Another Eternity by Purity Ring free essay sample

Purity Ring, an electronic pop duo formed in 2010, has reemerged onto the electronic pop music scene with their second album, Another Eternity. Back in 2012, Purity Ring’s album Shrines attracted a loyal audience with specific tastes for the intricately textured, eerie, ethereal melodies, produced by Corin Roddick’s instrumentals, and the gentle pitch shifting vocals performed by Megan James. The album’s most popular singles, such as â€Å"Ungirthed†, combine abstract lyrics (â€Å"The dust of my knuckles familiar/ to culminated piles/ to culminated piles of bones/ that shift when the earth quakes and trembles, trembles†) and airy yet impactful electro-pop instrumentals that are nearly indistinguishable throughout the album. Another Eternity introduces a similar, yet entirely renewed style for Purity Ring. The album still utilizes some of the same musical and lyrical styles of Shrines, with a more mainstream pop feel. This has both hindered and helped the duo’s success; while many devoted fans have expressed dismay at these alterations, many new fans have been attracted to this far less esoteric album. We will write a custom essay sample on Another Eternity by Purity Ring or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another Eternity tells a more clear set of stories than Shrines and is therefore more memorable and catchy. The lyrics are poetic, yet simple and straightforward (this is especially apparent in the chorus of â€Å"Bodyache†: â€Å"I, I, I lied, now I’m wide awake/I, I, I cried till my body ache†). The trap beats and electro-pop lightness are less heavy-handed than in Shrines, yet they maintain a similar futuristic, distant mood. James’s vocals are sweet as she sings of twisted, strange ideas (â€Å"I could hear your back cracking/Over the sky so you could wear it/Thunder whispered low so/You could bear it in†). This juxtaposition is further expressed with wispy, enlightening instrumentals that give one the sensation of floating on clouds, surrounded by twinkling stars. All in all, both albums are brilliant and subtly unique. They contradict, yet complement each other and are both worth exploring for new listeners. The underrated talent and creativity of Corin Roddick and Megan James definitely deserves a larger audience. To get a taste of their style, check out their full set at this year’s Coachella or their music videos on YouTube!

Rich Dad Poor Dad by Robert Kiyosaki

Rich Dad Poor Dad by Robert Kiyosaki Free Online Research Papers Abstract Financial Literacy is something that isn’t commonly taught to people and Kiyosaki believes is it the single most important thing for young people to learn. The biggest difference between the rich and the poor is that the rich let money work for them and the poor work for money. In my paper I will explain how important it is for you to become financially literate and let money work for you. You have to get out of the Rat Race and join the few that are actually financially successful. You say how is it possible to allow money to work for you? Well I will show you how the rich and poor balance their assets and liabilities against their income, the history of taxes and corporations, how the rich actually invent money, how to manage cash flow, systems and people, and why it important to work to learn not just for money. Are you really preparing your children for the real world? Many parents tell their children to study hard, make good grades and you will find a high paying job and make lots of money. Truth is that no amount of school can really be helpful without financial literacy with it. There is a definite difference between what the rich teach their children verse the poor. In my paper I will explain the differences and why it’s so important. First you have to discover a way to live on the â€Å"Right Side of the Street†. You have to ultimately make the decision of whether or not you want to be rich or poor. Then realize that different lifestyles create bad habits and barriers. Also, you have to discover and learn about the laws that govern making money. When you have figured out these contrasting ideas you are well on your way to being on the â€Å"Right Side of the Street†. The â€Å"Right Side of the Street†, isn’t necessarily being either rich or poor, it’s learning the literacy of finances and letting money work for you rather than you work for money. One difference between the rich and poor is that the poor and middle class work for money whereas the rich do not. They are passionate, driven and energetic about making money work for them almost downright greedy. The biggest challenge the poor and middle class have is fear, fear keeps them from letting money do the work, because they have bills to pay and you have to work to pay bills right? Wrong! Rich dad teaches that money always works for you. He makes you work for no money to teach you that. Always pay yourself first and see what opportunities others miss out on. Poor dad teaches you to work for money and to pay everyone else first (taxes). The middle class should have found some happy medium, but all they teach is when your income or assets go up then so should your liabilities, this is even worse. It creates a higher more dangerous amount of debt. I bet your wondering how to let money work for you when all you know is how to work for money. Well its simple really, learn how money works. The school system doesn’t teach how money works, and most â€Å"educated† people don’t know how it works either. You have to start with the basics of money management and the differences between assets, liability and income. Then you have to sacrifice it all, not let fear hold you back and go for it. Sometimes you may fail, but we learn mostly by mistakes and can only grow from them. An Asset is what puts the money in your pocket. There are three types of assets paper, real-estate and businesses. Along with that are three types of income Portfolio income, passive income and earned income. Portfolio income is derived from paper assets like stocks, bonds, mutual funds and insurance and is the easiest to manage. Passive income is derived from real-estate or royalties from patents. Earned income is derived from paychecks and is the most highly taxed type. With everyone there is a cash-flow pattern and this determines whether or not you are on the â€Å"Right Side of the Street†. The poor spend every penny and have no assets only liabilities. The Middle class had an increase in income and so does their spending creating more liabilities. The Rich let their assets pay for themselves; they have control over their expenses and usually have little or no personal liabilities. Be about the business of building assets and having no liabilities. Your business should revolve entirely around your asset column and not your income column. Many owners of a business own more than one business, because they use their assets to buy other assets not just use them on personal liabilities. Key goals