Thomas Jefferson Essay - 1561 Words

Thomas Jefferson amp;#9;Thomas Jefferson was the third president of the United States. His terms lasted from the year 1801 to the year 1809. Jefferson was an American revolutionary leader as well as an influential political philosopher. Jefferson was among a group of the most brilliant Americans that resulted from the Enlightenment in Europe. Possibly one of the best writers during his time, Jefferson was the principal author of the Declaration of Independence. amp;#9;Jefferson ¡Ã‚ ¦s status as a Virginia aristocrat gave him the two most important things to become an educated man, which was a difficult thing to become during that time. Those two things, time and the resources, allowed him to educate himself in history, literature, law,†¦show more content†¦After two years of college, Jefferson was admitted to the bar in 1767. He was then elected to the Virginia House of Burgesses in the year 1769, which was the beginning in his long career in politics. amp;#9;During Jeffersons years from 1769 to the year 1775, he was been a leader of the patriot faction in the colonial house of burgesses. He helped form and was a member of the Virginia Committee of correspondence. During the First Virginia Convention, Jefferson prepared a paper called A Summary view of the Rights of British America in the year 1774. In the paper, he brilliantly expounded his view that the British Parliament had not authority over the colonies and that the only bond that the colonies had with England was of voluntary allegiance to the king among the colonists. Jeffersons most famous act came during his time as a delegate to the Second Continental Congress in the years 1775 to 1776. Although the Declaration of Independence was given to a committee to draft, the document was the wholly work of Jefferson except for the minor altercations by John Adams, Benjamin Franklin, and the others on the floor or the Congress. amp;#9;During Jefferson ¡Ã‚ ¦s first term as president, a major presidential achievement sparked because of his lifelong interest in the West and in American-French relations. This achievement was theShow MoreRelatedWho Is Thomas Jefferson?993 Words   |  4 Pages Who is Thomas Jefferson? Matthew Backlin United States History 1 A CP October 18, 2015 Who was Thomas Jefferson? Most people just think of him as the man who wrote the Declaration of Independence or just one of our many presidents. That’s not the case. Jefferson was more than that, He was a very intelligent man and a loving father and grandfather. Thomas Jefferson was also an inventor and one of the most significant men in the history of makingRead MoreThomas Jefferson And The Constitution911 Words   |  4 Pagesopinions. However Thomas Jefferson the 4th president of the United States also known as the father of the constitution and Alexander Hamilton who was the author of the majority papers written as well as the leading member of the constitutional convention the both of them took part in creating the(factions) that lead to the political systems also known as democracy being introduced. James Madison was the principle intellecteal leader of the constitutional convention while Thomas Jefferson contributedRead MoreEssay on Thomas Jefferson1532 Words   |  7 PagesThomas Jefferson He is best remembered as a great president and as the author of the Declaration of Independence. He also won lasting fame as a diplomat, a political thinker, and a founder of the Democratic Party. Jeffersons interests and talents covered an amazing range. He became one of the leading American architects of his time and designed the Virginia Capitol, the University of Virginia, and his own home, Monticello. He greatly appreciated art and music and tried to encourage theirRead MoreEssay Thomas Jefferson1012 Words   |  5 Pages Thomas Jefferson was born on April 13, 1743 in Albermarle County, Virginia. He was born in a simple four-room house in Shadwell, Virginia, what is now Monticello. His father, Peter Jefferson, was a planter who was a bright, brave, and strong man. His mother was a very gentle lady. She was boring under one of the most distinguished families in the area. His family had prospered since the first Jefferson arrived in America from Whales in 1612. Soon after Jef ferson’s birth, the French and British beganRead MoreThe Contributions Of Thomas Jefferson1474 Words   |  6 Pageshowever, there was a red-haired Virginian who was less than intimidating yet more literate and educated; he was credited for driving the nail in our retaliation against Britain’s lack of representation against the colonists. This man’s name was Thomas Jefferson, a historical figure who wasn’t expected to accomplish much based on his modesty; however, he achieved so many successful pursuits in which the most notable contributions will be included in the following main points: His general background/upbringingsRead MoreThomas Jefferson Essay753 Words   |  4 PagesThomas Jefferson Thomas Jeffersons ideals and beliefs were derived from a deep regard for life, liberty, and freedom. His concept of individual freedoms strongly disagreed with the notion of a guided republic which he believed concentrated a great deal unchecked power among a few people. This could have the potential of tyrannical government that might suppress personal freedoms of any kind especially those of religion, which Jefferson feels very strongly felt should be protected. AfterRead More Thomas Jefferson Essay869 Words   |  4 Pages Thomas Jefferson was born on April 13, 1743 to Peter and Jane Jefferson. His exact place of birth is not known. But it is believed to be about five miles outside of Charlottesville. He had ten brothers and sisters, but many of them died very young. Jefferson was one of two surviving sons. He was sandy-haired, tall, and awkward. His nickname was â€Å"Long Tom.† He really enjoyed outdoor activities, especially riding, shooting, and canoeing. Jefferson was also great musician and a diligent worker whoRead More thomas jefferson Essay912 Words   |  4 Pages Thomas Jefferson was Born on April 13, 1743,on a farm called Shadwell, what is now called Monticello, in the county of Albermarle, Virginia. Jefferson was the third child in the family and grew up with six sisters and one brother. At the age of five, Jefferson was placed by his father, Peter Jefferson, at an quot;English school, for four years, where he developed an interest in botany, geology, cartography, and North American explorationquot;. After English school, was transferred to a Latin schoolRead More Thomas Jefferson Essay1217 Words   |  5 Pagesthat I read is Thomas Jefferson by Norman K. Risjord. This book was published in 1994. The biography I read was Thomas Jefferson and it was very enlightening and informative. The story began in Shadwell, Virginia where Thomas Jefferson was born in 1743 and raised until he was approximately 18. Thomas Jefferson’s parents were well off, but his father died when Thomas was 14. When Jefferson was 17 years old, he got permission to attend the College of William and Mary. Thomas Jefferson did many thingsRead MoreEssay on Thomas Jefferson841 Words   |  4 PagesFrance Was in favor of this Alliance with France Wanted to work with the British Repelled the judiciary Act of 1801 They were all for it Jefferson had dismissed many federalist and judges so they were against it. Part 2: Response Write a 350-word response to the following question: How â€Å"Jeffersonian† was Thomas Jefferson as president? Jefferson doesnt fit neatly into the label Jeffersonian†. Jeffersons commitment to the separation of church and state, his  Virginia Act for Establishing

Digital Fortress Chapter 46 Free Essays

Phil Chartrukian slammed down his receiver. Jabba’s line was busy; Jabba spurned call-waiting as an intrusive gimmick that was introduced by AT T to increase profits by connecting every call; the simple phrase â€Å"I’m on the other line, I’ll call you back† made phone companies millions annually. Jabba’s refusal of call-waiting was his own brand of silent objection to the NSA’s requirement that he carry an emergency cellular at all times. We will write a custom essay sample on Digital Fortress Chapter 46 or any similar topic only for you Order Now Chartrukian turned and looked out at the deserted Crypto floor. The hum of the generators below sounded louder every minute. He sensed that time was running out. He knew he was supposed to leave, but from out of the rumble beneath Crypto, the Sys-Sec mantra began playing in his head: Act first, explain later. In the high-stakes world of computer security, minutes often meant the difference between saving a system or losing it. There was seldom time to justify a defensive procedure before taking it. Sys-Secs were paid for their technical expertise†¦ and their instinct. Act first, explain later. Chartrukian knew what he had to do. He also knew that when the dust settled, he would be either an NSA hero or in the unemployment line. The great decoding computer had a virus-of that, the Sys-Sec was certain. There was one responsible course of action. Shut it down. Chartrukian knew there were only two ways to shut down TRANSLTR. One was the commander’s private terminal, which was locked in his office-out of the question. The other was the manual kill-switch located on one of the sublevels beneath the Crypto floor. Chartrukian swallowed hard. He hated the sublevels. He’d only been there once, during training. It was like something out of an alien world with its long mazes of catwalks, freon ducts, and a dizzy 136-foot drop to the rumbling power supplies below†¦ It was the last place he felt like going, and Strathmore was the last person he felt like crossing, but duty was duty. They’ll thank me tomorrow, he thought, wondering if he was right. Taking a deep breath, Chartrukian opened the senior Sys-Sec’s metal locker. On a shelf of disassembled computer parts, hidden behind a media concentrator and LAN tester, was a Stanford alumni mug. Without touching the rim, he reached inside and lifted out a single Medeco key. â€Å"It’s amazing,† he grumbled, â€Å"what System-Security officers don’t know about security.† How to cite Digital Fortress Chapter 46, Essay examples

The Nature of Things free essay sample

A comparison of the books The Bluest Eye by Toni Morrison and Their Eyes Were Watching God by Zora Neale Hurston. This paper compares the two books to examine how they portray the role of the natural world in relation to events in the human world. The use of elements of nature, such as the seasons, weather, vegetation, and animals is explored in these two novels. The symbolism and meaning of these elements in terms of the stories and characters is discussed. Zora Heale Hurston and Toni Morrison both use similar themes in their novels, although written decades apart. Not only do they both use the word eye in their title, their characters share similar emotions in their search for their own identities. Hurstons Their Eyes Were Watching God is about a woman who after three marriages finally finds her own voice and at the same time discovers that much of her power lies in silence. We will write a custom essay sample on The Nature of Things or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Morrisons The Bluest Eye is about a young girl longing for beauty only to find it in her madness. Both novels concern African American culture and the sub-cultures within the class status. Both Morrison and Hurston weave folklore into their stories with symbolic references to nature. Moreover, both authors establish this symbolism by opening their novels with nature references. Hurston opens Their Eyes Were Watching God by writing, Ships at a distance have every mans wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time. That is the life of men. Now, women forget all those things they dont want to remember, and remember everything they dont want to forget. The dream is the truth. Then they act and do things accordingly (Hurston 1998). In this sentence, Hurston symbolically establishes that men and women instinctively rely on each other for certain needs. Janie, the main character of the story, is like many women who search for a man who can complement her and give her the qualities that she doesnt possess on her own. It also refers to the theme that men never really strive for their dreams, while women are able to control their desires and wills and chase their dreams (Hurston 1998).

The Ring of Shame Essay Example

The Ring of Shame Essay â€Å"Ye have both been here before, but I was not with you. Come hither once again, and we will stand all three together! † In his feeble attempts to make public his hidden shame, Reverend Dimmesdale attempts to include himself in the infinite ring of ignominy that he, Hester, and Pearl have inevitably been trapped in. With this theme in mind, Nathaniel Hawthorne, in his masterpiece, The Scarlet Letter, uses the characters of Hester Prynne, Arthur Dimmesdale, and Peal to illuminate the them of isolation coupled wit the destruction of The fabric â€Å"A† that Hester must wear sets her apart from everyone in the colony. It is firmly and magnificently placed up her clothing but it also has been sewn into her heart. â€Å"Not a stitch in that embroidered letter, but she has felt it in her heart. † Hester’s â€Å"A† causes others to disassociate themselves with her, but her heart cause her to disassociate with others. Hester placed herself in isolation because of both the guilt in her heart and the heinous acts of others. As Hester’s shame and guilt is shown for all to see, Dimmesdale’s hidden guilt prevents him from forming intimate social relationships. We will write a custom essay sample on The Ring of Shame specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Ring of Shame specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Ring of Shame specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In order to have an intimate relationship, one must open his or herself up to the other party. Dimmesdale is not able to do this, because he fears the result that might come if he tells any soul about his sin. He is forced to keep his problems concealed. Because of his confinement and hidden secrets he has made himself ill. â€Å"The physician advanced directly in front of his patient, laid his hand upon his bosom, and thrust aside the vestment, that, hitherto, had always covered it. Pearl represents the third ring of ignominy in this story. Pearl was born an outcast of the infantile world. † This holds true because Pearl was the daughter of Hester, the town adulteress. The other children ken this and persecuted Pearl for her mother’s sin, which hindered her from developing relationships with other children and people in general. Pearl also isolates herself from other people because of her florid temper and devilish qualities. People fear Pearl for her outrageous behavi or, her knack to uncover the truth in some of the things she sees, and her knowledge and understanding she has for her young age. Ye have both been here before, but I was not with you. Come up hither once again, and we will stand all three together! † Arthur Dimmesdale, Hester Prynne, and little Pearl all struggle with their own torments, yet are all three related in the root of their struggles and in isolation. Nathaniel Hawthorn, in his masterpiece, The Scarlet Letter, uses the characters of Hester Prynne, Arthur Dimmesdale, and Pearl to illuminate the theme of isolation. The isolation of all three derived as a result of sin, and all three must live with the consequences whether deserved or not. Hester, Pearl and most importantly, Arthur Dimmesdale, all find themselves fuelled by this underlining feeling of ignominy. It’s sets them all apart for the rest of the colony, but also brings them together. For Hester, her shame is presented to the whole colony. While Arthur Dimmesdale hides his under his vest, but does this provide him with any comfort. In the midst of all this, lies a child who innocently came into a world where friendships were doomed impossible. All three on a scaffold. All three in the ring of ignominy.

