The Trojan War essays

The Trojan War essays I am doing my report on what happened before and during the Trojan War. The Trojan War was a war that Greece and Troy fought. The story of Troy is over 3,000 years old. The ancient Greeks sang the story of the war from memory. This war involves gods, half-gods, and mortals. The first book of the Iliad and the Odyssey was written in English in 1475. Most people have heard the ending, but the way it started should have been a happy thing, but it ended up bad. Hecuba, the queen of Troy, had a baby. Prophecy said that the baby would someday burn Troy down. So, when the baby was born, the King took the baby and went to kill it, but he couldnt. Then he gave it to a servant to kill. The servant took it to the top of a mountain and left it there to die. Then, when he returned five days later, he saw the baby being nursed by a female bear. He thought the baby was destined to live, so he secretly raised the baby. The babys name was Paris. When he grew up he was a cowherd. Now this boy was a very good judger; he judged contests between bulls. Zeus, the ruler of Mount Olympus (also known as the god of lightning), noticed that Paris was a very good judger. What he noticed came in useful during a wedding he went to. Two gods were getting married. Every god was invited except for Eris, the goddess of strife. Eris snuck in to the room, throws a golden apple into the party. The apple said, To the Fairest. The goddesses started to argue. Hera said, Im the most beautiful. I should have it. Then Athena said, Im more beautiful than you are, Hera. I think I should have it. Aphrodite said, Im more beautiful than all of you. I should have it. The goddesses asked Zeus who should have the golden apple. Zeus knew that if he picked one of the gods, the two others would be angry at him. So he remembered Paris was a good judger, so he gave to...

22 Signs Your Boss Hates You

22 Signs Your Boss Hates You We all think from time to time that our bosses hate us.   Rest assured, 9  times out of 10, the problem is entirely in our heads. But just in case you’re in one of those rare situations, it’s best to know the truth. At least that way you stand a chance of changing his or her view of you. Here are 22 possible signs that your boss  probably hates you, a lot.1. Your gut tells you soYou’ve just got a bad feeling about it. Are you usually spot on with your gut feelings? If you are, you might consider taking this as a preliminary clue, rather than as a sign that you are crazy or overly anxious.2. You’re out of the loopYour boss doesn’t come to you with tasks or questions or involve you in big decisions and discussions. In general, you’re not asked for input on anything of import, which may mean you aren’t valued.3. He doesn’t look you in the eyeThis could be a sign that your boss  is harboring a bit of hostility and would rath er that go undetected. Also eye contact in general signals a certain degree of attention and trust, which you aren’t getting.4. She never smiles at youOr even around you. If this can’t simply be explained by a mood swing or a bad week, then you might start asking yourself questions.5. You’re the only one getting micromanagedMicromanagers are the absolute worst. But if you notice that no one else in your office is being subject to the same treatment, that’s a surefire sign you’re on the naughty list.6.They avoid youIf your boss is always nipping out of the room when you enter, waiting for another elevator, swerving around a cubicle to avoid your eye, and never overlapping during your main work hours†¦something is up.7. You barely existYour boss doesn’t acknowledge your presence or arrival with a simple nod or hello or â€Å"have a good night.† Seriously, how hard is that? There has to be a reason.8. You’re getting monosylla blesAll your questions, even â€Å"How are you?†s are met with one word answers. And emails are perfunctory with no nice greetings or signatures. Basically, if you feel you’re getting the silent treatment from a teenage girl.9. Bad body languageCrossed arms, impatience, not looking up when you enter their office†¦ and generally projecting an air of standoffishness.10. You’re in email jailWhereas your boss routinely has small meetings or conversations with your coworkers, she communicates with you solely over email, as if avoiding face time.11. You’re not on the insideAnytime there is a special project or important meeting, you’re not involved.12. She keeps her door closedThough, that might be a sign that your boss hates everyone, not just you.13. The wall of â€Å"no†You can’t get anything right. Every suggestion you make is put down. Every answer you give is corrected. You ask for something and you get a big fat â€Å"no.† It’s even more telling if your boss is not like this with your other coworkers.14. He  doesn’t ever get personalEven in a particularly all-business office, personal conversations crop up now and again. If your boss is asking your coworkers about their kids and weekends and hobbies, but never you? Bad sign.15. You get all the grunt jobsYou keep getting assigned all the jobs that no one else would touch with a 10-foot pole, well below your pay grade and experience.16. She’s stingy with the feedbackEven when you ask for it. She doesn’t seem to care whether you progress or your work improves. This sort of indifference is not good for your relationship or your career.17. She gives you plenty of feedback (negative, and publicly)You’re voted Most Likely To Get Dressed Down at the Meeting. If your boss is going out of her way to embarrass or humiliate you, you’re in big trouble. That disrespect is highly unprofessional, so it’s probably c oming from somewhere deep.18. You’re not in on the jokesIt’s like middle school all over again and you’re on the outside of all the inside jokes. If there’s a lot of banter in your office and you never have to take a turn getting roasted, that could also be a bad sign.19. He takes the creditEvery good thing you manage to accomplish, and every good idea you have, seems to be presented in the end as his.20. Your good projects get reassignedThe one thing that kept you getting jazzed about coming into work? Gone next Monday. Given to someone else with little explanation. It’s like someone took your toy away.21. You hear the phrase â€Å"personality clash†If your boss says something like this out loud to describe your relationship, then chances are she doesn’t like you very much. This is polite speak for I HATE YOUR GUTS GET OUT OF MY FACE.22. You seem to make her  horribly impatientYour boss has all the time in the world for the office dunce, for other people’s mistakes, but zero for you. She’s always short and curt and jiggling her foot.If any of these 22 warning signs ring true for you, it might be worth a conversation, a strategy on how to change the situation, or even a search for another job. But, like we said, better to know!

