Plato’s Philosophical Significance

Philosophy spans the reaches of the human mind in countless topics, but is often divided into three main branches: metaphysics, the study of the nature of existence; epistemology, the study of knowledge and truth; and ethics, the study of morals. One of the first philosophers to look at these fields is Plato (427BCE-347BCE), whose writings are incredibly influential. Plato’s work lays the fundament for philosophy because of his cohesive contributions to the fields of metaphysics, epistemology, and ethics.Firstly, Plato’s work with Forms greatly influences metaphysics. He contributes the idea of the Forms which exist as â€Å"eternal and perfect ideals that exist in an unchanging, perfect heaven† (via Velasquez, 2002, p. 84). [2] The Forms contrast with worldly matter; this contrast leads to Plato’s next contribution to metaphysics, his concept of â€Å"Two Worlds. † Plato divides reality into the worlds of senses and forms, the latter of which he co nsiders to be true reality and where the soul resides.Finally, Plato’s description of the tripartite human soul greatly influences St. Augustine’s religious work on Christianity 800 years later. Therefore, Plato’s Forms helped shape metaphysics. Secondly, Plato’s Forms and myths built the foundation for epistemology. Plato argues that due to the soul's unchanging nature, the process of â€Å"learning† is the soul’s recollection of knowledge. He also provides two myths, both closely related to his metaphysical works.In the first, the Chariot Allegory, Plato describes a charioteer en route to heaven, in which there exists â€Å"true reality [the forms] with which real knowledge is concerned † (as cited by Velasquez, p. 84). The journey is impeded by an unruly horse that represents ignobility. The concept of the journey’s difficulty is mirrored, finally, in the Allegory of the Cave, which discusses ignorance and the escape thereof . Thus, Plato’s myths form the basis of epistemology. Finally, Plato’s work in ethics regarding justice is among the first and most influential.Firstly, he defines justice as the balance between the three parts of the tripartite soul. Thus, his justice theory states that justice in both the state and the individual is defined by â€Å"harmony between the various parts for the good of the whole† (Velasquez, 2002, p. 630). This justice theory shows cohesiveness with Plato’s tripartite theory of the soul. Finally, Plato associates justice with merit: individuals are treated proportionally to their talents and accomplishments. Hence, Plato's philosophies regarding justice form the starting point for the field of ethics.In conclusion, Plato’s writings act as a basis and connection for the three main branches of philosophy: metaphysics, through his Forms; epistemology, through his myths; and ethics, through his justice theory. His influence on philosophy and society is expansive and, as such, Plato is one of the most significant philosophers. That his ideas are still being taught to modern day shows the true nature of philosophy: to pose questions so profound that they cannot be answered 2500 years later.

Goods That Must Be Provided by the Government Essay

Public goods are good that have two special characteristics-non excludable and non-rivalable. Non-rivalable means that consume the goods of one person do not influence the consumption of others, of example traffic light, when a person use the traffic light, the quanlity of the light do not decrease, other can also use the goods under the same quanlity. Non-excludable means that every one can use the goods, nobody is exclude from using the goods, for example, national defences, no one is unprotectable when they are in the country. Merit goods are goods that are under provided because of lack of information. Individual do not appreciate the benefit that will occur, these goods should be provided in a greater quantity. For example, museums, education there are lots of benefit to consume them. People can gets more knoeledge there and this is not only benefit for themselves but also people around and the society, the suicides may decrease and people with eider knowledge entered in works will make the process efficiency. So it is clearly that public good are goods that is under provided but this does not means that it only provided by government. They can provided by the market mechanism but to make more available the government provides them, subsidizes them or leigislates to make consumption compulsory, and for public goods they suffer from the free rider problem, if asked whether they would pay for them, households would lie and say because once provided, they could benefit anyway. No one is willing to pay for the goods, they will not be provided in the free market. So government must provided them. Public goods must be provided by the government but merit goods not must be provided by the government. It can provided by free market mechanism.

Main Elements of Self Determination Theory Case Study

Main Elements of Self Determination Theory - Case Study Example This implies that SDT focuses on self-motivated and self-determined decisions. Since its inception in the 1970s, SDT has evolved to become a crucial element of social psychology based on empirical research. As mentioned, SDT is mainly anchored on intrinsic motivation. This refers to the need to partake in an activity due to the activity’s satisfactory value. Thus, this need is contrary to extrinsic motivation which refers to the engagement in a given activity in order to fulfill certain goals or obligations. Therefore, SDT can be said to be centered on the following crucial elements: Â  As mentioned, intrinsic motivation refers to the naturally occurring motivation in the event of engaging in certain occurrences (Deci and Ryan, 2005: 49). Therefore, this motivation is highly associated with social development. Cognitive evaluation is a necessary tool in the assessment of the degree of intrinsic motivation. Intrinsic motivation may, thus, be cultivated through the employment of social context events such as rewarding systems. Therefore, intrinsic motivation must be backed by the necessary environment in order to result in the desired self-cultivated drive (Ryan and Deci, 2010: 68). Â  Contrary to intrinsic motivation, extrinsic motivation is based on external influence. However, external motivations may also be internalized through various processes, thus, contributing significantly to social development. Extrinsic motivation, thus, forms a crucial element of SDT. Extrinsically motivated behaviors may take various forms. However, their integration into an individual’s lives provides the required platform for self-motivation. Â  

Inclusion Essay Example | Topics and Well Written Essays - 3000 words

Inclusion - Essay Example Hence, it is becoming more and more undesirable to restrict the number of educators in a school who possess the capabilities to teach disabled learners to only a small number of special education teachers. Moreover, regular education teachers should be skilled in teaching disabled students of functional literacy abilities such as reading, writing, communicating, and of achieving high educational performance (McLeskey & Waldron 2000). As inclusion acquires greater reputation in education, we will surpass the requirement of alluding to inclusive classrooms as if they were separate and very different from regular classrooms. In the future, every classroom will be obliged to be inclusive, and we will then finally be able to discard the term. First-rate education is a form of education that is excellent for everybody. Children come from various racial, ethnic, and national backgrounds and different economic contexts. And a number of children have disabilities. If the educational system is to be first-rate, it should be founded on the principle that every student has the capability to learn, and it should motivate every student to aim for the best and have high expectations. We cannot let the potential of any student to go into waste if we aim to improve and prosper. Effective inclusion demands the assimilation of an important vision, a research base, and feasible strategies. A lack of important and integrated vision of the objective for educating every child means a loss in educational direction and hence turns out to be subject to political convenience. Without research support, inclusion stays defenceless to arguments that are determined merely by sponsorship and not by distinction (Ballard 1999). Without sensible strategies for execution, inclusion stays to be an ideal that will refuse to be applied in the real world. The inclusion of disabled or special education students in the regular classroom is an

Sexual diversity in schooling Essay Example | Topics and Well Written Essays - 2000 words

Sexual diversity in schooling - Essay Example schools in Australia through the education system about sexual diversity and inculcate in them values such as inclusion, respect for others, and fairness. The fact is, however, that sexual diversity remains a controversial topic and has largely been ignored in the education systems (Herron, & Javier, 2006). This essay will criticize the failure of the school education system to incorporate sexual diversity. The essay will also examine the consequences of failing to address these issues and helping to deal with homophobia among children and young people. According to the Australian Journal of Human Rights, sexual diversity refers to one’s experience of gender identity or transgender that goes beyond the binary or biological notions of being either male or female (Steinberg, 2009). Dr. Tracie O’Keefe originally coined the term in his paper about human rights submitted to Amnesty International in 2002. The term has gained wide usage in many circles within Australia. Sexual diversity mostly aims at celebrating diversity in gender identities as opposed to categorizing people in different sexes or genders. Sexual diversity is also a general term referring to individuals who do not identify with either masculinity or femininity with regard to their gender identity. The term includes different groups such as androgynous, transsexual, transexed, cross dressers or transgender. Other terms popular in various parts of Australia include pan-gendered, sistergirl or brotherboy, and intergender (Dijk, & Driel, 2007). Sexual diversity also includes other minority groups such as lesbians, gays, and bisexuals. These groups of individuals have received widespread discrimination and segregation in the community. Sexual diversity has been a major human rights issue in Australia in the past few years, with cases of homophobia, exclusion being on the rise. The Australian Human Rights Commission (AHRC) has been at the forefront in fighting for inclusion of transgender individuals in

Environments and Numbers Essay Example | Topics and Well Written Essays - 1500 words

