Impact Of Industrialization On The Industrial Revolution

The term the ‘Industrial Revolution’ has been implemented in historical discourse to such an extent that one forgets that the profound material and social transformations which constitute it were not given a local habitation or a name until the 1880s. As this monolithic concept of a great revolution had not been coined at the time of the production of the ‘industrial novels’, those novels which concerned themselves largely with the increase of industry, machinery, factory settings and the social issues which arose out of them, an assumption that each novel approaches these topics from the same viewpoint becomes deeply flawed. Instead we must view the industrial novels written in the mid 19th century as a variety of contradictory and competing answers to the Condition of England question, each writer reimagining the Industrial Revolution in light of their own experience within society. Societal constructs that were seemingly in place at the beginning of the 1 9th century were profoundly shifted by the growth of industry and therefore if one is to examine the impact of industrialisation on literature, it is paramount to view the writer’s reaction toward industrialism as concomitant with their position in society and their relationship with societal constructs. The societal construct that will be focused on in the aim of analysing the literary reactions towards the Industrial Revolution is gender. Whilst it would be a generalising assumption to argue that literary responses toShow MoreRelatedThe Impact Of Industrialization On Society During The Industrial Revolution1724 Words   |  7 PagesThe Industrial Revolution Examine in detail the History of the Industrial Revolution. Discuss why Britain led the way in the Industrial Revolution and also explain in detail the effects of industrialization on society. Had it not been for the industrial revolution, I would doubt very much that we would enjoy the technology we have in the year 2000. The reason we have this technology is that between the years 1750 and 1914 a great change in the world s history was made. People started to discoverRead MoreThe Impact Of Industrialization On Society During The Industrial Revolution1721 Words   |  7 Pages Examine in detail the History of the Industrial Revolution. Discuss why Britain led the way in the Industrial Revolution and also explain in detail the effects of industrialization on society. Had it not been for the industrial revolution, I would doubt very much that we would enjoy the technology we have in the year 2000. The reason we have this technology is that between the years 1750 and 1914 a great change in the world s history was made. People started to discover faster methods of producingRead MoreSecond Industrial Revolution1000 Words   |  4 PagesSecond US Industrial Revolution, 1870 -1910 Darris Adkins Abstract In this brief paper, a description of two developments of industrialization that positively affected the United States and two developments that negatively affected the United States will be discussed. An analysis of whether or not industrialization was generally beneficial or detrimental to the lives of Americans and the history of the United States will be outlined. Second US Industrial Revolution, 1870 -1910 In this briefRead MoreThe Invention Of The First Industrial Revolution1391 Words   |  6 PagesThe First Industrial Revolution Envision living in a society dominated by factories that just recently transformed from arable land and farms. Imagine constantly hearing about brand new inventions and ideas that were deemed impossible only a few years ago. Visualize working long hours in cramped factories, in exchange for low pay and contagious diseases. For some people that lived during the age of industrialization, this was their reality of life. During the 18th and 19th century, the world wasRead More How religion was affected by Industrialization Essay1368 Words   |  6 Pagesaffected by Industrialization The Communist Manifesto Great changes took place in the lives and work of people in several parts of the world, resulting from the development of the Industrial Revolution. Just before the outbreak of revolutionary violence in Paris due to the consequences of industrialization, Karl Marx wrote â€Å"The Communist Manifesto.† He saw this revolutionary violence as â€Å"the opening episode of a worldwide communist revolution.†1 There was no such revolution, howeverRead MoreIndustrial Revolution Essay example1295 Words   |  6 PagesThe Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing and technology had a profound effect on the socioeconomic and cultural conditions of the world. The Industrial Revolution began in the United Kingdom as large deposits of coal and iron were found throughout the land which brought the rise of factories and machines, the idea then subsequently spread throughout the world. It was perhaps on e of the greatest moments in human historyRead MoreThe Impact of the Napoleonic Wars on Industrialization810 Words   |  4 Pageshave a large impact on industrialization in Britain, the United States and Europe as a result of realizations and actions taken to better their countries after the Napoleonic wars. Although the Industrial Revolution began in Britain during the 1700s it was boosted in the early 1800s after the Napoleonic wars because of reform that was needed. Industrialization then started spreading throughout Europe and into North America in the early 1800s. By the mid-1800s industrialization was widespreadRead MoreRussia and Latin Americas Responses to Industrialization Essay1499 Words   |  6 Pagesand Latin America responded similarly to industrialization in the formation of a growing middle class, in a â€Å"boom† in exports and new economic ties, in urbanization, and in similar acts of revolutionary disobedience against a dictator. Latin America, as a result of industrialization, created a small market for manufactured goods unlike Russia’s vast industrial market powered by foreign investments. Also, there were long-term effects to Russia’s revolution in which a socialist political party wasRead MoreIndustrial Revolution1160 Words   |  5 Pagesï » ¿ Industrialization of the 19th Century in America Matt Capone FIN 419 Professor Moore May 3, 2014 Over the course of time, the country of America has changed in many ways. Towards the end of the 19th century, a significant change took place in the fundamental structure of the economy. That change was industrialization. During this time period, the United States of America changed from a large, agricultural country, to an urban industrial society. The process of industrializationRead MoreImpact Of Industrialisation On Patterns Of Urban Development1498 Words   |  6 PagesThe impact of industrialisation on patterns of urban development in nineteenth century Europe Urbanization is defined as an omnipresent process during which a primary and rural society revolves gradually into a cultivated and industrious one. The linkage between industrialization and urban growth defies an explicit description it is tight and visible, but cannot be simply reduced to direct linearity. It is well known that many small African countries have initiated or accomplished low-level urbanization

The Best And Natural Treatments For Depression - 1121 Words

Sarvenaz Soltani Psychology 100 4/11/17 YOGA, ONE OF THE BEST AND NATURAL TREATMENTS FOR DEPRESSION Abstract Depression (Major Depressive disorder) is a very common medical disease that a lot of people suffer from, the symptoms of this illness are feeling extremely sad, alone, worthless, you will have trouble sleeping or you over sleep, not wanting to be involved in any social activities, or any activities, over eating or not wanting to eat, and sometimes even thought of death or suicide, all these symptoms will have a huge negative effect on your daily life including work, school and at home, luckily it is treatable with natural and un-natural treatments. One of the most important causes of depression is caused by stress. Studies have†¦show more content†¦Stress and depression are linked, stress plays the key factor in depression. â€Å"When stress is perceived as uncontrollable, behavioral deficits occur, termed â€Å"learned helplessness†. In these situations, animals and people no longer attempt to cope with the stressor, even if the stressor becomes controllable.† (Patricia Anne Kinser) How Yoga can incorporate with treating depression is very important, depression has many ways of treatment, but because one of the key elements of depression is stress and Yoga tends to take the stress away, therefor, yoga can be a very effective treatment for depression. â€Å"Yoga is an ancient holistic health system that originated in India around 2000 BCE†. (Patricia Anne Kinser) Yoga is a well-accepted practice in the United States and its known for focusing on your mind and body to relax it, meditate it and practice breathing deeply to help your body relax very naturally, positive thinking is also another key element of Yoga. Hatha Yoga is the most common yoga practice which has three elements: physical poses, called asanas; controlled breathing practiced in conjunction with asanas; and it is a discipline of physical, mental and spiritual practices. Another important reason for practicing yoga is that it is also therapeutic for back and neck pain and of course in this case depression. This practice is a common complementary therapy since it doesn’tShow MoreRelatedMore than a Bad Case of Blues: Clinical Depression Essay example1631 Words   |  7 Pageslow self esteem. Reacting this way may turn out to be clinical depression rather than just a bad case of blues. I. Many people define depression as being sad all the time when in reality there is much more to that interpretation. A. A constant and overwhelming feeling of hopelessness. B. The personal, social and occupational lives suffering from depression become defective. C. Little is known about depression. II. Depression can be hereditary as well as environmental. A. Those with noRead MoreSymptoms And Treatments Of Depression1274 Words   |  6 PagesDepression is a major issue affecting many in a person’s everyday life. There are many ways to combat depression, whether it be medication such as antidepressants or therapeutic treatments such as psychotherapy, electroconvulsive therapy, light therapy or even herbal remedies. (â€Å"Diseases and Disorders: Depression†). Antidepressants temporarily stop depression, but since the side effects can be harmful or life threatening, alternative treatments are a much safer and efficient way to combat depressionRead MoreDifferent Methods Of Preventing Vitamin D Deficiency And Seasonal Affective Disorder1742 Words   |  7 Pagesaffective disorder is a mood disorder characterized by depression, which occurs around the same time every year (Partonen, 1998). It is hypothesized that being deficient in vitamin D is a reason for having seasonal affective disorder. We have researched four differe nt methods of preventing vitamin D deficiency and seasonal affective disorder. The most used methods of achieving adequate vitamin D levels were found to be indoor tanning, natural light, light therapy and vitamin D supplementation. ThisRead MoreSymptoms And Symptoms Of Anxiety876 Words   |  4 Pagesand depression often begin with normal stress that gets out of control. Hectic lifestyles lead to poor eating habits, less restful sleep, deficiencies in vitamins and minerals the body needs, and higher levels of stress. You don’t have to work outside the home to experience stress, anxiety, and/or depression. It can happen to stay-at-home parents, working parents, students, young working adults, children, and senior citizens alike. Anxiety isn’t exclusive to any age or gender group. Natural anxietyRead MoreSymptoms Of Depression By Fixing Chemical Differences Of Neurotransmitters1184 Words   |  5 PagesAntidepressants are a drug that helps symptoms of depression by fixing chemical differences of neurotransmitters in the brain. Every single kind of antidepressant has a result of these neurotransmitters in somewhat different ways. If depression is keeping you from doing the things you love, don’t wait to get help. Keep in my mind that it does not matter how bad your depression is, it is treatable. Most antidepressants are supposed to work by reducing the elimination of certain substances from theRead MoreMental Illness Is A Condition That Affects Millions Of Americans1289 Words   |  6 PagesAmericans, but with the correct treatment, it is becoming more and more possible to live close to a normal life. It is estimated that one in five Americans experienced some form of mental health issue within the last year. The most common form of mental illness experienced in the United States is anxiety disorders (Kinsman), which affect nearly 40 million Americans. The second most common is depression, affecting approximately 19 million Americans. Anxiety and depression can often go hand-in-hand withRead MoreHerbal Remedies804 Words   |  4 Pagesmillions of Americans that are diagnosed with depression by doctors who are quick to hand out a fistful of prescriptions for pharmaceutical medications. But these pills cause a multitude of harmful side effects that are worse than the mental illness itself. Because of this, more people are starting to turn to more natural products for the treatment of mild depression, such as the following ten herbal remedies: Turmeric Tea Turmeric tea for mild depression is easy to make and very affordable. A personRead MoreYellow: The Color of Postpartum Depression854 Words   |  3 Pagesshe has fallen victim of postpartum depression. When a woman becomes pregnant her body immediately starts to produce hormones in excess. These same hormones that help a woman through pregnancy can cause psychological detriment postpartum. Her husband, who is a doctor, tells her, it is nothing more than nervousness. Narrator states, â€Å"John does not know how much I really suffer. He knows there is no reason to suffer, and that satisfies him.† If postpartum depression symptoms are not taken care of itRead MoreThe Depressing Truth About Antidepressants853 Words   |  4 Pagesheated debate in the media about the effectiveness of antidepressants treating depression. Last year, antidepressants were the second most commonly prescribed medication, right behind drugs directed to lower cholesterol. With so many people in the Unit ed States relying on these drugs, it is easy to question if they are just expensive, overused placebos. However, the issue is far more complicated than that. Treating depression requires many challenging components, antidepressants are only one them. EachRead MoreThe Complementary Therapy Of Herbal Medicine1219 Words   |  5 Pagesaround since early civilizations, so there is a tendency for people to always revert back to proven methods of treatment. Herbalism included the concoction of herbs that could be combined with various elements in order to treat sicknesses that were untreatable at the time. Therefore, this paper will serve to highlight the herbal medicines that are complementary in the use and treatment of mood disorders in today’s society. There are a lot of herbs that can be used for medicinal and complementary

