Science Run Amuck in Brave New World :: essays papers

Science Run Amuck in Brave New World Brave New World is a novel set hundreds of years into our own future. On Earth, the Nine Years War tore the planet apart in the year A.F 178. Eerily, anthrax bombs dropped from the sky killed scores of people, what we in the post 9/11 world fear the most. When the dust settled, mankind banded together to create a new world called the â€Å"World State.† Their motto is â€Å"Community, Identity, Stability,† and it is all too much present as you will see. This future is a severely different place. To stabilize the populace, mankind has cloned each other by the thousands. Babies are conditioned by a caste system, and everyone grows up to do a specific job. Cold and sterile science replaces religion, individuality, and risk. Everyone is encouraged to pleasure themselves (through promiscuity, recreation and drugs... soma,) but not to have a bad day. This is reminiscent of the â€Å"Roaring 20’s† and the â€Å"free love† movement of the 1960’s. In this future, to be monogamous, bond, or soul-search would single you out as a loner. Here, â€Å"everyone belongs to everyone else.† The years once noted by A.D (Anno Domini, or After Christ) are replaced by A.F (After Ford.) Ford’s philosophy became a religion, wiping out over two thousand years of Christianity from world history. Now there is no history, except that which existed After Ford, it was outlawed. As we all know, Henry Ford introduced the assembly line into modern society. In A.D, The assembly line was a more proficient way to produce the automobile. In the brave new world, however, the assembly line mass-produced human beings themselves. The brave new scientists discovered a way to progress the cloning process. They clone up to 96 embryos from a female ovum by Bokanovsky’s process. Embryos were then â€Å"bottled† and put on an assembly line that moved 33 centimeters a day. On the line, the fetuses were tampered with and they received early conditioning to be part of one of the five castes. â€Å"Alpha† was the highest class (think rocket scientist,) and Elipson was the l owest class (think gas station attendant.) These babies are not born of a mother’s womb, but â€Å"decanted† (unbottled.) They receive more conditioning and undergo â€Å"hypnopaedia† – a sleep teaching process where beliefs are inserted into their thoughts. Young children as young as seven years old are encouraged to be promiscuous and experiment with sex.

Devil in a Blue Dress Rhetorical Analysis Novel vs Film Essay

The hardboiled mystery novel, Devil in a Blue Dress, by Walter Mosley was first published in 1990 and was acknowledged by former U. S. President, Bill Clinton, as one of his many favorite novelists (Easy Writer). Taking place in post-war Los Angeles, the story is narrated by an African American laborer, Easy Rawlins, who is transformed into an L. A. detective after being pulled in to the affairs of local townspeople. The successful novel continued onto screen adaptation in 1995 and was directed by Carl Franklin and starred Denzel Washington, who also financed and produced the film (Easy Writer). From a well-liked hardboiled detective novel to a contemporary film, viewers and readers are restricted from several rhetorical devices and techniques displayed in either mediums such as point of view, tone and imagery. In both works we see how this transition of mediums affects viewer’s appreciation and understanding of the plot, characters, and historical context. When comparing the film adaptation and hardboiled novel, we see how Easy conveys the story with his point of view through first person narration. Since the film had a time limitation of 102 minutes (imbd) it held back the benefits of incorporating all of Easy’s narrations from the book. According to his article, Devil in a Blue Dress, Jeff Stafford states, â€Å"Universal first acquired the rights to Devil in a Blue Dress and hired Walter Mosley to adapt his own novel for the screen but the author soon realized it was not his forte†¦Ã¢â‚¬ . His statement shows how difficult it was to transform the novel into a 102-minute film without excluding its great literary aspects. In the novel, Easy conveys the story through his perspective and, consequently, we have access to his opinions, insights and visuals. For example, in the book, readers have access to Easy’s intentions and motives when looking for Frank Green. He admits, â€Å"I never brought up Frank’s name though. Frank was skitterish, like all gangsters, and if he felt that people were talking about him he got nervous; if Frank was nervous he might have killed me before I had time to make my pitch† (Devil in a Blue Dress page 61). In the movie viewers don’t get to see the fear that Easy hides. He describes Frank in the book as a fearing man that has the capability to kill him; but we don’t see this in the movie. Instead, the movie shows multiple scenes where Easy bombards stores and threatens people to find Frank Green. He angrily yells Frank’s