Curleys Wife Essay -- English Literature

Curley's Wife ============= At first, Curley's wife is described to the reader through the comments of the men on the ranch. Candy tells Lennie and George when he first meets them that she ' got the eye' for the men on the ranch, even though she has only been married to Curley for two weeks. Candy thinks that she is 'a tart'. We first meet Curley's wife when she comes into the bunkhouse, when Lennie and George are in there. She is apparently looking for Curley but she already knows that new men have arrived. Steinbeck gives a detailed description of her as she stands in the doorway of the bunkhouse and talks to Lennie and George. She is 'heavily made up', with 'full rouged lips' and red fingernails. Her body language is provocative as she positions herself in the doorway so that 'her body was thrown forward'. She smiles 'archly' and 'twitched her body'. The general impression the reader gains is of a young girl who is pretty and wants the attention of men. George's reaction to Curley's wife, however, makes the reader realize that she is a potential threat to the two men. George sees her as 'poison' and 'jailbait'. He is angry with Lennie's admiration of her 'she's purty' and fiercely tells him that he must stay away from her. 'Don't you even take a look at that bitch.' Later, when we find out what happened at Weed, where Lennie frightens a woman by stroking her dress and they are forced to flee the town from a lynch mob, we understand why George is so alarmed that she will be the cause of more trouble for them. Whit's opinion of Curley's wife is one of bewilderment, he sees through the flirty appearance and just sees a girl trying too seek attention, but he still doesn't understand why she acts like ... ...only married Curley to get away from home. She met him at the Riverside Dance Palais, probably attracted to him because he was the son of a ranch owner. Now, however, the reality is that she doesn't even like him. 'He ain't a nice fella', she confides in Lennie. When they are talking together she shows some kindness to Lennie when she realizes that he understands little of what she is saying. After she is dead we are shown by Steinbeck a different side of Curley's wife. In death the 'meanness and the plannings and the discontent and the ache for attention' have gone from her face. We see she is just a young and pretty girl. Steinbeck's description of her dead body seems designed to make us see her as a victim of life. The best laid plans o' mice and ------------------------------- men gang aft agley. (Robert Burns) Best laid Plans often goes astray.

In which ways does Shakespeare build up a mood of tension and horror in the scenes? Essay

I think that Shakespeare built up a mood of tension and horror in the scenes by using particular scenes with a kind of situation ‘Will he? Wont he?’ which builds up the tension incredibly. Act I scene VII is the scene where Macbeth makes the decision even if not his own, that he will kill King Duncan. Though Macbeth wasn’t ready for Lady Macbeth’s fury. She calls him a coward and mocks his masculinity, ‘When you durst do it, then you were a man’ Mentally beaten by his wife and persuaded by her mockery, Macbeth makes his makes his final verdict. This part creates tension in the form of Macbeth’s uncertainty. Act II, scene I starts off the horror and the tension, of the murder, by using that point in time as ‘midnight’. The witches haven’t just disturbed Macbeth, as Banquo grasps his sword whilst crossing the courtyard as he heard a noise. You can tell that Macbeth is distressed as he answers very little to Banquo and it clearly shows when he leaves. When Macbeth hallucinates, seeing a dagger before him, ‘A dagger of the mind, a false creation’ Shakespeare increases the tension in this scene by using language that is full of references to blood and darkness, ‘And on thy blade, and dungeon, gouts of blood, Which was not so before?’ The dagger goes then returns, but on its return Macbeth notices that it is of his own dagger covered in blood which increases the horror, the handle pointing towards his hand, inviting him towards King Duncan’s chamber. The dagger was basically giving him a step by step guide to committing regicide. Macbeth’s final words before regicide are very dramatic, ‘I go, and it is done’ This creates images of what is about to come. Lady Macbeth goes and gets the scene ready for Macbeth by framing the guards, she drugs them and takes their daggers. In act II, scene II the murder of King Duncan takes place and fear and regret dominates the scene. Macbeth returns with the guard’s two daggers which he was meant to of left at the scene to frame the guards, this creates both tension and horror as the audience doesn’t know if they will be found out. Lady Macbeth then takes control of the situation by taking them back herself. When she returns she is fuming and begins to call her husband a coward. But to add to the tension Macbeth can’t wash the blood off his hands which shows regret and guilt; Macbeth compares his hands to the seas of Neptune, ‘Will all great Neptune’ Ocean wash this blood clean from my hand?’ Saying that his blood will turn Neptune’s Ocean from green to red, ‘The multitudinous seas incarnadine, Making the green one, red’ But then Lady Macbeth tries to reassure him by saying ‘My hands are of your colour: but I shame to wear a heart so white’ They hear knocking at a door so Lady Macbeth tells him to go and put on his night gown and forget what has just happened but it is easier said than done! Macbeth believes that he is outside the Christian world as he couldn’t say ‘amen’ also that he will never sleep again because regicide is a sin. The knocking at the end of the scene creates suspense because it plays on the audience’s fear of discovery.

