Concert Reports Essay Example | Topics and Well Written Essays - 250 words

Concert Reports - Essay Example After the piece was over, soloist violin artists took to the stage to give Tang a chance to prepare for the second piece. The stretching of the strings put a soft tune to calm the audience after a blast performance. After 30 seconds Tang performed Ballade No.4 by Fredrich Chopin. It is important to note that Tang has toured many countries globally and has won numerous awards for her prowess in music. The second piece started smoothly and the tune soon picked up to an impetuous rhythm so amazing that I had lost taste for the first performance. It was so incredible how she performed it. Following the intermission was Slavonic Dances for piano by Antonin Dvorak. Deborah the guest performer for the night showcased her talent with the piano. She portrayed her breathtaking virtuosity as her fingers ran up and down in a scale to demonstrate her very impressive dexterity. Her hands ran across the piano keyboard harmoniously producing notes that overwhelmed the audience with her delicate notes that were so breathtaking. At the end of the song, she produced powerful notes that left some audience mouth wide agape. The concluding performance was Trio in E-flat Major, Op.40 by Johannes Brahms and performed by Corbin Wagner, Horn and Hai Xin Wu. The pair made a lasting impression not only on me, but also on the entire audience because of how the notes from the piano rhymed with the violin and how the combined note was produced thunder infused with life. The piece was so illuminating that it started with the blasts of the trumpets as if it was a military parade but the echoes of the piano and the violin in background made the audience to jump up and down from one sit to another. The pair showed their command over the brass instruments such that the audience applause was their plea for more which was the case. Attending the concert is the best thing that happened to me. The performers showed their technical skills and

Stereotypes and Prejudice Worksheet Essay Example for Free

Stereotypes and Prejudice Worksheet Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢Race †¢Ethnicity †¢Religion †¢Gender †¢Sexual orientation †¢Age †¢Disability Category Stereotype 1 Stereotype 2 Stereotype 3 Age Old people are slow Young people are trouble makers Young people are lazy Gender Men work harder than women Women should do all house work Women have more feelings than men. Race Black people are better at sports Asians are smart White people get better jobs Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? One benefit of stereotypes to those being stereotyped is that the stereotype itself may be positive. Of course, this can backfire if you benefit from a stereotype of a group in which you fit and it becomes clear that the stereotype does not apply to you. One example of a positive stereotype is that Asians are good at math. Another example of a positive stereotype is that Jewish people are good with money. What are the negative aspects of stereotypes? By stereotyping we infer that a person has a whole range of characteristics and abilities that we assume all members of that group have. Stereotypes lead to social categorization, which is one of the reasons for prejudice attitudes. Most stereotypes probably tend to convey a negative impression. Part III Copyright  © 2012 by University of Phoenix. All rights reserved. Stereotypes and Prejudice Worksheet ETH/125 Version 8. 2 Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. Stereotypes are assumed characteristics. They do not have to carry a moral judgment (although many time they do). Example: The French like good cooking. Or, Icelanders dont mind the cold. Prejudice is preferring one kind of person over another. It may be based on stereotypes (I dont like Jews because theyre cheap), or not (I dont like Irish people because an Irish kid beat me up long ago). What is the relationship between stereotyping and prejudice? The relationship is that one is having the wrong impression of the person before meeting them, the other is GUESSING that they are all the exact same as the one, or two, that you have met. They are both assuming things about someone and judging someone based on the difference in them. It is either from experience or from what you heard but either way it is a judgement before you meet them or after. What can be done to prevent prejudice from occurring? Let schools teach children that all people are equal regardless of race, gender, orientation, etc, let governments introduce laws that explicitly promote equality for all. But I think first of all it starts at home. I think if we teach our children that no matter what we are all equal and treat each other with respect. I think that if we all did this and showed them as also as tell them, then all the judgement will die down a lot. Copyright  © 2012 by University of Phoenix. All rights reserved.

