Dance, Girl, Dance Essay Example for Free

Dance, Girl, Dance Essay Dance, Girl, Dance is a film from the Classical Hollywood period that presents a complicated reading when viewed through a feminist lens. The 1940 film was directed by Dorothy Arzner, one of the most notable female directors and the only prominent woman in Hollywood at that time. Arzner presents her audience with an array of female characters, the main characters being Judy O’brien and Bubbles/Tiger Lily White. Judy is a dedicated dancer, honing her talents as a ballerina. Bubbles, on the other hand, uses her looks and sexuality to land jobs as a burlesque dancer. Dance, Girl, Dance reveals these characters’ experience in a dance troupe with several other girls. When the troupe disbands, Bubbles comes to offer Judy a humiliating job as her stooge. As tensions rise, the two eventually come to blows, quite literally, when both fall for the same man, Jimmy Harris. Through their relationship with each other and with men, a dynamic is defined that gives insight into the power of the male gaze and sexual politics, not only in the film but also in society at large in the context of 1930s America. This can be seen in the analysis of a particular scene near the beginning of the film. Judy and one of her roommates, Sally, are preparing for bed after their performance at the nightclub in the opening scene. Bubbles, their third roommate, arrives at home after a disappointing outing with Jimmy. This scene specifically highlights the contrast between the personalities of Judy and Bubbles, and speaks to the many ways female characters are coded based on their sexuality and appearance. The analysis of the scene begins at the moment Bubbles enters the room. She comes into the frame through the doorway in a medium shot. It is important to note her costume, as it speaks to her character. She is wearing makeup, jewelry, a fox fur stole around her shoulders and a feathered hat. One may get the impression that she is trying to look as glamorous or ostentatious as possible on her limited budget. At this point, Bubbles has already been partly established as a brash woman who does not shy away from her ability to attract men. This can be contrasted with Judy’s costume during this scene, modest button-up pajamas. The scene continues as Bubbles enters the tiny apartment. She turns on the light, when Judy whispers that Sally is asleep from off camera. Bubbles leaves the light on, looks down at Sally in the bed, and proceeds to loudly close the door while muttering â€Å"So, what? † As she delivers her dialogue, the camera follows her as she walks to her bed, panning over to include Judy in a two shot. One key element in this simple interaction is the difference of attitude toward female solidarity between Bubbles and Judy. Judy obviously cares to not disturb Sally, while Bubbles seems disappointed and only concerned with her own problems at this point. Then, the camera cuts to a close shot of Sally lying in bed, smiling and clearly awake. She then closes her eyes and continues to try and sleep, rendering her unimportant to the rest of the scene. The next cut brings us back to a long, two shot of Bubbles and Judy as they discuss what happened to Bubbles that evening. Bubbles is explaining how she had gone out with Jimmy, but he suddenly left her at the bar after giving her a little stuffed bull. In this shot, Bubbles is in the foreground, a little closer to the camera than Judy, making her appear slightly larger. This could be interpreted as signifying her social dominance over Judy, and the fact that she â€Å"stole† Jimmy from Judy earlier that evening. Bubbles dismissively tosses the bull onto a chair in front of Judy. Judy picks it up, stating â€Å"It’s cute. † Bubbles tells her that she can have it. The audience is clearly meant to get the impression that the token of the night has no significance to Bubbles, and she is merely disappointed that she could not add Jimmy to her list of men to dote on her occasionally. The camera stays stationary as Bubble walks to the background of the shot and sits on her bed. Judy gently places the bull back on the chair, already showing signs of her eventual fetishization of the bull and Jimmy. Then, she continues to bend and stretch her legs, as Bubbles pouts behind her. It is interesting to point out that as Judy resumes her exercises, she has gained the â€Å"high ground† of the shot. The reminder of her status as a dancer, a more artful and talented dancer than Bubbles, means she is the larger, more significant character in the frame now. The focus has moved from Bubbles proficiency as a female spectacle, completely at home under the male gaze, to Judy’s proficiency as a ballerina, with no real concern for superficial male attention. Then, this is reinforced when there is a cut to a medium shot of Bubbles, looking at Judy. The camera follows Bubbles line of sight and there is a quick cut to a medium shot of Judy, then it reverses back to the shot of Bubbles on her bed, shaking her head. She says, â€Å"I’ll say one thing for you, Pavlova. You’ve certainly got ambition, even if it’s dumb. As she says this, Judy’s foot briefly enters from the side of the frame as she kicks her leg. Once again, Bubbles is coded as having no passion for her craft as a dancer, seeing it as a means to an end of attracting