The Farmers Of The United States - 1301 Words

Before I entered this class, I took local farmers for granted. I thought all the produce in our supermarkets was from local farmers, and I thought that green markets were just another place to buy produce. This semester has opened my eyes to the issues surrounding the food we eat. Before the 1870’s canning industry, food was not shipped across the United Sates; it was consumed locally. Back then the local farmer’s had a market; with the grit in their teeth, soiled hands and pants, and their backs to the sun, the farmer knew that if they grew a certain amount of food they could take it to market and sell it for a profit. Though farmers could be content, they also knew that from every harvest a portion of crop would spoil before it reached†¦show more content†¦Today, when I walk into a grocery stores such as Shop Rite or Path Mart, the whole store smells like a factory. I noticed what Joan Gussow was talking about when she illustrated that we need to make it a tr end to pay attention to where our food comes from. When I saw products in the super market that were from the Dominican Republic, I thought to myself, these Dominicans work really hard to ship us all these tasty fruits. The life of a farmer must pay well. Most people picture the average Dominican worker on the farm, working the land, and having a cup of coffee while the are watching their little babies run around. The reality of the situation is that Dominican workers are only paid a few dollars a day; their country is starving because they are exporting their resources to other countries, instead of consuming it themselves. Now my eyes are open to how much the food supply has not changed since Gussow wrote, â€Å"A modest proposal†, in 1985. On a positive note, intellectual city dwellers are getting organized and advocating to protect the local farmer by educating the average consumer to keep these farmers in mind before he/she makes their purchase at the grocery store In th is class, I learned a dirty little secret that most people do not know. I learned that small local farmer’s do not retire, which in today’s economy does not make sense. There areShow MoreRelatedDbq 19th Century Farmers1224 Words   |  5 PagesIn the late nineteenth century shortly after the Civil War and Reconstruction, farmers in the Midwestern United States found themselves in quite a predicament. During the second industrial revolution of the United States that contained mass introduction of: railroads, oil, steel, and electricity, the risk-taking entrepreneurs of this era took an adventure into the world of cutthroat capitalism. In just a little time, a handful of monopolies arose in all these industries which hurt both the consumerRead MoreSummary Of Stuffed And Starved By Raj Patel1216 Words   |  5 Pagescompared to Pollan because he is more emotional and forceful in his statements. He has worked for the World Bank, WTO, and the UN, so his social position makes him someone others would want to listen to. Unlike Pollan, Patel goes outside of the United States and takes a global perspective in his writing. Patel talks in the preface about how many more people are undernourished and overweight and he explains that the food system he describes in his book has been engineered to continue to increase hungerRead MorePike Place Market1673 Words   |  7 PagesPike Place Market is a public market overlooking the Elliott Bay waterfront in Seattle, Washington, United States. The Market opened August 17, 1907, and is one of the oldest continuously operated public farmers markets in the United States. 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According to â€Å"Food Policy: Looking Forward from the Past†, a book written by Arlene Spark and Janel Obenchain, â€Å"An agricultural subsidy is governmental assistance paid to farmers and agribusiness to supplement their incomeRead MoreThe Populist Movement’s Grievances of the 1880s and 1890s 843 Words   |  3 Pagesasking for a national government regulated currency as well. The Populist Party also fought against the harsh taxes that w ere in place at the time in the United States. The biggest concern for many of the Populists was how to handle crop failures and how prices were to be controlled. All in all, the Populist movement was centered on helping out the farmers and improving the ever changing economy. The Coinage Act of 1873 was one of the major reasons why the Populist movement started and began formingRead MoreThe Revolution Of 1800 : The Election Of Thomas Jefferson1154 Words   |  5 PagesThe â€Å"Revolution of 1800† is referred to the election of Thomas Jefferson. His election changed United States history because it marked the first different political party (The Jeffersonians), that came into power. However, the revolution was not revolutionary because government policies did not change when Jefferson was president. For the most part, he kept Hamiltonian policies during presidency, and in forced their philosophies. The Hamiltonians or The Federalists had contracting idea between theRead MoreFarm Subsidies997 Words   |  4 Pagesnot only to the economy, but also by implication to the health of Americans. Subsidies are offered by the USDA to farmers of commodity crops such as corn, wheat, rice, and livestock such as cattle. This makes these types of food cheaper than other, potentially healthier choices such as organic products. Farm subsidies were initially implemented after the Great Depression to help farmers cope with the economic effects after the Depression years. In other words, they were to stimulate the economy afterRead MoreCauses And Reasons Of Shays Rebellion And The Whiskey Rebellion1244 Words   |  5 Pages Following the American Revolution, the American nation and states were faced with enormous amounts of debt. To resolve the economic hardships the new nation had been experiencing, leaders turned to taxation as a source of income to resolve debts. Those who lived in the backco untry, which was isolated from society, were often shocked by the newly imposed taxes and most times resented them. Their resentment in relation to the taxes sparked protests and led to large scale rebellions to express their

Girl, Interrupted - Personality Disorders - 892 Words

Girl, Interrupted - Personality Disorders A Review of the Film Adaptation of the book by Susan Kaysen Brayant Luis Barett Psychology 101 Professor Economopoulos Girl, interrupted is the film adaptation of a book written by Susanna Kaysen. Kaysen conveyed licentious behavior as a teenager and was taken to the Claymore Mental Hospital to be examined. During her stay at Claymore, she became aquatinted with a number of girls she would not have met had it not been for the circumstances in which she was in. Eery day she became closer to the girls, which made their stay a lot more easy. The group consisted of Lisa, â€Å"the criminal,† Daisy, â€Å"daddy’s little girl,† and Torch, â€Å"the sweetie†. Each one of the girls was believed to have psychological problems. From Anorexia, to obsessive compulsive disorders and even homosexuality, each of their cases varied from the next patient. Kaysen was eighteen years old when she was admitted into Claymore. She’s a very smart but very troubled young adult with an urge for new life experiences. She was high school drop out, became emotionally involved with her high sc hool English teacher, and was filled with suicidal thoughts. When she first met with the therapist in charge of her case at Claymore, she expressed a lot of feelings of exhaustion, and a dash of rebellion. In the article â€Å"On The Borderline? Borderline Personality Disorder and Deliberate Self Harm in Literature† Charley Baker, P. Crawford, B. Brown, M. LidsedgeShow MoreRelated Borderline Personality Disorder Explored in Girl Interrupted903 Words   |  4 Pages Girl Interrupted is a 1999 film in which Susanna, a high school senior on the verge of graduating with her class in 1967, is rushed to the Emergency Room because she consumed a whole bottle of Aspirin, followed by a bottle of Vodka. 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Their behavior is similar to that of individuals with schizotypal personality disorder but they are not as consistently withdrawn and bizarre†Read MoreBorderline Personality Disorder in Girl Interrupted by Sussana Keysen1965 Words   |  8 PagesGirl, Interrupted by Borderline Personality Disorder Girl, Interrupted, an autobiography, follows Sussanna Kaysen an eighteen year old girl who finds herself being escorted to a taxi and being sent to McLean Psychiatric Hospital in Massachusetts. 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The main character in â€Å"Girl, Interrupted

