Learning outcomes assessment Essay

In order to capture the full attention of the audience, the speaker should be sensitive enough in communicating with his audience. I have learned the suitable voice and tone that you should use in order to express the content of what you are trying to say. It was also discussed that the speaker should convey the content of his discussion by figuring out what the audience needs to know and providing them what they need to know. The best way to disseminate this information is by using proper communication strategies and techniques. Using the right words at the right time is one of the essential components that you should always keep in mind. Whether you’re speaking in a formal or informal manner, proper usage of words should always be taken into consideration. Knowing your target audience will also keep you on track in terms of writing. The student will understand how to tailor their writing to readers of different cultures, with different background knowledge and expertise. If you’re able to decipher this and apply it to your written material, your target audience will appreciate the outcome. Moreover, I was able to generate ideas and practices that I should use in writing. Contemplating and arranging my thoughts are basically part of it. But in terms of working with others, I should be aware of their ideas and how to collate it to be able to come out with a better product. I also learned the techniques on how to write aiming for clarity, coherence, correctness, and conciseness. Achieving these factors will make my written material more reliable and interesting rather than writing without direction. Editing my own work is also an important thing that I learned and will apply whenever I will write. If I have incorporated peer and instructor feedback on my work, I will be able to determine in which I should improve. Through this, I can find my strength and weaknesses and build my own goal in terms of writing. Writing isn’t a complex process, it just tests your ability to express your ideas and organize it into a readable material.

Cold Blood’ and Frankenstein Essay

Compare how Capote and Shelley use different techniques for characterisation and their use of emotive, figurative language with the use of repition to show the theme of wasted lives ‘In Cold Blood’ was written in 1966 when screenplays were very common. Authors such as Shakespeare wrote traditional plays so it was unpredictable that the readers of ‘In Cold Blood’ would respond to the novel well as it was the first non fiction novel Capote wrote. Capote wanted to experiment with his writing using narrative techniques of the novel to depict real life events. Capote believed that the narrator should not interrupt in novels; but the characters should tell the story themselves. Capote was able to write a novel which displayed the real events surrounding the murder of the Herb Clutter family and shaped it into a storyline. ‘In Cold Blood’ is based on a true story of the murders of a family- something which would be wrote about in today’s society. The novel is an account of the events but also contains elements of Capote’s creativity therefore it is hard to tell whether it is fictional or factual. ‘Frankenstein’ on the other hand is a non fictional novel which is still read and appreciated today as it is of a gothic genre. ‘Frankenstein’ was written in 1818 when science was seen as exciting but also dangerous as it was trespassing on the territory of God. The early 19th century was a time which generated exceptional events and ideas therefore it must have been quite interesting to read ‘Frankenstein’. The danger of science was a great classic theme and Shelley provided her gothic genre as a framework to tone the horror of failed science- the famous experiment gone wrong. ‘Frankenstein’ is still a very popular novel today because of it’s fascination in science which is still explored. Capote portrays his character Bonnie as being a very timid and shy character. She has a ‘heart faced shape’ which is symbolic to her personality and it suggests that she is a likeable character. The significance of this is that it makes the readers engage with her and they want to know her story in order to feel sympathy for her. Bonnie has ‘bony hands’ and is quite petitie which suggests that she is quite vunerable- like the creature in ‘Frankenstein’. In ‘Frankenstein’, we get the creature’s perspective, ‘and what was I? ‘ this is similar to Capote’s character Bonnie with both the characters looking for reassurance from someone. Both the writers make it easy for the reader to discover new aspects of the characters personalities. Capote uses emotive language in repition to suggest that Bonnie may have had a wasted life which makes the readers have sympathy for her. Capote uses the term ‘spinster aunt’ which is a type of semantic change known for an unmarried woman. Even though the novel was written in 1966, the language is still easily read and understood. Unlike ‘In Cold Blood’, ‘Frankenstein’ contains language which may cause a barrier if read today. Shelley uses words like ‘loathsome’ and ‘squalid’ which would rarely be used today however the novel is still effective at portraying the gothic horror through emotive and figurative language. In the extract of the dialogue between Jolene and Bonnie, Capote portrays the significance of the difference between Bonnie and Jolene. Jolene is a very confident character whereas Bonnie constantly panicks and stutters when she speaks; this shows that she may feel worthless and may feel that she is not noticed by others. Capote emphasizes Bonnie’s wasted life indirectly by comparing her to Jolene’s character who comes across as very confident. The comparison of the two characters is quite significant as it shows the importance of emotion that Bonnie has felt. Capote brings a child like quality to Bonnie through the dialogue between Bonnie and Jolene, ‘They don’t need me,’ this shows that Bonnie may be looking for reassurance from Jolene. Capote makes the reader feel sorry for Bonnie in order to like her character as she may have had a bad past. The repition of ‘they don’t need me’ reinforces the sadness of Bonnie. It is also suggesting how she may not be very close to her family. Capote makes us aware of the sadness and timidness of Bonnie for the readers to sympathise with her and hope that she succeeds later in the novel. The insecurities that Capote brings out in his character can resemble the characters of today’s famous novels. Shelley makes the readers realise that even though the creature is deformed, he is still a character who underneath his flaws should be treated the same as any other person. ‘I was not even of the same nature as man’, this shows that Shelley wants the readers to sympathise with the creature and almost feel his emotion. The creature’s life is empty if not more than Bonnies as all he longs for is companionship. Shelley makes the readers feel quite sad for the creature as he is deprived of love. With the use of figurative and emotive language, ‘I saw and heard of none like me’, Shelley introduces feelings to the reader which can only be seen as human. The readers see that the creature is still an outcast even though he has tried helping people and tried being humane. It’s unfortunate for the creature to have an empty life, one which he didn’t really ask for and like the one Bonnie almost wished she didn’t have.

Analysing The Qualities Of An Effective Communicator Education Essay

Analysing The Qualities Of An Effective Communicator Education Essay The qualities of an effective communicator in the early learning centre are establishing and maintaining meaningful and respectful relationships with Educators, families and children. As an Educator, communicating effectively demonstrates interest, trust, commitment and professionalism. Educators communicate through a variety of different ways. Communicating effectively can be through forms of writing, speech, verbal, non-verbal and body language. Communication is the key to success and importantly what brings the world together. An effective communicator is an effective listener. The quality of an effective communicator in the early learning centre provides families and parents important and relevant information and the willingness to discuss positive aspects of the child. Communicating effectively demonstrates a high level of quality and reassurance for both parents and the educator. Important information that is discussed and carried out within the early learning centre is the ch ild’s progression (daily information). This information that is relevantly discussed is the child’s routine, meal times, sleep times, the child’s developmental areas which are social skills, communication skills, fine and gross motor skills, emotional and cognitive skills and the child’s well-being. Informative discussions that are held between educators and families are based on the child’s interests and motives. This information is beneficial for the parents and demonstrates how an educator shows initiative and companionship towards children and their education that the educator brings into the child’s environment. Families also are benefiting and gaining this information which allows them an understanding and good results of how their child is progressing in the centre. This includes what the child may need to focus on and the positive side of the child. As children are all individuals, educators are to include children with special needs to experience literature, language skills and all areas of development skills. Children with special needs have special aids that teach children communication skills and different ways of communication which involves mostly how to understand communication which is non-verbal. Within the daily program that is carried out in an early learning centre, educators are to also include diversity. Including language through diversity promotes children the ability to learn different languages, culture and most importantly how to speak different languages. As an Educator, communicating effectively to children develops their social, emotional, physical and intellectual skills. While communicating to children it broadens their understanding on reading and literacy. These main two qualities of development help children to improve on their pronunciation skills and their language skills. As children are developing such an important skill in their life, they are developing self-confidence within th emselves. As an educator, demonstrating effective communication skills enhances children’s awareness of how to talk, read and write. Children learn by hearing words, therefore when educators are communicating to children within the learning centre, children are capable of matching the words together and making meaning of what is being heard. As quoted, â€Å"Reading aloud with children is known to be the single most important activity for building the knowledge and skills they will eventually require for learning to read.† – Marilyn Jager Adams.

