as great as that of a child. Comparison between juvenile and adult courts Some differences between the two types of courts are the terminology used in each. For juveniles, they commit an act of delinquency whereas adults commit a crime (Misha, 2006). Differences in background are another way that the two courts can be distinguished. When considering the juvenile case, the courts look at both the students academic and family background. In adult courts, these issues are not considered when the adult is on trial (Misha, 2006). Juvenile courts look at rehabilitation efforts for the child who committed the delinquency. Adult courts focus more on the fact that the adult committed a crime and the community in which he or she lives or committed that crime does not approve of that crime and think the individual needs to be punished accordingly (Misha, 2006). Juveniles are not arrested but taken into custody. Adults are simply arrested. Adults are indicted and juveniles have petitions filed against them. Juvenile courts must either agree to a finding or deny the pe tition. Adults have to enter a plea of guilty, not guilty, or no contest. Juvenile courts have an adjustment made. In adult courts, this is also called plea bargaining (Misha, 2006). Juvenile courts will decide if the child should go to a detention facility or childcare center; adults who are facing due process are either sent to jail or sent back to jail (Misha, 2006). Similarities are present between the two as well. Both juveniles and adults have a right to get counsel to represent them in court. Both have a right to cross-examine and also to confront witnesses. They have the right to be protected against self-incrimination and a right to be advised of the charges pending against them. Last, the prosecution in both types of courts must show proof that the defendant is guilty beyond a reasonable doubt before the defendant can be convicted. Implications of Juveniles in Adult Courts There are times when judges will remand a juvenile to an adult court, depending on the severity of the crime that has been committed, including rape and murder. This is called waiving jurisdiction, and it also depends on some other factors such as the age of the juvenile, and whether or not the court feels that the juvenile can be rehabilitated (Steinberg, 2000). In some states, a juvenile court judge must waive jurisdiction for certain offenses if probable cause exists that the juvenile committed the offense (Steinberg, 2000). other states have a presumption waiver in which the juvenile will be transferred to criminal court, when it is presumed appropriate. If the juvenile can prove that he or she should be in a juvenile rehabilitation program, then they will not get a presumption waiver (Steinberg, 2000). The judge will make that final decision, but the juvenile must be the one to prove it. Direct File, which is also known as Prosecutorial Discretion, exists in some jurisdictions and the prosecutor who uses his or her own discretion can file charges either in a juvenile or criminal court (Steinberg, 2000). Statutory Exclusion, which is also known as Legislative Exclusion, Mandatory Transfer, or Automatic Transfer, there are certain categories under which the juvenile can be excluded automatically from juvenile court. This exclusion is determined by a combination of age and offense (Steinberg, 2000). In some states there is a reverse waiver where a criminal court judge can waive a case to juvenile court based on various characteristics of the offender and the offense (Steinberg, 2000). In some states like New York, juveniles who are age 16 or 17 will automatically be tried in a criminal court because the juvenile court jurisdiction ends at age 15, and this is not considered a transfer. More cases are being transferred to adult courts because the list of cases being tried are growing, approximately one-third of those cases are for non-violent offenses like robbery or drugs, and there are a larger number of black and Hispanic offenders transferred than white offenders, even when they have committed the same type of crime (Steinberg, 2000). The problem that exists in this area is that there are many cases being tried in adult courts for children who are too young to really and fully understand the consequences behind their actions. The punishments they are being given are the same as adults and this does not sound like a fair deal. Punishments that are handed down to these juveniles in the adult courts should be done so with the understanding of the juvenile that they know what they have done is wrong and they can accept the consequences of their actions (Steinberg, 2000). The age of the offender needs to be taken into account and the judicial system certainly needs to realize that some juveniles, even at the age of 17, may not be emotionally mature enough to have this understanding. Societal Implications of Abolishing Juvenile Court If juvenile courts are taken away, there will be more juveniles sent to adult prisons and given much harsher sentences and punishments than they should really get. It is crucial for the U.S. to keep these courts alive and active. Sending juveniles to adult prisons can make their lives much worse, and the chances of them being rehabilitated and becoming better citizens will be reduced greatly because of the things that can happen to them in prison and the things they will learn in prison. Children should not be housed with adults who are career criminals and have spent the better part of their lives doing bad things, hurting people and stealing. No one wants their children to end up like that. It is likely that society will not allow this to happen, but if citizens and law makers alike do not fight it, abolishing juvenile courts can become a reality.

Woodstock 1969 :: essays research papers fc

Many large concerts have occurred in the United States, but none have been as symbolic as the three-day music and art fest that touted the slogans of peace and love. This event was identified as such as a result of the peace movement and the emergence of the flower children. Woodstock Music Festival took place near Woodstock New York on August 15, 16, and 17, 1969, and became a symbol of the 1960s American counterculture. Woodstock began with the following four partners: Michael Lang, the manager of a rock band, Artie Kronfeld, an executive at Capitol Records, and two capitalists, John Roberts and Joel Rosenman who supplied most of the money and the original idea. Their original plan was to build a recording studio in Woodstock, a small town in the Catskill Mountains that had become a rock music Mecca when musician Bob Dylan and his rock group called the Band settled there. To get the word out, the four partners decided to hold a concert, which they called the Woodstock Music and Art Fair. The group originally tried to have the festival in the town of Woodstock, but the citizens would not permit it. Then after much debate Michael Lang decided to move the concert to Wallkill, New York, where the people also protested, so finally he decided to move it about 70 miles away from the town of Woodstock to Max Yasgur’s dairy farm. Looking back on the sighting of the Bethel farm Lang remarked "It was magic, it was perfect. The sloping bowl, a little rise for the stage, and the lake in the background.† Woodstock had more acts scheduled to play then any other single event ever held before. They were trying to sign the biggest rock ‘n’ roll bands in America. The problem was getting the bands. Bands didn’t want to take contracts from an unproven venture, because they had no credibility. â€Å"To get the contracts, we have to have the credibility, and to get the credibility, we have to get the contracts,† Rosenman said. Woodstock Ventures solved that problem by paying enormous sums unheard of in 1969. The breakthrough came when they signed the Jefferson Airplane, the biggest psychedelic band back then. They signed for $12,000. An incredible sum of money considering the Jefferson Airplane usually took gigs for five or six thousand dollars. Credence Clearwater Revival signed for $11,500, and the Who signed for $12,500.

