Montessori Education

Maria Montessori developed her approach based on important principles that make a Montessori school. The principles that will be discussed throughout this paper will help you to understand the principles that are practiced and developed for each classroom. Model early childhood program is an exemplary approach to early childhood education that serves as a guide, (Morrison S. G. P 142). Montessori Program would best service the interest of children and their families. This program has basic principles that are design to bring the naturalization of child development, and to help the child better through out his/her life. Because of her success with these children, she was asked to start a school for children in a housing project in Rome, which opened on January 6, 1907, and which she called â€Å"Casa dei Bambini† or Children's House. Children's House was a child care center in an apartment building in the poor neighborhood of Rome. She was focused on teaching the students ways to develop their own skills at a pace they set, which was a principle Montessori called â€Å"spontaneous selfdevelopment†. A wide variety of special equipment of increasing complexity is used to help direct the interests of the child and hasten development. When a child is ready to learn new and more difficult tasks, the teacher guides the child's first endeavors in order to avoid wasted effort and the learning of wrong habits; otherwise the child learns alone. It has been reported that the Montessori method of teaching has enabled children to learn to read and write much more quickly and with greater facility than has otherwise been possible. The Montessori Method of teaching concentrates on quality rather than quantity. The success of this school sparked the opening of many more, and a worldwide interest in Montessori's methods of education. The principle I would like to start the paper out would be the prepared environment. By having a prepared environment this allow the child to learn and develop self-discipline as well as getting in a routine that is best for the child to get used to for their life and how to be dependent. The teacher is supposed to guide the student in the direction but this method allows the children to learn the importance of structure and to a degree dependant. There are all different ages that are in these groups and by doing it this way the children will gain knowledgeable information from older children. It seems that younger children learn easier and faster off of older peers, so that is why it was so special doing it this way, this also prepares the children for future challenges and schooling as they get older. The Approaches to Early childhood Education by Roopnarine and Johnson (2005) explains children’s responsibility by stating, â€Å"There is a strong emphasis on the development of individual responsibility. For example, children return materials to their place after use, the classroom is cleaned and maintained†¦and they participate in the development of classroom rules† (p 366). This teaches the children selfsufficient which will be a big part of their life. The absorbent of the mind was the next idea about how the children should be educated. This principle showed the spontaneous and the drive of the inner child. At the occurring of this process the Montessori began to divide the children into two, the unconscious stage and the conscious stage. At birth to three years of age, Montessori said the children were in an unconscious stage (Roopnarine and Johnson, 2005, p. 369). Here the children â€Å"†¦are absorbing from the environment that surrounds them†. An infant hears a multitude of environmental sounds but is naturally and unconsciously cued in to sound of the human voice. Gradually, without conscious effort by the child, the child absorbs the sounds and rhythms of his or her native language, as well as its vocabulary, semantics and syntax†. The conscious stage happens right after the unconscious stage and goes to six years of age. The child now has â€Å"†¦a growing ability to organize and classify information, experiences and concepts†. By separating them from these ages it was able to make sure that we wasn’t trying to teach a six month old something that a ten year old was doing. To start with, Montessori stated, â€Å"the child†¦is a constant inquirer who ‘absorbs his environment, takes everything from it, and incorporates it in himself†. Montessori viewed different parts of the environment as contributing to the overall development of the child. The parts of the environment include freedom, structure and order, reality and nature, beauty and atmosphere. Freedom was seen as â€Å"†¦ the natural thrust of the child [that develops] independence†¦Ã¢â‚¬  (p. 371). In addition, children have free choice to pick their activity, pick their materials and pick if they want to work as an individual or with a group, when a child is able to pick it makes them feel like they thought of that and that they are in some what control it is always better for a child to have an option instead of someone telling them that this is what they have to do. Structure and order unfold as the children develop their ideal environment. Reality and nature focused on the materials that were used in a Montessori classroom; â€Å"†¦the material placed in a child’s hands should be of authentic quality and should tangibly represent the real world†. Beauty and atmosphere created a sense of harmony where the environment needs to be clean, attractive, and well cared for. Learning materials were mentioned before, within reality and nature, in addition the materials were seen as, â€Å"†¦ preparing the child both directly and indirectly for subsequent learning†. In the last part of the environment, development of the community life, Maria Montessori saw socialization as a key element. Maria method for the children learning through play is able to help the child bring together all the elements of life as they experience it. The secret to helping young children thrive is to keep the spirit of creativity and playful learning alive and active, the children does not want to do the same thing over and over they want something fun, something that they can laugh and play with. It a person always makes it so hard and no fun then the child will be more resistant to learning it. We as adults, children natural imitate us, for some that is good but for other that is not. For example my 2 year old daughter Anyssa, she imitate me when I am sitting out side smoking a cigarette, or when I am talking on the phone she will do and say as I do. So what I have to do is watch after her and try to hide when I am smoking I do not want my child growing up smoking. So at every stage in a child’s life we are teaching them something weather we think we are or not. Another principle would be human development. Human development is often not slow and steady; acquisitions seem to arrive suddenly, almost overnight, and with explosive impact. Such learning explosions are the sudden outward manifestation of a long process of internal growth. For example, the explosion of spoken language around two years of age is the result of many months of inner preparation and mental development. Human development was viewed as a process form birth to maturity. Babies are born to learn, they are remarkable learning instruments. These stages represent six years of life as well it introduces the views of the Montessori way. The first period of life is very importance. From birth to age six the child is seen as â€Å"constructing him/herself†. Children’s brain development and their ability to learn throughout life rely on the interplay between natures and nurture. What happen to children early in life have a long-lasting influence on how they develop and learn? The human brain is quite â€Å"plastic†; it has the ability to change in response to different kinds of experiences and environments. An enriched environment influences brain development. This process is called the â€Å"constructive rhythm of life†. Maria Montessori developed her approach based on important principles that make a Montessori school. The principles that will be discussed throughout this paper will help you to understand the principles that are practiced and developed for each classroom. Model early childhood program is an exemplary approach to early childhood education that serves as a guide. I believe the Montessori Program would best service the interest of children and their families. This program has basic principles that are design to bring the naturalization of child development. To understand Montessori Education, one must first acknowledge and under Maria’s philosophy about children and education. By incorporating this as a learning tool in the early years, I believe this would further advance them with reading and writing and learning new things while children there age or older are not quite that advance as the child that was taught this method of learning. Since her death an interest in Dr. Montessori's methods have continued to spread throughout the world. Her message to those who emulated her was always to turn one's attention to the child, to â€Å"follow the child†. It is because of this basic tenet, and the observation guidelines left by her, that Dr. Montessori's ideas will never become obsolete. Many people, hearing of the high academic level reached by students in this system of education, miss the point and think that Montessori math manipulative (as an example) is all there is to the Montessori method. It is easy to acquire materials and to take short courses to learn to use them, but the real value of Montessori takes long and thorough training for the adult. The potential of the child is not just mental, but is revealed only when the complete â€Å"Montessori method† is understood and followed. The child's choice,  practical work, care of others and the environment, and above all the high levels of concentration reached when work is respected and not interrupted, reveal a human being that is superior not only academically, but emotionally and spiritually, a child who cares deeply about other people and the world, and who works to discover a unique and individual way to contribute. This is the essence of real â€Å"Montessori† work today. Reference Morrison. G. S Early childhood Education Today. Pearson Education Inc. 2009 Roopnarine . J and Johnson . J (Eds). Approaches to Early Childhood Education New Jersey: Pearson Education Inc. 2005 Seldin. T and Epstein. P The Montessori Way, The Montessori Foundation 2003

Causes of the Decline and Fall of the Western Roman Empire

The fall of the Roman Empire was inevitable by A. D. 476. Christianity had weakened the bonds that had held it together, the people became corrupt, and it got too big. It was also because of the barbarian attacks. All empires eventually fall and Rome’s time had come to an end. When discussing the causes of the fall of the Roman Empire one has to see that this occurred over many years and had many different facets. Each issue has to be addressed independently with the understanding that they simultaneously combined to the dissension within the Empire and the falling of the borders that had been established during its height. By the end of the second century AD, the empire encompassed most of the Mediterranean, including Spain, France, most of Britain, Yugoslavia, Greece, Turkey, the Middle East, Egypt, and Northern Africa. The collapse of the Roman Empire was a calamity; it leads to the Dark (Middle) Ages. Seeing all the bad that came of it, the destruction of art, the collapse of great cities, the deterioration of the system of roads, the ruin of the Mediterranean trade, and the loss of European unity–it's difficult to imagine any good came of it. But some good did result. The break up of the empire led to the abolition of slavery in Europe. Of course, this, in turn, led to more poverty and the increase of latifundia because the poor people lost their land to the aristocrats. But the slaves were better off as peasants than as slaves. Christianity was a major cause of the fall of Rome. Although Rome had religious tolerance, Romans, especially Jews, didn’t accept Christianity. A lot of people converted to Christianity because they lost faith in the Romans. At first most Christians were Jews but less strict. Many values were different but they still followed Jewish dietary laws and shared many beliefs with the Jews. The early Christians also got circumcised. Even Jesus got circumcised because he was born a Jew. Then he thought he was God’s messenger but many other people during that time also thought that so most people started off not believing him. The Christians started adopting the values that they have today during the time that Saul/Paul was alive. At first he started off as a Jew who hated Jesus and hated the Christians but then he converted and traveled around spreading the thoughts of Christians but he said that Christians didn’t need to follow the Jewish dietary laws and they didn’t need to get circumcised. The Romans and the Jews didn’t like the message that Jesus was spreading so they crucified him. One impact that Jesus had was that more people didn’t want to join the military and they didn’t want to participate in the community. Since the people stopped participating in government and they didn’t join the army, the Roman army composed of the Barbarians from Germany. These Barbarians lead disorganized attacks and even attacked other Roman Barbarian groups. Because of these sloppy attacks, Rome’s army fell and it was no longer the military superpower it was before. Also, many of the lands that Rome had conquered wanted independence and broke free of the Roman Empire. Herbert J. Muller argues in his book Uses of the Past that Rome got rich by conquering new lands and because of trade with new markets and when the Barbarian attacks went unsuccessful they got no more land therefore losing their source of wealth. Edward Gibbon argues the opposite in his book The Decline and Fall of the Roman Empire. He says that the Roman Empire fell because it was too widespread. He says that there was too much land for the government to govern and because of that the government lost money. By the end of the Roman Empire it was widespread and had many land. By conquering these lands they got many slaves from war and from these new lands. The abundance of slaves lead to the growth of latifundia, large estates owned by the rich. These slaves were willing to work hard for little pay so the rich got richer and the poor grew poorer. The poor coloni [farmers] lost their lands and the aristocrats bought them out. Then the poor farmers went to the city and became dependent on handouts from the government such as free grain. There were many causes for the fall of the Roman Empire. Some causes were the rise of Christianity, the fall of the army, the abundance of slaves and the size of the empire. Because of all these reasons and many more Rome couldn’t survive which lead to the fall of the Western Roman Empire. The Eastern Roman empire survived and became the Byzantine Empire. Rome’s fall lead to the Dark Ages but Rome has an impact in our everyday culture because they influenced the Greeks of whose culture we have copied in order to build our own culture.