An Indigenous understanding of Reciprocity Free Essays

Reciprocity is an underlying principle expressed throughout Aboriginal societies. Outline and Illustrate the Importance of this fundamental concept In the economic, social, spiritual and political spheres of Aboriginal life (refer to reciprocity In the index to Edwards 2005). The word reciprocity’s conjures up a feel good image of ‘caring and sharing’ (Schwab 1995: 8). We will write a custom essay sample on An Indigenous understanding of Reciprocity or any similar topic only for you Order Now However according to Peterson (1 993: 861) there is a darker more sinister side to this word when applied to Indigenous Australians. He defines it as ‘demand sharing’ rather than reciprocity and he states hat Blurter Jones (1 987: 38) labels it tolerated theft. Peterson (1993: 860) goes on to assert that little ‘giving’ Is purely altruistic because the giver might simply be protecting themselves from ‘pay-back† if they do not give, or be expecting some mutual benefit. Edwards (2004:76) espouses that white Australians disregarded the reciprocity of traditional territorial rights and misunderstood the code of mutuality in social relationships. They also failed to identify the privileges and responsibilities central to Aboriginal society based on relationship and reciprocity (Edwards 2004: 24). In order to enter a discussion on reciprocity with regard to our Indigenous culture, It must be looked at on two levels. First how reciprocity Is a central principle that has pervaded Aboriginal societies for millennia and secondly the impact that reciprocity with the Western culture has had on this Indigenous community, since the advent of Colonization. The Western way generally requires the borrower to formulate a case of need, whereas the Aboriginal approach is slanted towards the giver having to explain why he cannot give (Schwab 1 995: 8). However there is an increasing recognition that mutual benefit worked better within the Indigenous community when Aboriginals were hunter gatherers than It seems to In today’s welfare society. Schwab (1995: title page) leans towards this realization in his discussion paper short titled â€Å"The Calculus of Reciprocity†, where one could interpret the meaning of ‘calculus’ to be the study of changed {mathematical}. He outlines an accepted act of generations of give and take, to one that is gradually changing to take’ and either delayed ‘giving back or not at all. In the past the food or other goods ere shared out until they were all gone (Schwab 1995: 3-4) but Increasingly a ‘complex yet subtle calculus Is employed on a dally basis as Individuals decide which expenses (or gifts) require immediate attention and which can be deferred’ (Schwab, 1995: 15). Reciprocity influences the political climate of Aboriginal society, especially the law, which was, is now, and always will be. According to Needing, Davis and Fox (1986: 42) an Elder sums it up when he says the Aboriginal Law never changes, â€Å"always stay same† while conversely, Western law Is â€Å"always changing†. There Is an Interconnectedness of all things, an agelessness which bears witness that spoilt exists now, as it did before and that creation exists as an historical fact and also has present currency and will into the future. In Colonial times, the principle of reciprocity was enigmatic to the Westerners and a constant source of acrimony – politically, legally and culturally. The Aboriginal philosophy of reciprocity encompassed the idea that if the balance of life was disturbed, there must be a ‘corresponding action’ to repair the Imbalance and the status quo must be preserved aboriginal life and this essay will discuss the importance of reciprocity with regard to economic, political, social and spiritual spheres of Aboriginal life, although it is difficult to compartmentalize Aboriginal society due to its complexity, as there is an overlap and interconnectedness in all things. The economy is interwoven with politics, as social life is melded with spirituality. Pre Colonially, the concept of reciprocity had ensured the survival of Indigenous Australian peoples’ lifestyle as a distinct economic style for thousands of years (Sermons, H. 2005: 70). In more recent mimes, colonial interference with its autocratic removal and relocation of key individuals and whole groups resulted in virtually a complete collapse of the traditional Aboriginal economy. As hunting and gathering is no longer possible for city dwellers, the concept of reciprocity becomes even more important, from an economic point of view, due to the nature of extended families all co-habiting in one small dwelling because of mutual obligation or reciprocity. According to Smith (1991) household structure has to stretch to encompass the extra-household fiscal networks it now accommodates. One must consider the concept of reciprocity or mutual benefit to obtain an understanding of domestic expenditure patterns. To better understand the impact of reciprocity on a single family, here is an example from the Lacuna community (Wallpaper people), which is currently representative of many Aboriginal communities (Sheathe, E 2005: 151). This anecdote illustrates how (poor) Aboriginal health is indisputably linked to their economic situation and that reduced eating patterns (feast or famine Schwab 2004: 5) are encouraged by the government welfare system. Elizabeth and David are out shopping for their extended family,4 hen Emily approaches and asks for food explaining her welfare money has run out, she is given quite a large amount of food. Elizabeth explains ‘l like to shop Just before it closes, because there are fewer people here †¦ In the mornings there are too many hungry people waiting for you’ (Sheathe, E 2005: 152). This means Elizabethan family will eat well for a few days and then when the food runs out (earlier than intended because she has given some away) they will have to eat sparingly, or not at all, until the next welfare payment. At the same time David has been approached by Steve to use his gun and ammunition. David is reluctant to give up his gun fearing Steve will damage it, but willingly gives ammunition. David says ‘All the time people want things from you. It is no good. ‘ Later Steve returns and gives David a very small proportion of his ‘kill’ (Sheathe, E 2005: 1 53); this is representative of a refused reciprocation. Stave’s exchange is small because David did not share his gun. In the case of Emily, one can assume that if she has spent her welfare money before 1 1. 5 am on the day she received it, then it is doubtful she will reciprocate Elizabethan ‘gift’ NY time in the future, as Emily has demonstrated she is unable to budget within her own economy. So, while reciprocation might have worked pre-colonization, it can be seen that in the present welfare economy, it is no longer a system of reciprocation, but rather a system of using and abusing one’ s kin because reciprocation is seen as a ‘right’ and seemingly no longer has to be ‘repaid’, however the ‘shame’ involved in not paying back (especially if the person has the means) has not changed (Schwab 2004: 6). The substance abuser, or the drunkard still have to be supported by their kin but hey are an economic threat to the household and possibly provide no means of return of the traditional arrangements of reciprocity while advocating that Indigenous people accept more responsibility so a sound economic base can be rebuilt for Aboriginal Communities. Both Elizabeth and Davit’s self-protectionist attitudes seem to reflect the ‘modern’ interpretation of reciprocity, that it is their kin’s right to take’, while sadly, they conceivably no longer expect them to repay in kind. Therefore the economy of this single household is skewed by having to support the immunity in general, instead of specifically their own family. In the past this would have been balanced out by equal trade-off, from Emily and Steve (or their immediate kin) but now days, due to issues such as alcoholism, homelessness, lack of education and substance abuse, true reciprocity is not as ubiquitous as it once was. A displaced sense of entitlement on the part of the taker’ seems to be replacing the traditional sense of reciprocity and a certain wary counting of the cost seems to be reflected in the ‘giver’s’ calculus where the whole concept seems to be becoming a social burden Schwab 2004: 8). Indeed, Peterson (1993) in his article ‘Demand Sharing: Reciprocity and the Pressure for Generosity among Foragers’ asks the question â€Å"Why is there a positive enjoyment to share if sharing is commonly by taking rather than giving? † (p. 861). When it comes to establishing the economic basis of a family, it becomes very difficult to measure their actual income due to people moving in and out of households, but Western society dictates that families meet eligibility criteria in order to qualify for welfare. The ideology of traditional reciprocity is not taken into account ND Schwab (1995: 16) suggests that politics, or policy makers ‘accommodate rather than contravene’ these monetary instabilities and the ever changing family support arrangements. Western politics or law is generally not taken on board by Aboriginal society, or if it is, it is with reluctance and resentment. With this in mind, Schwab (2004: 2) wrote his discussion paper â€Å"The Calculus of Reciprocity’ to further a ‘better understanding of the principles of reciprocity in contemporary Aboriginal communities’ in the hope that it would better inform government policy makers, at a local, state and national level. There are two sets of politics (law) that the Aboriginal people must abide by. On the one hand there are the Politics and Law of Australia and then there are their own laws and politics as illustrated by The Dreaming, where explicit moral lessons transmit the ideology of didactic human behavior (Schwab 2004: 3). There is outrage in Australia at the suggestion that certain individuals seek to impose elements of Shari law, but we turn a blind eye, or have a lack of understanding of Indigenous people carrying out their version of reciprocity when it comes to breaking their own laws. Some of the punishments imposed by Aboriginal Law include, death, spearing or other forms of corporal punishment (e. G. , burning the hair from the wrongdoer’s body), individual ‘dueling with spears, boomerangs or fighting sticks, shaming, public ridicule, exclusion from the community or total exclusion (Australian Law Reform Commission ND: 1). The code of reciprocity controls the mutual rights and kinship obligations of the individual and encompasses the cultural norm of ‘payback for wrongdoing (Fryer-Smith, S 2002: 2. 18). As well as an understanding that reciprocity means the sharing of tools and food, there is also a oral principle of reciprocity with its negative forms encompassing retribution and revenge (Alkali and Johnson 1999, in Burbank 2006: 7). Burbank (2006: 7) stated that be killed, then reciprocity can be satisfied by the killing of another family member as due to the intricacies of kinship they are considered one and the same. This viewpoint would be considered barbaric in Western culture and would not be tolerated. As Edwards (2004: 73) states, the person who breaks the law must serve the sentence and for another person to pay the penalty would not be Justified or even permitted in Western law. In indigenous land management, the politics of reciprocity (between Western and Indigenous) should involve knowledge and understanding but the white Australian man tries to impose his vastly different practices onto the Aboriginals who have been practicing successful land management for millennia. Disappointingly much of the thousands of years of Indigenous knowledge are often disregarded by Whitefishes’ (Baker, Davies, Young, 2001: 158). To illustrate the disparity of understanding of the principles of reciprocity in Colonial times, Edwards (2004: 73) outlines the anecdote where the Elder showed he settler a waterhole and then considered it a reciprocal action to later kill a sheep for food when the settler used the waterhole to water his flock. This Aboriginal would then be dealt with by the police and the courts and he would be mystified as he could see no Justice in a system such as this where reciprocity did not play a part. In his law, laid down by The Dreaming it would be sanctioned behavior to take the sheep as pay back for food for his clan. Western politics plays a part in the downfall of the concept of reciprocity, firstly by taking away the dignity of Indigenous people ho cannot reciprocate for their welfare payments in any quantifiable way. Secondly because life has so drastically changed for the indigenous people since Colonization, they now find themselves stripped of their place and their land and instead find themselves in the undignified position of being passive welfare recipients. So many have fallen by the wayside and become victims of alcohol and substance abuse due to their once well organized and purposeful life being ripped away. This has made them reliant on their relatives generosity, which leaves them no self-respect and minimal fiscal, physical or emotional resources to pay back with. Therefore the notion of reciprocity as a system of checks and balances to maintain social equilibrium (Bourne and Edwards, 1998, 100, p 106. In Fryer-Smith, S 2002: 2. 18) is stymied for some. Traditionally social stability has been maintained within the Aboriginal society because reciprocity has functioned as a means of equilibrium. Reciprocity has been important throughout all social and family relationships, where a complex system of kinship lines exists. This system relies heavily on the responsible and reciprocal participation of all members from the give-and-take of tools and hunting weapons, to the sharing of food. As one Elder explained: â€Å"Sharing Just a way of life for Aboriginal people, probably in our genes or something. Might be left over from the old days when we were hunters and that .. . All Aboriginal people know what it’s like to be hungry. We Just can’t turn away someone who says he’s hungry †¦ I guess white people have a hard time understanding that one† (Schwab 1991: 145), whereas Western society is built on capitalism, meaning that some of its central values are totally opposed to the tradition view of Aboriginal culture (Richardson J 2006: 144). Moieties subtle and often invisible to some (Schwab 2004: 3). Indigenous societies place emphasis on social identity and the obligations individuals have to conform to the expectations their society has mapped out for them, whereas in Western societies the emphasis is on the individual and the rights and freedoms of that individual and there is no expectation that people will conform (Edwards, 2004: 52 ). Almost any behavior is accepted, as long as their actions do not harm others. Aboriginals believe there is a balance within ourselves that incorporates our social lives and our spiritual lives and to integrate ourselves into the ecology and consciousness of this oral, we need to intertwine these two worlds in our daily existence (Lower 1991 : 49). The requirement of reciprocity underpins most aspects of spiritual life, including ritual, ceremony and the protection of sacred sites (Fryer-Smith, S 2002: 2. 18). If one gives to the ancestor’s by way of ceremony, song, ritual and dance they reciprocate by giving the strength, power and knowledge of the spirits (Lower 1991 P: 48). Likewise if one honors the earth, the earth will reciprocate with an abundant harvest. An Aboriginal had/has a responsibility to perform the rituals that released the creative rowers that abide in the land and if these rituals are not performed, great harm could befall the land. Even today, Aboriginal land management techniques rely on understanding the religious links between the Indigenous peoples and the land (Baker et al 2001: 113). Western society puts its faith in science and technology, while keeping an eye on the weather, to reap the finest harvest. They do not pray or perform religious services to interact with the land. Indigenous people believe the whole environment is formed by The Dreaming, there is a sense that all things partake in the sacredness of life. For millennia, Aboriginal people have co-existed with spiritual beings in their daily life. The essence of spirituality is present throughout the material world and through a cryptic sense of time; Aboriginal People seamlessly connect with the Dreaming origins of their spiritual being (Edwards 2004: 86). Aboriginal religion is bound up in The Dreaming and dictates that responsibility consists of acting in accordance with a few moral principles. For Aboriginal people, being deprived of their land means a â€Å"deprivation of access† to The Dreaming and the severing of a certain life-force which breaks the link with The Dreaming. It is this very real deprivation that has broken the spirit of many an Aboriginal person, leaving them empty and heartsick (Triggering 1988: xv-xvii). Aboriginal people base their claim to ownership of the land on their belief that the spiritual forces which shaped the land also created them and still inhabit this land today (Edwards: 19). Rose (2004: 42) points out that earth is the initial mother, the mother of everything. She goes on to say that all knowledge and all living beings in their diversity are ultimately born of earth. Non-indigenous Australians often countryside the significance of the land to Aboriginal people; however The Aboriginal Land Rights and Native Title movements have increased awareness of this issue. As Rose (1987) says in her article â€Å"Consciousness and Responsibility in an Australian Aboriginal Religion†, if people protect the land by burning, using the country, performing ceremonies to increase the bounty and by protecting the dangerous Dreaming sites so that no harm escapes, the land will repay them by reciprocal relationship that ensures the continuity of life for all involved, the land, humans, animals and the plant life (peg. 262). Partaking in this exchange of life will lead to balance for the land and its inhabitants. DRP. Pollinate in â€Å"Looking after our Spirit† (Pearce, M 2012) states that we have a duty of care to engage in reciprocity with the earth and to ensure that the environment we have inherited is left in the same, if not better condition, than when we got it. This is an ideal philosophy, but unfortunately the greed of many non-indigenous ventures such as mining for minerals and gas in many traditional lands has caused an imbalance and to the eyes of the Indigenous peoples, many landscapes are now out of balance and the aim of cooperation has been pillaged. Non-indigenous ventures plunder the land and they take, but they do not reciprocate by giving anything back, although Western conservation laws are beginning to address this situation. As this essay has demonstrated, reciprocity is an economic means of survival and the Indigenous political system is built on the presumption of reciprocity, while the Australian Judicial system has been influenced by Aboriginal philosophy. Such documents as ‘Aboriginal Customary Laws and Sentencing, Aboriginal Customary Laws and the Notion of ‘Punishment† by the Australian Law Reform Commission, (ND) and the Aboriginal Bench book for Western Australia Courts (2002) by Fryer Smith have been distributed to foster an understanding of the concept of reciprocity that Aboriginal life is founded on. Society is based on complex kinship lines where reciprocity is expected and accepted but is open to exploitation as demonstrated by those abusing the passive welfare system and who no longer honor the traditional social norms. A fulfilling spiritual life revolves around maintaining relations with the Dreaming Spirits. How to cite An Indigenous understanding of Reciprocity, Papers

