Willy Russells Our Day Out Essay Example For Students

Willy Russells Our Day Out Essay In the book Our Day Out, Willy Russell interests us in the characters of Carol and Briggs by showing us the contrast of personalities and the difference in lifestyle between the two. The main differences between Carol and Briggs are that Carol is from a deprived background, while the teacher Briggs, probably doesnt understand what kind of life Carol has out of school hours. In scene One, the introduction describes Carol. It says that she is rushing along the street wearing a school uniform which doubles as a street outfit and her Sunday best. This tells us already that she is poor and cant afford new clothes, so she has to wear her school uniform most of the time. When Carol is talking to Les, the lollipop man, she tells him that they are going on a trip. She tells him that only the kids who go to the Progress Class are going, and explains that children go there if they are backward. This shows us that Carol doesnt have a very high opinion of herself and she has a low self-esteem. We will write a custom essay on Willy Russells Our Day Out specifically for you for only $16.38 $13.9/page Order now On the bus, Carol sits by Mrs Kay, the Progress Class teacher. As she looks out at the passing Liverpool, she says to her teacher: Isnt it horrible, eh, miss. She goes on to explain that she doesnt like living in Liverpool, with the dirt. She explains that she likes the nice places, with the trees and gardens. She asks Mrs Kay whether she would be able to live in a nice place when shes older. Theres a pause, while Mrs Kay looks for an appropriate answer, because she probably knows that Carol will end up living in poverty, like her parents, unable to afford many luxuries. Well you could try, couldnt you, love, eh? When Mrs Kay treats the kids to an hour or two at the zoo, the kids decide to steal some of the animals! From what we have seen earlier on in the play, Carol has shown herself to be a girl who doesnt break the rules, but she shows a different side to her when in the zoo. When the kids steal the animals, she also decides to join in with the antics as well! After the kids return all the animals, they set out for Conwy Castle. When they reach the castle, Carol immediately sticks with Mrs Kay, following her to the tables by the sea. Then Andrews, another kid, says to them: Wouldnt it be great if we had something like this round ours. Carol replies to him that they couldnt have anything near where they live because theyd just wreck it, like they wreck everything that is given to them. Carols answer to Andrews shows that she would like something near her area to play in, but it is probably impossible because the people of the town would smash it up, like they chopped the trees down for Bonfire Night to burn them all, as she mentioned on the bus to Mrs Kay. It also suggests to us how she longs for something different, something better in her life than living in poverty with no money to buy luxuries for herself or her family. When the kids are at the beach, Carol follows Mrs Kay around, asking her when they will have to go home. Mrs Kay thinks that Carol actually wants to go home, but in fact, she is enjoying herself so much she wants to stay there; she doesnt want to go home. When the kids are playing football, Mrs Kay is in goal and then says that Carol can take her place. Carol isnt there. Mrs Kay, Colin, Susan (the young teachers) and Mr Briggs all go and look for her. Mr Briggs finds Carol standing on the edge of a cliff. Briggs tries to persuade her to come away from the sheer drop, but she refuses, and tells him to tell Mrs Kay that she is stoppin herein Wales. Briggs tells Carol not to be so silly and he moves towards her but she moves back, nearer to the edge of the cliff. She tells Mr Briggs that she will jump off the cliff, if he doesnt move away from her. Mr Briggs becomes very aware of how close Carol is to the edge of the cliff. Carol. Carol, please come away from there. Please. .ubc6d058615f767e44d0c0f110014c718 , .ubc6d058615f767e44d0c0f110014c718 .postImageUrl , .ubc6d058615f767e44d0c0f110014c718 .centered-text-area { min-height: 80px; position: relative; } .ubc6d058615f767e44d0c0f110014c718 , .ubc6d058615f767e44d0c0f110014c718:hover , .ubc6d058615f767e44d0c0f110014c718:visited , .ubc6d058615f767e44d0c0f110014c718:active { border:0!important; } .ubc6d058615f767e44d0c0f110014c718 .clearfix:after { content: ""; display: table; clear: both; } .ubc6d058615f767e44d0c0f110014c718 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubc6d058615f767e44d0c0f110014c718:active , .ubc6d058615f767e44d0c0f110014c718:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubc6d058615f767e44d0c0f110014c718 .centered-text-area { width: 100%; position: relative ; } .ubc6d058615f767e44d0c0f110014c718 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubc6d058615f767e44d0c0f110014c718 