Tragic Hero Creon or Antigone Free Essays

Joachim Ogundipe English Comp 2 Tragic Hero: Antigone or Creon? In Antigone, a play written by Sophocles, the characters Creon and Antigone both fit into a few of Aristotle’s criteria. They are both choices of tragic heroes. They both are neither good nor evil in the extreme but just a man like any of us; they are both born of a better social status than most of us, and both have a tragic flaw in their characters. We will write a custom essay sample on Tragic Hero: Creon or Antigone or any similar topic only for you Order Now But even though the story is called Antigone, it is not necessary for Antigone to be the tragic hero. Other things that only Creon does that make him the tragic hero should be responsible for his downfall, the misfortune they get should be greater than what he deserves, and should also have recognition of a truth about himself. By many of Creons actions, he shows all of the characteristics of a tragic hero and fits in these descriptions perfectly. Creon fits in all of the characteristics of Aristotle’s criteria and is the tragic hero. Creon is neither good nor bad. He is not completely bad because he didn’t really want to kill Antigone. Instead, he just wanted to keep all of the laws in order to make his men follow his orders. He was just a stubborn man who wanted to show his people that he was a man of his word. Creon is the king in the play and he is definitely more powerful than the rest of the characters. Creon makes it a point to show of his pride. Self-pride is the tragic flaw Creon faces in this play. He showed so much arrogance in every decision he made. Creon insisted on punishing Antigone and would not change his mind. He is responsible for his own downfall. Even though Creon sentenced Antigone, his misfortune is way worse than hers. All he wanted was to keep his country at peace, and did not want to let people go against his laws. In conclusion, the play titled Antigone by Sophocles has Creon as the tragic hero. Creon shows all of the characteristics of a tragic hero. He is neither good nor bad in the extreme, he is in a high status than us, he receives pity through the audience, recognizes his weakness, and his downfall comes from his own self-pride. Therefore, he is definitely the tragic hero of this play. How to cite Tragic Hero: Creon or Antigone, Papers

The World As I Found It( Bruce Duffy ) free essay sample

Reviews biography of 20th Cent. Austrian philosopher, focusing on personal relationships influence of Bertrand Russell. Review of Bruce Duffys The World As I Found It. The title of Bruce Duffys book suggests the path Duffy will take to illustrate the life and times of the intellectually curious Ludwig Wittgenstein. The title suggests a pre-existing world community into which Wittgenstein enters, and this is indeed how Duffy chooses to introduce and explore the temporal characteristics and intellectual attributes of the world in which Wittgenstein lived and on which he left his mark. Ludwig Wittgenstein was born in 1889 in Vienna, Austria. His father, Karl Wittgenstein was a wealthy steel magnate who also patronized the arts. He fathered seven children with his wife, Poldy, of whom Ludwig was the youngest. Although the familys heritage was Jewish, the Wittgensteins had been baptized Protestant and Catholic. The children were baptized in to..

Miss Emily And The Chrysanthemums Stories English Literature Essay free essay sample

Steinbeck displays an amazing aptitude to examine into the complexnesss of a adult female s perceptual experience. The Chrysanthemums is told in the 3rd individual, but the flowering is presented about entirely from Elisa s point of position. Sing the venue of the narrative, when traditional belief of adult females and their abilities persisted in America, most of the work forces indiscreetly accepted the conservative perceptual experience that working hubbies and a nice amount of money were the lone things adult females considered necessary. On the face of it, Elisa seems to arouse the animadversion of traditional work forces. She is portrayed as being explicitly sexual, high-strung with her hubby, and discontented with her life. Alternatively, she renders the waste of her aptitude, energy, and aspiration as a bad luck. On the other manus, Steinbeck depicts Elisa Allen as fascinating, bright, and passionate adult female who lives an disappointing and uninspired life. We will write a custom essay sample on Miss Emily And The Chrysanthemums Stories English Literature Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She is disillusioned or overlooked at every bend. Having a professional calling is non a penchant for her, she has no kids, her involvement in the concern side of the spread is ignored, and her offers of helping her hubby to farm are treated with well-intentioned neglect. In add-on, her wish to see the universe is shrugged off as a weak desire for a adult female to hold. As a consequence, Elisa directs all of her energy to keeping her house and garden in both an overdone and melancholy manner. Although she suitably brags about her green pollex, her correlativity with nature seems strained and non something that flows every bit of course as she claims. She knows a more about workss, most likely for the ground that she is a adult female, horticulture is the lone thing she has to see ( Steinbeck, p.1-4 ) . Elisa is so disquieted with life that she volitionally looks to the tinker for inspiring treatment and even sex, the two insufficiencies missing in her life. Her bodily attractive force to the tinker and her enticing, humourous conversation with him brings out the best in Elisa, drastically turning her into an unbelievable poet. Her compendious flashes of luster in the presence of tinker show us how much she is invariably believing and experiencing and how infrequent she gets to joint herself. After the hope of physical and mental fulfilment vanishes with the tinker, Elisa s devastation suggests how unhappy she is with her matrimony. She is so despairing to excel the trap of being a adult female that she seeks flight. She tries to kid with her hubby, bespeaking for vino with her dinner, and even to the point of demoing involvement in the gory battles that merely were attended by work forces merely. But none of these could truly fulfill Elisa, despite the fact that, and it is misanthr opic that she will of all time happen fulfillment ( p.5-8 ) . Contrary to Elisa, Faulkener in his narrative A rose for Emily probes into the concealed wretchednesss behind the drapes of glorification. Emily was an outstanding lady with whom all the members of the populace assumed a proprietary association to, lauding the icon of a brilliant lady whose household record and position required great fear. At the same clip, the townsfolk disapproved of her unusual life and relationship with Homer Barron. Emily is merely depicted as an object of captivation. Most of the people were obligated to protect her, whereas others felt free to size up her every move, drifting at the borders of her life. Because of the fact that Emily was the last representative of a one clip great Jefferson household, the townsfolk felt that they had an congenital girl from a bleached kingdom of wealth and repute. On the contrary, anterior to her decease, Miss Emily had been a tradition, a responsibility, and a attention ; a kind of familial duty upon the townA .A .A . ( Faulkener, p.1 ) . This can be seen particularly when Colonel Sartoris fabricated a narrative sing the remittal of Emily s revenue enhancements, to salvage her from the embarrassment of accepting charity. As a affair of fact, Emily s male parent left her with nil when he died. Emily is at first described as a little, fat adult female in black who looks bloated, like a organic structure long submerged in inactive H2O, and of that pale chromaticity. ( Faulkener, p.2 ) . even though she one time represented a great southern pattern focus oning on the landed aristocracy with their cosmic luck and significant ownerships, her bequest easy devolved, cut downing her to a duty and a irresistible impulse instead than a romanticized hint of a fading order. Even the town leaders inadvisably failed to detect the fact that in her straightened state of affairs and private life, Emily could no longer run into her revenue enhancement demands with the town. At the terminal, Emily is portrayed as non merely a fiscal load to the town but besides a stature of outrage for the ground that she unsettles the community s rigorous societal codifications. Faulkener notice of the fact that while the work forces grace with their presence at her funeral out of demand, the adult females go chiefly since no 1 has been in Emily s house for old ages. The expansive house is depicted and described as set on what had one time been. . . the most choice street. ( Faulkener, p.1 ) . The house highlighted a graphic image of the blue beginning of Emily, but that no longer existed as both her house and its environments had long deteriorated. This house that fortified Emily from the universe exemplifies the head of the adult female who inhabits it: shuttered, dust-covered, and dark. For the object of the town s intense examination, Emily is a hushed and cryptic figure. On one degree, she portrays the qualities of the stereotyped southern peculiar deranged, highly tragic, and capable to eccentric actions. Emily enforces her ain logic of jurisprudence and demeanour, such as when she declines to pay her revenue enhancements or confirm her purpose for bu ying the toxicant. But it is non until when she takes the life of the adult male she loves that her dismissal of the jurisprudence finally takes on more baleful effects. In add-on, Emily is portrayed as the as a memorial, a characteristic foreigner, commanding and keeping the town s entree to her existent individuality and personality. At the same clip she is pitied and frequently exasperating, seeking to populate life on her ain footings and conditions.

