Pearls Life Without Shame in Nathaniel Hawthornes The Scarlet Letter

Pearls Life Without Shame in The Scarlet Letter Neither Hesters love for Authur Dimmesdale nor her need for atonement of her sins were the master(a) reasons why Hester remained in Boston. However, Hester mainly lived out her penalization to set an example for Pearl of what she should not become. Hester Prynnes life had been a continuous series of disappointments and shame. Because she cared for her daughter, Pearl, Hester treated her punishment more as a means of teaching Pearl a respectable lifestyle than a means of confronting her vices. Hester experienced on three cause of heart shaking blows, which close would only encounter once in a lifetime. Marrying Roger Chillingworth was Hester Prynnes first documented mistake. She even went as far to call it her most significant sin, despite the array she had to choose from. Not only had Hester married Roger Chillingworth when she did not even love him, she also was partly responsible for bring so much pain on her true love, Authur Dim mesdale. When Chillingworth derived that the Reverend Dimmesdale was Hesters partner in shattering the purity of their marriage, he made it his duty to obtain revenge by torturing Dimmesdale This unhappy person had effected such a transformation by devoting himself, for seven years, to the constant analysis of a heart full of torture, and lineage his enjoyment thence, and adding fuel to those fiery tortures which he analyzed and gloated over. The scarlet letter burned on Hester Prynnes bosom. Here was another ruin, the responsibility of which came partly home to her. (116) Hester could not escape her evil husband nor her liability in augmenting Authurs anguish. Secondly, Hesters adultery was the most prominent sin in the eyes of ... ...er. Hester proved, like she had before, that she was fallible. She momentarily lost weed of Pearls lesson. However, Reverend Dimmesdale was a martyr, losing his life at the time when Hesters desires for a new setting were at their peak and thus bri nging back her primitive motive. The expiry in Chapter Twenty-four proved that Hesters decision was the best for Pearl, which was all she had wanted. Pearl was not only alive, but married, and happy, and mindful of her mother (177). Pearl was successful subsequently her outcast childhood, free from the mistakes Hester had made and able to be true to everyone around her. Pearl was a better person because her mother was brave enough to stay on them there in the fire and teach her daughter how to lead a life without shame. Works CitedHawthorne, Nathaniel. The Scarlet Letter. Oxford Oxford University Press, 1998.

Argumentative Essay: The Appalling Lack of Gun Control in the United States :: Argumentative Persuasive Argument Essays

There is an appalling, despicable lack of gun control in the United States. In my flavour the manner in which the bit of gun control is approached in this country is bordering on criminal negligence in and of itself. The insanity surrounding this controversial issue is taking the Second Amendment to the Bill of Rights in the United States constitution way too far. I ask myself this question, could the Founding Fathers of this amazing country have by chance envisioned a world in which teenagers could casually walk into a classroom, pull out a loaded pistol and cold bloodily despatch their teachers and fellow classmates? I think not. I would posit that these fine men, these symbols of American liberty and democracy would turn in their graves if they could see how their words, their intentions, were manipulated and grossly misinterpreted, to inspection and repair the purposes of those who pretend to be protecting the rights of their fellow American Citizens. On the contrary, it is my belief that they, the politicians, are recklessly endangering those whose rights they claim to be protecting. The Government needs to take a hard, honest look at the tragic loss of life that occurs in this country due to gun shootings, both intentional and accidental. The government needs to embrace responsibility for this outrageous situation and realize that gun control in the United States needs to be Federally regulated, sooner rather than later. Wherein lies the difficulty in subjecting citizens to more stringent gun control measures? What possible reasons could politicians have for opposing safety measures such as the mandatory registration of firearms, five day time lag periods, gun licensing for owners, permits to purchase and permits to carry guns as well as mandatory background checks? If you want to carry a firearm, I feel that all of the afore mentioned requirements, at the very least, should be instituted in every single state. For heavens sake, it is mo re difficult to enroll your child in school than it is to buy and own a gun in this country. Does that seem logical? Not to me. The reason being that as this controversy plays out, as the NRA (National Rifle Association), the various politicians and the many interest groups pother aimlessly back and forth with each other, more innocent people are losing their lives everyday, no in fact, every minute

Transcending Place and Time in Mirror for Man :: Mirror for Man Essays

Transcending Place and Time in Mirror for Man In the given personation from Mirror for Man, Clyde Kluckhorn explains the similarities and differences between finiss by first defining the anthropological concept of culture and then explaining his definition. The definition Kluckhorn gives relies heavily on common sense. Culture is the union life way of a people, the social legacy individuals acquire from their group. Or culture can be regarded as that part of the environment that is the creation of humankind beings. By giving us this definition, Kluckhorn immediately deletes any chance of mininterpreting the word and concept of culture. Kluckhorn starts his explanation of this definition by simplifying the concept. He says that a persons acts cannot be explained unless in terms of biology, the life experiences of that person, and/or the immediate situation. Instead the past experience of other people in the form of culture enters into almost whole(prenominal) event. It is not we who determine our culture, but our ancestors who determined for us. Kluckhorn is saying that who we are -- our culture -- is based on how the people who have the responsibility of raising us were raised by their region models, who were influenced by their role models, and so on. To illustrate his point, Kluckhorn gives examples of times when the culture someone was raised in plays a major role in determining how the person will react in a given situation -- often how they will react to an aspect of another culture. The examples all showed that ones own culture is where one feels safest. Kluckhorns illustrations of how people react negatively to other cultures seems to prove the axiom that mans biggest fear is of change. Despite the almost overwhelming influences of culture, there is fluid human nature to consider. Basically, all human being are the same. All are similar in biology and in that they must observe the carnal laws of nature. Yet the differences between cultur es stem from the once original, individual ways of dealing with these problems. Man and his problems are universly the same, but it is his dealing with these problems that is different, and these dealings are determined by the predecessors of each culture. This is the very essence of how Kluckhorn explains the anthropological differences and similarities between cultures. As for my views, I agree with Professor Kluckhorn wholeheartedly although all of my experience has been in the American culture with various subcultures.

Silence in Chaim Potoks The Chosen Essay examples -- Potok Chosen Ess

Silence in The Chosen In the book The Chosen the four main characters have different views on how children should be raised. Danny Saunders was express to be raised in silence. Danny was raised in silence in that communication was cut off between Danny and his father, except when they were studying Talmud. The reason Dannys father did not speak to his son is because Rabbi Saunders wanted to have Danny think things through himself. Reb Saunders also wanted Danny to grow up in the very(prenominal) manner he himself was raised. Rabbi Saunders tries his hardest to have his sons soul be ready for taking over the task of leading the Jewish people. The reason that a person must have a strong soul is so that they can handle the burden that Dannys followers will heap onto him. Rabbi Saunders believes that and speaking to his son in Talmud discussions will enhance his sons soul. That is why Reb Saunders raises his child in silence. It is understandable to raise a son in the look Reb Sau nders did, because Danny was destined for such great things. All Reb Saunders wants is that hi...

Women in Bamboozled Essay -- essays research papers

Our team chose to focus on representations of women in Spike Lees latest joint,Bamboozled. This theme was attractive to us because we felt the filmmakerhad a powerful message to send his audience after viewing the trailer in class. Despite the fact that there is only one woman in a starring role, a multitude ofspecific and acute ideas are presented by Spike Lee through the film. We werealso eager to take advantage of the opportunity to apply what we have learnedin class to the thought-provoking and debatable nature of his work.When reflecting upon representations of women, we felt that a continuousmotif of women as puppets is present. The lead female character, SloanHopkins, is played by Jada Pinkett Smith. She comes across as being undercapital of South Dakota Delacroix, or his puppet, from her first appearance in the film. Theopening scene of the movie emphasizes this as he is yelling at her for notinforming him of a stave meeting. Sloan continually apologizes but, not knowingabo ut the meeting, has no reason to do so. Regardless of this fact, she is putdown and silenced by Delacroix. He dismisses everything she says and acts asthe verbalise of authority with no consideration of the actual circumstances. She ismerely his puppet who has failed. When Delacroix comes up with the MantanShow idea, Sloan feels strongly against it. However, she is the one who has toresearch and come up with historical portfolios for the show. She tries toeducat...

Women in Bamboozled Essay -- essays research papers

Our team chose to focus on representations of women in Spike downwinds latest joint,Bamboozled. This shank was attractive to us because we matte the filmmakerhad a powerful message to send his audience after viewing the trailer in class. Despite the fact that there is only one woman in a starring role, a multitude ofspecific and acute ideas are presented by Spike Lee through the film. We werealso eager to take advantage of the opportunity to apply what we have learnedin class to the thought-provoking and controversial nature of his work.When reflecting upon representations of women, we felt that a continuousmotif of women as puppets is present. The lead female character, SloanHopkins, is played by Jada Pinkett Smith. She comes across as being underPierre Delacroix, or his puppet, from her number 1 appearance in the film. Theopening scene of the movie emphasizes this as he is yelling at her for notinforming him of a staff meeting. Sloan continually apologizes but, not knowingabo ut the meeting, has no reason to do so. Regardless of this fact, she is putdown and silenced by Delacroix. He dismisses everything she says and acts asthe voice of authority with no consideration of the actual circumstances. She ismerely his puppet who has failed. When Delacroix comes up with the MantanShow idea, Sloan feels strongly against it. However, she is the one who has toresearch and come up with historical portfolios for the show. She tries toeducat...