US rising debt level and current economic problems Essay

US rising debt level and current economic problems - Essay Example According to the forecast of the organisation for economic cooperation and development (2011), the budget deficit for US is likely to increase to 10% of the GDP. This projection means that the US government must formulate ways of arresting the looming economic crises as a result of the increasing deficits. The main reason why the public debt in America would increase is the need for the government to increase job opportunities by stimulating demand (Saad 2011). When a government intends to create more jobs, it will increase the level of demand by increasing its public expenditure and reducing the level of taxation. This had made the Obama’s government increase the level of public debt. At the same time, the 2008 economic recession could also be a reason for the increased budget deficit. After a recession, the economy of a country needs to be stimulated to increase the level of demand and to create more economic activities. This made the US government increased their level of b udget deficit to increase the rate of recovery of the domestic economy (Amadeo 2011). The increased expenditure from external borrowing accompanied by a decline in the level of taxation must result in an increase in the level of public debt. If not closely monitored, the increased public expenditure will result in increasing level of inflation making prices of goods soar in the market. The increased cost in recapitalization and acquisition of financial institutions as well made the public deficit soar (Turner 2008). One of the causes of the economic recession was failure by the financial institutions to act decisively to rescue the depreciation in the economy. The failure by the credit rating agencies to give true credit risks made banks increase their mortgage loans that in the long run led to the recession. The US government as a result of this ventured into takeover of some banks which therefore meant increase in government spending making the economy experience a rising level of deficit (Saad 2011). The increases government spending accompanied by the declining tax rates was bound to increase the level of debt and this makes the projections of OCED realistic and important for government formulation. It must also be noted that the increasing deficit has made the democrats and republicans have clashes on the measures that the government should undertake to help reduce the level of deficit and the general debt level (Saad 2011). The two parties have agreed collectively on the short term measures of a cut in the government spending but have failed to agree on which areas that the governments should reduce spending. They also have different thoughts on the long term remedial. To correct the economic problems in the economy, the government can pursue a significant reduction in the deficit level. The US government through such a move would be in a position to reduce their increasing debt level and at the same time solve other economic challenges. A reduction in t he level of budget deficit can be made for various purposes; the first reason for a reduced budget deficit would be to help reduce the level of government debt (International Monetary Fund 2010). For instance, the Obama administration projects that through the reduction in the government deficit for a decade would make the government solve the high level of debt (OECD 2011). Another reason for cutting the level of government deficit would be

Gay Men U.S. vs China Research Paper Example | Topics and Well Written Essays - 1500 words

Gay Men U.S. vs China - Research Paper Example In addition, the U S is putting policies in place with prospects of protecting the rights of the gay community. Unlike the US, China has had a dull history regarding its gay community. The subject of homosexuality had been treated as a taboo for a long time in most countries including China. However, the Chinese people are changing their attitude concerning homosexuality. This essay will compare the views of the Chinese and US society in regards to the gay community. In China, Hong Kong is always ahead of the mainland China in terms of information and interactions with the outside world. However, this does not prevent homosexuality from being branded as an illegal behavior in Hong Kong. Until 1991, homosexuality was illegal in Hong Kong. In mainland China, homosexuality was considered both a crime against humanity and a form of mental illness. This indicates that the Chinese gay society was still stigmatized by the community in 1990s. Unlike China, the US has a more liberalized socie ty where people have extreme expectations. the US society acknowledged the existence of Gay community long before the Chinese society acknowledge the gay people are part of every society. In 1997, the Chinese government shot down the hooligan law. This law had been the main source of discrimination against gay society from the Chinese society. Although Chinese people are slowly accepting the existence of gay community in their midst, they are still behind the US community (Lau web). This change can be noted by an increase in the number of self-proclaimed gay communities around the country. China has also recorded an increase in the number of gay people hangouts. There is however, a significant difference between the mainland China and Hong Kong in terms of accepting the existence of the gay community. The existence of special or secluded hangouts for gay people indicates that the Chinese society has not fully accepted the existence of the gay society. Unlike the Chinese society, the US society has high level of tolerance for the gay community. Gay people living in the US are free to mingle and interact with other people who have normal sexual affiliation. However, there are specific joints and hangout that are more popular with the gay society than with the ordinary people. This indicates that the US society has no negative feelings about the gay people. Although the US and China have the biggest economies in the world, the two countries have great variation in terms of access to information and multiculturalism. Most people in United States live in urban areas while China has most of its population living in rural areas. Rural and urban societies have contradicting views towards gay people living in their midst. While people in major cities such as Hong Kong and Beijing have almost accepted the existence and the rights of the gay society, people living in rural areas still live in denial concerning the existence of gay people. A person living in a Chinese vil lage still views homosexuality as mental illness or abnormal behavior. Unlike China, the US society has a homogenous attitude towards the gay community. This indicates that the society has no greatly varying views towards homosexuals and lesbians living in their midst. The main problem that gay people face in any liberalized society is the fact that they are a minority society. This

International System of Justice Essay Example | Topics and Well Written Essays - 3000 words

International System of Justice - Essay Example Until recently, these atrocities and affronts to ideals of humanity went unpunished by national judicial systems and there was urgent need to put in place a system of justice that would protect the international human rights as enshrined in the United Nations’ Universal Declaration on Human Rights (Roht-Arriaza, 1995). The decade was marked by the creation of international criminal justice mechanisms and the application of a universal jurisdiction that would ensure that those who participate in crimes against humanity are held to account for their actions. Due to inherent obstacles in applying justice for such crimes, the mechanisms developed have continued to be marred with failure despite the numerous strides that have been experienced. After the Cold War period and the horrific acts that took place in the former Yugoslavia and the genocide in Rwanda coupled with the miserable failures of national courts of justice to bring perpetrators of crimes against humanity to account for their acts, major international actors including the United Nations (UN), a number of governments and international nongovernmental (NGOs) organizations came up to form international criminal courts. ... In1998, the United Nations adopted the Statute that would lead to the creation of a permanent International Criminal Court as a complementary to national courts of justice with the mandate to act in cases where the national courts are unable or unwilling to investigate and/or prosecute (Schabas, 2007; Schiff, 2008). It is important to note that the concept of international system of justice include standards governing rendering of justice to all on an international scale and the conduct of war and standards that define the fundamental human rights. Most of these requirements of have achieved a degree of recognition internationally over the past few decades in defining the types of criminal conduct by states against other states or against individuals or ethnic groups. In this regard, the varied definitions of violent crime between countries due to dissimilarities in both legal and statistics recording methods have made international comparisons problematic. The law of armed or violen t conflict has generally been applied to define conflict between states with little or no attention to internal armed conflict. However, there have been some developments in international law to especially through the Geneva Conventions to protect civilians during internal armed violence (Moir, 2002) International Criminal Court and Universal Jurisdiction With international criminal law infiltrating the legal systems of many states, the principle of complementarity, which stipulates the only subsidiary competence of the ICC vis-a-vis national jurisdictions, comes to be seen as one of the most important features of the ICC Statute (Schabas, 2007; Bellamy, 2009). The principle of

Economic Crisis in the Iranian Revolution Essay

Economic Crisis in the Iranian Revolution - Essay Example This essay approves that the use of military government force was also another way the Shah Regime performed dismally in their reign. The public made retaliations from increased government attacks. They targeted government security forces and fought the army in all circumstances. In an effort to try and correct their mistakes, the Shah’s government released political prisoners. The left organization political prisoners such as Tudeh, Fedayeen and Mojahehedin guerrillas were released after oppression by reigning government. Their release at the moment when people wanted revolution gave them popularity and used this advantage to organize attacks on government buildings such as offices and financial institutions. These groups also took advantage to separate the armed forces within the Shah government by urging them to arm the protestors. The main aim of these oppressed political prisoners was to destabilize the country within the shortest period of time. Moreover, they frequently attacked the army. This report makes a conclusion that from the analysis of strategic measures put in place by Khomeini such as the use of Islamic laws in governance, Shah’s regime was overthrown. Additionally, massive strikes, protests and military government contributed greatly to the economic crisis that occurred during the Iranian revolution. Therefore, Shah’s political failure as a result of miscalculated political moves and governance method gave the opposition an opportunity to bring revolution in Iran.