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubc6d058615f767e44d0c0f110014c718 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubc6d058615f767e44d0c0f110014c718:hover .ctaButton { background-color: #34495E!important; } .ubc6d058615f767e44d0c0f110014c718 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubc6d058615f767e44d0c0f110014c718 .ubc6d058615f767e44d0c0f110014c718-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubc6d058615f767e44d0c0f110014c718:after { content: ""; display: block; clear: both; } READ: Hide and Seek EssayDuring the play we can see that Carol is a girl who doesnt have a very high opinion of herself, and we can see this when she describes what kind of kids go to the Progress Class. She doesnt have a very high self-esteem. We can see that she longs for a new and different life in the play she tells Briggs that shes staying in Wales, and also on the coach, she asks Mrs Kay whether she would be able to live in one of them nice places when she grows up. Carol is the classic image of an underprivileged, vulnerable girl from the slums of Liverpool with no prospects and no chance of gaining a good job when she grows up. Mr Briggs character is a complete contrast to Carol; he is a teacher who believes that things should be taught strictly; he also believes that you shouldnt form a relationship with any pupils. We can see this when Briggs decides to come along with Mrs Kay and the other kids, he whispers to Mrs Kay: Youve got some real bright sparks here, Mrs Kay. A right bunch. Mr Briggs relationship with the children is more or less non-existent he doesnt really understand what kind of background the kids come from. He just thinks that they cant be bothered to learn to read or write, but in fact, they come from deprived backgrounds and probably havent had the opportunities that the children who arent in the Progress Class have. Briggs attitude towards the children is shown throughout the play, but we can see this more when he addresses the kids on the coach, when Russell uses words to describe his current mood: suddenly barks sighing, shaking his head and accusing. Briggs thinks that Mrs Kay is more like a mother hen rather than a teacher. The children dont really behave when Briggs is around, and when he confronts Linda Croxley about not wearing the correct school uniform; she doesnt really take any notice of him, and is cheeky towards him. He tells her if she carries on with her attitude shell be spending her time inside the coach: I dont care. I dont wanna see no crappy castle anyway. Briggs is appalled at this, and the fact that she swore indicates that the kids dont have much respect for him. When the Briggs and Mrs Kay are in the zoo cafà ¯Ã‚ ¿Ã‚ ½, Briggs tells Mrs Kay he didnt realise that the kids are actually interested in the animals, and he is enthusiastic at his own suggestion of bringing some slides in for the kids to see. When he finds out that the kids have stolen all the animals, he feels betrayed because he trusted the kids to behave themselves and act responsibly; but they dont, and he is angry. When Briggs finds Carol on the edge of the cliff, he starts to lecture her, asking her who gave her permission to come up here. When Carol tells him that shes staying in Wales, he dismisses it and tells her not to be so silly. He takes a step towards her but she takes a step towards the edge, the sea looming below her. Briggs is astounded. When Carol tells him that he hates everyone, all the kids, he realises that he is strict and possibly people my feel uncomfortable when he is around, and in the end he has to beg Carol to come away from the edge. She does, but she slips Briggs catches her and then wraps his arms around her. After they come back to the beach and get on the bus, the driver asks Briggs if its time to go back to school. Briggs suggests they take the children to the fair. When they get to the fair, Mr Briggs is like a different man. Mrs Kay takes a photo of him and Carol climbing out of a waltzer car, wearing a cowboy hat and handing a goldfish to Carol, and basically having a good time. On the coach on the way home, Briggs sits on the back seat, singing with the kids. The kids actually now enjoy being in his presence, unlike before when he came to sit at the back, they were stifled and bored by his presence. Mrs Kay takes a photo of him with the kids on the back seat, wearing the cowboy hat, with his tie loosened. .u40e98a6d6f6edc11cb7d152a18cc4084 , .u40e98a6d6f6edc11cb7d152a18cc4084 .postImageUrl , .u40e98a6d6f6edc11cb7d152a18cc4084 .centered-text-area { min-height: 80px; position: relative; } .u40e98a6d6f6edc11cb7d152a18cc4084 , .u40e98a6d6f6edc11cb7d152a18cc4084:hover , .u40e98a6d6f6edc11cb7d152a18cc4084:visited , .u40e98a6d6f6edc11cb7d152a18cc4084:active { border:0!important; } .u40e98a6d6f6edc11cb7d152a18cc4084 .clearfix:after { content: ""; display: table; clear: both; } .u40e98a6d6f6edc11cb7d152a18cc4084 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u40e98a6d6f6edc11cb7d152a18cc4084:active , .u40e98a6d6f6edc11cb7d152a18cc4084:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u40e98a6d6f6edc11cb7d152a18cc4084 .centered-text-area { width: 100%; position: relative ; } .u40e98a6d6f6edc11cb7d152a18cc4084 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u40e98a6d6f6edc11cb7d152a18cc4084 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u40e98a6d6f6edc11cb7d152a18cc4084 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u40e98a6d6f6edc11cb7d152a18cc4084:hover .ctaButton { background-color: #34495E!important; } .u40e98a6d6f6edc11cb7d152a18cc4084 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u40e98a6d6f6edc11cb7d152a18cc4084 .u40e98a6d6f6edc11cb7d152a18cc4084-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u40e98a6d6f6edc11cb7d152a18cc4084:after { content: ""; display: block; clear: both; } READ: The Bell Jar Essay ThesisAs he sees the familiar surroundings coming into view, he slips back into his former personality, tightening his tie and straightens his hair. Briggs takes the photo film off Mrs Kay, and says that he will develop the pictures in the lab in school. When the kids and teachers have all left, he exposes the film to the light, destroying the photos. I think he does this because he is embarrassed he has let his hair down, in front of the children and the teachers, because usually he is strict and has old-fashioned ways of teaching. He doesnt form any kind of relationship with the kids, maybe even the teachers, because he refuses Mrs Kays offer of a drin k after the kids all go home. In the play, Russell keeps us interested in the characters of Carol and Briggs by Briggs transformation during the trip; before the trip he is strict, and orders the kids around. He doesnt really understand what background they come from he just thinks that they cant be bothered to help themselves when it comes to education. After the trip, on the way home, he is almost a completely different person! He started to relax, and be friendlier after the incident with Carol. I think that really opened his eyes; he saw that someone, a young girl, someone who has her whole life ahead of her, actually wanted to take her own life because of the life she has now. It made him realise that not all people have an easy life and he realised what kind of background people have. Willy Russell uses comedy to a good effect in the play when the children decide to steal the animals, the stealing of the sweets, and the kind of language that they use. When the coach stops at a roadside shop, the kids are robbing sweets and chocolate left, right and centre, behind the backs of the two men. The fact that it says that it is a usual trick, implies that it has been used before the kids point up to jars on the shelves, and as soon as the mens backs are turned, racks of chocolate bars disappear into eager pockets. In the next scene (scene 16), it simply says: the kids are weighed down with sweets. This shows us that they stole lots and lots of sweets, around à ¯Ã‚ ¿Ã‚ ½60, and they didnt spend nearly that amount! When the kids stop at the zoo, they decide to steal some animals! When they return the animals, they all walk out rabbits, guinea pigs, chickens, even a young goat! The animals are all put into small cages, and then after the zoo-keeper leaves, Mr Briggs lays into the kids. The kind of language that the kids use reflect on the kind of home life they have. They dont really think about what they are saying, they just use the words talking normally. The kids use words such as crappy, dickhead, bastards, and bloody. The swearwords that they use are humorous because they talk like that towards their friends and even the teachers. Will Russell uses tragedy to good effect, in particular on two occasions during the play. When Carol is on the edge of the cliff, when she asks Mr Briggs if she would have been alright if he was her father, she means if she would have been alright as in gaining the right opportunities in life. She is thinking of ending her life so young because she knows, she knows that she wont be given the opportunities that other people will be given. When Andrews is caught smoking at the back of the bus, Briggs sends him to sit at the front, then later he joins him. Briggs asks him how long he has been smoking and he asks him what his parents think of him smoking. Andrews replies that his father belts him when he refuses to give him a cigarette. During the play, we are given little insights into the lives of the children, and we can see that it is a very deprived background. They will probably never have the opportunities that other children are given, and as Mrs Kay said, they are made for the factories, but the factories have closed down, so they have even less opportunities now.