Ghost: The Relationship Between Past and The Future. A Book by Henrik

â€Å"A woman cannot be herself in the society of the present day, which is an exclusively masculine society, with laws framed by men and with judicial system that judges feminine conduct form a masculine point of view†. This is what Henrik Ibsen once said. In 1881, when Ibsen wrote one of his best works Ghost, the society was going through major change. It’s was a time were the society was questioning everything they were thought by the church. The mentality of people was being challenge and the influence the church had over the society was slowly losing its power. One of those who were questioning the method and the teacher of the church was Henrik Ibsen. In his play Ghost, Ibsen view of the methodology of the church was no longer beneficial for the society. In the play ghost, Ibsen demonstrates the consequences followed those who grasp the old practice in each character he had created. Ibsen used Mrs. Alving, to show how old attitude can strangle someone progressive ly, as she feel trap in a rigid society. Additionally, Ibsen explores how the past can come back in the form of â€Å"ghost† and how it haunts someone future. Osvald Alving through out the play is haunted by the sin of a father he did not know. Lastly, he show how living in patriarchal society can blind one’s own judgment as in Pastor Manders, who is looked at someone as holy and self-righteous but at the same time hypocritical. Consequently, those old tradition and belief endure someone life slowly but harshly and haunt them like ghost. The ghost that has been haunted Mrs. Alving for a very long time is the ghost tradition and of her duty. Nonetheless, it’s seem as if her duty has shaped her character for good. â€Å"I had my little boy, and I bore it for him†¦Ã¢â‚¬ (Ibsen, 1881, p... ...e women is meant to accept his foolishness. Ibsen play â€Å"ghost† is portray of how a changing society should be. These changes are implying every aspect of live, not just marriage level but religions, and how a functional family should be. Ghost is a play, which represent a society unable to move forward, or a society unable to escape the past traditions and how being unable to escape only creates malfunction into people lives. Every character in the play are hunted by the past; someone life Mrs. Who’s past tradition has brought nothing but misery, as well as her son Osvald who even in his ignorant way is also hunted by the â€Å"sins of the father†. In addition, even those such as pastor Manders who promotes the old habits as a way of life, are surprise to these tradition hiding â€Å"Ghost† Works Cited http://collegeessaysforfree.blogspot.ca/2012/04/ibsen-ghosts_12.html Ghost: The Relationship Between Past and The Future. A Book by Henrik â€Å"A woman cannot be herself in the society of the present day, which is an exclusively masculine society, with laws framed by men and with judicial system that judges feminine conduct form a masculine point of view†. This is what Henrik Ibsen once said. In 1881, when Ibsen wrote one of his best works Ghost, the society was going through major change. It’s was a time were the society was questioning everything they were thought by the church. The mentality of people was being challenge and the influence the church had over the society was slowly losing its power. One of those who were questioning the method and the teacher of the church was Henrik Ibsen. In his play Ghost, Ibsen view of the methodology of the church was no longer beneficial for the society. In the play ghost, Ibsen demonstrates the consequences followed those who grasp the old practice in each character he had created. Ibsen used Mrs. Alving, to show how old attitude can strangle someone progressive ly, as she feel trap in a rigid society. Additionally, Ibsen explores how the past can come back in the form of â€Å"ghost† and how it haunts someone future. Osvald Alving through out the play is haunted by the sin of a father he did not know. Lastly, he show how living in patriarchal society can blind one’s own judgment as in Pastor Manders, who is looked at someone as holy and self-righteous but at the same time hypocritical. Consequently, those old tradition and belief endure someone life slowly but harshly and haunt them like ghost. The ghost that has been haunted Mrs. Alving for a very long time is the ghost tradition and of her duty. Nonetheless, it’s seem as if her duty has shaped her character for good. â€Å"I had my little boy, and I bore it for him†¦Ã¢â‚¬ (Ibsen, 1881, p... ...e women is meant to accept his foolishness. Ibsen play â€Å"ghost† is portray of how a changing society should be. These changes are implying every aspect of live, not just marriage level but religions, and how a functional family should be. Ghost is a play, which represent a society unable to move forward, or a society unable to escape the past traditions and how being unable to escape only creates malfunction into people lives. Every character in the play are hunted by the past; someone life Mrs. Who’s past tradition has brought nothing but misery, as well as her son Osvald who even in his ignorant way is also hunted by the â€Å"sins of the father†. In addition, even those such as pastor Manders who promotes the old habits as a way of life, are surprise to these tradition hiding â€Å"Ghost† Works Cited http://collegeessaysforfree.blogspot.ca/2012/04/ibsen-ghosts_12.html

Critical Analysis on the Context of Multi-agency Team Work