Medieval Food Preservation Methods

Medieval Food Preservation Methods For centuries before the medieval period, and for centuries afterward, human beings in all parts of the world used a variety of methods to preserve foods for later consumption. Europeans in the Middle Ages were no exception. A society that was largely agrarian would be keenly aware of the need to store up provisions against the ominous threats of famine, drought, and warfare. The possibility of disaster wasnt the only motive for preserving food. Dried, smoked, pickled, honeyed, and salted foods had their own particular flavors, and many recipes survive detailing how to prepare foods that have been stored with these methods. Preserved foods were also much easier for the sailor, soldier, merchant, or pilgrim to transport. For fruits and vegetables to be enjoyed out of season, they had to be preserved; and in some regions, a particular foodstuff could only be enjoyed in its preserved form, because it didnt grow (or wasnt raised) nearby. Virtually any kind of food could be preserved. How it was done depended on what type of food it was and whether a particular effect was desired. Here are some of the methods of food preservation used in medieval Europe. Drying Foods to Preserve Them Today we understand that moisture allows for the rapid microbiological growth of bacteria, which is present in all fresh foods and which causes them to decay. But it isnt necessary to understand the chemical process involved in order to observe that food that is wet and left in the open will quickly start to smell and attract bugs. So it should come as no surprise that one of the oldest methods of preserving foods known to man is that of drying it. Drying was used to preserve all sorts of foods. Grains like rye and wheat were dried in the sun or air before being stored in a dry place. Fruits were sun-dried in warmer climes and oven-dried in cooler regions. In Scandinavia, where temperatures were known to plunge below freezing in the winter, cod (known as stockfish) were left out to dry in the cold air, usually after they were gutted and their heads were removed. Meat could also be preserved through drying, usually after cutting it into thin strips and lightly salting it. In warmer regions, it was a simple matter to dry meat under the hot summer sun, but in cooler climates, air drying could be done at most times of the year, either outdoors or in shelters that kept away the elements and flies. Preserving Foods With Salt Salting was the most common way to preserve virtually any type of meat or fish, as it drew out the moisture and killed the bacteria. Vegetables might be preserved with dry salt, as well, though pickling was more common. Salt was also used in conjunction with other methods of preservation, such as drying and smoking. One method of salting meat involved pressing dry salt into pieces of meat, then layering the pieces in a container (like a keg) with dry salt completely surrounding each piece. If meat was preserved this way in cold weather, which slowed down the decomposition while the salt had time to take effect, it could last for years. Vegetables were also preserved by layering them in salt and placing them in a sealable container such as an earthenware crock. Another way to preserve food with salt was to soak it in a salt brine. While not as effective a long-term method of preservation as packing in dry salt, it served very well to keep food edible through a season or two. Salt brines were also part of the pickling process. Whatever method of salt preservation was used, the first thing a cook did when he got ready to prepare the salted food for consumption was soaking it in fresh water to remove as much of the salt as possible. Some cooks were more conscientious than others when it came to this step, which could take several trips to the well for fresh water. And it was next to impossible to remove all the salt, no matter how much soaking was done. Many recipes took this saltiness into account, and some were designed specifically to counteract or complement the salt flavor. Still, most of us would find preserved medieval food much saltier than anything were used to today. Smoking Meat and Fish Smoking was another fairly common way to preserve meat, especially fish and pork. Meat would be cut into relatively thin, lean strips, immersed briefly in a salt solution  and hung over a fire to absorb the smoke flavoring as it dried - slowly. Occasionally meat might be smoked without a salt solution, especially if the type of wood burned had a distinctive flavoring of its own. However, salt was still very helpful because it discouraged flies, inhibited the growth of bacteria, and hastened the removal of moisture. Pickling Foods Immersing fresh vegetables and other foods in a liquid solution of salt brine was a fairly common practice in medieval Europe. In fact, although the term pickle didnt come into use in English until the late Middle Ages, the practice of pickling goes back to ancient times. Not only would this method preserve fresh food for months so that it could be eaten out of season, but it could infuse it with strong, piquant flavors. The simplest pickling was done with water, salt and an herb or two, but a variety of spices and herbs as well as the use of vinegar, verjuice or (after the 12th century) lemon led to a range of pickling flavors. Pickling might require boiling the foods in the salt mixture, but it could also be done by simply leaving the food items in an open pot, tub or vat of salt brine with the desired flavorings for hours and sometimes days. Once the food had been thoroughly infused by the pickling solution, it was placed in a jar, crock, or another airtight container, sometimes with a fresh brine but often in the juice in which it had marinated. Confits Although the term confit has come to refer to virtually any food that has been immersed in a substance for preservation (and, today, can sometimes refer to a type of fruit preserve), in the Middle Ages confits were potted meat. Confits were most usually, but not solely, made from fowl or pork (fatty fowl like goose were particularly suitable). To make a confit, the meat was salted and cooked for a very long time in its own fat, then allowed to cool in its own fat. It was then sealed up in its own fat, of course and stored in a cool place, where it could last for months. Confits should not be confused with comfits, which were sugar-coated nuts and seeds eaten at the end of a banquet to freshen the breath and aid the digestion. Sweet Preserves Fruits were often dried, but a far more tasty method of preserving them past their season was to seal them up in honey. Occasionally, they might be boiled in a sugar mixture, but sugar was an expensive import, so only the cooks of the wealthiest families were likely to use it. Honey had been used as a preservative for thousands of years, and it wasnt limited to preserving fruit; meats were also stored in honey on occasion. Fermentation Most methods of preserving food involved stopping or slowing down the process of decay. Fermentation accelerated it. The most common product of fermentation was alcohol wine was fermented from grapes, mead from honey, beer from grain. Wine and mead could keep for months, but beer had to be drunk fairly quickly. Cider was fermented from apples, and the Anglo-Saxons made a drink called perry from fermented pears. Cheese is also a product of fermentation. Cows milk could be used, but the milk from sheep and goats was a more common source for cheese in the Middle Ages. Freezing and Cooling The weather of the greater part of Europe throughout much of the Middle Ages was rather temperate; in fact, there is often some discussion of the medieval warm period overlapping the end of the Early Middle Ages and the beginning of High Medieval Europe (the exact dates depend on who you consult). So freezing was not an obvious method of preserving foods. However, most areas of Europe did see snowy winters, and freezing was at times a viable option, especially in northern regions. In castles and large homes with cellars, an underground room could be used to keep foods packed in winter ice through the cooler spring months and into the summer. In the long, frigid Scandinavian winters, an underground room wasnt necessary. Supplying an ice-room with ice was a labor-intensive and sometimes travel-intensive business, so it was not particularly common; but it wasnt completely unknown, either. More common was the use of underground rooms to keep foods cool, the all-important last step of most of the above preservation methods.

What Men Live By. Human existence in the world Essay

What Men Live By. Human existence in the world - Essay Example Our education and experience are the foremost factors governing our intellectual development and forming our unique attitude towards the world and other people. As the essential component of personal introspection, expanding the exalted tendency of human mind, the philosophical thesis, what men live by, never loses its topicality. The most outstanding examination of the subject, revealing the intensity of philosophical thought, was represented by the Russian Literature. Distinctive in its shape and unique in the diversity of its content, the Russian Literature always attracts readership with its lofty aspiring.  Particularly, the most genial reflection of the belief in the exclusive spiritual mission of a human being refers to the samples of the Russian literature of the XIX century.  ... olution had been maturing in Russia throughout the XIX century.  The best examples of the Russian literature and art came into being on the crest of the democratic upsurge. They reflected the wrath of the oppressed serfs and poor folk indirectly or, sometimes, even directly.  Literature played the leading role in the development of innovative ideas and political movements. It was the only sphere of social life that was able to express the progressive thought vigorously.   Despite of the raging censorship (in the reign of Nicolai I Russia was considered as a police state in general), the XIX century was called as the "Golden age" of the Russian Literature.  Pushkin, Gogol, Lermontov, Tolstoy, Dostoyevsky, and many other famous writers and poets created that time.  The Russian literature expanded  amazingly and brightly in the XIX century, taking one of the first places in European culture.  The philosophical reflection of inner quest and the meaning of moral values in hu man life were the inevitable result of the social contradictions, which found response in the minds of the most progressive part of the Russian intelligentsia of the XIX century. The great Russian writer, Leo Tolstoy (1828 - 1910), who put the thesis What man live by in the title of his story, occupies the distinguished place among the leaders of the world culture.  Tolstoy came from the highest nobility, but he refused the title and acted as the spokesman, who expressed the indignation of Russian peasants. After reading Tolstoy's What men live by, there are ambivalent feelings. It seems a bit unusual that  being the representative of critical realism in literature, suddenly, the writer took the position of a preacher composing the story. Created mostly for folk’s reading and absorbed all of the beauty

Conflict at Workplace Essay Example | Topics and Well Written Essays - 750 words

Conflict at Workplace - Essay Example The occurrence of conflict can occur in an organization for a variety of reasons. One of the reasons that it can occur is interdependence. â€Å"When individuals or subunits are mutually dependent upon each other to accomplish their own goals, the potential for conflict exists† (Csuponona). Take for example a factory that produces and sells office supplies. The salesmen depend on the production department to have inventory to sell. If production does not keep up with the product demand the salespeople could enter into a conflict with the production department. A second reason that conflict can arise in an organization is due to the existence of scarce resources. Examples of scarce resources include money, time, materials or human resources (Sullivan, 2014). It is the responsibility of the manager to distribute resources in a fair manner. A third reason that conflict can manifest itself in an organization is due to power struggles. A power struggle can occur between the CEO and the board of directors, among the departmental leaders, or among the members of a workgroup. A fourth factor that can lead to conflict in the workplace is interpersonal relationships. Interpersonal conflict involves conflict between two or more individuals that disagree over a subject manner (Chand, 2014). This type of conflict is probably the most common type of conflict. Once conflict manifests itself companies must deal with it to find a resolution. An important aspect of any solution to resolve conflict is communication. â€Å"Clear, concise, accurate, and timely communication of information will help to ease both the number and severity of conflicts† (Forbes, 2012). A manager must use active listening techniques between the parties involve to decipher the root of the problem. Appealing to the common goals of the parties can help alleviate the conflict. When interdependence caused the conflict a manager can

An Analysis of Literacy Essay Example | Topics and Well Written Essays - 750 words

An Analysis of Literacy - Essay Example Firstly, it must be understood that literacy in and of itself can and should be described as a type of awareness. As described by Paul Kei Matsuda in his piece, â€Å"Alternative Discourses: A Synthesis†, the definition of what specifically defines literacy evolves and grows as a function of type and nature of literature that exists within a particular period in time. As such, the reader can readily note the fact that what defined literacy within the 18th century might not necessarily be what defines literature with the current era. However, a thread of similarity and comparability exists between all levels of literacy. The similarity is with respect to the fact that the individual who is literate is both aware and able to express themselves with regards to salient topics within a range of different issues. This does not necessarily engender the fact the individual must be a polymath who is talented a great range of different subjects; rather, it denotes an individual that is capable and willing to research and litany of different areas and present a balanced and reasoned analysis that can readily be understood by even an individual is not an expert within the given field.From the information that was provided within James Gee’s article, â€Å"What is Literacy†, it can also be understood that a pitfall that many professors, and indeed universities themselves make, is with respect to formalize the discussion in seeking first English as second language and native speakers integrate with the topic. in a particular way. Ultimately, the author points to the fact that college and/or University should be to a period of time in one’s life that they are able to use as a means of expanding their horizons and honing their ability to create and argue a well reasoned point. Ultimately, rather than forcing a level of similarity of content, the author argues for the fact that the rhetorical analysis process in and of itself is the greatest virtue. Finally, a further point, and thread of similarity that exists between three articles, is referenced in the third and final argument that will be analyzed. The author of â€Å"Acquisition of Literate Discourse: Bowing Before the Master†, Lisa Delpit, denotes the fact that even though it is human nature to define and define people based upon their abilities, it is unfair and unreasonable to stipulate that an individual is somehow inherently incapable of creating a well reasoned argument within a written format. Ultimately, the case in point is provided, is that of a disadvantaged African-American female who, although her GRE scores were insufficient for admission, she nonetheless was able to develop or rhetorical skills and proved to be a successful writer and explicate or complex and nuanced ideas. Accordingly, the author helps to argue for the fact that grouping individual into the category of â€Å"unable to write† is somehow akin to the way in which individuals are grouped and discriminated against with regards to other categories. Further, instead of a rash judgment being