Environments and Numbers - Essay Example Counting the number of ways things are different or the same creates a sense of how to put numbers together to form meaning. In creating a sense of the environment, children can see how numbers relate to the real world, negating a common belief that numbers are not relevant to real life. In providing for different forms of ideas about the world, children will see how the world is related to one another and be able to count through observing within the world. In creating a foundation for learning about adding and subtracting, children in Kindergarten will begin to see how numbers relate to one another. Where fingers are often the first way in which numbers begin to have meaning, through creative projects that support visual and auditory learning, they will begin to see how things can be added and subtracted to have more and less. In using a game, a sound lesson, and an art lesson, the interest in numbers will emerge as application of the concept of numbers is made upon real world idea s. In combining the lesson with environments, the information includes a secondary opportunity for learning as different environments are explored. ... The book explores the ocean environment in such a way as to provide an overview of the ocean and how the ecology of a water living space affects the needs of ocean life. The book has the advantage of listing things that are relevent to the topic, thus creating an opportunity to discuss numbers. If possible, a fish tank with aquatic life would help to emphasize the message of the lesson in relationship to the environment. The discussion of numbers would be based upon the premise of 'how many'. Children would be asked the question of how many animals they learned about, how many ways animals breath, and how many differences can be seen between those animals living in the water and those animals living on land. Each time a number is found, the teacher will write it on the board so that it can be seen by the students. Through counting how many, the students will begin to grasp the concept of quantifying what they learn. Children can use the tangible objects within the book to advance the ir understanding of quantity and counting 'how many'. Quantity is an important part of understanding both addition and subtraction. This lesson would provide a precursor to the lessons that will follow which will discuss the ideas of adding and subtracting objects from one another. Through this lesson, children will gain the first step towards beginning their journey into understanding quantity as it relates to numbers. Learning the numbers is a vital first step in beginning their education in mathematics as they begin to explore the world in relationship to the numbers that they know. Lesson 2 - The Desert Wadsworth, G., & Carrozza, J. (1997). Desert discoveries.

Personal Philosophy of Education Statement Example | Topics and Well Written Essays - 2250 words

Philosophy of Education - Personal Statement Example Nevertheless, one of the most common factors that characterize most philosophies in education is the issue of social pedagogy. Social pedagogy refers to an educational approach that focuses on providing holistic education and cares to students (Lingard, Nixon, & Ranson, 2008 p. 23). Social pedagogues are guided by four main principles. These are holistic education, holistic wellbeing, promoting human welfare, and molding students to become responsible members of the society. Holistic education pays greater emphasis on issues such as cognitive development, emotional and spiritual development, as well as physical and practical skills development. My personal education philosophy is based on the belief that all educators should be social pedagogues. I believe that education should be seen as the process of empowering learners to make the best out of their lives regardless of their age. Therefore, education should not be seen as a way of discriminating or categorizing individual on the basis of their age or backgrounds. As such, the main approach should be regarding all learners as human beings who need to be taught how to make the best out of their lives (Tisdall, 2006 p. 34). In this regard, an education system should focus on empowering students to deal with contemporary challenges and issues affecting humans. For instance, contemporary education should focus on empowering learners to deal with issues such as climate change, terrorism, economic challenges, and the issues of globalization and cultural integration. I also believe that this kind of education can only be achieved in a specific learning environment that is characterized by a high sense of equality, sameness, and heightened interactions between educators and learner s. In lieu of this, educators have to consider learners, irrespective of their age, as fellow humans; hence the need to treat them equally.  

Functions of Management Essay Example | Topics and Well Written Essays - 750 words

Functions of Management - Essay Example When talking about Food and Beverage Businesses, planning is important because it helps in forecasting where the company wants to be in a few years and on the basis of that what goals need to be set and what action needs to be taken. Planning will not be from one perspective, but it will take into account the whole organization, make sure that your inventory level is sufficient, that the employees know what the goals and missions are and are working towards them. Organizing structures the work of the organization, it helps in achieving the objectives mentioned during the planning stage of the organization. In this function, the focus is on division of labor, coordination, flow of information and control of tasks. Authority and responsibility is distributed among the employees. The first thing that helps is the organizational structure, in the food and beverage business it will enable the employees to know who is reporting to whom, where the information is coming from and who it is going to. The next important thing is the division of labor, who is performing what task and who is responsible for what. For example somebody is responsible for cooking the food, while somebody else is responsible for getting the ingredients. The waiter will deliver the food, while the chef will only cook it and he might come up with new recipes as well. There is one very important thing to note here, a leader ... Being a good leader is the ability to influence other people's decision and actions. A leader needs to motivate the employees and direct them towards achieving the goals and their duties and responsibilities. Most of the leadership characteristics exist in one's personality. Leaders communicate and interact with their workforce on a daily basis. In the food and beverage industry, especially for a restaurant it is very important that the managers are good leader because at dinner and lunch time, the chef has to lead his assistants so that they cook the food according to his standards. At rush hours, there is time constraint and a lot of pressure of the chef and the assistants. Having good leadership makes the job easier as they know they have someone on their side helping them out. Controlling This is the last of the four functions; through this the manager can enable that the plans are being implemented properly and that the employees are working towards achieving the goals of the organization. Controlling completes the circle of management. There are many ways of controlling employees; there are performance standards which are measured against the employee's performance. Evaluation forms are filled out periodically to gain insight on the performance of all employees. If the performance criteria are being met very easily then managers set higher standards. In a restaurant you might have seen how the chef keeps an eye on what is being made and sent out of the kitchen. This is a way of keeping a check and balance. Another way can be form the number of revisits you get from a customer. If the service is nice and the food is good, the people will come again. Performance can be measured this way as well, while they

Business Essay Example | Topics and Well Written Essays - 1000 words - 8

Business - Essay Example It was founded in 1962 by Sam Walton, and it was incorporated in 1969. In 1972, Wal-Mart started trading in the New York Stock Exchange. The company recently invested into the grocery business as it generated $258 billion in its sales which was 52 percent of their income that year (Fishman, 2006). The whole concept of the company’s interest in investing in new territories of Russia and Ireland is due to the fact that it has already invested in 15 other countries. It has 8500 stores under 55 different names in these countries (Fishman, 2006). These different stores are operated under the Wal-Mart, company in the United States. Therefore, it is necessary to ensure that all the foreign investment plans are followed to the letter. Numerous companies always have a problem with the manner in which they decide to venture into new markets. Therefore, Wal-Mart should ensure that they create a viable investment plan, which will be favorable for them in the new territory. This will not m ean that they just take their money and buy random shares in the countries’ stocks. This would mean that they have a structured plan with the intention of making things right and meet the standard of their other investments in other countries. Moreover, they should have goals, which can be defined and will elaborate the investment options they had in order to achieve them. Wal-Mart should ensure that it has goals which will enable them to determine their future in these new territories. The investment plan which is being created should show the type of goals they would like to attain. It can be long term or short-term achievement. The real intention for the investment plan should also indicate other issues, which can occur in order to make the company prosper in this territory. This will make it easier for the company to be in a position of making plans which will be suitable for them and the country. The company should also know the amount it is willing to invest and if it w ould fit the type of investment it wants to conduct. The amount of money to be spent will depend on the goals that the company has. It is known that each country which has a potential for growth, will always have brokers who know the market of the region. These people will help the company to understand the country better, and if their plan will be accepted in this new territory. In initiating the investment plan in this territory, the company should be in a position of understanding its comfort level as it takes risks. This means that if the company is determined to take a big risk in order to generate high returns, it would be good for it. However, they should also understand the a big risk might result in a big loss in the investment. It would mean that the company would have to project the market trends of the region in order to know what type of risk it would endure. The company is also advised that when they make their investment plans, they should be in a position of diversif ying their investment selection. This would mean that Wal-Mart would have to know whether they would go for stocks, grocery, warehousing or retail stores. Finally, before making a decision, the company would have to learn the marketplace in these new territories. This implies that the companies have to know how to read the market report, predict the future and project how the movements of stocks take place. This would help the company in knowing how to avoid losses while at the same time understand new investments in the

William Goldings Choice Of Language Essay Example for Free

William Goldings Choice Of Language Essay William Goldings choice of language in this extract sets the scene on the island. He uses simple words such as leaped and dashed to show the swift movements of Ralph, which also create the dramatic action. They show the distress Ralph is in whilst he is on the run from Jacks savages and his desperation to survive. Simple phrases such as shied like a horse at the sound of shrills also dramatise upon the action. These show how frightened and nervous Ralph has become, as horses usually are frightened and terrified of most things (i. e. too many people) The quote Most he was beginning to dreadmaking a simpleton of him is also another example of imagery as it describes how his mind may go suddenly blank (idea of the curtain), losing any sense of what was happening around him the curtain that might waver in his brain The idea of the curtain gives the impression of that he isnt in a good state of mind, as he is on he is on the run for his life, and also been hunted down by Jacks tribe. William Golding also uses a war reference in the book which is quite ironic, as at the time he wrote the book he was horrified by the events of WWII the advancing line would pass without discovering him. It creates the image of WWII and the Jews on the run from the Nazis trying to hide away and not be caught. Linked to the story it shows the Ralph is like a Jew on the run from Jacks tribe (Nazi army) and how he is an outcast. The sentence structure is quite different throughout, as some sentences are short, whilst others long. The shorter sentences build upon the dramatic action as it shows very fast action taking place. For example when Ralph is on the run the sentences are very short, too signify fast action He flung himself down by some ferns and when Ralph is thinking to himself the sentences are very long possibly to signify the chains of thoughts Ralph has on avoiding death There was no Piggy to talk sense. There was no solemn assembly for debate nor dignity of the conch. Some sentences also vary in complexity as some just state simple facts whereas others use devices such as imagery, within them i.e. jeered up into a blanket of smoke The quote jeered up into a blanket of smoke uses imagery as the word blanket created the image of the island covered with smoke. This technique is used frequently to try and help the reader understand the situation and what the character/surroundings are like. Another example of imagery is when it says bars and splashes of sunlight flitted over him and sweat made glistening streaks on his dirty body This creates the image of the intense sunlight reflecting off him because off the sweat and also give the impression he has been on the run for some time hence dirty body The language that he uses also emphasises upon the dramatic action as he uses short, snappy phrases that gets the reader gripped and immediately aware of the situation shrill and inevitable, was the ululation sweeping across the island Overall William Golding uses a combination of effective techniques to make his novel more of a success. The effect of imagery makes the novel more exciting and the short phrases he uses also emphasises upon the dramatic action he had planned for his novel to have.

