The Street

In Anne Petry’s novel, The Street, the wind wreaks havoc on the city and puts the city and its pedestrians in an overwhelming and chaotic state. The wind is the antagonist in the story as it tortures the pedestrians with its pesky ways and coldness. The wind establishes a negative relationship between Lutie Johnson and the urban setting and Pettry’s use of literary devices aptly displays this relationship. Petry starts out by letting the reader know there as â€Å"a cold November wind†.This wind terrorizes the street by blowing â€Å"bits of paper to dancing high in the air† such as â€Å"old envelopes† and â€Å"newspapers†. Pedestrians were â€Å"bent double† as they tried to walk through the wind and street to â€Å"offer the least possible exposed surface to its violent assault†. This use of imagery begins to give the reader an understanding of how the relationship between Lutie Johnson and the urban setting will play out.Th e selection of detail that the reader is given further shows how the wind is a negative element in the novel. The wind â€Å"drove most of the people off the street in the block between Seventh and Eighth Avenues†. This leads the reader to believe the wind is fierce and that one shouldn’t try to withstand it. The wind also blew more than just paper around, it blew things such as â€Å"dirt†, â€Å"grime†, â€Å"dust†, â€Å"chicken bones and pork-chop bones†. All of these things blowing around can definitely bring a city to a state of chaos.These details also enhance the urban setting give allow the reader to understand what the experience is like for Lutie Johnson. Petry’s use of figurative language also made the reader’s understanding of the urban setting more pertinent. The wind was â€Å"fingering its way along the curb† and the wind also â€Å"wrapped newspaper around their feet†, entangling the pedestrians a nd forcing them to bend down and remove the newspaper with their hands. This shows the reader how the wind has power over the pedestrians and Lutie Johnson.Petry’s use of personification really makes the relationship between Lutie Johnson and the urban setting more apparent. Petry personifies the wind by stating, â€Å"The wind lifted Lutie Johnson’s hair away from the back of her neck† and â€Å"the cold fingers of the wind touched the back of her neck†. This use of personification makes the reader feel like their experiencing the tortures of the wind for themselves with Lutie. The wind also took on the role of a bully by making a simple task very difficult.Lutie Johnson was looking for a room to stay in but she couldn’t read the sign with the wind blowing. â€Å"Each time she thought she had the sign in focus, the wind pushed it away†. In conclusion, the urban setting has a negative relationship with Lutie Johnson. The wind made everything hectic and overwhelming. The wind kept antagonizing Lutie while she looked for a place to stay and all she could do was try to deal with it as best as she could.

