Love Looks Or Words Essay Research Paper free essay sample

Love: Looks Or Words? Essay, Research Paper # 8220 ; O, speak once more bright angel, for 1000 are as glorious to this dark being over my caput, as a winged courier of heaven. # 8221 ; These are the words of Romeo as he stands outside of his beloved Juliet # 8217 ; s sleeping room. Having fallen in love at first sight, Romeo Montague and Juliet Capulet set the phase for the greatest love narrative in history. Romeo and Juliet are the kids of affluent, good known occupants of Verona. Unfortunately, the Capulets and the Montagues are passionate enemies. In The Tragedy of Romeo and Juliet, by William Shakespeare, these two chief characters become the victims of Cupid # 8217 ; s pointers, when they meet by opportunity at a mask ball in the Capulet family. Immediately, Romeo and Juliet are attracted to each other ; she by Romeo # 8217 ; s words, and he by Juliet # 8217 ; s beauty. It has been said that boys autumn in love with their eyes and misss chiefly with their ears. We will write a custom essay sample on Love Looks Or Words Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This romantic, but tragic narrative points out in many ways that this thought is realistic and holds true to this twenty-four hours. Handsome, dandy, coquettish Romeo has ever been a ladies # 8217 ; -man. His closest friends, Mercutio and Benvolio, often tease him, naming him # 8220 ; Wits! Lunatic! Passion! Lover! # 8221 ; Towards the beginning of this intricate play, Romeo had already received a repute for basking merely beautiful adult females. Romeo expresses that to him beauty is a greater quality than cognition or personality. When Romeo speaks of another adult female, he says, # 8220 ; For beauty, starved with her severity/ cuts beauty off from all posterity. # 8221 ; This means that by denying herself love and matrimony she is blowing her beauty. Romeo evidently doesn # 8217 ; t care about anything but looks. If he did, he would hold said, # 8220 ; For cognition, starved with severity/ cuts knowledge off from all posterity. # 8221 ; =20 When Romeo foremost sees Juliet, he is wholly astounded by her beauty. Without even cognizing the name of this lovely alien, Romeo # 8217 ; s eyes take complete control of his bosom and head, and set him in a incapacitated province of love. He speaks of Juliet as though she is an angel ; # 8220 ; O, she doth teach the torches to fire bright! / It seems she hangs upon the cheek of night/ Like a rich gem in an Ethiop # 8217 ; s ear/ beauty excessively rich for usage, for Earth excessively dear/ So shows a white dove parading with crows/ As yonder lady o # 8217 ; er her chaps shows./ The step done, I # 8217 ; ll watch her topographic point of stand/ And touching hers, make blessed my ill-mannered hand./ Did my bosom love boulder clay now? For swear it sight! / For I ne # 8217 ; er saw true beauty boulder clay this night. # 8221 ; Romeo is stating that Juliet is like a gem whose beauty is excessively rich to be used, and is about spiritual. He inquiries whether he has loved before , and realizes that his old loves have neer been echt, and he had neer seen true beauty until he encountered Juliet. When he says, # 8220 ; I # 8217 ; ll watch her topographic point of base, # 8221 ; it means that he will non take his eyes off of her cherished face all dark. All of these statements prove that he loves merely through his eyes. He has non even talk to Juliet, nor does he know her name. He is in love with her physical characteristics and nil else is non of import to him at that minute. Juliet Capulet is a quiet and beautiful immature lady who has neer been romantically involved. Bing the girl of really protective parents, Juliet # 8217 ; s life has basically been planned out for her. Always with a chaperone, Juliet has neer been allowed to see anything on her ain. She is told what to have on, what she can make, and whom she must get married ; regardless of her feelings. When Romeo and Juliet first meet, Romeo says, # 8220 ; If I profane with my unworthiest hand/ this holy shrine, the soft wickedness in this: / My lips, two blushing pilgrims, ready stand to smooth that unsmooth touch with a stamp kiss. # 8221 ; Romeo # 8217 ; s words have a profound consequence on Juliet. She feels really particular and complimented. Romeo is highly forward in his actions ; he speaks to her in a really sweet and romantic mode, and kisses her upon their first brush. She is decidedly taken by his words and actions. Juliet, holding deep feelings for this alien, calls her nurse and uneasily says, # 8220 ; Go inquire his name=97if he is married my grave is like to be my marrying bed. # 8221 ; This means that Juliet # 8217 ; s feelings are so strong that she thinks he is the lone adult male for her. When her nurse tells her that he is # 8220 ; Romeo # 8230 ; the boy of [ her ] great enemy # 8221 ; she does non halt herself from holding these feelings, she merely says, # 8220 ; My love, sprung from my lone hatred! / Too early seen unknown, and cognize excessively late! / Colossal birth of love it is to me/ that I must love a loathed enemy. # 8221 ; She claims that it is excessively late for her to alter her feelings ; that if she would hold known who he was before they spoke, she could hold resisted his amative overtures. When they foremost exchanged words at the ball, he was have oning a mask, therefore she could non hold fallen in love with his handsome face.=20 The subject of Romeo # 8217 ; s falling in love with Juliet # 8217 ; s beauty is carried throughout the full narrative. Even at the sorrowful terminal, when Romeo is mourning Juliet # 8217 ; s # 8220 ; decease # 8221 ; , as she lays in the Capulet memorial he declares, # 8220 ; For here lies Juliet, and her beauty makes/ this vault a banqueting presence full of light. # 8221 ; Romeo thinks that Juliet is dead, yet he still speaks of her beauty. Her physical visual aspect is the first thing that Romeo fell in love with, and it is that beauty that he will lose the most. From the beginning of clip, people have fallen in love for the same grounds as Romeo and Juliet did. Looks and words per Se are an simplism of what love truly is. By and large, first feelings are highly of import. Wordss are really powerful, more so than beauty. Beauty is impermanent, while words can last everlastingly. They convey secret messages which can act upon the hearer to believe anything that is said. Ro meo may hold spoken a certain manner to entice the beautiful Juliet into his weaponries ; he was really passionate # 8230 ; she was really vulnerable ; he was experienced # 8230 ; she was naif. Was Romeo and Juliet # 8217 ; s love based on expressions or words? The reply is in the oculus of the perceiver.