Human Rights in the Workplace

Human Rights in the Workplace Konark Nanda The legal environment is critical to Canadian labour relations. Employment standards legislation mandates the minimum terms of employment such as minimum vacations, holidays and wages. These provide a floor for the negotiation of collective agreements. Any contract terms relating to issues covered by employment standards legislation must provide at least the minimum rights provided in the legislation. Human rights legislation prohibits discrimination and harassment and imposes a duty to accommodate. All jurisdictions have their own human rights legislation. This legislation and the Canadian Charter of Rights and Freedoms are the basis for the law relating to discrimination in each jurisdiction. Human rights legislation in each jurisdiction in Canada sets out prohibited grounds of discrimination. There are several prohibited grounds that apply to all jurisdictions in Canada, certain protections are not assured in every part of Canada. Discrimination based on age, marital status, physical or mental disability, and sexual orientation are found in federal and human rights laws throughout Canada; demographic factors such as family status, pardoned convictions, and gender identity do not fall within protected ground in several federal or provincial human rights code. Human rights are important in the relationships that exist between individuals and the government that has power over them. The government exercises power over its people. However, human rights mean that this power is limited. Provinces must look after the basic needs of the people and protect some of their freedoms. Ontarios Human Rights Code, the first in Canada, was enacted in 1962. The Code states that every person has a right to equal treatment with respect to employment without discrimination or harassment because of race, ancestry, place of origin, color, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences, marital status, family status or disability (Rights Commission, 2016). Discrimination happens in several ways. It can be direct, indirect, or systemic. Discrimination can also be things like reprisal, a poisoned environment, harassment, or racial profiling. Direct discrimination means discriminating against someone because you think they are different from you. It includes practices or behaviors that have a negative effect of a person or a group of people who belong to a ground listed under the Code. It doesnt matter that you didnt intend to treat them differently. What matters is whether your actions or what you said results in discrimination. Constructive discrimination refers to a neutral rule that has an adverse impact on an individual because of prohibited grounds of discrimination; it may be unintentional. Systemic discrimination may be part of a system, like how decisions are made, and the practices and policies, or the culture of the organization. For example, the head of the company likes golf, and only wants to promote managers who play golf. In human rights legislation, there is a duty to accommodate that requires measure to be adopted preventing people from being adversely affected by workplace requirements based on a prohibited ground of discrimination. Government Objectives in Labour Relations Government plays an important role in the regulation of labour relations process. Government has made bodies to oversee key processes such as union organizing, contract negotiations and the administration of the collective agreement. Government regulates the labour relations outcomes by overlooking agreements, strikes, and lockout. Government has to intervene in labour relations as they could affect the economy by causing inflationary pressure. To protect public interest and limit disruption of the public, governments can seek to avoid strikes and lockouts through labour legislation that places restriction on strikes and lockouts, assistance during negotiating in the form of conciliation and mediation and back to work legislation. Government regulates economy, control inflation and unemployment through monetary and fiscal policies. Government regulates market practices and results with minimum terms of employment and human rights legislations. Role of Unions in Labour Relations Unions are key actors in the labour relations system. The main objectives of unions are to improve the terms and conditions of work, protect arbitrary management action, providing conflict resolution and employee input and pursuing social and economic change. Unions try to achieve these objectives by organizing employees, contract negotiations, strikes and boycotts, grievances and arbitration, court / legal actions, political activities, union management collaborations and other unilateral actions. Role of Management In the private sector management has two main core objectives: the maximization of profit and maintaining control over the business. In the public and nonprofit sectors, employers seek to balance operating budgets, comply with government policy initiatives and meet the demands for the public services at reasonable costs. The management must achieve its objectives while taking care of its employees and not discriminating against them. The management has a duty to accommodate its employees till the time it does not cause them undue hardship. Possible measure to accommodate are allowing a period of absence from work, reduced hours, transfer to an alternate job, training to facilitate a move to another job. Certification Process in Ontario When the union applies to the board, the union must establish that it is a trade union as defined in the labour relations legislation, the application is timely, the group of employees specified in the application is an appropriate bargaining unit and the union has adequate support of employees in the proposed unit. In the beginning of the certification process Ontario government makes the union send out a notification of application to both the employer and any current union(s). Certification package is send out by union that is described in Ontario Labour Relations boards (OLRB) and this information is also available to other parties to prepare their responses to the application. Then the union makes its application to the ORLB, along with membership evidence gather in the organizing campaign that it considers appropriate for a collective bargaining unit. All the parties are then contacted by OLRB to ensure that the notification has occurred, the employer post a notice to the employees in the work place informing them that a vote will be held. All the unions and the employers representing the effected employees give feedback to the OLRB within two days of the application being filed. The information normally includes the actual number of employees in the bargaining unit proposed by the union and any alternating bargaining unit proposed, while listing this information employers must decide if its challenging the union application under section 8.1 of Ontario labor relation act 1995. Based on the information provided by the union, OLRB decides to sanction it if it appears the union has the support of at least 40% of the employees in the bargaining unit which is being proposed and if thats the case then a secret ballot vote is held in the work place within five days of filling the application, board has the power to change the time line if necessary. The voters whose eligibility to vote is in doubt and then they later become eligible, then their names are written on the envelope and dropped in ballot box. The OLRB holds a secret ballot vote. Anyone who is in the bargaining unit in the union that has applied for the certification can vote. If the majority (50% + 1) of workers who caste vote to unionize, the union is certified. On the off chance that the assentation cant be achieved, a hearing before the OLRB will be planned for four weeks after the vote. Its possible that the vote wont be numbered until after the board issues its choice. On the off chance that more than 50 percent of the votes are supportive of the union, the OLRB will grant certification. References Publishing, P. Why are Human Rights Important? Retrieved from http://www.pearsonpublishing.co.uk/education/samples/S_497198.pdf Rights Commission, O. H. (2016). Employment. Retrieved from http://www.ohrc.on.ca/en/social_areas/employment Suffield, L., Gannon, G. L. (n.d.). Labour relations

Essay --

Analyzing the Feminine Macbeth is a play where female characters have a big influence in terms of the direction of where the male characters will end up. Male Characters such as Macbeth build desperate ambition that leads him into a path full of consequences based on prophecies, and influences enforced by women. This desperate ambition makes a big influence on the path of the play. Female characters such as the three witches and Lady Macbeth play around with characters such as Macbeth who is probably the most important character in the play. By encountering, telling him seductive prophecies and manipulating him, to make sure that Macbeth overcome his obstacles; While Macbeth not knowing that later on in his life these prophecies will become true but with full of consequences. These three Agents of fate whose prophecies hold the inevitable and this cruel and highly ambitious Lady Macbeth use female methods such as, manipulation to achieve power; which shows that in the play women can be far more frightening and ambitious than the male characters because of the paths available to them due to gender The three witches also known as â€Å"the three weird sisters† are three witches with dark thoughts and unconscious temptations to evil. Although the witches are servants of Hecate, These three seem to be very independent and very powerful; in fact the three witches are the most dangerous characters in the play, being both very powerful and wicked. Through the play these three speak in in rhyming lines, their most famous and most repeated line is â€Å"Double, double, toil and trouble, / Fire burn and cauldron bubble† which is said in most of the scenes in which they ... ...proved that they can be as ambitious and as violent as men through their actions and intentions. Nunez #7 Works Cited Page 1) Allcock, Bradley . "The Roles of Masculinity and Femininity in Macbeth". 12. 2009. Web. 12. 2009. 2 ) Asp, Carolyn. "BMCC Library: Remote Access." BMCC Library: Remote Access. N.p., 1981. Web.11Dec.2013. 3) Daniel, Albright. "BMCC Library: Remote Access." BMCC Library: Remote Access. N.p., 17 Mar. 2005. Web. 11 Dec. 2013. .