Social Work Law

This assignment involves a case study where Ralph, a fourteen year old boy, is currently in foster care because his mother; Kerry, felt she was unable to control him due to his behaviour. However, Kerry has now expressed that she is unhappy with this foster placement and has requested that her son be returned to live with her and his two younger brothers. The scenario becomes more complex owing to the fact that Ralph has disclosed that his mother had regularly hit him with a walking stick. In this essay I will seek to consider the main practice issues raised by the scenario of the case study. Using the materials provided within the course along with my own professional experience, I will outline relevant legislation whilst demonstrating the significance it has on the assessment and any subsequent intervention that may be required in the given situation Section 1 of the Children Act 1989 clearly states; ‘When a court determines any question with respect to – (a) the upbringing or a child; or (b) the administration of a child’s property or the application of any income arising from it, the child’s welfare shall be the court’s paramount consideration. s. 1(1)] This reflects the social work professional’s prime concern. Bearing this in mind, as the social worker involved in this case study, I would initially want to identify whether any of the children involved were at imminent risk of significant harm. The support and protection of children cannot be achieved by a single agency. †¦ Every service has to play its part. All staff mu st have placed upon them the clear expectation that there primary responsibility is to the child and his or her family. (DH and Home Office, 2003, paras 17. 92-17. 93) The Children Act 2004 obliges all agencies that come into contact working with children must share information and work together to safeguard the welfare of children. My primary task would be to arrange a safeguarding strategy meeting. This would facilitate the sharing of information between professionals whilst also determining the most appropriate course of action to take next. Those attending the meeting would include; the area Child Protection Officer, an education professional (such as the appointed Child Protection teacher), the police, a health professional (such as the school nurse) and the social worker. Other agencies may also be asked to attend such as the youth offending team or CAMHS (Children and adolescent mental health service). At the meeting, the professionals will discuss the best response to the allegations and the extent of risk that is posed towards the three children involved. There are several different options that can be decided. After careful consideration and agreement, it might be the general consensus that no further action is needed and the case will be subsequently dropped. However with this case study there is an allegation of physical abuse which would suggest the family would be in need of some kind of assistance, thus Ralph may be recognised as a child in need. Section 17 of the Children Act 1989 states a child is in need if he/she is unlikely to achieve or maintain a reasonable standard of health or development. [s. 17 (a)]. Ralph has not been attending school regularly. Subsequently this will lead to him falling behind and not developing educationally. Ralph has also started to drink alcohol and has also taken to staying out late, on one occasion not returning home until the following day. This behaviour obviously poses a risk to his health; nevertheless, it could also lead to a risk of significant harm. The threshold to identify when a need becomes a risk can vary depending on the professional making that assessment. Choosing to bring professionals together to a strategy meeting will ensure that the threshold is one that is safe and appropriate. The allegation from Ralph about his mother hitting him with a stick which was hard enough to cause severe bruising is without doubt a concerning factor. The strategy meeting would need to assess whether Ralph and/or his siblings were children in need (s 17) or whether there were rounds for a child protection enquiry. The Children Act 1989, section 47 states that the Local Authority must investigate if it has ‘reasonable cause‘ to suspect that a child is suffering significant harm. This is also known as a section 47 enquiry. Ralph says he has been the victim of physical abuse and that this was a reoccurring act. As a social worker I would have to investigate this further. The questions I would want to find answers to would include; Are Ralph’s siblings at risk from experiencing similar physical abuse? Is Ralph at risk of suffering from physical abuse if he returns home to his mother? I would also want to look further into the causes behind Ralph’s truancy and why he has started to engage in anti-social behaviour. Could this be a result of a breakdown in his relationship with his mother? Or are there problems with the home environment? When Ralph disclosed that his mother hit him with a stick, he said that he did not want anyone else to know. With this we encounter a conflict of what Ralph wishes and the professional duty of the worker. When working with young people it is important to make sure that they are aware of and understand the agency’s confidentiality policy. As a social worker I would explain to Ralph, within his level of understanding, that I will have to record some of the information he shares with me. However if he shares information that suggests that himself or someone else could be at risk of harm then this information will have to be shared appropriately and if required acted upon. As the social worker involved with this case, I would want to carry out an assessment before Ralph returns home to his Mother. However, Ralph is in foster care voluntarily which means that his mother can return him home as she wishes. Under section 20 of the Children Act 1989, any person who has parental responsibility for a child may at any time remove the child from accommodation provided by or on behalf of the Local Authority under this section [s. 20 (8) ]. Nonetheless, section 20 would be the most desirable option as it would be the least oppressive way to accommodate the young person while the assessment takes place. This would require cooperation from Kerry, Ralph’s mother. I would visit Kerry and try to explain the situation and the concerns that I and the other professionals had. This is likely to have a evastating impact on Kerry so this must be done in a sensitive way. The local authority is under obligation to work in partnership with the families of children in need or at risk. Sections 22 and 61 of the Children Act 1989 require local authorities and voluntary organisations to consult, where reasonably possible, with the child and the parents before making any decision in relation to the child (Block 3, p103). Before considering keeping Ralph in foster care, I would want to explore other options of residence. The case study does not mention Ralph’s birth father or whether he currently has a relationship with him. This would need to be investigated. There may also be other relatives who might be in a position to look after Ralph, for example; the possibility of living with Grandparent’s, Aunt’s and Uncle’s would be worth exploring. It may also be necessary to accommodate George and Dan while the assessment takes place. However, unlike Ralph, they appear to have a relationship with their father, Sam. Sam will have joint parental responsibility for George and Dan but as he is not the birth father for Ralph, he will not automatically have parental responsibility for him. However, he may obtain parental responsibility by obtaining an order from the court, or through a formal parental responsibility agreement with Kerry. Alternatively, Sam could apply for a residence order which settles the arrangements to be made as to the person with whom a child lives. There are two categories of applicant, those who can apply ‘as of right’ and those who require ‘leave of court’ (CA 1989, s. 8). As Ralph lived with his mother and Sam for six years, Sam could apply as of right. With all this said, a further initial assessment would need to be done on Sam prior to Ralph taking up residence with his step-father. Furthermore, it is very unlikely that Ralph would want to live with Sam, given his feelings that are stated in the case study. As with the parents being included in decision making in relation to the child, so must the child himself. As previously mentioned, the less oppressive option would be for Ralph to stay with a family member or to keep Ralph in his foster placement voluntarily. This would need to be with agreement from Kerry. However, in the event of Kerry not agreeing, there are other less favourable options to consider. The local authority may apply to the court for a section 31 or section 38 orders under the Children Act 1989. A section 31 court order can be given on the grounds that the child involved is suffering or likely to suffer significant harm due to the care being given to him, or likely to be given to him, or the child being beyond parental control [s. 31(2)]. In Ralph’s case I feel if a court order was required to accommodate him, a Section 38 would be more appropriate. An Interim care order (S. 38) granted by the court will give the local authority a period of time, for up to eight weeks, to investigate the child’s circumstances [s. 8(4) and (5)]. This would allow time to carry out an assessment on the needs of the family to identify if it is safe for Ralph to return home and to assess if there are any services that the family require to assist with the breakdown of the relationship. Before issuing a section 31 or 38 court order, the court must take into account some facto rs. Taking the child’s welfare as the paramount consideration, there should be a presumption that there is no order unless making one would be better for the child. This is also known as the ‘no order principle’. Both of these court orders also require a welfare checklist. The welfare checklist considers a range of factors before discharging an order including: The wishes of the child; any physical, emotional and educational needs; age, sex and any other characteristics that may be relevant; any harm suffered or at risk of suffering and the capability of the parents at meeting the child’s needs [ACA 2002, s1 (40)]. As a social worker I will be striving to achieve the best possible outcomes for the children I work with. The white paper, Every Child Matters identifies five areas of outcome: be health; stay safe; enjoy and achieve, make a positive contribution and achieve economic wellbeing. (DfES, 2004) To summarise my hypothetical involvement with this case study, as a social work professional working within social work legislation I would firstly take the welfare of the child or children as my primary consideration. When assessing the circumstances of the family and intervening in such a case, I would do so in a way that was anti-oppressive, which would mean using the least intrusive means of power available. It would require me to be non-judgemental, treating each individual with respect in line with article 8 of the European Convention of Human Rights. I would ensure to work in a professional manner at all times, abiding by the GSCC code of practice (Codes of Practice, 2002). I would work closely with professionals, sharing information to those who need to know only. I would strive to achieve the best possible of the five outcomes for children and young people I would always adhere to lawful policies whilst continually reflecting and evaluating my own practice.

