The Life of Lucius Annaeus Seneca (4 B.C. - A.D. 65)

The Life of Lucius Annaeus Seneca (4 B.C. - A.D. 65) The Life of Lucius Annaeus Seneca (4 B.C. - A.D. 65) Seneca was an important Latin writer for the Middle Ages, Renaissance, and beyond. His themes and philosophy should even appeal to us today, or so says Brian Arkins in Heavy Seneca: his Influence on Shakespeares Tragedies, Classics Ireland 2 (1995) 1-8. ISSN 0791-9417.   While James Romm, in Dying Every Day: Seneca at the Court of Nero, questions whether the man was as principled as his philosophy. Seneca the Elder was a rhetorician from an equestrian family in Cordoba, Spain, where his son, our thinker, Lucius Annaeus Seneca, was born in about 4 B.C. His aunt or someone took the young boy to be educated in Rome where he studied a philosophy that blended Stoicism with neo-Pythagoreanism. Seneca began his career in law and politics in about A.D. 31, serving as consul in 57. He fell afoul of the first of 3 emperors, Caligula. Caligulas sister suffered exile under Claudius on a charge of adultery with Seneca who was sent to Corsica for his punishment. Helped by Claudius last wife Agrippina the Younger, he overcame Corsican exile to serve as advisor of the last of the Julio-Claudians, from 54-62 A.D. whom he had earlier served as tutor. Seneca and the Julio-Claudian Emperors: The Suicide of Seneca Seneca wrote tragedies that have raised the question of whether they were intended for performance; they may have been meant strictly for recitation. They are not on original topics, but treat familiar themes, often with gruesome detail. Works of Seneca Works by Seneca Available at the Latin Library:Epistulae morales ad LuciliumQuaestiones naturalesde Consolatione ad Polybium, ad Marciam, and ad Helviamde IraDialogi: de Providentia, de Constantia, de Otio, de Brevitate Vitae, de Tranquillitate Animi, de Vita Beata, and de ClementiaFabulae: Medea, Phaedra, Hercules [Oetaeus], Agamemnon, Oedipus, Thyestes, and Octavia?Apocolocyntosis and Proverbs. Practical Philosophy Virtue, Reason, the Good Life Senecas philosophy is best known from his letters to Lucilius and his dialogues. In accordance with the philosophy of the Stoics, Virtue (virtus) and Reason are the basis of a good life, and a good life should be lived simply and in accordance with Nature, which, incidentally,  didnt mean you should eschew wealth. But whereas the philosophical treatises of an Epictetus might inspire you to lofty goals you know youll never meet, Senecas philosophy is more practical. [See Stoic-Based resolutions.] Senecas philosophy is not strictly Stoic, but contains ideas thrown in from other philosophies. He even coaxes and cajoles, as in the case of his advice to his mother to cease her grieving. You are beautiful, he says (paraphrased) with an age-defying appeal that needs no make-up, so stop acting like the worst kind of vain woman. You never polluted yourself with make-up, and you never wore a dress that covered about as much on as it did off. Your only ornament, the kind of beauty that time does not tarnish, is the great honour of modesty. So you cannot use your sex to justify your sorrow when with your virtue you have transcended it. Keep as far away from womens tears as from their faults.(www.uky.edu/ArtsSciences/Classics/wlgr/wlgr-privatelife261.html) 261. Seneca to his mother. Corsica, A.D. 41/9. Another famous example of his pragmatic philosophy comes from a line in Hercules Furens: Successful and fortunate crime is called virtue. He did receive criticism. He suffered exile for a supposed liaison with Livilla, mockery for his pursuit of wealth, and the scorn heaped on hypocrites for condemning tyranny,  yet being a tyrannodidaskalos - tyrant teacher, according to Romm. Parody and Burlesque in the Writing of SenecaMenippean Satire The Apocolocyntosis (The Pumpkinification of Claudius), a Menippean Satire, is a parody of the fashion of deifying emperors and a burlesque of the buffoonish emperor Claudius. Classical scholar Michael Coffey says the term apocolocyntosis is meant to suggest the conventional term apotheosis whereby a man, usually someone at the head of government, like a Roman emperor, was turned into a god (by order of the Roman Senate). Apocolocyntosis contains a word for some type of gourd probably not a pumpkin, but Pumpkinification caught on. The much ridiculed Emperor Claudius was not going to be made into a normal god, who would be expected to be better and brighter than mere mortals.   Senecas Social Consciousness On the serious side, because Seneca compared mans being enslaved by emotions and vices with physical slavery, many have thought he held a forward-looking view on the oppressive institution of slavery, even though his attitude towards women (see quotation above) was less enlightened. Legacy of Seneca and the Christian Church Seneca and the Christian Church Although currently doubted, it was thought that Seneca was in correspondence with St. Paul. Because of this correspondence, Seneca was acceptable to the leaders of the Christian Church. Dante placed him in Limbo in his Divine Comedy. During the Middle Ages much of the writing of Classical Antiquity was lost, but because of the correspondence with St. Paul, Seneca was considered important enough that monks preserved and copied his material. Seneca and the Renaissance Having survived the Middle Ages, a period that saw the loss of many classical writings, Seneca continued to fare well in the Renaissance. As Brian Arkins writes, in the article mentioned at the beginning of this article, on p.1: For the dramatists of the Renaissance in France, in Italy, and in England, Classical tragedy means the ten Latin plays of Seneca, not Aeschylus, Sophocles, and Euripides.... Not only was Seneca suited to Shakespeare and other Renaissance writers, but what we know of him he fits our mindset today. Arkins article predates 9/11, but that only means another incident can be added to the list of horrors: [T]he appeal of Senecas plays for the Elizabethan age and for the modern age is not far to seek: Seneca studies evil with great diligence and, in particular, evil in the prince, and both those ages are very well versed in evil.... In Seneca and in Shakespeare, we encounter first a Cloud of Evil, then the defeat of Reason by Evil, and, finally, the triumph of Evil.All this is caviar to the age of Dachau and Auschwitz, of Hiroshima and Nagasaki, of Kampuchea, Northern Ireland, Bosnia. Horror does not turn us off, as it turned off the Victorians, who could not handle Seneca. Nor did horror turn off the Elizabethans.... Main Ancient Sources on Seneca Dio CassiusTacitusOctavia, a play sometimes attributed to Seneca