Risky Business :: essays research papers

Risky Business   Ã‚  Ã‚  Ã‚  Ã‚  In the 1983 smash hit Risky Business, director Paul Brickman takes his audience on a wild ride through Chicago. The film spans across the Chicago land area, and beyond. From a small high school, to a world famous hotel, it really shows what Chicago is made of. But it also holds a dark side to itself, when the dangerous and socially perverse world of prostitution comes into play.   Ã‚  Ã‚  Ã‚  Ã‚  Joel Goodman, played by Tom Cruise, is an average high school senior. He has regrets and doubts when it comes to his life and is constantly wondering how will his parents take the next disappointment that he bring to them. But following his parents little getaway, and following some of his friends advise Joel gets himself involved with a small time prostitute named Lana, played by Rebecca DeMornay. In class we touched upon the topic; does this movie glorify prostitution? There is no clean-cut answer to this question, because on one side Joel profited over eight thousand dollars from his little endeavor into essentially being a pimp for a night. And on the other hand you have the actual pimp of Lana being a mean and greedy man, the type of person that would sell your sole for quarter. So to state whether the message of the film was glorifying or to denounce prostitution is up the audience, it is their own opinion.   Ã‚  Ã‚  Ã‚  Ã‚  Risky Business has some more to offer its audience than a heated debate. It also has a great setting for such a fantastic plot. We see many of Chicago’s finest and most revered landmarks. It takes us not only to Chicago but is neighboring suburbs. Niles East high school is where Joel Goodman had his hard times finding an open door. The airport where Joel drops his parents off and you hear that very familiar yet shallow: â€Å"Yea, I got it†¦don’t worry†¦okay†¦alright.† Is at O’Hare international airport located in the western suburbs of Chicago. More people pass through O’Hare airport in one day than in any other airport in the world. The two places most famous on the list, is the Drake hotel and the John Hancock building. At the Drake hotel, Joel and one of his good friends are having an eight-dollar cup of hot chocolate while they wait for Lana; Joel’s soon to be business partner. On the 95th floor of the Hancock building is a place where usually the elite can only find a table.

Comparing Hurston’s Books, Seraph on the Suwannee and Their Eyes Were Watching God :: Compararison

Comparing Hurston’s Books, Seraph on the Suwannee and Their Eyes Were Watching God I found both books, Seraph on the Suwannee and Their Eyes Were Watching God to be very well written, yet I found it very ironic and almost funny to compare the two. Although it may not have been intentional, Hurston uses, what can be called, race reversals to describe Janie and Arvay. Janie is a not-so-typical black woman who is confident and while she is somewhat submissive to her husbands, she has more integrity than her white counterpart, Arvay. The text says when describing her unique beauty, that "the men notice her firm buttocks like she had grape fruits/ in her hip pockets; the great rope of black hair swinging to her/ waist and unraveling in the wind like a plume." Arvay, on the other hand, is "teasing to the fancy of many men," but she is described as, "pretty if you liked delicate-made girls/†¦ (and) could easily be overlooked." The irony of this comparison lies in the fact that unlike life during the time period that the story is written, Janie is seen as an icon of inner-beauty and strength; Arvay is cute, but she isn't as strong. In some of the other literature in this course and others, black women are written as strong characters, but many of them don't live the life that Janie lived. She appeared to have more choices than most and she acted upon her feelings rather than suffering in many cases. She falls in love with her last two husbands without feeling as if she were being raped or forced to do unnecessary things. Unlike her mother, grandmother and other black women, particularly slaves, she is given the chance to be feminine and complete her duties as a wife without subtle forms of torture. I feel that Hurston is using her imagination to "get back" at white women in a sense because she shapes Arvay's character as the one who is slightly oppressed. When the story begins, Arvay is upset with her sister because she "takes" the man that Arvay wants to marry. Because she feels that a piece of the life that she wanted to have (the life of a preacher's wife) is taken away from her, she tries to go into seclusion and ends up marrying a man that she persuaded to love. Her first time having sex with Jim is written as a near rape: "A tearing sound of starched fabric, and the garment was being dragged ruthlessly down her legs.

Introduction to International Relations

In the context of the idea of â€Å"Nationalism†, what are the differences between the Scottish National Party and the British National Party? BODY OF WORK Being today a central issue of the modern world, Nationalism, a term from nasci which means â€Å"to be born†, has most of the time been considered as a 19th century phenomenon, connected to the development and creation of nation-states .While seen by a large number of critics as outdated in other word old, not just because it is inherently expansionist but also destructive, others in meantime see it as a strength to re-enforce order and solve conflict. Thus, the issue of nationalism will therefore depend on a system every country adopts. If we take the United Kingdom(UK),a constitutional monarchy and unitary states which is composed of four(4) countries :England(London),Northern Ireland(Belfast),Wales(Cardiff) and Scotland(Edinburgh) has been governed by a Parliamentary system.However,it is argued that nationalism w ithin the UK is both reactionary and progressive . The simply reason of this statement is that in different parts of UK,the notion of nationalism has components of both looking towards the future inclusively and progressively but ,also looking to their past regressively thus hoping to bring back their historical period.Britain and Scotland, being among these parts of UK, have for a centuries had political parties sometimes based on similar ideas but most of the time different from each others. The British nationalism referring to the nationalist ideas and policies’ application to the United Kingdom tends to promote the UK as a goal for national identity, social movements, comprises political and sentiment inspired by the love of British language, culture , history and ot forgotten the pride of being British. Supported ,politically from the Euro scepticism of the conservative United Kingdom Independence Party and far-right British national party to the centre-right conservativ e Party and the left-centrist Liberal Democrats, British nationalism has had a progressive cause characterised by â€Å"a powerful but ambivalent force in British politics†.From this British nationalism, a party called the British national party will be one of our aim studies in this topic. As for Scotland, Nationalism being a political ideology and created in 1921 as primarily body based in London and largely influenced by Sinn Fein ,has most of the time supported greater autonomy for Scotland as part of the United Kingdom, but also the creation of a sovereign state.In which case Scottish nationalism can be referred to three (3) main elements: -The Scottish Independence with the advocacy of Scotland becoming a sovereign state -The Scottish national party with the main political party that support Scottish Independence. -The Scottish home rule, an organisation knew before the Devolved Scottish Parliament was created in 1999 that had for purpose to give Scotland the autonomy w ithin the British Empire. From this nationalism , derived a national party called the Scottish national party.It is therefore in the process Nationalism that, our aim target will be to identify the differences between the two major national parties in the United Kingdom known as the British National Party (BNP) and the Scottish National To begin with, we should start by saying that the Scottish National Party (SNP), a civic party with strong democratic leanings and non-nationalist was first created in (1934) having as aim to promote justice, caring and enterprising community by making Scottish potential as an independent nation in the mainstream of modern Europe.Wishing to be completely independent from Britain, the Scottish national party has always