Explain how to establish and maintain a safe and supportive learning Essay

Explain how to establish and maintain a safe and supportive learning environment - Essay Example The physical needs of students are essential in that they enhance even the health of students. To ensure that they are met, one needs to ensure that the learners engage themselves in physical activities. This creates a relaxed environment and full participation from learners. The social need and learning needs come in handy. This is because while trying to meet their physical needs, the spirit of team comes in which requires them to interact social can even learn from each other freely. Ideas are created from themselves and each one feels the urge to participate openly. Adjustments in sitting positions in class can also be made according to the strengths of different students. Students with diverse positions are likely to boost each other as their strengths are placed differently so each one of the wills to learn from the other according to their areas of weakness.Teachers and students do not have much in common. This makes it hard for the teachers to build a rapport with their students. They should therefore be trained on educational psychology (Jane Thungu, 2008). Rapport does not result to learning but is a key to the good conditions of a learning environment. It can be built through respect. Respect is a two way traffic and therefore teachers and students must have it for each other. Teachers must also create an approachable atmosphere where the students are made free to consult. Honesty is a virtue in a learning environment. For students to learn they must be told clearly but not brutally of themselves. To build rapport teachers should look interested. Students must be able to tell that their teachers care about them and their learning. A sense of humor is also of importance. (Granitz N.A, 2009). Teachers have to make professional judgment on student through each course. They should therefore always ensure that the students know what is expected of them at the end of the course. Randomly assessing them is however of importance.

Roles, Responsibilities, and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities, and Relationships in Lifelong Learning Essay Roles, Responsibilities and Relationships in Lifelong Learning In this assignment I will be addressing the role of a teacher, their responsibilities to their learners and the relationships a teacher has with other professionals. I will also look at my own role and responsibilities in the lifelong learning sector and how I can meet the needs of my learners while working within the boundaries of the role of a teacher. This assignment will explain how to meet the needs of learners through referral to specialist professionals and how to promote appropriate behaviour in a safe and supportive learning environment which values equality and diversity. Government legislation dictates certain behaviour and actions to be taken by a teacher in given situations. The Special Educational Needs and Disabilities Act 2001 (SENDA) provides legal rights for disabled students whom are at a ‘substantial disadvantage’ that the responsible bodies require reasonable steps to be taken to prevent that disadvantage. These steps could include physical changes to the educational establishment, delivering course material relative to the needs of the learner and providing learning material in different formats. The Equality Act 2006 was passed to establish the Commission for Equality and Human Rights (CEHR). The CEHR has a statutory remit to promote and monitor human rights; and to protect, enforce and promote equality across the nine protected grounds age, disability, gender, race, religion and belief, pregnancy and maternity, marriage and civil partnership, sexual orientation and gender reassignment (EHRC 2013). This makes sure that discrimination on the grounds of religion or belief within public functions, education and several other areas. They also place a duty on public authorities to promote equal opportunities between men and women. These legislations, along with many more, place responsibility on me as a teacher to be able to deliver the same criteria to learners regardless of gender, social background and ability. Working in a young offender’s institute I only deliver lessons to males aged 15 to 18. These young people however are at different levels of education, have varied social backgrounds and ethnicity. It is my responsibility to ensure these learners can all complete the necessary tasks to achieve a qualification. If I do not feel I have the resources personally to meet the special needs of an individual learner then I can refer them to any of the more specialized staff within the establishment such as SenCo for special educational needs or YOT for help getting the learner into further education when their sentence is fully served or during their sentence if possible. The learners can display negative attitudes towards other young people or staff of differing social backgrounds or ethnicities. It is my responsibility to challenge these negative attitudes in an attempt at changing the perception the learner has about these people by discussing the effects that their opinions have on individuals. If I feel I am not reaching the learner and their views are not changing I can refer them to the chaplaincy or their keyworker who can provide relevant courses that are aimed at these specific areas. It is important that I promote the relevance of equality to the learners so that they feel comfortable sharing a work space with others of differing race or gender. Through this the learners will then learn to value and respect diversity in people and what a person from differing backgrounds can offer, rather than use it as a barrier to their own learning. In my role as a teacher it is my responsibility to identify and meet the needs of my learners. I can identify some of their needs before I have any contact with them by asking for any information ESS or SenCo have about any learning needs I should be aware of such as dyslexia so I can adapt learning material for them. Once I am aware of the learner’s specific needs then I can talk to them about achievable targets to set which they agree to and set these targets out in their ILP (Individual Learning Plan). I find that learner’s are more receptive to targets that they have agreed to rather than targets they have forced upon them. This can help if a learner has problems with authority as they see they are working with the teacher towards their own goals. Everyone wants structure in their lives, and no more so than your most poorly behaved students (Cowley 2005). Keeping problems from inappropriate behaviour to a minimum is important for all in the class as it is disruptive for all learners. It is important that I set out what is appropriate behaviour once a learner has started on my course. We discuss what they think is expected of them and what I expect of them and sign an agreement which outlines these expectations. Now the learner is aware of how they should behave during their time with me I positively reinforce their good behaviour with praise during the lesson for good work, at the end of the lesson I point out a few things they did well and at the end of the week I have well done slips I give to learners who have produced good work and behaved well all week. These slips allow the learner points to spend on items from the shop on their wing and when issued are recorded as positive behaviour on C-Nomis to make other professionals aware that the learner has performed well. And if your students do choose to push the barriers you have given them, you must be prepared to sanction them accordingly (Cowley 2005). However if a learner is misbehaving during lesson time I will remind them of the agreed behaviour expected of them, if their behaviour fails to improve I will ask them if they have any issues outside of class that could be causing them to ‘act out’ and if I cannot help with these issues I will refer them to another professional who can help such as their personal officer. If their poor behaviour continues I can record this on C-Nomis to make other professionals aware that this behaviour needs addressing. In teaching in a prison keeping on top of learner behaviour helps maintain a safe learning environment as if I allow certain poor behaviour to go unchallenged it could lead to dangerous situations. Also each learner is made aware of various health and safety issues they may face during class time as when they start the course they need to complete a health and safety unit. This covers areas such as spotting hazards, using fire extinguishers and working on portable access equipment safely. Involving the learner in identifying risks and hazards within the class environment helps them realise these dangers. Within a safe learning environment each learner can focus on their individual tasks and I can focus on their individual needs. When each learners needs are being met and the learners feel they can ask for help from their teacher a supportive environment has been achieved. As a teacher in the lifelong learning sector I must be responsible for having the relevant skills and qualifications to fulfil their role. Having appropriate levels of skill in literacy and numeracy means I can produce materials for the learners to use and keep record of the progress the learners are making. Most worksheets and lesson plans are produced using a personal computer; this would not be possible if I was without the necessary ICT skills. Various interpersonal and life skills are required to be a good teacher such as; being adaptive, committed, confident, creative, decisive, diplomatic, enthusiastic, focused, honest, intelligent, patient, organised, positive, professional, reliable, responsible and supportive. These skills and many more enable me to create a positive learning environment where learners can achieve their potential and as I evaluate myself I can ever improve the learning experience. When teaching a subject it is important that I have the relevant skills, qualifications and experience within this subject to be able to deliver quality lessons. It is imperative that I identify the needs of each individual learner so the learners feel valued and can receive appropriate tutorials and assessment for their level of ability as they achieve. I must also meet the needs of the organization I work for by following the code of conduct the organization has produced. I will continue to attend CPD (Continual Personal Development) events to further develop and expand my skills to the benefit of my learners. In my role as a teacher I have a responsibility to other professionals to keep my lesson punctual so it does not over run into another teacher’s lesson and that I inform other teachers or colleagues of any behavioural problems with specific learners so appropriate measures can be applied to remedy this. While I like to keep my learning environment relaxed and friendly it is important to be aware of the boundaries in my role as a teacher. These boundaries mean I should not become over familiar with my learners which could be detrimental to the learning environment and deal with learner’s emotional problems in a professional manner referring them to other professionals who are there to accommodate these needs. These boundaries differ from other professionals as they are specific to a teaching role and are vital for keeping a teacher safe in their practice. In summary a teacher has many important roles and responsibilities to learners choosing to continue their personal development in lifelong learning and must always strive to improve the learning environment within current legislation.

Music Therapy :: essays research papers

rynjulf Stige is the first Coordinator of the music therapy education program at Sogn og Fjordane University in Sandane, Norway, where he is an associate professor. With diverse experiences as a music therapist using a community based approach, Stige has written numerous articles and books on music therapy and music education. He is editor-in-chief of the Nordic Journal of Music Therapy, and co-editor (with Carolyn Kenny) of Voices: A World Forum for Music Therapy. He is one of the most insightful thinkers working within the music therapy profession. He believes that humans cannot escape culture. Through culture, we are provided the tools we need to deal with challenges of everyday life. Stige believes that culture has not been focused on enough and in his book, Culture-Centered Music Therapy, he brought the culture to the music therapy world. His book is divided into four main parts excluding the introduction, preface, etc. Part One of the book, outlines premises for the argument, examining basic concepts such as culture, humankind, meaning, "musicking," and the nature-nurture debate. Part Two highlights how culture-centered music therapy may be practiced. The scope varies from community music therapy (aimed in part on cultural change in the community), to ecological music therapy (focusing on communication at micro- and mesosystem levels), to individual music psychotherapy (considering the individual in cultural context). In Part Three, implications for describing and understanding music therapy are discussed, including a chapter on how to define music therapy as a practice, discipline, and profession. A culture-inclusive model of the music therapy process is also proposed. Part Four suggests approaches to music therapy research within a culture-centered context. A call for increased reflexivity, the ability to reflect upon one's social and cultural position, is at the heart of the discussion, along with a continuing theme of this book: the relations and tensions between local and more general perspectives on music therapy. Focusing more on Part I, the first three chapters that make up that section educate the reader on key premises that arise throughout the rest of the text.. The first chapter explores an integration of themes from biology, history and culture. It opens with a concise and scholarly history of the concept of culture, discussing etymological roots and noting different uses and misuses throughout history. Reference is made to the disciplines of anthropology and ethnography, the latter playing a significant part throughout the text.

