Trauma Development and Spirituality Essay Example

Trauma Development and Spirituality Essay Trauma, Development, and Spirituality 1-Explain how trauma can affect development, most specifically neural development. 2-Discuss how spiritual development can counter the effects of trauma. 3-What elements influence how much trauma will impact a child? 4-Give details on the prevalence of different types of trauma and if they differ among different cultures. (at least 600 words and at least 2 academic journals from the Liberty Online Database) Include a subheading per discussion question to keep the paper organized. Follow the â€Å"APA Cheat Sheet† in the course closely! We will write a custom essay sample on Trauma Development and Spirituality specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Trauma Development and Spirituality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Trauma Development and Spirituality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Organizational Behavior Terminology and Concepts

Organizational Behavior Terminology and Concepts Free Online Research Papers Organizational behavior is a complex relationship between individuals, groups, the organizational systems and structures. It is a study of how such relationships and systems impacts on the behavior of individuals within an organization. Managers in the organization try to understand the organizational behavior so as to understand how such could impact on the organizational performance. Organizational behavior is therefore narrow in nature since it attempts to use the knowledge of the individuals’ behavior within the organization with an objective of improving the organizational performance and effectiveness (Gareth Morgan, 1999). According to Gareth Morgan (1999), organizational behavior is the shared values and beliefs among individuals in an organization that affects on the way they interact, performs various organizational task and reacts to the organizational environment. It is the organizational behavior that offers the distinctive characteristic between organizations. According to Gareth Morgan (1999) organizational behavior is the study of the relationships and interactions between individuals groups and various systems in an organization and the utilization of such knowledge to improve the organizational performance for instance through employees’ satisfaction and motivation. Organizational Culture Organizational culture is fundamentally the character of the organization. It is the assumptions, values, customs, norms and the tangible symbolic characteristics of an organization and which greatly determines the behavior and actions of the organizational members. Organizational culture varies from one organization to another. Although it may not be documented, the organizational culture is characteristically displayed in all aspects of the organization (Denison, 2004). For instance; it is possible to know the culture of an organization by merely looking at the company logo. It dictates the way individuals goes about their day to day activities in the organizations i.e. the customs and patterns of operations within an organization are entrenched in the organization culture. The culture of one firm is distinct from that of another. For instance, the culture of a large profit making establishment is different to that of a hospital. Similarly, the culture of a hotel is distinct to that of a university. Just like one can identify the personality of an individual by looking at the physical and behavioral characteristics, the organizational culture can be recognized by looking at the arrangements of the physical amenities, the points of organizational pride, the dressing styles, organization of the meetings, time keeping of members, extra organizational events among others Diversity Organization diversity is the term used to refer to the wide range of characteristic and aspects of an organization and that is entrenched in the differences in behavior among the various individuals that constitutes its membership. The organization is a complex system of interaction among members with varying personality, behavior and background as well as physical traits. Diversity in the organization is inevitable as it is impossible to attain uniformity in all aspects of the organization (Gareth Morgan, 1999). Organizational behavior is shaped by the ability of the managers to manage the organizational diversity and direct all the differences to conform to the organizational behavior and culture. Organizational diversity is embedded in the racial, gender, and sexual differences among individuals at workplace. Since the diversity is natural and inevitable, the management is involved in uniting this diversity and directs all its components towards the achievement of a common organizational purpose. Organizational behavior and culture is therefore as a result of this unification. Communication Communication is a complex process via which individuals share their ideas, values and opinions within well established organizational systems. It involves an establishment of a two way system through which information is shared between two parties mainly the sender (encoder) and the recipient (decoder). Just like in any other communication set-up, communication in the organization is carried out using various modes. Business communication therefore involves managers coming up with messages, transmitting them to the employees and other stakeholders as well as the society immediate to the organization and also obtaining feedback from the recipients. Communication cannot be complete until the communicator is able to efficiently get feedback from the recipient. On the same note, effective communication is the ability of the process to get the intended message as accurately as possible to the audience or recipients and channeling back feedback to the sender of the message. Organizational Effectiveness and Efficiency Organizational Efficiency this refers to the ease through which an organization or its management is able to mobilize its resources to meet the established mission, objectives and goals. Effectiveness is a depiction of how well the organization is able to optimally allocate its resources, strategies and policy to accomplish the organizational objectives (Gareth, 1999). For instance, the organization can be said to be efficient if it achieves cost minimization and maximum returns (revenues). Organizational Effectiveness this is the ability of the available organizational resources and strategies to achieve the company’s mission; vision specific objectives and company’s goals (Gareth, 1999). If such cannot meet such objectives then they can be said to be ineffective. For instance effective marketing strategies are those which are able to maximize the company’s market share. Organization Learning Organizational learning is a process by which knowledge (either formal or informal) is passed over from one individual to another within an organizational setup. It is a gradual process that involves close and continuous social; interactions among organizations. Learning is an adaptive process and takes time for individuals to synthesize what they learn as explained in the appellant conditioning theory or the activity theory. It is important for the organization as well as individuals to learn so as to efficiently and effectively adapt to the changes of the business environment and adopt suitable organizational behavior. The organizational culture is also a learnt phenomenon (Argyris Schon, 2008). References Argyris, C. D. Schon (2008), Organizational Learning: A theory of action perspective, Addison-Wesley, retrieved from amazon.com/organizational-learning-adoson wisely-organizational-development.html on May 27, 2009 Denison, D. (2004). Corporate culture and organization effectiveness New York: Wileycims.ncsu.edu/downloads/Research/71_WDWK_culture.pdf– retrieved on May 27, 2009 Gareth Morgan, (1999), Organizational Theory and Behavior Inc Journal of Social Sciences Vol. 17 Pg 12-17 Research Papers on Organizational Behavior Terminology and ConceptsThe Relationship Between Delinquency and Drug UseMoral and Ethical Issues in Hiring New EmployeesInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in CapitalThe Project Managment Office SystemEffects of Television Violence on ChildrenRelationship between Media Coverage and Social andResearch Process Part OneStandardized TestingAnalysis Of A Cosmetics Advertisement

