Why you should hate the Yankees :: essays research papers

A stimulate wanted to surprise his family of four to a New York Yankees baseball game on a beautiful Saturday morning. As the father pulls up to the parking lot, the family is excited at what they see in big letters on a TV screen Welcome to Yankees Stadium The approach of parking can range from 10 to 30 dollars depending how far wants to walk. The father decides to pay the 30 dollars, since he knows the two children are going to be fatigue after the game. The family ranges out of their car and heads toward the stadium. The family enters the turn styles, and approaches the list of ball game prices for seating. Which ranges from 18 to 55 dollars depending on where you want to be seated. The parents wanted the children to have the high hat experience at their first baseball game. So they purchased four tickets at 55 dollars each, totaling $220 for box seats, which were located behind 3rd base dugout. As they get situated, the national anthem is played and the game is officially started with the crack of the bat. The family is cheering with excitement and the father notices that his children are lighted up with joy. The father decided that by the fourth inning it would be a good time to have a hot drop back and a soda. In which its $3.50 for a hot dog and $4.00 for a soda. The family of four to have a hotdog and a soda each cost $30.00. As the game goes on and the Yankees are winning by 3 against the Diamondbacks. It is now the 7th inning stretch the children asked their parents if they could get a hat or t-shirt. So the father bought the two kids a Yankees t-shirt be $10 each and a flag costing $6 each totaling $22 for just now memorabilia. The Yankees are in the lead by one layer and its the bottom of the ninth inning and the father bought ice cream at $6 each totaling $24 for just ice cream. The father realizes that just to enjoy a Saturday day at a Yankees baseball game it is sure expensive and may only happen once a year.

Rudyard Kiplings Kim Essay -- Rudyard Kipling Kim Book Report Essays

Rudyard Kiplings KimKim gives a vivid picture of the complexities in India under British rule. It shows the life of the bazar mystics, of the natives, of the British military. There is a great deal of action and movement, for Kiplings vast canvas painted in full detail. The dialogue in the novel makes single-valued function of Indian phrases translated by the author, they give the flavor of native speech in India. They are excessively touches of the native behavior and shrewdness.SettingThe time the novel alikek calculate was around the late nineteenth century. The story takes posterior in a hot and dry location of British India. Most of the scenes either take place in the wilderness or the streets of India.PlotKim grew up on the streets of Lahore. His Irish mother had died when he was born. His father, a former colorsergeant of an Irish regiment called the Mavericks, died eventually from doing drugs and having too much to drink, and left his son in care of a half-caste woman. So young Kimball Ohara became Kim, and under the hot Indian sun his skin grew so glooming that one good not tell that he was of the Caucasian race.One day a Tibetan lama, in search of the Holy River of the Arrow that would purify away all sin, came to Lahore. Struck by all possibility for an exciting adventure, Kim attached himself to the lama as his chela. His adventures began almost at once. That night, at the edge of Lahore, Mahubub Ali, a horse trader, gave Kim a cryptic message to deliver to a British author in Umballa. What Kim did not know was that Mahbub was a genus Phallus of the British unfathomed Service. He delivered the message as directed, and then lay in the grass and watched and listened until he learned that his message meant that eight thousand men would go to war. by on the big road the lama and Kim encountered many people of all sorts. Conversation was easy. One convocation in particular interested Kim, an old maam traveling in a family bul lcock cart attended by a retinue of eight men. Kim and the Lama attached themselves to her party. Towards the evening they saw a group of soldiers making camp. It was the Maverick regiment. Kim, whose horoscope said that his life would be changed at the sign of a red bull in a field of green, was fascinated by the regimental flag, which was just that red bull against a background of bright green. Caught by a chaplain, the Revere... ...nally distinguishes himself as a member of the British Secret Service.2. A Tibetan Lama- Becomes Kims instructor and whose ambition is to find the holy River of the Arrow which would wash away all sin. After Kims education is complete he accompanies the lama on his wanderings, though he is really a member of the secret service. In the end he finds the river he is looking or, it ends up being a domiciliate attached to an old womans house.3. Mahbub Ali- A horse trader who is really a member of the secret service. He is larg ely responsible for Kims becoming a member of the British secret service.4. Colonel Creighton- The director of the British Secret Service, who permits Kim to resume the dress of a street boy and do secret service work.5. Hurre Chunder Mookerjee- A babu, and also a member of the Secret Service. He is Kims confederate in securing some valuable documents brought into by spies for the Russians.Personal Evaluation and ConclusionI personally care the novel Kim. The reason I liked the novel is because I love adventure stories. The story line of Kim was very exciting and kept me in suspense.

Willy Russells Educating Rita Essay -- English Literature

From your study of Willy Russells Educating Rita, describe whichcharacter in the play changes the mostExplain How the characters change The characters role in the play How the playwright uses dramatic devices How the use of language shows these changes How these changes reflect the social, historical and cultural background.The play Educating Rita was written by Willy Russell in 1985, forall the Ritas and all the Franks in the audience. The play isbased on Willy Russells life so it could be interpreted as anautobiographical play. Like Rita, Russell did not study at school sohe did not have any O levels, so he wanted an learning to get awayfrom Hairdressing like Rita wanted an education to see what she couldbecome. At this point in the play Frank can tell Rita anything and shewill listen and believe all of it. As time goes on she looses thishunger for knowledge because of summer school and her flatmate Trishthat dramatically changes Rita. At the end of the play the twocharacters see m to have changed roles, Rita comes back from summerschool and knows more(prenominal) than then she ever thought she could and discoversthat the proper students are not as good and intelligent as shethought. Franks relationship with Julia is breaking down and thebanishment to Australia seems more and more imminent. The two seem toswap roles because Frank used to tell Rita things and she would tryand understand it, but the return from summer school shows that shehas memorised Blake poetry and has significantly changed.Rita is drive by the need for education, having realised that lifehas more to offer then her ordinary existence in the hairdressingsalon. Rita says to Frank that b... ...that there is only mavin thing forher to do to thank him so he sits down and the audience gets theimpression of something sexual about to happen but Rita gets a pair of scissors grip and begins to cut Franks hair. In this scene the dramaticdevice used is one for humour.Educating Rita is mainly abou t a character trying to find the right linguistic communication to express herself, and as she becomes more educated Rita learnsto adapt her language to different audiences. Ritas increasingmastery of the language helps her to grow more confident. In thecharacter of Rita, Willy Russell was hit out to an audience whosedaily language was not of the theatre or the university but to all theFranks and Ritas in the audience. Rita attempts to change herlanguage to the proper use of words, because of what Trish state youcant discuss beautiful literature with an ugly voice.

William Faulkner :: essays research papers

William Faulkner was born in unused Alb each, Mississippi, as the oldest of four sons of Murray Charles Faulkner and Maud (Butler) Faulkner. While he was still a child, the family colonized in Oxford in north-central Mississippi. Faulkner lived almost of his life in the town. About the age of 13, he began to write poetry. At the Oxford High School he play quarterback on football team up and suffered a broken nose. Before graduating he dropped out school and worked briefly in his grandfathers bank. After being spurned from the army because he was too short, Faulkner enlisted in the Royal Canadian Air Force and had basic training in Toronto. He served with the RAF in World state of war I, but did not see any action. The war was over before he could make his first solo flight. This did not stop him later express that he was shot down in France. After the war he studied literature at the University of Mississippi for a short time. He in addition wrote some poems and drew cartoons for the universitys humor magazine, The Scream. "I liked the cartoons better than the poetry," recalled later George W. Healy Jr., who edited the magazine. In 1920 Faulkner left the university without taking a degree. Years later he wrote in a letter, "what an amazing commit I had uneducated in every formal sense, without even very literate, let alone literary, companions, yet to lay down made the things I made."Faulkner moved to tonic York City, where he worked as a clerk in a bookstore. Then he returned to Oxford where he supported himself as a postmaster at the University of Mississippi. Faulkner was fired for narration on the job. He drifted to New Orleans, where Sherwood Anderson encouraged him to write fiction rather than poetry. The early works of Faulkner bear go out to his reading of Keats, Tennyson, Swinburne, and the fin-de-sicle English poetry. His first book, THE marble FAUN, a collection of poems, appeared in 1924. It did not gain success. After s pending some time in Paris, he published SOLDIERS PAY (1926). The novel pertain on the return of a soldier, who has been physically and psychologically disabled in WW I. It was followed by MOSQUITOES, a satirical portrayal of Bohemian life, artist and intellectuals, in New Orleans.In 1929 Faulkner wrote Sartoris, the first of fifteen novels set in Yoknapatawpha County, a fictional region of Mississippi - actually Yoknapatawpha was Lafayette County.William Faulkner essays research papers William Faulkner was born in New Albany, Mississippi, as the oldest of four sons of Murray Charles Faulkner and Maud (Butler) Faulkner. While he was still a child, the family settled in Oxford in north-central Mississippi. Faulkner lived most of his life in the town. About the age of 13, he began to write poetry. At the Oxford High School he played quarterback on football team and suffered a broken nose. Before graduating he dropped out school and worked briefly in his grandfathers bank. After being rejected from the army because he was too short, Faulkner enlisted in the Royal Canadian Air Force and had basic training in Toronto. He served with the RAF in World War I, but did not see any action. The war was over before he could make his first solo flight. This did not stop him later telling that he was shot down in France. After the war he studied literature at the University of Mississippi for a short time. He also wrote some poems and drew cartoons for the universitys humor magazine, The Scream. "I liked the cartoons better than the poetry," recalled later George W. Healy Jr., who edited the magazine. In 1920 Faulkner left the university without taking a degree. Years later he wrote in a letter, "what an amazing gift I had uneducated in every formal sense, without even very literate, let alone literary, companions, yet to have made the things I made."Faulkner moved to New York City, where he worked as a clerk in a bookstore. Then he returned to Oxford w here he supported himself as a postmaster at the University of Mississippi. Faulkner was fired for reading on the job. He drifted to New Orleans, where Sherwood Anderson encouraged him to write fiction rather than poetry. The early works of Faulkner bear witness to his reading of Keats, Tennyson, Swinburne, and the fin-de-sicle English poetry. His first book, THE MARBLE FAUN, a collection of poems, appeared in 1924. It did not gain success. After spending some time in Paris, he published SOLDIERS PAY (1926). The novel centered on the return of a soldier, who has been physically and psychologically disabled in WW I. It was followed by MOSQUITOES, a satirical portrait of Bohemian life, artist and intellectuals, in New Orleans.In 1929 Faulkner wrote Sartoris, the first of fifteen novels set in Yoknapatawpha County, a fictional region of Mississippi - actually Yoknapatawpha was Lafayette County.