Scientific principles and techniques Essay Example | Topics and Well Written Essays - 1500 words

Scientific principles and techniques - Essay Example Mechanics are based on a few laws of nature which are evident without proof or argument. Mechanics is a highly developed branch of physics which is tasked with the determination and description of the motion of bodies and the investigation of the forces that are associated with the motion (Gross, et al. 2009). Suspension system The suspension system of a car is a collection of important systems that are located on the lower part of the car and are part of the chassis. These include the frame, suspension system, steering system and tires and wheels. The suspension of a car is mainly composed of three systems namely springs, dampers and anti-sway bars. Springs are based on four designs: coil springs which are the most common and are made of a heavy-duty bar that is coiled around an axis. They compress and expand when a force is applied on them to absorb the motion of the wheels; leaf springs which are made up of several layers of metal that are bound together to perform as a single uni t. They absorb shock in trucks and heavy-duty automobiles to reduce the force exerted on the wheels; torsion bars which are made of a steel bar that is coiled; and air springs which are made up of a cylindrical chamber of air placed between the wheel and the body of the car. Manufacture The material is commonly used is alloys of steel such as high-carbon, chrome vanadium and stainless steel. The manufacture process of the springs involves coiling, hardening and a final stage of finishing. Leaf springs are made from bars of flat stock and are heated to elevated temperatures. They are then formed by the use of a machine or by hand. Car springs are made by hot winding which involves heating the metal to very high temperatures to make it formable. When red hot, the bar is then coiled around a mandrel until it acquires the required shape then it is quickly removed from the mandrel and dipped in oil to cool and harden it. To ensure the spring acquires the required strength it is heat trea ted appropriately. For the leaf springs, the flat ends are attained by grinding. The bar is mounted in a jig and is held against an abrasive wheel that is rotating until the required flatness is achieved. A coarse wheel is used first then a finer wheel is used to ensure a fine finish and a cooling lubricant is used to ensure a quality finish and to increase tool life. In a subsequent processes, the spring is exposed to bombardment with tiny steel balls that hammer the steel and make it smooth and this ensures that the steel can resist fatigue and cracking after years of use. The spring is then compressed fully in order to achieve the desired pitch and length and this process is sometimes repeated severally. The coating process which is aimed at preventing corrosion of the metal is the next step. The entire surface of the metal is either painted, dipped in liquid rubber or plated with another metal for example chromium or zinc though electroplating. The spring is then tested through various quality control checks to ensure it adheres to the standards. Function They support the weight, absorb and reduce shock and help to maintain contact by the tire on the road surface. 1. Statics. At rest the coil spring is extended with the only force acting on it being the weight of the car. The leaf spring is curved at rest or when no force is acting on it. 2. Strength of materials. The springs in a car are made of a strong heavy-duty bar that is made of steel. This

Literacy Essay Example | Topics and Well Written Essays - 500 words - 2

Literacy - Essay Example Lake uses his son’s cultural literacy and the Indian traditional literacy standards to describe Wind’s state of grace, his power, and functionality within the Indian culture. He describes Wind’s literacy as a state-of-grace by identifying his excellence in learning what has culturally been expected of him. Lake applies traditional standards and succeeds in illustrating how the child’s literacy meets honorable standards by demonstrating his diversified knowledge. The description of the child’s scope of education that has been â€Å"colorful, complicated, sensitive, and diverse† identifies this state-of-grace because of the child’s tender age. The child has also learnt many things that different members of the society engage in. He has learnt from all social groups and this includes his father, mother, and people from both his generation and his parents’ generation. Wind’s literacy also identifies a state of grace because h e is able to apply the learnt concepts such as understanding indicators to natural phenomena (Lake n.p.). The writer also describes power in the child’s literacy by illustrating how the literacy captures the child’s attention to an extent that he can only focus on the knowledge when he identifies an associated phenomenon. When he identifies change in the atmosphere, Wind is carried away, and is captured by what he has learnt and his mind dreams of the things that his traditional literacy taught him that should be done at such times. This means that Wind’s literacy is not only powerful in its self, but is more powerful than the western literacy that has failed to capture Wind’s attention into focusing in class. Lake also uses developed conflict in the child to demonstrate the power in his literacy. When Wind learns that his literacy conflicts with the new form of education in school, the cultural conflict

Economic, political and technological factors that have turned China Assignment

Economic, political and technological factors that have turned China into a fast emerging economy - Assignment Example The rapid economic development has been made possible by large foreign direct investments, rise in productivity, political reforms and technological advancements (Lampton, 2008). Owing to these transformations, there has been a sharp rise in China’s economic growth, where national poverty figures moved from being more than 65 % to below 10 % within three decades, wherein nearly 500 million people were removed from below poverty level and the country managed to meet a majority of their Millennium Development Goals (World Bank, 2012, p. 4). While rate of growth varied across the country, the growth was sharp in almost all parts and the 31 provinces that came under mainland China (if considered to be independent economies) were seen as a part of the world’s 32 most rapidly growing economies (World Bank, 2012, p.4). Owing to the sharp economic growth, currently â€Å"2 of the world’s top 10 banks are now Chinese; 261 Chinese companies are on the Global Fortune 500 l ist; and China is home to the world’s second-largest highway network, the world’s 3 longest sea bridges, and 6 of the world’s 10 largest container ports. The country has also made large strides in health, education, science, and technology† (World Bank, 2012, p.4). Various factors lie behind China’s strong socio-economic growth, which includes various economic, political and technological factors. ... Rapid economic growth is evinced by a country’s economic figures, such as trade volumes, foreign reserves, higher gross domestic product (GDP), and GDP per capita. Thus, a fast emerging economic growth translates into increasing financial gains for foreign investors that in turn brings in more foreign investment into a country, which supports rapid economic growth. In order to attract more foreign investors, countries aim at framing effective macroeconomic policies that are open to global trade. Emerging Market Economies tend to be more open to global trade with business models that are export oriented, and these models later serve to variegate the products and services exported by the country. Economic experts contend that diversification and integration of national economy into the global economy help in decreasing after-effects of sharp fluctuations within global prices or economic crises, thus bringing stability for the country that in turn attracts more foreign investors (Williams, 2011). In the context of framing sound macroeconomic policies that influence wider aspects of a country’s economy, it can be suggested that effective policies help in stabilizing cash flows, which keep foreign investments safe. Sound macroeconomic policies include liberalisation of national banks, privatisation of public enterprises, and opening up of stock markets in order to give easy accessed to foreign investors, decrease in external debt and framing sound monetary and fiscal policies. Since the start of economic reforms during late 1970s, China has slowly turned into one of the fastest-emerging economies of the world. A look at China’s economy reveals that starting from

Stock Market Vs. Gambling Essay Example for Free

Stock Market Vs. Gambling Essay The difference between gambling and buying stocks of companies is that you are betting on the future of the company and you have records you can research. If something terrible happens to the country, like a natural disaster, stocks will go down. If the country does well, the stock market will most likely go up. The key to doing well in the stock market is to research the companies you are trying to buy stock in. If you just pick a couple random companies to invest your well-earned money in, it would be more like gambling. It is possible to lose a large sum of money buying stocks if a company that was once flourishing has something bad happen. For example, those who owned stock in BP were probably doing all right until they had a vessel drop hundreds of thousands of oil into the gulf. Gambling in a casino, on the other hand is completely different. The house always a edge, and even though the edge is slim it still makes it so that the house will always win in the long run. If you are gambling in Vegas you better be using money you are willing to lose. In conclusion, if you do your homework and research and choose your stock right, more likely than not you will be making money. One thing is for sure I would feel safer tying my money up in the stock market than at the blackjack table.