A local conflict Essay

Q) With reference to a local conflict over the use of a resource that you have studied, discuss the extent to which all interest groups involved can be satisfied with its outcome. (40) The local conflict I have studied was the expansion of Heathrow airport, although the conflict itself ended in 2010 when it was legally resolved. However there are still effects that were created from the plans to expand Heathrow that have upset many different groups. In this essay I will discuss how the groups involved were either satisfied or dissatisfied with the outcome. There was a debate to whether or not the expansion at Heathrow was necessary. Here BAA (the airports directing company) pointed out that Heathrow was currently operating at 99.2% capacity utilisation meaning that even small incidents would create major delays, such as the ability of Heathrow to cope in extreme winter conditions such as snow. But the Greater London Authority and Hillingdon council argued saying there were alternativ es such as expanding Gatwick airport. Labour parliament also intervened stating the huge increase in passengers should be met by London’s most efficient and largest airport should be developed into the UK’s air hub. However the conservative party suggested more alternatives such as improving rail infrastructure to allow extra capacity to spread to other airports such as Manchester. This would benefit the north of England especially with the struggling economy. Arguments then arose over the impacts that would come from the expansion of Heathrow and there were many mixed attitudes towards this. A positive outcome economically would be that 140,000 new jobs would be created meaning that more people would be earning a decent wage paying taxes that would contribute to the government in funding public services such as hospitals. And if the expansion didn’t go ahead then it was estimated the UK would lose potentially  £4.5 billion GDP growth and  £1.6 billion of its existing GDP to other nations around the world. But the protest groups ‘Plane Stupid’ said that jobs would only benefit the south east as this is where Heathrow is located, it was also pointed out that the GDP figures are miniscule when compared to the UKs total GDP of  £2.435 trillion. In terms of the environment, the labour government at the time presented schemes whereby extra greenhouse emissions would be offset. This included involvement in the EUs new Carbon Permit Trading Scheme. However many environmental groups and  charities argued against this. Greenpeace produced information showing that Heathrow’s post-expansion carbon footprint would be a similar size to that of Kenya’s. The National Trust pointed out that regardless of whether CO2 was being offset around the UK, London air quality would fall. Also, the impacts on local communities came into question. A village on the expansion site known as Sipson would be destroyed if the expansion of Heathrow was granted. This would involve 700 homes being demolished as well as several a listed buildings. BAA claimed it would relocate and reimburse the whole community displaced. They also said they would not destroy but in fact repair and maintain the listed buildings on the site. However Sipson village council, the Greater London Authority and the conservative party argued against this. They stated that significant proportions of Greenbelt land would be destroyed and the sound levels in the area wou ld expand by several km2. In January 2009 Heathrow’s proposal for expansion was granted by the Labour Government. But this was put to a standstill as the demonstration groups opposing the plans for Heathrow appealed the decision to the Higher Court. It took a whole year of a legal battle but it was decided eventually in March 2010 that the Labour government’s decision was invalid and it was placed under review. That year in the general election the Conservatives and Lib Dems came to power and cancelled all the plans and proposals of extending Heathrow. With this outcome many groups were satisfied such as the Royal Society for the protection of Birds as the habitat of many birds around the airport shall not undergo any more destruction. However it is notable that the expansion won’t occur in the medium term. This is due to the whole process shall have to be reran if the plans are to risen again. Therefore it could be argued that in the short term the opposition groups will be satisfied. But in the long term the decision may be overturned and these groups left dissatisfied. For example Sipson Village Council are now being brought into another conflict as an alternative to the expansion of Heathrow the government have begun developing the HS2 as an infrastructure project. Supposedly it will link up with Heathrow, meaning the land will be built upon again destroying thousands of homes in the process. So now local communities are having to campaign in another conflict leaving them still dissatisfied. In conclusion, protest groups have been awarded for their hard work and efforts in avoiding the plans for Heathrow expansion going  ahead which has been very satisfying. But in the long term more problems have arisen as the HS2 is said to be in motion which would just cause the same problems to local communities. It seems that no matter what the decision some groups will always have different feelings towards them of satisfaction and dissatisfaction.