to remember is to be a good leader have a mission and work as a team. In a business you must be savvy about the product you’re selling and endorse it well. Communication is also one of the biggest contributing factors in running a reputable business. Also, always follow the legal rules of the business and never cut corners. Your business will grow and in turn buy you many more assets. Taxes are a tricky thing; we are taxed when we work for money and when we buy things. They were originally designed to generate government income from the rich. Like I said earlier, the rich are greedy and financially smart and they found ways to make loopholes in the tax laws and in turn the government began taxing everyone. One thing about the rich is that they will always find a way to pay them first and everyone else second. The power of a corporation is a great thing; it protects your assets from the government. When people own corporations, they earn, spend and then pay taxes. People who work for corporations earn, pay taxes and then spend. See the difference. You have to learn to invent money because working for it will never get you anywhere. You have to have financial literacy, investment strategies and learn how to work the market of supply and demand. Find out what people want/need and get it to them. Make assets for yourself. Don’t let fear be your guide in the Rat Race forever. Learn how to accept and deal with change. You have to know the financial skills for success; the management of people, the management of systems, and the management of cash-flow. With these tools you will be able to succeed and become better at building your assets to sustain you rather than your liabilities you have to maintain. In conclusion the rich don’t work for money. You have to become financially literate like I have said a thousand times and figure out the way money works and let it work for you. Mind your own business and build it with ethics and honesty, let it buy you more assets. You must study the tax laws and let the tax laws of corporations be your shelter. Invent money, work to learn not work for money. Research Papers on "Rich Dad Poor Dad" by Robert Kiyosaki19 Century Society: A Deeply Divided EraThe Effects of Illegal ImmigrationResearch Process Part OneHip-Hop is ArtPETSTEL analysis of IndiaTwilight of the UAWIncorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever ProductStandardized TestingWhere Wild and West Meet

Global marketing Essay Example | Topics and Well Written Essays - 1500 words

Global marketing - Essay Example This marketing essay, therefore, aims to provide more insight on some of the key elements of global marketing such as the development of the global trade, as well as the growth of the world economy. Moreover, the essay critically assesses the interrelationship that exists between the aforementioned aspects of the global market. According to (Westerfield 2004, pg. 19) global marketing is wider than earlier presumed as it involves the processes of planning, producing, placing and promoting goods and services across international markets. Market globalization has majorly been proliferated by the advancement in information technology as well as the inroads made by the transport industry. In as much as organizations that deal with universal demands such as food and automobiles are some of the most notable institutions that have over time embraced market globalization, the current level of global competition often prompts countless establishments to venture into international markets. This is majorly because organizations that function domestically often face competition from other industry players who have opted to go international. Westerfield further asserts that it is imperative for the administrations of various organizations to be conclusive in carrying market analysis before beginning operations in fresh markets. This is majorly because some of the business approaches that are successful in an economy may not bring forth similar returns in a different market. Apart from making our daily activities more efficient, the advancements in both information technology and transport have opened various global economies to international trade. (Nanda 2011, pg. 108) reaffirms that the establishment of a free and liberal economy is by all standards the first step towards ensuring growth. In as much as the previous generations did not fully embrace it, the practice of international trade has been documented in various histories as demonstrated by the Trans-Atlantic trade

Forest Industry Case Study Example | Topics and Well Written Essays - 2500 words

Forest Industry - Case Study Example Ontario is referred to as the 'crown' of forests as ninety percent of the forested lands in Canada fall under the province of Ontario. There are a plenty of questions that come to the mind when trying to understand the dynamics of the forest industry and the roles played by different people who are actually part of the system. Ontario's forest industry has been in the news in recent months as government and industry struggle to address economic challenges and redefine the future of the industry.' The rising Canadian dollar, the softwood lumber dispute, energy prices, outside competition, overcapacity and wood supply issues have all been cited as contributing factors effecting Ontario's struggling forest industry. In response, the Ontario government is considering a package tomorrow to support this vital industry.' Noticeably absent from the debate is a recognition of environmental performance as a key indicator of long-term success and sustainability.'' The ministry of natural resources says that it is doing everything under its jurisdiction to see to it that there is no further damage of the forests but the critics reject this. As a global citizen and a person who has been following up with this issue closely, I can definitely say that the Government has not being doing enough to protect the forests in the area and has been consistently bowing to the pressure by various industries indulging in the logging process in the area. What kinds of changes are needed in the present formulation of laws and policies to ensure sustainability of the forests' These are some of the questions I've attempted to answer through this dissertation. Economic Sustainability Ontario's forest industry has been steadily consolidating over the past 15 yrs. In the year 1991, 24 companies were responsible for processing 90 percent of the wood that was harvested. In the year 2004, 8 companies were found to process the same amount of wood that was being processed by the 24 companies in the year 2004. On the wood supply front, the government was aware of the situation that a 20 year old low in the dip of the supply of the wood was looming largely over Ontario. Even after this, the government involving itself in logging contracts with various companies draws a suspicion over its attitude. Senior industrialists clearly point out that the harvest levels in the forest have been coming down drastically but the government reviews have shown that the harvest rates are above sustainable levels. What does this infer' It can be easily said that with continuing job loss, lower productivity and harvest levels in terms of quality and quantity and decreasing competitiveness in global markets and loss of key ecological issues, Ontario forest industry is not at all economically sustainable as pointed out by the Government. Ecological sustainability For many years, its been widely understood that the continous logging of the forests has clearly resulted in the reduction of bio-diversity, forest composition and degradation of habitat. The rate of logging has clearly increased and experts put the estimates at 6.6 hectares of land per year, which is clearly alarming. In the year 2002, the practice of clear cutting by the industries in that the Environment Commisioner who termed it as "experiment on a massive scale" and observed that it was well