The History of Montessori Schools

The History of Montessori Schools A Montessori school is a school that follows the teachings of Dr. Maria Montessori,  an Italian doctor who devoted herself to educating the children of Romes ghettos. She became famous for her visionary methods and insight into how children learn. Her teachings spawned an educational movement which is enormously popular throughout the world. Learn more about Montessori teachings. The Montessori Philosophy A progressive movement with more than 100-years of success worldwide, the Montessori Philosophy centers around an approach that is child-directed  and is based on scientific research that comes from observation of individuals from birth to adulthood. There is a particular focus on allowing children to make their own choices in learning, with a teacher guiding the process rather than leading it. Much of the education method relies on hands-on learning, self-directed activity, and collaborative play.   Since the name Montessori is not protected by any copyright, Montessori in the name of a school does not necessarily mean that it adheres to the Montessori philosophy of education. Nor does it mean that it is accredited by the American Montessori Society or the Association Montessori Internationale. So, buyer beware is an important caution to keep in mind when looking for a Montessori school. Montessori Methodology Montessori schools theoretically cover infant education through matriculation from high school. In practice, most Montessori schools offer infant education through 8th grade. In fact, 90% of Montessori schools have very young children: ages 3 to 6. The centerpiece of the Montessori approach is allowing children to learn on their own while being guided by the teacher. Montessori teachers do not correct work and hand it back with lots of red marks. A childs work is not graded. The teacher assesses what the child has learned and then guides him into new areas of discovery. This description of a Montessori school was written by Ruth Hurvitz of The Montessori School in Wilton, CT:   The Montessori Schools culture is devoted to helping each child grow toward independence by building confidence, competence, self-esteem and respect for others. More than an approach to education, Montessori is an approach to life. The program at The Montessori School, both in philosophy and pedagogy, is based on the scientific research work of Dr. Maria Montessori and on AMI Montessori training. The School respects children as self-directed individuals and fosters their growth toward independence and social responsibility, while creating a joyful, diverse and family-oriented community. The Montessori Classroom Montessori classrooms are designed in a multi-age mix from toddlers through adolescents which allow  for both individual and social development. The classrooms are beautiful by design. They are set up in an open style, with work areas throughout the room and materials available on accessible shelving. Most lessons are given to small groups or individual children while other children are working independently. The school uses stories, Montessori materials, charts, timelines, objects of nature, treasures from the wealth of cultures around the worlds and sometimes conventional tools to teach the children. Guided by the teacher, Montessori students actively participate in planning their time and taking responsibility for their work. Committed to diversity, The Montessori School community is inclusive and depends on the tenets of respect. The school believes in sharing what we have with those in need and encouraging children to learn to live responsibly in the world. At The Montessori School, students are inspired to live both passionately and compassionately in a global community. Montessori vs Traditional Primary Education One of the differences between Dr. Montessoris approach to early childhood education and the approach found in many primary schools is the adoption of elements of the multiple intelligences theory. Harvard professor Howard Gardner developed and codified this theory in the late 20th century. Dr. Maria Montessori would seem to have developed her approach to teaching children along very similar lines. Regardless of who thought of it first, the multiple intelligences theory proposes  that children do not just learn using reading and writing intelligences. Many parents live by this theory because that is how they nurture their babies from birth. There are many parents who believe that too often, children who have been raised to use all their intelligence will go off to schools where they are severely restricted in what they learn and how they learn it, thus making a traditional public school a less than ideal option. If multiple intelligences are important to your child-rearing philosophy, then Montessori and Waldorf schools are worth a look. You also will want to read about the progressive education movement which was germinating about the same time as Maria Montessori and Rudolf Steiner were putting their educational theories into practice.

Court Report Essay Example | Topics and Well Written Essays - 1250 words

Court Report - Essay Example The crimes and misdemeanors which the crown court holds it session for, include murders, manslaughter, and organized terrorism. The criminal offenses dealt in the crown court are divided into three classes according to the gravity of the crime. Class I offenses usually involve crimes on a large scale such as genocide, treason, and murder, which are exclusively under the jurisdiction of a high court judge. Class II offenses include incest, rape and manslaughter and such cases are also tried by a high court judge but they may also be tried by a circuit judge occasionally. Class III offenses are not handled by a high court judge unless the presiding judge’s consent is obtained and these offenses usually entail other instances of crimes and misdemeanors. (Jason-Lloyd, 1997, 18-21)The harshest sentence handed out by the judge is a life sentence and other ways of penalizing the offender such as community service, confiscation of property, discharges, and fines. Throughout my entire time in the courtroom, there was no case pertaining to organized terrorism and most of the defendants that were produced in the court were largely males, and mainly fell in the age range of 15 and 20. (YCAP. 2010)Most of the offenders were extremely young and this observational finding is vastly in concurrence with the statistical evidence that states that around 30% of the youth are involved in such activities. Other cases presented in the court were also instances of domestic violence and conflicts. (YCAP. 2010) Most of the issues and cases arose not only because of conflicts between complete strangers but also between people who knew each other and even family members came forth with grave instances of criminal offences. In one case, a young 18 year-old man was charged with assaulting a police officer at his place of residence due to some domestic dispute that led to the clash. (Smith, 2009; Rieff, 2001, 42-47) Though, I deem myself vastly naive as during my entire time in the co urtroom I was expecting

Comparative Analysis of Slavery Essay Example | Topics and Well Written Essays - 1500 words

Comparative Analysis of Slavery - Essay Example Within his book for instance, he emphasizes that an approximate 82 percent of the Union officers had articulated patriotic assurances , at the same time as only an approximate 52 percent of the Confederate soldiers did so; an approximate 84 percent of the South Carolinians he considered were powerfully patriotic, while an approximate 46 percent of the North Carolinians were.13 He had made an attempt to quantify the Confederates' racial slavery . Their observations along with their views on slavery. Their aim was not really to quantify their findings along with their racist comments; however it does seem that they intended to establish the amount to which their men had been dedicated to slavery and how it had influenced all their lives. The Abolitionists, within U.S. history, particularly from the year 1830 to the year 1860, believers of the required liberation of the African-American slaves. These Abolitionists are to be eminent from these free-soilers, who disparate the addition of slavery. The dynamic campaign had its mainspring during the revitalization (1820s) within the North of their faith, with its ethical exigency to end the aberrant practices of slavery. It accomplished the crusading stage during the 1830s, directed by Theodore D. Weld, the brothers Arthur with Lewis Tappan, also William Lloyd Garrison. The American Anti-Slavery Society, recognized in 1833, swamped the slave states through abolitionist journalism as well as pushed in Washington, D.C. The Writers like the J.G. Whittier along with orators like the Wendell Phillips loaned the force to the reason. In spite of the harmony on their goal, the abolitionists were alienated over the technique of accomplishing it, Garrison supporting the ethical suasion, others direct opinionated achievement. Uncle Tom's Cabin, by Harriet B. Stowe, developed into an effectual portion of the abolitionist propaganda, plus the KANSAS question stimulated mutually north plus the South. The terminating act of abolitionism was John Brown's attack on the Harpers Ferry. Abolitionist stress for instantaneous liberation of the slaves after the outburst of the Civil War resulted in Pres. Lincoln's Emancip ation public statement. The abolitionist association was one of high ethical principle and audacity; its inflexible displeasure accelerated the termination of slavery inside the U.S. (Colin Edward Woodward, 1997) Stanley Elkins: In slavery a problem in America institutional and intellectual life 1959 accomplished that the recognized capitalism other than the race presents the actual clarification for the acts of slavery. There was nobody within the American south not even the church nor the state that would stop the un moderated capitalism from turning into absolute slavery as one of his indispensable conclusions was that the master ought to have unconditional authority over the slaves body.( Thomas D Morris Capitalism is a social system founded on the gratitude of the personality rights, together with the land rights, within which all the property is confidentially owned. The gratitude of the character rights involves the expulsion of the physical power from human relationships: essentially, the rights can be desecrated only by the means of force. Within a capitalist society, no man or else a