men and/or making money, while Judy genuinely loves to dance. One way of reading the film is through the suggestion that Judy’s ballet is high art, while Bubbles’ burlesque is low art. In the world of the Dance, Girl, Dance, women utilizing their sexuality for physical and financial gratification given by men is deemed less valuable than artistic expression. What follows is a short series of counter shots between the two, as Bubbles ponders how she will get back to New York, going through her list of male suitors to find a solution to her dilemma. On a surface level, this shows that Bubbles needs men to get where she is going, whether it is for a trip to New York or a trip to stardom as they buy tickets to her shows later in the film. The scene comes to a close as Bubbles decides on Sam, the traveling salesman that is â€Å"sweet on her. As this line is delivered, there is a quick cut to Judy whipping her head around to look back at Bubbles. Judy has an expression on her face that is hard to describe, but it gets across the fact that her reality is very different from that of Bubbles’. Judy goes on to ask if there will be room for Sally, as the camera tracks Bubbles while she walks to the bathroom. As the camera stops tracking, it stops in a medium shot of Bubbles as she eventually replies, â€Å"†¦ All right, she can go, b ut don’t blame me. That guy’s got more arms than an octopus. † There is a cut to a close shot of Sally in bed with a wide-eyed, nervous expression as she quickly lifts up her head and plops back down. Like Judy, her reality is very different from the reality of the dynamic Bubbles, and the possibility of encountering a man from that reality seems to frighten her. After the last cut of the scene, it ends on a medium shot of Judy picking up the stuffed bull once again and smiling at it fondly. This emphasizes the fact Judy is not asexual and clearly is developing feelings for Jimmy. Although, Judy seems to have a more deep, emotional connection to Jimmy than Bubbles has for her various men. Judy only became interested in Jimmy after he helped the girls at the nightclub and talked with her earlier in the film. Her interest is not based solely on what he can provide to her. The differences in costume, behavior and motivation between Bubbles and Judy are relevant to a larger scope of the film involving sex and gender politics. For all of the above reasons found in the formal elements of the film’s visual and narrative composition, Bubbles is coded as superficial, purely physical and vapid. On the other hand, Judy is given much more value and depth. While Bubbles goes on to find success by exploiting her good looks, Judy is the winner in the end, when she lands her position in the ballet company and achieves her dreams. In this way, the film is sending a message that female self-worth is not derived from male approval or reaffirming of beauty, but from accomplishment of what are considered to be more substantial goals.

Advantages and disadvantages of social capital

Advantages and disadvantages of social capital In this essay I explore advantages and disadvantages social capital, which relates to social networks, the people we trust and mutual exchange of favours, the main feature here being social networks as they can be valuable to both the individual and the community, allowing information to be shared as well as promoting individuals and communities to be more trusting and equal. Social capital has been defined in different ways over the years; James Coleman developed the concept as: The types of relations that exist between individuals as located within both families and communities, and that are said to exert a strong influence on levels of educational achievement. Scott, J. and G. Marshall, (2005:606). This view linking relationships within families and communities as a determinant of individuals social capital, identifying certain achievements as strong if these relationships are strong too: Deficiencies in social capital such as would follow from single-parenthood, decreased parental involvement with the child or with family activities, and low levels of interaction between adults and especially parents in local communities were detrimental to development in adolescence. Scott, J. and G. Marshall, (2005:606). Other influences on social capital include the social structures and the environment, which surround individuals, as well as their culture, norms and sanctions. This demonstrated in the three different types of networks within social capital, which include bonding, bridging and linking. Bonding can be described as the social support we may receive from the people we are close to as part of our backgrounds, it Relates to common identity, for example ties among people who are similar to each otherà ¢Ã¢â€š ¬Ã‚ ¦within communities. IDeA, (21/10/08), which include family members, individuals sharing the same ethnic groups or clubs. While Bridging can be described as the social cohesion between individuals and groups, bringing people together who would not normally relate to each other, it Relates to diversity, for example ties among people who are different from one an otherà ¢Ã¢â€š ¬Ã‚ ¦across communities. IDeA, (21/10/08), which includes the conversations of varied views and interests between associations. Lastly, Linking, where the associations