Dismission Case Study Example | Topics and Well Written Essays - 1000 words

Dismission - Case Study Example It would be proper to ask then what the managing director feels would be "appropriate" in terms of a Director of Health and Safety's commercial awareness. The act of making a decision is a process that is intangible. Being granted the post of Director, Di was legally mandated to make decisions in relation to Health and Safety. The way her mind came up with those decisions are not privy to anyone unless she makes it otherwise. All that can be assumed is that she was making those decisions in performance of the task she was hired to do. It would therefore be safe to assume that unless Di explicitly knew what "appropriate" commercial awareness meant to the company, she was then performing her task as Director of Health & Safety in what she supposed as the appropriate way. * the employer must send a letter to the employee setting out the nature of the conduct, capability or the other circumstances, which have led the employer to contemplate dismissing them or taking disciplinary action. The employer must also include information on the basis of the complaint. * in instances where the employee appeals, the employer must arrange a further meeting held by a more senior manager, where possible. Following the meeting the employer must inform the employee of the final decision." (Duncan 2005) In connection with the m... The employee must be offered the right to appeal. * in instances where the employee appeals, the employer must arrange a further meeting held by a more senior manager, where possible. Following the meeting the employer must inform the employee of the final decision." (Duncan 2005) In connection with the management of grievances and disciplinary issues, the Employment Act 2002 made essential and radical changes to amend relevant sections of the Employment Rights Act 1996. Breach of statutory disciplinary procedures means dismissals that do not follow these procedures will automatically be "unfair". It also provides for an increase of between 10 and 50% in employment tribunal compensation. "The minimum levels of notice which an employer must normally give to an employee are laid down in the Employment Rights Act 1996 and depend on the length of time continuously employed, as follows: * Less than 4 weeks continuous employment - 24 hours' notice * 4 weeks to 2 years continuous employment - 1 week's notice * 2 years to 12 years continuous employment - 1 week's notice for each complete year of continuous employment * more than 12 years continuous employment - 12 week's notice" (Employment Dismissal) Since there is mention of only Di's first week at work and none of when she was sacked, I am assuming the dismissal is less than the minimum required for the employer to give notice. There are exceptions to the 1-year rule and an example of one exception is the relation of Di's job to Health and Safety. From the provisions of the law, Di is justified in claiming that she was entitled to a warning or a notice before dismissal. Although

Critically analysis an operations problem faced by your team and make Essay

Critically analysis an operations problem faced by your team and make a proposal for its resolution, drawing on the tools and li - Essay Example Identifying and resolving the problems not only involves interaction with the purchase, sales, credit collection or other divisions of the company, but also managing the entire control systems, communication at all levels effectively and efficient planning and forecasting. It is also important to note that profitability to a greater extent hinges on efficiency in working capital management, especially in the retails industry. The empirical findings of the study made by Samiloglu & Demirgones (2008, p. 44) show that account receivables period, inventory period and leverage affect firm profitability negatively. The following proposals outlined for the resolution of the operational problems with reference to cash flow covers comprehensively all the facets of the business which are connected to it directly and indirectly in the company. However, leadership qualities in the organization and the policy of the organization in connection with the development of leadership qualities among the mangers are fundamentally very important for sustainable development. Properly identifying the different styles of leadership in an organization for developing it through motivation is very important for success in any organization. ... signify that the above statement could be true only partially, and the leadership qualities can be acquired through proper training and willingness on the part of the person to learn. For the finance professionals in cash management, honesty and forward looking qualities are very important so that the person can guide his team to achieve the objective by proving intelligent solutions at crucial times thereby inspiring the team members in the achievement of the objectives. According to traits theory, people inherit certain traits and qualities to become leaders. This is at the best a variation of the Greatmen theory. Contrary to this, behavioral theory believes great leaders are made, and this is in line with the strategy to be adopted in an organization for leadership development, because, the usefulness of the former theories are restricted to recruitment level, and persons need to be developed or molded to suit the purpose for which they are selected. According to contingency theor y, a particular style of leadership suits a particular situation based on the variables relating to the environment. Primary finding of a study made by Arbak & Villeval (2007, p. 24) reveals that a large proportion of subjects are willing to lead, though they earn on average considerably less than followers and even less than those in a group with no leader. Participative leadership is essential for success in cash flow management, because without participation and contributions from group members, decision making process goes haywire. The relationship theory is very relevant and important in the day-to-day operations. The connection between the leader and the followers is developed through motivation and inspiration. This is very relevant in the working capital management as it involves

Treatment techniques of mental illnesses throughout history Coursework

Treatment techniques of mental illnesses throughout history - Coursework Example The perception of mental illnesses tends to differ from one culture to another. As a result, different cultures have varying views of what is considered normal and what can be regarded as abnormal. A culture’s perception of mental illnesses has an impact on the intervention strategies, which will be employed while treating a mental illness (Videbeck 4). Traditionally, the psychotherapy relied upon in the treatment of mental disorders borrowed a lot from the psychoanalytic framework, as well as the existential approaches. The influence of Sigmund Freud in the treatment of mental disorders is remarkable owing to the fact that the notion of psychoanalysis can be traced back to his works. This paper will examine how the views on mental illnesses have influenced the techniques of treatment throughout history. The paper will also explore some of the Greek and Roman perceptions of mental illnesses, as well as views of mental illnesses during the Middle Ages. The paper draws from the works of various authors in answering the study questions. The views and treatment of mental disorders throughout history Throughout history, there have been various perceptions of mental illnesses that have guided the treatment of these diseases, as well as how the society perceives mentally ill persons. Among the Greeks, Hippocrates, the famous Greek physician, perceived mental illnesses as conditions that could be understood in relation to physiology that can be termed as disturbed. The Greek held that mental illnesses can be understood in the realm of possession by demons, or the anger of gods. Medical practitioners in Greek later on came up with treatments, which could be used for persons suffering from mental illnesses. These new forms of treatment focussed on the use of drugs in treating mental illnesses, as well as availing care from the family members who provide support to the mentally ill persons (Videbeck 5). The Greek can be regarded as the first group of people that id entified mental illnesses as conditions as opposed to the belief mental illnesses signified wicked supernatural powers. According to the Greeks, conditions such as hysteria only affected women as a result of their uterus that could be considered as wandering. The Greek also used some unique ways of treating mental illnesses. For instance, psychosis was treated using blood-letting while the treatment of depression took place through bathing. Based on the treatment methods employed by the Greeks, there was no room for the use of words that could console the patient (Davies et al. 18). In Greece, there was  some stigma attached to mental illnesses during the ancient times; mentally-ill persons suffered a lot of shame, humiliation, and loss of respect. Ancient Greeks believed that mental illnesses were an indication of punishment for both the major, as well as minor transgressions, which a person may have committed. The Greek society always shunned and isolated those individuals who h ad any form of mental condition. Some people could be locked up in order to keep them off from other people, and to some extent some could be killed in order to prevent them from becoming a nuisance to others in the society (Bewley 4). With time, the Greeks came to believe that the agents they did not see could not be used as the basis upon which mental disorders could be understood. As a result, there arose a need to know the exact causes of mental illnesses,

Evaluation Plan Essay Example | Topics and Well Written Essays - 500 words - 1

Evaluation Plan - Essay Example The confidence of the older patients with chronic disease can be improved by providing education. This can be done through self-management support. This entails helping the patients to be informed about their condition. This would in turn make them to be active during the treatment. There are two interrelated activities that are undertaken during self-management support. First, the patients are provided with information about their chronic conditions. Secondly, the care giver should work with the patients in making medical decisions. This includes indicating whether the patient agree to take the recommended medications, whether the patient is willing to undergo surgical procedures and making the patient to be self-motivated by allowing the patient to choose the health-behavior-related goals they desire to undertake. Another notable way of assisting the older patients with chronic disease is by group counseling. This implies a therapy format that entails approaching individual’ s issues through the adoption of interpersonal interaction. Apart from assisting the patients to build confidence in managing chronic illnesses, Living Well with Chronic Conditions provide the patients with information on how to manage pain, how to increase their physical activities, healthy eating habits, and making of proper treatment choices. Patients with chronic conditions confidence can also be enhanced through community fairs in senior centers.