name out loud and makes a scene wherever he goes (Devil in a Blue Dress Movie 1995). This portrays him as a courageous and unemotional detective, which is different from how readers perceived him in the book. Unlike the movie, the book characterizes Easy as a selfless man who initially engages in the case for money to pay his rent. He finds himself falling deeper and deeper into the investigation and faces many dangerous confrontations where he is violently beaten and threatened. When being interrogated by the two police officers, Easy says, â€Å"†¦before I could turn toward him I felt the hard knot of his fist explode against the side of my head† (Devil in a Blue Dress page 33). Easy’s character has flaws and often experiences difficult situations that requires him to plan out his actions in order to survive. In the movie; however, Easy has a heroic representation and appears unharmed throughout much of the plot. Lead actor Denzel Washington is known in most of his movies for playing the â€Å"good guy† role that fends off the bad (25 Best Denzel Washington Films of All Time). Throughout the movie, directors appeal to viewers liking by shooting Denzel Washington with unharmed physical features. The movie utilizes Easy’s voiceover narration to tell the story from his point of view and the book written in the form of a diary where Easy can express all of his emotions and thoughts. The movie also fails to include Easy’s third conscience, which was so useful in the book. Although both mediums do consider the case from Easy’s perspective, it is clear that the movie lacks essential details that Easy mentions in the book. In addition to the differences seen through Easy’s point of view, there are also several differences in how the author and director utilize certain effects to obtain a dark tone. The screen adaptation paid homage to the dark tone perceived in the novel through lighting and a voiceover narration from Easy. Several scenes in the movie appear to have darker lighting than others. This effect allows viewers to feel the mysterious and secretive mood that is intended. In the scene where Easy visits John’s nightclub the lighting in the movie portrays the room as very dark and musty. The room itself is very enclosed and secretive since the owner, John, was into the speakeasy business before Prohibition was repealed. The nightclub itself is for the black community and has a very low-key reputation. To show the secretive, mysterious reputation of the nightclub, Franklin shoots the scene with little to no lighting (Devil in a Blue Dress Movie 1995). Throughout the film the audience is led through Easy’s point of view, which is heard through his voiceover narration. According to a movie review by Edwin Jahiel, â€Å"Washington’s voice is rather too sweet, lacks the tough staccato†¦Ã¢â‚¬ . Again, we see actors blocking take effect as Washington attempts to live up to his typical role as the â€Å"good guy†. The movie takes a much different approach towards Easy’s character, which results in a smooth, legato narration. His short, flowing sentences give off a professional feel and results in an overall darker tone. In the book readers get a feel for the same dark tone through Mosley’s structured syntax, imagery and facts that are included and omitted. Most of the dialogue contains slang words and short forceful sentences that make the characters intimidating. When Easy refuses Mouse’s offer he responds, â€Å"Nigger cain’t pull his way out the swamp wit’out no help†¦You wanna hole on t’this house and git some money and have you some white girls callin’ on the phone† (Devil in a Blue Dress page 73). Mouse’s response is daring and bold when he gives Easy these alternatives to live a leisure life. Mosley’s word choices in the dialogue and Easy’s narration causes a dark tone that allows readers to grasp the mystery and danger being incorporated in the investigation. Most of Easy’s narration is straightforward because he gets straight to the point. For example, after visiting the bar he states, â€Å"I never got bored or frustrated. I wasn’t even afraid of DeWitt Albright during those days. I felt, foolishly, safe from even his crazy violence† (Devil in a Blue Dress page 61). Easy gets straight to the point and does not beat around the bush when it comes to admitting any information or thoughts. This allows the book to be dense in information and causes a fast pace suspenseful experience. Imagery is also utilized differently in both mediums since the film takes advantage of visuals through acting and scene production while the book takes advantage of description through texts. While sitting in Joppy’s bar, Easy thinks to himself, â€Å"Joppy’s windows were so dingy†¦ if you sat at a small cherry table next to them, at least you had the benefit of the dull glow of daylight† (Devil in a Blue Dress page 2). His description of Joppy’s bar and use of comparison, illustrates the bar vividly. Later on in the book, Easy notices Daphne Monet’s accent, ‘â€Å"Allo? Thees is