Col. Tom Parker :: essays research papers

PARKER, who gave up smoking his trademark big Cuban cigars in 1990, had a meteoric rise from being a hobo in the late 1920s to a top show business manager. turkey cock Parker was born on June 26, 1909 in Breda, The Netherlands to Adam and Maria VanKuijk who named their twenty percent child Andreas Cornelius VanKuijk. As a young man Parker immigrated to the United States where he worked on carnivals and served four years in the United States Army.After his discharge from the troops he went back to carnival life. In late 1939 and early 1940 he became the manager of Gene Austin and traveled with Genes "Models & Melodies" show.In late 1940 he became Field Director of the Tampa Humane Society, a position he held for three years. Tom Parker left the Humane Society to go back into the entertainment field, troth country acts. In 1944 he became the manager of Eddy Arnold and by November 1947 Eddy had been 1 on the country charts for 53 weeks.When Tom Parker and Eddy Arnold went their separate ways, Tom began booking Hank Snow and in January 1955 became his personal manager. Colonel (as he was now called, having been given an honorary title of "colonel" by several southern governors) began booking Elvis Presley as an opening act on the Hank Snow appearances.In October 1955 as Elvis special advisor (Bob Neal was still managing Elvis), Colonel negotiated a recording contract with RCA Victor for Elvis. It should be famous that it was, at that time, the custom for the A&R people to choose the songs for an artist to record. However Colonel insisted that Elvis choose his own songs. Today it is common use for the artist to choose their own material. . . .but Elvis was the first.In 1956 Colonel became Elvis personal manager. By the end of their first year together the WALL STREET JOURNAL describe that since Colonel began marketing Elvis merchandise, they had grossed some $22 million in sales. Elvis records and albums were selling in the millions. Tog ether they made history.After reading a publisher story pleading for support for the Arizona Memorial fund, Colonel talked with Elvis and they decided to offer a benefit concert to raise funds to finish the history which honored those who lost their lives during the devastating surprise attack on the military installations at Pearl Harbor. In March 1961 the concert took place and nearly $100,000 was raised.

Gone With the Wind : Born Survivors Essay examples -- Gone With the Wi

Gone With the Wind Born Survivors Gone With the Wind is a novel written by Marg bet Mitchell which focuses on the life of a southern belle during the Civil War. The underlying focus in Mitchells Gone With the Wind is that only those who are born survivors exit really prosper during times of true hardship.A born survivor is one who go forth do anything to survive, at any cost. They will get down in the dirt and work like a dog dear for a days meal they will take mostthing from someone else just so that they and their own can live. These people may have social advantages or they may be poor farmers. The key element in their opus is that they want to survive, they call for to survive. Not only do these people live, they prosper as well. They take whatever they can find and mold it into something that will support them get ahead in life. These are the born survivors.Those who are not born survivors are lacking that one key element they dont have the need or the want to get down and dirty and get the job done. Most of these people will either fall through the cracks or they will live out the rest of their lives on a hand to mouth basis. They arent able to look ahead, to plan, to scrimp and scavenge and do whatever it takes to survive.Most of the Southern gentlemen in Gone With the Wind are not born survivors. And raising good cotton, riding well, shooting straight, dancing lightly, squiring the ladies with elegance and carrying ones liquor like a gentleman were the things that mattered (4). One such gentleman is Ashley Wilkes. While Ashley is adept at the things that matter, he was born of a line of men who used their leisure for thinking, not doing, for spinning brightly colored dreams that had in them ... ...tt observes of Rhett, All you ever do is finance Carpetbaggers in their thieving and take half the profits and bribe northern officials to let you in on schemes to rob us taxpayers (763).Rhett knows that there is money to be made during the bu ilding of a civilization and during the fall. Rhett is willing to risk his contend participating in unscrupulous activities to survive an get ahead in the new South.Some of the characters in Gone With the Wind are born survivors and some are not. Ashley is lost without his world of hazy dreams while Scarlett and Rhett take things and use them to their advantage. Scarlett and Rhett, born survivors, will live and prosper, and Ashley will simply fall by the wayside because he is not a born survivor.Works CitedGone With the Wind Mitchell, Margaret. The Macmillan Company, New York Seventy-ninth printing, 1968.

the koran Essay -- essays research papers

The rule bookThe document the Koran is written through Gods impact on peoples present topographic point and their situation in the next world, which is called the revelation of God. Further revelations to Muhammad were copied word for word in what came to be the Quran, or Koran. The message offered Arabs a faith founded on a book. The Koran also tells us that Muhammad was sent to all in order to present a message understandable to everyone in the world, the Koran had to speak a linguistic process that everyone could understand. Muhammad was simply Gods messenger and that he merited no special veneration or worship (Kishlansky 211). The Koran had to address the simple and the sophisticated, the sheepherder and the philosopher, the scientist and the artist.The Koran elaborates on the ways in which the followers of the prophets, specifically the Jews and the Christians, have or have not alertd up to the visionary messages. It issues instructions on how to live a life pleasing to Go d. It tells people that they should pray, fast, and take care of the needy. If ye make your alms to appear, it is well but if ye conceal them, and give them unto the poor, this depart be better for you, and will remove some of your sins and God is well informed of that which ye do (Kishlansky 146). This means if you give yourself to others you will be rewarded by God. It goes into great detail concerning human interrelationships - much(prenominal) as laws of inheritance and marriage in a manner reminiscent of parts of the Hebr...

Wordsworths Ode: Intimations of Immortality :: Wordsworth Ode immortality intimations Essays

Wordsworths Ode Intimations of ImmortalityThe fifth stanza of Wordsworths Ode Intimations of Immortality is especially interesting to me because of the images it presents. It is at this point in the meter that Wordsworth resumes his writing after a two-year hiatus. In the fourth stanza, he poses the question, Whither is fled the visionary gleam? Stanza five is the beginning of his own answers to that question. Contrary to popular profundity ideas, Wordsworth suggests that rather than become more knowledgeable with age, troops if fact is born with vision splendid and as he ages, that vision dies away and he left(a) empty. This stanza is dominated by the Christian ideas of being made in Gods image. However, man does not remain in that image. His birth is but a sleep and a forgetting, and as his life progresses he moves farther and farther from the glorious ideal he had in childhood. Throughout much of his poetry, Wordsworth asserts that in childhood, one can see but is unaware of that ability, whereas in adulthood, one cannot see and is wrenchingly aware of his situation. It is only through conscious thought and reflection that man can begin to find a state similar to his original one. The question, then, is why children, who take nature for granted, are given the opportunity to connect so closely with it. It would appear that the fact that children do not realize what they have is the very reason for their having it. Thus, the losing of that knowledge with age allows man to feel the loss, and forces him to find a solution, just as Wordsworth has done. In stanza ten, he tells the reader that the true essence of humanity is the ability to feel pain and have memories of better times. Through these painful or happy memories, man is able achieve the philosophical state of mind, and in the end to love nature even more than he did in youth.

A Rebuttal of Brother, Don’t Spare a Dime :: Argumentative Persuasive Argument Essays

A Rebuttal of Brother, Dont Sp atomic number 18 a Dime In Brother, Dont Spare a Dime, L. Christopher Awalt says that roofless state are homeless on their own accord. He believes homoy of them seem to have chosen the lifestyles they lead (Awalt))).. This article states that most homeless tribe would prefer to escape responsibility rather than fix their social and economic problems. Awalt uses an example of a man who had been on the streets for about 10 years. He provided this man with resources to improve his life and within four months he was making progress. By the sixth month the man had checked himself out of the hospital and was back on the streets drunk again. Awalt does show a few people are the victims of tragic circumstances and will bounce back in a short result of time. Awalt believes homeless people have become dangerous to the public, and they do not deserve our money to help them out of their predicament. We do not agree with Awalts assumption th at the majority of the homeless people in the United States are there because of their lack of responsibility. There are many causes of homelessness that cannot be avoided, and the majority of the people that become homeless will not be on the streets for long. Awalt states that for every person who is temporarily homeless, there are many who are chronically homeless (Awalt). Yet, according to the National Resource Center (NRC) on Homelessness and Mental Illness, 80% of the homeless population is off of the streets within 2 to 3 weeks. The NRC is the only depicted object center specifically focused on the effective organization and delivery of services to the homeless and the mentally ill. It is important to note that the NRC reports 10% of people are homeless for 2 months and only 10% are chronically homeless. This fact shows that many people want to get back to ordinary lives and will knead hard to do so, in spite of Awalts claims. One reason why pe ople become homeless could be due to the decline of hold units affordable to extremely low income households (National Resource Center on Homelessness and Mental Illness).

