Survey Results and Scores Research Proposal Example | Topics and Well Written Essays - 1500 words

Survey Results and Scores - Research Proposal Example According to Coffman (2000), organizations need to have clear definitions of the work expectations from the employees. The author argues that while the explicit tasks are clearly spelled out, the implicit tasks must also be defined clearly. If these functions and tasks are not defined clearly, then it leads to a de-motivating gap between expectancy and performance. So while the employee feels that the work done has been as required, the manager or supervisor may have expected something more and this leads to statements such as 'I expected you to this also and not wait for my request". This is a somewhat favorable response to have gotten. The next question got a rating of 3.7 and the result can be interpreted on the lower level of Agree. Daly (1985) has emphasized the importance of having the right materials, at the right time and with the right people. The researcher had conducted extensive reviews about the productivity norms between German and British manufacturing firms and the conclusion was that the German industries were far ahead in productivity than the British forms. The main reason was that the proper tools and materials were provided to the workers on time and this lead to optimum use of the workforce. The same logic can be used for RBN and the rather lower score suggests that improvement needs to be done with regards to the availability of software tools and testing systems. The third question received a low score of 2.9 and the score is interpreted as Somewhat Agree. Singh (1994) has argued that fresh recruits, typically who are fresh out of college or who have put in a couple of years of service come with preconceived notions of a high profile challenging work and they come with a mission to change the world. When such recruits are faced with a rather sedate and regular works that may not involve very high level of work, the recruits face a type of disillusionment, which gradually builds into resentment. They feel that they are capable of doing a much higher level of work. After some interval of time of the new joiners do not see any change in their work content, they tend to look for other openings. While organizations cannot change their work processes to suit the likes of their employees, they need to bring in measures such as job rotation that will offer some kind of a change in the lives of the employees. The fourth question got a pretty low score, and that is not to be taken as a good sign for the company. It has been given a low score of 2.9 and the score is interpreted as Somewhat Agree. The low score shows that there is discontent over what the employees feel about rewards and recognition. Bishop (1987) has given details about a survey in which 150 HR employees ranging from executives to hourly employees from some of the nation's 1,000 largest companies were surveyed to understand how the employees rate the work satisfaction. In the survey, 47 percent said that recognition and praise were very important for job satisfaction. Next came promotions that ranked 26 percent and then came perks at 7 percent. The author concludes that employees are most worried about recognition from the managers and praise for a job well done. There is some dispute about the concept of a job well done and employees may raise complaints about the partisan attitude of managers when it comes to recognizing

Search on Mechatronic Essay Example | Topics and Well Written Essays - 3000 words

Search on Mechatronic - Essay Example Mechatronics may also be referred to as "electromechanical systems" or less often as "control and automation engineering" (Wikipedia, 2007). Mechatronics meant a mechanism that is electrified until the early 1980s. Where as in the mid-1980s, mechatronics came to mean engineering that is the boundary between mechanics and electronics. In this 21st century, the term mechatronics encompasses a large array of technologies. However, each technology still has the basic element of the merging of mechanics and electronics but now it also may involve software and information technology (IEEE/ASME, 1998). For instance, many early robots resulted from mechatronics development. As robot systems became smarter, software development, in addition to the mechanical and electrical systems, became the main focus of mechatronics. To give some of the common examples where mechatronics systems are used include: the design of robots, washing machines, cameras, microwave, motor vehicles, DVD, etc. and other machines where an integrated engineering design is being adopted. Integration involves subjects such as mechanical, electrical, electronics and control engineering. In other words, mechatronics combines together areas of technology that involve sensors and measurement systems, drive and actuation systems, analysis of the behaviour of systems, control systems and microprocessor systems. In general a mechatronic system consists of the following basic items. The product or production process involves a mechanical structure containing actuators (generally it may be a motor to make things move), a microprocessor to control the overall operation of the system, sensors to allow the microprocessor to monitor the state of the system and electronics to connect the other parts together (fig 1). Mechatronics in the 1970s, was concerned by and large with servo technology used in

Theatre review Essay Example for Free

Theatre review Essay The lighting for most of the play was moderately bright with foot lights lighting the stage, and several overhead lights as well. The exception was Petruchios house, which was quite dim to show how different it was from what Kate was used to, and showing how miserable she was. Most scenes were broadly lit instead of using spotlights to highlight individual characters, which I was quite surprised about, One exception was outside the tavern where the men were celebrating Biancas engagement, when a spotlight was used to show the merchant pretending to be Lucentios father looking out from a window. Lighting was s also used for several special effects. One example was the storm outside Petruchios house, which was very effective, and also an amazing contrast compared to the scene with Bianca in the garden, which had a completely different mood that was well conveyed by the lighting used in both scenes. Sound effects were also used to convey the emotions in each scene, though not used abundantly, but were key to the scene, for example, wedding bells for the church scene and thunder and lightening, which was very atmospheric. There was music from the orchestra before the play started, which set the mood, and also put the play in context because it was sort of old fashioned instrumentalist music, which showed that the play was going to be the traditional version instead of a more contemporary updated version. There was also background music sometimes, but nothing too obvious, and only a few bars at a time, with no real impact on the scene except to add to the surroundings, rather than narrate them, so they didnt have any particular tone, i. e. hopeful or sad. The lack of songs seemed strange to me because Ive only previously been used to seeing musicals performed but the cast conveyed the emotions adequately anyway. The costumes in the play were also of a very high quality, even though each character only had one outfit. Nevertheless they showed a lot about the personalities of each role. For example, Bianca wore a pretty yellow dress to show how girly she was, and that she cared about her appearance while Kat wore a rough looking one. Gremios clothes were probably the most affluent, with robes that were trimmed of fur and a lot of gold jewellery, which supported the fact that he was the richest of Biancas suitors, Gremio retired to his moneybags Things like this showed aspects of their personalities. I could tell that clothes were important in those times because they showed who a person was. A case that shows this is when Lucentio swaps clothes with his servant. , so that anyone who saw them would know instantly which one was the master. Ive seen things like this in other performances, for example Les Miserables and often other pre 1900 plays.

