Piagets Quote in Relation to Adult Learning

Introduction This paper analyzes Piaget’s Theory of Learning in the context that the main purpose of learning is to produce persons with the ability to invent and not simply re-create what others have done. The paper also discusses the need for learning objectives and the controversy surrounding the same.Advertising We will write a custom critical writing sample on Piaget’s Quote in Relation to Adult Learning specifically for you for only $16.05 $11/page Learn More Finally, it explores the usefulness of teaching through inquiry and teaching through modeling in the learning environment. Theory on Adult Learning There are various concepts and/or theories which can be used to contextualize Piaget’s argument in relation to adult learning. The ones discussed in this paper include the Holistic Model, the Elemental Model, and Thorndike’s Theory. The Holistic Model advocates for learning that is transformative, meaningful and that has an orientation of helping the community. People are able to see things differently after going through education. They see things in terms of how they affect society. Hence, education enlightens them on how to deal with emerging issues in the society (Knowles, Holton Swanson, 2012). An adult learner is a person who is very ready to go through the learning process, having seen the need to have education. According to Thorndike, it is satisfactory to engage in learning when one is ready and willing to do so (Fiske, 2013). An adult learner also appreciates the outcomes of education, and this stimulates him or her to go through it regardless of the hardship that may be experienced. Thorndike argues that a stimulus which causes a good response is more likely to be repeated while one that causes a disgusting response tends to diminish (Fiske, 2013). The Elemental Model suggests that stimuli are groups of elements and generalizations shared by stimuli with similar elements. This model is a discrimination theory that examines how learners discriminate stimuli with common features.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More An adult learner discriminates elements better than a younger learner. This is due to background knowledge that serves as training or a conditioning. As Knowles, Holton and Swanson (2012) put it, the adult learner can easily draw more correct associations as compared to a younger learner. Knowles et al. (2012) support most of these arguments. They argue that an adult is self-directed, experienced and uses his/her experience as a resource for learning and is ready to learn. Accordingly, his/her learning orientation is not subject-centered, but problem-centered. The need for Learning Objectives Scholars have given different views about learning objectives. Some argue in support of these objectives while others argue against them. According to Knowles et al. (2012), those in support of the need for learning objectives insist that they are like a covenant between the learners and their teachers. Learning objectives compel teachers to ensure that learners acquire certain behaviors and attitudes by the end of the learning session. Therefore, the teacher has the responsibility of ensuring that learners acquire those attitudes and behaviors. Scholars also argue that having these objectives helps the teacher to prepare well before going to class and hence improves content delivery. Teachers can also monitor the effectiveness of their teaching methods and possibly decide on how to improve them (Knowles, Holton Swanson, 2012).Advertising We will write a custom critical writing sample on Piaget’s Quote in Relation to Adult Learning specifically for you for only $16.05 $11/page Learn More Scholars who argue against learning objectives, on the other hand, say that these objectives limit the scope of the learning process. Consequently, learning objectives leave out other important elements. These scholars also assert that teaching is not acquisition. They argue that teachers might teach, but learners might not acquire knowledge and skills due to factors like learner’s background knowledge, relevance of content and the teacher’s skills (Knowles, Holton Swanson, 2012). Teaching Through Inquiry Versus Teaching Through Modeling Inquiry is a method that allows learners’ inquisitiveness to control the direction of the learning process. Learners make discoveries by themselves, and the teacher learns with them. Students learn how to solve problems on their own. They make observations, analyze information which they collect, synthesize this information and later make conclusions. In the process, they develop problem solving skills applicable to future needs (Warner Myers, 2011). This method is good and very relevant in the modern world which requires problem solving s kills rather than memorization of facts. Skills for solving problems are, therefore, more important than memorization of facts, because facts change over time. The best way of equipping learners with these skills is by letting them participate as opposed to being passive during the learning process (Warner Myers, 2011). Learning through modeling, on the other hand, is a method where the teacher is a model (Instructional Strategies: Modeling, 2012). The teacher uses multi-sensory techniques in describing the required skills. They also check learners’ understanding through questions.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This method is effective in the learning process since teachers serving as models clarify concepts and make them learnable. Learners can also easily make meaningful cognitive connections due to high levels of teacher’s support and guidance. The multi-sensory technique used by teachers provides learners who have problems related to attention, processing information, retrieving information from the memory among other difficulties with more options of dealing with such problems so that they do not hinder learning. The Behavioral Theory and Adult Learning The behavioral Theory asserts that people acquire behaviors from their environment and the society around them through conditioning. Proponents of this theory believe that anybody can be trained to be whoever he wishes to be. According to them, behaviors can be measured, conditioned and altered (Fiske, 2013). Adults, therefore, can also be trained to be anything they wish. Just like it is in the case with Thorndike’s Theo ry, adults know very well that it is rewarding to be educated (Fiske, 2013). They know that one gets a good life and knowledge after going through education. The good life is, therefore, the stimulus that causes a response, seeking education. These adult learners also know that lack of education is unrewarding and will tend to avoid it. There is no need of using punishment and reinforcement like those used on young learners, because adults are so willing to learn and they have their own intrinsic reinforcements and punishments (Parker, 2010). Conclusion It is true that learning should produce men who can create rather than re-create. The Holistic Model suggests that education enlightens adult learners on how to deal with emerging issues in the society. It is satisfactory to engage in learning when one is ready and willing to do so. The Elemental Model proposes that an adult learner discriminates elements better than a younger learner due to background knowledge that serves as traini ng or a conditioning. An adult is self-directed, experienced and uses his experience as a resource for learning and is ready to learn. Scholars have given different views about learning objectives. There are various aspects that distinguish between teaching through inquiry and teaching through modeling. This paper demonstrates that anybody can be trained to be whoever he wishes to be. References Fiske, S. T. (2013). Social Cognition: From Brains to Culture. London: SAGE Publications Ltd. Instructional Strategies: Modeling. (2012). Retrieved from https://www.intel.com/content/www/us/en/homepage.html Knowles, M. S., Holton III, E. F., Swanson, R. A. (2012). The Adult Learner. London: Routledge Publishers. Parker, J. (2010). Technology as Integral to a New Paradigm of Adult Education. The International Journal of Adult Vocational Education and Technology (IJAVET), 1(2), 10-18. Warner, A.J. Myers, B.E. (2011). Implementing Inquiry-Based Teaching Methods. Web. This critical writing on Piaget’s Quote in Relation to Adult Learning was written and submitted by user Samiyah Suarez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Collective bargaining Essays

