Crystal palace Essay Example for Free

Crystal castle EssayAlso, what Swift shows is that it is reason itself and universes ingeniousness that prevent him from reducing life to a few moral principles. Paradoxes and countercurrent tendencies pervade the human mind, as it moves from good to evil. The Houyhnhnms would not be able to construct the complex society specific to humans. They have no books, no systems of thoughts or philosophies. Their enlightened and perfect state depends thus on minimal reasoning and on a few righteous principles.The human society, by contrast, builds intricate systems that oft contradict other systems and philosophies. It is not only vice that is proper of human nature but also curiosity and a thoroughgoing(a) thirst for knowledge. The Biblical myth of the first mans corruption through knowledge stands true in Gullivers narrative. The other societies that Gulliver meets in his travels plosive to the human tendency towards discovery but also manipulation. firearm hunts the truth but a lso manipulates and interprets veracity according to his own inner impulses.The Yahoos condition as the servants of the Houyhnhnms is also very significant. They seem to represent humanity in its basest form, withtaboo the polish of civilization. The Houyhnhnm that houses Gulliver during his stay in their country remarks that this mixture of reason and vice makes the human bleed more dangerous and more powerful than mere brutality But when a creature pretending to reason could be capable of such enormities, he dreaded lest the corruption of that faculty might be worse than brutality itself (Swift 183).The Houyhnhnms cannot attain the technological and scientific progress mastered by man because they do not manipulate truth and they do not know the meaning of power and corruption. By contrast, the dwarfish people of Lilliput manage to subdue Gulliver, despite the incident that he is a giant among them. The human society can progress but it cannot advance significantly in morality. The Houyhnhnms society is perfect because it is based on an economy of just ideas and principles.They cannot understand crime as a concept and think it absurd because of its lack of utility He was wholly at a loss to know what could be the use or necessity of practicing those vices (Swift 195). The utopian knowledge base cannot be pine to man because he is inevitably driven by feelings and passions that often do not conform to the common moral standards. Moreover, the Houyhnhnms realness is one where absolute truth dominates and there is no falsehood They have no intelligence service in their language to express lying or falsehood (Swift 187).This is also unattainable in the human society since man will always be biased because of his subjectivity. Overall, Swift shows that a utopian society is impossible for man on account of the inherent faults and particularities of the human spirit. Dostoevskys Notes from the Underground reveals a alike conception of the utopian society. Ac cording to the underground man, the human society will always construct ideal and fantastical worlds to escape from reality. The paradox is that man seems to be equally infatuated with both happiness and sufferance.The crystal palace represents the unattainable ideal that lives in the lofty regions of the human imagination. As a utopian representation, the palace is made of crystal precisely because it contains all the answers and no questions thus new economic relations will be established, all ready-made and worked out with numerical exactitude, so that every possible question will vanish in the twinkling of an eye, simply because every possible answer to it will be provided. Then the Palace of Crystal will be built (Dostoevsky 69).This mathematical and transparent construction is a symbol for perfection and self-sufficiency. The palace does not harbor all doubts What would be the good of a palace of crystal if there could be any doubt about it? (Dostoevsky 77) However, the hum an world is not even agreeable with its own ideals. The underground man believes resents that this ideal edifice cannot be mocked and derided You believe in a palace of crystal that can never be unmake a palace at which one will not be able to put out ones tongue or make a long nose on the sly (Dostoevsky 77).The palace is therefore the object of mans desires for but also the object of his mockery. Dostoevsky puts forth the idea that the human world can never fit into the crystal palace with all its desires and aspirations although it can neither renounce this dream completely. As Swift had pointed out, man is torn among opposite principles, between sufferance and happiness and is unable to reduce his feelings to a few linear and uniform desires.Moreover, the ideal can be inconsistent with reality but man will persevere in his desires merely because it has an actuality for him But what does it matter to me that it is inconsistent? That makes no difference since it exists in my d esires, or rather exists as long as my desires exist. (Dostoevsky 78) Another issue that Dostoevsky emphasizes is that man will always pursue his ideals no matter how inadequate they are precisely because he is a complex being, entirely different from the animals.Dostoevsky gives as an example the basic necessity for shelter and compares a hen-house with the crystal palace You see, if it were not a palace, but a hen-house, I might creep into it to avoid getting wet, and yet I would not call the hen-house a palace out of gratitude to it for keeping me dry (Dostoevsky 78). Man is not satisfied with mere principles of utility and economy. This idea is also identifiable in the representation of the utopian world of the Houyhnhnms, as already mentioned. The perfect world of the horses is content with a few basic and absolute principles that also serve the ideal of economy.Both Swift and Dostoevsky show that man could not live in a utopian world. While Swift shows that man the utopian wo rld could never be created by man because of the inherent vices that corrupt human nature, Dostoevsky points out that man would actually be dissatisfied if he inhabited an ideal society. The two authors reveal the essential aspects of the human nature and the human society, pointing out that man could not live in a utopian state although this will always be his ideal.Works CitedDostoevsky, Fyodor. Notes from the Underground. New York Macmillan, 1918. Swift, Jonathan. Gullivers Travels. New York Penguin, 1981.

