Purple Hibiscus - Theme of Religion free essay sample

Religion is the main theme that emerges quite strongly throughout the novel of purple hibiscus. European missionaries took Christianity to Nigeria. They tried to convert local people from their traditional religious practices to follow Christianity, the ‘true’ religion. The novel is divided into 4 distinct sections and they are not in chronological order. The reference to Palm Sunday in part 1 is significant. It refers to what the children are going to go through, just like Palm Sunday was the start of Christ’s passion in order to save us all, Jaja’s rebellion in chapter 1 takes place in order to gain freedom. Kambili and her family are Catholics and she Jaja both attend Catholic schools. Papa uses religion as a form of oppression throughout the novel; he controls rigidly everything they do and punishes them severely to save them from the â€Å"burning fires of hell.† We are aware of Papa’s violence from the opening lines of the book, â€Å"he flung his heavy missal across the room and broke the figurines. We will write a custom essay sample on Purple Hibiscus Theme of Religion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † The fact that he throws his missal is significant and we are immediately aware that religion will come to play a very important role in the novel. Papa has a very rigid character and can almost be considered as a religious fanatic. This clear when â€Å"he pressed hard on each forehead to make a perfect cross.† He is a very devout Catholic who dominates his family and imposes religion on them. It is as if he almost does not feel worthy to receive the host, he kneels to receive communion and shuts his eyes, â€Å"so hard hid face tightened into a grimace. † We also learn that he has won a human rights award and modestly did not want to be featured in his own newspaper, this shows his admirable qualities, he is a man of principle and courage. He is also highly respected by the community. Papa is a complex yet contradictory character. He lashes out with his belt when he discovers Kambili eating before mass crying out, â€Å"Has the devil built a tent in my house? † He shows no humanity but afterwards he seems to be ashamed and asks, â€Å"Why do you like sin? † Eugene seems to see Nigeria as ruled by godless men and sees people like his father as â€Å"heathens† who will go to hell. He will not allow his father to enter his house and tells his children not to touch his food or drink. Papa allows to religion to rule his life, â€Å"finally, for twenty minutes, Papa prayed for our protection from ungodly people.† It is as if Kambili is conditioned by her father, everything seems to be a sin in her eyes, â€Å"I had never seen anyone undress; it was sinful to look upon another person’s nakedness. † When she visits Papa Nnukwu she examines him, â€Å"I had examined him that day, too, looking away when his eyes met mine, for signs of difference, of Godlessness. I didn’t see any, but I was sure they were somewhere. † Later on in Nsukka, when Kambili sees Papa Nnukwu praying, it changes her opinion, it is an eye-opener. This episode play an important part in her change, she realises that religions at hearts are all the same. She is touched by what she sees, for Papa Nnukwu religion is something that makes him happy, it does not suffocate him. Kambili’s faith extends beyond the boundaries of one religion as she realises that Papa Nnukwu is a traditionalist who follows the rituals of his ancestors and believes in a pantheistic model of religion. Though both his son and daughter converted to Catholicism, Papa Nnukwu held onto his roots. 20 Back at home, religion plays a key role in their daily routines; prayer time, grace before meals, rosary, mass. This contrasts greatly with the atmosphere of religion at aunty Ifeoma’s house. Kambili is surprised when her aunt prays for â€Å"peace and laughter. † Also whilst praying, they break into Igbo songs which initially makes Kambili and Jaja uncomfortable, â€Å"Morning and night prayers were always peppered with†¦ Igbo praise songs. † Fr. Amadi is young and ‘handsome’ Catholic priest; he is a close friend to Ifeoma and her family. He is the first black priest Kambili has ever known. Kambili develops a passion for Father Amadi because he is kind and gentle to her and takes a personal interest, ‘I looked up to find Father Amadi’s eyes on me. ’ Kambili is, without understanding why she feels as she does, sexually drawn to his pleasant manliness. This of course can never be properly reciprocated because Father Amadi is a Catholic priest, which means he is a celibate. Fr. Amadi is a great contrast to Fr. Benedict, the priest of Enugu who is praised and accepted by Papa. Father Benedict is the cold, white priest at St. Agnes who rigidly hears Kambili’s confessions. He turns a blind eye to Papa’s violence at home because of Papa’s ‘good works’ and cash donations to the Church. He represents the stereotypical type of priest, whereas Father Amadi shows Kambili that religion is not simply a set of rules but rather a way of life. Amaka and Kambili’s faith are challenged. Amaka, after much deliberation and stubbornness, decides to not take an English confirmation name, ‘I told you I am not taking an English name, Father. ’ She does not participate in the ceremony; she is making a statement for Nigerian identity. Like Jaja, she breaks from her faith. When Kambili visits Aokpe, she claims to see the Virgin Mary. She sees her in the tree, in the sun, and in the smile of every man. For Kambili, God is truly everywhere. As she realises with Father Amadi, faith does not only occur in sanctified places. He speaks through nature and goodness. Kambili’s journey of faith comes to a close here, she will always be devout, but not in the same way Papa is. It is significant that when Jaja rebels he uses religion – at the end he turns the weapon round uses it against Papa by not receiving communion as the â€Å"wafer gives me bad breath† and the priest touching his mouth â€Å"nauseates† him. Jaja’s rebellion is continuous, even after his father’s death. He rejects religion as it is linked too closely to his father oppressive rule. Jaja is almost oppressed by his desire to rebel; he is not at peace with himself. Jaja has become bitter to the world – a negative Jaja.