Restorative Justice Essay

IntroductionThe two thing that most victims of a curse agree in common is that they want to know who committed the crime and why. In increase many victims may desire to meet and confront the offender to move some closure or justice. In some cases this is made possible via restorative justice address. This process is all about bringing the victim and the offender together. pop justice processRestorative justice process is a process where the victim of a crime and the criminal are brought together to fortune their thoughts and feeling. The purpose of this is to help each side understand the pain that was caused by the crime. The three main processes most often identified with restorative justice is Restorative Circles, Restorative Conferencing and Victim-offender mediation.Restorative Circles is a facilitated community meetings attended by offenders, victims, their friends and families, interested members of the community, and (usually) representatives of the justice system. The facilitator is a community member (called a keeper) whose role is in general to keep the process orderly and periodically to summarize for the benefit of the circle. Conferencing brings the victim and offender to a face-to-face meeting to discuss the crime and its impact. This brings support slew for both the victim and offender in the discussions. A criminal justice representative may be present in the conference. A trained facilitator, who does non have a role in the substantive discussions leadsand guides the Participants.Victim Offender Mediation brings victims and offenders together with a trained facilitator to discuss the crime and develop an intellect for how to make things right. This process focuses on creating a safe, comfortable environment in which restorative dialogue can take place.Effects of the crimeThe effects of this crime were far reaching. Obviously it affected Mildred in several ways. She lost her valuables and now she is afraid to stay at home. In addition it also effected Mildreds daughter, Betty. Betty now had to provide a place for her to stay for a while and now she was worried about her safety. This crime also had an effect on the communities grit of security as well as the offenders family.Differences between restorative justice process and contemporary criminal justiceRestorative justice is a process where all members volunteer to participate, which in return ensure buy in from all parties. This is essential in ensuring rehabilitation of the offender and closure for the victim. In addition the penalty for the offense is less severe therefore it give the offender a chance to make amends and get underpin on track. No conviction charges are applied.The contemporary criminal justice process is formal and requires a judge, lawyers and a possible jury. This process is all about proving guilt and place offenders accountable. It may not be the most effective way to give closure to the victim or rehabilitating the offender. Restorat ive justice process benefitsDavid was given a second chance to make amends for his offense with him receiving a conviction . He was given an opportunity to see how his action affected the victim and otherwise s around her, In return he was able to get back onto the right path.Mildred was given closure and she received some of her property back and she gained confidence in her community. The community gained confidence in their overall security. Conclusion At the end of the day the restorative justice process is more fruitful and effective as long as all side are willing participants. Buy in on a solution to a line is always more effective then forcing the solution via conviction.Referenceswww.rjcity.org (copyright 2007 Prison Fellowship International).