Diane Meyers' Feminist Perspectives on the Self, Essay

Diane Meyers' Feminist Perspectives on the Self, - Essay Example This continues to perpetuate the idea that females are somehow secondary. This has led many women to lose or never develop a sense of self identity and autonomy. Modern feminists, like Diane Meyers, feel that in order for woman to gain a proper identity, sense of self and true equality it will require complete reforming or completely inventing new philosophies with the intention of elevating not diminishing woman. History There is a distinct difference between sex and gender. Biologically speaking, sex refers to the genetic determination, sex organs, and levels of hormones. However gender is something different. People’s gender identities are not always in agreement with their sex organs; as in the case of the transgendered, for example (Gender spectrum).Western philosophy prefers to see the world in a far more black and white, hence male and female kind of world. Much of U.S. perspectives are guided by Christian ideologies that are renowned for elevating the value of men and diminishing and limiting the place of woman. Gender in modern society is a matter of learned behaviors and indoctrination to behave appropriately for their sex. This is reflected daily in the purchasing of pink clothing, baby dolls, and toy sewing machines for girls, while boys receive blue clothing, dump trucks, and play weapons. From the day you are born to the day you die social structures and gender traditions will dictate who we are and who we become based, primarily, on whether we are male or female (Dietert, and Dentice 121). Discussion Once we are ingrained with the ideas of our gender identity taught to us by others, anything that varies from that may seem wrong, freakish, and makes changing quite difficult. She identifies women can never gain a sense of self identity or autonomy in modern society as long as society is working with the principles founded on male dominant ideologies. She believes existing society is far to andocentric, or male dominant, it by nature demeans females as secondary and it works continually perpetuate make dominance and control (Meyers). For example, a recent cases involving courts giving dirty cops a free pass and refusing to prosecute and officer accused of rape. Men protecting men from accountability in the crimes against women is the truest example of male dominance. (Bennetts ) In order for woman to gain a sense of self identity, autonomy, and true equality is to restructure outdated, male dominated, and offensive concepts it will be necessary to rethink the activities of motherhood, developing ethics of care, exploring separatist practices, and re-conceptualization of the definition of autonomy. Motherhood has always been perceived by the male dominated society as actions that were biological imperatives and instinct. However, in the modern era mothers like Susan Smith and Casey Anthony are not at all women that are naturally meant to be or are capable of being good mothers. In other words, being a good mother is a mo ral and ethical choice that women make, which means they are capable of thinking, being moral, and ethical people. Women have been referred to as somehow morally inferior to men because they are not capable of applying morality, logic, or wisdom due to their very emotional tendencies. This, also, reflects back to Christian ideologies, Eve disobeyed God and tricked Adam into eating the apple and apparently every female,

