How does Williams portray the character of Stanley and his attitudes Essays

How does Williams portray the character of Stanley and his attitudes Essays How does Williams portray the character of Stanley and his attitudes Paper How does Williams portray the character of Stanley and his attitudes Paper Essay Topic: Literature In the play, Stanley is portrayed as a very masculine, aggressive character, with chauvinistic attitudes to both Stella and Blanche. However, despite his thuggishness, he is also portrayed as attractive- Stella can’t live without him – and he is sometimes seen to have a more naive vulnerable side to his character. One of the first dramatic techniques Williams uses to introduce us to Stanley in Scene 1 is that of stage directions. In these, Williams describes Stanley as having `the power and pride of a richly male bird among hens`, and this metaphor conveys his masculine sense of superiority and chauvinistic attitude. It is also one of many animal references associated with Stanley. Williams uses many dynamic verbs in the stage directions for Stanley, such as `throws the screen door of the kitchen open`, also reflected later on when he `snatches` the radio and `tosses` it out of the window. These dynamic verbs give us a strong sense of his physical presence. Williams also uses an asyndetic list `his heartiness with men, his appreciation of rough-humour, his love of good drink and food and games, his car, his radio, everything that is his, that bears his emblem of the gaudy seed-bearer` to build up a picture of Stanley as a typical man, with the repeated pronoun `his` really emphasising his masculinity. This sense of masculinity is made apparent when we first see Stanley, throwing a parcel of meat to Stella. His attitude is that he is the hunter and provider, while she must stay and cook for him. This is further shown at the party scene, when he says `I am the king around here, so don’t forget it`. His choice of the noun `king` conveys his arrogance and sense of power over the women. His attitude to women is also conveyed in Scene 2, when he argues with Blanche about the loss of the plantation; he clearly believes that Stella’s property belongs to him under the `Napoleonic Code` he keeps mentioning. Williams uses a variety of syntax to convey Stanley’s conflict with Blanche in this scene. For example, he uses exclamations such as `Papers! That stuff people write on! ` and `I’ll have a look at them first! `, which suggest his anger and frustration with Blanche and his attempts to dominate her by shouting at her. Stanley also barks out questions at her, such as `Where’s the papers? ` and also uses imperatives such as `Don’t play so dumb` and `Don’t pull that stuff! `, again to control and dominate the scene. In addition, Stanley’s use of non-standard English and colloquial expressions here give us an impression of an unsophisticated, insensitive man. Stanley’s aggressive character develops further in Scene 3 with the poker game, culminating in him hitting Stella. Here, as in the rape scene later on, Williams uses the dramatic technique of having the actual action off-stage – we only hear `the sound of a blow`, which makes it all the more sinister for the audience as we are not quite sure what has happened. However, Stanley is almost immediately remorseful. Williams describes him with the simile `like a baying hound`, which is another example of the animal imagery surrounding Stanley, as he calls for Stella. Stanley calls her `my baby`, `my baby doll`, `my girl`. Here the repeated pronoun `my` suggests his possessive feelings for Stella, whereas the noun choices show us his sentimental affection for her. When he is described as `he falls on his knees`, we perhaps see a more vulnerable side to him. Stanley’s violence towards Stella foreshadows the rape scene in Scene 10, which is the climax of the play. This scene shows Stanley’s cruelty, as he is described as `grinning`. His dominance is shown in his use of short simple imperatives such as `Drop the bottle-top! Drop it! ` When he refers to Blanche as `tiger – tiger! ` he seems to be mocking her and he describes what is happening to the noun `date`, which is cruel and sarcastic. However, just before this episode, when Stanley has arrived home from the hospital, he is shown as exuberantly happy at the thought of the baby coming. The simile of him waving his red silk pyjamas `like a flag` to celebrate gives a rather simple, naive, child-like image of Stanley. We also see this different side when he talks to Stella about their sex life with the simple metaphor `them coloured lights`. His non-grammatical use of `them` shows us a simple, perhaps uneducated man. In conclusion, Stanley is no doubt a bullying thug, some of whose actions will appeal the audience. However, there are some more appealing aspects to his character, making him a complex character to analyse.