Uranium essays

Uranium essays Uranium was first discovered by Martin Klaproth in 1789. Although he discovered it in a compound, he named it Uranium after the planet Uranus. It was later found in its pure form by Eugene Peligot in 1841. It can be found in ores of pitchblende, carnote, and torbernite. With an atomic number of 92 and an atomic weight of 238.0289 grams and a density of 18.7,which is 19 times heavier than water, uranium is the heaviest natural element. It can be found on the Period Table in the actinoid group with the symbol "U". Uranium is radioactive element that combines easily with other elements. With a melting point of 1405.3K and boiling point of 4200K, uranium can be easily shaped at high temperatures, and is fissionable. It has a color of silver white to steel gray. The crystal form is orthorhombic. Although uranium can be found almost anywhere, it can be found in over 100 different ores, but finding uranium in plentiful sources is very rare. Main sources are in the United States, Canada, South Africa, France, East Germany, Australia, Czechoslovakia, Zaire, Niger, Gabon, and Namibia. Uranium is found by either using one of two devices that pick up radioactivity, the Geiger-Muller counter, or the scintillation counter, which is more sensitive than the Geiger counter. Traces of uranium is found in humans. Over the years, scientists have found that uranium also can be in crustal rock, sea water, and in carbonaceous meteorites. Uranium was first used as nuclear fuel in 1942. It's used to make plutonium, which has been used in nuclear weapons, such as the atomic bomb and other warheads. It is used in the making of special chemicals and electonic parts. Also small amounts of uranium are used to produce radioactive isotopes that are used in the medical, industrial, and research fields. ...

The Bargeboard Look of Victorian Wood Trim

The Bargeboard Look of Victorian Wood Trim Bargeboard is exterior house trim, usually ornately carved, that is attached along the roof line of a gable. Originally, this Victorian wood trim - also called vergeboard or verge board (verge being the end or edge of a thing) - Â   was used to hide the ends of rafters. It hangs from the projecting end of a gable roof. Bargeboards are often elaborately hand-crafted and found on homes in the Carpenter Gothic style and what is commonly known as the Gingerbread cottage. Bargeboards are also sometimes called gableboards and can attach to barge rafters, barge couples, fly rafters, and gable rafters. It is sometimes spelled as two words - barge board. It was commonly used throughout a growing and prosperous America in the late 1800s. Examples of bargeboard can be found on the Helen Hall House in West Dundee, Illinois (c. 1860, remodeled c. 1890) and a typical Victorian-era residence in Hudson, New York. Used as ornamentation, bargeboard must be maintained and replaced to keep the Victorian-era look on todays historic dwellings. Definitions of Bargeboard A board which hangs from the projecting end of a roof, covering the gables; often elaborately carved and ornamented in the Middle Ages.- Dictionary of Architecture and Construction Projecting boards placed against the incline of the gable of a building and hiding the ends of the horizontal roof timbers; sometimes decorated. - The Penguin Dictionary of Architecture In older homes, bargeboards may have already disintegrated, fallen off, and never replaced. The 21st century homeowner might consider adding this detail to restore a historic look to a neglected gable. Look at he many books that illustrate historic designs, and either make it yourself or contract out the job. Dover publishes several books including 200 Victorian Fretwork Designs: Borders, Panels, Medallions and Other Patterns (2006) and Roberts Illustrated Millwork Catalog: A Sourcebook of Turn-of-the-Century Architectural Woodwork (1988). Look for books that specialize in Victorian designs and house trim, especially for Victorian Gingerbread details. Why is it called barge board? So, what is a barge? Although barge can mean a type of boat, this barge comes from the Middle English word berge, meaning a sloping roof. In roof construction, a barge couple or barge rafter is the end rafter; a barge spike is a long spike used in timber construction; and a barge stone is the projecting stone when a gable is built of masonry. Bargeboard is always placed up near the roof, on the piece of roof that overhangs to form a gable. In revivals of Tudor and Gothic style architecture, the pitch of the roof can be very steep. Originally the end rafters - the barge rafters - would extend beyond the wall. These rafter ends could be hidden from view by attaching a bargeboard. The house could achieve greater decoration if the bargeboard was intricately carved. It was a functional architectural detail that has become purely ornamental and character defining. Maintenance of Victorian Wood Trim You can remove rotten bargeboard from a house without harming the structural integrity of the roof. The bargeboard is ornamental and is not necessary. However, you will change the appearance - even the character - of your home if you remove the bargeboard and do not replace it. Changing the style of a home is often not desirable. You do not have to replace rotted bargeboard with the same style if you dont want to, but youll have to check if youre in a historic district. Your local historic commission will want to see what youre doing and will often have good advice and sometimes even historic photos. You also can buy bargeboards. Today its sometimes called running trim or gable trim. Should I buy plastic bargeboard made of PVC so it wont rot? Well, you could, if your house is not in a historic district. However, because bargeboard is an architectural detail found on houses of certain historic eras, would you really want to use plastic? Youre right that PVC may last longer than wood and this trim area does have the potential for a lot of moisture runoff. But vinyl or aluminum that is sold as virtually no maintenance does require cleaning and repair, and its likely to age differently (for example, the color) than the other materials on your house. Mixing wood or masonry with plastic may make your house look a bit artificial. Bargeboard is a decorative detail that gives a house character. Think hard about detracting from the natural character of your home by using a synthetic material. Can I make my own bargeboard? Yes, you can! Buy a book of historical designs and experiment with different patterns and widths. Remember, though, that bargeboard will be easier to paint before you attach it to high places. You might even engage the local public school shop teacher to make your project into a student project. Ensure the proper permissions (e.g., historic commission, building code) before going ahead with any project that changes the look of your house. And remember - if it looks awful, you can always remove it and begin again. Sources Photo of Cape Cod Gingerbread Cottage by KenWiedemann/Getty ImagesPhoto of Helen Hall house by Teemu008 on flickr.com, Creative Commons Attribution-ShareAlike 2.0 GenericPhoto of Hudson, NY house by Barry Winiker/Photolibrary/Getty ImagesDictionary of Architecture and Construction, Cyril M. Harris, ed., McGraw-Hill, 1975, p. 40The Penguin Dictionary of Architecture, 1980, p. 28

The Millenium Dome Essay Example | Topics and Well Written Essays - 3000 words

The Millenium Dome - Essay Example Millennium experience was great exhibition that was intended to celebrate the beginning of the third millennium. The exhibition was generally open to the public from January 1st to 30th 2000. This exhibition was a concern of political controversy because it failed to get the attention of visitors that were anticipated due to the recurring financial constraints. The initial associated complex and the exhibition has since been demolished, the dome however still exists and is currently a significant exterior feature of the O2. The Millennium Dome project was completed and maintained in spite of its commercial failure. This is because it was the immense nuclear bunker in the underground that was designed to house the heads of state, the government and the military elite in the event of biological or nuclear strike on the capital (McGuigan, 2003). This paper seeks to critically evaluate the UK project â€Å"The Millennium Dome†. There has been a controversy surrounding the UK proje cts that were involved in the turning of Millennium. The successful attractions to the visitors can offer a boost in the tourism industry in the United Kingdom. This created a positive effect of multiplier on the economy and local residents. On the other hand, the unsuccessful visitor attractions led to the damage and negative image of the area. The Millennium Dome was managed by the New Millennium Experience Company (NMEC). They received funding from United Kingdom taxpayer and the lottery funding, in addition, they got support from the government. On a critical evaluation of the Millennium Dome, a total of 6,516,874 visitors were attracted to the Dome throughout its operational year. This was over half of what the government predicted (Myddleton, 2006). Centrally, in less than 3 years into the Millennium Dome’s renaissance of 1997 as the entertainment destination in London, the apparent and controversy in the mismanagement of various aspects of the operations of the Millenn ium Dome were cast aside. The negative public reputation of the Millennium Dome was a subject of various academic commentaries and media regarding the operations of the Millennium Dome had been overcome by the positive reviews generally enjoyed by the O2 venue (Guardian, 2006). The UK project the Millennium Dome enjoys the distinction of being conceived by the Conservative government and the new labor raised it to its full extent. Evidence shows that no matter the kind of political aspects taken to the whole process, there was a genuine political will at all times to make a distinct British statement about UK and the country’s attitude towards the millennium. The plan of the Millennium Dome was set such that it was situated on the edge of the Prime Meridian. The architecture of the Millennium Dome is both unique and imposing. It was described as iconic in appearance (Hemmington, 2007). It had an 80000 m2 glass fiber surface that is coated with Teflon. This made the Millennium Dom sufficiently large and observable from the space. The major difficulty that inundated the Millennium Dome project and concept was the government failure to generally solicit the grounded objective and to develop estimates of costs and finances properly for the construction of the Millennium Dome project. These constraints compounded when the emphasis shifted from the appearance of the building on completion to the practical day to day facility operation during the year of millennium and what would be done to the structure after the passage of the

Promote good sleep hygiene Essay Example | Topics and Well Written Essays - 750 words

Promote good sleep hygiene - Essay Example The National Sleep Foundation (2011) also lays down that inadequate sleep contributes to different problems related to depression. UMass Boston should keep all these problems in sight before implementing an educational program for the students regarding sleep hygiene. UMass Boston health office should ensure that the students are getting an excellent sleep before coming to the school. This would help in improving the academic performance of many of the students in the college. Frederick Danner and Brandon Phillips (2008) in â€Å"Adolescent sleep, school start times, and teen motor vehicle crashes† state that adolescents are not getting enough sleep as they are growing up and this leads to several problems in the society. Teenagers tend to drive while being drowsy and this leads to many traffic problems in the society. Keeping this in mind the UMass Boston health office can provide the students with the information about driving without sleep. Driving while being drowsy poses the risk of accidents to these teenagers and the health office should inform the students about the risks involved. Mary Carskadon in a research at Brown University found that students who got enough sleep in their daily routine were able to perform well in their academic settings. The research clearly showed that students who went to bed earlier in their daily routine were able to grasp A’s and B’s whereas the ones who slept less were amongst the low achievers in the class (Carpenter 2001).Moreover Kyla Wahlstrom (2002) stated that students who did not get enough sleep showed signs of inattentiveness and poor performance in the class. All these signs clearly show that the UMass Boston health office should take a step to inform the students about the possible consequences that they may face if they do not get enough sleep. Sleep is also related to the cognitive skills of an individual as shown by many researches. June Pilcher and Walter (1997) carried out an experiment to find out the relation between the cognitive skills and sleep. The experiment was conducted on 44 college students who either were sleep deprived for 24 hours or slept for 8 hours. These college students were asked to perform a cognitive skill test after which they had to complete 2 questionnaires with regard to the efforts that they made during the test. The result clearly showed that the individuals who did not get sleep properly were not able to perform well in their academic settings. The cognitive skills of the ones who slept properly were higher than the ones who did not sleep properly. The students who did not sleep properly were not able to perform at the cognitive task whereas those who slept well were completely different as they were able to perform well. Moreover the questionnaires helped to assess the awareness of the students and it was found that the sleep deprived students rated their performance to be high than the non-deprived ones which clearly means that they are not aware about the effects of sleep on their academics. Sleep education at UMass Boston can help the students to get over these common problems so that they can concentrate on their skills and improve upon their cognitive performance (Pilcher & Walter 1997). Maintaining Sleep hygiene is a solution to all the problems that individuals in academic settings suffer from. Sleep related problems are seen to be suffered by many students because of which they cannot perform well in th