The Role of Women in The Canterbery Tales :: Canterbury Tales Essays

The Role of Women in The Canterbery Tales Chaucer, in his female pilgrimage thought of women as having an evil-like quality that they always tempt and take from men. They were depicted as untrustworthy, selfish and vain and often like caricatures not like real people at all. Through the faults of both men and women, Chaucer showed what is right and wrong and how one should live. Under the surface, however, lies a jaded look of women in the form that in his writings he seems to crate them as caricatures and show how they cause the downfall of men by sometimes appealing to their desires and other times their fears. Chaucer obviously had very opinionated views of the manners and behaviours of women and expressed it strongly in The Canterbury Tales. In his collection of tales, he portrayed two extremes in his prospect of women. The Wife of Bath represented the extravagant and lusty woman where as the Prioress represented the admirable and devoted followers of church. Chaucer delineated the two characters contrastingl y in their appearances, general manners, education and most evidently in their behaviour towards men. Yet, in the midst of disparities, both tales left its readers with an unsolved enigma. The Wife of Bath represents the "liberal" extreme in regards to female stereotypes of the Middle Ages. Unlike most women being anonymous during the Middle Ages, she has a mind of her own and voices herself. Furthermore, she thinks extremely highly of herself and enjoys showing off her Sunday clothes whenever the opportunity arises. She intimidates men and women alike due to the power she possesses. Because of her obnoxious attitude Chaucer makes her toothless, fat and large. Doubtlessly, she is very ugly, almost to the point of "not-presentable. This to me shows how Chaucer depicts what men don't want. The Prioress, on the other hand, serves as a foil to the Wife of Bath. Chaucer describes her as "tender-hearted" who cannot bear the sight of pain or physical suffering. She will cry at the thought of a dog dying. It could represent that she has a frail soul with low tolerance for pain and suffering. The latter description carries over into the modern stereotypes about wome n as skittish and afraid members of society who need to be cared for. The Role of Women in The Canterbery Tales :: Canterbury Tales Essays The Role of Women in The Canterbery Tales Chaucer, in his female pilgrimage thought of women as having an evil-like quality that they always tempt and take from men. They were depicted as untrustworthy, selfish and vain and often like caricatures not like real people at all. Through the faults of both men and women, Chaucer showed what is right and wrong and how one should live. Under the surface, however, lies a jaded look of women in the form that in his writings he seems to crate them as caricatures and show how they cause the downfall of men by sometimes appealing to their desires and other times their fears. Chaucer obviously had very opinionated views of the manners and behaviours of women and expressed it strongly in The Canterbury Tales. In his collection of tales, he portrayed two extremes in his prospect of women. The Wife of Bath represented the extravagant and lusty woman where as the Prioress represented the admirable and devoted followers of church. Chaucer delineated the two characters contrastingl y in their appearances, general manners, education and most evidently in their behaviour towards men. Yet, in the midst of disparities, both tales left its readers with an unsolved enigma. The Wife of Bath represents the "liberal" extreme in regards to female stereotypes of the Middle Ages. Unlike most women being anonymous during the Middle Ages, she has a mind of her own and voices herself. Furthermore, she thinks extremely highly of herself and enjoys showing off her Sunday clothes whenever the opportunity arises. She intimidates men and women alike due to the power she possesses. Because of her obnoxious attitude Chaucer makes her toothless, fat and large. Doubtlessly, she is very ugly, almost to the point of "not-presentable. This to me shows how Chaucer depicts what men don't want. The Prioress, on the other hand, serves as a foil to the Wife of Bath. Chaucer describes her as "tender-hearted" who cannot bear the sight of pain or physical suffering. She will cry at the thought of a dog dying. It could represent that she has a frail soul with low tolerance for pain and suffering. The latter description carries over into the modern stereotypes about wome n as skittish and afraid members of society who need to be cared for.

Henry VI and the Wars of the Roses Essay -- The Wars of the Roses Essa

From his fifteen year minority to the inept rule of the rest of his reign, Henry VI was a "child", at least as far as governing ability was concerned. The period of his minority and the time that he was the titular king laid the groundwork for the Wars of the Roses. Had Henry been an intelligent king, with at least some political acumen, and the ability to win the respect of his nobles, their may have never been any Wars of the Roses. But his weakness in allowing government by favorites and governing foolishly on his own, at the very least directed his country down the road to a bloody civil war. Henry VI was born on December 6, 1421, and became king of England on September 1, 1422. Problems began almost immediately, though these problems were not seen as such at the time. First, the power of the monarch, instead of being entrusted to one man, was given to a council of magnates. Though it is likely that Henry V included a clause in his will appointing his brother, the Duke of Gloucester, regent, nobles whose powers had been curtailed by Henry V seized the opportunity to regain their lost power. They claimed the precedent of Richard II's minority (Storey, 30) to support their actions. Though the council did rule fairly on the whole, it created a problem. Later in Henry VI's reign, factions ruled the government and the monarch suffered from a lack of cohesive central authority. Nobles who had taken power were reluctant to give it back, causing a spreading out of the king's pwer. Henry's powers as monarch were not kept whole and in trust for him (Storey, 30) so that even had he been a strong king, it would have been difficult for him to control the situations that were to occur. One immediate effect of the council system was to ke... ...families siding for and against the king. Had Henry understood politics, he would not have agreed to ceding Anjou and Maine. If he had known how to govern, he would not have revealed the weakness of his government by handing out pardons to every hard-luck story he heard. In short, had Henry VI even an inkling of how to rule, the Wars of the Roses would not have happened. Works Cited Gillingham, John The Wars of the Roses, Louisiana State University Press, Baton Rouge, 1981. Smith, Lacey Baldwin, This Realm of England, D.C.Heath & Company, Lexington, Massachusetts, 1992. Storey, R.I. The End of the House of Lancaster, Stein & Day Publishers, New York, 1967. Works Consulted Gormley, Larry. â€Å"Wars of the Roses: Battles of the Roses.† n.d. Web. 23 Jan. 2010. Hicks, Michael. The War of the Roses 1455-1487. New York: Routledge, 2003. Print.

American Folk Art

Visiting the four on-line sites devoted to â€Å"Gilded Lions and Jewelled Horses: The Synagogue to the Carousel† helped me to enhance my knowledge of Jewish woodcarvers art, and I was also provided with excellent opportunity to explore the works of American and European artists. I found out that American art has contributed developing of distinct Jewish culture within American boundaries. The works of art presented at the sites are really exuberant and refine as they reflect the history of transformation and, what is more important, of survival of cultural heritage.The exhibitions presented amounts more than one hundred works and objects, as well as documentary photographs of synagogue arks and carved gravestones, carousel animals and sacred carvings. I learned that Jewish immigrants had to struggle to balance their observant life with reality as it was difficult for them to adjust to new environment. Nevertheless, the most interested information I learned is about the histor y of carousels and carousel animals – lions and horses.My favorite image (see picture) is a standing horse with jeweled trappings made by Marcus Charles Illions. The horse is wooden, painted and decorated with glass eyes and jewels. Illions is known to create the most animated carousel animas and his horses seemed exhausted from their eternal gallop tempers. The horses were often entailed with wild eyes and they were flying in the air. Carousels gained popularity in American and one of the possible reasons is that they were designed by diverse generation of immigrants who added distinct features to horses and lions.The carousel industry flourished in urban centers of New York and Philadelphia as those regions were characterized by mass immigration from countries with strong carving traditions. Mostly, carousel animals were designed by Italians, Germans and Eastern Europeans. Works Cited http://www. folkartmuseum. org/default. asp? id=1869 http://www. gildedlions. org/ http:// www. gildedlions. org/carousels. html http://www. gildedlions. org/welcome. html

