The Charismatic Leadership Style Essay Example for Free

The Charismatic Leadership Style Essay The Charismatic Leadership Style I have decided to compose my diary article on an administration style known as a Ccharismatic Leader. Its hard to recognize the qualities that make a pioneer charming, however they absolutely remember the capacity to convey for an exceptionally amazing enthusiastic level, and likely incorporate some character attributes. I don't accept that appealling initiative is fundamental to be a successful pioneer yet it can improve the authority venture. The Charismatic Leader accumulates devotees through dependent on their character and appeal, as opposed to any type of outer force or authority. Having these attributes can be a very incredible approach to pick up and lead others. They can likewise make their supporters (conventional individuals) do some quite remarkable things. Charming pioneers can detect the hole that exists between what an association and culture of individuals and engage them to meet up as one. By overcoming this issue the pioneer can make a dream of a future express that everybody accepts will be superior to the present one. The appealling pioneer regularly imparts their vision utilizing allegories and stories in manners that everybody can comprehend the vision. Their adherents consider the to be as one that has the capacity to picture the future with lucidity. Their supporters are additionally ready to perceive how they fit into this future state and trust it will be superior to today. Magnetic pioneers do these things continually in enormous and little manners. Magnetic Leaders are visionaries. They center around changing circumstances, not simply keeping up. They will show extraordinary trust in their devotees. They are extremely powerful and utilize non-verbal communication just as verbal language. Numerous legislators utilize an alluring style, as they have to assemble an enormous number of adherents. The individual who I believe is an extraordinary alluring pioneer is Barack Obama. I have tuned in to a great deal of his discourses and he has the ability to inspire and enable individuals with his words, his declaration and his account of beating numerous preliminaries and impediments. Barack Obama is frequently contrasted with John F. Kennedy, who is ostensibly the most alluring President of the United States. â€Å"Todays condition accentuates authoritative learning and supporter strengthening conditions that advance common regard and exchange. Be that as it may, even in this condition heads can, here and there accidentally, order inconspicuous maltreatment. By and large remembered for the normal meaning of intensity are the thoughts of reliance and control: a pioneers capacity to decide devotees conduct stems at any rate to some degree from the adherents reliance on the pioneer. This, thusly, depends on pioneers authority over the different parts of hierarchical life influencing devotees or saw varying by adherents, for example, material assets and authoritative headway.

Free Essays on Culture Bound Syndrome

All through my perusing, the most intriguing disorder/Illness was the Culture-Bound Syndrome. The DSM perceives this condition recommending that one’s culture and social situations have a significant impact on the improvement of strange conduct. I totally concur with the conclusion of this disorder having seen a type of it all through my pre-adulthood. At the point when I was a young person, I went to a center school called Chestnut Street School. I found the fixation not exclusively to fit in, however the fixation among young ladies of my age was to want to â€Å"prove† themselves. Chestnut Street was viewed as an intense school. As the earth (being the results of low to center classed salary) was less â€Å"I need that pair of Abercrombie jeans† it was a greater amount of â€Å"I need to substantiate myself for respect†. At the point when I was fourteen years of age, my family moved to Ludlow (a high center to upper pay class town). My considerations and convictions that I was raised to know changed an emotional 360 degrees. Rather than the â€Å"I must substantiate myself for regard disposition, it changed to â€Å"I must have that new Abercrombie tee†. Or on the other hand, I will successfully be in the well known group. Obviously my not experiencing childhood in this condition profited my (since I am thinking back. I think the disarray of the â€Å"two worlds† carried me to act naturally. I wanted to be mainstream †nor could my family manage the cost of the most recent, most costly garments. So the â€Å"Ludlow Syndrome† never fully got with me. Recalling now †what was my way of life? Being educated, at that point removed from the â€Å"Chestnut Syndrome†. I didn’t have that fixation either. To finish up my encounters, my two universes let me locate the genuine me. I had the option to separate myself from a portion of the individuals influenced by the way of life disorder. Not exclusively did a portion of the secondary school understudies have this ailment in a serious way, yet I likewise imagine that it isn't just gained from their cultur... Free Essays on Culture Bound Syndrome Free Essays on Culture Bound Syndrome All through my perusing, the most intriguing condition/Illness was the Culture-Bound Syndrome. The DSM perceives this condition proposing that one’s culture and social situations have a significant effect on the improvement of anomalous conduct. I totally concur with the conclusion of this disorder having seen a type of it all through my youthfulness. At the point when I was an adolescent, I went to a center school called Chestnut Street School. I found the fixation not exclusively to fit in, yet the fixation among young ladies of my age was to want to â€Å"prove† themselves. Chestnut Street was viewed as an intense school. As the earth (being the results of low to center classed salary) was less â€Å"I need that pair of Abercrombie jeans† it was a greater amount of â€Å"I need to substantiate myself for respect†. At the point when I was fourteen years of age, my family moved to Ludlow (a high center to upper salary class town). My musings and convictions that I was raised to know changed an emotional 360 degrees. Rather than the â€Å"I must substantiate myself for regard disposition, it changed to â€Å"I must have that new Abercrombie tee†. Or on the other hand, I will successfully be in the well known group. Obviously my not experiencing childhood in this condition profited my (since I am thinking back. I think the disarray of the â€Å"two worlds† carried me to act naturally. I wanted to be famous †nor could my family bear the cost of the most recent, most costly garments. So the â€Å"Ludlow Syndrome† never entirely got with me. Recalling now †what was my way of life? Being educated, at that point removed from the â€Å"Chestnut Syndrome†. I didn’t have that fixation either. To finish up my encounters, my two universes let me locate the genuine me. I had the option to separate myself from a portion of the individuals influenced by the way of life condition. Not exclusively did a portion of the secondary school understudies have this sickness in an extreme way, yet I additionally believe that it isn't just gained from their cultur...