How to Conjugate the French Verb Accepter

How to Conjugate the French Verb Accepter The French verb  accepter  means to accept or to take. It is a regular verb, which means that conjugating it to fit a specific subject pronoun is relatively easy. This lesson will show you how to begin forming complete sentences in French with the proper use of  accepter. Conjugating the French Verb  Accepter Just as in English, we need to conjugate French verbs to match the subject pronoun used in the sentence. The pronouns are the I, you, he, she, we, and they in French, its j, tu, il, nous, vous, and ils of a sentence that forms the subject. When we conjugate regular verbs in French, it is often a simple matter of changing the ending of the verb. Luckily,  accepter  ends in -er  and follows the uncomplicated pattern of many other  regular -er verbs.   This chart shows you the conjugations for the word  accepter  in the various tenses and with different subjects.  For instance, to say I accept, you would say jaccepte. Likewise, he  will accept is il acceptera. Subject Present Future Imperfect j accepte accepterai acceptais tu acceptes accepteras acceptais il accepte acceptera acceptait nous acceptons accepterons acceptions vous acceptez accepterez acceptiez ils acceptent accepteront acceptaient The Present Participle of  Accepter The French equivalent to the -ing ending in English is -ant. This is called the  present participle  and for accepter, it is  acceptant.  You can use this in various contexts as an adjective, gerund, noun, or verb. The Past Tense of  Accepter Passà © composà ©Ã‚  is commonly used for the past tense in French. With  accepter, the auxiliary verb  used is  avoir, so you will use a conjugate of that helping verb to express the simple past tense of   accepter. Along with the auxiliary verb, you will also need the  past participle  of accepter.  In this case, it is simply acceptà ©. To bring these elements together, if you wanted to say I accepted, in French, it would be jai acceptà ©. More Conjugations of  Accepter Those are not the only conjugations for  accepter, though you should study them first. Once you have those memorized you can worry about a few special cases. The subjunctive and conditional forms of the verb are used to express mood. Subjunctive mood refers to subjective ideas  or those that are uncertain. Conditional mood refers to something that may or may not happen depending on conditions. Passà © simple and the imperfect subjunctive will be used in formal writing. While not necessary to know, its good to be aware of them. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j accepte accepterais acceptai acceptasse tu acceptes accepterais acceptas acceptasses il accepte accepterait accepta acceptt nous acceptions accepterions acceptmes acceptassions vous acceptiez accepteriez accepttes acceptassiez ils acceptent accepteraient acceptrent acceptassent The imperative form of a verb also expresses mood, but in this case, it is not necessary to use the subject pronoun. In this case, rather than saying tu accepte you can simply say accepte. Imperative (tu) accepte (nous) acceptons (vous) acceptez Similar Verbs to  Accepter Accepter is not the only French verb that means to take. It is used more in the way of accept or tolerate something. Other verbs mean to take something with (amener) or to actually take something (prendre). While you are learning how to use the verb  accepter, you will also want to look at these other French to take verbs. Understanding all of them as a group will help you know when to use which one.

Constitution Timeline Essay Example | Topics and Well Written Essays - 750 words

Constitution Timeline - Essay Example The document played a significant role in the creation of the United States constitution. This is clearly seen in the United States bill of rights. This spells out various rights of the people and curtails the government powers (Historic Documents, n.d.). For example, the bill says each person must enjoy all rights with the right practice of law being followed (Historic Documents, n.d.). This is clearly seen in the fifth and ninth amendments. This document is also a source of many fundamental concepts of the law (Historic Documents, n.d.). In fact, the concept of the constitution stems from this document. Colonist wrote the mayflower compact before occupying Plymouth colony. This was a consensus of the new settlers arriving at the Plymouth in November 1620 (Foster, 1992). The voyage was on the ship Mayflower. The settlement was drafted on fairness and justice ideals and the choice of the majority (Foster, 1992). This was necessitated by recognition of passengers that the new world settlers failed due to lack of government. This deal was meant for their own survival. They believed the settlement would be honored between god and man, and between each other (Foster, 1992). It calls for treatment of one another as equal in the sight of god (Foster, 1992). This compact had a profound contribution to the United States constitution. Firstly, it was an influential document for the founding fathers as they created the United States constitution. Secondly, it led to the making of a fresh self-governing nation. Moreover, the United States constitution was also formed on similar bases of equalit y. The declaration of independence was ratified by the Second Continental congress on July 4, 1776 (Department of State, n.d.). Thomas Jefferson drafted this declaration with minor changes made by the committee (Department of State, n.d.). The declaration was because of sore relationship that existed between the