The Artist Essay Example for Free

The Artist Essay Describe what Spoon Feeding is in cinema. What example did we watch in class? The actor in that film spoke four words to the camera what are those words? How did the speaking of those lines spoon feed what was obviously depicted prior to that dialogue? Spoon feeding in cinema is a device used by directors to plainly state to the audience exactly what happened. Sometimes it may be obvious, such as the example we watched in class. Schwarzeneggers character, Dutch says aloud after the Predator passes him over, He couldnt see me. The audience has certainly already realized that the predator couldnt see him. This sort of device has the ability to be used artistically but in this case it really Just seems a little belittling to the audience. 2- Describe the use of body language in Peter and the Wolf, how was this achieved in the film? Peter and the Wolf, being a silent film, depended largely on character body language to illustrate concepts. Each character was specifically defined in their motions. Peter was curious and sneaky. You could sense caution in the way that he moved and looked at things- the eyes were very telling. The duck, carefree and goofy, flipped, flopped, and plopped all over the place. The wolf was dangerous yet noble, his posture was very distinct. The music in the film helped to magnify that body language. 3- Describe the scenes and what form of communication is depicted when pretense is revealed in 2001 a space odyssey and One flew over the Cuckoos nest 2001 : Pretense is revealed when the two men speak in secret while in the pod. HAL, despite being cut off from audibility of the other two, is still able to see the men speaking. All sound in the film cuts off and the camera zooms in to the mens lips oving, panning back and forth between the two mens conversation. Not knowing that he can see them, they continue to conspire against HAL as he reads their lips. OFOTCN: The most obvious pretense in One Flew would be Chiefs unveiling to Mac that he does indeed speak and can understand everything around him. The men sit on a bench awaiting treatment and Mac offers Chief a stick of gum. He takes it and thanks him. In Macs moment of bewilderment Chief goes on to say Ah, Juicy fruit. To which Mac is simply overjoyed. The difference between the two being that one Describe director Stanly Kubricks use of the absence of sound used in 2001 a space odyssey Kubricks use of silence is all too relevant in 2001. With so many long drawn out shots of the ship, he does well to remind the audience that the scene is set in space. Space, by nature, is a vacuum and for that is void of all sound. This really helps to put the audience up there with the astronauts. In many scenes which he doesnt use are those involving the processes of HAL. It kind of suggests that he is cold and collected. He is not a human with a heartbeat. His processes are silent. Looking back on the cene where HAL witnesses the other two astronauts speaking secretly the audience hears nothing. This silence is his processing. Its his cold logic and elaborates planning of what to do in order to preserve himself. 5- Describe director John doormans use of sound in Hell in the Pacific. Describe Jane Campions use of sound in The Piano. What kinds of sounds do both films have in common? I absolutely loved the sound used in Hell in the Pacific. Much of it was so wild and chaotic, not dissimilar the trapped mens situation. doorman embellished the sound of water in several instances; waves crashing, water droplets, rain. Its probably one of the most important props in the film; after all, you cannot live very long without water. Campion used music very creatively to establish setting and give characters a means of expression. Ada would play, Baines would lust after her music, Flora would sing. Both films, though portray water in very deliberate ways. The Piano begins and ends with the main characters crossing over water to a new home. It seems like the water is trapping Ada here on this island and the first indication of what would be a difficult Journey is the wave crashing upon her and the piano while she played it on he beach. This scene is similar to the one in which the Japanese man, while on lookout, had water crash through his fort, if you will call it that. 6- Billy and Flora While the two characters serve very different purposes in their respective films they are alike in that they have very childlike attitudes. Flora actually is a child and her actions are expected of one of her age. Billy, on the other hand, possesses the shyness and demeanor that a child might but it is most likely attributed to his mental affliction. The two both wear their emotions on their sleeve. Flora very vividly xpresses her disapproval of Ada attempts to contact Baines through her and goes so far as to, twice, betray her own mother. Billy is easily flustered by social situations, is often seen in The Piano entertaining herself. She has a wild imagination and will talk to Just about anyone. Billy tends to hang around the other patients but is still well reserved. He has nervous tendencies; stuttering, lack of eye contact, closed off body language. Another stark contrast between our two youthful characters is that they lie on opposite sides of their respective communication spectrum. Flora acts as a translator for Ada. When Ada wants to be heard she signs to Flora and Flora speaks for her, whereas it seems as though Billy is the one that needs a voice in One Flew. An example of this is during the therapy session when he is clearly uncomfortable and would rather not speak on the subject. It is here that another patient speaks up and suggests that maybe Billy doesnt want to talk about this particular subject. 7- Stewart and Nurse Ratched Two intriguing characters. They are both antagonists to their stories but both seem unaware, at least outwardly that that is their place. Their antagony does not seem to be misplaced though. Nurse Ratched is the head nurse; I think her character is a little deeper than Stewarts. It seems there are many levels to her. Initially she appears as a good well-kept nurse. She is soft spoken yet direct in her tone. It later becomes more apparent that she is more controlling than one might have initially thought. The ward is her world. What she says goes. And even when the patients play her game she always is the victor; the vote, for instance, despite there being Just enough votes to trump her she still refused the boys the baseball game. Its really hard to say whether she is really truly bad though. As head nurse it is her Job to maintain absolute order. In a facility such as the setting she is right to say that even the slightest change would potentially provoke certain patients to cause a difficult situation. Steward, on the other hand, despite his wealth and position he doesnt have complete control. He wants control but Adas will is too strong. Stewart goes to great efforts to try to keep her caged but she prevails. Even when he violently cuts off her finger she does waiver. Even Stewards anger and upset (not necessarily his actions) are understandable. He has brought Ada over to marry him and love him but ever for a moment is this what she wants. Hes frustrated but he truly does try to make her happy. When he cannot please her he falls apart. Ada and the Chief The most obvious similarity is the characters silence the two share. You do at some point in both films get the experience the voice of the characters; Ada, while she narrates the beginning and end of the film and Chief, while he and Mac patiently wait for their punishment and enjoy a stick of gum together. While the Adas and the Chiefs silence is chosen I feel that Chiefs is more of free will than Adas silence. The Chief only ad opted silence as a way to protect himself while in the institution. Ada accustomed to it not only as a habit but as a lifestyle. Youth is when you develop your personality Even in the film it is evident that Chief is effluent in his speaking abilities. When Ada begins to speak again she has a difficult time because she simply never learned to do it well. They both seemed to be hiding themselves somehow. Its unsure exactly what might be affecting Ada, maybe a childhood event of some sort. It does seem clear that Chief is affected by two clashing cultures. His mother is white nd his father native American. His father lost himself in alcohol, he is clearly affected. 9- Mac and Baines Mac and Baines are both deviants to their cultures. They have both been shunned and placed outside of society on one way or another. Baines seemed to have disagreed with his own culture so much he went so far as to remove himself completely from it. He actual mingled into the Maori culture, the natives of the land. In this culture some of the social mores of the colonial white culture are accepted with open arms. Baines is a very emotionally expressive character and he chose to join an expressive culture. Mac is most certainly deviant. But where Baines is more of an introverted deviant Mac displays extroversion in spades. He comes from a workhouse. He was kicked out for getting into a fght with another worker. He chose to run with the verdict that he was crazy because it meant that he would not have to go to Jail. They are both very sexual. Baines provokes a sexually driven relationship between an initially unwilling Ada. He knows what he is doing is unacceptable and its certainly done in secret. Mac, our Type A personality has no qualms about keeping his sexual life and desires out in the open. He has no discretion in discussing it and is very eager in encouraging others, such as Billy to do the same.

Shiloh by Bobbie Ann Mason Essay -- Shiloh by Bobbie Ann Mason

  Ã‚  Ã‚  Ã‚  Ã‚  The setting in the short story â€Å"Shiloh† by Bobbie Ann Mason works well to accentuate the theme of the story. The theme portrayed by Mason is that most people change along with their environment, with the exception of the few who are unwilling to adapt making it difficult for things such as marriage to work out successfully. These difficulties are apparent in Norma Jean and Leroy’s marriage. As Norma Jean advances herself, their marriage ultimately collapses due to Leroy’s unwillingness to adapt with her and the changing environment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Leroy Moffit is a truck driver, and over the years as his wife Norma Jean is adapting to the changing community his adaptation to things consist of pretty much the way he drives his truck. During this time Norma Jean is left at home to fend for herself and learn the workings of nearly being a single woman. Norma Jean started to play the organ again, practice weight lifting, and take night classes. When Leroy came home after years of being saturated in his work he expected things to be like they were in the beginning of their marriage. As time goes on at home, Leroy takes notice to Norma Jean’s keen, and independent understanding of what goes on around her. He observes and is afraid to admit that she has had to be her own husband. Over the years Norma Jean developed a structured routine that does not include him. As Leroy sits around and plays with a model log cabin set Norma is constantly working to advance and adapt herself with ...

Austin V. Berryman United States Supreme Court of Appeal Essay

Citation: Austin V. Berryman United States Supreme Court of Appeal, Fourth Circuit, 1989. Facts: Barbra Austin is challenging the Virginia Employment Commission for unemployment compensation benefits, which she chose to quit her job out of religious beliefs to fallow her spouse. Issue: She is claimed to be denied of her unemployment compensation benefits because she quilted due to her religious belief and distance from her new home to her workplace. Decision: The decision was that Austin was denied of her unemployment compensation benefits not because of her religion or how far she lived from her workplace. Reason: Austin’s religious belief does not require her to be kept her away from work but what really is the matter is that the distances from home to work. In the state of Virginia, its laws stated that moving 150 miles away from work does not prove that she cannot work at that distance but she quitted with that reason. Questions on the Case Analysis 1. The plaintiff was Barbra Austin and the defendant was the Virginia Employment Commission. 2. Mainly because Austin home was too far away from her work place but she also stated that it was her religious beliefs to move with her spouses if they move. 3. She was refused of her unemployment benefits because this was nothing to do with her religion but rather her issue with the traveling distance from home to work, which can be solved easily. 4. No, since this has no known issue that deals with religion, the state did not violate her rights. 5. The court’s conclusion was that it was her responsibility to manage the possible way to get to her workplace to from home regardless how far in the state of Virginia.

Fahrenheit 451 Essay

People’s actions and their individual perceptions can influence and develop change in another person’s character. In Fahrenheit 451, by Ray Bradbury, the main character, Guy Montag, makes a complete metamorphosis with the help from his neighbor Clarisse, his wife Mildred, and his boss Beatty. In the beginning of the novel, he despised the whole idea of reading, had no thoughts or questions about his life, and was just going through the motions of life. He changes from a stolid character, incognizant of the activities of his surroundings, to a conscious person of. So enlightened, by the new world he is exposed to, he comes to the realization that there is more life than what meets the eye. There are many stimuli in Montag’s society that help him change. The one who began this new outlook and the one to always leave him thinking deeply about other possibilities and ways to see the world was his neighbor, Clarisse. She was a very positive influence on him even though she was a young, teenage girl. She is classified to be unremarkable and who does the opposite of what the others do. She is also very perceptive and â€Å"[she] like[s] to watch people†¦[and] just wants to figure out who they are and what they want and where they’re going† (32-33). Clarisse teaches Montag to look around him, look at the people for who they really are, and to notice that all of society is brainwashed to thinking about nothing. This is something he had not noticed before. She enjoys talking to Montag, asking him questions about himself, and she loves to talk about the world and it’s wonderful possibilities that others fail to observe. Clarisse helps him look around and distinguish that others are not taking the time to actually see that the† White blurs are houses†¦ [and] Brown blurs are cows†(83) and everyone is just going through life to quickly and not actually looking at anything in detail. Montag never a deep thinker is numb to his surroundings and emotions. He begins to pullout of his complacency as Clarisse gives the gift of clarity and helps him pay attention to what is really important in life, just not what his society tells him to see. Montag’s Wife, Mildred, is a negative influence on him, trying to push him away emotionally and physically. She does not know who she really is and lives in an illusionary world with her obsession of television shows and believing they are real. He is so confused because she tries to ignore it ever happened thinking about all the bad things; â€Å"fire, sleeping tablets, men disposable tissue, coattails, blow, wad, flush†¦ Rain. The storm. The uncle laughing†¦ The whole world pouring down†¦ † (19). After this incident he looks at Mildred in a different light and is someone who he can’t relate to. Another way she separates herself from Montag is through her â€Å"family†, which is a television show. Montag constantly asks Millie â€Å"[if that] family loves [her]†¦ love [her] with all their heart and soul† (83). Her world isn’t based in reality; they are clearly on different paths. Hers is one of illusion and his is becoming that of a totally self-aware person. She blocks everything and everyone out that is around her and lives within the show. Mildred opens Montag’s eyes to the real world and shows him that most people are uncaring and narcissistic. Another influencing character is Beatty, his boss and chief of police who is very knowledgeable. He finds out that Montag has books in his possession and that is when the start of the climax. Beatty is an unintentional influence, meaning he has no idea that he is changing Montag. He pushes and pushes Montag to his limits and Montag rebels. He tries to tell Montag that books aren’t good and that nothing is good about them. â€Å"At least one fireman gets an itch. What do the books say, he wonders. Oh, to scratch that itch, eh? Well, Montag, take my word for it, I’ve had to read a few in my time, to know what I was about, and the books say nothing†¦Ã‚  You come away lost. † (66). Beatty really wants to discourage Montag from books, but it just makes him go in the opposite direction. Beatty helps Montag change for the better without even noticing. Many people influence us in our lives. They can be positive influences, or negative influences. Montag changes for the better in the novel Fahrenheit 451, because of the people around him. At the end of the book, after he escapes the authorities, he is reborn into a whole different person. He becomes a better person aware of the real things in life.