Type I vs. Type II Errors in Hypothesis Testing

Type I vs. Type II Errors in Hypothesis Testing The statistical practice of hypothesis testing is widespread not only in statistics but also throughout the natural and social sciences. When we conduct a hypothesis test there a couple of things that could go wrong. There are two kinds of errors, which by design cannot be avoided, and we must be aware that these errors exist. The errors are given the quite pedestrian names of type I and type II errors. What are type I and type II errors, and how we distinguish between them?  Briefly: Type I errors happen when we reject a true null hypothesisType II errors happen when we fail to reject a false null hypothesis We will explore more background behind these types of errors with the goal of understanding these statements. Hypothesis Testing The process of hypothesis testing can seem to be quite varied with a multitude of test statistics. But the general process is the same. Hypothesis testing involves the statement of a null hypothesis and the selection of a level of significance. The null hypothesis is either true or false and represents the default claim for a treatment or procedure. For example, when examining the effectiveness of a drug, the null hypothesis would be that the drug has no effect on a disease. After formulating the null hypothesis and choosing a level of significance, we acquire data through observation. Statistical calculations tell us whether or not we should reject the null hypothesis. In an ideal world, we would always reject the null hypothesis when it is false, and we would not reject the null hypothesis when it is indeed true. But there are two other scenarios that are possible, each of which will result in an error. Type I Error The first kind of error that is possible involves the rejection of a null hypothesis that is actually true. This kind of error is called a type I error and is sometimes called an error of the first kind. Type I errors are equivalent to false positives. Let’s go back to the example of a drug being used to treat a disease. If we reject the null hypothesis in this situation, then our claim is that the drug does, in fact, have some effect on a disease. But if the null hypothesis is true, then, in reality, the drug does not combat the disease at all. The drug is falsely claimed to have a positive effect on a disease. Type I errors can be controlled. The value of alpha, which is related to the level of significance that we selected has a direct bearing on type I errors. Alpha is the maximum probability that we have a type I error. For a 95% confidence level, the value of alpha is 0.05. This means that there is a 5% probability that we will reject a true null hypothesis. In the long run, one out of every twenty hypothesis tests that we perform at this level will result in a type I error. Type II Error The other kind of error that is possible occurs when we do not reject a null hypothesis that is false. This sort of error is called a type II error and is also referred to as an error of the second kind. Type II errors are equivalent to false negatives. If we think back again to the scenario in which we are testing a drug, what would a type II error look like? A type II error would occur if we accepted that the drug had no effect on a disease, but in reality, it did. The probability of a type II error is given by the Greek letter beta. This number is related to the power or sensitivity of the hypothesis test, denoted by 1 – beta. How to Avoid Errors Type I and type II errors are part of the process of hypothesis testing. Although the errors cannot be completely eliminated, we can minimize one type of error. Typically when we try to decrease the probability one type of error, the probability for the other type increases. We could decrease the value of alpha from 0.05 to 0.01, corresponding to a 99% level of confidence. However, if everything else remains the same, then the probability of a type II error will nearly always increase. Many times the real world application of our hypothesis test will determine if we are more accepting of type I or type II errors. This will then be used when we design our statistical experiment.

Contract Law Exam seen case study Essay Example | Topics and Well Written Essays - 1000 words

Contract Law Exam seen case study - Essay Example In order to get that loan, he made Sophia sign on a deed which gave the Bank legal charge over her house. In this case, Tim has an undue influence over Sophia. He stands in a superior position to her and as, according to the given facts, Sophia is expecting her first child and wants to marry Tim, he can persuade her to do anything he wants. Also, Tim is described to be of an aggressive nature. It can be easily construed that Sophia gave the guarantee without knowing the consequences and she did that to secure her future with Tim as he had given assurances to her. He told her that he could afford to marry her only if he could raise some money and became a partner in the firm. That was the sole reason that Sophia agreed with Tim but she was not aware of the subtleties of this transaction. The only advice that she got in respect of this transaction was from Tim. Tim had undue influence over her and his advice would be disregarded. In Yerkey v Jones, a husband procured a guarantee from h er wife against his creditor. It was held that such a guarantee was not valid. In a special set of circumstances, such a guarantee is invalidated, they are: a. A husband procures his wife’s guarantee to obtain a loan; b. The guarantee is not for the benefit of wife but of husband; c. There is a default in repayment by the husband; d. The creditor relies on the wife to get repaid; e. The creditor does not have sufficient reasons to believe that the wife’s consent was free. Sophia’s consent was not free. Tim is not her husband but his relation with her and the facts of the case are quite similar those of Yerkey v Jones. The transaction was for the sole benefit of Tim and had nothing in it for Sophia. Tim has left Sophia after having an affair. The Bank seeks to get possession of her house. There are no sufficient grounds for Trusty Bank to believe that Sophia understood the transaction and gave a free consent. It was obtained under undue influence and resulted in a voidable contract. As Sophia is looking to get out of the contract, it can be easily construed that the contract would become void. Sophia’s guarantee would be invalidated and Trusty Bank would not be able to get possession of her house. Tim is still liable to pay the loan and Trusty Bank has all the rights of a creditor against Tim. Against Deluxe Kitchens Ltd In a legally binding contract, the parties involved must perform their respective promises according to terms on which they agreed on. If any of the parties does not perform its promise correctly, the other party becomes entitled to sue for damages. The damages involve the amounts of losses that are caused directly due to the negligence or fault of the other party. In the given case, Sophia had contracted with Deluxe Kitchens Ltd to build and install some new fitted kitchen units to match existing units and new kitchen equipment for ?15,000. The work was not done as it was promised and Deluxe Kitchens Ltd were 4 week s late in doing their job. Also, their work was not satisfactory. Sophia hired them to install units that would match her kitchen and they did not. Furthermore, there were some errors in their working. In order to fix those errors, almost ?3000 would be required. Sophia was without a cooker and she was offered by Deluxe Kitchens Ltd that they would install her old cooker but she refused. Due to delay in getting a new cooker, she was unable to cater for her sister’

