The Life and Poetry of Amiri Baraka Essay - 905 Words

The Life and Poetry of Amiri Baraka To understand that you are black in a society where black is an extreme liability is one thing, but to understand that it is the society that is lacking and impossibly deformed, and not yourself, isolates you even more (About 3). This is a direct quote from Baraka, and it outlines his beliefs well. History and society have always influenced Amiri Baraka, and this made him feel as though society was isolating the Black community. Throughout his life, Baraka has tried to teach the idea of equality among races and classes by way of his poetry, plays, and speeches. His concept of equality came from his experiences while growing up during the time of the Civil Rights Movement. He held three†¦show more content†¦He then moved to Greenwich Village, and joined with the likes of Allen Ginsburg, Charles Olson, and Frank OHara. These artists, musicians, and writers were known as the Beat Generation (Baraka 1). During this time, Leroy had his works recognized by literary giant, L angston Hughes. He was also given an award for his off-Broadway play, Dutchman. On October 13, 1958, he married Hettie Cohen, a middle-class Jewish woman with whom he co-edited a magazine (Amiri 1). With his new reputation as a writer, he opened the Black Arts Repertory Theatre/School (BART/S) on April 30, 1965. The idea was to open a channel between the black artists and the masses. Even though the life of the BART/S was short, the idea spread across the nation (BARTS 1). When his theater failed to stay open, he began to distance himself from white society. In 1965, with the assassination of Malcolm X, this hatred was solidified. From this point, Baraka took Malcolms view of Black Nationalism. It was a view of equality, even through militant means (Young 3). The man who buried Malcolm X gave Leroy the Muslim name, Ameer Baraka, and later Ron Karenga, perhaps one of the strongest voices in the Black Nationalist Movement, changed Ameer to Amiri (Young 3). With his new name , and his new values, Baraka divorced Hettie and abandoned his children, leaving them for Newark. He then married Sylvia Robinson, who changed her name to Amina Baraka (Amiri 1). InShow MoreRelatedEssay about Binaries and Identities in Amiri Barakas Dutchman1242 Words   |  5 PagesIn Amiri Baraka’s Dutchman, the binary between black and white people embeds itself into the characters on the subway. Lula, who incorporates her image with control and deception through her white skin, represents one significant driving force. Clay, who faces manipulation from the oppressive white presence of Lula and the others on the train, has to step up and become an opposing force. Throughout these characters transformations from individuals to powers, they express a combination of double consciousnessRead MoreThe Black Of Black Arts Movement Essay2194 Words   |  9 Pagesideology that was developed from many Black Americans who desired self-determination and separation from the white co mmunity. Several of the artists who contributed to the Black Arts Movement included, but is not limited to, Leroi Jones, also known as Amiri Baraka, Larry Neal, Nikki Giovanni, and Sonia Sanchez. They sought to create art that spoke directly to the issues, needs, aspirations and sociopolitical rights of Black Americans. Overall, this movement is one of the most influential movements in regardsRead More The Black Arts Movement Essay1720 Words   |  7 Pagesproliferated through community institutions, theatrical performance, literature, and music. The symbolic birth of the Black Arts Movement is generally dated to 1965 and coincides with a major transformation in the life of its most prominent leader, Amiri Baraka, formally LeRoi Jones. Early in his career LeRoi Jones won notoriety and critical acclaim for his plays, specifically the Dutchmen, while living in Greenwich Village at the heart of the Beat Scene. However, beginning in 1964 heRead MoreAnalysis Of Toni Morrison s Beloved1323 Words   |  6 Pagesin so many varying ideas. One of the lens that doesn’t get discussed enough is the lens of African American empowerment in the 20th century. There are quite a few insights that can be gleaned when reading the book surrounded by authors such as: Amiri Baraka, Nikki Giovanni, and Sonia Sanchez. Beloved shows us the harsh truths that were facing the African American people during slavery, the civil war, and also after emancipation into the time of Reconstruction. Showing us these truths makes it easierRead MoreLangston Hughes : Jazz Poetry And Harlem Renaissance1212 Words   |  5 PagesLangston Hughes Jazz Poetry and Harlem Renaissance Langston Hughes was an African American poet who was born on 01 February 1902 in Joplin, Missouri. His parents separated and later divorced during his childhood. Subsequently he was raised predominantly by his maternal grandmother. His grandparents were politically active and supporters of the abolition of slavery. They were activists in the movement for voting rights for African Americans. Through their active involvement in his upbringingRead MoreEssay about Language in Amiri Barakas The Dutchman1926 Words   |  8 PagesLanguage in Amiri Barakas The Dutchman The popular saying actions speak louder than words is upended in Amiri Barakas play, The Dutchman, where words, or in this case language, speaks louder than the actions of the characters, Lula and Clay. Language governs the characters and their actions, and is therefore a prominent feature in shaping the identities of Lula and Clay. In the play, Baraka conveys the significance of Lula and Clay being enabled to change their identities by a simple changeRead MoreThe Complicated Relationship Between The Black And White Americans1879 Words   |  8 PagesThe Complicated Relationship between the Black and White Americans Amiri Baraka’s play the â€Å"Dutchman† is a portrayal about the interactions between the two major characters Lula and Clay. The two came from different races, whereas Clay is a twenty year old African American, while Lula on her thirties is a white woman. It all started when Lula had the courage to approach Clay, accusing the latter intent of staring from the window of a train. In their conversation, it demonstrates how Lula was tryingRead MoreAnalysis of Allen Ginsbergs Howl2630 Words   |  11 Pagesway, that social change could be driven by literature, Amiri Baraka and colleagues explain in The American Poetry Review. The poem broke form, and challenged cultural and moral values, and it amounted to †¦more than a collective, thrilling scream (Baraka, 2006, p. 3). In fact it changed and continues to change the potential and vision of the lives and work of its readers, including those of our most distinguished artists and authors (Baraka, 3). Moreover, this poem remains an iconic AmericanRead More Claude McKays If We Must Die Essay1254 Words   |  6 Pagesa novelist, an essayist and a poet. Claude McKay was aware of how to keep his name consistently in mainstream culture by writing for that audience. Although in McKay’s arsenal he possessed powerful poems. The book that included such revolutionary poetry is Harlem Shadows. His 1922 book of poems, Harlem Shadows, Barros acknowledged that this poem was said by many to have inaugurated the Harlem Renaissance. Throughout McKay’s writing career he used a lot of dialect and African American vernacular inRead MoreHarlem Renaissance Essay1341 Words   |  6 Pages In the beginning of the chapter 3, Addison Gayle Jr., says that black critic today about how beautiful poem, melody, play, or novel had made single black man’s life. He also says that American writer an American for black honor attached. The one problem during the Renaissance was they had really short life there was no black people in it other than artists. Harlem Renaissance were first one to criticize black and white. They came to dominate Harlem Renaissance through creativity and culture. Madhubuti’s