Word of Mouth in Marketing Essay Example | Topics and Well Written Essays - 500 words

Word of Mouth in Marketing - Essay Example Word-of-mouth communication can greatly influence and shape a person's expectations about a certain product, and more often than not play a large role in the final consumer decision. For instance, in marketing movies, word-of-mouth feedback can make or break the movie, that is why producers take particular care of screen-testing the movie for any possible tweaks they could do render in reference to initial feedback generated. This ensures that once the movie is released to the general public there is a much bigger chance for positive word-of-mouth amongst viewers. It is powerful, influential, and best of all it is something that not even the best-funded PR machine could buy. It levels the playing field for the lower-budgeted films and gives them a chance against the big studio blockbusters which abound. Of course, there are certain circumstances where other types of communication are more effective than word-of-mouth communication. While it is probably the most influential type of communication, it is not all- encompassing. For instance, it is highly unlikely that the typical consumer would rely on word-of-mouth for very big purchases such as cars and houses.

Autobiography Essay Example | Topics and Well Written Essays - 500 words

Autobiography - Essay Example I have always loved food but, one thing I was never allowed to do being the youngest was to cook. My mother was a brilliant cook and every one who tasted her exceptional delicacy loved it. I was sure that in all the meals I ever got to take, none tasted better than hers. There are times when my mother would go away for some days leaving me under the care of my elder brothers and, it is during such times that I realised that her food was irreplaceable. Her absence, regardless of the duration, always brought with it a feeling of nostalgia. It is during such a time that I vowed to make sure that one day I would be able to make meals as tasty as, or even better than, those of my mother. I yearned for the day that I would get the opportunity to enjoy a meal made by myself and that was like that of my mother. The opportunity to make a meal for myself did not come until when I was ten years old. I still remember it was on a Saturday, and I had spent half of the day in the fields playing with my friends. I got the right opportunity to practice my skill after finding no one at home. Having watched my mother prepare and cook her meals over and over for about a decade, I believed that I could also perfectly do it. Trying to remember every step that I had always seen my mother take in preparing her stew, I was able to prepare a spectacular stew which according to my elder brothers, tasted better than that of my mother. This was a life changing experience. My first attempt at cooking was an eye opener that brought a great deal of change in my life. It is through it that I believe I am better in making decisions today. Though this might seem like a normal undertaking for a child but me, it was a life changing experience and a discovery of my potential. It is from experience that I no longer have doubts or fears of what I can and cannot do. Since then, I have always believed that nothing is impossible for me until I try. Additionally, my passion for