Nutrition and physical activity needs Essay Example | Topics and Well Written Essays - 2000 words

Nutrition and physical activity needs - Essay Example Fast food is relatively inexpensive, easy to obtain and requires no preparation, so it is often the main choice for the youngest adults in this age group and for working parents. The youngest adults in this group no longer have parental oversight, so freedom of choice may put them at risk for nutritional deficiencies. Current economic conditions make it difficult for the youngest adults to purchase foods of higher nutrient content, which are more costly. Typically they are juggling part time jobs, college or technical school and active social lives. The low cost, popularity and ease of fast foods makes it tempting to rely on them solely to meet nutritional needs. This is particularly true when young adults have busy schedules and little time for food preparation. College campuses and fast food eateries could focus on advertising and providing healthier food options, such as fruit salads, yogurt and other products that are lower in cost. While the older adults in the 18-35 group may spend more time selecting foods and may have more money to spend on healthier choices, they may still be faced with managing many responsibilities. Time is often a factor in deciding which foods to prepare for family meals and which foods are avoided. Those with children are responsible for meeting their nutritional needs as well. It becomes more challenging to meet the nutritional needs of an entire family when those responsible do not establish good eating habits as young adults. It is further complicated when adults responsible for the nutrition of others do not have an adequate understanding of nutrition and energy requirements. Various groups use labels to assist consumers of different cultures in selection of the appropriate and desirable food products. There are labels designed by Melbourne Kashrut Pty, Halal Australia and the Australian Dairy Corporation, to name a few. There is

System Evaluation Essay Example for Free

System Evaluation Essay Netflix is an internet TV company that produces the highest quality TV shows and movies for its viewers. Given that it contains hundreds and even thousands of movies and TV shows on its server, how does it remain to be one of the fastest? Netflix is using a cloud based system that has drastically changed its organization over the years. Netflix is by far one of the biggest cloud based services in the IT field. In the past, Netflix has used some of its services with Amazon. It was using different servers and it was quite primitive. Finally, Netflix decided to contact Amazon and decided to move its entire technology system to Amazons Web Services. Netflix migrated from a primitive SCM based library management system, to a system that only requires a small team to manage a giant pool of data. The business requirements that drove the systems initial development is to improve the availability and reliability of the data in Netflix. Netflix mission is to always find a problem of any outages and to make sure the roots of them are found and fixed. Detecting issues before customers find them and fixing them automatically. The purpose for Netflix is to deliver a fast paced and reliable service. According to Kevin McEntee, who is Netflixs vice president in engineering, Netflix switched to a cloud computing system in order to focus their innovation around finding movies, rather than building bigger data centers. Netflix needs a systems that can deliver high quality streaming videos to customers all over the world. Cloud computing is a low cost system that doesnt need different servers to work on. With cloud computing, there is no need for waiting weeks on a server to be delivered. Netflix was able to update their system within under six months. This system allows hundreds and even thousands of servers to be used within minutes without having to talk to administrators. With Amazon Web Services, it gives Netflix the ability to bring massive amounts of capacity online in a small amount of time. In this system, it has a set of cloud  computing services that helps to build applications as well. These include Web/Mobile Applications, Big Data, Backup/Storage, Enterprise Applications and more. Some of the tools that Netflixs system includes is the Simian Army. The Simian Army is a series of tools that tests the cloud deployment by taking down certain systems. This system is bringing Netflix a new name in the technology world. It is inventing an entire new field of computer science in order for people to watch movies and TV shows on their TV or devices. The system brings the company benefits by having other companies using Netflixs products in their own cloud computing systems. With the cloud computing system, this will allow Netflix to deliver television-style programming over the internet and develop more technology to support its big System Evaluation 3 transition. In the upcoming years, Internet TV will replace regular TV. It is going to grow increasingly over the years and Netflix will be the leading company. Netflix has many plans in the future for developing its cloud based system. Adrian Cockcroft, Netflixs cloud architect, wants to explore the use of other clouds. Although nothing compares to Amazons Web Services, he still continues to explore all options. His goal in the future is to run Netflix completely from a cloud computing system. Netflix plans to expand its system so it can provide its customers with content and the service will get better. In conclusion, Netflix is using this cloud computing system to ensure that their customers receive the fastest and highest quality of videos. This system is low cost and saves the company a significant amount of money in the long run. It gives a massive amount of capacity online for the company in which gives more resources and flexibility to the consumers. This system is by far a fast paced server that uses many other servers within minutes. It also allows the team working with the system to work on it more frequently. Amazon Web Services brings Netflix into an entire new ball park and is leading the company into the upcoming years as the biggest and most successful cloud based system. References http://www.zdnet.com/the-biggest-cloud-app-of-all-netflix-7000014298/ http://www.linkedin.com/jobs2/view/7164182?trk=jobs_search_public_seo_page http://aws.amazon.com/what-is-cloud-computing/ http://www.itworld.com/cloud-computing/355844/netflix-revolutionizing-computer-just-serve-you-movies