The Ancient Myths about Athena

The Ancient Myths about Athena In his mythology (The Age of Fable: Vols. I II: Stories of Gods and Heroes. 1913), Thomas Bulfinch uses the Roman name Minerva for the Greek goddess Athena. Chapters from Bulfinch that Feature Athena: Chapter 14Arachne and the Weaving Contest With AthenaThe beginning of this chapter details Athenas skills, her special connection with Athens, and her birth from the head of her father Zeus. The chapter goes on to describe a contest between a mortal woman, Arachne, and Athena. It follows with another challenge made by a mortal against a goddess, but the goddess is not Athena.Chapter 15MedusaBulfinch has already identified Athena in the previous chapter, so in this one, Athena is introduced as the goddess challenged by Medusa to a beauty contest. Regardless of who was more beautiful, Athena had to punish Medusa, which she did by turning her into a monster. Then, when the hero Perseus goes off to slay the monster, Athena comes to his assistance by lending him her shield the one he uses as a mirror so he can decapitate without being turned to stoneChapter 30Odysseus and AthenaIn this chapter, Bulfinch is describing the adventures of Odysseus. Odysseus has returned to Ithaca but doesnt recognize it until Athena in disguise tells him where he is. The chapter describes Odysseus return to his home where he finds and eventually slays the suitors who have been harassing his wife. Elsewhere in Bulfinch, Athena plays minor roles: Chapter 16Athena invents thunderbolts and deals with the winged horse Pegasus.Chapter 20Theseus blames Athena for abandoning Ariadne and sets up the Panathenaea to honor her.Chapter 2Here Athena helps Prometheus steal fire to give to mankind.Chapter 19Athena and Hermes accompany Hercules to the Underworld.Chapter 7In this chapter, Bulfinch invents a conversation between Aphrodite and her son in which she names Athena as one who defies her.

Human health and the environment Essay Example | Topics and Well Written Essays - 500 words

Human health and the environment - Essay Example Reduced chemical use in crop management conserves the environment. They can also be genetically manipulated to contain extra nutrient s. The crops will require lower maintenance and farmers will benefit from crop-protection transgenic strategies (Wambugu, 1999). Increasing food security will stabilize their economies and quality of life. Most people in arid and semi arid countries depend on single food crops and endowing these plants with more nutrients through genetic engineering will reduce incidences of food malnutrition. Most opponents of genetic engineering state that it is ethically wrong and that it is harmful. Adequate Legislation can ensure ethical practices and strict adherence to regulations can be monitored effectively. I conquer that more research should be done to understand the long term effects of genetically engineered crops on the ecosystem and on human health. Vasil, I.K. (1998). Plant biotechnology: Achievements and Opportunities at the Threshold of the 21st Century. Paper Presented at the IX International Congress on Plant Tissue and Cell Culture, Jerusalem Israel. b. The dose-response curve illustrates the change in an organism caused by different levels of exposure in a given time. The route of administration and the exposure time is crucial in understanding the response relationship. The response curve help toxicologists determine safe and hazardous levels for the compounds under study. c. LD50 is the amount of substance required to kill 50% of the test population usually measured in mg/body weight. A substance with a high LD50 is safer because it requires higher concentration to cause 50% death to the test population. A substance with a low LD50 requires very little concentrations to cause 50% death in test population and hence is more lethal. I support the precautionary principle because it is our duty to prevent some threats of damage, particularly