This essay will focus upon a critical incident analysis in the context of multi-agency team work and inter-professional working. The details of the incident will be drawn from the authors recent experience with the Community Housing Support Team, in particular from Care Programme Approach meetings. The names of both clients and staff, as well as details pertaining to their locale have been changed or omitted to comply with the UKCC†s Code of Professional Conduct, Clause 10, (UKCC, 1992). The situation used within this assignment is based upon two clients who co-habit in a first floor maisonette as common law husband and wife. Mr Client has a diagnosis of paranoid schizophrenia which is controlled with xenobiotics and is the main carer for Mrs Client who has a diagnosis of chronic schizophrenia also controlled by xenobiotics that are administered by Mr Client. Mrs Client also has a prolapse of the uterus which causes her to suffer from double incontinence. Arrangements have been made for Mrs Client to have the required operation to repair the problem, however prior to admission Mrs Client becomes very anxious and has twice refused to have the operation. Both clients have a poor dietary intake, poor personal hygiene, high caffeine intake, and a heavy smoking habit. The conditions that the clients are now living in due to the above being ongoing for some time are now less than satisfactory, and to that end the present situation and what should be done about it, has become the primary focus of the various professionals and agencies involved in care of the clients. Each client has their own keyworker representative from the agencies and professionals involved in their care, these are a community psychiatric nurse (CPN), social worker, and a member of the housing support team (HST). Both the clients have home care workers visiting as part of the social work input, and they also share the same general practitioner (GP), and psychiatric consultant. Housing support team input was on a daily basis with both clients and their role was to assist the clients with shopping and encourage the clients to use leisure facilities and local transport. The housing support team although referred to separately within this essay are officially part of the social work team, as this is the source of their funding. The social work keyworkers roles were to visit the clients on a regular basis and to assist with benefits, finances etc, as well as assisting the clients in conjunction with the rest of the care team if a crisis arose. The social work department had also arranged for home help to visit on a regular basis to assist with housework and hygiene. The clients community psychiatric nurse†s role was to monitor medication and mental state. These are the defined roles as the author understands them, however the care team as a whole interchanges, shares, or crosses over roles as a matter of course throughout the care deployment. In order to properly analyse the inter-professional working of the clients care team, it is important to collate the differing aims of each profession involved. Mr and Mrs Client†s keyworkers from the housing support team were of the opinion that the client†s accommodation had reached the stage where it was posing a health risk for both the clients and other residents in the building. Because the housing support team had daily input with both clients they were also able to pick up on various other aspects of care that appeared to require revaluation, such as medication and mental state, and had encountered such an issue with Mr Client giving Mrs Client the incorrect dosage of medication. Taking into account the issues raised the housing support team felt that they were maintaining a poor quality of life for the clients, and that alternative sheltered accommodation, and care approach should be discussed as this was unacceptable. The social work keyworkers in addition to their normal visits had arrangements for further visits outside of the care plan agreement as there was a recognised need for more intense support at this time. It was felt that placement in a nursing home as a couple with continuing input from the housing support team and community psychiatric nurse, would improve the clients quality of life. The clients general practitioner and consultant had made a referral to residential services. Both clients community psychiatric nurse felt that the clients mental state did not warrant an admission into hospital, however further arrangements should be made regarding medication and accommodation. These various agencies and professionals come together, in this case every six months, to partake in a care programme approach meeting (CPA). The care programme approach was first considered in nineteen eighty-nine then again in nineteen ninety in a Department of Health circular, before being implemented in nineteen ninety-one as an official guideline. However inter-collaborative working has been an aim of government policy in mental health services since the nineteen seventies, (COUCHMAN, 1995). Its target group being psychiatric clients in hospital, community or other specialised mental health service. The aim of the guidelines were to encourage greater efficiency and co-operation between the various agencies and professionals involved in the care of a client or clients. This was to be done by systematically assessing all the clients needs and the agency or profession that