Performance Support Systems Essay -- Technology Support System Essays

Performance hold up SystemsAbstractThe purpose of my paper is to discuss Performance Support Systems, the fountain why some people fear them, concerns surrounding them, and why there is a growing trend for their use and their redefinement.Performance Support Systems Defined electronic Performance Support Systems otherwise known as EPSS were born in the early 1990s by Gloria Gery, who was described as an educational software guru by Phillip Longman in his journal article, The Janitor Stole My Job. A distinguishing feature of EPSS is its ability to automate many job-related cognitive skills and to give immediate instructions to assist users in decision-making processes, which cool it require human judgment. These are com editer-based systems which provide access to coaching, learning experiences, or tools to enable a user to facilitate tasks with a minimum of support from others (Benson, 1997, p.1). To put it bluntly, EPSS is a computer application that is task-specific, offering on -demand assistance to users (Stevens, 1996, p.1). In reviewing the various definitions of EPSS, I read that Performance Support Systems or PSS are frequently referred to as Electronic Performance Support Systems, as was indicated in my above definitions. However, according to Dr. Steve Harmon in his article, The Second S, the addition of the word electronic narrows the definition of Performance Support Systems to one specific area based solely on computers and the internet. While this technology is indeed integral to todays performance support, I conceive his point is that we should not forget that the word system is more representative of the topic than electronic (Harmon, 1999, p.1).Immediately, the controversy is apparent. Peopl... ...rform steps in the most natural focus for them. References The following are articles taken off the web in Galileo. The reference list for each does not match the page numbers referenced in the paper.Benson, George. (1997). A new look at EPSS. Training & Development Vol. 51 (pp. 48-49).Desmarais, Michel C Leclair, Richard Fiset, Jean-Yves Talbi, Hichem. (1997). Cost-justifying electronic performance support systems. Communications of the ACM Vol. 40 (pp. 39-48).Harmon, Steve. (1999). The Second S- Putting the system back in performance support. http//itech1.coe.uga.edu/itforum/paper36/paper36.html (pp. 1-5).Longman, Phillip J. (1997). The janitor stole my job. US News & World Report Vol. 123 (pp. 50-52).Marquardt, Michael J. (1996). Cyberlearning New possibilities for HRD. Training & Development Vol. 50 (pp. 56-57).

Performance Support Systems Essay -- Technology Support System Essays

Performance Support SystemsAbstractThe purpose of my paper is to discuss Performance Support Systems, the reason why some people caution them, concerns surrounding them, and why there is a growing trend for their use and their redefinement.Performance Support Systems Defined Electronic Performance Support Systems otherwise cognize as EPSS were born in the early 1990s by Gloria Gery, who was described as an educational software guru by Phillip Longman in his journal article, The Janitor Stole My Job. A distinguishing feature of EPSS is its ability to automate many job-related cognitive skills and to give immediate instructions to assist users in decision-making processes, which still require human judgment. These are computer-establish systems which raise access to coaching, learning experiences, or tools to enable a user to facilitate tasks with a minimum of support from others (Benson, 1997, p.1). To put it bluntly, EPSS is a computer application that is task-specific, pass on-d emand assistance to users (Stevens, 1996, p.1). In reviewing the various definitions of EPSS, I read that Performance Support Systems or PSS are frequently referred to as Electronic Performance Support Systems, as was indicated in my above definitions. However, according to Dr. Steve Harmon in his article, The Second S, the addition of the word electronic narrows the definition of Performance Support Systems to one specific area based solely on computers and the internet. While this technology is indeed integral to todays performance support, I believe his point is that we should not forget that the word system is more representative of the topic than electronic (Harmon, 1999, p.1).Immediately, the controversy is apparent. Peopl... ...rform steps in the most natural way for them. References The following are articles taken rancid the web in Galileo. The reference list for each does not match the page numbers referenced in the paper.Benson, George. (1997). A new look at EPSS. Tr aining & Development Vol. 51 (pp. 48-49).Desmarais, Michel C Leclair, Richard Fiset, Jean-Yves Talbi, Hichem. (1997). Cost-justifying electronic performance support systems. Communications of the ACM Vol. 40 (pp. 39-48).Harmon, Steve. (1999). The Second S- Putting the system back in performance support. http//itech1.coe.uga.edu/itforum/paper36/paper36.html (pp. 1-5).Longman, Phillip J. (1997). The janitor stole my job. US News & World Report Vol. 123 (pp. 50-52).Marquardt, Michael J. (1996). Cyberlearning New possibilities for HRD. Training & Development Vol. 50 (pp. 56-57).

A Study on Othello’s Character

William Shakespeare wrote another tragedy about a Moor of Venice named, Othello. The story started when Othello appoint Cassio to be his lieutenant. This made Iago very angry. At that time, Othello was seeing a beautiful woman named, Desdemona, the daughter of senator Brabantio. This gave an opportunity for Iago to get back at Othello for not appointing him as lieutenant. Iago then convinced Rodrigo, who has a deep desire for Desdemona, to prescribe Brabantio about her relationship with Othello.At first, Brabantio didnt believe them, but was convinced at last. Enraged, he ordered Othello arrested, but Othello was summoned by the Duke of Venice on urgent matters. Brabantio ended up accusing Othello of using spells and potions to win Desdemona in front of the Duke. Othello, of course, denied bewitching his daughter. So Brabantio blessed their marriage. Desdemona loved Othello very much that she offered to go with him when the Duke ordered Othello to defend cypress tree from the com ing Turkish fleets.This made Rodrigo very jealous, but still hoped to win her one day, wishing that Othello too, will eventually get tired of her. Iago advised Rodrigo to render money by selling his lands and fighting in wars, to be subject to impress Desdemona. Fortunately, a tempest wrecked the Turkish fleet, eliminating the threat and people rejoiced. opus rejoicing, Iago told Rodrigo how Desdemona was flirting with Cassio. Iago then advised him to provoke a fight with Cassio to get him in trouble with local authorities.In reality, all Iago wanted to do was to delineate Othello jealous of Cassio and Rodrigo. To make this happen, Iago made Cassio drunk, and therefore being drunk, he had a fight with Rodrigo. Othello then dismissed Cassio from his post as lieutenant. Iago then advised Cassio to fill secretly with Desdemona, to help him convince Othello to reappoint him as lieutenant. Knowing that Cassio will heed his advice, Iago, one day, brought Othello with him so Othello c ould witness the secret meeting. This helped spark Othellos jealousy and suspicion.Iago had continuously worked on Othellos jealousy, and he even gived his wife, Emilia, to his advantage. He asked Emilia to steal the beloved handkerchief Othello gave to Desdemona as a gift. He placed the handkerchief in Cassios room, and told Othello that hed seen Cassio use it. This totally enraged Othello, so he appointed Iago to be the new lieutenant, and told him to kill Cassio, but the Duke already appointed Cassio to be in charge. (Jalic Inc. ). With his rage, he was able to strike Desdemona Othello I am glad to see you mad. Desdemona Why, sweet OthelloOthello Striking her Devil Desdemona I have not deserved this. Lodovico My lord, this would not be believed in Venice, though I should swear I sawt tis very much Make her amends she weeps. Othello O devil, devil If that the earth could teem with womans tears, Each drop she falls would grow a crocodile. Out of my sight Desdemona I will not sta y to offend you. Lodovico Truly, an obedient lady I do beseech your lordship, call her back. (Shakespeare, form IV, Scene I). Confused and hurt, Desdemona tried to understand her husband.Iago then led Rodrigo to kill Cassio, but Cassio lived and Rodrigo was killed instead. Othello, on the other hand, killed Desdemona. Brabantio killed himself upon knowing what happened to his daughter. In the end, Bianca and Emilia told the truth, and Iago killed Emilia for revelation it. Due to despair, Othello eventually killed himself. Iago was left under Cassios hands to be punished. (Jalic Inc. ). Othello started as a strong character. He is the Moor of Venice, a very with child(p) Berber-Arab, and Muslim origin.The evil character, Iago, first tried Othello by making his relationship with Desdemona known to Brabantio, but Othello won since he eventually married her. The Duke of Venice even appointed him to defend Venice from invaders. However, he has one great weakness his jealousy. He loved his wife so much that jealousy attacked him enough to believe his right-hand man, Cassio, was sincerely involved with his wife. The greatest problem here is the lack of communication between Othello and Desdemona. Othello got mislead by the malicious taunting of Iago.The sad part is, his character solo changed that he became so hostile towards his beloved wife. His very weak character leads him to be defeated when he killed his own wife. He even became more sorry when he killed himself. In reality, are we like Othello, easily defeated by rumors? There were a lot of ways to prove somebodys artlessness and Othello didnt do it. There were a lot of couldas, wouldas, shouldas that Othello might have done, but he let jealousy overcome his being. We can learn a lot of things from this tragedy, as these tragedies are real experiences of the past, too.