L-6 vertebrae Case Study Example | Topics and Well Written Essays - 500 words

L-6 vertebrae - Case Study Example This paper discusses the problems caused by L-6 vertebrae and their solutions. Six lumbar vertebras can occur at any age on anybody. It has no known cure because doctors have not gotten its causative diseases. This means that this abnormality has different effects on people depending on a number of factors. Some of the factors are; age, physical activity that an individual engages in, historical body health among others. Many doctors have suggested that most of the back pains on people with L-6 lumbar vertebra as appearing because of this abnormality. Some of the spinal diseases have been associated with this disorder among the victims (Sellone & Long, 2007). People with complex physical exercise have trouble when they turn to the sides. They may also develop tumors that reduce their efficiency in physical exercise. Old people with this L-6 lumbar vertebra have problems that are more serious because of their inflexible bodies. It is a healthy practice for any human being to have physical exercise to remain fit. However, for old people it is hard for them to re main fit due to lack of exercise or very small exercise if any. Parts of the vertebral column where the L6 lumbar vertebra meets the L5 vertebra also has been reported to develop some diseases due to the friction that may occur sometimes as a result of inadequate cerebrospinal fluid (Weaver & Poloso, 2005). This phenomenon is often seen when the L6 lumbar develops at older ages of life. The logic underlying this phenomenon is that, normal body metabolism enables it to produce just enough cerebrospinal fluid for its normal functioning. Additional joint between L6-L5 lumbar vertebrae calls for extra cerebrospinal fluid. It takes time for the body to adjust to new metabolism. Sometimes it may not adjust at all, imposing serious health problems to the victim (Sellone & Long, 2007). Nevertheless, to some people, this abnormality has no demerits at all;

Study of Fans Essay Example | Topics and Well Written Essays - 2750 words

Study of Fans - Essay Example Similar fan frenzy was visible when the latest book of Harry Potter series, 'The Tales of Beedle the Bard' was launched in the first week of December 2008. What is quite amazing is, this fan frenzy is not limited to just one country or one region, but it crosses all boundaries from Europe to Asia. Angela Cerda, a resident of Temecula, Southwest California, was in seventh grade when she first started reading Harry Potter books and she still continues to enjoy reading this series while in third year of college. Cerda says2, "I read the first four books in the series in four nights, then I had to wait three years for the fifth one to come out, It's so strange to think that now I'm waiting for the last one." Similar loyalty or love is expressed by the fans of television serials, when they make sure that in order to watch their favourite television serial, they get their meetings postponed. Football is the game played by a large number of nations around the world. But the situation becomes quite different during the European cup and sometimes during the world cups etc. The intense rivalry leaves the fans to fight it out amongst themselves. Similarly, though cricket is played by a few nations around the world, yet the intense competition has developed a large number of fans, who often make it a point that they travel with their favourite team, wherever the team goes for their matches. This includes visits within the country or abroad. Often, team managements too encourages such fans and try to sponsor their visits abroad. The commitment of fans to their favourite personalities or products is indeed commendable and provides encouragement. But, it is equally true that such tactics are being used by marketing gurus to reach out to the maximum number of people around the world. Today we are living in a world of globalisation and liberalisation, which is marked by competition in almost all sectors. Therefore, in order to reach out to the maximum number of people or audience, the marketing department tries to explore all possible means to spread the word about the product. This includes highlighting special features of the product, comparisons with the existing reputed brands, and the devotion shown by the die-hard fans. If we take a look at the world around us, we can easily figure out the distinctive emphasis on advertising techniques in reaching out to the customer. The marketing communication department is often entrusted with the task of coming out with the strategies which helps the customer in relating to the famous celebrities. While on the one hand the competition helps the consumer in getting worth of the spending, and consumer has a range of alternatives to chose from, companies too have come out with innovative ideas to reach out to the consumer with their products and brands. Marketing people try to come out with strategies which instil a brand with personality traits resulting in anthropomorphizing, personification and creation of user imagery (Aaker, 1997). Human beings tend to identify themselves with such traits which give them a distinct identity called fans. The fan community shares a set of common interests and hobbies. While identifying the community as fandom, Fiske (1992) state d that, "fans are active