Fiction and Untruth in Amadeus by Peter Shaffer Essay -- Amadeus Peter

Fiction and Untruth in Amadeus by Peter Shaffer The play â€Å"Amadeus† by Peter Shaffer was not written in order to be a biography of the great composer Wolfgang Amadeus Mozart, much more than this, Peter Shaffer wrote it as a story, rather than a history. In his story he was free to insert fiction to make the play more interesting to a wide audience, as well as to fulfill his purposes. However, musicologists and historians have written several articles claiming that Peter Shaffer â€Å"trashed this immortal†. What none of them can see is that in â€Å"Amadeus† there are situations that are plausible while others are â€Å"fictional ornament†. In this paper I will make an attempt to point what is fiction or untruth. The center of the play lies on the character of Antonio Salieri and his obsessive jealously of Mozart. To convey this plot, it was necessary that Salieri had motives enough dislike Mozart. So it was necessary to build a character that was extremely competent but with no talent at all to contrast with a genius who behaved badly. With this, Salieri would have reasons to be jealous. As his first attempt to convey his plot, Salieri is shown as a musical hack as we can see in this extract: â€Å"Bewildered, MOZART does so (halts and listens), becoming aware of SALIERI playing his March of Welcome. It is an extremely banal piece, vaguely – but only vaguely - reminiscent of another march to become very famous later one.† The truth is that Salieri was recognized as a great composer and that is the reason he was appointed as the court composer and imperial Kappelmeister. He had several students, including Beethoven, Liszt and Schubert. His operas were performed and acclaimed in Italy and France during 1778 to 1790. Unfortunately, his style lost worth and his works were no longer popular at the end of the XVIII century. However, showing Salieri as only a competent musician was intentional in order to convey the plot, which is the rivalry against Mozart’s artistic creativity and Salieri’s intellectual capacity. Salieri held his posts in the court from 1774 until 1824. He died one year later in 1825 and in his last years he suffered from senility. During 1824 there was indeed the rumor in Vienna that someone had heard Salieri saying that he had poisoned Mozart. However, many biographies of Mozart don’t even mention the probability of poisoning and in 182... ...d, at least in the expositional first act. It has been made so deliberately by crowding together into an hour’s time instances of Wolfgang’s most unattractive behavior, so as to provide ever-increasing fuel for Salieri’s equally mounting sense of outrage. This is dramatically essential, because at the end of the act, Salieri has to explode in a furious, pain-racked, violently aggrieved address to his God, upbraiding him for choosing a patently unworthy man to be his divine instrument.† But what is documented is that Mozart was â€Å"extremely irritable. A sort of child. All his sentiments had more violence than depths.† – 1804. So Mozart personality was exaggerated in order to convey the plot. Being like this, we would give a minimal reason for Salieri being jealous. It was intentional to make Mozart as a silly person so that Salieri’s rage would have a motif. With these discussed elements of the play, it seems noticeable that a playwright or any writer is free to use any ornament needed to convey what he wants to transmit to the readers. Shaffer, although being a Mozart scholar, used some fictional elements to write his story about the relation between the two composers.

Television Programme

ogrmI am someone who doesn't watch TV at all. But there is one show that I just can't afford to miss ‘the fresh prince of bel air'. This show got me hooked the first time I watched it, my brother was watching TV and I was there in the living room reading a book. I like reading a lot. I did not realize when I stopped reading and started watching the show instead. The fresh prince of bel air is an American comedy sitcom, with a big star will smith.It was originally aired in 1990s. So the main character is obviously will smith. He is the fresh prince from west Philadelphia sent by his mother to California to live with his aunty, uncle and cousins. The story is about how his life is changed and how he changes their life. This is a show from 90s but I am watching the reruns now. Can't believe I missed out on a show like this. I really think the 90s show were more entertaining than the shows we have today.I don't like reality shows because I think they are not real at all and its all scripted. I like comedy and so I like this show and the only thing I watch on TV at the moment. The best thing I like about this show is that its very well written. It sends a good message by the use of comedy. The show makes you think, makes you cry and makes you laugh a lot. what makes it even better is the acting by all the actors especially will smith and Alfonso Ribeiro. All characters are very likeable and well developed.My dilemma is I can't choose between will and Carlton, (Alfonso Ribeiro) both are equally as good. So I would say they are both my favourite characters as their humour and sarcasm is awesome. The chemistry between the two is amazing. I like how will is always cracking jokes about Carlton's height and Carlton makes fun of will's low intellect. The best thing about Carlton is the funny dance he does, nobody can do it better, it really makes me laugh a lot. Another character that I really like is Hillary ( Karyn parsons).She is as dumb as a donkey, which is what makes her really funny. She has a very bubbly personality, and is shown to be very shallow all she cares about is her appearance. Uncle Phill, aunty Vivian and Ashley are the least humorous out of them all but still are really good at their character. This is the only show that I love watching and know that I will not get tired of watching it. This is the best show ever according to me great fun and laughs for the whole family.

