Walt Whitman the Poet, the Prophet, and the Patriot Essay Example For Students

Walt Whitman: the Poet, the Prophet, and the Patriot Essay Before his poetry, Whitman lived in a mall home on Long Island here he grew up with his eight siblings, four of whom were disturbed or psychotic. The father was unheard of and the mother, unable to fend for the entire family, so at a young age Walt became the true father of his family (Bloom 159). Walt Whitman threaded his poetry with his political beliefs, poetic uncertainty, and his strong patriotism that all contribute to the deep, wondrous and mostly undefined meanings of his poems. In a time of chaos and distraught, Whitman used his poetry to reflect his strong and Influential opinions of societal movement. Whitman first anthology titled Leaves of Grass was Influenced by the democratic presidency of Lincoln in the sasss. Progress was the topic of the casual cafe setting of this time and Whitman, a commoner, took these ideas and weaved them into his poetry with an optimistic flare. We will write a custom essay on Walt Whitman: the Poet, the Prophet, and the Patriot specifically for you for only $16.38 $13.9/page Order now He used his democratic views and hopes for improvements as a base for much of his poetry: The ideas of progress became the principal of the universe-?as we look up from our provisional Piggish we behold the orbit forms of a benevolent, self purifying cosmos-?as we lower our gaze the vistas UT over the continent darken somewhat and are populated with villages, rivers, and fields of wheat, factories, mechanics, farmers, patient mothers, small property holders, town meetings-?a nobility if evanescent envisioned myth of social life. Chase The Theory of America 55) Whitman used his work to emphasize the idea that all citizens of America can improve, and that this essence of life applies to everyone not only the poor, but the wealthy and the officials as well. Many did not agree with this, as It Is Just a view, but the Improvements of the sasss directly convert to our society. A good poet teaches his readers something, but a great poet touches the lives of its readers and allows the chang e to permeate through society. The astonishment of this era by some of the most influential speakers in history is seen through Whitman words describing his own poetry. A great poem is for ages and ages in common for all degrees and complexions and all departments and sects and for a woman as much as a man and a man as much as a woman (Whitman Leaves of Grass 6). These words are from the preface to his most renowned anthology, Leaves of Grass, and prepare the reader for his references. Whitman uses equality for the basis of many poems because it is such a broad topic that can be explained in so many ways. His poem Proud Music of the Storm reveals how he views the mistreated: Proud music of the storm! Blast that careers so free, whistling across the parries! Strong hum of forest tree-tops! Wind of the mountains! You serenades of phantoms, with instruments alert, Blending, with Natures rhythms, all the tongues of nations; You chords left as by vast composers! You choruses! You formless, free, religious dances! Your from the Orient! You undone of rivers, roar of pouring cataracts; You sounds from distant guns, with galloping cavalry! Echoes of camps, with all the different bugle-calls! Trooping tumultuous, filling the midnight late, blending me powerless, Entering my lonesome slumber-chamber Why have seized me? (Leaves of Grass 1871-72 323) In the poem, Whitman references the oppression of colored people during his time. He uses an extended metaphor to represent the music as the oppressed people, and the storm as the Civil War. As Whitman describes the music and all its interpretations, he shows how the colored people are different but still beneficial and helpful as much s the white people in society. The poem progresses from a gleeful and embracing mood, to a gloomy and depressive mood, which shows how campaigning for rights can turn violent and out of control very quickly, but can also turn out as a renaissance for man if control. The Civil War was a time of great surprise to many as the outcome was not expected. .u0f2ede98b7933abbddcdde0446f11a73 , .u0f2ede98b7933abbddcdde0446f11a73 .postImageUrl , .u0f2ede98b7933abbddcdde0446f11a73 .centered-text-area { min-height: 80px; position: relative; } .u0f2ede98b7933abbddcdde0446f11a73 , .u0f2ede98b7933abbddcdde0446f11a73:hover , .u0f2ede98b7933abbddcdde0446f11a73:visited , .u0f2ede98b7933abbddcdde0446f11a73:active { border:0!important; } .u0f2ede98b7933abbddcdde0446f11a73 .clearfix:after { content: ""; display: table; clear: both; } .u0f2ede98b7933abbddcdde0446f11a73 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0f2ede98b7933abbddcdde0446f11a73:active , .u0f2ede98b7933abbddcdde0446f11a73:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0f2ede98b7933abbddcdde0446f11a73 .centered-text-area { width: 100%; position: relative ; } .u0f2ede98b7933abbddcdde0446f11a73 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0f2ede98b7933abbddcdde0446f11a73 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0f2ede98b7933abbddcdde0446f11a73 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0f2ede98b7933abbddcdde0446f11a73:hover .ctaButton { background-color: #34495E!important; } .u0f2ede98b7933abbddcdde0446f11a73 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0f2ede98b7933abbddcdde0446f11a73 .u0f2ede98b7933abbddcdde0446f11a73-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0f2ede98b7933abbddcdde0446f11a73:after { content: ""; display: block; clear: both; } READ: Bignell Jonathan EssayMuch like ones life, Whitman poetry mirrors the twists, turns, and unpredictability of life in his poetry while keeping the reader engaged with relatable speakers. Only through the failures did Whitman find his most genius talent. To many, Whitman works do not seem like an accident at all because they are crafted with intelligence and published in perfection, but some see Whitman as so much more than a poet, and that poetry is a mere ability of his, To read Whitman was to know a man who made himself out to be now visionary, now sage, now prophet, often all three at once and only incidentally a poet (Pearce 1 . This author was not alive during Whitman lifetime but he feels he can relate so well to the morals he gets across in his poetry. Whitman did not only write for the public to experience his Houghton, but he also wrote for himself, as he expressed himself in and about his poetry. He used his poetry as a mask for his identity, making it seem more relatable to commoners. He sacrificed himself to his own image which he meant to be an all inclusive image of man. He postured and posed, acted (sometimes behind the scenes) as his own public-relations man, sounded now a barbaric yap, now a lyric cry, now an epic salutation, now a prayerful meditation, as his sense of the occasion demanded (Pearce 1). His poetry provided an outlet for him. He pretended to be all of society in his poems. He could pretend to be anyone behind his literature. In most of his poems, he takes on the role of outcast or a minor. In the poem, A March in the Ranks Hard- Preset, and the Road Unknown he gives the reader a sense of pity for the speaker, A March in the ranks hard-preset, and the road unknown;/A route through a heavy woof, with muffled steps in the darkness;/Our army foiled with loss severe, and the sullen remnant retreating; (Drum-Taps 1865 277). Whitman uses the metaphor of a military to convey an idea of depression. The working class, whom are mistreated, struggle to find their way through life. Although Whitman was financially well off, he adopts the uses dialect of the time and social class. Whitman unbelievable ability to hide himself behind his work creates way for his literature to infect the hearts of an entire population. He wore many masks in his poems but always revealed his true patriotism. In Whitman time social reforms were everyones focus. Whether it was the whites in the north opposing or the blacks in the south promoting the reforms, the entire nation was battling. A strong force that kept people sane was literature. The Americans of all nations at any time upon the earth have probably the least poetical nature. The United States themselves are essentially the greatest poem. In the history of the earth hitherto the largest and most stirring appear tame and orderly to ampler largeness and stir (Whitman Preface to Leaves of Grass 3). Of all nations the United States with veins full of poetical stuff most need poets and will doubtless have the greatest and use them the greatest (Whitman Preface to Leaves of Grass 5). Whitman describes the dedication of the American poets almost as serving their country. It is literature that keeps countries moving through hard times. One of Whitman most iconic poems was written for the funeral for a man who made revolutionary changes in America. For Lincoln death, Whitman wrote a solemn but patriotic poem titled When Lilacs Last in the Dooryard Blooms. Poetry reflecting death is usually dark and ominous, but he gives the poem an optimistic and beautiful essence: When lilacs last in the Dooryard blooms And the great star early drops in the western sky in the night, I mourned, and yet shall mourn with ever-returning spring. Ever-returning spring, trinity sure to me you bring, Lilacs blooming perennial and drooping star in the west, And the thought of him I love. (Whitman Leaves of Grass 525). Whitman expresses his love for Lincoln and all that he did. .u7c4da43f3c7886206d80f93fd908ce52 , .u7c4da43f3c7886206d80f93fd908ce52 .postImageUrl , .u7c4da43f3c7886206d80f93fd908ce52 .centered-text-area { min-height: 80px; position: relative; } .u7c4da43f3c7886206d80f93fd908ce52 , .u7c4da43f3c7886206d80f93fd908ce52:hover , .u7c4da43f3c7886206d80f93fd908ce52:visited , .u7c4da43f3c7886206d80f93fd908ce52:active { border:0!important; } .u7c4da43f3c7886206d80f93fd908ce52 .clearfix:after { content: ""; display: table; clear: both; } .u7c4da43f3c7886206d80f93fd908ce52 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7c4da43f3c7886206d80f93fd908ce52:active , .u7c4da43f3c7886206d80f93fd908ce52:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7c4da43f3c7886206d80f93fd908ce52 .centered-text-area { width: 100%; position: relative ; } .u7c4da43f3c7886206d80f93fd908ce52 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7c4da43f3c7886206d80f93fd908ce52 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7c4da43f3c7886206d80f93fd908ce52 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7c4da43f3c7886206d80f93fd908ce52:hover .ctaButton { background-color: #34495E!important; } .u7c4da43f3c7886206d80f93fd908ce52 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7c4da43f3c7886206d80f93fd908ce52 .u7c4da43f3c7886206d80f93fd908ce52-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7c4da43f3c7886206d80f93fd908ce52:after { content: ""; display: block; clear: both; } READ: Compare two poems from different cultures and traditions EssayThe president made some of the most influential changes to America. The lilacs are symbolic to his achievements and like a perennial, they will always come back. The time of day is significant because the night shows the changing of dark and that a new day is coming full of light and different experiences. Whitman dedication to his country drove him to write poetry about one of the countys most momentous leaders. While traveling Whitman complex, undefined, and breath-taking literature, one minds that his poetry compliments his political beliefs, ever changing character, and his dedication to America. As a strong democrat, Whitman believed in the institution of freedom to all citizens in America. He also used his poetry in all different voices to communicate the feelings of people who normally do not have a say. Lastly, Whitman love for his country influenced his work and left him distraught with the death of President Lincoln. People live and die but like Lincoln, Whitman left a legacy for every age, color, class and gender to hold with them as they travel throughout their life.