Cell phones Essay Example for Free

Cell phones Essay Complications come with the breakthrough of technology and this is especially true with cell phones. It is quite difficult to imagine how much change in communications occurred in just the past decade. I remember very well I acquired my first cell phone: it was what they call an analog (Frieden, 2007). It was pricey that time although it was a second hand one that a friend sold to me. It felt light and sleek at that time though by today’s standard, it is as heavy and bulky as the standard phone receiver. Today, it seems that the only people who are not using these miniature phones are infants. And that is even narrowing. There are several instances that demonstrate both the help and convenience, and irritation that this gadget brings. It is very functional; one can use it as a flashlight especially during concerts. One can also use it as mirror in case the lady forgets one and she wants to floss her teeth. How? Take a good snapshot of your toothy smile or make a video shoot of your grin. There a thousand and one uses of this communication instrument. Many so-called sex scandals were indecently recorded by individuals who have no very worthy pursuits with which they can pour forth their boundless energies. Moreover, criminals have developed fantastic means in order to milk money from people. One such case is a former student. There was this snatcher who was very ingenious about the cell phone he took. He did not throw the simcard away. Instead he started to send SMS to people in the phone book/contacts and asked them to foot this particular bill; the cell phone happens to have a program that allows the head of the family to make some deductions or send money to an intended person/persons. More than five responded positively and the snatcher-con-swindler had managed to milk money in substantial amounts from the owner’s friends and relatives. On the other hand many of a cell phone’s additional functions include (in the case of students) the accumulation of different poses from the cell phone’s camera, for keepsakes; a brief MTV production minus the costs; access to the internet and television shows among others. With these conveniences are handfuls also of problems. Have you heard for instance newly discovered requisites? Have you also heard of fingernail â€Å"stubs,† whose pastime is simply wanting to relieve themselves of their incessant boredom. How about the appearance of inseparability between the owner and the gadget? Not only that, many of those who spend time with their cell phones have started to overlook the effects of the distraction that their pre-occupation with the instrument brings. Reference: 1. Frieden, Robert. Telecommunications. Microsoft ® Encarta ® 2007 [DVD]. Redmond, WA: Microsoft Corporation, 2006.

Genetic Engineering Essay -- Genetic Alteration Manipulation

Genetic Engineering of Humans Human genetic engineering in the world today has become an issue because of its many positive uses and its probable consequences. There is no denying that it could be incredibly useful for preventing diseases such as cancer and others before we are even born. But, with this also comes the ability to give children genes before their born that will give them talent to run faster, jump higher, use more of their brain that will severly distinguish them from the rest of society. Imagine growing up and you are the best athlete in your high school, you can out perform anyone you come against. You are commended on your work ethic but he question that comes up most often is â€Å"How do you do it?† You begin to think about this question. What do I do that’s different from everyone else? Is it a talent, or is there something that separates you from everyone else. Your parents have no athletic skill at all, so where is all this skill coming from? Then you bring this up wi th you parents and they let you in on startling news. When you were born you parents had your genes altered to make you more athletic. How would you feel? The idea of genetic alteration of humans for purposes such as increasing physical is a worrisome topic. It is a hard topic to address and dismiss as a bad idea because there are many good applications for this procedure. The idea of curing humans of diseases before birth is an amazing thing to think about. This poses a bright future for mankind but it also includes a distressing idea. The fact that humans can alter the fate that god intended us is scary. Humans were not meant to alter their future, but throughout history they have. Being able to cure imperfections in humans see... ...ld cause many problem in our society. Also morally is it right for us to be picking and choosing what talents a child will have before they are even born. It should be up to the child to build their skills in an area that they are genuinely interested in. They should not be pressured to be a runner because they ability to run faster and farther than your average man. It is wrong to predetermine a childs fate. What makes a child unique if he did not determine his uniqueness on his own. Genetic engineering is an issue that is rapidly approaching us as a problem we will have to deal with. Is it ok for me to choose what my child is good at? Is it ok for me to change the person that god intended my child to be? Many people are worried about the stage genetic engineering is at and all the problems it could cause but we still may have some time to think about it.