Crossing Paths in Wuthering Heights essays

Crossing Paths in Wuthering Heights essays In the novel Wuthering Heights, a story about love turned obsession, Emily Bronte manipulates the desolate setting and dynamic characters to examine the self-destructive pain of compulsion. Emily Brontes Wuthering Heights is a novel about lives that cross paths and are intertwined with one another. Healthcliff, a orphan, is taken in by Mr. Earnshaw, the owner of Wuthering Heights. Mr. Earnshaw has two children named Catherine and Hindley. Jealousy between Hindley and Healthcliff was always a problem. Catherine loves Healthcliff, but Hindley hates the stranger for stealing his fathers affection away. Catherine meets Edgar Linton, a young gentleman who lives at Thrushcross Grange. Despite being in love with Healthcliff she marries Edgar elevating her social standing. The characters in this novel are commingled in their relationships with Wuthering Heights and Thrushcross Grange. The series of events in Emily Brontes early life psychologically set the tone for her fictional novel Wuther ing Heights. Early in her life while living in Haworth, near the moors, her mother died. At the time she was only three. At the age of nineteen, Emily moved to Halifax to attend Law Hill School. There is confusion as of how long she stayed here, suggestions ranging from a minimum of three months to a maximum of eighteen months. However long, it was here where she discovered many of the ideas and themes used in Wuthering Heights. Halifax, just like the Yorkshire moors of York, can be described as bleak, baron, and bare. The moors are vast, rough grassland areas covered in small shrubbery. The atmosphere that Emily Bronte encompassed herself in as a young adult, reflects the setting she chose for Wuthering Heights. The setting used throughout the novel Wuthering Heights, helps to set the mood to describe the characters. We find two households separated by the cold, muddy, and barren moors, one by the name of Wuthering Heights, and the other Thrush...

Siege of Fort Ticonderoga in the American Revolution

Siege of Fort Ticonderoga in the American Revolution Siege of Fort Ticonderoga (1777) - Conflict Dates: The Siege of Fort Ticonderoga was fought July 2-6, 1777, during the American Revolution (1775-1783). Armies Commanders: Americans Major General Arthur St. Clairapprox. 3,000 men British Major General John Burgoyneapprox. 7,800 men Siege of Fort Ticonderoga (1777) - Background: In the spring of 1777, Major General John Burgoyne devised  a plan for achieving victory over  the Americans. Concluding  that New England was the seat of the rebellion, he suggested separating  the region from the other colonies by advancing down the Hudson River corridor while a second column, led by Colonel Barry St. Leger, moved east from Lake Ontario. Rendezvousing at Albany, the combined force  would drive down the Hudson, while  General William Howes army marched north from New York. Though the plan was approved by London, Howes role was never clearly defined and his seniority prevented Burgoyne from issuing him orders. Siege of Fort Ticonderoga (1777) - British Preparations: Prior to this, British forces under Sir Guy Carleton had attempted to capture Fort Ticonderoga.   Sailing south   on Lake Champlain in the fall of 1776, Carletons fleet was delayed by an American squadron led by Brigadier General Benedict Arnold at the Battle of Valcour Island.   Though Arnold was defeated, the lateness of the season prevented the British from exploiting their victory.   Arriving in Quebec the following spring, Burgoyne began assembling his army and making preparations for moving south.   Building a  force of around 7,000 regulars and 800 Native  Americans, he gave  command of his advance force to Brigadier General Simon Fraser while leadership of the right and left wings of the army went to Major General William  Phillips and Baron Riedesel.   After reviewing his command at Fort Saint-Jean in  mid-June, Burgoyne took to the lake to begin his campaign.   Occupying Crown Point on June  30, his army was effectively screened by Frasers men and the Native Americans. Siege of Fort Ticonderoga (1777) -American Response: Following their capture of Fort Ticonderoga in May 1775, American forces had spent two years improving its defenses.   These included extensive  earthworks across the lake on the Mount Independence peninsula as well as redoubts and  forts on the site of the old French defenses to the  west.   Additionally,  American  forces built a fort atop nearby Mount Hope.   To the southwest, the height of Sugar Loaf (Mount Defiance), which dominated both Fort Ticonderoga and Mount  Independence, was left undefended as it was not believed that artillery could be pulled to the summit.   This point had been challenged by Arnold and Brigadier General Anthony Wayne during earlier stints in the area, but no action was taken.   Through the early part of 1777, American  leadership in the region  had been in flux as Major Generals Philip Schuyler and Horatio Gates  lobbied for command of the Northern Department.   As this debate continued, oversight  at Fort Ticonderoga fell to Major General Arthur St. Clair.   A veteran of the failed invasion of Canada as well as the victories at Trenton and Princeton, St. Clair possessed around 2,500-3,000 men.   Meeting with Schuyler on June 20, the two men concluded that this force was not sufficient to hold  the Ticonderoga defenses against a determined British attack.   As such, they devised two lines of retreat with one  passing south through Skenesboro and the other heading east toward Hubbardton.  Ã‚   Departing, Schuyler told his subordinate to defend the post for as long as possible before retreating.  Ã‚     Ã‚   Siege of Fort Ticonderoga (1777) - Burgoyne Arrives: Moving south on July 2, Burgoyne advanced Fraser and Phillips down the west shore of the lake while Riedesels  Hessians pressed along the east bank with the goal of attacking Mount Independence and cutting the road to Hubbardton.   Sensing danger, St. Clair  withdrew the garrison from  Mount Hope later that morning due to concerns that it  would be isolated and overwhelmed.   Later in the day, British and Native American forces began skirmishing with the Americans in the old  French lines.   In the course of the fighting, a British soldier was captured and St. Clair was  able to learn more about the size of Burgoynes army.   Recognizing the importance of Sugar Loaf,  British engineers ascended the  heights and covertly began clearing space for an artillery emplacement (Map). Siege of Fort Ticonderoga (1777) - A Difficult Choice: The next morning, Frasers men occupied  Mount Hope while other British forces began dragging guns up Sugar Loaf.  Ã‚  Continuing to work in secret, Burgoyne  hoped to have Riedesel in place on the  Hubbardton Road before the Americans discovered the guns on the heights.   On the evening of July 4, Native American campfires on Sugar Loaf alerted St. Clair to the impending  danger.   With the American defenses exposed to the British guns, he called  a council of war  early on July 5.   Meeting with his commanders, St. Clair made the decision to  abandon the fort and retreat after dark.   As Fort Ticonderoga was a politically important post, he recognized that the withdrawal would badly  damage his reputation but he felt that saving his army  took precedence.   Siege of Fort Ticonderoga (1777) - St. ClairRetreats: Gathering a fleet of over 200 boats, St. Clair directed that as many supplies as possible be embarked and sent south to Skenesboro.  Ã‚  While the boats  were escorted south by Colonel Pierse Longs New Hampshire Regiment, St. Clair and the remaining men crossed to Mount Independence before marching down the Hubbardton Road.   Probing the American lines the next morning, Burgoynes troops found them deserted.   Pushing forward, they occupied Fort Ticonderoga and the surrounding works without firing a shot.   Shortly thereafter, Fraser received permission to mount a pursuit of the retreating Americans with Riedesel in support. Siege of Fort Ticonderoga (1777) - Aftermath: In the Siege of Fort Ticonderoga, St. Clair suffered seven killed and eleven wounded while Burgoyne incurred five killed.   Frasers pursuit resulted in the Battle of Hubbardton on July 7.   Though a British victory, it saw the American rearguard inflict higher casualties as well as accomplish  their mission of covering St. Clairs retreat.   Turning  west, St. Clairs men later rendezvoused with Schuyler at Fort Edward.   As  he predicted,  St. Clairs abandonment of Fort Ticonderoga led to his removal  from  command and contributed to Schuyler being replaced by Gates.  Ã‚  Firmly arguing that his actions had been honorable and were justified, he demanded a court of inquiry which was held in September 1778.   Though exonerated, St. Clair did not receive another field command during the war.   Advancing south after his success at Fort Ticonderoga, Burgoyne was hampered by  difficult  terrain and American efforts to slow his march.   As the campaign season wore on, his plans began  to unravel following a defeat at Bennington and St. Legers failure at the Siege of Fort  Stanwix.   Increasingly  isolated, Burgoyne was forced to surrender his army after being beaten at the Battle of Saratoga that fall.   The American victory proved a turning point in the war and led to the Treaty of Alliance with France. Selected Sources: British Battles: Siege of Fort TiconderogaFort TiconderogaHistory Central: Battle of Fort Ticonderoga

Marketing strategies of the Big Four U.K. banks Case Study

Marketing strategies of the Big Four U.K. banks - Case Study Example The analysis results are summarised in Table 2. HSBC, as the biggest bank in the group, would want to stay in the lead, even widen it by increasing its customers, so the ad campaign would reflect a strategy to accomplish such, using the tagline "The World's Local Bank" to communicate the bank's credentials and highlight its expertise to give customers what they want. Striking images that generate opposite sentiments allow its advertisements to emphasise HSBC's knowledge of customers' intimate details, sending the message that the bank knows what they want. This is based on the recognition that each person may see the same thing in different ways because each one is unique. Emphasising its knowledge of different cultures where the bank operates, HSBC shows that it retains a local touch, appealing to customers to trust the bank. Gaining the customer's trust is important because the bank is a repository of something of value to the customer's present and future: wealth. The bank has to look trustworthy, competent, but daring. HSBC's recent change to the "What's Your Point of View" campaign relies on customer-generated content to extend and reinforce its previous message in a way that is consistent with the assumption that in a world increasing in sameness, customers are tired of the same things and are looking for something new, and that being new and different creates the potential to discover new experiences that could make the customer rich in their humanity. Associating the knowledge of other cultures with personal growth, HSBC sends the message that its familiarity with the unique, the unexpected, diversity and uncertainty is a quality that helps the bank grow the customer's wealth. The bank's consistent use of "The World's Local Bank" and the single, unified, and easily recognisable global brand represented by the red and white hexagon logo reveals HSBC's core marketing strategy, which is to make the bank the preferred choice for every customer, retaining what they have and encouraging potential customers to give HSBC a try. HBOS: Always Giving You Extra Halifax Bank of Scotland (HBOS) is playing catch up with HSBC and would want to distance itself from its Scottish cousin, the Royal Bank of Scotland. As can be seen from Table 1, HBOS is not as profitable as RBS, so it would design a marketing strategy that would allow it to get closer to HSBC and make it more profitable than RBS. This means increasing its customer base and revenues, and finding a way to get more profits out of each. HBOS does this uniquely, using its staff - colleagues as the bank calls them - to sell products in print and TV ads. For years, HBOS has been running singing auditions amongst its back office and front line colleagues to choose a "Star Colleague" to appear in their ads. Behind such a marketing strategy are two messages HBOS wants to send. First, that the bank has a "human" touch, that its people are extra special and possess an X-factor (playing on the bank's logo) that makes them go to extraordinary lengths for their customers. Second, building on this human and personal connection makes it easier to cross-sell other products and services. The first brings in the customers, whilst the second brings in the profits because as Reicheld (1994) argued, increasing customer loyalty can

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

Epistemologies - Essay Example In addition, the manifestation in this epistemology that knowledge relates with our history and social lives is arguably true since knowledge may originate from such quarters. Nevertheless, we cannot rely on historical knowledge alone to operate in today’s world. Hence, this epistemology significantly confirms that we must accommodate societal and developmental changes to define today’s knowledge. Similarly, the notion in this epistemology that realism correlates with empiricism to suggest that we can use our consciousness to establish the reality of things that exist outside our realms of knowledge is very fundamental. Hence, I agree with the fact that consciousness and reality are not distinct in establishing knowledge but rely on each other because humans have no capacity to establish all the truth but their consciousness can help them to establish some reality. Indeed, consciousness is a component of the absolute reality. Actually, reality involves more than our per ception and thus to establish adequate knowledge, there is need to apply consciousness. However, I partly agree with the notion that total knowledge exists outside our consciousness since I doubt whether we can realistically detect that knowledge as knowledge is always in motion. In addressing interpretivism, I partly concur with the fact that the knower seemingly constructs the reality. However, I concur with the idea that what we know is ultimate and that our consciousness only consults itself and not objective reality to establish the absolute reality. Indeed, we cannot use objectivity presume knowledge as our consciousness equally has limits. Nevertheless, the idea in this epistemology that the knower plays a noble part in establishing knowledge is very true in that one cannot claim to obtain knowledge in absentia. In addition, this epistemology

Health Organization Case Study Essay Example | Topics and Well Written Essays - 1000 words - 4