Morality in Graham Greene’s “I Spy” Essay

As World War I raged about Europe, Great Britain took every measure available to ensure the war didn’t spread into their own backyard. Their army was doing fine fighting elsewhere in France and Germany, but as William I proved in 1066, when you invade England, it’s not the English that win. Britons lived in constant fear of a takeover by the German â€Å"huns,† and this fear inspired Graham Greene to comment on morality in man in his short story, â€Å"I Spy.† Greene explains, through the conflict that his protagonists suffer, that sometimes society’s morals are artificially removed, for example in a time of war in which the object is to kill as many people as possible that aren’t on your side. In these situations, people have to make their own decisions about morality and right and wrong, and this absolutely terrifies them. This is shown in â€Å"I Spy† through the characters, imagery, and setting in the story. The main character in â€Å"I Spy† is Charlie Stowe, a twelve year old boy living in England. Charlie is teased by boys at school about never having smoked a cigarette, so one night sneaks downstairs to his father’s tobacconist shop to have one. He knows this is not only wrong but illegal, but does it anyways to try to mitigate his schoolmates’ ridicule. Since Charlie knows he is doing wrong, throughout the story he has an overbearing fear of being caught. Apparently for Charlie, however, the consequences of being caught stealing cigarettes are less than the consequences of not smoking at all, so he goes through with his plan. The other main character in the story is Charlie’s father who owns the shop. He is described as an ‘unreal wraith,’ not loved by his son. As the story progresses, it becomes evident that Mr. Stowe has been taken into custody for being a spy, and is being brought to the shop to get his coat before he is led, presumably, to trial and execution. It is not clear whether Mr. Stowe became a spy because he was a tobacconist (specializing in imports from Turkey, a WW-I ally of Germany), or whether he became a tobacconist because he was a spy (providing a common gathering place, making it easy to pass information or items back and forth). It is clear, however, from Charlie’s memories of his father fortifying himself with proverbs and muttering to himself, that he may not have wanted to hold his traitorous occupation. Both Charlie’s and his father’s society’s morals have been removed, Charlie’s by his schoolmates  and Mr. Stowe, probably, by German spies coercing him to join their ranks. Both of them know they are doing wrong and, though they display their fear differently, are frightened non etheless about what might happen if they don’t do their respective tasks. The imagery in â€Å"I Spy† also helps show the central idea of fear. Throughout the story, light is represented as a danger of being caught, and each time Charlie shies away from the light. The candle in his mother’s room, the spotlights sweeping the windows of the shop, and the policeman’s flashlight all provide threats to Charlie’s mission of stealing a cigarette. In addition, the nature of the shop itself lends itself to intrigue and fear. The phrase â€Å"smoke-filled room† traditionally stirs feelings of clandestine deals and surreptitious secrets, and this room is no different. The apprehension is almost as visible as the smoke in this room of shadowy transactions. Imagery, in addition to showing lack of morals, contrasts it by showing pillars of morality and fortitude, the two agents accompanying Mr. Stowe. With their identical suits, bowlers, and mackintoshes, these government agents, presumably from the British MI-5, represent those that d o not have to make decisions for themselves and have their code of morality laid before them. Finally, the setting of â€Å"I Spy† does a great deal to support the central idea of having to choose ones moral decisions. This is Great Britain in the early twentieth century, when the last remnants of the British Empire are being swept away and global warfare is everyone’s biggest fear. Britain is also coming off its â€Å"jingoism† (meaning incredibly nationalistic) policy, meaning that there are a great deal of ardent patriots living in the area. Charlie’s mother is one of these, having nothing but good to say about the queen, and nothing but bad to say about the Germans. Charlie’s father also validates the patriotism, saying that once the neighbors find out he is a spy, they will tear down the tobacconists shop. These neighbors would normally not band together to do such a violent act, but for the time. They are used to hearing that everything related to Britain is perfect, and everything related to Germany should be destroyed, and will act accordingly. The story takes place in a coastal town, so spotlights are continually sweeping across  the sea looking for German boats, and across the skies looking for enemy dirigibles. These lights serve a dual purpose, however, and subconsciously remind the population that even they can be watched. This may lead to conflict within ordinary people, who may always worry whether their actions are â€Å"good† or â€Å"good for the state† or could be interpreted as conflicting with the interests of Britain. It is evident that these lights, built to protect, can also strike fear into the hearts of people struggling to make their everyday moral decisions. There will always be instances in which definite morality is suspended or removed. People will always be forced to make up their own set of morals and abide by them, and they will always be fearful that their set of morals is wrong. The differences that arise among people is how they act on these fears and code of morals. Charlie and his father both experienced the fear of being discovered in the wrong. They also both experienced the despair at knowing there is no other choice but the action they are taking. In reality, however, both Charlie and his father took the easy way out in dealing with their problems. Charlie could have simply stood up to his tormenters and defended his right not to smoke, and Mr. Stowes could have refused to become a spy for Germany. Both of these responses could have resulted in serious personal injury, but it should have been a small price to pay for keeping one’s honor.

English language Essay

Why choose Westminster Kingsway College? Our central London location: courses take place at our Victoria Centre which is a five-minute walk from Victoria mainline and underground stations Our facilities and resources: the centre has a very well-equipped Learning Centre with IT facilities and an extensive range of teaching and learning materials Our online Virtual Learning Environment ‘Moodle’: this allows access to a range of support materials on your home PC Our experience: we have been running teacher training courses for over 25 years and have a well-deserved reputation for extremely high quality, effective teaching Our training team: we have a large team of highly-qualified and experienced teacher trainers. They have all worked in the public and private sectors in the UK and overseas and some are CELTA assessors. You can find out more about them in the â€Å"Trainer Profile† section Our quality assurance systems: in addition to external monitoring by Cambridge, we are part of the public sector and are inspected by OFSTED Our success rates: we have a proven track-record of extremely good pass rates on all our courses The level of individual attention we offer: our trainers are involved at every stage of your course, from initial enquiry to post-course advice and guidance The profile of our teaching practice groups: our students are highly motivated and come from a very wide variety of linguistic, geographic and social backgrounds. Some are asylum seekers and refugees whilst others are living and working in London for a relatively short time. This mix of students means that your teaching practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to work in Extremely high level of trainee satisfaction: see â€Å"What CELTA did for me† for comments from past trainees Advice and guidance on employment opportunities: all our courses include sessions on finding teaching work, and some of our candidates go on to work in Westminster Kingsway and other colleges If you have any questions, or would like to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you will hear a voice-message giving you further information.3 About Westminster Kingsway College: Teacher Training Westminster Kingsway College’s Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 minutes walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers part-time day and evening courses in English/ESOL (English for Speakers of Other Languages). We are part of the public sector and receive government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners. Our Teacher Trainers All our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly employed by the College and regularly update their teacher training skills and expertise. Trainer Profiles Katerina Ashiotis: Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for two years in a private school. She then returned to London and worked as an English teacher teaching adults full-time. She worked in three different private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 completed a PGCE in FE (PCET with ESOL Specialism). Parallel to working and training in the private sector she worked as a visiting EFL lecturer at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. Most recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania. Chris Brain: Following a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in the private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA. Michael Harmsworth: Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private language schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with Distinction in TESOL (Teaching English to Speakers of Other Languages) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are focused on his obtaining Associate Membership of the British Dyslexia Association (AMBDA). Gabriel Mulcauley: Gabriel completed a degree in English Literature at the University of Sheffield followed by a PGCE in English and Drama at the University of Leeds. Her first experience of teaching English was in a Summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College before joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4 Our English/ESOL courses and students Our English/ESOL courses are suitable for adult learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers. We offer a variety of courses to meet a wide range of needs. Some courses are more suitable for EU migrant workers and enable students to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. All courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks). Students study either every day (Monday – Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). There are two study options on the daytime courses: ESOL Extra and ESOL Express. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same: learners study for 2.5 hours on two evenings per week. Qualifications All the courses lead to an examination: this is usually a Trinity Skills for Life Certificate. We offer these qualifications at 5 levels from Entry 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing. 5 The Certificate in Teaching English to Speakers of Other Languages: CELTA (incorporating the award in Preparing to Teach in the Lifelong Learning Sector: PTLLS) What is CELTA? CELTA is an initial qualification for people with little or no previous teaching experience. It is the best known and most widely taken initial ‘TESOL/TEFL’ qualification of its kind in the world. Who recognises CELTA? It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland. Who is CELTA for? People starting a career in English Language teaching: The course will give you a firm grounding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom. People looking for a career change or career break: An increasing number of candidates are professionals who would like a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad. People already teaching English but with no formal qualifications: You may already be teaching English but have no formal teaching qualifications. CELTA will help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job. Who is eligible to apply? We recommend that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 â€Å"A† levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do not have formal qualifications at this level but who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is not your first language, you must have a command of written and spoken English that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates. What does CELTA involve? The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning. What does the course cover? The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practically-focussed written assignments. 6 There are five main units of learning: Unit 1: Learners and teachers and the teaching and learning context Unit 2: Language Analysis and awareness Unit 3: Language skills: reading, listening, speaking and writing Unit 4: Planning and resources for different teaching contacts Unit 5: Developing teaching skills and professionalism. How will I be assessed? You will be assessed throughout the course: there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course. There are two components of assessment: Teaching Practice: You will teach for a total of six hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours. Written Assignments: You will complete four written assignments: one on adult learning and learning contexts, one on an aspect of the language system of English, one on an aspect of language skills and one on classroom teaching and the identification of action points. Assessment and Grading Grading of candidates is by continuous assessment. There is no final examination. Successful candidates are awarded the â€Å"Cambridge CELTA† at one of the following grades: â€Å"Pass†, Pass â€Å"B†, and Pass â€Å"A†. On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass â€Å"B† and 5% are awarded a Pass â€Å"A†. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including an assessment of your teaching, on all the lessons you teach. You will have at least two individual tutorials to check that your perception of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve. We aim to be as clear and open as possible about your development. As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor. Applying for the course Selection to the course is based on an interview, lasting approximately two hours and a written task. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview. 7 Frequently Asked Questions Is it a problem that I’ve never taught before? No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques. I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am bound to be a good teacher, right? Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis on â€Å"telling†. Does it matter if I miss any part of the course? Yes. 100% attendance is expected other than in exceptional circumstances. What happens if I am ill during the course? The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances. Will there be much paperwork? You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily. I have never been able to spell properly: does it matter? Yes. Learners of English expect their teachers to be able to spell reasonably accurately. Also, Cambridge rules require candidates to be able to write in English that is â€Å"essentially free of errors†. Part of our interview process is designed to check this. Will I have to follow any particular methodology? Our aim is to provide you with a range of techniques and approaches which you will be able to select from. I have never learned grammar before: is this a problem? Many native speakers of English know little about the mechanics of their own language and are unconfident about teaching grammar. Part of our selection process is to check that you have the potential to follow the grammar component of the course. When I have completed my CELTA, what further teaching qualifications should I take? It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning Sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are interested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC. If I am successful in CELTA, can I take the Cambridge ESOL Diploma course immediately afterwards? We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and completion of a task. Also, we can only accept you onto the Diploma course if you already teach, or are planning to teach, in the Further Education sector. 8 Useful Books There is no official reading list, but here are some useful titles: Methodology Learning Teaching, Jim Scrivener (Macmillan Heinemann). The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman). Grammar Practical English Usage, Michael Swan (OUP). Grammar for English Language Teaching, Martin Parrot (CUP). What CELTA has done for me? For many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told us: â€Å"I was 51 when I did my CELTA course†¦ a bit old, and my only regret is that I didn’t do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their rather clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experience unless you do a Summer School. Nevertheless, a CELTA is a very versatile extra string to anyone’s bow, and with it you should find it way to find a job anywhere in the world.† Mick Hutchinson â€Å"I did a CELTA course when I was 24 years old. I had just finished a contract as an Events Assistant in the city and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but it’s well worth it! â€Å"When I completed my CELTA I taught English to Italian students for a while but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching English!† Diana Chapman What motivates students? What can you do to keep motivation high? Teacher Training with Westminster Kingsway College Teaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom. Careers at a glance: Teacher Lecturer Headteacher Social Worker Researcher School Administrator Teaching Courses at Westminster Kingsway College: This is a selection of the teaching courses at the College – contact us for further details. CELTA: Certificate in Teaching English to Speakers of Other Languages Access to Higher Education Diploma: Education Studies and Teacher Training Preparing to Teach in the Lifelong Learning Sector (PTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Visit www.westking.ac.uk for further details about Westminster Kingsway College