Communication and Professional Relationships Withchildren, Young People and Adults Essay

A key element of the role of any member of support staff in a school or other education environment, is communication, both with children and adults. Whilst it is important for children to learn cognitive skills, it is equally important that they also learn skills that will allow them to function effectively in society. A significant proportion of the latter can be attributed to effective communication, how individuals cooperate with others, and the relationships built both on a social and professional level. Support staff have a responsibility to act as role models for students, and it is therefore imperative that a clear understanding of effective communication and professional relationships is held. This study pack outlines the principles, skills and regulations that cover this topic. Principles Effective communication is the fundamental principle in building positive relationships (relationships which benefit children and young people, and their ability to participate in and benefit from the setting). In general, both children and adults are much more likely to co-operate and share information, if they feel you communicate openly and clearly. This is not limited to what you say but also appearance, body language, facial gestures and mood. In particular it must be remembered that you are acting as a role model, and the way you communicate is likely to be reciprocated in the same way. There are seven principles involved in building relationships: 1.  Effective communication – covers both formal and informal verbal, written communication, in addition to body language, facial gestures, physical contact and appearance, and the way these impact our interactions with others. 2. Respect – courtesy and respect should be demonstrated in any interaction with an individual (be it child or adult). Although you may differ in opinion, it is important to actively listen to others, and respect their view(s). The same consideration should be applied to individuals from different cultures, and their values/traditions upheld. For example in Germany professional interactions are much more formal and people are rarely referred to on first name terms, even if they are acquainted. 3. Consideration – be sensitive to others situation/position particularly when behaviour or reaction is out of character. There may well be an underlying cause you are not currently privy to . 4. Remembering Personal Issues – if you are aware of any concerns or upcoming life events, it may be worth enquiring about these, as it shows that you are interested, and is likely to benefit any relationship . You may be worries that an individual may not want to discuss any further, they can let you know if this is the case but it is probably still better to ask, than seem aloof or standoffish. 5. Listening – communication is a two way process. Therefore it is vital that you take time to actively listen to others, in order that they feel their opinions are considered. Active listening means that you hear another opinion but also demonstrate interest by responding appropriately (both verbally and with body language gestures). Listening is fundamental if others are to feel able to confide in you or ask for help/advice. 6. Clarity on Key Points – when giving information or instructions you must be clear, so that others can understand what you have said, or asked of them. Do not assume you have been clear, especially with children who may say they understand even if they don’t. Always ask them to repeat back to you what they have need to do, whilst reassuring them that you are not testing them but checking that your instructions were clear. 7. Sense of Humour – Particularly in times of stress or pressure, try to see the funny side of a situation. Not only will it benefit you ( temporarily reducing stress) but also releases tension from any situation. Although these principles can be applied to building any relationship, there will of course be differences or adaptations in the way we communicate dependant on the context of an interaction. It is inconceivable to think that the way we informally converse or behave in the company of friends would be acceptable in a workplace meeting. More formal language and behaviour would be expected in the latter, if one was not to be considered rude. The same would be true of any interaction with a parent in a professional capacity. As mentioned previously it is not just what is said or written but also gestures, body language and dress, which should be appropriate to a situation. Advice should be sought when dealing with individuals from different cultures, with particular attention to acceptable behaviour, gestures relevant to that culture, to avoid misinterpretation. What may seem perfectly acceptable to you, could be interpreted as extremely impolite to another culture. In summary you should consider who you are interacting with as well as the (likely) expectation of language and behaviour. In doing so you are less liable to avoid causing offence, misunderstanding or bad feeling; which all have a detrimental effect on any relationship that may have been fostered. Skills May of the skills involved in effective communication do not need to be learnt as we demonstrate them subconsciously. It is however valuable to understand what these skills are and evaluate our own strengths, weaknesses and areas for development. Give Opportunities to Speak – as with all beneficial communication but particularly in the case of children, it is important to allow and give opportunities for every pupil to speak and contribute. Every child is different, some maybe confident and particularly vocal whilst others may seem reticent. An inclusive environment should be created where every child has the opportunity to express themselves. Don’t be tempted to speak whenever there is a pause in conversation, as some children need time to process their thoughts and garner confidence to share them. Actively Listen – show you are listening by giving a child your undivided attention and maintaining eye contact. By doing this you are inadvertently saying your voice matters to me, which will only serve to boost self esteem, confidence and aid positive relationship building. Positive Body Language and Facial Expressions – body language and facial expression are another way to demonstrate you are listening. Nodding, smiling, talking/listening at a child’s level, all indicate you are interested in what they have to say, and can also make you seem more approachable. Folded arms, neutral facial expressions and talking down to a child can make you appear intimidating. React and Comment – Respond to the information a child gives you, this may involve repeating what they have said, to clarify your understanding. Adding your own responses will also add to the conversation and help extend it. Be Interested, Respond and Question – Demonstrate that you are interested in what a child has to say. One way to achieve this is by responding and the appropriate points and asking questions, which may further the conversation. It is also important that the child is given opportunity to ask questions and respond in the same way, so that they learn that communication is a two way process and you are equally interested in what they have to say. As adults it is easy to dominate dialogue, without intentionally meaning to do so, by not giving a child time to contribute, question or give their ideas, opinions or feelings. Children should be encouraged to question information and add their own ideas, therefore the school environment should promote this. Adaptation The skills discussed are however just a starting point and as with the guiding principles, adaptations will need to be applied dependant on the child’s age and context. Age Younger children will