Health Organization Case Study - Essay Example Its persistence and corporation with major players in the healthcare industry has driven it to greater heights of delivering and ordering quality systems and services that serves patients of all types (UHC.com, 2015). The network growth, strategic plans, resource management, patient’s satisfaction and nurse staffing has always continued to be part of their objectives in order to offer quality, accessible, affordable and rich health care to all the patients at national and international level. This paper focuses on the preparation of the UHC and the capabilities to handle medical care activities for the coming generation. The UHC has put in place programs that favor all kind of social needs, in that their programs will support the low class level which is of a low cost, middle level with affordable cost and lastly the high class individual of families (Colling & York, 2009). The consolidations of their services to tight schedule with 24 hours system that monitor patients with professional nursing staffs and doctor makes them relevant and have a competitive advantage in the health care industry. The great team that include nurses, physician, dentists and professional doctors work hand in hand to make sure the life of patients are contained upon all means. The co-ordination of staffs that run from indoors, one hospital to another and one center to another is in order to oversee their duties according to the required standards. Although has a highly qualified personnel in the management sector which are keen on patient satisfactory services it looks forward to more improvement in future. UHC is certain about their employees hence they provide them with high salaries and reward that motivates them towards working to the best of their knowledge. The organizations have put in place strategies that interact with service providers depending on their

UK Legislation on Maritime Cultural Heritage

UK Legislation on Maritime Cultural Heritage How does current UK legislation define and value maritime Cultural heritage? Abstract The paper investigates UK maritime law with regards to its definition of maritime cultural heritage and the value placed upon this issue. Acts such as the 1973 Shipwrecks Act and the 1996 Treasure Act show that there are large gaps in UK maritime law and that the value placed upon maritime cultural heritage protection in the UK is lower than that placed upon commercial salvage concerns. In addition, international law has had little effect due to the UK rejection of the 2001 UNESCO Convention. Current events also show that the UK government is prepared to put commercial concerns before maritime cultural heritage protection. A survey is conducted to show the lack of knowledge in the UK regarding maritime law, but the desire from society for increased protection. Recommendations are made to scrap current legislation in order to put in new, unified legislation that offers blanket protection for wrecks. The proposal is similar to the current Swedish model of maritime cultural law. Historically, as one of the world’s foremost shipping and naval countries, Great Britain has a huge amount of maritime culture and heritage. In order to protect this heritage, there are a large number of laws in place. However, there is much discussion as to whether or not these laws adequately protect and value maritime cultural heritage above other concerns such as economics, politics, and land protection. The aim of this essay is to look at the current UK legislation and see how it defines and values maritime cultural heritage. This subject is important, because maritime cultural heritage is an important part of our society, and can give us a sense of pride in our nation’s achievements. Maritime cultural heritage is part of our national pride and identity – part of what it means to be English. With this in mind, it is important that this heritage is protected. The first section will consist of a literature review of UK maritime law and how it values maritime heritage. This will involve looking at a wide variety of government legislation from both the UK and worldwide law. The second section will continue a review of literature regarding how best to protect and guard maritime cultural heritage, and how these theories interplay with the law in practice. In order to gain an understanding of how the UK legislation compares to other maritime laws worldwide, there will be a comparison of UK law and policy with the policies of Australia and Sweden. These countries have been chosen along with the UK because of their significant maritime heritage. A news and views section will outline some of the recent issues and developments in maritime cultural heritage to show how legislation is currently being used in practice. This will include a look at the recent Spain vs. Odyssey conflict and its significance to the protection of maritime cultural heritage. The next section will include a survey so as to determine the public’s knowledge of current affairs within the UK regarding maritime cultural heritage. This will be a chance to understand the problems and advantages of maritime cultural heritage protection and law in today’s Britain. The penultimate section will outline recommendations on how, in light of the literature review findings and survey results, the current legislation could be changed to further protect maritime cultural heritage in the UK and worldwide. This may involve the changing of current laws or the creation of new laws with regards to maritime heritage protection. The last section will conclude all of the findings of the paper. Before the literature review begins, it is important to give a basic definition of what is meant by maritime cultural heritage, so that it can be understood what the protection of it means. This will also be useful to compare with how the UK and worldwide legislation defines maritime cultural heritage. One good definition of so-called ‘underwater cultural heritage’ is put forward by Sokal, who says that underwater cultural heritage: â€Å"†¦Refers to all remains of human activities lying on the seabed, on riverbeds, or at the bottom of lakes. It includes shipwrecks and other objects lost at sea, as well as prehistoric sites, sunken towns, and ancient ports that were once on the dry land and were eventually submerged due to climatic or geological changes.†[1] However, this does not fully cover maritime cultural heritage that has since been salvaged or put on display, as many of the most precious items have already. The reason for this is that it is generally understood that once artefacts are salvaged they are then governed under usual artefact and heritage law. The protection of the maritime heritage is to do with the maintenance and protection of relics that are underwater rather than those that have already been retrieved. [2] Although there is no standard definition of cultural heritage, many of the UN drafts and resolutions include terms such as â€Å"Objects of an archaeological and historical nature found at sea†. Although it is hard to fully decide what this should include, it is fairly clear that in the most basic sense underwater cultural heritage has to do with historical remains or evidence of human existence in any body of water around the world, particularly if that evidence is of cultural significance.[3] In the next section this definition can be compared to the definition of maritime cultural heritage put forward in UK legislation. The problem at present is that our maritime cultural heritage is protected by an assortment of UK legislations, none of which were specifically designed or created for the sole purpose of protecting and conserving our maritime cultural heritage. This means that only around sixty sites have been protected of an estimated thirty or forty thousand in the UK. This is because the laws are heavily value laden, and this diminishes any powers of protection offered. One of the earliest laws related to cultural heritage is the Ancient Monuments Act of 1882. This act was put in place so that ancient monuments could be ‘guarded’ or looked after by the people who own them, and also so that the government could potentially buy monuments that they felt needed better protection. Although this act sets a good early example in that it lists punishments for potential defacers of such monuments, there is a significant loophole. Anyone who owns such a monument but has not been given the title of ‘guardian’ of that monument is not liable to such punishments. This means that anyone who takes possession of or owns a piece of heritage or monument could in fact use it for commercial purposes or sell its valuable parts without punishment, so long as they had not been officially labeled as a guardian of the monument. This is significant because it is likely that anyone who was labeled a guardian would have been given this title because of their commitment to the monument. Those unlabelled owners would be perhaps more likely to deface or use the monument, yet could escape punishment for doing so.[4] Another problem with this act is that it does not specifically mention maritime cultural aterfacts as being monuments, and talks more about land-based monuments and their maintenance. Although the act was updated in 1979, it still retained the core problem of determining what ‘monuments’ were in fact Only those monuments listed on a ‘schedule’ were truly protected by this law, meaning that thousands of locations of maritime cultural heritage were left out and exposed to harm.[5] One of the next acts to be created with regards to maritime cultural heritage is the 1949 Coastal Protection Act. This act is concerned with the maintenance and protection of land that is being encroached upon by the sea, to stop valuable pieces of land being destroyed by coastal erosion. The way in which this act helps to protect underwater cultural heritage is that permission is required in tidal waters to dredge or remove objects. This means that underwater heritage sites cannot be touched without permission. However, it also means that any works for maintenance of these sites requires permission, and may be refused if this work interferes with navigational safety in any way. Also, the main point of this act is to stop land destruction, and the prohibition of removal of materials does not specifically mention cultural artefacts. It also says that removal of minerals more than fifty feet below the surface is allowed. The act also offers no protection to artefacts or wrecks in non-tidal or inland waters, as these are not considered part of the realm of ‘coastal protection’. Again, whilst the Coastal Protection Act does make it harder for some artefacts to be removed, it also has many flaws because the act is not targeting cultural heritage protection.[6] Perhaps the first real attempt to create a law that takes into account cultural heritage sites is the 1973 Protection of Wrecks Act. This act when combined with the Ancient Monuments Act has helped at least 15 wrecks to be protected in parts of Scotland.[7] It has in total protected around 60 wrecks under section 1 of the Act. This act is an improvement on the Ancient Monuments Act because it does need have the requirement of scheduling a monument. Rather, for a wreck to be protected it needs to be of historical, archaeological or artistic value. The problem here of course is defining this ‘value’, and this is why so many wrecks have been ignored. There is no specific definition of what constitutes this artistic, historical or archaeological value, and in fact 2 items on the original list of 60 have been removed. This law is helping to protect culturally significant wrecks, but with its vague definition of what this means there are countless other wrecks not being protected. Another problem is that with the correct licenses people are still allowed to regularly dive with these wrecks, although not take anything away. The problem here is that there is potential for damage or removal of objects without the knowledge of those charged with guarding the wrecks if anyone with a correct license can b e allowed access to the wreck.[8] Another issue is that whilst the act stops designated wrecks being unduly disturbed, it does not mention anything with regards to the maintenance of such wrecks and how they are to be preserved for future generations – an integral part of maritime cultural heritage. In 1986 there came the Protection of Military Remains Act. The primary goal of this act is to prevent disturbance of human remains that are still present in military aircraft or vessels. This is an act that applies both to UK and international waters, although vessels of foreign origin only count within UK waters. The act categories places as either ‘protected’, where diving is allowed with a license, or ‘controlled’, where no-one is allowed to visit. The historic significance of a site is one of the most important criteria when deciding if a site is eligible for protected or controlled status under the law. Although there are currently 16 vessels protected by this law in UK waters and at least 5 more in international waters as of 2001, the major loophole is obviously that the sites are only being protected whilst the human remains stay at these locations. Once these remains are gone then under this law the vessels will not be offered protection. Also, the definition of what constitutes historical significance is not clear.[9] The Merchant Shipping Act of 1995 is somewhat different, and is based upon the 1989 International Convention on Salvage. This Shipping law states that all items of wreck found in UK waters must be reported to the Receiver of Wreck – an official of the British government. Once reported the person who finds the wreck then has rights of salvage. These rights of salvage mean that once reported, the wreck is to be detained by the Receiver until a valuation is completed, at which time the individual(s) who salvaged the wreck will need to pay up to  £5,000 to release the wreck into their custody. The government can then hold the vessel until an owner is established. However, the problem with this legislation is again that it was not designed with the protection of maritime cultural heritage at its core. Although it means that all wrecks, no matter their significance are reported, it also means that if no owner comes forward or is found the person who found the wreck has rights to it once the salvage costs are paid. Although the Receiver has the rights to refuse this salvage right, this has been rarely carried out in the UK, if at all. Another factor is that the entire legislation is concerned with property ‘value’ in money terms rather than any cultural or historical significance. Whilst a wreck may appear of little monetary value, it may be of significant cultural or historical interest. This law only helps maritime cultural heritage in the sense that more wrecks need to be reported. However, it does not help wrecks from being removed or taken into possession by those who salvage them, whatever their intentions are for the wreck.[10] However, the Treasure Act of 1996 is a law created to deal with artefacts collected or found, and has more significance for maritime cultural heritage protection. This act creates a legal obligation for anyone who finds an object of ‘treasure’ as defined in the act to report it to their local coroner within fourteen days. The coroner will then determine whether or not the item constitutes treasure. If the item is seen as treasure then the person who found it must offer to sell it to a museum at a price set by an independent board of antiquities experts. If the item is found to not be treasure or the museum does not want to purchase it, then the finder may retain the object. In this law, the definition of treasure is generally set out to deal with items that are gold or silver of at least ten per cent and precious coins that are at least 300 years old. Items that are older than 200 years and are deemed by the State to be of historical or cultural value are also included. The problem with this is that any item outside of the usual scope of ‘treasure’ can only be classed as treasure through a special order. This sort of order may only be granted in circumstances where significant cultural value is identified. Another problem with this law is that it does not really preserve heritage directly. It demands that any treasure found be valued and that a museum have to pay the full price for such treasure. This means that for extremely valuable items it may be beyond the means of museums to purchase everything. This leaves maritime cultural heritage in the hands of people who may only be interested in the monetary value of an item and have no desire to preserve the item beyond this. However, most significantly the law focuses on metallic items of over 300 years old and any other culturally significant items of over 200 years old. This means items under 200 years old may not be protected, and the wrecks where the treasure is found may be damaged or discarded in favour of collecting the treasure itself. It must be said that this law, like the Merchant Shipping Act, does mean that more treasure and historical items are reported and discovered, allowing museums the opportunity to collect more material than might be possible otherwise. However, it does also encourage those who actively seek treasure of value, for they know a price will be set for it. More emphasis in the law should be put upon the cultural and historical significance of the item. The flipside of this is of course that people are more likely to report treasure knowing they will get money for it, rather than just keep it for themselves.[11] The most important of recent UK laws in this field though is the National Heritage Act of 2002, which is an update of the 1983 Act. This act is important because it includes UK heritage agencies in the protection of ancient monuments in or under the seabed within the territorial sea adjacent to England. Wales and Scotland have similar administrative responsibilities in their devolved administrations under Cadw and Historic Scotland respectively.[12] This is a welcome law as it enables English Heritage to take over responsibility for maritime cultural heritage protection from the Department of Culture, Media and Sport.[13] This means that the protection of monuments and promoting the public’s enjoyment and awareness of such monuments is all handled by one agency. Whilst there was obviously a transition period to move control from one agency to another, it has meant that archaeological sites from low water to the 12 nautical mile territorial limit around England are all dealt with by English Heritage.[14] Whilst this law is a step in the right direction by attempting to join up the laws governing maritime cultural heritage protection, the Acts themselves have too many gaps and too little direct focus on heritage protection to adequately protect our maritime cultural heritage. In addition to these UK laws however, cultural protection and heritage is governed by the UNESCO laws of 1972, 1981 and 2001. These laws have a significant influence on how cultural heritage is protected. The World Heritage Convention was adopted by UNESCO in 1972 and links nature conservation and preservation of cultural heritage. It helps to define the sort of sites that can be considered for the World Heritage List, and any country that signs the list pledges to protect not only their World Heritage Sites in their territory but their national heritage as a whole. By signing this list the UK has pledged to protect our national heritage, a large part of which is our maritime cultural heritage. However, it is the 1982 Law of the Sea Convention that really began to create a universal concept and law of maritime cultural protection. It is Articles 303 and 149 of this law that are of most interest. Article 303 says that ‘States have the duty to protect objects of an archaeological and historical nature found at sea and shall co-operate for this purpose’. [15] One problem with this part of the law is that it does not give any details of what these duties might involve. The law also says that it is not in contradiction or prejudice to any other international agreements on cultural protection, thus leaving the way open for future laws such as the 2001 convention. Article 149 says that: â€Å"all objects of an archaeological and historical nature found in the Area [that is, on the seabed underneath the high seas] shall be preserved or disposed of for the benefit of mankind as a whole, particular regard being paid to the preferential rights of the State or country of origin, or the State of cultural origin, or the State of historical and archaeological origin†. The problem with this is that the law is limited to the high seas, and there is a large gap between the high seas and the zones such as the contiguous zone closer to territorial waters.[16] As the most comprehensive of all the international maritime laws, it is a surprise that only two sections are linked to cultural protection. The problem is that these issues were only discussed at a late stage and the primary focus of the law is on fishing, the environment and trade. This law was ratified by 146 nations and came into effect in 1994. Of those nations that did not accept initially such as the USA, much of this was to do with deep seabed mining and other natural resource management concerns rather than with the issue of underwater cultural heritage – most likely because the Convention had so little in it about this topic.[17] However, it wasn’t long after this that new draft resolutions began to deal with the future of underwater cultural heritage, as it was felt that not enough was being done to deal with this issue. There was to be a look at cultural management, and these draft resolutions culminated in the 2001 UNESCO Convention on the Protection of the Underwater Cultural Heritage.[18] This law was certainly needed, for the 1982 law was an ambiguous and rushed attempt to deal with underwater cultural heritage protection. The problem is that past 24 nautical miles there is little protection for cultural heritage in the 1982 law, and the protection of cultural heritage is then left up to the freedom of the open seas.[19] The 2001 Convention was adopted by 87 votes for to 4 against, with 15 abstentions. However, in these 15 abstentions were the UK, and at the time the US was not part of UNESCO and so could not vote. This immediately causes problems, as although the UK has adopted the 1989 Salvage Convention, they have not adopted the 2001 Underwater Cultural Heritage Convention. The reason for this is that the 2001 Convention actually attempts to provide blanket protection for all maritime cultural heritages, and the way in which State vessels and warships were to be protected was different to the plans of the UK. Britain has such a huge amount of wrecks that it has been felt that only those of the most significance should be focused on. If this Convention were signed then all wrecks of any historical or cultural significance would need to be protected. Britain believes that diverting resources to the most important wrecks and then educating people about maritime cultural heritage is more important. [20] However, this is not a view that the researcher ascribes to, as it seems extremely important that we preserve our entire maritime cultural heritage so that we may understand both the good and bad events that Britain has been a part of. Funding is obviously integral to this, and perhaps at this time it has not been possible for Britain to offer such large resources to the protection of all wrecks. Whilst this may be monetarily prudent, it may prove to be a costly mistake in the future as wrecks continue to be salvaged without consideration for the protection of cultural heritage. The law itself is having an effect on our cultural heritage protection though as the UK becomes increasingly pressured to meet the demands of this convention and give blanket protection to historical wrecks. The problem with this though is obviously providing resources to meet these demands, which may result in protection resources being spread too thin. Also, blanket protection of all wrecks may result in us being too nostalgic about certain aspects of our maritime cultural heritage, in particular the perspective our Britain’s associations with the sea during times of conflict. It is questionable as to whether significant amounts of money should be spent on protecting all historically significant wrecks, even if these wrecks were associated with darker activities and times in our history.[21] However, the 2001 convention doesn’t offer nearly as much protection as it first seems. The fact that there is a 100 year minimum time limit on artefacts excludes a lot of more recent wrecks that may be historically or culturally significant, such as the Titanic and wrecks from World War 1 and World War 2. This fact was made abundantly clear when the wreck of the Titanic was uncovered in 1985 and it became apparent that there was no way to protect it from salvage. With more advanced equipment today the problem is even greater, and anything under 100 years old is simply not adequately protected by the law. [22] Despite this, the law does have some good points. It aims at a universal plan of in situ preservation of wrecks, meaning they are less open to invasive procedures that would damage their condition and prevent us studying them in detail in the future. Another very important aspect of the Convention is in Article 4 which declares that the rules of salvage and finds will not be applicable to underwater cultural heritage. Although salvors do not obtain ownership rights, they gain the right to large compensation. This means that anything labeled as underwater cultural heritage cannot be sold commercially or traded. [23] Of course, the major problem with this law is its ineffectiveness unless more nations sign onto it. With the UK not accepting its terms it means that whilst the UNESCO Convention is good in principle, it cannot particularly influence UK law at this stage. The UK still looks to the Protection of Wrecks Act as the way to preserve cultural heritage. However, should more nations accept the Convention then this would surely be a major step towards further protecting the maritime cultural heritage of all countries. Just like the 1982 Convention, acceptance of this Convention would help reduce piracy and crime that damages maritime cultural heritage.[24] The problem with all of the laws in the UK and the rejection of the 2001 UNESCO Convention is that there is a lack of value placed upon maritime cultural heritage. The next section will briefly examine how, despite efforts to promote maritime cultural heritage protection, the UK laws still place little value on this concept above financial concerns and traditional property rights and salvage law. An example of how maritime law in the UK fails to focus on maritime cultural heritage preservation can be found in a study conducted by Mike Williams, a senior law studies lecturer at Wolverhampton University. Williams found that in places like the south-west of England, the rights to a wreck were based upon non-law conventions such as rights based on being able to see out to the distance that the wreck is from the shore. Although Williams show that Britain does know the importance of underwater cultural heritage and that is why it adopted the Valetta Convention, the Shipwrecks Act of 1973 has many flaws. It does not include protection for items that are not ships such as wrecks of Warplanes, and it stops people from having access to historical sites, which almost defeats the point of protecting them. The problem is that salvors can still claim possession of such historical wrecks, as seen by the 1990’s case of the Hanover, which was designated a wreck after discovery because it was supposed to carry gold. The salvors took the government to court and won the right to salvage. This shows the law is does not value cultural heritage as much as the traditional rights of salvage.[25] The fact is that when on land, historical artefacts are protected much better than those in the water. Although there have been a number of shipwrecks or maritime archaeological remains found on land, this is rare and the core of our maritime cultural heritage is beneath the water.[26] The problem can be seen in the cases where politicians get involved to try and protect wrecks or bring them to the attention of the public. This is necessary because the law itself, or at the very least the application of the law, is not focused on maritime cultural heritage. A case in 2002 was highlighted when Baroness Blackstone called for protection from the law for the 18th century warship the Bonhomme Richard. Although this wreck was eventually protected thanks to an urgent Designation Order under the Protection of Wrecks Act, it is only because of quick work by the Baroness that this occurred. The issue was that if salvors had got to the wreck first there was little the law could have done to prevent their rights of possession. If more value was placed upon cultural heritage protection in the law, then these temporary emergency measures would not be needed to protect important historical sites such as that of the Bonhomme Richard.[27] Another problem occurring in the UK system is that it is becoming increasingly difficult to find new and profitable uses for the port system. This means it is becoming harder to maintain these avenues of maritime cultural heritage, an example of which can be seen in the collapse of the coal ports in South Wales. The problem is that a balance between economic viability and cultural heritage is trying to be created. With architecturally important yards such as the Royal William Yard in Plymouth being left unused, it is becoming hard to see how economics can mix with cultural heritage. At the moment it seems that the force of economics is winning out. [28] The state of law at the moment is that cultural heritage is still put behind economic concerns of both salvors and the government. The law still favours salvors, and the government is unwilling to change laws to protect all wrecks because it would be too costly at this time. Therefore, by protecting a small number of high-profile wrecks it can be seen that something is being done. However, this is not enough and until these laws are changed it is clear that protection for maritime cultural heritage in the UK will remain inadequate.[29] To show how the UK maritime laws compare to other countries in terms of valuing cultural heritage, the next section will look at the legislation on maritime heritage in Sweden and Australia against that of the UK. Australian maritime law is perhaps more focused on maritime boundary zones than on preserving cultural heritage.[30] After ratifying the 1982 UNESCO Law of the Sea in 1994, they also put in a 200 nautical mile Exclusive Economic Zone to help protect their interests around their complex shoreline.[31] However, this is not to say that Australian law doesn’t take into account maritime cultural heritage. The 2001 UNESCO Convention has had an effect on Australian law, although policies to protect cultural heritage in Australian waters have been in place for around 25 years. However, the problem in Australia is that only the Federal Government can help to initiate such changes as put forward by the Convention. This is difficult because it is the Territories who often put in practice many of the initiatives regarding cultural heritage protection. Despite this, in 2001 a promise to review the 1976 Commonwealth Historic Shipwrecks Act would be put in place, although this has taken some time to complete. The Historic Shipwrecks Act works very much like the UK Shipwrecks Act in that it protects historic shipwrecks rather than other relics. The review since the 2001 UNESCO Convention would aim to change this so that all historical artefacts would be preserved. However, like the UK there is opposition to this from salvors as well as divers, with Australia being particularly popular with wreck divers. They believe that new laws would limit the access to wrecks for the general public. In truth, these ‘concerned’