Effective Leadership Essay Example for Free

Effective attractorship EssayThe delegative leading style creates a comfortable and inviting work environment, however, the direct of confidence and boundaries become blurred when the superior does not assert their authority within the office. An analysis as to how I can transcend my leadership skills within a work environment is discussed. And Leader X is offered recommendations on altering her office from one that is geared by the opinions and views of employees, to one that follows and adheres to the direction of one individual the superior. substructureIn order for one to be an in effect(p) and efficient leader, they must possess a variety of characteristics. An effective leader should have vast acquaintance of their professional subject area, superior emotional intelligence, and strong managerial and administrative skills. Extraordinary leaders are not solely expected to guide subordinates in the workplace. Their strengths to a fault rely upon how well they follow t he guidance and recommendations of others. Further analysis into the makings of a great leader will explain the importance of these characteristics and how it gears a successful career. exemplary leadinghip Qualities Emotional intelligence, strong managerial and administrative skills are just a few characteristics of a leader. However a leader must world-beaterfully have these qualities in order to an exemplary leader and direct their employees to achieve the goals set forth for their positions. As a Secretary, I am in frivol away of a vast amount of administrative tasks within my office. This is the area in which my leadership skills are put to the test. At any given moment, I could be given three to four tasks that are all important and must be completed in a small amount of time.Prioritizing these tasks can be fairly difficult but I am trusted with this responsibility. Leader X has a strong modulate on me and how I wish to discharge myself in a position of leadership. Leader X oversees twenty attorneys and four legal support staff. She has a warm and inviting personality. She is punctual and educated in equity and litigation. She encourages her staff to have a lot of input into the day to day decisions made within the office. In the text, Colquitt (2011) defines leadership as the use of function and influence to direct the actions of followers.In order for one to effectively lead, they must possess influence over others. Leader X has been employed within the legal field for more than twenty five years. Her knowledge and experience is what qualifies her as a Senior Counsel within her agency. She possesses all the characteristics of my definition of an effective leader. She has a delagative leadership style which slightly damages her ability to make decisions. Organizational Behavior Another aspect of leadership is the employment of power. Power is the ability to influence the actions and behaviors of others.Colquitt (2011) states an effective form of influence is organizational power. Organizational power consists of legitimate, reward and coercive power. Legitimate power is the formal authority a leader has over others. Leader X is a Senior Counsel and has the ability to direct all the attorneys within our section. Her legitimate authority lies within her position and her responsibility to her employees. Reward power is the capability to compensate others for their work and accomplishments. This power influences others to behave in a manner that will enable them to receive awards.These awards may consist of promotions, pay raises and/or public recognition. Coercive power is not rewarding in anyway. Coercive power is the ability to control anothers actions through the threat of punishment. Colquitt (2011) refers to this mode of influence as being founded on fear. An employee can be coerced to behave a certain way if they fear they could be demoted, terminated or hang for failure to perform to their superiors standards. Leader X influences her employees to work hard and take responsibility for their actions. Her power creates an increase of productivity from her employees.Contingencies of Power Leaders can often times be hindered within the level of power they possess. Colquitt (2011) labels these situations as contingency factors. There are four factors of contingency that could affect the level and quality of work produced under someones command. The four contingencies are substitutability, discretion, centrality and visibility. Substitutability is the availability of alternate resources. When the Leader is the only one with access to the resources, no one will possess a higher level of influence over the subordinates. Leader X has control of her employees performance reviews.So, Leader X majorly holds the power to influence the employees work results and behavior. Discretion is the leaders ability to make decisions regarding any given situation. References Anderson, Mae. (2011). Estee Lauder 4Q up but Shares Fall on tender Outlook. Associated Press. ABC News. http//abcnews. go. com/Business/wireStory? id=14306228 2011 August 15. Retrieved 2012 April 22. Colquitt, J. A. , Lepine, J. A. , and Wesson, M. J. (2011). Organizational behavior Improving performance and commitment in the workplace (2nd ed. ). New York, NY McGraw-Hill Irwin. Pennington, Sylvia. (2012). Balancing act at the Top.The Sydney sunrise Herald. http//www. smh. com. au/executive-style/management/balancing-act-at-the-top-20120424-1xis4. html 2012 April. Retrieved 2012 April 23, 2012. The Staff of the Corporate Executive Board. (2009). The Increasing Call for Work-Life Balance Work-life balance is now the second most important device driver or employee attraction and commitment, says CEB research. Bloomberg Businessweek. http//www. businessweek. com/managing/content/mar2009/ca20090327_734197. htm 2009 March 27-gt0. Retrieved 2012 April 22. -gt0 http//www. businessweek. com/managing/content/mar2009/ca20090327_73419 7. htm

The American Revolution: War Of Independence

The American rotation warfare Of IndependenceThe American Revolution is a historical event that provokes the true spirit of patriotism in many Americans. They ho zero(prenominal) the proactive fathers, shake their fists at oppressive England, and applaud at the legends of daring and headship. It has always been the curiosity among the people that how the Americans of the 18th century got along with the victory. How did the green, weakly equipped, roughly trained military of a newborn country consisted of 13 liberated and jointly jealous nations draw closer to force one of the worlds utmost military powers? Was it un jockeyn New World insurrectionary strategy, cut put up, British wrong steps, American marksmanship, or the intrusion of great risk that made the difference? The question went on until in the years of 1950s and 1960s, French and American observation in Indochina grasped the life out of the query.There were unadorned and considerable distinction between the American revolutionary war and Vietnamese dispute. However, after Vietnam it no long-dated looked dubious that immense armed forces may by chance submerge in an effort with a minor scarce willful rival along with a resident population whose faithfulness may non be trusted, Above all, when the expenses of the warfare and ambiguity close to its reasons damaged the big powers national help. All those circumstances were present in Britains battle with its American colonies. Post-Vietnam Americans know personally why Britain eventually could prefer to remove its military- albeit it was non totally