Financial Markets Assignment

FINANCIAL MARKETS & INSTITUTIONS ASSIGNMENT 1. Explain how interest rates extraction following(a) major Fed purchases of mortgage-backed securities. The FED implements valued easing by buying financial assets of longer maturity, e. g. , mortgage-backed securities, from commercial banks and new(prenominal) private institutions in order to germinate a pre-determined quantity of enceinte into the economy. This is a means of stimulating the economy and ref procedureing longer-term interest rates further out on the yield turn quantitative easing increases the excess reserves of the banks, and raises the prices of the financial assets bought, which lowers their yield.Graphic all in ally, this can be explained with the aid of Figure below. The supply of money is shifted from point 1 to the right (MS1 to MS2) and, all else equal, the new equilibrium point (with aggregate money demand curve) is at point 2, where the interest rate is lower. i i1 i2 AD1 MS1 MS2 Quantity of Money 2. Wha t could be the implications of lower interest rates for households and businesses? By implanting the policy of buying mortgage-backed securities, the FED has set its sight on increase consumption and investment, which leave alone ultimately increase employment.As exposit in question one Bernankes policy decreased interest rates to new record lows, encouraging hook oning for both businesses and households. The ability to borrow money at to a greater extent attractive rates stimulates investment in durable consumer goods, such as automobiles, and in operational necessities such as buildings and slap-up equipment for businesses. Indeed, after the implementation of the policy mortgage applications increase significantly.Because of low interest rates households and businesses as investors could shift their preference away from bonds and into stocks. According to frbsf. org, the increase in stock trading volume has the effect of raising the value of existing stock portfolios, which i n turn stimulates consumer and spending across the coarse due to the mental effects of rapid capital appreciation. Lower interest rates can have negative effects on the value of the local bills compared to new(prenominal) currencies.As foreign investors dump their local-denominated investments in favor of more profitable currencies, exchange rates can shift to the detriment of the local property. The weakening of the local currency serves to increase the attractiveness of local goods to foreign purchasers, which has the effect of boosting exports and international sales. All of the factors mentioned above have the combined effect of increasing productive output, or GDP, and increasing employment across a wide range of industries.As individuals, businesses and foreign investors are encouraged to spend more due to increased access to capital, higher portfolio valuations and weaker currency values, businesses in nearly every sector experience an increase in sales, often requiring them to grow their operations and employ additional labor. However, there are around negative implications from this policy. Without a strong commitment to control inflation over the long run, the risk of higher inflation is one potential implication of experiencing in truth interest rates below the economys natural interest rate.Low interest rates provide a powerful incentive to spend kind of than save. In the short term, this may not matter much, but over a longer period, low interest rates penalize savers and those who rely heavy on interest income. If short-term interest rates are low relatively to long-term rates, households and firms may overinvest in long-term assets, such as treasury securities. If interest rates rise unexpectedly, the value of those assets will fall (bond prices and yields move in opposite directions), exposing investors to substantial losses.Finally, low short-term interest rates get the profitability of money market funds, which are key providers of short-term credit for many (large) firms, e. g. the commercial paper market. 3. Explain the Feds policy plight and try to rationalize why unemployment in the US is stubbornly high while inflation is low. Based on the theory of the Philips curve plot we notice that there is an inverse relationship between inflation and unemployment. Stated simply the lower the unemployment in an economy the higher the rate of inflation.Philips rationalize Inflation Unemployment The explanation of the inverse relationship between inflation and unemployment is based on two assumptions. The first has to do with the fact that as unemployment rises there is no room for workers and labor unions to demand an increase so a wage inflation that would increase the prices of the final products cannot occur. Secondly high unemployment is a reflection of the decline in economic output and indicates an economys slowdown. Therefore competition among firms in recession will lead the prices at lower levels. beside s this is not the eccentric currently in the US since we observe high unemployment and low inflation. The FED is concerned about the unemployment rate and in an effort to stimulate the economy and remediate the labor market conditions it started implementing the quantitative easing policy. So the FED purchased MBS, helped banks to rebuilt their balance sheets, contributed into maintaining price stability, preserved interest rates near zero for more than triplet years, and prevented the economy from slipping into greater recession. Despite all these efforts the situation in the labor market did not improve.Apparently the fact that unemployment is still very high depicts the limitations of the financial policy. The low business confidence, policy uncertainty, and the governments reluctance to act are beyond the FEDs capacity. What is more the infinite use of the quantitative easing may produce undesirable effects in the long run such as stagflation. The only optimal solution under these pile is the co ordination of the FEDs pecuniary policy with the governments fiscal policy plan that could boost the societys confidence. . Do you think that another round of quantitative easing (QE) by the Fed would help stimulate the US economy? Please explain. The FED declared that the use of QE will be aggressively continued until the economy is improved. The cash injections into the economy helped interest rates to remain at low levels. Consequently everyone wins from this decision in the short run homeowners can borrow at historical low levels of interest rate, corporations can also take advantage of this act and invest, consumption increased and also the banks increased their profits and the stocks record a growth. So as long as the QE is active in the short run everyone is a winner. But in the long run things become vague. First of all historical evidence shows that despite the fact that interest rates may be at levels near zero it remains uncertain whether this will be the incentive to boost the actual economy. Secondly the fact that consumers will have more money to spend but fewer goods to buy might lead to a hyper inflation.Furthermore by repeating the use of QE is very possible to lead to a liquid trap, unless the economy finds ways to stimulate production. Last but not least the FEDs decision to inject cash into the economy by purchasing MBS is questionable Mortgage backed securities entail the risk of defaulting once again as they did in the real estate crisis and that would cost the Americans a lot more money repeating the history that started back in the September of 2001. To sum up the use of QE is indeed very effective but only in the short run.Short periods of economic recession can be avoided by stimulating the economy temporarily through cash injections but to maintain growth on the real economy we need to improve labor market conditions, productivity, innovation and bolster the economys confidence. So a combination of fiscal and monetary policy is the only way to prevent an economy from collapsing, and also is this is the only way to avoid a possible systemic risk that will negatively affect all the institutions and individuals. . How is a loose Fed monetary policy in the US affecting fundamentals (such as inflation, asset and commodity prices) in other countries? What does that imply about global monetary policy? Since the dollar is the vehicle currency in the global economy almost every country is tied to its value and everyone is affected by the monetary decisions of the FED. By the QE, the supply of dollars is increased and consequently the dollar depreciates against foreign currencies.This means that Americas exports will increase and on the contrary the imports will decrease. So countries trading with the US fear about the capital inflows and the possible inflation on commodities. On the other travel by the FED support that there can be no further inflation since the global economy is in recession. M oreover countries experiencing huge capital inflows resulting in inflation can implement fiscal policy, such as imposing taxes, in order to contain the effects of foreign capital inflows which travail up local stock prices and the currency itself.Every country should focus on its own monetary policy adjusting it to the problems that may experience. For example the US chose to inject more money in the economy. The results of such a decision are low interest rates, more exports but always with the risk of inflation. On the other hand a country experiencing high inflation might limit the money supply, increasing the interest rates with the risk of experiencing a decline in exports.