The University Education: A Religious Experience :: University Education

The University Education: A Religious Experience If I wanted to do an over-view of my thoughts about the university being related to religion for a layman who doesn't understand anything beneath the surface, then my first paper would be a success. Putting myself in an educated person's position of having to read that as a college essay, I would be insulted. Of course this is a post-English 220 thought. I've opened up to find myself more since then. I'm not saying that have found my perfect style. I've found a new style in myself other than the "Official Style". I'm writing for you in a close version of the "O.S." because this is an explanation about my own writing and I feel that this is the best way to *explain*. Don't worry, by the end I'm sure that I'll have fallen away. I've taken a close look at this paper of mine entitled _The University Education: A Religious Experience_ and found that my thoughts about the metaphor haven't changed a lot. I'm the type of person who finds little religious quirks in everything, though (A result of: accepting evolution; seeing the Bible as a bunch of parables and tall tales - including Genesis and the entire New Testament; reading Don Delillo's _White Noise_ , Heinlein's _A Stranger in a Strange Land_, Baudelaire's "Voyage"; rebelling my over-religious, over-hypocritic mother; oh ya. Moliere and Chaucer; learning about different cultures and religions; etc., etc.). I like comparing people and their actions, myself included, to Christian rituals and events. When it comes to the university as a religion, this comparing multiplies because so many of us here take our education as a life or death matter. And I think it should be. Of course there are those who are hypocritic in the university life - don't worry they get a few second chances and are then abandoned. I'm on one of my second chances. Yes, I feel the same way about my metaphor as I did when I wrote this introduction paper. No, I don't like paper because if I were to truly put effort into the it now I would not have written it that way. My style is much different now (A result of this class and my new interest in fiction writing from Eng. 218). I like to lay things between the lines - let the reader work a little. I'm not a combination of Elliot and Pound, nor do I intend to be.