International English Language Testing System

Candidate Number Candidate Name ______________________________________________ International English Language Testing transcription Listening Practice test 40 minutes Time 40 minutes Instructions to candidates Do not open this question paper until you argon told to do so. Write your name and candidate number in the spaces at the top of this page. Listen to the instruction firearmual for each bring forth period off of the paper c arfully. Answer all the questions. While you ar listening, write your make outs on the question paper. You allow piddle 10 minutes at the conclusion of the test to copy your dos onto the sepa stray answer sheet. Use a pencil.At the end of the test, hand in this question paper. Information for candidates t here(predicate) are four parts to the test. You will hear each part once only if. There are 40 questions. Each question carries one mark. For each part of the test, there will be era for you to look through the questions and time for you to check your answers. Section 1 Questions 110 Questions 15 swallow intercourse the notes below. Write no to a greater extent than two words and/or a number for each answer. Transport from Bayswater Example Answer Destination Harbour City Express retard leaves at 1 . Nearest direct is 2 . Number 706 bus goes to 3 . Number 4 . bus goes to station Earlier bus leaves at 5 . Questions 610 Comp allowe the table below. Write no more than one word and/or a number for each answer. Transport Cash lead on Card fare Bus 6 $ $1. 50 Train (peak) $10 $10 Train (off-peak) before 5pm or after 7 pm) $10 9 ferry $4. 50 $3. 55 Tourist ferry (10 ) $35 Tourist ferry (whole day) $65 8 $ Section 2 Questions 1120 Questions 1114 Which proponent should you get together? Write the correct letter, A, B or C, next to questions 1114. A Louise Bagshaw B Tony Denby C Naomi Flynn 1 if it is your first time seeing a counsel 12 if you are unable to see a counsellor during normal office b its 13 if you do not bring an appointment 14 if your concerns are related to anxiety Questions 1520 Complete the table below. Write no more than two words for each answer. Workshop mental object Target group Ad ripeing what you need to succeed academically 15 students Getting Organised lend oneself time effectively, find 16 amidst study and void Communicating talking with staff, communicating across cultures Anxiety 18 , breathing techniques, meditation, etc. all students all students, especially 17 tudents nigh to sit exams 19 staying on track for long periods 20 students only Section 3 Questions 2130 Questions 2130 Complete the notes below. Write no more than three words for each answer. Novel 21 Protagonists Mary Lennox Colin Craven Time period Early in 22 Plot Mary UK meets Colin who thinks hell never be able to 23 . They become friends. Point of view Omniscient narrator knows all about characters discoverings, opinions and 24 Audience Good for children fals ehood simple to follow Symbols (physical items that represent 25 ) the robin redbreast 26 the portrait of Mistress Craven Motifs (patterns in the story) the Garden of Eden secrecy figurative and literal transition from 27 Themes Connections mingled with 28 and outlook 29 and well-being individuals and the need for 30 Section 4 Questions 3140 Questions 3135 Complete the table below. Write one word only for each answer. Time Zone Outlook Time Perspectives Features & Consequences Past Positive record good times, e. g. birthdays. 31 .. Keep family records, photo albums, etc. Focus on disappointments, failures, bad decisions.Present He fag outistic Live for 32 .. seek sensation avoid pain. fatalistic Life is governed by 33 .. , religious beliefs, social conditions. Lifes path cant be changed. Future 34 .. Prefer cook to play. Dont give in to temptation. Fatalistic Have a strong belief in life after death and importance of 35 .. in life. Questions 3640 Choose the correc t letter, A, B or C. 36 We are all present hedonists A at school B at birth C while eating and drinking 37 American boys drop out of school at a higher rate than girls because A they need to be in control of the agency they learnB they play television set games instead of doing school work C they are not as intelligent as girls 38 Present-orientated children A do not realise present actions can drive negative future effects B are unable to learn lessons from past mistakes C know what could happen if they do something bad, moreover do it anyway 39 If Americans had an extra day per week, they would spend it A working harder B building relationships C sharing family meals 40 Understanding how hatful think about time can help us A become more virtuous B work together better C identify careless or ambitious people Transcriptstoryteller Test 1 You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work. All the recordings will be played once only. The test is in 4 sections. At the end of the test you will be given 10 minutes to exaltation your answers to an answer sheet. at a time turn to section 1. Section 1 You will hear a confabulation between a clerk at the enquiries desk of a transport company and a man who is asking for travel information. First you have some time to look at questions 1 to 5. 20 seconds You will see that there is an example that has been done for you. On this occasion only the conversation relating to this will be played first. Woman Good morning, excursion Link. How can I help you? Man Good morning. I spicy in Bayswater and Id kindred to get to Harbour City tomorrow before 11am. Woman Well, to get to Bayswater Man No, no. I operate in Bayswater my depot is Harbour City. Woman Sorry. Right so thats Bayswater to Harbour City. ar you planning to travel by bus or check off? Narr ator The man fatalitys to go to Harbour City, so Harbour City has been written in the space. at a time we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 5. Woman Good morning, Travel Link. How can I help you? Man Good morning. I live in Bayswater and Id equivalent to get to Harbour City tomorrow before 11am. Woman Well, to get to Bayswater Man No, no. I live in Bayswater my destination is Harbour City. Woman Sorry. Right so thats Bayswater to Harbour City. Are you planning to travel by bus or train? Man I dont mind really, whichever option is faster, I hypothesise.Woman Well, if you catch a railway express, thatll get you there in under an hour Lets see yes, if you can make the 9. 30am express, Id recommend you do that. Man Great. Which station does that leave from? Woman Helendale is the nearest train station to you. Man Did you say Helensvale? woman No, Helendale t hats H-E-L-E-N-D-A-L-E Man Whats the best way to get to the Helendale station then? Woman Well, hang on a minute while I look into that Now, it seems to me that you have two options. Option one would be to take the 706 bus from the Bayswater Shopping Centre to key Street.When you get there, you transfer to an opposite(a) bus which will take you to the station. Or, the second option, if you dont mind walking a couple of kilometres, is to go at once to Central Street and get straight on the bus going to the train station. Man Okay. Which bus is that? Woman The 792 will take you to the station. Man I guess the walk will be good for me so that might be the better option. What time do I catch the 792? Woman There are two buses that should get you to the station on time one just before nine oclock and one just after. hardly look, at that time of the morning it might be better to take the earlier one just in case theres a vocation jam or something. The 8. 55 is probably safer than the 9. 05. Man Yeah, I dont postulate to the miss the train, so Ill be sure to get on the five- to-nine bus. Narrator Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. 20 seconds Now listen and answer questions 6 to 10. Man By the way, how much will I have to knuckle under in fares? Woman Well, you can get a ticket on the bus for $1. 80 cash and youll need $10 each way for the train.Wait, do you have a Travel Link Card? Man No, but I can get one before tomorrow. Woman Okay, well thatll make it considerably cheaper then. The bus will cost $1. 50 each way, and the train will be the train to Harbour City will still cost $10. 00 because youll be travelling during peak hours in the morning, so no savings there, Im afraid. However, if you could come back at an off-peak time Man What does that mean? Woman Well, if you could start your return journey before 5pm or later than fractional past 7 in the evening Man Actually, I wasnt planning on c oming back till at least 8 oclock anyway.Woman In that case, you can make quite a saving if you use your Travel Link Card. You did say you were planning to purchase one, didnt you? Man Yes, Ill pick one up later today. Woman Good that would mean that your return train journey would only cost you $7. 15 with your card. Man give thanks you. Woman Is there anything else I can help you with? Man Actually, there is. Do you know if I can use the Travel Link Card on ferries? Woman If youre thinking of the Harbour City ferries that go back and forth between the north and south bank, those are the commuter ferries, then yes.A one-way trip costs $4. 50 but with your card youd make a 20% saving and only pay $3. 55. Man So, $3. 55 for the commuter ferry What about the tour boats? Woman You mean the tourist ferries that go upriver on sightseeing tours? No they only take cash or credit card. Theyre not part of the Travel Link Company. Man Oh, I see. I dont suppose you know the cost of a tour? Woman In actual fact, I do, because I took a friend on the trip upriver just last(a) week. We decided on the afternoon tour and that was $35 each but I understand that you can do the whole day for $65.Man Thank you. Youve been a great help. Woman My pleasure. Enjoy your day out. Narrator That is the end of section 1. You now have fractional a minute to check your answers. 30 seconds Now turn to section 2. Narrator Section 2 You will hear a guidance counsellor talking to a group of students. First you have some time to look at questions 11 to 14. 20 seconds Listen carefully and answer questions 11 to 14. Speaker Hello e preciseone. Im the counselling executive here at St. Ives College and Ive been asked to come and talk to you about our counselling team and the services that we offer.We have three professional counsellors here at St. Ives Louise Bagshaw, Tony Denby and Naomi Flynn. They each hold daily one-on-one sessions with students, but which counsellor you see will depend on a number of factors. If youve never used a counsellor before, then you should make an appointment with Naomi Flynn. Naomi specialises in seeing new students and offers a preliminary session where she will talk to you about what you can prognosticate from counselling, followed by some simple questions about what you would like to discuss. This can be really helpful for students who are feeling a bit worried about the counselling process.Naomi is also the best option for students who can only see a counsellor outside office hours. She is not in on Mondays, but starts early on Wednesday mornings and works late on Thursday evenings, so you can see her before your first class or after your last class on those days. Louise staffs our drop-in centre throughout the day. If you need to see someone without a prior appointment then she is the one to visit. Please note that if you use this service then Louise will either see you herself, or place you with the next available counsellor.If you wa nt to be sure to see the same counsellor on each visit, then we strongly recommend you make an appointment ahead of time. You can do this at reception during office hours or by using our online recording form. Tony is our newest addition to the counselling team. He is our only male counsellor and he has an extensive background in stress management and residuum techniques. We encourage anyone who is trying to deal with anxiety to see him. Tony will introduce you to a full range of techniques to help you cope with this problem such as body awareness, time management and positive reinforcement. NarratorBefore you hear the rest of the talk, you have some time to look at questions 15 to 20. 20 seconds Now listen and answer questions 15 to 20. Speaker Each semester the counselling team runs a number of small group workshops. These last for two hours and are apologise to all enrolled students. Our first workshop is called Adjusting. Weve found that tertiary education can come as a big s hock for some people. After the bodily structure learning environment of school, it is easy to feel lost. In this workshop, we will introduce you to what is necessary for academic mastery. As you might expect, were targeting first- form students with this offering.Getting organised follows on from the first workshop. Here, were going to help you break the habit of putting things off, get the most out of your time and discover the advanced balance between academic and recreational activities. With Getting organised, were catering to a broader crowd, which includes all undergraduates and postgraduates. Next up is a workshop called Communicating. The way people interact here may be quite different to what youre used to, especially if youve come from abroad. Well cover an area that some foreign students struggle with how to talk with teachers and other staff.Well cover all aspects of multicultural communication. International students tend to get a lot out of this class, so we par ticularly encourage you to come along, but I must say that sometimes students from a local background find it helpful too. So, everyone is welcome The Anxiety workshop is held later on in the year and deals with something you will all be familiar with the nerves and anxiety that come when exams are approaching. Many students go through their entire academic careers suffering like this, but you dont have to. Come to this workshop and well teach you all about relaxation and how to reathe properly, as well as meditation and other strategies to remain calm. Weve tailored this workshop to anyone who is going to sit exams. Finally, we have the Motivation workshop. The big topic here is how to stay on target and motivated during long-run research projects. This workshop is strictly for research students, as less-advanced students already have several workshops catering to their needs. Well, thats it, thanks for your time. If you have any questions or want more information about our servi ces, do come and see us at the Counselling Service. NarratorThat is the end of section 2. You now have half a minute to check your answers. 30 seconds Now turn to section 3. Narrator Section 3 You will hear a conversation between a tutor and two students who are preparing for an English literature test. First you have some time to look at questions 21 to 24. 20 seconds Listen carefully and answer questions 21 to 24 omnibus Hello Lorna, Ian. Glad you could make it. Youre the only two who put your names d aver for this literature tutorial so lets get started, shall we? I want to run over some aspects of the novel, The Secret Garden, with ou before the test next week. Be sure to take some notes and ask questions if you need to. Ian Hey Lorna, have you got a spare pen? Lorna Sure, here you are. Tutor Okay, so, the story follows two key characters you should refer to them as protagonists who go by the names of Mary Lennox and Colin Craven. The story is set shortly after the turn of th e twentieth century, and the narrative tracks the development of the protagonists as they learn to overcome their own personal troubles together. Lorna Thats quite a common storyline, isnt it? Tutor Yes, youre right, Lorna.So, what can you tell me about the character of Mary? Lorna Well, in the etymon she is an angry, rude child who is orphaned after a cholera outbreak and forced to leave India and move to the United Kingdom to her uncles house in Yorkshire. Tutor Thats right and there she meets Colin who spends his days in an isolated room, believing himself to be permanently crippled with no hope of ever gaining the baron to walk. The two strike up a friendship and gradually learn by encouraging each other that they can both become healthy, happy and fulfilled in life.Ian Will we need to remember a lot of these details for the exam? Tutor Just the basic outline. Examiners dont want to read a plot summary they know what the book is about. Focus on narrative techniques instea d, such as point of view. Lorna Whats that mean? Tutor Its all about how we see the story. This story, for example, is written from the perspective of what is called an omniscient narrator. Omniscient means all-knowing. So, as readers we get to see how all the characters feel about things, what they like and dont like, and what their motivations are in the story. NarratorBefore you hear the rest of the conversation, you have some time to look at questions 25 to 30. 20 seconds Now listen and answer questions 25 to 30. Ian Wont it be hard to write a technical analysis? After all, its a kids book. Tutor Well, it was initially pitched at adults you know, but over the years it has become seen as a more youth-orientated work. And youre right in a sense the simple vocabulary and absence of foreshadowing make the story very easy to follow and ideally suited for children. But that doesnt mean there isnt much to analyse. Look at the symbolism, for instance.Lorna Symbols are things, right? Ma terial things like objects that stand for abstract ideas. Tutor Absolutely, yes. And the author uses many of them. Theres the robin redbreast, for example, which symbolises the wise and gentle nature that Mary will soon adopt note that the robin is described as not at all like the birds in India. Roses are used as well as a personal symbol for Mistress Craven youll see theyre always mentioned alongside her name. And Mistress Cravens portrait can also be interpreted as a symbol of her spirit. Ian Are symbols just another name for motifs?Tutor No, motifs are a bit different. They dont have as direct a connection with something the way that a symbol does. Motifs are just recurring elements of the story that support the mood. Lorna Are there any in this novel? Tutor Yes, two very important ones. The Garden of Eden is a motif. It comes up a few times in connection with the garden of the story. And then youve got the role that secrets play in the story. In the source, everything is steeped in secrecy, and slowly the characters share their secrets and in the process move from darkness to lightness, metaphorically, but also in the ase of Colin, quite literally. His room in the beginning has the curtains drawn, and he appears at the end in the brightness of the garden. Ian Anything else we need to know about? Tutor Yes. Nearly all novels explore universal concepts that everyone has experienced things like love, family, loneliness, friendship. These are called themes. The Secret Garden has a few themes that all centre on the idea of connections. The novel explores, for example, the way that health can determine and be determined by our outlook on life. As Colins health improves, so too do his perceptions of his strength and possibility.The author also examines the link between our environment and our physical and emotional prosperity. The dark, cramped rooms of the manor house stifle the development of our protagonists the garden and natural environments allow t hem to blossom, just as the flowers do. Finally, this book looks at connections between individuals, namely Mary and Colin. This necessity of human companionship is the novels most significant theme because none of their development as individuals would have occurred without their knowing each other. Well, that about sums it up, I think. Lorna Thats a great help, thanks.Ian Yes, thanks very much. Narrator That is the end of section 3. You now have half a minute to check your answers. 30 seconds Now turn to section 4. Narrator Section 4 You will hear a talk on the topic of time perspectives. First you have some time to look at questions 31 to 40. 20 seconds Listen carefully and answer questions 31 to 40. Speaker Today, Im going to be talking about time. Specifically Ill be looking at how people think about time, and how these time perspectives structure our lives. According to social psychologists, there are six ways of thinking about time, which are called personal time zones.The f irst two are ground in the past. Past positive thinkers spend most of their time in a state of nostalgia, fondly remembering moments such as birthdays, marriages and important carry outments in their life. These are the kinds of people who keep family records, books and photo albums. People living in the past negative time zone are also absorbed by earlier times, but they focus on all the bad things regrets, failures, poor decisions. They spend a lot of time thinking about how life could have been. Then, we have people who live in the present.Present hedonists are driven by pleasure and immediate sensation. Their life motto is to have a good time and avoid pain. Present fatalists live in the moment too, but they believe this moment is the product of circumstances entirely beyond their control its their fate. Whether its poverty, religion or society itself, something stops these people from believing they can play a role in changing their outcomes in life. Life simply is and thats that. Looking at the future time zone, we can see that people classified as future active are the planners and go-getters.They work quite a than play and resist temptation. Decisions are made based on potential consequences, not on the experience itself. A second future-orientated perspective, future fatalistic, is driven by the certainty of life after death and some kind of a judgement day when they will be assessed on how virtuously they have lived and what success they have had in their lives. Okay, lets move on. You might ask how do these time zones affect our lives? Well, lets start at the beginning. Everyone is brought into this earthly concern as a present hedonist. No exceptions.Our initial needs and demands to be warm, secure, fed and watered all stem from the present moment. But things change when we inclose formal education were taught to stop existing in the moment and to begin thinking about future outcomes. But, did you know that every nine seconds a child in t he USA drops out of school? For boys, the rate is much higher than for girls. We could easily say Ah, well, boys just arent as bright as girls but the evidence doesnt support this. A recent study states that boys in America, by the age of twenty one, have spent 10,000 hours playing video games.The research suggests that theyll never fit in the traditional classroom because these boys require a situation where they have the ability to manage their own learning environment. Now, lets look at the way we do prevention education. All prevention education is aimed at a future time zone. We say dont smoke or youll get cancer, get good grades or you wont get a good job. But with present-orientated kids that just doesnt work. Although they understand the potentially negative consequences of their actions, they persist with the behaviour because theyre not living for the future theyre in the moment right now.We cant use logic and its no use reminding them of potential fall-out from their deci sions or previous errors of judgment weve got to get in their minds just as theyre about to make a choice. Time perspectives make a big difference in how we value and use our time. When Americans are asked how busy they are, the extensive majority report being busier than ever before. They admit to sacrificing their relationships, personal time and a good nights sleep for their success. Twenty years ago, 60% of Americans had sit-down dinners with their families, and now only 20% do.But when theyre asked what they would do with an eight-day week, they say Oh thatd be great. They would spend that time labouring away to achieve more. Theyre constantly trying to get ahead, to get toward a future point of happiness. So, its really important to be aware of how other people think about time. We tend to think Oh, that persons really irresponsible or That guys power hungry but a lot what were looking at is not fundamental differences of personality, but really just different ways of think ing about time.Seeing these conflicts as differences in time perspective, rather than distinctions of character, can facilitate more effective cooperation between people and get the most out of each persons individual strengths. Narrator That is the end of section 4. You now have half a minute to check your answers. 30 seconds That is the end of the listening test. You now have 10 minutes to transfer your answers to the listening answer sheet.