Mr. Rawlins? Yes? †Ã¢â‚¬â„¢ and afterwards Easy thinks to himself, â€Å"The accent was mild, like French, but it wasn’t French exactly† (Devil in a Blue Dress page 102). His specific description of her accent raises reader’s superstition and reminds us of each character’s mysterious secrets. The director’s decision to cut this from the movie is unknown, but surely it did cause more of a surprise when she revealed her mulatto origins. The directors also changed Albright’s physical appearance in his first scene. The book describes him wearing, â€Å"†¦an off-white linen suit and shirt with a Panama straw hat and bone shoes over flashing white silk socks†¦ I felt a thrill of fear† (Devil in a Blue Dress page 1). This first impression of Albright symbolizes white supremacy during the late 1940s. His decision to appear in a black community dressed in all white seems daring and ruthless. Again, this adds to Mosley’s intention to illustrate a dark tone by incorporating racial aspects that differentiate blacks and whites. Also, the book clearly exposes Daphne and Easy’s relationship outside of the case. This sexual relationship that isn’t seen in the movie gives the book an advantage on grasps the dirty depths of the investigation. These additions or deductions, nonetheless, also affect viewer’s understanding of the story. In the film, Daphne Monet plans to blackmail Matthew Teran with photos that evidenced his pedophilia, â€Å"†¦ I paid seven thousand dollars for those pictures they belong to me†(Devil in a Blue Dress film). Although this isn’t seen in the novel, viewers who watch the movie can understand the conflict between Daphne and Teran much easier than in the book. While standing in Carter’s office, Easy reveals to us, â€Å"Talking with Mr. Todd Carter was a strange experience. I mean, there I was, a Negro in a rich white man’s office, talking to him like we were best friends—even closer†(Devil in a Blue Dress page 57). His conversed narration allows readers to connect with his character and also understand racial ideologies during that time period. The novel was published in 1990 and the movie in 1995, however, both convey an investigation set in 1948 when black and white association was uncommon (Peter Travers). The investigation takes place during the Second Great Migration where large-scale shift of African American from the South migrated upwards into Northern cities such as Los Angeles. The aftereffects of WWII also caused many minorities to search for skilled jobs to make more money (The Great Migration: Creating a New Black Identity in Los Angeles). This is seen in both mediums as Easy is haunted by his past in the war and explains his reasons for moving to L. A. , â€Å"I ran away from Mouse and Texas to go to the army and then later to L. A†¦. igned up to fight in the war to prove to myself that I was a man†¦But I had dreams that didn’t have me running in the streets anymore; I was a man of property and I wanted to leave my wild days behind† (Devil in a Blue Dress page 22-23). His ambitions to leave behind his past life in the South and move onto the war and later into the city represent many young African American in the late 1940s. The aftereffects of the wa r led many minorities to travel and work towards their dreams and life goals (The Civil Rights Movement:? 1919-1960s). The text exemplifies African American struggles in the late 1940s during times of racism and segregation. In the movie, however, viewers did not fully recognize the racial ideologies at the time since many prejudice statements and actions were cut from the film. The movie showed Easy’s neighborhood to be a close-knit black community. In the movie we see children playing in the yards and riding bicycles along the sidewalks, homeowners tending their gardens and watering plants, and even a local lunatic who tries to steal everyone’s trees (Devil in a Blue Dress Movie 1995). Having been produced in 1995, the movie lacked most racial ideologies set in the 1940s. Due to Denzel Washington’s lead role as Easy Rawlins, there wasn’t a significantly amount of racism portrayed in the film since directors wanted to keep the screenplay in viewer’s favor. Transitioning from the well-liked hardboiled novel in 1990 to the a big screen adaptation five years later, the two mediums compare and contrast in several rhetorical devices such as point of view, tone and imagery. We see how the film’s adaptation from the book’s point of view through Easy’s perspective can leave out information that readers get from the book. The sense of tone that is darkly portrayed in both mediums allows the audience to focus on certain issues while sensing the mysterious dangerous mood. The imagery illustrated in the novel seems to be more informative and descriptive for readers, unlike the movie. Although both mediums work their best to portray the hardboiled L. A. detective theme, they do distinguish their own techniques, which affects the audience’s appreciation and understanding of the plot, characters and historical context.