Areas of Learning in Childcare Environment

Areas of Learning in Childcare Environment Q.1. Identify each of the three prime areas and four specific areas of learning? The Early year’s foundation Stage areas of learning and development have been produced by the government and early year’s professionals for use by all early years’ providers including child minders. It is important for practitioners to become familiar with how the areas of learning and development are arranged in the framework. We need to use the areas of learning and development when we are observing, assessing and planning for your child’s individual needs. These areas make sure that we are constantly challenging the child and helping them to develop and succeed. There are seven areas of learning and they are split into 2 parts: The 3 prime areas, which are for all children and will always, be the main focus of the planning and activities for babies and children under 3. The 4 specific areas, they are for all the older children (over 3s) but are also relevant for younger children. These are the 3 prime areas: Personal, social and emotional development (PSED) PSED involves supporting children in developing and sustaining important relationships. It supports children in expressing and managing their feeling and behaviour and encourages them to develop a sense of self-esteem and confidence. It also covers how children make friends and shared and takes turns. Physical development: Physical development involves encouraging children to be active in their play and learning. This area is about how children move and uses gross motor skills, develop fine motor skills, learn about healthy living and manage self-care independently. Communication and Language: This area involves children developing the skills required to become an effective speaker and listener. It involves children to listen and pay attention, understand what is being said and communication with others. Accurate identification of the 3 prime areas of learning and a good overview of what each area involves. These are the four specific areas: Literacy: This area of learning and development is about how children enjoy reading book, likes to make marks, learn to write and stars to explore phonics and letter sounds. Mathematics: This area involves how children learn about numbers and counting, recognising the passing of time and explores measures, capacity, space, shapes, opposites etc. during play. Understanding the world: This area learning and development is about how children find out about nature and the world around them, talk about people and their local community and learns about similarities and differences and learns to confidently use ICT equipment. Art and design: This area of learning and development is about how children enjoy being creative, sings and dances and makes music, plays imaginatively and uses express themselves. Sources: www.optimuseducation.com www.bridgewater.herts.sch.uk (NEW EYFS Summary 2012.pdf) Good. Q.2. Explain how planning can be devised to promote the individual needs of children? All children develop at their own rate and in their own time this should be remembered when planning activities. Children develop quickly in early years and as early years practitioners we need to do all that we can do to help children have the best possible start in life. Children are born ready, able and eager to learn. They actively reach out to interact with other people and in the world around them. Development is not and automatic process, however it depends on each unique child having opportunities to interact in positive relationships and enabling environments. Early years’ experience should build on what children already know and can do, no child should be excluded or disadvantage because of ethnicity, culture or religion home language, family background, special education needs disability or ability. To be effective an early year’s curriculum should be carefully structured. In that structure there should be three strands. Provision for the different starting points from which children develop their learning, building on what they can already do. Relevant and appropriate content that matches the different level of young children needs. Planned and purposeful activity that provides opportunities of teaching and learning, both indoors and outdoors. There should be opportunities for children to engage, in activities which are planned by adults and also those that they plan or initiate themselves. Good point. As a practitioner we must be able to observe and respond appropriately to children, in found by knowledge of how children develop and learn a clear understanding of possible next steps in their development and learning. Activities need to be planned properly; it should engage children in the learning process and help them make progress in their learning. Children to have rich and simulating experience, the learning environment should be well planned and well organised. It provides the structure for teaching within which children explore experiment, plan and make decisions for them thus enabling them to learn, develop and make good progress. As practitioner we need to understand and observe each child’s development and learning progress. For example in response of a child’s experience of breaking an arm and bringing in her x-ray, and children showing interest in the child’s plaster cast. Practitioners can set up a hospital in the nursery setting. They can add reception area with telephone, children can take a role of receptionist answering calls and making appointments. Children can dress up as doctors, nurses and patients. Practitioners can show children how to use bandages. Although children join and leave the play, many sustain their attention for a long time. Some play a number of roles and perform many actions, while some repeat and practise the experiences important to them. A good example. The practitioners should make sure that the children spend their time in worthwhile and challenging activities. Throughout the session there is a supportive routine with a mix of group and individual activities together with opportunities for children to make choices about activities. This provides the security which promotes confidence and the challenge which promotes learning. Source: www.foundationyears.org.uk http://osclinks.com/618 Q.3. Describe how practitioner can support children’s learning and development in each area of learning? Prime areas There are three prim areas of learning. 1. Physical Development 2. Communication and language development 3.Personal, social and emotional development. These prime areas begin to develop from a base of secure, loving relationship and positive. The area of physical development is divided into two aspects. Moving and handling: Moving and handling looks at children’s development of gross and fine motor skills. Children can show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencil for writing. From birth, babies begin their development and will first learn to turn their heads towards sounds or bright lights. Development is rapid in the early years and babies will learn to hold their head up, move their arms and legs, roll over and gain control of their bodies to sit up. Major developmental milestones are achieved within this aspect, such as crawling, walking, running, jumping and climbing. Health and self-care: In health and self-care development children needs to know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Babies express discomfort when they are hungry or thirsty through crying to ensure their needs are met. Babies will often show excitement in anticipation for their feed. As babies are weaned onto solid food, they will begin to open their mouth for a spoon and as they become older will show an interest in feeding themselves using a spoon and their fingers. Children will be willing to try new and different food textures and tastes, but will begin to form likes and dislikes with their food. Children need to manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. The area of communication and language is divided into three aspects: Listening and attention This looks at children’s development of listening skills. Children listen attentively in range of situations. From birth, children will begin to tune in to the sounds around them, turning to look for where the sound has come from and recognising their main carer’s voice. These skills of listening develop and refine as a child becomes older − they will be able to differentiate between voices and will begin to understand the meaning of words. As children come to the end of early years their listening and attention skills will be more mature. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Children give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: In this area we look at how children learn to understand the principles of language and communication. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. They continue their development by gaining understanding of the meanings of single words such as ‘mummy’, ‘daddy’, ‘no’. The complexity of the words and sentences a child understands and can respond to increases as a child grows older. Speaking: Speaking looks at how children actually use language. It includes childrens verbal and non-verbal communication. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. The area of personal, social, emotional development is divided in three aspects: Making relationship: This looks at the way in which babies and young people develop relationships. Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.They show sensitivity to others’ needs and feelings, and form positive relationships with adultsand other children. Self confidance and self awarancess Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Children will develop confidence to express their feelings and opinions and will be able to select their own activities that interest them. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.They work as part of a group or class, and understand and follow the rules.They adjust their behaviour to different situations, and take changes of routine in their stride. The four specific areas: 1. Literacy 2. Maths 3. Understanding the world 4. Expressive arts and design The area of literacy is divided into two aspects: Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Mathmathics: The area of maths is divided into two aspects: Numeracy: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Expressive art and design: The area of art and design is divided into two aspects: Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being Imagantive: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. Understanding the world: This area has three areas of aspects: People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Source: www.silkysteps.com/2012-eyfs-early-learning-goals.html Q. 4. Evaluate how the effective characteristics of learning can promote children’s learning and development. The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning. -playing and exploring (Finding out and exploring) (Playing with what they know) (Being willing to have a go) -active learning (Being involved and concentrating) (Keeping on trying) (Enjoying achieving what they set out to do) -creating and thinking critically (Having their own ideas) (Making links) (Choosing ways to do things and finding new ways) Playing and exploring Play and exploration are key ways that children to learn. As Vygotsky, the famous Russian psychologist whose work has been so important to our understanding of child development, stated: in play the child operates at their highest level ‘beyond his average age, above his daily behaviour; in play it is as though he were a head taller than himself’ (Vygotsky, 1978: 102). Finding out and exploring: Exploratory play is important to all of us. It is how babies begin to understand their surroundings and the relationships between themselves and others, using all their senses and every part of the body. Gopnik e al. (1999) describe babies and toddlers as young scientists, testing out and often repeating the same actions time and again to establish an idea about the object in question and what their own actions can do. Their explorations continue as they grow and develop. Playing with what they know: From the beginning as they play and explore, babies and young children build a repertoire of knowledge, skills and understanding, using memory, and they are also able to imagine possibilities. Being willing to have a go: Through play, children will develop their self-confidence and will enjoy challenge and risk. They will have a positive attitude and will be more likely to try out new experiences and activities without fear of failure. ‘There is no activity children are better prepared for than fantasy play. Nothing is more dependable and risk-free, and the dangers are only pretend’ (Paley, 2004: 8). Active learning: The second characteristic of learning is not about being physically active, which of course is important in children’s learning and development, but refers to being mentally active and alert. Being involved and concentrating: When a child is deeply involved she/he cannot easily be distracted. The importance of play and exploration cannot be underestimated as it is when children make their own choices, follow their natural curiosity and own train of thought that deep involvement is most likely to happen. Keeping on trying: Through trying out new experiences and activities, children will experience and disappointment. This aspect looks at how children persist in challenging activities and tries out alternative methods when difficulties occur. This process promotes problem-solving skills in children and will support the development of self-confidence. ‘As soon as children become able to evaluate themselves, some of them are afraid of challenges. They become afraid of not being smart’ (Dweck, 2008: 16) Enjoying achieving what they set out to do: Succeeding at their activities and achieving new skills will give children a feeling of satisfaction and pride in their own abilities. Children will be proud of the process they have followed in order to achieve the task and will be more likely to try out further activities to achieve that same sense of satisfaction. Creating and thinking critically: When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better under-standings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions. (EYFS card 4.3, 2008) Having their own ideas: Enabling children to think critically and creatively means encouraging them to play and investigate, providing a rich environment with interesting things to discover, explore and wonder about and, crucially, time to do so. Making links: Once a child has discovered their own ideas and methods, they will be excited to try them out. Practitioners can support this through engaging in sustained shared thinking with the child to help them to further explore their ideas. Choosing ways to do things: This aspect of the Characteristics of Learning involves the child in making choices as to how to go about something and is not about following instructions. When children are involved in their own self-chosen activities they are more likely to want to find the right strategy to achieve their goal. Source: mcgraw-hill.co.uk/openup/chapters/9780335247530.pdf http://osclinks.com/618