Ethical Leadership and Employee Involvement †MyAssignmenthelp.com

Question: Discuss about the Ethical Leadership and Employee Involvement. Answer: Introduction: Under the present economy, change is perceived to be all-pervasive in the organizations. It happens on regular basis and often at rapid pace. It is because change has become a continuous element of the dynamics of organization, employees who have been resisting modification can in true sense cripple an organization. Resistance is a predictable reaction to any sort of key change. Individuals logically rush in defending their status quo if they experience their status is being vulnerable. Change in organization has the ability in generating skepticism within the employees, making it difficult at times in implementing the improvements of the organization (Langley et al., 2013). If the management is unable to understand or accept to work with confrontation, it can destabilize the most well-mentioned change efforts. The ability of any management in achieving the maximum advantages from the change depends in part of the ways it can effectively create and uphold a climate that diminishes behavior of resistant nature and encourages sustainability and acceptance. There is this notion that the resistance of employees can be conquered cognitively suggesting that the negative beliefs about the change subsist. Reasons of Managers Resisting Change: It is not bizarre for the executives in making decisions on a change scheme without taking in the line managers. On the one side, not taking into account the line managers in the stage of planning is stated to be a missed prospect; they are stated to be in the best of positions in providing priceless input on the ways things work and the impact it might have on the planned change. On the other hand, not concerning them upto a very late phase might be sending an indication that their voice is not believed to be significant. The change usually needs to be executed in addition to the usual business. The stretched managers might need to reach a saturation point, resisting the initiative of change that can be the tilt point. Organizational change has a primary impact on the performance of the individuals that generally decreases when people have to study fresh ways of doing things (Hornstein, 2015). Managers feel reluctant of the fact that they would be considered liable for such productivity loss. Many of the managers are of this notion that the initiative of change, if once implemented, would be reducing the impact of their role. In some of the cases, it might lead to failure of their job. There also exists an issue related to the status: an unfavorable change in the title of their job or in their situation in the structure of the organization. Every organization at certain point of time has encountered failure when the change is being implemented. It is not bizarre for the executives in willing for implementation of the flavor of the month in steering away from the path when something new is able to catch their attention or someone new is being appointed in the senior position. Employees Resisting Change: All employees do not react to change with same sort of attitude. However, change has always been seen as something that is constant in nature and here to stay, but some people appear to dig in their heels for resisting it at all costs. Resistance to change might be at times rooted to the fear factor. During the changing periods, some of the employees might feel the urge in clinging to the past as it has been more sheltered, conventional time. If something that they did in the past worked well for them, they might feel the need to resist to that change out of the fear that they would not be able to achieve much if change happens (Kuipers et al., 2014). The routine of the families helps the employees in developing sagacity over the environment of work. Being asked on changing the way they generally operate might make the employees feel incapable and mystified. Employees that have been operating within the conventional routines know the fact that their support system would be backing them up during the times of challenges. Changing of the structures of the organization might shudder their confidence in their support system. They might not worry working for their new supervisor, with the new employees as they are scared if they fail, there would be lack of support for them (Hammer, 2015). Petrom was the biggest producer of oil and gas in the region of South eastern Europe. It indulges in activities like exploration and production, refining of the oil and marketing of the same and being the market leader in Romania. In the year 2004, the company was obtained by another global company by the name of OMV Austria. The company established the situation of the regional centre for the Southeast Europe within the Group of OMV. Organizational Change: The organization thought of bringing in the required changes on the following factors: Formation of new management configuration Activities centralization Setting up of regional centers for the purpose of leadership Closing down of the unprofitable objectives. The company management did had to focus on and take into consideration certain symptoms of resistance like the attitude factor, resigning or accepting of early retirement, signs and distinctions. There were several factors that gave birth to the causes of resistance like the factor of fear, varied assessments, lack of any sort of trust along with lower tolerance to the change factor (Sharif Scandura, 2014). Models of Organizational Change: Most companies make use of at least one of the two management change models which are Mckinsey 7-S Model, Lewins Change Management Model and Kotters 8 Step Change Model. McKinseys 7-S model takes in the factors of the organization like the strategy, shared values, structure, style, systems, staff and skills, offering efficient methods in diagnosing and organizational understanding. It offers guidance to the change within organization. In case of Lewins Change Management Model there are three stages; unfreeze which takes in a period of liquefying initiated through motivation when people make an effort to resist change. In transition phase sufficient leadership and reassurance is obligatory for successful process once change is initiated. In times of refreeze after the change has been established, the company becomes unwavering and the staff refreezes as they function under fresh guidelines. As a sort of ideological control that has been attempting in molding the employees identity, it mainly failed among such workers. As per Hornstein, (2015), a significant empirical finding that might complement the other studies of the control along with domination is the temperament of resistance. Employees are of this perception that the culture and the supervisors who proliferate it as condescending. This is for the fact that employees being delectated as children corrodes the dignity sense along with self-respect. They thereby decline in internalizing this role by clinically disapproving the culture and counterfeiting a counter-identity vis--vis the scripts of membership planned by the company. According to Ybema, Thomas Hardy, (2016), the unpleasant part of the paternalistic management as has been experienced by the employees and attempting in resisting it, has been missed by many of the studies discovering the subject. It is often been illustrated as a system of control that have willingly been embraced by the employees for its nostalgic assessment. In most of the literature that is management focused, control is even optional as a style of viable management because of its empathies with harmony and cooperation. On the methodological memorandum, any evaluation done on control and resistance should not routinely presuppose that if control fails in taking among the employees it is for the resistance factor. Other factors that might be involved in manufacturing the behavior that individuals attribute in dissenting is like the plain bad management. People within the managerial positions face various challenges, however the most complicated is the efficient and smooth management of change. Previous studies have shown that there exist successful change management patterns. Such studies have suggested that change is required, a regular activity and of foreseeable nature that does not have to be randomized and can be well controlled. Conventionally managers have operated under the model of control-dominated instead of participative model. Managers have been tough, pragmatic, and intense on imperatives. Ethics and Change: Resistance to change cannot be evaded during the stages of initiation of change. One of the suspected reasons of the resistance factor is the clash of the values along with ethics. The resistance often takes in both the management and the front line employees. As per the research on the obedience to authority illustrated that there exists certain motivational factors on why people defy to changes based on the desires of individuals in acting accordingly to the accessible ethical principles of the culture of the organization (Zhao et al., 2016). It has also been worth considering the fact that some of the professed threat in the advancement of career along with security can cause the middle management in ignoring the establishment of the ethical considerations. It is therefore essential in providing the instantaneous solutions in resolving the ethical issues during the process of implementation of change for avoiding the misuse of behavioral ethics. In a workplace set up, ethics is considered to be a system of the moral values that classified behavior of acceptable and unacceptable sort that is to be applied in organization. In the procedure of implementing the change, ethics is often overlooked by the management though there have been several stipulations in the manual code of organization, ethics and the ethical culture. The important ethical elements of the persuasion factor that has to do with power, includes the factor of deception. Persuasion is stated to be ethically challenging when one party has political or the informational supremacy over another. Conformity of the immobility runs the menace of being the political submission instead of the balanced appraisal. Implications of Managers during Change: Managers along with the supervisors act as lynchpin in the accomplishment of change scheme. In times during the change, those assigned with the responsibility of being impacted by change can both be a great collaborator and a real blockage for the change leaders (Sonenshein et al., 2013). Managers are generally the closest to the employees requiring adoption of the fresh processes along with the behaviors connected with the project. And in many of the cases the same development impacts their own transformation. Getting the supervisors and managers on board and preparing them to support their teams through the change phase is decisive. Implementation of change management program within organizations engage people at all the levels in designing the strategy of implementation. Leaders need to enthusiastically involve the people who are most exaggerated by the implementation change. This ensures the employees of all levels within the organization embracing the changes that have been proposed. If people are not in the habit of approaching with their tasks, then the organization has the erroneous mindset, and not its people. Change like the new structures along with targets, acquisitions generates environments and new systems that require explanation to the people as soon as possible, for the people to get involved in authorizing and refining the changes attained (Bateh, Castaneda Farah, 2013). If it is possible for the change program of the business to be accustomed, then the company needs to open up its plans with the stakeholder group for consultation. The organizational staff is generally the people who are responsible for working with one particular product or providing the services- whatever might be the case for the organization. If the change is related to any sort of merger or acquisition as in the case study of Acquisition of PETROM by OMV that is beyond the control of the manager, then it becomes best in ensuring that the stakeholders or the staff should not be feel debarred from the process of change. One of the biggest challenges with the process of change management is the form of motivation. Not all changes are stated to be beneficial- incidences of mergers and acquisitions generally create an unmotivated working environment within the business. It needs to be ensured through good management programs that the organizational management needs to find a way of connecting its staff and offering motivation to the staffs in contributing efficiently to the business. It is also important in managing the workload during change if related to technology. As one of the managers in the situation of change, it is important being mindful if the management is focusing on changing the way the staff has been operating, at times they might be less effective than they actually were due to change. Conclusion: It can be concluded that change management is something that tales longer period of time in settling down into the organizational system. It is not an easy process but an effective one, mainly if it would benefit the organization. It is not always a smooth ride during the change management process; however it is upto the managers in implementing the effective change management program to ensure everything remains intact and nothing goes out of their control. Reference: Bateh, J., Castaneda, M. E., Farah, J. E. (2013). Employee resistance to organizational change.International Journal of Management Information Systems (Online),17(2), 113.ethics and change Hammer, M. (2015). What is business process management?. InHandbook on Business Process Management 1(pp. 3-16). Springer Berlin Heidelberg. Hornstein, H. A. (2015). The integration of project management and organizational change management is now a necessity.International Journal of Project Management,33(2), 291-298. Kuipers, B. S., Higgs, M., Kickert, W., Tummers, L., Grandia, J., Van der Voet, J. (2014). The management of change in public organizations: A literature review.Public Administration,92(1), 1-20. Langley, A., Smallman, C., Tsoukas, H., Van de Ven, A. H. (2013). Process studies of change in organization and management: Unveiling temporality, activity, and flow.Academy of Management Journal,56(1), 1-13. Sharif, M. M., Scandura, T. A. (2014). Do perceptions of ethical conduct matter during organizational change? Ethical leadership and employee involvement.Journal of Business Ethics,124(2), 185-196. Sharif, M. M., Scandura, T. A. (2014). Do perceptions of ethical conduct matter during organizational change? Ethical leadership and employee involvement.Journal of Business Ethics,124(2), 185-196. Sonenshein, S., Dutton, J. E., Grant, A. M., Spreitzer, G. M., Sutcliffe, K. M. (2013). Growing at work: Employees' interpretations of progressive self-change in organizations.Organization Science,24(2), 552-570. Svara, J. H. (2014).The ethics primer for public administrators in government and nonprofit organizations. Jones Bartlett Publishers. Ybema, S. B., Thomas, R., Hardy, C. (2016). Organizational change and resistance: An identity perspective.The SAGE Handbook of Resistance, 386. Zhao, H. H., Seibert, S. E., Taylor, M. S., Lee, C., Lam, W. (2016). Not even the past: The joint influence of former leader and new leader during leader succession in the midst of organizational change.Journal of Applied Psychology,101(12), 1730.