Hobbess Theory Of Sovereignty Philosophy Essay

Hobbess Theory Of Sovereignty Philosophy Essay Thomas Hobbess Leviathan is a very influential book on the politics and government written during the turmoil of the English Civil War in the 17th century. The book is important in itself that in it Hobbes aims to formulate the essence of the power of the sovereign. Indeed, Hobbess political philosophy is based on royalism and absolutism in governance. Moreover, Hobbess political philosophy is concerned about the supremacy of the absolute power of the monarchy in both legislation and government. On the other hand, Hobbess doctrine of the absolute power and sovereignty is a political view which is based on the idea that the power of the monarch is stronger by making agreement between the kings and the subjects. And within this social contract everything is ruled and formulated by the absolute power or the sovereign with the aim of preserving the peace and order in the society. Therefore, Hobbes claims that the king or the sovereign is right when he punishes the subject for their committing crime against the state and the king. Accordingly Hobbes defends the deeds of the king against the subjects and preserves kings orders and ideas that king is right every time for his the chosen person by the society. Hobbes thinks that the subjects should the obey the rules and orders of the sovereign under every conditions, and the sovereign is right and just in his decisions, ideas and rules for the sake of the goodness of the society. Therefore the aim of the paper is to justify Hobbess argument for the claim that he thinks that it is impossible for a sovereign to harm or act unjustly towards his subjects. Moreover, Hobbes this idea of sovereignity means that there are no any contraints on a sovereign as to how he treats his subjects. Hobbes defends, first of all, this view due to the fact that for securing self-preservation, the main aim of the law of nature, which Hobbes set, is to enforce the subjects or the people to seek peace and order and to defend himself against the dangers of the dangerous commitment of the society. Thus, Hobbess theory of political philosophy requires that people should give all their rights to the sovereign. Thus, it is clear from these statements and writings by H obbes, it is only the king who has the authority and power to decide what will be necessary for the defense and preservation of the security of the people. Therore, it is also clear from the statements that while the subjects in the society are lack of all their rights for the sake of the freedom and the order of the state, the sovereigns power and authority become unlimited with his will which is above everything including the law itself. According to the twelve principles of the rights, Hobbes states that he rejects the idea of Separation of Powers. All of the powers are given to one man, the sovereign, and people are bound to the orders of the sovereign. According to the twelve principles, the subjects cannot change the form of government; the subjects give to the sovereign the right to act for them; the selection of sovereign is by majority vote; every subject is author of the acts of the sovereign, thus the sovereign cannot injure any of his subjects, and he cannot be accused of injustice; the sovereign cannot justly be put to death by the subjects; the sovereign has the right to do whatever he thinks necessary for the preserving of peace and security and prevention of discord; the sovereign prescribes the rules of civil law and property; the sovereign is judge in all cases; the sovereign makes war and peace as he sees fit; and he command the army; the sovereign choose counselors, ministers, magistrates and office rs; the sovereign rewards and punishes the people; and the sovereign establishes laws of honor and a scale of worth. This governmental structure leads to absolutism, which is contrary to the separation of powers in state. This kind of ruling and state has more disadvantages than the advantages. Hobbes states that in the state of nature men were at war against each other. In the nature and condition of war every one is in war against every one. Here Hobbes claims that there are three principal causes of war which are competition, diffidence, and glory. Hobbes idea is that men were at war with each other as a result of chaos which is arisen from the lack of a ruler and a sovereign. Therefore Hobbes describes the problem of condition of human life as the absence of government before there were not any laws and rules to control people. Hobbes claims that people who act appetitive and brutally created a chaotic and war like situation. Therefore, according to Hobbes, life before the construction of the civil society and law was considered as continuous and total war. Thus, for Hobbes the good is the commonwealth in which a sovereign saves people from the warring condition. While according to Hobbes, evil is located in the primitive society where is not ruled in accordance to laws by a sovereign. The interests of people are in warring state in such a state. However, when people give their rights to a sovereign, a sovereign prevents the warring nature among people. Thus Hobbes locates good in the peoples giving their rights to a sovereign.

The Effects of Aerobic Exercise Among Adolescents with Mild to Moderate

The Effects of Aerobic Exercise Among Adolescents with Mild to Moderate Depression Kaplan and Sadock (as cited in Brollier, Hamrick & Jacobson, 1994) stated that depression, during the teen years, has become an increasing area of concern in psychiatry (Kaplan & Sadock, 1991. Kashani, Carlson, Beck, Hoeper, Corcoran, McAllister, Fallahi, Rosenberg and Reid (as cited in Brollier, Hamrick ,& Jacobson, 1994) studied the prevalence of depression in adolescents and reported that approximately 8% of adolescents experienced depressive disorders. Kaplan and Sadock (as cited in Brollier et al., 1994) suggested that new forms of treatment are needed when dealing with adolescents because adolescents often do not respond well to medications, electroconvulsive therapy, and psychotherapy, which are used on adults. Exercise, or physical activity, of an aerobic nature has been widely used as part of the recommended medical treatment for many health problems, and the physiological health benefits associated with exercise have been well documented. Brown, Ramierez,, and Taub (as cited in Mihevic, 1982) have stated that within recent years, exercise has been increasingly used for the treatment of depression as well. The results of a study conducted by Maroulakis and Zerva (1993) have shown that all dimensions of mood were positively affected by exercise to a significant extent. They went further to say that exercise is the most important natural mood modulator. Many studies have been conducted which examine the effects of aerobic exercise on depression scores of normal adult patients, and adult patients with depression. One such study, conducted by McCann and Holmes (1984), concluded that participation in a program of strenuous aerobi... ... on mood of adult women. Perceptual and Motor Skills, 76, 795-801. McCann, I.L., & Holmes, D.S. (1984). Influence of aerobic exercise on depression. Journal of Personality and Social Psychology, 46, 1142-1147. Milhevic, P.M. (1982). Anxiety, depression and exercise. Quest, 33, 140-153. Norris, R., Carroll, D., & Cochrane, R. (1990). The effects of aerobic and anaerobic training on fitness, blood pressure, and psychological stress and well-being. Journal of Psychosomatic Research, 34, 367-375. Norris, R., Carroll, D., & Cochrane, R. (1991). The effects of physical activity and exercise training on psychological stress and well-being in the adolescent population. Journal of Psychosomatic Research, 36, 55-65. Stein, P.N., & Motta, R.W. (1992). Effects of aerobic and nonaerobic exercise on depression and self-concept. Perceptual and Motor Skills, 74, 79-89.