wanted to be a separate state making its own decisions not just in Europe but throughout the world, this is why Scottish political parties such as, the SNP encourage progressive attitudes that are principally based on two main(2) things :the long term desire to become but also the ambition to be entirely inclusive with global organisation such as Europe . While the British National Party, reated in (1982) by a group of the National Front with John Tyndall, is a far-right, fascist political party combined with a white supremacy organisation that stands for anti-non british,because it believes that there are significant differences between races, one of the party’s main objectives is to restore by legal methods white ethnicity, which existed prior to 1948 in a way that anything that does not fit their narrow stereotype is meant to be kept away from the party.Adding to this, it has to be said that the British national party adoring men like Adolf Hitler of German Nazi is almost claimed to be a Nazi political party as well. Another reason that makes the difference between the two parties is that, the Scottish national party has always wanted an open door to all races and nationalities in the sense that even non- Scottish people have been accepted to be members of the party without forgetting the fact that this was the first party to have a Muslim MSP as member.After independence, anyone living in Scotland could claim a Scottish citizenship under the SNP constitution with an open door policy on immigration compared to Britain ,where immigration still a dominant issue thus blaming immigrants for any possible problem . It is even believed that the British national party has for wish to put the white British- born before immigrants and non- british,stopping immigration and repatriate people of different races, presently living in the UK to the respective countries .In a speech given by Nick Griffin ,the actual leader of the British national party(BNP),he declared that â€Å"it is probably now too late to anticipate a return to the status quo ante 1948 â€Å" therefore suggested a new model of â€Å"milti-culturalism†. This model was meant to lead by a policy of cultural and biological separation ,not by principles of integration, this could allow people to enjoy each other’s culture and tradition but each staying on their own in order to avoid â€Å"diversity† which could be but a short –lived stepping stone to nothingness.An expected outcome of the method as Tyndall said, was going to be in the image of a south-African apartheid-style system with like he said â€Å"separate communities of people –Indian ,Pakistani, Bangladeshi(Hindu and Muslim),African and Afro-Caribbean and heaven knows what else-living side by side in Britain in separate enclaves†. This is to show that although immigrations issues were trying to be solved there were nevertheless still based on strict principles that had to be followed. Principles that were completely different from the one the Scottish national party made.These days, the Scottish national party does not have a lot to deal with national parties in eastern and central Europe particularly becaus e most of them are rather right wing ,among them men like, Michal Kaminski of the polish law and justice party. Also, in the European parliament for Freedom and fatherland party, it will be noticed that men like David Cameron will definitely be comfortable to sit with Latvia whereas it would be hard if not never for the Scottish party to Roberts Zile from the FFF to the next Bannockburn shindig.This is to prove that racism is not a big concern in Scottish nationalism because there is no race problem in Scotland. Moreover, there are also differences regarding the concern of the British and Scottish public as a whole. While Scotland is much more concerned about the unemployment as a big problem to face, Britain on its side is more worried about the economic field which is very frequent nowadays.In the other hand, crime, law and order are very serious matters in Britain than in Scotland where it is more likely to be concerned about the education. Furthermore ,another difference between the British national party and the Scottish one is that, the Scottish national party, being left wing is very focused on what people living in Scotland will be in the future regardless what the religion or skin colour are, while the British national, being right wing wants to go back to their old values.In terms of Military issue, providing that it is the government in Westminster that is in charge to send soldiers at war, Scotland plays a very small part in sending soldiers for defence ,war and terrorism compared to Britain that is more concerned about this issue. To conclude with this topic, it shall be said that although, these two are different parties in different countries, the differences between them is all about Racism, Immigrations and Political issues.In terms of racism, the British national party states that their constitution has for purpose, the preservation of the ethnic and national typical character of the British people themselves . David Blackburn writes for the spectator coffee house that â€Å"the BNP is no longer a racist party, but a party of racists† in respond to the news that the British national party membership look to vote in favour of allowing the non-whites and non-British to join the party while the Scottish national party has always wanted an open door to all races and nationalities no matter colour, gender and creed there are.In terms of political issues, Scotland is a minority within the UK (United Kingdom) which means the decision-making process stays in the goal of the majority included Britain . Therefore; policies that suit Scotland are often not taken into consideration. In terms of immigrations issues, differences have also been seen above with the British national party wanting to repatriate all immigrants or sometimes create strict principles that have to be followed by all immigrants. Whereas, the Scottish national party has and still fighting against immigration, thus giving citizenship to those claiming for it.So basically, these are some of the differences in brief between the British national party and the Scottish national party, although there could others points according to different points of viReferences and Bibliography David B. , Nick G. ,†Changing course or changing Clothes? †Reflection on the ideological evolution of the British national party 1999-2006 , pp81 Iain M. , gardian. co. uk, Monday 8 June 2009 14. 00 BST IN Last night was the SNP’s night Arthur A. ,†Nationalism, Devolution and the Challenge to the United Kingdom

Various Architecture Problems

Undertaking 1: A ) Identify Three ( 3 ) different types of edifice: 1.Residential – A residential edifice is a constructed for residential tenancy and can suit a person’s to populate in. There are a few types of residential edifice such as flat set of room fitted particularly with housekeeping. Then Condominium besides included as a type of ownership in existent belongings where all of the proprietors own the belongings, common countries and edifices together, with the exclusion of the inside of the unit to which they have title. Following townhouse is similar to condo in that each abode is attached to next abodes. Figure 1 ( A ) 2.Non-Residential -Non-residential edifices use some intent other than residential. Non-Residential are edifices other than homes, including fixtures, installations and equipment that are built-in parts of the constructions and costs of site clearance and readying. Non-residential edifices comprise.Example include commercial such as is abuildingthat is used for commercial concern intents, Educational Buildinga edifice designed for assorted activities in a primary, secondary, or higher educational system such as school and college. Then Manufacturing edifice are include as a non-residentialis the edifice for production of goods for usage or sale. 3.Industry Building -Industrial edifices are frequently a warehouse or other big. Industrial edifice designed to house industrial operations and the provide necessary status for work and the operation of industrial equipment. Industrial edifices has been grown up with fast long times ago in the universe. There are a few industrial edifices such as mill, refinery, factory and others. Industrial edifice by and large have skeletons in the form of cross frames, with Colum embedded in the foundation and balk beam or trusses hinged to the Colum. Figure 3 ( A ) B ) Select One type of edifice in undertaking 1 ( a ) , place and depict Two constituent of infrastructure and superstructure of the selected edifice. Residential Building -Residential Buildings is an of import thing of all. Residential edifice is a edifice that is occupied by all the people all the clip. Residential edifice is besides really fast turning but non in Malaysia but around the universe. Custom residential edifices will be sold or rented to those in need through the building companies or agents that have been registered. Residential edifice included such as cottage, patio house, flat and condominium. Infrastructure: -Substructure is a last support part of a construction. Basically a construction located that inside the land degree such as foundation. A foundation is hence that portion of the construction which is in direct contact with the land to which the tonss are transmitted. Foundation -Ensure that the structural tonss are transmitted to the undersoil safely, economically and without any unacceptable motion during the building period and throughout the expected life of the edifice or construction. Figure 1 ( B ) Superstructure: -Superstructure is an drawn-out portion of the infrastructure. A construction that stands above the land degree and the floor degree is known as pedestal. Plinth is hence defined as the part of the construction between the surface of environing land and surface of the floor. Floor -floor is that portion of a edifice on which furniture, family, commercial and others. Floor is used for walking about and besides strength and stableness to utilize. There are a few types floor such as solid lumber floor, timber laminated floor and concrete floor ( Solid Ground Floor ) Figure 2 ( B ) Roof -Roof is made to cover room from upper face. Different types of roofs are used in constructing depending on the location and roof besides give a protective covering to the edifice, so rain, air current or snow may non damage the edifice. Figure 2 ( C ) C ) Explain the characteristic and map ( s ) of each edifice constituent that has been province in Task 1 ( B ) -The characteristic and maps of floor is the floor surface of a edifice site which receives all the activities and other tonss.The building floor shall hold safety characteristics and comfort. Shocking normally consists of a figure of base bed, bed of sand, concrete liner and coating coatings. Stability should be included on the floor. The stableness of the floor doing it a robust construction. The following is floor should besides dwell from floor strength besides to suit unrecorded burden. Comfort is besides of import to do certain the temperatures either hot or cold. Then the characteristic and maps of the roof is to give a protective covering to the edifice, such as rain, air current or snow may non damage the edifice. Following conditions opposition is required to protect a edifice from the damaging. Structural stableness besides could be supplying support for the roof. Supply good visual aspect might be a major ocular component in the design of a edifice. Undertaking 2: A ) Define dirt probe -Soil probe is of primary importance in the building sector. It is necessary before constructing a new construction to forestall the failure of the foundations at a ulterior phase. Bearing capacity of dirt and the dirt must be established to find whether the stableness of the foundation can be obtained. Soil of probe is of paramount importance for building undertaking. B ) Briefly explain Two ( 2 ) types of dirt simple -Disturbed dirt Samples Disturbed dirt samples, as their name implies, are samples taken from the drilling tools. Examples are auger slivers, the contents of the split-spoon sampling station in the standard incursion trial, sludge from the shell or wash-water return, or manus sample dug from test cavities. Disturbed samples are usually used for the finding index belongingss of the dirt such as the unit weight and specific gravitation. The sample besides used for categorization trial such as screens and gravimeter analysis to obtained the atom size distribution and Waterberg bound trials to happen the consistence of cohesive dirt. -Undisturbed Soil Samples Undisturbed dirt samples, obtained by driving a thin-walled tubing into the dirt, represent every bit closely as is operable the true unmoved construction and H2O construction and H2O content of the soil.it is of import non to overdrive the sampling station as this compresses the contents. It should be recognized that no sample taken by driving a tubing into the dirt can be genuinely undisturbed. Undisturbed samples are needed for more sophisticated laboratory trial such as shear strength, include the unconfined compaction trial, direct shear or shear box trial and Trixie trial under unconsolidated untrained ( UU ) , amalgamate untrained ( CU ) , and consolidated drained conditions ( Cadmium ) . C ) Soil drilling are the most common method of subsurface geographic expedition in the field. Briefly explain THREE ( 3 ) types of drillings. ( 1 ) Percussion Boring Boring: -Percussion Drilling is the procedure of doing boreholes by striking the dirt so taking it. The tools are repeatedly dropped down the borehole while suspended by wire from the power windlass. Meanwhile, H2O is circulated to convey the dirt film editings to the land surface. A shell and a pump are required to go around the H2O. ( 2 ) Rotary Boring Boring: -Rotary Drilling uses rotary motion of the drill spot with the coincident application of force per unit area to progress the hole. In this procedure a hole is made by rotary motion a hollow steel tubing holding a cutting spot at its base. The cutting spot makes an annulate cut in the strata and leaves a cylindrical nucleus of the stuff in the hollow tubing. This method is the most rapid method of progressing a hole in dirt and stone. Boring clay may be needed to forestall dirt cave-in. ( 3 ) Hand/Mechanical Auger Boring: -Hand plumber's snakes may be used for tiring to a deepness of about 6m. power plumber's snakes may be used for tiring to a deepness of approximately 10 to 30 m. Next, as the hole is tiring a short distance, the plumber's snake may be lifted to take dirt. The removed dirt can be used for field categorization and research lab testing, but it must non be considered as an undisturbed dirt sample. Power plumber's snake set with a drill rig can be used to obtain samples from deeper strata. Undertaking 3 A ) Describe with the assistance of studies the anatomy of the lumber: 1 ) Bark: -Hard outer covering. -Protect tree from harm. 2 ) Bast: -Layer surrounds the cambium. -Carries nutrient made from foliages to the other portion of the workss. 3 ) GROWTH RINGS: -Annual rings. -Each pealing one twelvemonth grown. 4 ) Beam: -Convey nutrient from the blast into the cambium bed to sapwood to heartwood. 5 ) Sapwood: -Newly formed portion of the tree. -Cells carry H2O and minerals to subdivisions and foliages. 6 ) Heartwood: -Provides useable lumber for building ( difficult, strong, and lasting ) . -Gives support to the tree. 7 ) Pith: -Centre of the bole. -Consists of soft, dead cells from original sapling. B ) Discuss the THREE ( 3 ) factors that will impact strength and lastingness of lumber. Factors that will impact strength and lastingness of lumber are due to natural factors. The temperature can besides impact the strength and lastingness of wood. lumber that has been cut can non be left at high temperatures because it could impact the opposition of wood Example, the grains are way of wood cell and the longitude axis of a lumber that were swan and this can give an consequence to the strength of a lumber. Following, Factors act uponing the humidness changes the wood and adhesive strength. Visibility between wood and adhesive are affected by wet content. Following factors is will give affect is transition defect it usually, cause by human such as hapless drying and hapless film editing. Following is deterioration defect Reproduction by spores and the favourable status for it growing is where the topographic point have a good temperature, O and wet. Higher wet content will cut down strength and lastingness and cause lumber to disintegrate. Densities besides give consequen ce to strength and lastingness due to dense microstructure. C ) With the assistance of studies, briefly explain the THREE ( 3 ) types of lumber defect – A defect of lumber is any abnormality looking in or on the lumber that may cut down its strength or lastingness if used for building work. It may happen in the lumber during fending or flavoring. Defect can sort three types such as natural defect, transition