Critical Reflection on Professional Practice | Education

Critical Reflection on Professional Practice | Education In this essay I will critically review the literature on the role of the modern educator. To this end I will consider the history of teaching and the impact of modern educational theory before defining â€Å"reflective teaching†. I will then go on to consider the ramifications of critical reflectivity at different granularities. The concept of a â€Å"teacher† in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set out byPlato and Xenophon encourages the learner to become an independentthinker through a process of elimination of working hypotheses.Throughout the European â€Å"dark ages† scholarly pursuits were largely thedomain of the clergy, who developed the school system and theprofessional school educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as â€Å"blank slatesonto which knowledge can be written† . Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatically. The concept of a â€Å"teacher† in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set out byPlato and Xenophon encourages the learner to become an independentthinker through a process of elimination of working hypotheses.Throughout the European â€Å"dark ages† scholarly pursuits were largely thedomain of the clergy, who developed the school system and theprofessional school educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as â€Å"blank slatesonto which knowledge can be written† . Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatically. Educational theory in the 20thCentury was influenced by, amongst others, Piaget, Vygotsky and Dewey.It will be worth briefly reviewing their ideas. Jean Piaget developed the notion of constructivism in which learnersare considered to construct their own â€Å"theories† of the world.  Constructivism acknowledges the need to build upon and modify existingknowledge rather than simply to fill learners heads with knowledge. Lev Vygotsky emphasised the importance of scaffolding for childrenscognitive development in which the sociocultural environment isinternalised as knowledge is constructed.   As such learning was nolonger situated exclusively in the head but became an interactionbetween the child, peers and educators. John Dewey endorsed Vygotskys sociocultural approach and highlightedthe subjective nature of communal learning.   He is credited withpopularising socioconstructivist ideas into what became known asprogressive education. Another important influence came from cultural theory in the form ofwhat is known as postmodernism. Postmodernism is not a theory butrather a rejection of the â€Å"certain†. Instead, â€Å"meaning is always inprocess†,   and that which seems to be external reality is a culturalconstruct. Postmodernism demands a shift in perspective. Derrida   wrote: â€Å"The center is at the center of the totality, and yet, since the centerdoes not belong to the totality (is not part of the totality), thetotality has its center elsewhere. The center is not the center.† Perhaps the most important contribution of postmodernism to education,then, is the identification and questioning of underlying assumptionsand a blurring of focus from naà ¯ve clarity to reflective holism. As thinking human beings it isnear-on impossible to not be reflective in an everyday sense of theword. However the term â€Å"reflective teaching† refers to something moreprofound something systematically undertaken by practitioners thatâ€Å"implies flexibility, rigorous analysis and social awareness.†Ã‚   I willnow consider how a teacher might be critically reflective at threegranularities: (i) the fine-grain which occurs whilst teaching; (ii)the medium-grain which occurs retrospectively; (iii) the large-grainwhich considers teaching in the context of wider society. Fine-grain reflection relates to whatSchà ¶n calls â€Å"reflection-in-action† . I interpret reflection-in-actionto be a sociocultural process that is not located solely in theteachers head. Indeed it is a process of which the (experienced)teacher is not consciously aware. Rather, it relates to concepts suchas routines, attention and making judgments. It is a subtle teachingskill that is often at odds with the fashionable notion ofâ€Å"well-planned lessons†. The long-term refinement of fine-grain reflection over time is perhapswhat distinguishes the â€Å"expert† from the â€Å"novice† practitioner.Luntley   investigated the nature of expertise which he defines asâ€Å"attention-based knowledge†. He reports on an experienced teacher in amathematics lesson who drew shapes on the board and asked the classwhich ones were similar. She received answers that made no sense (toher) and reflected afterwards: â€Å"I was beginning to think: Oh God! There is something I am missinghere. [Laughter] Something that is obvious to them but not obvious tome.† The teacher then took action to resolve the issue because she: â€Å"recognised a mismatch between the pupils focus of attention and herown, and was able to interrogate this in order to respond in a waywhich changed the direction of the lesson, but enabled her to re-focusthe pupils ideas.† It is difficult to imagine how a trainee teacher might instantlyimprove their â€Å"expertise† and reflect instinctively at the chalk facelike this. Sheer experience seems necessary but it may be that thisexperience can be enhanced through systematic medium-grain reflection. Medium-grain reflection has profoundimplications. Postmodernism suggests the need to be mercilesslyself-critical.   A consequence of this is the lack of a yard-stickagainst which to measure progress. For example, one cannot simplyreflect on how to improve test scores without reflecting that anenvironment engineered for passing tests may actually damage childrenslearning by other standards.   