Compare and Contrast the Transport Principles of Economy of Scale and Economy of Distance Essays

Compare and Contrast the Transport Principles of Economy of Scale and Economy of Distance Essays Compare and Contrast the Transport Principles of Economy of Scale and Economy of Distance Paper Compare and Contrast the Transport Principles of Economy of Scale and Economy of Distance Paper On Business logistics Course Code: MKT-406 Program: BBA Semester: FALL-10 Submitted To: Mr. Md. Ismail haider Lecturer of Marketing Department of Marketing BUBT Submitted By: Farhan Nowroze Noor ID: 01 Intake: 14th [pic] Bangladesh University of Business Technology (BUBT) Submission Date: 30th December, 2010 1. Compare and contrast the transport principles of economy of scale and economy of distance. Illustrate hoe they combine to create efficient transportation? Ans: There are two fundamental principle that impact transportation efficiency Economy of scale in transportation is the cost per unit of weight decreases as the size of a shipment increases. Transportation economy of scale exist because fixed cost associated with transportation a load over the increase weight and cost of loading, unloading, invoicing. Ex: shipment, larger capacity transportation vehicle (rail, water, airplane) are less cost per unit of weight than smaller capacity transportation vehicle (bus, truck). Economy of distance: it refers to decreased transportation cost per unit of weight as distance increases. It also referred as tapering principle. Ex: at a small weight shipment 800 miles will cost less to perform than two shipment each moving 400 miles. 2. Describe the five modes of transportation, identifying the most significant characteristic of each. Ans: Five modes of transportation are: o Rail o Truck o Air o Water o Pipeline Rail: characteristics of railway transportation: I. Economically transport capability for large shipment II. Railroads have largest percentage of intercity freight ton miles III. Train enjoys relatively low variable operating cost IV. Train enjoys relatively large tonnage over long distance V. Railroad operation have fixed cost VI. Electrification and technology development reduced variable cost per ton VII. Train is faster and more expensive to operate VIII. It is nonstop from origin to destination Truck: characteristics of truck in highway transportation: I. Trucks have flexibility to transport. II. Motor carriers have the largest revenue. III. It is able to operate on a variety of roadways IV. Ability to operate door to door V. Trucks have relatively small fixed investment than other modes. VI. Truck operations are characteristics by low fixed cost and high variable cost. VII. Truck handle small shipment moving short distances. VIII. Easy to moving from wholesaler warehouses to retail store. Water: characteristics of waterway transportation: I. Water is oldest mode of transportation II. Capacity to transport extremely large shipment III. Ability to achieve economy of distance. IV. Moderate fixed cost V. Low variable cost to transport large tonnage. Pipeline: characteristics of pipeline transportation: I. Pipeline transportation use basically for petroleum ton miles movement. II. It transported natural types of product III. Pipeline is unique than others. IV. Pipelines operate 24 hr and 7 days nonstop. V. Limited only commodity change over. VI. Highest fixed cost and variable cost. Air: characteristics of air transportation: I. The newest but utilize mode of transportation. II. Airfreight lies in the speed than others III. Very much costly. IV. Use sensitive product transportation. V. High fixed cost and variable cost. 3. What is the motor carrier freight transportation the most used method of product shipment? Ans: Highway transportation has expended rapidly since the end of World War II. Today motor transportation is the most used method of product shiftiest because: I. Trucks have flexibility to transport. II. Motor carriers have the largest revenue. III. It is able to operate on a variety of roadways IV. Ability to operate door to door V. Trucks have relatively small fixed investment than other modes. VI. Truck operations are characteristics by low fixed cost and high variable cost. VII. Truck handle small shipment moving short distances. VIII. Easy to moving from wholesaler warehouses to retail store. 4. What is the economic justification for the rapid growth of premium package services? Ans: Economic justification for the rapid growth of premium package services: Package services represent an important part of logistics, and the influence of carriers in this segment is increasing because of their size and intermodal capabilities. The advent of e-commerce and need for summer-direct fulfillment have significantly increased demand for package delivery. While package services are expanding, the services required do not fall neatly into the traditional model classification scheme. Packages are regularly transported by using the line-haul services of rail, motor, and air. Package service provides both regular and premium services. 5. Why is it Important for a logistics manager to have a degree of understanding of transportation regulatory history? Ans: Transportation is a key activity in logistics because it moves product through the various stages of production and ultimately to consumers. Transportation infrastructure introduced major principles of transportation economics and provided a brief historical summary of government regulation. That’s why it is important that logistics managers have appreciation and understanding of regulation history to fully appreciate the logic underlying today’s transport system. 6. Why have railroad miles declined during a period of national growth? Ans: Historically railroads have declined the largest number of ton miles in the world. Before World War II it ranked first among all the mode of transportation. As a early development of a comprehensive rail network connecting almost all cities, towns intercity. But after World War II with the technology development serious motor carrier competition began to develop and railway share revenues and began to decline. The extensive development of road and highway will soon change the ranking of railway. 7. Railroads have the largest percentage of intercity freight ton-miles, but motor carriers have the largest revenue. How do you explain this relationship? Ans: Railway and motor both are the mode of transportation so they have the relationship but rail taken largest percentage of intercity freight ton-miles because: I. Economically transport capability for large shipment II. Railroads have largest percentage of intercity freight ton miles III. Train enjoys relatively low variable operating cost IV. Train enjoys relatively large tonnage over long distance V. Railroad operation have fixed cost VI. Electrification and technology development reduced variable cost per ton VII. Train is faster and more expensive to operate VIII. It is nonstop from origin to destination But motor carries the largest revenue because: I. Trucks have flexibility to transport. II. Motor carriers have the largest revenue. III. It is able to operate on a variety of roadways IV. Ability to operate door to door V. Trucks have relatively small fixed investment than other modes. VI. Truck operations are characteristics by low fixed cost and high variable cost. VII. Truck handle small shipment moving short distances. VIII. Easy to moving from wholesaler warehouses to retail store. 8. Discuss the fundamental difference between TOFC and COFC. Why double stacking was considered a major innovation in multimodal transportation? Ans: Fundamental difference between TOFC and COFC: TOFC means trailer on a flatcar. Which is 8 feet wide, 8 feet high or 53 feet long and have highway wheels. COFC means container on a flatcar. This is 8 feet wide, 8 feet high or 20 or 40 feet long and do not have highway wheels. Double stacking considered a major innovation in multimodal transportation because while the TOFC concept facilitates direct transfer between rail and motor carriage. It also has several technical limitations. The placement of a trailer with highway wheels attached. Transferred to a railcar, can lead to wind resistance, damage, and weight problems. The use of constraints reduces these potential problems, as they can be double stacked and easily transferred to water carriers. However, they require special equipment for over-the-road delivery or pickup. 9. Explain the value proposition offered by freight forwarding. Provide an example that illustrates why shippers would be attached to using the services of a freight forwarder as contrasted to arranging their own transportation. Ans: Value proposition offered by freight forwarding: a) Lower rate per hundred weight obtained from large shipment b) Faster transport of small shipments than would be experienced if the individual customer dealt directly with the common carrier. Cause for shippers for which they would be attracted to using the services of a freight forwarder as contrasted to arranging their own transportation: i. Lowering transportation cost ii. More profit iii. Higher security iv. Faster transport v. Sharing responsibility 10. The five basic modes of transportation have been available for well over 50 years. Is this the way it will always be, or can you identify a sixth mode that may become economically feasible in the foreseeable future. Ans: Yes this is the way it will always be. Because we can’t identify another mode of transportation excluding all these five.