Transition from Early Years

This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning. Looking at Government reports about transition from the Foundation Stage to Key Stage One, Ofsted nationally identified issues between reception and Key stage One practice. In 2004 they produced a report entitled Transition from the Reception Year to Year 1 (Ofsted 2004). Findings suggested that there was not enough consideration relating to the Foundation Stage and Year One curriculum. Ofsted recommended the following ‘point for action’ â€Å"Schools which admit pupils to the Foundation Stage should ensure that learning experiences in Year One build upon practical approaches and structured play in Year R (Reception) (Ofsted 2004:3) The Department for Education and Employment (DfEE) and research from the National Foundation for Education Research (NFER) identified the biggest challenge to transition, as the EYFS curriculum is play based, Key Stage One is a more structured curriculum. They found that some children were worried about moving into Year One because of the amount of work expected and the length of time they were expected to sit and listen to the teacher. The government decided to produce a guidance document entitled Continuing the Learning Journey (NAA 2005) which is attended to support schools and Local Authorities in working towards improving transitions between the Foundation Stage and Key Stage One. The Foundation Co-ordinator and Year One teacher from school attended this course about two yeas ago and have tried to improve the transitions between our unit and Key Stage One. More recently the Head and Deputy Head teachers have attended several courses relating to the Proposal of the New Primary Curriculum. Sir Jim Rose has proposed a number of changes to the New Curriculum which will impact on transition and include moving away from Primary subjects and towards new ‘areas of learning’ that are intended to be linked to the EYFS. A number of staff meetings have taken place within our school discussing the review of the New Primary curriculum with all Teachers and hopefully will be implemented across the whole school as soon as possible this depending upon the forthcoming election. Unit meetings have started to take place enabling Foundation Staff and Year One staff to look at how the EYFS and the New Primary Curriculum objectives overlap/link enabling Year One teachers to continue each individual child’s learning journey. All teachers know that children are different, each one having their own ‘Unique’ individual needs. When a child leaves the Foundation Stage and enters Key stage one, they have not necessarily achieved all the objectives in their profile and therefore are not ready to access the Year one National Curriculum. I can see little benefit to any child beginning Year One Numeracy and Literacy objectives, in particular, with children who are not ready in terms of ability and maturity. It makes far better sense to begin Year One with the children’s profiles and to allow time for each child to achieve all the profile objectives before launching into the more demanding Year One objectives. If you look at the PSRN and CLL objectives for the latter part of the Early Years Foundation Stage and Numeracy and Literacy for Year One term one, there is an overlap, with the Early Years Foundation Stage goals including some of the National Curriculum level One. Similarly, there are objectives in the Early Years Foundation Stage profiles in other areas of learning which overlap with the Year one objectives in Science, History and Geography, ICT, Design technology and RE – KUW. PSHE and citizenship – PSED. Music, art, drama and creativity – CD and Physical development-PD. In addition, simply because a child moves from the Foundation Stage into Key Stage One shouldn’t mean that the curriculum ceases being active. Young children learn best when they are engaged in worthwhile, hands on experiences. On the same premise, play does not have to end but it needs to be teacher initiated and led in order to be of much educational value, for instance, children are unlikely to spell words correctly, if there isn’t a teacher to help sound out the letters in the word. Ros Bayley and Sally Featherstone are writers on teaching and learning have written a book entitled Smooth Transitions. In it they state ‘a three year olds brain is twice as active as an adult brain and this level of activity continues to the age of 9 or 10. Children develop 50% of their eventual ability to learn before the age of 4 and another 30% before they are 8. Adult interaction and physical activity continue to make a massive difference to learning during childhood’ When measuring the difference between boys and girls they found that ‘most girls have made sufficient links to their brains to begin the complex skills of reading and writing by the time they are four and a half while in most boys it is nearer to six’ They also say that research from all over the world tells us that children learn best from doing and that boys are â€Å"doers†. If we want boys to succeed in the