Similarly, one cannot simply reflect onhow to reduce classroom noise levels as a way to â€Å"improve† behaviour.Rather we must identify and reflect on the complex power relations atplay in the classroom. Given these shifting-sands and the opaque nature of presuppositions, itis clear that reflective teaching at the medium grain size is no simpletask. There is no formula or recipe to follow rather it is therejection of such. Practitioners retrospective reflection is in factan attitude that encompasses many areas. Here I will attempt to listjust a few of them. The teacher must consider his or her own â€Å"wholeness†Ã‚   in thesociocultural context of the classroom. Age, gender, ethnicity,class-background, culture, religion, political views are relevant.Similar holistic consideration must be given to the pupils. Furthermorethe classroom itself is a complex sociocultural environment demanding aholistic reflection. The teacher must also consider the nature of the curriculum : how it isto be implemented and what is meant by learning and how we assess it.Policies and models and recipes and formulas abound, both voluntary andcompulsory (such as the 1988 Education Reform act which introduced aNational Curriculum). Reflective practice can be valuable in helpingteachers remain cool-headed amidst passing frenzies such as the currentunsubstantiated craze for â€Å"Accelerated Learning†. However it is no good the teacher merely being aware of thesociocultural nature of the environment, or the possible flaws in thecurriculum, as though this might vaccinate her from problems. Theentire purpose of reflective teaching is to inform practice throughâ€Å"evidence-informed professional practice†Ã‚   such as reflective markingof pupils work, discussion with colleagues, classroom observations,journal keeping and so on. Another aspect is how critical reflective practice might inform ateachers professional development, such as the acquisition offine-grained â€Å"knowledge-based attention† mentioned above. Professionaldevelopment should be considered holistically in a wider socioculturalcontext as a â€Å"process of enlightenment† that is â€Å"a reflective andcommunal process†.   The next step up after school and career focused critical reflection isteachers reflecting on their role in wider society which I discuss inthe following section.   Large-grain reflection refers tocritically considering ones role as a teacher within wider society. Itcan involve quite pragmatic issues such as joining a union, decidinghow to vote and keeping an eye on political developments such as thecurrent â€Å"dominant managerialist ideology†Ã‚   in the work place. It can also involve philosophical and ideological considerations aboutthe future of education. During the ‘cultural revolution of 1960sAmerica many teachers (e.g. Herbert Kohl ) came to reject the ideal ofschool altogether, imagining a future utopia in which society educatesits young without institutionalisation. Other educationalists havevisions of how the nature of learning might be revolutionised in anincreasingly complex and technological society (e.g. Seymour Papert ). Considering that the teaching profession does not offer the greatestfinancial returns, working conditions or status the higher ideals areessential to me personally. Teaching must be seen as a holisticlifestyle an attempt to â€Å"save the world† even to be enjoyable. For me reflective teaching contains an inherent paradox -yet this is its strength. It is a ‘formula for thinking that teachesus to reject formulae for thinking. It is an ongoing questioning andanalysis at all granularities in which our attitude should be aholistic, dynamic process rather than a static set of commandments.Although critical reflection should be painful to a degree, the returns are enriching and invaluable. Research Proposal: Child Attachment with Care Providers Research Proposal: Child Attachment with Care Providers Rationale The author has chosen to focus on the area of nursery care for children aged six months to five years, chiefly because it is an area of personal and professional interest, and because despite a wealth of research on parenting attachment, child development, behavioural development and the like, the field of study is still lacking in good, applied research which explores how children become acclimatised to a nursery environment, and what factors may affect this process. Because of social and societal changes â€Å"many infants tart their out-of-home lives at an early age with non-familial caregivers in childcare settings† (Lee, 2006 p 133). This care setting has potentially long-term implications for the child, the family, and for society as a whole. â€Å"The infant-caregiver relationship is crucial for infants since this first relationship with a caregiver will not only provide a working model for the subsequent relationships with teachers but will also set the stage for adju stment, development, and learning in the current setting and for later school life† (Lee, 2006 p 134). Attachment theories explore how attachment between child and caregiver affect these issues.The focus on attachment theories is also related to the need for nursery workers to engage in partnership working with parents in order to ensure good supportive exchanges of information from both sides, and to promote the best possible experience for the child (and their peers). The author has observed great differences between different children in the ways that they settle into the nursery environment. Some children adapt quickly to the new situation, the caregivers and the activities, while others take much longer, displaying ongoing signs of separation anxiety and other behaviours which indicate they are not fully acclimatised to the nursery environment and carers. While there are arguments here about whether or not childcare workers and parents should expect certain levels of conformity from such young children, and about the individual needs of children being met in a flexible, responsive manner, there is no doubt that children do need to learn to interact in peer groups and to integrate into environments other than the home environment at some point during their developmental processes. The adaptation to the new