between those gaining independence and democratic lifestyles due to status are links with those in authority, it Relates to power, for example ties with those in authority or between different social classes between communities and organisations and with structures outside communities. IDeA, (21/10/08), which includes powerful institutions and the decision-making process for example, local authorities. It is important to suggest that for social capital to be strong, Bridging is the most important concept as it allows for more information to be passed between individuals and greater confidence for individuals and groups to become more involved with each other creating associations to benefit both the individual and the community: The Community Development Foundation describes social capital as increasing the confidence and capacity of individuals and small groups to get involved in activities and build mutually supportive networks that hold communities together. IDeA, (21/10/08). Also, Robert Putnam who agrees with the concept that trust, norms and networks, that can improve the efficiency of society by facilitating coordinated actions Putnam, R. (1993:167) cited by Harris, J. (2002:2), widens the concept, emphasising the importance of peoples involvement within informal activities and voluntarily participating or being part of voluntary associations, this also showing the importance of Bridging capital. However, as important social capital is claimed to be, Putnam has claimed a decrease in public participation in these informal activities and voluntary associations in particular societies therefore having a negative impact on social cohesion: Over the past thirty years we have become ever more alienated from one another and from our social and political institutions, and that this disengagement poses a critical threat to our personal health, local communities and national well-being. This taken from The Saguaro Seminar, Bowling Alone, (2007). Ii is important to evaluate some of the positive and negative affects of social capital, and here it is clear that some of the positive affects could include impact on individuals happiness as they form relationships and associations to benefit income as well as on personal health, while on the community, a positive impact could be shown on crime rates and educational attainment and more effective government, however, as Putnam claims above that there is a decline in social capital and therefore this having a negative influence to individuals and communities, (for example, increasing crime rates, decreasing educational achievement, teenage pregnancy, child suicide, etc).   The negative affects of social capital could include social exclusion as many groups achieve internal cohesion at the expense of outsiders, who can be treated with suspicion, hostility or outright hatred Walker, A. (2004). Also, social capital can be used for bad purposes, perhaps for profit rather than support of individuals and communities as they network. The idea that there are less people participating in voting and showing political interest than those who take part in volunteering organisations perhaps shows one of the ways in which the voluntary and community sector are increasingly becoming an important feature within societies. It is first important to understand the meaning of volunteer and community and then how they are important as a whole, a third sector. Volunteering is any activity which involves spending time, unpaid, doing something which aims to benefit someone (individuals or groups) other than or in addition to, close relatives, or to benefit the environment National Survey of Volunteering, (1997). Voluntary associations have been defined as: Any public, formally constituted, and non commercial organisation of which membership is optional, within a particular society. Scott, J. and G. Marshall, (2005:691). This could include churches, political parties, pressure groups, leisure activity groups as well as professional associations, to encourage public participation to maintain social order. The key features of voluntary organisations includes that they are independent and self-governing, driven by values and are to support others not to profit themselves, while a Community is a group of people living together in one place who share either a common religion, race or other characteristic or interest that allows the group to be considered collectively. Communitarianism emphasises the importance of responsibility and finding solutions to social problems within the community. Mark Granovetter (1973) developed a weak ties theory that suggests individuals have strong ties, such as close friends and family, similarly to bonding, shows the support between individuals, while weak ties are those individuals have with acquaintances which can help to develop socio-economic status similarly to bridging in social capital. This concept demonstrates one of the ways in which social capital and the community are interconnected. Together, the two above notions of volunteering and the community have much contribution toward improving individuals and groups lives. The Voluntary and Community Sector, (VCS), has been outlined by the National Council for Voluntary Organisations (NCVO), as comprising the following characteristics:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Self-governing organisations, some registered charities, some incorporate non-profit organisations and some outside both classifications.