A discussion of equality and diversity issues in a teaching situation-CTLLS Essay

5. A discussion of equality and diversity issues relevant to the candidates teaching/training situation. compare is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably than others. Equality is about the rights of the apprentices to attend and participate regardless of age, sex, race, gender reassignment, disability, religion or belief, sexual orientation, marriage/civil partnership and pregnancy /maternity. Diversity is about recognising and being tolerant of different views which individual people have, in barriers of ethnical backgrounds and different tonestyle choices relating to any characteristics they may have. A diverse society is what we have as every individual has a different culture, belief and life experience to the next. Inclusion is about including all the pupils in relevant activities rather than excluding them for any reason either directly or indirectly (Gravells 2008). Every learner has the right to expect that t hey will receive high quality reading appropriate to their postulates and circumstances ion a safe and healthy environment. (Success for all DfES 2002). comprehensive teaching and learn is possible when promoted.In order to achieve this I combine both the training cycle and the learning styles from Kolb and Fry. These include using cover experience, Abstract Conceptualisation, Active Experimentation and Observation and Reflection. Learners the mixing up of which produces the learning styles that best suits a learner, ie Converger, Diverger, Assimilator and Accommodator. By ensuring the lessons accommodate all learning styles all learners will feel inclusion. Along with the learning styles I would include relevant resource materials . If a learner requires more intervention then I may need to include the following additional classroom support, adapted or specific resources, peer support, varied presentation, content selection, reducing or change magnitude time for activities Al ong with my mentor Geri walker I have written the 5 day induction programme for new starters within the organisation.This includes lectures in number matter using power point presentation and nones (abstract conceptualisation), Direct discrimination occurs when you treat someone unfairly due to at least the nine characteristics discussed. mediate discrimination occurs when a working condition, environment or rule disadvantages one group of people or psyche more than another. As a teacher it is important that to give equal support, you must not discriminate andmust not show favouritism in any way. A teacher should not impose views and opinions on the learners. It is necessary to ensure that the learners show dignity and respect to others in the learning environment. A teacher must recognise that each learner is different and accommodate for those differences wherever possible in the classroom. You should demonstrate your commitment to equal opportunities through everything you sa y and do in your work with adult students. (Daines, Daines and Graham, 1993). Geoff picayune states thatDifferentiation is an approach to teaching that attempts to ensure that all students learn well, despite their many differences. Catch phrases which go some way to capturing this concept include get by with differences. Learning for all or Success for all People began to realise it was not just ability that could be mixed and that teachers had to cope with differences learning style, age, motivation, preceding learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Consequently the term mixed ability began to be replaced by the less vivid term differentiation.It is important to work in partnership with the learner, get to know them, so that you can assess their minimum core and what their learning needs are. If a learner knows what is expected from them and you tell them what to expect from you , successful learning can be achieved . This ma y be achieved by recognising the needs of a particular person or group of people. The learners within the sessions I teach include people with learning difficulties, hearing impairments, those whose first language is not English, or those people who may require additional support with literacy, language, numeracy and ICT skills. The learners I teach come from different social and cultural backgrounds and during teaching I have had to respect the following and accommodate, orison times, Ramadan and different beliefs to mine without impacting on others.I need to plan my sessions to enable all learners to take part and achieve their individual learning aims, taking into broadsheet how I communicate with learner (e.g. using appropriate vocabulary and terminology no abbreviations and jargon, my comments are not discriminatory or offensive or that my clay language is appropriate. I needto check that the resources used are non- discriminatory or stereotypical, suitable for the learners needs so that all the learners can participate. Teaching methods need to be varied and support all learning styles. The learning environment needs to promote inclusion ,e.g. for people with disabilities. The Kennedy Report (1997) stressed the importance of devising learning accessible to all learners , focussing on people who may be disadvantaged due to social, economic or educational background. These create barriers to learning that may prevent adults from continuing developing their education e.g.lack of information, childcare support, basic skills and costs involved to study.ReferencesDaines, JW et al (2006) Adult Learning, Adult Teaching, 4th ed, Cardiff Welsh schoolman Press DfES (2002b) Success for All. London HMSOGravells, A, (2008).preparing to teach in the lifelong learning sector.3rd ed. exeter learning matters Petty, G, (2004) Teaching Today A practical guide,3rd ed. Cheltenham Stanley Thornes Reisenberger A & Dadzie S (2002), Equality and diversity in adult and commun ity learning a guide for managers, Niacehttp//www.excellencegateway.org.uk/pdf/A1181.pdf Smith, M. K. (2001). David A. Kolb on experiential learning, the encyclopedia of informal education. Retrieved 17/3/13 from http//www.infed.org/b-explrn.htm.

Essay – Bride and Prejudice

People interact with and also with their surroundings. This impacts on their guts of belonging or their sense of isolation. We see this is William Shakespe bes play As You Like It and the Anglo-Indian genre movie, Bride and Prejudice by Gurinder Chadha. The relationship between people and the interaction with place heavily impacts on the sense of belonging among the characters in the prescribed text. Rosalind and Celia are cousins who share a common understanding and identical values. Being from the same parental linage their social perception of life is similar.Their fathers being brothers, they share the same social economic circle. Their closeness is stressed when Celia paradoxically emphasises, you know my father hath no shaver but I, nor none is like to have. This shows Celia is prepared to forfeit the dutchy for her cousin Rosalind, which cements their friendship and helps them to improve their sense of bonding with each other. The ducal court and the propensity for power sees Celias father usurp the dukedom from his elder brother, Duke Senior, Rosalinds father.This chaotic deed breaks the bond of unity and segregates Duke Senior, Rosalind, Celia, Orlando, Jacques and Adam. The two fathers are located in a contrasting environment. The court of Duke Fredrick is seen as a contrast to the afforest od Arden. Duke Fredricks court seems to shelter values of flattery, falsity and autocracy. These values urinate friction on the bond of belonging and unity. Where as the forest of Arden is an allusion of the garden of Eden.The interaction with this rustic setting acts as a whet stone to discipline the disturbed banished crew of exiles. Duke Seniors syntactical expression, running brooks and sermon in stones shows the peace and serenity of the forest of Arden. This natural environment of forest of Arden also fosters friendship. Hardship also accompanies the calm serenity of this so-called paradise because the harsh, churlish chidings and bites and bolows of the weather fosters a sense of independence on each of the exiled members in the forest.Rosalinds impersonating as Ganymede protects not but her virginity but also her cousin Celias maidenhood. These good times and bad times and the will to succeed are essential qualities that assist the sense of belonging in the prescribed text. Love is another pervading incidentor in emotional belonging. The sisterly affection between Rosalind and Celia acts as a wedge that not only glues them together but also binds Orlando with Rosalind Duke senior with his younger brother Duke Fredrick Celia with Oliver and Phoebe with Silvius.Thus we see how Shakespeare portrays how belonging can be nurtured with love, understanding and a firm purpose of commitment for a common good. Shakespeare justifies the power of love and in the concept of belonging by making Rosalind metaphorically refer to love as madness, love is merely a madnessthat he whispers are in love too. By this quibble Rosalind tries to hum orously convince Orlando that just as he is in love with her, she is also madly in love with him. This reciprocal interaction with each other helps to foster unity among all the characters in the play.Similarly Gurinder Chadhas romantic musical film, Bride and prejudice portrays the concept of belonging that is nurtured on account of interaction with people and places. The Bakshi Family has a starchy sense of togetherness inside the home and also the microscopic environment of their rural setting in Amritsar. The film in the opening prospect uses mise en scene with the protagonist Lalita Bakshi serene in her environ. In the scene that follows we see The Bakshi Family, in their Indian accent, discuss marriage.The love and closeness of the sisters, Jaya, Maya and Lakhi establish their security, warmth and comfort within their home. This closeness and sacrifice is also displayed in the prescribed text where Rosalind and Celia make sacrifices for each other. Interaction with a place i s presented where Lalita, the heroine, has to build an affinity not only with Amritsar in India but also with Will Darcys wealthy American family hotel in America. Her education al competence helps her easily integrate with the American counseling of life.In like manner even though Darcy felt out of place on his first visit to Amritsar in India, his love for Lalita made him adjust with the Indian culture and also with the Indian locale. The contrast of Darcys occidental attire in the early scenes is different in the concluding part of the film. The oriental work up beat played by Darcy himself and his Indian outfit piloted, by an elephant, shows how in belonging sacrifices need to be made. These sacrifices create a bond between the members who pine for a common goal. In the case of Bride and Prejudice the love between Will Darcy and LalitaBakshi cement a relationship between the Bakshi family and the Darcy family so also in As You Like It the love between Celia and Oliver and Ros alind and Orlando foster a sense of belonging between the members of the ducal court and the members in The Forest of Arden. Thus establishing the fact that interaction between people and places heavily impacts on the sense of belonging. On analysing both texts we see, William Shakespeare and Gurinder Chadha uncover how a sense of belonging or isolation is created by the people we interact with, the environment in which we are and the love , understanding and concern we express for each other.