environment may be related to parenting styles, attachment, or the characteristics of caregivers. Literature Review A range of variables might affect the child’s ability to settle into the childcare environment. Some of these are potentially derived from the home setting, from attachment to parents and other caregivers, and from the kinds of parenting styles that the child has already experienced and from the family situation (David et al, 2003). Other variables are related to (potentially) biology and the social behaviours which reinforce gender. Turner (1991) explores the complex relationships between attachment and gender and child integration with peers in preschool environments, and shows that there are gender differences in these phenomena. How much this is due to carer and peer preconceptions of appropriate child behaviour is not clear, but Phillipsen et al (1999) show that social acceptance, and carers’ perceptions of behaviour and peer interactions are mediated by preconceptions about expected behaviours. This author is concerned that children’s individuality and indi vidual circumstances are perhaps, on the basis of such studies, not being given enough attention, and that this drive for behavioural conformity is perhaps serving a different purpose to the expressed, child-focused aims of nursery providers. McKown and Weinstein (2002) also relate teacher expectations to gender and to ethnicity in early years environments, and so the kinds of demographic information that would be needed in an exploratory study of this kind would include gender and ethnicity questions. Other authors have researched relationships between children and their childcare providers, and shown that the relationship between these may vary according to the perceptions of different childcare workers (Howes et al, 2000), and according to the sensitivity and characteristics of the childcare workers (Gerber et al, 2007). This study would focus on the kinds of perceptions of attachment identified by Howes et al (2000). A more useful study would employ an objective observer to measure and record attachment behaviours (Delamont, 2002), but this is a small scale academic piece, and there are insufficient resources to employ an objective, skilled observer. Other variables affecting the child’s ability to settle must obviously derive from the nursery environment. These may be characteristics of caregivers and caregiver-child relationships, which may be in turn influenced by nursery policies, by organisational culture and norms and managerial practices, and also by the personalities of the caregivers (Cryer et al, 2005). Resources may also affect this environment. Lee (2006) found that â€Å"infants and their key caregivers did build firm (close, secure, synchronous) relationships in the relationship-valued and supportive childcare context† (p 140). This suggests that the context may affect this process in significant ways. However, it is the characteristics of the child his or herself, and their parents or their attachment to their parents which may be the issue here, hence the focus on attachment theory. Rydell et al (2005) suggest that â€Å"a central prediction from attachment theory is that the quality of the child’s attachment to parents will be related to the quality of relationships with other people† (p 188). Therefore, it is important as part of the proposed study to assess the parenting experience and any markers of attachment from the point of view of the parent(s). This may be important in identifying children’s ability to develop secure relationships with other carers (Rydell et al, 2005). Bowlby (2007) argues that babies and toddlers will have their attachment seeking response activated in the absence of a primary or a secondary attachment figure when they are in the presence of a stranger and in unfamiliar surroundings, which is what may happen in nurseries when children do not ‘settle’. This attachment seeking response may be terminated if the child is able to develop an attachment to a secondary carer (Bowlby, 2007). Bowlby (2007) suggests a model of childcare that actively promotes and monitors long-term secondary attachment bonds between baby and carer. This kind of model is shown in the theory of having a key person identified for each child within the setting, which has benefits for the baby/child, in terms of affection and attachment, for parents, and for the key person (Elfer, 2002). Understanding this in the context of the child-caregiver relationship is challenging, because this relationship is multidimensional (Lee, 2006). Aims The aims of this study are: to answer the following question: Why do some children settle in nursery in a short space of time and some take longer, using the same settling in method?; and to model the complex interactions between the factors which may be seen as affecting this process. Theories of attachment will be used as a framework to inform and support the design of the study, but a range of potential variables will be explored in order to fully develop a model of understanding which may answer the key research question. Other aims of this study are that it should improve understanding in order to help childcare workers and parents support children’s transition into the childcare environment Methodology While an ethnographical methodology would be a logical choice of research methodology in this case (Massey, 1998), there are some issues around this kind of approach, including the potential bias of the researcher and the issues cited elsewhere about observation and participant observation. Perspectives other than that of the researcher need to be addressed, and data from parents and from the childcare setting needs to be incorporated. A Grounded Theory approach will be used, chiefly because of the way that this methodology supports the inclusion of a range of qualitative data sources along with quantitative data in the form of descriptive statistics and demographic characteristics (Borgatti, 2005; Glaser and Strauss, 