A Rebuttal of Brother, Don’t Spare a Dime :: Argumentative Persuasive Argument Essays

A Rebuttal of Brother, Dont Spare a Dime In Brother, Dont Spare a Dime, L. Christopher Awalt says that homeless people are homeless on their own accord. He believes umpteen of them seem to have chosen the lifestyles they lead (Awalt))).. This condition states that most homeless people would prefer to escape responsibility rather than fix their social and economic problems. Awalt uses an example of a man who had been on the streets for near 10 years. He provided this man with resources to improve his life and within four months he was making progress. By the sixth month the man had checked himself protrude of the hospital and was ski binding on the streets drunk again. Awalt does show a few people are the victims of tragic circumstances and will bounce back in a short period of time. Awalt believes homeless people have become dangerous to the public, and they do not deserve our money to help them out of their predicament. We do not agree with Awalts assumption that the majority of the homeless people in the United States are there because of their lack of responsibility. There are many a(prenominal) causes of homelessness that cannot be avoided, and the majority of the people that become homeless will not be on the streets for long. Awalt states that for every person who is temporarily homeless, there are many who are chronically homeless (Awalt). Yet, according to the National Resource Center (NRC) on Homelessness and Mental Illness, 80% of the homeless population is off of the streets within 2 to 3 weeks. The NRC is the only national center specifically focused on the effective organization and delivery of services to the homeless and the mentally ill. It is important to subscriber line that the NRC reports 10% of people are homeless for 2 months and only 10% are chronically homeless. This fact shows that many people want to get back to ordinary lives and will work hard to do so, in spite of Awalts claims. One reason why people become homeless could be due to the decline of housing units affordable to extremely low income households (National Resource Center on Homelessness and Mental Illness).

The Innate Nature of Sin

The Innate Nature of Sin Nathaniel Hathorne was an author who consistently wrote about satires of the Puritan time. His short(p) stories often revolved around themes of depravity and how no one could escape from committing hellhole. The short stories The curates discolor Veil and Young Goodman Brown, written by Hawthorne, reflect these themes through elements of fiction, such as plot, setting, symbolism, and point of view. The diplomatic ministers Black Veil is about a towns attend who walks into Sunday Congregation with a heinous saturnine embryonic membrane covering his face.The veil shields him from the sins of the rest of the world, and the rest of the world from his sin. Young Goodman Brown is about a newly married man who leaves Faith, his wife to decipher a man into the forest, where Satanic Rituals occur. These Satanic Rituals are powered by the people Goodman Brown had once cognize to be the more or less religious. Through the elements of fiction, the short stor ies The curates Black Veil and Young Goodman Brown, show how there is no way for one escape from committing sin, no matter who they are. One of the stories Hawthorne writes is The Ministers Black Veil. The story starts when a minster walks into his weekly Sunday sermon with a veil that covers his face.. The veil is seen as symbolic with sin, because the minister has started to wear his sin on his face. He is shunned from the town, as people start to grow uncomfortable in his presence. The veil is a constant reminder of their sins as well. When the Minister goes to a funeral of a girl, he walks in with the veil and stoops down to the corpses level, and when by accident his face unveiled (just to the corpse) the corpse had passably shuddered, rustling the shroud and muslin cap, though the countenance retained the composure of devastation. (Black Veil 337). When the corpse sees the face of the minister, it shudders in reaction. This reaction gives hints about what may be behind the black veil. It shows that what is behind the black veil is so dark, and horrible that even a dead body has a reaction, and the only reaction a dead body notify have is fear of what may be coming next. At its end, theres nothing the corpse can do about its life and how it was lived with or without sin. Seeing exclusively the sin behind the veil scared the corpse, as it was a reflection of all the sin it could not longer escape.All of its sin had caught up with the corpse as it lay in the coffin. Then the Minister continued to make a sermon, praying that everybody be prepared for death when what is underneath the veil is revealed. This scene says that death is when all of ones sins come to catch up with them, and everything underneath the veil is revealed as they are judged forward God. The veil, in this sense, can be anything as a cover for sin. For the Minister, it was a physical a piece of cloth that covered his face.For others it can be their personalities how they behave aroun d others can deceive others of their sin. After the funeral, the Minister goes to a wedding and just about hes about to discern a sip of his wine, after wishing the couple happiness, he sees his own reflection catching a glimpse of his figure in the looking-glass, the black veil involved his own spirit in the horror with which it overwhelmed all others. His frame shuddered his lips grew white he spilt the untasted wine upon the carpet and rushed forth into the darkness. (Black Veil 338) In this scene, the Minister is, for the first time, seeing himself with the veil. His reaction is much similar to that of his congregation fear.. Here, we see an element of fiction Symbolism. The veil is symbolic for sins the Minister has committed. When he sees this veil, hHe feels fear so much fear that he drops what he is holding and flees. The fear of sin the veil ignites in him causes him to run, , as if to escape from them. He cannot let anyone see what he sees, as he is the only one who truly knows what his sins are.His sins are so frightening because he knows that eventually he give be accountable for every single one, and the veil will one day be pulled off. Even he, the Minister of the church, cannot escape from his sin, and eventually at death, everyones sins will catch up with him or her At that point, there is nowhere to run. The next story, Young Goodman Brown, is about a young man who is leaving his wife to go meet someone in the forests. He meets a man, who looks like an older version of himself, (actually the devil) and tells him that he wishes to go back to his village.He tells the man, his family was full of good Christians, and that he is ashamed to be associated with the devil. As he tells the heller that he has to follow a different path, the Devil responds Well Goodman Brown I have been as well acquainted with your family as with ever a one among the Puritans and that is no trifle to say. (Hawthorne 326) When the Devil says this, Goodman Brown ge ts confused He believed his family to be of one of the most religious, and to see them associate themselves with the devil seems to be a lie. He believes that there must be rumors about his family.He cant accept the fact that his father, and grandfather, who were known to be pious people, associated themselves with the Devil of all people. Goodman Brown waves off some people the Devil names, saying that they choose their own path. Then he says to the Devil that he would not be able to talk to the Minister of Salem Village if he were to go on. The Devils response to this is Thus utmost the elder traveler had listened with due gravity but now burst into a fit if irrepressible mirth, shaking himself so violently that his snakelike supply actually seemed to wriggle in sympathy. (Hawthorne 327) Here, the Devil bursts into laughter when Goodman Brown suggests the Minister is a good Christian man. Goodman brown is offended at the man for proving all of his acquaintances wrong. He learns in this story that nobody, not even his good little Faith, can escape the Devil. His father, grandfather, the Minister, and Faith have all be revealed to be future(a) the Devil, and its something he cannot escape. In Conclusion, both short stories, Young Goodman Brown and The Ministers Black Veil by Nathaniel Hawthorn, reveal the inevitable sin of the people we trust the most.It shows us that nobody can escape sin, and its innate of human nature. When the towns people first see the Minister with his veil, their reactions are all of shock and fear. During his first sermon with the veil Each member of the congregation, the most innocent girl, and the man of hardened breast, felt as if the sermoniser had crept upon them behind his awful veil and discovered their hoarded iniquity of deed or thought. (Hawthorne 336) Here, Hawthorne is describing the effect the veil had on the people of that town.Everybody who was at the sermon felt as though Minister Hooper had crept up to them, and di scovered their sins of actions, and their sins of thoughts. It says even the most innocent girl felt her sins being discovered. This quote states that nobody can escape from sin, condescension trying your hardest. The innocent girl should have been free of sins, but she feels the fear of her sins being unveiled just as everyone else. The fact that the Minister came into the sermon with his sins on his face, people actually felt fear and power from his sermon.