could best meet those needs, the appointment of a keyworker from one of the agencies or professions involved, to reach agreement between the carers involved and the client, and then to implement, monitor and set regular review dates, (COWART & SEROW, 1992), In addition to the care plan approach meetings there is almost daily interaction between the agencies and professions involved. In addition to this there are meetings within each individual agency or profession, usually on a weekly basis, concerning the most appropriate delivery of care within the role of the individual agency or profession. The diagram in Appendix A shows the ways that clients enter the psychiatric services, and where inter-professional collaboration happens, it also shows that this care team is a hybrid parallel pathway team. Efficient inter-professional collaboration exists only where there is good group dynamics and working relationships, both within the care team and within the government who†s laws and guidelines that care team follows. However when reviewing the history of British social policy it is easy to become pessimistic, Webb, (1991) points out, â€Å"exhortations to organisations, professionals and other producer interests to work together more closely and effectively litter the policy landscape, yet the reality is all to often a jumble of services fractionalised by professional, cultural and organisational boundaries and by tiers of governance†. In order to overcome these problems they must first be identified and then strategies devised to overcome them. Whilst in the community with the housing support team the author observed that the main problem or cause of problems was communication, whilst ironically, most if not all of the problems encountered could have been avoided or solved more efficiently with effective communication. However the author feels this may be viewed by many as an over-generalisation, and so will break this down further into some of the ‘sub† problems. A key difficulty is that working together appears to be the logical way forward, yet it is the authors experience that little consideration is given to the effects of such an activity, (CARLING, 1995). From an agencies or professions point of view collaborative activity raises two main difficulties first it looses its freedom to act independently when it would prefer to maintain control over its domain and affairs. Second, it must invest scarce resources and energy in developing and maintaining relationships with other organisations, when the potential returns on its investment are often unclear or intangible, (HUDSON, 1987). The main sources of conflict within an organisation and inter-professional collaboration are communication, power, goals, values, resources, roles and personalities. As mentioned previous a major source of conflict is the misunderstanding or breakdown of communication. However communication can also be used as a tool for clarifying opposing views. It is the authors observation that most values within an organisation are internalised and are therefore difficult to change, but they can be clarified through communication so as not to become a barrier. This kind of logic is a skill that can only be learnt through the application of common sense and the wisdom of experience, (BILLIS & HARRIS, 1996). Conflict situations often arise suddenly, the author has observed that the more people that attend a meeting or that are involved in a decision regarding care organisation the more potential there is for conflict to occur. Power causes conflict when there are relationships within organisations between individuals of unequal power, the classic example being the doctor/patient relationship, or the nurse and the consultant. This can cause additional conflict where there are differently structured organisations working together as the power differences between individuals then become unclear. For example the power relationship between the community psychiatric nurse and the social worker. Another common cause of conflict is different goals, different methods of reaching those goals, different values, unclear or overlapping designation of responsibilities, lack of information and personality conflicts. It is acknowledged within health care that some conflicts can not be resolved, Mallory, (1981) states that unresolved conflicts need to be managed carefully within any work group in order to balance the level of conflict. Banton, (1985) remarks that the essential point is that conflicts of interest are of fundamental importance in all major areas of life in our society and therefore full consensus is only possible when people are prepared to restrict themselves to the trivial. Conflict in an open environment can be beneficial to the work environment as when handled in a mature and professional manner conflict can lead to creativity, innovation or growth, however if to much energy is expended in non productive activity then conflict becomes destructive. It is the authors opinion that conflict is an inherent part of the nursing and general health care culture, and that psychiatric nurses in the community are prime candidates for this because of the need to work collaboratively with people both professional and non professional of varying social, ethnic and educational backgrounds. Collaboration suggests that the combined power of the agencies or professions is distributed evenly, yet nurses are employed in a hierarchical system. Huber, (1996) suggests