Assignment Example | Topics and Well Written Essays - 500 words - 228

Assignment Example The executive director of New Yorkers Against the Death Penalty David Kaczynski claimed that medicine is supposed to heal people; it is not sets as its purpose to heal them in order to kill. There appears to be a strong controversy. One point is that he conducted a crime and deserves death penalty. Another point is that he is not sane to be executed. Thus, Singleton has to bear the responsibility for own actions. The goals of court and medicine appear to be in a conflict regarding this issue. There are three main possible outcomes: he is being cured and killed; he is insane and would not be executed; he remains insane but still he is being executed – without conscious perception, just murdered like an animal. Each argument has its sense. Supporting the first variant, I cannot accept the second one. If a person conducted a crime, he has to face the consequences. If he is already a death row prisoner, no reason could be strong enough to change the decision. Another aspect is that he has to be conscious enough to realize the weight of the crime he conducted. Just eliminating him may help society, yet such extent of punishment has no conscious and moral element. There is a probable claim that medications and efforts of doctors are applied not properly. Doctors spend their time, drugs are bought and used for accomplishing a short-turn goal – to heal to execute immediately. It all may happen the same time when people are ill and suffering, they may have no money to buy medications; while the government spends money and medicine for those who will be executed shortly. It is a kind of waste of resources. If there is a person, who is dangerous and destructive, he or she has to be isolated; murder is a reason for death penalty. There are objections to such measure of punishment and debates are still held. Anyhow, doctors and medicines have to be used for healing people. Medicine values reject healing for killing. I would

Switching WhitePaper Essay Example for Free

Switching WhitePaper Essay Source MAC addresses are learned from incoming frames. A table of MAC addresses and their associated ports are built and maintained. Unknown unicast, broadcast and multicast frames are flooded to all ports (except the incoming port) Bridges and switches communicate with each other using spanning tree protocol to eliminate bridging loops. Layer 2 Switching A layer 2 switch performs the same functionality as a transparent bridge, however a switch is like a multiport bridge that performs hardware-based-bridging. Frames are forwarded using specialized hardware, called application-specific integrated circuits (ASIC). This hardware gives switching great scalability, with wire-speed performance, low latency, and high port density. As long as Layer 2 switch frames between two Layer 1 interfaces of the same media type, such as two Ethernet connection or an Ethernet connection and a Fast Ethernet connection, the frames do not have to be modified. However, if two interfaces are different media, such as Ethernet and Token Ring or Ethernet and Fibre Distributed data Interface (FDDI), the Layer 2 switch must translate the frame contents before sending out the Layer 1 interface. Layer 2 Switching One draw back to Layer 2 switching is that it can not be scaled effectively. Switches must forward broadcast traffic to all ports, causing large switched networks to become a large broadcast domain. In addition, STP can have a slow convergence time when the switch topology changes. Layer 2 switching alone can not provide an effective, scalable network design. Layer 2 Switches Functions: Source MAC Address learning Filtering/ forwarding Loop avoidance Frame Switching Modes Store and forward Cut through Fast Forwarding Fragment Free Layer 3 Switching Packets are forwarded at Layer 3, just as a router would do. Packets are switched using specialized hardware, ASIC, for high speed and low latency. Packets can be forwarded with security control and quality of service (QOS) using layer 3 address translation. Layer 3 switches are designed to examine and forward packets in high-speed LAN environments. Whereas a router might impose a bottleneck to forwarding throughput, a Layer 3 switch can be placed anywhere in the network, with little or no performance penalty. Layer 4 Switching Packets are forwarded using hardware switching, based on layer 3 addressing and Layer 4 application information. (Layer 2 addressing is also inherently used) Layer 4 protocol types (UDP or TCP, for example) in packet headers are examined. Layer 4 segment headers are examined to determine application port numbers. Allows finer control over movement of information. Layer 4 Switching A Layer 4 switch must allocate a large amount of memory to its forwarding table. Layer 2 and Layer 3 addresses have forwarding tables based on MAC and network addresses, making those tables only as large as the number of network devices. Layer 4 devices, however, must keep track of application protocols and conversations occurring in the network. Their forwarding tables become proportional to the number of devices multiplied by the number of applications. Multilayer Switching Packets are forwarded in hardware that combine Layer 2, Layer 3, Layer 4 switching. Packets are forwarded at wire speed. The traditional Layer 3 routing function is provided using Cisco Express Forwarding (CEF), in which a database of routes to every destination network is maintained and distributed to switching ASICs for very high forwarding performance. Multilayer Switching Cisco switches perform multilayer switching at Layer 3 and Layer 4 The Catalyst family of switches cache traffic flow based on IP addresses. At layer 4, traffic flows are cached based on source and destination addresses, in addition to source and destination ports. All switching is performed in hardware, providing equal performance at both Layer 3 and Layer 4 switching. Reference: http://www.lantronix.com/resources/net-tutor-switching.html http://www.cs.virginia.edu/~cs757/slidespdf/757-01-CommNetworks.pdf