My Dad and the Flat Earth :: Personal Narrative Profile

My Dad and the Flat Earth Today my father tells us the earth is flat. He sits us down, the five of us, sits us down on the couch in the living room and tells us the earth is flat. It's not like he says, "Boys. The earth is flat," and then walks away. It's not like that at all. What he does is he takes the time to explain it to us. Even gives us visual aids. His hands become the earth. With his hands out before us he shows us the exact shape of the earth. It's not flat, really, but saucer shaped. Almost bowl shaped. He shows us with his hands. His fingers bend up slightly and his thumbs bend in towards each other, so that his hands make a kind of bowl. "Where do we live?" my oldest brother Sam asks. "Here," says my father. "in the bowl." "Really?" "Yeah," he says, with total confidence. "Look." He starts pulling his slightly cupped hands upward towards the ceiling, slowly. He doesn't say anything as he performs this move. He wants us to watch it for a while. He doesn't look at his hands, he looks at us. Our reaction. We don't react. "This is how the earth moves," he says. "it travels constantly upwards." "Upward?" says Len, my other older brother. "Yes. Upward." "Towards what?" It's me asking this time. I figure it's my turn to speak. My father looks at me for a moment and I think he's angry. I'm sorry I asked the question. Then this weird smile comes across his face and I'm not sorry anymore. Now I'm nervous. About my father. The thought occurs to me that my father has lost his mind and that this strange half-smile is the half-smile of a madman. "That's a very good question, Rand." "It is?" "A very good question. It shows you're using your mind." "Losing my mind? Why?" "Using," she says. "Oh. Using." "The earth travels upwards but it's not important where." "It isn't?" I was confused. He had just said that it was a good question, now he seemed to be saying it wasn't. "No," he answers. "What is important is what the earth moves in relation to.

Organization of Buddhism Essay

Buddhism is the religion founded by Siddhartha Gautama Buddha in Indian about 500 B.C.   Buddhism is the chief religion of Burma, Sri Lanka, Thailand, Japan, Korea, Mongolia, Kampuchea, Laos and China. Buddhism is one of the oldest and biggest religions of the world. Its central deity was Buddha, â€Å"the Enlightened One†. It was founded by Siddhartha Gautama who was born 563 B.C. in Kapilavastu, just inside the borders of what is now Nepal. Buddhism beganin India as a revolt against Hinduism. The origin of the religion is described in the article Buddha. Buddha himself did not leave any writings, and his teachings were not written down until several hundred years afte rhis death. Like Christianity and Islam, Buddhism is a missionary religion. Within 300 years after Buddha’s death, it had spread throughout India and reached Ceylon (Sri Lanka).   Monks and travellers carried it to other parts of Asia. Japan adopted it about the seventh century A.D. About the same time the religion reached Tibet. Here it was combined with native religions. The two major divisiobs of Buddhism probably developed in Indian monasteries before 100 A.D. A. The Life of Buddha Siddhartha Gautama was born in Kapilavastu, India (now Nepal) in about 563 BCE. At his birth, legend says, a wise man told his father that Siddhartha would either become a great ruler or a great holy man, depending on what he saw of life. Determined that his son should rule after him, his father did all he could to shield Siddhartha from the problems of the outside world. Siddhartha grew up in great luxury in his father’s palace. He married a beautiful princess and had a son. Despite this, he felt that something was missing from his life. At the age of 29, Siddhartha had an experience that changed his life. On a secret chariot ride outside the palace, he saw a sick man, an old man and a dead man. It was the first time that he had seen people suffering. Then he saw a holy man who was happy and content, despite being poor. Siddhartha vowed to give up his luxurious life and become like the holy man. That night, he left the palace and began his search for the answer to the suffering he had seen. After many years of fasting and hardship, Siddhartha came to the village of Bodh Gaya. Sitting under a great tree, he closed his eyes and began to meditate. There, at last, he gained enlightenment and became the Buddha. He realized that people suffered because they always wanted more than they had. The Buddha spent the rest of his life as a monk. He traveled around India with a group of followers, teaching people how to overcome suffering. He died, aged 80, in the town of Kushinagara in India. B. Its History –  Buddhism Buddhism began in India as a revolt against Hinduism. The origin of the religion is described in the article Buddha. Buddha himself did not leave any writings, and his teachings were not written down until several hundred years after his death. Like Christianity and Islam, Buddhism is a missionary religion. With 300 years after Buddha’s death, it had spread throughout India and reached Ceylon (Sri Lanka). Monks and travelers carried it to other parts of Asia. Japan adopted it about the seventh century A.D. About the same time the religion reached Tibet. Here it was combined with native religions and developed into Lamaism o  Ã‚   Buddhism According to Buddhism, liberation is attained through understanding and practice of the Four Noble Truths: 1. There is suffering in life. 2. Suffering is caused by desire for pleasure, existence, and prosperity. Suffering and rebirth cease when one ceases such desires, leading to enlightenment, or Nirvana, a blessed state in which peace, harmony, and joy are attained. 4. The way, or path, to Nirvana is the Eightfold Path, summarized as: –  Right understanding – Right thoughts – Right speech – Right conduct – Right occupation – Right meditation – Right mindfulness – Right effort The Eightfold Path is also called the Middle Way—because of its emphasis on avoiding such extremes as following sensuous pleasures on the one hand, and self-punishment on the other. The Buddhist must at all times observe the high moral principles described in the Eightfold path, which emphasizes nonviolence and the brotherhood of all. Perhaps the best-known Buddhist scriptures are the Tripitaka (â€Å"Three Baskets†), first written down in Ceylon (Sri Lanka) in authoritative edition was prepared by the Sixth Buddhist Council at Rangoon, Burma, in 1954-56. The three Pitakas are about four times as long as the Bible. C. Other Beliefs of Buddhism Buddhism’s beliefs and teachings are derived from Hinduism although there may be some slight variations in some concepts. Karma is a Sanskrit word of â€Å"action†. The action refers to volitional acts (thoughts, deeds or spoken words that are in the control of a person) as well as the forces that arise resulting form these acts. The law of Karma describes the connection between actions and the resulting forces, like good action results to good Karma while bad action results to bad Karma. Good actions are described in a Buddhist belief in the Noble Eightfold Path. A Noble Eightfold Path is a path of life that has eight stages or phases. This path consists of the right views, right aspiration, right speech, right conduct, right livelihood, right effort, right mindfulness and right concentration. Furthermore, the law of Karma states that there is a connection between the moral quality of man’s action to the resulting condition or states. The life he has now is largely dictated by what he said and did in his past life while his next life will be determined by what he is doing and saying now. In other words, the Karma of past, present and future events are connected by the law of cause and effect. For example, if one does something wrong like hurting or killing another human being; he will have to suffer the negative consequences of these actions in his present life or another lifetime. Similarly, if he does something right he will enjoy the positive consequences of that deed in his present or subsequent lifetimes.   It is important to note that the law of Karma is final. No one (including divine intervention) or nothing can stop the law of Karma from operating in a person’s life. In other words, man’s destiny is dictated only by the law of Karma itself. Rebirth as the name implies, is a process of being born over and over again (unless a person attained Nirvana or release from the cycles of birth). In simpler terms, rebirth is nothing more than a movement from one’s old body at death to a new body at birth or conception. Rebirth is necessary for the execution of Karma which needs more than one lifetime to be completed so that it can be rightly said that rebirth is nothing more than the transmission of one’s karma. Only when all accumulated karma is paid for and craving is rooted out from a person’s life that one can enter the stream that leads to Nirvana. But as long as there is delusion, greed, and aversion, which consequently fuels the desire to live, man generate karma. The Buddhists idea of Rebirth, like Karma, is derived from an Indian philosophy of Hinduism. However, the Buddhist concept of rebirth is different from Hinduism because in the Hinduism theory of rebirth there is a transmigration of souls while the Buddhist denies the existence of self or soul (the immortal version of self).   In Buddhism the idea of self or soul is merely an illusion for perceptions, consciousness, mind and body that makes up â€Å"self† is changing. The Buddhists argue that how can there be a self when in fact its composition is not permanent. Furthermore, Buddhists explained that the body is mortal and when it dies, consciousness and all mental activities cease, hence there is no more self and consequently there is no soul. According to Buddhism, liberation is attained through understanding and practice of the Four Noble Truths. First, is that there is suffering in life; Second, suffering is caused by desire for pleasure, existence and prosperity; Third, suffering and rebirth cease when one ceases such desires, leading to enlightenment, or Nirvana, and joy are attained; Fourth, the way or path, to Nirvana is the Eightfold Path summarized as; right understanding, right thoughts, right speech, right conduct, right occupation, right effort, right mindfulness and right meditation.