crushed -rather than to lengthen a devastating struggle.Even so, the American Revolution is an mismatched name for the reason that it was not really a revolution. Dr. George Grant (2003) define revolution as, the revolution occur when men goes for aggressive warfare not in favor of their command because they desire instantaneous alteration in or eradication of the previous command. (Grant, 2003, no. 20) These all things are found in the French Revolution, but not in the so-called American Revolution. Rather looking for essential reformation of society, the earlier fathers sought to defend traditional rights. (Woods, pp. 11). If it was not a revolution, then what was the American Revolution? Conceivably more appropriate terminology would be the American War for Independence. Longing to transform Englands rule as a result that the colonies would be regulated legitimately, the earlier fathers struggled no revolution, only a war for Independence in which Americans threw off British authority in suppose to retain their liberties and self- brass. (Woods, year, pp. 14).Their reflection formed by people like John Locke, John Calvin and Montesquieu, the first Americans had a conventional outlook of organization that they assumed England had desecrated. Americans appealed to the faggot of England to reinstate their civil rights, but the king rejected. Hopeless of settlement, the c olonists look forward to solve their problem by own self to reinstate the control, not to upgrade a new one. If the term revolution were applied, it would be more correct to declare that the revolutionaries were the English king and parliamentarians who rebuffed to go along with the printed agreements that they had handed over the colonies. (Grant, 2003, no. 20)Even though many hated British rule but the colonists did not desire to be free because they concealed abhorrence for England. There were versatile basis of war and were greatest significance to the Americans, who just wanted to claim their constitutional rights as British subjects. Earlier than the war, according to Woods, they complained that their early-chartered rights were being debased. (Woods, pp. 13)These all-primitive chartered rights were the florilegium of the Magna Charta, the Arbroath Petition, and the English Bill of Rights. All these rights provided the same rights to the colonies as to the English cities. T he Magna Charta granted stated observances of which we learn granted in our kingdom as far as pertains to us towards are men, shall be observed in our entire kingdom. (Magna Charta) Nevertheless, King George III was not giving them their full rights that he was giving to English cities by imposing additional taxes and laws that were not there in England itself. Instead of hearing Americans plea peacefully, the Americans were charged ruthlessly by the British government to insure the terms of the war.As John Locke describes tyranny in his game Treatise on Government as the application of power ahead of right and that right being in the purpose of government to safeguard all the mankind rather than harming anybody except it is for the purpose to do fairness on an wrongdoer. British breached the rights of the charters, liberty and natural law. What England was forcing on the colonies was also an infringement of the Magna Chartas section 13. By all laws that mentioned above and by th eir own individual charters, the colonies were legally protected from Englands dishonest proceedings.The primitive Americans were worried about their family they intended to guard the freedom that they had navigated the ocean to safeguard and the colonists thought that their charters stood as promise. When their complaints were neglected, the colonists struggled tenaciously for freedom. (Grant, 2003, no. 18) The colonists were not struggling for a trouble-free living for themselves, but for liberty from oppression for their companions, kids, and generations to come. They wanted to defend the biblical commandment in spite of of Englands tyranny.Because of salutary neglect a term meaning that English government backed out of the colonies business for years the Americans had efficiently governed themselves while England was busy fighting wars. The colonists had happy and peaceful livelihood when the British were busy in their wars and did not consentd to be bothered. However, at the wrapping up of their wars, Britain began taxing the colonies. As expected, the colonists objected, but the English branded them as extremists. After doing a number of efforts to resolution, the colonists left and go for the way out which was war.In succeeding years, it has been feasible to evaluate further considerately than before the troubles Britain confronted in formulating a successful plan for terminating American foe and to point the variations in British notions of how to carry out a complex battle. At first, the British perceived conflict as the discipline of the unruly. According to the second President of the linked States John Adams, the record of the American Revolution activated as early as 1620. The Revolution was provoked before the war started. The Revolution was in the hearts of the people. The values and enthusiasm that directed the Americans to rise up and to be located back for two hundred years and wanted in the past of the country from the first initiative in America.More severe in its consequences was the new financial strategy of the British government, which required more pecuniary resource to sustain the rising empire. Unless the taxpayer in England was to contribute it all, the colonies would have to supply as well. However, takings could be obtained from the colonies simply via a stronger central management, at the cost of compound autonomy.The foremost action in launching the new structure was the approval of the Sugar dissemble of 1764. This was planned to gather revenue exclusive of regulating trade. Actually, it substituted the Molasses Act of 1733, which had positioned an excessive import taxes from non-English regions. To impose it, customs representatives were prepared to demonstrate more power and strictness.On the night of April 18, 1775, General Gage transmitted persuasive facts of his gang to remove these weapons and to take Samuel Adams and John Hancock into custody, both of whom had been commanded to send to Eng land for their trial. However, Paul Revere and two other messengers had warned the whole country.After the quarrel on 18 April 1775 at Concord, the British thought they might finish civil disobedience by separating and reprimanding the insurgents at capital of Massachusetts via display of power. By squeezing the core of struggle, the British expected to get the remainder of the colonies into a row. On the contrary, this tactics did not last long. On 17 June 1775 at the Battle of Bunker Hill, the British instigated a wild frontal attack on the American positions on Breeds Hill in an effort to show the indestructibility of trained armed forces against inexperienced troops. The exhibition was not a success. Despite of the excessive sufferings, the rejection of the Americans to surrender until they tire out their bullets forced the British to have another look at American power. It was no longer convinced that the revolts could be frightened. Moreover, the flood of assistance from furth er New England towns and the guarantee of abet from the other colonies damaged their certainty that the revolt centered in Boston only. With first suppositions about the rebellion failing, the British must call for a new plan.On May 10, 1776, a declaration to cut the Gordian