Bear Facts

Bear Facts Bears (Ursus species) are large, four-legged mammals that have a unique status in pop culture. They are not quite as cuddly as dogs or cats; not quite as dangerous as wolves or mountain lions; but they are decidedly ever-compelling objects of fear, admiration, and even envy.  Found in a variety of environments from Arctic ice pack to tropical forests, bears live on every continent except Antarctica. Fast Facts: Bears Scientific Name: Ursus sppCommon Names: Bear, pandaBasic Animal Group: Mammal  Size (length): Sun bear: 4–5 feet; brown bear: 5–10 feetWeight: Sun bear: 60–150 pounds; brown bear 180–1300 poundsLifespan: 20–35 yearsDiet:  OmnivoreHabitat: Woodlands, grasslands, deserts, temperate and tropical forests, on all continents except AntarcticaConservation Status: Least Concern: Brown bears, American black bear; Vulnerable: sloth bear, polar bear, giant panda, sun bear, spectacled bear, Asian black bear Description With some minor exceptions, all eight bear species have  roughly the same appearance: large torsos, stocky legs, narrow snouts, long hair, and short tails. With their plantigrade postures- walking upright on two feet- bears  walk flat-footed on the ground like humans but unlike most other mammals. Bears range in color with species: Black, brown and Andean bears are typically red-brown to black; polar bears are generally white to yellow; Asiatic bears are black to brown with a white patch and sun bears are brown with a yellow crescent on their chest.  They range in size from the sun bear (47 inches tall and weighing 37 pounds) to the polar bear, (nearly 10 feet tall and weighing 1,500 pounds).   Buck Shreck/Getty Images Species Scientists recognize eight species as well as numerous subspecies of bears, which live in different regions, that have differences in body shape and coloration. American black bears  (Ursus americanus)  live in  North America and Mexico; their diet consists primarily of leaves, buds, shoots, berries, and nuts. Subspecies of this bear include the cinnamon bear, the glacier bear, the Mexican black bear, the Kermode bear, the Louisiana black bear,  and several others. Asian black bears (Ursus thibetanus)  live in Southeast Asia and the Russian Far East. They have blocky bodies and patches of yellowish-white fur on their chests, but otherwise resemble American black bears in body shape, behavior, and diet.   Brown bears (Ursus arctos)  are some of the worlds largest terrestrial meat-eating mammals. They range across North America, Europe, and Asia and include numerous subspecies, such as the Carpathian bear, the European brown bear, the Gobi bear, the grizzly bear, the Kodiak bear,  and several others. Polar bears  (Ursus maritimus)  rival brown bears in size. These bears are restricted to a circumpolar region in the Arctic, reaching south into northern Canada and Alaska. When theyre not living on pack ice and shorelines, polar bears swim in open water, feeding  on seals and walruses. Giant pandas  (Aeluropoda melanoleuca)  feed almost exclusively on bamboo shoots and leaves in the central and southern regions of western China. These distinctly patterned bears have black bodies, white faces, black ears,  and black eyespots.   Sloth bears (Melursus ursinus)  stalk the grasslands, forests, and scrublands of Southeast Asia. These bears have long, shaggy coats of fur and white chest marks; they feed on termites, which they find using their acute sense of smell. Spectacled bears  (Tremarctos ornatos) are the only bears native to South America, inhabiting cloud forests at elevations over 3,000 feet. These bears once lived in coastal deserts and high-elevation grasslands, but human encroachment  has restricted their range. Sun bears  (Helarctos malayanos) live in the lowland tropical forests of Southeast Asia. These small ursines  have the shortest fur of any bear species, their chests marked with light, reddish-brown, U-shaped patches of fur. Diet and Behavior Most bears are omnivorous, feasting opportunistically on animals, fruits, and vegetables, with two important outliers: The polar bear is almost exclusively carnivorous, preying on seals and walruses, and the panda bear subsists entirely on bamboo shoots. Oddly enough, though, pandas digestive systems are relatively well adapted to eating meat. Because the vast majority of bears live in high northern latitudes, they need a way to survive the winter months when food is dangerously scarce. Evolutions solution is hibernation: Bears go into a deep sleep, lasting for months, during which their heart rates and metabolic processes slow drastically. Being in hibernation isnt like being in a coma. If sufficiently roused, a bear can wake up in the middle of its hibernation, and females have even been known to give birth in the deep of winter. Fossil evidence also supports  cave lions preying on hibernating cave bears during the last Ice Age, though some of these bears woke up and killed the unwelcome intruders. Bears may be the most antisocial mammals on the face of the earth. Full-grown bears are almost entirely solitary. This is good news for campers who accidentally encounter lone grizzlies in the wild, but quite unusual when compared with other carnivorous and omnivorous mammals, ranging from wolves to pigs, that tend to congregate in at least small groups. Depending on species, a bears basic communication needs can be expressed with  about seven or eight different words- huffs, chomps, groans, roars, woofs, growls, hums, or barks. The most dangerous sounds for humans are roars and growls, which denote a frightened or agitated bear defending