The Great Gastby

Abstract As the spokesman of the Jazz Age, F. Scott Fitzgerald , referred to his own invite, wrote his masterpiece-The exposestanding Gatsby. Through abundant symbols, Fitzgerald profoundly depicted the society of Jazz Age and successfully displayed the disillusionment of Ameri quarter Dream, which existed in the majority of American in 1920s. To describe the restlessness of the lost times in the roaring twenties, the author created s of all timeal typical tragic characters. This paper, based on some symbolic theories, focuses on how the author brought his attitude to the come up to reveal the theme.And by analyzing the symbolic meanings of some leading characters, it further probes into the trouble of American Dream. Key words Symbolism characters American Dream disillusionment 1 Introduction 1. 1 Plot and characters review Jay Gatsby, formerly Jake Gatz, is a successful bootlegger with desire of being accepted in the highest mixer circles of Long Island. at a time he has d one this, Gatsby spares no effort to win back the eff of his former girlfri residuum Daisy, now married to a boorish octogenarian- bullion millionaire, turkey cock Buchanan.Gatsbys compulsion with Daisy and his pursuit of this unworthy reverie results in disillusionment and, netly, tragedy. Sidelines observer break off Carraway, recounts the whole story. 1. 2 The spokesman of the Jazz Age F. Scott Fitzgerald is widely regarded as one of the superior American writers of the 20th century. He was both a representative of his era and a severe critic of society. In his short life, Fitzgerald experiences overnight fame and wealth in 1920s exactly suffers a lot in 1930s, which shares much resemblance with American society.Furthermore, with a lot of works describing the expectation and disilluionment of the American young generation, he gained irreplaceable position in the history of American literature and was often c replete(p)lyed the spokesman of Jazz Age. The Great Gatsby, fo r which he was known, is somewhat a reflection of his experience and his attitude towards the American Dream. The novel shows the anomie following the First World War. During the roaring 1920s, American society enjoyed unprecedented levels of prosperity as the economy soared.At the like time, Prohibition, the ban on the sale and manufacutre of alcohol as mandated by the 18th century, made many bootleggers millionaires and led to an increase in organized crime. Although Fitzgerald, like Nick Carraway in his novel, idolized the overflowinges of the age, he was uncomfortable with the unlimited materialism and the lack of morality that went with it. The value of notes was mostly exaggerated during that age. The connection of the old money and new money is presented in geographical symbols of the novel East musket ball is the place where the established aristocracy lived, and West Egg the self-made rich.Using his narratorNick, the author told about his views of American Dream it wa s originally about discovery, individualism, and the pursuit of happiness . 2 Symbolism in characters In the Great Gatsby, Fitzgerald skilfully selected diffirent mass, much(prenominal) as Jay Gatsby, Daisy Buchanan, Tom Buchanan and Nick Carraway. This part will analyze the four main characters in detail and discuss their function in symbolism. 2. 1 Jay Gatsby Through the whole life of Gatsby we can see that he is the representative of the people who pursue the American dream.At first when Gatsby falls in love with Daisy, he is frustrated for the huge gap between their social stipulation and wealth. Gatsby is a poor immigrant of low status but Daisy comes from an old wealthy American family. They conk out to two totally different mankinds under that condition where people all pursue money and material content. So their love is actually desperate and not realistic. He falls into great agony because he lost Daisy and he thinks they didnt get married just because he is not rich enough.In Gatsbys opinion, his dream of loving Daisy is ruined by the difference in their respective backgrounds, so he resorts to crime to make adequate money so as to impress Daisy and win her back. To some degree, he makes it. He gets the money he needs and then, through building up a large house and guardianship luxury parties and banquets, he successfully attracts Daisys attention. Daisy comes back to him, dating with him again. Gatsby is so happy to see that they finally return to their old days. But in fact, this is all his illusion, as their love is based on material possessions. He has lived not for himself, but for his dream, for his vision of the good life inspired by the beauty of a lovely rich girl. The green light situated at the end of East Egg dock and visible from Gatsbys West Egg lawn whitethorn be the best symbol of his unattainable dream. He stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworm he was trembl ing. Involuntarily I glanced seawardand distinguished nothing except a single green light, minute and far away, that great power have been the end of a dock. In the end when Gatsby dies for the sake of Daisy, she just leaves him behind and goes to Europe with her husband to spend their holiday. Gatsbys dream of a stark(a) Daisy and a happy life totally breaks up until now. The falling down of Gatsbys dream represents the falling down of American Dream. Then why the dream fails in such a miserable way? First, Gatsby builds up an illusionary dream. He is fascinated with Daisys grace and charm, but blinds her shortcomings. He gives Daisy an idealistic idol that she cannot possess in reality .Alhough later he comes to know that Daisy is not what she used to be and that she doesnt love him, he cannot stop dreaming and continues to mean the old days. Gatsbys dream is ruined by the unworthiness of its object, just as the American Dream in the 1920s is ruined by the unworthiness of its objectmoney and pleasure. Second, from the beginning he uses a wrong way to achieve his dream and this would inevitably lead to his dreams coming into failure at last. He has made his fortune through racketeering and conducting suspicious business, regardless of the moral principles.The American dream of Gatsby corrupts as the unrestrained desire for money and pleasure surpasses those noble goals. More importantly, the sharp contrast between the ideal and the reality is due to result in the breakup of the dream. In some senses, Gatsbys dream originated from the past, and made him sincerely persist. But when he was addicted into the past, he made efforts to find various possibilities in the future. He makes the historical past transfigure to the future in the vain hope.The green light representing his ideal future, which also indicates the whole American ones, is unattainable. The American Dream destroys not only because of the profound social and historical reasons, but also being deeply concerned with the self-destructive characters of Gatsby. When Gatsbys simple and naive characters are confronted with the cold society and moral fall apart of America, there will be no place for Gatsby to escape but die. In the end, the author wrote, Gatsby believed in the green light, the orgiastic future that year by year recedes before us.It eluded us then, but thats no matter tomorrow we will run faster, stretch out our arms farther And one elegant morning So we beat on, boats against the current, borne back ceaselessly into the past . Gatsby goes back ceaselessly into the past because the future is far too cruel to imagine. This is the tragedy of Gatsby he himself lives in the past and is making a beautiful but illusionary dream of the future, so do the Americans. 2. 2 Daisy Buchanan Throughout the book, Daisy is described almost in a fairytale tone.She is the princess in the castle, the wonderful girl that every man dreams of possessing. She is beautiful and rich and innocent and pure in her whiteness. She dressed in white, and had a little white roadster . But that whiteness is mixed with the yellow of gold and the unavoidable corruption that money brings. Just as Gatsby once comments aft(prenominal) their reunion, her voice is full of money. . Her love for Gatsby is conditioned by his wealth. When she saying Gatsbys fabulous pile of shirts, she could not help crying Ive never seen such such beautiful shirts before. . For Daisy, her love associated closely with stable and extravagant life. Daisy proves her real nature when she chooses Tom over Gatsby, then allows Gatsby to take the blame for killing myrtle Wilson even though she herself was driving the car. Finally, rather than attend Gatsbys funeral, Daisy and Tom move away, leaving no forwarding address. Daisy lived in a material world without being real, where poor ghosts, breathing like air. Actually, Daisy stands for youth, gold and status, which many young Americans regard as t heir dreams.Yet, the dream has already became a nightmare, as it generates those money-oriented and power-persuing minds. As a social satire, Daisy is also a reflection on moral decadence in modern Amercian society. It is concerned with the corruption of values and the decline of spiritual life. Since the patience Revolution, Americans have fallen in , not only the way of life through which they seeking for more luxurious enjoyment, but also wealth and status at the expense of moral decay. As a consequence, American Dream has totally failed to bring any kind of fulfillment, either spiritual or material. . 3 Tom Buchanan Tom Buchnan, the dude form Yale, is a liar, a hypocrite, and a bully. Being born into a wealthy family has made him a spoiled man. He hasnt really worked his entire life and instead, spends his days in indulgence and ease. All Toms feelings and actions are self-directed. He has a shameless subroutine with Myrtle because it satisfies his needs. He flaunts their rela tionship in public for he is a interestless man who isnt bothered by the sufferings he causes. This also attributes to he and Daisys escape in a situation where they would have to face.Tom is the typical character of his class. His social attitudes are laced with racism and sexism, and he never ever considers trying to live up to the moral standard he supposed to. Tom is a scion of the great robber barons of the Gilded Age who seize the land, gutted the forests, set the railroads, and turned the cities into vast urban fortresses for the purpose of protecting their own moneyed interests . He represents descendants of those early pioneers, frontiersman and later settlers who attempted to transform the gross(a) Land into a bare-ass World Garden.These later empire-builders of the post-Civil War period, who were eager to replace crops with machines, set aside morality as easily and quickly as they attempted to buy up civilization. 2. 4 Nick Caraway Although Nick is not the hero in th e novel, his importance as the narrator and a useful character makes him almost as much a central figure as Gatsby. He is Gatsbys neighbor, Daisys cousin once removed, Toms classmate in college and the sweetie of Daisys close fried, Jordan.He is a tie, who connects many contradictions and conflicts among characters, and a key figure in the complicated relaion net. Nick uses his curious eyeball to view Gatsbys actions and holds sympathy to suppose Gatsbys thoughts. As a witness who has strong flexibility and broad and various information , he can observe Gatsbys actions standing far from him and take a neutral and calm viw to value the story. Using I as witness to narrative the story, Fitzgerald allow readers feel things directly composition hid himself behind the case.Nick resembles Fitzgerald in such aspects as age, family background, education record, literary interest, military experience and seeks of fortune. If Gatsby represents one part of Fitzgeralds personality, the ins olent celebrity who pursued and p sneakd wealth in order to impress the woman he loved, then Nick represents another part the quiet, reflective Midwesterner adrift in the lurid East . So this may fully explain why Nick senses, understands and sympathizes Gatsby. The similarities between Nick and Fitzgerald make Nick voice more than the author.As a moral symbol he is the embodiment of a hope for moral and spiritual growth. Functioning as Fitzgeralds speaker in making his ultimate value judgements, Nick realizes that the fast-paced, fun-driven lifestyle of youthful York is grotesque and damaging an ideal based on materialism rather than a fulfilment of American Dream. astute the truth of the East, Nick quickly goes back without any hesitation. At the end, Nick is the only person escaping from the illusory American Dream and unfolds this tragic story to us all. 3 ConclusionIn the Great Gatsby, by using symbolic images, F. Scott Fitzgerald reveals the contradiction and inner conflict of the characters as well as displays his intelligence and excellent writing skill. The entire story is about the effect brought by the roaring age of reshaping peoples value , causing the deterioration of morality and running after money even one undeserved. Gatsby deadly accumulated great wealth in illegal way to get Daisy love, but he didnt recognize peoples ugly inwardgreedy of money and mean of kindness, and finally he died with everything lost.References 1 F. Scott Fitzgerald. The Great Gatsby. JiangsuYiLing Press, 1997 2 Miller James E. Jr. F. Scott Fitzgerald His Art and Technique. New York New York University Press, 2001 3 Wang Qiong. The Narrative Technique in The Great Gatsby from the Point View of Narration. ShanghaiJournal of Huzhou Teachers College, 2004 4 Garrett George. Fire and Freshness A Matter of Style in the Great Gatsby. In Matthew J. Broccoli (Ed), 2002 5 Ernest H. Lockridge ed. Twentieth century interpretations of The Great Gatsby A Collection of Critical Ess ays.Prentice-Hall, 1968 6 Leech Geoffrey N & Short Michael H. New Essays on the Great Gatsby. New York Cambridge University Press, 1985 7 Zhang Tianjing. the Deeply Moving America Tragedy abbreviation the Great Gatsby. Journal of Xianyang Normal University, 2004 8 Zhao Hongwei. Disillusionment of Gatsbys American Dream From the Perspective of SocietyAnalysis of The Great Gatsby. Journal of Harbin University, 2003 9 Mizener Arthur ed. F. Scott Fitzgerald A Collection of Critical Essays, Englewood Cliffs. N. J Prentice-Hall, 1963The Great GastbyChapter 7 1. Look up Trimalchio and decide whether that is an appropriate comparison for Gatsby. Trimalchio was the protagonist in Satyricon, by Petronius. He was a freedman who gained prestige and power through sheer tenacity and hard work. Once he attained his wealth, he enjoyed throwing riotous parties that were meant to impress his variety of guests. The comparison of Gatsby and Trimalchio is obvious. Both were newly rich, and trying to ge t the right attention. Fitzgeralds early version of Gatsby was actually titled Trimalchio in West Egg. 2.What has changed at Gatsbys house? Why? Gatsbys house becomes much quieter, and his parties come to an end because he no longer needed them to attract Daisy. 3. In chapter 1, Daisy and Jordan are lying on a couch. Find and compare the passage that this section repeats. 4. How do Gatsby and Daisy behave together? In the absence of Tom? With Tom around? While Tom is out of the room, Daisy kisses Gatsby on the lips and says she loves him. When Tom is around, Gatsby stares at Daisy with obvious passion and Daisy recklessly remarks, within earshot of Tom, that she loves Gatsby. . When is it that Tom realizes Daisy is in love with Gatsby? Why? After Daisy suggests they go to town, Tom witnesses a soft glance that passes between Daisy and Gatsby and can no longer deny the two of them are having an affair. 6. How does Gatsby restrict Daisys voice? What does that mean? How does that make sense to Nick? Gatsby says that her voice is full of money (-__-). For Gatsby, Daisy represents the wealth and elegance for which he has yearned all his life.It also shows that while Gatsby hesitates frequently, thinking before he speaks around these people because he was never really part of their world, Daisy, on the other hand, is free to do and say what she wishes, without worry, because she is so accustomed to living in this world. Nick realized that was the charm in her voice. 7. What does Tom learn about Wilson? What does Myrtle misinterpret? Tom learns that Wilson is trying to raise money to finance the move west that he has planned for him and his wife Myrtle.Myrtle is staring down from the windows above the garage at Jordan Baker, whom she seems to have mistaken for Daisy, her correspond in love. 8. What is ironic about the music below the suite? 9. Describe the behavior of Tom, Gatsby, and Daisy. What is Nicks attitude toward them? Tom and Gatsby have an argument, with T om impeach Gatsby of lying about being an oxford man. When Gatsby successfully answers the question, Tom then explodes and asks him about his love affair with Daisy. Daisy tries and fails to quiet Tom.Nick remains a spectator of the scene and doesnt say anything. 10. What is Gatsbys insistence with Daisy? Why? How does this connect to earlier in the novel? Gatsby insists that Daisy never loved him, and not Tom, all these years. But when Daisy cannot honestly lodge that never loved Tom, Gatsby declares that Daisy is leaving Tom anyway. Gatsby does this because he realized that he was losing Daisy. 11. What does Nick realize about himself? How does it make him feel? Nick realizes that he that it is his thirtieth birthday.After Nick realizes it is his 30th birthday he acknowledges the fact that he has wasted too much of his time with people who do not actually care about anything other than wealth. He has spent a lot of his life on trivialities and sees that, all of a sudden, life is passing him by. His time with Nick, Jordan and the others has distracted him to the foreland where he loses focus of his own life and goals, thus, forgetting his own birthday. 12. Why does Myrtle Wilson die, according to Gatsby?How does this relate to her earlier misinterpretation? Because Daisy was driving and (accidentally? ) struck Myrtle. Myrtle saw Jordan Baker in the yellow car and thought she was Toms wife. She recognizes the yellow car as shes running away and tries to speak to who she thinks is Jordan but it is in fact Daisy, the actual wife of Tom, who accidentally kills her. 13. What is the status of Daisy and Tom at the end of the chapter? Tom and Daisy have reconciled and it is obvious that they are liberation to stay together. 14.Compare Gatsbys vigil at the end of the chapter with a similar moment earlier in the novel. Nicks parting from Gatsby at the end of this chapter parallels his first sighting of Gatsby at the end of Chapter 1. In both cases, Gatsby stands al one in the moonlight pining for Daisy. In the earlier instance, he stretches his arms out toward the green light across the water, optimistic about the future. In this instance, he has made it past the green light, onto the lawn of Daisys house, but his dream is gone forever.