Maternal Nursing Essay

A tool for assessment of health service systems to support maternal health and child health Health during early childhood and pregnancy has long term and wide ranging impacts on the general health of populations. Promotion of good health in pregnancy and childhood are therefore critical activities of primary health care services. Health service systems need to be organised to meet the specific needs of maternal and child care alongside the other major aspects of these services, such as acute and chronic illness care. Health care organisations require practical tools to guide efforts and evaluate changes in maternal and child health. This ABCD Systems Assessment Tool was originally designed for assessing primary care systems support for chronic illness care. The tool is based on the structure, content and principles of the Assessment of Chronic Illness Care (ACIC) survey (Bonomi et al. , 2002) and on the Innovative Care for Chronic Conditions (ICCC) Framework (WHO 2002). We have now adapted the Systems Assessment Tool for use in quality improvement activities directed at maternal and child health (MCH). This adaptation is based on key policy reports and research papers relevant to the Australian Aboriginal and Torres Strait Islander primary care sector (see list on last page). As for the ABCD Systems Assessment Tool for chronic illness care, this MCH Systems Assessment Tool has been designed for use with health services for Indigenous Australian populations. However, it is expected to be appropriate with minor adaptation for many other settings. The intended purpose of the tool is to support ongoing quality improvement initiatives through systematic assessment of a range of elements of health service systems that have been demonstrated to be important. The tool provides for †¢ an assessment of the state of development of health service systems; †¢ guidance on next steps in planning improvements in maternal and child health care; †¢ assessment of progress in achieving system improvement. As for the ABCD Systems Assessment Tool, this MCH Systems Assessment Tool incorporates the guiding principles of the ICCC Framework: evidencebased decision making; population focus; prevention focus; quality focus; integration; and flexibility/adaptability. Version 2. 1 Last Updated 30/03/07 Activities and programs relevant to maternal and child health care can be considered in three areas: a) Clinical Services for maternal health through individual health promotion advice, clinical preventive care and the early detection of illness (includes antenatal and post natal clinics/screening, case finding, brief interventions/counselling – generally health centre based, one-to-one activities) b) Clinical services for child health through individual health promotion advice, clinical preventive care and the early detection of illness (including child health clinics, screening, growth monitoring, case finding, brief interventions/counselling – generally health centre based, one-to-one activities) c) Community or Population based programs/activities, ancillary programs for maternal and child health (eg programs or activities designed to promote nutrition, breastfeeding, physical activity, oral/dental health, mental health, environmental health, and to reduce harm from cigarette smoke or alcohol) Each of these three areas of activities is important in the effective prevention and management of maternal and child ill health and the prevention of chronic illness in later years. The quality of systems in place to support each of these three areas of activities or programs may differ quite markedly within the same health centre or health service. The scoring form for this tool provides for distinct scoring of how systems support each of the areas. The prompts provided in this tool are intended only as guidance to some of the sorts of system issues that one might consider for scoring each item of the tool. These prompts are not intended to cover all relevant issues for all services. While there may be some overlap, the elements of the MCH Systems Assessment Tool can be applied separately to the assessment of systems to support a) services for maternal health; and b) services for child health. The use of this tool provides a score for the state of development of different aspects of health centre systems. These scores may be used as a guide for where improvement efforts might be focussed. The scores should be seen as a guide only, and services should base their priorities on the range of information available and the opportunities for improvement in different areas. We will welcome suggestions or feedback from services which use this tool.

Family Resilience Assessment Assignment Example | Topics and Well Written Essays - 2000 words

Family Resilience Assessment - Assignment Example This research will begin with the statement that family resilience and the concept behind it range beyond our comprehension of healthy family functioning to circumstances of adversity.  The assumption, however, is that there is no universal model that adequately fits all families and their situations due to their unique nature. The fact that some situations strengthen some families and increase their resourcefulness, while others crumble under the stress and pressure associated with the crises, serves to prove that there is no universal reaction that is guaranteed when faced with adversity. A family is a structure where there are rules to adhere to and specified roles to play by each of the members of the unit. There is a certain expectation as regards how the members of the system respond to each other with respect to their roles and are defined by the agreements of their relationships. Within the confines of the system, the development of patterns is seen in scenarios where a par ticular family member causes predictable behavioral influences in other family members and is also influenced by the behavioral traits of the rest of the family. Continuing the same trend of behaviors within a system may bring about balance in the family system, but also there is the risk of growing dysfunctional. For instance, if a spouse is forced to assume the responsibilities of the other for one reason or the other, the shift in roles could have adverse effects on the family system brought about by the equilibrium shift as a result of overreaching roles. My current nuclear family is characterized by a system of genuine family support, and mutual responsibilities in our respective roles. My live-in girlfriend, who we have been together for three and a half years, has three kids whom I absolutely adore, despite the fact that am not their biological father. Thanks to her kids, I have received a new lease in life by becoming a grand daddy-by-girlfriend. This has given me the chance to see a child grow, and I am grateful for this especially since I miss out on raising my own daughter and see her grow up. My relationship with my ex-family is nothing to write home about as no special bond exists. The quality of life back when I was still married to Sonia was horrible. The infidelity by my wife, now my ex-wife, nearly drove me to ruins, and the fact that she abandoned me while bedridden in the hospital and took off with our daughter did not make this easier. It actually made things worse, and this experience coupled with the horrible and abu sive childhood I had, was a suicide in waiting. Growing up surrounded by a mother who hated men, and two sisters who had been taught to loathe men, my childhood was doomed from the start. The fact that I did not have any functional relationship with any of my relatives from either side of my parents families meant that I was stuck with the only family I knew. Describe and discuss the key processes of family resilience: Belief Systems, Organizational Patterns, Communication Processes as they apply to yourself and your family. Belief Systems The members of a family are able to derive some meaning from circumstances of crisis, and therefore foster a positive and a hopeful outlook. This is, however, dependent on the family’s attitude towards the suffering, crises and the options available to them. In my case, making the best out of hard situations was not easy, not that it was expected anyway. It took me a while before I could see clearly that I had to change my attitude towards living a better quality life. Initially, before I got my act together, I dwelled on the issues that faced me instead of trying to find a way to stop myself from suffocating. Once I understood that the only way to move on was to accept my