its territory. Huffs are generally produced during mating and courtship rituals; hums- a bit like the purrs of cats, but much louder- are deployed by cubs to demand attention from their mothers, and moans express anxiety or a sense of danger. Giant pandas have a slightly different vocabulary than their ursine brethren: In addition to the sounds described above, they can also chirp, honk, and bleat. Evolutionary History Given the proliferation of so-called bear dogs millions of years ago- including the standard-bearer of the family, Amphicyon- you might assume that modern bears are most closely related to dogs. In fact, molecular analysis shows that the closest living relatives of bears are pinnipeds, the family of marine mammals that includes seals and walruses. Both of these mammalian families descend from a last common ancestor, or concestor, that lived sometime during the Eocene epoch, about 40 million or 50 million years ago. The exact identity of the progenitor species, however, remains a matter of speculation. Given that the populations of medieval Europe didnt have much contact with polar bears or panda bears, it makes sense that European peasants  associated bears with the color brown- which is where the English name of this animal derives, from the old Germanic root bera. Bears are also known as  ursines, a word that has ancient roots in Proto-Indo-European languages that were spoken as far back as 3500 BCE. The long history of this word makes sense, given that the first human settlers of Eurasia lived in close proximity to cave bears  and sometimes worshiped these beasts as gods. Amphicyon, the bear dog. Wikimedia Commons Reproduction and Offspring Like their close cousins seals and walruses, bears are some of the most sexually dimorphic animals on earth- that is to say, male bears  are significantly bigger than females​, and, what is more, the bigger the species, the larger  the disparity in size. In the largest brown bear subspecies, for instance, males weigh about 1,000 pounds and females only slightly more than half that. However, even though female bears are smaller than males, theyre not exactly helpless. They vigorously defend their cubs from male bears, not to mention any humans foolish enough to interfere with the child-rearing process. Male bears, however, will sometimes attack and kill cubs of their own kind, in order to induce females to breed again. Although there are some differences among the species, in general, female bears generally become sexually mature at between 4 and 8 years of age and have litters every three or four years. Bear breeding occurs during the summers- it is the only time when adult bears get together at all- but implantation doesnt typically occur until late autumn. Total gestation time is 6.5–9 months. Cubs are born singly or up to three at a time, generally in January or February, while the mother is still in hibernation. The young usually stay with their mother for two years. After mating, females are left to raise the young by themselves for a period of about three years, at which point- eager to breed with other males- the mothers chase the cubs away to fend for themselves. James Hager / Getty Images Threats Considering that early humans used to worship bears as gods, our relationship with ursines hasnt exactly been stellar over the last few hundred years. Bears are especially susceptible to habitat destruction, are often hunted for sport, and tend to become the scapegoats whenever campers are attacked in the wild or garbage cans are overturned in suburbs. Today, the largest threats to bears are deforestation and human encroachment, and, for polar bears, climate change which is reducing the environment in which they live. On the whole, black and brown bears are holding their own, even though adverse interactions with humans have increased as their habitats become more constricted. Conservation Status According to the International Union for Conservation of Nature, the sun bear, sloth bear, Asiatic, and spectacled bears are all listed as Vulnerable and decreasing in population; the polar bear is also listed as Vulnerable but its population status is unknown. The American black bear and brown bear is considered Least Concern and increasing in numbers. The giant panda is Vulnerable but increasing in population.   Bears and Humans Within the past 10,000 years, human beings have domesticated cats, dogs, pigs, and cattle- so why not bears, an animal with which Homo sapiens has coexisted since the end of the Pleistocene epoch? One explanation is that since bears are intensely solitary animals, theres no room for a human trainer to insert himself into the dominance hierarchy as the alpha male. Bears also pursue such varied diets that it would be difficult to keep even a tame population well-supplied. Perhaps most importantly, bears are anxious and aggressive when stressed, and simply dont have suitable personalities to be  house  or yard pets. Sources Dharaiya, N., H.S. Bargali, and T. Sharp. Melursus ursinus. The IUCN Red List of Threatened Species: e.T13143A45033815, 2016.McLellan, B.N.et al. Ursus arctos (amended version of 2017 assessment). The IUCN Red List of Threatened Species: e.T41688A121229971, 2017.Scotson, L. et al. Helarctos . The IUCN Red List of Threatened Species: e.T9760A123798233, 2017.malayanus (errata version published in 2018)Swaisgood, R., D. Wang, and F. Wei.Ailuropoda melanoleuca (errata version published in 2017). The IUCN Red List of Threatened Species: e.T712A12174566, 2016. Wiig, Ø. et al. Ursus maritimus. The IUCN Red List of Threatened Species: e.T22823A14871490, 2015.