Developing Scientific Thinking in Education

Developing Scientific Thinking in Education Developing Scientific Thinking Abstract The essay title was chosen since developing scientific thinking is a key area of teaching in the primary classroom. The skills which are to be developed through scientific thinking are transferrable to many other areas of the curriculum, and many of the skills are central to real life experiences. The essay will discuss why the skills taught in SC1 are of importance. The aspects of SC1 which were taught were forming of hypothesis and relating conclusions to the hypothesis, selection of appropriate equipment, methods and measurements, fair testing and also analysing ways in which the investigation could be improved. The outcomes of these lessons were positive, with the children showing their ability to interact and produce their own questions which could be investigated. They selected appropriate equipment and methods with teacher guidance, and were able to formulate a hypothesis to test. The children were able to contribute ideas as to how to make the test fair, and were able to comm unicate their results in a scientific way, through graphs. The children were also able to recognise factors which affected the outcome of their experiment and suggest further improvements which could be made. In conclusion, the lesson showed that the methods used were a viable way of teaching SC1. It did however highlight several issues which would need to be accounted for in the future, such as group size; a larger group would require greater organisation, and would possibly require a different emphasis during the lessons to account for different knowledge levels and learning styles. Introduction The main justification for the inclusion of investigations within the national curriculum is to develop the set of skills and processes within the children, with conceptual understanding of science being the secondary outcome to be achieved (Watson et al., 2000). The overall aim is for pupils to be developed into critical thinkers, through the development of various investigative skills. All pupils begin school with some limited skills already developed, but these are built upon throughout Key Stage 1 and 2 so that by the beginning of Key Stage 3 (DfES, 2007) all pupils ideally possess a diverse set of skills which will prepare them for the various subjects to be studied at this level, and will also assist them in many real life experiences, particularly as they reach a stage in their life at which they must be able to use skills to form their own opinions and decisions for the first time in their lives. The science curriculum is broken down into four components, and while the last t hree sections, SC2, 3 and 4, are heavily based on knowledge, SC1 is the component which deals with the development of scientific skills, and is central to each of the other components also. Scientific Enquiry in the National Curriculum Organisation of SC1: Enquiry The SC1 portion of the science curriculum is mostly concerned with teaching pupils the mental processes and practical skills which are needed to think and work in a scientific way (Newton and Newton, 1998): Ideas and evidence Planning Carrying out Interpreting and evaluating Recording and presenting data Some of these skills are already possessed at a basic level when a child begins Key Stage 1, and will be developed throughout Key Stage 1 and 2 (DfES, 2007). Other areas of science curriculum There are three other areas of the science curriculum which are taught in parallel to SC1. SC2 is concerned with life processes and living things. This area of the curriculum teaches the pupil to be able to recognise, observe and describe a range of features of the human body, animals and plants. This area is also concerned with life processes, which pupils learn to recognise, describe and explain. SC3 is the area of the curriculum in which materials and their properties are studied. In this component children are taught to be able to classify materials through various properties. SC4 is the area of the curriculum which is concerned with physical processes, such as electricity and forces, in which children should be able to form comparisons, and learn to offer explanations as to why certain phenomena occur (National Curriculum in Action, n.d.). It can be seen from the content of SC2-4 that the ideas and knowledge which is developed in SC1 is fundamental to the remaining three components of the curriculum. The ideas which SC1 teaches are required in order for the development of the other areas to occur. For example, in SC1 the ability to interpret and evaluate is developed, and this is a transferable skill which can be used in each of the other three strands. The ability to evaluate and interpret data is essential for pupils to be able to spot patterns between the life processes of living things and to use these to make evidence based predictions about the way that life processes work in other creatures which have not been specifically studied. This is only an example of one of the many ways in which there is an interdependent relationship between the four strands of primary science education; there are many other ways in which the development of skills in SC1 impacts on the ability of the pupil to develop in other areas of the curriculum. Importance of SC1 SC1 is concerned with three main areas, which are experimentation, exploration and investigation (Newton and Newton, 1998, p. 77). These ideas are all closely related, and when used together form an effective method for introducing new ideas or concepts, or developing the level of understanding in current knowledge. It has been found in previous studies that while numerous activities are offered in the classroom in which children are able to develop skills involving observations, planning and measurement, there are less opportunities available in which children get the chance to put forward ideas, hypothesise and interpret an investigation (Newton and Newton, 