Children and consumerism Essay Example | Topics and Well Written Essays - 2000 words

Children and consumerism - Essay Example According to Schor and Henderson (2008), children can be viewed through different paradigms. On one hand, children can be viewed as the innocent, naà ¯ve, and vulnerable targets of well-informed marketers who have to be protected by legislation in order to save them from negative messages channeled through the mass media. Proponents of this view oppose all marketing messages that target children and support their physical and emotional regulation in the hands of adults. A different paradigm, that of the ‘empowered child’, supports the notion that children have authentic interpretations of what they want that should not be affected by adult interpretations (Scor and Henderson, 2008). Proponents of this paradigm, most of whom are marketers, contend that children today are far more developed than those of past eras in that they can easily identify lies in advertising messages. According to Pine and Nash (2003), children can easily identify advertisement breaks in their tod dler years through symbols such as sound effects or logos, which they link with the product. Moreover, they may not be able to differentiate between how they feel about the product being advertised and their attitude towards the product. The interpretation that the advertisement is actually trying to sell them a product may come in the pre-teen years of 11 or 12 years. While both researches have documented statistics on studies conducted into child advertising, their respondents do not represent all the nations that are affected by marketing content that targets children. Both of the researches documented by Pine and Nash (2003) and Schor and Henderson (2008) feature participants who come from nations such as Australia, America, Britain, and Scandinavian nations. They do not address upcoming market trends in nations like Turkey, China, Mexico, or India, in which marketers are increasingly targeting children with messages

Fine and Coarse Aggregates in Concrete Gradation Essay

Fine and Coarse Aggregates in Concrete Gradation - Essay Example Any aggregate that should be used for any construction must be based on certain quality information. Such information can be obtained after experimental tests have been done on the sample and measured to ascertain its standards. Basically, ASTM C33 is one of the accords for concrete specification for both fine and coarse aggregates (Ward, 2004). From the graphs, the fineness modulus can be obtained for both coarse and fine aggregates. Normally, the entire mass of the material should correspond with the original mass after sieving and should not be greater than 0.3%.If the results is greater than that value, then it should not be used because it will have exceeded the acceptance level (Ward, 2004). According to ASTM C 33, an aggregate which can fail to meet the sieve analysis provisions might be accepted, that is if it validates that the concrete prepared with such fine aggregate will have crucial properties andshould comply specific requirements. On the other hand, when a specified grading is chosen, close control should be done in order to minimise disparity. If a wider deviation is used in coarse aggregate ensued on a certain project, it is recommended to adjust the mix proportion in order to obtain a workable and effective concrete (Ward, 2004). Finally, the ASTM C 33 requires that, for any ongoing consignments from any source, the fineness modulus of a fine aggregate should not be more than 0.20. Furthermore, if the fineness modulus is very much different from that used in selection of proportions, then adjustments should be made in ratios of fine and coarse aggregates. Maintenance of uniformity in production of aggregates is more economical and cheap than adjustment of variations in grading. It can be deduced that the fineness modules depends on the coarser or softness of the material. The coarser the aggregate the higher the fineness modulus, similarly the finer the

The Greatest Principle - Utilitarianism Essay Example | Topics and Well Written Essays - 500 words