The Road by Cormac McCarthy

‘The Road’ is a book by Cormac McCarthy that focuses on a post-apocalyptic event involving a nuclear war. Evil is prevalent and man seems to have lost any sense of morality. Theft, murder, cannibalism and all forms of brutality seem to be the order of the day. This quote from the book is a clear indication of how worse things had become:Advertising We will write a custom essay sample on ‘The Road’ by Cormac McCarthy specifically for you for only $16.05 $11/page Learn More People sitting on the sidewalk in the dawn half immolate smoking in their clothes, like failed sectarian suicides. Others would come to help them. Within a year there were fires on the ridges and deranged chanting. The screams of the murdered, by day the dead impaled on spikes along the road. What had they done? He thought that in the history of the world it might even be that there was more punishment than crime but he took small comfort from it (McCarthy 53). The story is centered on a post apocalyptic event that causes the suffering of humanity. People lack the most basic necessities and live under extreme cruelty. An unnamed man and his small boy are exposed to the brutality. There are incidences of rape, theft and cannibalism all over. When they try to escape from the brutality, they come across one of the ‘bad guys’ who intends to kidnap and kill the boy. The man shoots him and they escape but they are disturbed by the incidence. When the man and the boy run out of food, they go to a place where they come across some scary scenes. Humans are held captive by some gang, and are kept like livestock to be feasted upon. Such was the intensity of human cruelty. In one of the passages the writer says; â€Å"The frailty of everything revealed at last. Old and troubling issues resolved into nothingness and night (McCarthy 24).† People are prone to hunger and starvation, the man and the boy, for instance, are at the verge of starvation when they come across an apple orchard and a well. This cushions them against starvation. When they run out of their food reserves again, they came across canned food at some bomb shelters but they do not take the same with ease as they fear for their security. The theme of violence is also brought out when the boy’s mother clearly expresses her fears that they might soon be found, raped and killed, as such had become normal in the society. She even states that in the past they would talk about death but they no longer did as it was being witnessed everywhere. This is evident in her statement: No, I’m speaking the truth. Sooner or later they will catch us and they will kill us. They will rape me. They’ll rape him. They are going to rape us and kill us and eat us and you won’t face it†¦ We used to talk about death,† she said, â€Å"We don’t anymore. Why is that?†¦ It’s because it’s here. There’s no thing left to talk about (McCarthy 93).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More All these point to the absence of law and order. The scarcity of resources drives people to steal, kill and even become cannibals. Those who attempt decency try to avoid the vices and are only driven to the extremes out of necessity. This is evident in the passage, â€Å"The man had already dropped to the ground and he swung with him and leveled the pistol and fired from a two-handed position balanced on both knees at a distance of six feet. The man fell back instantly and lay with blood bubbling from the hole in his forehead (McCarthy 102).† In spite of all these, the man and the boy remain compassionate and generous. The boy, for instance, does not harm anyone, while the man does so only when it is really necessary. This implies that in the midst of all the cruelty, the virtues of compassion and morality can still prevail. The woman however opts to commit suicide so as to escape the cruelty. The man also preserves two bullets in the gun for self destruction incase things get to the extreme. This is evident in the passage: She was gone and the coldness of it was her final gift. She would do it with a flake of obsidian†¦ and she was right. There was no argument. The hundred nights they’d sat up debating the pros and cons of self destruction with the earnestness of philosophers chained to a madhouse wall (McCarthy 94) This is a clear indication that suicide seemed a better option under extreme brutality. On their journey, they come across incidences of cannibalism as evident in the passage, â€Å"Coming back he found the bones and the skin piled together with rocks over them†¦He pushed at the bones with the toe of his shoe. They looked to have been boiled (McCarthy 110).† In the novel, it is also quite evident that the people are subjected to abject po verty to the level that some do not even have clothing as evident in the passage, â€Å"Huddled against the back wall were naked people, male and female, all trying to hide, shielding their faces with their hands (McCarthy 168).†Advertising We will write a custom essay sample on ‘The Road’ by Cormac McCarthy specifically for you for only $16.05 $11/page Learn More Such lack is what drives the people to cruelty for survival. It is a man-eat-man society and virtues seem rare. People are raised just like livestock for slaughter, and the conditions under which they are raised are pathetic. The boy is exposed to the world at its worst and the man is not even able to explain the same to him. Cruelty had become normal and one had to use any means including hurting or killing so as to survive. Someone, for instance, tries to kill them by shooting them with an arrow. The man is wounded on the leg but manages to protect the boy. Before the off ender could aim again, the man shoots at him and they all hear him scream. The Man and the boy seem to be living in isolation from the good people. It almost seems as though even God had abandoned them. In spite of all these, their affection for each other remains strong. Their memory of a better past makes it so hard for them to come into terms with the current happenings. The writer seems to be pointing to the fact that with such cruelty, human are likely disappear from the face of the earth. One of the characters, for instance says: When we’re all gone at last then there’ll be nobody here but death and his days will be numbered too. He’ll be out in the road there with nothing to do and nobody to do it to. He’ll say: Where did everybody go? And that’s how it will be. What’s wrong with that? (McCarthy 237). At first the boy is left by the mother, who opts to commit suicide as she can no longer cope with the hopelessness. At the end the boy is also left by the father, who dies and leaves him alone in a world that is so difficult to cope with. People are in a state of disillusion and it is even hard for one to imagine that things will ever get better. The man for instance says, â€Å"Well, I don’t think we’re likely to meet any good guys on the road (McCarthy 224).† This is a clear indication of the hopelessness that existed. The land is unproductive and in desolation. It is quite evident from their conversation that people were hiding from each other. The phrase points to the fear and isolation that had become evident. No one could trust another. The man refuses to imagine that the ancestors were watching and that there would be any form of justice at the end. According to him, they were dead and that was all. It is as though the human history and morality had been eroded by that devastating apocalyptic event. While asked the purpose of the gun, the man indicated that he possessed it for the purpos e of setting others on fire and not necessarily signaling. Such are the extremes that the world had reached so that a grisly weapon is used for signaling and setting others on fire. The society seems to be divided into two, the ‘good guys’ and the ‘bad guys.’ The bad ones seem to engage in acts that demean and even eliminate those that are weaker than them.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More They enslave, torture and even kill them while the good ones try not to harm others unless if it is out of necessity as in the case of self defense. The man and the boy fall in this category. He assures the boy that they were still good guys. The man goes ahead to assure the boy that they would not eat a human even if they were starving. This is a basic form of decency that any man is expected to have but it is quite surprising that most people. Works Cited McCarthy, Cormac. The Road. New York: Pan Macmillan Limited, 2010. Print. This essay on ‘The Road’ by Cormac McCarthy was written and submitted by user Git Hoskins to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

ACT Test Information Release Should You Order It

ACT Test Information Release Should You Order It SAT / ACT Prep Online Guides and Tips If you’re hoping to find out more information about your ACT scores or use your test as a study aid, you should think about ordering Test Information Release. I’ll go through what’s included in TIR, why you should strongly consider ordering it, and how to order it for your test. What Is Test Information Release? Test Information Release is essentially an all-access guide to your ACT scores.You can order it during registration or up to three months after you take the test, and it costs $20. Here’s what you get for your money: A copy of the multiple choice test questions A list of your answers The answer key If you took the writing portion, you also get a copy of the essay prompt and essay scoring guidelines along with your essay scores You will also receive information about ordering a photocopy of your answer sheet (and essay, if you took the ACT with Writing) for an additional fee.Test Information Release is only offered for the December, April and June ACT test dates at national test centers. Unfortunately, on other dates there is no comparable service offered by the ACT, so if you want to review your scores in-depth you should stick to those test dates. Reasons to Order Test Information Release There are several reasons you might order TIR as a supplement to your regular score report, including its usefulness for future studying and its clarification of the mistakes you made on the test. Reason #1: It’s a Great Studying Tool! If you’re planning on taking the ACT more than once, Test Information Release is an excellent resource. It allows you toreview the test questions and analyze your mistakes to avoid repeating them next time you take the test.Focusing on the mistakes you made in a real test environment will increase the efficiency of your prep time. The ACT says on the order form for TIR that â€Å"you should not expect to receive [your TIR materials] before the registration deadline or in time to study for the next test date.†But if you’re not planning on taking the test on the very next date(or if you are but you think you might take it a third time later), TIR can be super useful as a study guide. Reason #2: You Got a Score You Didn’t Expect and Want to Review Your Answers in More Detail If you’re stumped by your ACT score, ordering Test Information Release can help you make sense of what happened.With full access to the questions, it’s more likely that you will remember why you made certain mistakes. If you believe an error was made in the scoring process and are considering going a step further and ordering Hand Scoring for the ACT, you should order TIR first.Hand Scoring means that a real human from the ACT will review your answers to see whether there was a mistake in the scantron scoring process.This is relatively expensive ($45 for multiple choice or essay, $90 for both), so you should make sure you have a good reason to do it. Test Information Release will either confirm or deny your suspicions about your score based on whether you remember answering questions the way it says you did on your score report. With TIR, you get to be your own ACT detective! Don't get too excited. How to Order Test Information Release As mentioned above, if you already know you want to order Test Information Release before you sign up for the ACT, you can order it along with your original registration (check the TIR box during online registration).You should receive your materials four weeks after your scores are released.If you order TIR after the test, your order has to be postmarked within three months of the test date.You must send the form and check via snail mail.Here is a link to the form. Mail the form, along with a check for $20 made out to ACT, to this address: ACT Test Information ReleasePO Box 4008Iowa City, IA 52243-4008 You should expect to receive your materials three to five weeks after you send in the order form.Remember, you can only order TIR if you test on official dates in December, April, or June at a national ACT test center. What's Next? Still not sure whether you should retake the ACT? Here's a quick guideto help you decide. Or are you just trying to find the right test date for your situation? Learn more about when you should take the ACT. Use this guide to figure out your target ACT score so you have a goal in mind for the next time you take the test! If you're looking for tips on specific sections, take a look at these articles on how to earn the best scores on each section of the test. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