Influence of Baroque Music to Classical Music Essay

Music of any period reflects, in its own way, some of the same influences, tendencies, and generative impulses that are found in the other arts of that time (Donna, 2005). Thus the word â€Å"baroque,† usually used despairingly by eighteenth-century art critics to describe the art and architecture of the seventeenth and early eighteenth centuries, came to be applied also to the music of the seventeenth and early eighteenth centuries. After some years after the death of Johann Sebastian Bach, the ornate, formal and strict form of the High Baroque became â€Å"old-fashion† and lost its favor. Music slowly began to change form the style and forms of the High Baroque to a simpler yet tuneful form around 1750. The period following the Baroque is called the Classical period. The transition to the new styles and forms of Classical music was, like all transitions, rather complicated. The use of the baroque bass figure lost its taste and became obsolete. The preference of a simple structure rather than polyphonic constructions became dominant most especially in secular music. There was also a preference for one clear melodic line without melting with many others. Although baroque music differs greatly from classical music, they have striking similarities as evident in specific styles and forms. Though Classical composers tend to avoid the antiquated Baroque, one cannot fully abandon the styles and forms of the immediate predecessors. Instead, these styles were further developed to form a new meaning and use on the new musical structure. Forms like the opera and orchestra revolutionized—the former branching out from serious to variety, and the latter have a complete upheaval. Moreover, on the late Classical period, great composers such as Beethoven and Mozart studied the works of Baroque composers Bach and Handel. The later works of the classical composers were characterized of having innovative yet powerful polyphony inspired by Bach’s masterpieces, and contrapuntal melodic lines imbued with the oratorios and suites of Handel. General characteristics of baroque music Baroque composers were united in a common goal: to express or represent a wide range of feelings vividly and vigorously. They sought musical means to express or arouse the affections.  Rather than they express their personal feelings, composers wanted to represent human emotions in a generic sense (Norton, 2010). The music is regarded for its distinct, formal compositional styles and forms. Style Various styles laid the foundation of baroque music. Expressive and expansive in melody yet deeply rooted in chordal harmonies, baroque music is typically highly rhythmical and quite easy to listen to. The comfortable regularity and lively rhythmic qualities of much of baroque music have made it appealing to many modern listeners. For more detailed listeners, one can interpret the music having poignant and stirring melodies, engaging conversation-like dialogues in sound, and rich harmonies and textures (Daniels & Wagner, 1975). Modality was replaced by tonality which gave a strong feeling of joy or lament. In 2008, Ferris explains that composers developed and theoreticians articulated the tonal system, in which every note of the major or minor scale bears a specific relationship to every other note, and all of the pitches are more or less similar to the tonic. Composers at that time recognized and utilized triad chords as an entity, which resulted to meaningful and consonant units of sound. The use of triads most especially the three principle chords (tonic, dominant, and subdominant) paved a stable and harmonic direction to tonal music (The Baroque Period). Thus, the tonal system of harmony was wholly adopted during the seventeenth century. In addition, the continuous use of the polyphonic texture during the Early Baroque was revolutionized to form a new texture—the homophony. Imitative polyphony (more than one melodic line) was an extremely important factor in writing and playing music (The Baroque Era, Kamien, 2008). New forms of polyphonic music were developing because baroque composers felt that the art of counterpoint was essential to their artistry. On the other hand, the homophonic method (a musical technique that displays a vast separation amongst the melody line and the accompaniment) was gaining acceptance and use quite rapidly (The Baroque Era). The homophonic musical style played a significant role in opera and solo vocal music because it ocused the listener’s concentration in the poetic melody of the singer. Most pieces in baroque music have the basso continuo which gave way to uniformity and unity. Basso continuo, or figured bass, is an accompaniment which consists of a bass part with numbers which specify the chords to be played above it. Musical works containing a continuo part helped to convey harmonic support of chords under the melodic line (The Baroque Era). Kamien (2008) states that basso continuo is usually played by at least two instruments: an organ or harpsichord and low melodic instrument like the cello or bassoon. Kamien (2008) also adds that â€Å"the organist of harpsichordist plays the bass part with the left hand which is also played by the cellist or bassoonist. With the right hand, the keyboard player improvises chords or melodic line by following the numbers. Because the numbers only indicate a basic chord, the performer has a wide field of freedom. † With continuity of rhythm and melody, baroque music also features continuity of dynamic level. This means that the volume stays the same for a period of time, and then there is a sudden shift to a different dynamic level. There are no gradual changes in dynamics (such as a crescendo or decrescendo). Terraced dynamics were used as the main keyboard instrument was the harpsichord, which could only be played in two modes, either forte (loud) or piano (soft), precluding the ability to accomplish crescendos or decrescendos (Kamien, 2008). Moreover, baroque composers fashion their work with different kinds of ornamentation. For Baroque musicians, ornamentation is not merely decoration that has no intrinsic value but rather the chief way of moving affections. One should, therefore, try in his ornamentation, as in all other aspects of his interpretation, to effectively communicate the sense of the music. In a lyrical movement, baroque performers intensify the expressiveness through the use of smooth melodic ornaments and appoggiaturas, in a brilliant movement, incorporate virtuosic ornaments, and in a movement that seems complete, add almost nothing besides essential cadential trills (www. musebaroque. fr). Eventually, both vocalists and instrumentalists recognized the principal ways of ornamenting a melodic line. First, brief formulas called ornaments—such as trills, turns, appoggiaturas, and mordents—were added to certain notes to emphasize accents, cadences, and other significant points in the melody (Norton, 2010). Second, more extended embellishments—such as scale and arpeggio passages, and other types of flourishes—were added to create a free and elaborate paraphrase of the written line (Norton, 2010). Forms In 1573, a group of musicians and intellectuals came together to discuss various subjects, especially the desire to revive Greek drama. This group of individuals is known as the Florentine Camerata, they wanted lines to be sung instead of simply being spoken (Styles of the Baroque Period). The group developed a new vocal style based on the music of the ancient Greek tragedy. This new style followed the rhythms and pitch fluctuations of speech. It was sung by a soloist with only a simple chordal accompaniment and was, thus, homophonic; the Camerata rejected polyphony because it would obscure the all-important text (Kamien, 2008). Together with the opera, the oratorio stands as a major development in baroque vocal music. Like opera, the oratorio is a large-scale composition for chorus, vocal soloists, and orchestra usually performed during the Lenten season in the oratory, from which its name was derived; it is usually set to a narrative text. Oratorio differs from opera in that it has no acting, scenery, or costumes. Most oratorios are based on biblical stories, but usually they are not intended for religious services (Tovey, 1956) The genre reached its heights in the late baroque period in the works of George Frederic Handel such as the Messiah with its well-known chorus of continuous praise of Hallelujah. Likewise, the baroque mass is an instrumentally accompanied vocal music tended to be a conservative musical form. As the seventeenth century progressed, masses began to incorporate concertato style and to have instrumental accompaniments. These developments led to the five masses of J. S. Bach, whose B Minor Mass is one of the towering monuments of Western music (Daniels & Wagner, 1975). One of the most significant aspects of the Baroque period was the emergence of independent instrumental music. Its development was not entirely what the Florentine composers had intended; â€Å"the new forms†, Kitson (1966) stated, â€Å"were by-products of reform†. The use of the modal system was broken down, and establishment of the major-minor tonality were considered. But, the old contrapuntal style was not abolished entirely. The known form of during the Baroque is the fugue. According to Kamien (2008), a fugue, written for a group of instruments or voices, or for a single instrument, is a polyphonic composition which is based on one theme called subject. Composers wrote fugues both as independent pieces and as sections within preludes or toccatas (Norton 2010). Throughout a fugue, different melodic lines, or â€Å"voices†, imitate the subject. Fugue subjects usually have a clearly defined character and a lively rhythm. Music that had become associated with various social dances began to separate itself and became a type of independent instrumental music. The baroque suite is a set of dance-inspired movements, all in the same key but different in tempo, meter and character. It is performed by a solo instrument, a small group of instruments, or an orchestra (Wright, 2008). The movements of a suite are usually in AABB form. The section A, which starts from the tonic key then shifts to the dominant, is balanced by the section B, which starts from dominant then shifts to the tonic (Kamien, 2008, p. 103). Moreover, the orchestra during the baroque period was a performing group on instruments of the violin family. The baroque orchestra was consisted of ten to thirty or forty players. At its core were the basso continuo and upper strings. The use of woodwind, brass and percussion instruments are variable depending on the demand of the piece to be played. An aria (in English works sometimes called an â€Å"air†) signifies a melody apart from the harmony, but especially a musical composition for single voice or instrument, with an accompaniment of other voices or instruments. The aria in Bach’s suites is a short binary movement in a flowing rhythm in not very slow common or duple meter (Tovey, 1956). Influence of baroque music to classical music In the middle of the 18th century, Europe began to move toward a new style in architecture, literature, and the arts, generally known as Classicism, which sought to emulate the ideals of Classical antiquity and especially those of Classical Greece. Changes in musical perception on style and form are likely caused by a sum of economic, religious, sociological and political factors. It is interesting to examine the music created within the hazy boundaries between the periods. Style Norton (2010) believes that â€Å"at its best, Classical music reached a consistently high standard and possessed the qualities of a noble simplicity, balance, perfection of form, diversity within unity, seriousness of purpose, and use of ornamentation. † The transition to the new style was rather complicated. There was a general relaxation of formality, and for a while nothing much to take its place (Daniels & Wagner, 1975). The relaxation in the court life favored the Rococo (derived from the French word rocaille referring to the artificial rockwork), a reaction to the formalism, rigidity, and seriousness that had become characteristics of the Baroque, and a decorative style that was lighter, smaller in scale, and wittier than the Baroque (Daniels & Wagner, 1975, Kitson, 1966). The melody most typically consisted of a series of a series of short motives, repeated several times and cast in four or eight measure phrases. The melody is also generously supplied with a variety of trills, mordents, and the like. Classical music is basically homophonic. It seemed a proper alternative to the heavy polyphonic textures of the High Baroque. However, texture is treated as flexibly as rhythm. Pieces shift smoothly or suddenly from one texture to another. A work may begin homophonically with a melody and simple accompaniment but then change to a more complex polyphonic texture that features two simultaneous melodies or melodic fragments imitated among the various instruments. In addition, polyphony was piously maintained when it came to church music. It was used for intensification, contrast, and development in the late works of Haydn and Beethoven The most far-reaching event of Rococo music was the development of the simple two-part dance form of the Baroque, through a gradual enlargement and refinement, to the sonata-form of the Classical period. The end result was a form that remained in a dominant position in the field of instrumental music for almost two hundred years (Kitson, 1966). Indeed, it is a marvel of structural flexibility, capable of the greatest conceivable variety of expressive content. By the beginning of the eighteenth century, it was generally cast in a form consisting of three movements arranged in fast-slow-fast sequence. In sonatas and other pieces for violin, gradual increases and decreases of dynamics had long been employed; a theorist addressed the problem of crescendo and decrescendo receiving considerable attention. The Italian opera orchestra, too, had been familiar with swelling of tone. The solution is the borrowing a baroque style. Terraced dynamics had provided composers with one means of achieving contrast. Operas employing this device were widely performed throughout Europe. Form The practice of the baroque era was the standard against which new forms was measured, and there came to be a division between sacred works, which held more closely to the Baroque style from secular works, which were in the new style. A new orchestra developed during the classical period. It was a standard group of four sections: strings, woodwinds, brass, and percussion unlike the baroque which could vary from piece to piece. The number of musicians in a classical orchestra was greater than in a baroque group. Classical composers exploited timbres of each instruments. Unlike baroque composers, they did not treat instruments interchangeably. The Classical composers were the first to orchestrate for instruments like clarinet, trombone, and piccolo (Daniels, Wagner, et al, 1975). According to Kamien (2008), â€Å"the classical orchestra had developed into a flexible and colorful instrument to which composers could entrust their most powerful and dramatic musical conceptions. The mass continued to be an important form for Mozart, Haydn, and Beethoven. During the Classical period, masses involved orchestra, soloists, and choir in a fully integrated work, using organizational principles derived from instrumental forms (The Classical Period). The majority of Mozart’s masses were in Missa brevis type, the simultaneous setting of several lines of text, or the omission of certain sections of the mass, becau se the Archbishop Colloredo of Salzburg had no patience with long Masses. Effects of the influences of baroque music Long after the Baroque era ended, and their music was all but forgotten, both Handel and Bach were rediscovered in the Classical era. All great Classical composers like Mozart and Beethoven, after Bach and Handel, studied their works and learned from them in grasping and further developing Bach’s and Handel’s science of baroque composition in such a way, that something entirely new emerged, pointing into the future. Proficient Wolfgang Amadeus Mozart The works of Bach, such as the B-minor Mass and the six motets, and Handel, for example, the Messiah had deeply influenced the works of Mozart in his last years of writing music. Mozart was thoroughly familiar with the music of Handel. During his childhood trip to England, he became well acquainted with Handel’s music and he never lost his taste for it. One can hear Handel’s influence in some of Mozart’s early works, such as The Solemn Vespers, and in later works such as the Great Mass and the Requiem Mass in D minor. In fact, the opening page of Mozart’s Requiem, beautiful as it is, is merely a reworking of the opening choral movement of Handel’s funeral music for Queen Caroline (Langlois, 2008). At the age of thirty, Mozart, visiting the St. Thomas Church in Leipzig, upon hearing a Bach motet for the first time, exclaimed â€Å"Now there is music from which a man can learn something. † Then, the choirmaster at Leipzig gave Mozart a copy of the score to all six of the Bach motets. They were a profound influence on his late style. In the last two years of his life, Mozart’s counterpoint became even more exquisite and complex than before (Langlois, 2008). Moreover, Mozart was attracted to the main genres in which Bach excelled—keyboard sonatas, keyboard concertos, symphonies and operas. Bach’s singing-style themes, tasteful use of expressive motives, suspenseful harmonic ambiguities, and consistent thematic contrasts became permanent features of Mozart’s writing (Portowitz). Ludwig van Beethoven Having Mozart as his model for his compositional styles, Beethoven had been familiar to the styles of the works of Bach and Handel. He continuously borrowed ideas, techniques and texture of the music of the baroque in his latter musical career. In his later years, wanting to compose certain pieces in a more contrapuntal style, Beethoven worked hard at mastering counterpoint. He studied the music of Bach, Handel, and even of Palestrina. In his late music, he developed a style of counterpoint that is more reminiscent of Handel than Bach. His fugues in his late period are very rhythmic in nature and quite unique in the history of music (Langlois, 2008). Beethoven showed his constant concern with the work of J. S. Bach. He constantly requested copies of newly published editions, for example, a copy of the B-minor Mass, from the well-known publishers in Leipzig and Zuurich. In Beethoven’s sketchbooks, interspersed among work on his own compositions, there are numerous entries of short or long passages from Bach’s works, among them, the Chromatic Fantasy, and fugues from The Well-Tempered Clavier and The Art of the Fugue (Cramer, 2001). For Beethoven, the sense and aim of the study of his predecessors, was indeed his own further development, toward new ideas. Beethoven described this very clearly in a letter to the Archbishop Rudolph, in which he clearly names Bach and Handel as the only true geniuses, among his predecessors: â€Å"The aim of the world of art, as indeed in the whole creation, is freedom, progress; if we moderns have not the same firmness as our ancestors, yet the refinement of our manners has in many ways enlarged our sphere of action. â€Å"