tend to be less independent so will rely more heavily on reassurance and positive reinforcement in your communications with them. Additionally younger children are often much more tactile and will seek physical contact as a source of reassurance and to build confidence. Younger children are generally more open and will seek adult help in times of distress, anxiety but also to share achievements. Consequently communication is much easier, as they will share information openly with you. As children mature, they become more self conscious and aware of peer pressure, often reluctant to share information and are therefore likely to require much more coaxing and encouragement to discuss issues and verbalise their feelings. Context Within the school environment you are likely to function in various capacities within your job role, learning support mentor, pastoral role, supervisory role (playground duty), teacher/peer support and confidante. Your style of communication will need to be adapted according to the situation. In a more formal setting, such as the classroom it will be necessary to provide clear, concise communication regarding tasks whilst simultaneously foreseeing and dealing with any disruptions, to ensure pupils stay focused on task. Conversely when acting in a pastoral role, active listening will play a greater part. Your language maybe less formal to engage the child and make them feel comfortable to share their troubles and feelings. The child may seek personal information from you in this instance; have you ever felt this way, has this happened to you? Whilst it ay be tempting to answer these questions openly and honestly, to give the child confidence to do the same, you should remember that a professional relationship must be maintained at all times. Show your understanding without giving too much personal information, it is important for the child to view you in a professional capacity not as a friend. Communication Differences Each child is an individual and therefore will have t heir own communication style and differences. If a child has SEN, these will be documented and it will be much easier to make adaptations according to their provision map or statement. However this will not always be the case and you will need to recognise and respond to any communication differences, a child may have. For example some children may lack self confidence, and ample opportunity must be provided for them to contribute. Don’t be tempted to talk for them or guess what they are trying to get across. This will only serve to compound their anxieties. You may feel it beneficial to work 1:1 building to small groups and further as a whole class to build their confidence slowly. Ask for help from your speech and language coordinator if you work with a child with a speech disorder, they will be placed to advise on strategies for working with a particular type of communication issue. As adults, our nurture instincts often lead us to step to help a child when they experience communication issues, which is not actually beneficial to the child. Allow them time to speak, support them (use of visual aids, sign language, providing an environment where they feel comfortable and confident), show sensitivity but do not try and be their voice. Communication needs The skills of communication apply equally to adults, young people and children and whilst there are many similarities and significant overlap in the way we communicate with these groups (active listening, body language, facial expressions, showing interest etc), there are also important distinctions that must be made. Children With children communication must be succinct, clear and concise, too much information can lead to confusion. They should be able to feedback to you in their own words, their understanding of your expectations from them. An inability to so demonstrates that you need to reconsider your choice of vocabulary appropriate to the child. Avoid using expressions or sayings that children may find vexing and interpret literally, particularly if English is not their first language. One such example would be referring to something as ‘the bee’s knees’, there is nothing in this expression which suggests something is good, so this only serves to confuse a child. Within the school environment, as a member of support staff you are functioning in a professional capacity, your choice of language should reflect this. A certain degree of formality must be maintained to ensure the carer- child relationship boundaries are clear. This especially applies to physical contact, which should not be promoted or offered. In a setting with younger children who seek this type of reassurance, this may be more difficult and you should not shun a child who tries to hold your hand or embrace you. They may interpret this as a rebuke and assume they have upset you. Conversely you should not be initiating this form of contact. Adults Communication difficulties are not exclusive to children. Adults may also experience issues, and it is important you apply the same sensitivity and adaptations, as you would with a child. Again some difficulties may be more obvious than others, hearing impairment, non-English speaking or English as an additional language (EAL), if you are meeting face to face, allowing you to adapt more easily. You should however consider the various forms of communication your school utilises and consider potential communication difficulties, adults may have that you are not aware of. Adult literacy is an issue , particularly in disadvantaged areas. Sending letters home in this instance would not be an effective method of communication. This could be something you should be sensitive and consider particularly if you feel an parent is taciturn. Simply speaking to the parent at the end of school outlining the content of the letter and politely asking for a reply may foster a relationship that allows the adult to work with you for the benefit of the child. Autism is another area that affects communication for both adults and children. Be mindful that you should adapt your communication style but what is suitable for a child maybe patronising and send out the rong impression to an adult. Equally do not assume any every person with autism will have the same, if any, communication difficulties and that you should consider the person as an individual rather than a minority group. Managing Conflict Typically most conflict arises due to a breakdown or lack of communication. Identifying and addressing conflict early is the key to resoluti on. However successful resolution requires sensitivity careful management of the situation. Open dialogue between affected individuals is the starting point of conflict resolution. Everyone should be able to discuss what happened (their interpretations of events) openly and freely ( show RESPECT). They should also be encouraged to describe their actions (take RESPONSIBILTY). Often misinterpretation of another intentions or verbal misconception are the cause of conflict. Equally others may be unaware of the impact of their own actions or communication style on others, particularly if there are cultural differences. Be mindful of external pressures or issues to which you or others may not be privy. External pressures, for example family breakdown, will have a significant effect on individuals, their way of expressing this may be uncharacteristic in terms of behaviour. In this instance it would be beneficial to talk to the child or adult individually and offer support, prior to involving others. Finally develop a plan moving to move forward (REPAIR the situation), which is satisfactory to all concerned. This approach forms the basis of restorative justice, practised in many schools and has been shown to proactively to build relationships, promote discipline and prevent harm and conflict occurring.