IAE_Principles_Practices Essay Example | Topics and Well Written Essays - 250 words

IAE_Principles_Practices - Essay Example In some cases, children are vulnerable to certain adverts by virtue of being immature. Therefore, the advertisers must tailor their message in such a way that it does not negatively impact on this vulnerable group. 2. Principle 4 has been often ignored by advertisers which state that advertisers should disclose all material conditions such as receipt of payment of free product as well as identity of endorsers among other issues. In most cases, the advertisers are not at liberty to disclose this information in some of their adverts. 3. The comment on principle 7 is overstated. Whilst it is important for all advertising agents to abide by the federal law, the bottom line is that there is a regulatory body that oversees the operations of all these agencies. This body has a code of professional conduct and ethics that guides the operations of all the advertising agents. In other words, this body at law is responsible for administering the law to its members so that they conform to the expected standards. However, principle 5 is well articulated. Children should be protected from gullible advertisers since this group is comprised of vulnerable people. 4. I agree with the author who states that some adverts are distorted particularly those targeting children. Like the example given, the advert about the confectionary product is directly the opposite of what it claims. It can be seen that the advertisers are concerned about their profit oriented goals at the expense of the targeted consumers who are children. As noted, children may not be able to make meaningful decisions on their own by virtue of their young

Mid term exam Assignment Example | Topics and Well Written Essays - 1000 words

Mid term exam - Assignment Example He judges what his colleagues says by revealing that he does not agree with everything. His judging behavior is also illustrated by his judgment of the opinions of his colleagues by arguing that they are entitled to their opinions. Furthermore, Reuben shows that he would be judging the progress that each individual would have made in the next meeting. Reuben warns that the accountants should be able to back up their decisions during their next meeting which reveals his judging behavior. Support: Inequity in the reward structure of the organization is one of the perpetual errors made in the management of the organization. This is revealed by Joan’s assertion that â€Å"I believe that there is enormous inequity in this organization’s rewards and structure. As I look around the room, I don’t see any other female representatives.† Joan adds that â€Å"This Company seems to be run like an old boys club. To Cameron’s point, we encourage teamwork, while rewarding only individual effort. Support: Another perpetual error is the failure of the employees to give the graduate recruits an opportunity to learn and become better. This is revealed by James when he points out that â€Å"we have a tendency to ‘jump in and fix things before they mess up’, as they put it. It’s as though they feel we aren’t giving them the opportunity to learn or become better†. Support: This is because Raid shows his admiration for teamwork. He further says that an individual achieves success only if the team succeeds. Furthermore, Raid reveals his outgoing personality by revealing that there was need for the workers to know each other beyond their professional life. Support: This is due to the fact that he demonstrates relationships with the competitors whom he says are not offering better compensations for the graduate the company does. Reuben is persistent as a long term orientation attribute by showing that the graduates should work effectively

The Step Pyramid of King Zjoser Essay Example | Topics and Well Written Essays - 2500 words

The Step Pyramid of King Zjoser - Essay Example From this essay "The Step Pyramid of King Zjoser" it is clear, that Egypt is bordered by the Red Sea and Israel on the east side. (1) The country is divided into two extreme arid regions, The North-West flowing Nile River. The Nile starts 110 miles (162 km.) south of the Mediterranean and fans out to a sea front of 155 miles between the cities of Alexandria and Port Said. The ancient Egypt was divided into two major parts, first was â€Å"black land,† and another was â€Å"red land.†The black land was situated on the bank of the river Nile and it was very fertile land. The land was used for growing crops. This was the only land in Egypt which was formed due to a layer of rich, black silt, deposited there every year after the flood of the Nile. The Red Land was a barren desert that protected Egypt from its neighboring countries and invading armies. This region provided precious metals and semi-precious stones to Egyptians. The major responsible factor for flourishing the ancient Egyptian civilization is the river Nile. It is the gift given by God to the Egyptian people. It is hardly possible to think Egyptian civilization without the river Nile. (2) The river Nile is the longest river in the world which is over 4000 miles long. The shape of Nile is like that of a lotus flower and it is always depicted in ancient Egyptian art. The river Nile has been playing a very crucial role in developing the Egyptian civilization. The Nile River plays very important role in giving food, water to the people.