African American Women Essay Example | Topics and Well Written Essays - 500 words

African American Women - Essay Example Campbell (266) claims that slavery was terrible for men, but worse for the women of Black descendants. This is a potent and strong remark and a quote, which acts as an evidence concerning the suffering the African-women slaves had to endure. Slavery was an occurrence of psychological, emotional, physical, and mental rape that the African Women had to persevere. They were also tortured, and when it became unbearable, the African-American decided to take actions in order to eradicate the pain. In addition to taking care of their families and children, punishment and coerced labor, they were also sexually exploited. In fact, Terborg (78) v notes out that many of their punishments were sex overtones. To add to this, they were whipped by cow-skin that was plaited and assaulted using ebony brushes, including left to die after their ears and teeth were pulled out forcefully. The Black women’s leadership and activism during this time helped in the creation of a movement of Civil Rights in 20th century. Malcolm X and Martin King Jr, had already become the 1960’s and 1950’s icons. However, the grassroots and organizational activism and skills of women who were activists like Clark Septima , Baker Ella, Parks Rosa and Hamer Fannie helped propel the movement to inspiring more generation of new activists as well as led to its successes. There are other historical reasons for slow and painful rise of the African-American woman whose gender and race seems to keep her submissive. African women also had a risk of personal loss where they had a long tradition of human and civil rights activism. However, the tradition still lives on in examples and experiences of women like Walker Alice, Davis Angela, Norton Eleanor, and Edelman Marian (Terborg 78). These unsung hero of the civil rights movement like Baker Ella who helped in forming a

Globalisation and the Mass Media Essay Example | Topics and Well Written Essays - 2500 words

Globalisation and the Mass Media - Essay Example As the report discusses globalisation can mean many things. There is the economic component of globalisation that is defined as â€Å"the integration of national economies into the international economy through trade, direct foreign investment, short term capital flows and international flows of workers and humanity in general†. As a by product of this economic globalisation is the flow of ideas and culture across national borders. The other definition of globalisation is â€Å"the freer movement of goods, services, ideas and people around the world†.   This definition encompasses the qualitative aspects of globalisation in the sense that it goes beyond mere numbers in defining the exchange of information in a borderless world.This paper stresses that  trade and commerce between nations has always been the case since the first ships carrying silk, spices and muslin from the east and other exotic stuff from the west has set forth for each other’s shores. In fa ct, the famous voyage of Christopher Columbus is a testament to the ability of nations to seek out markets other than their own for trade. Though the world was integrated in colonial times as well, the process received a setback in the 21st century in the intervening period between the two world wars. It was only after the establishment of the Bretton Woods system that the world economy started regaining some of its interconnectedness.   

Math project Essay Example | Topics and Well Written Essays - 500 words

Math project - Essay Example I considered various factors, including my family expenditure in every month. Finally I came to a conclusion that I could afford to purchase a Honda CR-V within a period of sixteen months. I borrowed a loan from one of the banks in our country. I made this decision with considerations to the costs and interest payments. I also considered down payments, trade in allowances and other debts. This was not the only payment I had to make, thus I allocated an affordable amount to this budget. I had some rent, insurance and taxes that needed to be paid within every month. I therefore had to limit my debt payments to less than 45% of my monthly gross income. My entire household earns $5,000 in terms of gross wages every month. 24% of this amount was spent on rent. This is approximately $1,200. After paying this, only $ 2,550 remains. I still needed money for insurance, groceries, fuel and other household expenses. I decided to budget 20% of my total earnings to the purchase of the car. This meant that I had to set aside $ 1,000 for purchase of the car. The car is one that I can finance for not more than $2,000 per month. I could not spend more than this amount on the car since I needed to cater for all the other needs. I have a family to provide for alongside all other requirements in life. The amount that was hereby allocated to car payments included insurance and registration fees. The car selected is a front wheel drive and costs approximately $31,600. I chose this car since it was affordable for me then. The car also favored my taste and preference. A front wheel drive car is cheaper than a four wheel drive. I had to borrow $32,000 from the bank. This was the lowest amount possible depending on the situation at hand. In making this decision, I had considered all factors, including the total payment, loan term and interest rate. I tried to make the initial

Marge Piercy's Barbie Doll as an Accurate Response to Gender Roles Research Paper

Marge Piercy's Barbie Doll as an Accurate Response to Gender Roles - Research Paper Example Again, people could not look past her large nose and fat legs to see all of these wonderful qualities (Piercy). While the article's character was encouraged to work on herself, she began to wear down mentally, feeling ugly. She was adequate in all other ways except for her looks. In the end, she killed herself, cutting off the parts of her that made her ugly. The funeral home put her back together for her open casket ceremony with a little nose and she was dressed up. The people at last at the nerve to compliment that she looked pretty. Everything that she had so longed for in life was now how others saw her in death. It was something she had always wanted and it ended in vanity (Piercy). By this little model that symbolizes beauty, Piercy's character experienced a decrease in self worth and a belief that beauty tops all other attributes that are positive such as intelligence and health. When considering this poem initially, the first thoughts that pop up are the fact that all girls have dreams. While many are successful in many aspects, beauty and glamour in a woman are inevitably what a little girl wants. A woman is influenced by everything around her as people are constantly influenced by the media of what a real woman should look like. Any person over a certain size or a woman that is muscular is considered too thick. Being thin and perfect in appearance is what women are looking for. If women were looking for something else, they would not spend so much money on clothes, shoes, false eyelashes, hair dye and other things that make them prettier. Barbies have typical features that a little girl would expect to possess if she were considered to be pretty. While Piercy's character has other attributes, the ones that are focused on are the physical ones. This provides an example of the pressures put on a woman that magnifies society's perception of what feminine beauty and attractiveness is. While the doll's description of having a â€Å"pee-pee,† Robert Perrin, whom also discussed this poem thinks that this terminology was used almost symbolically because it is a more feminine and less vulgar way of describing the Barbie's genitalia (Perrin 83). Another part of the poem in question is the way that the character handled herself by eliminating the parts of her body she disliked the most. Before her own ceremony of a funeral, â€Å"she cut off her nose and legs and offered them up,† (Piercy) which is rather a graphic display of how the character changed her appearance. It was described in a violent and shocking manner so as to imply that plastic surgery was never an option. Maybe she was doing this ceremonially as Perrin implies so that she does not have to live up to the standards that are pressured upon her such as the ones that the doll possess (Perrin 83). While the undertaker fixed up the corpse for mourners to see, she had been given a nose that was presentable. In addition, she wore a pink nightie as described by Piercy . It is almost as though ironically that in death, she was more so dressed up as Barbie in a way that she always had wanted to be. She was dolled up in a perfect little dress with a reconstructed nose so that she would be more appealing to those looking at her in the casket (Perrin 84). For visitors to her funeral to compliment her