The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

The Devil Makes Work by Clarke and Critcher | Review

The Devil Makes Work by Clarke and Critcher | Review In this essay I shall review The devil makes work by Clarke and Critcher. Using wider information I shall evaluate the books strengths and weaknesses and suggest implications for the sociology of leisure. The book deals with the historical development of what we now call leisure. The change from older forms of economic markets to capitalist industrialisation forced a schism in the work/leisure relationship. â€Å"The identification of leisure as the sphere in which needs are satisfied and pleasure found simultaneously makes work less susceptible to criticism as unsatisfactory and more salient as that which has to be tolerated to ‘earn’ the freedom of leisure.†[1] This demarcation is seen as the principle victory, in a stream of relatively uncontested battles, of capitalism in regards to leisure. The alienation of labour is made more tolerable by leisure activities and pursuits. Work became a means to an end, leisure. The sphere of leisure offered the ruling classes the opportunity to restrict and control workers lives further, in insidious ways, permeating what was supposed to be ‘free’ time. â€Å"If the working class wants alcohol and music, it shall have them but only to be consumed under certain conditions.†[2] Under the guise of caring for workers needs, and by setting up institutions of leisure, the dominant ruling classes could ensure that time away from work was spent in activities deemed appropriate. The point of this control was to ensure their productivity thus perpetuating the capitalist market. â€Å"The establishment of leisure as consumption†¦has also been of considerable significance.†[3] This was capitalism’s second great victory. The capitalist process, at its most fundamental, is consumption. By turning leisure into a commodity, to be bought, sold and used, revenue could be exploited. The irony and hypocrisy of the sphere of leisure, supposedly free of capitalist ideology, feeding that ideology with new avenues of revenue, production and reproduction, is shown by Clarke and Critcher. The book points out the fallacy of the ‘freedom’ of leisure. â€Å"The much vaunted democracy of the market-place rests on the rather less democratic foundations of the profoundly unequal distribution of wealth.†[4] Instead of resistance to the fact that choice is limited, nay controlled, by the market, we, the consumer, value what choices we do have all the more. Choice in leisure is curtailed by social division and unequal distribution. Clarke and Critcher indicate a direct link between the alienation of work, to an alienation of leisure, precisely because they conceptualise leisure as being a by product of what we term as work. Leisure is defined by work, caused by work and needed because of work. Resistance to leisure models is ultimately futile. The market can not completely control how leisure products are used, the young especially tend to use them in ways never envisioned. This would be seen as resistance except, â€Å"Such strategies may modify but cannot challenge the market/consumer model. Before we can modify the meaning and use of any commodity, we must first enter the market as consumers to acquire it.†[5] â€Å"The major forms and definitions of leisure seem to be changing under the diverse pressures of economic recession and the transition to a post-industrial society.†[6] The piece ends with some predictions. The current (1985) change to a post industrial society would cause mass unemployment. This unemployment would greatly impact leisure, not least because in the capitalist model leisure time is a reward for work, when a person isn’t working they receive fewer rewards. Clarke and Critcher’s work has its place in a continuum of Marxist thought. Simmel stated, â€Å"In this context then, the history of forms of leisure is the history of labour The exhaustion of our mental and physical energies in work lead us to require †¦leisure.’†[7] These notions support the work of Clarke and Critcher, that leisure is a reward for time spent working. The real purpose of leisure is to repair and relax the worker ready to once more be a useful member of the industrial complex. The ruling Bourgeois idea of leisure, for Veblen[8], was conspicuous consumption, the ostentatious display of wealth through the purchase of commodities. For Freud, it was, â€Å" Just this ‘objectivity’ which†¦viewing the individual as†¦consumer†¦regarded pleasure as the consequence of possessing valued objects.†[9] Freud depicted the Bourgeois ego as deriving its pleasure from owning commodities. This pleasure was leisure and inexorably, both implicitly and explicitly, the subordinate classes were compelled to adopt this view because, â€Å"the ideas of the bourgeois class are the ruling ideas in society.†[10] These notions support Clarke and Critcher’s assumptions. Clarke and Critcher state that their work, â€Å"Does not attempt to lay to rest all those complex definitional questions about what is or is not leisure.†[11] Moorhouse raises the very salient point that one could consider it blithely ignorant to conduct research without first defining what it is one is researching[12]. Clarke and Critcher rely on the ‘self evident’ truth of what leisure is. ‘Self evident’ truths are, quite often, less than self evident. They rely on common sense notions, but in this case sense is not necessarily common. For Moorhouse, their treatment of work is crude and their definition of leisure spurious. They refuse â€Å"To allow that paid labour can be, for most, a source of satisfaction, purpose, creativity, qualitative experience, and so on.†[13] Classical assumptions of the nature of work and leisure may no longer be sufficient. Clarke and Critcher themselves state that they are writing during a time of transition to ‘post-industrial’ society. If one takes this claim seriously then it has important implications. â€Å"The introduction of flexi-time and the development of human relations techniques in management have made the workplace less oppressive and monotonous for many workers†¦Moreover, technical progress enables paid employment to be conducted from the home.†[14] Technology, in particular that most wide of world webs, has magnified the possibilities of working from home further blurring the lines of what constitutes work and leisure. The dualistic and simplistic account as found in Clarke and Critcher may no longer serve. Their account seems isolated in a very specific moment, a moment of change. As noted above, they attempted predictions. Mass and continued unemployment never occurred and one can question how much this fact weakens the conclusions they derived. Some sociologists see leisure as a site for developing essential social networks, places that maintain and improve cohesion and interaction[15]. If one considers Simmel’s conception that sociability is leisure in its, â€Å"Pure form,’[16] then one might conclude that the development of leisure networks are a ‘morally’ good occurrence that let actors enjoy true or ‘pure’ leisure, pleasure and fun. â€Å"Social structure may also be manipulated by the intentional activities of actors.†[17] The Marxist based argument is one sided. The bourgeois are the active oppressors, the working class the submissive victims and there is no room for any real dialogue between worker’s and capitalist ideology. [18] Also it assumes that capitalist ideology is uniform and coherent. The ideological structure is rarely that simple. Feminist theorists such as Wearing[19] raise the issues of the problem of women’s experiences of leisure. Though raised in Clarke and Crichter’s work, their account does not, perhaps, delve deeply enough into the feminist sociological perspective. The structural and pervasive ideology of Marxism is, in many ways, present in feminist accounts, however particular attention should be paid to the fact that this ideology is exclusively the preserve of men, and is not exclusively economic. Theorists such as Butler[20] indicate the problem of explaining women’s position in society while being forced to use the only language available, the language of masculinity. Still further Collins critiques feminism as the preserve of white women only.[21]. â€Å"If one ‘is’ a woman then that is surely not all that one is†¦gender intersects with racial, class, ethnic, sexual and regional discursively constituted identities.