Young People in Society Free Essays

Explain how political, economic and social constructs can be used to categories society. Look at how Irish society stratifies according to social class and gender. Sociologists develop theories and concepts to help reveal the structure of social life and they engage in numerous different forms of empirical Investigation to test and develop these theories. We will write a custom essay sample on Young People in Society or any similar topic only for you Order Now They are Interested In how people communicate and create meaning and understanding, but they are also interested in questions of power and inequality. They use a variety of sources such as historical documents, observations, river research to help develop reliable information about how society operates. Define social stratification Social stratification is a system where people are ranked hierarchically which leads to groups of people being classified into layers and strata (class, caste, slavery and estate). Class – social class system Is a system of stratification that results from unequal distribution of wealth, power and prestige. Caste -? this is a fixed arrangement of strata from the most to the least privileged. Estate – this consist three different strata or layers – aristocracy, clergy and commoners. Slavery – this is the oldest and most extreme form of stratification or inequality in which some people are literally owned by others as property. All social stratification systems share four basic principles each reflecting how these systems cause inequalities based on class, gender, ethnicity, age, religious affiliation and consequences at an Individual and at a collective level In society, no one social stratification system Is unique, each system Is a characteristic of the society It relates to and it is not simply a reflection of differences at an individual level, nor is it a new incept as afore mentioned but it is a system that has and will persist over generations and although stratification systems may not be an exact replica In each society, fundamentally stratification systems are universal albeit widely variable, they also incorporate ideological beliefs while also engendering shared identities (Macaroni et a’, 2005). Do all societies stratify? If so, in what way? Virtually all societies have some form of stratification or structured inequalities that are organized and that persist over time. It Is universal but variable and seems to be found everywhere. At the same time, what is unequal and how unequal it is varies from one society to another. For example, I) Social stratification persist over generation – in all societies, parents confer their social positions on their children, so that patterns of inequality stay much the same from generation to generation. (Monoclonal et a’, 2005). II) Some Individuals do also experience social mobility -? It may be downward or upward. Society celebrate the achievements of those who rose to people are regarded as more important than others, more worthy of respect or seen as more useful than others in certain situations. It is also evident that people could move downward as a result of illness, unemployment, economic break-down, business setback etc. However, social standing of most people remain unchanged for a life time – like the Royal Family in England. What system of stratification is in operation in Ireland? Is it an open or close system of stratification? The social stratification in Ireland today is undefined. However, the class system seem to be in operation in Ireland and it is considered a close system. A closed system does not afford a person the same opportunity, and as a result a person’s position in fife is solely determined by the family group they are born into. Identity and belonging dominate the social class in modern Ireland. This can be to the majority of people defined by two categories: the first being wealth (Middle class). If you are wealthy you have a lot more opportunities in education, professionals or higher managerial e. G. Senior government workers, doctors, farmers, company directors etc. And; secondly being poor (Lower class). – these are people in lower scale in the society e. G. School teachers, driver, machine operator, bar-worker waitress, cleaner, call- centre worker etc. The rate of lower class status rocketed since recession. (Hyde et al, 2007:65-66) Describe the system of stratification found in Ireland. How is it broken down? (include tables and diagrams here if relevant) During the Celtic Tiger it was perceived that Ireland as a whole was very wealthy and many people were classed as Wealthy or ‘upper class’. However since the recession hit the social status regarding the wealth of the country has deteriorated. Today, a larger number of the population are working or middle class. The growing unemployment rate has forced many people, including well educated individuals to rely on state benefits. This has been a huge factor in the rapid decrease in the social status of the country. Social mobility in Ireland appears to be going in the wrong direction. Not only is the social stratification in Ireland defined by its economic status, but also by a number of other factors; for example; a person’s religion. In the past the influence the Catholic Church had on people determined the way they lived there life. Catholic priests were understood to be very well respected figures in society and anyone of the catholic religion were accepted as part of the community however individuals of a different faith were viewed as outsiders. Nowadays a person’s faith does not have as big an influence on their social status and many people from different religious backgrounds are accepted in Irish communities. Does class/socio- economic position, impact on your health? Please provide evidence, statistics to There are differences among people in the amount of access they have to the resources of wealth and prestige in most societies. Such differences among people in terms of income and status are usually referred to as social class differences. The categories that people have been assigned to by virtue of their occupation have been marred with patterns of illness in society. The lower your place in the social class scale, the worse is likely to be your health status and visa-versa (Hyde et al, 2007). Although race, gender, age etc have influenced socio-economic status, classification by occupation tends to be more common; hence in Ireland, a person’s social class is measured according to his or her occupation while social class of children is determined by parents’ occupation (Denote and Cannon, 2003). According to Denote and Cannon, there are huge inequalities between the classes in the distribution of wealth in the country. It is estimated that 10 per cent of the population own nearly half the wealth in the country, therefore 90 per cent of the population share the other half, but not equally. Ibid:71 in McDonald B, 2009) Health inequalities are often observed along a social rise. This means that the more favorable your social circumstances such as income or education, the better your chance of enjoying good health and a longer life. Whil e there is a significant gap between the wealthy and the poor, the relationship between social circumstances in health is in fact a graded one. Source of data ‘Inequalities in Mortality 1989-1998’ A series of studies by the Institute of Public Health in Ireland (PIP) found that the number of people living with a chronic condition is expected to increase dramatically by 2020 and that disproportionately more of these people will belong to the older population. How to cite Young People in Society, Essays