Collective bargaining Essays Collective bargaining Essay Collective bargaining Essay A labor union is an association of workers formed for the primary objective of influencing the employers decisions and policies concerning employment conditions. In the event that demands of employees are not met by management, employees turn to the labor union for assistance. Labor isolation Labor relations are governed by a number of legislations. Said legislation provides among other things the following: 1 ) Procedure for union elections 2) Requirement for employers to bargain with a union 3) Defines and prohibits certain unfair labor practices on the part of the employer that might discourage fair bargaining) Controls for improper practices 5) Rights of union member 6) Government-regulated system of collective bargaining COLLECTIVE BARGAINING G Collective bargaining is a social process. It requires negotiations between representatives of management and labor to accomplish in writing an agreement covering terms and conditions of employment. Collective bargaining is aimed at working toward the attainment of new equilibrium between two social forces and to make easier the maintenance of the established equilibrium. Notwithstanding the difficulties to be met, elective bargaining is an effective practice to preserve labor-management autonomy in a free and democratic society. Collective bargaining is a continuous process. Although negotiations take place only periodically, after the contract is signed, a number of parts of the bargaining process remain to be performed. Stipulations contained in the contract must be communicated to managers, employees and other union officers. Meanwhile, both parties keep watching for flaws in their contract so that they can introduce amendments at the succeeding negotiations. They furthermore study local industry-wide and nationwide labor relations developments to see how their own contract may, in some ways, be affected. Collective bargaining is a flexible, give and take process, it, therefore, requires both careful preparations and skilful maneuvering with flexibility. Negative attitudes bring about a wrong emotional tone in bargaining sessions. Planning for Negotiations Management must first look into the state of its labor relations because each forthcoming bargaining will be contingent on what has gone before that. This will help the management determine if they will be antagonistic or cooperative. Management should also consider the possible attitude it would face across the bargaining table. Trouble existing within the union may spill over the bargaining sessions. Top management should appoint a bargaining team and work with it in developing the basic bargaining strategy and an effective bargaining plan. Participation by supervisors and middle managers should be encouraged by top management in planning for negotiations. They are the people who are actually posted on the provisions of the contract and are well-informed on the strong and weak points contained therein. Bargaining Tactics The following are the three (3) tactics commonly used by bargainers to make their bargaining more effective: 1) A recess Whenever negotiators become fatigue or when members of a bargaining committee desire to discuss some important points privately, they request a recess. This allow the parties to return to the conference table with united front, after reconsidering their position and after gathering more information to back up their stand. ) Delay of Deliberation When negotiations are stalled on troublesome issues they request that the matter be tabled and taken up in subsequent meetings. They expect that the situation or the negotiating atmosphere will change to enable them to more easily resolve the issue under consideration. 3) Counterproposal Alternative solutions to problems are presented by negotiating parties. Usually the union does most of the asking. Management, on the other hand tries to reduce whatever may reverse the one-way relationship and grab the initiation of ideas away from the union negotiators. Mediation and Contract Settlement In the event that an agreement cannot be reached, the union may stage a strike or a mediator brought to the negotiating table by one of the parties or by the government. The mediator must be an outside specialist who is unbiased, emotionally stable and with a wide experience. He must be able to present fresh viewpoints, not previously considered, in settlement of the issues under consideration. He serves as a confidential intermediary for both parties. When an agreement is reached, it should be put into writing as clearly and to the point, as much as possible. Unless most readers can understand it, it will not be of benefit. The contract is written to stabilize relationships so that the use of legal terminologies should be minimized. After the signing of the contract, the next Step is to communicate it to those who are to work under its rules, in accordance with it stipulations. GRIEVANCE SYSTEMS A grievance system is a formal system through which disputes over working rules are expressed, processed and judged in an organization. It provides a means by which all edged wrongs may be justifiably resolved among an organizations members. What is grievance? Grievance is defined as any real or imagined feeling of personal injustice that an employee has about the employment relationship. In some unionized organizations, a grievance is taken to mean any protested violation of the labor agreement. A person harboring dissatisfaction may present a grievance with for himself and/or for others. A person may file a grievance with the grievance system formally. If stated informally, it is at times referred to only as a complaint or a gripe. Grievance Rates The grievance rate is stated in terms of the number of written cases in a erred. Grievance rate is usually 5 to 20. A low rate is not necessarily desirable because it may manifest a suppression of grievances. Grievances are developed by all employees of all types and at all levels. Ways to reduce grievance: 1) Effective contract administration- Fair, open and prompt adjudication of problems that arise tends to lessen misunderstanding underlying many grievances. 2) Participative management- Whenever employees participate in decision-making regarding working conditions, they have fewer reasons to file grievances about them. Benefits of Grievance System ) Helps make employees problems known 2) Encourage solution of problems before they become serious 3) Helps prevent future problems 4) Gives employees emotional release for their dissatisfactions 5) Helps establish and maintain a working relationship in the group 6) Provides a check and balance on arbitrary management actions Grievance Procedures 1) Employee (the grievance) discusses grievance with the supervisor 2) Employee presents grievance in writing to the supervisor 3) Steward present grievance to department head 4) Union present grievance to general manager 5) Grievance is submitted to impartial arbiter It is important that a grievance be processed within a short span of time and that, delays should be avoided. Delays in action prevent immediate settlement, which may be misunderstood by the grievance. A supervisor who delays acting a grievance in effect strengthens the grievances cause and gives the impression that the impression that the supervisor sees the soundness of the grievance which he is afraid to face. Arbitration If the grievance is not settled at the organizations hierarchical level, either labor or management may submit the case to arbitration, for a final and ending decision by a third party or parties. The arbitrators decisions govern only until the next collective bargaining negotiation. The interpretation of what the existing contract means is referred to as grievance arbitration. Arbitration to establish new contract terms is referred to as contract arbitration. The former leads to grievance settlement, whereas the latter replaces collective bargaining agreement. Benefits of Arbitrators in Arbitration 1) Arbitrators are outsiders who bring a fresh perspective. 2) Arbitrators are not emotionally involved in the dispute ) They can render a decision that usually is enforceable in the courts.

Middle School to High School Transition

Middle School to High School Transition The middle school years are a time of transition for tweens in many ways. There are obvious social, physical, and emotional changes happening with 6th to 8th graders. However, middle school also serves the purpose of preparing students for more challenging academics  and greater personal responsibility in high school. For public school students (and their parents), the expectations in the first year of middle school can be an abrupt and demanding change. Instead of teachers communicating with parents about assignments and due dates, they communicate directly with students and expect them to be responsible for meeting deadlines and completing tasks. There is nothing wrong with that, and it’s part of preparing students for  the middle school to high school transition, but it can be stressful for students and parents alike. Tales abound  of late-night scrambling to complete a forgotten project that makes up a high percentage of a student’s grade. As homeschooling parents, we don’t have to institute such abrupt changes, but it is wise to use the middle school years to prepare our students for high school.   1. Transition from Guided Learning to Independent Learning One of the biggest transitions during middle school is preparing students to assume responsibility for their own educations. It’s during this time that parents should adjust their role from teacher to facilitator and allow homeschooled tweens and teens to take charge of their school day. While it is important that teens begin to transition to self-directed learners, it’s also vital to remember that they still need guidance. It’s important that parents remain active, involved facilitators during the middle school and high school years. Some ways you can do that include: Schedule regular meetings to hold your student accountable for completing assignments. During the middle school years, plan to schedule daily meetings with your tween or teen, transitioning to weekly meetings by 8th or 9th grade. During the meeting, help your student plan her schedule for the week. Help her break down weekly assignments into manageable daily tasks and plan for completion of long-term projects. A daily meeting also provides an opportunity to make sure that your student is completing and comprehending all of her assignments.  Tweens and teens are sometimes guilty of pushing challenging concepts aside instead of asking for help. This practice often results in stressed,  overwhelmed students who don’t know where to begin to catch up. Read ahead. Read (or skim) ahead of your student in his textbooks or assigned reading. (You may want to use audio books, abridged versions, or study guides.) Reading ahead helps you keep abreast of what your student is learning so that youre prepared if he needs you to explain difficult concepts. It also helps you to ask the right questions to be sure that he is reading and comprehending the material. Offer guidance. Your middle school student is learning to take responsibility for his work. That means he still needs your direction. He may need you to make suggestions about writing topics or research projects. It could be helpful for you to edit his writing or offer advice on how to set up his science experiment. You may need to write out the first few bibliography cards as examples or help him come up with a strong topic sentence. Model the behavior you expect from your student as you transition to expecting him to complete the projects independently. 2. Help Your Student Improve Study Skills Middle school is an excellent time to help your student develop or hone her independent study skills. Encourage her to start with a study skills self-assessment to identify areas of strengths and weaknesses. Then, work on improving the weak areas. For many homeschooled students, one weak area will be note-taking skills. Your middle schooler can practice by taking notes during: Religious servicesCo-op classesRead-aloud timeDVD or computer-based lessonsDocumentariesIndependent reading Middle school students should also begin using a student planner to keep track of their own assignments. They can fill in their planner during your daily or weekly meetings. Help your students get in the habit of including a daily study time in their planners. Their minds need time to process all that they’ve learned each day. During their  study time, students should do things like: Read over their notes to ensure that what they wrote down makes senseLook over the headings and subheadings in their textbooks to recap the day’s lessonPractice spelling or vocabulary words  Ã¢â‚¬â€œ illustrating words or writing them in different colors can be helpfulMake their own flashcards to help them remember important facts and detailsRead over any highlighted textRead text, notes, or vocabulary words aloud 3. Involve Your Teen or Tween in Curriculum Choices As your student enters the teen years, begin engaging her in the curriculum selection process if you haven’t been doing so already. By the middle school years, students start to develop a sense of how they learn best. Some students prefer books with large text and colorful illustrations. Others learn better through audio books and video-based instruction. Even if you’re not willing to hand over the selection process to your middle school student entirely, take her input into consideration. Remember that one of the goals of homeschooling is to teach our children how to learn. Part of that process is helping them discover how they learn best. The middle school years also provide the perfect opportunity to test potential curriculum.  When you find yourself in the position of needing to modify or  change curriculum  in high school, its hard not to feel as though youve wasted an entire semester or longer. Instead, give potential high school curriculum a test-run in middle school. You can try the middle school version of the curriculum or use the high school version in 8th grade. If it is a good fit, you can put in on your childs high school transcript since high school level coursework completed in 8th grade counts toward high school credit hours. If it turns out that the curriculum isnt a good fit for, you can shop around and choose something more appropriate for high school without feeling as though youve lost ground. 4. Strengthen Weaknesses Because the middle school years are a time of transition, they naturally offer the opportunity to catch up on any areas in which a student is behind where you’d like him to be and strengthen areas of weakness. This could be the time to seek out treatment or learn the best modifications and accommodations for learning challenges such as dysgraphia or dyslexia. If your student still struggles with automatic recall of math facts, practice them until she can recall them effortlessly. If he struggles with getting his thoughts on paper, look for creative ways to encourage writing and ways to make writing relevant to your student. Focus on improving any areas of weakness that youve identified, but dont make that the total of your school day. Continue to provide plenty of opportunities for your student to shine in his areas of strength. 5. Begin Thinking Ahead Use 6th and 7th grades to observe your student. Start exploring his extracurricular interests and talents so that you can tailor his high school years to his skills and natural aptitudes. If he’s interested in sports, check to see what is available in your homeschool community. Often middle school is when kids move begin playing on their school’s sports teams rather than recreation leagues. Consequently, it’s a prime time for the formation of homeschool teams. Middle school sports teams for homeschoolers  are often instructional and try-outs are not as stringent as high school teams, so it’s a good time for those new to the sport to get involved. Most colleges and umbrella schools will accept some high school level courses, such as algebra or biology,  taken in 8th grade for high school credit. If you have a student who is ready for a bit more challenging coursework, taking one or two high school credit courses in middle school is an excellent opportunity to get a head start on high school. Make the most of the middle school years by using them to create a smooth transition from the teacher-directed elementary school years and the self-directed high school years.