Memorandum explaining the discussion of merits of Congress adopting a Term Paper

Memorandum explaining the discussion of merits of Congress adopting a federal Value Added Tax - Term Paper Example The SBT was developed in as early as 1975. The framework of SBT can be scrutinized to understand the practical implementation of the VAT scheme in American context. In the year 2008, SBT was repealed and replaced by another taxation framework called the Michigan Business Tax, which can be regarded as a form of continued VAT implementation. (Roberts, W. D. & Gell, M. B., 2010) At the federal level, the US Congress is trying to institute the VAT scheme since 1982. â€Å"Overall, the options have stressed that a broad-based consumption tax, such as a VAT, could raise large sums less easily than incremental increases in income tax rates, but with less loss of economic efficiency; that excise taxes on selected products could be raised to minor good effect; and that broadening the tax base could raise significant sums and improve economic efficiency.† (Reischauer, R. D., 1994) Current Proposals in Congress for Adoption of a Federal Value-Added Tax The US taxation system is based on a strong historical milieu, and the US Congress is aware of that. The historic Boston Tea Party, which took place prior to the War of American Independence, was related to the unfair tax schemes imposed by the then British rulers. However, the framework of the federal governance of the country remained under scrutiny and criticisms throughout the 19th and 20th centuries. Income tax regulations have been a primary federal concern. The framework of the federal taxation system of America has not been without its problems (Adams, T. S., 1921). Too much dependence on income tax revenues may lead to serious economic problems. The Congress thus proposes to impose a value-added or national sales tax. The Congressional Budgetary Office (CBO) has been pointing at the revenue raising potential of a...The policy pros of the VAT scheme entail the reduction of the American economy’s too much dependence on the income tax revenues. In the United States, people with higher income have to pay a heavier income tax, which is regarded as unfair by many conservatives (Edwards, C., 2009). A strong revenue network through federal VAT can compensate the inequalities in the current income tax rates. More and more Democrats and other policy makers are focusing on the policy process in regard of VAT. According to them, VAT will provide the federal government with a reliable instrumentation to handle deficit and pay off the debts. John Podesta (who led President Obama’s transition team) thinks that the only way to stabilize and grip the troublesome debt situation is to reduce the hike in health care expenditures, reduce federal spending, and add new means to increase revenue input. The progressive value-added tax scheme appears to be a boon in this context. The policy cons of VAT scheme are rather numerous and thought provoking. The European experience of implementing the VAT is important. VAT is supposed to lower the taxes on profit and income.

Plato’s Crito Essay Example for Free

Plato’s Crito Essay To justify Socrates’ decision to stay in prison according to the law and obey even the unjust punishment that was given to him by his accusers or to escape from the prison is an issue that has been for debates for long. Socrates was sure to obey the law and accepted the punishment of drinking the poison. Here Plato wants to give the laws its own voice and discriminate it as a separate distinctiveness, trying to make it something close to human where it is believed that Socrates’ punishment is unjust. By going through the dialogues between Socrates and Crito, I disagree with Crito and believe that Socrates as right in abiding by the law and accepting the punishment of drinking the poison. Socrates had his own philosophy and reasons in going by the law and Crito tried his best to persuade him to escape from the prison. Argument between Socrates and Crito Crito said that by accepting the unjust punishment Socrates was in fact siding with his accusers for which Socrates replies that if he escapes from the prison he will be acting against the just law and also against people. He said that if the laws are just and people unjust and both give out the same decision then he must obey the law even if it is ot justified humanly. He was not willing to side against the people because people were his strength and he had accepted the punishment for them. Crito does not believe that if Socrates does not abide by the law it will lead to social destruction and says that a single proceed of noncompliance would be negligible when compared to the justified movements by Socrates in future. Socrates speaks honestly and in a straightforward manner and also indicates Crito that he might face some problems after his death. Socrates gave a new way of belief to philosophy. His teachings are still inspiring for lots of scholars and many philosophers were influenced by his views. Socrates believed in justice and for this he even offered his life. According to his friends and followers the punishment he received was morally wrong but Socrates believed that roaming about from town to town would bring him nothing and he was not ready to disobey the law as the law of Athens had protected him throughout his life. There are moral authorities and their principles should be first and foremost based on protecting human rights. Socrates believed that justice was good and good can be accomplished with the help of self-knowledge by anyone. Socrates was punished because of a social contract, which he himself had accepted and according to that he had to abide by the law and accept the punishment. In fact this idea of a contract between an individual and the entire legal system has a great impact on the modern political system and the world even today. There are some rights as well as duties of people in society towards it and the ‘social contract’ here refers to the unishment Socrates received and his belief in abiding by the law because he said that law is just. He believed that man should do ‘good’ even to his enemies and also that knowledge leads to goodness in man. Plato states Socrates views that ‘morality based on absolute truth or rules is probably not adaptable to practical situations’. Socrates also believed that a good man never harmed anyone and advised wrong doers to find cure of their evil ways and become good. The only thing is that one should try and change self and this is attained through self-knowledge.

Miles Franklins My Brilliant Career Essay -- Franklin My Brilliant Ca

Miles Franklin's My Brilliant Career Topic: Give a detailed analysis of a key scene or passage from "My Brilliant Career" by Miles Franklin. The focus and essence of My Brilliant Career by Miles Franklin is centred on the relationships and interactions of Sybylla Melvyn (the key character of the novel), towards other characters. The ways in which she reacts to different people and why she reacts in a particular manner, are perhaps more crucial and intriguing to the reader, than any distinct event throughout the novel.   Sybylla's logic and thinking about herself, others and life, have been moulded by her very influential relationships with her mother and father.   Her view on life and the roles of men and women has also been influenced by literature she has read.   Moreover, her affinity with her parents in childhood and as a young woman has plainly made its mark on her further relationships, especially with men. The most prominent male relationship Sybylla encounters is with her lover, Harold Beecham.   Sybylla's relationship with Harold as described in Chapter 20 illustrates the influences of her parents and literature.   In   Chapter 20, Sybylla hits Harold across the face with a riding whip, when he tries to kiss her.   Yet Harold Beecham appears to be the perfect figure and the perfect man and indeed, Sybylla loves him, although she does not like to admit this.   For example, her "train of thought was interrupted by our host, who appeared in the doorway, clad from sole to neck in white" (Franklin 137).   He is her knight in shining amour, but even so she strikes him.   To Sybylla, Harold always appears somewhat 'forbidden'.   Perhaps subconsciously, he is the materialised embodiment of her father, Richard Melvyn.   In her e... ...y saying "Is this not rather sudden?   You have given me no intimation of your intentions" (Franklin 140).   Perhaps still disturbed by his manner, this is partly the reason why she hits Harold afterwards. Sybylla Melvyn is simply a confused adolescent, with all the problems and feelings of a young woman growing up.   She has a large amount of emotional turmoil in her mind and is doing what she can to adjust to her ever changing environment.   Sybylla is paranoid and neurotic and her values, beliefs and ideals have been easily influenced by her childhood relationship with her parents.   As a consequence, her actions reflect these influences, which are deeply etched in her mind.   By examining her relationship with Harold Beecham we are able to understand that her attitude towards his affections are a result of both her parents influence and her reading material.  Ã‚     Ã‚  Ã‚  