Benjamin Franklin Physics free essay sample

However, he is probably best known for his work in science, especially in electricity and the physics of electricity. For the areas of science In which he worked, he Is known for his studies In the theory of electricity and his useful inventions. These include the Franklin stove, bifocal eyeglasses, the lightning rod, and daylight savings time. One of Franklins greatest claims to fame was his work in electricity. He carried out experiments with the Elided jar, sent a current through water to ignite alcohol, made the first battery, ignited gunpowder, ND much, much more (Bells).He even charged wine glasses so the drinkers would receive shocks! More importantly though, he began to develop the theory of the relationship between lightning and electricity; he brought up the idea of protecting buildings by using Iron rods. In the summer of 1752, he performed the famous kite experiment, where he drew down electricity from the sky by charging a Elided Jar from the key at the end of the string. We will write a custom essay sample on Benjamin Franklin Physics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Franklin stated that electricity is a single electrical fluid' (electrons) that may be transferred between bodies.He said the total quantity of the fluid is always conserved. This is a concept known today as one of the fundamental natural ?the conservation of electrical charge (Timeline 1750-1774). Inspired by Fay (Charles-Franà §ois De Fan best known for the discovery of positive and negative electricity, Franklin found out the amount of fluid (today known as electrons), was responsible for the repelling and attracting of different objects In different situations (Karma 340). Ben]amen Franklin used terminology still used today.An excess of electrical fluid was considered positive while a deficiency of fluid was considered negative. Benjamin Franklin studied the relationship between magnetism and electricity and tried to magnetite an object by using electricity. Today, we know that electricity Is generated by either moving a wire in a magnetic field or moving a magnet in a coil of wire (Generating Electricity). Benjamin Franklin was also known for his many inventions and creations, which were involved in his experiments with electricity and magnetism (Inventions).What fascinated me about Bens inventions was that most of them were created because he had a problem and wanted to fix It. Franklins Inventions remind me of all the cool new technology we see every day on TV or Channel One News. It continues to amaze me how interesting Benjamin Franklin was by studying his inventions alone. Benjamin had weak vision and was always taking off/ putting on his glasses for reading so he created bifocal glasses to be able to see near and fall Franklin suggested using Chinese ship models, where the ship would be divided into watertight compartments.This way, if the ship had a leak, it wouldnt sink the whole invented the Franklin stove so people could warm their homes safer and without using as much wood (Dray 31). Benjamin Franklin may in fact be one of the most well- known Americans of the . He was surely my favorite! He had a major role in the founding of making the United States and independent country. In science, he is remembered for his many studies in the theory of electricity and his many useful inventions. He was a writer, scientist (many areas of science, especially physics), politician, and many more things.

Secrets of Childhood free essay sample

We are asked to consider where children feel they belong and are understood. Though Maria believed that great progress was underway when writing this book, with an increased sensitivity and better healthcare for children, she also believed there was so much more potential, and that it was critical to recognize the need for social reform in regards to children, not just for the sake of children, but for humanity as a whole. Chapter 2: The Accused Maria Montessori implores us to stand accused for the sake of our children. With a spirit of sacrifice and enthusiasm we must go in search like those who travel to foreign lands and tear up mountains in their search for hidden gold. This is what the adult must do who seeks the unknown factor that lies hidden in the depths of the child’s soul. This is a labor in which all must share. since it means the bringing forth of an indispensable element for the moral progress of mankind. We will write a custom essay sample on Secrets of Childhood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Dr. Montessori claims that our perspective is egocentric, in which adults look upon a child â€Å"as omething empty that is to be filled through the adult’s own efforts, as something inert and helpless for which they (the adult) must do everything, as something lacking an inner guide and in constant need of direction. † Dr. Montessori concludes this false perspective with this warning: â€Å"An adult who acts in this way, even though he may be convinced that he is filled with zeal, love and a spirit of sacrifice on behalf of his child, unconsciously suppresses the development of the child’s own personality. Chapter 3: Biological Interlude I love this chapter it gives us a sneak peek of how a newborn grows into the form and function of an amazing human being. It’s a miracle happening in secret, with the outcome visible to our very own eyes. And as if that alone wasn’t a miracle enough unfolding, this is really just the tip of the iceberg! Just as the physical being is becoming through a hidden code and construct, so too is the physic being unfolding under similar guiding principles an invisible, innate life-force that determine the being’s personality, character, and work that will contribute to the overall harmony of the being and ultimately all of society and the world. Chapter 4: The Newborn Child There is an incongruous relationship between man and child, and it starts immediately at birth, if not sooner in the womb. Though intense feelings of love, awe and joy are certainly possible and present when welcoming a new child into the world, there is also conflicting thoughts that alter our feelings from concern that the child will soil something, be a nuisance, prevent the new parents from acquiring sufficient sleep the parent is perpetually on guard for the inconveniences as well as transgressions of the child, no matter how innocent or intentional. In addition to these conflicting thoughts and feelings, Dr. Montessori speaks up for the needs of the newborn. There is great concern for the mother who has obviously labored long and hard and went through a major hardship. However, the helpless child with no voice is not given at least equal consideration for probably the most traumatic experience of the child’s life being born. â€Å"Too little attention is paid to the newborn child that has just experienced the most difficult of human crises. When he appears in our midst, we hardly know how to receive him, even though he bears within himself a power to create a better world than that which we live ourselves. † Reverence Dr. Montessori urges us to receive him with reverence! Chapter 6: The Spiritual Embryo â€Å"One of the most profound mysteries of Christianity is the Incarnation, when ‘the Word was made flesh and dwelt among us. ’ Something analogous to this mystery may be found in the birth of every child, when a spirit enclosed in flesh