Employee relations Essay Example | Topics and Well Written Essays - 5000 words

Employee relations - Essay Example The model they suggest is a partnership between labour and management that would result in a â€Å"high performance workplace with mutual gains for both the organisation and workers.† (Betcherman et al., 1994; Guest, 1995 and Verma, 1995 cited in Bratton et al. 1999: 334). Any changes that sweep society in the economic, social and political fields, not to speak of technological advancements will have inevitable consequences in the employer-employee relationship. Consequently, in Britain, mass unemployment of the 1980s and various legislations that curtailed union activities have had a marked effect on the bargaining power of labour because of the reduction in trade union membership and institutional protection. These developments corroborate Dunlop’s theory of industrial relations systems described below. However the trend is not unique to the United Kingdom and is attributable to increased competition at the local, regional and global levels and heightened consumer expectations. A trade union is defined as â€Å"a continuous association of wage earners for the purpose of maintaining and improving the conditions of their employment.† (Webb, Sydney & Webb, Beatrice cited in Trade Union). Does this mean that by definition, there is a conflict of interest between a trade union that represents its members and the organisation that employs those members as workers, more so if the organisation is in the public sector? The objective of this paper is to analyse the conundrum by taking recourse to theoretical bases and wherever possible their practical applications. 1.2. John Dunlop’s theory of industrial relations systems: In his 1958 classic, Industrial Relations Systems, John T. Dunlop, described the role of three principle actors in all industrial relations systems. They are, management organisations, workers (whether

Cell Structure Essay Example | Topics and Well Written Essays - 500 words

Cell Structure - Essay Example Plant and animal cells each have a true nucleus because they are both eukaryotic organisms. This central membrane-bound compartment is the site of storage for most of the cell's genetic material. Within the nucleus there is a nucleolus which produces ribosomes. Likewise, both plant and animal cells have corresponding organelle structures with identical functions. This includes: rough endoplasmic reticulum, smooth endoplasmic reticulum, peroxisomes, lysosomes, Golgi bodies, secretory vesicles, mitochondria, microtubules and microfilaments, cell membrane, cytosol, and a centrosome. Both plant cells and animal cells have an organelle known as the vacuole, but there are major functional differences between an animal vacuole and a plant vacuole (Cell Models, 2006). In animal cells the vacuole generally has a small size. It is used for storing waste products and serves as an area for digestion. In plant cells the vacuole makes up a much larger percentage of the internal volume. Besides the functions of waste storage and digestion, the plant vacuole has other important roles. Plant vacuoles hold nutrients and water. They help the plant cells to expand during the cellular growth process.

Is there a causal relationship between proximity to power plants and Essay

Is there a causal relationship between proximity to power plants and cancer cases - Essay Example The floating Chernobyl explosion radiation particles contaminated the cow’s milk products. Similarly, milk products from the nearby Satre Selo Village and the Perehodichi Village were contaminated. The Chernobyl cows’ ate the radiation-infected grass. The grass grew on radiation- contaminated farm soil (Stepanova et al., 2008). The residents’ eating contaminated cow’s milk was a confounder variable. The winds’ blowing the radioactive particles to particular community is another confounder variable. The people’s long exposure within the vicinity of the Chernobyl community is a third confounder variable. If there were no cows eating the grass, the people will not drink the cows’ milk or eat the infected cows’ meat. Consequently, the number of cancer incidents would favourably decline. Consequently, the contamination spread. The contaminated soil contaminated the grass that grew on the contaminated soil. Next, the cows ate the -radiation contaminated grass. By eating the contaminated grass, the cows were contaminated with radiation. When the farmers extracted the milk from the cows, the milk products were contaminated by the Chernobyl radiation (Zamostian et al., 2002). The contaminated soil was another confounder that increased the number of cancer incidents within the Chernobyl community. Another confounder was the quantity of contaminated food eaten. With more people eating radiation-contaminated food, more people died from the deadly cancer ailment. Further, the Chernobyl accident research focused on soil contamination measurements from Ukraine’s 38 Narodichesky region communities (Karmaus et al., 2008) The six year research included children respondents belonging to the 18 years old and below age range. The PROC MIXED linear measurement model to gather radiation data, controlling confounders. The findings indicate erythrocyte, blood

Does Music Influence Sexuality Research Paper Example | Topics and Well Written Essays - 1250 words