Cultural and Heritage with Malaysian Cuisine

CULTURAL AND HERITAGE WITH MALAYSIAN CUISINE Malaysia, land of diverse society, unique with its multi pagan population is renowned among worldwide travellers for uniqueness of different races that freighter live together harmoniously. Famous for its world wonder destinations, be it island, rainforest, or cultural spots, Malaysia has a lot to offer for tourist seeking adventure, leisure and entertainment. One of the study elements of Malaysian tourism is the vast choices of delicacies which comprise the ethnic intellectual nourishment from three major races in Malaysia which is Malay, Chinese and Indian.However, there are also other minor ethnic groups such as Peranakan and ethnic group from Sarawak and Sabah which blends in the food civilisation of Malaysia. This embodies the concept of One Malaysia which unifies all races as Malaysians. Over the past few years, the ethnic cuisines were integrated among the races, creating a new food infusion which is called the Malaysian cul inary art. Food such as Nasi Lemak no longer associated with Malays, whereas Roti Canai and Char Kuey Teow are no longer related to the Indian and Chinese.Integration of food culture had constituted to phylogeny of new Malaysian image in monetary value of signature cuisine that it can offer. Today, Malaysian Cuisine had colours the new era of food wonders in the country creating a wondrous ownership of every ethnic cuisine to all races within Malaysia. Now, tourist from all over the world can do it and devour Malaysian Cuisines which comprises variety of food selection such as Laksa, Satay, Wantan Noodles and so forth. Upon returning to their homeland, tourist can bring their unique experiences and pass the enounce to others.This leave behind benefit the country as indirectly foreigners will start recognizing the Malaysian Cuisines and later might have the intention to try it hence, contributing to add in Malaysian tourism. Although in the global world of modernization, Malays ian Cuisines remained as one of the cultural and heritage elements of Malaysia. Foods for long had always been the indicator of one ethnic culture and heritage. If we glance on each race in Malaysia we can see how food can instantly draw off an individual characteristic.For instance, if we say Tosai, we will know that its an Indian food. Indians wear Sarees and Kurta, they celebrate Deepavali and Thaipusam, their religion is Hinduism and Bharatanatyam is their traditional dance. This is how food cannot be separated and always be associated to one special ethnic. identical goes to Malaysian Cuisine, when a foreigner convey Malaysian Cuisine, they will directly distinguish Malaysia as, located in South East Asia, having multi racial community, lavish with unique culture, very warm and friendly people as well as hot and spicy foods.This is how food can directly interpret and describe an individual or a nation, therefore distinguishing it from others. Technological advancement and mo dernization of lifestyles are inevit up to(p) as a country begin to develop and pitiable towards era of globalization. This phenomenon brings enormous impact towards the culture and heritage of Malaysian Cuisine. Preparations of foods are largely effected with the introduction of latest machineries and equipments that modernize the way of cooking. Kuih Bahulu for example is utilize to be prepared manually by beating eggs in large bowls until it is fluffy and have the right consistency.However, by using specialized machine, preparation clock is cut in half thus, saving largely on time and energy. Modernization of food preparation, often world questioned in terms of its quality and heritage. Will this new way of food preparation maintain the taste and the quality of the dishes? Can the traditional ways of food preparation being preserve for the next generation to come? These questions always linger around the elderly, as some of them might be reluctant to accept modernization of food preparations. For them, traditional ways of preparation need to be preserved as it is part of our heritage.Beside of the many benefits seen, globalization on the other hand also invited contenders and adaption to our Malaysian Cuisine. Years ago, since the early in culmination of foreigners to Tanah Melayu, the ethnic food was able to maintain and preserve the originality in elements of ingredient used, preparation and taste of food. Now with globalization, teemingness of Western ingredients flooded the food market giving new options for cooking style and selection of foods to be attempt on. Moreover, foreign ingredients have been integrated in our Malaysian Cuisine causing it to gradually change over time.With the new generation living a fast paced life and being more wellness conscious, Malaysian Cuisine needs to be diversified according to current needs. The challenges are to maintain the originality of food but at the same time able to adapt to the new changing environmen t such as usage of new ingredients by considering diet and health and ways of food preparation that is time savvy. It is recommended that Malaysian Cuisine is given an extra consideration and thoughtfulness. As part of our culture and heritage, the governing bodies can promote this by introducing food tourism internationally in order to encourage tourist visitation.Other players in the industry can play their parts in introducing food tourism via tour packages, internet, and local and international events as well as advertisement. This cooperation which have multiplier effects need to be continuous and firm so that all stakeholders in the country can benefit largely from it. Preservation of Malaysian Cuisine as one of the elements in our cultural and heritage terrain is exceptionally significant in order for the coming generation to continue savours our food culture.Furthermore, as food is one of the cultural elements of a nation, tourist yearns for exploration on distinctive delica cy that they never tried before, consequently creating importance in ensuring continuous tourism development of the country. Undoubtedly, food cannot be separated from being culturally related and a heritage to be retained among a country. For Malaysian Cuisine, as pride of the nation we must be proud to possess such an exquisite food culture and heritage, and be blessed with the tranquillity and unity that our food culture entails.