Child Development – Unit 1

Beginners Guide for New Parents â€Å"A taste of things to come† Awareness of child development From birth to adulthood children are all developing. They develop at different rates but all follow the same basic pattern. Physical development starts from the head, and works down the body to the arms and finally the legs. Communication develops from crying to recognizable words and then intelligent conversation. Emotionally children are reliant on their primary caregiver until they develop an awareness of themselves and are able to socialize and function independently. These various strands of development are not made in isolation or sequentially. Development is concurrent and holistic, therefore any deficiency in one area can affect the development in other areas. ————————————————- Pattern of child development Physical development | | 1. 1 a| Infant0 – 12 months| A newborn lies curled up in the fetal position, unable to raise head. Movements are instinctive such as reactions to sound or closing eyes in bright light. 3 months can turn head to look at objects. 6 months child begins to hold up head, keeping it steady for increased periods. Learns to grasp and hold objects, then moves them from one hand to the other at will. Next can pull body to a sitting position and stay upright when aided. 9 months is able to sit unaided. Releases toys by dropping. Uses pincer grip to pick up items. Holds feeding bottle. 12 months as the baby gains more body control it can roll and crawl. | | Early years1 – 3 years| The gross motor skills are developed as the child starts to stand with support. This progresses to standing alone for a couple of seconds. Can walk holding one hand for support. Can walk unaided, run and jump as she develops full control of her limbs. Finer motor skills are developed such as the pincer grip to pick up small objects. Is able to hold a spoon to feed themselves. Learns to hold a crayon to scribble and then draw shapes with. Talks well in sentences, clear enough to be understood. | | Childhood4 – 7 years| Learns to eat independently using a knife and fork. Motor skills are developed to the point where a child can walk backwards. They can now walk placing heel to toe and balance themselves on a narrow beam. Manual dexterity now allows them to catch a ball, build structures, and draw shapes. Dress and undress with assistance, then alone. Take turns in play with friends and plays cooperatively. Could be frightened of things like spiders and ghosts. Knows their left from right and how many fingers they have. | | Puberty8 – 12 years| Hormonal changes are responsible for a growth spurt at this time. Gain muscles, but can still appear to lack coordination. Develop large and fine motor skills for use in sports and hobbies. Activity increases and may want to spend more time with peers rather than parents. Noticeable body changes take place, girls develop breasts and boys’ voices change. The growth of underarm and pubic hair is normal at this time. Another indicator of this stage is the development of Acne. Pre teens begin to notice the opposite sex, but prefer to stick with their own gender. | | Adolescence13 – 16 years| Their own identity emerges in musical taste and clothes. Teenagers frequently have close friendships with their peers. Are often concerned about how they look and what others think of them. Physical changes continue as puberty is ongoing or completed. Children become more independent but still seek advice and guidance from parents. Teens are aware of the opposite sex and may be going out with them. Preoccupied by their own sexualityConflict and a lowered opinion of parents emerge as teenager tries to mature. | | Young Adult17 – 19 years| More stable emotionally. Not so concerned about body once puberty ends. Develops clear sexual identity. By the end of this stage both girls and boys will have reached physical maturity. | | Communication and intellectual development | | 1. 1 b| Infant0 – 12 months| A newborn baby cries as their only means of communication. As young babies have no concept of time, to them all needs are urgent, and should be responded to as such. Begins to formulate concepts and is aware of the physical sensation of hunger. Will cry in order to have the need for food met. Develops different cries for a variety of needs, changing, hurting, frightened or lonely. Once they find their voice they will make cooing noises and other sounds. Begins to take an interest in their surroundings, paying attention to toys. Uses voice to communicate feelings, with laughter when playing and screaming when annoyed. Can understand familiar objects and has an expectation of what they will do. Chatters away tunefully and uses voice to attract attention. Watches the actions of those around them with interest. | | Early years1 – 3 years| Will learn 2 or 3 words that will be repeated constantly. Able to make the appropriate response to simple instructions. Goes through a trial and error process to discover what an object does. Can verbally communicate what they need. Is developing an inquiring mind about things and surroundings. Uses own personal jargon with many words unintelligible to most people. Knows the names for different parts of their body. Often repeats the last word spoken by any adult in earshot. Has a growing vocabulary of over 200 words and talks to themselves continuously. Joins 2 or 3 words together to make a sentence. Can use their own name with reference to themselves. Constantly asking questions, with infantile substitution, and can relate past events to the present. | | Childhood4 – 7 years| Speech becomes more confident as the substitutions decrease and full fluent speech is achieved. Can count up to twenty using repetition. Ask for the meaning of unfamiliar words. Questioning generally is at its height. Can draw a recognizable house and detailed people. Has a sense of time and can relate to the past, present and future. Able to write their own nameCan match colours and has an understanding of numbers. Reading skills will be developing in this stage and the child might write independently. | | Puberty8 – 12 years| Speech has now developed fully. Reading and writing skills are now being refined. Able to express thoughts and discuss learning making use of language skills. Shares ideas and opinions with peer group. Speech style or jargon is important to fit in with their group. Have a fairly rigid concept of right and wrong. | | Adolescence13 – 16 years| Will confide more with their peers than their parents. Increased use of speech reduces the amount of acting out. Have a good idea of their favorite sport and subjects and are well motivated in these areas. Fluctuates between considerable maturity and babyness. Can appear secretive at home, talkative but not very communicative. Has a stubborn unwillingness to compromise. | | Young Adult17 – 19 years| Thinking about choices to be made regarding further education or career choice. Emerging ability to make independent decisions and able to compromise. Begins to become more self-reliant. Conversation skills are well developed and uses prior knowledge gained. | Social, emotional and behavioural development | | 1. 1 c| Infant0 – 12 months| Creates an attachment bond with mother. Smiles at mother and may squeal with delight. Familiar routines elicit a positive response. Responds to different tones from mother. May become shy in the company of strangers and cling to a familiar adult. Can imitate hand clapping. Understands simple com mands and can wave goodbye. Will cooperate with adult dressing them. | | Early years1 – 3 years| Can demonstrate signs of affection. Will participate in nursery rhymes. Now should be able to help adult with dressing. Indicates when pants are soiled or wet. Becomes emotionally dependent on a familiar adult. Drinks from a cup with both hands. At the end of this stage will gain control of bowels. May throw a tantrum when frustrated. Able to play co-operatively and may have imaginary friends. Tries visibly hard to please. | | Childhood4 – 7 years| Child enjoys co-operative and dramatic play, taking turns. Understands the links between co-operation and competition. Can respond rationally to reasoning. Enjoys a degree of independence but still needs reassurance. Can become totally engrossed in activities. Can be concerned about being disliked. Fears develop about things under the bed or ghosts. Now able to form firm friendships. Fairly independent and confident. | | Puberty8 – 12 years| They will develop a select group of friends. Friendships become firm and more settled. They seek more independence in order to solve problems themselves. Need continued praise and encouragement. Increasingly concerned about what others think about them. Will be unsure about changes in their setting. | | Adolescence13 – 16 years| Body changes can upset self-esteem of children and make them quite vulnerable. As their bodies take on adult characteristics they still feel childlike inside. Will feel pressure from growing up and changing expectations. Some become more assured by changes in their environment. Peer pressure is a significant influence on them. Children want to spend more time with their friends than family. | | Young Adult17 – 19 years| As children enter adulthood they are still relatively inexperienced. The peer group losses importance and is replaced by a few close friends. Mature young adults will start to listen to their parents again, asking for advice. As a sense of identity emerges they are no longer afraid to seek counseling. One on one dating becomes important. May embark on a more intimate relationship with someone. | | Different aspects of development can affect one another | | 1. 2| Football| A child needs to be physically developed in order to play this game. They will use gross motor skills to run around and kick the ball. Hand-eye (feet-eye) coordination is also essential as the player needs to be spatially aware of where they are in relation to other things. It is no good have strong legs and great aim if you could not see where the ball was and make a connection. | | | It is not much fun playing this game in isolation. As a team game players need to have the social skills to share the ball by taking it in turns. They have to understand the cooperation factor which is vital in a competitive game. No one person can win a game on their own. | | | This game consists of rules that are available off the pitch, these may be discussed orally or read by individuals. Professional teams are supported and lively banter between children will have them routing for their side. With little instructions or intervention children can communicate with each other to organise themselves into teams and have a very good game. | Language| It is important that babies are spoken to regularly and exposed to a variety of rich language. The more they are talked to the more responsive they will be. The more that they hear, allows them to develop a larger and more varied vocabulary. Research shows that there is a link between early language and literacy skills. Increased reading and writing skills can be the foundation for academ ic and social success in the future. | | | | | ————————————————- Influences that affect children’s development Background | | 2. 1 a| Members of your family are the most important people in your child’s life. This includes siblings, aunts and uncles, cousins or even neighbours and good friends. If all is well in their world the chances are that it will be the same for your child. However things do happen that can have an effect on your child’s development and you may not realize it. If a family member becomes ill or dies this can be an emotionally upsetting time not just for the adults involved, but also for the children who have formed an attachment to them. Some less obvious influences may be the ‘expected’ birth of a sibling; the introduction of a new partner or having to move home or school. You should pay attention to any change in your child’s behaviour and check if their learning is being affected. | | Is your culture the same as the environment you are raising you child in? If not you should consider how these differences will affect your child. When English is not your first language it is helpful to your child if you encourage your child to develop this along side their mother tongue. It is important that children are able to speak, write and understand English so that they can have full access to the curriculum and make progress at the same rate as their peers. | Children are known to be a very expensive to raise and educate. Not all parents have the necessary funds to feed and cloth them adequately, let alone provide for extras. Poverty may be recognized by other children if a child does not have the latest fashion or electronic gadget at home. This may lead to a child being excluded from certain playground groups. It has been reported that children from d eprived circumstances do not usually do well aat school as this impacts on most areas of their development. | | Health | | 2. 