Ozone depletion causes global warming Essay Example | Topics and Well Written Essays - 2500 words

Ozone depletion causes global warming - Essay Example In line with that, it would help in the discussion if the ozone layer and global warming are both defined. Ozone is made up of three atoms of oxygen which is poisonous when people inhale it especially at high concentration. It is unlike the air human beings need which is made up of two atoms of oxygen. People may get sick especially the disease called asthma when ozone is formed near the surface of the earth. It is very useful once it is formed in the atmosphere because it serves as a blanket of protection from solar radiation. Ozone layer is considered as a sub-layer in the atmosphere which has an altitude of 10 to 35 kilometers. The mechanism on how the ozone is formed is by the exposure of oxygen in the atmosphere to the ultraviolet rays from the sun and as ozone is formed, the harmful UV radiation is absorbed. High concentration of ozone in the atmosphere is very much needed by the earth because the higher the concentration of zone, the less UV radiation can reach the surface of the earth. Once ozone is not able to do its job, people are then exposed to higher concentration of UV radiation that may cause sunburn, skin cancers and eye cataracts as more UV rays can penetrate the atmosphere (Shanklin 84). It is noteworthy to remember that ozone layer is a very important component of the atmosphere and the big protector of people and other organisms against the direct exposure to the harmful radiation from the sun. A more detailed explanation regarding the ozone layer would be better in explaining the importance of its existence. Further discussion is about the exact location of ozone layer and the problems it faces as it is being depleted. Ozone layer is a sub-layer of the stratosphere and located at about 15 kilometres above sea level. Even though the ozone present in the atmosphere is not as abundant as oxygen and nitrogen, it is still very important due to its ability to absorb the radiation. A study was made by Crutzen in 1970 about the nitrogen oxides pro duced from the decay of nitrous oxide through the soil microbial activities. The study showed how nitrogen oxides react quickly with ozone that allowed the concentration reduction of available ozone. The study opened the grounds on  further research regarding "global biogeo-chemical cycles" and the nitrogen oxides coming from the airplanes as they travel on the stratosphere (Lipkin 262). Harmful radiation increases as ozone layer is being reduced. The depletion may have both advantages and disadvantages to living things especially to human beings. In the past 60 years, awareness became more prevalent towards the consequences of exposure to radiation. Recent studies proved that the eye and the skin are the two of the body organs that are most prawn to damages and diseases due to UV radiation. Cataract is the usual effect of UV radiation to the eyes while skin cancer is the common result on skin (Norval et. al. 199). The other concept that must be talked about is global warming. The increase in the average surface temperature of the earth is said to be global warming. It happens because of the greenhouse effect that increases the concentration of carbon dioxide and other gases like water vapor, methane, chlorofluorocarbons and nitrous oxide in the atmosphere that cover the surface of the earth and prevents the UV radiation to escape to the outer space. The radiation increases the heat on the surface of the earth that leads to the global increase in temperature. Human activities contribute to the

Summarize 3 economic articles Article Example | Topics and Well Written Essays - 750 words

Summarize 3 economic articles - Article Example The researchers aim at showing that quality changes do not result in immediate demand response in regulated industries. This phenomenon has been attributed to imperfect information and sticky behavior among consumers due to familiar or personal habits. These sluggish behaviors imply that it would take some time before full realization of potential demand. To prove this hypothesis, the researchers conduct an analysis using a quantitative Hotelling framework in a market that has two exogenously located providers with horizontally and vertically differentiated products. The researchers also use a differential-game approach in providing open-loop and feedback solutions. Indeed, the findings defy the static relationship indicating that an elastic relationship exists between quality and demand, instead indicating a negative relationship between quality and potential demand due to decrease in marginal profit gain in quality. Firms should therefore adopt long term investment plans and provid e lower monetary incentives to attain first-best quality status as opposed to making quality changes at each point of product development. The researchers’ choice of regulated industries, specifically education and health sectors of the economy has been informed by the fact that these have quality as major drivers of competitive demand. This article sheds light in the wake of rankings of institutions where even with improved competition on quality, demand would not respond. The paper fails to give any future indications of increased demand due to improved quality. Li, W, Mengistae, T & Xu, LC 2011, ‘Diagnosing development bottlenecks: China and India’, Oxford Bulletin of Economics and Statistics, vol. 73, no. 6, pp. 722 – 752. This article appreciates that in 1980, both China and India were at par economically, being the world’s most populous countries and very poor. India ranked better in its income per capita with its citizens earning averagely $2 .38 per day which was about $1 more than what an average Chinese earned. While India undertook economic liberalization until 1991, China gradually adopted economic reforms. By 2000, China had its daily income per capita averaging at $7.30 while that of India averaged $4.71. The researchers in this article seek to demystify the factors that led to performance gap between these two countries. Being an analysis of only two countries, the researchers used firm-level data to examine cross-sectional and temporal variations linking firm productivity, an important contributor to income per capita, to business environment at city level such as access to finance, regulation burden, labor regulation, infrastructure and skills. The firm-level data was collected from the 2003 World Bank Investment Climate Surveys covering 2,400 Chinese enterprises from 18 cities distributes across 15 provinces and 1,860 Indian manufacturing establishments from 40 industrial cities. The findings show that firms i n China are generally larger by size, value or number of employees, employ more skilled labor and have more flexible labor markets. The poor infrastructure that India has compared to China makes it significantly lag behind economically. However, Indian firms have better access to short-term bank financing though this factor minimally affects productivity in both countries. The uncertainty in regulation is also lower in India. The researchers recommend that India relaxes its labor market regulations, invest in infrastructure and