Foundation Stage and into Key Stage One we must allow them to develop through an active curriculum. Bayley and Featherstone conclude that everything we know about the brain is consistent with the guidance for the Foundation Stage. We must use that knowledge in Key Stage One and use it to shape how we teach rather than what we teach. There will also be children in Foundation Stage who by the end of the year are already accessing aspects of Year One curriculum. This is sometimes of particular significance for the summer-born Foundation Stage children, who may turn five right at the end of the Foundation Stage year therefore close liaison between staff regarding the academic and personal aspects of each child’s development is absolutely vital. The detailed knowledge that support staff have of the children as people and learners should be shared. Time and effort invested in this will help with differentiation, as well as children’s wellbeing, on entry into Year One. As part of my research, I visited the Year One class teacher in our school to establish how she plans for the transition from the Early Years Foundation Stage into Year One and to get her views about whether the transition process the school has in place is a ‘seamless journey’ or if there was more staff could do to improve this. One of the Year One teacher’s worries as I am sure is the same with most Year One teachers is the pressure she feels under to achieve outcomes to get children ready for Year Two Standard Assessment Tests (SATS). But as from this year our school has abolished not only Year two but Year Six SATS as well. This will ease the pressure enabling her to concentrate more on the transition period and continuing each child’s learning journey. The transition process we have in place for starting Nursery and reception is, I believe a ‘seamless journey ’ The Early Years Foundation Unit recognise that the transition from the home to Nursery and Nursery to Reception class is an important step in a child’s school life and it is our intention to make this a positive experience for every child. We endeavour to provide our children with a smooth transition from home to Nursery and Nursery to Reception Class. Yewdale Early Years Foundation Unit brochure 2009/10) however my opinion is that the transition from The Early Years Foundation Unit to Year One has not been successful, perhaps this is because that since I have been working in the Unit, big changes have taken place; The Foundation co coordinator leaves, an NQT takes over reception class and the role of EYFS coordinator (who has made a huge impact to the unit and who has become a great team Leader and friend), a new head teacher takes over the school and the Nursery and Reception classes merge to become a Early Years Foundation Unit and the Year One teacher is on maternity leave. This module I believe has helped me to make a positive contribution to the whole school approach about how we are going to help the children leaving the Early Years Foundation Unit have a smooth transition into Year one. Meetings have taken place between the Early Years coordinator and foundation staff and the Year One teacher and teaching assistant to discuss as a team, strategies to support transitions and to imply them during the summer term. Taking into consideration, the aim of the EYFS, is to help young children achieve the five Every Child Matters outcomes therefore by looking at the Every Child Matters document focusing on the five outcomes be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being I believe that by ensuring that children grow up to lead a safe, happy, healthy and successful life the transition strategy process should be; Be Healthy: Guidelines in place to ensure pupils physical and emotional health. Children are supported through the transition period by ensuring that Year One Staff have a full and accurate picture of each child’s needs prior to teaching them. During the Summer Term children have an opportunity to visit their new classes and meet their new teachers and stay for short visits and for the Year One teacher to visit in the reception class where the children are in familiar secure surroundings. Year One children have timetabled sessions in the Reception Outdoor area, the Year One class does not have access to their own outdoor area, and this enables hysical activity to take place in familiar surroundings. Stay Safe: The school to provide a safe environment and ensures that pupils know the school’s expectations for conduct and behaviour. Foundation Stage Unit Classes use the Key Stage One playground at lunch times throughout the school year and at playtimes during the Summer Term. This enables the children to become familiar with the rules and routines of Year One rules. From the Spring Term children in the Foundation Stage, reception age children only have access to morning playtimes and dinnertime playtimes. Enjoy and Achieve: The school provides an environment and atmosphere in which pupils feel safe and happy, and therefore can enjoy and achieve within the school environment. Children should