Ray Douglas Bradbury Essays - Mars In Fiction, Free Essays

Ray Douglas Bradbury Essays - Mars In Fiction, Free Essays Ray Douglas Bradbury Ray Douglas Bradbury was born in Waukegan, Illinois on August 22,1920. He was the third born son of Leonard Spauldling Bradbury and Esther Marie Moberg Bradbury. In the fall of 1926 the Bradbury family moved from their home in Waukegan to Tucson, Arizona. However, their stay there only lasted until May of 1927 when they moved back to their original habitation. Bradbury began writing his own literature on butcher paper when he was 11 years old. Ray and his family moved again moved to Tucson, Arizona and back to Waukegan, Illinois again in 1932. This rapid movement was initiated when Leonard Bradbury was laid off from his job installing telephone lines, only to be rehired later in the year. In 1934 the Bradbury family moved yet again, but this time to Los Angeles, California. Ray attended high school in Los Angeles. He graduated in 1938, finishing his formal school career. Bradbury decided that in order to further his education, he would spend his days at his typewriter and his nights at the library, reading. Since he needed a way to make some money to get by, Ray took a job selling newspapers on Los Angeles street corners. His first published story was ?Hollerbocher?s Dilemma,? which was printed in an amateur fan magazine in 1938. In 1939, Ray published four issues of Futuria Fantasia, his own fan magazine, in which he contributed most of the published material. Bradbury?s first paying gig, was ?Pendulum,? which was published in Super Science Stories in 1941. Finally in 1942 he discovered his distinctive style of writing after writing ?The Lake.? By 1943 he had given up selling newspapers, and began a full-time job as a free lance write for many periodicals. In 1945 the magazine Best American Short Stories, selected Bradbury?s short story ?The Big Black and White Game,? to appear in an issue of the magazine. Bradbury?s most significant published works up until the present include: Dark Carnival in 1947, The Martian Chronicles in 1950, Fahrenheit 451 in 1953, and many short stories, screenplays, essays and poems which are too numerous to name. Ray Bradbury?s writing has been critically acclaimed and heralded as some of the most influential media in the Science-Fiction genre. So far is his lifetime Ray has received the O. Henry Memorial Award, the Benjamin Franklin award in 1954, the Aviation-Space Writer?s Association Award for best article in an American Magazine in 1967, the World Fantasy Award for lifetime achievement, and the Grand Master Award from the Science-Fiction Writers of America. Also his animated film about the history of flight, Icarus Montgolfier Wright, was nominated for an Oscar, and his teleplay of the Halloween Tree won an emmy. Presently, Ray Bradbury resides in San Diego, California, where he still writes and gives lectures. The Martian Chronicles The book of Bradbury?s creation that I read was the Martian Chronicles. Initially, I was intrigued by Ray Bradbury?s implementation of elaborately descriptive settings. Each chronicle takes place during a different month and year, arranged in chronological order, from January 1999 to October 2026. Since the story spans over a long period of time, there are several locations in which the events occur. The major settings of the story include: Ohio, a small town next to the rocket launch pad, a large desert on Mars, with canals, that is a harbor to the ?dead cities,? a town on Mars which is the home of Yll and Ylla , the Martian landing site next to one of the canals, a Martian insane asylum, a town, that seems almost dreamlike in a sense, because it is the memories of the flight crew projected onto the Martian landscape, a luggage shop, and a city surrounded by rural farm area, that has only one house left standing. These settings are used as a device to move the novel along from each individual story to the next. I think that this was a very interesting concept, because there are no main characters in the book. However, there are main characters within each chronicle. Ylla is the first Martian introduced in the book; she is friendly, kind, and has an outgoing personality. James Stupple indicated in his book The Past,

Free Essays on A Jury Of Her Peers Theme Analysis

A Jury of Her Peers Theme Analysis Justice is often defined as treating someone or something with due fairness. But the fairness of a situation is often portrayed differently in many viewpoints. In Susan Glaspell’s â€Å"A Jury of Her Peers†, the idea of who is capable of fairly judging a person is examined. Mrs. Minnie Wright is being held in custody for the murder of her husband. As the sheriff and others go to the Wright’s house for different reasons, the answer to who should judge Mrs. Wright is revealed. Through the title of the story, the characters and their actions, and the use of symbolism, Glaspell expresses the theme that someone who has experienced a certain situation can find understanding for and truly judge someone who experienced the same situation . Justice Through the characters in the story and their actions, Glaspell further emphasizes her point theme that sometimes a person who has experienced something can find understanding for another person going through the same thing. Mrs. Hale and Mrs. Peters go to the Wrights’ house to collect clothes for Mrs. Wright, who is being held in custody while the sheriff and the county attorney arrive to collect evidence for a motive. The men only seek evidence to â€Å"convince twelve good men† that Mrs. Wright did indeed murder her husband, while the women turn to their emotional side to seek justice. The men are condescending and act as if they are superior to the women. Mrs. Hale’s husband, with â€Å"good natured superiority†, makes a comment â€Å"women used to worrying over trifles.† This causes the women to â€Å"move a little closer together† (412). This shows how the women are joining forces. The condescending nature and jibes of the men commun icates the point the author is trying to make about the lack of ability these men (and men in general) have of judging an isolated housewife. For the men, â€Å"evidence is factual and their version of "... Free Essays on A Jury Of Her Peers Theme Analysis Free Essays on A Jury Of Her Peers Theme Analysis A Jury of Her Peers Theme Analysis Justice is often defined as treating someone or something with due fairness. But the fairness of a situation is often portrayed differently in many viewpoints. In Susan Glaspell’s â€Å"A Jury of Her Peers†, the idea of who is capable of fairly judging a person is examined. Mrs. Minnie Wright is being held in custody for the murder of her husband. As the sheriff and others go to the Wright’s house for different reasons, the answer to who should judge Mrs. Wright is revealed. Through the title of the story, the characters and their actions, and the use of symbolism, Glaspell expresses the theme that someone who has experienced a certain situation can find understanding for and truly judge someone who experienced the same situation . Justice Through the characters in the story and their actions, Glaspell further emphasizes her point theme that sometimes a person who has experienced something can find understanding for another person going through the same thing. Mrs. Hale and Mrs. Peters go to the Wrights’ house to collect clothes for Mrs. Wright, who is being held in custody while the sheriff and the county attorney arrive to collect evidence for a motive. The men only seek evidence to â€Å"convince twelve good men† that Mrs. Wright did indeed murder her husband, while the women turn to their emotional side to seek justice. The men are condescending and act as if they are superior to the women. Mrs. Hale’s husband, with â€Å"good natured superiority†, makes a comment â€Å"women used to worrying over trifles.† This causes the women to â€Å"move a little closer together† (412). This shows how the women are joining forces. The condescending nature and jibes of the men commu nicates the point the author is trying to make about the lack of ability these men (and men in general) have of judging an isolated housewife. For the men, â€Å"evidence is factual and their version of "...

English 11 American Literature Unit 3 Short Story Essay Example

English 11 American Literature Unit 3 Short Story Essay Example English 11 American Literature Unit 3 Short Story Paper English 11 American Literature Unit 3 Short Story Paper Essay Topic: Literature short story an imaginative prose narrative written to give the reader entertainment and insight; intended to be read in one sitting plot what happens in a story characters those who make the plot happen theme the meaning of the story tone/mood the attitude or emotion of the author or narrator toward his subject or audience point of view the method of presenting teh reader with the materials of the story; the perspective from which it is told. omniscient point of view an all-knowing author is the narrator who comments freely on the actions and characters as he is able to delve into the minds of all characters and tell what they think or feel limited point of view the author tells teh story from the viewpoint of one character using either the first or third person objectve point of view the author presents the characters in actions with no comment, allowing the reader to come to his own conclusions about them irony a method of expression in which the intended meaning of the words used is the direct opposite of their usual sense; used for humor or sarcasm verbal irony saying the opposite of what is meant dramatic irony contrasting what a character says and what a reader or audience knows to be true situational irony presenting a discrepancy between appearance and reality or between expectation and fulfillment satire the ridicule of human folly or vice with the purpose of correcting it or for a humorous effect surprise ending the unexpected twist at the end of the story which goes contrary to the readers expectations conflict the central source of tension and drama that makes stories interesting man vs man conflict between people man vs society conflict between an individual and larger groups man vs nature conflict between an individual adn the natural world man vs self conflict within a character with themselves man vs fate conflict with what seems to be an uncontrollable problem such as destiny man vs technology conflict with the forces of man-made technology external conflict a struggle between a character and an outside force internal conflict a struggle that takes place in the characters mind direct characterization the author tells the reader about the characters directly indirect characterization the author shows the character in action and lets the reader make their interpretations protagonist the main character antagonist the character or force in conflict setting where and when the story takes place

Kundalini energy and Chi energy Research Paper Example | Topics and Well Written Essays - 2500 words

Kundalini energy and Chi energy - Research Paper Example e major elements of the mysterious elaboration of subtle body, which comprises of the chakras (psychic centers), nadis (energy channels), bindu (drops of essence), and prana (subtle energy)1. Kundalini is a Hindu term which refers to the mystical force or power which form the basis of their spirituality. The serpent power generally signifies the Kundalini in the Hinduism. The awakening or arousing of Kundalini from the "slumber" takes place at the bottom of an individuals spine through the practices of intense breath control or uninterrupted, focused meditation. Tantra Yoga and Hatha Yoga are the primitive forms of the yoga that are developed and designed to awaken the Kundalini so that the person can utilize the huge amount of energy, which is ultimately released, in order to enhance the potential and strength of the spiritual practices and meditation. The Yoga practitioner is made cautious through the relevant literature that the person is required to be subject to the extensive preparations prior to begin arousing the Kundalini. Otherwise the entire process can be troublesome and very tough. The yogini or yogi, the person who has successfully and safely arouses their Kundalini, obtains a good friends towards their spiritual journey. This friend is the tremendous amount of energy and the significant vitality, which makes the path smoother that, in turn, makes the sharp slopes easier to climb. This ally, the energy, functions as a sword which cuts through the conditioning and inertia. Precisely, Kundalini is able to alter the personality and thinking process of an individual in a drastic manner, and advances the spiritual aspirations. It is through numerous esoteric practices such as meditation, Yoga, Sahaja Yoga, Kundalini Yoga, and Kriya Yoga, that the Kundalini is awakened. Through such exercise, it is able to wake up and rise from the muladhara chakra through sushumna, the central nadi, alongside or inside the spine and goes up towards the top of head. The