The Demon in the Free

The Demon in the Freezer Essay I. The Other Side of the Moon 1. Peter Jahrling wanted to work with the smallpox virus because he wanted to be in efforts to create a national stockpile. He could not believe that the vaccine was not enough for a bioterror attack on the United States. He wanted to find a cure for the disease. 2. In April, the Institute of Medicine issued a report saying that if the world wanted to have a new vaccine or an antiviral drug for smallpox then the virus would need to be kept for scientific experiments. President Bill Clinton had personally favored the destruction, but after reading the report changed his mind. The White House now endorsed keeping the stocks. A month later the WHO voted to keep smallpox alive for another three years until June 30th, 2002. II. A Woman With A Peaceful Mind 1.During an experiment, Lisa was holding a pair of blunt children’s scissors with her rubber space suit gloves. She was trying to open a bottle by prying on a tab with the scissors. Suddenly they slipped and the tip of the scissors jammed into the middle finger of her right glove. She felt a stab of pain near her fingernail. III. Nuclear Pox 1.The experiment that the Australians presented was they were trying to use a virus to try to cut down populations of mice. They had been infecting mice with an engineered mousepox virus that was supposed to make the mice sterile. But the engineered mousepox had wiped out the mice. Jahrling and Moyer uneasy about this line of research because the Australians had engineered a pox virus that could overwhelm the vaccine and they had done it by putting a single gene from the mouse into the virus. One mouse gene into the pox. They realized that the virus had taken down immunized animals and bioterrorists could use this. IV. Chaos in Level 4 1.Lisa and her team were inoculating monkeys with different strains of smallpox. They were putting it into the bloodsteams of the monkeys and they used higher doses. Jahrling felt that if a billion particles of the smallpox didn’t give a monkey a disease of some sort, then nature would be telling us that variola was not going to go into any species except man. 2.Lisa worked in a corridor of the sub-subbasement. She was in a Level 4 area because that was where the smallpox and the monkeys were quarantined. 3.The monkey-model team consisted of Peter Jahrling, John Huggins, Lisa Hensley, and an Army veterinary pathologist named Mark Martinez. There was also an animal caretaker named James Stockman and two veterinary technicians named Joshua and Rafael and a biologist named Louise Pitt. 4.First the monkeys were exposed to Harper, then Dumbell 7124 (India strain). 5.First, the Harper smallpox was blown into the air around Monkey C099’s head. Then he got it inserted into a vein in his thigh and he received one billion infective particles of Harper smallpox. 6.Before they had used a lower dose and they had given the virus to the monkeys through the air. This time, they also put it into the bloodstreams of the monkeys. V. Demon Eyes 1.Eight monkeys were given the Harper or India strains. There were seven of them that died (six from hemorrhagic smallpox and one from classical pustular smallpox). Harper was the only survivor. 2.The scientists bonded with monkey C099 because that monkey had been sacrificed as a result of their experiments and unlike the other monkeys, he didn’t die naturally (they put him to sleep). 3.The necropsy room was used to perform a post-mortem exam in privacy so no other animal of the same species can observe. 4. 5.The one monkey that survived was put to death because protocol of the experiment required the euthanasia of all animals in order to gather more data on the effects of smallpox. I would’ve done the same thing because if the virus had spread through the monkey’s body, it would have suffered unnecessarily, seeing how the other monkeys died from being infected just as he was being to. They put the monkey out of his misery. VI. Demon Eyes 1.An anthrax cell is similar to a virus because when it comes into contact with lymph or blood, it cracks open and germinates and turns into a rod-shaped cell. It is different because unlike a virus it is alive. It uses its own machinery to makes copies of itself. 2.Tom Geisbert believed the anthrax spores were man made because he observed that something was clinging to the spores. When he turned up the beam the goop began to spread out of the spores. The spores had something in them like an additive. 3.The anthrax may have infected and killed the postal workers because it was continuously handled by many workers. The envelopes were squeezed through the mail sorting machines which made the anthrax pores start to leak through the letters of the pores. 4.The Daschle letter had gone through the Hamilton facility en route to Brentwood. 5.The Daschle anthrax may have come from Iraq but the samples they’d seen from Iraq were completely different. The Iraqi had been mixed with bentonite and these spores didn’t have clay in them. 6.Ken Alibek defected to the United States from Russia. He revealed to the US Government that a panoramic vista of Biopreparat, as well as an advanced bioweapons program in Russia that was broken into secret compartments. 7.Ken Alibek suggests that biological weapons are more beneficial than nuclear weapons because while nuclear weapons destroy everything, biological weapons are more beneficial because they destroy vital activity (people). 8.The concept of vital activity was demonstrated when he the jar containing a surrogate of a weaponized brain virus called VEE, which traveled easily in the air. Depending on the altitude of the dispersal of the contents, the particles could travel close to fifty miles (this could be used with anthrax mixed with smallpox). 9.Geisbert discovered two extra elements in the anthrax spores: silicon and oxygen. 10.The EPA spent an estimated thirty million dollars decontaminating the Brentwood mail facility. 11.There were five homicides in the Amerithrax case. 12.The difference between a K and Q collected sample of evidence is that a Q sample comes from an unknown source and can be matched to known samples. K samples are reference samples that are fully identified. 13.The Amerithrax (Ames) strain came from a dead cow in Texas in 1981 and it ended up in the labs at USAMRIID. The fact that the Maerithrax strain wasn’t military pointed to a home-grown American terrorist instead of a foreign source. This helped to turn the focus of the investigation to wihin the United States. 14.The FBI still believed that al-Qaeda had something to do with the Ames strain because Mohammed Atta (who was the operational leader of the hijackers), made inquiries at airports in Florida about renting crop-dusting airplanes (he probably wanted to spray something from the air). 15.The investigation of Dr. Steven Hatfill was completely justified, although how the FBI handled it through the media was wrong. Hatfill clearly had a reputation and experience in the scientific community when it came to the knowledge to carry out such an attack. He had a storage facility in Florida and had access to a cabin in a remote party of Maryland. He even had a secret-level security and he was close with Ken Alibek and Bill Patrick (two men with anthrax making experience). Hatfill even commissioned Patrick to write a study on the effects of anthrax mailed in letters. Patrick worked out a scenerio in which a letter containing two grams of dry anthrax spores was opened inside an office building. The FBI had every reason to believe that he was a person of interest, however the leaks to the media were unnecessary, because Hatfill’s career was basically because of being investigated. I strongly feel like there was no need for the media to be present everytime his house or cabin or office was raided and samples were taken out. The FBI wanted to show the public that they were doing their job effectively, but at the same time they didn’t have to use Hatfill as their scapegoat because his life and career were ruined as a result. 16. A bioreactor (also called an STLV) was developed at NASA. You can grow human tissues in it and then infect them. Using a device like this can test new drugs against smallpox and other exotic diseases that could not be tested ethically in people. 17.Dr. Alfred Sommer was enraged about the smallpox research that Peter Jahrling conducted with monkeys because he believes that smallpox could have been eradicated completely if the stocks had been all destroyed. He believes that the biggest danger of Jahrling’s research was it would look suspicious to other countries and would encourage them to do their own experimentation. 18.D.A. Henderson believed Jahrling’s work could not lead to the development of new drugs or vaccines against smallpox because what was really needed was an inhaled dose of smallpox in a monkey to test a vaccine, since people inhale the virus. VII. Superpox 1.A recombinant virus is a virus that has been engineered in the laboratory. 2.Interleukin-4 is produced by the immune system because it fights off an infection by stimulating the production of antibodies. 3.Cellular immunity is provided by numerous kinds of white blood cells. 4.If the gene for IL-4 is added to a poxvirus, it will cause the virus to make IL-4. It starts signaling the immune system of the host, which becomes confused and starts making more antibodies. 5.The genetically engineered mousepox is compared to AIDS because it seems to create a king of instant AIDS-like immune suppression in a mouse right at the moment when the mouse needs this type of immunity the most to fight off an exploding pox infection. 6.There are two ways to vaccinate a mouse against mousepox. One way is to infect it with natural mousepox. The other way is to vaccinate the mouse with the smallpox vaccine. 7.The Australian scientists found that mice immunized with natural mousepox become completely immune to IL-4 mousepox, however it was different because the IL-4 mousepox crashed through the smallpox vaccine, killing the mice they had previously vaccinated. 8.Scientists should definitely be allowed to create a supervirus, as long as they are doing so for scientific reasons. If there was a complete ban on scientific experimentation that may lead to the creation of superviruses, then at the same time there wouldn’t be vaccines created. Before the Eradication began, there were two million people dying every year. Those doctors who ended the virus as a natural disease ended up saving fifty to sixty million human lives. Those who end up getting the short end of the stick (if there is no creation of superviruses and vaccines) are the people living in third world nations, where medical vaccinations are not readily available. On the flip side, if scientists are given free reign to create superviruses whenever they want, then that will ultimately lead to biological warfare with countries threatening each other. This can lead to intimidation and blackmailing of smaller nations, who may not be able to compete and keep up. There need to be strict guidelines governing viruses (like smallpox) that countries create and expand on. Last month, Australia was in the news because scientists there had genetically modified the virus that causes smallpox. They managed to create a new strain that had caused the death of all the animals involved in the study. What makes this different from what I read in the book is that the new virus was done with mice that had been previously immunized. This is a scary possibility because there are countries out there that are still looking to improve on the smallpox virus.

The Themes In A Dolls House

The Themes In A Dolls House Sacrifice is a powerful theme that pervades these two plays, and expresses itself through its characters as well as its plot. However, the manner in which it is portrayed to the reader varies between these two plays. While sacrifice was depicted as combined with surrender in A Dolls House, in Antigone, it came merged with insurgence. There is sacrifice of love, hate, and morals and ultimately, sacrifice of self. Not only was this integrated into its protagonists lives, but it also came from its supporting characters as well. In this essay, I aim to explore the different ways in which Sophocles and Ibsen incorporated the theme of Sacrifice in their respective works. In A Dolls House, the sacrificial role of women was expressed exhaustively by Ibsen. The portrayal of women, beyond economic and social borders, sacrificing their love, children, morals and dignity touches a nerve among its readers. The picture where women were consistently giving up what were important to them just so they could please those around them was so universal and relatable to in this classic novel. In A Dolls House, Nora, while she was of a better social class and status than Mrs. Linde or her maid, was no different from them when it came to giving up those important to her. She renounced her own father when he was in his death bed just so she could save her husband and Mrs. Linde chose to give up her true love, Krogstad, when she was obliged to save her family from poverty. Even the maid in their home had to forgo bringing up her own children just so she could bring up someone elses and earn the money to support hers. This shows unconditional sacrifice for someone else. In Antigone, the situation is no different. Antigone sacrifices her love, Haemon, so she can fight for justice. Although she prioritizes justice over Haemon, she still makes a big sacrifice in her life to go through with her fight. On the other hand, at the very end of the play, Eurydice kills herself for she could not continue living without her son. This shows that she was willing to do anything for someone she loved, including killing herself. While the women in both plays portray unconditional sacrifice to those near and dear to them, the men completely represent the opposite. Torvald, Noras oppressive and condescending husband makes it clear that he would give up anything but his integrity. His status and prestige matter so much to him that he is willing to go to any lengths to show off his house as perfect and flawless to the society, including forcing Nora to stay at home even though he renounces her. He prioritizes his reputation over his own wife and states à ¢Ã¢â€š ¬Ã‚ ¦no man would sacrifice his honor for the one he loves. This situation is recreated in Antigone when Creon is contemplating his reaction to finding his own niece, Antigone, doing the one thing he forbids, burying Polynices. He is willing to save his niece from the cruel fate that was promised to anyone who disobeyed his law, but he is unable to let her go free in front of the public eyes. He too, like Helmer, prioritizes his repute over his own niece and sentences her to die. He refuses to bend his laws to save his own kith and kin at the fear of losing his name. Another form of sacrifice is the sacrifice of ego and recognition. Nora performs this form of sacrifice throughout the story until up to the very end. All her value and abilities are suppressed by Torvald and she bears his condescending, and patronizing attitude with humility and meekness. She belittles herself and resigns to accept her place as inferior to Torvald. Ibsens usage of metaphors and imageries of birds which symbolize the weak, feeble and vulnerable, represent Noras position in her family. She is powerless and susceptible to her husbands every whim. Nora hides the fact that she had single-handedly saved her husbands life as she was hesitant to tell him that he owed a woman his life. She is proud of her achievements, but she is forced to keep it a secret, thus sacrificing recognition. Yet again, she was protecting Torvalds ego by sacrificing hers. She continuously boosts her husbands pride by saying things like Everything you do is quite right, Torvald while welcoming him to à ¢Ã¢â€š ¬Ã‚ ¦criticize [her] and correct [her]. Then there is sacrifice of love. Mrs. Linde chooses to leave her one true love, Krogstad when she was obliged to save her family by marrying another, richer, man. While she never stops loving Krogstad, she is bound by her duties as a daughter. While Nora does the opposite, they are both similar in the fact that they give up someone close to the good of another and they have had to make tough choices. In Antigone, Antigone sacrifices her love, Haemon, so she can protect him. Although she still loves him, she chooses to hurt him in order to protect him from the consequences of her actions. This act of selflessness was noble and just like Nora and Mrs. Linde, it was for someone she loved. Another form of sacrifice that is most vivid and poignant is the works is the sacrifice of ones happiness. Nora does outrageous, sometimes ridiculous, things just to make her husband happy at the expense of her own. She indulges Torvalds craze and dances the tarantella just so she could play up to Torvalds desires. She hides her stealthy eating of the macaroons and knitting so she could à ¢Ã¢â€š ¬Ã‚ ¦have everything just as Torvald likes it. She also goes without buying a Christmas present for herself so she can save it repay the money she borrowed for Torvald. Nora hardly seems to listen to her heart or her head and blindly follows what she knows would make Torvald happy. Most times, Torvalds happiness à ¢Ã¢â€š ¬Ã‚ ¦comes out of [her] own necessaries of life. Sadly, Torvald never seems to notice à ¢Ã¢â€š ¬Ã‚ ¦it was often very hard on [her] In Antigone, Creon repeatedly tries to convince Antigone that it was not worth sacrificing herself for her brother. However, Antigone refuses saying I want everything of life , I do; and I want it total, complete; otherwise I reject it! I will not be moderateà ¢Ã¢â€š ¬Ã‚ ¦. If not, I want to die! When Creon proceeds to tell Antigone that she could not afford to be so demanding and she had to accept life with all its complexities, Antigone explodes furiously. She claims that happiness was nothing if she had to compensate her perfect ideals and she decides that she would have all or nothing. Thus she sacrifices the happiness she could have had by choosing to ignore Creons words. She wants to live in a surreal utopia or die. This inability to adjust and cope with lifes tirades eventually brings about her demise. Lastly, the ultimate act of sacrifice is when Nora does is when she decides to leave her children in the end when she opts to leave her dolls house and go see the world. She obviously loves them deeply, as seen in Act One by the way she interacts with them. But she believes that she makes a worse and a corruptive parent than her maid and her husband and she makes the heart-wrenching decision to leave her children. This concern and love she has for her children makes her want to give them the best she can and she does that by leaving them. Finally, in Antigone, Antigone performs the ultimate sacrifice, the sacrifice of herself. She hangs herself before she could be killed by Creons guards and by doing that, she takes the last stand before Creon. Thus, Antigone stages her last act of revolt for Creons laws and decrees. What Antigone does is reflective of many societies where many women take such rash and impetuous actions to demonstrate their mutiny. While it was a self-less act of sacrifice and for the betterment of her society, it was also reckless and damaging. Haemon, too, sacrifices himself, but his was for love while Antigones was for justice. In conclusion, while contexts, settings, time period and surroundings varies between the two plays, the theme of sacrifice unites them beyond social and cultural barriers. The act of giving up something or someone was connected them both. However, certain disparity occurs when the extent of sacrifice is delved into. The Greek era, the era in which Antigone was set in, showcases a time of extremes where perfection and power were the baseline to the lives of the people, thus sacrifice of ones self for a petty reason was not a terrible, horrendous issue as it would have been in the more modern times. While a Norwegian play set in the modern realistic times (A Dolls House) brought about slightly more acceptable sacrifices such as the sacrifice women make, it also brings about issues of extreme societal boundaries and excessive expectations of certain behavior from the man and woman of the household. Today, in the modern realist perspective, those requirements would be far more uncommon a nd unusual.