that nurses find that working in groups creates a situation in which there are a number of different colleagues and a variety of client types and different personalities to work with, these are complex interrelationships, and added to that complexity is the fact that there are multiple providers requiring co-ordination and communication to manage the care for any client. Within healthcare as a whole there is an interdependence between its members. The multi-disciplinary team breaks down into multiple care providers each relying on the other to carry out a portion of the work. For example a member of the housing support team can not monitor a clients medication if the clients community nurse has not organised the Doset box from the pharmacy. The source of conflict can be organisational, interpersonal or a combination of both. Personal and organisational goals and values may also be in conflict with or over general policies, a general policy being the course of action taken by an institution, department or unit. Policies in the main are meant to soothe conflicts over specific issues, they are designed to give about standard ways to make decisions in recurring situations. However different people within the care team may approach situations with differing viewpoints on how to best deal with certain issues, differences may occur over such things a clerical or managerial routines, or over record keeping and information sharing. Clashes may result at the intersection of a nurses professional judgement as an autonomous professional with standardised policies developed by the institution and designed to produce uniform behaviour, (AJN, 1987). Resource allocation comes under organisation issues and is especially important in the case of Mr and Mrs Client as the general consensus is that sheltered accommodation of some description is required, which inevitably will require funding. Budgeting has caused conflict over scarce resources within organisations. In the case of Mr and Mrs Client the funding for the accommodation should come from the social services department. Power conflicts can be both organisational and interpersonal and result in role conflicts. Role conflicts have been identified as being of two types, role overload and role ambiguity. Role overload is when a carer is expected to perform the work of other employees or disciplines in addition to providing their normal care tasks. Whereas role ambiguity is when the role and responsibilities of the carer expands faster than is officially recognised, (JOHNSON, 1994). To assist in making interprofessional collaboration joint working recommendations such as those stated in Building Bridges, (1996) have been suggested these include commitment on all levels of care approach and delivery, to maintain a primary focus on the service users, jointly owned or shared strategies for care of people with severe mental health problems, agreed procedures for access to services, agreed procedure for information exchange, clarification of roles and responsibilities and regular reviewing of interprofessional dynamics. vretveit, (1997) states that UK policy in the nineteen nineties has asked the question, what is wrong with the service? Rather than what problems need tackling in the outside world. In future it should re-focus on how partnerships between the users of the service, professional workers and managers can be achieved, in other words how can we make an integrated service truly democratic? The solutions to nearly all the crisis encountered by the care team can be or could have been solved or at least minimised through the effective use of communication. It is felt that it would also be important in interprofessional collaboration to have shared values and cultures, while a mismatch along these lines between health and social services has been well documented. (SMITH, 1993). Collaboration is the basis for team building and with the changes to healthcare, work redesign, restructuring and reengineering depend on effective collaboration, co-operation and group accomplishment. Proactive conflict resolution in work groups is the essence of building successful teams which are flexible and adaptable, and have a high degree of trust and communication. Therefore the ingredients for successful interprofessional collaboration may be a common goal, interdependence, co-operation, co-ordination of activities, task specialisation and therefore role clarity, equal division of effort and mutual respect. Team building is defined as being the deliberate process of creating and unifying a group into an effective functioning work unit to accomplish specific goals, (FARLEY & STONER, 1989). In conclusion, collaboration has been called the most effective strategy for managing conflict to achieve long term benefits. However a wide differential in power (both felt and actual), exists between nurses, social workers, and consultants, and this hinders effective collaboration. Therefore with wide differences in power the most commonly used techniques seem to be compromise and accommodation. There are indications however that this is changing as the health service as a whole is and has undergone some major changes with the implementation of the care plan approach, care management and the formation of community teams such as housing support and community support teams, and as a result effective interprofessional collaboration could soon become more commonplace. (BALDOCK, 1974).