comes to live in the world. † I love the analogy between the Incarnation of Christ, and the spirit of every child, as it shows the true miracle that takes place from the time a child is born in the flesh, to the time he is spiritually born as a creation of his own making. This chapter also compares the instincts of animals to that of human beings, with humans having innate liberty and freedom which changes the process and differentiates in the final product instead of a mass produced creature, every human being is a highly creative and handmade work of art, capable of becoming anything, and each individual and unique. â€Å"Just as a physical embryo needs its mother’s womb in which to grow, so the spiritual embryo needs to be protected by an external environment that is warm with love and rich in nourishment. When this is finally realized, adults will change their attitude toward children, for the image of a child as a spiritual being becoming incarnate not only stirs us but imposes upon us new responsibility. † Chapter 7: Psychic Development A child possesses an inner instinct that enable him to choose from his complex environment what is suitable and necessary for his growth. These instincts make the child sensitive, and when that sensitivity is aroused, it is like a beam of light shining only on that object or activity necessary to fulfill that inner urge. In this sensitive relationship between a child and his surroundings may be found the means for untangling the raveled skein of mystery that surrounds the spiritual growth of a child in all its wonders. † â€Å"We can no longer remain blind to the psychic development of the child. We must assist him from his earliest moments. Such assistance will not consist in forming the child since this task belongs to nature herself, but in a delicate respect for the outward manifestations of this development. † Chapter 8: Order To the casual observer it may seem like a young child lives entirely in chaos, but a keen observer will discover this is not the case, and in addition to possessing a high need for order, it is also a need that produces a real happiness. â€Å"Order consists in recognizing the place for each object in relation to its environment and in remembering where each thing should be. This implies that one is able to orient one’s self within one’s environment and to dominate in all its detail. Such an environment is necessary for peace and happiness. † Chapter 9: Intelligence The Montessori Method makes a child’s environment the center of instruction and then relies upon the child’s inner sensibilities which guide the child through their sensitive periods enabling the child to gather impressions from the environment to meet specific needs at specific times or sensitive periods. This is a natural, ongoing process, but can be interrupted by unknowing or misguided adults unaware of the child’s needs. â€Å"Adults can hinder this inner toil when they rudely interrupt a child’s reflection or try to distract him. They take the tiny hand of a child, or kiss him, or try to make him go to sleep without taking into account his peculiar psychic development. Through their ignorance adults can thus suppress a child’s primitive desires. † These passage were especially intriguing to me, reminding us how very differently adults and children think and learn. I only have to walk down the aisle of the local big-box toy store to realize just how off course we are with truly appreciating what appeals, engages and enhances a child’s development. Reading these passages make me appreciate all the more the Montessori Method which takes this understanding into full account when conceiving the environment and creating the materials. Only when we truly understand these differences can we bridge with the child to create adequate environments and materials that support effective learning. â€Å"From the beginning of the second year a child is no longer carried away by gaudy objects and brilliant colors with that transparent joy so characteristic of the sensitive periods, but becomes interested in tiny objects that escape our notice. We might even say that he is interested in what is invisible, or at least in what is found on the fringes of consciousness. † â€Å"Adults have taken it for granted that children are sensitive only to gaudy objects, bright colors, and shrill sounds, and they make use of these to attract a child’s attention. We have all noticed how children are attracted by songs, by the tolling of bells, by flags fluttering in the wind, by brilliant lights, and so forth. But these violent attractions are external and transitory, and can be more of a distraction than boom. We might make the comparison with our own way of acting. If we are busy reading an interesting book and suddenly hear a loud bang passing by in the street, we get up and go to the window to see what is happening. If we were to see someone act in this way, we would hardly conclude that men are particularly attracted by loud sounds. And yet we make this conclusion about little children. The fact that a strong, external stimulus catches a child’s attention is merely incidental and has no real relation with the inner life of the child which is responsible for his development. We can perceive evidence of a child’s inner life in the way he immerses himself in the fixed contemplation of minute things that are of no concern to us. But one who is attracted by the smallness of an object and focuses his attention upon it does so, not because it made a striking impression upon him, but simply because his contemplation of it is an expression of an affectionate understanding. † â€Å"A child’s psychic personality is far different from our own, and it is different in kind and not simply in degree. A child who gathers in the smallest details must look upon us with a certain degree of contempt since he is unaware of the mental syntheses with which we are constantly making. He must as a consequence look upon us as being somewhat inefficient, as individuals who do not see well. From a child’s viewpoint we are not very exact. He sees us as dull and indifferent since we are not interested in minute details. If a child could express himself, he would certainly tell us that deep down he has little confidence in us, just as we have little confidence in him, since our separate ways of thinking are so foreign to each other. This is why a child and an adult fail to understand each other. † If an adult is to accept the responsibility to truly understand the child â€Å"he must become a student rather than a thoughtless ruler or tyrannical judge, as he only too often is with respect to a child. † Chapter 10: Obstacles to Growth Because the conflict between child and adult is an unconscious one, it requires great insight and honesty to acknowledge. It is best recognized through Dr. Montessori’s condemning words: This struggle between the love of the parents and the innocence of the child is carried on unconsciously. Even though an adult may truly love a child, there rises up within him a powerful defensive instinct. The two psychic states, that of the growing child and that of the adult, are so much at odds that it becomes practically impossible for the two to live together without making some adjustments. And there should be no difficulty in seeing that these adjustments are made to the disadvantage of the child, whose social status is one of absolute inferiority. A child’s acts, which are not in harmony with an adult environment will inevitably be checked, especially since the adult is not aware of his own defensive attitude but is rather convinced of his generous love and dedication. But this unconscious defense on the part of the