Role of the Midwife as an Educator

Role of the Midwife as an Educator The researcher has used the terms â€Å"tutor† and â€Å"midwife† in an interchangeable format. Midwifery is about far more than delivering babies. The skills that a midwife needs to carry out her job successfully are legion. In this essay we shall specifically consider the role of the midwife as an educator, and her ability to impart information successfully to a group in a planned parenting session. In order to do this successfully it is obviously important for the midwife (or tutor) to appreciate how adults learn optimally in a different way from children. In this essay we shall explore both the theoretical and practical principles which underpin the delivery of a successful course for prospective parents. We shall also consider the importance of course evaluation in the construction and presentation of future courses. It is important to appreciate that adults learn optimally in a different way to children. The dichotomy is often refered to as pedagogy and andragogy. The fundamental difference between the two is that pedagogy is essentially the process whereby the tutor instructs the students and andragogy is the process which involves more of an interaction between the two, with the tutor guiding the students. (Cervero, R. M et al 1999) In the prospective parenting classes clearly the group are likely to be mainly young adults (the researcher states that they are making a number of assumptions here) and an alternative name for andragogy is experiential learning. This involves the tutor drawing out various experiences that the group, collectively, have had and using them as a basis for discussion and communal learning. (Donaldson, J. F et al. 2000) One could reasonably assume that the participants in the group have not had previous direct experience of parenting, but this does not preclude this method of teaching in this circumstance. They certainly will have observed friends, family and others bringing up their children and of course will have their own experiences with their own upbringing which will have formed a number of their opinions, expectations and values. These can usefully be explored and brought out in discussion for the whole group to use as a learning experience. It is likely that a typical group will include participants from different social backgrounds, ethnic groups and classes. This is also a valuable asset which can be exploited for the benefit of all. Specific examples could be the breast feeding and weaning habits of different ethnic communities and how they differ from what is currently considered to be best practice. Clearly this type of learning is quite different from that which could be used for children (pedagogy) who have very little life experience to draw on. (Johnson-Bailey, J et al 1997) Obviously the midwife will have their own professional learning and agenda together with a vast wealth of practical experience. This should ideally be presented in a sensitive but authoritative way, so that the group can have the opportunity to discuss, evaluate and adopt those elements that they collectively feel are or value and importance to themselves. (Ross-Gordon, J. M et al 2002). Although adults will clearly need to assimilate information – as this is a basic definition of learning – they are far more amenable to techniques which involve self motivation and self-directed learning. (Sheared, V et al. 2001). In this context it is important that the midwife, in addition to simply acting as a tutor and resource, should also suggest other sources of information. Local libraries, NHS leaflets, Local Authority pamphlets and of course the Internet, are all valuable resource options that the prospective parents can access themselves. Part of the information providing responsibility incumbent on the midwife, is the generation of interest which will allow the group members to feel empowered to make further exploration of the area themselves. (EHC 1999) The concept of metacognition is also important in this area. Traditionally a midwife might expect to give a talk on various important points of parenting and the prospective parents would sit passively and absorb the elements that they felt were important to them. The talk would finish and the group would disperse. Metacognition is the ability of the student to appreciate the overall context and content of what they are learning about. This is primarily a two way interaction between student and tutor. (Smith, M. C et al. 1998). If the midwife is able to establish a dialogue between herself and the group it is easier to evaluate and assess the gaps in knowledge and then to suggest strategies for filling them. Equally, it is a valid strategy to establish where the gaps are and then to encourage the student to find the information for themselves in order to bring back to the group for discussion on the next occasion. (Titmus, C 1999). When the tutor is constructing the course, if the andragogical approach is chosen as the most appropriate then they should: Encourage the group members to participate and put forward their own life experiences as much as possible in order to utilise them as exploratory and discussion tools for the group as a whole. Demonstrate to the group how their collective life experiences can be adapted and utilised within the framework of the current discussion (after Merriam, S. B et al. 1999). This is a difficult topic since evaluation is ultimately the most appropriate tool to assess whether the particular course has been successful. There are basically three appropriate viewpoints of evaluation – whether the tutor feels that they have delivered the course successfully, whether the student feels that they have benefited from the course and whether an independent assessor would consider the course appropriate. (Vaske, J. M et al 2001). There is not space to fully appraise all of these eventualities, but clearly it is utterly appropriate to consider the student’s appreciation of the course, whether it fulfilled their expectations and needs together with an assessment of the various areas where they felt that the learning experience was either good or lacking. This is clearly vital, not only from the point of view of deciding whether it is appropriate to continue delivering the course as a public service, but possibly more importantly, to provide feedback to the tutor on just how their delivery was perceived and received. There is obviously no value in presenting a course which is neither appreciated nor useful to the recipients (Tice, E. T et al 1997). Conclusions It is clear that the presentation of a successful adult-orientated course is not just a matter of chance and an informed professional standing up and presenting a series of facts. It is obviously important to optimise the impact and usefulness of the effort involved with an appreciation of the theory and practice of adult learning. The involvement of the audience group, particularly with an invitation and an expectation to share and learn from their own collective experiences, is clearly an important learning tool and should be maximally exploited by the tutor. It is also important to the overall optimisation of the learning experience for the student, that the tutor should develop clear and concise learning objectives for the group and tailor the structure of the group to those objectives. Central to that process is the formulation of an appropriate learning plan, which, in this particular format does not necessarily have to be a formal written plan, but can take the form of either notes or a mentally organised format by the tutor. (Taylor, K et al 2000). Cervero, R. M., and Wilson, A. L. 1999 Beyond Learner-Centred Practice: Adult Education, Power, and Society. Journal for the Study of Adult Education 13, no. 2 (November 1999): 27-38. Donaldson, J. F.; Flannery, D. D.; and Ross-Gordon, J. M. 2000 A Triangulated Study Comparing Adult College Students Perceptions of Effective Teaching with Those of Traditional Students. Continuing Higher Education Review 57, no. 3 (Fall 2000): 147-165. EHC 1999 Effective Health Care. Getting evidence into practice. York: University of York, 1999. Johnson-Bailey, J., and Cervero, R. M. 1997 Beyond Facilitation in Adult Education: Power Dynamics in Teaching and Learning Practices. In Crossing Borders, Breaking Boundaries. Proceedings of the 27th Annual SCUTREA Conference, edited by P. Armstrong et al. London: Birkbeck College, 1997. (ED 409 438) Merriam, S. B., and Caffarella, R. S. 1999 Learning in Adulthood. A Comprehensive Guide. 2d ed. San Francisco, CA: Jossey-Bass, 1999. Ross-Gordon, J. M., ed. 2002 Contemporary Viewpoints on Teaching Adults Effectively. New Directions for Adult and Continuing Education no. 93. San Francisco: Jossey-Bass, Spring 2002. Sheared, V., and Sissel, P. A., eds. 2001 Making Space: Merging Theory and Practice in Adult Education. Westport, CT: Bergin Garvey, 2001. Smith, M. C., and Pourchot, T., eds. 1998 Adult Learning and Development. Perspectives from Educational Psychology. Mahwah, NJ: Erlbaum, 1998. Taylor, K.; Marienau, C.; and Fiddler, M. 2000 Developing Adult Learners. San Francisco, CA: Jossey-Bass, 2000. Tice, E. T. 1997 Educating Adults: A Matter of Balance. Adult Learning 9, no. 1 (Fall 1997): 18-21 Titmus, C. 1999 Concepts and Practices of Education and Adult Education: Obstacles to Lifelong Education and Lifelong Learning? International Journal of Lifelong Education 18, no. 5 (September-October 1999): 343-354. Vaske, J. M. 2001 Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field. Ed.D. dissertation, Drake University, 2001. ############################################################# Word count 1,611

Feminine Sexuality in The Storm Essay -- Kate Chopin

Kate Chopin's short story 'The Storm'; describes an encounter of infidelity between two lovers during a brief thunderstorm. The story alludes to the controversial topic of women's sexuality and passion, which during Chopin's time no one spoke about much less wrote about. So controversial was 'The Storm,'; that it was not published until after her death in eighteen ninety-nine. The story is broken up into five sections, each filled with small clues and hints that reflect her message. In short, Kate Chopin's 'The Storm'; is about a confirmation of feminine sexuality and passion and a rejection of the suppression of it by society. The title of 'The Storm'; gives the reader a peek into the underlying meaning of the story. It obviously portrays feelings of sexual energy, passion, and explosiveness, but the storm refers to nature, which historically has a feminine association. The storm takes on the personification of a deep, rumbling cloud of feminine sexuality and passion waiting to explode. Throughout the story, the intensity of the storm is symbolic of the intensity of Calixta's passion. At the onset of the story, Chopin subtly exposes the idea that women of the time are expected to repress their feelings of sexuality and passion. The scene is set as Calixta is attending to household chores unaware that a storm is imminent. Chopin writes, 'She sat at a side window sewing furiously on a sewing machine. She was greatly occupied and did not notice the approaching storm. She u...