The Ethics of Stem Cell Research Essay example -- Genetic Engineering

According to the National Institutes of Health (NIH), stem cells are 1 "Cells with the ability to divide for indefinite periods in culture and to give rise to specialized cells." Stem cells are basically unspecialized cells that can, with proper physiologic or experimental conditions, become specialized cells. Specialized cells are usually called differentiated cells. These differentiated cells can then be used to repair damaged cells and eventually cure many diseases and disorders in humans. This could revolutionize the way society treats health issues. Instead of trying to destroy and sure a disease or disorder, doctors could simply grow new cells that would be able to repair or replace the damaged cells and tissue. Adult Stem Cells There are two major types of stem cells, embryonic and adult stem cells. Adult stem cells are the undifferentiated cells that are found in tissue and organs in adults. These cells are usually found mixed in with differentiated cells. These cells are used to repair and maintain the tissue in which they are found. Research of adult stem cells began in the 1960?s when scientists discovered them in bone marrow. Stem cells from bone marrow have been used in transplants for the past 30 years. Currently, scientists are unsure as to how adult stem cells develop. A major advantage to using adult stem cells is that each patient?s stem cells can be extracted, grown, and then reinserted into their body. This would ensure that the immune system would not reject the new cells. One of the problems with adult stem cells is that there are a very few number of stem cells in a sample of tissue. Another problem is that scientists are unsure about the flexibility of adult stem cells. Since they are found only i... ...ws-item94.htm >. Stem Cell Basics. 2002. National Institutes of Health (NIH). 16 Nov. 2003. ?Stem Cell Debate Revives an Old Ideological Battle,? New York Times [NY] 6 Jul. 2001. first ed.: A17 ?Stem Cell Research; Global Differences: As the U.S. Hesitates, Other Countries Move Ahead With Studies on Embryos,? San Jose Mercury News [CA] 7 May 2002, morning final: 1E. ?Tangled Issues In Congress: Cloning and Stem Cell Study,? New York Times [NY] 31 Jul 2001, first ed.: A17 ?Use of Cloning to Tailor Treatment Has Big Hurdles, Including Cost,? New York Times [NY] 18 Dec. 2001 first ed.: F2 What Are Stem Cells and What are They Used For? 2002. How Stuff Works. 15 Nov. 2003. . P1.http://www4.od.nih.gov/stemcell/figure1_primer0902big.jpg

Relation to God-Talk Essay

In his writings, St. Thomas Aquinas made possible the merging together of classical philosophy and Christian theology. Within this universe of discourse, one may agree that it is important for human beings to have the correct idea about God’s will. In as far as the Catholic faith is concerned, the need to arrive at a fuller understanding of God’s will serves as both the sufficient and necessary condition for the institution of the Creed. A person’s idea about will of God would ultimately determine the kind of life that a person would lead; the direction that a person would take. However, not all human beings are willing and able to seek the will of God in the Scriptures. Aquinas’ knowledge by analogy makes possible the tasks of understanding God and teaching the will of God. â€Å"Aquinas uses these analogies or examples to illustrate how the scientific form of sacred teaching might work† (Brown, 1999, p. 4). By analogy, Aquinas understands it to be an ontological term. The term refers to the nature or being of a thing. Thus, in this universe of discourse, analogy refers to the nature or being of the God. The concept of analogy implies is that what is in God is also in us (human beings). Such analogical relationship between God and us accurately captured by the concept of resemblance. By resemblance, Aquinas points out that human beings are (in some degree) what God uniquely is. Such a relationship is analogical because we are linked together by common attributes. In short, there is something within us that we share with God. Wisdom, for example is both in God and human beings although differing in degree and the manner in which such knowledge is attained. In the final analysis, understanding God and the will of God becomes a possibility because of knowledge by analogy. God-Talk becomes possible because there is something within us that we share with God. By painstakingly studying the Scriptures and employing deductions, it is also possible to arrive at a systematic body of knowledge like the Creed which would constitute the doctrine of the Church; helpful not only to the theologian but for the average believer. Reference Brown, S. F. (Ed. ). (1999). On Faith and Reason. Indianapolis: Hackett Publishing.