†[22] In conclusion, Critcher and Clarke’s work fits very neatly within Marxist theoretical framework. As such it has the strengths, and indeed weaknesses, of much Marxist and neo-Marxist theory. Using any one methodology can leave a study exposed to accusations of one dimensionalism. This is a charge that can be levelled, probably fairly, at their thesis. Not only this, but the book, timed during a change in leisure practices, is dated and some of its conclusions are clearly inaccurate. Nonetheless that is not to say that the text is of no use as it does represent many of the dominant ideas that course throughout the study of leisure. The best way to proceed is to use all of the implications noted here, and yet others, when investigating the sociology of leisure. Bibliography Leisure for leisure edited by Chris Rojek. Published by Macmillan press 1989 The devil makes work: Leisure in capitalist Britain by J Clarke and C Critcher. Published by Macmillan 1985 Leisure in society, A network structural perspective by Patricia A Stokoswki. Published by Mansell 1994 Ways of Escape by Chris Rojek. Published by Macmillan Press 1993 Leisure and Feminist Theory by B Wearing. Published by Sage 1998 Gender trouble by Judith Butler. Published by Routledge 1999 Black feminist thought by P H Collins. Published by Routledge 1990 The theory of the leisure class by Thorstein Veblen. Published by The new American library 1959 Footnotes [1] The devil makes work: Leisure in capitalist Britain by J Clarke and C Critcher. Published by Macmillan 1985 p94-95 [2] Ibid p95 [3] Ibid p95 [4] Ibid p96 [5] Ibid p201 [6] Ibid p200 [7] Leisure for leisure edited by Chris Rojek. Published by Macmillan press 1989 p83 [8] The theory of the leisure class by Thorstein Veblen. Published by The new American library 1959 [9] Leisure for leisure edited by Chris Rojek. Published by Macmillan press 1989 p69 [10] Ibid p101 [11] The devil makes work: Leisure in capitalist Britain by J Clarke and C Critcher. Published by Macmillan 1985 pxiii [12] Leisure for leisure edited by Chris Rojek. Published by Macmillan press 1989 [13] Ibid p25 [14] Ibid p108 [15] Leisure in society, A network structural perspective by Patricia A Stokoswki. Published by Mansell 1994 [16] Leisure for leisure edited by Chris Rojek. Published by Macmillan press 1989 p87 [17] Leisure in society, A network structural perspective by Patricia A Stokoswki. Published by Mansell 1994 p112 [18] At least not in any meaningful way as we have seen in the above example, from Clarke and Critcher, the very entry into the market process taints any action with is ideological stigma. [19] Leisure and Feminist Theory by B Wearing. Published by Sage 1998 [20] Gender trouble by Judith Butler. Published by Routledge 1999 [21] Black feminist thought by P H Collins. Published by Routledge 1990 [22] Gender trouble by Judith Butler. Published by Routledge 1999 p6 Case Study: Socio-Economic Influences on Health Case Study: Socio-Economic Influences on Health Zivile Mikucioniene Introduction In the year 2005 the health promotion has been defined by World Health Organization. This program enables people to pose control over their health and its determinants. Through a healthy public policy the health promotion program can be occurred. Income, employment, housing, food security and quality working conditions are the basics of public policy. Recently this program is initiated in UK. It shows that there is a relationship between health promotion and social marketing. The potentiality of the integrative nature of the approaches has been highlighted and reinforced. By the time beings the program is developing and involving leanings of different sectors. The UK is integrating the elements of effective health promotion approaches with pertinent learning from social marketing and other disciplines and has adopted holistic approach. Task-1A LO1.1 The effects of socio-economic influences on Mary’s health The health issues are closely related with the factors of socio-economy. The factors have a great effect on health. Income is considered as a factor of health and if income is low the health will be poor. Moreover, health will also be better, when the income is higher. The factors are income and social status, physical environment, education, genetics, gender, social support networks and health services. Mary is a pregnant woman working in a supermarket in her city. As her income is not sufficient for keeping good health, she suffers from many problems. The effects of socio-economic influences on Mary’s health are many. The impacts of socio-economic influences on Mary’s health are: Social support networks: Social support networks of Mary were not good. For this reason, she could not maintain the socio-economic influences. Low income: Mary’s income was low. For this the low income have a great impact of socio-economy as well as on her health. Education: Mary was not so much well educated. So, she can’t influence the socio-economic factors. Genetics: As a woman Mary has some limitations. She can’t move to all side because of her pregnancy. LO1.2 The significance of government sources in reporting on inequalities in health Government research says that adverse environmental conditions create some significant social inequalities in exposure to and disease. These inequalities exist at many levels, between countries, within countries and within communities. As a professional woman Mary is facing some socioeconomic inequalities regarding health. In the light of government reports Mary is facing the following inequalities- Social inequalities related to ambient air quality There is an inconsistent relationship between exposure to socioeconomic status and air pollution. In some cases, the socioeconomic groups are in vulnerable position than the affluent group who are at higher risk. Factors affecting this include pre-existing health conditions, cumulative exposures and differential housing affordability in different geographical areas. Social inequalities associated with housing and residential location Most research identified people as being more at risk of exposure to environmental hazards, both within the dwelling, chemical and biological contamination, temperature, noise, sanitary equipment and in the inhabited are from lower socioeconomic groups. Gender inequalities Gender inequality is a great issue regarding health. Biological and social factors influence the way in which environmental factors influence health. Women are restricted in some ways such as in workplace or in society and these restrictions create inequalities. Social inequalities in the working environment and work related health risk Occupational life is quite related with health. The grade of employment, job control, job demands and economic rewards are the different aspects influencing professional life. The education and income as well as other factors like unemployment, immigration status, ethnicity and gender are the occupational factors that influence health condition. Education inequalities Education is somehow related to health. It is education which helps people to get a better job and be on a better financial position. But Mary is not highly educated as she quit school at the age of 15. That’s why it is quite difficult to get a good job and lead a better and healthy life for her. Financial inequalities Researches says that women are incoming low than men. As income is quite related to health so women are getting unequal services than men. In Mary’s case she works on a supermarket 16 hours a week. That is not a high profile job and she doesn’t get a very handsome amount as a salary. So it is quite difficult for her to get a better health care for her and her baby. Government research found out the aspects of socioeconomic inequalities which help to create a social awareness. The above aspects are quite related to Mary’s condition and we must say she is adversely affected by socioeconomic inequality. LO1.3 The reasons and the possible barriers for Mary accessing health care Health care is very essential for everyone because we all know ‘health is wealth’. The objectives of accessing health care are prevention of disease and disability, overall physical, social, and mental health status, quality of life, detection and treatment of health conditions, life expectancy, preventable death,. There are several reasons behind Mary’s accessing in health care. Under pregnant condition Mary used to smoke for that reason her physical condition was not good. Besides, she tried to change her lifestyle. Moreover, she wants to take care of her health. There are some barriers to Mary’s accessing health care. For those barriers she has problem to take health care. Some of the main barriers of Mary’s accessing health care are: Geographical barriers: Because the distance of Health care centre Mary can’t go to the Heath care centre. Cultural barriers: For the cultural barriers Mary can’t go to the Heath care centre. Financial barriers: Financial ability or condition of Mary was not good. For the high cost of health care Mary can’t access to this. There are also some reasons and barriers for Mary to go to the health care Centre. But these are the main reasons and barriers behind accessing health care. Task-1B LO2.1 the links between government strategies and models of health promotion Government plays an important role to improve the health care service of the country. They took improve the health condition of the countrymen and prevent the adverse effect of socioeconomic inequalities. There are also some models which are developed to provide better health care. However there are some links between the government strategies and models. We identify some relations between them shown as follows- Encourage cessation of smoking. To ensure health service for every class of people such as low income people, affluent group. There are some initiatives taken to deal with social problems and health inequalities according to health promotion model. Bring out the socioeconomic group from vulnerable position. Make sure that no gender inequalities can lead any inconvenience to take health service. Make a healthy living for the citizens for the purpose of living a healthy life. It is clear that there are several links between government strategies and models of health promotion. No inequalities should be practiced in case of health care service. Nobody should face inequalities in case of health service, no matter who he or she is. These all indicates that people of different class are equal in getting health care services. And these encourage proper care and treatment for the pregnant women. And these strongly discourage smoking as well so that no people die in cancer. LO2.2The role of different professionals in health and social care have on meeting health promotion targets set by government There are many professionals who