The media coverage Essay Example for Free

The media coverage Essay Write a team report explaining the nature of the crisis or problem. Discuss the media coverage, cite how the crisis or problem was handled by the person on the organization staff and critique the way the situation was handled by the media and the organization. Segregation between different ethic groups is common around the world. The tendency of mixing around with ones own race, especially in ones private space, is observable not only in Singapore but also in many other countries. Here in this report, we will look into the issue of racial discrimination in Singapore. What causes the individuals here to feel alienated or under-represented? Is there any possibility of us rising above the differences and appreciate them for what they are? Will the differences become transparent? How the government ensures that the minorities here are given equality with the rest? How did the government handle such situations? Have the government put in enough effort to handle these racial tensions? Introduction: Singapore, a multi-ethnic and multi-cultural society where all individual are given free reign to practice the religion of their choice. Four major racial groups will be Chinese, Malays, Indians and Eurasians. Therefore, to prevent any racial discrimination between the four groups, the government has made conscious effort in ensuring that the different ethnic groups in Singapore are equally represented. One big hurdle will be to achieve racial harmony between ethnic groups, encourage individuals to foster respect, understanding and acceptance of cultures within ones society. Some minorities has raise the issue of feeling alienated by the society and that the government has not done enough to reduce such issue. Still, through the recent survey, the majority of Singaporeans think of themselves more as citizens of Singapore than the race they are. This applies equally to all the three larger racial groups: Chinese, Malays and Indians. The strong national identity has still remained important within us and majority support Singapore to have a multi-racial society which allows for ethnicity and representation of ethnic identity. Social Integration cannot be achieved by holding a campaign or relying on the government implementation. It has to come from individual effort. Even though that there is a slight issue within these ethnic groups, we are still united and strong and able to fight against any destruction to protect our own nation. The recent SARs crisis, Fabric of Nation and National Day has definitely showed the strong bond between these four ethnic groups.

Napoleon :: History, The French Revolution

Napoleon only upholds the ideals of the French Revolution because he wanted to secure and strengthen his own power. During his rise to power, Napoleon adhered to the ideals dutifully. In his speech to his troops, Napoleon said, â€Å"We are waging war as generous enemies, and we wish only to crush the tyrants who enslave [the Italian people]† (Document 1). He tells them to be respectful of other countries, to give them rights they have the right to enjoy. This follows Locke’s enlightenment ideas, that everyone has inherent rights that cannot be taken away. Being an supporter of equal rights, he gained popularity with the French people. Over time, Napoleon used these ideals to increase and solidify his power. Napoleon Crossing the Alps by Jacques Louis David (Document 4) correctly illustrates Napoleon’s France. In this painting, Napoleon, dressed in breeches and a fancy army uniform rides on a horse, holding the reins loosely but firmly, looking majestic. The horse is strong from the apparent muscles in its legs. At a closer look, the horse’s eyes are too wide and wild and its mouth is gaping open. The horse symbolized France as whole at the time period, when everything was chaotic, with beheadings everyday and constant fears of invasion. Napoleon kept France under absolute control but still allowed enough freedoms to the people. France was a republic in name only. During this time period, the French people were ensured equality, as long as they abided by the law, the Napoleonic Code (Document 9), which unified the legal system of France under one set of laws. Meritocracy was instilled and schools were established to educate people, since in Napoleon’s France people acquired jobs based on their skill and not family connections. Food prices were stabilized so that everyone could afford to eat. By establishing a strong centralized authority, Napoleon brought order to France. He began censoring newspapers and had the Secret Police keep tabs on people. Both of these actions were direct violations of the enlightenment and Declaration of the Rights of Man, which stated, people had the right to freedom of speech, press, and religion, and could not be silenced for these views. The hypocrisy of his actions are seen once again, when Napoleon crowns himself Emperor. By doing so, he is saying that his power to rule is derived from god. The Napoleonic Catechism proclaimed, â€Å"[Napoleon had become] anointed of the Lord†¦those lacking in their duty to our emperor†¦resisting the order established by God himself† (Document 11).