The Louvre

With a surface of 210,000 m2 of them are devoted to exhibitions. This museum holds 35,000 masterpieces and eight different collections. To be able to visit the entire museum I had to go several measure and take over from where I left. What really fascinated me and grab my attention is the Egyptian antiquity section. I was charmed some this because it had all the details about the volution and life style of this wonderful and fascinating culture and subtlety.Im personally very interested in studying the Egyptian civilization and kno wing all the formula of this culture and this exhibition gathered all the necessary information that I needed and I asked to have. The evolution of this civilization was in front of me in the comparable place. It was a dream that became a reality. I had all the tools that they used In their dally lives In front of me, I couldnt believe my eyes. I was watching their dresses and their constitution and Jewelry.I was fascinated about their Inventions and creations that Inspired us and still Inspiring us till today. The Department of Egyptian Antiquities at the Louvre museum houses a major Egyptologlcal collections of the knowledge domain with 50,000 rooms. This section covered every single detail about this amazing people. The collection covers all periods of ancient Egyptian civilization since the time of Nagada to the Roman and Coptic Egypt. Among the most famous exhibits found at the time of Nagada knife Gebel el-Arak and the range of hunting.The major piece of art illustrating the time thinite is the stele of King Snake. Among all clear sarcophagi, one finds that of Dioscorides, a Greek general during the reign of Ptolemy VI who decided to be buried according to ancient Egyptian local customs, choosing to do authorise a sarcophagus. This proved the power of this civilization and how It Influenced others clvlllzatlons. I likewise liked the Islamic art section since Its about my religion.The Department of Islamic Art from the Louvre, stablished in August 2003, brings together the collections from an area between Spain and India, dating from the origins of Islamic civilization (622) until the nineteenth century. This department includes several gems of Islamic art the al- Pyxis Mughira an ivory lash dated Spanish 968, the flat peacock, an important Ottoman ceramics, especially the baptistery of St. Louis, one of the most famous pieces and most enigmatic of all Islamic art, created by Muhammad ibn al-Zayn the early fourteenth century.Since 22 September 2012, Islamic art are exhibited at the Louvre in the Cour Visconti. This space allows the display of 3000 works from the collections of the Louvre, but also the Muse des Arts dcoratifs. It is remarkable how this section take place under a canopy with undulating shapes, recalling from the architects Marlo Belllnl and Rudy Ricclottl a dragonfly wing or a flying carpet. Vlsltlng this museum was a very enriching and fascinating experience where I learned a lot of new things about the civilization that Im most passionate about and my own rellglon

Miller comments Essay

During The Crucible the acts which unfold com manpowersurate some characters to em reason themselves close notably Abigail Williams, bloody shame Warren and even John Proctor. Some characters begin with little or no power, then abuse the situations to gain power, whereas others begin with power and lose it, somemultiplication justly and other times unjustly. This could be seen as a moral message for the audiences of the play, warning of power abuse which could lead to ruin consequences.In the introductory comments, milling machine comments before the events begin to unfold how the children were anything but thankful for being permitted to passing play straight which shows before the witchcraft trials and directions had begun, children were powerless under the authority of the male dominated society -children had no power to roam freely. One of the people that gained power in the play is bloody shame Warren, who is a retainer and so is one of the lowest ranks of the Puritan soci ety- much equal the children of capital of Oregon.At first she does not take up any power at all as she is taught that she has to follow orders from the Proctors, who she works for. This is seen when she lept with fright upon Proctors entrance. Yet, she manages to turn from a mouse to a daughter of a prince as she suddenly gains power from working in the apostrophize, severe possible witches. Her increasing power is also shown from her defiance of Proctor when she refuses his order of not going to homage again, and responds that she must and will be gone everyday.It also shown through coiffure directions, when Mary is terrified of Proctor but quickly becomes erect, which highlights her ability to overcome her veneration of Proctor because of her outgrowth confidence and power. Mary even manages to intimidate Proctor in this part of the play. When imperiled with the whip from Proctor, she manages to threaten him further by responding I would have you speak civilly to me, from this out. Mary, filled with this newly found power, is competent to threaten Procter to stop beating her or she will not speak so highly of his family neighboring time.By using the phrase from this out shows that Mary doesnt usually expect that kind of book of account from the Proctor, yet now she is suitable to demand it because of the power gain. Again, further on in the play Mary is also able to numb Proctor when she overthrows his grip on her to tell the truth about the accusations, and sooner turns on him. When pressured by Abigail and the other girls, once they start accusing Mary to save themselves, she is not able to stand her ground which highlights her feebleness and weakness which was seen at the very start of the play.This is seen as she even admits she has no power. This links to her inferior position in the society and even within her tender group, she is not popular, and reckon. This is shown when Abigail tells Mary to shut it and Mercy Lewis starts pointin g and envisioning at Mary as if she were to blame. However, the fact that Mary was able to then accuse Proctor of being devils man, who is a highly respected in the village, shows that she does have more power than she started with. But she is abusing her power, to save herself and because of her lack of power on her social circle.So, this once innocent girl who thought they must tell the truth took advantage of the situation so she and her friends would not be whipped. Overall, Mary arguably, has the most progressive power of all the girls and possibly all of the characters in The Crucible, but thats not to say she has the most power overall. Another character like Mary Warren who gains power throughout the play is Abigail Williams. Once shunned and scorned by the inhabitants of the village because of her shameful name, Abigail becomes a domineering power, and is treated like a saint.A mere accusation from Abigail or one of her girls is enough to convict even a well-respected inh abitant of Salem like Rebecca moderate who does great charities. Even though in present day we would associate saint with good Samaritans, which would come along absurd to see Abigail called this in present day, she was seen in this way because in puritan society if you went against god, you went against the law. So Abigails act of bringing Salems attention to the presence of the devil, and then through the court eradicating it was seen as an act of greatness.Abigail starts off as a scared young girl which is seen through Millers stage directions, as she quavers when being questioned by Parris about Bettys mysterious illness. However, soon she is able to assert her power of the girls by smashing Betty round the face and threatening all the girls not to tell anyone about the events of the forward night, or she will come to them at the black of one terrible night. This implies they could be her prey, and if they take out a wrong move she could pounce on them, which again puts her in a domineering position.This characteristic allows her to control within the group which creates more tension because Abigail also seems to be possessive which is seen when she says Now look you. All of you. The repetition of you makes the phrase quite aggressive and short commanding sentences have a punishing impact, and make Abigail seem hostile but ultimately powerful. Her empowerment is also documented as the inhabitants of Salem think the sea parts like Israel for Abigail, so her sins are overlooked, as people take her word to be an expression of Gods will. This allowed Abigail to control and manipulate even the most powerful men in Salem, which is seen when Abigail threatens that Danforth- a high court official. So, Abigail Williams, who was once powerless in general society, is a everlasting(a) example of someone who became empowered by deciding the fate of other people and, by autocratic and threatening people. Although, Abigail did have a powerful status among her soci al group from the outset and throughout which is shown when she starts pointing with fear and accusing Mary of hurting her, and quickly all the girls chime in with her.The third character who is subtly empowered is John Proctor. Despite his prideful ways, John Proctor describes himself as a sinner. His conversation with Elizabeth in act two where he exclaims for Elizabeth to judge him not demonstrated his internal conflict and his own unwillingness to forgive himself for his act of lechery. There are moments when his anger and disgust towards himself burst forth, such as when he exclaims to Judge Danforth I hear the boot of Lucifer, I see his filthy face And it is my face, and yours. So, although it is not snuff it from the outset that John Proctor has been empowered, he has.He is able for the first time to see some shred of goodness in himself- his relief from his constant guilt- when he decides to deny his confession. In conclusion, all three characters were empowered through the play, which led to the unjust killing of numerous inhabitants of Salem through the false allegations of witchcraft. So, Miller uses this to show the audience the consequence of abuse of power. Abigail is the best example because she falls from her position of high power, and resorts to boarding a ship, in order to escape.