Dolomite and Peaty Wheat Straw Essay -- Film, Race

I have seen many from Dolomite and Peaty Wheat Straw by Rudy Ray Moore, Willy Dynamite starring Roscoe Orman, and The Mack Starring Max Julien and so on. The way these actors portrayed the characters of Willy Dynamite, Dolomite, and Goldie the way the talked the jive the way they walked the walk more than likely set the black race back by decades. Grabbing there groins and having a glide in their stride, wearing big hats, capes, and over exaggerated gestures help create stereotypes and threadbare ideals of the black race that are prevalent even today. In 1987, Robert Townsend wrote, starred, and directed a behind the scenes parody of those types of movies called Hollywood Shuffle, while on one hand Townsend is exhibiting his blackness by pointing out the obvious bias behavior of the white studios but also exhibiting the talent and recognition seeking of the black actor. Townsend’s almost biographical parody of movies, television shows not only his range as an actor but also h is since of humor of the angst of being an actor chosen solely for the color of your skin. Robert Townsend through situational and dramatic irony and by exhibiting how the white ideals shape the identity and description of what is black and how Hollywood has warped it. Robert Townsend plays Bobby Taylor a struggling young man actor who is with a healthy imagination and a dream of becoming a serious actor. Bobby family reluctantly supports him in his endeavors but his mother, and grandmother played by Starletta DuPois and Helen Martin secretly pass judgment on his chosen career path while his co-worker Donald and Tiny at the Winky-Dinky Dog played by co writer Keenan Ivory Wayans and Lou B. Washington openly mocks his dream. Crushed are Bobby dreams of playi... ...ood Shuffle" And "I'm Gonna Git You Sucka." Cinema Journal 38.3 (1999): 50-66. JSTOR Arts & Sciences III. Web. 3 Dec. 2011. Fanon, Frantz. Black Skin, White Mask. New York: Grove, 1967. Print. Grant, William R. Post-soul Black Cinema: Discontinuities, Innovations, and Breakpoints, 1970-1995. New York: Routledge, 2004. Print. Harrison, C. "W.J.T. Mitchell, What Do Pictures Want? Chicago: University of Chicago Press, 2005. 380 Pp., 16 Col. Plates, 84 Halftones, 10 Line Drawings. Hardback $35, 24.50 ISBN 0-226-53245-3." Journal of Visual Culture 6.1 (2007): 160-63. Print. "The Souls of Black Folk Study Guide - W. E. B. Du Bois - ENotes.com." ENotes - Literature Study Guides, Lesson Plans, and More. Web. 03 Dec. 2011. . Tourà ©. Who's Afraid of Post-blackness?: What It Means to Be Black Now. New York: Free, 2011. Print.

Think Before Speaking Essays -- George Orwell, Animal Farm

The author George Orwell earned a reputation for standing apart and making a virtue of his detachment. In 1948, he created an image of communist Russia in the form of animals. Orwell’s book, Animal Farm, depicts this huge allegory. Animal Farm tells the story of a farmer overthrown by his animals who then take over the farm. The animals want an anti-human-like society with equality for all. When the pigs become more and more like humans with a social hierarchy, the farm’s society is destroyed. The ignorance of other animals leads to the pigs’ oppressing others. The author Will Rogers once stated, â€Å"When ignorance gets started it has no bounds.† The ignorance of a horse, a donkey, and the sheep play an enormous part in their suppression by the pigs in Animal Farm. When a horse named Benjamin becomes unaware of actions going on on the farm he tends to lean on the leader Napoleon’s opinions for support. After the animals were slaughtered, Boxer said, â€Å"I do not understand it. I would have believed that such things could happen on our farm. It must be due to some fault in ourselves. The solution, as I see it, is to work harder.† (Orwell 85). By ignoring the fact that many of his fellow animals were harmed, Boxer is showing that he does not understand the reason of the slaughtering. The real reason for the animals being killed is because of them opposing the pigs. The pigs could simply execute additional animals for a second time without Boxer and other animals not knowing the motive. A different time Boxer shows that he lacks knowledge is when he only takes Napoleon’s opinion as an answer to difficult questions. Boxer states, â€Å"If Comrade Napoleon says it, it must be right.† (Orwell 56). This is Boxer’s response towards eliminating ... ...en interrupted the Meeting with this. It was noticed that they were especially liable to break into `four legs good, two legs bad` at crucial moments in Snowball’s speeches (Orwell 47, 48). The sheep’s only saying to support their opinion was â€Å"Four legs good, two legs bad.† Rather than, making speeches and creating debates the sheep only yelped one saying in their support. Bottom line- ignorance leads to oppression. Why is this important? By using Animal Farm to represent communist Russia Orwell showed that ignorance and oppression are still present in the modern world. Boxer’s, the hens’, and the sheep’s lack of knowledge is still present today. To stop oppression through ignorance all should think before they act or speak. Oppression through Ignorance can be stopped if all notice how much power they have in their hands. Works Cited Orwell, George Animal Farm