help the government to go to the targets of health promotions. The role of different professionals in health and social care are many for health promotion. The professionals help or support is much more important for the government to go through the goals. Nursing and Midwifery Council guidelines help Mary to protect her confidentiality. Mary gets the extra benefits from the professionals to the health promotions. Those professionals help Mary to take health care for meeting health promotion targets set by the government. There are many roles performed by the different professionals in health and social care for meeting the health promotion targets set by the government. They are as follow: Help to cure the diseases Help to prevent from diseases Help for nursing in time of pregnancy Help economically Help to minimize risk Help to get ride of poverty These are the roles played by different professionals in health and social care for meeting the health promotion targets set by the government. LO2.3 The role of routines in promoting healthy living with respect to Mary Healthy living is the pre-condition for the self-development of any person. Mary has a unborn child as she is pregnant. It is more important for the woman with a unborn child. A routine life is the pre-condition, to maintain a healthy body or to prevent from any diseases. Mary must follow a routine to protect herself as well as her unborn child as she is a pregnant woman. Mary should not smoke specially at her pregnancy period because it can harm herself and mostly her unborn child. She may lose her health and her unborn child may also be affected to the diseases, if she does so. She can be healthy and can protect her unborn baby, by following the routine. Otherwise, she may get sick or her child may also be sick. At last we can say to maintain a healthy life Mary can follow a routine which can help Mary to prevent from any kind of diseases. The unborn child may also be safe from the routine life like not smoking in the pregnancy time. Because, smoking can harm Mary as well as her unborn child. Task-2 LO3.1 The theories of health behavior and health beliefs transformation into behavior There are many theories of health behavior in health promotion sectors. Some of the important theories of health behavior are as follows: Organizational change theory Community organization theory Diffusion of innovations theory Theory of planned behavior Social learning/ social cognitive theory Theory of reasoned action These theories are more often used in transformation of the health beliefs into the behavior. Mary believes those health beliefs and does her duties and maintains her lifestyle in the following ways. Those health beliefs once may go to the behavior of her. These theories transform Mary’s health beliefs to her behavior. After all we find that through the health beliefs Mary makes it to the behavior of herself. Mary’s health behavior theories can transform the health beliefs into the behavior. LO3.2 the potential effects of conflicts with local industry on health promotion Government earns from various sources. Tax from local tobacco industry is one of those sources. So it contributes in the national economy. On the other hand government initiates health promotion program which encourage cessation of smoking. That means there is an inevitable conflict between this two. With millions of their customers either dying from tobacco-related illnesses or quitting each year, it is critical for the tobacco industry to keep recruiting new smokers. There is an obvious conflict while government earning from the tobacco industry and on the other side initiating health promotion program which is strongly discouraging tobacco business. As we know from the case that Mary is a smoker. From the view of national economy it is contributing in the national economy. But it is so much injurious to health and causes cancer. It is also detrimental to her unborn child. The health promotion program is initiated to discourage all activities that harmful to health. It encouraging the prevention of all inequalities that Mary face while accessing to health care. It strongly encourages cessation of smoking. There are more than one billion smokers in the world and globally this number is growing. The health promotion program is trying to prevent the tobacco business. But it provides a segment of government income every year through taxation. If the promotion program continues than the government income source will be narrowed. But if smoking cannot be prevented then it will remain a great risk for human health. So it is better to bring the number of smoker to a lowest level and make them aware of the bad effect of smoking. LO3.3 The importance of providing relevant health related information to the public The government and other authorities should provide the relevant health related information to the public. So that the people can be aware about their health and they may take care of their health as well as health promotions. Mary is a pregnant woman lives in UK. So the government and the authorities should provide her all health related information to avoid any kinds of health hazards. For example health related information can make the health of Mary sounder than anything else. So it is more important for Mary to get the proper health related information. Another example can be that, if proper health related information would available to Mary before her pregnancy, she would not go to such awful habits like smoking cause, it is more harmful for her to pregnancy. Therefore, she would get the defensive measures to prevent any diseases and her unborn child health. At last we see that information is more important for keeping better health for any pregnant woman like Mary. That’s why Mary should be provided with the relevant health related information by those of the authorities. Task-3 LO4.1 understanding of health promotion and ability to plan a specific health promotion campaign This work will help me to understand the health promotion. This will also help me to plan for a specific health promotion campaign. It is clear that there are several links between government strategies and models of health promotion. These all indicates that people of different class are equal in getting health care services. So no inequalities should be practiced in case of health care service. Nobody should face inequalities in case of health service, no matter who he or she is. There are more than one billion smokers in the world and globally this number is increasing. But it provides a portion of government income every year through taxation. So the health promotion program is trying to prevent the tobacco business. If it happens than the government income source will be lessened. But if smoking cannot be prevented then it will remain a great threat for human health. So it is better to bring the number of smoker to a minimum level and make them aware of the adverse effect of smoking. LO4.2 Health promotion campaign supports government health promotion strategies This health promotion campaign supports all the government health promotion strategies. The government and other authorities should provide the relevant health related information to the public. So that the people can be aware about their health and they may take care of their health as well as health promotions. Government research says that there are significant social inequalities in exposure to and disease from adverse environmental conditions. These inequalities exist at many levels, between countries, within countries and within communities. Task 4: Self Evaluation: I take help from the internet and books to complete the assignment. The assignment helps me a lot to understand the health promotion issues. I use the Wikipedia and many others web site to find the data of the assignment. I have completed the assignment by myself. . I usually find the data of the assignment from the UK health promotion bureau. This work will help me to understand the health promotion. This will also help me to plan for a specific health promotion campaign. I see that it is more important to be more aware about the health issue to keep fit and be healthy. If it happens than the government income source will be lessened. But if smoking cannot be prevented then it will remain a great threat for human health. A portion of this income comes from the local tobacco industries. So it contributes in the national economy. On the other hand government initiates health promotion program which encourage cessation of smoking. That means there is an inevitable conflict between this two. So it is better to bring the number of smoker to a minimum level and make them aware of the adverse effect of smoking. There are many sources of income of government. That means that this assignment helps me to find the ultimate benefit and understanding about the health promotion sector. Conclusion Health promotion program is a very important issue. Mary’s health promotion is basically more important for her to maintain her health and her unborn child care. The promotional activities are also an important activity for anyone to follow. References World health organization(1986). WHO, Geneva. Ottawa charter on health promotion In Davies, J, and MacDonald, G, (eds) Quality, health promotion: Striving for Certainties. pp-5-11 Epp , J. (1986) Evidence, and Effectiveness in Health Promotion: Striving for Certainties, Routledge, London, UK, pp, 5-18 MacDonald, G. and Davies, J. (1998) Reflection And vision: Proving and improving the promotion of health. Rapfael, D. (2000) The question of evidence in health promotion. Health Promotion International