How to Determine Which Marketing Tools Are Best For Your Team

How to Determine Which Marketing Tools Are Best For Your Team Picture this. Youre at your desk. Suddenly you realize theres got to be a better, faster way to accomplish your marketing goals, whether that be with a keyword, social media scheduling, project management, or email marketing tool. So you turn to the almighty Google And youre flooded by thousands of options, you cant seem to make sense of where to start. There are offers for trials everywhere, coupled with insane amounts of advice and you havent even figured out exactly what your team needs let alone looking at how much this tool is vs another *Insert panic screaming here* Breathe, you got this. And if you dont, well, this blog post will help get you through. Youll learn how to: Prioritize your teams needs. Learn the criteria you need to make the best decision when it comes to finding a marketing tool for your team. Learn how to pitch your winning tool to your boss. Learn how to pitch your winning tool to your team. Before You Start Your Research Dont just start Googling. Trust me. Diving right into the research phase of your marketing tool selection process can quickly become overwhelming. Just look at the first page of results when you type marketing tool into Google. Dont even get me started on the ads that will surface on your Google searches as well. Youve got advice coming at you left and right, and while that is great, it doesnt necessarily give you the jumping off point you need to start making decisions about a potential tool. There is a way to fix this. Before you start your research, sit down and prioritize what your team needs in order to be successful. Before you start researching marketing tools, sit down prioritize what your team needs to beIts really that simple. By knowing what your team needs to fix a broken process, or automate it so it goes faster, youre able to walk into your search knowing what youre looking for. So how do you create that list? Open a document or download Marketing Tool template. Once you've downloaded the template, click the second tab at the bottom: Here's what you'll see next: Begin to write down and prioritize what you think your team would need to be successful. And now you're staring at a blinking cursor wondering what to write. Here are some prompts that may help you begin your list: What does your team need to accomplish in order to be successful? What does your team want to accomplish that they think will make them successful? What's currently broken in your marketing process that you think a tool could help fix? What does your current process look like? What does your dream marketing process look like? How would you like to see your process flow in a new tool? Where are your team members divided into silos? What does this tool need to accomplish to break down those silos? From the answers you write down, you can identify what qualities you are looking for in a marketing tool. List Your Top 10 Must-Have Criteria These are features that absolutely must be a part of the tool that you select. They are you non-negotiables. Your top ten list could include things like. Drag and drop calendar features Social analytics tool Task lists Being able to assign tasks to team members Team reports Email integrations Project management features like being able to group by content type Being able to add in all of your social channels Landing page integrations WordPress or other blogging software integrations Automated task reminders Comment section on projects Being able to group multiple pieces of content under one campaign Minimum or maximum number of users Price per user/social channel I could keep going with this list but I don't want to bore you. Your list may look a bit different from the one above and that's okay. Every marketing team is different, which means the end goals you have may be different then the end goals the team at has. Now you have your must have criteria. You can start searching NOW right? Not quite. Sorry, I promise, we're almost there. List Your Top Ten "Would Be Nice To Have" Criteria Why? Because you're going to be researching a lot of tools. Those nice-to-haves could be the determining factor between one tool and another. Your initial list could look something like this. Automated optimum posting times Due dates that move automatically when you move a project Completion bar that shows the progress on a project Internal comment or chat system within the app Mobile app for on the go editing Approval process that let's a manager know if content has been reviewed or not Pre-made printable progress reports Social Media competitor analysis Google Analytics, bit.ly and other integrations The ability to separate different clients or projects by calendar Again, your specific list will depend on what type of tool you're looking for. Recommended Reading: How to Be More Successful With the Right Content Marketing Tools Start Your Initial Research Phase Yes, we finally got to the research phase. But I'm not unleashing you on to Google just yet. There's a good reason I promise. How you research is just as important as what you research. How you research your marketing tools is just as important as what you research them for.Pick One Researcher From Your Marketing Team Having only one researcher pays off for a number of different reasons: We have innate nature to compete with one another.  If you have 10 people researching 10 different tools, you suddenly have ten people championing their favorite tool. Not only is that a lot of noise, you have each person competing to say that they were the ones that picked the new marketing tool. You only need one expert.  The person that is conducting your research knows exactly what your team needs. They in essence, become an expert in all things marketing tools, making it easier to make an informed decision. You don't want to waste the team's already limited time.  You know you're team is busy. Taking away an hour of 10 people's time on your team is 10 hours that could have been spent elsewhere. Taking away even 3 hours of one person's time is a much more manageable task.Your team is already loaded to the max. Don't stress them out more then necessary. Research Your Top Ten Tools Okay, open up your browser. You can finally start searching for your marketing tool. You're going to have a lot of options and that's ok. That's why we made your checklist. As you go through the endless pages of tools, document them in your top ten in your spreadsheet that you downloaded earlier. Get that done? Ok, let's keep going. Add up the totals in your spreadsheet and narrow them down to your top three. Look for tools that: Meet your must-have criteria Meet your budget Meet most if not all of your must have's Why three you ask? Understand the Psychology of Three First, Second, and Third. Father, Son, and Holy Spirit. Yours, mine and ours. Lots of things come in threes. Why? Because repeating a message three times helps stop the internal noise and distractions going on around you. Having three similar tools that meet your expectations will help solidify, in your mind, what tool you need. Choosing new marketing tools? Here's why you should narrow your choices down to three:Make Your Final Decision So you've narrowed in down to your top three tools. Check your point system again. Did one edge out over the others? If so, there is your winner. That was easy, wasn't it? Recommended Reading: How to Influence Marketing Change Management [Backed By Science] How To Pitch Your Favorite Tool You did all that work and you finally have the results of all your labor. This is the tool  that you believe will revolutionize the way your marketing team works. Now you just have to convince your boss to believe that too. What if I told you I outlined your entire presentation for you? You can download the whole thing right now. However, if you want to take the time to build your own presentation here's some things that you're going to want to cover. What To Cover In Your Presentation For Your Boss Depending on what your boss wants to see in your presentation, your list may vary. However, if it was me, this is what I would cover. What brought on the need for the tool? What did I hope the team would gain by investing in a tool? What qualifications would I be measuring this tool against? How many tools did I initially research? What did I narrow my decision down to? What qualities put this tool over the top? Price point Is there a demo or trail period that we could do to see if the tool works? You convinced your boss. They gave you the green light to move forward. Now the task lies on you convincing your team that they need this tool.