3 Books to Fight Political Loneliness

3 Books to Fight Political Loneliness This is a guest post from Zoe Strickland. Zoe is a writer, editor, and caffeine-addict living in Oregon. She likes wine, pop culture, space, and tattoos. She’s one of those ‘loud feminists’ and wouldn’t have it any other way. Follow her on Twitter  @zoealea. It’s no denying that the current political state is a crapshoot. You can’t go on social media without seeing posts upon posts about the void of politics. Like many people, I’ve coped with this by sinking into a couch with a mug of coffee, and reading. While I love the escape, it’s also important to face what’s going on, and to connect with the different points of view of people and how they’ve been affected by the administration. We all know that books give us the reassurance that we’re not doing this thing alone, so I’ve begun to explore books that were put together and published after this last November’s election. Think of it as a sort of quest of literary hope. These are my findings: Pantsuit Nation edited by Libby Chamberlain Pantsuit Nation is a book that collects the reasons and stories behind people who voted for Hillary Clinton. I picked this book up without really reading the description. My brain flagged it as a feminist political read, and I immediately checked it out of the library. Regardless of whether or not you agree with Clinton, Pantsuit Nation is a fantastic read. It is a book that’s less about the politics, and more about the stories of everyday people and what makes them tick. Radical Hope: Love and Dissent in Dangerous Times edited by Carolina de Robertis Radical Hope is just what the title leads you to think it is. It’s a collection of essays by people who are trying to find hope in a world where it may be difficult to find it. The essays are written in the form of letters to people in the past, present, and future. Some contributors write to their ancestors and relatives, and some write to historical figures. Radical Hope is emotional, it’s real, and it’s a great book to keep you company. Our Stories, Our Voices edited by Amy Reed This book hasn’t actually come out yet: Our Stories, Our Voices is slated for a Summer 2018 release, and contains essays by YA writers. The essays are described as ones that explore, “diverse experiences of injustice, empowerment, and growing up female in America” with the goal of offering “hope and solidarity to young readers.” Though it doesn’t come out for another year, Our Stories, Our Voices is bound to be exceptional. These books are more than just political collections; they’re pieces of literature that may just help you feel like you aren’t alone. Sign up for True Story to receive nonfiction news, new releases, and must-read forthcoming titles. Thank you for signing up! Keep an eye on your inbox.