Digital Divide Essay

The term digital divide emerged in the mid-1990’s to describe the gap that exists between individuals who have access to technology and those that do not have access (Eamon, 2004). Computer technology has transformed modern society in profound ways (Behrman & Shields, 2000). Everyday society exposes citizens to technology in some form. Citizens integrate technology into common tasks such as signing into work, paying bills, shopping, paying taxes, and even reading the local newspaper (Behrman & Shields, 2000). The increasing integration of technology into society cause school systems to be more resolute about including technology in every classroom. School leaders generally agree that access to technology prepares students to succeed in the 21st century (Bell, Judge, & Puckett, 2006). Other researchers point out that increasing access to technology in the classroom environment does not ensure academic improvement. These researchers point out that there are limits to the advantages that technology offers. A meta-analysis by Crismann, Badgert and Lucking (1997) involving 27 studies concerning academic achievement of students who received traditional classroom instruction or traditional classroom instruction with technology integration showed interesting results. On average, students receiving technology infused instruction attained higher academic achievement than 58. 2 percent of those in traditional classrooms (Page, 2002). The digital divide addresses societal differences that correlate to the educational outcomes of students. Such differences raised concerns about the emergence of the digital divide between the children on one side who are benefiting from technology and the children on the other side who the lack of technology access leaves behind (Becker, 2000). Key Terms and Definitions 1. Application – computer software; also called a program 2. Broadband – a type of data transmission in which a single wire can carry several channels at once. Broadband technology can transmit data, audio, and video all at once over long distances. 3. Chat – real time, text-based communication in a virtual environment 4. Digital Divide – the gap between those with regular, effective access to digital technologies and those without 5. Digital Technology – machinery and computer equipment used for practical and informative purposes 6. Learning Portal – any web site that offers learners and organizations consolidated access to learning and training resources from multiple sources 7. Multimedia – interactive text, images, sounds, and color 8. Network – two or more computers that are connected so users can share files and devices 9. Online – a computer communicating with another computer 10. World Wide Web (www) – a graphical Internet tool that provides access to homepages created by individuals, businesses, and other organizations Statement of Hypothesis Researchers define the digital divide as discrepancies in technology use and access in learning environments based on ethnicity and socioeconomic status (Pearson & Swain, 2002). School systems and government programs supply technology equipment and software to United States’ schools in effort to close the digital divide. Nearly every school is now equipped with computers, and over two-thirds of our nation’s children have access at home (Shields & Behrman, 2000). Equal access and supply cannot close the digital divide alone. Teachers need adequate training on selection of technology and integration of technology. Teachers, parents, and students must become technology literate in order to close the digital divide. Review of Literature Advantages of Technology and Academic Performance The digital divide influences academic performance because limited student access to technology minimizes experiences and knowledge necessary to succeed academically. Computer based technology contributes to children’s academic achievement. Researchers associate having a home computer to better academic performance (Jackson et al. , 2006). Schools play a critical role in providing access to computers to students who do not have home computers. Teachers can have a profound effect on the digital divide by carefully examining how and when technology use is necessary. Regular use of technology in the classroom directly contributes to student achievement, both by making students more effective in their learning and teachers more efficient in their teaching. Teacher education should not focus on technology alone, but on its alignment with the curriculum. In order for this alignment with the curriculum to take place, more computers must be available for students use. Technology integrated into the curriculum increases students’ time on task and extends learning into the home, beyond the traditional school day (Shield & Behrman, 2000). Classrooms benefit from the advantages of technology if planning is efficient and effective for a particular group of students. Students must understand that the use of technology within lessons supports productivity. Technology is a tool that students use for learning, research, networking, collaboration, telecommunications, and problem solving. Technology lessons must be meaningful and engaging for students to improve academic performance. Teachers are able to shift student learning from memorizing answers to questions to knowing how to find answers. Activities that encourage students to use technology outside of the classroom such as using the technology lab, school media center, or local public library prepare students for future educational experiences. Using technology for academic tasks plays a positive role in student achievement (Wenglinsky, 2005). If students participate in authentic technology enhanced activities on a regular basis, these activities will offer students the support they need to become learners that are more proficient and possibly narrow the divide. Limitations of Technology and Academic Performance The level and quality of the student interactions with technology can limit the academic advantages that technology offers. Students must be able to use computers for more than web-surfing, chatting, game playing, and participating in low-level thinking activities. Student interactions with computers must be quality interactions that allow students to do research and create original