Cross Cultural Communication Selection And Review

Cross Cultural Communication Selection and Review As Jeane Kirkpatrick once said, â€Å"Cross cultural experience and communication teaches us not simply that people have different beliefs, but that people seek meaning and understand themselves and others in some sense as members of a universe ruled by God.† Effective cross cultural communication with people of different cultures can be especially challenging. Culture itself provides human beings with different ways of thinking and responding, which includes a variety of different ways of seeing, hearing, and interpreting the world. While there are ways of translating the language of other cultures in order to have the ability to effectively use cross cultural communication (most specifically for collaborative purposes), the same words can mean different things to different people from different cultures, even when they speak the same language. In fact, when languages are diverse, and translation has to be used to communicate (cross cultural), the potential for misunderstandi ngs and difficulty rises. In the case of â€Å"Strategies for Smooth and Effective Cross-Cultural Online Collaborative Learning† written by Junfeng Yang, Kinshuk Huiju, Sue-Jen Chen, and Ronghuai Huang, describes the difficulties with cross cultural communication and the findings of a study done by Hangzhou Normal University (China), Athabasca University (Canada), and University of North Caroline (United States) about this difficult subject and its gravityShow MoreRelatedBenefits Of Television Travel Programs Essay1449 Words   |  6 Pagesworld while other researchers have theoretically investigated those programs’ communication strategy. But most studies of TV travel programs are with the attention being given to tourism management and tourism economy, there has been few studies on the cross-cultural communication of travel programs. Therefore, the study of Travelogue’s past prosperity and today’s running state in the perspective of cross-cultural comm unication may fill the research blank. In this paper, the author lays points on bothRead MoreWhat Is Performance Management?1203 Words   |  5 Pagesthe mission, vision and values of an organisation, a strategy document is developed. In this document processes and systems are put in place to ensure that the company is on track. Every so often, usually annually, a review of the company’s performance is taken into account. This review encapsulates the performance of systems and the people operating within the systems. Performance management is a process by which organisations align their resources, systems and employees to strategic objectives andRead Moreproject manajment1121 Words   |  5 Pages Review questions exercises Case: South American Adventures Unlimited CHAPTER 2 Integration of Organization Strategy with Projects Strategic management process: an overview Research highlights: Muddling Absence of a priority system linked to strategy creates problems Snapshot from practice: The SAS turnaround Project selection and organizational politics Moving to an effective organization priority system A generic selection and priorityRead MoreCross Cultural Virtual Teams Essay1523 Words   |  7 Pagesadvancement of communication technology have increased the amount of cross cultural, virtual teams in existence in today’s business world. Cross cultural, virtual teams can leverage on the diverse experiences of its members to achieve good results even without the members meeting face to face. Having good leadership of any project team is undoubtedly essential for the success of the team. It is thus imperative for virtual, cross cultural teams to be led properly and carefully so that their cultural diversityRead MoreBoost Juice in Germany2505 Words   |  11 Pagesexpansion. In particular, the issues faced by the organization within the five arenas of recruitment and selection, training and development, cross-culture, performance management, and compensation. 1.1 Expatriate Recruitment amp; Selection Involvement of the expatriate’s spouse in any pre-assignment, on-assignment and post-assignment training and support, particularly in language and cultural training (Salas et al. 2006; Shen 2005; Morgan et al. 2004; Scholes 2003; Mendenhall amp; Stahi 2000Read MoreInternation Recruitment and Selection1678 Words   |  7 PagesInternational Recruitment, Selection, and Training Strategies The world has been rapidly transforming due to the changes in technology, innovations, and the reduction of trade barriers into and out of countries which have permitted globalization. Due to globalization human resource management has been forced to take a more international approach, and has demonstrated that a more effective management of human resources internationally is imperative for the success of companies in international businessRead MoreThree Activities in Human Resource Management1509 Words   |  7 Pagesan organization to effectively utilize its human resources†. What are HR activities? Earlier research (Beardwell, J. and Claydon, T., 2007) demonstrated that HR activities for an enterprise include: human resource planning, staffing (recruitment, selection, placement), performance management, training and development, compensation (remuneration) and benefits, industrial relations. HR activities are more complex and complicated for a multinational firm. The manage rs may encounter more challenges andRead MoreCultural Differences in Joint Ventures3468 Words   |  14 Pagesaffected by the cultural distance between two partners. 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Introduction and Theoretical Framework This program of study continues personal research and professional practice in the field of mobile telephonic communications within the area of telecommunication systems. The theoretical framework that will be used for the proposed studys cultural component will be based on Geert Hofstedes five nationalRead MoreThe Differences Between Sweden And France1432 Words   |  6 PagesThe problems and issues that may arise from an international firm’s refusal to consider cultural and traditional differences when forming a structure for their cross cultural recruitment and selection, is becoming an increasing matter of importance for international organisations global operations. Peter Drucker reflects this difference in his assertion that, â€Å"What managers do is the same the world over, how they do it is determined by culture and tradition†. In an attempt to implement a standardised

