If Jack is the id, Ralph the ego and Piggy the super-ego in Lord of Research Paper

If Jack is the id, Ralph the ego and Piggy the super-ego in Lord of the Flies, which characters are the id, ego and super-ego in The Sun Also Rises - Research Paper Example The paper attempts to identify the Id, Ego and super-ego in the story The Sun Also Rises comparing the roles of the characters with those of Lord of the Flies where Jack is the id, Ralph is the ego and Piggy is the super ego. The first story depicts the power sharing relationship among some British school children that are individualized with their distinct personality traits. But the later projects the life of a group of characters that are driven by different conflicting forces at the same time. It is necessary to mention that the three protagonists of Golding’s story—Jack, Piggy and Ralph are the allegorical representation of the three different components of human psyche. Ralph represents the consciousness of mind (ego) when he is guided by rationality, while Piggy acts as a voice of conscience representing the super-ego. â€Å"Ralph is practical and organized. For him the most important thing is to light a fire so that the boys can be recognized† (Golding, 14). Jack on the other hand is driven by violent desire for power, hunting, aggression and all other primitive impulses. In Hemingway’s story the characters are in fact multi-layered. Jake indulges carnal desires toward s his fiancà ©e Brett but he also recognizes his physical limitation caused by thee war and this torments his moral self. Brett is always in a frolicking mood enjoying temporary passing affairs. But it is also true that she truly loves Jake and her multiple affairs can be arising from her lack of gratification in Jake’s love. For example, when Jake says, â€Å"there’s not a damn thing we could do†(Golding, 26), Brett replies, â€Å" I don’t want to go through that hell again†. She goes to San Sebastian with Cohn, formerly had a relation with Mike, Patched up with Pedro, the bullfighter in no time. But she has an ultimate realization that keeps her from sexual intimacy. Cohn is a character that is comparatively less intricate, dependent on the

Consider the functions of directors,company secretaries, auditors and Essay - 1

Consider the functions of directors,company secretaries, auditors and shareholders. In what ways do they contribute to the operation of both private and public limited companies - Essay Example Therefore the given essay analyses the role of all these four groups of actors (directors, company secretaries, auditors and shareholders) in order to demonstrate the importance of each of them in operation of both private and public companies. Firstly, directors are the key actors for the company’s performance on market. In general, they are important because they create the policy of the company (Osemeke, 2014). In the circumstances of either private or public limited company, this role changes only slightly. In fact, private company may have sole director, while public limited company needs two or more directors (Rosenfalck, 2013). In addition, Directors Board becomes the only significant representative, if there is no existing controlling stakeholder in the company (Davies, 2010). Frequently, this situation appears in private companies (Rosenfalck, 2013). Furthermore, the directors of the company are trained to act their instructions or directions. For example, when there is a serious loss in capital of public company, directors have to gather an extraordinary general meeting not later than 56 days from the day of half or less capital reduction (Rosenfalck, 2013). According to Osemeke, (2014), failures and bankr uptcies of the company are mostly to result an ineffective directors board. In this context, ineffective work of the board has been shown in a recent failures of big companies like Enron and HIH (Convill and Bagaric, 2004). Moreover, Davies (2010) said that directors should care and promote the company’s success and do independent actions. In fact, directors of public companies must be sure that they hire competent company secretary (Rosenfalck, 2013). Among the main flaws of directors that have a direct effect on the company’s performance, according to Osemeke (2014) â€Å"lack of training and induction

Analysis Essay Example | Topics and Well Written Essays - 500 words - 14

Analysis - Essay Example Also, rewards rupture relationships at the workplace because employees because it creates a competitive and hostile environment, which leads to poor connections between employees. Another explanation can be that rewards ignore reasons behind the success of the company. Maybe increase in company’s profitability, or growth in sales is not necessarily related the incentive program for employees. Also, rewards cause a risk-aversion because employees would try to do only what they are required and would not look to improve their work or to find new solutions to problem that appear. Finally, rewards undermine interest which means that people who want to work will do that without any incentive. The article overviewed the relationship between incentives and performance, and the reasons for which payments does not lead to a better work. I agree with this final conclusion, because incentives for managers (e.g. stock options) have lead in some cases to a lower long-term performance for companies because they were interested only on the short performance in order to exercise the options, and not on the long perspective of the value of the company. Successful implementation of management’s innovations must follow some principles. The first one is related to organizational culture, which means that the values and customs of the specific company could lead to a better or lower implementation due to the reaction to changes. The second principle connects innovations with corporate, divisional and plant strategies. Another principle pays attention to the current state of the company; if a company is suffering structural changes, innovations may not be appropriate. Also, it is considered that a link between human and technical side of change is necessary. Moreover, it is vital to train and educate the employees in order to face the changes of the organization. The final principle relates to indicators of performance. When implementing innovation,