A Home Depot Analysis

Final Exam Questions 1a. The way that Nardelli laid verboten his plan for change was one of the reasons I think it was so winning. He came in and addressed the problems that were easy to point out and also the ones that werent apparent to other employees. Nardelli ask to rebuild an organization that could easily contend with other big names, and this was relatively easy because the people at hearth endpoint knew the importance of taking advantage of its growing size. Nardelli did this by implementing a terce strategy plan that involved enhancing the core, diluteing the business, and expanding the market.Nardellis first quantity in the process was enhancing the core. This involved improving the profitability of current and future investment companys, as advantageously as in existing markets. From the article Heart of Change, I think that Kotters first tone of voice, increase urgency, relates the most to Nardellis first step. Kotter describes his first step like this A sens e of urgency, sometimes developed by very(prenominal) creative means, gets people off the couch, out of the bunker, and ready to move (Cohen and Kotter 690) essay author life hacks. I think that this is what Nardelli was trying to make happen in his first step for change.He call for the people of the company to see what the issues were, and make a point to say that if we stay where are now, we will fall behind in a few years. This sense of urgency and improvement was the right step to getting Home depot employees to care and start to make the best change for the company. The first step leads right into Nardellis second step which was, extend the business. Nardellis purpose with this step was to get employees to come up with ways to better serve the customers. This was to not only enhance customer service, but to ferment a standout figure among competitors.This was probably one of the most important steps and I think that Nardelli implemented it very well. I related this step t o Kotters fifth step of empowering action. I chose this because Kotter outlines this step as Key obstacles that stop people from acting on the dream are removed (Cohen and Kotter 697). The obstacle that Nardelli needed to remove was the similarities between his company and competitors. He did this by offering related central office improvement services such as tool rental and home installation of products. This set them apart and allowed them to overcome that obstacle and continue to move forward.I think that this was the most important step because it represents the major bump in the highroad that Home Depot needed to overcome in order to continue to keep growing. The final step in Nardellis plan was expanding the market. This was one of the easiest steps to correlate to Kotter because I think that it made the most sense, without specifically saying that same thing. Kotters seventh step of dont let up is expound as this a change effort will have direction and momentum build on this momentum and make a vision a reality. (Cohen and Kotter 700).The whole point of Nardellis third step is to stick what they have learned and implemented in the company thus outlying(prenominal) and expand geographically, even serve new kinds of customers. This was his way of carrying the momentum of success out as far as it could go, and making sure that Home Depot didnt let their success slip through their fingers. This a very good move on Nardellis part, and attracting new customers such as commercial-grade contractors and even women, made a huge impact on the overall morale, and success of the store. The only thing that I would have suggested Kotter adds to his plan, was the implementation of metrics.The Home Depot article talks about how in the beginning in that location was some harsh resistance to the change, Resistance to the changes was fierce, particularly from managers Much of the top executive group left during Nardellis first year (Charan 64). Nardelli did use m etrics, and they did make a difference. However, I think that if he had made them a part of his plan and utilise them earlier in the process they would have made an impression on the executives that did end up leaving. If Nardelli had used metrics I think that they would have match with Kotters fourth step, communicate for buy-in.This is described as simple heartfelt messages sent through many unclogged channels (Cohen and Kotter 697). Those metrics were the heartfelt messages that needed to be expressed to get people motivated even sooner. With my suggestion Nardellis plan should have looked like the following Enhance the Core, Express Metrics, pass off the Business and Expand the market. Overall, I think that Nardelli did an excellent job, and that taking my advice, would have only yielded better results. 1b. When Nardelli first arrived at Home Depot, the socialisation was one that was very closely knit and family oriented.I chose this term to describe the culture because the former CEO and chairman were often thought of as father figures by other employees Many employees plainly couldnt picture this company without these father figures (Charan 63). When reading the article about Home Depot, there was one specific sentence that stood out to me because it described the pre-Nardelli culture very well, It was marked by and entrepreneurial high-spiritedness, a willingness to take risks a passionate commitment to customers, colleagues, the company, and to the community and an aversion to anything that felt bureaucratic or ranked (Charan 62-63).Looking specifically at this description of the culture, I can find characteristics that relate directly to low-context cultures, as well as to OReily, Chatman and Caldwells Cultural Characteristics. I came to the conclusion that the culture at Home Depot was a low-context culture specifically because high-context cultures are based largely on hierarchy. According to our class notes on culture low-context cultures ar e described as cultures that localise on that which is explicit. People are specific and clear in their communication (Culture Notes 1).This description fits the culture of Home Depot, not only because it strays away from hierarchy, but also because it was very much based on entrepreneurship which requires specific and clear communication. I believe that the entrepreneurial high-spiritedness that is described above contributes to the feeling of a family oriented and close knit company. Relating the culture to the cultural characteristics of OReily, Chatman and Caldwell was relatively easy as well. Specifically there were leash characteristics that stood out to me innovation and risk taking, attention to detail, and people orientation.I chose these because of the way the culture is described. Innovation and risk taking is described as the degree to which employees are back up to be innovative and take risks. Not only was it said outright that this was a characteristic of the compa ny, but I feel as though the close-knit environment promoted this kind of thinking making everyone feel comfortable and open to sharing their ideas. Attention to detail was not as direct as the forward example, but I related this to the description of entrepreneurial high-spiritedness.Attention to detail is described as the degree to which employees are expected to exhibit precision, analysis and attention to detail. This exposition drew me to lean towards entrepreneurship because I thought that all of the qualities listed are qualities that would be necessary to be a successful entrepreneur. Again, these are all characteristics that thrive in a close-knit family style culture. Finally, I chose people orientation. This is described as the degree to which management decisions take into consideration the effect of outcomes on people indoors the organization.This definition not only relates to the passionate commitment to customers, colleagues, the company, and to the community part of the description, but it also relates to the definition of low context culture. I know that specifically people orientation talks about people within the company, but I think that part of the reason Home Depot was so successful was that it reached outside of the company to impact peoples lives. Lastly, a major part of the low-context culture definition is that people are specific and clear in their communication, and I believe that people orientation would not be successful if this were not a major factor.The pre-Nardelli culture was very easy to define, and point out specific aspects that made it easy to describe and compare. When talking about the post-Nardelli culture, the only thing that really stood out to me was a difference in the feel of the culture. By this I mean specifically it went from a close-knit, family style culture, to a big corporation style that is highly focused on building the organization to take advantage of its outrageous growth. Instead of focusing speci fically on the people in and outside of the community, this post culture was a focus on trade and collaboration between regional and store operators.Everything was on a larger scale, and even little thinks such as shelf organization and signage were standardized and enhanced, so they were able to stay on the playing field with competitors such as Wal-Mart. While I think that this doesnt change the fact that it is a low-context culture, because there is still a focus on people and communication and an avoidance of hierarchy, I do think that it changes some of the relatable characteristics of OReily, Chatman, and Caldwells cultural characteristics.I do not think that they lost innovation and risk taking, attention to detail and people orientation, but simply that the focus was significantly diminished. Instead a focus on team orientation and aggressiveness was emphasized. Team orientation is defined in our notes as the degree to which work activities are organized around teams prefe rably than individuals. While the pre culture wasnt so individually focused that it was everyman for himself, its that the post culture needed teams to make sure that all of the new projects like, merchandizing and reevaluation of the store environment, were successful.Finally for the post culture, there was a definite lean toward aggressiveness, which is defined in our notes as the degree to which people are aggressive and competitive rather than easygoing. I do not think that in the pre culture that they were quite on the level of stability from our culture notes, but that Nardelli promoted an environment that allowed people to be assertive and aggressive towards achieving more growth. For the most part I thought that pre- and post-Nardelli cultures were very similar, minus the shift in focus from family business, to large corporation.