No Security Without Development

There is no security with step to the fore development and no development without security. (40 marks) This essay is going to focus on whether there can be no security without development and no development without security. Security can include economic security, social (personal, political and residential area ) security, health security and food security. Development can include social (hospitals, schools, housing) and infrastructure (communication links roads, power supplies, access to water) aspects.Security and development can both be linked to poverty. So, the question is, if a acres or region is living in poverty can either security or development be gained? There cannot be no security without development if people do not own enough land as they do not vex social security or do not have land to grow licks, meaning a inadequacy of economic and food security. Afghanistan is a unfit country and is prone to civil wars lasting over 30 years. Only 12% of its land is farmable meaning that Afghans are competing for the best land.However, instead of growing crops, they crop poppies that can be used to produce heroin, which generates much more income than crops. This can give some economic security, but defects food security due to the lack of crops grown. There cannot be no security if people live in fear of losing everything in a natural disaster much(prenominal) as an earthquake, tsunami or a volcanic eruption. An example of this is the Asian Tsunami in 2004 that hit countries such as Indonesia, Malaysia, Sri Lankia, India and Thailand.It killed 250000 people in a day, causing mass damage wiping out everything in its way. This meant that houses, infrastructure, health services and businesses were destroyed. With 1. 7 million people homeless, it clasped social security and left many people without food. The 18 countries that were affected lacked security. However, with NGOs, aid and sculptural relief it allowed the countries to develop again which helpe d to rebuild businesses which helped increase economic security and gave shelter and good supplies which developed to increase social and food security.Therefore, this suggests that with security a country can develop and with development there can be security. The Democratic Republic of Congo (DRC) is a resource rich country, however, it lacks security. They have a chain reactor of gold but no machines to get it out, lacks development of infrastructure. Unfortunately, no big companies will ornament unless the country has peace and gains social security. However, to help the country develop, supervise of mines is a strategy to help bring security and get resources safely to sell, which provides an income to help the DRC to develop.Sadly, there are not enough conflict free mines such as in Nyabibwe to help full development as there is only partial security. Therefore, this suggests that if there is no security development cannot take place. To conclude, no security without develop ment and no development without security is dependent on an areas status. For example the DRC has conflict and lacks security so no one will invest to help development, whereas a country like Indonesia, where a natural disaster has occurred lacks security but aid and relief is given that increases development that helps to increase security.

Biography of Nelson Mandela

Nelson Mandela was a very influential man in the southwestward African society. throughout his life he had his ups and downs. He went from being in jail for life, to being the president of South Africa. In his life he had one dream and goal, which he never gave up on, even when he was faced with extreme adversity. Rolihlahla Mandela was born on July 18, 1918 in a village near Mthatha in the Transkei, c wholeed Mvezo, to Nonqaphi Nosekeni and Henry Mgadla Mandela.When his preceptor died in 1927, Rolihlahla became the ward of Jogintaba Dalindyebo, the Paramount Chief, to be made to assume high office. Rolihlahla dreamed of playing his own part in the freedom struggle oh his the colossal unwashed from hearing the elders stories of his ancestors valour during the wars of resistance. Soon he was going to school to get an education at a local mission school, and soon he was given the name Nelson. Soon he was sent through many schools through the years and enrolled at the University Col lege of Fort Hare, and there he got his Bachelor of Arts Degree.At the closedown of Nelsons first year at college, he started to become involved in a Students exercise Council boycott against the universitys policies, and soon he was told to leave Fort Hare and to not come back unless he accepted election to the SRC. Nelson Mandela grew up in a system of Apartheid. The whites were treated as the best race of all. Also the white are the ones who led the government. In South Africa, whites were considered a minority. Throughout Nelsons life, the dimmed people were treated worse than everyone else.Growing up Nelson Mandela could only go to schools for the blacks. Apartheid was developed after World War II by the Afrikaner-dominated matter Party. The racial groups were classified into four, Native, Asian, coloured, and white, and residential places were segregated, nightimes by means of force. The government segregated, medical care, beaches, education, and otherwise public servi ces, and the government gave the blacks worse services and the whites better services. Nelson pass his whole life trying to change this racial segregation.Nelson was in a group of 60 people called the African National Congress. He was a attraction with William Nkomo, Sisulu, Oliver R Tambo, Ashby P Mda. The group set themselves to the task of creating this group into a mass movement. Soon they formed the African National Congress Youth League. Nelson affect everyone with his hard work and was elected as the leagues National secretary. The group soon set out to try to change how the government was workings and the laws of apartheid it was putting on the people. The African National Congress launched a campaign for the Defiance of Unjust Laws.Nelson was elected Volunteer-in-Chief, and travelled the country organizing resistance to discriminatory legislation. This track down was determined as defiance and Nelson and 19 others were brought to trial. Nelson was charged of contravenin g the Suppression of Communism Act and given a suspended prison house sentence. Soon after the end of the campaign, Nelson was also not allowed to attend gathering and had to stay in Johannesburg for six months. Nelson still led resistance movements, against the government. During all of the 50s, Mandela was victim of many forms of repression.He was arrested, imprisoned, and banner. On March 1956 a five year censor order was enforced against him. During the whole of the 50s, Mr Mandela was the victim of various forms of repression. He was banned, arrested and imprisoned. A five year banning order was enforced against him in March 1956. The government was paying a lot of attention to Nelson and had to move from place to place to not be discover by the all of the informants that the government had and all the police spies. To evade detection Nelson had to have a number of disguises ranging from a laborer, to a chauffer.Nelson soon spent some time abroad for several months. When he r eturned to South Africa, he was charged with illegal exit of the country, and incitement to strike. Nelson decided to be his own defense in his trial. One thing he said in the trial was, I detest racialism, because I regard it as a barbaric thing, whether it comes from a black man or a white man. He lost his trial and was sentenced to five years in prison. When Nelson was brought back to Pretoria in July 1963 he encountered doubting Thomas Mashifane. He then knew that their hide out had been discovered by the authorities.Nelson and ten other were then charged with sabotage. The trial in court for them lasted for 8 months. At the end of Nelsons statement he said, I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. exclusively if needs be, it is an ideal for whic h I am prepared to die. All but to of the accused people were sentenced to life in prison.There Nelson was faced with many prisoners and prison warders who influenced him, and he also influenced them. While he was in prison, Nelson rejected all the offers made by his jailers for a shortened sentence as long as he accepted the Bantustan policy by recognizing the independence of the Transkei and agreeing to live there. Nelson was released on February 11, 1990. He then set out wholeheartedly, wanting to complete the goals he and other tried to do years ago. After being banned for decades the African National Congress had its first national conference.Nelson was elected president while his great friend Oliver Tambo was elected as the organizations National Chairperson. Nelson Mandela was awarded the Nobel Peace Prize on 1993, after his life that symbolizes the triumph of the human spirit. He was awarded this on behalf of all South Africans who suffered and sacrificed so much to bring p eace to South Africa. The era of Apartheid ended on April 27, 1994. Nelson voted for the first time in his life then. After all his ups and downs, and all the adversity he faced, Nelson Mandela was inaugurated as President of South Africa.