Leading professional development

Analyze the extent to which the approach relates to an organizational context known to you. The abstract I have selected for review and analysis, with most relevance to my own professional development and therefore is of most interest to me is that of Lyndon &king : can a single, short continuing professional development workshop cause change in the classroom ?This article refocuses attention on the classroom, specifically on the importance of teacher Professional development in enhancing and changing teachers' knowledge and skills in ways that lead to improvement in student performance. It is based on research carried out for SEES study into how far is short continuing professional development is effective?The demonstrated success of the SEES model of short, single workshops in bringing about lasting change in practice is noteworthy, given the emphasis in the literature that CAP can only be effective if it is sustained ; is delivered by a well-trained provider, within a well-structu red workshop that provides opportunities for exploration, practice and peer feedback. Providing a factual framework discussed by many educational researchers, Lyndon and king summarize the context, content, and process of effective and high-quality teacher professional development.Years ago, I have participated with many short and long PDP workshop at 2 schools in which I was a teacher . And to be objective few workshop gave me opportunities to acquire and practice new skills over relatively extended eroded of time, and it provided an ideal environment for interaction with other colleagues . While many other workshop stopped short of producing their intended results; they pointed out problems with traditional teaching but offered little help in changing what happens in the classroom and provided no opportunities for us to practice what we learnt.So the problem was not the lack of professional development activities or whether they are short or long ,to the contrary professional deve lopment for teachers has been included in every major initiative designed to improve student performance. The problem is that the quality of those programs has been inconsistent. Nevertheless, many like Joanne- in the group tutor – would agree with Errata's typology session 10 that the scope of professional development is wider that simply the measurements of results, outcomes and standards, and therefore suggests CAP which is encompassing of other dimensions should be considered Anyone,2013).On the other hands Stephanie had to admit that there was in most of the attended CAP a great deal of scope for personal development, team working, developing greater awareness/understanding and developing problem solving skills. However in order for the school to Justify the resources it is expending, he sees that there must be at least some organizational benefits too (Stephanie, 2013) I agree with Lyndon &king that Professional development can succeed only in settings, or contexts, tha t support it .And this support must come from administrators. Drawing on the case studied in this article (short workshop for science department in many schools designed by the earth science education unit) it shows that one of the finding outcomes of professional development initiative is depended ultimately on the factor whether its administrators consider it important. For this reason, buy-in on the part of administrators (whether state directors, superintendents, or principals) is critical to success (McLaughlin & Marsh, 1978).Leaders can approach decisions about professional development with intellectual rigor and discipline or give them a cursory treatment as an afterthought to more pressing matters. Likewise, their decisions may be implemented with attention to quality and serious reflection on their impact or haphazardly executed with a sense of discharging an unpleasant responsibility. Those are the choices leaders face each time they meet to plan professional development. Harebell,2003) I believe that Short or long workshop is â€Å"not an event, it is a process â€Å"(Harebell, 2003). By â€Å"process† I mean â€Å"the innovation† in the sense of having an adequate theory base; introducing methods for which there is evidence of effectiveness; being supported with appropriate high quality materials. And that the PDP program sometimes needs to be of sufficient length and intensity ;uses methods which reflect the teaching methods being introduced; includes provision for in school coaching (Dade ,2004).By the â€Å"process † I mean that the teachers should work in group to share experiences; communicate effectively amongst themselves about the innovation; should be given an opportunity to develop a sense of ownership in the innovation and be supported in questioning their beliefs about teaching and learning and giving them opportunity for practice and reflection( Dade,2004).By â€Å"process† I mean the knowledge or awarenes s, changes in attitude, development of skill, and transfer of training and ‘executive control which are needed to maximize the chances of CAP leading to change in the classroom Joyce and Showers, 1988) In y point of view , CAP is an opportunity to learn new strategies for teaching to rigorous standards ,and it is not a matter whether the CAP is long or short ,as long as it has this four criteria : a clear focus on learning and learners, an emphasis on individual and organizational change, small changes guided by a ‘grand vision', and ongoing professional development that is procedurally embedded ( Gushes ,2000) in addition to Andy different factors and principles listed before agree with Lyndon that all these elements need to be present if it is to have impact in the lassoer for the benefit of every student. Art 2 Critically analyses an approach to leading professional development you have identified in your work on Theme 3, using at least two ideas selected from the li st below. Professional identity and values Professional learning communities/networks Informal learning Mentoring/coaching Developing capacity Whole team/organizational development Forms of professional development Professional development for individuals Power and culture in organizations Professional development contexts Leading PDP is of great importance in the life of schools, it contributes directly and indirectly to professional and personal development for staff and to the improvement in teaching and learning.Harris reminds us that ‘managing human knowledge is a critical dimension of organizational survival' (Harris, 2001). So it is important that the leader of professional development enables knowledge development by whatever means is appropriate. Professional development is a complex endeavor. Understanding its elements, mastering its implementation and considering its impacts involve continual reflection and analysis. Although it is possible to identify elements and factors that affect professional development is important to hold on to the issue of their interrelationship in terms of development. Many researchers suggest links to individual and organizational issues and influences for the leader of professional development.These include: individual professional identities and values organizational vision, culture and targets the means, availability and accessibility of professional development the role of communities of practice and networking both formal and informal means of development the influence of the nature and context of organizations the influence of peers, mentors and coaches professional teaching and training expectations While these themes can all contribute to professional development leadership, they do so in different ways. In this part I will analyze how organization's context, power and culture contribute to PDP A considerable literature has emerged in recent years concerning the relationship between organizations and learni ng. Many questions have arisen about how organizational arrangements enhance or inhibit the ability of their members (whether viewed individually or as groups) to learn? And to what degree are individuals' learning experiences determined by the ways in which opportunities are structured?Examining the role of organization context may enhance our understanding about these questions. The complexity of the educational professional development context lies in the scope of cultural understandings, factors and influences, which all play a part (Theme 3 section 10). The key is the extent that organization can conduce to the changes that the professional development is designed to bring about. Before change can take place there must be a shared sense of need for change-?the more strongly and widely felt the better. Lack of organization support and change can sabotage any professional placement effort, even when all the individual aspects of professional development are done right.And where s taff development opportunities are poorly conceptualized, insensitive to the concerns of individual participants and make little effort to relate learning experiences to workplace conditions, they make little impact upon teachers or their pupils (Day, 1999) In addition the decisions taken about the structure and functioning of the organization, and the design of work within it, are of fundamental importance in influencing the extent to which individuals can participate in the process of learning (Gaston, 2004). We have to focus on the conditions that organization creates for its members to engage effectively with learning. As Billet states:† Workplace readiness was central to the quality of learning experiences. Readiness is more than the preparedness for guided learning to proceed. It also includes the norms and work practices that constitute the invitational qualities for individuals to participate in and learn through work. Such factors may influence individual learning in a number of ways.They may provide access to knowledge or information; they may facilitate participation in activities with learning attention; they may provide support and guidance to help make learning effective; and they may reward learning activities and outcomes â€Å"(Billet, 2001) On the other hand, a full analysis of leading professional development requires an investigation of power . The inclusion of an analysis of power within educational change is vital because power legitimates and drives change. A post structural views of power rests of three core principles (l)power is not restricted to a dominate few but circulates within school affecting all its members;(2)power relies on language and discourse to instruct its truths;(3)individuals perceive who they are via discourses of truth (Halyards and Leonard,2001). So what is important is the strong relationship between structure and agency in the workplace .And this can provide learning opportunity through : Involving partic ipation in communities of practice, especially opening up opportunities for learning through moving beyond a tightly situated and context bound approach to participation Involving work organization and Job design, especially the creation of environments which allow for substantial horizontal cross- boundary activity, dialogue and problem-solving. Emphasizing the importance of access to knowledge-based qualifications and off-the-Job learning. ( Fuller and Union , 2004) there is an increasing recognition of the importance of culture in designing leadership developments programs (study guide ,IPPP) Good seeds grow in strong cultures . Understanding the school's culture ,therefore, is an essential prerequisite for any internal and external change agent.Organizations should open up space for generating shared meaning, reconstituting power relations to broaden access to knowledge and provide cultural tools to mediate learning. The basic essence of organization ‘s culture is the deep er level of basic assumptions and beliefs that are shared by members of an organization , that operate unconsciously ,and that define in a basic taken for granted fashion an organization's view of itself and its environment (Sheen . 1985) Stool and finks see Cultural norms _ such as :shared goals ;responsibility for success; collegiality; continuous improvement; lifelong learning ;support ;mutual respect ;risk taking; openness celebration and humor -are the unspoken rules for what is regarded as customary or acceptable behavior and action with shape reaction in the school( Stool,1999) .These norms shape reactions to imposed improvement. It is therefore, important for those working in schools to understand their norms because the acceptance of improvement projects by a school depends on the fit between the norms embedded in the changes and those within the school's own culture (Carson,1996). To be effective these cultures norms need to be reflected in strategies that enabled their un derlying values to be translated into genuine engagement of all staff. The norm collegiality most likely seen to lead to improvement. Example of collegiality includes team teaching, mentoring, action research, peer coaching, planning and mutual observation and feedback.These derive their strength from the creation of greater interdependence, collective commitment, shared responsibility, and perhaps most important, greater readiness to participate in the difficult business of review and critique (Fallen and Harvests 1991). This culture will allow teachers to focus upon their own learning, career and promotion ambitions and to consider new responsibilities within their own school context. The assumption is that this will lead to an improved and enhanced sense of professionalism for teachers, plus an increased motivation to stay within the profession. With the additional benefits that come with familiarity of context. A supportive, blame-free environment that encourages and facilitates professional dialogue, and provides opportunities to extend and experiment with new practice can further the benefits of peer collaboration and support (Errata, 2001).To sum up, contexts and cultures may not Just provide or close down opportunity; it may also influence the ability and willingness of individuals† to exercise personal agency in pursuit of developmental goals† (Billet, 2001). As Stool said real improvement cannot come from anywhere other than within schools themselves and within is a complex web of values and beliefs, norms, social and power relationships and emotions . Changing schools is not Just about changing curricula ,teaching and learning strategies ,assessment structures and roles and responsibilities . It requires an understanding of and respect for the different meaning and interpretations people bring to educational initiatives ,and the nurturing of the garden within which new ideas can bloom( Stool. 1999) part 3 :Evaluate the effectiveness or p otential for effectiveness of leading professional development in an organization or team known to you. In your evaluation you will need to define the sense(s) in which you are defining effectiveness. You may consider changes in: the development of individuals organizational capacity and capability Capability and changes in student and/or staff learning and links to goals or targets. Finally make recommendations for developments drawing on your practice, the ideas and the materials from Theme 3 In this part I will examine the effectiveness of leading and implementing curriculum innovation using CIT ,which took place in a Lebanese primary school.My definition of the term† effectiveness â€Å"is when an appropriate professional development provision is successfully matched to particular professional needs. The curriculum implementation required the use of high levels of skill in all of the key areas of leadership including strategy development and implementation, human resource management, teaching and learning, financial management, accountability, and liaison with key stakeholders and the community. Effectively led curriculum innovation, in our school, did improve standards of achievement and increase dents' enjoyment and engagement in learning which the focus of all the staffs efforts was.After the long term assessment of CIT use in the classroom, as a teacher I can confirmed that this professional development had deepened our teachers' knowledge of the subjects being taught; sharpened teaching skills in the classroom; kept up with developments in the individual fields, and in education generally; generated and contributed new knowledge to the profession; Increased the ability to monitor students' work, in order to provide constructive feedback to students and appropriately redirect teaching. From (The National Commission on Mathematics and Science Teaching for the 21st Century, 2000) In addition the sense of community, and the â€Å"supportive coachi ng†, and the follow up that was provided by the school leaders,-especially during the early phases of implementation when most problems is usually encountered- helped me and my colleagues† to develop and maintain a sense of efficacy regarding new teaching strategies† (Showers, Joyce, & Bennett, 1987).It was the collaborative and sustained and a blame free environment that encouraged us with opportunities for discussion and exploration with colleagues, ND provided opportunities to extend and experiment with new practice. Monitoring and assessments were important steps were taken to track progress across thematic as well as subject- based curricula. In Such a way we were able to identify failing and vulnerable children, as well as giving leaders and teachers a detailed understanding of what they need to do at the end of each Key Stage in order ensure progress. In addition, the well-developed assessment systems provided accessible and user- friendly data to help teach ers advance within-year progress . III these elements laded a key roles in the effectiveness of leading curriculum innovation.Recommendations: I agree with Levine that CAP should no longer be comprised solely of short courses; teachers need opportunities to reflect, engage in professional dialogue, work with pupils, and engage in peer observation, coaching and feedback (Levine, 1999) And I agree with Sparks and Hirsch, who recommend the following national professional development model for teachers: ; Create learning schools in which all staff is involved in â€Å"sustained, rigorous study of what they teach and how they teach it. Provide time for teacher professional development equaling 25 percent of time during each day for teachers to work together and to collaboratively plan lessons and share information. Base professional development on the collaboration model-?teachers learning from each other.