Gcse Geography Paper

GCSE Geography Assessment: ————————————————- Investigate the extent to which Meadowhall could be described as â€Å"environmentally friendly†. By Emma Fitzpatrick 10R Introduction â€Å"Investigate the extent to which Meadowhall can be described as environmentally friendly† The centre was first opened on the 4th September 1990. The 80 acre site was and still is a Brownfield site which means you can build on this land. With a floor area of 1,500,000sq ft, it is the seventh largest shopping centre in the U. K. With over 280 stores, the centre attracted 19. million visitors in its first year of opening, and now attracts about 30 million visitors a year. It took two years to clear the land of waste, and there was 100,000 tonnes of waste from the toxic site by the River Don. The main reason the centre is so successful is because of its location. The centre id locat ed at junction 34 off the motorway-â€Å"The M1 is the lifeline to Meadowhall. † Meadowhall can be extremely busy in the run up to Christmas, and the January sales. There can be up to 140,000 visitors at Christmas just the day after Boxing Day. The reason I have chosen to investigate Meadowhall is because it is local.Analysis-positives Meadowhall is one of the largest out of town shopping centres in the U. K, and it could be described as â€Å"environmentally friendly† because it was the first U. K shopping centre to develop an on-site recycling facility. The recycling centre was opened in 2006 and has been ongoing for the past 6 years. The centre recycles 97% of waste from retailers and customers, with the remaining 3% going to incineration; no waste goes to landfill. The waste is sorted into paper, plastic, cardboard, cans etc. by a conveyor belt system to separate out the different types of waste.Also they have set up lots of initiatives and measures to give people other sustainable transport to get to and from Meadowhall, for example: * Cycling initiatives- including bike-safe training, biker user group for Meadowhall employees (BUG ME) and Dr. Bike; * Free fuel for electric cars; * Personalised travel information for busses, trams and trains; * Adult and family cycle training launched march 2008- offering free training for employees; * The Passenger Transport Interchange. Primary benefits for the staff: * Last year on average 5 employees per month switched to sustainable travel modes.In terms of staff only 20% use a car to drive to work; * 55% of employees use public transport, 16% car share, while 7% cycle, walk or use motorcycles; * In terms of visitors, public transport has increased by over one percentage point while the number of visitors driving indicates a significant level of car sharing at 16%; * 400 staff last year requested a personal travel plan. Secondary benefits: * Helps to aid the reduction of local traffic congestion; * Impr oves access for staff and visitors- more time working and shopping and less time queuing in traffic; * Reduces carbon footprint for staff and visitors.Also Meadowhall has its own public transport interchange, making it the only shopping centre in the U. K that combines a bus, rail and tram interchange as well as making it the centre easily accessible to both the local region and the rest if the country. The â€Å"catchment† area is a one hour drive which covers an area as far as north as Harrogate, south as Leicester, east as Hull and Grimsby and as far west as Manchester. There are approximately 25 million visitors each year. And since the PTI has been added to the centre, it has the best public transport services of any shopping centre in the U. K. lso because most people use the M1 to travel to Meadowhall, it actually saves fuel than going on the back roads through the country side, because if you travel at a constant speed on the M1, you won’t use as much petrol an d it won’t take as long, because on the country roads there usually is a lot of turns and corners which might take longer than just going on a straight road whit very little corners. Also it’s not good for small towns because of the congestion charge. Another positive is that they spent ? 50 million pounds on improvements, bins and air-con. However this is also a negative impact as well.One of the most recognisable positive impacts is the large windows which let’s in a lot of natural light in so in the summer they don’t have thousands of lights on but, they let in a lot of heat as well so they have to use air-con (which can be seen as a negative impact). And in the winter they are helpful because they let heat in so they don’t have to turn on the heaters. Although, when it’s dark/night they turn the lights on the outside of the building on even when Meadowhall isn’t open, so that can be seen as a negative impact too. Also there is a b ore-hole that they use to collect water from beneath the Earth.The water from the bore-hole is collected into a giant master tank. All the storage tanks are connected onto a â€Å"network† which ensures 90-95% of all water used by customers and retailers for flushing toilets is derived from rainwater harvesting or bore-hole water. Meadowhall began harvesting rainwater in 2006. Four giant water storage tanks collect rainwater and condensation from air conditioning. This is then used throughout the shopping centre for cleaning, flushing toilets and watering the external landscape areas. Also the cost of water to Meadowhall has decreased since this movement has been put in place.One of the other positives about the transportation is that they have a free electric car charging port so people can charge their cars. In addition to the cycling initiatives, Meadowhall is encouraging people from Winkobank and Tinsley to either walk or cycle to Meadowhall with the network of paths that have been placed. Also, they encourage more people to use public transport by having cheap deals sold exclusively within the centre for bus, tram and train. Plus only 20% of the staff at Meadowhall uses their car to travel to the centre, and the remaining 80% use other forms of public transport (refer to figure 5. ). Also, more than half of the bags I have collected for my survey about whether shops use bags that can be recycled or could not be recycled(refer to figure 4). Analysis-negatives Furthermore, there are some negative impacts to Meadowhall. For example: * 87% of shoppers travel by car and only 13% by public transport; * They don’t advertise how environmentally friendly Meadowhall is; * They have over 12,000 free car parking spaces which means more people will chose to travel by car; * Although they do have Electric car charging ports, there sn’t any sign posts to tell/show people where they are; * They turn the lights on at night even when it’s not op en,(however they do use low energy light bulbs). Transport Although Meadowhall has plenty of initiatives to try and persuade people to use public transport to go to Meadowhall, only 13% are using it to get to and from Meadowhall. And I think this is because of all the free car parking spaces, so if they charged people to use the car parking spaces, more people might use the bus, train, tram etc to travel to Meadowhall.Also if there were sign posts to show where the electric car charging ports it might encourage more people to use/have an electric car because if every shopping centre had a car charging port they might be able to make more money to make that centre more environmentally friendly. Also the M1 is a negative because most people are using their cars to travel to Meadowhall, than using public transport, which causes more pollution. Refer to figure 6. 3. Windows Even though the windows are very environmentally friendly they do let a lot of heat in which means they turn on th e air-con which uses a lot of energy.Environment Even though Meadowhall has put many initiatives together to make the centre more environmentally friendly they don’t advertise the environmentally friendly it is –internet, TV, and the website. I think that if they did decide to advertise the eco friendly side of Meadowhall, they might encourage other shopping centre’s to do the same thing. And compared to the Trafford centre, Meadowhall doesn’t seem very environmentally friendly. Refer to figure 6. 2. Water ButtAlthough they harvest a lot of rain water and water from the bore-hole, they only use 35% of it, so 65% is wasted. The Trafford Centre The Trafford centre is also environmentally friendly like Meadowhall because they also have many initiatives in place, and hoping to put in place. For example: * They want to divert 100% of the waste from the centre to not got to landfill sites; * To install sensor lights in the corridors, to cut down on wasted energ y; * Switching to LED lighting systems which use a fraction of the power to the older system; * Halving the length of time heir automatic taps run, from 10 seconds to 5 seconds, saving 350,000 litres per year; * Limiting the length of time their Christmas decorations are switched on; * Cutting the amount of time their escalators, plasma screens and lightings are switched on; * Following a greener office policy which encourages all staff to switch off lights and computers that are not needed. Also compared to Meadowhall, the Trafford centre is more environmentally friendly because they advertise how eco friendly they are, and they have put more initiatives in place than Meadowhall to cut down the amount of energy they are using.The Trafford Centre – Recycling Since 2009, the Trafford centre declared its ambition to be the greenest shopping centre in the UK. The environmental services department comprises more than 34% of the Trafford centre’s staff, and each processes m ore than 100 tonnes of waste each week – since October 2010 100% of the overall waste has been diverted from landfill. Currently they recycle a host of materials; these include: * Cardboard; * Scrap metal; * Glass; * Paper; * Magazines; * Food waste; * Plastic bottles; * Coat hangers;Since 2006 they have continuously improved the percentage of waste that has been diverted from landfill. For 2009 hey diverted 58%. For 2010 they diverted 70% and for 2011 they hope to have achieved 85%. The centre was awarded the environmental award at the Trafford Business awards, the centre achieved gold standard in the â€Å"Business Tidy Awards†, and the Sceptre award for Environmental Best Practise. Conclusion In conclusion I would say that Meadowhall can be described as â€Å"environmentally friendly† because since 2006, they have put 6 travel initiatives in place so visitors can use a more sustainable use of transport o get to and from Meadowhall they have their own recyclin g plant, bore-hole, four giant water storage tanks, and they have large bay windows that let in light instead of using thousand of lights. However, there are more things that can be done to make Meadowhall more environmentally friendly is by advertising hoe eco friendly they are, turning the outdoor lights off at night and encouraging more people to use public transport. My Consumer ChoicesUsually I would rather go to Meadowhall than go to my local area (i. e. Town) partly because Meadowhall has a more range of shops like H&M and River Island which my local area doesn’t. I typically buy clothes and bags from Meadowhall because there are more shops which are larger than the ones in my local area, where I typically get school things like school clothes and equipment because there are more school shops in my local area and more stationary shops as well.Normally I either get my parents to take me and bring me back home if I’m only going with one or two friends but if Iâ₠¬â„¢m meeting a group of friends I find it easier to get there by going on the train with them but I think I should try and use the train more because its less pollution than getting one of my parents to take me. I very rarely take my own carrier bags because I most of the time I don’t buy very much. I think by asking my parents to take me has a knock on affect because every time I ask them to take me to Meadowhall I’m increasing the amount of pollution in the air even though I’m not even driving.

Nightmare Cover Art Essay

Avenged Sevenfold is an American heavy metal band from Huntington Beach, California. The band was formed in 1999. Presently, they consist of Matt Shadows(Vocalist), Johnny Christ(Bassist), Zacky Vengeance(Rhythm Guitarist) and Synyster Gates(Lead guitarist). Matt Sanders(M. Shadows); the lead singer of the band is one of the original founding members. He came up with the band name on being inspired by the fourth chapter in the Book of Genesis. It involves God asking Cain where his brother, Abel was. Cain answered that he didn’t know, when in fact, he had killed Abel. â€Å"†¦ whoever kills you will suffer seven times the vengeance.† (Genesis 4:15, International Standard Version). Jonathan Seward(Johnny Christ) is the fourth bassist, and joined the band while he was still in High School in the year 2003. He is the youngest and shortest in the band. Zack Baker(Zacky Vengeance) is the band’s left-handed rhythm guitarist and backup vocalist. Zacky was a self-taught guitarist and would play his dad’s right-handed guitar upside-down by watching his favourite bands play and other people he knew that played, and practised as much as he could. Brian Haner Jr.(Synyster Gates) plays the lead guitar, and does backup vocals for the band. His father is Brian Haner. He also plays in some Avenged Sevenfold tracks. He mostly plays acoustic guitar solos that duel back and forth with Synyster’s electric guitar and also helped his son write â€Å"So Far Away†, a track on the band’s latest album that Brian had finished writing in memory of his late best friend and band-mate, Jimmy â€Å"The Rev† Sullivan. The Rev was known to the world as one of the greatest drummers of all time. He passed away on 28th December 2009, due to an accidental overdose of prescription drugs. Avenged Sevenfold kicked off with a metalcore sound on their first album ‘Sounding the Seventh Trumpet’, which included a lot of screaming vocals and heavy-metal guitar riffs. They then changed their style on their third release, ‘City of Evil’, which featured more of a mainstream hard rock style. They have still retained their heavy metal feel by using blazing guitar solos and blistering double-bass drumming patterns, while keeping their musical aggression at a minimum level compared to their earlier work which makes their music all the more appealing to the larger crowd. â€Å"The Rev ‘Seized the Day’ to conquer the ‘City of Evil’ in ‘Bat Country’, and forced the ‘Beast and the Harlot’ to ‘Scream’ their ‘Unholy Confessions’. He left them ‘Trashed and Scattered’ and ‘Blinded In Chains’ with the ‘Strength of the World’. He found it ‘Almost Easy’ and became a ‘Sidewinder’ and slithered to ‘A Little Piece of Heaven’ in his ‘Afterlife’, now he is ‘M.I.A.’ and his ‘Nightmare’ has come to pass. RIP Jimmy â€Å"The Rev† Sullivan, you’re gone but NEVER forgotten!† Sevenfold, A. (n.d.). Quote by Avenged Sevenfold. Retrieved December 10th, 2012 from http://www.goodreads.com/quotes/308559-the-rev-seized-the-day-to-conquer-the-city-of This meaningful quote is a tribute to the late legend and also uses quite a few of Avenged Sevenfold’s track names as characteristics of the quote to convey a very important message about The Rev’s personality. Avenged Sevenfold has released five studio albums, fifteen singles, and one live album/compilation. The album artwork of their latest album ‘Nightmare’ deeply reflects on the music and the band’s life without their beloved friend, The Rev. The musicality has advanced since their emergence and this is their most technically advance album yet. At first glance, it’s no doubt that the band is Avenged Sevenfold. Not just because of the text stating the obvious, but because of their signature symbol that they have made known all over the world as the â€Å"Deathbat†. It was originally designed by their high school friend named Micah Montague. The Deathbat is the key element in almost any Avenged Sevenfold image or poster and has also appeared on every album cover, many of which were done by Cameron Rackam, a close acquaintance of the band. Another key element in this album’s artwork is the noticeable highlighting of the alphabets ‘REV’ in the word ‘Forever’ on the tombstone. There is a pretty deep connection through whic h emotions play a major role as to how the overall message is being conveyed, which in this case is the fact that The Rev; who was by no doubt a great person and who was loved by the whole world; has moved on into his afterlife and that his memories will be treasured in everyone’s hearts and minds ‘foREVer’. With regard to color theory, it’s safe to say that Nightmare’s album art is analogous in nature. Ranging from the green(dark; leaves) end to the blue end of the color spectrum wheel. In terms of temperature, this artwork has been designed to incline more towards the cooler half of the spectrum as it can be easily inferred because of its blue sky, especially at the point where the smoke is lighter in colour, in turn providing a chilled and cold effect. The girl’s pale skin is also a sign of fear which is a marvellous combination of taking the word ‘cold’ both, literally as well as metaphorically. The fonts used are pretty spooky too. The frequent uneven thickness in certain parts of different letters in ‘Avenged Sevenfold’ makes it the most noticeable component of the art. Also, as it is white in colour, it stands out from the rest of the contrasting colours. The red ‘Nightmare’ is the only warm colour used in the entire cover. It must be so because the artist was trying to convey feelings of passion and love towards their late friend. But also since the font has more edgy feel to it, it could have slight traces of anger and anxiety too. The deathbat here is no longer just a floating skull with small wings. The symbolism used here shows that the band has grown in maturity as well as musically; hence the large deathbat with a cloak covering its presently unknown body. The album is titled ‘Nightmare’ as it is a dark word that sends shivers down one’s spine. They’ve used a good combination of the cold environment in the picture along with the hot portrayal of the album-name(red in colour). It is called so because on the day they completed writing the record’s lyrics, The Rev admitted that he was totally excited and eager to record this album. But sadly, he passed away three days after that. This came as a shock to everyone and was a nightmare to the band. Hence they dedicated this album to him. Every time I look at the cover while listening to any of this album’s songs, it feels as though a story is being told. Every song is a reminder of The Rev and that was another reason why this album topped the billboard charts, standing at #1 in the first week itself. This album really connected to all Avenged Sevenfold fans.