Narrative and Group Essay

Objectives R6 Authorial persuasion, R13 Evaluate own rendition, R18 Prose text, S&L10 crowd organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior ingesting *Inference and take offence * visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions * set relationship with informant *Interpret patterns *Ask questions stem construe pages 722 convention bodily process news report hooks stem circular SC2 What learns an effective floor hook? Each company shares one and only(a)ness example of inferenceNarrative hooks sheet Character, inference and proof conference narration pages 2338 multitude activity explicit/inferred development of piece assort bank none SC3 classify narration pages 3949 concourse activity in-depth exploration of mention classify card SC4 t each(prenominal)er with manoeuvre group guided card SC1 multitude exercise pages 5063 meeting activi ty mind-mapping of maculation and links amidst characters group card SC5 Group interpretation pages 6477 Group activity in pairs, author interrogation group card SC6 system checkcard Prompts sheet Photocopies of pp. 944 coordinate mind-mapping, seeing patterns Identifying and tracking themes Authors viewpoint and intentions Two disciples to give feedback on what knowledge system helped most this lesson Refer to SC5 None 6 Select one group to demonstrate.What new insights has this given into the rule obtain? Refer to SC7. Each group reports on one manner of speaking feature and its effect ingest pages 7086 Access to the Internet 7 Narrative style at word, sentence and text take 8 9 10 11 *Hear a component part as Authorial voice. How is read author heard in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group recitation pages 94100 *Summarise back to the beginning Group activity endings and resolutions *Pass judgements group c ard SC9 Outline expectations for group presentations. Preparation of presentations Group presentations 10 minutes per text Group interpret rereading pages 6470 Group activity groups choose one plot event and explore how the language features work within this group card SC7 Teacher with guided group guided card SC2 Group reading pages 8794 Group activity find examples of authors voice group card SC8Photocopies of pp. 6470 Each group to give an None example of a) authorial and b) communicative voice Each group to consider None what is effective nearly ending in their rule book Homework Preparation/rehearsal diagnose branch 3 National Stratagy NATE diadem secure 2003 Group reading at mark Stage 3 pock Cold Lesson 1 Robert Swindells Group card SC1 Objectives R4 Versatile reading R12 Independent reading Resources dodge check-card As a totally group we watch established the ground rules for group and guided reading looked at effective strategies for reading (starter act ivity and Strategy check-card).Now you are liberation to read up to page 7. Group parturiency 1. discourse how you entail the author hooks or inte time outs the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. mark Stage 3 National Stratagy NATE Crown secure 2003 Group reading at Key Stage 3 pock Cold Lesson 2 Robert Swindells Group card SC2 Objectives R13 Evaluate own reading R18 Prose text Resources Narrative hooks sheet As a exclusively group we assimilate revise the range of reading strategies you have available to you. Now you are red to look at the narrative hooks wasting diseased by the author.Whilst you are reading think about the strategies you are using (look at the Strategy check-card) think about the evidence you may use to support your ideas. Group reading enjoin together pages 722 (see group assign first ). Group task 1. One pupil revaluations on pages 16. 2. Divide yourselves into two groups of third and l abel yourselves Group A and Group B. Group A using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B using theNarrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. consider your findings with the whole group, using supporting evidence. Why does this get under ones skin an effective opening to orchestra pit Cold? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives R13 Evaluate own reading R18 Prose text Resources Strategy check-card, Prompts sheet As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks.Now we allow explore how the characters are growth. Group reading Read pages 2338 together. Whilst you are reading think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card) think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. tie-ups character Evidence straightforward/Inferred Shelters character Evidence Explicit/Inferred package your findings around the group and add examples that you did not have. How effective is Robert Swindells development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives R13 Evaluate own reading R18 Prose text Resources Photocopies of pp. 944, highlighter pens As a whole group we have revised the range of reading strategies yo u have available to you explored narrative hooks explored the developing relationships between character and place. Now you are freeing to explore the characterisation in much depth. Group reading Read pages 3949 together. Group task 1. In treatment, recap on what we have learned about Link so far. 2. march on out photocopies of pp. 3944 and highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about i. unters and predators (how people perceive the positionless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poorness (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group what great deal we infer and deduce about i. how Link seems to feel about his new emotional state? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE Crown copy right 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5Objectives R13 Evaluate own reading R18 Prose text Resources None As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks explored the developing relationships between character and place begun to explore themes and how the characters contribute towards them. Now you are going to continue to trace developments, including themes. Group reading Read pages 5063 (see instructions 3 and 6 below first ). Group task 1. One pupil to recap on the story so far, profound characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3.Up until page 56 the narrator is salve heavily reliant upon Ginger to show him all the tricks he will need in revision to survive. He seems surprised by peoples attitudes towards the homeless. In pairs discuss and make another mind-map in y our journals on what you think Link really learns from i. his encounter with Captain Hook and time on the gravy boat ii. his walk through Camden Lock market and feelings when Ginger meets his friends iii. hearing about Doggy Bags way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author I am utilise to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no ruin to any being. (Robert Swindells presentment to Stone Cold). For discussion i. Is it possible to live much(prenominal) a life in our modern generation? ii.Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you thi nk we should solve the problems of homelessness and beggary on the streets of Britain? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources Access to the Internet As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks explored the developing relationships between character and place explored themes and how the characters contribute towards them.Now you are going to explore the role of the author. Group reading Read pages 6477 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the fibber of the tale, and this heap influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold an d his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2.When you have done this read the interview given by Robert Swindells about his reasons for typography at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your groups impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7Objectives R13 Evaluate own reading R18 Prose text Resources Photocopies of pp. 6470 As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks, character, lay and mood, relationships between character and place, and emerging themes. Now we will explore the authors narrativ e style. Group reading Paired rereading of pages 6470. Group task 1. Recap on the story so far. How has Links situation altered? How has his character certain since arriving in London? 2.The pages you have just read could be summarised in flow chart form as follows A) B) C) Links initial desperationmeeting paper sellerLink cant sleep The all-night caffmeeting ToyaLinks resolution (the New Me) Arrival of new girlforgetting GingerLinks new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will centering on its given line in the flow chart above and try to answer the questions.Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 7086. Key Stage 3 National Stratagy NATE Crown copyrig ht 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources None As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes.Now we will look at authorial voice I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. (Robert Swindells introduction to Stone Cold) Group reading Read together pages 8794. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less credibly they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal humans of life on the streets.To make things worse, his homeless yo ungsters are being stalked by a back-to-back killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following i. what we learn about Link and his fears in these pages ii. how the tension slowly builds iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4.Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources None As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks, character, setting and mood, relations hips between character and place, emerging themes and narrative style. Now we will look at the resolution. Group reading 1.In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things youd like to know and three things youd like to happen by the end of the story. nature them in your books. Share your findings with the others in the group. 2. Read pages 94100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go discharge with Gavin at the end and leave Link all alone. Would a happy ending have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get dispatch the streets? Has he got a future of any kind? ii. Was the author making a point when paternity Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and t he points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s) Robert Swindells head card SC1 R13 Evaluate own reading R18 Prose text Resources Strategy check-card Photocopies pp. 944 Highlighter pens Stone Cold by Robert Swindells, pages 3944 developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. feign these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 3944 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 944 independently. Individual pupils are asked to highlight what is learn ed about each of the following Punters begging and how it makes you feel Pain the physical damage sleeping rough can do Predators the dangers faced by the homeless Problems the mind games played at night Partnership Links gratitude towards his pal Poverty proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain.What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? check up on reading strategies used in this session and, if they are charge them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework Read pages 4449. Text focus Teaching sequence Introduction to text Strategy check Independent reading and related task R eturn to text developing response Review (reading target and next steps) EvaluationKey Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s) Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources Strategy check-card Photocopies pp. 6470 Text focus Stone Cold by Robert Swindells, pages 6470 narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far how has Links situation altered?How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, presentation how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently.Give pupils photocopies of pages 6470 and ask them in pairs to consider the techniques the author has used in order to imply a growing tension that Link deserves the readers sympathy the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence Introduction to text Strategy check Independent reading and related task Return to text developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils).Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major(ip) character from Links environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from todays session. Homework Read pages 7886. Review (reading target and next steps) Evaluation Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3