Where the Mind Is Without Fear

â€Å"Where the Mind is Without Fear† is a short lyric taken from â€Å"Gitanjali†. Here, the poet prays to God to awaken his country from darkness and slavery into a state of ideal freedom. In this inspiring poem, the poet prays God for the spiritual emancipation of his country and countrymen. True freedom lies in a full and virtuous living. Therefore the poet prays to God that his countrymen should be fearless, truthful, rational, God-fearing, noble and generous. Knowledge should be free and there should be no divisions of caste, creed and nationality.The poet prays to God to give perfection to those who are working hard to achieve perfection without taking rest. Rabindranath Tagore prays to God to help his countrymen to follow the path of logical thinking and not to indulge their mind in antique and outdated customs and traditions. According to Rabindranath Tagore, the outdated customs and traditions close the ways of progress. Hence his countrymen should leave behin d all the outdated customs and traditions and should fill their minds with logical thinking to lead themselves on the path of progress.Rabindranath Tagore prays God that his countrymen should follow the divine way of progress and must involve themselves in right action and thinking. His countrymen should possess the universal mind and should leave behind the narrow thinking. Their mind should be liberated from all the narrow thinking and should accept the broad outlook. It is to be noted that the â€Å"heaven of freedom† for which the poet prays is not a heaven of political and economic freedom but of spiritual freedom from fear, narrow-mindedness and evil desires. Where the mind is without fear’ is a beautiful lyric taken from the collection of poems ‘Gitanjali’ originally written in Bengali but translated into English by Rabindranath himself. In 1913 he received a Nobel prize for literature for ‘Gitanjali’, the only Indian who is honoured wi th a prestigious prize for literature. The lyric ‘Where the Mind is Without Fear’ is a devotional poem, in which Rabindranath Tagore prays God to liberate his countrymen from the age-old customs which mar the progress of his nation. He also prays to God to inculcate the habit of logical thinking and should relieve them from the mentality of slavery of customs.He seeks complete freedom, a political and spiritual freedom. Where the mind is without fear and the head is held high; Where knowledge is free; Where the world has not been broken up into fragments by narrow domestic walls; Where words come out from the depth of truth; Where tireless striving stretches its arms towards perfection; Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit; Where the mind is led forward by thee into ever-widening thought and action — Into that heaven of freedom, my Father, let my country awake.

Mattel Toy Recall Essay

1. What are the main issues involved in the case? Mattel had five recalls in 2007 involving over 21 million toys. The problems were related to lead paint and poorly designed magnets. Most of the toys were made in China, which caused them to question the reliability of the Chinese manufacturers. At first, Mattel tried to put all the blame on the Chinese manufacturers as a denial tactic. They also claimed the media and government overly magnified the crisis. Mattel also failed to notify the CPSC of the defects within the time limit of 24 hours. It took them nearly a month and a half to notify the CPSC. Even though the recalls were in 2007, there were incidents/injuries reported in 2003 with children needing surgery because of the toy defects. One death was recorded. 2. Identify the major stakeholders and state how the issues in the case affect each stakeholder. Competitors: Because Mattel is such a large and trusted company that outsources, customers were nervous to trust other companies that outsourced. Who was to say they did not have the same issues as Mattel? Investors: Stocks dropped and investors lost money. They ended up suing based on allegations of failure to disclose recalls in a timely manner, and failure to have proper protocols to avoid recalls. Customers: Many children were injured and required surgery, and one child even died. Parents lost faith in Mattel and created lawsuits against them. Employees: Because of the accusations on the Chinese manufacturers, job security in China all but diminished. Job security and pay decreased in America too because of the fines from the CPSC, and the cost of the recalls. 3. How could this case be viewed from an ethical perspective? It was Mattel’s job to report the incident in a specific time limit, which they failed to do. They could have warned parents approximately a month and a half earlier, possibly saving children from painful injuries and surgeries. Mattel also put the blame on the Chinese and did not own up to their own mistakes. 4. What final conclusions or recommendations would you draw? Immediately tackle any issues or problems that arise to avoid a larger fiasco. Implement higher standards and checks to ensure the safety of the products. Follow all government statues and be sure that the outsource countries have the same or similar regulations and priorities that we hold.