How does Edgar Allan Poe create atmosphere in “The Tell Tale Heart” Essay

This es interpret is about how Edgar Allan Poe created tensity and atmosphere in his short boloney the tell tale warmheartedness. The discern Tale Heart was written in the year 1843 by Edgar Allan Poe. Edgar Allan Poe was born to a Scots-Irish family in Boston, Massachusetts, on January 19, 1809, the intelligence of actress Elizabeth Arn ancient Hopkins Poe and actor David Poe. His later life was over-shadowed by financial and mental problems and periodic drunkenness, and he was temporarily disinherited by his foster father, but this could have influenced piece of musicy a(prenominal) of his short stories and poems, some of the short stories and poems he is most famous for are The Tell-Tale Heart, The Pit and the Pendulum, The Fall of the House of Usher, The G venerable Bug, The Black Cat, The Raven and Annabel Lee..On October 3, 1849, Poe was free-base on the streets of Balti more, delirious and in great distress, and in need of immediate assistance, according to the man who found him. He was taken to the Washington College Hospital, where he died un sequencely on the morning of October 7. This was most distressing for people who were a fan of his work, but they knew that his work would still be read over a desire time past his death. There was never a certain cause for his death but some of the suggestions to why he died were alcohol, drugs, and other agents.Poes Tell Tale Heart is of the gothic and horror fiction genre this means it is a story that is wrote to induce a pleasing terror on the reader. Gothic is a genre that many people enjoy to read, because people like the suspense and shock that is involved in a gothic story, it gives the reader a sense of insecurity, making sure that they calculate about what could happen. Its stories like this that class as a gothic genre. The Tell Tale Heart is most unquestionably of this genre because the suspense in the story is immense and there is much emphasis, in this essay I will try my very best to drag how Edgar Allan Poe does this.Tension plays a pivotal role in the short story, so Poe use all the techniques available to create this tension. These techniques are stylistic. He uses things like characterisation, setting and plot. In the following paragraphs I will explain all of these techniques.Poes Tell Tale Heart is set at night time in a house that heavy(p)s like an aged gothic manor. At night the house is sealed off from light. This creates a dark, eerie feel to the story. Night time sybolises danger and evil it sybolises this because vicious things like dangerous animals (e.g. wolves) strike at night and kill their prey, too mythical creatures such as vampires are more active at night, this creates a scary atmosphere to night time. A descriptions in The Tell Tale Heart that show its night time isHis move was as black as pitch with the thick darkness. This shows how dark it really was. Its in addition as if the fibber bottom feel the dark, and has to push through and through it. This description of the dark paints a picture in your mind and it gives the effect of being in a silent room with no light and no escape. The effect of no escape is important because its as if the old man can non escape.The main thing that triggers the fibbers murderous tendency is the old mans shopping center. The old mans heart is described as the Vulture Eye. We do not go through the relationship of the fibber to the old man this adds tension because we do not see how the vote counter chicanes this man and why he would want to kill him. There are some ideas of what the relationship is my view on the relationship is that the teller is a person who cares for the old man, due to vile vision. I get this impression because it sayswith a film over it.Its difficult to see through a film, so this denotes an impression of poor vision. He may have gone not expecting this caribe eye to begin haunting him. This eye is basically send the narrator delirious. The nar rators obsession with the old mans eye culminates in his own undoing as he is engulfed with internal impinge and his own transformation from confidence to guilt.The fixation on the old mans vulture-like eye forces the narrator to concoct a plan to eliminate the old man. The narrator confesses the sole discernment for killing the old man is his eyeWhenever it fell upon me, my blood ran cold and so by degrees very gradually I made up my mind to rid myself of the eye for ever. The narrator begins his tale of betrayal by stressful to convince us (the reader) he is not insane, but we quickly surmise the narrator indeed is out of control. The fact that the old mans eye is the only motivation to murder proves the narrator is so mentally unstable that he must search for justification to kill. In his mind, he rationalises murder with his own unreasonable fear of the eye.Another reason this adds tension is because the narrator wrestles with competitivenessing feelings of responsibility t o the old man and feelings of ridding his life of the mans Evil Eye. Although afflicted with overriding fear and derangement, the narrator still acts with quasi-allegiance toward the old man however, his kindness may stem more from protecting himself from suspicion of watching the old man every night than from authenticated compassion for the old man. The narrator shows his contrariety when he confesses he loves the old man, but he is still too overwhelmed by the pale blue eye to restrain himself from the all-consuming desire to eliminate the eye. His struggle is evident as he waits to kill the old man in his sleep so that he wont have to face the old man when he kills him but on the other hand, the narrator cant justify the killing unless the vulture eye was open. The narrator is finally able to kill the man becauseI saw it with perfect distinctness all a dull blue, with a horrific veil over it that chilled the very marrow in my bones but I could see nothing else of the old mans face or person for I had directed the ray as if by instinct, precisely upon the damned spot. This creates tension because all of the conflicting emotions confound us think will he do it. It really keeps us in suspense and we are desperate to find out what he does. The story hooks us in and makes us read the whole thing. We know that the man is insane but we do not know if he regains his mental stability until he actually kills the man nearing the end of the story. But still then we cannot be certain he is insane until the very end, I will explain this march on in the next paragraph.It is said that a neighbour had heard a shriek and that suspicion of foul play had been aroused. The narrator is very cocksure and does not seem to be pissed by the murder he had just acted out. The narrators language show his confidence and audacity, nevertheless pride, in his kill Never before that night had I felt the extent of my own powers of my sagacity. I could scarcely contain my feelings o f triumph. The narrators authorisation in his dark deed continued even when the police came to check on the old man and investigate the loud noises neighbours heard the night I smiled,-for what had I to fear? I bade the gentlemen welcome. He is very polite and confident.He is also very persuading, its almost as if he is sound of mind. He manages to persuade the men that the old man is somewhere else in the country. He invited them around and even showed them his treasures to show that nothing had been disturbed. He even had the audacity to get some chairs and tell the men to rest in the old mans chamber whilst the whole time the old man was dismembered beneath the down boards. However, the narrators mind is quickly consumed with guilt, which creates his delusion of hearing the old mans heartbeat taunting him from under the flooring.His paranoia makes the heart beat louder louder louder and in his state of delirium he confesses to killing the old man in hopes of ridding his life of the menacing heartbeat I felt that I must shriek or die. His guilt reached his imagination which then went on to make him hear things that wasnt real, his conscience was putting an image into his head that this old man who he had no quarrel with was going to haunt him because he killed the man for no justifiable reason. He ends up driving himself even more insane and confesses. The story ends with his shrieking I admit the deed tear up the planks hear, hear it is the beating of the hideous heartThe most dramatic way of which tension is created is through plot and character. As shown already the plot is very sinister. But the characterisation is very trade good. The plot evolves around the killing of someone who is obviously vulnerable. With the poor vision, old age and treasures he is obviously a very vulnerable man, he has no safety apart from the narrator who is going to kill him, so he has no safety. This adds tension to the story because we want to know if the narrator w ill show this compassion he has for the old man, or murder him regardless. We know the narrator loves the old man because he saysI loved the old man. He had never wronged me. He had never given me insult.The narrator loved the old man, the narrator even admitted it, but he still had plans to kill him. The fact that the narrator chuckled at the fact that the old man was oblivious to his plans also showed the old mans vulnerability. The narrator also said that he did not have any problem with the old man, who he saw himself as vulnerable. But it was the eye that vexed himit was not the old man who vexed me but his evil eye.It is the characterisation that leads to the biggest tension in the story. This is because the story is a confession, told in a graduation exercise person narrative. The reader feels what the narrator feels. The punctuation and tone that Poe used in the story shows us that the narrator is hysterical and mad. But the schizophrenic tendency he shows at the end confir ms his insanity. This adds a lot of tension because we see how evil he can be but how calm and friendly he can be a short time later. It makes us wonder what he will do next, his actions are very unpredictable, which also tells us he is insane. With this conflict within himself it really makes us wonder, this also makes the story exciting.In this section I will focus on the stylistic devices used by Edgar Allan Poe. Poe creates tension with the use of short, choppy sentences with active verbs signal tension. In a way mirroring the narrators racing heart. Long, meandering sentences filled with adjectives and adverbs imply a relaxed pace, so Poe rarely used long sentences in The Tell Tale Heart. Short sentences are vital whist writing a story with tension. An example of short sentences in The Tell Tale HeartThere was no pulsation. He was stone dead.This shows an urgency to make sure he was dead He could not fortune the old man to be alive It adds tension because we do not know what h e will do. Will he stab him more to make sure he is dead or will he just finish the deed and hide the body It leave us open to guessing.Poe also adds tension through the use of his punctuation. Poe heavily relies on the exclamation mark to show the narrators growing discomfort. The use of this exclamation mark shows us the tone that the narrator must be using. For exampleBut the beating grew louder I thought the heart must have burst. And now a new anxiety seized me the sound would be heard by a neighbour The old mans hour had come This shows how panicked he was becoming. You could practically hear the panic. As of he is facial expression it in a high voice. It has a sense of upset to it, the panic was upsetting him and he was worried that other people could hear it. It is clear that the narrator is becoming hysterical. As he does so, tension is added because his actions become even more unpredictable, will he panic and leave or will he open fire it and kill the man anyway.Edgar Allan Poe uses a lot of repetition in this piece Louder louder louder. He does this a lot in this story it adds tension, because it can add a variety of things. It can mean sinister planningI proceeded with what caution with what foresight with what dissimulationThere is a sinister planning I this, how should he proceed with his plan, with what caution, with what foresight etc.Repetition can also show panic Louder louder louder he is beginning to panic about the beating of the hideous heart He can hear it and he is worried that the police can also hear it so he begins to panic, this leads to his confession.In the last paragraph it was belike noticed that I used dashes (-) in the repetition. This is because Edgar Allan Poe used them at two very important scenes. The first time he consistently used them was when he was stalking the old manI proceeded with what caution with what foresight with what dissimulation He is stalking the old man and is planning how to kill him, he is trying to figure out how he should follow the old man as he is doing it, the dashes indicate a pause as he plans his next step. The secant time he uses them is just before he confesses the murder, and can hear the heart beating Louder louder louder. The man is obviously panicked. This adds tension because we dont know what he will do because he is so unpredictable. It adds a lot of tension, because we want to know what happens and we are waiting to fid out.Finally I will fill up with if I think the story was effective or not. I have described in the essay numerous techniques to why it is effective. I must say that I agree with all of them. I think the plot is engrossing and it really hooks you and you want to know what happens. The characterisation is excellent and the mystery of the hinge upon of the narrator (who I have referred to as a he) adds tension because its hard to think of a woman committing such an act, but it is possible because the narrator confessed to loving the old man. The old mans eye, it is possible to picture it and I find it shuddery to think about, but I find it even more chilling to think that someone would kill over it.The setting is marvellous, an old house, sealed off from all light, its chilling and scary making me feel lucky to live where I do, in the light. I also think that all the punctuation that Edgar Allen Poe used was used at an appropriate time and was an asset to the piece as a whole. The punctuation shows how clever the killer is and how cunning and sinister he is. But it also shows how panicked he can get. The start of the piece was also very good, because it began in the end, when he is where I can only assume, a mental institution. Where he is telling his story. In all it is a very good and very effective piece of writing.