Write a paper on text from Emile Durkheim's Selected Writings Essay

Write a paper on text from Emile Durkheim's Selected Writings - Essay Example The division of labor simply put, is the separation and specialization of work among people in the society. By separation, he means that people choose to work according to their interests and ability. And by specialization he means the area of work assigned to one either on his own or by any external force. This division of labor according to Durkheim is not a downfall of society; instead it actually is a pillar that would create an orderly society. This is what is termed as "Organic Solidarity" in his own words. "Social harmony comes essentially from the division of labor. It is characterized by a cooperation which is automatically produced through the pursuit by each individual of his own interests. It suffices that each individual consecrate himself to a special function in order, by the force of events, to make himself solidary with others." The idea of labor separation among people in reality helps our society to run smooth without interrupting one another and maintains proper order. We can clearly understand this from the following hypothesis by Durkheim: Thus, it is clear that the division of labor is a positive one for development and to preserve social order. We all survive because of the division of labor and it can be well explained with a simple example as this, "While shoemakers and carpenters may be functioning fine, if farmers stop working, everyone starves. If the carpenters quit, no one has any shelter. If the garbage haulers don't show up, the streets become dumps and diseases spread. Durkheim saw that without one another in a highly specialized society, no one can survive. This interdependence is why the division of labor does not destroy social order". I am quoting another passage to explain the question why division of labor is necessary and what impact does it have on the society "If work becomes progressively divided as societies become more voluminous and dense, it is not because external circumstances are more varied, but because struggle for existence is more acute." The quotation itself provides a clear answer to the question. Our society increases all the time and if we all choose to be on the same road the result would be an enormous failure and our existence will be shaken. This division of labor allows us to move on without disturbing the other and making our society a progressive one for our survival. Life keeps moving. It does not stick to a particular place or work. We need to adapt ourselves to the changes that life brings and walk hand in hand for our existence. This is the way I understand the implication of division of labor on us. Thus, division of labor helps us to look for a way and to make our life easier as well as well as a comfortable one. Conclusion "In short, since the division of labor becomes the chief source of social solidarity, it becomes, at the same time, the foundation of the moral order." I would like to conclude my essay with this passage that stresses the need for the division of l

A day in the life of budget analyst Essay Example | Topics and Well Written Essays - 1250 words

A day in the life of budget analyst - Essay Example From this quote it is very clear that budget analysts must be such like a bird who have good voice mean he must have such skills that the whole organization can get benefit from it. Financing is the most important in every organization because no organization can run without the finance. So the management of the finance is very much important. He provides benefits of its analytical skills, communication skills, detailed oriented skills, mathematical skills, writing skills to all the organization. He makes budget, interpret its each item carefully so that a single mistake of him can lead to a disastrous loss. For this purpose organization hire budget analyst. Budget analyst also called budget coordinator, budget examiner, budget officer, chief financial officer and treasurer (Gloria. A 1987). In simple words we can say that budget analyst help the public and private organizations in managing their finance. They prepare budget reports and monitor the institutional spending. The budget is prepared monthly, quarterly, semiannually and on yearly basis (Ross & Firth 1987). The life of a budget analyst is very difficult. Here I will discuss a day in the life of budget analyst. Budget analyst performs the following duties in a day of his life: Work with project manager and discuss the organization’s budget ... Analyze the data to determine the costs and benefits of different projects from where future inflows are expected. He may give suggestions of program spending cuts and redistribution of extra funds. Top executive take decision on the work of budget analyst so the budget analyst who makes reports and budgets must give true picture about the organization’s inflows and outflows. He communicates its suggestions and opinions to officials. If there is any difference between desired budget and actual budget then he make a report to officials in which he explain the reasons of variation and give suggestions for reconciliation of actual and desired budget. He provides policy analysis and draft budget related legislation (Gloria. A 1987). Budget analyst has the following skills to perform its routine task. Analytical skill-He has ability to understand the things and of its interpretation as well. Communication skills-to defend its interpretation because there is need of explanation of t he results Detail oriented-ability to make explanation of every item of the budget Math skill-strong accounting skills and strong grip on finance usage of database software Writing skill-make such a budget and the interpretation of it are easily understandable to the others. He works in office. His shift is full time. But sometimes he has to do some extra work when the review of budget is made. He has normally bachelor’s degree but some organizations prefer that analyst have master’s degree. Because preparing the budget is not a simple task. For the development of budget strong numerical and analytical skills are required. These analytical skills are statistical techniques or accounting methods. He must have strong grip in finance. For the govt.

Multicultural Experience Assignment Example | Topics and Well Written Essays - 750 words

Multicultural Experience - Assignment Example I am a young white woman who has disbelief in religion and God. I visited a black church, Mount Zion Nashville recently in order to learn more about the communication and cultural traits of the African community in America. â€Å"Black Churches are one of the few institutions in America that brings many African-Americans together across demographic and socioeconomic lines†. This paper Analyzes the effect of group influence on the self especially in a multicultural environment taking into the account of my experience at Mount Zion Nashville church. I had the lot of concerns about how the black community may welcome me, before going to their church. Even though slavery is abolished by law in America, still many of the blacks believe that slavery is appearing in America in different forms now. Because of such beliefs blacks normally keeps some reservations while mingling with the whites. So, I visited the black church with a half-hearted mind. But to my utter surprise, the black community in the church welcomed me warmly and many of them gathered around me in order to convey their warm regards. The visit of a young woman like me to their church treated as an honor by many of the blacks. Even though different black ethnic groups were present in the church, none of them try to dominate in any of the church activities even though they are not so outside the walls of the church. Earlier, I thought that the activities in black churches might reflect their crazy lifestyles in the society. But I have noticed that the entire blacks, and a few whites who attended the mass, remain calm and focused in their communication with the God. â€Å"The opportunity of learning from others and viewing the world through the worldview of the other has been an eye-opening experience for† me.

Propaganda Essay Example | Topics and Well Written Essays - 1000 words - 1

Propaganda - Essay Example The first image which represents the Nazi propaganda under the leadership of Hitler strongly suggests that the medium used by Hitler in his propaganda has been very effective. Hitler was able to successfully win the trust and support of its people in Germany. In fact, â€Å"even the youngest want to take Hitler’s picture†6. The second image is similar with the first image in the sense that Obama also managed to use effective medium in his propaganda. This explains why Obama won in the presidential election in the United States. â€Å"Time† is all about being able to disseminate the message across the target audiences at the right moment of time7. Hitler’s and Obama’s timing was both made at the right moment. For instance, to win the support of the majority of the Americans for his presidential campaign back in 2008, Obama’s propaganda is to create more jobs and make healthcare accessible to all8, 9. The timing of Obama’s propaganda was just right since majority of the people has been badly affected by the economic recession in the United States. ... Hitler was known for being a totalitarian12. Therefore, to win the people’s trust, he publicly announced that one of his goals is to gather the German people together so as to establish a national body strong enough to â€Å"resist destruction†13. All types of propaganda are based on either the â€Å"truth† of what most people assume to be the truth14. For example, Hitler said that â€Å"if the negative forces of destruction are to be overcome, the positive forces of preservation must be enhanced†15. Without the application of critical thinking, it is true that strengthening the positive forces is necessary to counteract the negative forces that will trigger destruction in a society. But, if one is to analyze Hitler’s statement carefully, people who are against his political agenda are considered as â€Å"the negative forces of destruction†16. Therefore, â€Å"positive forces of preservation† is actually referring to the need to remove all people who are against his political agenda17. Unfortunately, there is a hidden truth in all propagandas. Because of Hitler’s personal desire to manipulate and control the social order throughout the entire Germany, millions of people who were against his propaganda suffered and died18. On top of those who died in the battlefields, almost 6 million Jews and other less dominant races were murdered under his leadership19. Even though the political propaganda of Barak Obama was based on â€Å"a good cause†, it is clear that there is a personal interest behind the â€Å"observable truth† which is to create and offer more jobs for the local people20. It is true that each person has the right to receive health care services. However, if

Multicultural Experience Assignment Example | Topics and Well Written Essays - 750 words

Multicultural Experience - Assignment Example I am a young white woman who has disbelief in religion and God. I visited a black church, Mount Zion Nashville recently in order to learn more about the communication and cultural traits of the African community in America. â€Å"Black Churches are one of the few institutions in America that brings many African-Americans together across demographic and socioeconomic lines†. This paper Analyzes the effect of group influence on the self especially in a multicultural environment taking into the account of my experience at Mount Zion Nashville church. I had the lot of concerns about how the black community may welcome me, before going to their church. Even though slavery is abolished by law in America, still many of the blacks believe that slavery is appearing in America in different forms now. Because of such beliefs blacks normally keeps some reservations while mingling with the whites. So, I visited the black church with a half-hearted mind. But to my utter surprise, the black community in the church welcomed me warmly and many of them gathered around me in order to convey their warm regards. The visit of a young woman like me to their church treated as an honor by many of the blacks. Even though different black ethnic groups were present in the church, none of them try to dominate in any of the church activities even though they are not so outside the walls of the church. Earlier, I thought that the activities in black churches might reflect their crazy lifestyles in the society. But I have noticed that the entire blacks, and a few whites who attended the mass, remain calm and focused in their communication with the God. â€Å"The opportunity of learning from others and viewing the world through the worldview of the other has been an eye-opening experience for† me.