defect and impairment. Natural defect: Nature defect it’s the grains are way of wood cell and the longitude axis of a lumber that were swan. This can give an affects to the strength of a lumber. Conversion defect: Normally, cause by human. Example hapless drying and hapless film editing. Deterioration defect: Reproduction by spores and the favourable status for it growing is where the topographic point have a good temperature, O and wet included dry putrefaction ( most common and fungous onslaught ) and wet putrefaction ( become toffee, lose strength and crumble ) . Undertaking 4:Describe and discourse about the choice of the roof system:– The roof system for a cottage is level roof. This is because to cover a level or low-pitched roof. This is normally known as a membrane and the primary intent of these membranes is to waterproof the roof country. Besides, these roofs are found in traditional edifices in parts with a low precipitation. Modern stuffs which are extremely impermeable to H2O do possible the really big low-pitch roofs found on big commercial edifices. Materials that cover level roofs typically let the H2O to run off from a little disposition or camber into a trough system. Water from some level roofs such as on garden sheds sometimes flows freely off the border of a roof, though gutter systems are of advantage in maintaining both walls and foundations dry. The Philosophy behind the selected roof system:-I had purpose utilizing level roof because there are plentifulness of advantages. The advantages utilizing level roof. The most obvious advantage is that they are easier to mount and inspect. These roofs offer more stableness than sloped roofs. Flat roofs are besides cheaper to re-coat and put in so their aslant opposite numbers. With proper attention, level roofs are durable and easier maintain.Sketch the subdivision of the foundation, land beam and floor of the edifice, and besides roof beam and roof system of the edifice:

Abraham Lincoln Did Not Free the Slaves

To this very day, many still believe that Abraham Lincoln, with his Emancipation Proclamation, serves as a revolutionary train that guided America in a forward direction to the abolishment of slavery. As dainty and â€Å"happily ever after† as such sounds, sadly this is not the case at all. Though Lincoln and many other Northerners opposed slavery, emancipation of the millions of enslaved blacks wasn’t always well accepted in the racist society of the North or the South. Northern blacks were typically more outspoken about the issues of slavery; however, this led to many being seen as merely stoking the fire that would lead to a civil war and secession of the South. Eventually secession did occur with the election of 1860 and Abraham Lincoln’s anti-slavery platform, but Lincoln didn’t immediately grant manumission of all the slaves. Instead, as years past and war weariness settled in, along with an already occurring self-liberating force by enslaved blacks, Lincoln passed the Emancipation Proclamation. This historical document has been morphed into being accepted as Lincoln’s greatest achievement and the freeing of slaves. When actually analyzing the contents of this document and already occurring self-liberation movements of this time, it is evident that Abraham Lincoln didn’t free the slaves. 1. Self-Liberation Movements a. Motivation i. Declaration from God ii. Civil War 1. Allowed the already self-liberation black movement to grow. 2. Believed that if North Won = End of Slavery 3. Believed that if South Won = Slavery everywhere b. Ran towards Union Lines i. Pilgrim Armies ii. Camped in areas where Union Soldiers occupied 1. â€Å"Freedom Fort† 2. Union-held Fortress Monroe 3. Hundreds left slavery and went here. iii. Left from Virginia and the Carolinas to Richmond iv. Left Tennessee, Kentucky, Arkansas, and Missouri to the North c. Self-made Emancipation proclamations i. Many slaves made their own. ii. Inspiration from slave songs. d. Became an unavoidable Military and Political Issue i. Many enlisted ii. Worked on Union encampments iii. Served as spies iv. Treated as Contraband v. Abraham Lincoln and other Generals didn’t recognize their freedom in most cases. . Emancipation Proclamation a. Purpose i. Proclamation was created to weaken Confederacy. ii. Lincoln’s goal was to repair the union. iii. Purpose was not to free slaves. b. Contents i. Proclamation freed only slaves in â€Å"Rebellious† States. ii. Lincoln preserved slavery in â€Å"loyal states† and parts of the confederacy in Union control. c. Effectiveness i. No authority over the â€Å"Rebellious† States ii. Slaves in the South were already liberating themselves iii. There wasn’t a way to enforce this Proclamation. d. Lincoln’s Views i. Didn’t believe in a black and white society. i. Was anti-slavery, different from abolitionist. iii. More focused on preserving the Union and halting expansion of slavery. iv. Why did he wait two years if he really wanted to emancipate the slaves? v. Lincoln’s Letter to Horace Greeley â€Å"my paramount object in this struggle is to save the Union, and it is not either to save or destroy slavery, If I could save the Union without freeing any slave, I would do it, and if I could save it by freeing all the slaves, I would do it; and if I could save it by freeing some and leaving others alone I would also do that. â€Å"

Drama In The National Curriculum Education Essay

The purpose of this study is to understand where Drama stands in instruction within England at present. It searches for its ‘ reference within the National Curriculum and interprets what this means for the instruction of the topic. It looks at primary and secondary schools ‘ current tendencies towards Drama as a discrete topic, and argues the benefits and disadvantages of it holding its ‘ ain topic heading within the National Curriculum. The grounds will be evaluated and a decision formulated.1. Play in the National Curriculum.The National Curriculum website provides the most up to day of the month information on how Drama is placed within the course of study. At first glimpse Drama is absent but reference of it can be located, chiefly within the topic of English. [ See Appendix One for a description of the demands and activities for Key Stages ( KS ) 1 & A ; 2. ( National Curriculum, 2011a ) ] . Whilst there are purposes and aims published for KS1 & A ; 2, at KS3 & A ; 4 there is reference of selected dramatists as topics to be studied and the outlook that at least one Shakespearian drama will be explored in deepness at each phase ( National Curriculum, 2011b & A ; degree Celsius ) . References to the usage of Drama appear under Literature [ See Appendix Two ] ( National Curriculum, 2011d ) . For England the Teachernet ( Teachernet, 2011 ) , DFES Drama Objectives ( DFES, 2011 ) and QCDA ( QCDA, 2011 ) resources have been/are being decommissioned with emended high spots looking in the National Archive. In fact most of the Government resources advocated by the Initial Teacher Education web site for English are no more ( ITE, 2011a ) . The Department of Education web site is replacing it, but the lone suited stuff found for Drama is an point for the Speaking and Listening component at KS1 & A ; 2 dated 2004 ( Department of Education, 2011 ) . In Ireland play is within the ‘arts ‘ sector, alongside ocular humanistic disciplines and music. The strand is â€Å" Drama to research feelings, cognition and thoughts, taking to understanding. † They expect that when this topic is taught right it can assist kids at a immature age to understand/relate and cover with life state of affairss that can happen ( Irish Curriculum, 2011 ) . Whilst Drama is placed steadfastly in Arts Education as a three with the ocular and aural mediums, there is small support to be found in their Curriculum Planner as good ( NCCA, 2011 ) . Compare this to 52 resources for Drama in the Scots Curriculum ( Scottish Curriculum Resources for Drama, 2011 ) . In Northern Ireland Drama is mentioned in Language & A ; Literacy and has its ain topic within The Humanistic disciplines and resources are good provided ( N. Ireland Resources, 2011 ) . At KS1 & A ; 2 the statutory topics that all students must analyze are art and design, design and engineering, English, geographics, history, information and communicating engineering ( ICT ) , mathematics, music, physical instruction and scientific discipline. Religious instruction must besides be provided at KS 1 and 2 ( National Curriculum, 2011e ) , although there is a non-statutory plan of survey. From the National Curriculum ( 2011e ) for Religious Education there are the following two points: 1 ) . Research how spiritual beliefs and thoughts can be expressed through the humanistic disciplines and pass on their responses. 