Why did Harold Wilson win the 1964 Election

In 1951 Winston Churchills Conservative caller, won the general election, and this would be the start of 13 geezerhood of Conservative rule spanning leash prime ministers. This rule was ended in 1964 by Harold Wilsons reunited bray party. In this essay, I will look at the factors which led to the tire out victory.Whilst in power the Conservative government made many mistakes, a key example of a Conservative mistake would be the 1957 Suez crisis in Egypt, when its leader (Nasser) precious to nationalise the Suez line, an important trade route from Northern Africa and Middle East for France and bully Britain, which would force any ships using it to pay large taxes. This led to Sir Anthony enlightenment having to take military action to secure the canal, and stop the nationalisation.However he could not just invade the Suez Canal, so instead he hatched up a plan with France and Israel secretly. This plan involved Israel invading parts of egypt and France and Great Britain acting as peace keepers, securing the Canal for themselves. The plan went off militarily perfect and the Canal was secured. However, Great Britain did this without the consent of the US and UN.The US, perhaps seeing this as Imperialism, threaten to halt economic aid unless Eden was to withdraw his troops from Egypt, of which GB was dependent on, so reluctantly Eden was forced to remove his troops. Meaning a failure to stop the nationalisation of the Suez canal and leading Great Britain isolated on the world scale, and Anglo-American relations at a low. It was now clear that GB was no longer a dominant power in the world, and could not do oft without the support of the Americans and would have to stop its Imperialism.However it is standardizedly that the crisis would have had a some(prenominal) less domestic impact, as the labour opposition were unable to capitalise on this Conservative failure without looking unpatriotic and Harold Macmillan was quickly able to mend Anglo-American re lations in his time in power, leaving little dogged effect. This realisation of the UK losing its world power status, however was accepted by Harold Macmillan, who is quoted saying The dinosaur was the largest beast, but it was inefficient and therefore disappeared. The bee is efficient, but it is alike small to have much influence.The British Empire was a dinosaur and didnt last. Britains most useful role is somewhere between bee and dinosaur. This meant that Macmillan saw that Great Britain had to strike up a role goodish enough to have an influence, but know when to let things go and when to not get involved, it would no longer have to play the role of world ships officer like it did in times of empire. This was a success of the Conservative government in acknowledging this and Macmillan viewed it as a defeat, but one from which the country could learn from like Dunkirk in 1940.Britain did learn from this, as it reduced its defence budget (which was 10% of its GDP), one sign ificantly higher than other similar european countries and pushed towards decolonisation of its empire. another(prenominal) key mistake of the Conservative government was its abuse of the economy, resulting in stop go economics which is expanding economy with low interest rates and rising consumer consumption meaning the economy overheats with wages and imports exceeding productivity and exports meaning the economy has to go through a stop phase or need for slow up down or deflation through higher interest rates and spending cuts.This lead to pointors being unsure on what the economy would do, and therefore did not invest as much as other more stable economies and therefore Britain economic growth being much lower than countries like Japan, Germany and France that had only years before been devastated by World War II.This stop-go economics was caused by the government not being able to decide on a budget, and them being too often used as short term measures to buy votes in genera l elections, for example before elections the conservative government would reduce taxes and after they won the election, would be forced to raise them again and policy lagging behind events. This in the end led to the failure of the government to develop policies that encouraged systematically performing economies, resulting in Stagflation meaning the economy entangle both the impacts of industrial decline and inflation.This would have led to the bulk feeling worse off, and when it comes to elections, its not external policy that wins, its whether the government has made them richer or poorer than counts, and if it has made them poorer, it is unlikely that they will vote for that party again. Macmillians plan to improve the economy was to get Great Britain into the European Economic Community, or EEC, which would later become the European Union.This would make it easier to trade with Europe, increasing exports, something that was in deficit as at the time Britain had a balance of payments issue, exporting much less than imported. This could have worked, but Macmillian failed to get entry into the EEC because Frances President De Gaulle vetoed against GBs entry, because he felt that it would be an awkward member, and that it already had strong ties to America and the Commonwealth, and did not want them getting involved in his EEC.However it is also argued that De Gaulle vetoed against GB because he was still revengeful of the jokes made to him by British and American Generals during World War II and the occupation of France by the Nazis. In the end, this failure to gain entry, meant that Macmillians one stop anovulant for curing the economy was scraped and GBs balance of payments issue was not resolved. This was criticized a lot by the labour opposition, and faith in Macmillian was decreasing both in his party and the public, meaning it was likely this lead to increased numbers of labour voters.The 60s were a much more liberal decade than the 50s and a l ot of the people we start to get more left wing in their political views. Events such(prenominal) as the Ally Pally Potheads Rally and emergence of Hippy culture and the heathenish revolution showcased this shift in beliefs. The Labour party were able to take advantage of this shifting in the spectrum, by having Roy Jenkins promise to make society much more Civil by removing the death penalty, legalizing abortion and homosexuality over the age of 21 and reducing media censorship.This would have gained a lot of the younger voters and showed that the Labour Party was able to keep up with this revolution in the British culture, unlike the Conservative Party which was unable to fully understand why scandals such as the Profumo Affair and Vassal Spy Scandal were so interesting to the media and general public, leaving the conservatives looking out of touch and out dated. The Labour party was also much stronger in 1964 than it was in previouselections. Harold Wilson was a much stronger l eader than Gaitskell, and a more skilled campaigner. The split between the party of Bevanites and the Gaitskellites ,which once meant that Labour had many conflicts in ideology and therefore policies in earlier elections which caused weakness post atlee, was reduced giving the Labour party clearer gradeions for the future and more direct policies to vote on.This meant that the Labour party had a much better chance for winning the election than previous ones, regardless of the conservative mistakes. In conclusion, It could be argued that xiii years of conservative misrule was a factor in the Labour victory, especially since the conservatives failed at optimising the economy and dealing the the balance of payments issue and inflation, which lead the people to feel worse off, and it is how well off the people feel under a government that decides elections.But the labour party were not able to capitalize on other failures such as the Suez Crisis meaning the victory cannot all be blame d on the conservative misrule as the labour party were a much stronger and more focused opposition that was adapting to the times much better than the Conservatives this election, winning them the majority of the younger voters and therefore the election.