adult flourishes only under a mask. An adult’s avarice, which makes him jealously defend whatever he owns, is concealed under â€Å"the duty of properly educating one’s child. † And the fear of having one’s peace disrupted is concealed under â€Å"the need of making a child sleep a great deal to safeguard his health. â€Å"Adults must cease to look upon a child as an object to be lifted and carried about when he is small and which has nothing more to do than obey adults when he is larger. Adults must be convinced that they have a secondary role to play in a child’s development. They must endeavor to understand children so that they can properly assist them. This should be the aim and desire of a child’s mother as well as of all those who have anything to do with his education. A child is naturally much weaker than an adult. If he is to develop his personality, it is necessary that the adult should hold himself in check and follow the lead given by the child. And he should regard it as a privilege that he is able to understand and follow him. † Chapter 11: Walking â€Å"Hardly has a child learned to move about and begun to exult in his own freedom of activity than he is met by a swarm of giants that block his every move. † The comparisons made between poor and upper class families is an interesting one as applied to Montessori’s philosophies. Though some may assume that an upper class family has a greater advantage to meeting their child’s needs, when we truly understand the needs of children we discover this is not always so: â€Å"The ease with which a child from a poor family darts about the streets avoiding traffic and even catching rides on cars and trucks reveals, despite its hazards, a potentiality far removed from the sluggishness of a timid, an ultimately lazy, child of the upper classes. But neither child has been really assisted in his development. The poor child is abandoned to the dangerous adult environment of the streets. The other is hindered by being hedged in by too many things meant to save him from the dangers inherent in these same surroundings. † Chapter 12: The Hand I appreciate the extra emphasis given to the hands of a child and the essential role of the hands which impress upon and inform the child’s intellect. A child’s work is through the hands, and this need to touch and manipulate objects in the environment is a constant source of conflict between the child and adult, as the adult is always telling the child â€Å"DON’T TOUCH! Only when we recognize how essential it is for the child to interact directly with the environment with his/her hands can we adequately meet the needs of the child. â€Å"If a child succeeds in grasping something, he is like a hungry puppy that has found a bone and goes off to a corner to gnaw on it, seeking nourishment from something that cannot provide it and fearful that someone will chase him away. † Chapter 13: Rhythm This c hapter describes a phenomenon that I have felt and fumbled with often, but would not have been able to clearly understand what I was struggling against without the insight provided here. As humans we have a natural rhythm to how we move through space and time, and when we are in a place or with people who match that rhythm we feel a resonating calm and peacefulness, just like hearing a song that soothes our soul. Yet every being has their own unique rhythm, and we must be careful that we are not reacting to a mismatched rhythm with undue pressure, frustration or tyranny in an effort to assert and overpower the other person who is out of synch with our own rhythm. This is especially critical when working with young children as we can unwittingly act with contempt or condemnation toward an innocent child. We are quick to assist them in dressing when they are taking too much time, pick them up and carry them when their pace is an inconvenience or annoyance to our own agenda. Children must have the time and space to independently conquer their world, and it is our responsibility to make the necessary adjustments to our expectations and schedules to assure that this critical need is met. Chapter 15: Movement Some believe that in order to learn, you must be physically still so your mind can be active and thus learning. However, movement plays a critical role in the learning process, and when the movement is purposeful and the child given the freedom to seek out and execute purposeful tasks, the child develops a â€Å"love for exactitude in the carrying out of his actions. His spirit then seems suspended between existence and self-realization. A child is a discoverer. He is an amorphous, splendid being in search of his own proper form. Chapter 16: The Lack of Comprehension We must recognize the purpose of movement and instead of trying to still a child, find ways to guide a child so they acquire the ability to move with confidence and purpose toward their full potential. â€Å"Since adults have no concept of the importance of physical activity for a child, they put a damper on it as a cause of disturbance. † â€Å"It is not easy to gain acceptance for the idea that physical activity is of great importance for man’s moral and intellectual development. If a still growing child fails to use his organs of movement, his development is retarded and he will fall farther short of his goal than if he had been deprived of either sight or hearing. † Chapter 17: The Intelligence of Love I was surprised to find myself at odds with this chapter. I had trouble digesting the explanation of the simple nature of a child’s love: â€Å"A child’s love is by nature simple. He loves in order that he may receive impressions which will furnish him with means of growth. † If this is the nature of love something we do for personal gain, somewhat elfishly, rather than simply for the sake of love then why the condemnation of adults who are only carrying on with the love that they discovered and developed as a child? Dr. Montessori condemns the parent as too busy or too inconvenient to meet the ongoing demands of the child to share their lap at mealtimes, their warm bed at night time, the early dawn at morning time, often much too early for the tired parent. As a parent, I have been the one who yearns for the quiet of the evening after children are in bed; an extra hour of sleep in the morning; a meal without a child on my lap to balance and cater to. I think that both the child and adults needs must be taken into consideration; it is not wrong for the child to wish for closeness with the adult, but it is also not wrong for an adult to wish for some space from the demands of parenting, and in fact I have found it essential at times to my ability to be an effective parent. As long as both needs are taken into consideration and the parent always aware of both needs and willing to find a balance and happy medium, then I think a more realistic idea of love can be experienced a deeper love that reciprocates, sacrifices, and seeks to be a mutual love that benefits all who are willing to share. Chapter 18: The Education of the Child â€Å"We must wake up to the great reality that children have a psychic life whose delicate manifestations escape notice and whose pattern of activity can be unconsciously disrupted by adults. An adult environment is not a suitable environment for children, but rather an aggregate of obstacles that strengthen their defenses, warp their attitudes, and expose them to adult suggestions. † â€Å"To assist a child, we must provide him with an environment which will enable him to develop freely. A child is passing through a period of self-realization, and it is enough simply to open up the door for him. † â€Å"In an open environment, one that is suitable to his age, a