Technology into the Classroom Essay Online For Free - Free Essay Example

Sample details Pages: 9 Words: 2841 Downloads: 1 Date added: 2017/06/26 Category Education Essay Type Analytical essay Level High school Did you like this example? What are the advantages and disadvantages of incorporating technology into the classroom with a specific focus on non-ICT lessons? The use of Information Communication Technology (ICT) in education has been described as engaging, enabling and transformative (Clark et al. 2009; Prensky, 2010). ICT can improve both personalisation and collaboration, providing tools and experiences that can aid social and independent learning (OHara, 2008; Selwyn et al. Don’t waste time! Our writers will create an original "Technology into the Classroom Essay Online For Free" essay for you Create order 2010). Throughout non-ICT subjects, technology can help to create an enabling environment, founded on communication and interaction (OHara, 2008, p.29). ICT can also structure childrens understanding of curriculum content in non-ICT lessons, while helping them to develop knowledge of processes that will be of significant use in their future lives (DfES, 2006). However, only one in four schools are succeeding in employing ICT to enhance learning across the curriculum, which suggests that there are barriers to the effective use of ICT in non-ICT lessons (BECTA, 2009). While developing practical skills with technology is essential, children will also need to cultivate a reflective, metacognitive awareness (Flavell, 1979, p.908) of their own creative and safe engagement with ICT in order to use it effectively in non-ICT lessons (Sharples et al. 2009). This concept has been defined as e-confidence and is a key concern for teachers when planning learning experiences involving ICT (QCA/N AACE, 2007). A framework of possibilities for using ICT throughout the curriculum has been developed by the National College of School Leadership (Blows, 2009). This matrix involves a progressive scale of e-words, which describe the increasing effectiveness of ICT as a tool to transform learning and develop childrens higher-order thinking skills (Blows, 2009; Bloom, 1956). The ICT and Learning matrix can be seen in Fig.1: Fig.1 ICT and Learning: e-words matrix (Blows, 2009) By referencing this matrix against other educational theories, it will be argued that embedding technology into non-ICT has the potential to extend and empower learners (Blows, 2009). However, the key point is that ICT needs to be used to support, challenge and   empower learners, rather than simply being exchanged for traditional teaching methods in order to meet national agendas (Blows, 2009). Blows (2009, no page numbers) emphasises the importance of using ICT to enhance learning, rather th an simply exchange it with traditional resources. Furthermore, Prensky (2010) recognises the limitations of using technology just for the sake of it. For example, using an iPAD or SMARTboard as a dynamic, problem-solving device for group work in mathematics or geography would be beneficial to supporting cognitive development (Adey, 1992). However using these technologies as basic presentation tools, or only to display multimedia content would be a less effective use of the resources. Tondeur et al. (2006, p.963) assert that schools concentrate too much on teaching the practical use of ICT programs, rather than using technology to improve learning, collaboration and cognition. ICT is still seen as separate from other subjects and needs to be embedded into non-ICT subjects more organically (Tondeur et al., 2006). However, this should not be at the detriment of traditional skills, for example map reading and measuring in geography. Conole (2007, p.82) recognises three fundamental sh ifts in education since the beginning of the twenty-first century: from a focus on information to communication, [à ¢Ã¢â€š ¬Ã‚ ¦] from a passive to more interactive engagement, and [à ¢Ã¢â€š ¬Ã‚ ¦.] from a focus on individual learners to more socially situative learning. The implication is that technology must be harnessed to extend learners, rather than passively replacing previous resources (Blows, 2009). By successfully integrating technology into non-ICT subjects, ICT can create collaborative experiences that are both engaging and more effective than was previously possible (OHara, 2008). For example, students can use the internet to research and share knowledge, and use creative computer programs in collaboration with other social groups. However, a disadvantage of using ICT is that it can hinder students cognitive and problem-solving by providing too much support (OHara, 2008). An interactive database in science is beneficial to learning, but should not over-simplify l earning as this would be to the detriment of student progression and understanding. In contrast, the new Computing Programmes of Study (DfE, 2013) suggest that students need practical skills in computing before ICT can be used to enhance non-ICT subjects. ICT can be advantageous in non-ICT subjects as long as it balances practical application with collaborative and creative learning. Technology can be employed in non-ICT lessons to support children in creating material for specific purposes and audiences, using various modes of communication (Bearne, 2003). An example of this could be setting up a class blog in Literacy or Art lessons with which pupils could display and discuss their work and learning, using photos and sound files to create their own multimodal blog-site. Richardson (2009, p.27) argues that blogs are a truly constructivist tool