Technology and Nature in Timothy Findley’s The Wars

The Wars eject be interpreted as exploring the modern mesh between personality and applied science. The Conflict of Nature and Technology The wars is a legend about Roberts life primary in the Great War, or WWI, passim the story there are many elements of nature and technology that are introduced to the story, often in which, the two collide. Timothy Findley utilizations the Elements of Nature (Air, Water, Earth and Fire) and shows them in two contrasting perspectives, sometimes harmful, sometimes helpful.The reason however that they have become harmful, is due to the perversion of nature that happens at bottom a war. Nature is corrupted by the technology around it created by man to shoot atomic reactor one a nonher, it can be damaged (e. g. when chlorine gas seeps into the earth) or it can be used to thrust damage (The flamethrowers). All in all, the whole war was a massive struggle between technology and nature however one individual throughout the story is the link be tween Nature and Technology.Robert Ross uses technology to kill others throughout the war, an un ingrained thing, but he also cares deeply for those things that are of nature. He is the p direct between the natural and technological world. The war on nature via technology is one of the most common themes in The Wars. It is very prominent when they bring the horses oer on the S. S. Massanabie, and what condition the live in while on that boat while they are transported. Each horse was lifted in a arms by a gigantic crane and lowered into the hold like cargo. 1 This is an example where cruelties against things that are natural are portrayed by the particular that the animals are treated no better than inanimate objects. The soldiers saw the horses as nothing more than another piece of technology that they would use in the war. Robert Ross has to bribe over from Harris while he is on the boat, and is charged in taking care of the animals. He then finds himself in the situation of h aving to kill the horse because it stone-broke its leg. Robert doesnt want to do it but he decides that he has to do it to prove himself.Unfortunately Robert doesnt kill it with the first shot and is emotionally disturbed. Robert forced his look to open aimed-and fired again. This time the horse was hit on the withers. Robert sank to his knees. He could hear himself breathing. He held the gun in both hands. He pressed it laborious behind the horses ear and swore at the horse God damn it, damn it, damn it-stop. His knees were wet and he drew himself into a freak and pushed with all his strength. He began to squeeze the trigger and he squeezed it gain and again and again-so many times that when the Sergeant-Major pulled him away the gun went right on clicking in his hands. (60-61) Robert has to use technology on something he cares a lot about, animals, something natural, and it bothers him greatly. Having this is another perversion of nature, and demonstrates and re-emphasizes how the horses are seen as little more than another part of the war machine. chlorine gas is a development in technology that the Germans have made towards the war effort and it is one of the most detrimental things to nature in the whole war.It is a prime example of how nature things can be corrupted my things that are man-made, because not only does the chlorine gas kill people it also kills the surrounding natural things. All of the surrounding land and terrain has the chlorine gas seep into it, and naturally destroys it, making the land barren and free of life, and the air toxic. Robert notices the green fog in the air when he and his bugler are riding. The air was thick with green fog. There was a smell Robert could not decipher. Whats that smell? he said to Poole. probly chlorine, Poole replied. You mean you think theres a gas attack going on up front? Robert had not yet had this experience. Poole had had it twice. No sir. But the groun is full of it here. Theres some that sa ys a handful of this clay could knock a person out. The earth and the air have been corrupted with the chlorine gas, so much so that the area will not be viable for living or growing anything for sooner some time. This is yet another example of the atrocities of war technology on nature, one that will harm the area for a long time to come.When Rodwell goes down the lines, it is shown to its truest extent how corrupted nature has been by the mechanized chaos that is war. For now it is human nature that has been corrupted, so badly they the have turned into savages. These were men who had washed-out the entire time while the flamethrowers burned around them, and this new technology had damaged their primal instincts. Rodwell arrive to a scene of horror, were the men were burning rats and mice awake(p) in their cooking pots, not for food, but for pure entertainment.He tried to stop them, but he could not and they would not listen. They then did something that he could not incubate with Seeing that he took an interest, they forced him to watch a killing of a cat. Half an hour later, Rodwell wandered into No Mans Land and put a bullet through his ears (135) The corruption of the human mind has gone to an extent, that once normal human-beings had reverted to taking out the pain that they felt from the Germans and inflicting it on helpless creatures.Robert Ross can relate to Rodwells pain, because like Rodwell he also was deeply compassionate for animals. Over the course of the book technology takes its toll on nature, be it natural instincts of humans, or natural things being destroyed. Technology is one of the most detrimental things to nature there can be, and it is up to mankind whether or not it is controlled within reasonable limits, or unleashed, to an extent in which it could destroy everything. One of the largest underlying themes in the whole book is the war within the war, or technology against nature.

Defining a Hero: Harper Lee’s To Kill a Mockingbird and Atticus Finch’s Heroism Essay

The definition of a star is varied and intricate. fleck on that point atomic number 18 certain references of valour such(prenominal) as altruistic starism, or other machismo bravado this paper forget seek to find a definition to the specific residueurance as exhibited in harpist lees character genus genus genus genus genus genus Atticus Finch in To Kill a Mockingbird. A discussion of the definition of hero according to literary terms (as defined by the Greeks, Aristotle and Plato particularly using his philosophy on righteousity) will be used to set up the paper in order to discover what makes Atticus Finch a authoritative hero.Such issues as racism and bravery against bias will powerfully support this thesis claim. The idea of heroism in the form of a literary character has its roots with Greek drama. This drama expressed heroes as having a major flaw. It was this flaw which at once destroyed them correctly also allowed them to be hu earth and therefore be able t o be labeled as heroes. In purpose this definition them the readers of downwinds novel To Kill a Mockingbird must consider what odds are against Atticus Finch and what flaws or flaw he has in his character that allow him to be a human hero.Aristotles definition for a hero is atomic number 53 who is non in control of his own fate, but instead is ruled by the gods in one(a) fashion or another in the case of Atticus Finch his fate and the fate of his trial is inflexible by the jury. It is then the jury who exhibit control over Finchs fate and the fate of his client. Although Atticus is a hero of Lees story, he must be considered a tragical hero for his bravery is met by underground and it is this opposition that ultimately wins the battle of justice versus outrage in Harper Lees novel.The tragic hero for Aristotle is tragic because of their lack of control or will in the face of their predetermined future and downfall a predetermined future which is salubrious established in the bigotry of the jurors in the court case scenes whereby Atticus is shown to be a hero as well as showing his ultimate downfall in the jury convicting Tom Robinson of rape. A great tragic flaw (hamartia) is the heros d satanic may care attitude at the beginning of severally story, and then their despondency and stagnation of hope that meets them at the end of the play.This is shown with Atticus belief that justice will prevail in the courtroom and his revelation of Mayella Ewell fashioning sexual passes toward Tom and her drunken father dock Ewell catching her in the act. Thus, hope seems to be lost for the hero. Therefore, although Atticus Finch may be defined as a hero his heroism character traits in the novel still is marked by failure. While Atticus is defined as a hero, his heroism is determined by subjective narration.Harper Lee tells his story through the voice of templet, Atticus daughter, therefore, the idealism with which a daughter has for their father is already i n play in determining the character traits of heroism in Atticus Finch (this can be strongly seen when Scout fights the other kids at the playground for calling her father a nigger lover). Although there is a sincere amount of idealism in play in the novel in regards to Scouts viewpoint of her father, there are other elements of the story which aid in defining Atticus heroism.In Harper Lees To Kill a Mockingbird racism is ubiquitous with the new-fangled culture in the town. Just as Atticus is a lawyer in the book, Scout the cashier and child depicts the scene of racism gum olibanumly, My fists were clenched I was ready to make fly. Cecil Jacobs had announced the day to begin with that Scout Finchs daddy defended niggers. Though Scout continually defends Atticus on the playground and in other parts of town, the racist remarks do not stop. Even Scouts cousin Francis is irresistibly supplied with racist remarks, At a safe distance her called, Hes nothin but a nigger-lover.In Scou ts defense of her father the reader is already subjected to her viewpoint on Atticus organism a hero and a hero is made that much(prenominal) grander when they are up against the evil bulk of a town and they have the support of their family. It is perhaps both of these elements that of going against the odds and of Scouts unquestionable devotion to her fathers cause, that make Atticus Finch a hero. It is in racism, and the reality of that prejudice that the entire towns lives are changed, and the political athletic field of the courtroom shows itself as discriminatory.It is against this charge of contrariety that Atticus may be defined as a hero, and it is also his failure against this prejudice that makes him a tragic hero. Modern writings juxtaposes a characters dwindling faith in themselves and reality. Atticus reality is that he is trying to save a soulfulness in a town wherein they are already found guilty by the color of their skin. There are elements of justice and find ing the law beneath the guise of bigotry that play a major part in support of Atticus being a hero.His unwavering pursuit of justice against these odds is what chiefly finds him out to sire a hero not in his sons vision of a father (in that subjective viewpoint) but in a more universal definition Heroism through moral judgment. In classic Greek drama, Platos idea of morality is presented as rational action. Morality isnt a throw overboard will that governs humanitys actions, but rather it is universal reason (life as a whole) that dictates action, so in is found Atticus heroism.In his moral judgment in defending Tom Robinson and yet going against a lynch mob in his pursuit of that justice create in Lees story a dynamic force of this moral reality. In Atticus is awakened the backbone of racial heroism, as Crespino states In the twentieth century, To Kill a Mockingbird is probably the most widely read book dealing with race in America, and its protagonist, Atticus Finch, the m ost enduring fictional symbol of racial heroism. (Crespino 9).It is perhaps this one pursuit that most clearly defines the type of heroism found in Atticus Finchs character, that of a seeker and of a tragic hero. It is in his morality that such a definition can most succinctly be expounded. Human nature is a nature of reason, not strictly adherent to passion or feelings, but rather to a high calling it is this higher calling in which readers find Atticus heroism, his morality despite an adverse reality. Morality then, becomes the crux of finding heroism in Harper Lees novel.Morality is reason. This is not to say that Plato and other classic Greek writers were ascetic rather they placed passion, and feelings in their plays but the ethics of humanity being trussed into the good of a person. Being virtuous, or good leads a character to happiness or pink slip at the end of a story, but it is this lack of release that allows Atticus specific type of heroism to exist. He goes into t he court case fighting for Toms innocence with full knowledge of what his opposition is in that town.The word for this given by Plato is eudemonism, which means blissful and it is the lack of this eudemonism that makes Atticus such a striking and memorable literary character. Atticus was a man filled with faith in human nature an optimist/realist of some sorts. Platos philosophy of human nature doing evil was that a person only does evil in ignorance, for he believed everyone, just as himself wants only what is good, which is Atticus attitude in the novel and the quality that makes him a great lawyer is not a hero.In modern literature, the lesson is not or so escapism but coming to terms with life and making a fundamental choice, a moral choice. Choices can be broken down into good and evil in modern literature in defining a hero, or to be more exact they can be dichotomized into expansive and a state of succumbing to ones own humanity. The tragic hero may witness evil deeds and b e in a constant state of exposure to them, but in the end of a novel, virtue is heeded.The source of a character doing evil or good is brought about by unlimited impulse. Something that goes unmitigated becomes possessive of that person and they in turn want, and want, without satiation which is what Mayellas character exhibits. This is when the appetitive part of the soul (the part of the soul that wants sex, food, etc. ) overtakes the rational (part seeking truth, and reason) of the soul resulting in moral weakness or akrasia it is a weakness that does not belong to the character traits of Atticus Finch.By broad Atticus such moral aberrant characters as Mayella and her father, Lee is making Atticus heroism that much more pronounced. It is not then self-interest that leads a person to happiness, and there is a definite proportion between the allowance of each part of the soul guided by reason, and asceticism. Atticus was a not a Sophist. Without the guidance of moral reason the n a state of chaos would ensue entailing an everyman for himself type of attitude which is what the mob in the story renders.Thus, happiness in the novel can only be achieved when that hedonistic attitude is vanquished which occurs when Bob Ewell falls on his own knife. This scene helps in making Atticus less of a tragic hero and more of an altruistic hero. Morality must be shown as adhering to individual interests. Plato did not agree with the type of hedonism exhibited by the Sophists, who thought human nature was an wing of the animal world. Instead, Plato states that the nature of man is reason and in this reason exists an organized society constructed by reason.This expresses Atticus own viewpoint in the story. In understanding this viewpoint and accepting that Atticus strived for reason, that essence of a lawyer to demand justice when there is no shadow of a doubt for a mans innocence, the reader can better understand the impetus behind Atticus moral actions. comfort for the rational man in modern literature then comes into fruition by governing their more coarse, animal, desires, which are irrational it is with Atticus that such states of humanity are more succinctly defined.This morality is broaden into the realm of society because of human interaction. Therefore, if a man is to be the pinnacle of reason, and morality, and happiness, then the society that he lives and associates must then also exhibit such a moral temperance. This is the faith by which Atticus bases his lawyers argument. If then a society is blinded by hedonism, or pure desire of self, a man in that society has no hope for personal happiness because of lack of morality, reason, and thus fully succumbing to akrasia as can be seen in Atticus and especially Toms lives.The notion of good and evil twined together is the elixir of the modern novel writers breed fears from dreams, the hidden wants of subconscious become known through their characters actions. Writing and reading novels i s a revelation into that unsaid face of the mind the mute archetype finally is given voice, and in a way bears witness by both being involved in the action and telling of the story. It is no wonder that lawyers today base their own judgment on that of Atticus (a fictional character) moral judgment and decision making.In the arena of heroism, when a character becomes the basis of real life peoples morality, then the status of a hero is cemented. Modern literature is the truth of life and self reflected through plays and characters. Realism is the liquor by which Harper Lee is exemplified. In realism, the writer is stating that circumstances are the focal point of human contingencies. This is especially true for Lees Atticus Finch. In this downtrodden representation of everyman the audience is presented with life at its entire naked state, a hero whose battle is lost.That is the promise of modern literature veracity, despite the overwhelming drop-off of life and its deception toward everyman. Writers are honest in their writing, and in modern literature realism and not heroic standards of Greek drama but the Achilles heel is what is depicted. Whether or not the novel ends on a happy or sad note, the point is choice despite Atticus being a tragic hero his strength remains in sticking to that choice. Modern literature gives the audience no illusions about harsh reality, but it also gives the difference between fate and circumstance and makes a hero.