ravel was approved. At that time only a official announcement was required. On June 7, Richard Henry Lee of Virginia presented a resolution announcing in support of independence, overseas coalitions, and American federation. Instantly, a team of five, supervised by Thomas Jefferson of Virginia, was appointed to dispose a formal statement setting forth the causes which impelled us to this decent resolution.On 4 July 1776, the day of Independence was declared. It was not only declaration of the newborn state but also lay down the example of school of thought of human freedom for upcoming generation. It lay not specific objections but upon a wide support of individual autonomy that could control common support a ll over America. The political philosophy behind the liberty was precise and clearWe hold these truths to be self-evident, that all men are created equal, that they are empower by their Creator with certain unalienable rights that among these are life, liberty, and the pursuit of happiness. That is to secure these rights, governments are instituted among men deriving their just powers from the consent of the governed that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government (Jefferson)In the Declaration of Independence, the colonists legitimately declared their self-governance and contact a list of injustices carried out against them. At that time, Jefferson made it apparent that in every step of these tyrannies they have formally requested for restoration but they have been disappointed every time. The Revolutionary War persisted for further six years, with combating in every colony. For several months once independence was confirmed, the Americans experienced harsh setbacks. The opening of these was in New York. From the moment the Declaration of Independence was signed, France had not been impartial. The government had been willing to take revenge with England from the time when France was crushed in 1763. In addition to that, fervor for the American reason was great the French logical world was itself in rebel against feudalism and its benefits. Yet, although France had appreciated Benjamin Franklin to the French court and had provided aid to the United States, it had been nonvoluntary to jeopardize of direct intrusion and openly call for war with England.After the war of years, British wishes to take legal action against the war. However, in the year of 1782, the House of Commons voted to discard this attempt. Lord Norths control knocked out, and the new ministry under Lord Rockingham initiated talks with the American peace representatives. Dialogu es began in April in Paris and the initial articles of peace were signed on 30 November 1782. After approval by Britain and the U.S. Congress, the ultimate peace treaty was signed September 3, 1783.The war has been refought numerous clock in an effort to detect the vital British blunders. Perhaps no policy was identical to the task of soothing American struggle. Regardless of their greater numbers, the British carried out in an aggressive situation that again and again overwhelmed all attempts to stop rebellion. It is correct that as the war heaved on Americans were lethargic to join up, unwilling to pay for still more supplies, and extremely exhausted of the quarrel. However, in the final analysis it was the rebuff of the national population to surrender and the willpower of hundreds of inexperienced, badly supplied militia companies to annoy the opponent that weighed greatly in the crushing of the British forces in America.The former Americans did build a new administration late r than the American War for Independence and only in that manner the earlier fathers can be believed as revolutionaries. Instead of a rebellion of horror and fear, nevertheless, the American Revolution was a diplomatically and fatalistic revolution. After all this, the real revolution started in America when England treated America as a self-regulating state.Americans were looking to substitute instead of completely changing the government. Since they were having biblical fundamentals in their society, earlier Americans realized that man is corrupt and on earth, there cannot be an ideal government. Nevertheless, they were having hope that it was achievable with Gods help. Therefore, with the intention of forming an ideal coalition, create justice, assure domestic harmony, present the general security, encourage the common wellbeing, and protected the blessings of independence to ourselves and salute to the former Fathers that initiated the American Reformation.Work CitedThe Constit ution of the United States of America. Law.emory.edu. 1787. Emory Law School. 1995.DeMar, Gary. Was it Right to Fight the War for Independence? Biblical WorldviewMagazine July 2005Grant, George C. American Culture. Lecture notes. Franklin, Tennessee Gileskirk, 2003Jefferson, Thomas The Declaration of Independence. U.S. History.org 1776. U.S. History.org. 1995.Locke, John. Second Treatise on Government. libertyonline.hypermall.com .1690. Liberty Online. 1999 .The Magna Charta Constitution.org 1215. Constitution Society.1995.Woods, Thomas E., Jr., Ph.D. The Politically Correct Guide to American History. Washington D.C. Regnery Publishing Inc, 2004

Writing For Children

Writing For ChildrenPeter Hunt writes that some idea of a child or childishness motivates writers and determines both the miscellanea and subject area of what they write (2009a, p13). Prompting that an authors choice of book type and content stems from their image of the child they ar writing for, elements of which go d defecate from their testify political orientation of indian lodge and childishness often shaped by their profess lifestyles. It is arguable even so if the authors idea of childishness is and so their motivation or if there are other situationors in their writing that point to an additional agenda. In considering Hunts statement we will see the changing childhood ideologies of Victorian and post neo realism in Louisa May Alcotts, modest Women (1868), and Melvin Burgesss Junk (1996), and to a fault the differing concept of childhood in fantasy lit with Phil Pullmans, Northern Lights (2004). It is as well as significant to discover what constitutes the a uthors nonion of childhood in their books, and if there are external elements which can shape the content and form of childrens books such as potty marketing and the commodifying of children.Early childrens literature was highly didactic and as Zipes (2009) suggests even the earliest renderings of fairytales were designed to turn children into the type of adults their societies would prefer. Its First Golden Age from the by and by half of the nineteenth century introduced a change in how we perspectiveed children, we began to celebrate the joys of childhood, (Carpenter, 2009) the most nonable books entertained and a corresponding gave their readers a sense of empowerment and individuality. An utilization of such a novel is Louisa May Alcotts Little Women,following the narrative tradition of domestic and informative stories for girls such as Sarah Fieldings The Governess (1749), and ostensibly remaining within the conservativist restrictions of her era, Alcott presents the co ntemporary life of four sisters growing up during the American civil war. Her book, written as a request by her publisher to fill a niche in the market, is to exclusively appearances moralistic and patriarchal. The title, as phrased by the childrens father midget women(Alcott,1868, p12) exemplifies the Victorian ideal of childhood, where children were seen as miniature adults and taught