Risk Management Program Assignment Example | Topics and Well Written Essays - 750 words

Risk Management Program - Assignment Example Before starting to implement change as a manager, I should ask myself the following questions, what need to be achieved through this change, how will I know that the process has been attained, who will be affected by this process and when change occur how will they react. To proactively manage system change, the following principles should be applied; developing a plane, supporting it, regular communication with the affected people, and involving the main people. The first step should be to involve the key people. This involves top management and other executives whose employees might be affected. The second step is developing a plan that will oversee effective transformation. The plan will define the roles of the main people involved at the same time putting down the short and long term objectives required for changes. This plan should also be flexible to accommodate any occurrence since change is unpredictable. The third step is supporting the plan. The main purpose of this step is to enable employees adapt the changes made; this is because the new structures might require training or hiring other employees. The last step occurs through the process. This involves free communication with the employees frequently about what is happening, why the occurrence is being carried out and how they are developing is significant. Since change can instill fear on the employees, increased communication will be used to remove the fear and encourage their consistent support. As a manager, I should be always around to take suggestion or respond to questions that might arise from the employees. Coming up with employees opportunities to provide they suggestions like holding meetings will facilitate change better. Plans, policies and procedures in an organization ensure that duties and services are carried out in a consistent manner. To create a risk management policy, there are some guidelines that need to be followed; these include the purpose of the policy, how it will be imp lemented, it should be in compliant with the federal, provincial and municipal regulations, and should be documented in writing. In creating a procedure, step by step instructions are created on how to carry out the significant task. Also the supervisor should be contacted if the employee wants to go beyond the given task. Transparency in an organization is important since it ensures efficient running of an organization. To have a transparent organization, as a manager, I should close the perception gap between the senior leaders and lower managers. I should also put in place a mechanism that ensures that there is proper communication between different parties to ensure that vital issues are communicated. And as manager, incase I encounter disappointing things; I should treat employees as adults with respect. A risk management plan is a document that is created and it outline how the risk management process will be organized, the phases it will have, the way it will be carried out a nd those who will be involved. The following steps are followed in designing a risk plan; one is making a list of potential risks. Everything should be documented include the small things. All the categories of the project should be listed and every risk should be evaluated. For example if it is a cost category, the factors that may raise the cost should be determined and listed. The second is

Public relations news release Assignment Example | Topics and Well Written Essays - 250 words

Public relations news release - Assignment Example h almost 19 years of experience in the academia, impressed the Grove search committee enough to be considered eligible for deanship of the business school at Grove. While having served in different academic positions over the years including vice deanship at a business school, Suarez has never been the dean at any school before. â€Å"This is my dream job and there is no place I’d rather be than at one of the best institutions in the world,† Suarez added. Born and raised in Joplin, Suarez is a married man in his fifties and fathers two children. â€Å"We feel fortunate to be able to secure a person who is so highly qualified to lead our outstanding business program,† said Luke Hammer, 62, a former CEO at Logitech and the current president at Grove. â€Å"We expect great things from Carlos Suarez, and we know he’ll take us to new heights.† Grove College is a private college that seeks to equip its students with the skills and knowledge needed to excel globally. The nationally ranked business school at Grove offers degrees in finance, management, marketing and accounting among others, with a total current enrollment of 10,000 undergraduate and 2,000 graduate

How We Learn Essay Example for Free

How We Learn Essay ‘What have I learned about learning, and what are the implications of this for my future practice?’ In this assignment I will be identifying in a personal way, what I have learnt about learning from my own education and also drawing from my previous experiences. I will also be exploring ways in which I believe, for my future practice as a teacher, children will be able to achieve their full learning potential. â€Å"Learning is a complex concept and activity† (Hewitt 2008) in which every individual does in enabling them to gain new skills or knowledge. Every individual learns in a different way, where as one technique may work well for one individual, it may not work for another. We should never stop learning in order to progress as an individual. In order for the skills and knowledge to remain stored individuals should keep using the skills in which they have acquired overtime. These skills should be applied to different things such as projects so that the skills are remained stored and fresh in the mind. As every individual has a certain learning style, to help us learn more effectively it is best to know and understand our learning style. Through identifying your learning style, you will be able to capitalise on your strengths and improve your self-advocacy skills. Learning a specific subject, knowledge, skill and so on, is down to many factors which play an important role in learning, these include: intelligence; aptitude; goals; interests; readiness maturation; motivation; self-concept; attitudes values; level of aspiration; learning style and socio cultural determinants – to name a few. I believe that interests and goals are the catalyst to being a successful teacher. Children’s motivational levels in subjects need to be at a high level in order for the child to reach their full potential with their learning capabilities. â€Å"Interest is one of the most important factors which mediates learning and which motivates to act† (Factors Affecting Learning), if a child is not fully engaged in a particular subject due to low levels of interest then their learning capabilities will not be fulfilled. Whilst working in a school setting in 2010, child A stated†¦Ã¢â‚¬  I can’t do maths it doesn’t interest me† when there is no interest from the child, as shown in the example, there can be no learning. For my future practice it is vital that every child’s interest is engaged in subjects in order for the child to  fulfil their whole learning capabilities. Young children possess a need for activity, play, adventure etc. and therefore learn much better through a play way approach. This intern arouses their interest in learning and helps sustain their involvement in learning new skills and knowledge through their work. For effective learning to take place, we should be able to relate it to all that we learn. This will enable us to achieve our goals. â€Å"Goals play a significant role in learning since they give strength and direction to it† (Department of Education and Early Childhood Development) because goals help to direct our attention to the task at hand. Psychologist Murphy and Alexander (2000) have written abo ut a variety of goal orientations which help us to understand learners learning and performance especially at a young age. â€Å"The important orientations are the learning goals, performance goals and work avoidance† (British Journal of Educational Psychology). In my future practice as a teacher, in order to gain children’s interest in learning my aim will be to encourage children to be curious and eager to learn. From my work placement in a school setting, children are more successful when they learn to ask questions, think independently and also being very creative. Children need to be curious about the world, interested in how things work, and also know how to creatively approach problems. Child B asked a question†¦Ã¢â‚¬ Do Fly’s sleep?† I resisted answering the question straightaway and asked Child B â€Å"What do you think? Where do you think we could find the answer?†. In responding in this way, I was encouraging Child B to think for themself, this also helps children build their self-esteem. Creativity is a very important tool in every individuals learning, â€Å"creativity is essentially a form of problem-solving. But it is a special type of problem-solvingone that involves problems for which there are no easy answers: that is, problems for which popular or conventional responses do not work. Creativity involves adaptability and flexibility of thought. These are the same types of skills that numerous reports on education† (e.g., the Carnegie Report, 1986) have suggested are critical for students (Creativity in Young Children). During my work placement in a school setting, creativity was essential for progressive learning. In order for creativity to take place the school created an environment that allowed the children to explore and play without undue restraints. Also, a key to the successful progression of every child’s learning was that we adapted to  every childs ideas, rather than trying to structure the child’s ideas to fit the adults. Learners need to have the opportunity and confidence to take risks, challenge assumptions, and also see things in a new way. I believe in educating the whole child as education comes from a wide range of experiences. All powerful learning occurs through engagement with others, the process and also the product of this learning is very important. Children learn mainly by modelling, actions speak louder than words. â€Å"The majority of learning is tied to developments and takes time to see results† (Emphatic parenting). In order to teach children, we need to supportively help them understand first. A vital part of all learning is that of reflecting over what the individual has learnt. Every individual matters in the learning process because every individual has equal rights to dignity and also respect. As seen, I have learnt about a vast amount of learning techniques that will enable children to reach their full potential, as well as realising how this will be applied throughout my life as a continual learner. I have also, through-out my educational life and previous experience in my placement, discovered the ways in which I learn. This will now enable me to take this knowledge and skill base and apply this to progress successfully in my future practice as a teacher. Bibliography * P. K. Murphy and P. A. Alexander. A motivated exploration of motivation terminology. Contemporary Educational Psychology 25. 2000. Pages. 3–53. * http://www.kidsource.com/kidsource/content2/Creativity_in_kids.html * http://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppdevplg.htm * http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/pintrich00.pdf * https://docs.google.com/viewer?a=vq=cache:Q96li6CTQZIJ:pgche09.middlesex.wikispaces.net/file/view/Designing%2BModules%2Bfor%2BLearning.pdf+emerging+beliefs+and+values+about+learninghl=engl=ukpid=blsrcid=ADGEESiw1wdWPcNk-ZQBL2ACM-0-W7K9O1lstl04yY3WlPsommKZNp5iTWsBOHljIA1MRtl54C9rRZR-3qAr5EDvHKuYlDM9gfX_60nQdQPd2MKpVMLOWXZLH0h7eLLO3xdmc9TmBKhKsig=AHIEtbSk1Lb_X3XtcRobYxX30al-Ig7KQw * http://www.egyankosh.ac.in/bitstream/123456789/32872/1/Unit-5.pdf *