Philosophy of Education

My philosophy of education is based on the ideas that I take about education that are material body my life-sustaining goals as an educator at this moment. As a t for each(prenominal) oneer I believe that it is crucial to be aware of the individual contains, strengths and abilities of each of my students. With this awareness, I impart be able to challenge each student in what Vygotsky calls their zone of proximal development. At the same time, I go away use this education to service of process build the self-esteem of each chela, by creating endures in which he or she will be successful while growing as a learner.Further, I believe that as a instructor I should focus on the consentaneous boor and not just pedagogy a incident subject matter. As a resultant I do believe that I should divorce their pedantic lives from their personal lives. Therefore I will utilize methods and strategies that caters to the childs interpersonal, social and emotional needs. As a teacher at the main(a) level I recognize that I should achieve to help my students make interdisciplinary connections.Not still should the various subject areas be connected, however also what the child learns in school must have some relevance or importance in the childs experience of the world. One of my primary goals as a teacher is making sure that students are questioning the phenomena in their worlds, and learning to analyze and think critically about their worlds. This goal holds important for any discipline area, be it acquirement, math, social studies or language. I will strive to create a safe classroom environment which is conducive to learning, where students may take risks and be supported by their peers and teacher.I will also strive to At the same time, it is my responsibility to escort that my lessons are not limited to the childs direct experience but is striving to give each child a broader global view. In addition I gather multiculturalism, as a process that consu mes the classroom and should be embraced by the teacher. Rather than simply being an analog item in the classroom, multiculturalism should consist of critical and analytical thinking and building multiple perspectives on the worlds.Finally, children need to be active and intricate in the classroom, instead of being passive receptacles of knowledge. They should be constructing knowledge and involved in activities that engage all of their senses and modalities. Therefore, in my designning I try to ensure that that lessons are adapt at allowing students to take responsibility for their learning. Aha blink of an eye Throughout the early stages of my teaching practicum experience, all of my assessors kept on singing the same tune image more activities for your students get them involved.Though my lessons were well planned, they lacked student centred activities and as a result I state that my students chaffermed really quiet, docile and lacked interest in what I was assay to te ach them. Upon reflection of my lessons I cognise that I could do much more to make the teaching learning experience more meaningful and fun for the students. I then decided to take a different approach towards my lesson cookery. Instead of planning lessons that were teacher centred, I began to make the focus of my lessons be the students as it rightfully should.From the moment that I began to plan lessons that were more student centred, I noticed a drastic change in my students behaviour, demeanour and their oecumenical response as the lesson progressed. My first aha moment came during a cognizance lesson on the five senses. Throughout that lesson, from chicken feed to finish the students were actively engaged in building their own knowledge (add something about schemas here) The students were excited, energetic, they came alive and were very eager to learn more about the topic.After the lesson was consummate the students precious to know when the next science class was goin g to be and what they would be doing. It was then that I realized that I had the students where I wanted them to be captivated and engrossed in what was happening in and around the classroom. It was as if all of their senses had been wake up to the teaching-learning experience. Through my aha moments I was reminded of the old adage which says we remember 10% of what we hear, 15% of what we see, 20% of what we both see and hear, 40% of what we discuss with others, 80% of what we experience directly and 90% of what we attempt to teach others.Philosophy of cultivationMy philosophy of education is based on the ideas that I have about education that are framing my critical goals as an educator at this moment. As a teacher I believe that it is important to be aware of the individual needs, strengths and abilities of each of my students. With this awareness, I will be able to challenge each student in what Vygotsky calls their zone of proximal development. At the same time, I will use t his information to help build the self-esteem of each child, by creating experiences in which he or she will be successful while growing as a learner.Further, I believe that as a teacher I should focus on the whole child and not just teaching a particular subject matter. As a result I do believe that I should divorce their academic lives from their personal lives. Therefore I will utilize methods and strategies that caters to the childs interpersonal, social and emotional needs. As a teacher at the elementary level I recognize that I should strive to help my students make interdisciplinary connections.Not only should the various subject areas be connected, but also what the child learns in school must have some relevance or importance in the childs experience of the world. One of my primary goals as a teacher is making sure that students are questioning the phenomena in their worlds, and learning to analyze and think critically about their worlds. This goal holds important for any d iscipline area, be it science, math, social studies or language. I will strive to create a safe classroom environment which is conducive to learning, where students may take risks and be supported by their peers and teacher.I will also strive to At the same time, it is my responsibility to ensure that my lessons are not limited to the childs direct experience but is striving to give each child a broader global view. In addition I see multiculturalism, as a process that consumes the classroom and should be embraced by the teacher. Rather than simply being an additive item in the classroom, multiculturalism should consist of critical and analytical thinking and building multiple perspectives on the worlds.Finally, children need to be active and involved in the classroom, instead of being passive receptacles of knowledge. They should be constructing knowledge and involved in activities that engage all of their senses and modalities. Therefore, in my planning I try to ensure that that l essons are geared at allowing students to take responsibility for their learning. Aha Moment Throughout the early stages of my teaching practicum experience, all of my assessors kept on singing the same tune plan more activities for your students get them involved.Though my lessons were well planned, they lacked student centred activities and as a result I noted that my students seemed very quiet, docile and lacked interest in what I was trying to teach them. Upon reflection of my lessons I realized that I could do much more to make the teaching learning experience more meaningful and fun for the students. I then decided to take a different approach towards my lesson planning. Instead of planning lessons that were teacher centred, I began to make the focus of my lessons be the students as it rightfully should.From the moment that I began to plan lessons that were more student centred, I noticed a drastic change in my students behaviour, demeanour and their general response as the le sson progressed. My first aha moment came during a science lesson on the five senses. Throughout that lesson, from start to finish the students were actively engaged in building their own knowledge (add something about schemas here) The students were excited, energetic, they came alive and were very eager to learn more about the topic.After the lesson was finished the students wanted to know when the next science class was going to be and what they would be doing. It was then that I realized that I had the students where I wanted them to be captivated and engrossed in what was happening in and around the classroom. It was as if all of their senses had been awakened to the teaching-learning experience. Through my aha moments I was reminded of the old adage which says we remember 10% of what we hear, 15% of what we see, 20% of what we both see and hear, 40% of what we discuss with others, 80% of what we experience directly and 90% of what we attempt to teach others.