2 ) . Using art and design, music, dance and play to develop their originative endowments and imaginativeness. Art and design does non advert play until KS 2 as follows from the National Curriculum ( 2011f ) : Researching a scope of get downing points for practical work [ for illustration, themselves, their experiences, images, narratives, play, music, natural and made objects and environments ] . Yet doing marionette theaters, and besides making atmosphere in sounds, illuming, backgrounds and costumes for full size dramas would do the topic more merriment whilst specifying a practical intent for the work. Drama in a similar manner should be a fertile land for scenery and particular effects within Design and Technology yet it is non mentioned at all ( National Curriculum, 2011g & A ; 2011h ) . Music and Physical Education in a similar vena have a relationship to Drama through Dance but there is no recognition for it. History could conceivably utilize period play to exemplify points and the grasp of truth in the texts and authors ‘ prejudice would so be covered in Drama. Stenhouse ( 1981, p.29 ) is against the thought that Drama is for learning other topics in the course of study and rejects the imagined worlds of Drama for the attested worlds of pure history. ICT could supply a multi-media back bead similar to that of exhibition trade bases and modern public presentations that use computerised effects and elephantine screens. When the National Curriculum was being formulated instructors were vocal in their disapproval of the many course of study topics being loaded into the National Curriculum, such that topics were curtailed following Music and Art ( Baldwin, 2011 ) . As the ( NCCCE, 1999, p.75 ) study provinces ‘ †¦ there are more than 10 topics in the universe. † It besides notes that Dance is non found with athletics, games and sports after instruction and that Drama is non merely verbal. ( NACCCE, 1999, p.76 ) points out that of all the states in the QCA/NFER INCA archive, England was alone in holding 10 distinct topics from KS 1-4. â€Å" When the National Curriculum was introduced, specialist play practicians thirstily awaited the National Curriculum for Drama. They are still waiting. â€Å" A ( Baldwin, 2011 ) .Drama as portion of English in the National Curriculum.One of the on-going arguments about the nature of English Centres around its relationship [ sic ] the originative humanistic disciplines. â€Å" Is English an Humanistic disciplines based, originative subject, or a much more functional, competence led capable? â€Å" , and â€Å" Is Drama itself an Humanistic disciplines based subject or a method of instruction, a signifier of larning? † ( ITE, 2011b ) The function of play in the course of study remains in pattern really much in uncertainty. It is believed that future employers have been unhappy with general educational criterions of school departers. A contributionary factor to this low appraisal ( for the topic ) has been the political displacement from a broad position ( of the centrality of aesthetic and artistic experience in instruction ) towards a more vocationally – orientated position in which the secondary course of study is seen instead as a feeder of commercial, industrial and post-industrial demands as they have been immerging in recent old ages. ( Morton, 1984, p.56 ) . The Arts Council England ( 2003, p.6 ) explains that all students ‘ minimal statutory entitlements for the survey of Drama are acknowledged within the National Curriculum for English. Harmonizing to Ashcroft & A ; Palacio ( 1995, p. 196 ) , â€Å" The national course of study steadfastly places play within the English sphere. † Neelands ( 2008, p.1 ) refers to the National Curriculum as the English Model where, â€Å" Drama was foremost introduced into the secondary course of study through the English course of study and timetable † . He divertingly cites the fact that Shakespeare was English to explicate how we arrived at this alone place, which has non been followed elsewhere in the universe except possibly Wales ( Welsh Curriculum KS 1 ( 2008 ) & A ; Welsh Curriculum KS 2-4 ( 2008 ) where Drama is mentioned within English and to a lesser extent Welsh. Drama as a topic in its ‘ ain right is non present in the primary course of study, but as a portion of English or R.E, or supplying other countries and cross curricular subjects. Even though Drama is absent from the course of study for primary schools, it is still present through the activities and lessons which are taught utilizing play, â€Å" †¦ many primary schools already include plaies in their course of study, without recognizing that the activities the kids are involved in are really drama. † ( Humanistic disciplines on the move, 2010 ) . For High School instructors, it can be a job for them to cognize what to anticipate of students come ining KS 3, this is because of the deficiency of continuity in Drama across all the Primary Schools, hence merely an educated conjecture can be made on the students ‘ anterior play experiences. Neelands ( 2004, p.9 ) offers 6 points of common mention which can be found in Appendix Three. Harmonizing to Neelands ( 2008, p.2 ) statistics show that, aˆÂ ¦many schools in England do offer play as a separate timetabled topic in Key Stage 3 and this makes play the lone ‘subject ‘ in the English system which is ‘unregulated ‘ in footings of a nationally agreed course of study beyond the mentions to talking and listening in the Orders for English † . So merely at KS 3 do some students get the chance to take Drama as a separate topic but it is still an unofficial 1. Whilst this offers a complete freedom in how the topic is taught and presented [ see Neelands ( 2004, p.5 ) for three different attacks at secondary degree ] , it besides means there is small in the manner of a safety cyberspace for its practicians that criterions, appraisals, guidelines and official support can supply. So it would look that Drama has become a Cinderella topic that is busy working in the shadows whilst the Ugly Sisters of English and Religious Education take all the recognition.1.2 How we got to where we are now.â€Å" Most of what immature people know of the universe, they know through representations of it. † ( Neelands, 2008, p.9 ) , proposing that schools have a moral duty to assist determine the citizenship of their stundents. â€Å" There is small clip allotted in the day-to-day modus operandi for play in early childhood instruction scenes, due to the force per unit area that many instructors feel to cover excessively many stuffs in excessively small clip. † ( Jones and Reynolds, 1992, p.7 ) . This suggests that caput instructors and instructors are forced to concentrate their concentration and resources on the topics the ‘really affair ‘ For illustration, those topics that are recorded as National statistics, demoing how many A* – Degree centigrade pupils have obtained ; in peculiar on Maths, English and Science. Drama being mentioned in the course of study saw a assorted reaction. Some celebrated the â€Å" fact † that Drama would now hold to be taught. Others were speedy to indicate out that there was a cardinal defect here. There were few trained Drama instructors left. The world has been, that barely any Drama is go oning ( in Primary ) A despite the fact that it is deemed statutory. ( Baldwin, 2011 ) . Yet Neelands ( 2008, p.1 ) states that, â€Å" In the English instruction system, all pupils in the 5-16 age scope have an entitlement to drama within the National Curriculum Orders for English. † Baldwin ( 2011 ) the president of the International Drama/Theatre & A ; Education Association provides a background to how Drama fell from grace, how a timely reaction to the stiff course of study being built capable by topic stopped it being included at the 11th hr and so, as it was no longer a topic, support for it fell off. Practitioners were left high and dry, as Drama was no longer portion of Ofsted unless a fee was paid to measure it, which in one instance ended up being marked as a ‘Satisfactory ‘ P.E. lesson. Dearing tried to soften the course of study but so came the restraints of the National Literacy Strategy which concentrated on reading and composing for the ‘Literacy Hour ‘ at the disbursal of speech production and hearing. However Winston & A ; Tandy ( 2001, p.75-86 ) in their chapter entitled ‘Drama and literacy ‘ supply some thoughts for