child’s psychic life should develop naturally and reveal its inner secret. † â€Å"The new education has as its primary aim the discovery and freeing of the child. † â€Å"This new system of education has been widely discussed, particularly with respect to the reversed roles of child and adult the teacher without a desk, without authority, and almost without teaching, and the child, the center of activity, free to move about as he wills and to choose his own ccupations. † Chapter 20: The â€Å"Method† It was really fascinating to read how Dr. Montessori’s Method came to be, and the perspective that it isn’t the Method itself that educates the children, but rather the Method that improves a child’s natural development process as it unfolds, and rath er educates us, the teacher, on how best to enhance the child’s natural development. The Method was not something that was premeditated and put into practice, but rather discovered through a period of time and taught by the children themselves. This alone reminds us that we don’t have a Method to impose upon children, but rather an opportunity to share this approach with young children who teach us how effective we are with Dr. Montessori’s teachings and philosophies. Just as the child learns through incremental progress, we too as teachers can learn how to assess, adjust and reapply the Method incrementally as we discover it ourselves. Critical parts of the Method are a suitable, prepared environment, a humble teacher and materials that met their developmental needs. These conditions honor and protect the child’s potentialities to enable the child to learn and grow into the best version of themselves. Chapter 21: Pampered Children It might be assumed that wealthy children with their advantages and privileges in comparison to less fortunate children would be more civilized and easier to educate, but they often have their own unique challenges due to being over-indulged. A child that has been given in excess have been overstimulated where they no longer can appreciate the beauty that surrounds them; they are flighty as they flit around from object to object with disinterest and dissatisfaction; they don’t care for items in their environment as everything is disposable and replaceable; because of this they are challenging to teach how to use materials with care, let alone settle with a material long enough to benefit from its intended purpose. Hopefully there will be something that will eventually catch the child’s attention that fulfills an inner need and from that will lead to the â€Å"conversion† of the child, a rapid and sometimes instantaneous change that takes place due to an interesting task that concentrates the child’s activities. â€Å"In a child the normal psychic traits can flourish easily. Then all those traits that deviated from the norm disappear, just as with the return of health all the symptoms of the disease vanish. † Chapter 22: The Spiritual Preparation of the Teacher We hide our defects under the guise of noble and impelling duties, just as in time of war offensive weapons are described as means for protecting peace. † This chapter reminds us that we must come to teaching with a humble spirit, an awareness of our own defects and an openness to criticism and guidance to better ourself and our effectiveness as a teacher. I feel this is an ongoing process that requires daily self-reflection, sometimes hourly or even minute to minute when in the thick of it and our patience and competence is being tested. Even when we know we have acted out of frustration with little regard for the child’s needs or spirit, awareness is a powerful tool to help guide us back to a place where pride and anger can be kept in check as we strive for a more balanced, poised, gracious approach to working with challenging yet sensitive young children. â€Å"A child owes respect to his elders, but adults claim the right to judge and even to offend a child. At their own convenience they direct or even suppress a child’s needs, and his protests are regarded as a dangerous and intolerable lack of submission. † Chapter 23: Deviations Just as there is a single specific factor that returns a child to his normal, natural state, there is also a single, specific factor for all his deviations. This chapter discusses the various deviations that a child can experience so that we may better recognize these deviations attachment, possessive, desire for power, inferiority complex, fear and lies. Understanding these deviations includes not only recognizing them, but also being proactive to ensure that we are not ourselves responsible for causing any of these deviations to take root in a child entrusted to our our care. Chapter 25: Conflict Between Adult and Child â€Å"The conflict between adult and child has consequences reaching out almost to infinity, like the waves that are propagated when a stone is thrown into the surface of a tranquil lake. A disturbance is started that spreads out in a circle in all directions. † Chapter 26: The Instinct to Work I think this might be one of the most important chapters of this book, as we must understand, appreciate and support man’s instinct to work starting from a very young age if we are to preserve man’s inner nature and potentialities. Unless we fully grasp this instinct and its implications for mankind, we will not be able to fully meet this need, from preparing an adequate environment to guiding and protecting the child. Dr. Montessori put much emphasis on the instinct to work and its implications for society: â€Å"The most important discovery is that a child returns to a normal state through work. A child’s desire to work represents a vital instinct since he cannot organize his personality without working. A man builds himself by carrying out manual labor in which he uses his hands as the instruments of his personality and as an expression of his intellect and will, helping him to dominate his environment. A child’s instinct for work is a proof that work is instinctive to man and characteristic of the species. † â€Å"This chapter discusses how man’s instinct to work, which should bring great peace and satisfaction, is often a source of contempt. This is because man has lost the proper motives for work instead of working for the sake and joy of the work itself as well as making a positive contribution to society, work has become a means to ends that do not provide lasting satisfaction greed, power and control. † â€Å"Work in its pure state, that flows from an inner impulse and leads to positive, lasting joy and satisfaction, can be witnessed in the toils of an inventor, the discoveries of an explorer and and paintings of an artist. When mankind follows its natural instinct for work, it is through this work that their environment is perfected and becomes more easy and comfortable. Man constructs for himself a new environment and becomes so dependent upon it that he could not live apart from his marvelous creation. As creator, man now depends on man, with all mankind dependent on each individual contributing through his own labors to the transcendent environment all appreciate and rely upon. As master of his own existence and able to direct and dispose of it as he pleases, man is not immediately subject to the vicissitudes of nature, but instead isolated from the whims of nature while fully at the mercy of mankind, his whole life in danger if the personalities of those about him have been warped. â€Å"It would be unreasonable to think that man does not share in the harmony of the universe to which all living beings contribute, each according to the instincts of its particular species. Single corals construct islands and continents by rebuilding the coasts