“An Inspector Calls” By J B Priestley Essay

An Inspector Calls, by J B Priestley, is a repair in which he shows how the personalities of twain characters can contrast against each other. In this essay I intend to show how the characters Mr logrolling and his daughter Sheila contrast to show two views, which contrast on the death of a young wo human race, caused by the actions of the Birling family.An Inspector Calls is set in 1912, in the dining room of the Birling family. The play opens with the Birlings and Gerald Croft celebrating Sheila and Geralds engagement. From this we are able to learn that they are quite tumesce off as they are able to afford to relieve oneself a party, unlike most at this time. Once we are a few pages into the play an Inspector promises and commences to explain that a young woman has died, by committing suicide by drinking a bottle of bleach. As the play progresses the Inspector questions the actions of all the Birlings.At the beginning of Act One, we are given a few brief details somewhat Mr Birling by the author. We are told that he is a heavy-looking, rather portentous man in his middle fifties with fairly easy manners but rather provincial in his speech This suggests that he is a man of high standards and significance and is quite well mannered, but he is actually a man of low sophistication and a man who is non well educated. Priestley shows all of this by making Birling a single-minded man who wont adopt any new ideas like the higher-class mixing with the lower-class people.Birling is not a truly likable man as he is very vulgar and unsociable towards others. His first thought is to make money to overwhelm his family in whatever commission he can, and this usually means being harsh. He is mainly out for financial gain or else to improve his reputation. Birling is very ignorant about the real world and real matters he is a selfish person. Priestley has deliberately made Birling unreliable by using ironic references to the impossibilities and the progress of pop ulace Priestley has used the war (still to come) and the Titanic as examples of mankind (the actual failures).Birling believes that the route to success is through the world of businessand social reputation. He has a very high opinion of himself and has strong beliefs A man has to make his own ways Birling result only consider a man to be true if he has made his own way up the ladder from the bottom with little or no help. Although he may be single-minded and doesnt pay much attention to his family, he is still a successful businessman and has made his own honest approach to support. that with this in mind he still lacks refinement and good taste and he will not cede anything done to connect the death of even to the family as this may dirty the name of the family.In contrast to Birling, Priestley has created the character of Sheila. She is still very like Birling in the way of reputation and covetousness for money, but she is able to adopt new ideas and cultures, she also seems more in touch with the apparent world. She is living life to the full at the moment onward she gets tied down in her marriage to Gerald, which she doesnt seem to be very interested in.She is a very happy with her position in life at the moment, although she may have been pressurised into the engagement, for her fathers gain, she is still however looking forward to her wedding. Sheila has a bubbly personality that is only going to get destroyed by her familys greed and actions. Once Sheila learns of Eves death she is devastated that a young woman of her age has died, but once she sees the photograph the guilt hits her, as she knows that her actions may have contributed to her death. From this point we learn that Sheila is actually a very jealous person and could be a spoilt brat as she will use her high standing position to get what she wants I went to the manager of Milliards and I told him that if they didnt get rid of that girl, Id never go near the place again Here she has used her upstanding and her fathers reputation to get what she wants. She knows this will work as they are considered to be of importance to locals and who will try to satisfy their needs.She disagrees with her father as they both look at this different and see it different. Sheila soon learns from this mistake and matures as she says that Its the only time Ive ever done anything like that, and Ill never, do it again to anybody She may say that she is going to learn from hermistakes but she is not very trust worthy and it is difficult for someone to agitate from what they have always grown up with but she seems genuine and she may well change from this experience. By the end of the investigation Sheila realises that she has the responsibilities for others in the community as well as her self and her family. Priestley has made Sheilas character represent the In mop up I think that An Inspector Calls is a great play, which shows how two characters can contrast with each other on a the d eath of Eve Smith.By the end of the play we learn that Mr Birling hasnt changed his views at all as he still is out for financial gain and to make a better reputation for the family, but Sheila does change from realising that on that point is more to life than looking after yourself and family and that having a high reputation is not all that you have to look out for you have to look after the community also. They play ends with a spectacular ending as Gerald phones the Infirmary, only to find out there was no death and the Inspector wasnt real. They then realise that it was all a hoax, but once they realise this they receive a phone call from the Infirmary to say that a young woman has committed suicide by drinking a bottle of bleach.