including Drama within the hr. Then at Secondary degree we find a menu blanche where anything goes with Drama either as a separate topic taught by a Drama specializer or as a go oning add-on within English or as another entity, which possibly suits the more marked different watercourses of ability. Neelands ( 2004, p.5-6 ) noticed that the assorted beginnings of national counsel for Drama, for illustration the specific mentions to Drama in the Programs of Study for English showed a general understanding for the purposes and aims for Drama, such as: Play as personal, societal and moral instruction Drama as English Drama as a topic in its ain right. As stated earlier he cites three really different secondary schools each exemplifying one of these points as their single attack to Drama. The demands of a nationally prescribed course of study put considerable force per unit area on instructors to â€Å" suit everything in † ; each topic has it ain outlooks and makes its ain peculiar demands. Finding the clip for Drama, nevertheless extremely you and your category may value it in its ain right, can be difficult- the more so if we are traveling to give the Drama clip to develop, intensify the kids ‘s engagement and apprehension, and make a satisfactory decision. ( Winston & A ; Tandy, 2001, p.54 ) Ashcroft & A ; Palacio ( 1997, p.6 ) infer that longer functioning instructors will happen the prescribed nature of the National Curriculum and all its alterations to be a bone of contention. On the other manus – The deficiency of nucleus counsel for Drama, the parallel development of Drama within English with its development as a distinct Arts topic, together with the diverseness of theoretical accounts of course of study and appraisal to be found in schools make it a peculiarly debatable country of English learning for trainees. ( ITE, 2011c ) Particularly as: School Drama Co-ordinators disappeared about nightlong, as did LEA Drama Advisers and consultative teachers.A Drama courses became few and far between, trusting more and more on professional administrations, which were and are run voluntarily, by progressively stretched full clip instructors and lectors. ( Baldwin, 2011 ) .Chapter TWO – Arguments FOR DRAMA BEING ADESCRETE SUBJECTâ€Å" As portion of a wide and balanced course of study, play has a important part to do † ( Winston & A ; Tandy, 2001, p.73 ) . â€Å" Drama, more than any other topic in the course of study, mirrors life as it is lived and experienced † ( Winston, 2004, p.18 ) . Please see Appendix Five for some positive consequences Winston ( 2004 ) notes as being seen in kids ‘s composing due to their engagement with Drama. â€Å" At least a national understanding provides some external, comparatively nonsubjective and seeable stuffs to discourse † ( Neelands, 2004, p.6 ) . However, the absence of a nationally agreed model for Drama gives two points of concern ; The single Drama instructor has no external model to follow, therefore the success of the Drama category is wholly at the clemency of the ability or deficiency thereof of the instructor ; How Drama is perceived at the school may good be based on the caput instructors ‘ preferences and biass. To exemplify this point I found at X High School, where the writer has experienced Drama via a teaching preparation twenty-four hours arrangement, it was noticeable that Drama is thought of as a high precedence topic. This was thanks to the Head realising that in a catchment country of high poorness Drama provided involvement and look for kids that found reading and composing hard. The school used Drama besides as a selling tool to advance itself to the wider community and its governors. It held one-year Drama productions, school assemblies were punctuated with Drama in the signifier of amusing studies or more serious pieces designed to entertain and inform, it supported fund-raising activities etc. Drama here is a timetabled topic throughout all the twelvemonth groups, and is offered as an A-level topic. As Ashcroft & A ; Palacio ( 1995, p. 196 ) advocator, â€Å" Primary school students can develop through play an extended scope of linguistic communication utilizations, including the bulk of those referred to in the national course of study. † â€Å" aˆÂ ¦drama is a societal procedure of doing meaningaˆÂ ¦the model and method of play provides a alone context for developing a sense of individuality and productivity. † ( Morton, 1984, p.37 ) . â€Å" All Our Futures † had already clearly recognised the importance of Drama, both as a originative instruction and larning medium and as the most powerful pupil incentive: A † OFSTED informations on student response to larning indicates play to be at the really top in actuating acquisition † ( NACCCE, 1999, p.77 ) . Drama in instruction can assist pupils learn and understand whatever is required, in ways that are emotionally, aesthetically and cognitively connected and meaningful to kids who are natural dramatic participants. †Chapter THREE – ARGUMENTS AGAINST DRAMA BEING ADESCRETE SUBJECTâ€Å" aˆÂ ¦drama is a procedure that can non be divided into a series of distinct and accessible results in the sort of manner that course of study theoreticians have managed to make with many other topics in the course of study † ( Young, 1981, p.94 ) . Baldwin ( 2011 ) provinces: Trainees are likely to meet a diverse scope of agreements for play within schools. In the absence of national orders and a statutory capable model, schools are free to plan their ain local fluctuations of a play course of study based on the specific value given to drama in a peculiar school. Cynics were heard to mumble, that with an appraisal driven course of study emerging, procedure based play would be excessively debatable for SCAA ( as it was so ) to cover with.A Appraisal in Drama has ever been slippery as so much goes on cognitively and emotionally during the Drama procedure that is non easy or even possible to assess.A It is noted that this statement appears amongst many professionals, but no suggestions as to what standards could be used is suggested. Is this because they believe there is to be none. Baldwin, ( 2011 ) continues. â€Å" Assessment records were being revealed as lists of statements of attainment tick boxes and needed to be based on easy discernible, extrinsic results † proposing that Drama specializers were non certain they wanted such a meaningful and aesthetic art signifier measured and graded in this way.. Neelaands appears to belie his issues by saying The local course of study can be based on a extremely idiosyncratic and ideologically motivated choice. What is taught may be left to the caprice of an single instructor and may reflect personal biass and involvements instead that the comprehensiveness of deepness of survey which is a student ‘s entitlement ( Neelands, 2004, p.6 ) . Yet harmonizing to Neelands on the Initial Teacher Education web site ( ITE, 2011d ) , The non-statutory Framework play aims might usefully organize the footing of the programme of survey for play at KS3. However, these specific aims are improbable to be considered sufficient as nucleus aims for play as a discrete topic because they do non cover physical, ocular, design and proficient facets of play. This suggests that although the concerns of Patrice Baldwin are relevant, the concerns of the ITE is that without a defined construction and specific aims, the importance of Drama could be overlooked. This point of position is rejected by Way ( 1967, p.12 ) who points out, â€Å" If we make drama another topic, so we make another ‘progressive heterosexual line ‘ – in fact many consecutive lines, one for babies, one for juniors, and so on through the different age groups. † Again, because of its ‘uniqueness ‘ there is a concern over how Drama can be ‘measured ‘ i.e. marked. Way ( 1967, p.3 ) wrote, â€Å" Education is concerned with persons ; play is concerned within the individualism of persons, with the singularity of each human kernel. Indeed this is one of the grounds for its intangibleness and its immeasurability. † As Drama is non in the National Curriculum as its ain topic, it might be seen as unimportant. With the force per unit areas on schools to be ranked via conference tabular arraies on the nucleus topics of English, Maths and Science, it is possibly non surprising that schools focus on these topics to the hurt of all else. However, the topic still has its ain written scrutinies and an external tester is called in to tag public presentations. It is hence ill-defined as to the grounds behind why the topic is deemed by some