for learning and can therefore be employed by teachers to engage and structure learning. It has been suggested that while formal writing can be described as independent monologue, blogging should be regarded as a conversation (Selwyn et al. 2010, p.30). ICT allows childrens work to be dynamically shared with parents and family on a regular basis, resulting in the continuation of learning outside of school and improved links to the community. However, while ICT can provide a supportive learning framework or resource, this relies on the teacher to guide children through progressive stages of learning (Wood et al. 1976). The use of ICT in non-ICT lessons relies on the presence and planning of a skilled teacher who recognises how to harness technology to improve learning, rather than just replace, for example, existing literacy practices. When embedding ICT into non-ICT lessons, the teacher should act as a facilitator and enabler, using technology as a tool to increase learning possibilities for a group of children working at different attainment levels (Prensky, 2010). Technology can enhance learning by connecting th e elements of exploration, contribution and completion (Richardson, 2009). An example is the proposal that video games can engage reluctant learners (DfES, 2005). Young pupils may have become disengaged by a digital divide between their home use of ICT, and the ICT that they have access to in school. Therefore, using games as a learning resource in Mathematics or Geography could create links between home interests and school classroom cultures (Sutherland-Smith et al. 2003, p.31). Using ICT to connect curriculum areas has the potential to increase social participation in schools and reengage disenfranchised learners (Clark et al. 2009). An example of this concept is the video game Wild Earth: African Safari on Nintendo Wii; in which the player is a photojournalist touring the Serengeti National Park, taking photos of indigenous animals. This game could be used to actively demonstrate a different part of the world to young learners, which would be impossible without ICT. Children could subsequently create paintings, drama or simply discuss what they have seen to improve collaboration and cognition (Hong et al. 2009). ICT can therefore enhance cultural understanding and critical thinking in non-ICT subjects (Hague and Payton, 2010). However, the teachers selection of game, or other ICT resource, must be relevant to the learning experience and support the achievement of learning objectives, so that technology is not simply replacing traditional resources (Learning and Teaching Scotland, 2010). Structured by their interactions with ICT, children can develop communication skills that will prepare them for the future. However, it could be argued that ICT is never a substitute for real experiences. It should instead be viewed as a tool for improving non ICT-lessons. This example demonstrates that ICT offers teachers a set of virtual tools that can enhance learning in non-ICT lessons (Simpson and Toyn, 2012, p.1). However, students will need to be taught how to use these tools effectively so that they can employ them in non-ICT subjects. ICT in other subjects requires additional training and instruction, which may detract from general teaching and learning time (Simpson and Toyn, 2012). Using technology in non-ICT lessons is all about balance, with the teacher needing to balance ICT with traditional and transitional learning skills in order to support progression. ICT can enhance (Blows, 2009) learning experiences in non-ICT lessons by structuring the development of skills and understanding. However, Prensky (2010, p.72) proposes that there is a difference between a learning experience being relevant to children and being real. Rather than providing passing allusions to childrens interests, teachers must use ICT to find ways to help children connect with real issues. ICT must be employed in authentic and purposeful contexts (Loveless, 2003, p.102) to empower learners (Blows, 2009) so that they can achieve a greater understanding of a to pic in non-ICT lessons. An example is using video-conferencing technology to create links between the classroom and other areas, and broaden the landscape for learning. A teacher could set up a conversation with a school in a different location, with a contrasting community but similar issues. Classes could ask each other questions and describe their school and community environments. This would support the development of speaking and listening skills, alongside personal [and] social development (DfCSF, 2008, p.13). By linking learning to other places and communities, ICT can create a wider community of practice in non-ICT lessons, where young children recognise that education and learning are not isolated to their school location (Wenger, 1999, p.4). Technology can therefore have a positive and transformative effect (Wheeler and Winter, 2005) by allowing children to develop personal reflection during purposeful social participation (Richardson, 2009). However, young people ne ed to recognise how to utilise technology to support their ongoing learning. Hague and Payton (2010, p.8) argue that education systems need to help young people to understand and benefit from their engagement with digital technology and digital cultures.   