Johnny Man: Widening Views

This essay will look at and research a cardinal text ( The Saber Tooth Curriculum ) . It will put out to research and critically reexamine Harold Benjamins renowned sarcasm on the educational and curriculum system of a supposedly Palaeolithic folk. The essay will make statements within the text and associate this to the instruction system of Britain in both an academic and vocational scene. It will look at the educational model for 14 to 19 twelvemonth olds and how this relates to the text in inquiry. The essay focuses on the 14 to 19 models of secondary schools, as this is the field in which I teach in. It will place womb-to-tomb larning through vocational instruction of building and how â€Å" Truly Useful Knowledge † is being used in the Saber Tooth Curriculum and the Construction industry today. The Saber Tooth Curriculum was written against the background of inharmoniousness in America. They had merely come out of the depression as a consequence of roar and flop epoch. Ha rold Benjamin was an educationist who had fought in the Fist World War and became a advocate of educational reform through his anonym J.Abner Peddiwell. The Saber Tooth Curriculum imagines the first educational system that is set up in Palaeolithic period by a tribesman called New-Fist-Hammer-Maker. He had gained his name by like an expert doing a tool that would be highly good to the endurance of himself and his folk, Benjamin, J ( 1971, p7 ) states ; ‘New Fist gained his name and considerable local prestigiousness by bring forthing one of these artifacts in a less unsmooth and more utile signifier than any antecedently known to his folk ‘ . The writer has used New-Fist-Hammer-Maker as the footing of his narrative and the message he is seeking to state. Through his advanced tool doing accomplishments, he is seen as the intellectual of the group, and his thought and thirst for cognition are highlighted in the first transitions of the narrative, Benjamin, H ( 1971, p8 ) states ; ‘He began to catch glances of ways in which life might be made better for himself, his household, and his group. By virtuousness of this development, he became a unsafe adult male ‘ . The beginnings of New-Fists instruction for his kids and folk, evolves around the demand for security, comfort and nutrient. The simple undertaking of feeding his kids, himself and the folk was identified three classs of course of study: fish grabbing with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. Through this course of study the kids had learnt the valuable lessons that would give them advantage over their equals. It was non long before the whole folk had learnt the three basicss of the course of study and for a clip they were secure and safe because of the instruction. One could tie in or compare the course of study New-Fist introduced into his folk, to the instruction system of secondary instruction and vocational instruction in today ‘s universe. The Education Act of 1944 by Winston Churchill ‘s Conservative Government, heralded free instruction to the multitudes. The course of study would hold involved the three R ‘s which would hold been Reading, Writing and Arithmetic. By analyzing these basicss pupils were judged to hold been given a good, if non just instruction to come on into a productive life. It is this foundation in Britain ‘s instruction system that reflects New- Fists course of study of fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. Benjamin, H ( 1971, p12 ) states ; ‘The best trained horse-clubbers of the folk went out twenty-four hours after twenty-four hours and employed the most efficient techniques taught in the schools, but twenty-four hours after twenty-four hours they returned unrewarded. A Equus caballus clubbing instruction of the highest type could acquire no consequences when there were no Equus caballuss to club ‘ . As clip goes by the age old course of study of fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire is being called into inquiry because new ways of lasting were needed. The butchery of all the natural resources, biological promotion of a species and the onset ice age, forced the folk to contrive new technological betterments in their endurance accomplishments. As new ways were found to catch fish, traping antelope and capturing bears, the old course of study was sought to be out of day of the month by the bulk of the folk. The groups in the group opposed the seniors and questioned the techniques and learning which were seen to be irrelevant. One could pull analogues with this statement in the past and present instruction system, which has its values in the Thatcher Government of 1979 and the debut of the National Curriculum and all the proficient progresss that have been made since. Prior to the National Curriculum schools were able to learn â€Å" what † and â€Å" how † they wanted. It was an independent clip for instructors and all that were involved in the profession of instruction. The educational model of Britain had non changed since the debut of General Certificate of Education Ordinary degree makings, and the Advanced GCE degree in 1951. It was non until the early 1960 ‘s that the Certificate of Secondary Educa tion was introduced, as the O ‘ Levels were deemed to be excessively hard for the bulk of province instruction. The debut of Margaret Thatcher in 1979 can be seen as the major alteration to the educational system in Britain, and the continuance of that subject in Tony Blair ‘s New Labour in 1997. Thatcher sought to revolutionize the old model of O degrees and present an up to day of the month General Certificate of Education. Harmonizing to Kelly, A ( 1994 ) this new making would integrate all the new technological progresss and give pupils the cognition, accomplishments and abilities to come on into the wider universe of employment and the beginning of womb-to-tomb acquisition. As clip has gone by the purportedly radical making set up under Thatcher, has itself come under oppugning and go the old guard. Tomlinsons Report in 2004 on course of study reform had put frontward a extremist shingle up of the whole making model for 14 to 19 twelvemonth olds. The writer has identified and differentiated vocational preparation and instruction through the senior ‘s stance on course of study alteration. One could pull analogues with the seniors and the building industry and house edifice because the necessity to construct and build a warm, stable and unafraid environment has been cardinal to our endurance since the beginning of clip, from the dark ages to the in-between ages and to the present twenty-four hours. As one coevals passes the learnt accomplishments from one to the other, cognition is being transferred and in clip expanded. As history progresses the manner in which one constructs their houses will alter with manner, manners and thoughts of the clip. Through this all the accomplishments that are learnt through new thoughts and manners are passed onto the following coevals of skilled craftsman. House edifice and building has been portion of the fiction of society, and the manner in which learners have been taught has evolved f rom that. Knowledge of constructing different ways has ever been fixed but what is â€Å" Truly Useful Knowledge † are of all time altering, depending on the Government enterprises, Sector skills Councils and the policy shapers of the clip. Presently the building industries have undergone a major reconsideration of all their makings and through authorities reform and support, issues have had to accommodate. The writer has brought the statement between instruction and preparation and how one is clearly different from the other, the groups in the folk are reasoning for an inspection and repair of their seemingly out of touch patterns fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. The groups are reasoning for instruction to reflect what is go oning in the outside universe and to maintain up to day of the month with technological progresss. Through the seniors the statement for the course of study is based around societal duties, progressive acquisition and cardinal cognition, Benjamin, H ( 1971, p15 ) states ; â€Å" We do n't learn fish-grabbing to catch fish ; we teach it to develop a generalised legerity which can ne'er to developed by mere preparation. We do n't learn horse-clubbing to club Equus caballuss ; we teach it to develop a generalised strength in the scholar which he can ne'er acquire from so matter-of-fact and specialised a thing as antelope-snaring. We do n't learn tiger-scaring to frighten Liberation Tigers of Tamil Eelams ; we teach it for the intent of giving that baronial bravery which carries over into all the personal businesss of life and which can ne'er come from so basal an activity as bear-killing. † The same statements environing the course of study for 14 to 19 old ages olds are still being asked today, with relevancy to the pupil ‘s abilities to go forth instruction being to the full equipped with the right cognition to come on into employment, preparation and womb-to-tomb acquisition. The writer has used a journalistic manner of composing he writes in a manner that high spots and sensationalises New-Fist-Hammer-Maker ‘s expertness in doing good hunting tools for illustration Benjamin, J. ( 1971, p7 ) states ; ‘New Fist gained his name and considerable local prestigiousness by bring forthing one of these artifacts in a less unsmooth and more utile signifier than any antecedently known to his folk ‘ . The writer Benjamin has used a scope of affectional and descriptive linguistic communication to depict his narrative of a Palaeolithic tribe.Benjamin, H. ( p7 ) states ; ‘New-Fist pushed himself beyond those lengths to the point where thinking was inevitable ‘ . By puting New- Fist apart from his fellow folk Benjamin, H ( p7 ) states ; ‘He would gaze moodily at the flickering fires and inquire about assorted parts of his environment until he eventually got to the point where he became strongly dissatisfied with the accustomed ways of his folk ‘ . The whole narrative is set in a metaphor for life through instruction and those that administer what is â€Å" Truly Useful Knowledge † . The metaphor used by the folk is that instruction is the foundation for life itself and this can non be replaced by manner, manner, technological progresss and alteration in attitudes. The writer has used a simplistic manner to state the narrative of â€Å" The First Great Education Thinker â€Å" in maintaining with the narrative line itself. He has tried to prosecute all that read it foremost a apparently simple journey about a folk and their beginnings of an instruction system which has undertones of irony, sarcasm and a lingua in cheek attitude, Goodland, J argues ( xxviii,2004 ) that ; ‘However the cardinal defeat expressed satirically by Harold Benjamin in the Saber Tooth Curriculum was caused by the broad spread between the prevailing pattern what was executable ; between the best and poorest patterns ; between the verbal committednesss to instruction and the existent support it received ; between the pressing demand and the response ‘ . The writer has used dyslogistic words throughout the Saber Tooth Curriculum to cynically state the narrative of New-Fist and his folk. He has stigmatised, mocked and stereotyped the bulk of the folk and those that ab initio go against the new instruction system. In decision the Saber Tooth Curriculum was seeking to place how the universe was altering in its technological progresss. Harold Benjamin was sardonically naming into inquiry, course of study alteration and the different sides that opposed it. Benjamin has used a metaphor for the narrative and how instruction is the beginning of cognition and the necessity to construct on that cognition to convey about alteration and future prosperity. Britain is in a clasp of fiscal instability and the hereafter looks unsure for employment, preparation, instruction and life long larning. Britain and the state are fixing for a general election and the possibility of a alteration of Government looms. The Saber Tooth Curriculum and its satirical statements and arousing inquiries are still apparent in today ‘s Britain. The Saber Tooth Curriculum poses the thought of cognition as being fixed and ne'er changing and instruction being inactive and unmoveable. This in my position is a romantic and naif position of the universe through rose tinted spectacless. Educational alteration is a positive measure, merely if it is being changed for the good of the people and non by policy shapers or politicians. Bibliography Benjamin, H. ( 1971 ) The Saber Tooth Curriculum in The Curriculum ; Content Design and Development. Milton Keynes: Open University Press. Benjmain, H ( 2004 ) The Saber Tooth Curriculum The book that Changed the manner we look at Education. United States: McGraw-Hill. Kelly, V. ( 1994 ) . The National Curriculum A Critical Review. Newcastle upon Tyne: Sage Publications This essay sets out to place how the thought of modernism and postmodernism tantrums into the instruction system of Britain. It will seek to detect how instruction foremost began from the enlightenment period in the 19th century up to the present twenty-four hours. This essay will foreground the alterations that have taken topographic point in instruction, and how vocational instruction, and the beginnings of womb-to-tomb acquisition has taken root in todays province instruction system. The beginning of the instruction system in Europe and its ideals and beliefs have stemmed from faith and the church. From the really beginning of the spiritual beliefs, followings and adherents would hold required the cognition and accomplishments to read and follow instructions from the Christian religion. The Gallic revolution in1848 played an of import function in finding the enlightenment and modernistic thoughts. Prior to the Gallic revolution the sovereign, authorities curates, church clergy and the old guard were the most powerful influences on society. The enlightenment undertaking had split from the instructions and beliefs of the church and religion and placed its values in ground, scientific findings, human nature, not spiritual thoughts, free thoughts and rational thought. The enlightenment period would be a revolution of thoughts that emanated from the old thoughts of the in-between ages, and faith and the church being the fount of all cognition. Out of the Enlightenment period Modernity was born towards the terminal of the 19th century and they would hold viewed the universe as scientific, based on cosmopolitan truths, logical thought of cognition and objectiveness. This was a move off from trust on religion to ground merely accepting cognition if their was cogent evidence of a move into modernness Bron, A ( 2002, p42 ) states ; ‘Modernism has, of class, many dimensions but cardinal to its beliefs was the emancipatory potency of peculiar signifiers of cognition. Reason and scientific discipline were to be applied to human personal businesss, every bit good as to the natural universe, replacing God as the premier footing for human improvement and societal advancement ‘ . Modernity mirrored capitalist economy and the province did non endeavor for instruction of the multitudes to derive societal equality but to do the state prosper economically. The industrial revolution went some manner to alter thoughts about cognition, instruction and preparation as workers were going more skilled and the necessity to read and compose was evident. For the bulk of people, instruction was seen to be for the privileged few, up until the terminal of the Second World War. Education of this clip was based on a three grade system that included Secondary Moderns, Grammar and Technical Schools. The instruction of the bulk of the state was left down to the instructors, pedagogues and caputs of the educational establishment, authorities and curates were non involved in the â€Å" what † and â€Å" how â€Å" to learn kids. The instruction of the clip would hold been based around reading, composing, arithmetic, spiritual instruction and vocational topics like woodwork, needlecraft and metalwork. This would hold reflected a hidebound position of instruction instead than a modernist attack. While the move towards modernness had begun, many schools still remained traditionally based around the church. Kelly, V ( 1994, p24 ) argues ; ‘In most societies deliberate efforts are made to utilize the educational system to advance certain sorts of societal and political values- and spiritual values excessively, since it is apparent that the monolithic part of the churches development of instruction Al proviso