worn away by the ceaseless action of the waves. Insects carry pollen from one blossom to another and thus enable plants to propagate themselves. Vultures and hyenas are scavengers that cleanse the earth of unburied bodies. Some animals rid the world of waste materials and others produce such useful things as honey, wax, silk and so forth. â€Å"Living beings surround the earth almost like the atmosphere, and the individual living things are dependent upon others for preservation of life on earth. Indeed, the life that covers the earth is regarded today as a biosphere. Living creatures do not simply preserve themselves in existence and provide for the preservation of their species, but they all work together in a kind of terrestrial harmony. † Chapter 27: Two Different Kinds of Work The adults work is to build a transcendental environment, while a child’s work is that of producing a man. The child engages in constant labor using the same external environment for his development which the adult uses and transforms. â€Å"The adult is master in one area, the child is master in the other, and the two depend upon each other. Both child and adults are kings, but they are rulers of different realms. † â€Å"A child does not become weary with toil. He grows by working and, as a consequence, his work increases his energy. A child never asks to be relieved of his burdens but simply that he may carry out his mission completely and alone. If adults do not understand this secret they will never understand the work of children, thinking that rest will be of greater assistance to his proper growth. An adult does everything for the child instead of letting the child act as he should. An adult is interested in using the least effort and in saving time. When a child is given a little leeway, he will at once shout, â€Å"I want to do it! † But in our schools, which have an environment adapted to children’s needs, they say, â€Å"Help me do it alone. † And these words reveal their inner needs. †

The Life of Alexandre Dumas, Classic Adventure Writer

The Life of Alexandre Dumas, Classic Adventure Writer French author  Alexandre Dumas (born Dumas Davy de la Pailleterie; July 24, 1802 – December 5, 1870) wrote novels that came to epitomize the adventure genre. In works such as  The Three Musketeers and The Count of Monte Cristo, Dumas eschewed historical accuracy and literary elegance to craft stories that  delivered non-stop action.   Fast Facts: Alexandre Dumas Born: July 24, 1802 in Soissons, FranceDied: December 5, 1870 in Dieppe, FranceOccupation: WriterNotable Works:  The Count of Monte Cristo,  The Three Musketeers,  The Corsican BrothersLiterary Movements: Historical fiction, Romanticism  Famous Quote: All human wisdom is summed up  in these  two words,- Wait and hope. (The Count of Monte Cristo) Early Years Born in France in 1802, Dumas was the son of famed general Thomas-Alexandre Davy de La Pailleterie and the grandson of Marie Cà ©sette Dumas, an enslaved woman of African descent. His last name, Dumas, was adopted from his grandmother.  Although the family enjoyed some rank and connection due to General Dumas’ lineage and fame, they were not at all wealthy, and their situation worsened in 1806, when General Dumas died of cancer.   Without much money for an education, Dumas managed to educate himself and take advantage of family connections. When the French monarchy was restored after Napoleon’s final defeat, Dumas made his way to Paris in 1822 to make a living, intending initially to work as a lawyer. He found work in the household of the Duke of Orleans, a future king of France. A Revolutionary Playwright   Dumas was not satisfied with his new position in the household of the Duke of Orleans. He  almost immediately began writing plays, collaborating with the actor Franà §ois-Joseph Talma. His plays were instant hits, written in a raucous, energetic style filled with violence and dramatic plot twists. Dumas made enough money from the plays and articles he published in magazines that he was able to become a full-time writer by 1830. When a second revolution seized France, Dumas took up arms. He fought in the streets to dethrone Charles X in favor of his former employer, the Duke of Orleans, who became King Louis-Phillippe. Novelist and Collaborator Dumas began working in the novel format in the late 1830s. Noting that newspapers were publishing serial novels, he reworked one of his existing plays into a novel, Le Capitaine Paul. He soon founded a studio and hired writers to work on ideas and outlines that he generated, thus inventing  a business model still followed by some writers today.   Historians disagree about the  extent of his collaborators contributions, but there is no doubt that Dumas energetically increased his output by relying on other writers to flesh out ideas and sometimes write large portions of his books. This process allowed him to maximize his income and become incredibly prolific as a writer. (The fact that Dumas was frequently paid by the word or line is reflected in the surfeit of dialog in his books.) During the 1840s, Dumas’ major novels were written and published. Those works, which include  The Fencing Master, The Count of Monte Cristo, and The Three Musketeers,  exemplify Dumas’ style: explosive opening action, endless excitement, no-frills writing, and a serial format.  The plots are not strictly formed; instead, they meander, resisting typical  narrative structures. The characters  are defined by their actions, rather than an internal monologue or other psychological factors. In all, Dumas published a remarkable amount of material:  more than 100,000 pages of novels, plays, articles, travelogues, and other writings. Personal Life Dumas married  Ida Ferrier in 1840, but historians believe that he had  nearly 40 mistresses and fathered anywhere from four to seven children in his lifetime.  Dumas only acknowledged one son, also named Alexandre Dumas, who became a celebrated author in his own right. Dumas  spent exorbitantly during his lifetime, at one point building a chateau that cost 500,000 gold francs. (At the time, the average laborer earned about 2-3 francs per day.)  As a result of his lifestyle, Dumas ran out of money in later life, despite his many successes. He wrote several poorly-received novels in an effort to drum up more income.   Death and Legacy Dumas died after suffering from a stroke in 1870. It is believed that he may have contracted syphilis at some point in his life, and that the disease may have contributed to his death. Prolific and energetic, Dumas produced historical adventure stories that have endured long after loftier works have faded into obscurity. His focus on action, his disdain for psychological exploration, and his sheer fluidity with language have made several of his novels all-time classics that are still read, taught, and adapted today.   Sources â€Å"David Coward on Alexandre Dumas.† The Guardian, Guardian News and Media, 16 Apr. 2003, www.theguardian.com/books/2003/apr/16/alexandredumaspere.Tonkin, Boyd. â€Å"The Role of Race in the Life and Literature of Alexandre Dumas: The Episode That Inspired the Man behind the Musketeers.†Ã‚  The Independent, Independent Digital News and Media, 16 Jan. 2014,  www.independent.co.uk/arts-entertainment/tv/features/the-role-of-race-in-the-life-and-literature-of-alexandre-dumas-the-episode-that-inspired-the-man-9065506.html.Università © De Montrà ©al - IForum - Forum Express - Vol 4 No 1 - French Studies - Quebecer Discovers an Unpublished Manuscript by Alexandre Dumas,  www.iforum.umontreal.ca/ForumExpress/Archives/vol4no1en/article02_ang.html.Wallace, Irving. The Intimate Sex Lives of Famous People. Feral House, 2008.