History of the Trumpet Thesis Example | Topics and Well Written Essays - 3250 words

History of the Trumpet - Thesis Example The trumpet is often referred to in two different time frames, one before the 1700s and one after this time frame. Before the 1700s, the trumpet used natural tuning. Instead of having keys or ways to move between notes, all of the sounds were made with the embouchure of the player. The trumpet was limited to specific tones and sounds, most which were based on an interval of two to three spaces, specifically which coincided with the harmonic series used by the trumpet. The size of the instrument as well as the placement of the brass would change which tones were heard and which could be altered with the trumpet. The other tones which were used came as passing notes and occurred only when the trumpet player could slide between notes (Brownlow, 1996). The tuning of the trumpet and the natural sound which it carried caused the trumpet to hold a specific place in society. It was used mostly for solo concepts. The louder sound which was provided from the shape of the trumpet as well as the materials used created one aspect of using it for solo purposes. The natural tuning, which often didn’t match with other types of tuning, also presented problems if playing with other instruments. These two considerations led to the instrument being used with solo pieces. It was considered a way to make announcements among royalty and others in society. It was also referenced in Biblical and church components, such as when the trumpet would sound from the angels. This showed the instrument as a way to make announcements.... Before the 1700s, the trumpet used natural tuning. Instead of having keys or ways to move between notes, all of the sounds were made with the embouchure of the player. The trumpet was limited to specific tones and sounds, most which were based on an interval of two to three spaces, specifically which coincided with the harmonic series used by the trumpet. The size of the instrument as well as the placement of the brass would change which tones were heard and which could be altered with the trumpet. The other tones which were used came as passing notes and occurred only when the trumpet player could slide between notes (Brownlow, 1996). The tuning of the trumpet and the natural sound which it carried caused the trumpet to hold a specific place in society. It was used mostly for solo concepts. The louder sound which was provided from the shape of the trumpet as well as the materials used created one aspect of using it for solo purposes. The natural tuning, which often didn’t mat ch with other types of tuning, also presented problems if playing with other instruments. These two considerations led to the instrument being used with solo pieces. It was considered a way to make announcements among royalty and others in society. It was also referenced in Biblical and church components, such as when the trumpet would sound from the angels. This showed the instrument as a way to make announcements, to grab attention and to work as a way to add melody into a situation where no other music was heard (Noble, 2004). It wasn’t until the 1700s that composers involved in music began to change the arrangements and basic approaches to music. During this time, the composers became interested in the Well – Tempered tuning. This used a chromatic

American Popular Culture Assignment Example | Topics and Well Written Essays - 500 words

American Popular Culture - Assignment Example Like in case of Star Trek (Put Locker 0:10), this fictional film gives visual as well as audio information about the story. The advent of movies and television has enabled knowing what is happening around us and in the whole world. The use of visual images in movies and television provides additional information not readily available through reading or listening to radio. Television and movies also brought new ways to understand surrounding environment and society (Kellner 1). Visual images from movies or television are good learning tools to some scholars Reading culture in America has reduced to some extent due to influence of television ad movies. Acquiring similar information such as those in novels is now possible through watching an entertaining movie. In the movies, stars usually portray a culture that we unconsciously follow and start practicing (Media Literacy Project 2). In music videos, a dance style by a musician such as Michael Jackson’s break dance has influenced the current dancing styles. Considering for example Jackson’s music video of Moonwalk (Slake 2:00) has been copied unconsciously by most individuals not only in US but also in other parts of the world. Listening to radio provided information about news or music but left room for imagination of how the environment and events taking place. Using visual images on television news provide the information of the scene and make one unconsciously think that they are in the same scene. This has in turn reduces the number of people listening to radio to get informed. After watching, the conversation also differs compared to those who previously listened due to involvement of visual information about the scene and characters involved. Dressing cord and hairstyles has changed over time depending on influence of the images on television and characters that movie