Dbq India vs Japanese Workers Cotton Industry

Japan and India in the 1880s-1930s had many similarities such as same economic change from mechanization to treatment and payment of the laborers in the cotton industry, however, differences in workers on social gender and employment rates. The Western influences of mechanization from Industrialized countries increased both economies of India and Japan through the increase production of cotton. Documents 1 and 2 is reliable data because the source being of educated authorities.In India cotton increased by doubled amount of its original production as seen in Document 1, but this only would’ve happened by filling job openings the machines came with based off the evidence in document 6. The Indian economist, Mukerjee, is in favor of the private investors for bringing mechanization to India because it will increase trade throughout the global trade networks connecting India to more parts of the world.Although Japan was later mechanized in cotton production, its increase of cotton yarn from year 1884 to 1914 held higher percentage than India, in conclusion Japanese economies also gained a better profit which would lead to connections to other parts of the world by exporting cotton. The vast amount of production in the cotton industry had employees from the working and lower class.Contained in Document 5, Japanese cotton corporations paid their workers very low wages by taking advantage of the surplus of people having the status of unemployment, an outcome of this is possible capitalism so the worker could not save money and try to start a business of his own. In comparison, India paid low wages in result to capitalism as well, but also permits a worker for only two years maximum because possible over-usage of workers reducing speed production represented in Document 9.A document from a factory owner containing the profits over the time of the cotton boom would be helpful in understanding the wages of employees being so low because its possible the owner had l ittle money to give after buyingthe machines to produce cotton and also to payback its investors. With all the new mechanization and unemployment on the high, companies hired many workers. However, Japan hired giant amounts of women compared to India.Indian workers in the cotton industry mainly consist of males because when under British ruling, women and children had labour laws where they could only work certain amount of hours that was less than males. Document 7 details the decline of women employees of years 1909-1934 because of these laws in place. However, Document 7 shows Japanese consistency of percentage in women employees because the Japanese society didn’t have any labour laws and women were cheaper to pay.Japanese families lived in poverty and saw their daughters as a way to have another source of income, because of subsistence farming most rural Japanese farmers sent their daughters to work for the good of the family in conclusion of document 4. We are given in document 3 the treatment and conditions on japanese workers through a personal recalling. The remembrance of her sister who died because of the work conditions could have altered her story, making the factory work seem much worse than what it might have been.However, if we had obtain a additional document containing the same standard of an Indian worker in the cotton industry showing how life was in the factories we could better compare and contrast the two countries work life. A personal letter to the workers family could show exaggeration of factory life similar to the one in Japan making a more fair comparison. Document 8 and 10 both photos taken by official documentors shows reliable source as documents. Both representing a picture of how factory working was like in India and Japan with different gender workers between the two countries.India however in document 10 is using mechanized machines compared to document 8 where women are handweaving cotton. In document 10 we can see m ore amount of yarn compared to 8 showing India thriving faster then in Japan factories that aren’t mechanized yet. The 1880s-1930s was a time where their was a economic boost for both Japan and India as well as employment rises but wages remain for the workers, however these countries differed on the workers they employed on gender and amounts.