Does Music Influence Sexuality - Research Paper Example This paper will explore the question as to whether music, or indeed any other media art form, has the power to influence sexuality and bring about sexual expression in its audiences. Discussion Music, like any other art form, is eminently able to evoke emotions in us. That is why you find people moved to tears by violin concertos or entranced by the lifting spirit of trumpets and cymbals in a March composition. Music is a language by itself, but while it has the ability to thrill you or move you emotionally, I have hardly ever heard it being able to stir sexuality in the human mind or body. We may refer to a particular music video as sexy or provocative, but hardly rate its music as so. Take any video by Shakira, or Madonna, or Britney Spears for example. While people talk about it in hushed tones, and berate its sexually explicit content, few would say that the music itself was sexy. The oohs, aahs and other gushes of excitement are linked to our memories of what was transpiring in the videos of the particular song at that moment. It is the video that is sexy, not the music. The notion that sex sells has been used to sell everything from cigarettes to cars, so why leave out music. And right from the time that Queen created ‘Bohemian Rhapsody’, the very first English music video, music videos became a more and more important art form. There was even a time when the music didn’t really matter, the videos did. You could have the crappiest music and lyrics, but if you had a good video, with handsome boys and sexy girls doing their thing without a second thought, you had the makings of a hit on MTV. Take Lady Gaga and her ‘Bad Romance’ video. I don’t think I could come up with a worse video if I searched for years. Yet she is a top selling artist, even more famous than Avril Lavigne or Taylor Swift, whose songs and music definitely have more merit. Let us now consider the argument often put forward by parents and politicians that sex and violence has been the mainstay of music videos for some time now. Most likely this started with videos by Madonna, or Prince, or Shakira, in which sexual content and contentions are the order of the day. Look, sex sells and while such videos have often been used by upcoming artists to increase their publicity and shock value, the effect is fleeting. That is because airplay is limited, and competition is fierce in the music industry. Right from the time Madonna burst on the music scene with Like a Virgin, she has been ‘using sexual innuendo to shock audiences’ (Streitmatter, 34). It is like monkey see, monkey do. If we take the lyrics of Shaggy’s ‘It Wasn’t Me’ or Pink’s ‘Fucking Perfect’ or Akon’s ‘She’s Getting Naked’, most of the 40 plus crowd will be shocked to hear the lyrics, much less see the songs on MTV. Yet most of us hardly react with a shrug. It’s all make-believe, w e say, and our kids should know that. But do they really? Let’s say some Lothario or super vixen wants to act this out in real life. Does it catch on, and how bad would it be? I would say the effect would be limited. No one wants to make a fool of themselves or be taken advantage of, no matter what they are doing in the music videos. I for one believe that music does not influence sexuality and sexual expression. There are many positive things that music can do to you. It can lift up your spirits, help you