Inclusive Learning Essay

We cannot assume that just because a teacher teaches, a learner learns. The process is far more complex than one of received input and intended outcome. This is because teachers, when engaging with learners, are not involved in programming machines; the learning process involves humans who are diverse in their needs, development, attitudes, values and beliefs.  (O’Brien & Guiney, 2001, p. 2) Whilst studying inclusion for this assignment, I have learned much about the ways in which children learn. Yandell (2011) argues a similar point to O’Brien and Guiney (2001), which is that for pupils to learn, the learning needs to be more than a teacher giving mountains of information. Both in researching and in teaching a scheme of inclusive lessons, I have learned that teaching needs to be differentiated for the variety of children in each class. In my own experience, having taught a class consisting of thirty pupils, two of whom are hearing impaired children and seventeen pupils for whom English is an addition language, â€Å"reasonable adjustments† (Rieser, 2002, p. 259) made to make the curriculum accessible for one pupil can be greatly beneficial for others in the class also. Anything the teacher does in the classroom whilst focussing on one group will impact on the others. It is these reasonable adjustments which form the basis of inclusive learning, as the need s of each pupil will vary depending on anything from preferred learning styles to whether the child has a profound barrier to learning. Reddy (2004) writes about the needs of pupils with hearing impairments, and relates these to Maslow’s Hierarchy of Needs. He also provides some teaching strategies to ensure these needs are met in order to allow a hearing impaired pupil to inclusively take part in the lesson. The lowest sections on the hierarchy are the physiological needs and the safety needs (Maslow, 1970, p. 22). In terms of planning inclusively for hearing impaired pupils, the reasonable adjustments should be to ensure the safety and physiological needs of all pupils are met. This influenced the lessons I have taught, as I have been sure to include a variety of visual, auditory, kinaesthetic and tactile learning episodes. When straining hearing and lip reading for a long period of time in discussion, the eyes and ears can become sore and in need  of rest. It is important therefore, that I provide pupils with a list of key objectives and a plan prior to the lesson so that they are able to know exactly whe n it is necessary to listen hard and to ensure they are lip reading. The variety of tasks also allows for rest breaks for the senses which have been used earlier in the lesson, so that pupils do not experience pain and become frustrated and irritable. To help support this physiological need for comfort, I also ensure that background noise is at a minimum during learning segments when concentration is necessary, as without this it can be painful for a student wearing a hearing aid (Reddy, 2004, p. 178). Butt too, agrees that learning is a more social experience than a teacher transmitting knowledge to students. He states that â€Å"simply listening to the teacher will rarely constitute effective learning for most students. The teacher has to plan and prepare for all the students in the class – an act of differentiation† (Butt, 2006, p. 39). He continues, [as a teacher,] â€Å"your aim should be to keep all students engaged and interested in the learning that you are planning† (Butt, p. 40). He also discusses the reasons why this is difficult; there are an infinite amount of learning styles and educational demands in any one group of children. By changing the task and keeping a quick paced classroom for the hearing impaired pupils, each of their classmates are experiencing a variety of learning styles also. This is beneficial for keeping all my pupils engaged and interested in the learning. Likewise, in order for pupils to concentrate, silence can be beneficial more many more pupils than those who are hearing impaired for their physiological needs to be met. Also, providing all pupils with the same plan and key objectives prior to the lesson not only allows for the hearing impaired pupils to feel as though they are being given the same instruction as their classmates, but also provides all pupils with a prior knowledge of what is most important to listen explicitly to and to makes notes on, meaning more effective learning can take place. Therefore, I have come to understand this differentiation strategy as simply being best practice for all learners in an inclusive classroom. A number of researchers have argued that explicitly teaching the big ideas of a discipline is crucial for students with disabilities. Motivation is ensured when we continuously return to a small number of known big ideas (Gore, 2010, 76). If pupils are given a lesson plan and a very short amount of key objectives, they can see that their  learning is contributing practically towards something. â€Å"Motivation is an essential factor for learning to take place; it is considered to be the driving force behind learning† (Reddy, p. 178). Aware of pupils’ history Establish good relationships and trustEstablishing Lessons contain explicit valuemotivation Listen to all pupils patiently Accept all feelings, frustrations and fears (Reddy, p. 178) In terms of Maslow’s hierarchy, in order for pupils to feel comfortable they must feel some element of success in order to be motivated. Often, hearing impaired pupils show signs of difficulties throughout their academic career and this may become a reason for de-motivation. There are a huge number of inclusion strategies which can aid motivation, and thus maintain an inclusive classroom. OFSTED regularly report a lack of differentiation, appropriate challenge, insufficient motivation and poor pacing (Butt, p. 41). In a recent report, OFSTED wrote about motivation being the; â€Å"inspiring of young people, building their self-esteem and helping them to progress† (Ofsted, 7th Nov 2011). Learned helplessness is what Seligman (1975) calls low achievement motivation. In general, adolescents with learning difficulties demonstrate lower achievement motivation towards school work, except for in areas where they experience success. After repeated failures students quickly learn that they cannot succeed in school and become de-motivated and frustrated (Gore, p. 21). Frustration is reduced when students understand what they are supposed to do. Inclusive teachers communicate to pupils exactly what is expected to be learned. By providing both written and oral instruction sequencing is facilitated (Gore, p. 30). As all children have the right to learn, it is inclusive practice to ensure that all pupils know exactly what the instruction is. In my classroom, it is imperative that I repeat instructions as with seventeen students for whom English is an additional language and two hearing impaired pupils, there is a good chance that instruction can be misheard or misunderstood. Paiv io’s dual coding theory (1990) refers to teaching visually and auditory at the same time. It posits that the more neural paths that a memory involves, the  more likely it is to be accessed at a later date (Gore, p. 25). With my class, I have found that providing both oral and written instruction reduces frustration and increases motivation. The instructions given must follow three