see similar areas of provision in the Year One classroom e. g. role play, construction, sand/water, writing materials, well organised and accessible resources, staff working together, children should experience a similar environment. Learning through first hand experiences and being able to learn outside. The Year One class has got similar continuous provision areas to the Early Years Foundation Unit, which includes role play, sand/water, creative, construction, small world, reading area and access to laptops. They do not have access to their own outdoor area, this is the case in many schools, but do have three outdoor ‘playtimes’ a day two with Reception and Key stage one and one at lunch time with the whole school. Resources in Year One should be built up to reflect the Reception classes and more kinaesthetic experiences have been woven into the curriculum. The Foundation Unit and Year One class conduct PSHE and Circle Time Sessions using the SEAL/SEAD Programme and provide opportunities to share children’s thoughts and feelings regarding transition into Year One and to incorporate a variety of learning styles into Foundation Stage and Year One planning to engage all children, I think it is very important as a practitioner to take time to find out how the children in your care feel, therefore by giving them opportunities to express their feelings through drawing, painting or writing will help us to make their journey as seamless as possible. Make a Positive Contribution: Pupils are supported and helped to develop socially and emotionally through Circle Time (SEAL), classroom rules and routines and the schools’ Behaviour Policy. From Reception children are able to represent their class through the forum of the School Council so that pupils’ voices are heard. These meetings are held weekly and discussed with the rest of the school during assembly times. Achieve Economic Well-Being: Aim to provide good quality education and to prepare pupils for the future. Looking at the continuity of teaching and learning an effective curriculum delivery, in the Summer Term Reception Classes should begin to take on some elements of the more formal aspects of learning, whilst still engaging in active learning experiences. This continues in the Autumn Term of Year One and beyond. Reception and Year One staff liaise closely during the Autumn Term to ensure that the needs of individual children are fully understood in context and therefore met, within the educational setting of the classroom and the school. The new primary curriculum builds on the principles of the Early Years Foundation Stage and promotes play-based learning. In the early stage the content of the curriculum is generic to the area of learning therefore the curriculum is now more reflective of the Early Years Foundation Stage Curriculum and builds on and extends the experiences children have had during the Foundation Stage by planning for a variety of learning styles, such as role play, and imaginative play, visits and visitors, practical activities. Children’s personal and independent learning should be encouraged through opportunity to choose activities and resources, so encouraging their ability to make decisions and own their own work. This is already happening in the Foundation Unit and so supports the transition process. Data from the Foundation Stage Profiles is used to inform planning and assessment processes in Year One. The Year one teacher will look at the Foundation Stage profiles and start by ‘filling in the gaps’ as stated where children have not attained the Early Learning Goals by the end of the Reception years, Year 1 teachers should ensure gradual and smooth transition from the foundation ethos to the more structures, teacher-directed ethos of Key Stage,(Lesley Staggs, 2004) this can only be done if their learning journeys including foundation profile data are forwarded to her and that each child’s learning and personal needs are fully discussed with the Year One teacher. The teacher can then start to find out as much as she can about the child as a learner and to use the information to plan the next steps. Children in the Reception class with Special Educational Needs who receive one to one support or are part of our morning Nurture group, the transition will be handled sensitively to ensure support continues in Year One if appropriate. It is equally important that parents/carers are informed and asked about how they feel about the transition not only for their children but how they feel themselves. All families are important and should be welcomed and valued in all settings (EYFS 2. 