1 b| Ill health of a mother or baby immediately after birth can have a profound effect on a child. It is in this very early stage of life that infants need the care of a constant caregiver. Any interruption to this process stops the child’s normal attachment progression. This could then result in a child struggling to form close relationships later in life. A child may be unwell occasionally and need to stay off from school for a few days. There will be cause for concern if this becomes a regular pattern. Any child who misses out on school restricts their developmental opportunities. A child who has a physical impairment is understandably restricted in certain areas, such as ovement in the playground and the social interactions that come with play. Support from adults around them is essential to help ensure they are included wherever possible. | | Growth and weight are primary indicators that are used by professionals to monitor the progress and well being of children. Children of the same age are often different shapes and sizes and there are a number of indicators that ca n explain this. For example boys are often bigger than girl, genetics may be responsible for a boy having a short stature and slight frame, or a poor diet may be responsible for a child being overweight. In all these cases reference to a growth chart may provide answers or explanation for their current development position. A pattern emerges over time for each child and cause for alarm would be if there was a sudden or sharp deviation from the normal pattern. The route for a child who was born prematurely will initially be on a lower path than that of a full term baby however it would be expected to ‘catch up’ over time. Even if this was not the case as long as the child was meeting other development goals this would not be an issue in isolation. | | | | | Environment | | 2. 1 c| Where children live has a marked effect on their social and emotional development. Children that live in a nice, clean, graffiti free, residential area are likely to grow up stress free. They will probably live in a single family residence, in a natural setting, with room to run and exercise their gross motor skills. It is likely that they will know their neighbours giving them opportunities for extended social interactions. High rise dwellings; noise and traffic pollution; overcrowding and access to services, all contribute to levels of psychological distress for many children. This manifests itself indirectly as poor interactions with parents and teachers which culminate in poor language and learning development. | | Children are routinely exposed to noise from cars, airplanes, music and other people. It is essential for children to be able to hear properly in order to learn how to read. However, when they are constantly bombarded with acute noise levels they begin to ignore all auditory input. This defense mechanism has been documented by researchers who recorded significantly reduced reading and speech ability. Children’s cognitive development is also compromised by noise pollution as adults and teachers around them struggle to be heard. Teachers can become annoyed, fatigued and impatient in a loud environment. Their teaching style can become compromised as they lose valuable time dealing with distractions. This indirectly deals another blow to the child chances of developing | | Crowding is another factor that has been noted as having a marked effect on children’s development. This phenomenon can affect the only child as well as those from large families. It comes about when a child is placed in an overcrowded situation over which they feel they have no control. Children may withdraw into themselves as a coping strategy. This may occur in a children’s activity area and result in less constructive and interactive play. Language development can be affect as parents speak less to children in crowded situations. There is also a tendency to speak in simple terms, thereby depriving them of the opportunity to hear and learn more complicated words. | | Importance of recognising and responding to concerns | | 2. | As parents you are in the best position to observe and monitor how your child is developing. Conversely when you feel that there is something wrong you should trust your instincts and don’t be afraid to discuss them with your doctor or health care professional. You might notice that your child never makes eye contact with you; perhaps they fail to respond to your voice; or they display sudden and severe mood changes sev eral times throughout the day. Instead of speculating what might be the problem might be on your own, a proper diagnosis is best. Early intervention will identify any problem and work towards solutions can start straight away if necessary. | | If you recognise that there are external issues affecting your child you should respond to them appropriately. As a parent or carer you could share your concerns with your child’s teacher. This will allow them to be alert to the child’s behaviour and they may be able to monitor their progress more closely for a time. It is also important to disclose changes in the family environment, such as a family break up with changes to living arrangements. As I have already said these may well have an effect on the child that the teacher can be forewarned to deal with. | | In some schools you may have direct access to the Special Education Needs Coordinator or the child can be referred to them via the teacher. It is always a good idea to find out from the school who these people are and what is the procedure to get access to them. If you have this information available before you need it you will be able to act quickly and correctly when concerns arise. | | ————————————————- Transitional stages Experienced by most children| | 3. 1| Being bornMilk to solidsCrawling to walkingBeing fed to feeding themselvesNappies to potty trainedUnaware to aware of selfHome to nursery| Nursery to Primary SchoolPrimary School to Senior SchoolPubertySexual awarenessChanging friendshipsHandling financesGetting a job * | | * Puberty * * You will need to watch out for Puberty, or adolescence as it is sometimes called. This is the natural transition that your child will go through on the way to becoming an adult. Aside from the growth spurt that occurs at this time for both sexes, girls will have their first period, and boys experience their first ‘wet dream’ (nighttime emission) and voice breaking etc. Less physical changes are the physiological, behavioural and relationships. The enormity of these changes may be overwhelming for a child who feels that there is something actually wrong with them but they are too afraid to ask anyone. The stress adolescents feel during these times of change can lead them to try drink or drugs as a coping strategy. Others may experiment with substance abuse or engage in risky sexual behaviour. There are various consequences that can come about from this behaviour such as contracting sexually transmitted diseases; teenage pregnancy or even death from addiction overdose or suicide * | | * These scenarios have been well studied and documented, they are included here not to alarm but to make you aware and equip you with pointers that will help you recognise situations that can be emotionally tough for your child. Stay involved with your child during these transitions and encourage them to talk to you about anything and everything, listen to them without judgment. Does your child feel neglected? Set aside some special time with them to show your interest and this will give you an opportunity to pick up on problems or changes in their behaviour. Prompt your child to talk about their experience or knowledge of different substances and the abuse of them. You have every right to know who your child is friends with and keep track of their movements. Again research has shown that children whose activities are not monitored by their parents are 4 times more likely to use drugs. Any observation of changes or disturbing behaviour should alert you to seek the help of professionals at an early stage. | | Experienced by some children | | 3. 2| A new siblingDomestic violenceBullyingEmotional abuseParents separating/divorcingSerious illness (child/parent)Family member diesUnexpected change of schoolMoving house| Physical/sexual abuseSeparation from familyParent(s) in prisonLooked after by local authorityMarriage (consensual/forced)Learn to driveGoing to universityChange group of friendsCo ming out as gay or lesbian| | * Going to University * * You might think this is great for you and your child. You have encouraged and supported them for years. They have studied hard and beat off stiff competition for a place at the university of their choice. Nevertheless, their departure is a significant milestone for the family as it ushers in a new transition and time of separation that everyone will have to get used to. Unless the family is quite wealthy the stress of financing higher education can have a negative impact on all. The adjustment for students away from home for the first time can have an effect on their mental health. The ‘empty nest’ left behind may give you as parents a feeling of loss as you relinquish some of your parental control. * The impact of university on students gives them a newfound sense of freedom as they are off the radar in terms of parental restrictions and rules. However, they will be confronted by new and different pressures as they take control of their lives. They now have to learn to live with a new ‘family’ and learn how they are now to behave with this new group of people . The opportunity for study is obviously available but so is the list of other things to do and places to go. It can be a time of sensory overload as course work and parties vie for attention. As a parent you should encourage your child to explore new interests, meet new people and discover their new surroundings, with the proviso that getting an education should be the foremost concern. Encourage them to seek out professors or other adults who can keep them focused and grounded. Ensure they know where to turn for help if they do encounter problems whether they are academic or emotional. * * In the midst of students finding their independence and doing fine – you may be in receipt of a tearful phone call. You may try to advise from a distance but this is not always possible. Work out ways to stay connected and involved by doing little things to remind them they are in your thoughts. Sending cards or notes with pictures of events they have missed can help to let them know they are loved and it is not a case of ‘out of sight out of mind’. * | | Affect of transitions on children’s behaviour and development | | 3. 3| At some time children will have to leave the comfort of their home and move on to some form of semi formal or formal education. This might initially be at a playgroup, nursery or reception class. Whichever route they take it is a time of major change for them and the way they handle it should be monitored closely. Children who have been used to one on one attention may struggle with having to share the teacher with the rest of their classmates. However those who have had a secure and happy upbringing will be emotionally mature enough to cope with the change. Children of a more delicate nature may regress in their behaviour and need reassurance to participate. They may suck their thumb for comfort or cling to a favorite toy or object. Sensitive handling of these actions will help them through and build up confidence to a point where learning is not hindered. | | Children who are looked after have been prematurely separated from parents. If this takes place in the formative years it is likely that they will have attachment issues. When this happens a child can become emotionally stuck at the age they were when the separation took place. This can then have a detrimental affect on how they view making attachments with others who are tasked with looking after them. The defense mechanism is now set to I will act up and refuse to engage with you just in case you up and leave me too. Every effort must be made to engage these special children and help them overcome their disadvantaged circumstances. Universities are well aware of the problems faced by students, especially in the first year, and have systems in place to deal with these transitions. | | ———————————————— References If you wish to do some more research or reading on the subject here are some of the books and websites I found useful when writing this booklet. Supporting teaching and learning in schools: Louise Burnham & Brenda Baker, 2010 6 to 16 Child Development: Penny Tassoni, 2007 The effects of the Physical Environment on Children’s Develo pment: Dr Gary Evans http://www. parenting. cit. cornell. edu/documents/Physical-Environment-Evans. pdf www. nhs. co. uk www. pampers. co. uk