Educating Rita †the Consequence of Change Essay

Belonging implies change, and change rarely comes without consequence. The progression to belong into a now culture or place may be physical, emotional or mental. Rita, driven by feeling inadequate is the main character in Willy Russell’s play, Educating Rita. She achieves a successful move into her new world. However, she must overcome change which will come at a personal cost. Throughout the play Willy Russell depicts many themes; these include relationships, choice and consequence, social class and change. These themes are constantly seen in â€Å"good will hunting†, directed by Gus Van Sant. Staring Matt Damon who plays â€Å"will hunting†, an abused foster child, he subconsciously blames himself for his unhappy upbringing and turns this self-loathing into a form of self-sabotage in both his professional and emotional life. The story is about his challenge to break from his working-class culture and move on. However, he will face many changes through-out his quest to belong. Relationships can mould or trigger change, and change is seen throughout Educating Rita. Rita embarks on an Open University course as she wants more out of her life. Rita see’s education as an exit route from her current life, she is â€Å"out of step† with her husband, family and friends – Rita wants to â€Å"discover [herself] first†, before wanting to compensate with having a child with Denny. Denny’s obsession of one day settling down with a family leads to the later divorce and failure of their marriage. Rita’s initial depiction of Denny towards Frank was that Denny â€Å"was blind†, Rita differentiates herself by stating that â€Å"[she ] wants to see†. Denny does not understand nor is willing to negotiate or communicate with Rita throughout act one, Denny’s aggressive behaviour leads to the savage action of burning her books, in scene five, and later Rita’s moving out of the house. This change was a consequence of Rita’s action to educate herself, despite Rita’s suffering she is still sympathetic and forgiving towards Denny, this is reinforced by Rita describing where â€Å"the girl he married has gone too† and she later states â€Å"he said I’d betrayed him. I suppose I had†. Throughout act one the audience is accounted for the growing bond between Rita and Frank. In act one scene one the stuck door is a metaphor for the effort required to change. Rita is confronted by a physical barrier which she would later overcome. Rita’s relationship with Frank develops throughout the play, she is uncomfortable in the first scene of act one, as she is unfamiliar with her surroundings. Rita’s discomfort is depicted through her agile talking, swearing and her constant moving about, this is evident through scene one as Rita feels â€Å"nervous† as she was â€Å"testing† frank. Rita is initially physically separated from Frank; there is an intangible barrier between Rita and Frank. However, this is quickly diminished as their relationship develops, this is evident as throughout the play, Rita starts to become less nervous and starts to sit down next to Frank, Rita stops â€Å"talking at† Frank and starts â€Å"talking [with]† him. Despite Rita’s lost relationship with Denny and a growing bond with Frank, Rita is still definitely torn between two worlds, this is evident through act one scene seven where Rita states that she is a â€Å"half-cast†. Rita’s experience in London at summer school is significant as this is the beginning of a new Rita , however , it is also the beginning of a drift in Rita’s and Franks relationship. She is able to gain confidence to talk â€Å"sophisticatedly†, this boost in confidence gave her the courage to talk and meet new friends, creating a new circle of friends for Rita. This means Rita is less dependent of Frank; this is evident through her late appearances to their tutorials or not attending at all. Frank confronts Rita complaining â€Å"†¦ that there was a time when you told me everything†. Franks view of Rita changes as the play progresses, Frank is disenchanted with Rita’s transformation under the influence of Trish and Tyler. Rita, for her part, has lost her initial respect towards Frank, this is evident as Frank is constantly drinking and smoking, whereby Rita is trying to keep clean and â€Å"change for the better†. Relationships encounter difficulties which make it harder to belong; however, the nature of relationships alters due to the individual’s choices and the consequences which follow as a result. Rita’s motivations in moving into the world are to achieve some sort of choice about the direction her life will follow. Rita does not want to follow her working-class path of blindness; instead she wants to achieve an education so that she is prone to more informed choices. Rita’s choice to enrol in an Open University course is the first stage of choices; this choice was subsequently looked down upon by Denny. However, even though Rita enrolled to the course she is faced with the consequences of both Denny and actually completing the course, even after she was accepted to the course she was compensating to â€Å"pack the course in†, coming very close to doing that in act one scene seven. However, the sight of her mother’s disappointment of not â€Å"singing a different song† is evidence of her unhappiness towards the culture. This scene is the ultimatum Rita is faced with, she is forced to make a decision between her working class and the middle class, as she is nether belonging to the working nor the middle class. This is evident as she states that she is a â€Å"freak† and a â€Å"half-cast†, however, her mother’s unhappiness is a key influence to her decision to stay at the Open University. To Rita the availability of choice is something of a luxury, she has no plan to what she is going to after she finishes the course†¦ However, Rita pampers to the availability of choices. This is evident in the last scene, where Rita is going to do her exams, she does not know what she is going to do for Christmas, however, she says, â€Å"i dunno. I’ll make a decision, I’ll choose. † This reinforces Rita’s luxury of â€Å"choice†. Rita’s choice to study has huge consequences in her personal life. This caused friction with her husband, which later is the key factor to the breakdown of the marriage. The alienation of Rita from her family and friends is yet another consequence of her choice to study. Rita’s alienation is seen in act one scene seven, as Rita cannot find a place to belong, she feels â€Å"out of step†, from both her family and Frank/upper class, describing herself as a â€Å"half-cast†. Rita’s and Frank’s bond slowly diminishes and they both drift away from each other, to a point where frank starts calling her different names. Frank is open too Rita, subsequently Rita is not, Frank feels his â€Å"creation† had turned out to be a â€Å"monster†. Frank decides to call himself â€Å"Mary Shelly†, this is significant as Frank has related Rita and himself to a gothic number called â€Å"Frankenstien†. Franks allusion shows the audience that Rita has â€Å"changed for the worst†. Throughout Educating Rita, there is heavy emphasis of moving into a different social class. Rita is dissatisfied with the limitations she faces within her current working class life. She doesn’t fit in with her peers in her working class neighbourhood; this is evident in act one scene two where she acknowledges that most of her peers would have had a baby, Rita on the other hand wants to â€Å"discover [herself]† and wants â€Å"a better way of livin’†. She attempts to explain her restlessness to Denny, but Denny’s interpretation of Rita’s materialistic terms as just simply saving up and â€Å"moving to a better neighbourhood†. Rita feels congested on the moral values of the working class culture she is a part of. This is evident in act one scene four, she depicts her class as everyone wanting to have a baby, she says that â€Å"everyone expects it†, everyone expects Rita to settle down to a life of marriage. Rita strives for a better social class, one which she can connect with, feeling a large sense of belonging, her desire for a better way of living leads her into the world, letting her husband, Denny behind she can only go forward. As she progresses through her Open University course, she starts to feel more of a â€Å"half cast†, belonging in nether class. She cannot relate to her working class friends, however, she also cannot speak the language of the middle class. Rita’s view of the working class if very critical, she completely denies their culture claiming that she see’s â€Å"everyone pissed†¦ because their lives have no meanin’†. Her view on education is a view of â€Å"setting her free†. In Rita’s first tutorial, she looks outside Franks window peering at the students on the grass, stating; â€Å"god, what’s it like to be free? † an ironic view because Frank is not free, and only restricted as he is unsatisfied with his job, drinking his way though each day. Whilst educating Rita provides the audience with a good account of an individual’s progression to belong to a new culture, â€Å"good will hunting† portrays a complementary account. Like Rita, â€Å"Will hunting† is from the working class culture. Good Will Hunting is a poetic story of a young man’s struggle to find his place in the world by first finding out who he is. This is the case for Rita, she is trying to â€Å"discover herself† . The movie is a journey through the mind of Will Hunting as he is forced to endure therapy instead of jail. With the help of the psychologist, played by Robin Williams, Will discovers himself and realizes his value in the world by understanding what matters to him most. An abused foster child, he subconsciously blames himself for his unhappy upbringing and turns this self-loathing into a form of self-sabotage in both his professional and emotional life. The story is about his challenge to break from his working-class culture, Will Hunting emphasises the elements within â€Å"Educating Rita†, although Will is a troubled genius, they both hold the same characteristics. Will, like Rita experiences the hardships of belonging to a new culture, Will Hunting is also faced with an Ultimatum; Will doesn’t see the opportunities which lie ahead of him, blinded by his path. However, he is put straight by his best mate; Chuckie who states â€Å"Look – you’re my best friend, so don’t take this the wrong way. In twenty years, if you’re still livin’ here, comin’ over to my house, still workin’ construction, I’ll kill you. That’s not a threat I’ll kill you†. This harsh statement is the turning point for Will. Will is completely different to Rita; they are both worlds away from each other. However, in both cases, moving onto a new world involves painful change before moving forward. In both these accounts, moving into a new world involves difficulties and challenges, both characters strive for an education to achieve their desired outcome. Rita achieves her ultimate goal of having â€Å"choice† through education. Will Hunting in â€Å"good will hunting† is forced to take upon education to strive for a better class, to open his opportunities. In both these cases, we see that to go into a new world is overwhelmed by difficulties, but it could also bring their desired reward.