ICT supports and extends (Blows, 2009) both independent and social progression, but young people need to recognise how to use technology as a tool to expand their learning in non-ICT lessons. An appraisal of advantages and disadvantages of using ICT in non-ICT lessons needs to investigate potential problems and highlight areas of concern. Critics argue that early computer use can affect young childrens vision and physical development, leading to a possible deficit in the advancement of their motor skills (AfC, 2000). Furthermore, technology can often fail to work, which could disrupt lessons and demotivate learners in non-ICT lessons (OHara, 2008). Practitioners also need to be knowledgeable enough to successfully integr ate ICTs into teaching and learning, and this is reliant on available budgets for high quality training (OHara, 2008). A lack of expertise can be a limiting factor that can negate the potential of ICT to improve learning across the curriculum (Beetham, 2007, p.32). Similarly, students may have different skill-levels with ICT, so the teacher needs to incorporate this into lesson planning in the same way that they would differentiate by ability in core subjects (Hague and Payton, 2010). Perhaps the most debated area of concern of using ICT across the curriculum is that of e-safety (Sharples et al. 2009). The integration of ICT into non-ICT lessons must be supported by a comprehensive school e-safety policy (Byron, 2008). The supposed moral panic (Bennett et al. 2008, p.775) associated with childrens use of ICT, particularly the internet, can create pedagogical difficulties for teachers. A balance must be achieved between encouraging pupils to participate in creative, collaborative activities in non-ICT subjects, while also protecting them from risk (Sharples et al. 2009). Prensky (2009) asserts that adults should not simply instruct young learners about the risks associated with using ICT. Children must also develop digital wisdom in order to understand safe practice and an awareness of their identity as users of technology (Prensky, 2009, p.11). The topic of e-safety shows that incorporating technology into non-ICT lessons has simultaneous advantages and disadvantages that need to be diligently managed by the school, the teachers, and by the students themselves. The use of technology in non-ICT lessons can engage learners and enhance learning experiences (Wheeler and Winter, 2005). However, the integration of ICT into classroom practice requires balance so that it does not detract from physical and social development (AfC, 2000). ICT can be embedded into learning activities to improve collaborative learning (DfES, 2006), yet it also supports the personali sation of activity and assessment. Activities involving ICT should negotiate a balance between creativity and safety, in order to adhere to the schools e-safety policy (Sharples et al. 2009). Children need to develop practical skills in ICT, alongside a social and cognitive awareness that will help them to succeed in a technology-driven society. An essential part of using ICT in non-ICT lessons is that young children are gradually encouraged to recognise the difference between information and knowledge (Nutt, 2010). ICT provides new means to investigate and retrieve information (BECTA, 2009) and empowers learners (Blows, 2009) with new modes of communication (Bearne, 2003). However, these benefits would prove irrelevant without the transformation of information and digital discourse into knowledge and understanding. Technology can have huge advantages for learning in non-ICT lessons, while the disadvantages and barriers can be managed by educators. However, ultimately, it is not what ICTs children are using across the curriculum, but what they are using them for that really matters for the future. References Adey, P. (1992) The CASE results: implications for science teaching. International Journal of Science Education. 14 (2) pp.137-146. AfC (2000) Fools Gold: a critical look at computers in childhood. [Online]. Available at: https://www.allianceforchildhood.org/fools_gold (Accessed: 6th Oct 2015). Bearne, E. (2003) Rethinking literacy: communication, representation and text. Reading, Literacy and Language. 37 (3) pp.98-103. BECTA (2009) Bectas Contribution to the Rose Review. [Online]. Available at: https://clc2.uniservity.com/GroupDownloadFile.asp?GroupId=20115174ResourceId=2892751 (Accessed: 7th Oct 2015). Beetham, H. (2007) An Approach to Learning Activity Design, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.26-40. Bennett, S., Maton, K. and Kervin, L. (2008) The digital natives debate: A critical review of the evidence. British Journal of Educational Technology. 39 (5) pp.775-786. Bloom, B.S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, in Bloom, B.S. (ed.) Taxonomy of Education Objectives, Handbook 1: Cognitive Domain. New York: McKay, pp.201-207. Blows, M. (2009) E-words for ICT and classroom creativity. National College of School Leadership. [Online]. Available at: https://future.ncsl.org.uk/ShowResource.aspx?ID=812 (Accessed: 7th Oct 2015). Byron, T. (2008) Safer Children in a Digital World: the Report of the Byron Review. Nottingham: DCSF Publications. Clark, W., Logan, K., Luckin, R., Mee, A. and Oliver, M. (2009) Beyond Web 2.0: mapping the technology landscapes of young learners. Journal of Computer Assisted Learning. 25 (1) pp.56-69. Conole, G. (2007) Describing learning activities à ¢Ã¢â€š ¬Ã¢â‚¬Å" tools and resources to guide practice, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.81-91. DfCSF (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DfCSF Publications. DfE (2013) Computing programmes of study: key stages 1 and 2. DfE. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 6th Oct 2015). DfES (2005) Harnessing Technology: Transforming Learning and Childrens Services. Nottingham: DfES Publications. DfES (2006) 2020 Vision: Report of the Teaching and Learning in 2020 Review Group. Nottingham: DfES Publications. Flavell, J. (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. 34 (10) pp.906-911. Hague, C. and Payton, S. (2010) Digital Literacy Across the Curriculum. Bristol: Futurelab. Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K. and Chang, H-Y. (2009) Assessing the educational values of digital games. Journal of Computer Assisted Learning. 25 (5) pp.423-437. Learning and Teaching Scotland (2010) About Game Based Learning: w hat children learn. [Online]. Available at: https://www.ltscotland.org.uk/usingglowandict/gamesbasedlearning/about/understanding.asp (Accessed: 6th Oct 2015). Loveless, A. (2003) Role of ICT. 2nd edn. London: Continuum. Nutt, J. (2010) Professional Educators and the evolving role of ICT in schools: Perspective Report. [Online]. Available at: https://www.cfbt.com/evidenceforeducation/our_research/evidence_for_schools/school_improvement/the_role_of_ict_in_schools.aspx (Accessed: 7th Oct 2015). OHara, M. (2008) Young children, learning and ICT: a case study in the UK maintained sector. Technology, Pedagogy and Education. 17 (1) pp.29-40. Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate 5 (3) pp.1-9. [Online]. Available at: https://www.innovateonline.info/index.php?view=articleid=705 (Accessed: 6 Oct 2015). Prensky, M. (2010) Teaching Digital Natives: Partnering for Real Learning. London: SAGE. QCA/NAACE (2 007) E-Learning: What is it, why it is important and how it will develop? [Online]. Available at: https://www.shambles.net/elearning/publications/elearning_naace_aug07.pdf (Accessed: 6th Oct 2015). Richardson, W. (2009) Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. 2nd edn. London: SAGE. Selwyn, N., Potter, J. and Cranmer, S. (2010) Primary Schools and ICT: Learning from Pupil Perspectives. London: Continuum. Sharples, M., Graber, R., Harrison, C. and Logan, K. (2009) E-Safety and Web 2.0 for children aged 11-16. Journal of Computer-Assisted Learning. 25 (1) pp.70-84. Simpson, D. and Toyn, M. (2012) Primary ICT Across the Curriculum. 2nd edn. London: SAGE. Sutherland-Smith, W., Snyder, I., and Angus, L. (2003) The Digital Divide: differences in computer use between home and school in low socio-economic households. Educational Studies in Language and Literature. 3 (1-2) pp.5-19. Tondeur, J., Van Braak, J. and Valcke, M. (2006) Curricula and the use of ICT in Education: Two Worlds Apart? British Journal of Educational Technology. 38 (6) pp.962-976. Wenger, E. (1999) Communities of Practice à ¢Ã¢â€š ¬Ã¢â‚¬Å" Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wheeler, S. and Winter, A. (2005) ICT à ¢Ã¢â€š ¬Ã¢â‚¬Å" Winning Hearts and Minds, in Wheeler, S. (ed.) Transforming Primary ICT. Exeter: Learning Matters, pp.7-25. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry. 17 (2) pp.89-100.

Stanhope and Raleighs Relationship in Journeys End by...

Stanhope and Raleighs Relationship in Journeys End Intro In this essay, I will attempt to discuss the changes and development in the ongoing and differing relationship between Raleigh and Stanhope. I will pay particular attention to character movement and speech, sound, lighting and audience reaction. Robert Cedric Sherriff was born on June 6, 1896, in Hampton Wick, England. After attending grammar school at Kingston on Thames, Sherriff worked in his fathers insurance business until he entered the army to serve as captain in the 9th East Surrey Regiment in World War I. He was wounded at Passchendaele. Sherriff was an English playwright and screenwriter is best known for his World War I play Journeys End, an account†¦show more content†¦During the attack, Raleigh is hit in the back with shrapnel. Here we see a much more gentle Stanhope, almost weeping as he lovingly cares for the dieing Raleigh. This is why the relationship between Stanhope and Raleigh is so intriguing, with this sudden change of emotion in Stanhope. Socio-historical World War One lasted through the years 1914 – 1918. It involved two alliances – The Triple Entente (Britain, France and Russia) and The Triple Alliance (Germany, Austria-Hungary and Italy). With every great super-power in Europe all becoming more and more politically hostile with each other, and arming themselves more and more, World War One was a time bomb waiting to explode. When Austria-Hungary Archduke Franz Ferdinand was on an official visit to the recently claimed Serbia, a collective of people opposing Austria’s presence in Serbia assassinated him. Austria-Hungary, being distraught, blamed Serbia, who denied all knowledge, whom, seeked help from Russia. Austria-Hungary eventually, invaded Russia with the help of Germany to begin what would be known as the last â€Å"Great-War†. Much of the fighting in World War One was done on small areas of land, sometimes as small as 75 yards or so across, with trenches on either side. Men would live in these trenches for months on end, mostly ending their stay with being told to â€Å"Go over the top†. This was usually greeted with heavyShow MoreRelated Journeys End by R.C. Sheriff Essay2400 Words   |  10 Pages Journeys End by R.C. Sheriff R. C. Sherriff created characters that aid the audiences understanding of war through their emotions and dialogue. Each character generates an intensive atmosphere and prompts differing emotions and thoughts from the audience, expressing different feelings and reactions towards war, which all aggregate to the same thing, the fear that they are all going to die sooner than later. The play was written to make people contemplate the futility of war. World