2, 2008) Schools should have a very strong ethos of volunteer parental help within the classroom and in the school as a whole. This is well established in our Foundation Stage Unit and continues throughout Key Stage One and beyond. This tradition supports children in their transition between Key Stages. Parents/carers in the Early Years Foundation Unit and Key Stage One are offered the opportunity to attend a Family Learning free 14 hour course to help them to recognise how children develop number skills through play. It is designed to support parents in helping their child to achieve their full potential at school. During the Autumn term there will be a literacy based course held. Parents/carers will from this year receive a Key Stage One Booklet produced by the school at the beginning of the Autumn Term that supports parents in understanding the changes their child will experience, and so be able to support them during and after the summer school holidays in making the transition. Parent’s Evenings are held three times a year given opportunities for staff parents/carers to discuss child’s development and any concerns. In addition to this the Foundation Unit encourages an ‘Open Door’ policy where parents are welcome to come and discuss their concerns and their child’s needs at any time during the school year. This applies in Year One too. It is also important to remember that after the transition has taken place, Foundation Stage and Key Stage One Co-ordinators work with their teams to ensure that the transition Policy is implemented effectively and Foundation Stage and Key Stage One staff meet regularly throughout the year to discuss the progress of both groups and individual children in both Key Stages. In conclusion, I feel that by carrying out research before and during this module has helped me to understand the great importance of a smooth transition for children in the Foundation Unit moving to Key stage One and not only does it involve the children but also various staff members and parents/carers. It involves time, thought and commitment to ensure that it is a positive experience for all children and can only be a success by Foundation Staff and Year One staff working closely together. We are still in the early stages in our school at introducing new ways of working together as a team to produce a seam-free transition for every child, I think so far so good! We are coming to the end of Summer term one and strategies are in place for Summer Term Two including a draft copy of a Transition Policy. Unless the transition is well managed children may become disengaged, learning could be impeded and there may be a consequent rise in poor behaviour as children struggle to adapt to a different and more formal approach. (DFES 2004)

Importance of Louisiana Purchase to America

Louisiana Purchase was a historical land purchase agreement signed between former America President Thomas Jefferson and French ruler Napoleon Bonaparte, which transferred the French territory of Louisiane to the American republic. France wanted the presence of a growing power- America, to give stiff resistance to the British, while America wanted to get rid of Spanish and French control in its trade route along the Mississippi river. It was evident that the Louisiana Purchase would have a strong social, economic and political importance to the American republic and its future.DiscussionLouisiana Purchase of 1803 transferred the land from erstwhile French possession to the contemporary American federation, and this piece of land now comprises fifteen American states, namely, Arkansas, Oklahoma, Missouri, Kansas, Iowa, and Nebraska, Minnesota, South Dakota, North Dakota, Montana, Wyoming, Colorado, New Mexico, Texas, and Louisiana (â€Å"The Louisiana Purchase, 1803†). When the se fifteen states were incorporated into the American union, the new amalgamation was, predominantly, a white majority union with white landowners, who used slaves for performing various occupations.In the early years of its formation, voting was reserved only for those who paid taxes, and only those while males having ownership of property could hold public offices (â€Å"The Louisiana Purchase, 1803†). With a large influx of immigrants to this region of maritime importance, a multicultural society was soon flourishing as different ethnic groups started settling there. Since the newly formed states from Louisiana Purchase were bordered along the Mississippi river, America got a free access to trade both within the country and to the continental Europe.This major political development boosted the economy of the American region. Moreover, the vast stretch of fertile land in the prairie states of North Dakota, South Dakota as well as Kansas, facilitated the growth of revenue fr om agriculture. Also, the inclusion of the state of Texas gave America a rich source of oilfields. In 1920, one of the Texan oilfields produced 50 million barrels (â€Å"Oilfields in Texas†). With a history of territorial wars, slavery, and gradual evolution of democracy, this amalgamation of fifteen states has given famous Presidents to the American republic.Some of the former American Presidents, namely, Bill Clinton, Herbert Hoover, Harry Truman, Gerald Ford, Dwight Eisenhower, Lyndon Johnson, and George Bush were born on the erstwhile land, which was acquired under the Louisiana Purchase agreement. Conclusion With the acquisition of land under the Louisiana Purchase accord, the American republic witnessed social, economic and political changes that impacted its development significantly.