1967). Grounded Theory sets out to develop models of knowledge and explication which are ‘grounded’ in the data under investigation, the nature of which always include ‘rich’ qualitative data (Charmaz, 1994). The complexity of Grounded Theory m odels lies in their derivation from the data themselves, and so would serve well this attempt to address a complex phenomenon likely to be affected by a range of variables. Grounded Theory allows the researcher to make full use of the data (Bell and Opie, 2002; D’Onofrio, 2001). Data analysis is via a process of constant comparison of the data with each other, through stages of analysis towards an end model (Charmaz, 1994; Glaser and Strauss, 1967). The kinds of complexities, the human nature of the interactions within the childcare environment, and the many variables that would likely affect the child’s interactions within that environment, do not lend themselves to a quantitative methodology, particularly one carried out on so small a scale. Nor would it be ethical to carry out quantitative research on vulnerable children when there is no hope of gaining a statistically significant sample size for a good quality quantitative study. Therefore, a qualitative study, which supports and exploratory approach, has been deemed more suitable. Methods which collect talk and conversation would be suitable for this kind of research (Adelman, 1981), but due to the vulnerability of the children involved, the data collection methods must be chosen with care. Similarly, the data collection methods and sources have been selected to include all relevant information which might indicate factors which impinge upon the infant or child’s ability to settle into the nursery environment. Because of the issues of perception discussed above, participant observation was ruled out as a data collection approach (Arnould, 1998). The data collection methods were chosen to minimse the impact on children, parents and childcare workers. These will include exploratory questionnaires given to parents and semi-structured interviews with nursery caregivers, documentary data in the form of the children’s nursery records, nursery policies, mission statements and staff training and orientation documents, and interviews with staff. All these kinds of data sources are suitable to a Grounded Theory Approach (Glaser and Strauss, 1967). It is important to take into account the complexities and details of the context, both physical and behavioural, within which the child behaviours are taking place, because this may indicate factors within the nursery itself which affect the child’s orientation into that environment. The data collection tools, which consist of a parental questionnaire and a pro-forma for the semi-structured interviews with childcare providers, will be informed by the use of established measures, including the Q-Set measure (Moss et al, 2006). Other studies have applied such measures to a similar situation in relation to attachment theory (Moss et al, 2006). Interviews will be audio-taped, anonymised at point of recording, and then transcribed as text documents. All data, from questionnaires, interviews and documentary sources will be transferred into an electronic qualitative data analysis programme such as NVivo, for ease of management and improved analysis (Drisko, 2004). NVivo allows for the development of models from qualitative data, but also supports the integration of quantitative and demographic data to develop correlations between these data and qualitative concepts and findings (Drisko, 2004). Because Grounded Theory tends to treat the literature review as a concurrent process (Glaser and Strauss, 1967), and literature sources as a form of data in themselves (D’Onofrio, 2001), the use of NVivo also supports and aids this process in terms of the management of large amounts of textual data (Drisko, 2004). Ethical Considerations It is important that the quality of the research is such that it is justifiable to carry it out within this setting (see methodology section above). Ethical considerations include the ethics of carrying out research on small children who are unable to give consent, and the affects the research might have on their caregivers. Research that distracts the childcare workers or affects their ability to take care of children would not be ethical. Participant observation was deemed as unsuitable (Arnould, 1998).Having a ‘strange’ adult (the researcher) in the environment might also disturb the ‘status quo’. Therefore, an observational method was not chosen, and parents given full information sheets and consent forms for participation in the study. Only those parents who consent will be included, and data will only be gathered pertaining to their children. Ethical approval will be sought from the researcher’s place of study (via normal ethics committee approv al). Permission will be gained from the child care organisation’s manager, and staff will be recruited via information sheets and consent forms in the same way that parents were. Staff interviews will be carried out at a location convenient to the place of work, and at agreed times which do not interfere with their normal workload. All interviews and demographic data including even the location and name of the childcare setting will be anonymised. Timescale Because of the data collection methods chosen, the timescale is adjusted to take into account the difficulties in gaining good response rates from questionnaires and in fitting in the interviews with the childcare providers in a way that does not place them under undue stress or affecting their working lives. A three month timescale (from the point of ethical approval) is projected for the data collection phase of this project, which will allow for an initial recruitment of the sample, distribution of questionnaires, a second round of questionnaires to improve response rates, and concurrent interviews with childcare providers and collection of documentary evidence from the childcare setting. The