Modern Education Essay Example | Topics and Well Written Essays - 3000 words

Modern Education - Essay Example Such reservations against the concept of personal autonomy is rooted in the thought that the idea of personal autonomy is laced by the threats of masculinist implications (Friedman, Autonomy, gender, politics, 2003), thus making them feel uncomfortable with such a notion. Over the years and especially in the past decade, those who felt such apprehensions had to face the overwhelming circumstances that place a needed sense of value to the concept of personal autonomy in terms of its critical and constructive aspects (Benson, 2005). With this, feminists have come to adhere to the concept of personal autonomy although particular aspects of the idea have to be qualified to suit the â€Å"tastes† of different groups. While the acceptance of the notion of personal autonomy may remain debatable for certain groups, there is no doubt that the feminist movement, together with much of the members of modern civilization, considers education as among the greatest endowment for women in soc iety that provides them with a sense of equality with men. Along these lines, this paper will provide a discussion based on personal autonomy being a goal of education. Specifically, this discussion will be centered on a feminist view, emphasizing education in terms of a liberalist context. First, the concept of personal autonomy will be discussed, briefly outlining its history and highlighting the views of different theorists and, in particular, of contemporary liberals on the concept. The paper shall then proceed to discussing the concept of autonomy rooted on feminist views. Finally, the paper shall highlight how personal autonomy may be advanced by education, using a feminist context. 2.0 The Concept of Personal Autonomy â€Å"A person is autonomous to the degree, and it is very much a matter of degree, that what he thinks and does, at least in important areas of his life, are determined by himself.† Dearden, Autonomy and education, 1975, p. 343. The concept of personal a utonomy traces its roots to the ancient Greek philosophy of Plato and Aristotle. Both men proposed that the rational part of the soul is its most important part and the ideal for humanity is associated with self-sufficiency and being non-dependent on other people (Backus, 2003). Kant later developed the idea of moral autonomy as having authority over one’s actions and soon thereafter, the idea of autonomy in learning has become a part of a wide range of educational philosophies and has been identified recently in educational policy to be crucial to the development of learning (Honderich, 2005). Autonomy simply resided on morals in its early years, but then views about this began to change in the 21st century. For Dworkin ( 1988 ), the concept of autonomy includes one’s overall point of view towards how one lives one’s life. He points out that each individual, whether the most learned or the most carefree, conforms to his or her own personal view of what makes li fe valuable (Dworkin, 1988). Thus, Dworkin is actually saying that each person reveals how he or she conceives goodness or the good life through his or her behavior. For Raz (1988), the concept of personal autonomy is much more specific as he emphasizes that the individual is responsible for whatever happens to his or her life. As such, an individual with personal autonomy is identified not only by his actual choices in life but by the presence of choices themselves (Raz, 1988). Therefore, an individual can really just be