1998, p. 77). Goldsworthy (n.d.) also showed that there is a distinct unbalance in the skills which teachers at Key Stage 2 concentrate on in the classroom; it was shown that half of the teaching sampled concentrated on the ‘fair test’. While this is important, there are other skills which are more easily transferred to other areas that appear to be neglected in the classroom at the present time. For example pattern seeking and exploring were found to be dealt with rarely, and using and applying models not at all. This research assumes that the reason for this is due to previous teacher training, as some years ago the emphasis was very much on the fair test; however there have been many teachers come through training in recent years that would have had more up to date training, which should see this in remission, which has not happened. This suggests that there must be other factors which are affecting the areas which are taught in the classroom. For example it could be that the concepts which are most explored in the primary classroom are more abundant in other areas of the curriculum, or it could simply be that the teachers are more comfortable with certain aspects of the curriculum, so these are the areas which are concentrated on in lessons. It could also be that a lack of knowledge on behalf of some teachers leads to confusion between the fundamental concepts involved, such as thinking that experimentation and investigation is the same thing, which could lead to there being vital areas of development which are ignored. It could also be due to time pressures, since processes leading to investigations are often lengthy (Garson, 1988, p. 62). During science activities, discussion plays a critical role, since it is through discussion between pupil and teacher that questions are raised which can be investigated and explored; discussion also leads to effective development of communication techniques. Experience is also needed for the pupils to draw upon in order to identify questions (Newton and Newton, 1998, p. 79), therefore providing varied practical activities for pupils is also essential to development in science (Newton and Newton, 1998, p. 78). Independent investigations are centred on the pupil being in control of the investigation, by setting their own questions in response to given information, and deciding the best approach to tackle the questions raised (Newton and Newton, 1998, p. 79). This skill is useful in may areas of the curriculum, since it instils the skills necessary for the pupil to conduct their own research into any area which they study, for example if the child were set a literacy task in which they had to find examples of a specific type of poem, they would use the same set of investigative skills as in science; they would assess the knowledge that they already have, identify the question to be answered, and then choose the most appropriate option to tackle the task at hand. These skills are invaluable in life, particularly in adulthood, since it is by these same investigation methods which we make many decisions, such as the decision as to which electricity supplier is the cheapest, or where you would b e able to buy a new tyre for your car. The skills which SC1 aims to develop are fundamental skills, exploration skills, direct experiment skills, and independent investigation skills. Fundamental skills which may be developed through science are the manipulation of materials, measuring skills and recording skills. These skills are fundamental not only to creating a sound scientific method of investigation and reporting for the pupils, but also to other areas of the curriculum. For instance the manipulation and measurement of materials is a skill which is particularly useful in technology lessons, such as cooking and craft; recording skills are important in any area in which information needs to be communicated effectively from the pupil to another person. It can also be seen that these skills are fundamental in life itself; measurement is a transferable skill which enables you to effectively plan and measure the time which you spend doing various tasks in life; recording skills allow a person to communicate information to anyone, not only their teacher; manipulation of materials can be an everyday occurrence, such as knowing how to make a cake. When children begin school they can already use their five senses, and can therefore observe and communicate the things which occur around them. However this is usually on a very shallow level, and exploration skills need to be developed in order to enhance these observations, and enable the child to form explanations. These skills can be put to use in many areas of the school curriculum, for example in history, where rather than simply observe events that have happened in the past, exploration skills enable the pupil to delve further into the reasons behind the occurrences. This skill is particularly useful as a life skill, since without the ability to relate reason to an occurrence, it is not possible to alter events which might occur. For example it may be observed that it is slippery when out walking in the snow, which any child would be able to recognise. However with the ability to explore why this may be, and form an explanation as to the reason, it is then possible to explore ways in which the problem may be overcome. How SC1 was used in teaching Central to my approach on teaching of science enquiry is Vygotsky’s idea of ‘zone of proximal development’ that learning should be child-centred and based on activities that encourage the development of reflection through which they gain abstract understanding. Active learning rather than passive learning, collaborative learning rather than individualised learning and the integration of contextual process skills. I have observed lessons where it seemed that the learning objectives that the teacher had for the lesson were concerned with its factual content rather than with a concern to support children’s learning by involving them in the course of learning. As discussed in the beginning of this essay, while this may lead to the acquisition of knowledge through passive learning, it is unlikely that the children are able to develop the key skills outlined in SC1 through these methods. When planning my science work with the children I considered the scientific enquiry skills to be explored in terms of those that I felt were important to develop and relevant to the topic. My learning outcomes included the following: Finding questions that could be investigated scientifically and Choosing how to achieve answers Able to explain a fair test based on predictions I felt that these learning outcomes would lead to the development of analytical skills, since they centred on the pupils exploring their own ideas, and while they were based somewhat on the fair test, this was not the sole purpose of the lesson, simply a method by which children could be shown analytical skills. I began the lesson by talking to the