Using Technology in Tertiary Education Essay Example | Topics and Well Written Essays - 1500 words - 1

Using Technology in Tertiary Education - Essay Example In addition, with the technology, social media has also been playing an influential role in reframing the educational sectors all around the world. Competitive universities today have further become quite concentrated on making a better use of the information and the platform rendered by the social media of 21st century for the educational processes. It is in this context that technology in alliance with the implications of social media tends to create both advantageous and disadvantageous impacts upon the educational sector which can be identified as the complex and multidimensional phenomenon (Carr, 2012). Based on this context, the study will intend to offer a comprehensive understanding of the impacts created by technology upon education sector, emphasizing upon the classroom or lecture environment of the tertiary education process. In this regard the discussion will also take into account the role played by social media in transforming the traditional learning process by means o f rapidly advancing technology. Concerning the current day context, it can be apparently observed that universities are becoming increasingly inclined towards utilizing technological advancements in the traditional education systems to obtain greater competitive advantages through differentiation (Schwartz, 2012).In this regard, various benefits can be observed to be yielded by the universities by making use of technologies. For instance, the utilization of advanced technology has often observed to assist the educators to effectively communicate to the learners with practical illustration with a live display, which further helps the students to obtain a clear view of the topic or subject. Technology involvement in tertiary education can also be observed to present the subject matter as more interesting to the students. Technology involvement has been encouraged in the educational sectors also due to the reason that it helps in more active learning of the students.

Othello is a play about jealousy Essay Example for Free

Othello is a play about jealousy Essay Othello is a play about jealousy, Iagos innate jealousy and the imposed jealousy of Othello, discuss. Othello is a Shakesperian tragedy in which the valuable qualities of the favourable characters are manipulated against them in such a way that their own qualities catalyse their own downfall. At the start of the play all is well between the honest Othello and sweet Desdemona until Iago slowly poisons Othellos mind until it cumulates in a bloody and murderous finale. Shakespeares plays are well renowned for their examination of human emotions through drama, Romeo and Juliet examined the nature love, Hamlet examined the characteristic of having a weak mind, and both of these plays revealed the dangerous aspects to extreme feelings. Othello is a play that also explores the destruction that human emotion can lead to, and this essay shall consider the proposition that Othello is a play about the emotion of jealousy and its consequences. Iago is the first cause of all the trouble in Othello. His apparent motive for wanting to oust Cassio in favour of himself is his belief that Cassio is less fit and capable of the position of lieutenant than he. Nor the division of a battle he knows More than a spinster, unless bookish rhetoric, Wherein the togged consuls can propose, As masterly as he. Mere prattle without practise In all his soldiership. Iago, Act I, scene I. The harsh sounding pr sound in the alliteration in Iagos speech suggests his anger at Cassios appointment. This idea is later supported when Iago goes on to declare he cannot feel love for the Moor, as he feels Othello picks officers out of favouritism. Iago feels hard done to by Othello, and the combination of these revelations indicate that Iago is jealous of Cassios new position and contemptuous towards Othello for giving it because he wanted the position for himself. He may also feel jealous because he is considered less favourable as a person to Othello, because he scorns Othello picking his lieutenant out of favouritism. It is these feelings that rouse the desire for revenge on Cassio and The Moor inside Iago, and cause him to plan the fall of his superiors. Jealous people are never happy with others fortunes and therefore can only be happy when others are misfortunate. Therefore, it is possible Iagos desire for destruction is spurred by his jealousy. Due to the fact Iago is the root cause of the tragic result of the play, the point that Othello is about Iagos innate jealousy seems to be well made because it is jealousy which first inspires Iago to bring misfortune to those he views to be better off than himself. Iago is not only jealous of Cassio, but also jealous of Othello. Similarly to the jealousy he feels for Cassio, Iago is jealous of Othellos respect and fortunate position. However, there is also evidence that Iago is jealous of Othellos relations with women. He believes that his wife has been unfaithful to him with Othello and this would rouse jealousy and contempt. And it is thought abroad that twixt my sheets Hes done my office Iago also finds Desdemona very attractive, and perhaps reveals he wants her for himself, although Iagos precise motives are never revealed in the play. Now I do love her (Desdemona) too; Not out of absolute lust, through peradventure I stand accountant to as great as sin, But partly led to diet my revenge For I do suspect the lusty Moor Hath leaped In my seat Act II scene I line ~280 This speech can be interpreted as either meaning he loves Desdemona because he can use her as a tool in his revenge against the Moors behaviour with his wife, or perhaps interpretted as Iago admitting he wants Desdemona for himself- and his justification of this feeling being that Othello had Emilia. Either interpretation concludes that Iago hates the moor because of jealousy not only on the grounds of status and position in the army, but also in terms of women too. The idea of Iagos innate jealousy of wanting Desdemona for himself would explain his behavoir of disregard for Desdemonas feelings in conspiring misfortune for Othello. Iago sees her as a whore, And Ill warrant her, full of game Iago Act II scene III line 19. And this treatment of devalueing is similar to that of someone you want for youself and cannot have1. He is jealous of Othellos relationship with her, and thus his hatred extends to her because he feels that Desdemona should love him and thus he not only wants Othellos position, but to destroy the love he has with Desdemona because he is jealous of it. Iago would not have gone beyond his plans to simply eliminate Cassio if he had not felt passion for Desdemona, his actions to ruin her stem beyond military position. Another idea as to why Iago plans to eliminate Cassio and Othello is that of Coleridges suggestion of motiveless-malignity. The idea that Iago was not exactly jealous but just gained pleasure from seeing others miserable is, in my opinion, is a stronger idea than that of Iago acting because of jealousy alone. There is evidence to suggest that Iago was not jealous of Othello supposedly having sex with his wife, but just saw it as more reason to hate him. Iago did not hate Othello because of this- but as well as this- and this suggests that Iago had no real reason to hate Othello, but his evil character enjoyed the pleasure of seeing a great man fall. I hate the Moor And it is thought abroad that twixt my sheets He has done my office Act I scene III line ~385 The use of AND in this speech suggests that Iago hates the Moor through separate reasons than the issue of his wife. Iagos treatment of Roderigo and Desdemona in the play also suggest that Iago is just an innately evil person rather than someone corrupted by innate jealousy. Roderigo and Desdemona have complete faith in honest Iago, and he abuses their trust and incorporates them into his plans regardless of how he may hurt them as individuals. O good Iago, What shall I do to win my lord again? Good friend, go to him Desdemona to Iago Act IV scene II line ~147 He has no reason to be jealous of Roderigo and Desdemona and yet he hurts them anyway, so this suggests Othello is not just about Iagos innate jealousy, but his evil ways. He knows the trouble he is causing, and indeed uses dark imagery to express the enjoyment in the pain he creates. I havent. It is engendered. Hell and night Must bring this monstorous birth to the worlds light The darkness in the language and the imagery of hell he uses indicates a dark cruel side in Iago and the playful romantic imagery of his evil plans proves he retracts enjoyment out of it without guilt. If consequence do but approve my dream My boat sails freely both with wind and steam. I believe getting so much enjoyment out of their misery is a point against Othello being about Iagos innate jealousy because jealous people tend to act irrationally. Iago methodically plans his actions. However, the fact Iago is so bitter could also have hardened him over the years. He seems to be jealous of anyone who is valued favourably, and resentful to anyone who values someone else more highly than himself. In this way I am of the opinion that the play is very much about Iagos innate jealousy transforming him into a bitter man who derives his only pleasure in life from seeing people who could be happy turn miserable. Iagos tragedy is perhaps that he can never be happy himself and so spends his life making others miserable with motiveless-malignity. However, in the book Seven, a serial killer says I took it away because I envy your normal life detective, so it seems that envy is my sin having killed his victims he admits he wishes he could be normal. Jealousy and envy are closely interlinked, so if a serial killer who kills helpless victims even prefers to die because of his jealousy of normal happy people, then the fact Iago shows no remorse perhaps wagers that Iago did not primarily act out of his jealousy but lust for causing pain. Othello is very much in love with Desdemona at the start of the play, he feels his soul bound to hers and has complete faith and trust in her. His soft language is almost like poetry and reveals his gentle nature. Oh my souls joy! If I were now to die, Twere now to be most happy; for I fear My soul hath her content so absolute That not another comfort like to this Succeeds in unknown fate Othello is an old black man and Desdemona is a beautiful young Venetian girl, in Shakesperian times this would have been considered a very unconventional marriage and people would have looked down on it, at the time, black people were only associated in England with Slaves. The play, however, shows that true love in any circumstance can over power social integrity. In the beginning of the play, their relationship is very solid despite the troubles that they had to go through to be accepted, however Iago poisons Othellos mind into becoming a jealous monster. Desdemona originally speaks of Othello as if he is beyond jealousy My noble Moor Is true of mind, and made of no such baseness As jealous creature are. Desdemona Act III, scene IV. Therefore, when Othello is finally corrupted by Iagos slowly dripping trickle of evil lies and ideas, it is a shock to Desdemona to see her husband so callous. The play is about how Othello changes from one man into a completely different one, and the cause of this is jealousy. Thus I can say that the play is about Othellos imposed jealousy. As Othello spends more and more time with Iago, he becomes almost in Iagos possession. At the beginning of the play, Othello has a musicality in his words, and speaks with such beauty and power. Amen to that, sweet powers! I cannot speak enough of this content It stops me here; it is too much of joy. His references are to God and Christianity, and he talks of sweetness, joy and contentment. Later, however, the imagery he uses in his speeches changes completely. Shakespeare uses imagery in language to portray the personalities of characters, and thus, a change in Othellos speeches indicates a change in personality. Damn her Lewd Minx. O damn her, damn her! Come, go with me apart, I will withdraw To furnish me with some swift means of death For the fair devil. Now art thou my lieutenant Act III, scene IV. The imagery he uses here is that of darkness and hell. These are similar to Iagos imagery repetition of hell. Shakespeare makes a connection between Iagos hellish imagery and Iagos possessing of Othello. Witchcraft in Shakespeares time had more social stigma attached to it than in 2002 Britain, therefore, Shakespeare was making strong linkages between Iago and evil, stronger than how we would interpret it today. The almost hellish possession of Othello by Iago leads to the end result, and thus the imposed jealousy of Othello by Iago is a main part of what the play is about. Psychologist Emma Goldman states on jealousy: Jealousy, the contortions of which we see in the matrimonial tragedies and comedies, is invariably a one-sided, bigoted accuser, convinced of his own righteousness and the meanness, cruelty and guilt of the victim. Jealousy does not attempt to understand. Its one desire is to punishas severely as possiblehonour is restored as soon as blood is shed, either that of the man or the woman. From the archives of the New York public library. This description is essentially what Othello goes through and basically summarises the play. Othellos imposed jealousy is different to Iagos innate jealousy because while Iago appears to be jealous of people who merely have the capacity within them to be happy, Othello appears jealous of Cassio and suspicious of Desedemona because he genuinely thinks they do him wrong. This can lead to the interpretation that Othello was never indeed jealous. Coleridge believed that Othello was indeed not jealous. Let me repeat, that Othello does not kill Desdemona in jealousy, but in a conviction forced upon him by the almost superhuman art of Iago, such a conviction as any man would have entertained who had believed Iagos honesty as Othello had Notes on Othello, Coleridge Coleridge is saying here that Othello was not jealous of Cassio, or unnecessarily suspicious of Desdemona, but in fact just severely hurt. Iago is repeatedly referred to as honest throughout the play, and even his own wife Emilia did not suspect him of such evil acts. Therefore, because Othello is such a believing and trusting person, he had no element within himself that questioned the honest Iago, with whom he was on first name friendly terms with. Othello was not jealous when he killed Desdemona, but in fact felt it was the only way in which he could regain his respect. In Shakespearian times, the man whose wife was unfaithful would be labelled a cuckold. It was a huge public disgrace to the man as well as an emotional strain, and Othello, being proud, did not take this well, thus he killed the woman he loved not out of jealousy, but out of solemn agony. Without Desdemona, and with the knowledge that someone he loved so deeply had betrayed him, Othello felt in despair. Look where he comes. Not poppy, nor mandragora, Nor all the drowsy syrups of the world, Shall ever medicine thee to sweet sleep Which thou owedst yesterday Iago of Othello Act III scene III, line 329. In this way we can see that Othello is not just a play about jealousy, but it is also a play about trust and deception. Othello should have believed Desdemona but the seemingly honest Iago used everyones good traits against them, and caused the bloody mess single handedly. To conclude, Othello is perhaps a play about the innate jealousy of Iago, however, I am left unsure about the precise motives Iago has. I tend to agree with Coleridge, that Iago is motivated simple by the direst cruelty, although there is substantial evidence, such as his behaviour towards people who seem happier than himself, that Iago suffers from innate jealousy aswell. The play to me, seems to be more about mistrust, and the tragedy that Othello believes Iago over his wife. The fact Othello is so quick to doubt both his love and his best friend also suggests that Othello has a weakness in character judgement and solidarity of emotion. However, Iago was a very intelligent manipulator, and had luck on his side, to create a catharsis of emotion which drives Othello to kill his beloved, and how Iago manages to do this, is essentially what the play is about. It leaves the open question for me, that did even Shakespeare not know exactly what drove Iago, did the writer have doubts, or was he just unable to convey such a complex character within the confines of a play. 1 It is a psychological theory that if someone/something you love is unreachable, your mind will automatically begin to devalue them to ease the pain of not having that person/thing. It is easier to accept a whore does not love you than to accept a genuine pure girl does not love you.