Bojangles Essay Example | Topics and Well Written Essays - 750 words

Bojangles - Essay Example Here in this place, his tap lessons were learned and became 'Bojangles'. In this particular place, he learned the ways to earn a living through dancing and entertaining in local beer gardens, worked as bootblack and danced in public passing a hat around. Here in this place, he experienced maturity against life's challenges which gave him the courage to go and explore possibilities. At age 12, he left Richmond and rode a freight train to Washington, DC. Starting his journey of self-sufficiency as race track worker, Robinson took the road in hard work. After the first taste of professional show business gig in The South before the War and enlisting himself during World War I serving as the drum major of the 369th Infantry Regiment, the so-called "Harlem Hellfighters.", Robinson was determined to be a performer. This foot-work driven undaunted by the then racial discrimination managed to catch the limelight of entertainment amidst the world of white racial dominance in New York City. Among his achievements, he became George W. Cooper's foil, became solo performer and became famous for his debut tap stair dance. To become a show headliner, some of his gimmicks planned together with his manager Marty Forkins include setting a world's record in the backwards 75-yard dash (in 8.2 seconds) beating athletes and won sports world attention. He was offered Broadway shows and was able to enrapture the audience with his performance. Such kind of performance even made its way to New York's 1939 World's Fair. His entertainment skills also provided him the means to invade film industry with the movie phenomenon Shirley Temple. Having grown in poor conditions but managed to live decently, Robinson was able to earn his living using his talents of entertainment, a skill he learned in his childhood. Having known poverty, he was kind hearted and had lived generously both in spending, gambling and in charity works. He was known to donate in kind and in deeds to several organizations and foundations and also in Richmond. His gambling addiction and unsystematic charity works were said to drain his wealth such that he died poor despite of his million dollars earnings during his more than fifty-year show business career. His interests in this lavish spending and gambling episodes can be traced back to the time when he was just a boy earning his penny and spending his time in corner streets. Though a compulsive gambler, he did not drink. Robinson's tasteful dressing was also one of the most notable characteristic. In his sixties, Robinson was far from a kid who tap danced to earn pennies; he had achieved wealth and fame in a racist society. Instead of opting for retirement he continued to perform. He lived a principle of hardwork in his performances, "what success I achieved in the theater is due to the fact that I have always worked just as hard when there were ten people in the house as when there were thousands. Just as hard in Springfield, Illinois, as on Broadway" to quote him. The circumstance in which he was forced into retirement even culminates in his major benefit for the American Heart Association, held at the Copacabana, in New York City, a month before his seventieth birthday. After doing extra, more vigorous steps than the standard routine, he suffered a massive heart attack backstage.

Critiqu of Are millennials cut out for this job market by Ruben Essay

Critiqu of Are millennials cut out for this job market by Ruben Navarrette - Essay Example They are more loyal to friends and families than they are to their careers. They also seem to think that they should have opportunity handed to them on a silver platter. While surveys and research seem to support these generalizations, the reality is they are very broad generalizations. The assertions made by Ruben Navarrette, Jr. in his article Are Millennials cut out for this job market? is simply a bunch of broad claims about an incredibly diverse group of individuals. These sorts of articles may fill space in newspapers and on the webpage of a 24-hour news organization, but they are actually void of any real depth and do little to enlighten understanding of our complex society. According to the article, experts on Millennials such as psychology professor Jean Twenge at San Diego State University have used surveys and anecdotal evidence to build the afore mentioned profile of an entire generation. The high self-esteem is a result of the â€Å"everyone gets a trophy† culture that Baby Boomer parents embraced according to the author. This outsized ego is having real consequences for Millennials at work. According to a few anecdotes from bosses, Millennials do not take guidance or criticism and expect to be advanced in their careers for doing nothing. They also seem to care more about family than work. There are many problems with the logic and factual information presented by the author. First is the fact that the author claims Jean Twenge is a part of the millennial generation because she was born in 1971. The author fails to realize that this would make Professor Twenge 40 years old. This could be a simple mistake (which a professional of Ruben Navarrette should have caught) or it could have been an indication that Mr. Navarrette has a bias against people younger than he. Lumping a 40-year-old professor in with the Millennials is sloppy factually and logically. But it reads great! Another flaw in the

Supply chain management Operations management Lean production Essay

Supply chain management Operations management Lean production - Essay Example Thousands of the Model-S were preordered which was more than the company expected. It was also an indication that the market was ready for electric cars (Carlson, 2012). Tesla also makes electric powertrain parts which it then sells to other automakers such as Toyota and Daimler. The company is headed by Elon Musk who envisions it as an independent an independent automaker in the future with the aim of mass-producing fully electric cars of all types at affordable prices for average customers. The company is named after Nikola Tesla, who was an electrical engineer and physicist. In fact, the AC motor fitted in the Tesla Roadster is based on an original design by Tesla in 1882. The Roadster was the first electric vehicle powered by lithium-Ion batteries to have a mileage of greater than 200 miles per charge. And made news for achieving a lot of what other vehicles such as the Toyota Prius could achieve. This gave the company a favorable platform to begin from; one where the attention h as been captured in the market (Carlson, 2012). Definition and Application of Operations Management The operations management at Tesla are streamlined for success, which is particularly attributable to the CEO’s experience in nurturing success. ... There are however a knowledgeable board of directors made up of open thinkers such as Antonio J. Gracias and Steve Jurvetson (Carlson, 2012). In the course of production, different managers lead different departments that undertake individual operations. For instance, the batteries are one of the most important parts of the vehicles made by Tesla and are hence overseen by a manager with expertise in the production of batteries. The board of director made up of the key figures in the organization oversees the general operations of the company while specialized managers take hold of exclusive operations such as painting, body work, interior and so forth. This ensures that operations are well overseen, and hence adhere to the preset goals (Chase, Jacobs, Aquilano, 2007). One aspect to the company that captured the interest of the market is the way its â€Å"much publicized† organization operates. With the release of an electric sports car that actually fit that title, the pubic w as interested to know how it all takes place behind the headlines. The plant where the vehicles are put together is located at Fremont, California. The way operations in the plant are designed has a profound impact on whether its objectives are accomplished, and this is one of the fortes Tesla holds. As illustrated above, different departments operate and are overseen by individual experts. The plant is laid out in a way that the inputs come in from one side and leave as finished vehicles in the other. The basis of this design is most likely to harbor what each and every organization desires; efficiency. The skeletons of the soon to be vehicles follow a sequence that is well

Values of a servant leader Essay Example | Topics and Well Written Essays - 500 words

Values of a servant leader - Essay Example According to Myra, (1999), the term servant leader is used to describe ones power and authority to serve others through leadership. A nursing director is mandated to guide his or her followers by initiating and sustaining a relationship that support others in their work place and the environment (Savage-Austin, & Honeycutt, 2011). Servant leadership theory is practically a philosophy which explains the support of people that choose to serve first. It also encourages collaboration, trust, listening, and use of ethical power and empowerment. This theory explains the role of a servant leader and emphasizes on their duty to serve his or her followers, thus have desire to serve and this goes beyond desire to lead. Leadership is the art of the conduct and the person in any given organization. When persons are said to possess good or bad leadership qualities, it all depends on the way they carry themselves. According to Savage-Austin, & Honeycutt, (2011), great leadership works through emotions. However, it depends on whether these emotions are positive or negative. Positive emotions bring out the best outcomes from a leader. In this case, much of what a nursing director does when he or she is optimistic, can highly yield positive returns. On the other hand, when the director is negative about what he does, then, this leads to dissonance. Many people try to become leaders but they eventually fail. Those who succeed usually practice leadership strategies that are effective for them to be able to meet their desired goals or targets. One of the character traits of an effective leader is talent (Savage-Austin, & Honeycutt, 2011). Many people say that leaders are born with the talent but for them to be successful, they must gain experience through practice. It is apparent that most of the renowned and successful directors worldwide are very qualified

S.M.A.R.T Goals Coursework Example | Topics and Well Written Essays - 750 words

S.M.A.R.T Goals - Coursework Example Goal: I will look for the organization’s hiring and recruitment policy, and find out what the organization does to hire and retain its employees by week 6. From week 1 to week four, I shall work on reviewing the recruitment and hiring policy of the organization. I will visit the organization and see how the recruitment and hiring process is normally carried out. I will also carry out some interviews among the staff of the organization to find out how they are motivated to remain in the organization. What I learned/ overall goal accomplishment: I have learned that the hiring and recruitment process is very methodological. I have also learned that employers have to not only hire the best employees; they also have to work hard to retain them. Goal: I will find out from the organization’s policies what measures are in place to take care of employee problem and what the organization does to help employees deal with their problems by week 6. How Has this changed my behavior/ attitude: I have come to appreciate that employers should be good managers in all aspects of the word. They should be there to offer guidance and correct errant employees when the need arises. How was the goal met? I had to convince the managers to allow me to talk about their disciplinary policies with them and with their employees. I also went through these policies so that I could understand how the organization treats its employees who have problems. Barriers in meeting my learning outcomes: Although I was able to accomplish my goal, I faced some challenges such as lack of substantive information from the employees.