Gender Differences In Autism Spectrum Disorder - 980 Words

HW: Meta-Analysis- Investigating the genetic and prognostic Sex Differences in Autism Spectrum Disorder. Introduction: While Autism Spectrum disorder (ASD) has been researched extensively, the role of gender in this disease is still poorly understood. With a 4:1 gender distribution in the diagnosis of ASD, many research studies have attempted to explain this difference (Fombonne,2009). Current research has theorized about various different etiologies for this gender discrepancy, such as a female protective effect (Jacquemont et al., 2014). The female protective effect suggests that females must demonstrate higher levels of genetic risk factors in order to reach clinically impaired functional status and therefore be diagnosed (Chawarska,†¦show more content†¦Females with ASD are significantly more vulnerable than their male counterparts to â€Å"delayed or missed diagnosis†, leaving them untreated and at significant risk for adverse psychosocial and medical outcomes (Lai, 2015). Second, understanding the etiology of the gender discrepancies in presentation of ASD will deepen our understanding of the disease from a nosological perspective and possibly lead to new and novel hypotheses about the conceptualization and treatment avenues of ASD. Specific Aims: To examine existing literature for genotypic and phenotypic differences between males and females diagnosed with ASD. While prior meta-analyses have examined the differences between males and females with ASD in the â€Å"core triad of impairments†, none have examined genetic variations as well as symptomatology (Van Wjingaarden-Cremers et al. 2014). As our nosological framework is limited in our understanding of gender’s effect on autism, examining both phenotypic and genotypic data such as neuroimaging (brain MRIs), and genetic analyses, could further our understanding. On examination of brain MRI, genetic mutation burden, and symptomatic impairments validated using various outc ome measures such as the Wechsler Abbreviated Scale of Intelligence - Second Edition, Social Responsiveness Scale, Second Edition and the Child Behavior Checklist, females withShow MoreRelatedIs Autism A Developmental Disorder? Essay1619 Words   |  7 PagesExploring Autism in Children Rutgers University Atypical Adolescence and Development Professor. Stevie McKenna November 2nd, 2016 Autism Abstract Autism is a developmental disorder in which an individual has problems with communication and interaction. Autism Spectrum Disorder was adopted as a categorization in 2013 and begins in childhood and follows throughout the course of a child’s life and is actually a collection of developmental brain disorders. There isRead MoreAutism And Developmental Disabilities Monitoring Essay1599 Words   |  7 Pagesthose who are influenced by that singular perspective. In specific, Autism which is referred to as Autistic Spectrum Disorder, is something that the public has heard before but they do not fully understand or are unaware about its true definition. â€Å"According to the Centers for Disease Control’s Autism and Developmental Disabilities Monitoring (ADDM), approximately 1 in 68 children have been identified with Autism Spectrum Disorder (ASD)† (CDC, 2016). This increased prevalence is why it is importantRead MoreNVQ 3 Essay1585 Words   |  7 Pagesï » ¿Under stand how to support individuals with autistic spectrum conditions. Understand the main characteristics of autistic spectrum conditions. 1.1 It is important to recognise that each person on the autistic spectrum has their own individual abilities, needs, strengths, gifts and interests because no two individuals are the same. People on the autistic spectrum have their own set of unique characteristics and vary from one to another in terms of their abilities. 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(2010) was to use the measures from a study done by Yoder and Stone in 2006 and another study byRead MoreCross-Sequential Study Associated With Autism Spectrum Disorders1399 Words   |  6 Pages Methods Research Design This study was a cross-sequential study that used a between-subjects design. The independent variable in this study was defined as the possession of an older sibling who is either diagnosed with autism spectrum disorder or typically-developing. The dependent variable measured was the expressive and receptive language scores of each child. Participants A total of 30 participants were recruited in the fall of 2017, ranging from 14 months to 10 years of age. Approximately 60Read MoreVaccinations : A Science s Greatest Feats1400 Words   |  6 PagesA common argument that comes up during discussions of the current decline in immunization is that vaccination increases the risk of a child getting Autism. 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Complexities of International Business Transactions