Youtube: Teaching And Learning English

Youtube: Teaching And Learning English Today, perhaps more than ever before, it is important to recognize that learning is a lifelong experience and is the key to the future we want for ourselves. Thus, with tireless efforts, people always want to explore different methods of learning and teaching. These days, lifelong learners are supported by advanced learning technology to structure and organize their lifelong learning process. Computers and the Internet have broken through school walls, giving students greater opportunities to personalize their education, access distant resources, receive extra help or more-challenging assignments, and engage in learning in new and unique ways. It has become a fantastic resource for anyone wishing to learn or practise a foreign language, especially English. A key aspect in the process of learning a language is repeated exposure to the language in its natural form, in a real-life context. Thus, video as a tool for education can bring multiple benefits for both teachers and students in this case. Money and Time are two things which have been creating so many hurdles in accessing the authentic video content in the past (Tarunpatel,2009). But today the English Language teaching process has been energized with the arrival of YouTube, a popular video sharing website where users can upload, view, and share video clips means it has become a wonderful tool for teaching and learning. The convenience is that English learners have to pay nothing to access to a seemingly endless supply of spoken and written content at anytime o the day via YouTube. A recent article in Wired cites claimed that an average of 65,000 uploads and 100 million videos viewed per day on YouTube (Godwin-Jones, 2007). YouTube is increasingly being used by educators as a pedago gic resource for everything from worthy events to slice of life videos used to teach student in English classroom. So the question to be raised is How can we as educators engage the YouTube? Therefore, the focus of this paper will be on the strategies and benefits of using Youtube in teaching and learning English. This study hopes to shed some light on finding out new trends in education make students more willing to learn the language. If you are a dynamic internet user, it is probably that you have heard of YouTube before, but there are many people who are actually unsure about what it is. If you are one of those, it is recommended that you should find it out, or you could be missing out on one of the best online experiences, ever. In the first part of this paper, the writer would like to give you an overview of YouTube. Overview of YouTube 1. What is it? YouTube was founded by Chad Hurley, Steve Chen and Jawed Karim. Hurley and Chen developed the idea for YouTube in 2005 after having experienced difficulty sharing videos that had been shot at a dinner party. YouTube is a compound noun of you and tube, in which Tube is American slang language means television, so YouTube would mean something like a TV in your hands. It is video-sharing service that lets users upload files to YouTube servers. With the exception of content that is offensive or illegal, videos can be animations, footage of public events, personal recordings of friends, virtually anything a user wants to post (informational, entertaining, or purely personalà ¢Ã¢â€š ¬Ã‚ ¦) One of an emerging class of social applications, YouTube allows users to post and tag videos, watch those posted by others, post comments in a threaded discussion format, search for content by keyword or category, and create and participate in topical groups. It ties into several blogging applications, giving users a quick way to blog about a particular video and includes a link to it (Educause learning initiative, 2006). 2.How does it work? According to Educause learning initiative (2006), YouTube is free and available for everyone, through you must register with the site, creating a profile in order to post videos or comments. Videos which include tags, categories, channels and a brief description can be public or restricted to members of specified contact lists. Several tools allow viewers to sort through videos to locate those of interest. Links allow a user to share a movie through e-mail, add it to a list of favorites, post a text-based or video comment about it, and read others comments. Meanwhile, YouTube also allows videos hosted on its site to be embedded in other Web pages, such as blogs or personal Web sites. In addition, videos generally stream smoothly. What are implications for teaching and learning? The total free and conveniences of YouTube are opening the experience of online video to a wide range of users. It draws members the opportunities for expression through videos by self-publishing, and making content available for anyone interested in consuming it. The site further engages users, offering them into an environment that encourages them to communicate to new people, view and share their own opinions as be parts of the community. Therefore, YouTube is casing a revolution amongst the educations with amazement and a certain amount of enchantment. It is found that YouTube contains hundreds of, thousands of educational video clips and becomes a foothold in academics as well as in corporate trainings. Many organizations are beginning to realize the power of Web audio and video to get their messages across to customers, members, investors, and employees. This includes training classes, executive speeches, product demonstrations, video news releases, shareholder meetings, and co verage of corporate events. In addition, The site offers users into the experience of viewing video and engaging with the content as commentators and creators, activities that heighten students visual literacy, an important skill in todays electronic culture. Many educators believe that the act of creating content-in virtually any form-is a valuable learning exercise, helping develop a deeper understanding of the subject matter and the tools used to create that content, enriching lessons and bringing lessons to students who are home sick, and capture the learners imaginations. To the extent that it facilitates such creation, it has the potential to expose students to new insights and skills, as well as link them to various online communities. As a social-software application, it is part of a trend among Net Generation students to replace passive learning with active participation, where everyone has a voice, anyone can contribute, and the value lies less in the content itself than in the networks of learners th at form around content and support one in learning goals (Educause learning initiative, 2006). On March 2009, it lauched YouTube EDU, an educational hub volunteer project sparked by a group of employees who wanted to find a better way to collect and highlight all the great educational content being uploaded to YouTube by colleges and universities (Arrington,2009). Video in an online course As video recorders are becoming more economical and available to use, it is easy for anyone to produce a video, so we should have a careful look at the use of videos in education Whatley and Armad (2007, p.186) showed that video , as an instructional tool and a communication medium has been widely used over last two decades in classroom, is a combination of a moving image and accompanying sound, so whereas an audio recording gives the voice or sound alone, video retains the visual cues that are essential for full understanding of the communication. Video, as an educational media, can provide vivid  ­descriptions to articulate tacit information and knowledge difficult to achieve through text or verbally (Goodyear Steeply, 1998, p.16). There are several ways to use video in teaching, including talking head lectures (images of the lecturers face and shoulders), interviews, video diaries, recordings, demonstrations and instructions. Broadband connection to the Internet enables us to distribute the recordings online for the benefit of students, providing for greater accessibility for all .We are now looking for ways to use video in more imaginative ways, which are pedagogically sound, and help students to achieve learning outcomes, moving away from using video just as a presentation tool, to using it also as a tool for networked learning (Young Asensio, 2003). According to Nash (2009), there are basically five different kinds of video in education, all of which contain the potential for various and observational learning: 1. Demonstrations of procedures and skills: These are often professionally produced and are incorporated within the online modules (economics, mechanics, technology, etc). Because students will learn what they are observing, it is important to show the procedure done correctly. If not, they maybe learn the wrong approach, so the videos should be careful when showing mistakes. 2. Movies, television, and film: Excerpts or snippets from television and movies are often used to illustrate certain points in a course. It is an opportunity to view critically, and to make connections between course content and examples. Active viewing, with the help of guided questions is a good idea; otherwise, it is too easy to become a passive, uncritical viewer. 3.News and documentaries: Some textbooks, such as Cengage, have made ABC News videos available. The Discovery Channel, the History Channel, and other documentary producers are eager to sell their content to strengthen curriculum. Students may be learning only one side of a story. Instructor-posted video content: Instructors may create their own content (introductory videos, explanations, more), often by sitting in front of their webcams and simply recording themselves as they sit at their computers and chat. Other instructors may post or embed videos they find on YouTube or in other locations. Student-posted YouTube videos: Students may post them as an illustration of a point made in the discussion board. They may be posting videos as a part of an e-portfolio. In either case, it is important to keep in mind that any violence, aggression, or antisocial behavior that is enacted will be learned by the viewer. Strategies for Using YouTube in Teaching and Learning We are all believed video can be a powerful educational and motivational tool; however, the power lies not in itself but in how we used it as a means toward achieving learning goals and objectives. YouTube is now increasingly being used by educators as a pedagogic resource from the latest events to daily life videos used to teach English for students. According to Duff (2008, p.126), video learning shouldnt be passive. These are some guidelines relating to the specific use of video to promote active viewing and maximize learning: 1. SEGMENT- Allow your students to watch the video in short segments 2. NOTES- Videos are ideal for developing note-taking skills. Take notes on the first viewing, then rewind, replay and check them. This can be done individually or collectively as a class discussion / brainstorming session. 3. PAUSE- Use the pause feature to temporarily stop the tape and allow your students to try to predict/recall what will happen next. 4. SOUND OFF- for video sequences that rely on visuals, turn the sound off and narrate. This technique works especially well for listing the steps of a process. 5. PICTURE OFF- Use the audio clues to describe what is on screen. Compare and contrast the predictions with the actual video. 6. LISTEN UP- Students concentrate on specific dialogue to listen to features of pronunciation. 7. SCRAMBLED GLOSSARY- Students put word cards in the correct order as they listen to a clip. 8. PREVIEW- each video carefully to determine its suitability for the lessons objectives and students learning outcomes. 