rules; â€Å"explicitness, structure and repetition† (Gore, p. 23). Even classroom rules can be displayed obviously in the classroom and referred to whenever they are broken by bad behaviour. Research has been done to show that students with learning difficulties are more likely to notice salient information than the critical information that teachers direct them to observe, as they have difficulty discriminating between the critical and the irrelevant (Gore, p 15). By reading and hearing a small number of bullet pointed instructions, confusion is eliminated and attention is captured, ensuring all pupils can understand exactly what is necessary for a task to be undertaken correctly. These instructions are given orally, shown on the interactive whiteboard and a copy given on work sheets to provide ample repetition. This allows for a much bigger chance of success and thus motivation for all pupils. Another way to ensure inclusion is the way in which you use room layout. In the class I picked for this assignment, I have chosen to seat both the hearing impaired students at the front of the class next to each other. This way I can oversee the work they are doing without causing embarrassment, and I can subtly ensure they are completing the correct task. I can also make sure that when I have finished explaining, they are the first pupils I go to when circulating the room. On either side of them I have picked a student from their friendship group who copes well with work. I think this works well, as when working in pairs, the hearing impaired pupils are less uncomfortable when talking either to each other or to their friends than they would be someone who they were nervous or shy about their impairment around. I can then have these pairs of friends be reading partners, whereby fluent readers help the other pupils who are less advanced in their reading skills (Fleming, 2000, p. 59). Pupils with hearing impairment often struggle with grammar and cohesion in writing; they â€Å"exhibit linguistic difficulties† (Reddy, p. 165). In order to combat this, schemes need to be planned with modifications not only to what we teach, but how we teach it in order to make the curriculum accessible for all the pupils in the class, for example as suggested by Purdie (2000), by teaching phonics (Clough, 2002, p. 165). Although planning has to be done primarily  on the class level, consideration of the need for differentiation in the case of particular individuals is suitable. Getting to know your students as individuals is therefore an important first step (Butt, p. 45). As writing can be a very solitary experience, this may not be the preferred learning style of the class. Writing needs to be scaffolded when this is the case, as it is for my class. When writing creatively, for example in the lesson where my students write a diary entry on a gas attack, we first looked at real gas masks, followed by real gas attack posters, and then created sentence starters together on the board. This scaffolded the writing process by providing opportunities for the auditory, kinaesthetic and tactile learners to learn at their fullest potential also. Reading makes up a large part of the national curriculum, and is something which the hearing impaired pupil can be given opportunities to succeed with. â€Å"Modelling and imitation are important learning processes† (Reddy, p. 167) and this is something which I carry out daily in the classroom, particularly when reading a text. I will model the most important sections of each chapter and invite other readers to read aloud other more descriptive sections. Although not always available, I would also aim to use a loop system which would enable pupils to hear the other, perhaps quieter pupils reading, more effectively. This ensures that I am able to assess how pupils can read aloud whilst allowing those who struggle hearing to understand the text thoroughly. However, in my class, for hearing impaired pupils and those for whom English is an additional language, reading aloud can be feared greatly. In order to provide inclusion for these pupils, it is possible for them to have prepared passages beforehand (Fleming, p. 59) by allocating sections to be read aloud the following week or lesson. For one of my hearing impaired pupils and for a couple of EAL pupils I selected, this worked extremely well, as the child was prepared for reading aloud and could practice the section in advance knowing that they would have to read aloud. I chose to not ask the other hearing impaired pupil to read out in front of her classmates, as her impairment is mor e profound and if affects her speech. She is very withdrawn and shy around most people in the class and I thought that it would be unwise to ask her and risk her embarrassment and further de-motivation. Instead, she is seated next to a friend for peer tutoring. This term refers to reciprocal tutoring of students with similar achievement which is  relevant here; the pupil does not struggle with reading alone as shown in comprehension tasks, but with reading aloud. Peer tutoring can increase pupils’ motivation and persistence because of the adolescents’ social drive (Gore, p. 64-65). It is for these reasons that peer tutoring not only benefits the pupil with a barrier to learning, but the ‘tutor’ in the pair also. I have therefore arranged the seating plan for all pupils to be seated next to someone with a similar ability, so that all pupils can benefit from peer tutoring. As learners handle content differently, they should be given opportunities to be more active than passive; understanding, processing, applying, storing and passing on information in peer tutoring is a good way to ensure all pupils have consolidated learning (Butt, p. 39). Becoming an inclusive teacher is particularly difficult when a trainee, as it is imperative that you know your pupils. Inclusion can be as simple as having a pupil’s favourite cartoon character appear on a presentation to increase interest and motivation, or needing to know their exact reading and writing ages or ability, so as not to de-motivate them with work which is impossible for them to complete. A competent and inclusive teacher will say, â€Å"this may be tough† instead of â€Å"this will be easy† to give room for students to feel inflated when they are successful (Reddy, 169). Once the teacher knows their pupils, work can be differentiated so that each and every one of the class has the opportunity to reach their fullest potential. This could be in the form of preferred learning style, tailored resources, lots of formative assessment, higher/lower order questions, use of a teaching assistant and various other teaching strategies. It is important to remember when planning a scheme, that pupils may struggle and become de-motivated with one aspect of learning and thrive in another, and so therefore it is necessary that the teacher is a learner also. The most important lesson I have learned during my time with this class, is that successful inclusion strategies are not only for those pupils who you think may need it the most, but are beneficial for all pupils in the classroom. My idea of inclusive learning has altered hugely whilst researching for this assignment, as has my idea of what the role of a teacher is. The teacher’s main role is to ensure that all pupils learn, and that is simply impossible without inclusive teaching strategies being employed.