multimedia products. Although 99% of public classrooms have access to computers, many students are not meeting the technology standards set by the National Educational Technology Standards (Morgan & VanLengen, 2005). While technology exposes students to activities that allow them to use higher order thinking and problem solving techniques, they still prefer to engage in non-academic activities on the Internet. Becker (2000) states that â€Å"most student Internet activities were recreational in nature – such as email, chat rooms, web-based games, web surfing, and listening to music†. Many children’s activities on the Internet appear to be for entertainment purposes instead of educational purposes. While the Internet gives students access to an array of educational tools, it also gives them access to non-academic material. Teachers often have trouble monitoring student use of appropriate websites, electronic mail messages, instant messages, and live chat rooms. Without careful observation, students can easily use school time to access material that is inappropriate for children and will not improve academic improvement. Even if teachers properly monitor students, they may not benefit from having access to computers in the classroom. Research by Lilia C. DiBello (2005) states that many teachers have not been properly trained to integrate technology in the classroom. While teachers may be comfortable with navigating various types of software, they often have trouble implementing the technology to meet technology standards (DiBello, 2005). Teacher preparation programs now require future teachers to take a technology course as a graduation requirement. However, technology is rapidly changing and school systems offer few opportunities that allow teachers to keep up with the changes modern technology brings. When teachers are not willing and not prepared to integrate technology into their classrooms, they often fail to prepare students to perform authentic tasks using the computers. Teachers often use computers for low-level thinking activities such as drill and practice (Pearson & Swain, 2002). According to Pearson and Swain (2002), students in high-poverty schools use computers for drill and practice 35% of the time, as opposed to students in low-poverty schools, who used computers for drill and practice 26% of the time. Schools who are below the poverty line are also more often to use computers for remedial purposes instead of higher order thinking skills. Teachers rarely teach students to use the computers to answers questions that they ask, research topics, or to prepare multimedia projects that coincide with the subjects they have learned in the classroom. Importance of Closing the Divide The digital divide exists both quantitatively and qualitatively. Gillan (2003) supported that quantitative gaps exist in schools and families where there is not enough access or time spent with technology. Qualitative gaps refer to selection of appropriate applications and quality training. Many studies have drawn the conclusion that the key factor in closing the digital divide may not be access alone. As years have passed, attention moved away from who is connected to the question of who is served. It is important to consider that the upper-to-middle classes are given high-quality access to technology because technologists are hard at work creating â€Å"solutions† designed just for them. According to Morgan and VanLengen (2005), most affluent students use software that requires the use of critical thinking skill. Less affluent students predominately use drill and practice software. Many school officials feel that technologists ignore solutions for the poor. The result is often that schools give the poor low-quality access that could actually hurt them and, in some sense, widen the divide. Because of the continued influences of technology on society, the United States must address the digital divide and implement strategies to narrow the gap. It is imperative to focus on what can be done if needs cannot be met. Students that are technology savvy have significant advantages over their peers. Students with limited technology skills will not have the same educational or job opportunities and information that will be necessary for full and knowledgeable participation in society. Leaders should not subject students to the wrong side of the digital divide just because computer access at home is limited or none. It is the responsibility of the schools and communities to help narrow the gap. The schools are the primary source of computer access. Schools can promote digital equity for young children by including access to computer resources used in developmentally appropriate ways (Judge, 2005). The digital divide has consequences that extend beyond the school. If the digital divide was only a matter of unequal access to equipment, closing it would simply involve duplicating the resources of wealthy schools in poorer schools (Riel, Schwartz, & Hitt, 2002). Educators need to learn the basics of information literacy: searching, evaluating materials for quality, risk assessment, and equally important privacy protection. These skills go beyond online behavior to include mass media and everyday communications. Conclusion It is the job of educators to plan technology-integrated lessons that are appropriate for the particular group they are teaching. Educators must have knowledge and skills to integrate technology into meaningful activities of interest and relevance to children. Educators need to be aware of the advantages and the limitations of technology for all students. The primary key to closing the digital divide is investment in literacy and education. The biggest barrier to use of digital technology is lack of skills. It is possible that the next generation of the World Wide Web, referred to as Internet, emphasizes the need to go beyond text to give users a sensory experience of the web. Some governments are exploring the use of cell phones, and applications like voice recognition technology or use of visual icons on various devices. The implications for closing the digital divide are important to society. Closing the digital divide will offer educational advantages, future employment and earning opportunities, chance for social and civic involvement, equity, and civil rights for all.