Pathogenesis of Fluid Volume Excess in an Acute Exacerbation Chronic Heart Failure Patient Essay

Heart failure is a clinical syndrome of decreased tolerance and fluid retention due to structural heart disease. Despite much advancement in treatment of the treatment of heart failure, there still exists a high annual mortality. In normal situations, an increase in total blood volume results in an increase in renal levels of sodium and water excretion. These renal excretions are due to reflexes that help maintain normal body volume in increase of atrial pressure. Thus any atrial pressure increase results to a decreased release of antidiuretic hormone, an increased release of atrial natriuretic peptide and a decreased renal sympathetic tone. In contrast, when a patient has an acute exacerbation of chronic heart failure, the total blood volume does not affect renal excretion of sodium and water. Rather, due to either decreased or increased cardiac output, underfilling of the arterial circulation and systemic arterial vasodilation occurs. To compensate the change, total blood volume is increased by the expansion of blood volume in the venous circulation and the increased after-load (systemic vascular resistance). This results in an acute increase in left ventricular end-diastolic pressure. Pulmonary venous pressure and the acute increase in left ventricular end-diastolic leads to increased alveoli pressure which results to pulmonary congestion when the alveoli cells are overwhelmed. Further, the stimulated normal reflexes, as a result of increased atrial pressure, are affected by reflexes initiated in the high pressure arterial circulation. For example, renin-angiotensin-aldosterone system is activated by increased arterial pressure to release angiotensin II. Angiotensin II acts to help in reabsorption of sodium in the proximal tubules. Glomerular filtration rate and excretion of water and sodium is also increased. This, however, is affected in acute heart failure by renal vasoconstriction and a reduction of sodium delivery to the distal nephron. Resulting in the release of arginine vasopressin, as a result of arterial undefilling, which increases plasma and urine osmolalities and leading to peripheral arterial vasoconstriction and water reabsorption in the cells of the distal tubule and collecting duct in the kidney, promoting hyponatremia. The Nitroglycerin and Angiotensin II receptor blockers strategies as Nursing strategies used to manage pulmonary oedema. Pulmonary oedema is the accumulation of excess watery fluids in the air sacs of the lungs and a common result of heart failure. The main objective in managing pulmonary oedema is to improve oxygenation and reduce pulmonary congestion. Two of the several managing strategies are use of Nitroglycerin (NTG) and Angiotensin II receptor blockers. Nitroglycerin Nitroglycerin (NTG) is an effective, predictable and rapidly-acting medication used for preload reduction. According to Sovari 2012, several studies have demonstrated the efficacy, safety and faster action onset of NTG than of furosemide or morphine sulfate. NTG can be sublingual, topical or intravenous. Sublingual is associated with preload reduction within 5 minutes and with some afterload reduction. Topical NTG, although as effective as sublingual NTG, should be avoided in patients with severe left ventricular failure because of poor skin perfusion thus poor absorption. Intravenous NTG is an excellent monotherapy for patients with severe cardiogenic pulmonary oedema. It can be started with 10mcg/min and then rapidly uptitrated to more than100mcg/min. It can be given as 3 mg boluses every 5 minutes (Sovari, 2012). The short half-life of nitrates justifies the high dosage for cardiogenic pulmonary oedema, especially with patients presenting a hyperadrenergic state and moderately elevated blood pressure. Nitrates, however, should be avoided in hypotensive patients and used with caution in cases of aortic stenosis and pulmonary hypertension. Angiotensin II Receptor Blockers Angiotensin II receptor blockers (ARBs) have comparable beneficial effects in heart failure. Studies have proposed a role for ARBs in preventing structural and electrical remodeling of the heart which reduced incidence of arrhuthmias. The Valsartan Heart Failure Trial showed that valsartan reduces the incidence of atrial fibrillation by 37% (Sovari, 2012). The Mechanism of Furosemide Furosemide is a potent diuretic (water pill) that is used to eliminate water and salt from the body. Implications of administering Furosemide to a patient with an acute exacerbation of chronic heart Furosemide is often given in conjunction with a potassium supplement or a potassium-sparing diuretic to counteract potassium loss. The medication has a rapid onset of effect of about one hour when taken orally and five minutes by injection. Duration of action is about six hours so it is possible to use a twice daily dose if necessary. References Adams, K. F., Jr Fonarow,G.C.,Emerman,C.L. (2005). ADHERE Scientific Advisory Committee and Investigators. Characteristics and outcomes of patients hospitalized for heart failure in the United States: rationale, design, and preliminary observations from the first 100000 cases in the Acute Decompensated Heart Failure National Registry Am Heart J, 149, 209-216. ADDIN EN.REFLIST Albert, N. M. (2012). Fluid Management Strategies in Heart Failure. American Association of Critical-Care Nurses, 32(2). ADDIN EN.REFLIST Cadnapaphornchai, M. A., Gurevich,A.K,Weinberger,H.D, Schrier,R.W. (2001). Pathophysiology of sodium and water retention in heart failure. Cardiology, 96, 122-131. Cotter, G., Felker,M.,Adams,K.F.,Milo-Cotter,O.,O’Connor,C.M. (2008). The pathophysiology of acute heart failure-is it all about fluid accumulation? Am Heart J, 155(1), 9-18. Nesto, R. W., DAVID BELL, ROBERT O. BONOW, VIVIAN FONSECA, SCOTT M. GRUNDY, EDWARD S. HORTON, et al. (JANUARY 2004). Thiazolidinedione Use, Fluid Retention,and Congestive Heart Failure. DIABETES CARE, 27(1). Packer, M., Coats,A.J.,Fowler,M.B.,. (2001). for the Carvedilol Prospective Randomized Cumulative Survival Study Group. Effect of carvedilol on survival in severe chronic heart failure. N Engl J Med, 344, 1651-1658. Sovari, A. (2012, February 1). Cardiogenic Pulmonary Edema  Treatment & Management. Retrieved September 17, 2014, from http://emedicine.medscape.com/article/157452-treatment#aw2aab6b6b3 WHO. (October 2013). Model List of EssentialMedicines†. World Health Organization. Source document

Free Essays on JohnF Kennedey Inaugural Address

Address Friday, January 20, 1961 The speech was written and gave by one man named John F. Kennedy. The speech was written during the U.S. and Soviet problems of stockpiling nuclear weapons for war. It was written to address the Soviet alliance with the U.S. and it was given to address any possibilities of war with the Soviet. It was to restore the trust of U.S. citizens. It addressed the issues going on in the U.S. to make peace with other countries. John F. Kennedy had a well-balanced attitude that shows his true regard for the U.S. It was given to the counties who wanted to make war with U.S. and what we could do to help ourselves. The attitude of the audience was well they listen to him, and they had understood what he had to say. They felt as if he knew what he wanted to do and what was expected of the U.S. John F. Kennedy wanted to stop the problems between other countries and to just get along with one another. He was real successful at getting the point he had to make get across well to listeners and readers minds of what he truly wanted to happen. â€Å"We observe today not a victory of party, but a celebration of freedom- symbolizing an end, as well as a beginning- signifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three quarters ago. The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe- the belief that the rights of man come not from the generosity of the state, but from the hand of God. We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans- born in this century, te... Free Essays on JohnF Kennedey' Inaugural Address Free Essays on JohnF Kennedey' Inaugural Address Address Friday, January 20, 1961 The speech was written and gave by one man named John F. Kennedy. The speech was written during the U.S. and Soviet problems of stockpiling nuclear weapons for war. It was written to address the Soviet alliance with the U.S. and it was given to address any possibilities of war with the Soviet. It was to restore the trust of U.S. citizens. It addressed the issues going on in the U.S. to make peace with other countries. John F. Kennedy had a well-balanced attitude that shows his true regard for the U.S. It was given to the counties who wanted to make war with U.S. and what we could do to help ourselves. The attitude of the audience was well they listen to him, and they had understood what he had to say. They felt as if he knew what he wanted to do and what was expected of the U.S. John F. Kennedy wanted to stop the problems between other countries and to just get along with one another. He was real successful at getting the point he had to make get across well to listeners and readers minds of what he truly wanted to happen. â€Å"We observe today not a victory of party, but a celebration of freedom- symbolizing an end, as well as a beginning- signifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three quarters ago. The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe- the belief that the rights of man come not from the generosity of the state, but from the hand of God. We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans- born in this century, te...