Dramatic Irony In The Age Of Innocence

Dramatic Irony In The Age Of Innocence Dramatic irony occurs when the reader is aware of past or future events that make it easy to recognize the contradiction in a characters speech or actions. This essay will explore how and to what effect the literary technique of dramatic irony has been used in portraying the main issue of discord between characters and their respective societies in the novels The Age of Innocence and The House of Mirth by Edith Wharton. This conflict is both external and internal. At times the society disapproves of the behaviour of the individual and ostracizes the person or displays its displeasure, while at other times the character is in a dilemma whether to listen to the public opinion or the voice of his or her own mind. This will be done through a thorough literary examination of the works in question, and also by the reading of critics and Whartons own writings on her two novels. Wharton uses characters speech and actions, narrators comments and the events of the two novels to create dramatic irony. This helps in the conveyance of key themes, characterization, plot progression and providing a window into two different societies of upper class New York in the late 1800s. Introduction Novels of manners allow the reader to delve into the worlds of contemporary cultures, providing a far more enriching experience than factual research. Edith Whartons works are attractive for their vividly descriptive prose and mildly derisive view of the societies/ cultures depicted. What problems plagued the outwardly perfect upper class New Yorkers of the late 19th century? In The House of Mirth, Lily Bart is torn between her innate morals and desires and the route that she has been taught to take by public opinion, while in The Age of Innocence, Ellen Olenska and Newland Archer are thrown into turmoil, at times resenting the constraints and petty troubles of their society and at other times bowing willingly to its guiding hand. In studying the conflicts, it is possible to see the restrictive nature and other aspects of both cultures -their ideals, the role of women, and their outlook on matters such as marriage and divorce. Since both rebels are members of the societies they criti cise, readers are able to regard society from the inside as well as the outside, as they mull over societal norms. Throughout the novels, the reader is made to take cognizance of past and future events to feel the impact of a particular line or situation. Thus, Edith Wharton effectively uses dramatic irony to highlight one of the key issues in her novels-the clash between individual choice and societys unspoken rules. Marriage and Love If she did not marry him?  [1]  Lily Bart asks herself as she pursues Percy Gryce. She is supposedly sure of him and sure of herself  [2]  , but the if  [3]  in her mind is the first indication of her departure from societys expectations. The dramatic irony lies in the fact that the reader is well aware that Lily actually has no desire to marry Percy Gryce, but Lily herself is unaware of this fact. Ultimately, her own irony  [4]  cuts deeper  [5]  for she is the one who wanted the marriage, and yet it is she who consciously drives Gryce away. This incident marks the beginning of the constant clash between what she wants to do and what she is expected to do. Lilys question after she loses Gryce-What wind of folly had driven her out again on those dark seas?  [6]  is ironic because the wind of folly  [7]  is none other than herself. The metaphor also reveals the frivolity of society, as the journey of life without the comfort of money and a husband is consid ered dark seas  [8]  . It portrays the extent of the womens dependence on men. The issue of marriage arises once more when Rosedale asks for Lilys hand during her exclusion from society. Lily has to stop and consider that, in the stress of her other anxieties, as a breathless fugitive may have to pause at the cross-roads and try to decide coolly which turn to take.  [9]  The simile brings out the tension in the situation and there is a clear conflict between Lilys intuitive repugnance  [10]  and years of social discipline  [11]  . Ironically, it was earlier Rosedale who was dependant on Lily to give him a permit into society. the power of society is highlighted here-it can make or break a person. Rosedale eventually rejects Lily, as in the time that passes between his proposal and her answer, he had mounted nearer to the goal, while she had lost the power to abbreviate the remaining steps of the way.  [12]  Achieving a position in society is represented as a dest ination; the steps represent the progress of characters. The importance of social standing is brought out and the unexpected turn of events creates irony since the reader is able to compare Lilys desperation with her previous dismissal of Rosedale. Lily realizes this, and completes Rosedales remark of Then you thought you could do better; now-Ë ®Ã‚  [13]  with You think you can?  [14]  . The sharp dramatic irony shows Lilys descent in society and the materialistic attitudes of people. They are willing to give second priority to love and friendship for the sake of appearances. The caesura shows that Rosedale is ashamed of the shallowness that he is now a part of. In a twist of cosmic irony, it is the person she snubs who helps her in her time of need. When Lily visits Selden, she smiles, recognizing the irony in the situation. Then she had planned to marry Percy Gryce-what was it she was planning now?  [15]  The reader can note the similarity in Lilys situation now an d a year ago-marriage is her only way out, and she is standing in Seldens living room. The reader wonders if she will finally bow to the dictates of society and marry Rosedale or tread her own path. Throughout the course of the book, Lily also struggles with the feelings that she has for Selden, a man not rich enough and who does not care enough about high society to be of value in Lilys social climb. They share a conversation, and Selden passes his judgement on Lilys pursuit of Gryce and all the things she is striving for through it-money, name and a social life. She sums up: Then the best you can say for me is, that after struggling to get them I probably shant like them?  [16]  What a miserable future you foresee for me!  [17]  In a cruel twist of dramatic irony, his words foreshadow Lilys future. Selden is seen as an intuitive character who can see through Lilys ambitions. He foresaw that I should grow hateful to myself!  [18]  she tells Gerty Farish. Lilys true char acter is revealed through her exclamation. She grows disillusioned with the shallow, materialistic life her friends lead. This is seen again as she sets up a comparison between Gryce and Selden at the dinner table. Wharton brings out the irony of the situation by highlighting a fact, which the reader is well aware of: it is this comparison which is her undoing  [19]  . The pull towards Selden that Lily feels distracts her from the task of marrying Gryce, which ultimately leaves her alone, and penniless. Lilys walk with Rosedale become symbolic in the light of her earlier walk with Selden, which represented an irresistible flight from just such a climax as the present excursion was designed to bring about  [20]  . Lily herself points out the ironic contrast to her present situation  [21]  , thus creating dramatic irony. Ultimately, it is with a kind of tragic irony that Selden resolves to declare his love to her the day after she dies, thinking, It was strange that it had not come to his lips sooner-that he had let her pass from him the evening before without being able to speak it. But what did that matter, now that a new day had come? It was not a word for twilight, but for the morning.  [22]   The theme of forbidden love runs through The Age of Innocence as well, in which Ellen and Archer fall in love despite Archers engagement and consequent marriage to Ellens cousin, May. This is first foreshadowed when Archer muses on Ellens alleged relationship with her husbands secretary, thinking that Rich and idle and ornamental societies must produce many more such situations; and there might even be one in which a woman naturally sensitive and aloof would yet, from the force of circumstances, from sheer defencelessness and loneliness, be drawn into a tie inexcusable by conventional standards.  [23]  As the reader knows, but Archer does not, this is exactly what happens between Archer and Ellen later on in the novel. The author uses this thought of Archers to compare New York society to European ones and indirectly comment on it. The adjectives rich and idle and ornamental  [24]  also describe New York society, while naturally sensitive and aloof  [25]  characterize Ell en. The sentence provides some justification for the relationship that is to develop between the two characters, so that the reader is able to see their side as well as societys. May at first refuses to hasten her and Archers wedding, giving him a chance to leave her. May is the typical young New York woman, and the fact that it is her telling Archer that, when two people really love each other  [26]  , there may be situations which make it right that they should-should go against public opinion  [27]  adds a flash of situational irony to the omniscient dramatic. May is speaking of Mrs. Thorley Rushworth, an older woman with whom Archer had had an affair. Tension is created when she does not mention names, simply referring to two people  [28]  , but Archer and the reader initially believe that May has guessed about Ellen, for the advice is well-suited to Ellen and Archers situation. There is a hidden criticism of society in this ironic sentence, for although May says tha t society bends its rules for true love, it does not in the case of Ellen and Archer, choosing instead to send Ellen out of its tight circles. Archer uses Mays refusal to implore Ellen to throw conventions away and be with him. Shes refused; that gives me the right-Ë ®Ã‚  [29]  he begins, but Ellen cuts him off to strike him, as well as the reader, with a sharp bolt of dramatic irony. Ah, youve taught me what an ugly word that is,  [30]  she says, reminding the reader of Archers staunch adherence to conventions when he convinces her not to get a divorce although she has a right to, by saying that though legislation favours divorce, social customs dont.  [31]  This once again brings out the idea of a parliament governed by society, as well as old New Yorks attitude towards divorce. Ellen evidently understands New Yorkers better than one of their own. Finally, Archer meets Ellen alone a few years after they part. They sit at a restaurant, close together and safe and sh ut in; yet so chained to their separate destinies that they might as well have been half the world apart.  [32]  Although their literal propinquity is apparent, Wharton reminds the reader that they are in completely different worlds figuratively. The verb chained  [33]  suggests unwillingness on both parts, while also hinting at the power that society holds over the individual. This type of dramatic irony, known as tragic irony, is drawn out yet again when Archer and Ellen sit next to each other in Mays brougham and interwoven with cosmic irony: The precious moments were slipping away, but he had forgotten everything that he had meant to say to her and could only helplessly brood on the mystery of their remoteness and their proximity, which seemed to be symbolised by the fact of their sitting so close to each other, and yet being unable to see each others faces.  [34]  This sentence serves as an explanation of Whartons technique. She uses symbolism to convey Archer and E llens predicament. The words remoteness  [35]  and proximity  [36]  are contrasting, highlighting the frustration and sorrow of the characters circumstances. Ellen too adds to the tragic irony, saying, Were near each other only if we stay far from each other.  [37]  This paradox also helps to bring out the almost ridiculous wretchedness of the moment. The Struggle within the Character The conflict between the individual and society is in part caused by the battle between two sides of Lilys character. While one part of her lusts after the money and power associated with New Yorks elite, another part of her yearns to be free from the clutches of materialism. At first, Selden is only aware that the qualities distinguishing her from the herd of her sex were chiefly external: as though a fine glaze of beauty and fastidiousness had been applied to vulgar clay.  [38]  The simile shows Lilys superficiality and artificiality. Ironically, Lilys the reader soon recognizes difference is on the inside rather than the outside, when she voluntarily strays from the beaten path of marriage and comfort. Lily is also compared to an orchid when she works with a charitable organization. All this was in the natural order of things, and the orchid basking in its artificially created atmosphere could round the delicate curves of its petals undisturbed by the ice on the panes.  [39]   This, unfortunately, does not hold true for her. There is some verbal irony in the metaphor, but it is the dramatic irony that comes through strongest, for Lily, unlike the orchid, does not survive untouched much longer. She has been feeling, and will continue to feel the burden of poverty. The metaphor also reflects the nature of society, for it is also like the orchid, untouched by reality and unable to see anything beyond its world. Wharton employs symbolism to unfurl the dramatic irony, as Lily decides to marry Gryce and thus enter inner societial circles, but thinks that her friends had earlier symbolized what she was gaining, now they stood for what she was giving up.  [40]  This disillusionment is further developed when Lily also feels a vague sense of failure, of an inner isolation  [41]  , and continues throughout the novel. Although Lily herself hardly knew what she had been seeking  [42]  , the reader realizes that she desires freedom from societys constra ints as she later refuses to be tied down by marriage despite having to remain poor and ostracized. The theme of freedom is touched upon here. Newland Archer too displays a rebellious streak, which is seen first when he visits Ellens home, although he thinks that she ought to know that a man whos just engaged doesnt spend his time calling on married women  [43]  . This is also the beginning of the irresistible pull that Ellen and Archer feel towards each other. The author also comments that, if Archer had cared to look within himself, he would have found there the wish that his wife should be as wordly-wise and as eager to please as the married lady whose charms had held his fancy  [44]  . Ironically, Ellen comes through as wordly-wise  [45]  and eager to please  [46]  , and not his real wife, May. The love between Ellen and Archer is foreshadowed at the opening of the novel. When Archer enters the florists, he sees a cluster of yellow roses. He had never seen any as sun-golden before, and his first impulse was to send them to May instead of the lilies. But they did not look like her-there was something too rich, too strong, in their fiery beauty.  [47]  He instead sends them to Ellen and his impulsive action foreshadows his attraction towards Ellen. Therefore, the flowers become symbols, the roses standing for Ellen and the lilies, with their purity and innocence, May. Archer feels that Nothing about his betrothed pleased him more than her resolute determination to carry to its utmost limit that ritual of ignoring the unpleasant in which they had both been brought up.  [48]  Dramatic irony is created as he later comes to resent her exactly for this. When she warns him to close the window, saying, Youll catch your death.  [49]  , Archer recognizes the irony in her words and thinks, But Ive caught it already. I am dead-Ive been dead for months and months.  [50]  Archers change in beliefs shows his character development; he now feels the monotony of a society that cannot face reality. In yet another case of dramatic irony, Janey, Archers sister, is in the dark about past events. Immediately after Archer unsuccessfully attempts to persuade Ellen to marry him since May refuses to pre-pone the wedding, he receives a telegram from May agreeing to postpone the wedding. Archer realizes the twist of fate and throws back his head with a long laugh.  [51]  Janeys question, But, dearest, why do you keep on laughing?  [52]  further emphasises the irony by repeated references to his laughter. The Direct Conflict with Society Ultimately, Lily finds herself cast out of societal circles. Her destitution is ominously foreshadowed from the very beginning of the novel. Lawrence Selden is struck with the irony of suggesting to her such a life as his cousin Gertrude Farish had chosen  [53]  . It is impossible to imagine this sybarite as anything but rich. The reader, however, recognizes a different kind of irony-dramatic-for Lily does later lead a life even worse than the lonely, poverty-stricken Gertrude Farishs. However, her real troubles begin when she receives The Dorsets invitation to go abroad with them  [54]  . Although it seems to come as an almost miraculous release from crushing difficulties;  [55]  , it is but a precursor to even greater difficulties. Lily does not yet know this, but the reader does. The same type of irony can be seen in the narrators comment that The fact that the money freed her temporarily from all minor obligations obscured her sense of the greater one it represented.à ‚  [56]  Lily later falls into debt and social disgrace due to her borrowing from Gus Trenor. When Lily returns to Bertha immediately before Bertha accuses her of having an affair with George Dorset, she is more than ever alarmed at the possible consequences of her long absence.  [57]  Ironically, Lily innocently fears for Mrs. Dorsets reputation, when it is her own she should care for. There is some situational irony as well, since the reader also expects Bertha to be afraid for her reputation, but she is in full command of her usual attenuated elegance  [58]  . Pity for Lily is created, as her kind nature shines through, while Bertha is seen to be cunning and false. Dà ©nouement-isnt that too big a word for such a small incident?  [59]  she asks, little knowing that the incident is big enough for the word, while the reader shares this knowledge with Bertha. Berthas remark to Lily, I suppose I ought to say good morning  [60]  holds dramatic irony as the reader is informed that it is the day Lily is to be thrown out of her friends good graces. The author points this out through the phrase with a faint touch of irony  [61]  prior to Berthas sentence. Once again, Berthas malicious nature comes across. Lily finally finds herself probing the very depths of insignificance  [62]  and courting the approval of people she had disdained under other conditions  [63]  . Lily Bart, once a figure to arrest even the suburban traveller rushing to his last train  [64]  and create a general sense of commotion  [65]  by her mere presence, has been reduced to an inconspicuous speck. The reader is fully able to appreciate the tragic irony of the novels conclusion through the stark contrast. Ellen Olenska clashes with the highly conventional New York setting from her arrival as she brings with her odd European ways and the scandal of having left her husband. Oh centuries and centuries; so long, she says at first, that Im sure Im dead and buried, and this dear old place is heaven;  [66]  Although she does not know it yet, New York turns out to be anything but heaven for Ellen later on as her ideals and lifestyle constantly clash with the conformist society. Ellens comment shows her to be a very liberal woman, expecting a society rooted in traditions to forget its differences with her, and creates some curiosity about her. Archer warns her, with a flash of sarcasm  [67]  , that New Yorks an awfully safe place  [68]  , but she takes him literally. The reader is able to discern his meaning, being aware of her subsequent exclusion from society. Ellen is evidently very innocent, emphasised by her exclamation on New York: If you knew how I like it for just that-the straight-up-and-downness, and the big honest labels on everything!  [69]  Little does she realize that most things remain unspoken here, such as the ritual of ignoring the unpleasant  [70]  . When Ellen finally realizes this, she admits, New York simply meant peace and freedom to me: it was coming home.  [71]  , but the reader is able to appreciate the dramatic irony in the narrators comment: simple-hearted kindly New York, on whose larger charity she had apparently counted, was precisely the place where she could least hope for indulgence  [72]  . Ellen also believes that she is conforming to American ideas in asking for her freedom.  [73]  However, American ideas are the opposite of this, as society is aghast at her desire for a divorce. There is no freedom for the women of New York, and the standing that a marriage brings is esteemed. Initially, Archer too expresses his forward thinking through his violent I hope she will!  [74]  , but he is later the one who convinces her not to go ahead with it, saying our legislation favours divorce-our social customs dont.  [75]  The power that society holds over even an open-minded man and womens lack of freedom is manifest here. When the van der Luydens host Ellens welcoming party, Archer notices a number of the recalcitrant couples who had declined to meet her at Mrs. Lovell Mingotts.  [76]  Only when an influential family supports Ellen, society rallies behind her. Its hypocrisy and shallowness is observable here, and also in Mr. van der Luydens remark: its hopeless to expect people who are accustomed to the European courts to troubles themselves about our little republican distinctions.  [77]  Absurdly, this is exactly what they expect of Ellen as can be seen throughout the novel, from the time she is persuaded to remain married until the time she is sent out of New York. At one point, Mrs. Welland wonders, I wonder what her fate will be?  [78]  Archer adds the irony by remin ding the reader of what her fate actually becomes towards the end of the novel: What weve all contrived to make it  [79]  . Lawrence Lefferts had once remarked, our children will be marrying Beauforts bastards.  [80]  Archers son marries Fanny Beaufort, who had appeared in New York at eighteen, after the death of her parents, had won its heart much as Madame Olenska had won it thirty years earlier; only instead of being distrustful and afraid of her, society took her joyfully for granted. She was pretty, amusing and accomplished: what more did anyone want? Nobody was narrow-minded enough to take a rake up against her the half-forgotten facts of her fathers past and her own origin. Only the older people remembered so obscure an incident in the business life of New York  