The Western Roman Empire – the Rise & Fall

Western roman print Empire A map depicting the separate conglomerates of capital of Italy Mediterranean gild The papist Phase From Kingdom To commonwealth The Etruscans and capital of Italy (Previous Wiki notes) in that location are many different versions on how Rome started the ones told to kids are genuinely simple with rattling few names . Ancient Rome for KidsThe story of Romulus and Remus for adults have dates, to a greater extent names and detailsWolf Country, Myth and Stories You can find many versions of myths, however the version the text book negotiation closely Aeneas, a condome from Troy who migrated to Italy when Greek invaders destroyed his land.Tow of his decedents, twins Romulus and Remus, al roughly didnt survive infancy because and evil uncle abandoned them by a flooded Tiber River. A she-wolf found them and nursed them back to health. When the boys grew older, Romulus founded the city of Rome and established himself as its archetypal kind in 753 B. C. E. However scholars tell a different story. virtually Greek historians believe that Aeneas settled at Rome, which was a small city-state. In the fourth century B. C. , Rome began to expand and Romans came into greater contact with the Greeks, which suggest that Aeneas has a role in the creation of the great city.In the branch century B. C. , the Roman Poet Virgil developed the Aeneas myth in his epic poem theAeneid, which talked about Aeneas journey to Rome. Augustus, the first Roman emperor and emperor during Virgils time, and Julius Caesar, his great uncle and predecessor as the Roman ruler, were kn protest to be decedents of Aeneas. ( Information founded in the articleThis Day in History Rome founded) The text book talks about how Indo-Europeans migrated crossed the Alps and settled through the Italian peninsula, including the future site of Rome. The Roman nation and Its ConstitutionThe Romans got rid of the last Etruscan king in 509 B. C. E. The republican constution had two consuls military and civil. These consuls were elected by an assembly that was dominated by the high class, or patricians. There was also a senate which advised the consuls and attentioned ratify major decisions. Because both the senate and consuls represented only the interests of the patricians there were many conflicts between the patricians and the lower class, or plebeians. To solve these conflicts, the patricians gave the plebeians tribunes, or people the plebeians could elect to speak for them.The tribunes had thepowerto intervene and veto decisions. The plebeians began to gainpower, by the early tercet century B. C. E the plebeians tribunes dominated Roman politics. From democracy To Empire Imperial Expansion and Domestic Problems During the second and first centuries B. C. E, the relations between the classes were so strained that there was much conflict and violence. Two brothers, Tiberius and Gaius Gracchus worked to fan out the land possesion and tried to limit the a mmount of land a certain person could hold. Unfortunately though, they were both assasinated for fear of gaining influence everyplace Roman affairs.The people that were in control of the g everyplacenmentalpower, were of a small class that used the power to only help themselves and their class. In 87 B. C. E Marius marched on Rome and during the first century B. C. E, Rome was in civil war. When Marius died the next year, red valerian planned to take power and soon did in 83 B. C. E. Many conservatives supported Sulla because he imposed many conservative legislation. The Foundation of Empire Julius Caesar seized Rome in 49 B. C. E by being a very public public figure. He believed strongly insocialreform and conquered Gaul.He was responsible for a lot ofsocialreforms and changed the gonvernment to centralized control. Caesar claimed the title dictator for life, which get him his assasination in 44 B. C. E. After Caesar was killed, his adopted son, Octavian, after defeating Mark A ntony, took over Rome and brought civil conflict to an end. The senate bestowed the title Augustus, to him in 27 B. C. E. He ran a monarchy disguised as a republic. While he was in power, a unfermented standing army was created and the imperial institutions began to take root. Continuing Expansion and integrating of the EmpireThe two centuries following Augustuss rule, the Romans conquered lands in the Mediterranean basin, western Europe, and down the Nile to Kush. For two and a half centuries into the third century a long era of peace was prevelant among economic and political integration, this was calledpax romana, or Roman peace. Another important Roman advance was the road and highway system. The new road systems created were very well engineered and allowed for extremely quick and urgent travel, which improved the postal system extremely. Also during this time, Romans began developing a system of written law at about 450 B. C. E.They developed a system called the Twelve Tabl es, which was a basic law code for citizens for the early republic. Economy and Society In the Roman Mediterranean foxiness and Urbanization Latifundia owners grew various crops to export in North Africa, Egypt, and Sicily. Ships carried several hundred tons of crops to cities for consumers. Other cities and regions could now focus on cultivating fruits and vegetables or manufacturing goods. Archaeologists have uncover a pottery factory north of Rome that probably employed hundreds of workers and had a mixing vat that could hold more than 10,568 gallons (40,000 liters) of clay.The Mediterranean lake became an essential lake for the Romans because it tie in many cities and was used for trading. They called the lakemare nostrumwhich means our sea. The Roman military and navy kept the seas mostly free of pirates to ensure that cargoes could move freely over long distances. The city of Rome received taxes, tributes, booty and other wealth from military expansion. Rome also received most of the profit from Mediterranean swap. The silver was used for urban development. In the first century C. E. , there were about 10,000 statues, 700 pools, 500 fountains, and 36 monumental arches.The state financed the construction of temples, bath houses, public buildings, stadiums, and aqueducts. The aqueducts were very important because they brought fresh water to Rome. They used concrete (invented by Roman engineers) to build the aqueducts because it is very strong. The population increased dramatically because construction employed hundreds of thousands of workers. Family and Society in Roman Times The eldest male was usually the head of the common Roman family and ruled asPater Familias, or father of the family.As the pater families, the father could do anything he wanted with his children, like planning weddings or even executing them. Despite Roman law, women could hold high influence within the family. The women also would help plan weddings and even help with family finances by finding loopholes in Roman Law. As time went on, new classes of people accumulated lots of close wealth for themselves. The wealthy would live in palaces and eat exotic dishes with animal tongues in them. If there are wealthy people, there are lots of sorry people, who became a big problem in Rome.The poor would often riot, but the government used a technique called Bread and Circuses where they would supply the poor with subsidized grain and spectacular public entertainment. One big part of Roman society was the slaves. About one third (Two sixths, three ninths, etc. ,) of the population were slaves most of which worked on Latifundia, while others worked mines. During the second and first centuries, slaves would often revolt. One of the more serious revolts being in 73 BCE where 70,000 slaves rebelled was led by Spartacus. City slaves had a much less difficult life.Female slaves worked as servants, whereas educated or talented male slaves could lead comfortable lives, such as Epictetus, who became a Stoic philosopher. many slaves hoped for manumission, so they could leave the slave life behind. This was not mandatory for owners, so they slaves still had to work under the owners command until they might be set free. The owners could do anything they wanted to with the slaves. The Cosmopolitan Mediterranean Greek Philosophy and Religions of Salavation The Romans believed in Gods and Goddesses who intervened in human affairs, and tutelary deities who looked after the welfare of families.As the Roman conglomerate grew, they experienced more cultures, which lead to them adopting deities from other people and adapted them to their own purposes. As well as using other cultures deities, they also borrowed religious practices, like animal sacrifices. The Greeks providential the Romans in ways like rational thought and philosophy. One example is the Stoicism. The Stoics sought to identify a set of universal moral standards based on nature and reason th at would transcend local ethical codes. Marcus Tullius Cicero (106-43 b. c. e. ) was a Roman thinker who adopted the Stoic values.In adapting Hellenistic thought to Roman needs, Cicero drew hard from Stoics moral and ethical teachings. Cicero believed that the pursuit of justice is a persons duty and was against those who sought wealth and power through immoral ways. The majority of people believed in religions of repurchase because it gave them a promise of future existence. Religions of salvation became key features of Mediterranean society in the Helenistic times. The roads of the Roman empire not only served as trade routes, but as openings for the word of religious salvation to spread. Mithraism started as a cult for Mithras, a god for the sun and light.Soldiers in Anatolia adapted the cult to their own interests, and related it to strength and courage rather than the sun and light. The cult of Mithras did not allow women, but cults for goddesses like Isis spread. The cult of Isis was the most popular before Christianity spread. all told of these religions spread through the Mediterranean basin. Judaism and Early Christianity In an attempt to encourage political loyalty, emperors often created state cults to worship the emperors as gods. The Jews believed that the creation of these cults was totally removed of the belief of their religion.Jews often refused to pay taxes to the emperors who had claimed themselves to be gods. As the Romans began to spread into the eastern Mediterranean region the relations between the Romans and the Jews became more and more tense. Between the third and first centuries B. C. E. the Jews mounted several rebellious attacks against the Romans but ultimately failed. The Roman forces outfought the rebels during the Jewish War of 66 to 70 C. E. Some Jews actively fought the Romans and others founded new sects that looked for saviors. They discover a strict moral code and participated in rituals designed to reinforce a state o f community.They also looked for a savior who would take them away from Roman rule and lead them to establish a community in which they could practice faith without interference. The early Christians probably had little contact with them but had many of the uniform concerns. Christians formed their community around Jesus of Nazareth. Jesus of Nazareth The Fall of the Roman Empire Internal Decay in the Roman Empire Although it is perceived that the pause of the Roman empire only had one cause, there were actually multiple causes that caused the fall of the empire.The combination of internal problems and external pressures proved deadly for the civilization. Internal political problems included internal opposition, which was mostly the work of the 26 claimants. The claimants were successors to the imperial throne, and were nicknamed barracks emperors. Their deaths were violent, often times because of one another, and held their power for short periods of time. The shear size of th e Roman empire also proved problematic for the future of Rome. Central governments were difficult to control over large areas, and epidemics soon spread like wildfire over the uncontrolled region.Eventually, independent economies took the place of a large central government. Diocletian, who reigned from 284-305 CE, attempted to solve the problem of size by dividing the empire into two administrative districts. Two co-emperors ruled the districts, with the fear of lieutenants and 4 officials, or tetrarchs. Only these officials were allowed to minister. Diocletian was a skilled administrator who brought Romes armies under control, and strengthened the imperial currency. Although his war strategies were more effective than his economic ones, this helped stabilize Romes economy.His retirement later resulted in civil war. Constantine was the son of Diocletians co-ruler Constantius became the emperor. Constantine wanted to become the sole emperor of Rome, so he reunited the Eastern and Western districts of Rome. Constantine wanted a new capital for the new united empire, so he built the city of Constantinople. Old problems of centralized government arose from this reunion, as both the population and economy of reunited Rome declined. There were no resources left to protect the new empire and its people, ending the reign of Constantine.Germanic Invasions and the Fall of the Western Roman Empire Military threat from migratory Germanic peoples and Germanic invasions brought an end to Roman authority in the western half of the empire, while the eastern half survived another millennium. The Visigroths, the most famous of this chemical group of migrants, adopted Roman culture and laws, but were advised to settle outside of the imperial boundaries. The Huns, who migrated from Central Asia, were brilliantly led by the warrior-king Atilla, who organized the Huns into a or so unstoppable military unit. They attacked Germanic peoples living on Roman empire boundaries.The Huns disappeared after Atillas death, but the Germanic peoples had such an effect from their violence that they began to seek refuge in Rome. They scattered in settlements throughout the Western Roman empire, and later overthrew the governments they were living under. The Visiogroths, under the leadership of Alaric, sacked Rome in 410 CE. Odovacer, a Germanic ruler, deposed Romulus Agustulus, ending the Western Roman empire. Cultural Change in the Late Roman Empire Germanic peoples governed and organized society with their own traditions now that they lacked the explosive charge of the Romans.They adopted some Roman influence, mostly Roman laws which resonated deeply within their systems. Roman and Germanic traditions later blended to form Medieval Europe. Christianity survived the Roman empire collapse, and it became a huge influencer in the region. Constantine promulgated theEdict of Milan,which allowed Christians to practice their faith openly in the Roman empire. Constantine h imself converts to Christianity, and the later emperor, Theodosius, makes Christianity the official religion of the Roman empire.Christianity historically resonated with the lower classes and women because of its equal nature, but during the 4th century CE, that began to change when intellectual elites began to take more interest in Christianity. St. Augustine (354-430 CE) was he most important and potent figure in the spread of Christianity after the collapse of the Western Roman empire. He was a bishop of Hippo, (a town in Northern Africa) and worked to reconcile Christianity with Greek and Roman philosophical traditions, and to articulate Christianity with the upper classes.Controversy arose within the religion, putting tension between people who interpreted the Christian doctrine in different ways. The foundation of the institutional church formed shortly after these disputes began to arise. The bishop of Rome, known as the Pope, and 4 patriarchs, were the church officials. Bis hops and patriarchs would assemble in church councils to solve disputes, often times over the interpretations of Christine doctrines. In the meantime, missionaries converted Germanic peoples to Christianity.

Conduct a Swot Analysis Essay

These range from one star to Five star deluxe depending upon size and amenities. About 30% of the suite fall under the 5-star deluxe categories. To find out the testify status of this industry a strength, weakness opportunity and threat (SWOT) analysis is mental. This will second us in understanding this industry and also identify the weak spots. S. W. O. T ANALYSIS OF HOTEL INDUSTRY Strengths ? A very wide variety of hotels is present in the country that can fulfill the demand of the tourists. ? There are worldwide players in the market such as Taj and Oberoi & International Chains.Thus, the needs of the international tourists travellers are met while they are on a visit to India. ? Manpower costs in the Indian hotel industry is one of the lowest in the world. This provides break off margins for Indian hotel industry. ? India offers a readymade tourist destination with the resources it has. Thus the magnet to pull customers already exists and has potential grow. Weaknesses ? T he cost of land in India is high at 50% of total project cost as against 15% abroad. This acts as a major deterrent to the Indian hotel industry. ? The hotel industry in India is heavily staffed. This can be gauged from he facts that while Indian hotel companies have a staff to room ratio of 31, this ratio is 11 for international hotel companies. ? High levy structure in the industry makes the industry worse off than its international equivalent. In India the expenditure tax, luxury tax and sales tax inflate the hotel wit by over 30%. Effective tax in the South East Asian countries works out to only 4-5%. ? Only 97,000 hotel rooms are available in India today, which is less than the Bangkok hotel capacity. ? The services currently offered by the hotels in India are only limited value added services.It is not comparable to the vivacious world standards. Opportunities ? Demand between the national and the inbound tourists can be easily managed due to difference in the period of hol idays. For international tourists the peak time of year for arrival is between September to March when the climatic conditions are suitable where as the national tourist waits for school holidays, generally the summer months. ? In the long-term the hotel industry in India has latent potential for growth. This is because India is an ideal destination for tourists as it is the only country with the most diverse topography.For India, the inbound tourists are a untarnished 0. 49% of the global figures. This number is expected to increase at a phenomenal rate thus pushing up the demand for the hotel industry. ? Unique picture in heritage hotels. Threats ? Guest houses replace the hotels. This is a growing trend in the west and is now catching up in India also, thus deviate the hotel traffic. ? Political turbulence in the area reduces tourist traffic and thus the business of the hotels. In India examples of the same are Insurgency in Jammu Kashmir and the Kargil war. ? Changing trends in the west demand imilar changes in India, which here are difficult to implement due to high project costs. ? The economic conditions of a country have a direct impact on the earnings in hotel industry. Lack of training man power in the hotel industry. Transport Facilities A well knit and twinned system of transport plays an important role in the sustained economic growth of the country. The present transport system of the country comprises of several modes of transport including rail, road, song transport etc. Tourism industry is also affected by the performance of these services heavy road taxes are the great threat to the tourism industry.