Complexities of International Business Transactions The complexities of creating a contract between two parties (or among three or more parties) is nearly always complicated as each side negotiates for what it considers to be the best deal that it can get while not at the same time provoking the other party to back out of the deal. This task is made even harder because it is almost never the case that the different parties to a potential contract rarely have the same valuation of the services or products in play because the sides have fundamentally different underlying values and economic restrictions. This last condition especially, but in fact all of the conditions that surround the creation of and agreement upon a contract are infinitely more difficult to negotiate once cultural differences and economic and political friction enter the mix. This paper examines a particular corner of international trade: The difference between formal and relational contracting with Asian trading pa rtners along with some of the ancillary issues such as transactional cost analysis as performed by Williamson (1981). This paper focuses on the ways in which formal contracting processes are often far less important than relational ones, even in cases where it might be predicted that formal contracts would work out to the betterment of all sides. What assumptions about the value of formal contracts tend to leave out, however, is the ways in which cultural norms and expectations createShow MoreRelatedAnalysis Of International Banking1192 Words   |  5 PagesIntroduction Banking in today’s era is in process of upgrading itself by joining the wave of latest technologies and trends. Currently, it is in the midst of chaos and disruptions and is in process of reshaping its business models to alienate the traditional processes. 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For instance, suppose Citigroup purchases a new building or Delta Air Lines purchases a new airplane; these assets are going to be used for several years. It is argued that the full cost of such items should not be expensed at the purchasing period as such items are going to be used for several subsequent years. Thus it is important to determine the effects of such transaction on particular accounting periodsRead MoreThe Financial Reporting Council Defines Complexity1613 Words   |  7 PagesThe Financial Reporting Council defines complexity as ‘anything that makes regulations or the reports themselves unnecessarily difficult to understand, implement or analyse’ (Financial Reporting Council, 2009). Many areas of annual reports have been highlighted over the years as annual reports are seen to be getting more complex to both the users of accounts and the preparers. There have been many discussions as to whether annual reports are becoming more complex and harder to understand. 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In order to have a grasp of the factors at play, this paper will use the IslamicRead MoreLectures and Reading for My Class, Incoterms923 Words   |  4 PagesIn attending lectures and doing the required readings for Professor’s International Trade Operations class during the preceding month, I have, as before, acquired a great deal of knowledge regarding the in’s and out’s of international business. I found the lectures and readings on Incoterms to be of particular interest. As a bilingual and bicultural individual who was privileged enough to learn two languages and maintain my understanding of both Japanese and English well into my adult years, IRead MoreUnderstanding The International Context Of Business Trade And Logistics947 Words   |  4 PagesThere are many benefits of understanding the international context of business trade and logistics. To achieve competitive advantage, even within small firms, it is necessary to gain expertise in the international logistics activities which are much more complex than what domestic trade involves. The world’s economy is increasingly global, and the logistics sector designates a significant fraction of that economic activity, the estimated total stands at $7. 4 trillion dollars (David, 2013, p. 53)

The Great Poet Ali Akbat Dehkhoda English Literature Essay Free Essays

However, one should non bury the fact that the outgrowth of newspapers and magazines in Iran opens a new way for political and literary arguments which were all led to societal consciousness of the populace and the upliftment of literary infinites. Like Romantic Poets such as Samuel Taylor Coleridge, William Wordsworth and John Keats, E’tesami experienced a short tragic life: A short period matrimony to her male parent ‘s cousin lasted merely 10 hebdomads, decease of her male parent, whom she attached excessively much, followed by her ain decease three old ages subsequently at the age of 30 four. Her sudden decease Shocked the whole state and was mourned by 1000s. We will write a custom essay sample on The Great Poet Ali Akbat Dehkhoda English Literature Essay or any similar topic only for you Order Now Hence, Parvin ‘s short life did non interfere her great celebrity in which she has achieved among Iranians. The genius girl of E’tesam-al-Molk through his encouragement began her gustatory sensation in poesy since her early childhood at around age seven or eight. She composed some literary pieces which were translated from western texts by her male parent. Parvin ‘s poesy followed the Classical Persian tradition both in signifier and content. And the reformatory position of Modern Persian poets such as Nima Yushij, Sohrab Sepehri, which led to a great literary motion, remained unaffected or possibly denied by her. E’tesami published a †Divan † , a book of poesy, consisted of 156 verse forms in 1935, with an debut by