group about the aspect of scientific enquires and on what scientific skills they will be focusing during the lesson (see appendix 1). We talked about the steps they can make when carrying out a scientific investigation. I asked two children to stand together and the rest of the group in pairs to brainstorm any differences in the children that they observed, a process that required a dialogic discussion. After a couple of minutes I bought the group together, listened to their observations and recorded them on the interactive white board. A short extract below illustrate some of the discussion: Andrew: Simon is taller than Leo. Lianne: I bet Simon can run faster than Leo. CT: Why do you think that? What are you basing your statement on? (Pause, no response) Can you explain why you think that? Lianne: Because he has longer legs means he can cover more ground CT: Does anyone else agree with Lianne’s ideas? Andrew: No, I think it depends on how much energy you have. CT: How could we find out whose idea (hypotheses) is true? Andreas: Simon also has longer arms than Leo. Andreas: I think he can throw a ball higher, because he has got a stronger arm. CT: Why do you think someone with longer arms should have stronger arms than someone with shorter arms? Andreas: Well, because he has more muscles. CT: What could we do to find this out? Through further questioning they were able to turn their ideas into questions that could be investigated (Carrà © and Ovens, 1994, p. 6). Here are a few of their suggestions. â€Å"Whether people with longer arms can throw balls higher?† â€Å"Whether people with longer legs can jump higher?† â€Å"Whether people with longer legs can run faster?† On the interactive white board I wrote two questions, â€Å"What will I need to test my question?† and â€Å"Can we investigate with the resources available?† The pupils had a discussion as to what equipment they would use first. One question was modified to whether people with longer arms threw the furthest, since health and safety issues had to be accounted for. Prior to this lesson, the children had taken part in a PE lesson where they were introduced to foam javelin, and they decided they wanted to use these javelins instead of tennis balls to test their predictions. I wrapped up the discussion by reviewing the question with the group to check that it was well defined and focused, telling them they should think mainly about their predictions and where it fits into the cycle of their investigation and what other skills were connected to the process. The group worked collaboratively and divided the responsibilities among themselves. â€Å"Science is thus a sociable activity by nature of the inherent need to communicate between scientist†¦From all background, cultures, countries and language to communicate† (Feasy, 1999) In a subsequent lesson, the children followed their plan and recorded their results on a chart showing person in one column and length of throw in the second column. The group used their results chart to draw a graph to look for a pattern and discovered that their original hypothesis had not been correct. They drew their conclusion that the people with the longer arm did not necessarily throw the furthest. During the plenary I talked to the group about their investigation and asked them whether they were pleased with their results and the way they had collaborated. The children decided that the hardest part of the investigation was the controlling the variable; they recognized that in this instance there were environmental factors such s the wind which affected their experiment; they thought they should have tested the wind direction and speed to ensure it was accurate. They also thought that it was largely due to the technique employed to throw the javelin and how they were feeling on the day to how far you threw the javelin. From their data they agreed that although there was a pattern of those with the longest arms throwing the furthest this was not a concrete fact: â€Å"Miss, Simon threw further than you and you have longer arms than him†. The children were asked to suggest improvements which could have been made to the investigation to make it better, and they suggested on e improvement could be to perform their investigation indoors. I felt the interaction that went on whilst carrying out scientific investigations was beneficial to the children’s learning and enabled them to find out what they do and do not know. (See appendix 2) â€Å"Within†¦discussion students can be encouraged towards critical reflection, examining practice by articulating it†¦Ã¢â‚¬  (Loveless and Dore, 2002, p. 148). The children reported orally rather than writing a formal report about their investigation which gave them ownership of their work and it also gave me a chance to carry out some post assessment on their scientific knowledge. Socio-cultural theorist Vygotsky (1978) emphasised the importance of language use and social interaction within communities for the development of educated ways, of making sense of the world, such as those associated with science. Evaluation of lesson In the instance discussed here the children involved were part of a high achieving group; if the same work were to be undertaken with a whole class diverse backgrounds and learning styles would need to be accounted for, which means that there would need to have been greater organization, and possibly longer allowed for the lessons to account for a longer learning process to take place. Motives for learning must be kept from going passive they must be based as much as possible upon the arousal of interest in what there is to be learned, and they must be kept broad and diverse in expression. (Bruner, P. 80) I have taught quite a few hands-on activities in both my placements schools and I find the children are interested and motivated in doing these activities. I feel they enjoyed the open-endedness of their task and the idea that they can do investigations themselves. This was reflected in the reaction of the children to the lesson discussed above: â€Å"The more you work on our investigation, the more you find out. It made me realize how I have to sometimes change my opinion†. I feel the children did have an understanding of how to find questions which could be investigated, and also had knowledge of how to develop a hypotheses and present a fair test. Duggan and Gott (2002) indicate that those who can apply their learning in a novel situation are likely to be more creative. â€Å"Creativity in science needs to be fostered with more emphasis placed on developing understanding†. I also felt that in the lesson there were added benefits to the hands on approach in behaviour management, since none of the children presented problems with behaviour during the sessions. This is possibly because they were all actively involved in the process, which allowed no time for lack of interest by ant child. Implications for future teaching of science enquiry The results of the session were very positive