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Great range of size and structure of organisations.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Work delivered for the public benefit, beyond the membership of individual VCOs.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Independence of both formal structures of government and the profit sector.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Important reliance on volunteers to carry out its work. IDeA (18/09/08). This showing the importance that social capital and the government has on the VCS as networks and policy, and are needed to allow for the sector to grow and benefit the community, allowing for social cohesion and a growth of public participation, this avoiding the affects of what Putnam describes as Bowling Alone. The way in which the VCS can be interconnected to social capital and government policy is shown by the cross-cutting review as the VCSs are for building social capitalà ¢Ã¢â€š ¬Ã‚ ¦contributing expertise and experience to policy formulation. IDeA (18/09/08). There are many advantages of the Voluntary and Community Sector, some of these include that there is variation in scope and it is very diverse, allowing any members of the public to participate in benefiting the community as well as themselves. Also, the NCVO outlines that the VCS builds social capital, which helps to bind society together. IDeA, (18/09/08). In addition the needs of others are met through expertise and experience IDeA (18/09/08), this allowing participants such as volunteers to gain training and skills to benefit themselves and the community. Flexibility is also an advantage, which allows for changing needs to be accounted for. However, a disadvantage could still include the issue of social exclusion as a particular group may become less involved within the community as others form associations. It is important to consider the way in which government policy is connected to social capital and to the voluntary and community sector, to help analyse the extent to which they are interconnected. In recent years Government interest in, and support for the Third sector organisations has been unprecedented. This can be seen for example in proposals for:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Modernising the legal and regulatory framework for charities and the wider not-for-profit sector  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Facilitating third sector involvement in public service delivery, and  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Local regeneration and civil renewal schemes NCVO, (2005-2007) This shows how the government have helped to support the third sector by allowing implementing policies, which allow the sector to benefit. More recently, the sectors have become ever more associated with each other as they begin to work together due to the government being less able to deal with certain social problems alone: There is now greater understanding that effective policy responses to many social problems such as inequality, unemployment and social exclusion require a cross-sectoral approach, with the government working with the third sector and the community. Walker, A. (2004). This cross-sectoral approach takes into account that partnerships are the key to adjust areas of concern within society, allowing expertise and more funding toward services for greater gain and stronger social capital: There are now an increasing number of departmental strategy documents making reference to the advantages of addressing issues of social capital in policy as a means of improving social outcomes and promoting community cohesiveness and development. Walker, A. (2004). The implications partnerships will have includes that the community will benefit as more people will want to participate in the structures, as more plans are made. This also having a positive affect on community safety; such as neighbourhood watch schemes, involving local people in criminal justice. Overall, analysing the way in which social capital works as well as the development of the voluntary and community sector over recent years and the changing strategies of working together with other sectors such as the government, in order to maintain social order and benefit communities as a whole, it is evident that the three sectors are interconnected on many levels, whether it is to build bridges and create networks to benefit the community or to provide some sort of service to help in providing benefits as a whole. Reference Walker, A. (2004), Understanding Social Capital within Community/Government Policy Networks Scott, J. and G. Marshall, (2005), Oxford Dictionary of Sociology, Oxford University Press Inc, New York NCVO, (2005-2007), http://www.ncvo-vol.org.uk/policy/index.asp?id=2761 page updated (2007) The Saguaro Seminar-Civic Engagement in America, (2007), Bowling Alone http://www.bowlingalone.com/media.htm Voluntary and Community Sector, (2008), http://www.idea.gov.uk Putnam, R. D. (1993) The prosperous community: social capital and public life Social Capital and Innovation Policy Klaus Nielsen (research paper, 2003). www.lgib.gov.uk (2006) Social Inclusion.