CKern_FINALLESSONPLAN Essays - Learning, Education, Free Essays

CKern_FINALLESSONPLAN Essays - Learning, Education, Free Essays Final Lesson Plan Chloe Kern ESEPSY 2309 Ohio State University Age: First Grade Subject: Literature Topic: Elements of a Story Time + Pacing Central Focus of Lesson This lesson will focus on the different elements of a story and allowing the children to see these elements in a book. Objectives Students will be able to list the different elements of a story Students will be able to identify characters, settings, and major events in a story (with prompting) Students will create their own art that includes elements of a story (character, setting, action) Key Vocabulary (From Video) Beginning Middle End Characters Setting Main Idea Prior Academic Learning and Prerequisite Skills Students will be using what they know about stories to recognize the different elements of a story. Students should have prior experience with listening to stories being read aloud and answering comprehension questions. Students should be aware of classroom rules and procedures. Knowledge of how to use markers, crayons, colored pencils, and how to put art supplies away will also be important. Materials Board Paper with 3 categories for each child Projector Computer Colored pencils/markers/crayons (Book): Pete the Cat: Rocking in My School Shoes (Book can be changed if this one is not available) (https://www.youtube.com/watch?v=hCkdSB1TptU ) Lesson Introduction Gather the children in the "circle time" area of the classroom. Explain to them that today they are going to be learning about the different parts of a story. Begin by asking them some questions about things that they think are in a story. Write their ideas on the board even if they are not correct and even if they are missing elements. Next, read the story Pete the Cat: Rocking in My School Shoes (https://www.youtube.com/watch?v=hCkdSB1TptU ). Have the children sing/chant along with the repeated phrase in the story and use the projector to show the pages of the book. Ask comprehension questions about the story. Examples: Who was the story about? Where was Pete in this story? What were some of the things that Pete did in this story? What part of his clothes did Pete keep singing about? 10 min Introduction of New Information Show the video: Parts of a Story | Language Arts Song for Kids | English for Kids | Jack Hartmann (https://www.youtube.com/watch?v=-_nePjWXecQ ) Play the video twice. The first time the children should just watch, but the second time through they are allowed to sing/move along with the music. After the video ask the children if there was anything they missed on their list about the parts of a story. Write down the elements that they remember from the video on the board. Some prompting may be necessary but it is important that the children recognize the different elements mainly on their own. 5-7 min Learning Activities After the list on the board is complete, it is important to discuss the differences between each of the words in the video (beginning, middle, end, characters, setting, main idea). Begin with the word the beginning. After they understand what each word means, bring the original story that was read aloud into this discussion. Questions to ask What is the beginning of the story? What did Pete the Cat do in the beginning of the story? What is the middle of a story? What are some things that Pete the Cat did in the middle of the story? What is the end of the story? What did Pete do at the end of the story? What do we call the person that a story is about? Who was our story that we read about? What is the setting of a story? Where did Pete the Cat go in his story? What is the main idea of a story? What was our story that we read out loud about? After this discussion, send the children back to their seats to begin the next activity. 10 min Interactive Learning Begin by explaining that now the children will be drawing their own stories. They will need to think of a character and a setting, and something the character does (action). Show teacher example of a completed picture. Prompting may be necessary for some students. Begin by asking them who they want the story to be about. Then ask them where the story is going to take place. This will help the students to organize their thoughts, but it will not give them any direct answers. 15-20 min Closure/Recap Use this time to make any concepts more clear or answer any questions. Each child will be given

Evil in Lord of the Flies Essay Example