Motivating Secondary Schooling Children Assignment

Motivating Secondary Schooling Children - Assignment Example 195). Sockett's statement expresses a basic premise about the role of motivation: It leads to possibilities for fostering the development of students' potential or "life chances" (Mclnerney & Van Etten, 2001, p. x). In some rare cases the educator is lucky enough to have a group of students who all arrive with enthusiasm for the subject. They have well developed study skills and a strong aptitude towards learning. In these instances the task for the educator is to maintain this enthusiasm and to utilize it to ensure these already advanced students continue to achieve high levels of success. However, the circumstances for educators are often quite different. Their study skills may be underdeveloped and the academic learning may be less than impressive. It is for this reason that an educator should be armed with the knowledge and skill to develop or even create motivation. A central theme of this paper is that teachers have a primary responsibility in education to help students cultivate personal qualities of motivation that can give them resources for developing aspiration, independent learning, achieving goals, and fostering resiliency in the face of setbacks. Perhaps this responsibility is even more important in the context of the motivational problems and challenges faced in the home and in schools in the early 21st century. The research on the issue will include reviewing the literature on motivation and discussing of teaching approaches that stimulate students' motivation. The research paper will also focus on subject interest and draw upon the practical experiences of teachers faced with students whose level of interest in their subject matter is low. Student's discouragement to learn is not uncommon and arises widely throughout the educational system. During the years of compulsory education, the lack of motivation is a matter of constant conc ern. Students are faced with a wide ranging curriculum designed to provide a well rounded education. Amongst the myriad of research subjects there will be some favored topic/subjects, while other subjects may not be that interesting to an individual student. Successful teaching will almost inevitably require the adoption of a different approach to the teaching and learning activities undertaken. Definition and overview of motivation Motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior (Maehr & Meyer, 1997). Motives are hypothetical constructs used to explain why people are doing what they are doing. Motives are distinguished from related constructs such as goals (the immediate objectives of particular sequences of behavior) and strategies (the methods used to achieve goals and thus to satisfy motives). For example, a person responds to hunger (motive) by going to a restaurant (strategy) to get food (goal). Motives are usually construed as relatively general needs or desires that energize people to initiate purposeful action sequences. In contrast, goals (and related strategies) tend to be more specific and to be used to explain the direction and quality of action sequences in particular situations

Argument against Tax Bailouts Essay Example | Topics and Well Written Essays - 2000 words

Argument against Tax Bailouts - Essay Example Advantages to be discussed are: bailouts are needed to ensure that big corporations whose collapse will impact several industries can survive; bailouts are a necessary economic stimulant to jump-start the shaky economy; Bailouts are essentially government loans which the corporation receiving must pay back hence, the money will be returned; Disadvantages to be discussed are: bailouts use taxpayer money, which diverts much needed funding from other government programs and institutions; bailouts are band-aid solutions as they deal with the symptoms, not the main problems and do not always work; bailouts are against the free market principals and promote an environment where big corporations can take reckless risk knowing the government will pull them out. Despite the perceived advantages, tax bailouts are a major cost to tax payers and should not be used as a solution to prevent corporations who have placed themselves in difficult positions through mismanagement. As of July 24, 2011, t he United States government has handed out tax bailouts totaling well over $2.5 trillion with a commitment to provide further support of $12.2 trillion (The New York Times). These funds can be directed to improve the government’s social services and infrastructure. However, large corporations, who are at the brink bankruptcy due to mismanagement and high risk taking, will end up receiving these funds. However, some would argue that these bailouts are necessity in order to prevent limit the ripple effect from the collapse of big corporation. Bailouts are needed to ensure that big corporations whose collapse will impact several industries can survive. These too big to fail corporations, if they were to collapse the, system would not be able to hold up against such a significant jump in unemployment numbers. Given the cross-functional nature of corporations today, the