the puritan morals to be dutiful , obedient , hard-working and God-fearing (Styles,2009), puritan John Bunyans Pilgrims Progress(1678) is used extensively throughout the book . Little Womens third person omniscient narration is excessively in quite a condescending adult voice effecting to keep the March girls as children who need guidance, even when they mature, Amys lecture did Laurie good, though, of course, he did non own it till long afterward (LW, p384).The narrators frequent interjections with opinions and views guides the readers into making the required conclusions, thereby handsome inst ruction to its girl readership on how to be good wives and mothers. Arguably however as Fetterley (2009) suggests there are statements within the novel that portray an undercurrent of ambivalence, showing Alcotts perhaps true feelings to opportunities available according to gender and class, depicted in the first tail end in her portrayal of Jo an antagonistic of the submissive young girl of the times. Alcott herself was alternatively an oddity of her time, a spinster, woman activist and the family breadwinner, her motivation to write was often stringently financial (Alderson, 2008). Accordingly Jo is often seen as based on Alcott, portrayed as a talented headstrong writer, Beths words You are the gull, Jo, strong and wild, cranky of the storm and the wind, flying far out to sea, and happy all alone.(LW, p361), echo Alcotts own lifestyle, yet could withal be seen as advice to her girl readers to embrace their liberty, rather than their expected domesticity. Even the outwardl y repressive marmee, and her ideas of marriage the sweetest chapter in the romance of womanhood (LW, p95), also states demote be happy old maids than unhappy wives(LW, p95). She also occasionally shows her ambivalence to her life, Mother isnt sick, only very tired, (LW, p109), as Hannah their housemaid points out housekeeping aint no joke (LW, p109) and as Alcott is perhaps trying highlight, domesticity is not so wonderful a subroutine to aspire to. Alcott quite understandably addicted her precincts denied any subversion in her novel yet it is arguable that it contains legion(predicate) instances of her own childhood. In her journal she recalls the daily drudgery and struggle of her mother as she strived to sustain her family while her father as in LW gave little dish up (Alderson, 2008). Alcott used the then accepted ideal of the quintessential patriarchal Victorian family childhood and her own family memories to give form and content to her book. The March girls are wooly-mi nded in their own wonderful family plays and games, a loving safe playful family unit that nurtured and trained the child, giving much needed stability to a society shaken by war. This was not however Alcotts only motivation, she disliked her own novel as she says I do not enjoy writing moral tales for the young, I do it because it pays well (Alcott cited in Alderson, 2008, pxxiii), and her covert messages of rebellion, portray distaste in the directives which shape the young, especially girls, to be compliant adults. Her novel is also actuate and shaped by her social stance on opportunities available to the gender, class and race of her time, Little Women represents childhood as preparing for future roles, yet covertly it also uses its representation with the potential to disturb societal expectations.Over a century later Melvin Burgess again fills a publisher recognised niche in the teenage market also focusing on the adolescent experience, Junk is unrestrained from nineteenth ce ntury conservatism in its graphic depiction of the deteriorate of two runaways into prostitution and drugs. Burgess states children or young people should read about their lives not idealistically save as they really are, his characters are not invented but based on his memories of real people, he also does not preach to his readers yet allows them to evolve their own conclusions, (Burgess, 2009). It has been said Junk neither glamorises nor demonises drug habituation (Falconer, 2009, p375), yet Junk conceals a strong sense of morality within its text, its principles obscured so the book appears to be non didactic or opinionated and so compendium to Burgesses idea of the young teenager. Junks individual character narration lends to a documentary style of neutrality, yet textual guides bring the reader to the required conclusions, as tar says If you dont mind not reaching twenty theres no argument against heroin, is there?(Burgess, 1996, p166), Gemma is the spoilt little runawa y child How do you think her parents feel? asked Vonny. They were moreover keeping her in. Its not like Tar is it?(Junk, p75). The events have a moralistic ending, Gemma recognises they have all been deceiving themselves and condemns them all to their fate her own is to be a iodine mother. Such reality based writing lends itself as Tucker(2009) says to the authors belief that childhood is primarily a transitional stage leading to adulthood giving readers the rectitude is seen as providing them with an important aid to their own eventual better understanding of themselves and others (p190). Junk follows this form well, Burgess gives his child readers shore leave in interpretation, viewing them not as innocents, but inexperienced young people, who need empowerment and guidance to make the right decisions. As we have seen it is impossible to read Junk and come out defending heroin or the runaway, it could be said that Burgess brings Alcotts moral tale for the young into todays mode rn world. Yet in challenging the ideology of the innocent child, Junks view of childhood is at the opposite end of the spectrum to that of Little Women, he dispels the desirous innocence critics connect with childhood. His explicitness Lily said, Ive been a little prossie for half an bit (Junk, p158) foregrounds how altering conceptions of the childcan cause both controversy and anxiety among consumers (Squires, 2009, p189), leading to Burgess having to defend his authorial intent over the charge of sensationalism. In response to criticism from Anne Fines, and defending the explicit nature of his books, Burgess says Underneath Annes whole article is that same nasty sneer I remember from when I was small How revolting. Arent you a dirty little boy? the same attitude which was exactly what made me want to write the thing in the first place (Burgess, 2004). It could then be suggested that part of his motivation was indeed to rebel against as he calls it the moral majority (Burgess, 2009, p317), and stretch the boundaries of appropriate childhood reading matter. still saying that drugs and underage sex are what teenagers want to read about could perhaps show that Burgess himself has a distorted idea of todays childhood. An idea he needed to uphold in rescript to construct his model of the non-reading (conceivably moronic) teenager and defend the sensationalism of his novel, he is perhaps modelling his child to suit the aspirations of his book. Junks content worked as a hook for his teenage audience and also generated him much publicity, conceivably showing another aspect of his motivation, content and form set to saccade the critics, produce an outcry and gain him notoriety, all in addition to providing teenagers realistic age related literature. His post modern realism , takes the assumption that children are not innocent, but they still need guidance, also that in order to connect with todays child , this guidance must be hidden allowing the reader percei ved autonomy in their decisions. Burgess also shows a sad irony in the loss of