Attachment Theory and Partnership Model

Describe how partnerships with carers are developed and sustained in own work setting A partnership model work around a theory of collaboration, understanding and and communication. It’s a way that helps to recognise how the best outcomes can happen for children when care, development and learning provision/a setting , a cooperatively together. A partnership model looks like this: Identifying needs via a partnership /mullet agency document can happen though the pre CAF assessment check list and CAF common assessment framework which is shared with appropriate agencies.Alongside the aims of home nation’s early year framework –eg England’s eyfs, Wales’ foundation phase, NI foundation stage or Scotland’s prebrith-3 &curriculum for excellence, children’s progresses seen to be greater when a partnership is supported: evidence based on EPPE project quote: This finding indicates that what parents do is more important for the academic and socia l/behavioural development of their than who parents are supports a joint or joined up approach .Check how your setting promotes an open door policy, involves, actively invites and work towards engaging parents/carers in the setting ‘s planning and decision making processes. How do you share observations –daily happenings’ how parents/carers contribute 7 are part of assessments 7 updates by letting setting know about development’ interests, medical and dietary needs – data protection, confidentiality act & freedom of information.Considerations to take into account for a partnership model are the potential barriers could be involved: that–  Communication  & how to overcome those barriers – language, use & access to technology eg. phone, email, literacy skills technology —  Confidence & self esteem  Ã¢â‚¬â€œ anyone with less confidence, sense of worth and value may feel uncomfortable/incapable of imparting their ideas, view s and opinions. –  Obligations of work  Ã¢â‚¬â€œ time, income all have a bearing on how active a parent/carer can be in a partnership model. —  Learning disabilities and culture  can impact on relationships with care providers as an expectation to work together may be unexpected, unfamiliar, cause suspicion & be unwelcome it is also possible an appearance of professionalism creates a barrier, anxiety &  withdrawal. —  Understanding  equal opportunity, equality amp; inclusion in participation  whilst this is a practice approach that may be extended to all it may not be taken up by individuals in the same way. In possible contrast maybe, to the view as to how behaviourist theory relates to positive reinforcement –  operant conditioning  that may be exerted over children's choice/motivation to participate, knowing that the less pressure adults feel exposed and obligated to, the more likely it is that they'll feel free and welcomed in taki ng part where and when they are able to. Evaluation methods eg.Feedback,  survey  and sensitive questionnaires can help identify areas a setting does well in, those for further investigation and aspects of provision that individuals enjoy being part of or can see a way to suggest improvement in. Breaking/breaching confidentiality in a partnership model can cause mistrust & impact negatively on the effectiveness of future engagement –oral’ paper 7 electronically kept information data protection act If it helps there is guidance that supports further research on pages 164 and 221+ of the  Heinemann level 3 handbookParental rights  on direct gov and the  children's act 1989 Howard Gardner's multi intelligence theory. His  frames of mind  publication recognised the role of the parent as a child's first educator, providing physical and emotional influence. The  town Reggio Emilia  and the development of a philosophy and educational approach. Parent co-oper ative  model for provision Commitee run preschool www. bernardvanleer. org Attachment theory –  linked through psychoanalysis Sigmund Freud 1856 – 1939 Melanie Klein 1882 – 1960 John Bowlby 1907 – 1990 Mary Ainsworth 1913 – 1999Donald Winnicott 1896 – 1971 –  transitional object The limit of children's resillience is in repeated disruption to attachments, when people leave or let them down. Barbara Tizard suggests roles for childrens well-being, physical and emotional development exist in significant others with a genuine commitment and continuity of interest in remaining present in a child's life – carers, adoption, looked after settings, foster parents, guardians, sibling care and parenting responsibilities carried out by other immediate and extended family members.Key worker/person system Peter Elfer –  google book preview Working together: * England's eys framework: eyfs theme of positive relationships, princ iple –  parents as partners * Northern Ireland's –  NI curriuculm  foundation and areas of learning * Ireland's Aistear  guidelines for good practice  building partnerships between parents and practitioners. Wales foundation phase – positive partnerships with home,  learning and teaching pedagogy * Scotland's curriculum for excellence –  parents as partners A health care model for the support of children –  family partnership model  CPCS. org. uk Parents/carers are stakeholders in thier children's education providers in that they are the ones who retain a continued presence after a setting has been left/provision ended. Multi-agency working, how partnerships promote links with agencies and parent/carers and mosiac approach.

D Giovanni-Conflict in Emotion essays

D Giovanni-Conflict in Emotion essays Don Giovanni: Simultaneous Conflicting Emotions Wolfgang Amadeus Mozart conceals some very complicated techniques of musical emotion in his music for the stage. Among these is his ability to convey not mixed emotions, but separate, conflicting emotions and events involving multiple characters in one scene. An example of this genius is found in his opera "Don Giovanni." I chose the 1977 Glyndebourne Festival Production. I will be analyzing the finale of Act I, score measures 415 to 457. I think it most effective to not skip around in the score, but rather straight through, and you will see that not only does Mozart creates multiple emotions, he also has them overlapping as in the finale of Act I. This scene is a party thrown by Don Giovanni. Starting in measure 415, Leporello is starting the whole group to dance, and his words are conveyed in a smooth, convincing style, so as to keep the general group out of the loop. Donna Elvira comments to Donna Anna that Don Giovanni's voice has given him away, and these words are expressed with short, choppy rhythms, almost recitative-like, indicating a hint of animosity.(mm 417-18) Donna Anna replies, expressing her hurt in a series of long, high descending notes.(mm 418-19) Don Ottavio responds to them in a recitative fashion, yet melodic as if to convey the hiding of vengeful feeling for the moment and to pretend to enjoy an evening of dancing.(mm 420-21) At this point, Don Giovanni and Leporello comment in a relieved melodic duet that everything is good so far.(mm 423-25) Then Masetto sings triumphantly that in his observation, the evening is going well, too.(mm 425-29) Is it though? This amplifies Masetto's ignorance of two t hings - one, that Zerlina is emotionally troubled, and two, that he knows nothing of Don Giovanni's impending plan. When Don Giovanni realizes this, he quickly commands Leporello to distract Masetto away from Zerlina. His tone is sung in short, cut ...