Comparing Like Water for Chocolate and One Day in the Life of Ivan Deni

Like Water for Chocolate and One Day in the Life of Ivan Denisovich    Like Water for Chocolate (LWC) written by Laura Esquivel and One Day in the Life of Ivan Denisovich (ODLID) written by Alexander Solzhenitsyn, are two very different types of novels with more evident discrepancies than similarities. The first novel LWC, splendidly illustrates the life of a young Mexican campesina named Tita whom lives under the authoritarian rule of her mother. The second novel ODLID, originally a Russian publication, demonstrates the life and hardships of a middle-aged man named Ivan Denisovich in a Soviet work camp in Siberia. The themes revolve around both protagonists, Tita and Ivan, whom each set the overall tone of the novels. The dominant theme in both novels is the oppression the protagonists are exposed to on a daily basis. Consequently, the characters and the plots also incorporate aspects of oppression such as parental censorship and personal ill treatment. The characters, theme, and plots correlate with one another and also are associated with the cultural background of each novel, ODLID from Russia and LWC from Mexico. The influence culture has on the development of the characters, theme, and plots sets the stage for apparent similarities and differences between both novels.    The primary examples of cultural influences in LWC and in ODLID, are the mindsets of the protagonists. The cultures influence the rather listless conduct of the protagonists by establishing precincts that cripple their inner aspirations. Initially, Tita's conduct is influenced by the Mexican culture. She demonstrates a submissive behavior towards her mother. This is explained by Mexican culture of the early nineteen ... ...al influences. In LWC, the Mexican culture plays huge role in the novel introducing the reader to a unique lifestyle packed with cooking, love affairs, attractive dramas, and oppressed dreams. In ODLID, the Russian culture also flavors the novel by creating a very vapid and listless stage on which Ivan Denisovich's daily routine is delineated as realistic as possible. It would be tedious to point out all the ways, in which culture influences each novel, but it is important to take into account the prominent role culture plays in the formation of the individual novels. Like Water for Chocolate (LWC) written by Laura Esquivel and One Day in the Life of Ivan Denisovich (ODLID) written by Alexander Solzhenitsyn do not only exemplify great pieces of literature, instead they also serve as tools to map out and comprehend the cultures they were built upon.   