Unforgettable Memories of A Weekend in New York Free Essays

Mum handed my sister and me our passports and boarding tickets, hugged us tightly for what seemed like five minutes, and waved goodbye to us as trickled down her cheeks. It sounds strange to say this but I couldn’t stop smiling, and neither could Sarah, my 19-year-old sister who was my guardian for the weekend. She was such a laugh, and always had something funny to say about everything. We will write a custom essay sample on Unforgettable Memories of A Weekend in New York or any similar topic only for you Order Now I knew it was going to be a fun and unforgettable weekend. The plane was due to depart from Heathrow to New York at one that Friday afternoon of the 13th October. As we sat laughing a joking the departures lounge our flight number was displayed on the huge television screen, and next to it the word ‘Boarding’ flashed. It was time to leave. We picked up hand luggage and headed towards gate number 13. ‘Typical! ‘ I said to myself in my head, ‘Out of all 50 gates I we have to board through the unluckiest number of them all! ‘ Still, I’m not a very superstitious person; I’m just not that keen on flying. Anyway, I didn’t let onto my sister about my nerves, she’d only make me feel worse! We had been sat on the plane for about 3 hours, and only four to go.  Like read about memories? Read also  Flashbulb memory! Everyone sat around us had been drinking and so they were all merry and laughing and joking about, that made me feel slightly more relaxed but I still couldn’t wait to get off the plane. I sat in my seat and watched the film ‘Almost Famous’ I was amazed by size of the television and how they fitted in the seat, my sister just laughed at me and told me I needed to get out more. Before I knew it, it was time to land. I fastened my seatbelt and began to feel slightly nauseous as the plane began to descend. We finally landed and after around 10 minutes we were allowed to get up and head to the doors. As I stepped off the plane the ice cold air hit me and I wrapped my arms around myself to help stay warm. The pilot had said as we landed that it was around -20C but I hadn’t realised how cold that was. We caught a yellow taxi to our ‘motel’ and got straight into bed. We had a long day ahead. I woke up at 8 and we walked to a local cafeteria for a bagel and cup of coffee. I was amazed at everything the surroundings, everything was so different from back home. ‘First stop, the Empire State Building, get a good view of the whole place ok? ‘ I replied to my sister with a nod and a laugh as we looked around to see everyone staring. I don’t think everyone in the cafeteria was that impressed that she managed to spit out half her bagel as she asked me that question, but I found it amusing and we fell about laughing together. We caught a taxi to the building and entered a lift which took us halfway up the building, we then had to swap to another lift because the building is so tall that having only one lift would cause the cables to snap. Being told this by the guide didn’t exactly help with my fear of heights. Finally, we reached the top and the view was just breathtaking. I had never seen anything like it. I stood there speechless for about thirty minutes, and looked out over the city for miles. I t was a surreal experience and views that imprinted my mind. Next up, we had to catch a ferry to Statton Island to see the world-famous Statue of Liberty. I took pictures but I knew the photos wouldn’t show the astounding statue that stood for me. We caught a ferry back to the mainland and walked around Time Square. It held a resemblance to Piccadilly Circus, but was somewhat more exciting. We both looked like typical tourists with our huge bags, maps and cameras but everyone around was friendly and helped us with directions. It was getting late in the afternoon and we had been shopping for an hour or so and ended up in a nail bar. We sat there giggling together as we slurped our chocolate milkshakes and had our nails painted. By 9. 30pm we were both shattered but my sister said there was one last thing we had to do. I had no idea where we were going and all I can remember is it is somewhere off Fifth Avenue but we soon arrived at a huge outside ice rink. I was so excited I couldn’t wait to try skating. We skated for about an hour, it was even colder being on the ice but we both managed to skate round at least once without falling over each other. We laughed so much and everyone around us laughed at us too but we didn’t care. After that we headed back to the hotel. I collapsed onto the bed still dressed in my clothes and was out like a light. I slept like a log and didn’t wake until the alarm went off at 7 that morning. We headed to the same cafeteria again for our morning bagel and coffee. Soon after that we hit the shops for some serious shopping. The selection of clothes and gadgets was never ending, each shop we entered I had to buy something. After a good few hours shopping we visited St Patricks’s Cathedral, it was a big tourist attraction -there were a lot of English and Irish people around there, but it wasn’t really that appealing to us so we didn’t stay long. The last place we had left to visit was Ground Zero, we felt that as we were in New York we had to go and pay our respects. The area was devastating and very emotional. The memorial listed all the names of those who had died in the tragedy and I found it really upsetting and felt homesick, even though I had only been away two days. My sister hugged me and said to me ‘Let it make you realise what you’ve got