the great poet and scholar Mohammad Taqi Bahar. After her decease, Abol Fathe E’tesami, her brother, published the 2nd edition of her book including 209 composings in the signifier of Ghazal, a love vocal like Lyric and assorted other signifiers of Iranian poesy like †Qasideh † , †Qet’e † which are all short pairs. They were all followed the didactic and philosophical manners of Sanai, Naser Khosrow or even Manuchehri in eleventh and 12th centuries. Her Divan gives small room for Ghazal, but harmonizing to Professor Heshmat Moayyed those few Ghazals of hers, including 5 verse forms entitled †Arezooha † [ Longings ] and †Safar e Ashk † [ Journey of a Tear ] are regarded as the best illustrations of lyric of all time written in Persian. Along with her Divan she versified 75 anecdotes, fabrications and fables. †She is best known for her stamp, fable-like fragments written in traveling tones † conveying her moralistic idealogy. However, E’tesami ‘s controversial poetic signifier, the †Monazere † [ Debate ] claimed the largest parts of her Divan. She composed 65 verse forms in Monazere manner. Moayyed stated that E’tesami ‘s Hagiographas were largely about † work forces and adult females of different societal backgrounds, a wide-ranging array of animate beings, birds, flowers, trees, cosmic and natural elements, objects of day-to-day life, abstract constructs, all personified and typifying her wealth of thoughts. † Influenced by Mysticism and Fatalism in some of her verse forms she talked of the doctrine of life as in here: The narrative of fate is madness and it ‘s non luck to fall from the roof and state it was destiny Acting is the best wing in the Eden of cognition in the land of being, art is the best wealth Search although your will is superior to believe Thrive although your way leads to the firedrake ‘s oral cavity Moayyed believed that through personification and symbol E’tesami visualized the immoralities of society and the loss of moral committedness. And through her Monazeres [ Debates ] she expressed her ain position about † life, decease, societal justness, moralss, instruction and the supreme importance of cognition. † Her formative old ages were spent in Tehran, the capital metropolis, where her household moved from Tabriz to Tehran for better life style and instruction. E’tesami ‘s formal schooling was in the American Girls College in Tehran, a celebrated school where she taught at that place for a piece instantly after her graduation. She was invited to go the Queen ‘s coach for the new Pahlavi tribunal, but she refused. She declined that invitation for she opposed Reza Shah for his indifference towards the atrociousnesss and developments done in her state. Alternatively, she joined the library of the Teacher Training College for several months. Mohammad Taqi Bahar and Parvin E’tesami are considered as the most famed classical poets have of all time risen since the 19th century. Bahar is known as the †King of Poets † who played a important function in the † outgrowth and development of Iranian literature as a distinguishable genre † in the beginning of the 20th century. His verse forms largely dealt with the socio-political facets of Iran. Other distinguished figures in classical poesy are Mirzadeh Eshghi, Aref Ghazvini and Shahriyar. Among all singular plants, †Monazere † [ argument ] revealed the extremum of her mastermind. Monazere is the argument between two objects or two individuals, where this technique revived by Parvin since Sasanid and Ghaznavid ‘s dynasties like Abu-al-gasem Ansari. She was besides influenced by the Greek and Gallic fabrications of Aesop and La Fontaine. E’tesami highlights the Arguments by conveying a †thesis and a corresponding antithesis † together with the conventional imagination and intense duologues and the concluding lines as her ain point of views. One of the most celebrated Arguments of hers called †Mast Virginia Hoshyar † [ The Drunk and the Sober ] won great esteem among Romantic poets, which was popularized as the best argument of all time written and regarded as the mirror of the societal and political background of the age. Her prowess is confined to portray the existent Dark place of high governments in the society including †Judge † , †Governor † , †Sheriff † and the mere †Municipal † , where the Municipal Police Officer caught a ‘Drunk but Aware Man ‘ in the center of the dark and decided to take him to the Judge ‘s house, the Governor ‘s castle or the Sheriff ‘s for enquiry or test, yet the Drunkard remarked that the Municipal should wait till dawn for the Judge is asleep and the governor must be hangover at that minute. In this verse form E’tesami by conveying a analogue between the Drunkard and the Sober pictured the instability of any higher societal ranks, where no 1 is in his proper topographic point or does his responsibility. Even when the Municipal suggested the Arrested Man to travel to †Masjid † [ Mosque ] till the twenty-four hours after, this chap claimed that Masjid is n’t a inn for such a criminal like him. The Municipal ‘s demand for compensation or his apparels was rejected, because the hapless Drunk did n’t even hold a penny or proper apparels to put himself free. E’stesami raised her inquiring and challenging of the system in her last line, when the Officer claimed that harmonizing to the Laws of the State, he should happen a Sober to flog the Drunk. In response the Drunk laughed calmly and stated: †Bring a Sober, here no organic structure is sober † The American College Parvin E’tesami became familiarity with the civilizations of the West. E’tesam-al-Molk took her to different parts of Iran and even foreign states like Europe and Iraq. Through these trips, Parvin gained the cognition