Developmental Psychology and Children Essay Example for Free

Developmental Psychology and Children Essay This is a very important stage as it helps children to get ready for school as well as preparing them for their future learning and successes. From when child is born up until the age of 5, the children early-years experiences should be happy, active, exciting, fun and secure and to support their development, care and learning needs. In my setting children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: †¢ Communication and language †¢ Physical development †¢ Personal, social and emotional development. These prime areas are those most essential for  the childs healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: †¢ Literacy †¢ Mathematics †¢ Understanding the world †¢ Expressive arts and design. These 7 areas are used to plan all children learning and activities. The key person teaching and supporting child will make sure all the activities are suited to childs unique needs. This its suitable for very young children, and its designed to be really flexible so that all staff in my setting can follow the childs unique needs and interests. Children in the Early Years Foundation Stage (EYFS) learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present. Sometimes the activities will be led by adults in order to practise and develop particular skills like using scissors or gluing, or learning new songs and rhymes to develop childrens awareness of sounds and letters. At other times children will select what they play with from a rich learning environment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls clothes for instance helps develop physical skills, and gives the opportunity to communicate and co-operate with others, and to discover the properties of water and detergent. In the table above is a short meaning of the seven areas of learning and development that must shape educational programmes in early-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early-years provision, including children with special educational needs and disabilities. The EARLY YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 of  the British governments Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England. The EYFS is organised into 4 themes: -a unique child -positive relationships -enabling environments -learning and development The EYFS is linked to the Every Child Matters (ECM) agenda which has 5 areas that need to be addressed: -staying safe -being healthy -enjoy and achieve -make a positive contribution -achieve economic well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential. _1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_ The Early Years Foundation Stage was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for childrens later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with childrens development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet  all the early Goals as they may have specific hea lth or learning difficulties or because they are simply younger than the other children. Every child deserves the best possible start in life and all support to full-fill their potential. A childs experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When parents choose to use early years services they want to know that setting will keep their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. Personal social and emotional development children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year. A UNIQUE CHILD Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. I understand and observe each childs development and learning, assess progress, plan for their next steps. I support children to develop a positive sense of their own identity and culture. I identify any need for additional support. I keep children safe. I value and respect all children and their families equally. Positive Relationships children learn to be strong and independent through positive relationships. POSITIVE RELATIONSHIPS ARE warm and loving, and foster a sense of belonging sensitive and responsive to the childs needs, feelings and interests supportive of the childs own efforts and independence consistent in setting clear boundaries and stimulating children Enabling Environments children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. ENABLING ENVIRONMENTS †¢ value all people †¢ value learning †¢ I offer stimulating resources to all the childrens cultures and communities †¢ learning opportunities through play and playful teaching †¢ I support children to take risks and explore Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early-years provision, including  children with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. The Areas of Development and Learning comprise of three prime areas; personal, social and emotional development; communication and language physical development; and four specific areas: Literacy Mathematics Understanding of the World Expressive Arts and Design; For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education. The practice guidance also sets out in Development Matters the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning. _Personal, social and emotional development_ Our programme supports children to develop: positive approaches to learning and finding out about the world around them; confidence in themselves and their ability to do things, and valuing their own achievements; their ability to get on, work and make friendships with other people, both children and adults; their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment; their ability to dress and undress themselves, and look after their personal hygiene needs; and their ability to expect to have their ways of doing things respected and to respect other peoples ways of doing things. _Communication, language and literacy_ Our programme supports children to develop: conversational skills with one other person, in small groups and in large groups to talk with and listen to others; their vocabulary by learning the meaning of and being able to use new words; their ability to use words to describe their experiences; their knowledge of the sounds and letters that make up the words we use; their ability to listen to, and talk about, stories; knowledge of how to handle books and that they can be a source of stories and information; knowledge of the purposes for which we use writing; and making their own attempts at writing. _Mathematics_ Our programme supports children to develop: understanding and ideas about how many, how much, how far and how big; understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects; understanding that numbers help us to answer questions about how many, how much, how far and how big; understanding and ideas about how to use counting to find out how many; and  early ideas about the result of adding more or taking away from the amount we already have. _Understanding of the World_ Our programme supports children to develop: knowledge about the natural world and how it works; knowledge about the made world and how it works; their learning about how to choose, and use, the right tool for a task; their learning about computers, how to use them and what they can help us to do; their skills on how to put together ideas about past and present and the links between them; their learning about their locality and its special features; and their learning about their own and other cultures. _Physical development_ Our programme supports children to develop: increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift; increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials; and their understanding about the importance of, and how to look after, their bodies. _Expressive Art and Design_ Our programme supports children to develop: the use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and  their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings. _Assessment (learning journal, progress checks)_ I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic assessment summaries of childrens achievement based on our on-going development records. These form part of childrens records of achievement. I undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. _1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_ Assessment plays an important part in helping parents, carers and practitioners to recognise childrens progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about childrens progress and observations that parents share. EYFS 2012 All effective assessment involves analysing and reviewing what you know about each childs development and learning. You can then make informed decisions about the childs progress and plan next steps to meet their development and learning needs. This is called assessment for learning. EYFS 2012 Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday planning. Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the childs achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS. EYFS Practice Guidance 2007 In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a childs knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. Year 1 teachers must be given a copy of the Profile report together with a short commentary on each childs skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each childs stage of development and learning needs and assist with the planning of activities in Year 1. EYFS 2012 In my setting we reflect on the different ways that children learn and reflect these in our practice. The three characteristics of effective teaching and learning are: _playing and_ _exploring_ children investigate and experience things, and have a go _active learning_ children concentrate and keep on trying if they encounter difficulties, and enjoy achievements _creating and thinking critically_ children have and develop their own ideas, make links between ideas, and develop strategies for doing things My setting curriculum is planned and delivered with every child at the heart  of what we do. Every childs needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a child transfers to a different setting or school. My setting provide accurate and up to date information about each childs learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible. In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their childrens records at all times. Records will be updated termly and a development folder should document the childs learning journey. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress. Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked. Children learn best when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop. Through the setting we visit the child and family at home and get to know them, we ask the family to fill out an all about me form to share information, we take photographs and videos of children learning, we make observation notes about the childrens successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a green  developmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a childs progress. My setting set targets for the school relating to curriculum areas and identify target children who may need additional support with their learning. My setting support, monitor and develop this through: Observation and monitoring of the procedures Continually developing strategies which improve assessment and record keeping Communication and partnership with parents and other agencies to share skills and ideas Internal moderation of records Staff development and discussion Related reading Attending courses All about me form Development Matters records Long Observation sheets Group Time planning sheet Well Being and Involvement Scales Language Assessments Transition Document RESOURCES: Books: Level 3 Diploma Children and Young Peoples Workforce by Penny Tassoni EYMP 2 Promote learning and development in the early years Cache Level 3 Diploma Children and Young Peoples Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early years www.early-years.org www.nicurriculum.org www.foundationphasewales.com www.early-education.org.uk