impact would have been felt in other industries; job losses would mean a drop in consumer spending, which would impact the retail industry (as an example) and so on. In order to prevent such a ripple effect, bailouts are necessary. Bailouts are a necessary economic stimulant to jump-start the shaky economy. By implementing a bailout, government can prevent loss of jobs, which means that consumers will continue to have disposable income to spend. This will boost the industries that manufacture the goods and services thus stimulating the economy and keep it steady. Consumers without any source that provides them with disposable income, example jobs, will hold back the spending. This will cause lower retail expenditures thus resulting in slow economic growth, which can lead to a recession. Thus, to prevent such dangerous movements, the bailout is required. Bailouts are essentially government loans, which the corporation receiving must pay back hence, the money will be returned. The government has the upper hand in dictating the conditions upon which the bailout is issued. In the case of the auto makers, governments, in exchange for the bailout, received an ownership stake in the company, for example General Motors, thus will receive dividends and interest once GM starts generating revenue. Part of the deal with the big corporations is that the bailout money has to be returned once the crisis has been averted and

Human Rights and Democracy of Filipinos Essay Example for Free

Human Rights and Democracy of Filipinos Essay According to the United Nations, The values of freedom, respect for human rights and the rule of holding periodic and legitimate elections by universal suffrage are vital elements of democracy. In turn, democracy provides the natural environment for the protection and effective realization of human rights. These standards are embodied in the Universal Declaration of Human Rights and further developed in the International Covenant on Civil and Political Rights which enshrines a host of political rights and civil liberties underpinning meaningful democracies. The relation between democracy and human rights is captured in the Universal Declaration of Human Rights, which states: â€Å"The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.† With this notion, Martial Law in the Philippines only proves that during that time, Human Rights and Democracy is not totally practiced in the whole nation. The circumstances of arrests, detentions and searches made without court orders are common practice during the martial rule. The fundamental principles of legality and due process have been neglected, with security forces having unprecedented powers given by the head of state under this martial law. Election frauds were also perceived. Justice among those involve were deserted and abandoned and Justice for the country’s democracy were put in to trash. Martial rule and suspension of writ of habeas corpus, which allows warrantless arrests, detention and conduct of searches, have been a convenient solution for the police forces incompetence in enforcing their rudimentary duties. The soldiers have cemented their de facto superiority over the police in conflict areas. But thirty one year had already passed, and the Armed Forces of the Philippines have repeatedly been accused of involvement if not actively engaging in the killing of defenceless political activists. The AFP restates that they never will have a rule of intentionally targeting civilians as well as those who may have a different political orientation from our government for as long as they detain their resist within legal and legislative means. The AFP remains committed in  their duty to help ensure that the Philippines progresses as a democratic society free by armed threats. Their answer is explicit in the AFP’s code of ethics in support for peace initiatives. Furthermore, the AFP will persist to fully assist with fact-finding bodies formed by proper authorities. But investigation should be based on valid pieces of evidence as determined by courts and not simply on given away allegations. With proper procedure the AFP makes it a point that Justice is served to each and every Filipinos. Their faults in the past should not be carried today, for the scenario and period is different. Changes in the agency only attest that they are coping with it in order to have Justice in every aspect of their post. References: * United Nation. 2012. Democracy and Human Rights.[Online] accessed from http://www.un.org/en/globalissues/democracy/human_rights.shtml on December 09, 2012 * Asian Human Rights Commission. 2009. Philippines: Martial Law Dilutes Human Rights [Online] Retrieved from http://www.scoop.co.nz/stories/WO0912/S00305.htm on December 09, 2012 * General Hermogenes C. Esperon Jr. 2007. The AFP in a democracy:protecting human rights [online] ebook downloaded last December 09, 2012

EGYPTIAN MYTHOLOGY Essay -- essays research papers fc