The Greatest Principle - Utilitarianism - Essay Example While the legal verdict was that of murder, the precept and concept of utilitarian as moral and ethical judgment for one’s actions had become crucial issues. The chapter describes Sandel’s moral and political philosophy and explores human behavior on the wider context of human relationship based on moral and ethical values. Bentham’s utilitarianism are discussed and juxtaposed against Mill’s philosophy of freedom and liberty. Aggregate utility and maximized happiness are major points of Bentham’s utilitarianism. It is based on the motive of the act and therefore can be used for justifying wrong acts. In other words, the wrong motives can be used for justifying actions which could primarily be for vested interests of few. Indeed, according to act utilitarian, actions should be such that they maximize happiness for greatest number of people. Aggregate utility becomes important aspect of actions as per Bentham’s philosophy. Sandel asserts that Bentham’s utilitarianism has basic two flaws when translated within the broader social context: it fails to safeguard individual’s rights and there cannot be common solution to every person’s preferences or problems. Indeed, it would pose huge difficulties for the market economy. Ford had refused to fix defective gas tank due to high cost per fatality. Ford’s action is prime example that shows the non feasibility of actions based on aggregate utility and translating everyone’s preferences into single solution. Mill’s philosophy introduces accountability of actions and therefore emphasizes that people can act in any way they wish but their actions must not harm the interests of others. This is hugely pertinent because while it takes individuals’ right into consideration, it also reinforces moral obligation on their actions. It also tries to explain second objection which highlights the need to evolve single scale to