overall. The way in which the children reacted showed that they already had some previous knowledge of the skills which were approached, and this must be taken account of in future lesson planning. For instance if teaching a group which has less previous knowledge more time would need to be devoted to discussing the issues such as the fair test idea in the first session. Children may also need more time to develop their own ideas if this is something they have little previous experience of doing in the science situation. Another issue which must also be accounted for in the future is the size of the group which is being taught. For instance in this example the small group size not only meant that the children were all of the same ability, but also enabled interaction between the entire group easily. If there were a whole class involved in the activity, certain aspects, such as the brainstorming may be less successful, since it would be mu ch harder to engage every member of a large group. This suggests that activities such as this would be better performed in small groups; for instance if the class were to be broken into smaller groups, each could be given ownership of a particular area to discuss. Conclusion The way in which the science curriculum is divided into four components does not mean that each of these components should be taught in isolation. The first of these components is arguably the most important, since it is the one which is based on the idea of teaching skills rather than knowledge, and this unit is fundamental to teaching each of the other three. The fact that Science Enquiry is aimed at developing investigative and exploration skills suggests that practical sessions are fundamental to the lessons. From my own experience I have found that children react very well to practical sessions, and show capability of developing their skills through interaction. The success of these sessions also suggests that the format would be very useful in other areas of the curriculum, such as topic work, where they could be used to demonstrate to pupils that the skills which they are learning are applicable to many other areas outside of science. It also encourages greater development of skills that will be essential to pupils in many real life experiences. References Carrà ©, C. and Ovens, C. (1994) Science 7-11: Developing Primary Teaching Skills. New York: Routledge. DfES (2007) Science at Key Stages 1 and 2. [Online] Available from: http://www.standards.dfes.gov.uk:80/schemes2/science/teaching?view=get. [Accessed 2nd May 2007]. Duggan, S. and Gott, R. (2002) What sort of science education do we really need?, International Journal of Science Education, 24 (7), pp. 661-679. Feasy (1999) Primary Science Literature, Hatfield: ASE Garson, Y (1988) Science in the Primary School, London: Routledge. Goldsworthy, A. (n.d.) Acquiring Scientific Skills. THIS IS IN THE NOTES, I DO NOT KNOW WHAT BOOK. Loveless, A. and Dore, B. (2002) ICT in the Primary School, Buckingham: Open University Press. National Curriculum in Action (n.d.) QCA [Online]. Available from: http://www.ncaction.org.uk/subjects/science/index.htm. [Accessed 3rd May 2007]. Newton, D.P and Newton, L.D. (1998) Coordinating Science Across the Primary School. London: Falmer Press. Watson, R., Goldsworthy, A. and Wood-Robinson, V. (2000) SC1: Beyond the Fair Test, in Issues in Science Teaching, London: Routledge Falmer, pp. 70-74.

Arhurian Romances Essay -- essays research papers

Chretein de Troyes, Arthurian Romances   Ã‚  Ã‚  Ã‚  Ã‚  From the Classical age through the medieval age, women were greatly disrespected. They did not have any say in anything and were not appreciated. In Classical texts such as The Odyssey, the women were treated as if they were animals. They did not have the respect of others and some were thought of as whores. In the stories of Erec and Enide, Lancelot, and Perceval, we see a dramatic change in this, due to the system of government that Arthur entails giving them the freedom and rights they deserved. The new man to woman relationship brought about in these stories is very different then the past stories we have read from the classical age. This system gave great honor and respect to women, which became part of the chivalric code that was followed by the knights and royalty of that time.  Ã‚  Ã‚  Ã‚  Ã‚  The courtly relationship between man and woman is the theme created throughout the stories in the Arthurian Romances. The ideas of courtly love and chivalry are su mmarized in these stories. We see many instances where knights go out of their way to please their woman. Once a knight chooses his woman, she thought of as his chattel, or property. He can do what he pleases with her and she must listen to him or possibly be killed. He respects and loves her as long as she is loyal and faithful to him. If someone were to interfere in his or her relationship, they would fight ‘til death or until someone begs for mercy. The knights fought for the most beautiful and did what they pleased with them. They fought for them if necessary to keep respect for themselves and for their maiden. This is what the chivalric ideology was based on and so the knights followed and respected it.  Ã‚  Ã‚  Ã‚  Ã‚  In the story of Erec and Enide we see how some women affect the lifestyle and choices that the knights make due to their love. The woman was the prize possession to every man. They were won in various games that were played by the knights. Different cere monies were held to award to the winner the most beautiful woman in the land. We can see here that women were so important that a knight had to prove he was the best at what he did to gain her hand. These types of games were normal in this time since the woman was respected so much more. Competition was also based on who was th... ...confess all his sins and feels guilty about all he has done. He meets up with the lady he raped and her knight on a quest. He confesses all he has done to her along with his other sins and this infuriates the knight. They battle and Perceval defeats him and sends him to his maiden. All he defeats he send to his maiden as a gift to show her that he still loves her. Through his atonement and courtly love, Perceval returns back to normal and remains King Arthur’s faithful knight. In conclusion I feel that the medieval period allowed the women to gain a powerful status in society. They gained honorable reputations and were respected by everyone. The chivalric attitudes that the knights obtained allowed for an uprising of the public status between the sexes. Their attitudes toward each other had a tremendous change from the classical era to the Medieval one. We can still see the medieval attitude today towards some women. Some men go out of their way to help the lady. Men open doors for ladies and keep them warm. Instead of them being called knights, they are called gentlemen. This can be an indication of the existence of medieval knights and the chivalric code they followed.