True Standards of a Hero Essay Example for Free

True Standards of a Hero Essay George Washington, Marilyn Monroe, Muhammad Ali, and even Taylor Swift have been proven to be heroes in today’s culture. Long before any of these individuals walked the Earth, the story of a man exhibiting what a true hero of epic proportions really is. Beowulf, a poem in British literature from the eighth century, showcases the concept of real heroism. Beowulf, a Geat who provides the real qualities of a dominate hero, travels to Herot to protect the kingdom of King Hrothgar. Beowulf will find himself battling with monsters that represent evil, the devil, and depths of Hell. The people of the kingdom are, at first, nervous of having a man fight the monster, Grendel, but are soon proven that Beowulf is the only option. The hero will later encounter the monster’s mother and, fifty years later, a dominate dragon. Clearly, in Beowulf, we will see the true qualities of an epic hero. Beowulf will travel far distances to be glorified and viewed significantly by the entire world. He will also demonstrate Anglo-Saxon ethics in the deeds he performs using his superhuman strength and abilities. Beowulf proves to people across many lands that he is a strong and responsible leader as well as an example of true heroism. As the poem begins, you immediately see how Beowulf is presented with an intense quest and is signified and glorified. The reader is told how a horrific monster, Grendel, is attacking Hrothgar’s kingdom. Beowulf hears of the incidents and immediately travels to help. He wants to aid the kingdom, â€Å"Heard how Grendel filled night with horror/ And quickly commanded a boat fitted out/ Proclaiming that he’d go to that famous king† (112-114). He then carries out with his promise and takes on the outstanding quest. Beowulf carries out another epic quality by being significant and glorified across many lands. When he arrives at Herot, he is greeted by Wulfgar, one of Hrothgar’s feudal lords. Wulfgar proclaims, â€Å"My lord, the great King of the Danes, commands me/ To tell you that he knows of your noble birth† (127-128). This explains how highly regarded Beowulf is talked of among the area. Beowulf will, now, battle Grendel, the ferocious beast. In addition to the obvious heroic qualities, Beowulf showcases his ethics to Anglo-Saxon society and his superhuman strength. When Beowulf goes to fight the monster, he refuses to use weapons since Grendel doesn’t use them. â€Å"That I, alone and with the help of my men,/ May purge all evil from this hall. I have heard,/ Too, that the monster’s scorn of men/ Is so great that he needs no weapons and fears no name./ Nor will I† (165-169), announces Beowulf in order to prove his pride and morality. Now, though, Beowulf must give attention to showing his superhuman strength. He fights upon one arm, being able to detach Grendel’s own arm. â€Å"-And was instantly seized himself, claws/ Bent back as Beowulf leaned up on one arm† (430-431). As to be expected, Beowulf murders Grendel within moments of the battle. Grendel’s mother is then angered by the news and is ready to fight Beowulf as well. Beowulf is, once again, prepared to risk death for glory, the citizens, and to reflect ideals of society. He jumps into the red, dark, deep, treacherous waters to confront Grendel’s mother in a battle. â€Å"The water was bloody, steaming and boiling/ In horrible pounding waves, heat/ Sucked from his magical veins† (529-531). Once arriving miles deep into the Hell, Beowulf was ready to boost his name once again. â€Å"But Beowulf/ Longed only for fame, leaped back/ Into battle†¦ If weapons were useless he’d use/ His hands, the strength in his fingers. So fame/ Comes to those who mean to win it/ And care about nothing else† (605-612). This is how Beowulf reflects ideals of Anglo-Saxon society. He knows fame comes to those who thrive for it. Our hero wins the incredible battle and returns to the surface with the head of Grendel’s mother. In Herot, Beowulf is presented the kingdom and is now the King. Fifty years later, a new crisis comes forward. A dragon is destroying the king’s land; Beowulf is the only known help. The king travels with twelve men, but shows his bravery by telling them to â€Å"Wait for me close by, my friends,/†¦ no man but me/ Could hope to defeat this monster† (679-684). Beowulf wants to go in alone, to protect his men. While in battle, all of the men leave except for one, Wiglaf, a distant cousin to Beowulf. The highly admired hero, is defeated by the dragon. Wiglaf runs to his side, where Beowulf proclaims him as his successor. Moments after, Beowulf takes his final breath. Beowulf was clearly seen as a strong leader by his people carrying on his name in glory, â€Å"And so Beowulf’s followers/ Rode, mourning their beloved leader,/ Crying that no better king had ever/ Lived, no prince so mild, no man/ so open to his people, so deserving of praise† (838-842). There was even a tower erected in his name. His legacy of being an epic, strong, glorious leader is achieved. Obviously, Beowulf has association with every heroic quality under the Sun. The king was on a quest, was signifigant, and even glorified by his people. Beowulf additionally showed ethics in his battles and his superhuman abilities. He risks death carrying out ideals of Anglo-Saxon society performing these great deeds with even greater leadership. This poem clearly represented God versing evils with the good prevailing. Now we see how today’s heroes find their inspiration.