Importance of Group Work in the ESL Classroom

Importance of Group Work in the ESL Classroom Introduction The field of Teaching English to Speakers of Other Languages (ESOL) is a rapidly expanding area within UK settings, in state-funded and in private educational arenas, and because of the changing nature of immigration, ESOL teachers are challenged with meeting the demands of diverse and complicated ethnic/linguistic groups (Chan, 1998). Learning English is seen as a necessity for immigrants or long term visitors to the UK, although the field is complicated by political debates and social discussions around funding, socialisation, naturalisation and the erosion of traditional cultures and languages. However, it does seem that language fluency in English is key to proper integration into British society, and is supported by the â€Å"UK Government’s policy response to refugees and asylum seekers [as] outlines in the White Paper Secure Borders, Safe Haven: Integration and Diversity in Modern Britain (Home Office, 2002) [which] set out proposals for a curriculum of English languag e, IT and citizenship classes for refugees and asylum seekers† (Morrice (2007) p 156). While the Therefore, it is essential that ESOL provision is not only provided, but is designed in ways which can encourage learners to acquire real proficiency and fluency, without disempowering people or undermining their nationality (Halliday, 2005). The literature on the pedagogies of ESOL teaching is diverse and outlines ways in which second language acquisition can be facilitated effectively, with teachers having their own take on pedagogy and on the ways in which students work, alone or with each other, in learning English (Dagenais et al, 2008; Burns, 2006). While linguistics studies directly address issues of grammar, syntax, construction, coherence and cohesion, the more practical aspects of developing practical fluency in English for speakers of other languages relate to classroom strategies that can support this. This essay will explore two aspects of ESOL teaching, that of group work, in which ESOL students are encouraged to work together on key tasks, with the aim of improving fluency (Haneda, 2005), and the provision of feedback, either peer feedback or tutor feedback, to enhance fluency. Both are contentious issues, because they can spell difficulties in the management of learning experiences (Holliday, 2005), and co uld be seen positively or negatively. This essay will look at some of the literature on this subject, and attempt to discuss the advantages and disadvantages of group or collaborative work, and of different types of feedback. The author will then draw conclusions from the literature to inform ESOL teaching practice. Discussion Group work is a popular means of building on constructivist theories and pedagogies by supporting students to apply new knowledge in given situations. In ESOL teaching, it provides opportunities to practice new words, conversations, sentence constructions, and functional elements of communication, such as making a particular type of telephone call or initiating a conversation. However, group work in this context can be viewed negatively as well, partly because of a fear that groups with the same first language will simply lapse into their own tongue rather than always speaking English, and that as learners they will not recognise each other’s mistakes. The latter point will be dealt with in some more detail below, in the exploration of types of feedback. But in relation to group work, types of collaborative or group learning or practice have been shown to be of great benefit to students of English. Some authors have found that pair work or small group work in this context does help improve language fluency and competence (Long, 1996; Pica et al, 1996), perhaps because these activities provide different opportunities and options for ESOL learners which are not possible during teacher-led activities. These students may find themselves able to become more confident in a setting which is not only smaller, but comprises only peers who are also ESOL students. Johnson 91995) argues that learners who interact and engage with each other in these ways feel more self-efficacy and control over their own learning. However, others argue that small group work in peer-only groups does not necessarily help with issues such as pronunciation (Morley, 1991) and proper grammar (Widodo, 2006; Widdowson, 1978). Another particular issue for group work is that of English intonation, which can be particularly difficult and may represent for some the last hurdle of English fluency and comprehension (Atoy e, 2005; Morgan, 1997). McDonough (2004) carried out a small-scale research study which â€Å"explored instructors and learners perceptions about the use of pair and small group activities in a Thai EFL context, and examined whether the learning opportunities theoretically attributed to pair and small group activities occurred in an intact classroom† (p 207). The study also looked at whether the learners showed improved outcomes (McDonough, 2004). McDonough (2004) found that â€Å"learners who had more participation during the pair and small group activities demonstrated improved production of the target forms, even though they did not perceive the activities as useful for learning language† (p 207). This would suggest that these activities might improve elements of fluency and skill, but this study does not demonstrate how this occurs, nor does it look in detail at language fluency, which is our concern here. Li and Campbell (2008) carried out a study in New Zealand which  examined â€Å"Asian students perceptions of the much-promulgated cooperative learning concepts in the form of group work and group assignments†, and â€Å"found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English-language skills, enhance their cultural understanding and provide them with opportunities to make friends† (P 203). Again, this underlines social elements of group working in ESOL learning which may be important in developing true fluency, because the elements of language skills and enhancing cultural understanding can be related to development of deeper-level fluency. Not all the outcomes of this study were positive, however, and LI and Campbell (2008) also found that these Asian students â€Å"held intensely negative views about group assignments that required stud ents to complete a project as a group with shared marks determined by the performance of the group† (p 207). This may have something to do with the learner orientations of these students, or it may have to do with other factors. Li and Campbell (2008) found that â€Å"contributing factors affecting group dynamics included members attitudes and willingness to cooperate and contribute as a team, the composition of the group, students competing demands on students time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members† (p 207). Because Li and Campbell (2008) found that group assignments that were assessed seemed to disempower the students in their study, it would suggest that group activities which are collaborative have a different meaning than group activities which are assessed, and this should be taken into account when applying group working to ESOL classrooms. However, the study does suggest the group learning itself enhanced competency level (Li and Campbell, 2008). The negative responses to the group assessment activities may have had something to do with students’ preconceptions or expectations about their ESOL learning (Bordia et al, 2006). Expectations which are not fulfilled might negatively affect responses to and evaluations of these learning activities (Bordia et al, 2006). These expectations, of course, may originate in the background, culture and previous experiences of the learner, which would suggest that teachers need to take into account these kinds of expectations and find ways to address them. Ewal (2004) describes a study which focuses on the student perspective on group work, in which â€Å"21 students and their teachers participated in a collaborative forum in which they explored the use of small group work in their L2 classroom.† (p 163). This study found that by engaging students, in an almost metacognitive way, in learning about how the group work affected their learning and behaviour, the students were able to discover the benefits of group work for themselves, in improving their literacy and fluency, and in supporting peer bonding, confidence and self-efficacy (Ewal, 2004). In this study, small group behaviours changed as the students became aware of these behaviours and of the functions of the group and the class as a whole (Ewal, 2004). This demonstrates that while group work is still viewed along pedagogical lines as a requisite of proper learning, through application and testing of knowledge, the dynamics of group work require some attention, and may act as militating or mediating factors in the effectiveness of group activities. Ewal (2004) concludes that â€Å"teachers should be attentive to opportunities to discuss language learning and classroom-related issues with their students† (p 175). This adds an extra dimension to the concept of group work, as functioning for students on many levels, not simply on a praxis/practice level. Of course, the discussion of group work leads us neatly into the concept of peer feedback, which is connected to the theories on group activities and just as contentious, it seems. Rollinson (2005) shows how although peer feedback has been supported in ESL classrooms, teachers and students are less than convinced of its efficacy and usefulness. Rollinson (2005) argues that proper training and procedures for peer feedback in ESOL classrooms is the key to making such feedback effective. Hu (2005) seems to echo this, that peer feedback can enhance learning, but does acknowledge that these activities need monitoring and that peer review situations can be problematic. Feedback and review of English language proficiency can be formalised into learning activities in the classroom context. Al-Hazmi and Scholfield (2007) describe an action research study which was aimed at improving English language writing proficiency in Saudi Arabian university students. This study involved â€Å"a regime of enforced draft revision, using a checklist† in which two groups were involved, one trained in peer revision, the other doing their own revision (Al-Hazmi and Scholfield, 