“Life of Pi” vs “The Odyssey” Comparative Essay Essay

Life standed on the sea is very grueling and risky. Only a few are able to face the challenging tasks of such a situation using their wits and persistence. In the book Life Of Pi and the film The Odyssey, the journeys of the main characters are surprisingly parallel, considering the works were written over 20 centuries apart. Both of their journeys contain stages similar to the archetypal hero journey, including the Separation/Departure, Initiation and The Return. Although both Pi and Odysseus face extraordinary challenges, Pi’s character is more intriguing because through his first person narrative, the reader is drawn to his sensitive nature, his vulnerability and his unique personality while Odysseus is interesting because of the hero stereotype re represents. In the Separation/Departure stage, both men are reluctant at first to start their journeys, but due to forces beyond their control, they depart for phenomenal adventures at sea. For instance, when Pi’s family reveals that they are moving to Canada, Pi is reluctant and does not want to leave. Pi shows his hesitation when he says â€Å"Why enter this jungle of foreignness where everything is new, strange, and difficult?† (Martel, 86). He was â€Å"thunderstruck† (Martel, 88) at the thought of moving by also saying â€Å"It was like Timbuktu, by definition a place permanently far away† (Martel, 88). Pi has created a familiar world of family, filled with religions, his mentors and peace, but is now crossing to an unknown territory far away. Likewise, Odysseus did not want to leave for the Trojan War as he would be leaving his family. He is called to the battle just after his son Telemachus was born, and he is hesitant. Odysseus loves his family, even though he is seen as a typical brawny warrior. This shows that he wants to stay behind to care for his son and wife but nonetheless carried out his duty because he is a brave soldier at heart. The resemblance between those two here is that they both enjoyed life at home, but had to embark on their journeys due to political turmoil – For Pi it was Ghandi’s takeover of India that caused his family to leave, and for Odysseus it is the declaration of the Trojan War. In the start of their journeys, Pi crosses the threshold when the Tsimtusm sinks, and this forces him to get on a raft to start his adventure  at sea. This can be seen when Pi describes the sinking of the boat which â€Å"†¦made a sound like a monstrous metallic burp† (Martel, 107). Pi also expresses his terror when he says, â€Å"Tell me it’s a bad dream. Tell me it’s not real. Tell me I’m still in my bunk on the Tsimtusm and I’m tossing and turning and soon I’ll wake up from this nightmare† (Martel, 107). This shows the crossing of the threshold for Pi as he is the only human survivor who enters this unfamiliar place. This crossing from his familiar life to a much more dangerous one creates a struggle for him to return to his ordinary world. Similarly, for Odysseus, he crosses the threshold a few times and it starts after the Trojan War when he ang ers Poseidon. This is seen when he boasts that he defeated the Trojans by himself, thus angering Poseidon who makes him suffer. His arrogance creates a much more difficult journey home because Poseidon repeatedly sends him off course preventing his return home for many years. Both character cross the threshold in different ways, It is forced upon Pi whereas Odysseus brought it on himself. This is considerably accurate since Pi is innocent and did nothing to incur his fate and the struggle that he had to endure. However Odysseus’s crossing of the threshold is because of his ego which he has to pay the price for boasting about himself winning the war. In short, both characters were reluctant to cross the threshold, but in Pi’s case his situation seems more devastating as he is still young and has to bear with the total loss of his family. Throughout their initiations, Pi and Odysseus must face many challenging trials on their road to survival and eventual reward. Pi’s main trials are the danger of the tiger and the overall risk of surviving from hunger, thirst and nature. With Richard Parker, Pi has to constantly find a way to train him, as he sometimes describes: â€Å"Let the trumpets blare. Let the drums roll. Let the show beginâ₠¬  (Martel, 182). This shows the importance of training to him. He will call himself â€Å"THE PI PATEL, INDO-CANADIAN, TRANS-PACIFIC, FLOATING  CIRCUUUUUSSSSSSSSSSSS!!!† (Martel, 183). Also in order to avoid starvation he must eat meat, as he recounts it for the first time by saying â€Å"It was a great discovery when I found that a fresh-tasting fluid could be sucked out not only from the eyes of larger fish but also from their vertebrae† (Martel, 235). He describes turtles as â€Å"†¦a bowl of hot soup – became my favourite dish† (Martel 235). These quotes show Pi’s effort to train the  tiger and using his wits to outsmart him along with the discovery of using aquatic creatures for meat / food sources. Back to Odysseus, After being cursed by Poseidon his journey back home consists of nothing but horrific trials such as the Cyclops and Lotus eaters. For example after Odysseus sets sail Poseidon creates a fog causing them to meet a troublesome foe, by trapping them in the Cyclops’s cave. However Odysseus gets the Cyclop drunk and stabs him in the eye, allowing them to escape. This portrays his cunning bravery which saves mo st of his men and himself. One similarity for both character’s road of trials is that they are all bigger than life. None of their challenges are ordinary or even realistic. However Pi’s challenges are constant throughout the novel and there is no real relief or change of pace for him. On the other hand Odysseus’s bizarre challenges are constantly changing and creates an episodic storyline. Also he stands with many