Discussing and comparing the Tyler model

Discussing and comparing the Tyler model In this essay I will be discussing and comparing the Tyler model and Knowles model for Adult Learners. This can be seen in section one where the comparison and contrasting of the two models will be established in order to get a better understanding. In section two I will choose one of the two models that are most appropriate for a learning context. The conclusion will consist of a summary of the key points established throughout this paper. Section One Tyler was very much linked with curriculum theory, development, educational assessment and evaluation. In education individuals regard Tyler as the father of behavioral objectives. This form of approach puts much more importance on the needs of the learner. There are similarities between Tylers and that of the andragogical model as they both relate specifically to the individuals self direction and their experience. Tyler regularly used this in learning to be a development during which an individual attains new patterns of behaviour. He had four basic questions regarding to learning: What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained? (Boone, pp.26) The previous questions are now well known in adult education. Knowledge of the psychology of learning helps set bounds on what can be learned within the given time and the current environment of the organization (Boone. Pp. 26). Tyler thought that the makeup of a schools curriculum had to relate to three main factors that together form the elements of an individuals education experience. First off would be the nature of the individual learner, which may include the individuals developmental factors, their learner interests/needs and also their life experiences. Second would involve the individuals values and aims of society, which may include values and attitudes. The last being knowledge of the subject matter. What the learner believes to be worthy and usable knowledge. In answering the four questions and in designing learning experience for students, curriculum developers had to establish judgments through the three factors. He believed that when setting educational objectives, pro grammers should take into consideration the learners, society, philosophical considerations within the institution conducting the program, the intellectual climate of society and experts in the subject (Bye Reich, pp. 181). The assumptions of this model are that all learning can be measured in terms of changing behaviours. One of the most frequently offered criticisms of programs of professional preparation by graduates who subsequently inhabit the real world of practice is that such programs are strong on theory but weak on practical application (Brookfield, pp. 201). Knowles is regarded as a central figure in US adult education in the second half of the twentieth century. The programming model is structured on his andragogical philosophy, where one assumes that adults move toward self-direction. By doing this use their experience as a learning resource, then are ready to learn in accordance with socio-developmental tasks and desire immediate application of learning. Knowles believes that the adult learner brings life experiences to learning, incorporating and complementing the cognitive abilities of Piagets adolescent. As the individual matures: his/her self-concept moves from dependency to self-direction he/she accumulates a growing reservoir of experiences that becomes a resource for learning his/her learning readiness becomes increasingly oriented to the tasks of various social roles his/her time perspective changes from one of postponed knowledge application to immediate application his/her orientation to learning shifts from subject-centered to problem-centered (http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/knowles.htm ) Knowles believes that adults should have developed mature understanding of themselves, able to understand their needs, motivations, interests and goals. Individuals should be able to look at themselves objectively and maturely. They should accept themselves and respect themselves for what they are, while striving to become better. Adult learners should develop an attitude of acceptance, love, and respect toward others. This is the attitude on which all human relations depend. They must learn to distinguish between people and ideas, and to challenge ideas without threatening people. Ideally, this attitude will go beyond acceptance, love, and respect, to empathy and the sincere desire to help others. Knowles was convinced that adults learned differently to children and that this provided the basis for a distinctive field of enquiry. His earlier work on informal adult education had highlighted some elements of process and setting (http://www.infed.org/thinkers/et-knowl.htm ). In doing t his Knowles cam to the conclusions about the shape and direction of adult education. According to Knowles andragogy model the key points are: Adults move towards self-direction Adults use experience as a learning resource Adults are ready to learn in accordance with socio developmental tasks Adults devise immediate application of learning (Bye Reich 2003, p182) The two models are very different to one another when compared. Tylers objective model requires no prior knowledge of the content being taught whilst Knowles institutional model requires some prior knowledge from the adult learner. This prior knowledge helps motivates the learning to participate more in the learning process which results to further /advances in knowledge of the topic being taught. The learner is seen as an empty vessel in Tylers model. The individual is more dependent on the teacher in learning new things within the learning environment. This is entirely opposite to Knowles model, as the learner seeks growth in knowledge. Section Two My goal in this section is to apply Tylers model with TAFEs Business Management course. Central to Tylers model is effectively organizing the learning activities. He believes in three criterias that are required in building organized learning experiences. These are continuity, sequence and integration. Business Management mirrors Tylers model by creating active learning experiences in a content area that is otherwise found boring. Having identified a number of learning activities, the teacher challenges students in active learning with writing assignments, group presentations, group quizzes, a written financial project, individual and group participation and a final exam. The process of assessment is critical to Tylers model and begins with the objectives of the educational program. The lecturer will be required to establish the point of the assessment by answering questions such as what is the purpose of this assessment, what do you want it for? With an online syllabus, students can prepare for the various methods of assessment. Mid semester evaluations provide valuable feedback on learning activities. A final evaluation of 2009 present important feedback for course revision. As a result, the following semester group learning activities were increased from 10% to 40% of the course content. Other feedback found that students desire for more review time and that the instructions progressed too quickly. Due to time limitations, the lecturer incorporated additional non-graded assignments as group presentations. By doing this the curriculum and instruction assessment helped better achieve the defined outcomes of improving critical thinking, communication and analytical skills. A final exam also helps evaluate the learning objectives and integration of knowledge. Tyler and TAFEs Business Management have comparable strategies for designing curriculum and instruction. Tyler states, Education is a process of changing the behaviour patterns of people. TAFE uses assessme nts to achieve the defined learning objectives and promotes participation from individuals through interesting activities. They both value the individual learner. Conclusion Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, Pedagogy of the Oppressed, 1970) By using a combination of adult learner techniques and strategies, educators can create training experiences that will enhance the learning of participants. When an individual is put into positive learning experience that follows andragogy process that has been presented above, they are more likely to retain what they have learned and apply it in their work environment.