childhood, Gemma wanted a slice of life(Junk, p161) but could only find this in leaving home, unlike the March girls, in Junk childhood was something to be quickly left behind in order to really live. An authors understanding of childhood as Hunt says can influence the form of their writing , those who see childhood more as an end to itself may prefer literature that is all the way more fantasy based (Tucker, 2009, p190). Phil Pullmans Northern Lights conforms to this ideology using a fantasy world to rewrite the biblical story of creation. Eighteenth century philosopher Rousseau declared that Nature wants children to be children before they are men (Jenks, cited in Hunt, 2009, p23), he believed childhood should be a time of innocence , with children allowed to grow at their own pace not forced into civilisation. Pullmans similar view on childhood freedom is apparent in Northern Lights , Lyra is safe and happy in the freedom of Jordon College, What she liked best was clambering over the college roofs(Pullman, 2004, p36), as she grows her freedom is stifled by the intervention of her mother, state and church . Poet William Blake also used Rousseaus concept of natural innocence, debased by adult intervention, and Pullman uses Blakes contraries and commentary on Miltons Paradise Lost to reverse the morality of the biblical fall to celebrate knowledge (Squires, 2009, p278). He advocates the co-existence of good and dark (body and soul) and free will, which the church refuses to, acknowledge (Bird, 2009, p264). As such Northern Lights, casts an unfavourable light on how ghostly fundamentalism suppresses knowledge, the Magisterium symbolising the church is shown as repression and death, killing the children whose souls or daemons it removes as it endeavors to preserve innocence all that happens is a little cut, and then everythings peaceful .For Everat the age we call pubertydaemons bring all sorts of troublesome thoughts and feelings (NL, p283). Pullmans idea of the child is shown in Lyra, her innocence and freedom of mind give her the ability, unlike adults, to easily read the alethiometer, Lyras childlike state(Squires,2009, p281) when reading makes her feel like a young bird learning to fly(NL, p152). Which is a suitable metaphor for how she represents Pullmans main concepts of innocence and experience, seeing similar attributes in young people giving them the ability to deal with significant issues free from outside influence as he says he hopes that young readers will finish having gained the understanding that trusting ones own thoughts and feelings is an essential part of self-discovery and growing up (Travis, 2010). Through his use of the fantasy form Pullman is able to transgress difficult subject areas normally out of spring within a childrens book, capturing his young readers imaginations while keeping the stark realities of his metaphors at bay. He insists on realism and the real implications of his fantasy stories (Wood, 2009, p274), exhorting his readers to take an activist role in creating the world that they want. So saying If I write fantasy, its only because by using the mechanisms of fantasy I can say something a little more vividly about, for example the business of growing up (Rustin and Rustin , 2003 ,cited in Montgomery, 2009, p255). Within Northern Lights, Pullman shows Lyras growth from innocence, he demonstrates the malleability of childhood with the changing form of the childrens daemons that represent their character , which set at puberty into the type of person they are, for example he was a servant , so she the daemon , was a dog (NL, p7). Pullman promotes childhood as an innocent time when children are impressionable and make the important decisions that mould their moral fibre, he follows the traditional pattern of childhood freedom, as seen in the like of Ransomes Swallows and Amazons() as the childre n create their own idyllic morally responsible world (Squires, 2009, p282). Northern Lights uses the Magisterium to establish anti-religious ideology and shows the infallibility of religion in that Lyras saviours are those marginalised and demonised by society the non religious gyptians (gypsies), risk all to rescue the children, and the witches save their lives in the final battle. Such radical views may seem better placed in adult literature yet as Reynolds (2009) informs avoiding cultural spotlight is one reason why writers may find themselves drawn to write for children (p109). Pullman may be using childrens literature as a vehicle to publicly air his opinions on religious fundamentalism safely hidden within childrens fantasy, to a less judgmental audience. It could be that Pullman simply finds this medium more liberating however Northern Lights also manipulates its readers opinions in line with Pullmans, ultimately, as with Junks satanics of heroin, the reader cannot fail to see the Magisterium as the evil villain. Pullmans use of fantasy fiction proves he can more succinctly air his own opinions, and he could be seen as using the medium of childrens literature in the same way. As he states there are some themes, some subjects too large for adult fiction they can only be dealt with adequately in a childrens book (Pullman, cited in Falconer, 2009, p378). His view on how we underestimate the potential of the young in order to maintain our own nostalgic view of childhood has certainly shaped the form and content of his book. Reynolds (2009) informs that childhood is a time to negotiate and find a place in society, yet more so with Northern Lights it is also about developing individual potential suited to a future in which societies could be different in some significant ways(p100). It could perhaps then also be said that Alcott, Burgess and Pullmans motivation to write for children is also their aspiration to create a better society, So Lyra and her daemon turned away from the world they were born in, and looked towards the sun, and walked into the sky (NL, 397). As authors draw on their ideals to write for their audience, it is the book publishers who set the market trends and conclude what children would like to read and subsequently influence what an author writes, an area touched upon with LW and Junk. Twenty first century novels show a commodification of childrens literature (Squires, 2009), in which we also see the decline of the individual author with publishers such as Working Partners, where a storyline is created by a conglomerate of author /editors then given to a writer to create the book (EA300, DVD2). Thus providing a quick turnaround and commercial sense but little scope for individual tact and signifying that as Hunt (2009b) says, the cart of marketing, is driving the horse of creativity (p81). A further consideration on external influence is the competition from digital media, which as Burgess (2009) says also has a great impact on what children are exposed to, compounding the difficulty in producing literature that appeals to the modern child ,a fact he uses to support his hard hitting realism. Childrens literature has been seen to catalogue social, economical and political changes, embolic of societys view of childhood (Hunt, 2009b, p71), a view set as the gate keeping adult world considers what children need to read, putting additional pressure for authors to produce the right book. In conclusion to Hunts statement, it would seem that in order to write a childrens book, the author must indeed have an idea of the child they are writing for, and this determines the form and content of their novel. Yet as we have seen they are also motivated by their own