Theatre in Changing Society essays

Theatre in Changing Society essays Theatre will always survive in our changing society. It provides us with a mirror of the society within which we live, and where conflicts we experience are acted out on stage before us. It provides us with characters with which we identify with. The audience observes the emotions and actions as they happen and share the experience with the characters in real time. The survival of theatre lies in the very nature of humankind: its inner voyeuristic drive. The desire to watch other people dealing with their conflicts and fates challenges as well as reinforces values and the morality of society. The theatre provides an exciting opportunity to watch stories and situations as if they were real life, showing us the truth of our nature. For as long as humankind exists, theatre will always take on an important function within its cultures. Through theatre, a culture expresses itself, reflects its society, and displays its individuality. It invites people to experience other cultures. Nevertheless, the question at hand is whether theatre will have a role in the society of the future, where cinema, digital television, and computers will continue to expand and grow. The answer to this question is yes. Heading into the 21st century, theatre will only be a fraction in a solid media industry. However, despite all the excitement technology brings with it, they will never replace theatre because it has something that can not be recreated or offered anywhere else. The cinema and its larger than life world appeals as an affordable alternative. Digital television provides digital interaction between the viewer and the producer. Theatre on the other hand, and its contents may take on a larger dimension, but we receive it directly in flesh and blood one to one. The magical atmosphere between an actor and spectator who are constantly aware of each other and the theatres level of engagement is fundamentally more human and ...