concurrent literature review must also take place within this timescale, and so literature searching, identification and collection will occur during the data collection phase, and critical literature review and analysis will commence during this phase and continue through the data analysis p hase of the research. This second phase, data analysis, should take a further three months, from initial analysis to completion of a model. Writing up should take a further two weeks. Conclusion It is anticipated that this study will illuminate the still murky waters of attachment with childcare providers, the potential benefits of the â€Å"key person† in relation to attachment and to promoting the adjustment of the child to the childcare setting. It should also shed light on demographic and other characteristics which may affect this process, thereby, at the very least, identifying key areas for further, more in-depth or targeted research. Because this is an exploratory study, the potential richness of the data should allow for some insight and discovery about issues affecting attachment and adjustment. Attachment theories would need to be explored in much greater detail than this brief proposal allows, and the quality of the existing research on these theories applied to this setting appraised. The resultant model should incorporate the evidence from the literature with the evidence from the study data into a model which may inform future approaches to caring for c hildren within this setting. Bibliography Adelman, C. (1981) Uttering Muttering : collecting, using and reporting talk for social and educational research. London:Grant McIntyre Arnould, E.J. (1998) Ethical Concerns in Participant Observation/Ethnography. Advances in Consumer Research 25 72 Asher, S.R., Pankhurts, J.T., Hymel, S. and Williams, G. (1990) Peer rejection and loneliness in childhood. In Asher, S.R. and Cole, J.D. (eds) Peer rejection in childhood. Cambridge studies in social and emotional development (253-273) New York: Cambridge University Press. Bell, J. and Opie, C. (2002) Learning from Research : getting more from your data Buckingham: Open University Press. Birch, S.H. and Ladd, G.W. (1997) The teacher-child relationship and children’s early school adjustment. Journal of School Psychology 35 61-79. Birch, S.H. and Ladd, G.W. (1997) Children’s interpersonal behaviours and the teacher-child relationship. Developmental Psychology 34 934-946. Borgatti, S. (2005) Introduction to Grounded Theory www.analytictech.com accessed 12-07-08. Charmaz, K. (1994)The grounded theory method: An explication and interpretation. In Glaser,, B. (ed) More grounded theory methodology: A reader p 95-115 Mill Valley, CA: Sociology Press. Coady, M. (2001) Ethics in early childhood research in: MacNaughton, G., Rolfe, S. and Siraj-Blaqtchford, S. (2001) Doing Early childhood Research: international perspectives on theory and practice Oxford: Oxford University Press. Cryer, D., Wagner-Moore, L., Burchinal, M. et al (2005) Effects of transitions to new child care classes on infant/toddler distress and behaviour. Early Childhood Research Quarterly 20 37-56. David, T., Goouch, K., Powell, S. and Abbott, L. (2003) Birth to Three Matters: a Review of the Literature Nottingham: Queen’s Printer. Delamont, S. (2002) Fieldwork in educational settings London: Falmer Press DeMulder, E.K., Denham, S., Schmidt, M. and Mitchell, J. (2000) Q-sort assessment of attachment security during the preschool years: links from home to school. Developmental Psychology D’Onofrio, A. (2001) â€Å"Grounded Theory† Qualitative Research Methods in Education Spring/Summer http://muse.widener.edu accessed 10-7-08. Drisko, J.W. (2004) Qualitative Data Analysis Software: A User’s Appraisal.† In Padgett, D. (ed) The Qualitative Research Experience p 193-209. Belmont, CA: Wadsworth. Gerber, E.B., Whitebook, M. and Wienstein, R.S. (2007) At the heart of childcare: predictors of teacher sensitivity in center-based child care. Early Childhood Research Quarterly22 327-346. Glaser, B.G. Strauss, A.L. (1967) The discovery of grounded theory: strategies for qualitative research. Chicago: Aldine Goossens, F.A., and van Ijzendom, M.H. (1990) Quality of infants’ attachments to prorfessional caregivers: relation to infant-parent attachment and day-care characteristics. Child Development 61 832-857. Howes, C, Phillipsen, L.C. and Peisner-Feinberg, E. (2000) The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology 38 113-132. Howes, C. (1999) Attachment relationships in the context of multiple caregivers. In Cassidy, J. and Shaver, P.R. (eds) Attachment Theory: research and clinical applications9671-687). New York: Guilford Press. Lee, S.Y. (2006) A journey to a close, secure and synchronous relationship: infant-caregiver relationship development in a childcare context. Journal of Early Childhood Research. 4 (2) 133-151. Massey, A. (1998) â€Å"The way we do things around here: the culture of ethnography.† Ethnography and Education Conference, Oxford University www.voicewisdom.co.uk accessed 13-07-08. McKown, C. and Weinstein, R.S. (2002) Modeling the role of child ethnicity and gender in children’s differential response to teacher expectations. Journal of Applied Social Psychology 32 (1) 159-184. Moss, E., Bureau, J-F., Cyr, C. and Dubious-Comtois, K. (2006) Is maternal Q-Set a valid measure of preschool child attachment behaviour? International Journal of Behavioural Development 30 (6) 488-497. Phillipsen, L.C., Bridges, S.K., McLemore, T.G. and Saponaro, L.A. (1999) Perceptions of social behaviour and peer acceptance in kindergarten. Journal of Research in Childhood Education. 14 68-77. Rydell, A-M., Bohlin, G. and Thorell, L.B. (2005) Representations of attachment to parents and shyness as predictors of children’s relationships with teachers and peer competence in preschool.† Attachment and Human Development 7 (2) 187-204. Turner, P. (1991) Relations between attachment, gender and behaviour with peers in preschool. Child Development 62 1475-1488.