The Heat Death Of The Universe Essay -- essays research papers fc

Little Worlds   Ã‚  Ã‚  Ã‚  Ã‚  In today's busy world, many people get so caught up in their own ambience that they overlook all the other things out there. Some people seem treat their surroundings as if it were their own 'little world';, creating tunnel vision to the array of the actual real world and all the things that occur in it. Pamela Zoline addresses this and many other issues in the short story, 'The Heat Death of the Universe';. This piece reports the abstract, somewhat crazy thoughts, of the world from an ordinary housewife to the reader. At first, these thoughts appear to be coming from a severely confused and mentally unstable person, with no point what so ever. Contrary to the evidence stated in the text, 'Sarah Boyle is a vivacious and intelligent young wife...proud of her growing family which keeps her busy and happy around the house'; (192), the reader can see that the main character, Sarah Boyle, is quite unsatisfied with her place in life. This unhappiness stems from a wasted education, causing the apathetic housewife to resort to ceaseless contemplation, which shapes the life she has created for herself and the home she is trapped in.   Ã‚  Ã‚  Ã‚  Ã‚  The fact that Sarah Boyle was well-educated is pointed out clearly in the first few paragraphs, 'Sarah Boyle is a vivacious and intelligent young wife and mother, educated at a fine Eastern college'; (192). This fact can be also be easily deduced by the reader after observing the knowledge Sarah presents and the vocabulary she exhibits, such as 'ONTOLOGY: That branch of metaphysics which concerns itself with the problems of the nature of existence or being'; (191) and 'ENTROPY: A quantity introduced in the first place to facilitate the calculations, and to give clear expressions to the results of thermodynamics'; (193). Clearly, such words are not ones that would be regarded as common knowledge or everyday conversation topics. The terms used by Sarah throughout the story lead the reader to regard her as some type of advanced science major. In addition to the vocabulary usage, the manner in which her mind functions and the habits she displays also guides the reader to the same assumption. Sarah demonstrates scientific thinking methods constantly; always making lists, noticing irrelevant and abstract things, counting and lettering objects, constantly pondering ideas... ...es a thermodynamically closed system, and if this were true it would mean that a time just finally come when the Universe 'unwinds'; itself, no energy being available for use'; (200). Sarah applies this theory in her housekeeping techniques, thinking that the more organized she is, the less disorder she creates. Therefore, she is not contributing to entropy in her own Universe, her house. Keeping entropy at a constant therefore would not contribute to the 'heat death of the Universe';. Evidently, this abstract thinking is indicating some mental problems. At the end of the short story, Sarah displays a mental breakdown, combining all the unexplainable ideas that float though her mind in a physical and mental explosion.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout this short story, Pamela Zoline effectively addresses many relevant issues in today's society. Through a common housewife, Sarah Boyle, the reader can observe the daily trauma and feeling of worthlessness that one may experience at what it can result in. WORKS CITED Zoline, Pamela. 'The Heat Death of the Universe';. Writing As Revision. Ed. Beth Alvarado and Barbara Cully. Needham Heights: Simon and Schuster, 1998. 191-200.

spanking children :: essays research papers

Reaction Paper: Spanking   Ã‚  Ã‚  Ã‚  Ã‚  When I was a child, I could not remember a time when my parents spanked me. I asked my mom how she and my dad disciplined my three brothers and I, and she said she never spanked us. When we got into trouble we were sent to our room, and had privileges taken away. My mom also said that she can remember spanking my younger brother once, but left a bruise on his bottom, and she felt so bad that she never did it again.   Ã‚  Ã‚  Ã‚  Ã‚  I personally do not advocate spanking. I could not imagine losing my temper to a point where I thought I needed to spank my child. While I do anticipate that having children will be a real test of patience, I do not expect that I will lose my patience so much that I will spank my children. I find spanking to be a real contradiction to what most parents tell their children. Most parents do not allow their children to hit, whether they are angry or not. Even when kids think another kid did something wrong, or bad, they are still not allowed to hit. If a parent tells a kid this, and then turns around and spanks the kid when they do something wrong, how will the kid ever learn that hitting is wrong? In my opinion, there has to be a better way to discipline children. I think that sending a child to a room where they cannot interact with anyone else, and then taking away a privilege would be a better way of handling discipline. Also, when I was a child, I can remember t hat when I was angry, my dad would come in to my room after I had time to cool down and talk to me about why I was angry. I can remember these as really fond times with my dad. It helped me identify why I was so angry, and most of the time it was at my mom for not letting me have my way. When I could identify why I was angry, my dad and I could come up with a solution to solve the problem. I think that rather than spanking, this is a good way to discipline children.