20 Tips For Winning Writing Contests

20 Tips For Winning Writing Contests 20 Tips For Winning Writing Contests 20 Tips For Winning Writing Contests By Guest Author Submitting stories to writing contests (Reedsy has an updated list with over 300 contests) can be quite lucrative if you know the tricks of the trade. At the same time it is easy to make an avoidable mistake and miss out. Many books published now use single quotation marks for speech. I followed this format for an entry in an American contest. After the contest I received an email from the main judge which said: You may have done well in this contest but for the fact that I could not get past the abominable use of apostrophes instead of quotation marks. Don’t let this happen to you. Worse, you will probably never know why you were not among the winners. Tip 1. Always adhere to traditional standards of correctness (see above). A contest is not the time to throw the rule book away. This applies most strongly in writing contests which are run by universities or colleges. Tip 2. If it says Literature contest, thats what it means. They are looking for subtlety, depth, a subtext, creativity, and clever (even poetic) use of language; an emphasis on interesting often dark characters, and setting rather than plot. Tip 3. If it says Writing competition, well written popular fiction is what will win. Now your emphasis must be on plot. You need a great opening line and an absorbing plot. Plot follows your main character’s conflict. Give this person an interesting difficult tussle of some kind. Your story ends when your character has resolved the conflict against all odds. Tip 4. If it states a particular theme in the rules, then that theme must be intrinsic to your story. Tip 5. Whatever kind of work you are writing, title is everything. The title is the judge’s first impression of your work. Spend time thinking of something relevant to the story that is eye catching and appealing. Tip 6. Use your delete key. Read and reread your work. That paragraph you really like that you spent hours over. Does it advance your story? No? Then delete it. Does your story only get going on the second page? Delete page one. Tip 7. Short stories work best from a single point of view. Don’t confuse the judge. Tip 8. Does your entry use the right tense? Present tense may be fashionable but it doesn’t work for every story. If your story is immediate and all is happening now, use present tense. If it spans a time period coming up to the present use past tense. Tip 9. Strive for active rather than passive voice. Tip 10. Do not use real people for your characters. Real people in fiction are boring. Your main character should be larger than life yet still believable. Tip 11. Do not use exclamation marks except possibly for a single word exclamation such as Ouch! Tip 12. Beware of clichà ©s. It is easy to use one without noticing. Tip 13 Use strong verbs rather than adverbs. Likewise avoid strings of adjectives and NEVER write suddenly. Tip 14 . Try to write something DIFFERENT. Think of the poor judge reading hundreds of stories set in her home country; then she gets to a well written entry set in Antarctica. Tip 15. If you know who the judge will be, read his work; try to read the entries of previous winners. Do everything you can to fit your entry to the contest. Tip 16. Use the entry form for all your details. NEVER put your name on the manuscript. Tip 17. Font: Use 12 point Times New Roman or Arial unless the rules ask for something else. Tip 18. Some contests give you a choice between paper or online entry. Choose paper whenever you can and pay the postage. Emailing submissions (unless as a Word attachment) can play havoc with your careful formatting. Tip 19. Please do not decorate your manuscript or add that nice picture of your pet dog or the photo of yourself. All that work to end up shredded. Don’t add a cute little note for the judge (Yes some people do). Tip 20. Proofread, proofread and do it again. If entering online print out to check your work. Read it out loud to yourself. If judges cant decide between two entries and one is missing a comma or has a word spelled incorrectly and the other has been submitted perfectly set-out without typos; guess which one will win? Good luck! 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 Fiction Writing category, check our popular posts, or choose a related post below:Dialogue Dos and Don'ts7 Patterns of Sentence StructureHow to Address Your Elders, Your Doctor, Young Children... and Your CEO