he had gained over old ages of reading and interpreting Western civilizations and traditions which drew inspiration for her in organizing the chief subjects of her poesy such as humanitarianism, liberalism. The literary assemblages held in their house went around issues of Persian civilization and life style. They normally discussed over †the Oppression of Reza Shah Pahlavi ‘s government, instruction, Women ‘s predicament and the jobs of the helot † and Parvin was the lasting participants of these meetings. The impact of all these great figures is reflected in her poesy. The twenty old ages of creativeness from 1921 till her decease displayed an †astonishing adulthood of idea and trade † of this 20th century Persian poet. Throughout her poesy she ever looked for societal justness for the Masses, particularly Women. She brings out the predicament of adult females and their subjugations in verse forms like †Iranian Women † : Once a adult female in Iran was about non-Iranian. All she did was struggle through dark and distressful yearss. Her life she spent in isolation ; she died in isolation. What was she so if non a captive? None of all time lived centuries in darkness like her. None was sacrificed on the communion table of lip service like her. In the tribunals of justness no informant defended her. To the school of larning she was non admitted. All her life her prohibitionists for justness remained ignored. This subjugation occurred publically ; it was no secret. Many work forces appeared cloaked as her shepherd. Within each a wolf was concealing alternatively. Or in â€Å" A Woman ‘s Topographic point † : aˆÂ ¦.. Plato and Socrates were great because the female parents Who nurtured them were themselves great. Loghman was succored by his female parent in the cradle Long earlier attending at school made him a philosopher. Whether heroes or mystics, abstainers or legal expert, They all were first students in her school. How can a kid with no female parent learn to love? A land with no swayer offers no safety and order. There is non adequate information about Parvin E’tesami ‘s personal life except a little book of essays and verse forms published on her first day of remembrance in 1944 in Tehran. Her familiarities claimed that she was an honest, straightforward but mild adult female. She had an eternal passion in larning and contending against the dictatorship of male monarchs and great sympathy towards the multitudes. She besides offered moral solutions related to the world of life. E’tesami ‘s differentiation was due to her word picture of †spiritual truth, exalted humane constructs, plaint for poorness, favoritism † and category consciousness. However, much of her plants were the acrimonious and rough unfavorable judgment of societal and political unfairness. In â€Å" The Old Woman ‘s Lament † she challenged the legitimacy of the authorities, in â€Å" The Wretched † she portrayed poorness and protested against societal spread between the rich and the hapless. Mostly her poesy has the colour of morality. The unexpected decease of E’tesam-al-Molk secluded her from the society for she afterwards lost touch with the literary circles which had ever encouraged her. Furthermore, possibly within the patriarchal mainstream of literary society, Parvin E’tesami had no agent or shelter in showing her plants. However, as a adult female poet she managed to set up her place in the literary infinite through her human-centered mentality. How to cite The Great Poet Ali Akbat Dehkhoda English Literature Essay, Essay examples

Unit 3 Enabling Learning and Assessment free essay sample

City and Guilds, DTLLS, 7305, Level 4 Assignment Unit 3: Enabling Learning and Assessment Karen Dennison, 295607 May 2011 There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course, students will be required to prove their competence, knowledge or exposition of a skill, usually through the use of assessments to demonstrate that learning has taken place. Students may find assessment useful as it provides information regarding their progress, or identify areas for further development. Comparisons can be made against other students and this can help to give students a sense of how they are getting on compared to their peers. Although assessment may be motivating to some students who are progressing well it may also be demoralising for students who are struggling, or become a block to learning for others who are anxious about the assessment process. Therefore it is important that assessment is appropriate to the course and level of student and differs according to the psychomotor, cognitive and affective learning domains and this will be discussed in detail later in this essay (Race et al 2005). From the institution and teacher perspective assessment can provide statistical information to monitor the overall performance of the college and indeed individual teachers. Providing information on the number of students who pass or fail courses, in particular the percentage of students who pass. This can be useful to recruit potential students if results are positive as it may demonstrate quality and excellence. Information following assessment can be useful to identify areas of strength and weakness within course materials, teaching or the organisation. Teachers also benefit from assessment as it can provide a tool to ensure students are directed to the right course or identify whether students have any additional needs and this can be identified as part of initial assessment (Race et al 2005). It helps to establish whether learning has taken place and can therefore be a measure of the effectiveness of the teaching. It can also be used to monitor progress of students, identify areas for development and provide