2007 p 237). These authors found that â€Å"there were clear draft improvements in quality, especially in mechanics, despite only modest amounts of meaning-changing an d multisentential revisions being recorded† Al-Hazmi and Scholfield, 2007 p 237). The most significant finding from this study demonstrated that the students enjoyed and responded positively to peer review (Al-Hazmi and Scholfield, 2007). This may simply underline the fact that language learning is as much a social as an individual process (Dagenais et al, 2008; Roberts and Baynham, 2006; Schellekens, 2007) Formal tutor feedback is also an essential component of developing fluency, although again, the form that this takes can affect its value. Hyland and Hyland (2006), for example, agree that feedback is vital in terms of encouraging learning and consolidating that learning, and demonstrate that it is used in process-based classrooms and in genre-orientated learning environments. It may seem obvious to some that tutor feedback is important, but teachers and learners should be aware that feedback has different purposes, as well as different forms, and while it can be difficult for some students to assimilate feedback and correction, it is through signposting mistakes as well as successes that students can learn how much they have learned. Feedback itself has expanded to encompass not only written comments from the teacher, but language workshops, conferences and even electronic feedback (Hyland and Hyland, 2006). Lyster and Mori (2006) examined the effects of explicit correction, recasts, and prompts on learner uptake and repair, and found that â€Å"instructional activities and interactional feedback that act as a counterbalance to a classrooms predominant communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation† (p 269). This suggests that feedback must be specific to the task and to the context, and also that there is a need for a deeper understanding of the pedagogical dimensions of formal tutor feedback, and the purpose that this feedback serves. This also shows that the emergence of the communicative classroom is not necessarily the final evolution of the ESOL context (Campbell an d Duncan, 2007). However, there are those who have argued strongly against written feedback, and the trends in ESOL teaching in recent years has been to avoid this (Bitchener, 2008). However, research by Bitchener (2008) shows that in some cases, written feedback enhances learning: The study found that the accuracy of students who received written corrective feedback in the immediate post-test outperformed those in the control group and that this level of performance was retained 2 months later. Bitchener 2008 p 102. This would seem to suggest that there is value in providing written tutor feedback. Lochtman (2002) also shows the value of oral or verbal feedback, but underlines the need to give different kinds of feedback depending on the language learning context, the task, and the learner, suggesting that while this feedback is beneficial, it is only so if it meets the needs of the individual learner. One of the issues with fluency is also related to currency (Taylor, 2006), and it could be that the provision of both types of feedback is central to understanding the current use of various idiomatic forms as well as of slang and vernacular. While many ESOL teaching contexts shy away from teaching ‘common’ spoken forms and focus on formal, correct English, feedback from a tutor, for example, can help to draw comparisons between the two forms and allow students to develop awareness of when it is appropriate to use the different types of English expression (Taylor, 2006; Wallace, 2006). This ability to speak fluently is much more complex than simply learning linguistic form, it is about attaining a degree of comfort and ease with using the language, and using it appropriately and ‘naturally’. All of these approaches to supporting language learning could be said to be fostering this development, but only if they are properly planned, and managed, and it seems that quality ‘teaching’ and facilitation is still required. Conclusion This essay demonstrates that there is a range of literature to support the development of language fluency in ESOL classrooms through group work and through interactive processes of learning, and through the provision of tutor feedback and peer feedback. There are issues and challenges with ESOL learning in relation to developing verbal skills, because verbal language requires real-time interaction and the ability to respond to different cues and situations. It would seem from the literature cited above that the use of group work in ESOL learning needs to be planned carefully and designed to ensure that learning is not impeded by individual differences or by the negative aspects of group work, including frustration between learners with different levels of competency, and difficulties in group work which is assessed formally. Collaborative learning may be a strength in developing fluency, and this could be incorporated with peer feedback, but it would seem that this is only truly effective if the students are ‘trained’ and supported in giving feedback to ensure it is fair and an constructive, and given in the appropriate spirit. Similarly, it would seem that feedback may assist in developing fluency, but the literature cited does not provide strong or conclusive evidence that formal feedback is good for this, despite its value in developing written and verbal language skills. More research is required in looking at different kinds of feedback in supporting fluency. However, the literature does indicate that feedback must be individualised and meet the needs of the learner. References Al-Hazmi, S.H. and Scholfield, P. (2007) Enforced revision with checklist and peer feedback in EFL writing: the example of Saudi university students. Scientific Journal of King Faisal University (Humanities and Management Sciences 18 (2)237-267. Atoye, R.O. (2005) Non-native perception of English intonation. Nordic Journal of African Studies14 (1) 26-42. Bitchener, J. (2008) Evidence in support of written corrective feedback Journal of Second Language Writing 17 (2) 102-118. Brillinger, K. (2003) From Theory to Practice: Creating Intermediate ESL Reading Materials Based on Current SLA Research and Theories, Newsletter of the Association of Teachers of English as a Second Language of Ontario, 29(3), 1-6 Burns, A. (2006) Surveying landscapes in adult ESOL research, Linguistics and Education, 17, 97–105 Campbell, C. and Duncan, G. (2007) From Theory to Practice: General Trends in Foreign Language Teaching Methodology and Their Influence on Language Assessment. Language and Linguistics Compass 1 (6) 592-611 Chan, M..M. (1998) What We Already Know about Teaching ESL Writers (Research in the Classroom). English Journal 77 (6) 84-85 Chen, R. and Hird, B. (2006) Group Work in the Efl Classroom in China: A Closer Look. RELC Journal, 37 (10) 91-103. Dagenais, D. Beynon, J. and Mathis, N. (2008) Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices Pedagogies: An International Journal 3 (2) 85 – 108. Ewald, J.D. (2004) A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness 13 (3) 163-179. Ferris, D.R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28 (2) 414-420. Haneda,. M. (2005) Some Functions of Triadic Dialogue in the Classroom: Examples from L2 Research Canadian Modern Language Review 62 (2) 313-333 Hyland, K. and Hyland, F (2006). Feedback on second language students writing. Language Teaching, 39 83-101. Holliday, A. (2005) The Struggle to Teach English as an International Language New York: Oxford University Press. Hu, G. (2005) Using peer review with Chinese ESL student writers. Language Teaching Research 9 (3) 321-342. Johnson,K.E. (1995) Understanding communication in second language classrooms New York: Cambridge University Press. Lochtman, K. (2002) Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching International Journal of Educational Research 37 (3-4) 271-283. Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds) Handbook of Second Language Acquisition (413-468) San Diego, CA: Academic Press. Lyster, R. and Mori, H. (2006). Interactional Feedback And Instructional Counterbalance. Studies in Second Language Acquisition, 28 , 269-300 McDonough, K. (2004) Learner-learner interaction during pair and small group activities in a Thai EFL context System 32 (2) 207-224 Morgan, B. (1997) Identity and intonation: linking dynamic processes in an ESL classroom. TESOL Quarterly 31 (3) 431-450. Morley, J. (1991) The pronunciation component in teaching English to speaker sof other languages. TESOL Quarterly Morrice, L. (2007) Lifelong learning and the social integration of refugees in the UK: the significance of social capital, International Journal of Lifelong Education, 26(2), 155-172 Olivo, W. (2003) Quit Talking and Learn English!: Conflicting Language Ideologies in an ESL Classroom Anthropology Education Quarterly  34 (1) 50-71 Pica, T., Lincoln-Porter, F., Paninos, D. and Linnell, J. (1996) Language learners’ interaction: how does it address the input, output and feedback needs of L2 learners? TESOL Quarterly 30 59-84. Roberts, C. Baynham, M. (2006) Introduction to the special issue: Research in adult ESOL, Linguistics and Education, 17, 1-5 Rollinson, P. (2005) Using peer feedback in the ESL writing class ELT Journal Volume 59/1 ELT Journal 59 (1) . Schellekens, P. (2007) The Oxford ESOL Handbook Oxford: Oxford University Press. Seedhouse, P. (2005) Conversation Analysis and language learning. Language Teaching (2005), 38: 165-187 Cambridge University Press Shin, H. (2006) Rethinking TESOL From a SOLs Perspective: Indigenous Epistemology and Decolonizing Praxis in TESOL Critical Inquiry in Language Studies 3 (23) 147 – 167. Taylor, L. (2006) The changing landscape of English: implications for language assessment ELT Journal 60(1):51-60 Wallace, C. (2006) The text, dead or alive: Expanding textual repertoires in the adult ESOL classroom, Linguistics and Education, 17, 74-90 Widdowson, H.G. (1978) Teaching language as communication Oxford: Oxford University Press. Widodo, H.P. (2006) Approaches and procedures for teaching grammar. English Teaching: Practice and Critique. 5 (1) 122-141. Zamel, V. and Spack, R. (2006) Teaching Multilingual Learners across the Curriculum: Beyond the ESOL Classroom and Back Again. Journal of Basic Writing (CUNY), 25 (2) 126-152.