Quick Query Makeover

Quick Query Makeover A full-time freelance writer needs to churn out enough salable ideas to earn a living. Your articles are your lifeline, the reason you eat and have a roof over your head. However, some freelancers still believe in the muse myth. If youre a believer in that mystical being, then freelance writing is not for you. This business is for the tough, industrious sort willing to spend many hours creating copy and appropriating ideas. Dispel the muse myth and become more efficient in your career with these tips. I used them to improve my query output. At the beginning of my career, I submitted about a query a week. As my business skills and creativity bloomed, I grew up to three pitches a day. 1. Many magazines have Twitter feeds embedded at their websites. Website tweets are great places for article ideas, especially if you want to pitch a timely topic. For example, I caught the attention of a regional business-magazine editor 2. If you receive a rejection, do what I learned in college creative-writing class. See your sources as fictional characters. Your sources can be as compelling as Mr. Darcy and Carrie Bradshaw. First, describe your sources educational and professional background; delve into their duties, their family lives, what they like, what they hate. For example, write about the fitness instructor you wanted to use in your rejected query from Prevention. Write about her college years at Princeton, her years as a corporate lawyer on Wall Street, how she escaped the rat race and became her dream occupation. Before, she was just an expert in a health article. Now, she can be profiled in a womans magazine; mentioned in a lifestyle magazine for lawyers or fitness instructors; emphasized in a regional magazine in New Jersey. 3. Write pre-pitches. This idea doesnt work when youre new to an editor. However, if you received encouragement from an editor who rejected your queries, try submitting a brief sentence describing your idea and requesting whether the editor finds it a good match. After publishing my first article on a feminist website, Ive learned to regularly send sentence-long pitches to the managing editors. Occasionally I get an acceptance. Even if you currently write part-time, my tips will help you network with editors. In an industry where youre competing with thousands of other writers and thousands of other ideas, youre only as good as submitting articles on time and building a good reputation with publications. The muse myth doesnt recognize that. Like a lazy romantic partner, it must go. Behlor Santi thebxscribbbler1980@gmail.com www.behlorsanti.net

An Arundel Tomb Essays

An Arundel Tomb Essays An Arundel Tomb Essay An Arundel Tomb Essay A poem in which the poet explores the significance of the passage of time is An Arundel Tomb by Philip Larkin. Larkin uses techniques such as, imagery and word choice to achieve this. Immediately, the title of the poem makes the reader consider the importance of the theme of time. An Arundel Tomb, when broken down to each single word the connotations are; An portraying only one; Arundel a town near Chichester in England where this tomb is actually present; and Tomb, the word tomb gives away the poem most because it makes you begin to think about how tombs are usually only for rich people and were mostly for people who were of some sort of royalty or importance and also the idea of death, people only go into the tomb after they have died. The people who the tomb was made for was an earl and countess which kind of proves the point about people being rich to afford a tomb. Similarly, the structure of the poem highlights Larkins concern with the passage of time, the poem is written in seven stanzas with an ABBCAC regular rhyme scheme. Each stanza is written in a neat way with every stanza having six lines. The neat structure of the poem mimics the way the effigies are lying still, next to each other, Side by side, their faces blurred The impression I get from the regular structure of the poem is that art can withstand the erosion of time, which connects to the passage of time which is the overall theme of this particular poem. Larkin also uses similes and metaphors to illuminate the passage of time, he uses the idea of relationship. Larkin also uses word choice and phrases such as clasped jointed and holding her hand to bring the point across that these people did love each other however , the idea of the lack of clarity is also emphasised therefore relationships are not always clear. Lack of clarity appears quite often in the poem, the first line of the poem reads to outsiders their faces blurred and then in the second line the word lie is written, these two words together make you think about it in a little more detail, that there faces are blurred because they arent telling the truth.

Corporate Compliance Report Essay Example | Topics and Well Written Essays - 1750 words

Corporate Compliance Report - Essay Example This model was basically implemented in order to improve upon the effectiveness and efficiency of organizational operations, increase the credibility and reliability of financial information as well as insuring compliance with regulatory laws and regulations. The Committee aimed to achieve above by implementing a uniform set of standards which provided best practices to be used in order to create an environment of internal control which involve board of directors and higher management of the firms so that the potential risk elements associated with weak internal controls can be effectively controlled. This report will outline a plan to implement the enterprise risk management in Apple Computers. This plan will however, be based on the recommendations of COSO in order to ensure compliance with the model. 1) Control Environment which comprises of elements such as integrity and ethical values, commitment to competence, board of directors and audit committees, Management's Philosophy and operating style, Organizational structure etc. COSO model on internal controls roughly covers above parameters an... 4) Information and Communication includes quality of information 5) Monitoring includes On-going monitoring, Separate Evaluation as well as reporting deficiencies. COSO model on internal controls roughly covers above parameters and attempt to outline different policies and procedures which must be adopted in order to effectively monitor and manage internal control environment within the organization. It is also important to understand that the firms may not need to implement the whole document verbatim however the same may have studied and customized to suit the organizational needs and structure while at the same time keeping the real essence of the model intact. The above mentioned components also work to produce a combine impact on implementing a better and more efficient internal control environment within an organization and laid the foundations for the development of systems and procedures which ensure that the organization not only meet the requirements of the model but also put in place a systematic environment within the organization which ensure transparency within different functional and operational areas of the organization. Enterprise Risk The above prelude suggested that the COSO was active in implementing effective internal controls within the organizations however as the complexities of the business grew, COSO developed a separate framework for enterprise risk management for organizations. According to COSO, an enterprise risk management is "a process effected by an entity's board of directors, management, and other personnel, applied in strategy setting and across the enterprise, designed to identify potential events that may affect the entity, and manage risk to be within its risk

Education online system Essay Example | Topics and Well Written Essays - 750 words

Education online system - Essay Example Instead, this mode of study allows one to have the flexibility of time. The students can choose the time that they will be online within 24 hours without interfering with their daily activities. As Rovai, (2003) points out, there are a number of studies there are different measures taken by the instructors to ensure that there is earning similar to those students that are attending face to face classes. Students in this category have to spend much more time with the instructors having to employ some more commitment in setting evaluation questions administering them , marking and guiding the students on the areas of weakness. At the same time, students who are working in groups in different institutions are likely to learn much faster and better than those attending online classes are. Thus, the study establishes that the online studies are of much importance to already established students in various field of specialization. Which, therefore, calls for increased used of the mode of study in offering most of the postgraduate and les of the undergraduate courses. This is so because most graduate students, they can be able to contrite and at the se time comprehend concepts muc h faster because they have some knowledge in the areas of study. Unlike for the other students it will be much difficult to understand new concepts for the first time though an online forum. Hence, this might jeopardize the quality of education in case of poor commitment of instructors while attending to their online students more so the undergraduate students. However, there are number of different student with different preferences. Identifying the unique features of students is key to nearing that the system worked for all the students. For instance, to begin with, one has to identify the student’s ability to comprehend concepts in his or her own. Some students must need an instructor to provide face-to-face educational session to

GLOBAL MARKETING Essay Example | Topics and Well Written Essays - 3000 words

GLOBAL MARKETING - Essay Example This strategy employed by the counterfeiters thus happens to populate larger parts of the global market for fashionable and luxury products. However the counterfeiting activities in regards to the fashionable or luxury products are generally divided into two aspects-deceptive and non-deceptive in nature. Deceptive practices of counterfeiting are such where the purchaser is not aware that the product procured is not a branded product, rather counterfeit in nature. Replication is created as such to totally deceit the purchaser. However in the second case the purchaser becomes aware that the product procured are a counterfeit and not a real branded product. Herein the purchaser is rendered clues by the counterfeiter of the luxury or fashionable product in regards to the area from where such commodity is made available for purchasing. Further the quality and pricing standards of the products rendered also help the purchaser in rightly identifying that the products purchased are not genui ne branded ones but rather are counterfeit products (Juggessur and Cohen, 2008, p.390). Counterfeit as a Growing Threat to the Luxury Retail Market Observation made shows that regions like China are turning out as the greatest contributor of counterfeit products in the world. The Chinese economy is found to have become the largest manufacturer and exporter of counterfeit luxury products that are seeking entry into developed markets of the world like United States, United Kingdom, Russia and several other regions pertaining to Europe. Moreover the counterfeit products are also making a foray into several Middle East nations where the demand for luxury products is indeed huge in nature. This large expanse of trade and exports pertaining to the realm of counterfeit products in luxury retail is happening to render an impending threat to the market for genuine luxury products. Market shares for the luxury products are largely being taken over by the rise in counterfeit trade practices. F urther the rise in the level of counterfeit activities largely impacts the brand image of the original luxury brands thereby making the branded manufacturers to increase the level of expenditures pertaining to its marketing and promotion. Thereby the rise in the counterfeit market on a growing scale has made the markets of genuine brands to largely shrink thereby impacting the job markets and also in making the price for the products to increase. The growing threat and impact of counterfeiting practices in regards to luxury and fashionable products can further be observed from some statistics. During 2005, the customs body pertaining to United Kingdom happened to seize a huge package of products out of which around 64 percent was found to be counterfeited. Similarly another statistics revealed during 2003 reflects that a seize made by customs body pertaining to United States contained around 6500 counterfeit products valued to around $94 billion. During the same period the customs b ody pertaining to European Union conducted a huge seize of counterfeit pr

College Education Essay Example for Free

College Education Essay Assignment: Should a college education focus on cultivating and encouraging the imagination of students or on teaching basic facts and standards so that we all share a certain amount of common knowledge? Katherine Paterson once stated in The Spying Heart, â€Å"Our fundamental task as human beings is to seek out connections—to exercise our imaginations. It follows, then, that the basic task of education is the care and feeding of the imagination. Our task as teachers and writers, artists and parents is to  nourish the imagination—our own and that of the children entrusted to our care. † This means that our goal as human beings is to build their imagination. The the job for education is to feed the imagination. An adults job is to help the children to build their imagination. A college education should focus on cultivating and encouraging the imagination of students instead of on teaching basic facts and standards so that we all share a certain amount of common knowledge. One reason why a college education should focus on building imagination is because dreams  are stronger than facts. Albert Einstien once said, â€Å"The true sign of intelligence is not knowledge but imagination. † Also Robert Fulghum states in his book, All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts On Common Things, â€Å"I believe that imagination is stronger than knowledge. That myth is more potent than history. That dreams are more powerful than facts. That hope always triumphs over experience. That laughter is the only cure for grief. And I believe that love is stronger than death. † If Dr. Martin Luther King Jr. Did not dream and was based only on facts, I dont think the United States would have been the same. This is why colleges should focus on the imagination of their students and not how much they know. Some people believe that college should solely be based off facts and knowledge. Aristotle once said, â€Å"All men desire knowledge†. But is that knowledge needed to live life. The students should learn what they are majoring in, but should also use imagination to a class or two. Remember â€Å"education is the most powerful weapon which you can use to change the world†.