Assessment for Learning Essay

The Assessment crystallize Group (2002) identifies ten precepts to guide classroom practice in legal opinion for chance oning . contain five of piece of musicicular relevance to your practice and evaluate them in relation to the pupil experience in your check. Assessment for encyclopedism (AFL) is the process of seeking and interpret evidence for use by learners and their t separatelyers to decide where the learners ar in their learning, where they need to be and how to get through their goal.Black and William (1998) in their research on the use of plastic judicial decision in the classroom establish ten principles of sagacity which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I hunt down in is a city beginningd multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our r each(prenominal). I drill in key stage 1 as a HLTA. I do PPA c over through egress the year 1 classes and I cover when a t distributivelyer is away wherever possible. The subjects I teach be the foundation subjects which be History, Geography, R. S and Music.I plan, implement and assess these subjects. In UIS, we believe that effective opinion provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil chance onments. It is ground on the thought process that pupils will improve most, if they understand the aim of their learning, where they be in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge.Assessment of learning (summative assessment) involves judging pupils performance against national standards. Teachers may chip in this sound judgement at the discontinue of a unit of cast, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. look into has rendern that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance.The accusings of this assessment are to enable our children to demonstrate what they know, understand and can do their get going to help our children recognise the standards to aim for, and to understand what they need to do next to improve their lend to put up teachers to plan work that accurately reflects the needs of each child to provide regular information for the parents and carers that enables them to take for their childs learning to provide the head teacher and governors with information that allows them to make a judgement well-nigh the effectiveness of the school.To support our teaching, we use the Early Years Foundation Stage guidance, the aboriginal Framework literacy and mathematics schemes of work based on depicted object Curriculum accusives. We assess children at the end of each unit of work to help us position each childs level of attainment. The setoff principle that I will be wrangleing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teachers detailed knowledge of each child.UIS strive to ensure that all tasks set are appropriate to each childs ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the legal action is linked to the learning objective, and the criteria against which the work will be judged which is the achievement criteria. Teachers ask healthful phrased questions and analyse pupils responses to go up out what they know, unders tand and can do, and to reveal their misconceptions.We identify those individual children who do non achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation.These are shared out with parents and talked through with children where appropriate. In Foundation 2 children drive home individual reading targets and group writing targets. In Key Stage 1 all children pitch individual and group targets in reading, writing and maths. Childrens targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revise targets are set. UIS recognise various methods of assessing a childs learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff.Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are employ to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the schools course of instruction plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives.This enables them to make ajudgement about the work each child in relation to national s tandards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. Teachers can review the rate of progress by looking at work in pupils folders or exercise books and by the label in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve momentously above or below the expected outcomes of a task (QCA, p. 3).The second principle that I will be discussing is how assessment for learning focuses on how students learn. If children dont learn the way we teach perhaps we should teach the way they learn (Eppig, 1981). The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. cookery for personalised learning focuses on what teachers need to do ,individua lly and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning(AFL,Primary Framework).When we do our assessment of a lesson we fuck off to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil.Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74) We run through to consider the nature and level of supp ort that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a childs ability in sporty and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions.For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a workings skirt where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional terminology we have support staff that are available spot the test is taking place, so the staff can help where appropriate.Our school aims to be an inclusive school. We actively seek to remove the barr iers to learning and participation that can hinder or obviate individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are developing so to get the best out of him, he does all his work on the computer which is then assessed.Children that are on the S. E. N . register have their own I. E. P. s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be appreciate as central to classroom practice. Tasks and questions should active learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learni ng is prize as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the subjects condition by children.On a Friday afternoon the teacher has spread time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a stilt of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal.Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. Increasing waiting time after asking questions proved difficult to start with due to my accustomed desire to add any(prenominal)thing almost immediately after asking the original question. The pause after asking the question was sometimes painful. It felt unnatural to have such a seemingly dead period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was involve (D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask other child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved.When I handed the worksheets to the children I ha d asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged.Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my rese archI found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an inviolate part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most worthy for young children.It should remind the child of the learning intention and emphasise the positive aspects of the childs functional or recorded work. Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work(Clarke,2001,p. 50). In our setting the minimal response for all scripted work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked.In UIS avocation set abouts are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or soaringlighted in some way to acknowledge the childs success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals.This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is principal(prenominal) to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners capacity for self-assessment so that they can become reflective and self managing. In practice, consort assessment turns out to be an important complement to self-assessment. friend assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher(Black and William. p. 6). peer assessment and self-assessment is much more than children marking their own or each others work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other.It adds a valuable dimension to learning the opportunit y to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes self-supporting learning, helping children to take increasing responsibility for their own progress. Research shows that if self-evaluation is linked with the learning intention of a task, childrens progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment.When children dont understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop childrens peer assessment and self-assessment skills. Independent learners have the ability to seek out and gain new skills, new knowledge and new unders tandings. They are able to engage in self-reflection and to identify the next steps in their learning.Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002). UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help.The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over assured tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help.In order to develop pupils skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child inter careen. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language (Black et al, 2003).We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria.Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self evaluation strategies that we use it develops childrens awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective.It takes a while to get into the habit of vainglorious appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is think ofed first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. As the research demonstrates, formative assessment makes a significant difference to childrens progress in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem.In a world of continuing pressure, it is good to know that we are making a real difference to childrens lives. (Clarke, 2001, p139). Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learnin g. Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils achievement.In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective(Ofsted).Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable conservatism of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers werent convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it didnt work for them.More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning Ten Principles online Available fromwww. assessment-reform-group. org. uk Accessed 19th declination 2010Black, P. ,and Wiliam,D. (1998). Inside the black box Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. Accessed 19th December 2010 Clarke,S. (2001). Unlocking formative Assessment . London Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action LondonHodder and Stoughton Eppig, P. (1981) Education by design used in the UK as Critical Skills course of study by SuccessBristol (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-Whats in it for Schools.online London Routledge Falmer. p. 127. Available from http//northampton. np. eblib. com Accessed27th December 2010 Wragg,E. C (2001). Assessment and Learning in the Primary School online. London Routledge Falmer. p. 27. Available from http//northampton. np. eblib. com Accessed27th December 2010 QCA (1999) Keeping Track,Qualification and Curriculum Authority. http//nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.

Concert Review Form Essay

Each student is responsible for attending a live music performance and turning in one concert survey each(prenominal) trimester. The concert review can be handed into you current band director before the end of the trimester.You concert review should be knowing so that it could be printed in a newspaper as a music or concert critique. All of the at a lower place questions should be answered, but responses should be in paragraph, rather than numbered format.Concert Review ChecklistBe sure to use complete sentences, correct grammar and spelling. Answer each question within the context of the review. act your critique in reference to both the music and the performance. All reviews should be typed and double-spaced. Reports entrust be graded on the quality and thoroughness of the response. Attach this sheet, a tatter stub and/or program (if available) to the top of the report. Concert Reviews need to be turned in before the end of the trimester.Concert Review Reminders Concert Rev iews will not be accepted unless they are typed. If you have not answered the questions below, your Concert Review is less than complete. Do not use casual or parley language. For example umm, well, yea, etc. Do not wait until the last moment to see a concert. Do not answer the questions in numbered format.1. Introduction key the ref well-nigh the performance. Include both visual and audio clues for the reader. Be descriptive about how the setting of the space (or the uniforms, or the programs) helped the audience understand what was about to be performed. a. The performers and the space What type of performance did you attend? What was the name of the group (if any)? Give a brief description about the group size, instrumentation, professionals/amateurs, purpose of the performance.2. culture Tell the reader about the music. Include descriptive words that allow the reader to know what you thought about the performance without exactly stating your opinion. For example The hour pi ece on the program was Bach chorale that contrasted well with the first piece of music. However, the minimal use of dynamics and lack of passion from the performers resulted in a lackluster performance. a. The music What type of music did they perform? How did the performers act? (Did they appear nervous or confident? Did they seem to know what to do? How did they interact with each other? How did they interact with the audience?)3. Your Critique What did you like? Why did you like it? If it was an amateur group, did the group play up to their ability or above/below it? a. What you liked/disliked Give a brief description of what you liked about the performance. List 2-3 things specifically that you would want the reader to know.4.Your Conclusion Give the reader some final thoughts about what you enjoyed about the piece of music and how you thought the performance went. Would you buy the CD? Go to another concert? Recommend it to a friend?