A creative intervention into a multicultural education setting

A multicultural education setting should fundamentally be an awareness-raising educational setting that, for the sole aim of justifying and inspiring a progressive inter-cultural cross-fertilisation, spotlights the challenges of co-existence in a multicultural local and global environment. Therefore, multicultural education has the primary goal of inculcating students with the knowledge, skills and attitudes necessary for them to adjust voluntarily, co-operatingly and unobtrusively to the conditions and of a culturally and ethnically diverse nation, meeting these intra-national challenges and employing them constructively.A support of this assertion lies in James A. Banks’ statement, â€Å"[multicultural education] is designed to empower all students to become knowledgeable, caring, and active citizens in a deeply troubled and ethnically polarized nation and world.†However, the full implementation of the concept of an ideal multicultural education is not yet in evidence . What are generally on the ground are executions of facets of the concept, often with unsavoury and questionable unilaterality. What is outlined above is, therefore, for all practical purposes, an ideal to which every (nominal) multicultural education setting should aspire.To remedy this one-sidedness in the generality of multicultural educational settings, one will do well to adopt a creative approach to the trends currently in evidence.(A).  Ã‚   A CREATIVE INTERVENTION INTO THE CONDITION OF THE DAVIDAMBROSE MULTICULTURAL COLLEGE, MOPTI(a) CREATIVITY: A creative intervention into the multicultural education setting of David Ambrose College, Mopti, as set out in the folio, is by no means a be-all-end-all intervention; it is no ultimate answer to its dysfunction, but an attempt to uplift it, according to a conceived ideal, to more respectable heights.Creativity embraces rational and clear thinking, individual exploration of ideas and concepts, and an experimenting with the possib ly untried in an attempt to further and ennoble an existing condition..   It is â€Å"inventing, experimenting, growing, taking risks, breaking rules†¦..† Mary Lou Cook.Two popular theories of creativity will be applied towards this intervention: The divergent theory (DT) and the associative theory.The divergent theory of creativity is a theory of systematic exploration of possibilities, a theory of serendipity. This theory   suggests that in questing for a   creative solution to some problem, a broad range of ideas, concepts, suggestions and recommendation are explored, the seemingly valid as well the seemingly invalid, a process generally associated with what is called â€Å"cognitive overinclusiveness† (CO).Considered a fundamental part of the creative spirit, CO is the inclusion of the likely (apparently logical) as well as the unlikely (apparently illogical) in the range of considerations towards a solution to a problem or towards the creation of new id eas. â€Å"(a) many,   as opposed to only a few, ideas; (b) a wide range of ideas; and (c)   unusual (as well as more typical) ideas† (Boorstin) – all are put into consideration.The associative theory, on the other hand, is a theory of similarities. It arose from the observation of the tendency of creative minds to associate an idea related to the issue being resolved to another which seems to expand or clarify it. This process sometimes results in an interfusion or union of various associated ideas into a novelty which contains the sought solution.

Handloom Industry Essay

Handloom industry is a traditional and also a cottage industry in India. It provides employment to the large section of poor people. However, the role and significance of the industry to the national development is declining. In fact, the industry is facing lot of problems such as men, material, methods, machines, money, marketing and management. Handloom industry is a cottage and rural based industry and the handlooms are part of an age old Indian tradition. 35 lakhs handlooms still exist in the country and 65 lakhs people are engaged in the profession. This industry contributes 15 per cent of the total cloth produced in this country. There are 470 Handloom clusters spread in all over the country in highly decentralized manner. Indian handloom industry is the largest in the world and it is low capital intensive industry Indian Handloom Sector an Overview Providing direct and indirect employment to more than 30 lakh weavers, handloom sector is the largest economic activity second only to agriculture in India. Despite the presence of the powerloom sector in a big way along with all its advantages, the handloom sector has been able to withstand the competition. It has also proved its indispensability on certain fronts. Wave of ethnic revivalism and effective state intervention through financial assistance and implementation of various developmental schemes have brought about more than tenfold increase in the production of handloom fabrics. This sector contributes nearly 23% of the total cloth produced in the country. During the year 1996-97, a total production of 7235 million sq. metres of cloth was achieved. The Handloom Act passed by the parliament in 1985 aims to shield handloom weavers against powerloom and textile mill operators by reserving certain textile articles (presently eleven in number) for exclusive production by handlooms. Some major promotional & developmental programmes formulated by the office of the Development Commissioner for Handlooms relate to (a) input support (b) employment generation programmes (c) modernization and upgradation of technology (d) market support (e) welfare measures (f) publicity. In all the schemes emphasis has been laid on assisting handloom weavers directly, including upgradation of their skills etc. Handlooms are a part of Indian heritage, they exemplify the richness and diversity of culture and thence the artistry of the weavers. Conceptualization of the Problems At present, in the whole of Textile industry, the Handlooms-cottage sector has to co-exist with other two sectors, namely unorganized power loom sector and organized mill sector. If we look at globally, due to the huge competition of these two sectors, many developed countries gave up the handloom industry, and there are no handlooms exist at present in many of the countries. In India also, number of handlooms in different clusters is decreasing day by day. In the last fifteen years it has come down to 43.32 lakhs from 65.5 lakhs Handloom workers engaged in this sector. As the handloom industry occupies an important place due to the economic importance, it has been realized that India cannot leave away this industry as other countries did it. On the other hand, India has to pay much more attention to safe guard this industry. The causes for declining of handloom industry with respect to men, material, machines, methods, money, marketing and management categories have to be grouped in order to find the corresponding remedies. This type of analysis will help to effectively address and solve the problems faced by the handloom industry.