Towards the Quality of Higher Education

TOWARDS THE QUALITY OF HIGHER EDUCATION Brief review of the quality of Higher Education in Ancient India: The system of higher educaton is started from the ancient times in India. During the ancient times, Education was closely linked with religon. It was taken up by Teachers as a labour of love and by the students as part of their training for culture and citizenshp. It was not universal education. In regard to higher instituton of learning – Tols (Higher Education) was developed among the Hindus and Madrassah (Higher Education) was existed among the Muslim.Although the Hindu and Muslims had separate learning institution, many features were common to both the types of institution. Under the Buddhist rulers in India, Learning was fostered by the numerous monasteries under the guidance of monks and nuns. The Brahmanical system of education mainly centered at home of Individual Teacher was superseded by monasteries system of Buddhist education. For the first time in India, and p erhaps in the whole world, a great famous Buddhist seat of higher learning like Taxila, Nalanda, Vikramshila and Vallabhi Universities were flourished in India which can be compared with modern Universties.These Universities were better well organised than the Brahmanical higher education because they recieved state endowment for many centuries from the successive kings from the time of Buddha. The Universities introduced regular course of studies in different subjects and admission test for all students. There was no discrimination in admission and Technical Education and Women Education were also introduced as it recieved encouragement from the ruler and the rich people. Amongst these Universities of ancient India, Nalanda Universities was take its specialities.Students from China, Nepal, Tibet, Korea etc came to study and obtain valuable knowledge. Entrance examination was very strict and only 20 percent of the candidates succeeded in getting admission during this period. Brief r eview of Indian Education Commission in Modern India: The system of higher education, which we find today in our country, started after the advent of the British in India. When the Brtish established their authority in India, they did not willing to take responsibility of educating the Indian people. In order to trained some Indians for minor jobs in the company’s office, they started schools and colleges.By the charter act of 1813, only one lakh of rupees for the improvement of the quality of education was left. The British rulers only established many government and private colleges and the higher education was in a very disorganise at the time. Within a period of time, The British rulers realised that the necessity to organise and improved the quality of education and appointed Wood’s Despatched of 1854. As a result of the recommendations made by Wood’s Despatched of 1854, the Universities of Culcutta, Bombay and Madras were established n 1857 on the model of London University.On the model of the formers, Allahabad University was also established in 1882. But all universities performed the functioned of only conducting examinations and affiliating bodies and undertook no teaching and research. In order to enquired the standard of Indian education and prepared recommendations, the Government of India appointed various Indian Education Commissions and selected eminent educationist as a members. Within a period of hunhred years, sixth Education Commissions were appointed.The recommendations of sixth Indian Education Commissions can be conveniently studied under the following:- i) Indian Education Commission or Hunter Commisson, 1882:By accepting the recommendation of Hunter Commission 1882, the college education recieved a great impetus and a number of colleges were established during 1901-1902. ii) Indian Universities Commission in 1902:During the period of Lord Curzon, University Education made a great progress. In order to improve the q uality of University Education in all branches, Lord curzon adopted the policy of control and improvement.He appointed Indian Universities Commission in 1902 in order to enquired the conditions and working of the Indian Universities and made necessary suggestions. Two years later, Indian University Act 1904 was passed. This act brought many important change in the organisation, jurisdiction, powers and administration etc of the universties. The expansion of the university education was checked for sometime, due to lack of revolutionary change in the system of universities. But it was admitted later on which improved and reforms the conditions and standards of the contemporary universities and colleges. ii) Culcutta Univesity Commission or Sadler Commission, 1917:After the establishment of Allahabad Universities 1882, no new universitiy was established till 1917. However, a number of colleges were increased. In order to cope with the increased work, the Culcutta Univesity Commission or Sadler Commission was appointed by The British Government. Although, the commission was mainly interfere in the problems of Culcutta University, it gave out reforms and change which were great value into higher education in India as a whole. Now, the Universities were not only examining body, but became a centre of teaching and learning.By accepting recommendation of the Commission 1917, more than 16 universities were established in different places of India till 1947. iv) Indian University Education Commission or Radhakrishnan Commission, 1948:The expansion of higher education has recieved a great impetus after Independence. Number of institution in the field of higher education and enrollement of students in the centers of higher studies were increased year by year. The university education was imparted through arts, science and commerce and professional colleges, researched institution.The institutions deemed to be universities under the University Grants commission Act, 1956. In adition to Central universities, state universties and their affiliated colleges, Indira Gandhi Open Universty and other Open Universities are doing commendable job in the field of higher education. In order to meet the present and future requirements of the country, the Government of India appointed Indian Education Commission or Radhakrishnan Commission in 1948 to suggest improvements and extentions of th Indian Universities. The terms of reference of the commission were very wide and vast.It suggested that various aspects of the university Education in India and means for the improvement and reorganisation of the university education. Research and other standard of university educaton, problems of teachers, curriculum, medium of instructon, religious education, problem of discipline, health and residence of the students an such allied problems in the perspective of the natonal and international conditions. In fact, The report of this Commissions is the most comprehensive repo rt on education, but its recommendations is very important and far reaching consequences. ) Secondary Education Commission or Mudaliar Commission, 1952 vi) National Education Commission or Kothari Commission (1964-66): Since Independence, there has been a good deal of quantitative development of education but qualitative has lagged behind. Unimplementing of the policy of the directive principles of the constitution to make free and copulsory education below 14 years, problem of literacy, low standard of primary and secondary edcation, diversification of curriculum and problem of educated unemployment were the the main problems since Independence.In order to evaluate the different stages of education and to evolved a National system of Education, the Government of India appointed the Kothari Commission in July 14, 1964. The Commission submitted its report and recommendation in June, 1966. People expressed high hopes when the Reports of the Education commission was first published in 1966. Already, several years have passed, nothing has practically been done to achieved the targets as recommended by the commission. The commission give any useful suggestion an the source of finance, on which the implementation of the recommendations entirely depends.If it si of course a fact that it was not the bussiness of the commission to deal with the financial side, but we cannot ignore reality. The suggestion made by the Kothari Commission in respect of different organs of education were very important. The Government have already implemented some of the suuggestions and the effort are still being made to make important the rest of the suggestion. Taking all things into consideration, we may say that the report of the education Commission is a sincere attempt to improve the existing system of education in all aspects and in all stages.If it can be implemented, it will remove some of the glaring defects of our educational system. Problems Higher Education: It is clear from t he above discussion that the expansion of higher education has recieved a great impetus since independence. The policy of the government still has been to increase the number of the institutions of higher education rather than the aim at the qualitative progress of higher education. Besides this, the government did not pay proper attention to the multi-lateral problems of higher education and not made special effort to remove the defects