Caring for Children: Roles, Regulations and Practices

Caring for Children: Roles, Regulations and Practices Describing the role of the practitioner in caring for children The role and responsibilities of an early years practitioner follow a number of codes of practice which clearly state how practitioners and other staff must conduct themselves. Chief amongst the codes presently in operation are those that govern special needs, safeguarding children, childrens learning, behaviour, working with parents, and data protection (Nutbrown and Clough, 2014). As Spodek and Saracho (2014) note, the early years practitioner has a clear set of designated responsibilities including: working to the principles of the sector and its codes of confidentiality; meeting the learning needs of each individual child by ensuring that issues of differentiation are met; providing and sustaining an environment that is warm, welcoming and stimulating; working with parents and partners; and working as part of a team that provides a quality service for both children and parents. In addition, the practitioner may also, especially in cases of suspected abuse, have to work with an array of outside agencies and conform to issues of child safety (Daniel, Gilligan and Wassell, 2011). In fulfilling their statutory duties, it follows that the practitioner must put the needs of children first because, as Bradshaw (2011) comments, this helps to keep children out of harm, and by keeping them safe, a productive environment can be created in which they can maximise their potential. It is imperative that practitioners respect others’ choices because failure to do so can cause friction between staff members and can negatively reflect on the setting and upset the children (Sylva et al., 2010). Further, there is a pressing need, as Willow (2014) suggests, to ensure that one always respects issues pertaining to confidentiality. This is because it can help a child stay out of trouble, keep them safe, and help them to develop into responsible adults. Seemingly of secondary importance, because it is removed from direct interaction with the child, but actually of just as much importance, is planning, recording and reviewing the child’s progress (Bradbury, 2014). This is important for two major reasons. First, the formal keeping of records allows the progress of children to be monitored and evaluated against national criteria (Bradbury, 2014). Secondly, it can help practitioners to be reflective upon their own strengths and weaknesses (Paige-Smith and Craft, 2011). This is not, however, merely an issue of internalisation, for such a process also helps when one is undertaking activities because one can evaluate how well the event went well, and from that, make improvements to ensure that in future events are even better planned. Indeed, such reflection is, as Paige- Smith and Craft (2011) contend, an essential function of effective practice. It is also important, as Sims-Schouten and Stittrich-Lyons (2014) recommend, to demonstrate responsibility in the way that one conducts oneself at work, as it helps the children to learn right from wrong. This is an important consideration because it is partly the responsibility of the professional (in co-operation with the parents) to teach the children and in this way one acts as a role model. The creation of a meaningful partnership with parents is also of pivotal importance as the latter can learn from the former as to what the child likes and dislikes – it also allows the parents to take a proactive interest and role in the raising of their children and may help them to ensure that the child’s development is in line with national curricular expectations (Read, 2014). Continuing professional development (CPD) is, as Sims-Schouten and Stittrich-Lyons (2014) explain, critical as it enables the practitioner to enhance their existent skill set and further learn from best practice. It also shows others that the practitioner is interested in helping the children to be the best they can be and that they are dedicated to their role – which may also be useful when seeking promotion or a change of professional employer. Observing children as a form of CPD also helps one to recognise the distinctive stages of a child’s development and this can help with the prioritising of a childs needs, particularly with regard to where they may need additional support (Carroll and McCullough, 2014). Lastly, within this section it can be commented that working as part of a wider team helps to create a positive environment for everyone to work within; by making people feel valued, this may increase self-confidence and productivity (Pugh and Duffy, 2013). Comparing the differing roles of statutory, private, voluntary and independent settings Many parents successfully adapt to changes in their lives and in so doing have the benefit of support from their family and friends to provide assistance if it is required. A significant number of families, however, face issues that affect family life in such a manner that they require professional assistance, or may be hampered by a lack of ‘family and friend’ support or a lack of internal ability to deal with change. Such factors, as Daniel, Gilligan and Wassell (2011) observe, include: financial difficulties, unemployment, divorce and separation, caring for others, bereavement, and social isolation. If one looks at each of these in turn it is possible to comment further on the individual problems that each factor may entail. Thus, with regard to financial difficulties it can be noted that problems faced are likely to be exacerbated where there is a low income family that cannot afford food or clothes or proper rent (Burchinal et al., 2010). Indeed, the rise in food banks within the UK gives a graphic illustration of this problem, as Sylva et al. (2010) note. Poor housing may also lead to feels of depression and declining health as a result of factors such as damp. With reference to unemployment, the loss of a job, and the resultant lack of income can, in addition to depression, lead to stress within relationships and may also result in other family members, such as young mothers, having to go out to work (Shonkoff and Bales, 2011). Unemployment may also lead to a loss of child care as parents cannot afford support whilst a mother is forced to work, possibly culminating in a separation of child from mother at a crucial stage of infant development (Read, 2014). Divorce and separation can also cause several problems which need addressing and assistance from trained professionals. The three major problems are loss of income, smaller housing and cramped conditions, and a sense of guilt on the part of the child for a parent leaving (Bradshaw, 2011). Such issues can create tension and stress that can impact upon development and behavioural issues. In a similar manner, caring for other family members or caring for someone with a long-term illness (such as elderly relatives) can result in additional costs and a perceived ‘rationing’ of care towards children which can cause emotional disturbance (Pugh and Duffy, 2014). Bereavement brings with it, as Read (2014) explains, emotional strain, and issues pertaining to dealing with grief – which may also affect the internal dynamics of a family’s daily life and routines. Finally, social isolation, with its associated lack of communication, may cause health concerns to worsen which need additional support. In such scenarios, it becomes clear, from the comments made above, that children and families may need additional support at certain times in their lives (Burks and Kobus, 2012). There are many organisations and self-help groups that can provide this support. These include, the National Childbirth Trust, the National Association of Toy and Leisure Libraries, the Child Poverty Action group, Home Start, Parentline Plus, Gingerbread, various elements of local authorities’ services, and the National Health Service. In addition, as Shonkoff (2010) has commented, there are many different settings where children can be cared for, including, but not limited to, respite care, holiday play schemes, parent and toddler groups, schools, workplace nurseries, child-minders, pre-schools, after school clubs, residential care, day nurseries and crà ¨ches. The suitability of the option chosen is likely to be influenced both by the specific issue that the family faces and their financial circumstances. There are three different sectors that provide care and education for children. They are: the statutory (or state) sector, voluntary sector, and private sector. The statutory sector is a sector that has to be there by law, such as local state-funded schools and hospitals. The age range that primary schools cover is from five years to eleven years old and they follow a set curriculum (Nutbrown and Clough, 2014). The aim of a state sector school or similar facility is to provide opportunities for the education of every child and to support their learning (Pugh and Duffy, 2014). In so doing, they provide a safe and secure environment for children, which keeps them free from harm. Such schools also provide social opportunities for a child, which include learning to make friends, learning to socialise with people, learning the difference between adults and children, and learning to respect others. It may also provide opportunities for the families of children. This may be achieved by, for instance, new parents’ evenings and sports afternoons, as well as the Parent and Teacher Association. In contrast to the state sector, the voluntary sector is a sector in which people volunteer to organise and run specific facilities. A mother and toddler group (that is not aided by the state) or the Brownies and Girl Guides are examples of such organisations (Pugh and Duffy, 2013). Mother and toddler groups are usually aimed at children who are aged between two and four. Often these kinds of organisations are to be found placed in a church or community hall. Such buildings have not been designed specifically for children and thus may contain hidden dangers (Bradshaw, 2011). Nevertheless, the staff are usually parents themselves and the person in charge of the organisation must have at least a Level Three childcare qualification (or an equivalent). It would also be expected that people who are in positions of trust in such organisations will have been police checked so as to ensure that the children and parents are safe. The organisation, in this case a mother and toddler group, may ask for a small donation each week, and this may range from 50p in some deprived areas of northern Scotland, to approximately  £5.00 a week in Surrey (Burchinal et al., 2010). This money is used to cover the basic cost of booking the hall and associated costs such as lighting and water bills. The area in which the organisation is situated may not have an outdoor area for the children to play in and this can be seen as a disadvantage as keeping fit is an important consideration in the development of children (Marmot and Bell, 2012). It is also to be expected that toddler groups should follow the Early Years Foundation Stage curriculum so as to ensure that children may be taught appropriately and their progress monitored from the earliest possible age (Shankoff, 2010). It is also likely that such groups will be Ofsted-inspected, which is important as it gives the parents confidence as to the quality of education and opportunity being afforded to their offspring in voluntary toddler play groups (Willow, 2014). Whilst the main aim of a mother and toddler group is to provide short-term care to young children, it should also be remembered that such groups also need to prepare the toddler for primary school by equipping him or her with the basic skills that he or she will need to excel in school. In addition such groups also provide social opportunities for the parent or carer (as well as the child) to meet new people and this can help to integrate marginalised groups within society (Barnett, 2011). The private sector is one in which people pay extra to get the best available opportunities for their childs education or health, as well as their own. When a parent uses a private day nursery he or she is charged for using it, with specific charges depending upon the service delivered and the area of the country in which the client resides. Though this may not be true in all such facilities, it is suggested by Burchinal et al. (2010) that the private sector usually provides hot meals for all children who use their services, as well as indoor and outdoor play areas for children to play in. The staff in such centres are likely to be highly motivated and to receive better remuneration packages that their state sector counterparts (Sims-Schouten and Stittrich-Lyons, 2014). Though it may be the case that private day nurseries are not housed in purpose-built buildings, many are – and the private sector tends to pride itself on the quality of the resources that it provides (Walker et al., 2011). As with the state sector, Ofsted may inspect the facilities provided. It is notable that in the last few years a greater proportion of such facilities within the private sector have been rated as more consistently excellent than those in the state sector. The main regulations that govern the care of children in different types of settings The following is a list of the primary legislation that relates to working with children in a childrens centre: Health and Safety at Work Act 1974 Race Relations Act 1976 Human Rights Act 1998 Data Protection Act 1998 Disability and Discrimination Act 2004 Within their day to day working, children’s centres must, at all times, comply with the Data Protection Act, 1998. This can affect daily working practices as it places a duty of care on practitioners to ensure that records are kept in a safe and secure environment and not shared with third parties (Willow, 2014). In addition, through the provisions of the Disability and Discrimination Act 2004, it is assured that there will be, within such centres, no discrimination against any person with respect to their opportunity for employment, the conditions of their employment or the delivery of services as a consequence of their sex, marital status, race, or disability. Cumulatively, therefore, the laws noted above require children’s centres to make sure that they perform their responsibilities