over the old ages, along with their close engagement in the planning and direction of schools and colleges ‘ These pupils would non hold left school without a making but may hold been awarded a certification of school accomplishment. As instruction progressed into the 1950 ‘s The General Certificate of Education Ordinary degree makings and the Advanced GCE degree making were introduced into mainstream instruction. Harmonizing to the Qualifications and Curriculum Development Agency, the Certificate of Secondary Education ( CSE ) was introduced in the 1960 ‘s to provide for a wider spectrum of pupils. The grounds behind this was that the bulk of pupils were non able to finish the elitist O Levels and A Levels, as the scrutinies and procedures were excessively far making for the ordinary kid. The modernistic attack towards instruction system had non changed since the debut of the 1944 Education Act under Churchill ‘s Government, until the debut of the Margaret Thatcher Government in 1979. The station modernistic motion has come from a reaction against Modernism. This would hold been reflected in our civilization and, whether that is the humanistic disciplines, literature or architecture, these have stemmed from a feeling of alteration in our society. The first universe has evolved and moved on from the beginnings of capitalist economy and industrialism. Managerialism and the move off from the single instructor keeping power in what they taught their pupils, to the province make up one's minding what should be taught. Technology, whole sale capitalist economy, denationalization, globalization would boom in the station modern universe, which had its roots at the terminal of the Second World War. Harmonizing to Usher, R ( 1996, P2 ) it is really hard to pigeon hole instruction with Postmodernism and goes onto province ; ‘Historically, instruction can be seen as the vehicle by which modernness ‘s ‘grand narrations ‘ , the enlightenment ideals of important ground, single freedom, advancement and benevolent alteration, are substantiated and realised ‘ Since the Introduction of Margaret Thatcher and her Conservative party in 1979 they had sought to alter the instruction system in Britain, with the Education Act 1988, a new Curriculum was born. The construction of the old making for primary and secondary schools were deemed to be out of touch. The General Certificate of Education Ordinary degree makings were to be abolished and replaced by The General Certificate of Secondary Education, Usher, R ( 1996, p25 ) states ; ‘Education is itself traveling through profound alterations in footings of intents, contents and methods, alterations are themselves an facet of the uncertainnesss of the postmodern minute ‘ . And goes on to province ; ‘Thus postmodernism becomes portion of the course of study, incorporated into the modern pattern of instruction ‘ . The National Curriculum had put the Government at the head of educational development. It had moved policy devising and educational alteration into a centrally planned system. The National Curriculum had identified that pupils would be broken down into cardinal phases, so that they could analyze the patterned advance and attainment marks from each cardinal phase, from an appraisal defined by the authorities. Another cardinal alteration was the distinction of topics into nucleus and foundation topics. The nucleus topics would be based around Mathematics, English and Sciences and Kelly, V ( 1994, p24 ) argues ; ‘Thus English has to come known more frequently as ‘ linguistic communication ‘ , as instructors have come to concentrate on the development of the students ability to utilize linguistic communication for thought and for speaking every bit good as for authorship, and, in the procedure of this alteration, there has been some loss of accent on grammatical constructions, on punctuation and, in general, on the mechanics of the English linguistic communication ‘ . The Governments concluding to alter the course of study, was to maintain in line with the postmodern universe and its rivals. Harmonizing to Kelly, A ( 1994 ) the demand to educate and develop pupils to go portion of society through employment and economic growing was paramount to the ideals of the Government. The beginnings of life long acquisition for 14 to 19 twelvemonth olds can be seen In 2004 by Mike Tomlinson study on the 14-19 reform of instruction which was commissioned by Tony Blair ‘s Labour Party following on from his â€Å" Education, Education, Education † rhetoric. The proposed alteration of course of study is really much centred on immature pupils going grownups within the making model, therefore seting them on the first measure of life long larning. The alteration in ideals and aspiration between New Labour and the Conservative Party it had superseded could be seen as an extension of the former government. Mike Tomlinson had advocated a complete shingle up of the current making model of G.C.S.E ‘S and A Level making. Harmonizing to Tomlinson ( 2004, p4 ) the reform was needed to ; ‘Raise engagement and accomplishment, strengthen vocational paths, provide greater stretch and challenge, acquire the rudimentss right ( English, maths, ICT ) cut down the appraisal load, and do the system more crystalline and easier to understand ‘ . Since 2004 Vocational instruction has been introduced into secondary school, constructing people into the universe of work non modernism instruction for instruction interest. The overplus of classs now available to school kids from the age of 14 old ages old, scope from Construction, Horticulture, Catering, Creative Media, Motor Mechanics, Engineering, Hair, Beauty, Outdoor instruction etc. This continuance of the altering face of instruction falls in line with Jarvis ( 2004, p32 ) ; ‘With this rapid alteration, it is about impossible to see cognition as a truth any more- we are now speaking about something that is comparative and can be changed once more every bit shortly as some new find is made ‘ . Although vocational instruction has reached many more pupils in secondary schools Tomlinson ‘s, sweeping alteration of the making model for 14-19 twelvemonth olds has been watered down and have been partly introduced. In decision the argument and statements environing Modernism and Post Modernism in our society have been ongoing since the debut of the thought. Mod positions replaced the ideals of the church, and cognition being placed into scientific findings and truths as the universe was altering. The thoughts of Modernism and Postmodernism took assorted signifiers in architecture, art, literature and instruction, and it could be argued that postmodernism is merely another signifier of modernism, and one is an extension of the other. As the essay has shown cognition is of all time traveling and altering and the instruction of our society reflects that cultural and ideological motion. Bibliography Bron, A. , Schemmann, M. ( 2002 ) . Social Science Theories in Adult Education Research. New Brunswick ( USA ) : Transaction Publishers. Jarvis, P. ( 2001 ) The age of larning. London: Kogan Page. Kelly, V. ( 1994 ) . The National Curriculum A Critical Review. Newcastle upon Tyne: Sage Publications Usher, R. , Edwards, R. ( 1996 ) . Postmodernism And Education. Great Britain, Chatham: Routledge. Department of Education and Skills. ( 2004 ) 14-19 Curriculum and Qualifications Reform. Available at: hypertext transfer protocol: //www.dcsf.gov.uk/14-19/documents/Final % 20Report.pdf ( Accessed: 1st April 2010 ) The essay will place a modern-day thought within instruction, Marketisation, and how it has affected the direction of schools and how they have changed their political orientation and construction because of it. It will turn up how the school ethos and their long term plans fits into womb-to-tomb acquisition. The essay will foreground the alterations in authorities and how they have affected instruction and place cardinal constabularies within that. The debut of the Conservative authorities under Margaret Thatcher in the 1970 ‘s changed Britain and its nucleus values in footings of its national industries, instruction and the wellness service. Before the Conservative Government Secondary schools were able to learn its ain course of study and make up one's mind what â€Å" Truly Useful Knowledge † was for their pupils. It was in the epoch of instructors being independent and at the Centre of pupils larning. The course of study of schools from the1950 ‘s to the1970 à ¢â‚¬Ëœs harmonizing to Matheson, D ( 2008 ) , did non hold a common nucleus course of study and was able to take their ain standards for learning. Schools were able to learn what they decided and how they were traveling to learn. Schooling of the 1950 ‘s and the 1970 ‘s gave power to instructors in the schoolroom. They could take their ain reading stuff, doctrine and the manner they taught the kids. The Thatcher Government and its political orientations and values had crushed the brotherhoods in its chase of merchandising of Britain ‘s National industries and interrupting the spirit of all those that stood behind it. The thought of denationalization was introduced under Thatcher ‘s Conservatives and Education did non get away their implicit in influences, Randle, K argues that ( 2000, pp140 ) ‘The New mangerialsim can be characterised as a manner of direction which emerged in the UK in the early 1980 ‘s and bit by bit distribute throughout the Public Sector. It began with the civil service in the aftermath of the Rayner Scritinities and the Financial Management Initiative ( Metcalf and Richards. 1987 ) and has since been established in local governments, the BBC, the NHS and the Education Sector ‘ . Prior to Thatcher all secondary schools and farther instruction colleges were under the control of Local Educational Authorities, but Thatcher had given all secondary schools the license to go Masterss of their ain fate if they so desired, and enter into the concern universe of instruction. Secondary Schools were now portion of this new universe of denationalization, marketisation and Thatcherism. Kelly, A ( 1994, p48 ) states ; ‘It is possibly deserving observing foremost the commercial imagination that is a characteristic of much of the 1988 Acts back uping certification. We read of the suppliers of instruction, of the ‘delivery ‘ of the course of study, of ‘machinery ‘ for carry throughing this and that, of the ‘users ‘ of the system, of its ‘consumers ‘ , of our rivals and so on ‘ . The 1988 Education Reform Act would turn out to be instrumental in both, the manner in which schools and farther instruction colleges were funded. The National Curriculum was introduced into province instruction in 1988 so the Government could determine the patterned advance of all secondary schools in England. The debut of the National Curriculum conference tabular arraies and SATS were shortly to follow. In countries of the state that still have Grammar Schools, Comprehensive and Secondary Moderns viing against each other, the National Curriculum set up under Thatcher would ever be a stumbling block for the under acting schools that would be at the underside of the conference tabular arraies. With the oncoming of Marketisation and Managerialism of instruction, Secondary Schools like The Community College Whitstable would hold to accommodate to the altering values of instruction. Schools have had to alter the set up of their managerial doctrines and go more in melody with the fundss of their establishment. The direction squad at The Community College Whitstable is set up as a concern with the Managing Director at the top or the Head and the Teachers at the underside in what could be described as a Christmas tree formation. The caput will hold their senior direction squad below her, and 2 Deputy Heads and the main Finance Officer as their closest confidantes. From the instructor at the bottom one will hold to see one degree above before he or she can talk to the Head. Through this concatenation of bid the Head instructor will be able to study and supervise the school and how it performs both financially and academically. For schools such as The Community College Whitstable, pulling a steady flow of pupils twelvemonth on twelvemonth is critical as the pupils represent a fiscal addition. The conference tabular arraies are all of import for possible new pupils and the patterned advance up the conference is paramount. Harmonizing to Ofsted Report ( 2000 ) The Commu nity College Whitstable had underperformed academically in 1997, 98, 99, which show that they was in the bottom five per cent of schools. The Oftsed Reports in 2006 and 2009 have non shown much advancement from the early yearss of the transmutation of the Sir William Nottidge to The Community College Whitstable. The grounds for this can be seen in the unjust disadvantage of the choice policy and competition from other schools in the Kent country. Hill, D ( 2001, p12 ) backs up this statement ; ‘New Labour policy and discourse on instruction, on schooling in peculiar, shows both continuities and differences with Thatcherism. The major continuities are a scope of low public outgo, denationalization, and the care of a selective, specializer and exclusionary instruction system ‘ . The outlooks from instructors to execute, educate and train pupils to go through test has non been greater as instructors public presentation degrees are linked into the school â€Å" mangerialism † . Teachers are bound to the schools with annual reappraisals on their public presentation direction, which are centred on the schools aspiration on accomplishment. Through these public presentation direction reviews instructors are assessed and a annual increase of their wage is paid. The 14-19 docket and the present authorities policies and support have had an impact on all secondary schools, they are no longer happy to allow their pupils travel to the local farther instruction colleges or elsewhere. The policy to maintain pupils past the compulsory age, are apparent at The Community College Whitstable, as the figure of station compulsory pupils have risen each twelvemonth, from 11 in 2000 to 117 in 2009. The chance of maintaining pupils station 16 are seen as a must for The Community College Whitstable. The growing of 6th signifier can be seen as instruction for instructions sake, as the consumption of pupils into 6th signifier can be seen as an unfastened door policy for fiscal addition, Evans, K. ( 2000, p126 ) argues ; ‘Currently, both the FEFC and TEC support theoretical accounts is target driven. If we add in the force per unit areas on schools to make full their sixth signifiers with pupils who will accomplish and, hence, hike their schools standing in the conference tabular arraies, we can see that, at local degree, the construct of partnership in station 16 instruction and preparation market is non based on lovingness and sharing ‘ . As one can measure the debut of womb-to-tomb acquisition is really of import to secondary schools, which no longer sees themselves as merely mandatory instruction but establishments of larning. As each pupil represents money and are costed into the budget for the fiscal twelvemonth it is imperative to prolong the pupil Numberss. Not merely are secondary schools viing with other educational establishments they are besides mercantile establishments for outreach Centres such as Learn Direct. The Community College Whitstable has incorporated the Learn Direct into their substructure, which caters for a broad scope of educational classs, either online or as a bead in Centre. These Centres are cardinal for womb-to-tomb propensity or those that do non desire to come in mainstream instruction. Such enterprises are instrumental in the new managerialism and marketisation of secondary schools such as The Community College Whitstable. In decision Marketisation of schools and Further Education are straight linked to the Margaret Thatcher ‘s Conservative Government of the late 70 ‘s and early 80 ‘s. The extremist shingle up of the national establishments from denationalization, and the interruption up of trade brotherhoods and the planetary economic system have had a immense impact on the instruction system. Despite the alteration in Governments, the on-going conflict for the right instruction system is still being sought after. Secondary schools such as The Community College Whitstable have become concerns in instruction in their ain right and will hold to accommodate and continually alteration with the air current of power. Secondary schools will and make play an of import portion in Lifelong Learning as they are the foundations for all our acquisition.