additional agendas, and this can lead to their constructed child being modified for their own purposes and also manipulated by the forces of modern media and marketing. This contributes to the complexity and often popularity of a novel that c an then be read on many levels, Pullman could be seen as writing a religious allegory, propaganda or an adolescence adventure story. Authors still have their own view of what childhood should be, and incorporate this into how they believe it is or wish it to be seen. Our realistic view of the modern child is radically different from earlier popular books, such as Little Women, or Swallows and Amazons and as contemporary writers make efforts to loose the nostalgic view of childhood innocence, there is also the concern that we are now ending childhood too soon, and as Jacqueline Wilson says forcing children to conform to societys teenage image (EA300, DVD2). Yet from Little Womens childish carefree plays to Junks depiction that children are now living real life adventures, we find that, as Lyra does, there is still always hope in childrens books. Childrens literature as Hunt (2009a) says shows what society thinks of childhood, and also what the author and we as adults need to believe it represents.

Teaching Essays Objective of Curriculum

Teaching Essays Objective of CurriculumObjective of CurriculumThe main focus of this plan is to incorporate elements of childrens developmental domains which contribute to the holistic being. Our activities are programed by taking into consideration the children we perplex observed for our child study. Although we recognize the purpose of diarrhea in the course of instruction, we feel that it is also important to provide pupils with a structured curriculum that would supplement their developmental needs. The curriculum aims to develop the childrens socio-emotional development, cognitive language development and physical development done the integration of play as well as the examination, project and thematic get along.In doing so we realize ensured that children are provided with an avenue for aesthetic and creative expression, language and literacy development, practice for numeracy skills, motor skills development along with creating an awareness of the self, the envir onment and the social sphere.As part of our design objective, we aim to ensure continuity from what children make learnt in preschool to the primary school curricula. We feel that this would ease pupils into making the transition from an environment which they have developed a sensory faculty of familiarity (i.e. the kindergarten setting) and the one which they are being initiated into. Partnered with the other key approaches, our team firmly belief that by encompassing our curriculum around play, it would supplement childrens developmental needs which in our view have been neglected in the current school curricula.Our CurriculumHaving observed the children at the unlike kindergarten settings, our group have decided to build our curriculum around the plan of development through play. We recognize that play is an integral part of a childs holistic development and it should not be omitted as the child progresses into the primary education system. From our child study we observed that each of these children displayed varying interests and abilities which can be extended through a curriculum centered on the concept of play. Play, as we know it, has been defined in many ways by various theorists. One of the many definitions is by Van Hoorn (2007) who affirms that play plays a big part of young childrens development and expression of the childs developing personality, sense of reflect, intellect, social capacity and physicality. (p. 4). The activities that surround our curriculum are aimed to address these vital domains of the developing child. Van Hoorn (2007) also theorizes that the concept of play exists in a continuum which ranges from ad-lib to guided to teacher-directed play. We have adopted this concept throughout the entire design of this curriculum. Through the integration of both individual and group activities, we are taking into consideration each childs learning needs as we acknowledge their different learning styles.In our planning, we aim to invi gorate this concept of play into our curriculum by integrating other key approaches used in the current school curricula. The curriculum is designed such that it is centered on the concept of learning through play while at the same time utilizing the thematic approach, inquiry approach and the project approach. We have developed the following three-way diagram to illustrate how we have incorporated the various approaches in our curriculum.Thematic ApproachWe have chosen to implement the thematic approach as it keeps our curriculum design focused. In view of what has been stated by Wortham (2006), we agree that since the thematic curriculum is completed over a period of time, there is opportunity for exploration, investigation, and theatrical of learning in an unhurried environment (p.299). Ideally, the curriculum should be executed through a span of eight weeks, within a term. This is to ensure that children would be minded(p) ample time to develop skills and knowledge surrounding the adopted theme. We felt that the thematic approach would also aid in childrens learning as they build up experiences based on an ongoing theme which stimulates children into meaning-making as they acquire skills and develop in the different domains.Inquiry ApproachThe inquiry approach has also been interwoven into this curriculum because we believe that pupils should be accustomed the opportunity to explore for themselves the learning possibilities through inquisitive questions. Much of the activities designed in this curriculum has been targeted at children in honing their inquiry skills. Pupils are wind to seek solutions using the open resources made available to them.Project ApproachThe project approach was also adopted in this curriculum as a way of assessing pupils learning. Through this mode of assessment, where pupils are given free reign of the project that they could formulate on, pupils would be exposed to a variety of activities that taps on their various abilitie s. Both Vygotsky and Piaget believed that it is through personal manipulation and discoveries that children are able construct an arrest of their learning experiences. Additionally with this project approach pupils will be able to work in a social context where they can learn through a partnership with the teacher.Suggested ActivitiesAs an illustration the suggested activities in the framework we have included is based on the theme of Occupation. We planned these activities with the assumption that it is theme which the children have collaboratively decided on as a whole class. The activities incorporated in this curriculum development takes into account the interests and strengths of the children we have observed during our child study. For instance, we have given pupils the choice of their mode of presentation for the role play which can be done through dramatization or a musical performance. Moreover this would encourage pupils to form a self awareness of their personal strength s and interests.The Career Day is essentially a whole day event where children will be given an opportunity to exhibit the product of the projects in which they have undertaken within their groups. We have implemented this concept of a career day as we feel that this would encourage children to take responsibility and pride of their achievements and what they are capable of creating.