Evil in Lord of the Flies Essay Example Evil in Lord of the Flies Paper Evil in Lord of the Flies Paper Essay Topic: Lord Of the Flies Evil is a description of something that causes harm, discomfort, repulsion and injury to another. The statement man produces evil as a bee produces honey Is relevant in the understanding of human nature. Bees produce honey as It is a natural Instinct and In that same way, humans produce evil. Humans only produce evil naturally and do not produce goodness. Lord of the Flies by William Gilding Is a clear representation of a group of boys regressing to their animal states because of the evil they produce naturally. Evil takes on many forms In this novel primarily though the need for power, the absence of rules and the Increasing distance from society. Through the uses of allegory, foreshadowing and symbolism Gilding states that evil Is a part of human nature as honey Is a part of a bees nature. One of the forms evil takes In this novel Is through power and corruption wealth Jack, contrasting with the leadership and direction Ralph provides. Jack and Ralph are the biggest boys on the island. Ralph is elected leader, which angers Jack. After being elected leader Ralph suggests in charge of the choir. They can be- what do you want them to be? Hunters- Ralph sets up to be a good leader as he takes into account the needs and desire of his group. Because of Jacks thirst for power, he starts persuading the others that Ralph is not a suitable leader so he can become Chief. He says, Who are you, anyway? Sitting there telling people what to do. You cant hunt, you cant sing- Im chief. I was chosen. Why should choosing make any difference? Just giving orders hat dont make sense- Gilding creates an allegory symbolizing Ralph as a democrat who is given power and Jack as an autocrat who takes power. Ralph became a true leader by taking responsibility for the survival and rescue of the boys. Jack, on the other hand, offers fun and meat to get his power but is willing to harm or kill to keep it. Jacks desire for power develops into evil actions against the other boys. When Jack is in power, he leads the brutal slaughter of a pig and then Simon. He fosters rebellion. He throws a spear at Ralph with full intention and later holds a group unit to kill him. Jack is plainly committing evil to show his authority. Since evil is an act that harms, Jack brings out the evil within himself and also the evil within his tribe. Another form evil takes is in Roger because of the absence of rules. Roger was tempted to throw the stones but because of the rules In England, he was taught that harming others was wrong. Through the civilization, Roger was taught how to condone his evil. Roger gathered a handful of stones and began to throw them. Yet there was a space around Henry Into which he dare not throw. Here Invisible yet strong, was the taboo of the old life. Through the absence of rules, Roger Is free to do what he wants. This means there wont be a Limitation of how he uses his evil. When Roger throws stones In the direction of the lotuses, he uses It to show he does not need to follow rules. As the novel progresses, Rorers evil Instincts take over and he forgets the existence of rules and proper behavior. The quote Roger, with a sense of delirious abandonment, leaned all his weight on the lever The rock struck Piggy a glancing blow from chin to knee, shows this. Right before Pigs death, he better, law and rescue, or hunting and breaking up things? By killing Piggy, the last reminder of the need for rules and civilized behavior is lost. The constant motif of rock throwing foreshadows the death of Piggy. To kill someone is the highest degree of committing evil. Roger is an example of how the boys reverted to their animal origins since the primal instinct of evil lead him to kill. Due to the increasing distance o society, the boys lose their morals and their human sense of what is right and become savages. A symbol in the novel that represents the boys need to recreate their civilization is the conch shell. The conch shell symbolizes the rule of law and civilization. Its used to call assemblies and acts as a microphone that grants the right to speak to whomever holds it during assembly. The conch is the one thing of the island which brought order and respect to the boy holding it. The destruction of the conch represents the obliteration of any order on the island. Once the conch was destroyed, the island was in chaos. Jack who has now completely regressed into a savage animal began screaming wildly, the conch is gone. Viciously He hurled his spear at Ralph. This shows they have forgotten about civilization and have turned savage. Savagery is another form of evil and is brought out because of the distance from civilization. Man produces evil Just as a bee produces honey. The thirst for power, the absence of rules and the distance from civilization are the sparks that trigger the inner evil within humans. Gilding uses a political allegory to compare the ways in which Ralph and Jack rule. Gilding foreshadows the untimely death of Piggy through the recurring theme of throwing rocks and finally he uses the symbol of the conch shell to signify that the rules are broken and the boys have forgotten where they came from and who they are. Lord of the Flies is a novel that is relevant to us since it teaches us that every man is born with evil and that the only way it can be slightly suppressed is by the rules of society. When there are no rules, evil emerges from humans.