of higher education.Since recommendation made by the Kothari Commission, the government declared National Educational Policy of 1986. It is good that is being given to the specializaton in higher education. The problems of the higher and University education in india is nothing but the problems of Indian society in general. If we want to established a society based on the principles of democratic socialism, we must have reoriented the entire educational structure. Without a hgh standard of general, vocatonal and professional education, democracy can not survived. But there is a still a lag between our Ideal and reality.Our Universities have not been able to shake off the heavy load of bookish knowledge. The main problems for the falling of the standard and quality of higher and universities education in India are under the following:- 1. No definite aims among students of higher education:One of the problem which checked the standard of higher education is its aimlessness. Most of the student are recieved higher education without having any definite aim. the student must have definite aim before starting hgher education. In order to raise the standard of higher education, the university should change the aims and objectives.Newmen remarks the aims of university education in 1952, â€Å"If a practical and must be assign to a university course, the i say it is training of good members of the society. † 2. Increase of Wastage and Stagnation:The problem of wastage and stagnaton exist in a greater degree at the stage of highe r and university education. Most of the important causes of wastage and stagnation are Ineffective methods of teaching, unhealthy environment of institution and society, defective system of curriculum and examination and lack of finance among the students etc.In order to solve this problem, it suggest that to make healthy environment of institutions and society, revised and reforms of curriculum and examination system, raise the standard of teaching and given grants and loans to effort the study of students. 3. Lack of interesting subjects in Curriculum:Most of the the curriculum of college are old and out of date and failed to fulfil the interest of the student which checked the intellectual developmentof the student. Radhakrishnan Commission remarks, â€Å"A curriculum which had validity in the vedic period or the renaissance cannot continue unaltered in the 20th century. To solve this problem, the curriculum should revised and reforms for the interest of young advanced students. 4. Specialisation in Education:University emphasized spacialization in different subjects. After completed University education, students acquired special knowledge and skills in some particular subjects. Their outlook remains narrow and unbalanced to became completely educated in real sense. This narrow specializaton can be remove by establishing harmony between general education and specialization which developed the personality of the students and will became dutiful citizens. Absence of proper Guidance and Councelling for student:The absence of proper guidande and councelling, the students select their course according to their own choice or with thw advice of some inexperience persons. Consequently, most of the students make a wrong choice in their subjects and lost interest in their study. In order to solve this problem, the educational institution should make provision of experience and trained persons to provide proper guidandance and councelling of students from the beginn ing till the end. 6. Low standard of Teaching:The standard of teaching in our colleges and university is very low.Many suggestions has made to raise the standard of teaching in education. The more prominents are – increase the salary of the teachers, balanced workload of teachers, improvement of service condition of teacher, provision of tutorial classes, well-organised libraries and laboratories, encouragement of debates and discussion, Professional training for Junior Lecturers and Re-orientation Course for new Lecturers. 7. Defective Examination System:The present examination system of our universities has many defects and severely criticized by ndian and foreign educatonist.The university education commission of 1949 points out that, â€Å"If we are any single reforms in universty, it should be that of examinaton. † It can be reforms through scientific method. In order to reforms Examination system, it suggest that adoption of continous comprehensive internal evalu ation, semester system and grading system. It also suggest to developed question banks, demarcation of syllabus, setting and moderations of question, Evaluation of answer script and conduct of examinations. 8. Indiscipline among the Student:The problem of indiscipline among students is very serious and complicated in educatonal institution.Financial irregularity, minor and disorderly misconduct, theft and burglary, sex misconduct, misuse of privledge and cheating n examination were the main problems of institutions. Professor Siddhant remarks, â€Å"the best way to solve is to divert the activities into healthy channels including sports, games, cooperative, living in hostels, self-management of masses, organise debates and symposia, councelling of indiscipline students etc. 9. Too much Interference of Student Societies in College Affairs:The student societies in educational institutions of higher education also make a serious problem.They were too much interfered in the affairs of the institutons which prove to be a scourge. In order to reduce this problem, the uiversity ntroduced legislaton for keeping control of student societies. In order to developed the intellectual powers of student and homely atmosphere of instituton, the student societies should also organised programme like leadership training, Life skills training, seminars, workshop etc. 10. Rapid increase of the number of Student:The development of higher education in India is taking place rapidly since Independence. The numbr of students in higher institution is constantly increasing.University Grants Commission remarks that, â€Å"If increasing number admtted in our universites without corresponding expansion of facilities, there is a great risk of the academic standard being imparted further. † In order to checked the ncreasng number of students in university, It has been suggested that the new and modern method of selective system of admission should be adopted. 11. Non-availability of Educatioal Facilities and Lack of Funds :The main reason for the low standard of education in universities is non-availability of educational facilities and lack of funds.The student face shortage of books, libraries are not well-equiped. In many degree college, no proper building and classroom and do not possess even playgrounds. To solve this problem, a high level committee should be appointed for providing necessary funds to the institution. The Government of India, the State Government and non-governmental organisations and the rich people should provide necessary funds and donations to raise the standard of higher education. 12. Poor conditions of the salary Teachers:The teachers of colleges and universties are getting less salaries and allownces in order to meet their expense.Consequently, they are not able to devote themvelves with heart and soul into the teaching works. The Commission has made important provisions to increase the salaries and allownces of the teachers at dif ferent stage should be implemented by the Government. 13. Too much burden of the works and service of the Teachers: The teachers also have been burdened with too much work. and not able to performed th teaching work properly. The prominence teacher of university were given research work.The Kothari Commission has remarked, â€Å"There is much serous concern that in many places there is too much teaching but relatively too little of good teaching. † The Education commission has made important provisions to improvement the works and service of the teachers should be implemented by the Government. 14. Wide gulf between the Teachers and Students:The increasing number of students in higher education making a wide gulf between the students and the teachers. The teachers not able to recognise each students of the class and no interaction between them.While in western countries the students and teachers work together like family and build good relationship between them, there is no r elatinship between the students and teachers and separated their interest in India. In order to build relationship between the students and the teachers, it is necessary to adopt tutorial system. Beside this, the educational institution should also organise more interaction programme like debate and discussion, seminar, workshop etc which help the students to increase their knowledge with the help of the teachers.Almost all the above problems have attracted the attention of the University Education Commission, which has made many suggestions to solve these problems. Most of these suggestions have been accepted by the government and many of them have already been implemented. It may, therefore, be hope that after solving all our present problems, the higher education will make the complete development of the personality of the youth and by developing their intellectual and physical powers will make them able citizens of the country.