evidence that students have met the required learning outcomes. The next section considers the stages of assessment and the purpose of each stage linking to Maslow’s self-actualisation model. This will be followed by an analysis of how assessment differs within each of the three main domains of learning as outlined by Bloom. Assessment can take place in many different forms and times during a course. Formative or continuous assessment takes place during the course and can provide valuable information about how students are progressing in a fairly informal and non-intrusive way, although it may feel to the student that they are continually being assessed (Wilson 2009). This is also supported by Kolb’s learning cycle (1984) where he suggests reflective practice is a key element in developing practice. Boud (1995) also links self-assessment and reflection to effective learning. In contrast, summative assessment occurs at the end of a module or course and is most commonly a formal exam. Students are tested on their knowledge and awarded a certificate accordingly. This can cause pressure and anxiety for students particularly when grades are required for further learning. Concepts of assessment as outlined by Wilson (2009) include norm referencing where students are assessed and measured against other students. Ipsative assessment involves students assessing themselves against set criteria and Criterion referencing requires competency to be measured against a set of set criteria and awarded a pass if the student meets the required standard. Assessment can be an effective teaching tool to demonstrate learning that has taken place during a session and also to provide a measure against criteria for the courses as a whole. There are many different ways that students can be assessed and this may depend on the type of subject being taught and the level of student. The Syllabus Standards are set by the awarding body and this will influence the learning outcomes within the class. Assessment can be used at various stages of the learning cycle. As part of the initial assessment process it provides teachers with diagnostic knowledge about their students and identifies any additional needs. Formative assessment provides on-going information about the student’s progress and summative assessment is a formal exam or test to measure cognitive knowledge at the end of a course or module. Different assessment methods will suit students within the different learning domains as outlined by Blooms taxonomy (1956 – 1967). Bloom suggests multiple choice questions will suit low order cognitive skill, whereas, high order cognitive skill and affective domain skills will suit essays, short answer questions. Students within the psychomotor domain will suit assessment in the form of observations. Differentiating assessment methods and embedding these into everyday teaching is therefore essential for teachers as this provides valuable feedback whether or not learning has been effective. Assessments should be balanced and varied and include a range of inclusive, relevant and inspirational assessment activities. Formative assessments generally offer more flexibility, whereas the summative assessment is often set by an examination board and therefore differentiation is more difficult to achieve, although this could be in the form of different levels of exam papers (Wilson 2009). This section of this essay critically evaluates the use of two different assessment activities used to check the learning of students. This will be done by considering the key strengths and weakness of each type of assessment will also be considered, as well as, the Validity; Reliability; Sufficiency; Authenticity and Relevance of each assessment method. The first assessment method is a short answer question paper session delivered to level 3 students on an access health studies course. This was an informal formative type of assessment designed to assess previous learning and help the students to recap on what has been learned to date. The second assessment students were asked to prepare and deliver a 15 minute oral presentation to demonstrate knowledge gained during the module. This was an individual presentation which provided a formal summative assessment that counted toward their degree programme. Students were required to assess their own performance and they were also peer assessed by two other students within the group. This feedback and self-evaluation included aspects that worked well and areas for development. Tutor feedback was more detailed and included content, delivery and marked against the learning outcomes from the module. A graded criteria was awarded for this module. These assessment methods use the criterion referencing tool which enables all students to be measured against a set of criteria rather than being compared to another student. Validity is concerned with whether the assessment activity measures what it sets out to measure. Atherton (2011) suggests that to ensure validity a range of assessment methods and approaches should be used. The first assessment activity was intended as a recap and was supported by group discussion so it provided a measure for the students as to their progress, and to me as a tutor regarding areas for development. A further evaluation is shown in appendix . The second task relates directly to the learning outcomes of the module as set by the awarding body. It is therefore a highly valid. This assessment was summative and provided evidence that students had met the required criteria at the end of a health and safety module. Learners know what is expected as it is outlined in their handbook which they were given a the beginning of the course. Reliability is concerned with