Richard Ewell - Civil War - Lieutenant General - Army of Northern Virginia

Richard Ewell - Civil War - Lieutenant General - Army of Northern Virginia Richard Ewell - Early Life Career: The grandson of the first US Secretary of the Navy, Benjamin Stoddert, Richard Stoddert Ewell was born in Georgetown, DC on February 8, 1817. Raised in nearby Manassas, VA by his parents, Dr. Thomas and Elizabeth Ewell, he received his initial education locally before electing to embark on a military career. Applying to West Point, he was accepted and entered the academy in 1836. An above average student, Ewell graduated in 1840 ranked thirteenth in a class of forty-two. Commissioned as a second lieutenant, he received orders to join the 1st US Dragoons which were operating on the frontier. In this role, Ewell assisted in escorting wagon trains of traders and settlers on the Santa Fe and Oregon Trails while also learning his trade from luminaries such as Colonel Stephen W. Kearny. Richard Ewell - Mexican-American War: Promoted to first lieutenant in 1845, Ewell remained on the frontier until the outbreak of the Mexican-American War the following year. Assigned to Major General Winfield Scotts army in 1847, he took part in the campaign against Mexico City. Serving in Captain Philip Kearnys company of the 1st Dragoons, Ewell took part in operations against Veracruz and Cerro Gordo. In late August, Ewell received a brevet promotion to captain for his heroic service during the battles of Contreras and Churubusco. With the end of the war, he returned north and served at Baltimore, MD. Promoted to the permanent grade of captain in 1849, Ewell received orders for the New Mexico Territory the following year. There he conducted operations against the Native Americans as well as explored the newly-acquired Gadsen Purchase. Later given command of Fort Buchanan, Ewell applied for sick leave in late 1860 and returned east in January 1861. Richard Ewell - The Civil War Begins: Ewell was recuperating in Virginia when the Civil War began in April 1861. With the secession of Virginia, he resolved to leave the US Army and seek employment in the Southern service. Formally resigning on May 7, Ewell accepted an appointment as a colonel of cavalry in the Virginia Provisional Army. On May 31, he was slightly wounded during a skirmish with Union forces near Fairfax Court House. Recovering, Ewell accepted a commission as a brigadier general in the Confederate Army on June 17. Given a brigade in Brigadier General P.G.T. Beauregards Army of the Potomac, he was present a the First Battle of Bull Run on July 21, but saw little action as his men were tasked with guarding Union Mills Ford. Promoted to major general on January 24, 1862, Ewell received orders later that spring to take command of a division in Major General Thomas Stonewall Jacksons army in the Shenandoah Valley. Richard Ewell - Campaigning in the Valley Peninsula: Joining Jackson, Ewell played key roles in a string of surprising victories over superior Union forces led by Major Generals John C. Frà ©mont, Nathaniel P. Banks, and James Shields. In June, Jackson and Ewell departed the Valley with orders to join General Robert E. Lees army on the Peninsula for an attack on Major General George B. McClellans Army of the Potomac. During the resulting Seven Days Battles, he took part in the fighting at Gaines Mill and Malvern Hill. With McClellan contained on the Peninsula, Lee directed Jackson to move north to deal with Major General John Popes newly-formed Army of Virginia. Advancing, Jackson and Ewell defeated a force led by Banks at Cedar Mountain on August 9. Later in the month, they engaged Pope in the Second Battle of Manassas. As the fighting raged on August 29, Ewell had his left leg shattered by a bullet near Brawners Farm. Taken from the field, the leg was amputated below the knee. Richard Ewell - Failure at Gettysburg: Nursed by his first cousin, Lizinka Campbell Brown, Ewell took ten months to recover from the wound. During this time, the two developed a romantic relationship and were wed in late May 1863. Rejoining Lees army, which had just won a stunning victory at Chancellorsville, Ewell was promoted to lieutenant general on May 23. As Jackson had been wounded in the fighting and subsequently died, his corps was divided in two. While Ewell received command of the new Second Corps, Lieutenant General A.P. Hill took command of the newly-created Third Corps. As Lee began moving north, Ewell captured the Union garrison at Winchester, VA before driving into Pennsylvania. The lead elements of his corps were nearing the state capital of Harrisburg when Lee ordered him to move south to concentrate at Gettysburg. Approaching the town from the north on July 1, Ewells men overwhelmed Major General Oliver O. Howards XI Corps and elements of Major General Abner Doubledays I Corps. As Union forces fell back and concentrated on Cemetery Hill, Lee sent orders to Ewell stating that he was to carry the hill occupied by the enemy, if he found it practicable, but to avoid a general engagement until the arrival of the other divisions of the army. While Ewell had thrived under Jacksons command earlier in the war, his success had come when his superior had issued specific and precise orders. This approach was counter to Lees style as the Confederate commander typically issued discretionary orders and relied on his subordinates to take the initiative. This had worked well with the bold Jackson and the First Corps commander, Lieutenant General James Longstreet, but left Ewell in a quandary. With his men tired and lacking room to re-form, he asked for reinforcements from Hills corps. This request was refused. Receiving word that Union reinforcements were arriving in large numbers on his left flank, Ewell decided against attacking. He was supported in this decision by his s ubordinates, including Major General Jubal Early. This decision, as well as Ewells failure to occupy nearby Culps Hill, were later severely criticized and blamed in causing the Confederate defeat. After the war, many argued that Jackson would not have hesitated and would have captured both hills. Over the next two days, Ewells men mounted attacks against both Cemetery and Culps Hill but with no success as Union troops had time to fortify their positions. In the fighting on July 3, he was hit in his wooden leg and slightly wounded. As Confederate forces retreated south after the defeat, Ewell was wounded again near Kellys Ford, VA. Though Ewell led Second Corps during the Bristoe Campaign that fall, he later fell ill and turned command over to Early for the subsequent Mine Run Campaign. Richard Ewell - The Overland Campaign: With the beginning of Lieutenant General Ulysses S. Grants Overland Campaign in May 1864, Ewell returned to his command and engaged Union forces during the Battle of the Wilderness. Performing well, he held the line at Saunders Field and later in the battle had Brigadier General John B. Gordon mount a successful flank attack on the Union VI Corps. Ewells actions at the Wilderness were quickly offset several days later when he lost his composure during the Battle of Spotsylvania Court House. Tasked with defending the Mule Shoe salient, his corps was overrun on May 12 by a massive Union assault. Striking his retreating men with his sword, Ewell desperately attempted to get them to return to the front. Witnessing this behavior, Lee interceded, berated Ewell, and took personal command of the situation. Ewell later resumed his post and fought a bloody reconnaissance in force at the Harris Farm on May 19. Moving south to the North Anna, Ewells performance continued to suffer. Believing the Second Corps commander to be exhausted and suffering from his previous wounds, Lee relieved Ewell shortly thereafter and directed him to assume oversight of the Richmond defenses. From this post, he supported Lees operations during the Siege of Petersburg (June 9, 1864 to April 2, 1865). During this period, Ewells troops manned the citys entrenchments and defeated Union diversionary efforts such as attacks at Deep Bottom and Chaffins Farm. With the fall of Petersburg on April 3, Ewell was forced to abandon Richmond and Confederate forces began retreating west. Engaged at Saylers Creek on April 6 by Union forces led by Major General Philip Sheridan, Ewell and his men were defeated and he was captured. Richard Ewell - Later Life: Transported to Fort Warren in Boston Harbor, Ewell remained a Union prisoner until July 1865. Paroled, he retired to his wifes farm near Spring Hill, TN. A local notable, he served on the boards of several community organizations and also managed a successful cotton plantation in Mississippi. Contracting pneumonia in January 1872, Ewell and his wife soon became gravely ill. Lizinka died on January 22 and was followed by her husband three days later. Both were buried in Nashvilles Old City Cemetery. Selected Sources Civil War Trust: Richard EwellCivil War: Richard Ewell HistoryNet: Richard Ewell at Gettysburg