of his crew and watches them die during some of those trials while Pi faces his challenges alone. Many months later, after Pi survive on the sea for 227 days he is rewarded a chance for recovery at an algae island before the final lap of his journey. When he sees the heavenly island at first, he expresses that when he â€Å"†¦take in green, after so much blue, was like music to my eyes† (Martel, 285). Also when he eats the green vegetation he comments â€Å"saliva forcefully oozed through†¦ â€Å"I tore at the algae around me† (Martel, 288). After surviving on the sea for so long, he is finally given fresh food and water, allowing him to stay alive until he reaches mainland. Odysseus also receives a break when he drifts along to Calypso’s island, after all the terrors he endures. There he is taken care of by a beaut iful woman named Calypso and she gives Odysseus the rest and treatment he needs. This shows that by overcoming all  the challenges thrown at him, he is rewarded a chance to take a break, even though Calypso intended to keep him there forever. The similarity here between the two is that both rewards offer some kind of recovery, allowing them to take a breather before arriving at their destination. Yet Pi’s reward is generally smaller / less satisfying compared to Odysseus because Odysseus still knows his family is back home while Pi still has to bear the loss of everything. All in all, while Pi had a sustained and prolonged struggle with the tiger and starvation, Odysseus’s road of trials is more  varied and exciting to watch. Both heros did, however, get a rest near the end. When a hero is close to being home, though grateful for being alive, their return usually contains one final task that he/she needs to complete. Pi crosses the return threshold when he is found on the shore of Mexico and while being helped by the local people, he tinges with the sadness of the loss of his tiger. He states that he is rescued when â€Å"†¦a member of my own species found me† (Martel, 316). Expressing his release from hell, he also says â€Å"I wept like a child† (Martel, 316). So although relieved to be cared for, he is still grieving the loss of his family and Richard Parker. For Odysseus’ crossing of the threshold it occurs when he arrives home by boat, happily, with Athena changing his appearance to help him. He is seen happy when reunited with his old friend (the goatkeeper) and his son Telemachus. However he finds out he has one more obstacle to face in order to achieve happiness. Though he is cheerful to be home, his happiness is a bit diminished when wondering if his wife had kept their promise. He becomes quite angry angry and fired up with what he sees back in the village, certainly not the peaceful reunion he had hoped for with his wife. There is not much similarity between their crossing of the return threshold except that they both return on land, but Pi is very ill and fatigued while Odysseus seem not. Nonetheless Odysseus still has his famil y, while Pi’s is certainly dead. Also Odysseus has another challenge to face at home while Pi has no physical challenge but must now rebuild his entire life from scratch. After being saved, Pi’s last small obstacle is in the hospital when interrogated by investigators from the sunken ship. As Pi  describes his story, they challenges his tale by saying â€Å"Mr. Patel, we don’t believe in your story† (Martel, 324). They also says â€Å"It doesn’t hold up† (Martel, 324). Finally Pi says, â€Å"I know what you want. You want a story that won’t surprise you† (Martel, 336). Because his adventure is so bizarre, these men did not really accept it. But since he had very vivid imagination, he makes up a completely new version of the journey to say to them and makes everyone satisfied. Back to Odysseus, when he arrives back at his homeland Ithika, he finds one more task which he directly confronts in disguise. When he reaches back to his village, there is many men causing chaos fighting to win over his wife. There is a contest to determine the future husband and he  joins to end the madness. Odysseus has to engage in yet another battle, first by completing the contest by stringing his bow and shoots an arrow with it into the twelve lined up rings perfectly. Then he transforms back into his normal self and kills all the suitors, ending the drama. Compareing both of their magic flight, it is a much tougher task for Odysseus as it is Physically more demanding. Pi’s last challenge is minor and it causes us to wonder the validity of his entire journey. However he is still quite physically and mentally drained. Therefore, while Odysseus showed his physical ability once again Pi is obviously suffering in a more profound way filled with grief and future uncertainty. These two characters both showed strong characteristics to complete their journeys, and while they shared similar stages there is more sympathy towards Pi due to his loss of innocence. By examining the Separation, Initiation, and Departures, they all include important stages for the hero to move on. The general process seems to be that the hero leaves his home to a new unfamiliar place, gains experience / skill, and returns home with boon or new knowledge. With these said, though Pi and Odysseus’ adventures shared similar plots, it is important to note that Pi is a single person surviving on the raft, with no other companions other than the Royal Bengal tiger. On the other hand Odysseus has his crew throughout some of his  journey. It can be argued that Pi had a tougher time at the sea, but to be fair Pi is only 16, whereas Odysseus is an adult stranded out wild for many years. His exploits were exciting and entertaining but his personality had no depth. Pi is much more vuln erable and he elicits our pity. Because he is so clever, poetic and even humorous at time, he is more appealing to us throughout the extraordinary challenges.