9. INTEGRATE- the video into the overall learning experience by adding an experimental component to the lesson. Activities can be done prior to viewing; to set the stage, review, provide background information, identify new vocabulary words, or to introduce the topic. The activity can be done after viewing to reinforce, apply, or extend the information conveyed by the program. Often the video can serve as an introduction or motivator for the hands-on activity to come. 10. CUT-use online video editors like www.cuts.com or www.eyespot.com to capture the concepts that are most relevant for your lesson topic. It is often unnecessary and time-consuming to screen a program in its entirety. When previewing a program, look for segments particularly relevant or useful to the lesson or activity planned. 11. FOCUS- give students a specific responsibility while viewing. Introduce the video with a question, things to look for, unfamiliar vocabulary, or an activity that will make the programs content more clear or meaningful. By charging students with specific viewing responsibilities, teachers can keep students on task and direct the learning experience to the lessons objectives. 12. AFTER when students have viewed the video consider; what interested them? What didnt they understand? How can you relate the program to their experiences and feelings? Ask the students to add comments / blog on the video. How can you validate and appreciate diverse reactions to the material? Teacher can ask students to view a scene then write about what they have witnessed. Below are some specific examples of approaches to incorporating YouTube into the teaching and learning experience: YouTube can be used to create a learning community where everyone has a voice, anyone can contribute, and the value lies equally within the creation of the content and the networks of learners that form around content discovered and shared. (Educause Learning Initiative, 2006); Allow your students to create a short video as part of an assessment item instead of the traditional essay. Becoming involved in the creation of a video, heightens a students visual literacy, an important skill in todays electronic culture (Educause Learning Initiative, 2006); Record a video of a guest presenter relevant to your content and use the YouTube comments feature to generate some discussion; The use of video also has several advantages over graphic and textual media. For example, portrayal of concepts involving motion, the alteration of space and time; the observation of dangerous processes in a safe environment; dramatization of historical and complex events; demonstration of sequential processes the viewer can pause and review (Misanchuk, Schwier Boling, 1996); Benefits of YouTube Video It is said that images can be worth 1000 words, and moving images, as video, can add authenticity to the portrayal of theoretical material. Video can enable improved communication of lecture material. The English language teacher has been using video as an instructional tool and a communication medium for teaching English in since many years ago. The organizations like BBC and CNN have even made billions of dollars selling the video content for teaching purposes, but for last three and a half years, at YouTube, anyone can post / access to a number of different feature video content without having to pay a thing. There are two types of videos that you will use to learn on YouTube: The first type is created by language teachers who explain grammar points or give various kinds of lesson in the language. Often, you can get access to a variety of videos where people whose profession is to teach the language will sit down and teach you a grammar point or two. This is the most suitable for beginners The second type is created by native speakers of the language you are trying to learn. You can find video blogs and other types of entertainment videos which are probably the best for intermediate or advanced levels. Usually these types of videos are fun to watch, so you will not feel much like studying or doing work. Besides, YouTube contains enormous amount of video in many fields for users to choose, some of which is highly recommended in education. The site is considered as a huge library for English educators with a number of ways of ranking: Features Rising Videos Most Discussed  ­Ã‚ ­ Most Viewed Top Favorited Most Popular Top Rated Most Responded Or devided intoSeveral categories Auto vehicles Comedy Education Entertainment Film Animation Sports Gaming Music News Politics NonprofitsActivism People Blogs Pets Animals ScienceTechnology Travel Event In addition, the videos quality is relatively good and users can choose the quality levels of video (standard, high and definition high). Besides, there are many English channels from native teacher, non-native teacher, or English organizations (ETS, BBC, Havardà ¢Ã¢â€š ¬Ã‚ ¦..) for learners to enjoy on YouTube. After watching or learning, they can join video-conferences to discuss or raise their doubts by comment (Joe, 2009). For instance, On March 17th 2009, ETS officials announced the launch of TOEFL TV and indicated it was the official TOEFL channel on YouTube. The channel includes videos by teachers and students giving tips for improving English-language skills, videos by test, and videos by students about how they prepared for the test. Of course we want these videos to be fun and helpful for students to view, and we also believe that teachers can incorporate these videos into their lessons as teaching tools. says Gena Netten, TOEFL Brand Manager (2009). Koumi (2006) has described three primary value of videos such as: cognitive value, experiential value, and nurturing value to instruction. These functions have been mapped to existing online video clips from sites such as YouTube. Cognitive value may be added through strategies such as animated diagrams to show processes, use of real world examples, or demonstration of skills by experts. The experiential value of videos is illustrated through clips that capture real-world events that are unusual, dangerous, or involve interactions among people or animals that may be difficult to reproduce. The nurturing value of videos is introduced through the impact on motivation or attitudes. It is clear that learning in a classroom or from a book is one thing, but when students find themselves among people using the language in natural conversation, they often struggle to understand and feel overwhelmed or out of their depth. Online videos, such as those available on YouTube, show real speakers in a natural environment engaging in real social situations. The advantage here is that you can watch again and again without having to ask a person to repeat. To make the task of understanding even less daunting for learners, it would be useful, when using such videos, to pre-teach key vocabulary that is likely to be unknown, a recognized technique in language teaching (Richards, 1992). The real advantage of YouTube, at least from a language learning point of view is that it offers authentic examples of everyday English used by everyday people (Beare,2008),has potential to link students to various online communities(Ybarra-Green, 2003)and helps students to explore online English learning possibilities (Godwin-Jones, 2007) One of the best ways to learn English is to interact with other English speakers, and YouTube allows students to do that through video, says Gena Netten, TOEFL Brand Manager. And former ESL Teacher Not only will nonnative English speakers be getting tips about how to improve their English; they will also be able to make their own videos to practice (Ewing, 2009). At the same time, use of videos enables teachers to attach the students to the real life nature of these videos. By creating context for these short videos students can be helped to explore a world of online English learning possibilities. Some teachers reveal YouTube videos enrich lessons and bring lessons to students who are home sick, and capture the learners imaginations. Students in many contexts have said they like video activities because they provide a break from the usual textbook-based activities, and even when the activities challenge them, video learning is more enjoyable (Tarunpatel, 2009). Besides, Videos have been updated everyday which makes YouTube to become unlimited resources for people. It is estimated that 15 hours of new videos are uploaded to the site every minute and that in 2007 YouTube consumed as much bandwidth as the entire Internet in 2000 (Arrington, 2009). Easy access to the videos by all students should reduce the amount of time that tutors spend doing this in the future. Therefore, YouTube videos can be used in an English language teaching classroom for various teaching (vocabulary, pronunciations, translation, etc). There are two ways to teaching and learning from Youtube. They are directly on YouTube and on other websites which are embedded by youTube videos. Sample Lessons You and I were all students once, and all know how boring and monotonous classes could be if the learning resources are limited to textbooks only. It is wondered what if we could make our classes more educational but still interesting? In this part, the writer would like to represent a sample lesson of using YouTube video in an English class. In doing so, it is hoped to enhance English classes, ultimately making them more enjoyable for both English teachers and students. Speaking and Listening The video I would like to introduce lengthens 5:40 minutes. This is about Susan Boyle who is very famous for her voice and her dream. This is received 45,443,686 views and kept increasing now. You can download the video here http://www.youtube.com/watch?v=RxPZh4AnWyk Aim: Practice Listening Speaking Objective: By the end of the lesson, students will be able to Understand about Susans life and her talent. Materials : YouTube video Steps/ Activities: 1) Pre watching T gives a short introduction to Susan video. Susan Boyle, a 47-year old unglamorous Scottish woman, astounded the judges and the audiences in the TV contest of Britains Got Talent. Susan Boyle Singing Brings Tears to Eyes of Everyone, Everywhere Pre- teach vocabulary: Britains Got Talent: Cuà ¡Ã‚ »Ã¢â€ž ¢c Thi Tà  i năng nÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc Anh 2) While watching T shows the videos for Students and asks students to watch carefully. T gives some discussion questions for students 1. What do you think about Susan Boyles singing? 2. Why did it become such a sensational story worldwide? 3. Describe what you saw in the picture. 4. How will the success change her? 5. Why did people root for her despite of her look and age? T asks Students to work in pair. T calls on some groups and checks their vocabulary, pronunciationà ¢Ã¢â€š ¬Ã‚ ¦. 3) After- watching T lets student to write a Susans biography. As a new educator, the author is looking for the best means to help students in their learning. It is believed that there are improved means of helping through the use of learning technology advancements, which are becoming less costly everyday. Taking advantage of developments in technology combined with appropriate learning theory supports the suggestion that students should be exposed repeatedly to the topic through different delivery methods in order for them to digest the subject matter. Therefore, the rise of video-sharing technologies (besides classroom lecture, PowerPoint-slides note, handouts and tutorialsà ¢Ã¢â€š ¬Ã‚ ¦) have opened new possibilities for education, are another practical and technically possible means of achieving this. While video has long been used in education, there has never before been such a massive quantity of short video clips delivered through the Web, especially YouTube. The documents and data shown in this report demonstrate how YouTube is such a powerful technology, and if used correctly can really improve teaching and teaching techniques. The use of YouTube video as an educational tool has a very positive meaning for both students and teachers. These pilot study findings have implications regarding to provide the use of YouTube in class and online courses, and perhaps to student users as well.