Free Essays on Hobbes And Rousseau

Hobbes And Rousseau Role of the Citizen For one to be a good citizen, there are certain expectations a person must follow to achieve this goal. While many people have their own ideas of what makes a good citizen, there is little consensus to exactly what this would be. Thomas Hobbes and Jean-Jacques Rousseau, in their books The Leviathan and The Social Contract, create a system of political governing where the citizen plays a certain role and has certain expectations to carry out this role for the governmental system to work properly. In this paper, I will discuss what each of the men believed to be the role of the average citizen to support the state. Both men have quite different opinions in regards to the roles of citizens. While both are good theories, and create a strong case for government, neither is applicable in the real world because what is demanded of the citizen in these systems of government is based on certain assumptions. The assumptions made by these men, both good and bad, are not evident in the every day person. Thomas Hobbes believes, that all men are egocentric, by nature. This is to say that men spend their whole lives looking for what makes the happiest as an individual. Even when men socialize, it is not for the benefit of building strong ties between each other, but simply for personal benefit. Hobbes argues that man is self- centered in nature because he desires power. This arises from the fact that man, unlike animals, may seek things that are not tangible. Hobbes argues, not only are men egocentric, but also equal. Hobbes believes that even though every person may have different levels of strength, intelligence or character that all men are equal. â€Å"For such is the nature of men that, howsoever they may acknowledge many others to be more witty or more eloquent or more learned, yet they will hardly believe there be so many so wise as themselves, for they see their won wit at hand and.. . Free Essays on Hobbes And Rousseau Free Essays on Hobbes And Rousseau Hobbes And Rousseau Role of the Citizen For one to be a good citizen, there are certain expectations a person must follow to achieve this goal. While many people have their own ideas of what makes a good citizen, there is little consensus to exactly what this would be. Thomas Hobbes and Jean-Jacques Rousseau, in their books The Leviathan and The Social Contract, create a system of political governing where the citizen plays a certain role and has certain expectations to carry out this role for the governmental system to work properly. In this paper, I will discuss what each of the men believed to be the role of the average citizen to support the state. Both men have quite different opinions in regards to the roles of citizens. While both are good theories, and create a strong case for government, neither is applicable in the real world because what is demanded of the citizen in these systems of government is based on certain assumptions. The assumptions made by these men, both good and bad, are not evident in the every day person. Thomas Hobbes believes, that all men are egocentric, by nature. This is to say that men spend their whole lives looking for what makes the happiest as an individual. Even when men socialize, it is not for the benefit of building strong ties between each other, but simply for personal benefit. Hobbes argues that man is self- centered in nature because he desires power. This arises from the fact that man, unlike animals, may seek things that are not tangible. Hobbes argues, not only are men egocentric, but also equal. Hobbes believes that even though every person may have different levels of strength, intelligence or character that all men are equal. â€Å"For such is the nature of men that, howsoever they may acknowledge many others to be more witty or more eloquent or more learned, yet they will hardly believe there be so many so wise as themselves, for they see their won wit at hand and.. .