OUTLINE Thesis statement: In this research, I will investigate the basic concepts of the Egyptian mythology and its gods. I.  Ã‚  Ã‚  Ã‚  Ã‚  Mythology A.  Ã‚  Ã‚  Ã‚  Ã‚  Definition B.  Ã‚  Ã‚  Ã‚  Ã‚  History II.  Ã‚  Ã‚  Ã‚  Ã‚  Egyptian Creation Myths  Ã‚  Ã‚  Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚  Ã‚  Heliopolitan Tradition B.  Ã‚  Ã‚  Ã‚  Ã‚  Hermoplitan Ogdoad C.  Ã‚  Ã‚  Ã‚  Ã‚  Memphite Theology III.  Ã‚  Ã‚  Ã‚  Ã‚  Worshipping A.  Ã‚  Ã‚  Ã‚  Ã‚  Beliefs B.  Ã‚  Ã‚  Ã‚  Ã‚  Rituals C.  Ã‚  Ã‚  Ã‚  Ã‚  Temples IV.  Ã‚  Ã‚  Ã‚  Ã‚  Gods and Goddesses  Ã‚  Ã‚  Ã‚  Ã‚   A.  Ã‚  Ã‚  Ã‚  Ã‚  Good B.  Ã‚  Ã‚  Ã‚  Ã‚  Evil C.  Ã‚  Ã‚  Ã‚  Ã‚  Responsibilities V.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion EGYPTIAN GODS AND GODDESSES   Ã‚  Ã‚  Ã‚  Ã‚  Egypt is one of the oldest and most complex civilizations of the world. Their religion and beliefs are fascinating and have been a mystery for centuries. Even today, there are some things that we still do not understand. In this research, I will investigate the basic concepts of Egyptian mythology and its gods.   Ã‚  Ã‚  Ã‚  Ã‚  Mythology is defined as a collection of interrelated stories of a given culture. Myths are intended to explain and describe the mysteries of nature and give understanding about the world that surrounds us. Each culture has their own mythology that reflects their values and beliefs. Myths were also generated to tell the story of the first people to inhabit the earth. The Egyptian mythology elevated these people to the level of Gods and Goddesses by giving them supernatural and special powers. These myths of creation were passed from one generation to the next, either orally or by hieroglyphs painted in sacred temples, pyramids, and sanctuaries.   Ã‚  Ã‚  Ã‚  Ã‚  Ancient Egyptians tried to understand their place in the universe. This is why their mythology is centered on nature such as the earth, sky, moon, sun, stars, and the Nile River. There are many Egyptian myths of creation, but the Heliopolitan Tradition, Hermopolitan Ogdoad, and the Memphite Theology are the most commonly used. They all have some common elements and gods. For example, many of t... ... was allowed to pass through the gates of Yaru and into the after-life, but if the heart weighed more than the feather, the heart was consumed by the devourer to be gone forever.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, Ancient Egypt has a very complex religion and beliefs that would be considered bizarre in many parts of the world. They believed in many gods, some took part in the creation of the universe. Others brought the flood every year, offered protection and took care of people after they died. The ancient Egyptians thought that it was important to recognize and worship the gods because they represented the peace and harmony across the land. BIBLIOGRAPHY â€Å"Egypt.† Encyclopeadia Brittanica: Macropedia. 1980 ed. â€Å"Egyptian Gods by Function.† Concordence: Egyptian Gods. Online. Internet. 18 Feb. hhhhh2004. â€Å"Egyptian Mythology.† Gods of Ancient Egypt. Online. Internet. 12 Feb. 2004. Mercatante, Anthony S. Who’s who in Egyptian Mythology. Canada: General hhhhhPublishing, 1978. â€Å"Mythology.† Encyclopaedia Brittanica: Macropedia. 1980 ed. Vercoutter, Jean. The Search for Ancient Egypt. New York: Times Mirror Company, hhhhh1992.

Discrimination Essay Essay

Discuss this statement in relation to the human resource practices and the issues relating to personality, perceptions and values of managers. This essay argues that discrimination is a likely occurrence during the recruitment process. It will focus upon the various forms of discrimination faced and the issues relating to personality and perceptions resulting from the mainstream perspectives, stereotypes and ideologies held by Anglo-Saxon Australians. It will then examine the human resource practices and the selection process, highlighting the discrimination that occurs due to the unrealistic and unnecessarily high standards of recruitment criteria and specifications laid out by managers for candidates. Finally it will address the impact and influence that the managers values can have upon the recruitment criteria and the final selection made. Discrimination has long been a likely occurrence during the recruitment process, becoming a major problem throughout Australian society. Dating back through Australia’s history we have continually seen society empirically group people according to their country of origin and culture. The idea of ethnocentrism has surfaced as a result of the pre-existing culture of intolerance of cultural difference. As Ho and Alcorso demonstrate, ‘Australian employers and local workers in the post-war decades had a clear interest in utilizing a workforce that was not only ethnically distinguishable from the local workforce but also considered to be largely unskilled and little educated’ (2004, p. 254). The reluctance that many employers have in their willingness to recruit migrants and those of ethnic backgrounds, as a result of a pre-disposition held, is seen consistently in the workplace and is reflected in the long-term. As Wooden notes, ‘differences in pay, occupational status and probability of employment’ between migrants and people of ethnic background, in comparison to Anglo-Saxon Australians ‘reflects differences in the average productive capabilities of the two groups’ (1994, p. 220; cited in Ho and Alcorso, 2004, p. 239).