Ralph Bacerra Essay -- Art

Ralph Bacerra attended Chouinard Art Institute in Los Angelas. Although his original intention was to become a graphic designer, his career path changed after taking a class with Vivika Heino (Stewart, 2008). Heino was the lead ceramics teacher at Chouinard and it was under her instruction that Bacerra found his love for ceramics. Heino was very influential in her use of glazes and inspired Bacerra to experiment and branch out in regards to his glazing methods. After a brief tour in the military Bacerra traveled to China and Japan where he was greatly influenced by the style and glazing techniques of the East. Bacerra went back to Chouinard where he taught for eight years and served as chairman of the ceramics department and later served the same position at Otis College of Art and Design (Bacerra, 2004). Bacerra uses very distinctive geometric elements in his ceramic pieces. Bacerra’s pieces incorporate stripes of shifting background hues, twisting lines, with interlocking cubes and cones with cylinders and other geometric volumes (Lloyd, 2010; Clothier, 2012). At first glance Bacerra’s pieces seem to have odds and ends jutting out in peculiar and random ways. However, when one takes a closer look, all of the shapes and lines work together in a simple and elegant way. Many of his pieces have a mixture of both organic and mechanical elements. He uses organic shell-like circles and smooth, almost melted looking lines along with defined geometric squares, triangles, and circles giving his work a distinct abstract look. Bacerra uses a wide range of color in his pieces but sticks mostly with a bluish-green palate with hints of gold. Many of his pieces are comprised of different shades and values of blue and green (sometimes purple ... ...il 7-19). Interview by F Lloyd [Audio Tape Recording]. Oral history interview with ralph bacerra. Archives of American Art, Smithsonian Institution. , Retrieved from http://www.aaa.si.edu/collections/interviews/oral-history-interview-ralph-bacerra-12942 Clothier, P. (2012). Ralph bacerra. American Ceramics, Retrieved from http://www.peterclothier.com/ralph-bacerra.html Hamer, F., & Hamer, J. (2004). The potter's dictionary of materials and techniques. (5 ed.). Philadelphia: University of Pennsylvania Press. Lloyd, F. (2010). Ralph bacerra. Retrieved from http://www.franklloyd.com/dynamic/artist_bio.asp?ArtistID=1 Jenyns, S. (1971). Japanese pottery. London, England: Praeger Publishers. Stewart, J. Y. (2008, June 13). Ceramic artist famed for use of patterns. Los Angeles Times. Retrieved from http://articles.latimes.com/2008/jun/13/local/me-bacerra13

the cathedral :: essays research papers

At a glance Carver’s writing style of the â€Å"Cathedral† seems simple but after further interpretation of the story one realizes that the â€Å"Cathedral† is about the interactions and epiphanies that regular people have that changes their entire life. This idea is perfectly represented at the end of the â€Å"Cathedral†, throughout the story the husband knew nothing about blind people and wondered how can they live their life without being able to see. He continually made references to the effect of how can he be married and not be able to see his wife, if she had makeup purple slacks and so on he would never know. At the end of the story the husband became closer to the blind man through the drawing exercise and when he asked him to close his eyes so the husband was able to â€Å"see† things as the blind man saw them he realized that being blind wasn’t that bad it was just a different type of life style. Because Carver writes about simpl e commonplace situations this makes the story more affective to the average person. Topics such as loss and drug and alcohol use are things that almost everyone can relate to because it affects almost everyone’s life in one facet or another. Because this is the concentration of Carvers story it allows more people enjoy and relate to the stories; this also leaves the story for more personal interpretation. Each person has their own thoughts about drugs, alcohol and loss and because of these feeling the interpretation of the story is left up to the reader. The husband was amazed at the blind mans ability to smoke a cigarette and eat food as well as he was able to. These are all commonplace objects and task that many people would believe that the blind would have trouble with, but this stereotype was quickly done away with once they began to eat and smoke. Carver is defiantly an optimist, he believes in the ability for people to change and be more acceptable of people that are different, and disabled.

George Orwell – Animal Farm

Animal Farm George Orwell Resource Pack for Forms 4 and 5 Based on Longman Literature Guidelines Introduction Animal Farm is a fable, a story in which animals speak and behave like human beings. It is also called an allegory, which is defined as â€Å"a symbolic story that serves as a disguised representation for meanings other than those indicated on the surface†. This means that George Orwell not only wrote a story in its own right (about a group of farm animals which rebels against the farmer), but also wrote a story which meant something much more. He wanted to show his opinion about a political system which he didn’t agree with. The best way to study Animal Farm is to first examine the story, and the animals themselves, regardless of their symbolic and their political significance. This is because, when we read the story, our feelings are aroused by Boxer, Napoleon and Benjamin. They are characters in their own right, not just symbols. This gives Animal Farm its life; its significance would be much weaker if the animals were mere symbols. 1. The Animals By Chapter 3, the characters are already quite well developed. As readers, we can already predict what is going to happen in the following chapters. Imagine that you have been entrusted with the task to find out top secret information about the animals, to warn humans about any potentially dangerous characters. This might be the dossier (character study) below. [pic] The Battle of the Cowshed The Commandments The commandments were often altered according to what the pigs thought was best. Most of the animals never realised although some did perceive that some things were being changed. 2. Propaganda: Turning Black into White It is very obvious that Squealer is the most frequent public speaker (orator) for the pigs. To say he is very diplomatic is an understatement and the other animals say that he could turn black into white. This is one of the tools of Animalism. 3. The Pigs’ Treatment of Boxer Boxer is a character whom we feel sorry for. He is the embodiment of a faithful worker that trusts its leader blindly without question. He worked harder and harder, until it took away all his strength. 4. A School for Pigs It was announced that a schoolroom would be built in the farmhouse garden. For the time being, the young pigs were being taught by Napoleon himself in the farmhouse kitchen. They took their exercise in the garden, and were discouraged from playing with the other young animals. 8. Piggish Activity 7: This is the basic examination all teachers must pass before obtaining their certificate. Help the class put this speech into Piggish. Make sure that you give a piggish explanation of the changes announced in the speech. 