Every Great Gatsby Movie, Compared 2013, 1974, 1949

Every Great Gatsby Movie, Compared 2013, 1974, 1949 SAT / ACT Prep Online Guides and Tips If you've looked up The Great Gatsby movie, you've probably realized that there is more than one. So which of The Great Gatsby movies you should watch? Wondering if you can skip reading the book? We have a complete guide to each of the Great Gatsby movie adaptations, as well as some advice for writing about the movies! The Great Gatsby Movies 101 Gatsby has had four film adaptations, with two especially big-budget, well-known movies: the 1974 version starring Robert Redford and the 2013 film with Leonardo DiCaprio. There was also a silent film adaptation made in 1926, just one year after the novel came out, but that film has been lost, with only a one-minute trailer that survives to attest to its existence. Some elements of the film adaptations have strongly influenced people's vision and understanding of the novel, but there isn't one "best" Great Gatsby movie or one best Great Gatsby cast, or even one movie that has fully captured the spirit of the novel. (Compare this with To Kill a Mockingbird, which has just one major film adaptation that many consider not only worthy of the book, but also to be one of the best movies of all time.) So, to be clear: none of the Great Gatsby movies can replace the experience of reading the novel. And there isn't even one obvious choice for the best adaptation to watch! However, watching one (or, if you're ambitious, all!) of the adaptations in addition to reading the book can help you visualize the characters, recognize the sheer grandeur of Gatsby's parties, and appreciate some of the larger themes of the book. Here are a few pros and cons to watching a Great Gatsby film. Advantages of Watching the Great Gatsby Movies Great performances. Although spread across the four different movies, each of the main characters in Gatsby gets at least one stellar performance, from Alan Ladd's Jay Gatsby to Sam Waterston's Nick Carraway to Elizabeth Debicki's Jordan. Watching the actors bring these characters to life can help you appreciate these characters' best lines, motivations, and outcomes. This can, in turn, help you write better essays about The Great Gatsby! Stunning visuals. Gatsby is often praised for its straightforward, descriptive writing, but it can be nice to see a filmmaker's vision of, say, one of Jay Gatsby's extravagant parties rather than just imagining the orchestra, the drinks, and the partygoers, in your head. Not only does this help you appreciate the incredible decadence of the 1920s, and specifically the wealthy characters in the novel, it can also help you appreciate a visual detail you may have missed on your first read-through of the book. Appreciation of the key lines. When you're reading a book to yourself, sometimes you may find yourself skimming over a line or passage that actually contains a really important piece of dialogue or characterization. Watching a movie adaptation, and hearing the lines the screenwriter chose to adapt and highlight, can help you catch and appreciate some of Gatsby's most iconic phrases. Sometimes a picture really is worth a thousand words. Reasons to Avoid Watching Any of These Movies Time Commitment You're going to have to budget at least an hour and a half, but likely more, if you want to watch a Gatsby movie. The runtimes for each of the movies is as follows: 1949 Version- 91 Minutes 1974 Version- 149 minutes 2000 Version- 90 minutes 2013 Version- 142 minutes Especially with the incredibly busy schedules many students have these days, it could be hard to find the time to devote two and a half hours to watching a Gatsby movie, on top of the time it takes to read the book. Also, keep in mind the book is relatively short- in the time it takes to watch one of the movies you could easily read at least half of the book. Inaccuracies and Deviations From the Novel Obviously, no movie can perfectly adapt a book, so everything from small details (like Daisy's hair color) to large plot events (like Tom blatantly telling George that Gatsby is the killer in the 2013 film) can be changed. This could be a problem if you mix up a scene that occurred only in one of the movies with something from the book when working on an assignment. Mistaking the Director's Vision for Fitzgerald's With any film, the director (along with the screenwriter, cinematographer, actors, and the rest of the crew) has a certain version or message that she brings to life. This can get a bit complicated in book adaptations, since a book- especially one as rich and layered as Gatsby- can contain a variety of messages and themes, but a director might choose to highlight just one or two. As a brief example, the 1949 movie emphasizes Gatsby's criminal enterprises and can almost read like a morality tale. But the 2013 movie puts Gatsby and Daisy's failed love affair front and center. The potential issue with this is that if you watch just one movie, and skip the book, you could totally miss a larger theme that the book clearly shows, like the false hope of the American Dream, contentious race relations in the 1920s, or the inability to truly recapture the past. In short, make sure you understand that while a movie has to focus on just one or two themes to be coherent, a book can present many more, and you definitely have to read Gatsby to understand the various themes it touches on. With those pros and cons in mind, you can read on to learn more about each film adaptation to decide if you want to watch one (or all of them!). After the summaries, we'll have some advice for writing about the movies, which is an increasingly common assignment in English/Language Arts classes! The Great Gatsby (1949) The first big adaptation of The Great Gatsby came in 1949, just as the book was becoming more popular (but before it had really settled in as classic American novel). So this movie, made by Paramount Pictures, is not very high budget and mainly relies on the star power of Alan Ladd as Gatsby to sell the film. Perhaps the studio was right to lean on Ladd, because it turns out that Ladd's performance is the main aspect of this adaptation worth watching. He brings an incredibly layered performance of Gatsby in a performance that's, unfortunately, much better than the movie around him. This film isn't as accurate to the book's plot as later adaptations- it focuses more on Gatsby's criminal enterprises, makes Jordan more significant, and ends with Nick and Jordan married. It's also lower budget than the later productions and has more of a film noir feel. Plus, the other actors, particularly Betty Field as Daisy, aren't nearly as good as the lead, making the overall cast weaker than later productions. (Though Shelley Winters is fantastic as Myrtle.) This film is also harder to find since it's older and not readily available on streaming services like Netflix. Your best bet would be checking out a few clips on YouTube, tracking down a DVD copy at a local library, or purchasing it on Amazon. Basically, this film is worth finding if you want an excellent visualization of Gatsby himself but aren't as worried about the surrounding production or other characters and/or you like old movies and film noir. But for most students, one of the later adaptations will likely be a better choice. The Great Gatsby (1974) The 1974 version of The Great Gatsby (sometimes referred to as the "Robert Redford Great Gatsby") was Hollywood's second attempt at adapting the novel, and by all accounts everyone involved was working a lot harder to do the book justice. It had a really large budget, brought in Francis Ford Coppola to adapt the screenplay, and cast big name actors like Robert Redford and Mia Farrow. The costumes and sets are stunning. However, some critics noted the expensive scenery somewhat takes away from some of the authenticity of the book- for example, in the scene where Daisy and Gatsby reunite, the weather is sunny instead of rainy, presumably because the rain would have ruined the costumes. Despite these blips, Coppola's screenplay is much more loyal to the book's plot than the 1949 version. However, the movie fails to channel the energy and passion of the novel, and so can fall flat or even become dull. Redford received mixed reviews for his performance. He crafts two characters- the suave Jay Gatsby and the hardscrabble Jay Gatz- which some reviewers like and others find a bit heavy-handed. (It's much less subtle than Ladd's performance, in my opinion.) Sam Waterston is great as Nick Carraway. He captures a lot of Nick's naà ¯vetà © and optimism, but isn't given as much to do as more recent versions of the character. Mia Farrow's portrayal of Daisy has become our culture's image of this character, despite her blonde hair and waifish figure. (In the book, Daisy is described as having dark hair, and was meant to resemble Ginevra King and Zelda Sayre). All in all, this is a mostly faithful adaptation of the book with beautiful sets, costumes, and some good performances. Especially compared to the more raucous 2013 version, this is probably the closest movie we have to a page-to-screen adaptation of Gatsby. The downside is that it's somewhat low energy, and lacks a lot of the zip and wit of the novel. This version is available on Netflix streaming, so if you