Foundations of Behavior Essays

Foundations of Behavior Essays Foundations of Behavior Essay Foundations of Behavior Essay Foundations of Behavior Name: Course: Lecturer: : Instructor: Date: Foundations of Behavior Positive and negative reinforcement The concept of reinforcement involves strengthening certain dimensions of behavior, for example, magnitude and rate. Positive reinforcement is a behavioral method where positive behavior is encouraged and nurtured through using positive reinforcements such as rewards. It involves the addition of an encouraging stimulus to increase a definite behavior in an individual. In terms of efficiency, positive reinforcement is better than using punishment to change the behavior of an individual. Praise is an example of positive reinforcement. When a teacher uses praise correctly, they can provide students with positive reinforcement. Negative reinforcement is similar to positive reinforcement with the difference being that it maintains or even amplifies the undesirable behavior. When a mother nags her son to take out the trash everyday and one day he does so, he is surprised that the nagging stops (Taylor et al, 2010). This illustrates the impact of negative reinforcement that will make the b oy take out the trash every week. Positive and negative punishment Positive punishment involves the attempt to decrease undesirable behavior through punishing an individual. This punishment presents an unfortunate result that follows undesirable behavior. An example is a reprimand by the teacher when a student forgets to turn off the phone in class. Positive punishment is normally initiated by another individual but it can also occur naturally. An example of this is involves one touching a hot object and it then becomes a positive punishment (Hockenbury, 2011). Negative punishment involves withdrawing a desirable object or condition in order to change the behavior of a person. It involves punishment through removal, for example, taking away a toy that made a child fight with another. In the classroom setting, some children may require more attention than others may. They get this attention by behaving badly or throwing tantrums in class. When the teacher turns their attention on the student to reprimand them, it may seem a punishment as the child is being told off. However, the child’s behavior is merely being reinforced as the next time he or she may want attention, all they have to do is cause trouble. Such behavior can be controlled by ignoring the child and punishing them in private. If such behavior is not controlled, the child will end up disrupting the learning process and the attention span of other children (Gershoff, 2002). References Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviors and experiences: a meta-analytic and theoretical review. Psychological Bulletin, 128, 4, 539-79. Hockenbury, D. H., Hockenbury, S. E. (2011). Discovering psychology. New York, NY: Worth Publishers. Taylor, C. A., Manganello, J. A., Lee, S. J., Rice, J. C. (2010). Mothers’ spanking of 3-year-old children and subsequent risk of children’s aggressive behavior. Pediatrics, 125, 5. Behaviorism approach Behaviorism is a learning theory that is based on the supposition that all things that human beings do are categorized as behaviors. Behaviorism works on the principle that individuals respond to different environmental stimuli in different ways. By studying the reactions of man to these stimuli, behaviorists can understand the human being in a comprehensive way. According to this theory, behaviors can be studied in a scientific manner while disregarding internal states, for example, emotions and cognitions that may prove difficult to measure due to their subjectivity. Rote memorization is an example of behaviorism where children commit to memory the addition and multiplication tables (Smith, 2012). Humanistic psychology Humanistic approach or humanism concentrates on the study of the whole individual. Humanistic psychologists study the behavior of the human being through observation and experience. Humanism grew because of the dissatisfaction of the behaviorism and psychodynamic approaches. The approach deals with offering a new way of understanding human nature as well as providing a diverse array of solutions for psychotherapy. The person-centered therapy technique in counseling is an example of the application of the humanistic theory. Cognitive theory Cognitive theory emphasizes the development processes of children’s thought system. Proposed by Jean Piaget, the cognitive theory addresses how the thought processes manipulate the way in which individuals interact with others and the world. According to Piaget, there were several concepts that distinguished the thought processes of children from that of adults. Piaget uses schemas, assimilation, accommodation and other concepts in trying to explain the child development process (Jago et al, 2012). The three approaches have a similarity in that they all provide valuable answers to some of the challenges in developing efficient teaching methods for children. All the three approaches are also focused on the human being as the subject of study. The humanistic and behaviorism approaches share man’s behavior as the main area of study while the cognitive theory focuses on children’s development. The behaviorism approach has been applied extensively in the studying of behavior self-modification. The humanistic approach has been used in counseling centers through client-centered therapy while the cognitive theory is useful in the education where environment where it is used in developing memory among children (Gutkin, 2002). References Gutkin, T. B. (2002). Special issue - Evidence-based interventions in school psychology: The state of the art and future directions. School Psychology Quarterly, 17, 4. Retrieved from http://psycnet.apa.org/journals/spq/17/4/339/ Jago, R., Page, A. S., Cooper, A. R. (2012). Friends and physical activity during the transition from primary to secondary school. Medicine and Science in Sports and Exercise, 44, 1, 111-7. Retrieved from ncbi.nlm.nih.gov/pubmed/21697746 Smith, S. F. (2012). A multifaceted view of complex trauma: From Freud to neuroscience, with a little behaviorism as well. Psyccritiques, 57, 27.

The Fragrance of Advertising †Marketing Essay

The Fragrance of Advertising – Marketing Essay Free Online Research Papers The Fragrance of Advertising Marketing Essay Advertising is often considered in adding in the development of stereotypes in our society. Ads cover everything from the classic â€Å"women in the kitchen routine,† to the man being portrayed as the tough rugged individual. As our society becomes more accepting the ads have become increasingly sexual, from women lying nearly nude in provocative positions to men posing shirtless with their legs open. These styles are all prevalent in the nations leading magazines, including Cosmo and Maxim. As I searched through these various magazines I saw this style repeated many times in one particular product advertisements. I noticed that more often than not, ads for perfume were highly sexualized. I choose two in particular, which follow the highly sexualized ad stereotype, as well as one that would appear to negate the repeated theme witnessed by our culture, that will be the thesis of my essay. The first ad is for Davidoff â€Å"Cool Water† perfume. This particular ad represents Susan Bordo’s idea of a stabilizing image. In this sense, the particular ad helps to contribute to our society’s view of a woman. A young beautiful woman, shown nude, lying on her stomach is certainly the way women are preferred to be seen. In order to sell their product the advertisers use this beautiful woman to have their product seem more appealing, much like any clothing ad where a skinny model is used to show off the latest pair of jeans. The advertisers hope that when other women see a beautiful model they will believe that the perfume is responsible for her beauty. The shape of the bottle poses another issue. The curves of the bottle are much like the curves of a beautiful woman. The bottle could represent the missing lower half of the model shown here. The skinny top signifying her tight stomach slowly curving into her full hips. Regardless of why the bottle is there, it still represents the beauty of a woman. The ad is a contributor to the stereotypical view of women in our society. The next ad is for Dior â€Å"Jadore†. Once again this is a stabilizing image of our society. Another young, beautiful, slightly more clad, woman is enticing you to purchase this product. This skinny model looks as if to say â€Å"You can be beautiful like me, all you need is a bottle of Jadore.† Advertisers know that all women have issues with their body and clearly exploit this fact. There are very few women in this world who would not want to look like these models. Advertisers try to connect owning their product with being as flawless as the women used to promote it. They manipulate a woman’s perception of beautiful in order to market their product more effectively. As in the previous ad, the bottle shown here is again curvaceous, another symbol of the beauty attainable by using this product. Also predominant in both ads is the use of water. In the first ad crisp blue water, matching the models eyes, with waves crashing in the distance fills the picture. The Dior ad has a more tranquil look to it. The model is immersed to her chest in a brilliant gold liquid, this time matching with her hair as opposed to her eyes. The gold color adds to the beauty of the women as well as to the appeal of the perfume. There are, however, ads out there that seem to be contrary to the normal stereotype. Referred to as â€Å"Destabilizing Images† by Susan Bordo, they often portray a man or woman in an environment contrary to our cultural beliefs. For example, it may show a man cooking dinner, or a woman in her corporate outfit working in the office. These images are not usually the first to come to mind when you think of the traditional roles of both men and women. In the Adidas ad for their fragrance â€Å"Moves† destabilizing images are present. First you notice that the women are not only clothed, they are also dressed in rather â€Å"sporty outfits.† The girl on the right has on capris and a sports bra, implying that she is actively involved is some form of athletics. The girl on the left, even though she is seen in a bikini top, is a shown wearing soccer shorts, also resulting in the athletic type of appearance. Their environment is also different. They are shown jumping on trampolines as opposed to the classic â€Å"deserted beach† look. These variations result in an ad removed from the previous stabilizing images that break away from the stereotypes of society or does it? If you take a closer look you can still see the young beautiful girls shown in the previous ads. They too have flawless bodies. Even though the girls are represented as â€Å"athletic† they most certainly don’t have the athletic style of body. The girls are very lean much like the models of any other stabilizing image. Even though the girls are shown with more clothes than the previous ads, the bare stomachs and exposed legs add to the sexuality of the ad. Also, written across the ad is the line, â€Å"For all the ways you play,† a sexual innuendo? I believe so. So at first glance this ad may seem to be a contradiction of modern societal views but it is still nothing more than a â€Å"complicated and bewitching tangle of new possibilities and old patterns of representation,†(Bordo 167) Advertisers follow trends in society. At the current time thin women are praised in our society. Advertisers know this and use these stereotypical women to promote their products. Many people, however, argue that people’s views are controlled by what they see. Therefore our nations infatuation with skinny women would supposedly have been started by advertisements. In the early part of the 1900’s, however, large women were the rage. Men were more interested in large busted, full figured women. As the nation grew, however, and became more health conscience there was a change to women of leaner statue. As our nation changed its perspective on women, the ads had to follow and give their public what it wanted. Now ads are filled with lean beautiful women because that is what people want to see. These are representations of what people wish they could look like. In all three of the ads I explained, beautiful women were used as an enhancement of their product. This is the trend found in all sorts of products. Skinny beautiful people are what our society wants to be and that is what the advertisers supply us with. 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Teflon Essay Example | Topics and Well Written Essays - 2250 words