Denmarks Coffee Industry :: essays research papers

Strengths&8226Government control of coffee commercialise has consumer confidence high&8226Denmark has no restrictions on capital transfers. Denmark adheres to EU rules on the liberation of capital movements. Also Denmark has no foreign exchange restrictions.&8226Political violence is unknown in Denmark&8226 rotting is generally unknown in Denmark. &8226After oil, coffee is the most traded and valued commodity in the world.&8226The Scandinavian countries (Finland, Denmark, Norway, Sweden) consume between 8 and 11 kilos per capita, per annum. This is the highest take aim of coffee consumption in the world.&8226This expansion could strengthen a coffee shop&8217s global presence and also minimize risk.&8226 Danish currency, the Danish Krone (DKK), is pegged to the Euro.Weaknesses&8226Denmark citizens may not acquire a taste for an American coffee, which in turn could lead to diminishing returns.&8226There are a rattling few coffee shops based in Denmark, so creating a pioneering imag e could backfire.&8226In the coffee industry, beverage innovation is a determining factor of the familiarity&8217s success. The lack of beverage innovation could have a significant adverse affect on performance. &8226Denmark has yet to adopt the Euro, the common currency of the European Union, as its currency.Opportunities&8226Volume of coffee sales increased in 2003 and showed strength in 2004.&8226Hot drinks are subject to international influences. These influences are slowly ever-changing drinking patterns in the hot drink market.&8226In 2003 coffee consumption outside the home increased to 27% compared to its 2002 mark of 25%.&8226The tea market was in a downward trend in volume sales in 2003.&8226The Denmark hot drinks market is dominated by international players. Sara Lee Corp., kraft Foods and Nestle all gained a dominant position in Denmark&8217s hot drink market by means of acquisition of already subsisting well known local companies. They utilized strong country loyalty by not changing the name but at the same meter developing new flavors and brands.&8226Denmark has no restrictions on capital transfers. Denmark adheres to EU rules on the liberation of capital movements. Also Denmark has no foreign exchange restriction.&8226Vesterbro, Copenhagen&8217s actor red light district, lends itself to trendy businesses such as coffee shops. Threats&8226Existing competition includes the followingoRicco&8217s Coffee Shopo device Caf RigaoCaf ZachoBang & JensenoHackenbushoCaf SonjaoAmokka KaffehausoOther cafs&61607Bars&61607Restaurants&61607Fusion Cafs (cafs with areas to shop, do laundry, or another activity)&8226Kaffeplantagen Coffee Bar & Flower Shop&8226Barbarellah Bar, Clothing Store, & Interior Decoration&8226Potential government crackdown on hemp marketplace in Christiana (square within Copenhagen) could harm other businesses such as coffee shops&8226Low population growth in Denmark leaves coffee consumption at its saturation point.

Kyrgyzstan :: essays research papers

The collapse of the Soviet Union created 15 new states. These states all over the last 5 years have all struggled with economic, ethnic, political and territorial problems left to them by the Soviet empire. Kyrgyzstan, is a former Soviet Republic (FSR) set in the Central Asia. This paper will give a statistical representation of the state, Kyrgyzstan. The statistical data will reflect the basic geography of the quash country containing population, size and location. This miniature report will also contain brief descriptions of current political and economic situations. Included in the current information section of this report, is an outlook for possible near future events concerning both political stability and economy. Kyrgyzstan is located in the southern ara of the former Soviet Union. Its boarders are defined by China to the east (& South), Kazakhstan to the north (& Northwest), Uzbekistan directly west and Tajikistan to the south (& Southwest). Kyrgyzstan feature s 76,641 square miles of land, which consisted of .9% of the former USSRs land-mass. The land is in the main used for pastoral purposes. Only 7% of the farmable land is cultivated. The population is approximated to be 4,258,000 people (see Figure A). The Kyrgyzstan populace has experienced a 25.3% growth in population during the last 12 years (Population Growth Data from 1979-1991), and a birthrate at 29.1/1000. Population distribution is 61.9% in rural areas and 38.1% in urban centers. urban center & Population The top 4 cities are Bishkek (formally Frunze) 616,000 (Capitol)Osh 213,000Przhevalsk 64,000Naryn 26,000In June of 1990 ethnic violence arose in the city of Oh. Kyrgyz clashed with Uzbeks resulting in a bloody remainder which was eventually suppressed by Soviet Interior Ministry troops. This clash outlined political and economic problems present in Kyrgyzstan even when the USSR was still existent. These ethnic clashes in Oh served to cement political groups who were or ganizing outside of the communist party during Perestroika. It also gave voice to the large economic problems in central Kyrgyzstan.The "head of state" and leader of the communist party in Kyrgyzstan was Absamat Masaliev. Masaliev invoked policies which were rigid and served to enhance the existing social problems. Because of the decline present in the governments abilities to meet the expectations of the populace, the allowances granted by the Perestroika police and ethnic tensions, communist authority in Kyrgyzstan was challenged. The communist partys rule came to an end in October of that same year.