Social Networks are affecting negatively on relationships Essay

Social Networks are affecting negatively on relationships - Essay Example At the same time, many of the couples find that digital apparatus facilitate interaction and support. A majority of those in relationships maintain they operate separate email and social media accounts though a small number indicate that they share accounts. This paper looks to discuss the negative influence of the social networks on relationships. It is significant to note that social networks have negative effects that influence relationships negatively in a great way. One of the negative effects of the social networks on relationship is that it gives a false sense of association. Social networks make its hard to differentiate between the significant relations that couples foster in the actual globe, and the numerous casual relationships developed through social networks. By focusing so much of their time, resources and energy on the less important associations weaken their actual relationships in the real world. The real relations will weaken because of the less time, effort, and energy that they get. Less attention on the real relations and much attention on the casual relation across the social media in most cases have resulted in the death of many relations. Another negative influence of the social media on relationships concerns the issue of privacy. Social network sites inspire people to be more public concerning their private existence. The inspiration leads to many of the couples posting about their intimate details since it is simple to post them. What is more is that the issues they post remain accessible indefinitely. The details, in most case, have been found to prompt a negative backlash depending on the details that the couples posts. In return, the couples end up quarreling and fighting affecting their relations detrimentally. Social media affects the privacy of the relations, and it has brought many hurtful experiences to many couples across the globe. In addition, social networks have led to decreased

The Attributes Of The Nurse Leadership Essay Example | Topics and Well Written Essays - 500 words

The Attributes Of The Nurse Leadership - Essay Example I have grown with my self-knowledge and this growth emanated from m interaction with other people. As a nurse, there was always the need to mingle with other officers to work together and in some cases take instructions from them. As all these interactions took place, there were avenues through which I easily pointed to some of my weaknesses and strengths and these generally make up for my self-knowledge. The lessons and topics have also gone a long way to teach me about differences in personalities and this has spiced up my self-knowledge. The class sections have really helped in shaping my interpersonal relationship with others. Before, I was the type who believed so much in my personhood and thus had very little time to pay attention to who other people were and what they did. Today, I have come to accept the need for social integration and the basic requirements for this; which includes the need to open up to other people and give them the chance to also express themselves freely. This has however not defeated the need for me to continue to be an active communicator instead of a passive one. As the topic areas in this course of leadership proofs to be more and beneficial to my studies and career as a nurse, it is important that I seek an avenue to continue to learn more topics regarding leadership. In this direction, some key topics I have penned down include but not limited to The knowledge they say is not vested in the head of one person alone. For this reason, I constantly feel the need to learn from other people to equip what I already know and have. For this reason, I pay particular attention to the attributes of other nurses and learn a lot from them during interactions with them. I am never shy to ask questions for clarity and ask for my mistakes to be corrected. Through such means, I am hoping to be a perfect nurse in the nearest future.

Legal Right and Ethical Obligation Essay Example | Topics and Well Written Essays - 500 words

Legal Right and Ethical Obligation - Essay Example This causes a certain deviation from the law for a judgement to be ethically viable. "When important ethical principles are jeopardized by law, citizens are confronted with an ethical problem." (Loewy, 2000). In a situation where people who have suffered loss of life and property claim for compensation, there is no doubt that all legal possibilities will be explored in order to ensure that the company does not lose heavily. In a case where a passenger (of American origin) tries to sue the cruise line that claims immunity under 'flag of convenience rules', the question is more of an ethical issue than a legal one. It would be quite unjust to argue that by merely flying the flag of another country, the DWI are under no obligation to pay for the loss of life and/or property of a passenger who has boarded their cruise with a fervent hope that he and his belongings will be safe. Third party billing problems occur most of the time either in phone companies or in the medical sector. Most disputes arise when people are oblivious of the declarations and statements made in fine print in most bills and invoices. As in the case of Mr. & Mrs.