whether assessments provide an accurate record for the students. To improve reliability assessments need to be checked for ambiguities and for teachers to double mark assessments independently, to check scores and grading criteria, this can help to improve reliability of results and reduce the number of false positives (QCA 2009). The first assessment activity was marked by students and then discussed as a group. The discussion helped students to share knowledge. The second task has a marking guide which has detailed criteria for presentation skills and the learning outcomes. Tutor feedback is supported by self evaluation from the student as well as peer feedback, thus providing double loop learning. This was internally verified by an independent tutor to check for ambiguities. Sufficiency considers whether the syllabus is covered entirely or as part of a group of assessments. The first task students answered questions relating to two modules and so covered part of their overall course. The second assessment covered aspects of a module. The results will form part of an overall grade towards their degree programme. Although all students had to present orally, they also had to prepare handouts, power-point, or group activities. Students had flexibility within their presentation and this would help meet the different learning needs. Once verified marks were given out during face to face tutorials. Authenticity is important as it provides evidence that the students work is their own. The first assessment activity encouraged students to self-assess their progress, their papers weren’t marked but the answers discussed as a class. Students were then encouraged to write additional comments which they could use for revision. In the second assessment the students were required to sign a declaration of authenticity to provide evidence that it was their own work. Relevance relates to how the assessment fits in with the programme of work (Wilson, 2009). The first assessment provided students with an example of how the exam would work and was directly related to the topics they had been studying so I think it was highly relevant to their module. The second assessment activity required students to present orally their links from theory to practice and therefore not only highly relevant to meeting the learning outcomes of the module but also to their practice and improved professional practice. This section relates to an evaluation on a session plan (appendix 1) where I reflect on how feedback from others has informed my own professional practice. I teach a level 3 access course on two consecutive days to different groups of students. Although there are differences between the groups in terms of the dynamics and needs of the students, this does provide me with an opportunity to reflect on my organisation and the session as well as feedback from students and make amendments to timing and order during the second session. I changed the programme around on the second day. This involved changing the order of the activities around so that a shorter ice breaker activity would commence the session, followed by a short answer paper that again was broken so the students were asked to answer 5 questions, then discussed as a group and then the next 5 questions, rather than answering all 20 as a first activity. This seemed to work much better as it gave the students an opportunity for them to reflect on what they had learned during the module and the short activities broken up with group discussion were more effective than one long reading activity. Feedback from observations has also improved my practice as it has given me aspects that I need to consider for development. It has also been motivating for me to have positive feedback from my peers noted. This has also improved my self confidence in my teaching ability and this in turn has encouraged me to try new things and I can feel that I am more motivated. I have attached two observations and highlighted areas regarding assessment activities. In conclusion, assessment plays a vital part of the teaching toolkit and has many benefits for students, teachers and organisations. There are many different ways that assessment can be used and it is essential that a variety of methods are implemented so that all students have the opportunity to demonstrate whether they meet the criteria or standards. After analysing two assessment methods within my own teaching practice as well as considering feedback from others as well as the impact on my students I feel that I have developed both in my ability to be a reflective practitioner as well as. Word count: 1997 References Boud, D. (1964) ‘Enhancing learning through self assessment’, London, Kogan Page. Gravels, A. , ‘Principle and practice in assessment’ Kolb, D. , (1984) ‘Experiential learning: experience as a source of learning and development’ Englewood Cliffs, NJ, Prentice-Hall. Petty, G. , (1998) ‘A practical guide; teaching today’ 2nd eds, London, Nelson Thornes. Race, P. , Broan, S. , and Smith, B. , (2005) ‘500 tips on assessment’ 2nd eds, Oxon, Routeledge Rogers, A. , and Horrocks, N. , (2010) ‘Teaching adults’ 4th eds, Berkshire, Open University Press. Wilson, L. (2009) ‘Practical teaching A guide to PTLLS DTLLS’ Hampshire, Delmar Cengage Learning. Websites: Atherton J S (2011) Teaching and Learning; The Problem of Assessment [On-line: UK] retrieved 2 May 2011 from http://www. learningandteaching. info/teaching/assess_problem. htm Qualifications and Curriculum Authority (2009) ‘Review of teacher assessment: evidence of what works best and issues for development’, On-line: retrieved 2nd May 2011 from; http://orderline. qcda. gov. uk/gempdf/1445907461/OUCEA_-_Review_of_teacher_assessment_March09. pdf