Analysis: The American Perspective On Hackers Essay -- social issues

Analysis: The American Perspective On Hackers The issue of public information has always been a controversy in our world. One of our country’s founding arguments was based on the necessity of free speech and free information. Many now believe that our government is being overly restrictive on information, blocking and controlling some aspects of free speech that first amendment advocates feel are necessary to maintain our American society. These advocates of free information have been using the nickname â€Å"hackers† for over twenty years, but improper use by the media has stretched the word to slanderous levels. Hackers are now stereotyped as mindless vandals and miscreants, although the word â€Å"hacker† has been used as a term for computer programmers and technicians since the late 1970s. Modern-day hackers refer to themselves as intelligent socio-political activists who want to raise social awareness of threatening problems. Governments worldwide are trying to persecute hackers when vandals, not hacker s, are most often the ones breaking laws and causing damage. The conflict between hackers and the American public is a deeply rooted standoff, caused by misinformation and sensationalism from the media and the government. To evaluate and analyze this conflict objectively, both points of view must be put into proper perspective. This was a simple task for me, because I am a very technically oriented person who does not get lost in the â€Å"computer jargon† used by both the â€Å"hackers† and the political forces. I have worked as a security engineer for three Internet Service Providers. I am presently a security programmer at the second-largest private Internet Service Provider in Tampa. To do my job, I must to understand the thoughts and methods of the cyber-delinquents often misnamed as â€Å"hackers.† This experience has given me a strong perspective of both the intruder and victim’s side. Firstly, take the view of the American people. This includes people who do and do not have computers at home, and do not understand their core functions. This group also makes up the majority of the users on the Internet. Most of them are home users with no intentions of understanding the machine they own. They see â€Å"hackers† as being electronic vandals and information thieves, breaking computer networks and destroying data. They fear anyone with cyber-power, because they do not un... ... This part of our society has proven that it is unable to accept other individuals and groups who are more intelligent and still believe in our Nation’s first amendment, out of fear that the rest of the world might evolve around them, without them. Rather than persecute and attack the hackers in our society and in our world, we need to embrace them. They are the people trying their hardest to make a difference in our government and society. They are the ones speaking out as we all should about atrocities, such as the East Timor Massacre in Indonesia seven years ago (http://www.2600.com/hacked/). True hackers are not out to destroy things. They want to learn and make a difference in our world. Our society should stop limiting their potential as human beings and citizens by slandering them. Our society should stop blindly believing stories about them without hearing both sides, as our Government, which is run by â€Å"We, the People† must become educated before creati ng and enforcing laws. Otherwise, we, as a society, are burying ourselves in ignorant beliefs, disrupting learning and the growth of knowledge. After all, no one can honestly say that they want to live in an ignorant society.

Applying Theories and Principles for Planning Essay

The Theories of Learning according to Reece Walker (2007) that states The five main areas are Behaviourism, Neo-behaviourism, Gestalt (Insight), Cognitive Development, and Humanists, as well as more recently theorised areas of lifelong learning, but Geoff Petty (2009) explains that Theories of Learning can be separated into three main schools of thought 1) The behaviourist school. 2) The cognitivist school. 3) The humanist school. Behaviourist school of thought is concerned completely with learned behaviour, and is interested in looking at behavior and observable changes, the learners react more to teaching rather than being actively involved in the process. Cognitivist is interested in looking at the thought processes behind the behavior, for example encoding information into short term and long term memory. Therefore cognitivist is the theory that humans generate knowledge and meaning through a sequence of development, such as the mental processes of recognition, recollection, anal ysis, reflection, application, creation, understanding, and evaluation. Humanist learner is able to adapt prior knowledge to new experience. The teachers role in humanistic learning is to encourage and enable the learner, by providing access to appropriate resources without obtrusive interference. The learning goal is high order learning of procedural knowledge, strategy, reasoning, abstract analysis, and development of expertise. All three learning theories have some common ground with each other. They all agree that learners respond better with positive reinforcement and praise should be given when the learners have completed their task and achieved. They also consider that new learning must be built on existing learning. But Cognitivist and Humanist theory have the most common ground. In my teaching practice I have applied theories and principles of learning in the following four areas lesson planning, lesson structure, meeting learners needs and assessing learning. I always write constructive session plans to serve it as a guide for anyone to use it. I have applied teaching strategies that suit different group profile. I used  learning theory cognitivist as a teacher being a facilitator and imparting the knowledge in a way it can be retained by the learners and applied. Based on implementing a democratic teaching style when