Promoting Children’s Play, Learning and Development Essay

In this TMA I have met the ethical requirements of the E105. I complied with the ethical guidance published by BERA, 2011 under the United Nations Convention on the Rights of the Child (UNCRC) by informing parents and giving them the option to withdraw their child from participating; as some children were of an age where they had a limited understanding of the purpose of the investigation (BERA, Guidelines 16 – 21, 2011). I explained to parents and colleagues why I was carrying out the observations, and that I would comply with the Data Protection Act 1998 by making my findings anonymous and it will only read by my tutor. I reassured parents that the welfare of the children was paramount and would not be affected by my investigation. If for any reason their child refused to participate or became distressed, then I would immediately terminate my observation. I gained consent from children in a sensitive way and ensured that my investigation was not a hindrance in their care, learning & development. Activity 3. 13 (Block 3, pg 57) helped me in planning my method to approach children to gain their consent. Introduction This assignment is based on an investigation I carried at my setting on the play and learning experiences provided for four year olds. My key question on which I based my investigation was: How I could make children’s play and learning experiences fun and enjoyable? The United Convention on the Rights of a Child (UNCRC) says that ‘Every child and young person has the right to rest, play and leisure’. (UNCRC, Article 31, 1989) Play can be interpreted in various ways however in the context of a setting; I understand play as an experience in which children have fun, enjoy and learn at the same time. Being the manager and room leader I have a major influence on the learning experiences provided for the children. I therefore decided to investigate the impact of my current planning and provision on children’s play experiences. In my observations I looked at children’s ‘disposition’ to the play experiences I had provided (Katz, 1993) cited in E100. I used the Leaven Involvement Scale for Young Children (Leavers, 1994) which highlights signals that help measure how involved a child is in the activity. A child would be involved and engaged with an activity if it was enjoyable and stimulating. In my discussion I analyse my practice based on the investigation and then discuss my changing values and beliefs and the impact it has had on my practice in relation to promoting children’s play, learning and development. [241 Words] Analysing my practice: In my setting I was finding it difficult to balance between focused and free play activities for four year olds in order to meet the ‘early learning goals’ set out by the Early Years Foundation Stage (EYFS, 2008), therefore I decided to investigate this area of my practice. I carried out ‘tracking observations’ (Block 3, pg: 52) on three children aged four, two boys and a girl, as there are more boys than girls at my setting. I observed each child using the suggestions made by Devereux J, Observing children (Reader 2, chapter 8) over a period of three days. I was a ‘complete observer’ during the first day of my observations so that maximum information could be attained. I was a ‘participant observer’ on the second and third day (Block 3, pg: 46). I wrote field notes during the observations, then added detail later using recommendations by Lofland and Lofland (1995) (Block 3, pg: 52). The emerging pattern in my observations on Day 1 was that all three children enjoyed undirected play, and were more involved in the experiences when it was self chosen. However on Day 2 and 3 they were equally involved in adult-led play experiences, when they were planned based on their interests seen on Day 1 and at the edge of their capabilities, ‘zone of proximal development’ (Vygotsky, 1962) (Block 3, pg: 24). (Appendix 2). Adam and Sara were often seen in the home corner. It seemed as though they had created their own play world, where they would not be disturbed. They were seen taking various resources to explore in the home corner. In observation1 (Appendix 1a, lines 8-13) the practitioner is seen demonstrating the socio cultural theory in the way she extends Adam and Sara’s learning by ‘scaffolding’ and ‘guided participation’ (Rogoff, 2003), She is being ‘sensitive to their zone of proximal development’ (Woodhead, 2008, pg: 162) (Block 3, pg: 24). John was seen engaging in imaginative play in the ‘mini world’ where he was imitating the sounds of the different animals as he was playing with them. (Appendix: 1h, lines 61-66). His play fits into the constructivist view where he is ‘actively engaged in testing and refining’ his understanding (mental mode). A similar view can be seen my observation (Appendix: 1f, lines 42-51), where John demonstrates what Piaget (1951) would call ‘discovery learning’ in the way he innovates a new painting technique. My organisation of the activity provided an experience for children where peer-peer interaction was encouraged (symmetrical relationship). There was scope for ‘cognitive conflict’. (Block 3. Pg 23), which was demonstrated by the way Sara and Adam learnt a new skill of painting from John (Appendix 1b& 1e). The ‘change of routine song’ sang by the practitioner (Appendix 1i, lines 68) demonstrated the behaviourist theory, ‘stimuli and response’ (Block 3, pg: 20). Hearing and watching the practitioner, John immediately knew that it was snack time. [483 Words] Changing values and beliefs: I used the ‘three-layer model’ and the RP cycle in Block 3, activity 3. 23 to help me unfold my underlying beliefs and practices with regards to how children learn. In ‘stage 1’ I believed that play is important for children in the early years and that children learnt best through play, however when exploring my practice, in ‘stage 2’ I found out that at my setting I lay great emphasis on adult let activities for 4 and 5 year olds. I saw their play as time passing in between the focused activities and disregarded this as an active opportunity for learning. When taking the role of a ‘complete observer’ during my investigation I realised how much children were learning during self chosen play experiences. During ‘stage 3’ of the RP cycle I found that the regular group sessions that I was arranging for the 4 and 5 year olds were far from play. In fact it mainly consisted of direct teaching with EYFS goals in mind. Children achieved some of the goals set; however they did not enjoy the activity (Appendix 2). It seemed as if the children were eager to complete the task so that they could go back to playing (Appendix 1c & 1g). At the end of the each session, I asked Adam, John and Sara what they liked most about their nursery day (Appendix 5). On the first day all three participants chose an activity that was self chosen; however on the second day, two of the participants chose focus activities and on the third day all the participants chose focus activities. This made me realise that planned focused activities were equally enjoyable if they were based on the interests of the children involved. This investigation gave me a better understanding of the EYFS principle: a ‘unique child’ (DCSF, 2008a). It made me realise how important it was to plan play experiences based on children’s interests; rather than on the ‘goals’ set by the EYFS. When I planned adult led play experiences on the second and third day based on my observations of each child’s interests; they were more involved in the activity and also achieved many of the EYSF goals. (See plan in appendix 3) My practice is similar to that described by Sexton L, 2012 on the tutor group forum, where I use a combination of all three theories in my practice but in different contexts. Gilchrist J. 2012, posting made me think about my practice in how she uses ‘children who are more able in our setting to support others who are more reluctant to take part and encourage them to learn from each other’. I currently use a constructivist view when planning focus activities for children based on their ages and abilities, ‘stages of development’ (Block 3. Pg 23); however if I was to use the Socio constructivist approach and mix group them, then there would be scope for ‘peer-to-peer learning’, where children would learn from the ‘more able other’ in a more social way. [507 Words] Changing practice: Using the ‘continuum of pedagogical approaches (DCSFa, 2009)’ (Block 3, pg: 27) I found that the play experiences I currently provided for 4 and 5 year olds were a mixture of ‘child-initiated’, ‘focused learning’ and ‘highly structured’ approaches however my main approach was ‘focused learning’ for 4 and 5 year olds. Observing children during my investigation made me see a wealth of knowledge and learning emerging from each other; which I previously overlooked. An example of this can be seen in appendix 1, where Adam and Sarah made the home corner into a shop and defined their roles as ‘shop keepers’. I underestimated children’s capabilities and their ability for independent learning. From my investigation, I saw the positive impact of focus activities when they were innovative and planned on children’s interests. This is also a requirement of the EYFS, ‘physical and mental challenges†¦active learning’ (Principle 4. 2, DCFS, 2008) I particularly liked the ‘painting outside’ that I saw on the DVD and set up a similar activity in the outdoor area. This encouraged participation of many children including some who generally did not take an interest in painting or ‘mark-making’. (Refer to Appendix 4, feedback from a colleague). I discussed some of the play experiences provided by other practitioners that I came across during my Block 3 reading with my staff during our weekly planning meeting; some of my staff acknowledged the enjoyment of children during the innovative play experiences that I had provided as I was ‘exploring my practice’. They shared positive feedback from parents of some of their key children who also noticed a change in their child’s learning experience. I used this as an opportunity to motivate my staff to research innovative play experiences for children. I recommended them to use the internet; particularly the ‘tes’ (teacher’s site for education resources) to access a range of creative play experiences for the foundation stage. During the meeting staff raised concerns that, having 35 children in the setting, it is not practical to plan play experiences based on each child’s interests; therefore we agreed on setting up a rota system, where two of each key person’s children are observed each week and their observed interests are used to plan play experiences for the following week, during which a second set of children would be observed I realised how important it was to observe children; yet it can be quite difficult for practitioners to do so regularly with other responsibilities; I therefore set up a rota system where they have observation days on which the staff member in only observing and does not get involved directly with the children unless required. Influenced by Anning A. and Edwards A. (2010) ‘Creating contexts for professional development’ in reader 2, chapter 24, I shared my findings with an Early Years Consultant from the local authority and arranged a staff training session to help us incorporate a more play based curriculum for children. [490 Words] Conclusion From my investigation and data analysis, I concluded that careful planning of play experiences, using innovative styles and taking children’s interests into consideration proved to be effective in providing an enjoyable learning experience for the children. I strongly believe that the planning cycle should start from observations of children rather than based on adult decided themes as was my practice previously. A balance of free play and focused activities is important to ensure that children enjoy their learning experience. Practitioners should take the lead from children and extend their learning by joining in their play, rather than direct teaching. Focus activities that were hands-on proved to be effective in providing an enjoyable learning experience for children and achieving the EYFS ‘early learning goals’ (DCSF, 2008) (refer to appendix 3) The physical organisation of the setting can give strong messages to children. It is important to give children the ‘free use of space’. ‘To be structured so they (the children) can be unstructured’ and ‘the freedom to control themselves’ (Hartley 1993:63) cited in Reader 2, pg 220. This can be seen in observation 1a where Sara and Adam were able to move the furniture to make their ‘shop’. [198 word] Self-reflection I found this assignment very interesting as it gave me an opportunity to step away from my role as a manager and look deep into the actual learning of individual children. I found it difficult deciding on which evidence to submit as I was limited to three pieces. [49 words] References: Anning A and Edwards A, (2010) Creating contexts for professional development in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. British Educational Research Association (BERA, 2011) Ethical guidance for Educational Research, London, 2011 Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Draper L and Duffy B, (2010) Working with parents in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Gilchrist J. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 30th of January 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 1st February 2012) Laevers F (1994) Effective Early Learning Programme: Child Involvement Scale, in Bertram T and Pascal C, Centre for Research in Early Childhood, Birmingham (online) http://www. decd. sa. gov. au/farnorthandaboriginallands/files/links/link_104984. pdf cited on 20th January 2012. Moss P, (2010) The democratic and reflective professional in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Paige-smith A and Craft A, (2010) Reflection and developing a community of practice in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Read M and Rees M, (2010) Working in teams in early years settings in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Robson S (2010) The physical environment in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Sexton L. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 16th February 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 18th February 2012) The TES-Education jobs, Teaching resources and magazine & forums. Website: www. tes. co. uk/ The Open University (2010), E105 Assessment Guide 2010, Milton Keynes, The Open University The Open University, E100 Early years practice: Practitioners and children 2010, Study Topic 3, Milton Keynes, The Open University. The Open University, E105 Developing reflective practice: key themes, 2010, Block 3, Milton Keynes, The Open University. The Open University (2010) E105 The early years: developing practice, ‘DVD 2: Painting outside, Milton Keynes, The Open University. Appendix1 Observation on Day 1: Adam 1a) 12:50 pm Home cornerEngagement according to Leuven scale (LS): 5 Adam gets some magnets from the resource cupboard and takes it to the home corner†¦ He then gets behind the drawer and says, ‘lets make a shop Sara. Come here’. He indicated to Sara to come next to him. A practitioner comes up to him and says, ‘why did you move the furniture? Put it back the way it was please. ’ He looks at Sara as he wants her to answer. When the practitioner physically starts to move the drawer back Adam speaks up saying: ‘we’re making a shop’. ‘Wow really! What kind of shop? ’ she asks. ‘Toy shop’ he replies. ‘Where is your till? ’ she asks. Adam quickly climbs over the drawer and gets the till from the outdoor area. He places the till on the drawer and gets behind it again. ‘We’re the shop keepers’ he says pointing to Sara. Practitioner gets some money and plays the role of a customer. ‘What are you selling in your shop? ’ she asks. ‘this’ says Adam pointing to a rectangular magnet block. ‘How much is it? ’ she asks counting some coins in her hands. ‘? 2’ says Adam, holding up two fingers. 1b) 1:15 pm: Creative/Paint area LS: 4 Adam watches Sara painting with the string. He asks practitioner for another sheet of paper. He takes the string and takes the string that was in the burgundy paint tray. He dips it in the yellow paint and holds it with both hands at the ends and makes straight line prints on his paper. 1c) 1:30 pm: Focus activity-adult led. LS: 3 Practitioner calls Adam and two other children for a literacy session. They go to the quiet room next door. She holds up a picture card and tells them to say what they see and sound out the letters that make the word and write it on their paper. Adam is able to correctly write the names of some of the objects. After the writing activity, the children had to group the cards according to the first letters. Each child was given a stack of cards and they had to place them correctly in each alphabet group. Adam was able to sort some of the cards in the correct group. When he heard John say ‘Finish’, he threw his cards down and ran for the door. 1d) 2:00 pm: Home corner/role-play LS: 5 Adam returns to the home corner with Sara. He takes play dough and two rolling pins. ‘Let make biscuits’ he tells Sara as he gives her a rolling pin. ‘He rolls out the play dough and goes to the resource cupboard and gets animal cutters. He cuts the rolled play dough and places them in the oven tray that I placed next to his table. He holds the oven tray, and tells ‘Sara to go and put the biscuits in the oven’. Observation on Day 1: Sara 1e) 1:15 pm: Creative/Paint area LS: 4 Sara leads Adam to the creative area. ‘lets go and paint’ she tells him. She gets an apron and sits opposite John. She watches him paint using string and follows his hand with her eyes as he continues making patterns. She then picks up another string and dips it in the red paint and making similar patterns on her paper. Observation on Day 1: John 1f) 1:10 pm: Creative/Paint area LS: 5 John dips the paint brush in the blue paint. Mixes the paint, and then pours some red paint into the blue and continues mixing. He then gets up and goes towards the resource drawers. He pulls open the ‘paint’ drawer. Looks inside, and then closes it again. He moves up and opens the animal drawer. Picks out an elephant, and then puts it back again. He then opens the beading drawer. He picks out two strings; one yellow and the other red. He goes back to the paint table and sits down on the chair. Pulls the chair closer to the table and puts the strings down next to the paint trays. He looks at Sarah, then at Adam. He then picks up the yellow string and dips it into the burgundy (paint he mixed earlier). He slowly pulls out the string, holding it at one end, and takes it over to the blank white sheet of paper next to him and moves the string in circular motion, forming a pattern. He dips the string again, holding onto one end and brings it back to his picture and continues making circular patterns. 1g) 1:30 pm: Focus activity-adult led. LS:2 John attempts to make marks and is able to correctly write the first letter of the objects. After 3 pictures he starts looking towards the door. Practitioner notices that he was not focusing on the activity so she directs a question at him. ‘John what is this? ’ she asks holding the picture card. ‘Car’ he says. ‘That’s absolutely right, now will you write car on your paper? ’ she asks. He correctly forms the ‘c’ and ‘a’. After the writing activity, the children had to group the cards according to the first letters†¦ John started placing his cards randomly in each group. He placed the ‘duck’ in the ‘a’ group, ‘pig’ in the ‘b’ group etc. ‘I am finished’ he said when he distributed the cards. It seemed as if he was rushing to get over the activity so that he could go back to the hall. 1h) 2:00 pmLS: 4 John plays with the animals that I had set up in the mini world. He holds up a cow and makes ‘moo†¦moo’ sounds as he moves it back and forth. He rearranges the blocks separating the animals. He places the sheep on the grassy area and the horses next to them divided by wooden blocks. He moves the pigs next to cow and makes the cow eat it, licking his lips and smiling as he does that. When a practitioner comes up and sits down next to him, he walks away. 1i) 2:30 pm- Snack time Practitioner starts to sing aloud: Everyone do this, everyone do this, just like me†¦. John stops and copies the practitioner placing his hands where she instructs. She then leads the children to the bathroom to wash their hands. John follows. He returns back to the hall and sits around the snack table, waiting for his plate. Appendix 2: Graph showing the engagement of children in adult directed/focused activities: Involvement Measured using Leaven Scale (Leavers, 1994) Appendix 3 Plan for focused/adult led activities that I conducted on Day 2 & 3 based on my observations on the first day. Adam, Sara and two other children sharing their interests: Day 2: Visit to the local toy shop, with clip boards, pen and paper. They were instructed to write a list of 10 items they would like to sell in their own toy shop. EYFS (DCSF, 2008) learning goals intended to achieve: ‘Attempt writing for different purposes, using features of different forms such as lists, stories and instructions’ ‘Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed’ (CLL) ‘Count reliably up to ten everyday objects’ (PRSN) ‘Find out about, and identify, some features of living things, objects and events they observe’ ‘Handle tools, objects, construction and malleable materials safely and with increasing control’ (KUW) Day 3: A biscuit baking activity. EYFS learning goals achieved: PRSN, KUW, CLL, PSE, PD and CD John and two other children sharing his interest: Day 2: Large animal jigsaw Once complete, they were asked to write the names of the animals that were in the puzzle. They were then asked to write how many of each animal they could see. EYFS learning goals intended to achieve: PSE, PD, CLL, KUW and PRSN Day 3: Animal sound recognition Game that involved playing an animal sounds CD and guessing which animal it was for each sound. EYFS learning goals intended to achieve: KUW, CLL and PSE Key for symbols used: CLL: Communication, language and literacy, KUW: Knowledge and understanding of the world, PRSN: Problem solving, reasoning and numeracy, PD: Physical development, PSE: Personal, social and emotional development, CD: Creative development Appendix 4: Feedback from colleague: ‘The painting activity was so wonderful. I couldn’t believe Cameron actually got involved. I have been trying to get him to paint and make marks but he’s always refusing. ’ Appendix 5: Carpet time: I asked children which activity they enjoyed the most at the end of each session. Their responses were: Day 1-Adam: ‘playing with Sarah and making my shop’. Sara: ‘painting’. John: ‘painting’ Day 2-Adam: ‘Going to the toy shop’. 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