Identify your favourite brand from any sector of your choice. What Essay

Identify your favourite brand from any sector of your choice. What makes the brand successful Use relevant theories (branding c - Essay Example The organization improved its notable Burberry check as a retail version for the item. It was an instant hit and the multipurpose; all weather coat was patronized alike by kings, maharajas and professionals. Already established as durable and practical, Burberry Parka and outerwear were promptly embraced by explorers and adventure seekers. In pair with these improvements, Burberry paced ahead with an improved plan for its retail and wholesale business. The leading London store opened in 1891 and by 1910 the first global store was opened in Paris. Anomalous remote market support was prompted in the early 1900s when Thomas Burberry started to supply retail stockists globally. In 1920 Burberry entered into wholesale business arrangements with Japanese retailers. (BBC News). Great Universal Stores acquired Burberry in 1955; this change in proprietorship furnished the subsidizing for the development of the Burberry retail arrangements in the UK and the USA. Likewise, licences were approve d for a number of distributors in Europe and Asia to expedite the extension of the Burberry item range and increment remote market distribution. Burberry Brand Having characteristics and life span of its own, a brand exists as a unique identity which is distinctively separate from the product or services that it represents (Putterman; Kroszner 1996). The very name Burberry may suggest tradition and everlasting standards of quality, but the company has, been a real force for innovation since its inception. Burberry’s motto, †Prorsum† (Latin for â€Å"forward†), on its knight-and-horse logo, bears witness to the innovation and competitive driving force since 1856. From young Thomas Burberry set out to equip local sportsmen from a small outfitter’s shop in Basingstoke, England to one of the top brands in the fashion industry worldwide. Business was flourishing in the Burberry emporium in the 1900s. The firm made its name and became a prestige brand by e quipping high-profile Antarctic pioneers, pilots and balloonists. What's more, it also catered to the styling and fashion needs of golfers and skiers and horsemen. it soon got into the business of fine commonplace outerwear, too: jackets, women's caps, and voyaging capes in the notable tweeds and plaids that are still connected with the brand (voguepedia/Burberry). The Burberry brand stands as a true symbol of traditional and sensibly fashionable gentleman. For the last many years, Burberry has, with its five fabulous labels (Burberry Prosum, Brit, Sport, London and Thomas Burberry), satisfied the public’s demand for high end fashion with good taste and sense without ever defying elite fashion, making it the most cherished and sensible fashion investment one could make. At present, Burberry competes with top fashion brands in the race for logos and status symbols. Over the decades, Burberry has evolved as a Fashion Week favourite, all the while preserving its traditional yet glorious past (Fashion Encyclopedia/Burberry). Leverage the Franchise Upgrade buyer experience and work all the more successfully by guaranteeing the quality, virtue and positioning of the Burberry brand by demanding optimum utilization of brand possessions and integrated activity within the worldwide organisation. One mark, one