Alcohol Impact on the Fetal Development

alcoholic make merry Impact on the foetal Development Every year, in the f whole in States of America, between 1000 to 6000 children are born with Fetal Alcohol Syndrome (FAS), that is considered a huge number. (boozing alcoholic drink during gestation period, 2008). Pregnancy is a very crucial time for the fetus. Women need to take care of the fetus by resting, eating a balanced and diet nutritious and performing some physical exercise. In the world, in that respect are many another(prenominal) things that can impact the fetus that women are not aware of and mothers should be cautious.Alcohol is ane of them, expectant mothers should not drink alcohol during pregnancy. The purpose of this research is to explain and discuss the deleterious make of alcohol on the fetal development during pregnancy. When, Where, How They Discover that Alcohol Has Effect on the Fetus In 1968, a man from France recognized that drinking alcohol during pregnancy whitethorn ca uptake Fetal Alcohol Syndrome (FAS), name was Lemoin. In 1973 in the fall in States of America, James and Smith continued the research about Fetal Alcohol Syndrome FAS.They mentioned that (FAS) affect the fetus growth and coif bad result to the fetus before and after(prenominal) being born (Caleekal, 1989). The scientist discovered Fetal Alcohol Syndrome in some children whose mother drank alcohol during pregnancy before 30 years. At that time, they created FAS about alcohols effects on the fetus. (NIAAA, 2000). Fortunately, these days with advances in medicine, scientists discover many things having an effect on the fetal development. Many women feel that drinking alcohol during pregnancy is not a big deal.But, depending on some research, it is not only a big deal but a serious problem that will affect the fetus and will cause FAS to be in fetus. Diseases and Disorders of crapulence Alcohol During Pregnancy The Fetuss food come from what the mother consumed either bad or good. Women should not drin k any types of alcohol during pregnancy or when they are planning to become pregnant because the women magnate be pregnant and they do not recognize that for a few days. This situation is happening in the United States of America every year to many women. Approximately 50% of pregnancies are unplanned.Drinking alcohol during pregnancy might cause FAS. Women can protect their children from Fetal Alcohol Spectrum Disorders (FASDs) completely by stopping alcohol use during pregnancy (Centers for Disease Control and Prevention CDC, 2010). FAS causes many serious problems and diseases in the fetus such as mental retardation, problems on the mall, weak growth of the fetus, difficulties of instinct and problems in the brain. The mothers should never drink alcohol during their pregnancies, at least the three months of first trimester because these are a dangerous and sensitive time for the fetus.However, not all the children whose mothers consume alcohol will develop birth defects. Somet imes, it affects their behavior and their lives will be difficult for them. another(prenominal) effects of FAS are Alcohol-Related Birth Defects (ARBDs) and Alcohol-Related Neurodevelopmental Disorders (ARNDs). ARBDs are the physical problems in the fetus such as heart disease, eyes diseases or organs problems. ARNDs are the learning problems and difficulties in the fetus such as difficulties of understanding or short memory. There is no medicine or treatment for Fetal Alcohol Syndrome (Drinking alcohol during pregnancy, 2008).Some researchers discovered that drinking alcohol during pregnancy might cause abortion or previous(p) birth the fetus before the specific time and sometimes kill the fetus. The probability of causing diseases depends on the amount of drinking (Drinking alcohol during pregnancy, 2008). According to Henry and Lyn (1984), consuming alcohol during pregnancy may lead to prematurity. They observed drinking more than seven drinks a week during pregnancy may cause p reterm delivery. Also, alcohol abuse during pregnancy is associated with decreased birth weight and neurological effects on newborns.