the learning becomes a learner centered practice as they discover things themselv es in group learning to increase knowledge, by memorising information acquiring facts, skills, and methods making sense or abstracting meaning interpreting and understanding things in a different way. I also applied organisational policies and procedures in demonstrating the use of appropriate resources, strengths and limitations of specific resources, representation of cultural differences. To avoid stereotyping, and adapt resources to accommodate specific learning difficulties and disabilities, safety, learners wellbeing, self esteem, as Reece Walker (2007) referred to (Maslows hierarchy of needs). Principles of Learning to me are my beliefs about something. It is my feelings on a given subject. Geoff Petty (2004) states that, every teacher and every learner has a theory about learning. There are many different theories and principles which have been developed to help us understand how effective learning, communication and underpin and enable teachers to develop high quality inclusive practice, Reece Walker (2007) states that Theorists tend to separate learning into three groups or domains. These are the psychomotor, cognitive and affective domains. They are called Blooms Taxono my. Geoff Petty (2009) States that We need to learn all Blooms bits. Blooms Taxonomy is a classification of learning objectives that provides a framework for discussing cognitive, affective, and psycho-motor learning. In improving my own practice I have applied theories and principles of inclusive learning to ensure that I differentiate learning methods to address different ability levels, and in my sessions plans I used the Blooms taxonomy to state the different outcomes. Communication to me as a teacher it means sharing information through listening, interacting, responding, talking, writing and understanding. It also has to be relevant and respectful to the group of learners. Some theories of communication included According to Shannon and Weaver 1949 model of communication (Online Link) that is based on a process in which a message begins at an information source/ speaker/ information (encoder), transmits a message through a channel to a destination, where the message arrives via a signal towards the receiver (decoder). But before it reaches the receiver, the  message must go through noise (sources of interference). Finally, the receiver must convey the message to its destination. I used this model in delivering teaching to convey information with no interaction or a way of measuring understanding in the learner, which is significant to higher education teaching. And Harold Lasswells Lasswells Formula in 1976 (Online Link as above) is also a tran smission model, but it introduces the concept of the effect on the receiver or learner. In modern day teaching, communication is shifting further away from a teacher dictated methods of delivering education, to methods to ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Furthermore, I used the advanced technology communication methods to contribute and to broaden my teaching styles, but I used this through the need to differentiate teaching more effectively and to break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. But my job as a teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level. Unit 405 Part B Taking a lesson plan you have written, comment on how I have used the barriers to equality approach stated by Reece Walker (2007). Those barriers could arise from family issues, bullying or abuse (emotionally, mentally or physically) that could occur at home or at work place, specific learning difficulties, e.g. Dyslexia, disability, social, emotional or behavioural needs, bereavement, etc. I have I usually put a plan in place at the beginning of learners course to identify and diagnose their barriers on a one to one basis. By carrying out an individual learning plan (ILP), and initial assessment to know their literacy numeracy levels, prior learning skills, and then focused on what they can or cannot do (Problematic). I also used the inclusive learning approach stated by Gravells Simpson (2010), I have promoted ensured the inclusion in preparing my lesson plan, by adhering implementing the equality diversity Laws Legislations. That is based on acknowledging and respecting learners differences regardless of learners ethnic background, race, age, gender, sexuality, religion, disability, marital status or belief. I have eliminated discrimination and ensured that  learners needs were met by making reasonable adjustments and created a positive environment. That is based on adapting no culture blame, and acknowledge learners strength, skills knowledge and background (Synthesis). I have used a fresh approach suggested by Peter Scales (2008) states Embedded teaching and learning combines the development of t he literacy language (ESOL), and numeracy with vocational and other skills. in embedding minimum core of Functional Skills including Literacy, Numeracy ICT. By incorporating the practical skills of the topics assessments with Functional Skills delivered in the sessions. For example in embedding literacy I applied communications skills using a range of TV programmes, media reports and Internet texts such as Webpages. For embedding Numeracy, I used application numbers, calculations. For embedding ICT, I used communication skills using computers to ensure that learners are aware of current and emerging technology and their impact on themselves and others, for example, incorporating navigation of the websites of several of national newspapers. They have downloaded articles on the same subject but from different newspaper. Then they have applied information, compared, analysed and evaluated to find out if the issues were logical or biased (Cognitive theories). Evaluating my lesson plan and the sessions delivered an area for improvement in my own application of theories and principles for planning and enabling of inclusive learning and teaching is using differentiation