Mathematics in the Primary School

Mathematics in the Primary School Innumerate school children cost the taxpayer up to  £2.4bn a year. In 2007, Sir Peter Williams the then chair of the Advisory Committee on Mathematics Education (ACME), was commissioned to consider and make his recommendations in response to the teaching of mathematics in early years settings and primary schools, with a view to assessing and improving upon the current practices of mathematics teaching in early years settings (EYS) and primary schools (Adonis 2007). By examining the available evidence, drawing from the best practice nationally and internationally and by working closely with the teaching profession, the Williams final report was published in June 2008. By means of 10 recommendations the report identifies methods by which children in primary schools and early years settings can acquire a greater understanding of mathematics, and a greater appreciation of its importantance with relation to a successful progression through life during and after their school career is over. Through a high-quality curriculum and excellent teaching (Williams, 2008, p61), children should have confidence and feel comfortable with the concept of Mathematics within their day to day lives. In the following, I will explore the implications of the ten recommendations outlined in the Williams Report and will conclude with some reflection on the value of the report and the likely impact it will have on me as a trainee teacher. Recommendation 1 Considers the entry requirements necessary for Initial Teacher Training (ITT). GCSE Grade C mathematics continues to be the mandatory minimum requirement level. However the report argues that grade B in GCSE maths is desirable with the long-term ambition of the government initiative the Training and Development Agency for Schools(TDA), being for all Qualified Teacher Status (QTS) graduates to have reached Masters-level accreditation. However, this is currently deemed inadvisable given the possible risk of falling enrolment of trainee teachers A higher priority is given to teaching experience through teaching placements to increase the students pedagogical knowledge, Williams (2008, p7) states that, a combination of deep subject knowledge and pedagogical skill is required to promote effective learning, a view supported by the research body Mathematical Knowledge in Teaching (2007/2008). The evidence of good grounding in these two fundamental attributes shows; taken together they constitute a necessary condition to progress learning for all children up to the end of Key Stage 2, which prepares them well for Key Stage 3 ((Williams, 2008, p10). The only currently acceptable route to raising mathematical understanding is through properly funded and rewarded continuing professional development (ibid p 12) Q14, Q15, Q19, Q25a,b,c,d Recommendation 2 Local Authorities (LAs) are to continue to up-skill and increase the numbers of their Mathematic Consultants. A continued extensive budget is to be set aside by the Government for local LAs to implement this following the recommendations made by the Primary National Strategy (PNS) (via the National Numeracy Strategy (NNS)), and in partnership with the National Centre for Excellence in the Teaching of Mathematics (NCETM). This funding to be used to develop and track refresher Continued Professional Development (CPD) courses for all LA consultants, evidence being that since the introduction of the NNS, a transformation in the way mathematics is taught can be strongly correlated with the increase in the attainment levels of primary school children (ibid p 16). Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 3 Every school should have at least one mathematics specialist present (or have access to one), whose initial objective is to raise standards and narrow attainment gaps. By utilising the highly-trained (circa) 400 LA Mathematic Consultants to their fullest, a phased proposal is given to have a Mathematical Specialist present in every school which will re-enforce the importance of mathematics within schools and enhance and allow flexibility for CPD provisions available to all teaching and support staff. Small and rural schools benefitting from pooled resources wherever possible. Many of these specialists could be sourced from Newly Qualified Teachers (NQTs) trained to a higher mathematical level through their ITT providers, and all specialists to be monitored by their respective head teacher. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 4 The Department for Children, Schools and Families (DCSF) is to commission a set of materials which will help early years practitioners understand the effect of childrens development as shown through their mathematical mark-making. The resulting report supports the introduction of childrens mathematical graphics (Worthington, M/ Carruthers, E, 2003), at the Early Years Foundation Stage (EYFS). The EYFS adheres to the principles of the central importance of creativity and critical thinking in early learning and development (Mark Making Matters, 2008, p2). By giving practitioners the tools to support and challenge a childs thought process through encouragement and understanding of the young childs mark-making, along-side open ended discussion (sustained shared thinking (Williams, 2008, p34)), the children will become confident and competent communicators, both orally and on paper, in all six areas of learning and development. (Mark Making Matters, 2008, p2) In relationship to mathematics, by encouraging a child to mark-make from a very early age, when children realise that marks can be used symbolically to carry meaning [] they begin to make marks as tools to make their thinking visible (ibid p3). Through drawing the child may develop their concepts in relationship to problem solving, reasoning and numeracy. The importance of the Early Years Practitioners taking the time to observe, listen and analyse childrens mark making in order to understand, praise and enrich the childs achievements (ibid p3), is affirmed. However, I must agree with the importance of a young childs mathematical understanding being developed through imaginative play and effective mathematical learning for children in this age group needs to be predominantly social in nature (Williams, 2008, p36). Q15, Q18, Q19, Q20 Recommendation 5 The forthcoming review of the EYSF in 2010 is to consider the inclusion of time and capacity which Williams feel were omitted when the statutory early learning goals set out in the Statutory Framework for EYFS: Learning and Development Requirements (DCSF 2006) were first developed. By using these two extra concepts along with those already required i.e., shape, space, measures along with the use of correct mathematical language, it would enable the child to apply their mathematical knowledge in practical and active ways (Williams, 2008, p36), whilst also enhancing the childs understanding of problem solving. The responsibilities of effective pedagogy for this remit falling to local authorities, leaders, managers and head-teachers. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 6 The DCSF is to continue to increase the amount of graduate practitioners going into Early Years Settings (EYS). The Childrens Workforce Development Council (CWDC) (2010), states High quality early years provision can have a significant impact on childrens development, performance at school and their future life chances (CWDC, 2010, Areas of Work- Early Years) and the early years workforce must be well qualified. (ibid) With reference to the Effective Provision of Pre-School Education (EPPE, 2004), the Millennium Cohort Study (MCS, 2005) and the evaluation of the Neighbourhood Nursery Initiative (NNI, 2000), it recognises the importance of having a good proportion of trained teachers on the staff. The recommendation being for one graduate early years professional per setting by 2010 and with provision for two graduates per setting in disadvantaged areas. A member of staff having Qualified Teacher Status (QTS) and a Graduate Early Years Practitioner who has a specialism in working with early years children could have the most benefit to most childrens development and learning. Standards could also be raised with additional funding given to implementing CPD within the Early Years Workforce where mathematics is given essential priority. It should however be noted that EYFS provisions are currently very erratic throughout the UK. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 7 Engaging the full understanding and commitment of participating children and their parents/carers before the onset of intervention, paying special attention to the integration of intervention in the class room and in a home-school partnership through official home-learning activities. Where research is undertaken, it is proven that the inclusion and understanding of parents/carers before the onset of intervention is paramount in guaranteeing programme success, and parents/carers could support their childs learning progress through official home-learning activities. Equally, children who understand exactly the nature of the programme show genuine delight in their progress and the importance of this factor should not be under estimated for a successful programme (Williams, 2008, p55). In terms of the integration of intervention, the DCSF National Strategy Standards (PNS) (1998) cites; Intervention is not just about additional out-of-class provision. It also includes reviewing what happens in class to make sure it is appropriately tailored to the needs of the children. Q14, Q15, Q18, Q19, Q20 Recommendation 8 The Wave 3 Intervention programme from The Every Child Counts (2008) initiative; a partnership between government, businesses and the charity Every Child a Chance (2007) aims to enhance achievement for approximately 5%-10% of children nationally who are failing to master the basics of numeracy (Adonis, 2007). Adonis (2007) states; there is no single cause of under-attainment and therefore no single answer'(ibid) It is best to summarise the implications, logistics and recommendations of wave 3 intervention in Year 2 as follows:- Intervention should be led by a qualified teacher on a 1: 1 teacher pupil ratio. The benefits of working in pairs or small groups should also be explored. The childs class teacher should be given responsibility to decide whether intervention is necessary. Investigation into of the efficacy of using video tapes for assessment and training should be undertaken. Diagnostic tools should be developed to aid teachers with assessment before intervention and monitor progress after leaving the programme, using for example, Assessing Pupils Progress (APP) and the Early Years Foundation Stage Profile (EYFSP). Intervention should ideally last for one term and be completed by the end of Key Stage 1. Where it is deemed that a child is in need of intervention for both literacy and mathematics, it is imperative that mathematics be given equal standing to literacy. A wide range of (potentially costly) multi-sensory resources should be made available, for example, Numicom and the interactive whiteboard, to enable the teacher and child to select the appropriate aid to their specific issue. CCD programmes should be developed for the teacher as intervention specialist and for LA intervention specialists. Currently there is only a small cohort of intervention specialists available. Combining the roles of intervention specialist and mathematics specialist should be considered through the pooling of resources wherever possible to limit cost implications. Teaching Assistants could be further trained to lead less intensive wave 2 and 3 interventions. A longitudinal study is to be carried out over the next 10-15 years to assess the success of the programme. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 9 and 10 Refer to the importance of continued building on the currently solid curriculum, with more prominence being given to use and application (Williams, 2008, p60) of Mathematics across all subjects and to give renewed focus to oral and mental mathematics. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Conclusion In conclusion, the above discussion has demonstrated the key features of the Williams Report and has reflected on the implications of the report for EYP, strategies for intervention and the roles of the curriculum, training, accreditation, head-teachers and the family. I have demonstrated how the Williams Report has both drawn on existing regulations, recommendations, policies and practice but crucially, identified the weaknesses in existing legislation. For me the key strengths of the report lie in its emphasis on the role of teacher pedagogy and practice and the shared responsibility of the LAs with schools, in particular the head-teacher, and with the parent/carer. A key recommendation is being pro-active and understanding that every child matters. I feel the weaknesses of the report relate to its over-emphasis on high-levels of formal accreditation, which do not reflect an individuals natural gift to teach and which may jeopardise future recruitment. Of course, the question remains what the effect of recent government changes and the very real and imminent threat of public sector cuts will mean for the practical implementation of the Williams report recommendations.