“A Raisin In A Sun” by Lorraine Hansberry Essay

I waste a fantasyA moon deeply rooted in the American Dream.I submit a dream that one day this nation depart rise up and stick up without the authorized crockeding of its creed we hold these truths to be self- evident that entirely me be make upd equal. I confound a dream that my four children will one day lodge in a nation where they will not be judge by the dealness of their skin except by the content of their character. I have a dream that one day unforesightful black boys and black girls will be able to join hands with white boys and white girls are walk to wash upher as sisters and brothers. Martin Luther exponent Jr.In the admit A Raisin In A cheerfulnessbathe by Lorraine Hansberry is essenti eachy closely dreams, including the American Dream. The play contains start around the 1950s in Chicagos south side, when separationism was good-tempered around. In this play you meet a cast of people with dreams of a better support that compares the novel A Rai sin in the Sun with Martin Luther male monarchs language I guard a Dream. It Analyzes the similar themes found in play akin racial injustice, socio-economic discrimination, dream fulfillment and the fact that it outsmart downs place during the identical time. There are many aspects that are hold forthed in some(prenominal) A Raisin in the Sun and I have a dream speech. Perhaps the most classical of those are racial injustice, socio-economic discrimination, unity, and the struggles for the American dream.In this play there are many different dreams, mommas dream is to create a better breeding-time for her family. The American dream, which is the idea of success that involves owning a home plate, being able to give a better life for your family and to attain certain material objects. mummys dream is the American dream of moving her family out the small cramped house and into a bigger house, that is perfect for a family of louvre with a yard children can play and wher e she can tend a garden. For many African Americans during the 1950s The American dream was to be treated equally and before that their dream was innocent(p)dom, an end to slavery.Martin Luther tabbys famous I Have a Dream Speech and the play A Raisin in the Sun have many similarities. They both have thedesire for black and white equivalence. They besides motivation to make a change and live the way they feel is right for them to live. They both willing to take chances in doing so and begin to achieve by trying. A Raisin in the Sun and I Have a Dream speech both deal with many issues but none more than important than injustice.Racism was the root cause of all the discrimination and injustice African Americans faced. Martin Luther fagot Jr. speech and Lorraine Hansberry both are examples of the starving freedom of black American and both speak the truth of the realities of life and dreams for the future of all Americans. Even after many years of African Americans being release d from slavery and became free Americans, they were still treated the same and that they are not actually free until the people are all equal regardless to skin color. Walter leeward and Martin Luther baron Jr. both make the same points because they both have their big dreams and are willing to do anything to make their dreams come true. A dream is to go steady another life or characteristic that could be better or worse than what the person already has. In the case of most people it is a dream that is positive.People mainly are selfish wishful thinkers who dream only about(predicate) themselves but there are some who dream about the cosmos or others such as friends and family. Two examples of these types of dreamers are Mama and Martin Luther King Jr. In Dr. Kings speech he brings up that his dream is not only for him but also for others with the same problem. He is a caring dreamer, one who believes others come initiatory whence him. Mama is this type of dreamer because her dreams are for her family and the well being of them. Even though Mamas dream is not as deep or motivational as Dr. King, it is still a non-selfish dream. Mamas dream was to get a house that was more suitable to live in then the current house that the juniors live in. Which was dirty and small. They were cramped up and highly uncomfortable, it was defiantly not a proper house for five people and a baby on the way.Therefore Mamas dream of having better donjon qualities was a smart investment. Them houses they put up for colored in them areas way out all calculate to cost twice as frequently as other houses. She found a nice house for a good price in a White neighborhood white neighborhoods had bigger and cheaper homes then black neighborhoods. She found the best deal as she said her self I did the best I could (Act 2. Scene 1.93) Mama thinks she chose the best option for the family and she did. This can be related to MarinLuther King Jr.s dream as well.He dreamed of a world where black and whites and all races would live in peace. He envisioned that there would be no hate because of skin tone or place of origin. He dreamt that We cannot be satisfied as long as a Negros basic mobility is from a smaller ghetto to a larger one (I Have a Dream by Martin Luther King Jr.)By this line he meant that they should not stop fighting for equal rights until they move out of little suburban areas classified as ghettos. Once again that speech can relate to Walter lee side, when he lastly takes a stand in his manly hood and shows his pride in his family. The story ended as him being the head of the family because he took control and became a family man by rejected an offer from a white businessman to stay out of a white neighborhood and to stay with all blacks. When Travis smiles up at his father this is when Walter Lee has a sudden change of heart. He explains to Mr. Lindner that his family members are plain sublime people and how his father worked for decades as a labor er, which his father basically earned the right for his family to move into their advanced home in Clybourne Park.They have come so far and worked so hard why moody it down, they have earned it, its only fare. Walter realizes and rediscovers his self-worth, Self-respect and self-esteem and he proves this when he said to Mr. Lindner that the sixth times of our family in this country. He finally reclaims his personal pride, defends his familys historical right to be treated pretty in their country, and to protect his familys dignity. They both reflect the conditions that African Americans had to go through to get equality from discrimination and segregation.It was clear that in both accounts of dreams that there was a time to strike and in both accounts that time was now. Both the youngers and black people of the Civil Rights Movement had one common dream privy by many materialistic desires dignity, equality, and progress. Dr. King said, I have a dream today Walter Younger wants to make a business deal that could help him obtain dignity, equality, and progress for his family, and the damages money that Mama will get is a once-in-a-lifetime deal.A rare opportunity, that opens the door to propositions that could help his family acquire those qualities. Both Walter and Dr. King are telling their families and followers that the time for change is now and that change is a now or never deal.While one was real and one was not, the desire, dreams, and struggles mentioned in the speech matched those of the novel perfectly. Martin Luther King and the characters of A Raisin In A Sun had the same ambitions, which included a better life for future generations, liberation from the unsportsmanlike living conditions of African-American citizens, and the importance on the urgency necessary for making these dreams happen. Both pieces represented a fight, one for a family, and one for a group of millions. As well as wars against inequality, injustice, and unfairness were win.Mama historically represents Rosa Parks because she acts as a leader through out the story.They both spoke up for what they believed in. Mama speaking up gave he courage and wisdom. The courage Rosa Parks had was when she got arrested for refusing to give up her seat on a segregated bus because of what she believe and in the military personnel rights. Just like Mama when she stood up for her husband, when Walter Lee was not setting an example for his rights. She didnt not want him to take Mr. Lindner offer of money in exchange of his family not to moving in to its dream house in a white neighborhood because she believed in her and her familys rights. Therefore she also stood up for what she believes in and the human rights.The Great Migration was a period in American history where blacks moved north to escape the Jim crowing laws and prejudice of the South. The civil rights movement brought enlightenment towards the abolishment of segregation laws. Although the laws are gone, on e might ask, does segregation still exist? Yes it does but our segregation problems now arent just about race. Theyre about income too, and the web of connections between what it means to be poor and a person of color in the city. non only are people segregated by race and by income, meaning that people of color are probable to live with other people of color and poor people are likely to live with poor people. For example in East Harlem there isnt really any sanguine places to eat just fast food and the supermarkets are pricy. If you were to go downtown were wealthy people live thru have a variety of healthy places to eat that is affordable as well as their supermarkets like Trader Joes. In todays society one can agree with Walter Lee that life now is about money, t is now the rich vs. the poor.In the beginning of the play it mentions their dreams being deferred, which means their swear of full equality is postponed. What happens to a dream deferred?Does it dry up like a raisin in the sun? Langston Hughes wrote the poem, and Lorraine Hansberry was inspired by both by the poem and by her own real-life experience to write ARaisin in the Sun. This play was the first play on Broadway that was written by an African-American woman as well as the first African American to direct a play on Broadway. The play was inspired by Hansberrys own experience with racism and housing discrimination. Her father was tried to acquire a house in a white neighborhood much like the one in the play but he was blocked because in the 1950s African American could not get housing in good neighborhoods because of the color of their skin. They were still segregated, and many times they were treated violently. They were unable to bewilder good paying jobs as they were overlooked in favor of white people. Often times, they received shortsighted medical care, and were made to wait for treatment in hospitals while white folks got treatment first. As a child, Hansberrys family became one of the first to move into a white neighborhood.When their neighbors rebelled, both with threats of violence and legitimate action, the Hansberrys defended themselves Hansberrys father successfully brought his case all the way to the Supreme Court. Her father sued and won a partial victory in the US Supreme Court. Lorraine Hansberry used her play A Raisin In A Sun to tell people about her own life struggle with racism and womanish discrimination. Her play shows us her problems were handled with determination and a will to keep striving for her goal of becoming a writer. Langston Hughes anticipated such an uprising in his poem, just as Hansberry illustrated the effects of a dream deferred by the Youngers. Raisin answers the last line of Hughes poem Or does it explode? Indeed it did, and Raisin became a beacon for a changing nation.Hansberry was also the first black playwright as well as he youngest to win the spick-and-span York Drama Critics Circle Award. Since then, the drama ab out a black familys dream to move into a white neighborhood in pre-civil-rights-era Chicago has been translated into 30 languages and has been continually produced in church basements, community halls, condition auditoriums, and professional theaters.A dream deferred is a dream put off to another time, each character from A Raisin in the Sun had a deferred dream, and their dreams become dehydrated up like a raisin in the sun. non just dreams are dried up though Walter Lee and Ruths marriage became dried up also. Their marriage was no longer of much importance, like a dream it was post-phoned and it became dry. Their struggle for delight dried up because they had to concentrate all of their energies on surviving. Their needs seem no longerto be satisfied by each other. But they both saw a resolution in the insurance check arriving in the mail. The money would permit Ruth fulfill her dream of owning her own house and departure the apartment.Money seemed to get in the way of all of their dreams. It was the force that controlled their lives. The money is like the sun that leaves no choice to the grape but to dry up until a raisin never the less it does not mean that the raisin is no longer good, it is still sweet. Dreams are good to shoot for, but dont let them ruin your life trying to fulfill them (Robinson). At the end Ruth and Walter Lee reconcile because they still loved each other, Walter took her out a date to the movies, where they finally had some quality time. Ruth sees foretaste in their marriage as she describes her date to Beneatha Ruth we went to the movies. We went to the movies. You know the last time ma and Walter went to the movies unitedly? Beneatha No. Ruth Me either. Thats how long its been (smiling again) but we went last night. The picture wasnt much good, but that didnt seem to matter. We went and we held hands. (Act 1. Scene 2.51) this shows that once Walter has control over money, he becomes much more affectionate with Ruth and th at there is still love between them.Many dream in raisin in the sun were deferred like Beneathas dream of becoming a doctor and to save her race from ignorance. The first part of her dream may be deferred because of the money Walter loses. Her dream is also one deferred for all women. Beneatha lives in a time when society expects women to build homes rather than careers. In other words play the fictitious character of a housewife. Women were also discriminated around this time, women werent really admitted to medical school, same with law school, teachers and they were not regular allow to sit in jury.Walters dream of owning his own business has been so long deferred and remaining festering of his family. The open sores of his deferred dream blind him to the consequences of his actions and to the ache he causes Mama Younger.After Willy Harris convinces Walter that investing in the liquor store is a great idea, Willy takes Walters money and runs. It is because of the thieving Will y Harris that Walters dream is deferred.The dream of owning your own business and having all the money you will ever need is a goal held by many in society, then and now. Walter Lee Younger becomes obsessed with his dream of a business peril that will give him financial and social independence, after getting and losing themoney that will help this dream become reality he realizes that pride and dignity are more important for him and his family. There are also many figures in A Raisin In The Sun but one important symbol that represented dreams was Mamas plant. It was weak but resilient it represented her dream of living in a bigger house with a lawn. Whenever she tends to her plant, she symbolically shows her dedication to her dream.The first thing that Mama does in the morning as mention in the beginning of the play in Act 1 towards the finis of Scene 1 is that is that she goes to the window, opens it, and brings in a feeble little plant growing doggedly in a small pot on the win dow. The plant is just as important as her dream. Mama admits that the plant has never had enough sunshine but still survives. In other words, her dream has perpetually been deferred but still remains strong. When Beneatha asks why Mama would want to keep that raggedy-looking old thing, Mama Younger replies It expresses me.(Actv2. Scene 3) At the end of the play, Mama decides to bring the plant with her to their new home. While it initially stands for her deferred dream, now, as her dream comes true, it reminds her of her strength in working and waiting for so many years.Her plant will also have a new home and beginning for it may now get more temperateness in its bigger home.In conclusion for all these reasons, A Raisin in the Sun is an ideal work to discuss in terms of the American dream. It shows how the admirable idea that everyone can achieve their ambitions if they work doesnt constantly stand up in the face of real life, and how people can redeem them as Walter Lee does wh en he refuses the buyout offer through moral courage. Society in the 1959 was full of racial discrimination. Martin Luther King and Walter Lee both have the starvation to stop the desolation of discrimination. Hansberry, Rosa Parks and Martin Luther King Jr. all have inspiring stories and if they were still alive today they can see how far there dreams have come that has inspire many. Hughes asks whether a dream is deferred is like A Raisin In The Sun and he specifically asking whether a dream will dry up. Grapes in the South dry into raisins, but it never lose their sweetness, no matter how much they dry up.