to be hard to measure.Decisionâ€Å" Ultimately, play is a valuable tool, but foremost the tool itself must be fashioned. † ( Way, 1967, p.7 ) . There appears to be a divide in international pattern over whether Drama should be used across the course of study or as a topic within its ain right and/or as portion of the humanistic disciplines docket. There were those who thought that if appraisal was traveling to be the name of the game, so play could and should be made to suit, in order to guarantee its topographic point in the new curriculum.A And there were those who breathed a suspiration of alleviation that play did non suit and had been left outside the new course of study, where at least it would let a greater freedom of pattern and content, within the broader course of study ( Baldwin, 2011 ) . Therefore, unless the person schools value Drama, and promote Drama instructor preparation, the concern is that the degree of learning Drama will non be sufficient to add any value to learning within the school as a whole. Harmonizing to Ashcroft and Palacio ( 1995, p.203 ) there are two types of Drama within the National Curriculum spectrum, one being public presentation based activities, such as assemblies and school dramas, and the other being educational Drama, which involves kids in the active creative activity and geographic expedition of state of affairss based on fact or fiction. â€Å" †¦ it is regarded by many instructors as a larning method instead than a capable country because it can be employed to present many facets of the course of study really efficaciously. † ( Ashcroft and Palacio, 1995, p.204 ) . Art is utile, non because it is true but because it is genuinely enlightening. It is because play – as – art maps in this manner that a dramatic work can non be explained, paraphrased or deconstructed into essays. Like any other art signifier, play is alone and non – convertibleaˆÂ ¦ it resists crassly useful attempts to corral it into the service of geographics, history or direction preparation every bit much as it refuses to be the biddable retainer of personal, societal, or political instruction. In a secular age, the utility of play lies in its ability to joint significance in peculiar direct and accessible ways so that we, in bend, can do better sense of the universe in which we live. For these grounds, play is an indispensible portion of the humanistic disciplines course of study. ( Hornbrook, 1991, p.40-41 ) . Whilst we can non anticipate the committedness of the National Theatre at every Primary School ( Turner et al. , 2004 ) they offer a theoretical account of best pattern that can be used within the topic of Drama to truly convey out the assurance and mind of immature kids and this should be the ultimate end whether Drama is housed within English or is a topic in its ain right. Does this so mean that play is yet another topic that has to be fitted into an already overcrowded course of study? No. Drama is non another topic ; theater might be, with its land work in history and its survey of dramatists and their plants but non drama. Drama is every bit intangible as personality itself, and is concerned with developing people. Indeed, it is every bit necessary to fling educational conventions as to ignore theatre conventions ( Way, 1967, p.7 ) . The statements will ramp on but merely the will of the authorities can do a difference to the place Drama as a topic or non-subject is in. The decision drawn from all the grounds in this study is that Drama should be included as a topic in its ain right in the National Curriculum, but non as the course of study presently stands. There appears to be deficient construction and no unequivocal manner that the success of students taking Drama can be measured. To seek and ‘fit ‘ it into the current course of study could curtail its utility as a holistic well being tool for the personal growing of students. How could this be measured in academic footings? There could be students who come alive as histrions and give fantastic public presentations, but can non interpret this successfully into a written piece of work. How does one step personal growing? How can we tag a pupil who has grown in assurance, can show themselves better than before the debut of the Drama lesson, and inter acts good with other pupils in the category? Whereas before the usage of Drama they may hold been counter, covering with personal issues which had no voice except in eruptions of violent behavior. One can put trials to mensurate the cognition of the literacy greats, the hunt for significance in the plants of the dramatists but should this prevarication here or within the kingdom of English Literature, such that it can non be used as a grade of success or failure for Drama pupils. The decision gathered is that this testing should be left within the English topic, therefore leting pupils of Drama more freedom to show themselves through this fantastic medium. It has been shown that Drama is a utile tool in the apprehension of other topics, but it should foremost be enjoyed and understood in its ain right. The greatest job for Drama being included in its ain right in the National Curriculum appears to be the manner the success of topics are presently judged. There does non look to be current processs that can reasonably mensurate the true success and positive impact Drama can hold on a pupil ‘s life. For illustration with a Mathematics test there is a definite right reply with Markss available for demoing your workings out, but what is the ‘right ‘ reply in Drama? The division between the instruction professionals as to the inclusion or non of Drama in the National Curriculum can be understood after researching and look intoing this inquiry. The concerns are that the importance of Drama within the schools is presently dependant on the will of the caput instructor and the ability, passion and committedness of the Drama staff. Drama instructors ‘ sing schools who category Drama as a ‘fill-in ‘ topic and non that of import will hold experienced first manus the statement that Drama should be included. It could be really corrupting to the Drama instructor who feels that their work, nevertheless committed they are, possibly seen as unimportant. However those Drama instructors sing and basking a school that appreciates Drama and uses it throughout school life for illustration in assemblies, community assemblages and the one-year school public presentation may bask the freedom of the topic non being included in the National Curriculum, as they do non experience threatened about the cogency of their instruction accomplishments. There appears to be no straightforward decision over Drama ‘s inclusion in the National Curriculum, nevertheless it must be pointed out that other parts of the British Isles make Drama a topic in its ain right and supply first-class support for it. Possibly there are lessons to be learned from the manner they have gone about this by an exchange of thoughts on best pattern. For illustration what standards are they utilizing to mensurate Drama ‘s success as a topic ; are more or less pupils taking Drama as a topic at Secondary degree ; has its position had a positive or negative consequence on the instructors? Without cognizing the replies to these inquiries and many more besides we can non keep these states up as reflecting illustrations. There needs to be a manner of seeking to take the best from the statements for and against Drama ‘s inclusion in the National Curriculum. For illustration this research has shown that most of the Drama professionals feel that both the topic and they benefit from its inclusion to set them on a flat playing field with other topics. They believe that they may be taken more earnestly and have more support from developing being given. The concern of its inclusion appears to be that it could smother the really creativeness and freedom of look some professionals believe Drama should be. They all appear to hold that Drama can non be measured in academic footings as easy as other topics as no ‘marks ‘ are awarded for pupils personal development. Therefore after research and probe into this inquiry, the concluding decision is that Drama should be included in the National Curriculum as a distinct topic but merely after the creative activity of relevant success standards is added. Once there is an acceptable measuring expression in topographic point Drama would so profit from inclusion. As it stands at present at that place does non look to be sufficient stairss in topographic point to recognize Drama pupils ‘ success.