9. The Animals’ Motives Orwell keeps the reader’s interest in the story itself by the variety of human characteristics the animals show. For example, Mollie, vain and self-indulgent, was a favourite of Jones’ and had much to lose from the revolution. The cat, sly and cunning, hiding from trouble or work, joins the Wild Animal Re-education Committee to try and catch sparrows. Each of these animals has a clear motive for its actions; most of the other animals that are less selfish have too little intelligence to rebel. ———————– Activity 1: Fill in the following table by browsing through the book to find the characters: | |CHARACTER’S NAME |WHAT IS HE/IT? |1 | | | |2 | | | |3 | | | |4 | | | |5 | | | |6 | | | |7 | | | |8 | | |9 | | | |10 | | | |11 | | | |12 | | | |13 | | | |14 | | | |15 | | | |16 | | | Activity 2: Try similar dossiers on any three of these animals: ? Snowball ? Boxer ? Benjamin ? Squealer ? Clover Activity 3: Make up an eyewitness report of the Battle of the Cowshed, basing your answers on the material in Chapter 4. You are writing from the viewpoint of a supporter of the rebellion. Date:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Time:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Who started it? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ What was the first move? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ How many hu mans were there? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Were they armed? If yes, with what? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Where were you at that moment? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ What were you doing? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Who won? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Who had planned it all? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Where there any injured? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Who was awarded what? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Who, in your opinion played a great part in the rebellion? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Activity 4: List the stages when the commandments were altered. At each point you have to state why the alteration was made. FROM |TO |REASON | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Activity 5: Make notes of Squealer’s power of persuasion. Look for evidence in chapters 3,4,7,8 and 9. Note not only what he says but how he says it. An example is given: Chapter/Page |What Squealer says |How he says it | |Chap 5/ pg. 55 |Do not imagine, comrades, that leadership is a pleasure! On the|Squealer is sent to do the dirty work after Napoleon announced there would be no discussions about future decisions. | | |contrary, it is a deep and heavy responsibility. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ But |He excuses Napoleon because it is a direct cause of the animals’ inability to make good decisions. Squealer is very | | |sometimes you might make the wrong decisions, comrades, and |polite and makes it seem that poor Napoleon is taking an extra load on his back rather than being a dictator. | | |then where should we be? | | | | | | | | | | | | | | | | | | | | | | | | | | | | Resource for study: Main Quotes said about or said by Boxer: 1. When Boxer heard this he fetched the small straw hat which he wore in summer to keep the flies out of his ears, and flung it into the fire with the rest. 2. There were days when the entire work of the farm seemed to rest on his mighty shoulders. 3. On several occasions he did learn E, F, G, H but by the time he knew them he had forgotten A, B, C, D. 4. ‘I will work harder. ’ 5. ‘I have no wish to take life, not even human life,’ repeated Boxer, and his eyes were full of tears. 6. Animal Hero, First Class 7. If Comrade Napoleon says it, it must be right. 8. Nothing could be achieved without Boxer, whose strength seemed equal to that of all the rest of the animals put together. 9. Boxer would even come out at nights and work for an hour or two on his own by the light of the harvest moon. 10. â€Å"But he was wounded,† said Boxer. â€Å"We all saw him running with blood. † 11. â€Å"Ah, that is different! † said Boxer. â€Å"If Comrade Napoleon says it, it must be right. † 12. Napoleon appeared to change countenance, and sharply ordered Boxer to let the dog go. 13. The animals could not face the terrible explosions and the stinging pellets and in spite of the efforts of Napoleon and Boxer to rally them, they were soon driven back. 14. But Boxer would not listen. He had, he said, only one real ambition left — to see the windmill well underway before he reached the age of retirement. 15. ‘To tell you the truth, I have been looking forward to my retirement. ’ 16. But alas! his strength had left him: and in a few moments the sound of the drumming hoofs grew fainter and died away. Those were his very last words, Comrades. 17. From somewhere or other the pigs had acquired the money to buy themselves another case of whisky. Activity 6: Imagine you were the teacher of a class of young pigs. Choose two of these subjects and in each case write an outline of the first lesson you would give. History It is obviously important that the young pigs know the true facts about the revolution, the battle of the cowshed and how the traitor Snowball was defeated. Choose one of topics for your first lesson, making sure that you illustrate fully the part played by your glorious leader, Comrade Napoleon. Biology The superiority of the pig. Prove that Nature has singled out the pig to be the natural leader of animals. Give examples from the past to prove the pigs’ superiority. Stress the responsibilities such superiority places on the pig. Geography Demonstrate how Animal Farm is the largest, best managed, most fertile and most successful farm in the world. Illustrate (you need some comparative figures) how Foxwood and PInchfield are far inferior in every respect. Sociology Choose from one of these 1. The importance of sheep in society. You will need to demonstrate past uses of sheep in the success of Animal Farm. 2. The function of dogs. Show how dogs have helped to ensure that good triumphs over evil in Animal Farm’s history. Show how Comrade Napoleon was the first to realise this. Benjamin’s Attitude: Benjamin is neither selfish nor stupid. What he says when he sees Boxer being carried away to the â€Å"knacker’s† is far too late. He should have said it before. Using material from the whole book, write about one of the following: 1. Show that Benjamin probably understood what the pigs were doing to Animal Farm, and say why you think he took no action. 2. â€Å" If everybody took Benjamin’s attitude, evil would flourish without check. † How much sympathy have you with Benjamin’s attitude? Is he partly to blame for what happens? Snowball’s mistakes: Snowball was the ablest pig on Animal Farm. He has ability, vision and some genuine concern for the animals’ welfare. Imagine you are going to interview Snowball after everything has gone back to normal and the pigs have been overthrown. Write a report on the imaginary interview with him. Does he feel bitter? Does he think he made any mistakes? Has he plans to return to Animal Farm? Would he try and start another revolution somewhere else?