learning methods to address different ability levels in my sessions (Blooms taxonomy) t o state the different outcomes. For example I have applied the teaching strategies that suits my group profile, based on knowing how learners learning style, in order to get the best outcome of the sessions delivered. That is by implementing appropriate theories and principles of learning such as communications, cognitive, inclusive learning. The learners understood the subject content taught thoroughly, and they have enjoyed the benefits of multi resources, and methods to suit learners learning style individually. Bibliography Ian Reece, Stephen Walker, Teaching, Training Learning. Business Education Publisher Ltd, 6th Edition (2009). Geoff Petty, Teaching Today, 2nd Edition. Nelson Thornes Ltd (1998). Geoff Petty, Teaching Today, 3rd Edition. Nelson Thornes Ltd (2004). Geoff Petty, Teaching Today, 4th Edition. Nelson Thornes Ltd (2009). Peter Scales, Teaching in the Lifelong Learning Sector, Open  University Press (2008). Ann Gravells Susan Simpson, Planning and Enabling Learning in the Lifelong Learning Sector, Learning Matters Ltd, 2nd Edition (2010). Below is the Link HYPERLINK http//www.businessballs.com/transact.htm http//www.businessballs.com/transact.htm Below is the Link regarding Shannon and Weaver 1949 Communication model HYPERLINK http//scholar.googleusercontent.com/scholarqcacheKAvTeu1SGmgJscholar.google.com/shannonandweaver1949bookhlenas_sdt0,5as_vis1 http//scholar.googleusercontent.com/scholarqcacheKAvTeu1SGmgJscholar.google.com/shannonandweaver1949bookhlenas_sdt0,5as_vis1 Below is the Lin k for the H.D.Lasswell/ Communication model HYPERLINK http//communicationtheory.org/lasswells-model/ http//communicationtheory.org/lasswells-model/ Y, dXiJ(x(I_TS1EZBmU/xYy5g/GMGeD3Vqq8K)fw9 xrxwrTZaGy8IjbRcXI u3KGnD1NIBs RuKV.ELM2fiVvlu8zH (W uV4(Tn 7_m-UBww_8(/0hFL)7iAs),Qg20ppf DU4p MDBJlC5 2FhsFYn3E6945Z5k8Fmw-dznZxJZp/P,)KQk5qpN8KGbe Sd17paSR 6Q

Economic History Essay

The economic depression of the 1930’s was a time of great challenges for the American people. Historically, it is remembered as the time when most Americans faced losses of homes, farms, jobs, and lives because of the harshness of life following the onset of the Great Depression. While there are differing opinions by scholars as to what was the cause of the Great Depression depending on their own personal view of the American economy, the end result was the same and the program implemented to get America back on track, the New Deal, was one of the most wide-reaching and important social programs put in place by an American president in history. The causes of the economic depression are varied and extremely complex. In 1929, the stock market crash and the failure of many American banks resulted in the loss of fortunes for many Americans, and they were not able to regain their money because of the system in place at the time. The decline into the economic depression happened in the following three years, and scholars still debate what the real causes were. Some blame the free market, while others feel that the government was not involved enough in the economic development of the nation. Other economists point to the changes in the British economy. The British returned to the Gold Standard at pre-World War I parities, and economists like Peter Temin view this as the major reason for the economic depression in America during this period. Other changes helped bring about the depression as well. When businesses and people began to not be able to pay their debts, including mortgages, because of price deflation or lower demand for products, with the result being a 25% unemployment rate. In the end, the result was the same: poverty run rampant and a sense of hopelessness amongst Americans. The first time poverty was seen as a social problem was during the Great Depression, a time when so many Americans were facing economic despair and lack of employment. It was a hopeless time for many Americans, and the President responded with strong social programs to help get the country back on track. The New Deal, including the Works Progress Administration and Social Security, helped to give Americans something to fall back on when times were tough, as well as something to build upon to help them get out of their current state of helplessness. Regulations were instituted, minimum prices and wages were put into place, encouraged unions, and setting labor codes and standards. It was the first time the government had given a hand up to Americans in poverty. The New Deal was radical in many ways because prior to this, the government did not view poverty as a social problem that the government needed to deal with. The American people were suffering from hard time, as was American business, and because of this economic depression America was set back in terms of growth. This change caused the President to radically change the way the government thought about poverty. When people study the progression of poverty from being simply a part of everyday American life to being a social problem that required attention and governmental intervention, both on a national and international level, they need to understand that for many years poverty was thought to be a necessary evil, and many people felt that they could not help overcome the poverty they saw many people living in. Without this balance, a society will fall into a situation where there are only those in poverty and those in wealth. When Roosevelt was faced with issues of extreme poverty in a large segment of the American public he knew that he had to react. In Roosevelt’s case, he reacted with short-term and long-term solutions in the form of help to find the unemployed work and Social Security, still in use today. These radical new programs, known as the New Deal, were an important movement in American economic history as it marked a time when the United States began to take more action in the business and economic affairs of its nation, starting with the programs implemented with the New Deal.