have a Netflix account, it's really easy to watch. The Great Gatsby (2000) This movie is decently accurate, but because of its shorter run time, there are some cuts to the plot. It also has a few odd additions, like Daisy coming up with the name "Gatsby" instead of Gatsby himself. Paul Rudd as Carraway and Mira Sorvino as Daisy were mostly considered good casting choices, but the Gatsby here (Toby Stephens) wasn't great- rather lifeless and unenthusiastic. I also didn't love Jordan, especially compared to Elizabeth Debicki's Jordan in the 2013 film. Heather Goldenhersh's Myrtle is an interesting take, as well- she's more meek and pitiable than other Myrtles (especially Shelley Winters and Isla Fisher), which is a bit strange but I think it makes for a more sympathetic character. This film also has much lower production values since it was made for TV, so it doesn't have the escapist feel of either the Redford or Luhrmann films. (The party scenes are especially sparse.) I would consider watching this if you want a film mostly accurate to the book that also moves along more quickly, since it has a shorter run time. It's also a good choice if you want to see some great characterizations of Nick and Daisy. Teachers, this might be a good choice if you want to show a version of the film in class but don't have two and a half hours to spend on the 1974 or 2013 versions. The Great Gatsby (2013) This one is likely the Gatsby movie you are most familiar with. Directed by Baz Luhrmann, this Gatsby has the eye-popping visuals, dancing scenes, high energy and big production values his movies are known for. In other words, this 2013 adaptation has all of the energy and enthusiasm the previous two adaptations were lacking. However, there are some pretty big plot diversions here. For example, the movie uses a completely different frame- Nick is a bitter, institutionalized alcoholic looking back at the summer he spent with Gatsby, rather than just a disenchanted former bond salesman like in the novel. Also, Tom Buchanan is much more overtly villainous, since we see him bluntly telling George that Gatsby was the killer and the man sleeping with Myrtle. A lot of the imagery is also quite over the top. For example, the scene in Chapter 1 where Daisy and Jordan are introduced, lying in white dresses while white curtains blow around them, is faithfully but subtly done in the 1974 and 2000 films. But in the Luhrmann movie, the CGI curtains stretch all the way across the room, and we get 15 seconds of Daisy and Jordan giggling while Tobey Maguire's Nick looks on, bemused. Still, despite the plot diversions and sometimes heavy-handed imagery, many praised Leo DiCaprio and Carey Mulligan's turns as Gatsby and Daisy, respectively. Jordan, played by Elizabeth Debicki, is also fantastic- arguably the best on film so far. Instead of fading into the background of scenes, Debicki's Jordan is energetic and engaged, enlivening all of the scenes she's in. The 2013 movie is good to watch if you want an extra high-powered version of the Jazz Age extravagance and are curious about a more artistic adaptation of the novel. Comparing the Great Gatsby Movies to the Novel One increasingly popular assignment on The Great Gatsby is to compare the book with one of the movie adaptations. This can be a fun assignment to work on, since you get to write about both the book and a movie version of Gatsby. But some students struggle with it, since it can be tricky to incorporate an analysis of both the book and a movie into your paper. Here are some pro tips for constructing this kind of essay. Have an overall argument or point you're trying to prove, and make it manageable! Don't try to compare the entire movie to the entire book. Instead, zoom in on a particular aspect, like comparing Daisy Buchanan in the book to Daisy in the movie, or look at just a few of the symbols. For example, if you're asked to write about how symbols are adapted in the movie, don't go through every symbol you can think of. Instead, you could focus on your paper on the green light or the eyes of Doctor T.J. Eckleburg, and really look at your chosen symbol in detail. Make sure to use specific lines, scenes, or shots to back up your argument. In your English classes, you've probably learned about using evidence from the book as evidence for your essays. It turns out, you can do the same with movies! Even better, you have a wider variety of evidence to choose from. You can talk about a specific shot of the film, and how it's composed (basically where the actors and objects are arranged in the shot). You can also talk about lines from the script, or the order of scenes. Just make sure to point to specific, concrete evidence! (Don't say: Carey Mulligan's Daisy is flighty. Do say: Carey Mulligan's performance in the flashback scene demonstrates more raw, intense emotion than apparent in the book, revealing Baz Luhrmann's tendency to overdraw emotion.) Don't just make a list of plot differences between the book and the movie. Just listing the plot differences won't allow you to do any deep analysis of the director's vision for their film and how it's different from the novel. Movie Essay Example As a brief example, let's look at how one of Gatsby's most famous symbols, the green light at the end of the Buchanans' dock, is shown in two of the movies and what it shows about the directors' visions. In the 1974 film, the green light is very simply rendered- it's quite literally a small green light at the end of Tom and Daisy's dock: Director Jack Clayton doesn't linger on it, and at the end of the film you just get a small glimpse of it before the final fade to black. Its significance, I would argue, is even more underplayed than in the novel. The treatment of the green light echoes how Clayton goes for a subtle, even elegant, treatment of the novel, focusing on the interactions between the characters rather than the symbolism. But in the 2013 film, the green light shows up often, and Luhrmann uses CGI and sound effects to underscore its significance (check out how it's used in the last scene). Luhrmann's overwrought rendering of the green light speaks to how he strongly stresses the novel's most famous visuals, in an effort to bring the image of the novel to light. Unfortunately, this comes at the expense of some of the character relationships and fidelity to the book's plot. This is just the beginning of what could be a longer analysis of the symbols in the movies, but you can see how even zooming in on just one symbol can give you quite a bit to talk about. Other Notable Films If you're really getting into all things F. Scott Fitzgerald, you might also consider watching these three films for fun: G, which came out in 2002 and is a loose adaptation of Gatsby. In the film, Gatsby is Summer G, a hip-hop mogul trying to win back the love of his life, Sky. The film opened to generally poor reviews, but you can't deny it's a really creative take on Gatsby, and it has attracted a small but loyal following online. Midnight in Paris briefly shows Scott and Zelda Fitzgerald during their time in Paris, as portrayed by Tom Hiddleston and Allison Pill. This is a fun, if fictional, glimpse into F. Scott's life as he was writing Gatsby. The Curious Case of Benjamin Button, a recent film starring Brad Pitt, is based on an F. Scott Fitzgerald short story. What's Next? Looking to bring Gatsby into your life via outfits, candles, or other accoutrements? Check out our list of 15 must-have Great Gatsby accessories for ideas. Read through our biography of F. Scott Fitzgerald to learn more about where and how The Great Gatsby was written. Dive into the novel's beginning with our guides to Gatsby's title, its opening pages and epigraph, and the first chapter. Or, start with a summary of The Great Gatsby, along with links to all our great articles analyzing this novel! Need a hand with analyzing other works of literature? Check out our analyses of The Crucible, The Cask of Amontillado, and "Do not go gentle into that good night." Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Ancient Epic and Tragedy Essay Example | Topics and Well Written Essays - 500 words

Ancient Epic and Tragedy - Essay Example "Illiad" names him the son of Zeus and Laodamia (the book VI). Sarpedon rises to the top in the attack of Achaean camp (book XII), perishes by hand of Patroclus. Glaucus was in the division of Sarpedon when the Trojans assaulted the Greek wall. Sarpedon addresses to the friend Glaucus in the moment, when the force and enthusiasm of battling people is already on the wane. It is necessary to notice, that the basis of epic friendship is not feelings, but actions, the display of mutual support. Friends in Homeric works - Patroclus and Achilles, Glaucus and Sarpedon - are connected, first of all, by mutual military obligations. They battle side by side, live in one tent, share a table and a bed. In order to encourage the friend and to lift his morale Sarpedon uses some arguments. First of all, he appeals to the feeling of a social duty. The matter is that the belonging to aristocracy imposes some personal obligations. Fruits of heroic honor - the glory - in antique society has not only spiritual, but also material value. It is an honor of possession of certain wealth; it is an honor and respect connected with a high social status.