in a timely and professional manner and, through so doing eliminate unlawful racial discrimination. The centre should be responsible for and take all such precautions that are necessary to protect the health and safety of all persons employed by it and should comply with the requirements of the Health and Safety at Work Act 1974 and any other Acts or Regulations relating to the health and safety of employed persons (Human Rights Act 1998). It gives further effect in the UK to rights contained in the European Convention of Human Rights. The Care Standards Act 2000 and the Regulations and National Minimum Standards set out the responsibilities of agencies and carers in promoting the health of children who are looked after (Davis et al., 2012). The Education Act 2002 regulates that local authorities and schools are required to protect, safeguard, and promote the welfare of children. This includes health and safety, child protection and the overall well-being of children. The Every Child Matters guidance and the Children Act 2004 introduced a new duty (Section 10) to co-operate at a strategic level on local authorities, Primary Care Trusts and other relevant childrens services partners. The focus of these Acts and the ECM guidance is to protect children and promote the welfare and well-being of children. This encompasses elements such as: being healthy – enjoying good physical and mental health and living a healthy lifestyle; staying safe – being protected from harm and neglect; enjoying and achieving – getting the most out of learning and life, and developing skills for adulthood; making a positive contribution – being involved in community and society and not engaging in anti-social or offending behaviour; and economic well-being – not being prevented by economic disadvantage from achieving their potential. Other legislation that helps the health and well-being of children includes the Children Act 1989, which provides care and protection of all children and young people in need, including those living away from home. Local authorities have a specific duty under Section 22 of the Act to safeguard and promote the wellbeing of each child they look after. The Children and Young Persons Act 2008 amends the Children Act 1989 and supports the care system, putting in place the structures necessary to enable children and young people to receive high quality care and support. Daily care of children There are many different daily routines for children that can help them develop, such as hygiene, including toileting, washing hands, bed time and teeth cleaning; meal time routines, involving sitting at the table, using knives, forks and spoons; and sleep routines, to ensure that children acquire healthy sleeping habits that will stand them in good stead not only through childhood but in adulthood (Barnett, 2011). Daily routines vary depending where the child is being cared for. Promoting and supporting a child’s independence and self-care is important and a child’s self-image and self-esteem are vital to their overall well-being (Marmot and Bell, 2012). For the purposes of this essay, a focus is given on two particular learning activities: tying shoelaces, and dressing appropriately for the weather. Activity One: Shoelaces The activity involves teaching children to tie their laces by making a personalised shoe that the children decorate themselves, with laces for them to practice at home and at day-care. In this, there are two primary roles: the adult role, helping children learn to tie their laces, and the child’s role, which not only covers learning to tie shoelaces, but practising doing so at home. This promotes independence because the children feel a sense of accomplishment in achieving a daily activity that previously adults fulfilled for them. They are able to tie and re-tie their shoes at their convenience and it reduces the need for adult intervention in dressing. The activity promotes intellectual, physical and emotional well-being (Bruce, Meggitt and Grenier, 2010). The decoration of the ‘practice shoe’ is fun and develops their artistic abilities. Targeted at the four- to five-year old, it is within their technical capability (Bruce, Meggitt and Grenier, 2010). Activity Two: Dressing appropriately for the weather This activity involves dressing up a doll in appropriate clothes for going outside to play, which will keep them warm and dry, or cool, depending on the weather. The adult fulfils a teaching role by helping the children learn how to dress first a doll, and then themselves, appropriately. The objective for the child is to understand how clothes are related to temperature, comfort, and the planned activity (such as playing outside, going to the beach, or walking to school in the rain) (Carroll and McCulloch, 2014). This learning opportunity promotes independence by helping them to dress themselves for appropriate situations and weather. Ultimately, they will develop the ability to choose the clothes that they want to wear within a range of acceptable options. The children learn to stay healthy by avoiding becoming drenched, cold, or sunburnt, and their reliance on adults is decreased (Moyles, Georgeson and Payler, 2011). This builds on their intellectual, physical, emotional, and health-related skills (Bruce, Meggitt and Grenier, 2010). The use of the doll can help the activity be fun. The activity can be extended by considering holiday clothing, seasonal variations, and so on. Key issues which enable multi-professional teams to work together A multi-professional team approach allows professionals to share knowledge about a familys needs so that the parents do not have to answer the same questions over and over again (David, 2013). The professionals are aware of each other’s roles in supporting the family so that conflicting advice can be minimised. It is essential that each agency communicates well and understands not only their role and responsibilities but those of the other agencies as well. Parents/guardians are the most important people in a childs life, and carers recognise the importance of this. They have a responsible role that involves sharing care of the child with parents/guardians; listen to parents/guardians, as they are the ‘expert on their child (Sylva et al., 2010). Respect must always be shown for family traditions and childcare practices and when, for instance, there has been a bereavement, it may be important to engage the assistance of an educational psychologist to assess behavioural needs and bring about positive behaviour. Indeed, by adopting a multi-professional approach to working with children and parents the chances of the child being allowed to slip through the net of negligence or abuse is minimised. An understanding of diversity and inclusive practices Recognising diversity is about recognising that children can come from lots of different backgrounds and family structures (Burchinal et al., 2010). Diversity means responding in a positive manner to differences, and valuing all people. The following, though not an exclusive list, can be seen as a solid foundation of ‘checks’ upon which professionals should base their approaches to both children and parents. All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter: What they think or say What type of family they come from What language(s) they speak What their parents do Whether they are girls or boys Whether they have a disability or whether they are rich or poor All children have an equal right to be listened to and valued in the setting. It follows that practitioners should aim to improve the physical environment when such improvements are needed. This might include the increased use of physical aids to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. New buildings should also be physically accessible to disabled pupils by making sure that they have access to existing buildings through the use of ramps and wider doors. Such improvements must be ongoing within organisations to ensure that no section of society is marginalised (Marmot and Bell, 2012). Improving the delivery of information to disabled children at nurseries or schools is a very important objective. The information given (and the manner in which it is given) should take account of pupils disabilities and parents preferred formats. It follows that all children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor. Bradshaw (2011) stresses the importance of treating all people equally and with respect. All children have an equal right to be listened to and valued in the setting and all children have a need to develop. These are natural parts of their life and they must be supported at all times within a given setting. This is especially true if there is a scenario in which childrens development may be at risk. For example, children who are disabled and those with special educational needs, those from socially excluded families, the homeless or those who live with a parent who is disabled or has a mental illness, children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds may all faces especial challenges in their individual development. These must be assessed and catered for in an holistic manner to ensure that every child reaches their own maximum potential. This is because, as Wall (2010) notes, all children are entitled to enjoy a full life in which conditions are established by which they may take part in society and develop as individuals, Practitioners must therefore ensure that their own knowledge about different cultural groups is up-to-date and that they consider their own attitudes to people who are different from themselves. Children in the UK are raised in a society with many sources of cultural diversity (Carroll and McCulloch, 2014). Good early years practice needs to support this from the earliest months of babyhood. Practitioners need to work to create a positive learning environment. Play materials, books and other resources can be offered in a helpful way by reflecting on how young children learn about culture and cultural identity. Such diversity and inclusion is also linked to legislation such the Children Act 1989, Special Educational Needs and Disability Act 2001, Rights of Children 1989 and the Race Relations Act 1976. Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences, as Gray (2014) elaborates. Early childhood is a good time to offer opportunities that enable children to stretch themselves beyond that with which they are already familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance and all opportunities need to be well grounded in positive pride for styles common to every childs own background. Meeting childrens diverse learning needs means identifying needs, developing individual goals and objectives, selecting or designing appropriate supports and services, and then choosing the best learning setting in which those goals can be realised, and ideally, exceeded. It logically follows, therefore, that the role and responsibilities of an early years practitioner should be cater to the individual childs needs, and to teach them what they need to know and to find out the right way to teach them. Thus, the practitioner must be well-versed in a range of different teaching pedagogies and apply the most appropriate one to the given child at all times (Spodek and Sarancho, 2014). Indeed, it is particularly important, in this regard, to understand different planning stages when planning activities for children and to understand a childs age and stage of development when planning tasks for them (Sylva et al., 2010). It is imperative, that the activities planned are stage-appropriate for them to increase knowledge. Setting appropriate tasks and initiatives helps practitioners meet the individual needs of children (Bruce, Meggitt and Grenier, 2010). A discussion of two strategies for improving learning and performance There are many ways in which a person can improve their own learning and performance. Two are discussed in this section. The first is being under observation. A member of staff could observe you and give you feedback on where you are doing well, and where you need to improve. This could be a colleague, or it could be a formal inspection. The person observing can give you tailored feedback and ideally there should be plenty of time to discuss their observation. This should lead to personal reflection and the setting of career development goals – whereby you can spend time working on improving those areas (observed) where you displayed weakness. The importance of this form of observation and subsequent career development is noted by David (2013). The second commonly used approach is to reflect on one’s own practice and to use this reflection to inform further improvement (Paige-Smith and Craft, 2011). This may involve a reflective practice model, such as Kolb’s theory of experiential learning (Kolb, 1984). I have frequently used his reflective cycle – and by noting what has gone well and what areas need further improvement, I have been able to learn how to handle situations more smoothly and to apply knowledge effectively. Through combining both approaches I have gone through official ‘professional development’ sessions and have held protracted discussions with my line manager and other practitioners. Through so doing we have all shared best practice and perceived improvements in our daily working lives with each other and the way in which we plan activities for the children (David, 2013). A brief overview of how regulations can influence care provision Legislation plays a significant role in working practices within an early years setting but the primary aim is to safeguard and protect children and their families. Legislation, policies and procedures involve those relating to medicines, staffing and employment laws, child protection policies, health and safety, equal opportunities, behaviour management, special educational needs and working with parents (Shonkoff and Bales, 2011). Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behaviour in the classroom, playground and the wider community (Willow, 2014). Policies and practice help to make sure the safety and wellbeing of children is in place and it is this legislation, developed through many years and experiences, and even mistakes, that underpin the working practices that are used today (Shonkoff, 2010). The owner of the workplace as a practitioner is t