Teflon - Essay Example Years after its discovery, it is commercially produced and sold in 1946 while the acquisition of DuPont of Kinetic Chemicals paved way for the usage of PTFE in consumer goods (DuPont 2008). The manufacture of Teflon is modified in order to suit the specific application where it will be utilized. Some of the processes remain proprietor secrets for manufacturers in order to safeguard their competitive advantage. Scientifically, there are two ways of making Teflon. One is through suspension polymerization while the other is through dispersion (Teflon 2008). The starting point for each of the two methods is the synthesis of tetrafluoroethelyne which is undertaken by combining its three components namely fluorspar, hydrofluoric acid, and chloroform in chemical reaction chambers. The main difference between the polymerization processes is by the amount and the strength of force used. In suspension polymerization, the next step will be the addition of water and a reaction agent inhibitor which will cause the TFE to polymerize. On the other hand, the dispersion process introduces TFE into the water-filled chamber together with the initiating chemical. The suspension process requires vigorous shaking while in the dispersion, the reaction is facilitated through gentle agitation only. Thus, tinier beads are formed in the second method making it suitable for metal and fabric coatings (Teflon 2008). The outlined manufacturing process creates a white solid substance with a density of 2.2 grams per square centimeter. Teflon is also known as the solid with the lowest coefficient of friction next to diamond carbon at 0.1 or less which gives it its most notable characteristic of being very slippery and non-stick. Teflon also has very high corrosion resistance making it non-reactive to substances like ozone, chlorine, ammonia, and others. Because of this, Teflon is also non-wetting and adhesion is less likely. Even at extreme temperatures, Teflon maintains its form because of the strong bond of the chemicals comprising it (Polytetrafluoroethylene 2008). Use of fluoropolymers The unique properties of PTFE makes it suitable for various applications in numerous fields namely cookware and medical devices. Manufacturers in these industries have long relied on the characteristics mentioned above in designing more efficient products which can be used by customers in their everyday lives. Aside from these fields, PTFE is also present in more devices and instruments which are indispensible to a typical consumer. Since Dupont holds the copyright for Teflon, cookwares with this brand of non-stick coating source their PTFE from the company. In their manufacturing plant, PTFE is applied directly in the metal surfaces pots and pans. In a normal process, two coatings are sufficient however, some manufacturers sometimes give up to three coatings to achieve the desired output (DuPont 2008). Teflon has become an essential in kitchens because of its ability to make cookware non-stick and easier to clean. The product also gains popularity because of the growing health consciousness globally. As Teflon is non-stick, it enables consumers to fry eggs or sausages without using oil or butter

Hatshepsut Research Paper Example | Topics and Well Written Essays - 1500 words

Hatshepsut - Research Paper Example III. Analysis of Hatshepsut A. The World Scene 1. Hatshepsut ruled Egypt for about twenty-two years from 1479 to 1458 B.C 2. Hatshepsut faced problems related to gender discrimination in leadership positions, and typical feminine representations. 3. Several factors around Hatshepsut facilitated her reign and success as an Egyptian pharaoh, such as the death of Thomose I, absence of appropriate successor, and Egypt’s wealth as well as peace. B. Actions of Hatshepsut 1. Hatshepsut is renowned as a prolific builder because of her spectacular Egyptian monuments and temples featured in ancient Egyptian history. 2. Hatshepsut attained significant achievements in trade and military expeditions. C. Impact of Hatshepsut 1. Hatshepsut provides an affirmative perspective on women leadership 2. Hatshepsut revealed the need for women to stand against discriminative policies and rules. 3. Hatshepsut’s made exceptional contributions to politics 4. Hatshepsut made contributions in arch itectural designs through her creative concepts embedded in monuments as well as temples. IV. Conclusion A. Hatshepsut was an influential leader whose actions and decisions affect the history of the world, especially Egypt. B. Historical figures make great history Hatshepsut’s Historical Contributions Introduction Historical figures are significant contributors of world History. The apparition of their intellect, exquisiteness of their art, their divine inspiration as well as leadership prowess results to enhancement of the world’s history. Some historians argue that societal, economic, and technological aspects are more imperative to history compared to individuals’ actions and decisions. However, historical figures or great men are credited for various essential developments in the past that significantly feature in contemporary recorded history. This paper will analyze Hatshepsut’s contributions during her reign as an Egyptian pharaoh with respect to t he Great Man theory by Thomas Carlyle, and it will also attempt to reveal the importance of historical figures’ actions and decisions in history. Analysis of Hatshepsut Background Hatshepsut was Thutmose I and Queen Ahmose’s eldest daughter, wife to Thutmose II, mother to Neferure. Hatshepsut was one of the renowned, triumphant pharaohs as well as famous female-ruler in history, whose time in power superseded those of other women in the native Egyptian dynasty. The name Hatshepsut refers to the â€Å"most noble of noble ladies† signifying her unprecedented power attainment among ancient Egyptian women, and eventual crowning as pharaoh during the eighteenth dynasty. Hatshepsut initially acted as a co-regent to her stepson; Thutmose III, but she became pharaoh after about seven years. This marked Hatshepsut’s desertion of Queen’s roles as well as titles with the commencement of her reign as a female and conventional pharaoh. Hatshepsut reputation as a remarkable pharaoh is associated with various outstanding activities that took place during her reign. These included her participation in trade as well as armies expeditions, construction of some of the greatest Egyptian monuments, and acquisition of male roles in her leadership as pharaoh. Furthermore, Hatshepsut remained in power as pharaoh for twenty-two years before the reign of her successor, Thutmose III (Hill 3). The World Scene Hatshepsut ruled Egypt for about