Ceremonies In The Waste Land Essays - Holy Grail, Free Essays

Ceremonies In The Waste Land Essays - Holy Grail, Free Essays Ceremonies in "The Waste Land" Ceremonies are prevalent throughout T.S. Eliot?s poem "The Waste Land". Eliot relies on literary contrasts to illustrate the specific values of meaningful, effectual rituals of primitive society in contrast to the meaningless, broken, sham rituals of the modern day. These contrasts serve to show how ceremonies can become broken when they are missing vital components, or they are overloaded with too many. Even the way language is used in the poem furthers the point of ceremonies, both broken and not. In section V of The Waste Land, Eliot writes, "After the torchlight red on sweaty faces After the frosty silence in the gardens After the agony in stony places The shouting and the crying Prison and palace and reverberation Of thunder of spring over diezt mountains He who was living is now dead" (ll. 322-328). The imagery of a primal ceremony is evident in this passage. The last line of "He who was living is now dead" shows the passing of the primal ceremony; the connection to it that was once viable is now dead. The language used to describe the event is very rich and vivid: red, sweaty, stony. These words evoke an event that is without the cares of modern life- it is primal and hot. A couple of lines later Eliot talks of "red sullen faces sneer and snarl/ From doors of mudcracked houses" (ll. 344-345). These lines too seem to contain language that has a primal quality to it. From the primal roots of ceremony Eliot shows us the contrast of broken ceremonies. Some of these ceremonies are broken because they are lacking vital components. A major ceremony in The Waste Land is that of sex. The ceremony of sex is broken, however, because it is missing components of love and consent. An example of this appears in section II, lines 99-100, "The change of Philomel, by the barbarous king/ So rudely forced"; this is referring to the rape of Philomel by King Tereus of Thrace. The forcing of sex on an unwilling partner breaks the entire ceremony of sex. Rape is not the only way a broken sex ceremony can take place. The broken ceremony can also occur when there is a lack of love, as shown in lines 222-256. This passage describes a scene between "the typist" and "the young man carbuncular". What passes between these two individuals is a sex ceremony that is devoid of love and emotion (except for, perhaps, the emotion of lust on the part of the young man). The typist is indifferent to the whole event and the young man?s "vanity requires no response" (l. 241). For a ceremony to be effective, the participants have to have some degree of faith in what they are doing. They must believe that the ceremony will result in something worthwhile. The participants in this broken ceremony had no faith in what they were doing; they were just going through the motions. This is made obvious when the secretary says "?Well now that?s done: and I?m glad it?s over.?" (l. 252). Another way that broken ceremonies (broken due to lack of components) are presented in the poem, are ceremonies of nature. It seems as though the waste land is always waiting for the ceremony of rain, the bringing of water, to the dry land. For most of the poem the water never arrives because there is always something missing. In lines 331 and 332 Eliot says, "Here is no water but only rock/ Rock and no water". In line 342 there is, "dry sterile thunder without rain". The lack of water in ceremonies of nature that require it, lead to a broken ceremony.. Even at the beginning of the poem Eliot tells us that we, "know only/ A heap of broken images, where the sun beats,/ And the dead tree gives no shelter, the cricket no relief,/ And the dry stone no sound of water." (ll. 21-24). Clearly this is wrong, and this lack of water is a main theme, and a main broken ceremony in The Waste Land. Conversely, ceremonies can also be broken when there are too many components in the ceremony, a something extra that serves to

Deconstructing Faust Essay Example | Topics and Well Written Essays - 3000 words

Deconstructing Faust - Essay Example There are many main versions of the play, but the three most popular versions include Christopher Marlowe’s â€Å"Doctor Faustus† published in the 16th century, Johann Wolfgang von Goethe’s â€Å"Faust† in the 1700s and Charles Gounod’s opera â€Å"Faust† first performed in the 1800s. It is in how these versions vary that one can begin to track the different ways in which the character’s progression can be shown as well as the various ways in which the story can be used to make poignant social commentary. By the same token, looking at the individual discussion points included in certain reviews of these productions can provide an intense understanding of the production as a whole, both in terms of its context as well as in terms of its emotional impact. Within Tim Ashley’s review of the 2004 Royal Opera House production of Gounod’s 1859 opera Faust, one can see both how the play separates itself from other renditions of t he Faust legend and how the critic attempts to separate himself from other critics in terms of presentation and reception theory. In his review, Ashley points out several distinguishing characteristics of Gounod’s play that differ from other versions of the Faust legend, such as those produced by Christopher Marlowe or Johann Wolfgang von Goethe. The play described by Ashley begins with a reflection of the playwright himself as the set and the character teeter totter between the majestic sounds of the organ loft at Notre Dame and the more directly personal adoration of the theatrical stage. Faust himself is shown as the aging composer still trying to find satisfaction among the two. In this opening alone, there is significant difference to the other Faust legends simply through the focus on the artistic side of Faust as opposed to the scholarly character most of the other legends depict. For instance, Marlowe’s Faustus is presented as a truly

Legal Research Essay Example | Topics and Well Written Essays - 2500 words

Legal Research - Essay Example Accidents can take several forms and each one of those might produce diverse results ranging from minor to moderate to fatal injuries. Among the major forms of accidents that take place, road accidents are deemed to have the potential of much frequent occurrence2. Notably, the common grounds of court ruling in road accidents take into account the duty of care beard by the road users, contributory negligence performed by the driver(s) and insurance coverage of the driver(s), in order to rule the offence and correspondingly deliver opinion on the liabilities of the driver. The ultimate ruling may affirm that i) one of the parties involved in the accident was entirely faulty, which caused the accident and thus the liability is to be bestowed on that party completely; ii) both the parties involved were equally liable for the damages caused due to the road accident and must be charged with 50:50 liabilities in compensating each other’s losses; iii) either of the parties involved in the road accident was more responsible than the other and therefore the liability shall be shared in a proportion where one party bears more but not the entire compensation than the other party involved3. Taking into account these principles along with other statutory provisions, the aim of the paper will be to analyze a particular case related to road accident. Subsequently, the paper will provide advice to the victim of the accident described in the section of case overview regarding all the legal procedures thereafter. Case Overview Headed for celebrating a short weekend holiday in their campervan, Mr. Johnson and his family had to experience a fatal accident, where the driver in the other car was killed. The driver in the other car, D, had been driving erratically when it hit Mr. Johnson’s campervan. When police arrived to the accident scene, even though they conceded that Mr. Johnson was not faulty, they charged Mr. Johnson for the death of D. The other relevant particu lars of the case state that Mr. Johnson’s campervan was uninsured and that he too did not possess a full license, which, according to the police made him chargeable under the relevant act. Additionally, further investigation to the accident revealed that the D was under the influence of alcohol when driving, which was the cause of his driving erratically and had further caused his death in the road accident. Undoubtedly, the point of concern in this case is to justify the proportionate liability of Mr. Johnson and make him bear least liability of the accident. Relevant Laws In the case of Mr. Johnson and D, the applicable statues will be under the Road Traffic Act 1988, and the relevant Tort of Negligence. As a matter of fact, the proportionate liability chargeable for Mr. Johnson and D will be required to be considered in ruling the compensation liability of Mr. Johnson. As disclosed in the above mentioned case, where Mr. Johnson was hit by another driver, in-spite of the fa ct that he/she was driving within the prescribed speed limit, Section 125 of the Highway Code of UK rules that being in a particular speed limit does not signify it is safe and justified to drive for any particular situation and get exempted from the liability of the road accident damages. Although charges and penalties in such cases are minimal, a legal