Bumblebees, Genus Bombus

Bumblebees, Genus Bombus Bumblebees are familiar insects in our gardens and backyards. Still, you might be surprised by how much you dont know about these important pollinators. The genus name, Bombus, comes from the Latin for booming. Description Most people recognize the large, furry bees that visit backyard flowers as bumblebees. Fewer probably know that they are social bees, with a caste system of the queen, workers, and reproductives cooperating to meet the needs of the colony. Bumblebees range in size from about half an inch to a full inch in length. Patterns in their bands of yellow and black, along with the occasional red or orange, help indicate their species. However, bumblebees of the same species can vary quite a bit. Entomologists rely on other features, such as genitalia, to confirm a bumblebees identity. Cuckoo bumblebees, genus Psithyrus, resemble other bumblebees but lack the ability to gather pollen. Instead, these parasites invade Bombus nests and kill the queen. The Psithyrus bees then lay their eggs in the collected pollen in the conquered nest. This group is sometimes included as a subgenus of Bombus. Classification Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - HymenopteraFamily - ApidaeGenus - Bombus Diet Bumblebees feed on pollen and nectar. These efficient pollinators forage on both wildflowers and crops. Adult females use modified hind legs equipped with corbicula to carry pollen to their offspring. Nectar is stored in the honey stomach, or crop, in the digestive system. Larvae receive meals of regurgitated nectar and pollen until they pupate. Life Cycle Like other bees, bumblebees undergo a complete metamorphosis with four stages to the life cycle: Egg – The queen lays eggs in a pollen clump. Then she or a worker bee incubates the eggs for four days.Larva – The larvae feed on pollen stores, or on regurgitated nectar and pollen provided by the worker bees. In 10-14 days, they pupate.Pupa – For two weeks, the pupae remain inside their silk cocoons. The queen incubates the pupae as she did her eggs.Adult – Adults assume their roles as workers, male reproductives, or new queens. Special Adaptations and Defenses Before flying, a bumblebees flight muscles must be warmed to around 86 Â °F. Since most bumblebees live in climates where cool temperatures may occur, they cannot rely on the ambient warmth of the sun to achieve this. Instead, bumblebees shiver, vibrating the flight muscles at a high speed but keeping the wings still. The familiar buzz of the bumblebee comes not from the wings themselves, but from these vibrating muscles. The bumblebee queen must also generate heat when she incubates her eggs. She shivers muscles in the thorax, then transfers the heat to her abdomen by contracting muscles down her body. The warmed abdomen stays in contact with the developing young as she sits on her nest. Female bumblebees come equipped with stingers and will defend themselves if threatened. Unlike their cousins the honey bees, bumblebees can sting and live to tell about it. The bumblebees sting lacks barbs, so she can easily retrieve it from the flesh of her victim and attack again if she chooses. Habitat Good bumblebee habitat supplies adequate flowers for foraging, especially early in the season when the queen emerges and prepares her nest. Meadows, fields, parks, and gardens all provide food and shelter for bumblebees. Range Members of the genus Bombus live mostly in temperate areas of the globe. Range maps show Bombus spp. throughout North and South America, Europe, Asia, and the Arctic. Some introduced species are also found in Australia and New Zealand. Sources Bumble bees - The Great Sunflower Project (article no longer available online)Bombus BiologyBumblebees: Their Behavior and Ecology, by Dave Goulson

Major Tax Structure Assignment Example | Topics and Well Written Essays - 1250 words

Major Tax Structure - Assignment Example Alternatively, a particular class of property tax may be considered for every tax units that the entity under consideration may be having across the entire municipality. Consideration of property tax classes will be important due to the fact that there may be different properties in different localities which imply that they will be subjected to different taxation regulations (Abhijit, 1992). Factoring in heterogeneous tax liability aspects of an individual property owner is important in the quantification of the property tax since tax regimes are usually diversified for a number of reasons such as nature of properties and the locality factors. For the case study of determining the percentage of tax element for a municipality due from Habitat for Humanity houses, I would first identify the municipality, types and the number of houses owned within the municipality. It will also involve valuation of the other tax allowances as well as other tax related charges for the respective properties applicable within the municipality that have an impact on Habitat for Humanity houses tax obligations. Municipal rates will be applied during the computation of the actual tax obligation owed by Habitat for Humanity with respect to the various houses owned. Final percentage property tax computation for the Habitat for Humanity with respect to the entire municipal property tax revenues will be performed after consideration of the applicable property tax rates, allowable deductions as well as other charges on each of the houses owned by Habitat for Humanity within the municipality. This procedure will be conducted based on the updated assess ment of the actual housing units owned for anticipated incomes, in case there are disposals from the previous ownership. In addition, projections will be dependent on the currency of applicable rates in case there are adjustments from the tax authority in the