Effective, Efficient, Effectual, and Efficacious

Effective, Efficient, Effectual, and Efficacious Effective, Efficient, Effectual, and Efficacious Effective, Efficient, Effectual, and Efficacious By Maeve Maddox My recent post on cost-effective and cost-efficient garnered a couple of emails from readers who suggested that I might not be aware that effective and efficient have different meanings. Despite the difference between the words effective and efficient when used alone, once the word cost is added to them to produce cost-effective and cost-efficient, the meaning of both compounds appears to be economical or cost-saving. I’d welcome the input of an economist who could provide contexts to show a difference in meaning between the compounds, if one in fact exists. Effective and efficient, on the other hand, belong to a group of adjectives relating to the idea of getting results. Their similarity in meaning is clear in these OED definitions: effective: Powerful in effect; producing a notable effect; effectual. efficient: Productive of effects; effective; adequately operative. effectual: That produces its intended effect, or adequately answers its purpose. efficacious: That produces, or is certain to produce, the intended or appropriate effect; effective. Like the readers who wrote to me, I see a significant difference between effective and efficient. I understand efficient to mean, â€Å"marked by ability to choose and use the most effective and least wasteful means of doing a task or accomplishing a purpose.† For example, burning the house down to get rid of termites would be effective, but not efficient. Here are some examples of suggested usage based on a note in the Oxford American Writer’s Thesaurus: Use effective to describe something that produces a definite effect or result. Antony proved that he was an effective speaker by rousing the rabble against the men who killed Caesar. Use efficient when the intention is to imply skill and economy of energy in producing the desired result. In less than a year, the new treasurer’s efficient management resulted in the elimination of the organization’s enormous debt. Use effectual to describe something that produces the desired result in a decisive manner. Destroying the bridge proved to be an effectual strategy for stopping the invaders. Use efficacious to describe something that produces the desired effect. Ginger is an efficacious remedy for an upset stomach. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:12 Types of Language7 Patterns of Sentence StructureShore It Up

An evaluation of the training programme and how it effects performance Literature review

An evaluation of the training programme and how it effects performance at debenhams -westfield - Literature review Example The study relates the concept of performance management and training implementation to Debenhams, in regards to the manner in which it applies the training methods and how it affects the company's competency and performance rate. Performance is defined as being able to finish a task that is measured against certain standards such as completeness, accuracy, speed and cost. In a contractual agreement, performance can be regarded as a completion or fulfillment of an obligation, which unbinds the person from the liabilities within the signed agreement (Torrington, Hall & Taylor, 2008). Most define performance as the act of accomplishing a task and producing an outcome in line with the objective. Others believe that as long as a result is presented, it is an acceptable performance as it is; and if the objectives are not met, the rate of performance is not at par as projected. Performance cannot be evaluated through the outcome alone, as results are triggered by actions that cause it. Asid e from the efforts made to produce a result, other aspects that can affect the outcome can be both external and internal factors (Institutional Management in Higher Education, 2009). Assessing performance by means of the results alone is not appropriate. There are several objectives imposed by the management that can be utilized as constructive means to evaluate the result, but appraising a performance solely on results reflects a company’s poor policy. Other variables that either have an indirect or direct effect towards the result must also be accounted for; as such influences can have severe impacts on the outcome (Torrington, et al, 2008). Performance Management Performance management includes two different kinds of management. One aspect of evaluating performance is through the expert opinion of an analyst, who would be responsible in monitoring the performance of the company as a whole. The other method in which career efficiency can be assessed is through the constant appraisal the managers of its employees in meeting the company’s objectives. This includes assisting employees in reaching goals and expectations, thus ensuring that the company would perform better as a whole (Porter, Bingham & Simmonds, 2008). The organization of the employees’ performance varies per individual. In general, it comprises planning and establishing objectives, and presenting feedbacks and reviews. Proper management also includes commendations through rewards for high performers, and opportunities for one to become skilled at one’s chosen discipline. Management of employee performance is more ideal if the goals are reliable and consistent (Bloisi, 2007). This implies that the management must present a clear way in disseminating information regarding the expected quality of work at present and in the future. Planning the objectives also constitutes classifying the employer’s prospect of his personnel, so as not to seem broadsided during the course of assessing criteria in performance development (Porter, et al, 2008). Planning and setting objectives and goals in a company is one of the critical components of performance management, as it offers an a fair and proper evaluations system in which employees can undergo proper training, workshops and seminars necessitate to increase one’s aptitude and proficiency (Porter, et al, 2008). An ideal performance manag