Get Ahold Of

Get Ahold Of Get Ahold Of Get Ahold Of By Maeve Maddox A reader objects strongly to the expression â€Å"get ahold of,† viewing it as an example of â€Å"the slang [that is] slowly and insidiously debasing English.† I wouldn’t go so far as to say that. Both the Oxford English Dictionary and Merriam-Webster provide entries for ahold. The OED lists ahold as an adverb. The first definition is for an obsolete nautical term meaning â€Å"at a position close to the wind.† The second definition given is â€Å"So as to hold on to someone or something.† The earliest citation for this use is dated 1850; the most recent, 1994. Both are from American sources: â€Å"The good sailor who had caught ahold of her when she was fallin, told her to cheer up.† (1850) He grabbed ahold of the branches of the fallen aspen. (1994) The OED labels this use of ahold â€Å"chiefly regional† and â€Å"nonstandard.† The American dictionary M-W has two entries for ahold, one as an adverb and one as a noun. The adverb entry gives only the obsolete nautical definition. The noun entry views ahold as a â€Å"dialectal† version of â€Å"a hold.† According to this definition, ahold functions as a direct object in the expression â€Å"to get ahold of.† The Cambridge Advanced Learners Dictionary includes definitions of â€Å"to get ahold of† without labeling the expression as regional or nonstandard: to get ahold of something: to get something. â€Å"Drugs are too easy to get ahold of.† to get ahold of someone: to find or communicate with someone. â€Å"I’d like to get ahold of Debbie and talk to her about this.† These uses of ahold may be nonstandard, but they have certainly progressed beyond regional status. Here are some examples from the media: I have no idea where he would have gotten ahold of German pornography.  (Station director Ed Harken in the film Anchorman.) Im wondering who could have got ahold of your phone because it would have been in your coat, wouldnt it? (Dr. Watson, British television series Sherlock. Just wait until the news media gets ahold of this Foley story! (News blog) Can’t get ahold of qualified, prospective tenant? (Real estate forum) German television station RTL also got ahold of some images this week. (Photo caption, Spiegle Online International.) But  opponents of the background check system are apparently unconcerned about  potentially dangerous people getting ahold of firearms. (Article at Media Matters) Even when they can’t get ahold of enough borrowed shares, they might sell the shares anyway and simply fail to deliver them three days later when they are due. (Steven Pearlstein, columnist, Washington Post.) Such a manuscript would be extremely interesting and valuable. George, if you can somehow get ahold of it, that would be great. (Comment on a linguist listserve.) In my view, â€Å"get ahold of† has become an acceptable colloquialism for many speakers. Nevertheless, writers who wish to avoid censure had best replace it with â€Å"get hold of.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:75 Synonyms for â€Å"Angry†What to Do When Words Appear Twice in a Row50 Plain-Language Substitutions for Wordy Phrases

Not sure - suggest Wealth Management and Compliance in the UK Essay

Not sure - suggest Wealth Management and Compliance in the UK - Essay Example These factors subject the historic wealth management attractiveness to low capital and low risks, but with high liquidity in the affected sectors (Fischer, Jonge, Ko, and Toepfer, 2013). The direct commercial effects of the vaulting regulatory costs include depreciation of the wealth management earnings, firms leaving or exiting the sector, and other firms withdrawing their products and services. Notably, these regulatory changes are affecting many businesses across the world; however, United Kingdom is one of the countries that the regulatory changes are affecting its firms. There are numerous regulatory measures in the United Kingdom, but the key regulatory measures that apply in the UK market space include Retail Distribution Review (RDR), (Alternative Investment Fund Managers Directive the (AIFMD), and Foreign Account Tax Compliance Act (FATCA). The FSA created Retail Distribution Review programme in June 2006; however, the programme became operation in December 2012. The FSA’s agenda in creating the RDR is to protect the customer. This programme will affect firms all over re value chain including the product manufacturers. Nonetheless, the major firms that will be affected include the asset managers and insurers and distributors including IFA’s, bonks and wealth managers. The RDR’s main aims include driving the structural changes across the retail investment industry for the customers to have confidence on the products and services they offered (RBC Wealth Report, 2013; Pg. 28). In other words, the RDR compels the firms to provide services and products that suit the needs of consumers. The RDR changed several fundamental aspects of distribution of corporate pensions and investment products including state of advice, adviser changing, professionalism standards, and platforms (Lassignardie, 2013; Pg. 25) . The RDR regulations are currently affecting the distribution models and intermediary markets. On the other hand, the ejection of commission