and don’t take it for granted. This is why you have to live life to the full and take every opportunity that comes along. Its not every day you get taken for a weekend shopping in New York is it? † she then smiled at me and gave me a kiss on the cheek. She was always capable of putting a smile back on my face, no matter how I felt. My sister had always been known as a joker and so to hear her say something like this really meant a lot. We got back to the hotel mid-afternoon and packed up our bags. Our flight departed at 6 that evening and we were on our way home. We landed at Heathrow at 1 in the morning. I had slept for most of the plane and car journey home. I walked in the front of the door of my house and inhaled deeply, it smelt of home, and I smiled to myself. The holiday was really fun and it had taught me a lot, it brought me closer to my sister and the advice she gave me at ground zero will stay with me forever, and the new experiences will stay with me forever too. I hope to return back there in the near future, to relive my happy memories. How to cite Unforgettable Memories of A Weekend in New York, Papers

UFO Seeing Essays - Unidentified Flying Objects,

UFO Seeing We once believed that Earth is the only planet in the Universe that supports life. Today there is overwhelming evidence that not only suggests, but supports the very real possibility that we may share the Universe with other intelligent beings. I. Things in the Sky A. The First Documented Sighting B. The Fever Spreads 1. Pilot Encounters 2. The Lights in the Sky II. Dents in the Earth III. Unexplained Phenomenon A. The Writing on the Wall B. Geodes IV. What About Religion? A. The Christian Bible B. The Ancient Greeks C. The American Indian V. Conclusion We are not Alone. On June 24th, 1947 while searching for the remains of a downed Marine C-46 transport, lost somewhere in the Mount Ranier area, a young Idahoan businessman named Kenneth Arnold spotted something that would change his life forever. Just north of his position flying at an altitude of 9,500 feet and an unprecedented airspeed of 1,700 mph he spotted nine circular aircraft flying in formation. According to his estimate the aircraft were approximately the size of a DC-4 airliner ( Jackson 4). This account was the first sighting to ever receive a great deal of media attention. This sighting gave birth to the phrase "flying Saucer" coined by a reporter named Bill Begrette. Although not the first UFO sighting in history, Kenneth Arnolds account is considered to be the first documented UFO sighting. The following day Mr. Arnold discovered that in addition to his sighting there were several others in the Mount Ranier area that same day (Jackson 6). When most of think of UFO sightings we picture an unemployed, half- crazed, alcoholic hick living in a trailer park in the middle small town USA. Often times this description, although a little exaggerated, seems to fit fairly well. In the past when the average person spotted a UFO they were quickly discounted as a kook or con-artist in search of either attention or monetary reward. It wasn't until more reputable figures in our society began to come forward that we that we started looking at this issue a little more seriously. An article written 1957, entitled " Strange lights over Grenada" written by Aime' Michel describes just such an account: At 10:35 p.m. on September the 4th, 1957 Cpt Ferreira ordered his wing to abandon a planned exercise and execute a 50 degree turn to port. Ferreira was attempting to get a closer look at what he described as brilliant, pulsating light hanging low over the horizon. When the turn was completed he noticed that the object had turned too. It was still directly over his left. There was absolutely no doubt that the orange light was shadowing the F-84s. For another 10 minutes, it followed the jets without changing direction or appearance. The pilots watched as four small yellow discs broke away from the large red object and took up a formation on either side of it. All at once the large luminous disc shot vertically upward while the smaller discs shot straight towards the F-84s. In an instant the flat disc sped overhead in a hazy blur and vanished. When Cpt Ferriera was questioned by Portuguese Air Force Investigators he was quoted as saying"Please don't come out with the old explanation that we were being chased by the planet Venus, weather balloons, or freak atmospheric conditions. What we saw up there was real and intelligently controlled. And it scared the hell out of us. (32) This is only one of literally hundreds of pilot accounts that have been documented and cross verified by other sources. To date the Portuguese Government has taken no official position as to what the luminous discs were. The United States has had more than it's fair share of unexplained aerial objects. In February of 1960 the N.A.A.D.S. (North American Air Defense System) spotted a satellite of unknown origin orbiting the Earth. They knew that it sn't a Soviet satellite because it was orbiting perpendicular to trajectory produced by a Soviet launch. It also had a mass estimated at 15 metric tons, no evidence of booster rockets and traveled at speed three times faster than any known satellite. The satellite orbited for two weeks and disappeared without a trace. Before its disappearance, the object which appeared to give off a red glow, was photographed over New York several times (Jackson 19). Lights in the sky aren't the only evidence that suggests we may have cosmic company. In the book "A History of UFO Crashes", the author Kevin D. Randal gives detailed