war on drugs Essays -- essays research papers

The war on drugs is not a war that can be fought on the beaches of Normandy or in the jungles of Vietnam. It is a war fought in the backyards of all Americans, every day. This is a war that cannot be won with the aid of nuclear weapons or the help of any other forms of artillery. The number of casualties, however, will be determined by whether or not the legalization of drugs occurs. Many will suffer the same outcome as a soldier killed in battle if drugs become legal.   Ã‚  Ã‚  Ã‚  Ã‚  If marijuana and other drugs are legalized, obtaining drugs will be easier for people of all ages. With the increased use of drugs, there are bound to be more traffic accidents resulting from those who are under the influence of drugs. Also, if more people are lawfully able to use drugs, more people will buy them and the prices of them will go down making them much easier to buy. Drugs will be everywhere, even in the hands of America’s youth.   Ã‚  Ã‚  Ã‚  Ã‚  Many drugs, even ones that are legal, cause health problems if they are used too often. Cigarettes and other tobacco products contain nicotine, an addictive substance that can cause illnesses such as lung cancer and other cancers to users. The legalization of narcotics that cause illnesses will mean that people who use the drugs are in danger of becoming sick and dying at an earlier age. If the narcotics fall into the hands of younger children, they will be at risk as well. Because their bodies are still developing, the narcotics will have a more devastating effect on them.   Ã‚  Ã‚  Ã‚  Ã‚  The government spends a great amount of money on centers for the rehabilitation of those who are addicted to different types of drugs. If drugs are legalized, more and more people will become addicted and more rehabilitation centers will be needed for them. The more rehabilitation centers that are built, the more money our government spends which is less money that can be spent on more important things.   Ã‚  Ã‚  Ã‚  Ã‚  Certain drugs are illegal for a reason. They damage the physical and psychological state of the user. If the legalization of drugs occurs, the American public may assume that the government condones the use of drugs. Those who once were addicts and those who may be curious about the drug will be able to buy them. The number of users will increase and so will the numb... ... released, causing recidivism rates to increase as well. The only way to make sure that drug use in the neighborhoods of America does not get out of hand is for the communities to work together to do their best to prevent it. The schools and the parents should work together to teach children what is acceptable in their community and enforce the rules that are made to prohibit drug use (Glassner 223-226). Schools should also supply students with after school activities to keep them from boredom and promote a drug free life. Groups such as SADD (Students Against Destructive Decisions) should be offered and support groups for all students should also be provided in order to discourage drug use among teens. The legalization of drugs is an ever present threat to Americans of all ages. Legalization will cause more traffic accidents, increased drug use among teens as well as adults, and most importantly increased crime and death rates. Every American could be at risk of becoming a victim of a crime, a traffic accident, or problems resulting from a friend or family member that uses drugs. The legalization of drugs is a foe that must be fought with all the strength that Americans possess.

Participant Observation Essay -- participant-observer

Participant Observation Participant Observation is the study of a culture or society usually carried out by living for an extended period of time with its members. The participant-observer takes part in everyday life and carefully records such things as behaviour, events and conversations, in order to obtain a fully rounded picture of beliefs, social groupings and customs. There are two different forms of Participant Observation: Overt observation is when the subjects are aware they are being observed and allow the observer in to their lives, this is often the most criticised form due to bias, Covert observation is when the subjects are not aware they are being observed and therefore the process has to remain secret to remain relevant. The main benefit of Participant Observation as a means of research is the deeper experience and insight of the activities and customs of particular societies that the observer gains. They become immersed into a particular culture and surroundings in an effort to gain a greater understa...

Dickens Presentation of Female Characters in Great Expectations Essay

Charles Dickens’ Great Expectations was first serialised in 1861 in the journal ‘All Around the World’ during the Victorian period. During this time women were almost regarded as second class, even though the reigning queen had been on the throne for fourteen years. On the contrary, the Queen herself was quite masculine thinking it quite ‘improper’ that women should have the same rights as men. No women could vote, all major decisions were made by men and there were no important female political figures except for the queen herself, who was opposed to ‘votes for women’. Women were beginning to show signs of demand equality. Dickens created a lot of public awareness in his writings about the condition England was in. He liked to give the message ‘If men would behave decently the world would be decent’. He became very interested in socialist ideas from a young age and wrote novels for several years, including a novel based on his own life and the troubles he had. Great Expectations tells the story of orphan Pip, living with his bitter, older sister. Throughout the novel he encounters an escaped convict only then to be summoned by the wicked and cold Miss Havisham and her beautiful niece Estella. On top of this he is suddenly endowed with the generosity of a mysterious benefactor. Dickens uses physical appearance to convey his female characteristics. It was traditionally thought at the time, if a woman and ’round and curvy’ then she was a very warm person but if she was bony and skinny she would be an unpleasant and not very nice woman. There are several examples of this throughout the novel. He wanted to show what a horrible woman Mrs Joe Gargery was. So he described her as being: â€Å"not a good looking woman† and â€Å"tall and bony†. Both of these don’t make her sound particularly attractive and she is a very cruel person to Pip and Joe Gargery. Miss Havisham is shown in the same light, â€Å"Miss Havisham’s grey hair was all adrift upon the ground, among the other bridal wrecks, and was a miserable sight to see†. She is always dressed in her old wedding dress and her skin is very pale. Therefore almost giving us the impression, she is a ghost and she died years ago, making her seem like a very peculiar woman. There are many gothic images of Miss Havisham throughout the novel, because Gothic imagery was very popular at the time. She is twisted and evil and this is reflected in her attire and in her home, Satis house. The Clocks in Satis house reflect Miss Havsiham because just like clocks, she has stopped moving on with her life, she is also decaying, physically and mentally, just as the house is. She is only wearing one shoe and hasn’t changed her clothes in years. A Victorian reader would think upon first seeing a woman like her, that was crazy or evil and in this case, she is both. We see everything through Pip therefore we relate to him and feel what he does. So, even if Estella is horrible to Pip we can still forgive her because Pip does. Estella, in contrast â€Å"seemed more beautiful than she had ever seemed yet†, therefore in the eyes of a Victorian reader making her a warm and caring woman. This is ironic because she is the complete opposite. She can not express her emotions and has been brought up not to express love. But because the book is in a first person perspective the reader can relate to her beauty and because Pip still likes her, inevitably so does the reader. We see everything through Pip therefore we relate to him and feel what he does. So, even if Estella is horrible to Pip we can still forgive her because Pip does. Mrs Joe Gargery is very cruel to Pip until she is attacked. â€Å"It’s hard enough to be a blacksmith’s wife without being a mother†- she is resentful of having spent her life looking after Pip and being married to Joe. Mrs Joe Gargery is a very cruel and horrible old woman and the reader’s feelings towards her are only strengthened by the fact that she is not very attractive. Estella can be just as cruel to Pip as Mrs Joe Gargery is at times. When she says â€Å"you wait here boy† and â€Å"you ridiculous boy, will you never take warning? † it tells the reader she thinks a lot of herself and she is very proud. Again because she is pretty and the fact that, it is not her fault that she is this way, she is forgiven by the reader and Pip, because he is in love with her. In Mrs Joe Gargery’s opinion she has spent too many years raising Pip. She spends all her time being spiteful to Pip and will not be kinder, whatever the scenario. Pip would often recall scenes such as this one, ‘My sister made at dive at me and fished me up by the hair’. She strongly resented him and would take every opportunity possible to show it. She treats her husband Joe in the same way, although at heart Joe is an honest man and good man, he isn’t very bright and Pip always thinks of him as a ‘larger species of child’. Mrs Joe Gargery will, on the other hand, treat him like one Dickens makes the reader like Joe because Pip is very fond of him. This only increases the reader’s dislike for Mrs Joe Gargery. It is only until her encounter with Orlick that she becomes a completely different person, becoming much more patient. It is only because of an event such as this, she is like this, not because of her own will. It’s the male character Orlick who changed Mrs Joe Gargery into some more acceptable to the reader. Dickens created this event to show the reader that men still have authority over women. Miss Havisham died a very twisted, old and bitter woman. She was malicious and she poured all her dark, evil emotions into Estella. She once loved her husband-to-be very much. She had a lot of passion in her heart but that was destroyed when he left her standing at the altar. ‘I’ll tell you what real love is†¦.. giving up your whole heart and soul to the smiter’. Once again it has been a man that has changed one of the female leads into a person of hatred. She had an accident many years later and was left in such a state of shock she never fully recovered.