Lost Love Essay -- essays research papers

My Lost Love It was ever so dark that evening. It hurt to look at her. It was like looking at my heart barely beating on the floor. I couldn't stand it. Love never hurt me this much. I can't believe this happened. Why me? Why her? Why us? In an instant it was over. I remember the first time we met. It was actually kind of funny. She was walking her dog. Actually, the dog was walking her. I was reading a poem and walking along. When all of the sudden, we collided. The second I looked up into her eyes, I fell for her harder than an avalanche off of Mount Everest. I think she felt the same way because we didn't look away for what seemed like 5 hours. We talked in the park for about an hour and a half. She told me her name was Kristeen Thorne and told me that she was a new student at Orangeville High School; the same school I attended. We found that we had six out of seven classes together, which was a very good thing. I asked her to go out with me that Friday night. We went to the movies first, and then we went to Vinnie Vicci's Italian restaurant. The date was perfect and the person I was with made the date seem like Heaven. We dated non- exclusively for about one month. On our one month anniversary, I gave her my letter jacket which I earned playing varsity football. And while I did that, I asked her to date exclusively. She answered my question so fast I didn't realize that she said yes. We started going out together almost every weekend and talked on the phone all night and walked with each other to class everyday, and I gave her a ride to and from school everyday. We had been going out for about 3 months. The student body voted us cutest couple of the year. We had to get our pictures taken for the year book. We went to the spring dance together and were voted the king and queen of the dance. Then the school year came to an end. That summer we spent most of the time together. We went to Kyber Lake for the Fourth of July weekend. My dad let us borrow his boat for the weeken d, and we stayed at a camp ground. On Friday, when we got there, I took the boat for a test drive to see if it was still running. It's was working. I took her to the little secret cove that only I knew. We stayed in that cove for about 2 hours just talking and kissing and gazing at each other. At that time, the only thing I was hoping for was that this moment never would end. When I look... ...d all he can do is stare. Tell my sister not to cry. Tell Dad to be brave. And when I go to heaven, put "Daddy's Girl" on my grave. Someone should have told him, not to drink and drive. If only they had told him, I would still be alive. My breath is getting shorter. I'm becoming very scared. Please don't cry for me. When I needed you, you were always there. I have one last question, before I say good bye. I didn't drink and drive, so why am I the one to die?" " I know I have to get on with my life, but I will always love and cherish you. Our love will always be like the stars eternal shine." I said as I wiped the tears from my face. " One more thing before I go, I love you! Remember that!" I looked at her grave imagining her face. I stood there for a couple of minutes not saying a word. Then I turned and began to walk to my car. When I got into the car, I sat there, remembering, one at a time, all the things we did together. The final thing I sa w was the twinkle in her eye and the smile on her face when she promised me that she would never leave me. Then I drove home knowing, I would never get to kiss her sweet, gentle lips good night ever again.

With reference to one specific area of the media discuss the ways it may be termed popular culture :: essays papers

With reference to one specific area of the media discuss the ways it may be termed popular culture For this essay I am going to be studying the popular animated TV series ‘The Simpsons’ and saying why I think that it is a classic example of popular culture texts. The programme is twenty-five minute animation about a family at the bottom of the social ladder, the Simpsons. Revolving around the central family the show takes a sideways look at the life of ‘ordinary’ American people. The family has five main members; Homer the father of the family is a blue-collar worker at the local nuclear power station. Marge the mother is a housewife who stays at home all day, then there are the children. Bart (a mischievous prankster) and Lisa (school swat) are pre-teens and lastly there is baby Maggy who doesn’t do that much at all. Every week the family get into various and amusing scrapes and generally carry out the activities that a working class family are ‘supposed’ to do. There are many factors that could categorise ‘The Simpsonsâ €™ as being popular culture, one of them being its intertexuality. The show makes great use of both parody and pastiche as a reference to other popular culture texts such as Star Wars, Psycho and the James Bond films. The programme also features guest appearances by stars of popular culture, such as actors, sports personalities and musicians. Very few people in these roles could be classed as examples of high culture. The other major factor in ‘The Simpsons’ being termed popular culture is the fact that the show is in animated form. No form of animation has ever been seen as a worthy piece of culture by academics and those who decide what is significant and what is not. To establish just why ‘The Simpsons’ can be termed as popular culture we have to define just what it is that we mean by the phrase ‘popular culture’. To put it in its most simple form popular culture can be anything that isn’t categorised as high culture. Academics and members of certain social groups look down on anything termed popular culture as dumbed down entertainment for the masses and something that isn’t worthy of reading. These people attack popular culture as being vulgar and brash, they say its texts are insignificant culturally and that they are only superficial forms of entertainment.

USA: Future Home of the Latino? :: Minority Politics Essays

USA: Future Home of the Latino? Imagine an America completely different than what we have now. Imagine an America where white is not the majority; an America where every race that whites have had such a bad history with (and that includes the majority of the races on the planet) suddenly run the country. Minorities are everywhere in this imaginary America, and in a place where minority used to mean everything-but-white, it now means the exact opposite. This America could be our reality soon. Now, I’m not making this out to be a bad thing, considering this is nearly exactly what the old dead guys who founded this country wanted in the first place. But that’s a whole other essay in itself. In his essay, "The Big New Mix," Renee Loth quotes Leon Bouvier, a demographer from Tulane University. Bouvier claims that "...America will become ‘a majority minority’ nation by 2050...." If this comes true, sure the American culture might be wiped out. But couldn’t you consider the richest part o f American culture the amount of minority people in our country? If, by 2050, America is "a majority minority" as Leon Bouvier predicts, it will affect everything, including politics, business, entertainment, and education. And it won’t all change necessarily for the bad, either. Perhaps the most noticeable change in this imaginary America would be the political scene. For years, women and minorities have sat somewhat silent while the majority whites elect white president after white president. Even some of us white people who don’t hate any races (no, really, there are some of us out there!) think there should be a black president, a Latino president, or a woman president. If Bouvier’s 2050 America is as he says it will be, this might come true. We might even end up with a Black-Latino-American woman president! What would the KKK do then? With a president representing what is now the minority, obviously there would be greater representation of minorities in the government. But, with a "majority minority" running the country, this representation would occur in congress as well. There would be more minority* input to their Congressmen and women (who might also be minorities) as to what laws need to be passed not to mention a greater minority representation at the voting booths. American business will be an aspect of our lives that will change right under our noses.

Psychology Project Essay

Final Output: The Person in Me (An Autobiography that uses Psychological Concepts) Objective: The purpose of this final output for all General Psychology classes is for you, our students, to be able to identify the role of psychology and various psychological concepts in your lives using a lifespan approach. This activity aims to help you understand that psychology can be applied on a daily basis and that the field can: help explain who you are as a unique individual and as part of the social environment help you internalize how building good relationships are essential in life assist you in handling your challenges and choosing your direction in life How to go about writing your story: 1. Think about your audience and try to see things from their perspectives. Aside from the person who will evaluate the quality of your autobiography, who else will you be sharing it with? Is it your friends, family members? What type of readers are they? Do they prefer stories with humor? Do they like reading facts and itty-bitty details? 2. Think about your capacity – can you easily express yourself in prose or in poetry? Do you need to include pictures so that you can tell your story? 3. Think of the direction of your story. Will you be doing Flashbacks? Will you be writing in Chronological order? 4. After deciding on the above, start writing your story. Let the words flow since your first work will most likely be your draft. 5. When you have written your story, read it again. This time analyze which parts of your story can be connected to psychological concepts. 6. Once you have identified these parts, insert the psychological concepts into the story. E.g. â€Å"I can remember that when I was 7 years old, I lied to my mother about not getting money from her wallet. Although this was deliberate deception and although I regret the day that I did it, I do understand now that what had transpired was actually part of my cognitive development. You see, the Theory of Cognitive Development of Jean Piaget states that a child who is becoming less egocentric comes to understand the perspective of other people. I lied to my mom because I knew she would be annoyed and that she would punish me. I understood that she would have gone berserk over my behavior and I, being the mischievous child that I was, had no intention of allowing my buns to get spanked.† 7. Underline all psychological concepts that you use in your story. You are to use at least 25 and this should span all l of the chapters. 8. Your autobiography should be exactly 10 pages with 1.5 spacing and the default font size of 11 and font type of Times New Roman. 9. The last day of the submission of your autobiography is the first day of the Final Exams Week. We, at the Psychology Department, hope that you have enjoyed the journey of learning more about yourselves, your peers, others and life in general. Good luck in your endeavors and and we’ll see you around.