Ethical presentation PowerPoint Example | Topics and Well Written Essays - 1750 words

Ethical - PowerPoint Presentation Example b. Starbucks Mission To inspire and nurture the human spirit – one person, one cup andone neighborhoodat a time (Starbucks b) c. Product range Starbucks offers a range of exceptional products that customers enjoy in their stores, at home, and on the go. Among these products are; Coffee with more than 30 blends and single?origin premium coffees. Handcrafted beverages of fresh?brewedcoffee, hot and iced espresso beverages, Frappuccino ®coffee and non?coffee blendedbeverages, smoothies andTazo ®teas. Coffee?  andtea?brewing equipment, mugs and accessories, packagedgoods,music, books and gifts. FreshFood baked pastries, sandwiches, salads, oatmeal, yogurt parfaits and fruit cups (Starbucks b). II. Position on ethical matters a. People – people are the most important asset in an organization. In Starbucks, the importance of its people are elevated in treating them as partners and implementing labour practices that is consistent with Starbucks Global Human Rights Standa rd where Starbucks promotes equal opportunity in its hiring practices, makes recruiting decisions based solely on job-related criteria and does not use forced labor. To quote Starbucks; â€Å"We respect diversity in each other, our customers and suppliers and all others with whom we interact.† Starbucks offers comprehensive healthcoverage for eligible full?  and part?time partners and equity in the company through Bean Stock as its expression of treating employees as partners (Starbucks a). b. Ethical Sourcing – Starbucks takes a holistic approach to ethically sourcing the highest quality coffee. Their purchasing decisions includes supporting farmer loans and forest conservation programs to areas where they buy their coffee. Through this ethical purchasing practice, Starbucks is able to help foster a betterfuture for farmers and help create a more stable climate forthe planet. In the business aspect, this ethical practice also helps to provide the company a long?term supply ofthe high?quality beans it has been offering to its customers (Starbucks d). c. EnvironmentalStewardship – Starbucks share their customers' commitment to the environment. One of its core values is the belief in the importance of caringfor our planet and encouraging others to do the same. It envisions that by 2015, all of its cups will be made up of reusable or recyclable materials. It also endeavors to significantly reduce its environmental footprint through energy and water conservation efforts, recycling and green construction (Starbucks d). d. Community Involvement – Starbucks endeavors to be a socially responsible member of its community wherever it may conduct business. From the neighborhoods where its stores are located to the ones where its coffee is grown –Starbucks believe in fostering thriving communities. Bringing people together, inspiring change andmakinga difference in people’s lives – it’s allpart of being a good neig hbor. Also, it aims to contribute one million hours each year to the communities in 2015 (Starbucks c). Enforcement of Starbucks ethical standard Starbucks implement a zero tolerance compliance to its ethical standards. Any suppliers who fail to adhere to Starbucks their ethical practices are discontinued from doing business with the company. During an audit of its suppliers in 2011, the assessment found that 38 out of 129 factories failed their zero-tolerance standards. Subsequently, 26 of these businesses were discontinued and 14 were able to resume business with Starbucks after a

Ongkas Big Moka Essay Example for Free

Ongkas Big Moka Essay His moka as the culmination of feasts ending a particularly bitter war Lessons from the Film: *Illustrates the Big Man as hero but also as persuader, not commander *Complexity of competitive feasting, rival Big Men on all sides *The guests are not transformed, they remain enemies or rivals *The huge quantities of goods given away – does it seem strange to you? *Both redistribution and balanced leading to negative reciprocity here. General Notes: *Headmen can only persuade, not order people around. If he pushes too hard, people will not go along with him. *Ongka lives in the mens house which is communal. He has 4 wives and 9 children. Each wife has her own residence in which she lives with her children. *Cassowary – birds captured in the forest – given in Moka much like the Chinese give pandas to foreign dignitaries *Sweet potatoes are the food of humans and pigs. Food/shelter/clothes/tools come from the gardens and the forest, but to get ahead in life, one must have pigs. *Only 8-10 full grown pigs can be taken care of at a time. so, one must invest in other peoples pigs to gather together enough for a Moka. *Ongkas great skill is his speech-making abilities. He also has $1800 Australian dollars in a Mt. Hagen Savings Bank from the sale of coffee that comes from the mountains and the Kawelka. *Dressing up for Ongka meant to put on traditional garments, Bird of Paradise feathers, Cassowary feathers, etc. *What do they need money for? False teeth; transportation services; some clothes *Before the Moka, Ongka found an extra wife just because of her capacity for work to help Rumbicore with the pigs for the final Moka. *Riema upset the date for the Moka by saying that he and his group had done sorcery on a neighboring headman that caused him to die suddenly. Some of his pigs were killed and he had to go into hiding. The Moka finally happened and included:Ongka says it is the biggest Moka ever given.

Double-Consciousness Under the White Gaze Essay Example for Free

Double-Consciousness Under the White Gaze Essay The theme of double-consciousness was first defined by Du Bois in The Souls of the Black Folk. He put the term â€Å"double-consciousness† in a world which yields him no true self-consciousness, but only lets him see himself through the revelation of the other world. It is a peculiar sensation, this double-consciousness, this sense of always looking at ones self through the eyes of others, of measuring ones soul by the tape of a world that looks on in amused contempt and pity. One ever feels his twoness—an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. (Du Bois) It is obvious that the protagonist as well as several lesser characters in Maud Martha by Gwendolyn Brooks suffer from this distressing double-consciousness, especially Maud Martha. Maud Martha realized that she was not the cherished one because of her darker skin color at an very early age, thus â€Å"to be cherished was the dearest wish of the heart of Maud Martha Brown†. ( Brooks 1650) In her own family, her beloved father preferred her sister Helen because Helen was lighter; At school her schoolmates also liked Helen and ignored her; When she grew into womanhood and got married, her husband Paul also showed a partiality to lighter women. Martha’s father, classmates and husband acted this way because as black people they themselves were treated as inferior creatures all the time by white Americans. Under this white gaze, the value that the black was inferior was accepted and internalized by the gazed over time. This internalizing also happened to Martha as she struggled all the way to build up her subjectivity. That accounts for her inferiority about her appearance and jealous of Helen her prettier. When a white schoolmate Charles came to visit Martha, she should feel â€Å"a sort of gratitude. † (Brooks 1653) According to Michel Foucault, the gaze is actually imposed upon people by themselves even though it looks like that it is imposed from something superior upon everyone. No need for weapons, physical violence or prohibition, it takes only a surveillant gaze to humble anyone, to make them the overseers of themselves. Luckily, Martha was a woman with artistic sensibility. Although living an ordinary life in a racist world, still she can find beauty and dignity in her life. When she spared the mouse, she experienced a new cleanness in her because â€Å"she had not destroyed. In the center of that simple restraint was—creation. She had created a piece of life. It was wonderful. †(Brooks 1667) This is a prelude revealing that her subjectivity was budding. Later when she gave birth to a daughter, her subjectivity was much improved by this motherhood—she did create a new life who was totally dependent on her at that time. At the beauty salon, she was shocked that the salon owner Mrs. Johnson just put up with a white saleswoman’s humiliation of referring them as â€Å"niggers†. It is not difficult to associate to what happened when Martha went to millinery with this. She decided against the hat even though the owner promised to cut price, and this lack of manners was attributed to her skin color by the salesgirl. â€Å"Black—oh,black† Her subjectivity is helpful yet not strong enough to fight everything. When Paul was laid off she went to work as a house maid in the Burns-Coopers’, she experienced that white gaze even more violently because the white woman Mrs. Coopers showed obvious contempt towards her. At this moment, she suddenly realized what her husband had suffered all the time in his working environment. Feeling this humiliation, she quitted the job the next day. She understood better about the struggles and frustrations caused by the white American now, even though she could not do much about it. She was always sensitive to the exclusion of the Negro in a white world, yet even cannot explain to her little girl why a store Santa Claus did not like her- or even smile at her—a wishful blindness. No matter what, Martha never gave up her love for life. At the end of the novella, Martha’s brother was back from the wars alive and well which made her sense the beauty of life again. She went such a long way fighting the confliction in her life, the problem of double identity and double-consciousness, and found her equanimity finally. So she would think that â€Å"At a moment like this one was ready for anything, was not afraid of anything†¦.. At a moment like this, one could even think of death with a sharp exhilaration, feel that death was a part of life; that life was good and death would be good too. † This reconciliation can be considered as Martha’s triumph of the struggle. In a word, Maud Martha captures the essence of Black life with regard to their double-consciousness under the white gaze, and Brooks recognizes the beauty and strength that lies within each of us. References: The Souls of the Black Folk, Du Bois, W. E. B. Discipline and Punish: The Birth of the Prison , Michel Foucault Maud Martha, Gwendolyn Gwendolyn.