A Comparison of The Crucible and Nazi Germany :: comparison compare contrast essays

The Crucible and Nazi Germany Arthur Miller's portrayal of Salem, Massachusetts can be juxtaposed with Adolf Hitler's Nazi Germany. While the motivations differ, societal similarities exist and both teach us that when a whole society of people have a fear so great that it can be used against them, the society will try to do anything and everything in their power to prevent this from happening. Even when the means of prevention involves innocent people dieing and the judiciary system becoming corrupt, the society will act upon this fear of wickedness and the devil. When one group or individual has so much power and influence to lead or sentence someone to death, then there is something to worry about. In The Crucible, Abigail has the quality of speaking and always being heard, "I saw Goody Sibber with the Devil!"(Miller 48) After she says this, Thomas Putnam immediately calls the marshal to hand out warrants to the accused. A functional society can't exist without a balance in power. Even in today's society, there is a balance in power to keep the country calm. If the president had all the power, then he would be able to pass whatever ludicrous laws he wanted and basically do anything to benefit himself. Abigail had enough power, not to pass laws, but to testify and decide who should receive a warrant for witchery. When a little, irresponsible, whore of a girl has enough power to do this, she will definitely take advantage of it, and she did. Reverend John Hale also believes that the chaos in Salem can be directed towards Abigail as he said in Act II, "The world goes mad, and it profit nothing you should lay the cause to the vengeance of a little girl."(79) Throughout time, history has proven that through conflict and poor living conditions, it can be quite simple and painless to put all the blame on someone. Adolf Hitler was able to blame people such as the Jews, homosexuals, gypsies, mentally ill, etc. This seemed like an easy answer. All the problems in the world were the result of these types of people. Once Hitler was able to persuade the majority of Germany that this racist thought was true and that they should be afraid and very concerned about being taken over by these people.