John Milton: Chastity Overpowering Sexuality

Gennesis Carrion prof Fulton 350324 excellence Over indicatoring Sexuality regular(a) until present day, unadulteratedity is held in elevated lever and considered a sexual morality, something sacred and model(prenominal) of praise. existence a virgin is a token of innocence, highly valued by religions and back up by them to tarry so it is something that altogether the bond of marriage is a worthy reason for its loss. Virginity is a symbol of worthiness, the int human actionness and immaculacy of the consistence and soul. It represents the body has remained untouched by versed acts and the soul has remained untainted by knowledgeable urges both remain unmarked by acts of foreign mind and touch.Virginity is the prominent rootage of Miltons short playA Masque Presented at Ludlow Castle Comus. In menti geniusd play, Milton confines versed practice to exist only with accordance to the sanctitude of a fair sexs excellence. He offices mythological allusions to encou rage the sacredness of purity and employs the spirit of Comus as a symbol of the malefic factors at work tempting virginity to be abandoned for a more wanton sexuality whereas the character of the brothel keeper is the personification of chastity.Before beginning the play, the textbooks publishing firm provides some short background study in the preface. In much(prenominal) background, one learns Miltons use of allegory amongst the characters in Masque with the Earl of Bridgewater and his family (the Egertons). The preface to a fault states Masques elevated belief of chastity was meant to disassociate the Egerton family from scandal, such scandal macrocosm the Second Earl of Castle urinatens (the brother-in-law of Bridgewaters wife) indiscretions against his wife and female servants.This study provides readers a possible reason for Miltons strong c at one timern with chastity in Masque. A nonher possible reason could pack been a commissioned purpose to carry on th e Earl of Bridgewater, and newly appointed Lord electric chair of the Council of Wales, to establish a credible and sinewy impression and reputation. Milton accomplished this with basing the characters of Masque take out of the Earls children with his two sons organism the brothers in the play and with his daughter macrocosm the dame, the cute virgin of the play, although this basis was never understandably tated thereby remaining allegorical. When readers first accept the skirt, she has become separated from her brothers and is lost winding through the woods. She calls out welcoming pure-eyed Faith, white-handed wantand the unblemished digit of worthiness to cheer her through her excursion. Her choice of aid represents her experience for chastity she points it in alliance with desire and faith, two aspects connected to religion and of high importance. Not only does the dame place superior significance on chastity, gloss over she herself is the personification of it.Readers can truly cut through Miltons perspective towards chastity specifically in the mootage spoken by the older Brother (lines 420-475). Within this passage, the old Brother speaks of the honor and power that comes with a fair sex creation unsullied he is referring to his sister, She that has that, is clad in complete marque no barbaric fierce, bandit, or mountain climber ordain d be to soil her virgin purity. The Lady is chaste, furthermore she is chastity, she has the auspices which being so provides.Forms of evil will avoid her for that is to how far of an extreme virginity is held, that non even evil would take the endangerment of violating a womans purity. The Lady is free to roam the forest and pass on with unblenched majesty. She does non wipe out to fret or fear either that whitethorn cross her path for no(prenominal) hath hurtful power oer square virginity. Virginity, chastity, purity are the supreme powers, the ultimate protection for a woman agai nst harm to her body and her soul.Continuing with the passage of the Elder Brother, he also goes on to spread out on what occurs when chastity is lost. He refers to the carnal act of a woman losing her virginity (having sex) as letting in the depravement to the self-whispered parts. According to the Oxford English Dictionary, defile means to bruise or sledge and defilement as the act of being defiled and so the act of being bruised or mauled the use of this word to give outside(a) sex gives it an animalistic twist, a savage perspective.This causes sex to be viewed as an act too undignified and somewhat scrofulous to be committed by humans. in time religiously, sex is only meant for the purpose of procreating life, non as a means of pleasure. The Lady, being the personification of chastity, up clenchs all that is pure and denounces the unsavory obscenities caused by liberal sexuality that which is not slap-up, is not delicious to a well-governed and sharp appetite. Her l ogic being that to those who have faith and cherish chastity would not fall to evil temptation and sexual urges.Those aforementioned evil temptations and sexual urges are what the character of Comus symbolizes. Instantly when Comus learns the existence of the Lady, once he hears her song, he is mechanically drawn to her. Comus claims to have never heard such sober certainty of waking cheer the sound he has heard is that of the Lady therefore bring the sound of true purity. Comus is instinctively attracted to the Lady and proclaims she shall be his king. This attraction is an instinct, same as good versus evil or ying and yang it is a equilibrize of positive and negative forces.With the Lady being chastity in corporeal form and Comus being the personification of temptation, it is no move for Comus to desire to conquer the Lady and clear her his wife thereby taking away her virginity. No overnight being chaste, the Lady would then belong to him intend purity falling for tempta tion. Comus attempts to entice the Lady by urging her to be not coy, and be not cozened with that same vaunted name Virginity/ bang is Natures coin, must not be hoarded/ But must be current, and the good thereof/ Consists in unwashed and partaken bliss.Comus refers to virginity as vaunted, meaning it is a trait only desired for blow of its possession he does not hold it in high esteem such as the Lady whom places it next to hope and faith Comus places it next to vanity, which is a bad sin, therefore supporting his purpose of symbolizing evil and temptation. Milton utilizes various allusions to mythological accounts to support his extreme importance placed on chastity. He even states, Do ye mean me yet, or shall I call/ antiquity from the old schools of Greece to testify the arms of Chastity? . An example of such is when the Lady had been put in captured and the Attendant Spirit called upon the Sabrina, Goddess of the river, for assistance to fall the Lady from her entrapment . Sabrina fell dupe to the green-eyed monster of her stepmother and was thrown into the river however since she was a virgin pure, the sea god Nereus took compassion upon her and ordered her quick immortal substitute into a river goddess while still maintaining her maiden over gentleness.This allusion provides evidence of the power of virginity overdue to Sabrina being chaste was she rewarded with immortality and an opportunity to remain in the mortal realm and utilize her newly-appointed power to aid those maidens in peril. Also, Sabrina carry her maiden gentleness meaning, although she is no longer considered a virgin for she is an immortal, she remains chaste she remains untouched and pure and un-defiled as Milton would suggest. Sabrinas purpose is to help ensnared Chastity, a reference towards the Lady, and therefore liberates the Lady with the touch of her chaste palms.Milton assures he refers to Sabrinas palms as chaste continuing with his unvaried and repetitive emphasi s on the virtue of chastity. Whether the reason for Miltons strong concern with chastity in Masque was a commissioned service or to become personal views, the emphasis of chastity is still the main topic of this short play. With the use of allusions to mythological historical accounts and personification, Milton emphasizes the sacredness of virginity and the power it holds.In Masque, Milton creates a world in which chastity makes a woman close to, if not completely, invincible. She may roam through dangerous settings with no fear for evil itself is not valorous enough to dare place chastity at risk she has the protection of Gods and Goddesses at her disposal if help is needed if decease were to occur, she has the chance of becoming rewarded with immortality or automatically be held in praise for having remained a virgin through life.Same as chastity is acclaimed, sexuality is denounced. Sexuality is made to go forth animalistic, savage, vile, a complete dishonor. A woman who give s in into her sexual curiosity is curst in life and considered a sinner in the next. She loses the virtues associated with chastity and becomes a victim of her own unwise decision to not hold virginity as sacred therefore constituting chastity as the dominating power sexuality must succumb to.