The Immigration Reform and Control Act of 1986

The Immigration Reform and Control Act of 1986 Known also as the Simpson-Mazzoli Act for its legislative sponsors, the Immigration Reform and Control Act (IRCA) of 1986 was passed by Congress as an attempt to control illegal immigration into the United States. The legislation passed the U.S. Senate on a 63-24 vote and the House 238-173 in October 1986. President Reagan signed it into law shortly after on Nov. 6. The federal law had provisions that restricted the hiring of illegal immigrants in the workplace and also allowed illegal immigrants already in the country to stay here legally and avoid deportation. Among them: Requiring employers to stipulate that their employees had legal immigration status.Making it illegal for an employer to knowingly hire an illegal immigrant.Creating a guest worker plan for certain seasonal agricultural workers.Increasing enforcement personnel on the U.S. borders.Legalizing the illegal immigrants who entered the country before Jan. 1, 1982 and had been U.S. residents continuously since then, in exchange for back taxes, fines and admission of entering the country illegally. Rep. Romano Mazzoli, D-Ken., and Sen. Alan Simpson, R-Wyo., sponsored the bill in Congress and steered its passage. â€Å"Future generations of Americans will be thankful for our efforts to humanely regain control of our borders and thereby preserve the value of one of the most sacred possessions of our people: American citizenship,† Reagan said upon signing the bill into law. Why Was the 1986 Reform Act a Failure? The president couldnt have been much more mistaken. People on all sides of the immigration argument agree that the 1986 Reform Act was a failure: it didnt keep illegal workers out of the workplace, it didn’t deal with at least 2 million undocumented immigrants who ignored the law or were ineligible to come forward, and most of all, it didnt stop the flow of illegal immigrants into the country. On the contrary, most conservative analysts, among them members of the Tea Party, say that the 1986 law is an example of how amnesty provisions for illegal immigrants encourage more of them to come. Even Simpson and Mazzoli have said, years later, that the law didnt do what they hoped it would. Within 20 years, the number of illegal immigrants living in the United States had at least doubled. Instead of curbing abuses in the workplace, the law actually enabled them. Researchers found that some employers engaged in discriminatory profiling and stopped hiring people who looked like immigrants – Hispanics, Latinos, Asians – to avoid any potential penalties under the law. Other companies enlisted subcontractors as a way to insulate themselves from hiring illegal immigrant workers. The companies then could blame the middlemen for abuses and violations. One of the failings in the bill was not getting wider participation. The law didnt deal with all the illegal immigrants already in the country and didnt reach out more effectively to those who were eligible. Because the law had the Jan. 1982 cutoff date, tens of thousands of undocumented residents were not covered. Thousands of others who might have participated were unaware of the law. In the end, only about 3 million illegal immigrants participated and became legal residents. The failings of the 1986 law were often cited by critics of comprehensive immigration reform during the 2012 election campaign and the congressional negotiations in 2013. Opponents of the reform plan charge that it contains another amnesty provision by granting illegal immigrants a path to citizenship and is sure to encourage more illegal immigrants to come here, just as its predecessor did a quarter-century ago.

Ethics Case Anaysis Essay Example | Topics and Well Written Essays - 500 words

Ethics Case Anaysis - Essay Example The facts of the case reveals that at the time of Speaker’s flight, the diagnosis of his condition corresponded to an untreatable, and even more importantly, and highly contagious form of the tuberculosis (Harrigan, 2010). An airplane is essentially a closed tube with recycled air being circulated within the place during the entire duration of the flight. Therefore, Speaker had knowingly put numerous other patients in danger of counteracting an untreatable, highly contagious and life threatening disease. Not only have the passengers within the place but also the people in their surrounding environment (household, workplace, etc.) been threatened by Speaker’s decision to take a flight (Morrison, 2011). The principle of beneficence has a very strong relevance in this given situation. Speaker had a moral obligation to act in a manner that promotes the health and wellbeing of others. The right to autonomy comes with a responsibility. Speaker failed to uphold this responsibi lity (Shahian & Normand, 2012). The Centre for Disease Control has acted ethically when it involuntarily quarantined Andre Speaker. The Centre for Disease Control is responsible for making decisions in the larger interest of the public. Even after the differential diagnosis showed that Speaker’s tuberculosis is a treatable form of the disease, Speaker still remains a threat to the public health. Tuberculosis is a highly contagious disease through the nasal cavity (Harrigan, 2010). The disease is also air borne which raises the degree of threat to the public in a significant manner. For this reason, CDC has acted both ethically and in line with its organizational objective by making the decision to quarantine Andre Speaker (Morrison, 2011). Had CDC left the decision of quarantine up to Speaker, then this would have been unethical. The principle of beneficence has a much stronger relevance in the situation given above than the principle of autonomy. The principle of

What public Sector Bodies can expect from their Auditors Essay

What public Sector Bodies can expect from their Auditors - Essay Example Auditors often provide added value by noting an opportunity for cost-efficient improvements which may arise from the auditors’ investigation and bring these issues to the attention of the management. Thus, it is expected that public auditors should endeavor to promote better decision making and management wherever possible, in order to effect a more efficient use of public resources. Proper auditing in the public sector is essential for maintaining the confidence of the general public during any tenure of managing public funds, and should be carried out to ensure accountability of those entrusted with public funds. On their own part, Malaysian public sector auditors should be accountable for their performance, and it is the duty of public sector auditors to undertake their auditing work in an objective, cost-effective and professional manner, with due regard to the needs of the public sector bodies that they audit. The primary audience of the public sector auditors includes the local electorates, the taxpayers and the parliament, as their statutory functions are executed on behalf of the taxpayers. It is essential for public sector auditors to thoroughly plan each audit with a good understanding of the operational environment. The major value of financial statement auditing comes from the assurance provided to taxpayers due to objective and rigorous auditing. The service provided by public sector auditors also provides value by causing an improvement of financial management. It is important for auditors to endeavor to promote better decision making and management whenever possible, so as to enable better and more effective use of public resources (Kamaruzaman Jusoff 2010). This can be achieved by the dissemination and highlighting of good practice and the provision of technical assistance which will help to promote efficiency in corporate governance arrangements in the public sector in Malaysia. As set down by the statement of auditing 100,